ethanporcaro/eric-fulltext-meta huggingface dataset:
Being a Teacher Educator: Exploring Issues of Authenticity and Safety through Self-Study
Author: Garbett, Dawn
Date: 2012-03-00
Type: Journal Articles
Subjects: Physical Education,Education Courses,Teacher Educators,Preservice Teacher Education,Reflection,Journal Writing,Peer Teaching,Science Education,Student Role,Teacher Role,Course Descriptions,College Instruction,Instructional Effectiveness,Student Attitudes,Observation,Interviews

The catalyst for this self-study was implementing peer-teaching in our respective science education and physical education teacher education courses. Because our students taught one another it meant we redefined our roles as teacher educators as well as the roles that our students took in the teaching and learning community. We documented and explored our learning about teaching and teacher education through journaling, observations, discussions and interviews with students. Our students' responses to peer-teaching provided a critical lens through which we considered our efficacy as teacher educators. Through this collaborative self-study, we have learnt to manage the issues of authenticity and safety for ourselves and our students.
University-School Partnerships: Pre-Service and In-Service Teachers Working Together to Teach Primary Science
Author: Kenny, John Daniel
Date: 2012-03-00
Type: Journal Articles
Subjects: Professional Development,Principals,Science Instruction,College School Cooperation,Teacher Collaboration,Preservice Teachers,Partnerships in Education,Elementary School Teachers,Cooperative Planning,Cooperating Teachers,Teacher Attitudes,Elementary School Science,Questionnaires,Foreign Countries

This paper reports on a partnership approach preparing pre-service primary teachers to teach science. Partnerships involving pre-service teachers and volunteer in-service colleagues were formed to teach science in the classroom of the colleague, with support from the science education lecturer. Each pre-service teacher collaboratively planned and delivered a sequence of at least six science lessons over six weeks. An earlier paper reported on how the program affected the confidence of the pre-service teachers. Over three iterations, 61 in-service teachers from 23 local schools participated. In this paper the data from the colleague teachers and principals who participated is explored. The evidence indicates that the principals valued the program as an opportunity to improve science in their schools and as science professional development for their staff. The in-service teachers were positive and results show that the triadic partnerships offered professional development that addresses common barriers to teaching science in primary schools. (Contains 4 tables.)
Transfer of Mathematical Knowledge: Series
Author: Akgun, Levent
Date: 2012-03-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Mathematics Education,Difficulty Level,Grade 3,Mathematics Achievement,Achievement Tests,Problem Solving,Problem Sets,Transfer of Training,Mathematical Applications,Mathematics Activities,Mathematics Skills,Foreign Countries

The aim of this study is to explain students' ability to transfer their knowledge about mathematical series to the problems that they encounter. The data of the study were obtained by using two different tests, namely &quot;Problem Solving Test (PST)&quot; and &quot;Series Character Identification Test (SCT)&quot; which were developed by the researchers. The study was conducted to third- grade students from department of elementary school mathematics education in the 2009-2010 academic year. In view of the analysis of the data, it was observed that the students experienced no difficulty in the SCT which required procedural knowledge. They experienced difficulty in the PST which required skill to transfer their knowledge about the series to the circumstances that they encounter. According to these results, it was determined that the students experienced difficulty in transforming real life problems to series and interpreting these problems. (Contains 2 tables and 3 figures.)
Structured Reflective Communication as a Meta-Genre in Teacher Education: Creative Uses of &quot;Critique&quot; in a Teacher Education Program
Author: Starks, Donna
Date: 2012-03-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Processes,Beginning Teachers,Criticism,Lesson Plans,Video Technology,Reflection,Content Area Writing,Graduate Students,Student Evaluation,Evaluation Methods,Education Courses,Inservice Teacher Education,Educational Technology,College Instruction,Instructional Effectiveness,Classroom Observation Techniques,Lesson Observation Criteria,Protocol Materials

This article develops an expanded, collaborative and structured view of the process of critiquing observed lesson fragments and shows how this process can be used as a model for developing students' understanding and thinking about teaching and learning processes. The authors introduce Carter's (2007) notion of a meta-genre, &quot;[a] way of doing instantiated in written genres&quot; to frame this overall approach. They show how a specific meta-genre &quot;structured reflective communication&quot; can be used in two ways: (1) to challenge beginning teachers to articulate a personal teaching theory in response to an observation of a videoed teaching excerpt; and (2) to show how its use can inform lesson planning. In this process of viewing, reflecting and re-contextualising critical reflection within a meta-genre of structured reflective communication, new opportunities are created for the use of critique. This process helps make explicit beginning teachers' views about the roles of students and teachers and how they connect with personal teaching theories. (Contains 4 figures.)
The Transforming Power of Narrative in Teacher Education
Author: Chan, Esther Yim-mei
Date: 2012-03-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Constructivism (Learning),Foreign Countries,Educational Opportunities,Personal Narratives,Teacher Educators,Learning Experience,Inquiry,Narration,Study Habits,Cultural Context,Active Learning,Teaching Methods,Knowledge Base for Teaching,Pedagogical Content Knowledge

The focus of this study is to examine pre-service teachers' experiences of learning through narrative inquiry that gives insight into how teachers' development and knowledge construction can be improved. The article begins by inquiring into the learning culture in the Hong Kong context and explaining how the examination system affects knowledge construction. Then it discusses the use of narrative curricula to promote students' thinking and self-reflection. A case, explored through a teacher educator's interpretations of experience, is presented to demonstrate how narrative inquiry is able to change the learning habits of pre-service teachers and what it can do to transform them into active learners. This article argues that narrative inquiry method with its constructivist stance, offering opportunities for students to make sense from their past experiences can facilitate change and learning.
Secondary Teacher Resignation in Western Australian: An Anthology of Existences
Author: Fetherston, Tony
Date: 2012-04-00
Type: Journal Articles
Subjects: Teacher Persistence,Faculty Mobility,Social Theories,Interviews,Secondary School Teachers,Teacher Attitudes,Administrator Attitudes,Teaching Experience,Phenomenology,Foreign Countries,Bullying,Teacher Administrator Relationship,Teacher Student Relationship,Outcome Based Education,Behavior Problems,Student Behavior,Performance Factors

In recent years, Western Australian school have faced a significant increase in the number of secondary school teacher resignations. By analysing qualitative data gathered from interviews of 11 recently resigned secondary teachers, and three senior level administrators, the researchers sought to begin to understand the reasons behind a teacher attrition rate that has increased markedly since 2003. By placing the teachers' experiences within a framework of critical social theory, the paper outlines how collisions with power and the negative discourse encountered by teachers established their subsequent pathway to resignation. In outlining these pathways, we have provided an anthology of their existences.
Learning to Lead: A Social Justice Perspective on Understanding Elementary Teacher Leadership in Papua New Guinea
Author: Brownlee, Joanne
Date: 2012-04-00
Type: Journal Articles
Subjects: Social Justice,Elementary Education,Focus Groups,Leadership Training,Leadership Effectiveness,Foreign Countries,Teacher Leadership,Instructional Leadership,Participant Satisfaction,Journal Writing,Pretests Posttests,Teacher Educators,Learning Experience,Teacher Attitudes,Program Attitudes

Leadership in elementary education is currently recognized as a political imperative in Papua New Guinea (PNG), as the nation develops strategies towards equitable access to schooling. One recent initiative aimed at building educational leadership was an intensive Australian Leadership Award Fellowship (ALAF) program funded by AusAID, involving a group of 10 teacher trainers from PNG. As part their involvement participants completed self-authored journal entries at the beginning and end of the leadership program. Participants were also involved in focus groups after completion of the initiative. Referring to the experiences of these teacher trainers, this paper draws on Nancy Fraser's (2005, 2008) social justice framework to examine participants' views of what constituted effective leadership in elementary education in PNG and how these views may have changed throughout the ALAF program. Key findings of this study included participants' emphasis on relationships and valuing people in elementary education leadership contexts, participants' concern about economic/financial barriers to effective leadership in the PNG context and participants' perception of research as a way to support leadership roles. (Contains 2 tables and 2 figures.)
Student and Staff Engagement: Developing an Engagement Framework in a Faculty of Education
Author: Pittaway, Sharon M.
Date: 2012-04-00
Type: Journal Articles
Subjects: Learner Engagement,Professional Development,Teaching Methods,Models,Higher Education,Foreign Countries,Teacher Education,Preservice Teachers

Student engagement is emerging as a key focus in higher education, as engagement is increasingly understood as a prerequisite for effective learning. This paper reports on the development of an Engagement Framework that provides a practical understanding of student (and staff) engagement which can be applied to any discipline, year level or course. The Engagement Framework proposes five non-hierarchical elements: personal engagement, academic engagement, intellectual engagement, social engagement, and professional engagement. As well as describing these elements, the paper also explores the theoretical foundations of the Engagement Framework, including a recognition of the importance of conation as one of three faculties of the mind alongside cognition and affect. By adopting this Framework, the Faculty aims to enhance unit design and development, teaching practice, and student support practices. (Contains 1 figure.)
Critically Reflective Leadership
Author: Cunningham, Christine L.
Date: 2012-04-00
Type: Journal Articles
Subjects: Research Needs,Elementary Secondary Education,Leadership,Principals,Educational Researchers,Educational Research,Educational Practices,Leadership Styles,Reflection,Transformational Leadership,Decision Making,Decision Making Skills,Critical Incidents Method,Research Methodology

Critical Reflective Practice (CRP) has a proven reputation as a method for teacher-researchers in K-12 classrooms, but there have been few published examples of this method being used to document school leaders' work-based practice. This paper outlines adaptations made by the author from an original CRP method to a Critically Reflective Leadership (CRL) method that she developed to document her own lived experiences as a principal and then director of an American International School in South America. The method described in this paper may be useful for school leaders who wish to become practitioner-researchers in their own work places. The author argues that more Critically Reflective Leadership research needs to be undertaken to provide a body of literature about high stakes decision-making by school leaders. (Contains 1 table.)
Developing the Vision: Preparing Teachers to Deliver a Digital World-Class Education System
Author: Lane, Jenny M.
Date: 2012-04-00
Type: Journal Articles
Subjects: Teacher Education,Foreign Countries,Teachers,Computer Peripherals,Governance,Global Approach,Higher Education,Postsecondary Education

In 2008 Australians were promised a &quot;Digital Education Revolution&quot; by the government to dramatically change classroom education and build a &quot;world-class education system&quot;. Eight billion dollars have been spent providing computer equipment for upper secondary classrooms, yet there is little evidence that a revolution has occurred in Australian schools. Transformation of an education system takes more than a simplistic hardware solution. Revolutions need leaders and leaders need vision. In this paper, I argue that we must first develop educational leaders by inspiring future teachers with a vision and by designing our teacher-education courses as technology-rich learning-spaces. A multi-layered scenario is developed as the inspiration for a vision of a future-orientated teacher-education system that prepares teachers to deliver a &quot;world-class digital education&quot; for every Australian child. Although written for the Australian context this paper has broad relevance internationally for teacher education. (Contains 5 tables.)
The Influence of an Activity-Based Explicit Approach on the Turkish Prospective Science Teachers' Conceptions of the Nature of Science
Author: Celik, Suat
Date: 2012-04-00
Type: Journal Articles
Subjects: Student Projects,Scientific Principles,Active Learning,Interviews,Science Teachers,Cultural Influences,Foreign Countries,Learning Activities,Science Activities,Science and Society,Inquiry,Discussion (Teaching Technique),Knowledge Level,Preservice Teachers,Questionnaires,Student Teacher Attitudes,Program Effectiveness,Concept Formation,Social Influences,Creativity,Elementary School Teachers,Inferences,Theories

The aim of this study was to investigate the effect of an activity-based explicit nature of science (NOS) instruction undertaken in the context of a &quot;Science, Technology and Society&quot; course on the prospective science teachers' (PSTs') understandings of NOS. In this course, social science based inquiry activities were used to as a context to lead reflection and explicit discussions and project based learning approach (PBL) was used to model an active student centred NOS teaching and learning. Participants were 36 senior PSTs. An adopted form of VNOS questionnaire along with semi-structured interviews was used to assess participants' conceptions before and after the instruction. Data were analysed both qualitatively and quantitatively. It was found that the majority of PSTs hold naive or mixed views about most aspects of NOS at the beginning of the instruction. The post assessment indicated a substantial development in the participants' conceptions about many aspects of science; however, little change took place for either conceptions related to the social and cultural influences on science or creativity and imagination in science. (Contains 3 tables.)
Elementary Teacher Education in Papua New Guinea: Towards a Culturally Connected Perspective of Teaching
Author: Hahambu, Casper
Date: 2012-04-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Elementary Education,Educational Quality,Foreign Countries,Thematic Approach,Cultural Context,Elementary School Teachers,Teacher Education Programs,Culturally Relevant Education,Educational Change,Case Studies,Elementary School Curriculum,Teacher Competencies

Global and national agendas for quality education have led to reforms in Papua New Guinea's (PNG) elementary education, but criticism of the learner-centred Western pedagogies has emerged. One key influence on quality teacher education relates to perspectives of teaching. Existing research shows teachers' beliefs and perceptions of teaching influence their practice, however to date little research has investigated perspectives of teaching for elementary education in PNG. This single exploratory case study investigated the perspectives of teaching for eighteen elementary teacher trainers as they studied for a Bachelor of Early Childhood (Teacher Education). The study, drawing on an interpretivist paradigm, analysed journals and course planning documents using a thematic approach. The findings revealed that while the trainers' perspectives of teaching children tended to reflect a learning-centred perspective (focused on what the teacher does), their perspectives of teaching adults were both learning-centred and learner-centred (what the learner does). Based on these findings, a culturally connected perspective of teaching is advocated for PNG elementary teacher education. This perspective enables the co-existence of both the learning-centred and learner-centred perspectives of teaching in the PNG cultural context and has implications for teacher education and the communities involved in elementary education in general. (Contains 2 tables and 1 figure.)
Service-Learning: A Valuable Component of Pre-Service Teacher Education
Author: Chambers, Dianne J.
Date: 2012-04-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Service Learning,Foreign Countries,Empathy,Qualitative Research,Learning Experience,Student Journals,Content Analysis,Leadership,Individual Development,Self Esteem,Skill Development,Achievement Gains,Professional Development,Reflection,Participant Satisfaction

There is recognition that involvement in service-learning can impact positively on the development of pre-service teachers professionally, culturally and academically (Billig &amp; Freeman, 2010; Anderson, 1998). This article explores and describes the experiences of pre-service teachers in the School of Education at the University of Notre Dame Australia (UNDA) who are undertaking two service learning units as part of their teacher education. This research is based on qualitative data collected from pre-service teachers on completion of their service learning units. Initially, service-learning as a concept is explored with particular reference to four basic elements identified in the literature (Jacoby, 1996; Kaye, 2004; Schoenfield, 2006; Scott, 2006). These elements are: the service addresses real life needs, the service and learning goals are of equal importance, there is reciprocity between those serving and those being served, and the program is clearly structured for participants. The two specific service-learning units in the School of Education are then outlined. A reflective journal and a written report provide the data for the study. Discourse analysis employing a symbolic interactionist lens was utilised to determine themes within the data. Six themes emerged which detailed the experiences and reflections of the pre-service teachers. These themes are: empathy, leadership, self and societal reflection, confidence, professional practice, and knowledge and skills. These themes serve to illustrate the potential importance and value of the incorporation of service learning experiences in pre-service teacher programs.
Self-Injury Groups on Facebook
Author: Niwa, Kendra D.
Date: 2012-00-00
Type: Journal Articles
Subjects: High School Students,Foreign Countries,Content Analysis,Social Networks,Interaction,Self Destructive Behavior,Feedback (Response),Suicide,Behavior Problems,Adolescents,Young Adults,Coding,Internet,Community Support,Depression (Psychology),Predictor Variables,Gender Differences,Evaluation Methods

The present study examines the interactions within 4 Facebook groups devoted to supporting people who self-injure. Content analysis was used to analyze posts made to the group during the 3-month period of the study to explore the nature of interactions and the frequency of themes. High prevalence themes included responses to verbal abuse against those who self-injure (16.8%), the discussion of personal issues without directly requesting support (11.2%), and offers of direct support to other group members (11.0%). Notable phenomena and implications for treatment are discussed. (Contains 2 tables.)
Giibinenimidizomin: Owning Ourselves--Critical Incidents in the Attainment of Aboriginal Identity
Author: Goodwill, Alanaise O.
Date: 2012-00-00
Type: Journal Articles
Subjects: Canada Natives,Research,Adults,Urban Areas,Counseling,Foreign Countries,Multicultural Education,Identification,Grandparents,Parents,Family (Sociological Unit),Influences

This research explored the facilitation and hindrance of Aboriginal identity attainment and developed a scheme of categories to describe what facilitates and hinders cultural identity among Canadian Aboriginal adults living in British Columbia. Twelve individuals, interviewed using the critical incident technique, were asked to describe observable events that they thought had significantly helped or hindered their Aboriginal identity. In total, 114 helping incidents and 24 hindering incidents were identified. Helping incidents were placed into 12 categories (Participating in a Cultural Gathering, Participating in a Group of Aboriginal People, Connecting with Family, Changing Self-Perception, Helping Other Aboriginal People, Verbalizing Experiences as an Aboriginal Person, Spiritual Experience, Getting Support from Parents, Attending a Cultural Gathering, Being Influenced by a Grandparent, Personal Accomplishment, and Experiencing Positive Representations of Aboriginals). Hindering incidents were placed into 3 categories (Living with Separation from Aboriginal Peoples/Culture, Experiencing Racism and Prejudice, and Experiencing Negative Portrayals of Aboriginals). Ad hoc analyses supported the trustworthiness of the proposed categorical system. The results support the perspective of the dominant literature, while suggesting future directions for research and practice in multicultural counselling with respect to Aboriginal cultural identity. (Contains 2 tables.)
Participants' Perceptions of an HIV/AIDS Workshop
Author: Young, Wendy I.
Date: 2012-00-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Social Support Groups,Focus Groups,Sexually Transmitted Diseases,Diseases,Workshops,Counseling Effectiveness,Disabilities,Coping,Theories,Program Effectiveness,Health Education,Foreign Countries

This brief report describes the perceptions of individuals who attended an educational program that targets HIV-positive people. Analysis of quotes from participants in a 90-minute focus group revealed three benefits of attending the workshop (empowerment, patient-physician relationship, and knowledge of medications). Four ways to improve the workshop were identified: peer support and support groups, additional information on medications, nutrition, and more information about the disease. The findings suggest that there may be an unmet need for counselling. Counselling practitioners could make further contributions to the systematic development, implementation, and evaluation of theory-based programs for people with a chronic disease. (Contains 1 figure.)