ethanporcaro/eric-fulltext-meta huggingface dataset:
Dream Box Learning. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Electronic Learning,Elementary School Mathematics,Elementary School Students,Evidence,Charter Schools,Mathematics Achievement,Program Effectiveness,Control Groups,Experimental Groups,Tables (Data),Intervention

&quot;DreamBox Learning&quot; is a supplemental online mathematics program that provides adaptive instruction for students in grades K-5 and focuses on number and operations, place value, and number sense. The What Works Clearinghouse (WWC) identified one study of &quot;DreamBox Learning&quot; that both falls within the scope of the Elementary School Mathematics topic area and meets WWC evidence standards. This study meets standards without reservations and included 557 elementary school students in kindergarten and first grade in three charter schools in San Jose, California. The WWC considers the extent of evidence for &quot;DreamBox Learning&quot; on the math performance of elementary school students to be small for the mathematics achievement domain, the only domain specified in the review protocol. Appended are: (1) Research details for Wang and Woodworth, 2011; (2) : Outcome measures for the mathematics achievement domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Summary of supplemental subscale and subgroup findings for the mathematics achievement domain. An explanation of the WWC rating criteria and a glossary of terms are also provided. (Contains 4 tables and 3 endnotes.) [The following study is reviewed in this intervention report: Wang, H., &amp; Woodworth, K. (2011). &quot;Evaluation of Rocketship Education's Use of DreamBox Learning's Online Mathematics Program.&quot; Menlo Park, CA: SRI International. Retrieved from http://www.dreambox.com.]
Universality and Cultural Diversity in Professional Ethical Development: From Kohlberg to Dynamic Systems Theory
Author: Kim, Minkang
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Ethics,Cultural Differences,Professional Education,Ethical Instruction,Moral Development,Systems Approach,Theories,Dentistry,Behavior Standards,Foreign Countries

Upholding ethical standards is part of what it means to be a professional and therefore part of professional education, but to what extent is the development of ethical reasoning universal across cultures, or is it highly dependent on culture? If universal, how can we explain the unique patterns of moral reasoning and behaviour in Asia, which reflect Confucian values? This issue is particularly pertinent to professional education as it becomes increasingly globalised, with students from different cultural backgrounds travelling overseas for their professional education, sometimes staying to practice in their adopted countries, and as nations such as the US and Australia become increasingly multicultural. Moral psychology has generally adhered to universalism, calling on support from Kantian ethics. Strong universalism has historically been associated with resistance to relativism. Over the past half-century, cognitive rationalist approaches (e.g. Kohlbergian and neo-Kohlbergian), focusing on the development of reasoning skills, have tended to predominate in courses of professional ethics. However, over the past decade, these approaches have met considerable criticism. This paper explores these ideas as they impact on practice and research in professional education, and with reference to a comparative study of ethical identity in American and Asian dentists. (Contains 2 figures.)
Resourcing Teachers to Tide the Semantic Wave to Whole School Literacy Development
Author: Humphrey, S.
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Literacy,Foreign Countries,Educational Sociology,Teaching Guides,Educational Resources,Language Acquisition,Research Projects,Educational Change,Persuasive Discourse,Improvement Programs

In this paper we report on a whole school literacy research project, Embedding Literacies in the KLA's (ELK). The starting point for this endeavour is the theory of knowledge development conceptualised within the sociology of education as the semantic wave (Maton, forthcoming). As discipline knowledge typically resides in the &quot;high stakes&quot; texts students need to read and write, knowledge of the language resources used to create
academic language is essential, as is a meta-language, which is accessible for use by teachers, students and parents but is sufficiently robust to make visible the resources of specialised academic discourses. To this end, educational linguists involved in the project have developed a framework of language resources, which was originally developed by academic literacy researchers (Humphrey, S. Martin, J., Dreyfus, S., and Mahboob, A.,
2010). We report specifically on how we have adapted this framework to form a &quot;4x4 toolkit for academic literacies&quot;, The literacy context for exploring this toolkit is the persuasive writing required by the Australian national literacy test (NAPLAN)., the 4x4 not only provides a framework for teachers to interpret the criteria provided by NAPLAN but to map their own and their students' development of language for learning.(Contains 1 figure and 2 tables.)
What's Eating into School Recess? Implications of Extended Eating for Free Play and Physical Activity
Author: Wyver, Shirley
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Play,Intervention,Foreign Countries,Elementary School Students,Observation,Eating Habits,Social Isolation,Peer Influence,Young Children,Recess Breaks,Catholic Schools,Video Technology,Interpersonal Relationship

An assumption made when designing recess interventions in schools is that there is a clear demarcation between eating time and play time. We used  observational data conducted as part of the Sydney Playground Project to test if this assumption was correct. The Sydney Playground Project is a cluster randomised controlled trial of a recess intervention. The SPP was conducted in 12 Sydney schools and involved 214 children aged 5-7 years. Analysis of the baseline behavioural observations revealed an average of 18.5% of children's free play time was spent eating. Twenty observations were used to explore the extent and nature of influence of eating on children's play. For most children, eating reduced their capacity to engage fully in play. Some children were socially isolated and unable to play while eating. A small number of children seemed not to be affected by their own eating, but were affected by their peers' eating. The results indicate that a substantial proportion of children's free play time can be lost to eating. Although the methods used do not allow us to make causal inferences, the present findings suggest that eating had a negative impact on quality and quantity of play. Time spent eating should be considered when estimating time children have for free play. Consideration should also be given to reducing the amount of free play time that can inadvertently be spent eating. (Contains 1 figure.)
Real Stories, Extraordinary People: Preliminary Findings from an Aboriginal Community-Controlled Cultural Immersion Program for Local Teachers
Author: Burgess, Cathie
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Indigenous Populations,Cultural Awareness,Faculty Development,Teacher Competencies,Foreign Countries,Consciousness Raising,Culturally Relevant Education,Workshops,Semi Structured Interviews,Teacher Attendance,Parent Attitudes,Teacher Characteristics,Empathy,Family Environment,Program Effectiveness,Mixed Methods Research

This paper reports on effective strategies for developing the cultural competence of teachers involved in Aboriginal education and presents the preliminary findings of a review into the Connecting to Country Program (CTC), a joint venture of the NSW Aboriginal Education Consultative Group (AECG) and the NSW Department of Education and Communities (DEC). They suggest that the AECG three-day cultural immersion has a dramatic 
impact on participants' knowledge and understanding of local Aboriginal society, history and culture. Some reported a transformational experience while almost all reported: (1) improved knowledge and understanding of local Aboriginal people, histories and cultures; (2) enhanced confidence in incorporating Aboriginal perspectives into the curriculum; and (3) new skills and awareness of the benefits of communication with Aboriginal people and organisations. A mixed methods approach using qualitative and quantitative data has, in this preliminary stage, elicited responses from 130 teachers, 26 Aboriginal students and 8 Aboriginal parents and community members. These responses indicate the importance of developing the cultural competence of teachers through training delivered by local Aboriginal people. This approach supports teachers in developing meaningful and respectful relationships with Aboriginal students, parents and community members where teachers, students, parents and community members are all engaged in Aboriginal student learning.
Theory and Research on Bullying and Racism from an Aboriginal Australian Perspective
Author: Bodkin-Andrews, Gawaian
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Bullying,Racial Bias,Foreign Countries,Indigenous Populations,Cultural Differences,Educational Environment,Cultural Influences,Correlation,Identification (Psychology),Group Membership,Ethnicity,At Risk Persons

This paper offers a brief review of research on the impact of bullying and racism on Aboriginal and Torres Strait Islander peoples within Australia. The overarching emphasis was on the variety of physical, social, mental, and educational outcomes for Aboriginal and Torres Strait Islander children and youth, whilst also critiquing the prevailing literature with regard to its inclusion and sensitivity towards the importance of culture and connected values. Within the Aboriginal and Torres Strait Islander research setting, although a strong base of research on the impact of racism has emerged, research on the impact of bullying is more recent. In addition, while there may be considerable overlap as to the individual impact of bullying and racism, racism research has identified a wider cultural/identity-threat that bullying research (with a few exceptions) has largely ignored. As a result, there is a need to be sensitive to cultural differences with regard to both the types and effects of racism and bullying, and that efforts to understand and to lessen the prevalence of racism and bullying should be framed within the development of a culturally sensitive and secure framework (Coffin, 2008).
Tuning in Zoning Out: Student Assessment in Teacher Education
Author: Lawson, Justine
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Education,Preservice Teachers,Student Evaluation,Interpersonal Relationship,Teacher Student Relationship,Teacher Role,Teacher Attitudes,Student Attitudes,Emotional Response,Literature Reviews

Assessment in higher education and teacher education in particular continues to be a prominent feature of the student experience. For teacher education students there is an immediate and future concern as they both experience assessment and go on to become assessors of learning within their profession. In the state of Queensland, Australia, assessment in teacher education has taken on renewed importance with pre-registration testing of new graduates. Assessment is a phenomenon that influences nearly all aspects of students' experience of university--their learning, relationships with staff and peers, and their emotions. This paper reports on data from the author's reflective journal where insights were derived from conversations about assessment during student interactions. Extracts from this reflective writing enabled extrapolation of key issues of student perceptions, learning, relationships and emotions. What students say and do in relation to assessment offers lecturers powerful insights into the central role it plays in their experience of university. Students are active in shaping their assessment experience but are clearly also shaped by it. Lecturers play important roles in sustaining and challenging assessment practices that influence students in complex ways.
Whom to Group with--A Bourdieusian Narrative Analysis of International Students in an Australian University
Author: Lin, Isadora Jung-Hsiu
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Foreign Students,College Freshmen,Asians,Group Membership,Cooperative Learning,Group Activities,Student Experience,Semi Structured Interviews,English (Second Language),Social Capital,Cultural Capital,Decision Making

Increasing degree-seeking international students from affluent Asian countries, who use English as an additional language (EAL), have contributed to cultural and linguistic diversity in Australian universities. However, such diversity posed challenges in pedagogy and assessment. Drawn from a larger interview study, exploring what resources helped first year EAL international students come to belong in an Australian university, this paper addresses these students' concerns of finding group members. The data is analysed through Bourdieu's concepts of field and capital to provide insight into what underlies decisions over whom to group with. This paper finds that these students are caught between seeking a sense of belonging and networking to local student peers. It is argued that these considerations are produced by both prior educational trajectories and new conditions on offer in Australia's local classrooms. The findings have empirical implications to enhance group work experience in the higher education sector.
Principals Reflecting on Their Leadership Learning with an Heuristic: A Pilot Study
Author: Dempster, Neil
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Principals,Leadership Training,Instructional Leadership,Knowledge Level,Heuristics,Questionnaires,Pilot Projects,Professional Development

The purpose of this paper is to report on a small pilot study in which an heuristic was used to enable principals to reflect on the confidence they have in their existing leadership knowledge and how they might add to that knowledge in the future. The motivation for the study arose from a literature review of strategies for leadership development which showed up the lack of attention paid in research to principals' agency in the pursuit of their own learning. This contrasts starkly with the dominance in the literature of principals' reliance on education systems or authorities which, at present, make most decisions about principals' learning in leadership development programs. The piloting of the heuristic acts as a means of shifting the emphasis from system to self, thus empowering individuals to take more responsibility for their own future leadership learning needs. (Contains 1 table.)
Using Video Feedback and Annotations to Develop ICT Competency in Pre-Service Teacher Education
Author: Anderson, Kate
Date: 2012-12-00
Type: Reports - Research
Subjects: Feedback (Response),Video Technology,Computer Literacy,Competence,Information Technology,Preservice Teacher Education,Preservice Teachers,Science Education,Student Journals,Reflection,Pretests Posttests,Student Attitudes,Internet,Technology Uses in Education,Pedagogical Content Knowledge,Foreign Countries,Mixed Methods Research,Peer Evaluation

This paper presents the findings of a study that focused on developing Information and Communication Technologies (ICT) competency in pre-service teacher education Units of Study. The study adopted a collaborative-learn-technology-by-design conceptual framework. One-hundred and twenty pre-service teachers participated in the semester-long study. The study involved students in Science Education and ICT in Education Units of Study. Data sources included annotated video feedback, reflective journals and pre- and post-tests. Initial findings demonstrate that the design process deepened the pre-service teachers' understandings of the affordances of Internet technology and that pre-service teachers increased their technological, pedagogical and content knowledge at the end of the semester. [This research was funded by the Faculty of Education and Social Work, University of Sydney, New South Wales, Australia.] (Contains 3 figures.)
&quot;Mentalization&quot;: A Tool to Measure Teacher Empathy in Primary School Teachers
Author: Swan, Paul
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Empathy,Teacher Student Relationship,Cognitive Processes,Measurement,Teacher Characteristics,Foreign Countries

To have empathy with another is to experience the psychological life of that person by projecting one's self into another to understand what they are thinking or feeling. The term &quot;empathy&quot; has definitions marked by ambiguity and discrepancy among philosophers, behavioral, social, and medical scholars. Despite this, the professional responsibilities of teachers to be empathic are defined in the graduate standards. Relatively little research 
examining teacher empathy on teacher-student relationships exists. This paper seeks to develop a definition of empathy that can be used to catalogue teachers' observation of, and interactions with, students. Firstly, a systematic review of the literature reveals considerable disagreement about what constitutes empathy. Secondly, examining empathy in primary 
school teachers provides connections with &quot;mentalization&quot; (Fonagy, 1991). Defining empathy in terms of mentalization provides important insights for primary educators about how to create positive and productive classrooms built on strong teacher-student relationships. (Contains 7 footnotes.)
Place and Sustainability Literacy in Schools and Teacher Education
Author: Somerville, Margaret
Date: 2012-12-00
Type: Reports - Research
Subjects: Sustainability,Foreign Countries,Participatory Research,Action Research,Research Projects,Elementary School Curriculum,Integrated Curriculum,Place Based Education,Observation,Reflection,Focus Groups,Semi Structured Interviews,Teacher Education Curriculum,Instructional Development,Faculty Development

The development of sustainability literate teachers has been identified as a key challenge for the implementation of education for sustainability in Australian schools (Skamp, 2010) and elsewhere (Nolet, 2009). This paper reports on the first year of a participatory action research project that investigates the learning of school teachers, teacher educators, school children and teacher education students, in relation to the integration of place-based sustainability education across the curriculum of a low SES primary school. The methods of data collection included digital visual and audio recorded observations and reflections by teacher educators; reflective observations, focus groups, and interviews with teachers and principals; and the collection of student artefacts from school and teacher education students. A number of different conceptual and theoretical lenses are brought to the analysis of this data including &quot;thinking through country&quot;; sustainability literacies and new technologies; and contemporary theories of space, place and body. In this baseline paper, the overall findings are summarised under the categories of the participating groups: teacher, teacher educator, school student, teacher education student, and the school/place/community nexus. (Contains 1 footnote.)
Reflect, Reconsider, Reposition: Finding Self in the Journey of Others.
Author: Mok, Angel
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Ethnography,Asian Culture,Cultural Background,Identification,Asians,Interviews,Researchers,Experience,Reflection,Parents,Self Concept,Immigrants,Foreign Countries,Mathematics Achievement

Autoethnography is adopted as the procedure and orientation for this PhD study which aims to explore the cultural identity of the Chinese families and its influences on their children's mathematics learning. The purpose of this paper is two-fold. First, readers are invited to travel with the researcher a journey in which she explores her diasporic identity by engaging in the stories of others. This will be done by examining how her understanding of her own Chinese identity was challenged by those of the participants 
in the interviews. Second, through her experience and reflections, readers are provided with an insider's lens to understand some of the data collected in the interviews. Data are collected through interviews, journals, observations and fieldwork memos. As an autoethnographic study, it is not the aim of this thesis to provide a generalization of data. Rather, rich data sets which are partially contrastive and partially congruent to one another challenged the homogeneity of Chineseness. This paper discusses how the researcher uses her dual positionality to explore blurred boundaries between the observer and the observed, insider and outsider. It highlights how self is an important instrument in both the collection and analysis of data.
Practitioners, Learning Difference and Regional and Remote Inclusive Education Settings: A Focused Analysis of the Research and Policy Literature
Author: Hollitt, Julie A.
Date: 2012-12-00
Type: Information Analyses
Subjects: Foreign Countries,Inclusion,Rural Education,Learning Problems,Special Education,Developed Nations,Developing Nations,Social Isolation,Social Distance,Access to Education,Urban Education,Metropolitan Areas,Indigenous Populations,Minority Group Students,Disabilities,National Curriculum,Educational Research

This literature review interrogates current international writing about inclusive education (IE) in regional and remote settings, with explicit reference to Australian considerations, including the emergent National Curriculum. The task of this review has been to establish the types of knowledge reported about IE in minority, marginalized and &quot;other&quot; inclusive educational settings, and to locate the absences of knowledge that the current literature indicates. Finally, future directions for research into IE in minority educational settings are proposed. (Contains 4 footnotes.)
Transfer or Threshold: The Relationship between L1 and FL Comprehension Monitoring
Author: Han, Feifei
Date: 2012-12-00
Type: Reports - Research
Subjects: Reading Skills,Transfer of Training,Native Language,Reading Comprehension,English (Second Language),Language Proficiency,Correlation,Multiple Regression Analysis,Metacognition,College Students,Foreign Countries

A crucial area in FL reading research is the transfer of reading skills from L1 to FL. Among all the reading skills, comprehension monitoring plays an important role. This study examines relationship between comprehension monitoring outcomes in L1 and FL reading among Chinese learners of English as a foreign language (EFL) with different FL proficiency measured by scores from a mid-term examination prior to the study. It also investigates the separate contributions of L1 comprehension monitoring and FL proficiency to FL comprehension monitoring. Altogether 126 students in a vocational education program took part in the study. They completed an error detection task in both L1 and FL reading. For each error detection task, they were asked to read two narratives embedded with external and internal errors. The data were analyzed using correlation and multiple regression analyses. The results suggest that there was a moderate positive relationship between L1 and FL comprehension monitoring; and L1 comprehension monitoring made a much larger contribution to FL comprehension monitoring than FL proficiency did. (Contains 3 tables.)