ethanporcaro/eric-fulltext-meta huggingface dataset:
Enacting the Australian Curriculum: Primary and Secondary Teachers&apos; Approaches to Integrating the Curriculum
Author: Moss, Julianne
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Secondary School Students,Integrated Curriculum,Curriculum Design,Curriculum Implementation,State Schools,National Curriculum,Active Learning,Student Projects

Integrated approaches to curriculum planning and delivery are not a recent phenomenon. In the 1930s John Dewey advocated for a more cohesive conceptualisation of students' learning. Yet, despite state and national endorsement of curriculum integration in Australia, it is generally considered an alternative curriculum design that has failed to gain traction in Australian schools. A qualitative case study, situated in two inner city government schools in the state of Victoria, explored the integrative approaches undertaken by primary and secondary teachers when planning and implementing their curriculum to account for their students' needs, interests and the school and community context. The study identified that the establishment of a concept-based curriculum framework which documented the learning goals, assessment tasks and planned learning experiences sustained the teachers' focus on the cross disciplinary connections. A conceptual framework emerged as critical for generating the professional dialogue pivotal to planning and enacting integrated curriculum.
Filling an Information Gap in Preschool MTSS and RTI Decision Making
Author: Greenwood, Charles R.
Date: 2019-04-00
Type: Journal Articles
Subjects: Response to Intervention,Decision Making,Access to Information,Preschool Children,Literacy Education,Student Behavior,Educational Opportunities,Learner Engagement,Preschool Teachers,Teacher Behavior,Risk,Student Characteristics,English Language Learners,Students with Disabilities

A tenet of multitiered systems of support and response to intervention (MTSS-RTI) is that lack of response to instructional intervention is explained by classroom experiences and behaviors given opportunities to learn. We investigated the potential of filling this information gap in MTSS-RTI decision making using ecobehavioral observation to inform steps that could be taken for children not responding to preschool literacy instruction. Data analyses indicated that (a) teachers implemented a uniform pattern of daily activities providing children with infrequent opportunity to learn literacy, (b) the proportion of children's co-occurring academic engagement also was low but varied widely depending on the activity and teacher's literacy focus, and (c) children's personal risk characteristics moderated the strength of relationships. Novel was the finding that in some activities and teacher behaviors, teachers appeared to be differentiating instruction benefiting children with individualized education programs and dual-language-learner risk. Implications are discussed.
Are Students with Disabilities Accessing the Curriculum? A Meta-Analysis of the Reading Achievement Gap between Students with and without Disabilities
Author: Gilmour, Allison F.
Date: 2019-04-00
Type: Journal Articles
Subjects: Students with Disabilities,Achievement Gap,Reading Achievement,Accessibility (for Disabled),Access to Education,Educational Policy,Educational Research,Educational Legislation,Federal Legislation,High Stakes Tests,Elementary Secondary Education

Federal policies have aimed to improve access to grade-level curriculum for students with disabilities (SWD). Current conceptualizations of access posit that it is evidenced by students' academic outcomes. In a meta-analysis of 180 effect sizes from 23 studies, we examined access as outcomes by estimating the size of the gap in reading achievement between students with and without disabilities. Findings indicated that SWDs performed 1.17 standard deviations, or more than 3 years, below typically developing peers. The reading gap varied by disability label but not by other student and assessment characteristics. We discuss implications for access to grade-level curriculum and potential reasons for why the achievement gap is so large despite existing policies.
Literature in the Australian English Curriculum: Victorian Primary School Teachers&apos; Practices, Challenges and Preparedness to Teach
Author: Paatsch, Louise
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,English Curriculum,Literature,Elementary School Curriculum,Self Esteem,Pedagogical Content Knowledge,Readiness,Educational Practices,Computer Uses in Education,Influences,Barriers

The introduction of the Literature strand within the Australian Curriculum requires all teachers to engage students in print and digital literature that embrace the cross-curriculum priorities and support students to examine, evaluate, and discuss literary texts. However, such curriculum change assumes that primary school teachers who have often not studied literature as a specific method, have the confidence and content and pedagogical knowledge to plan and implement programs. This paper investigates teachers' views of their level of confidence and preparedness to teach literature, and to explore teachers' practices, challenges and enablers in teaching literature in both print and digital environments. Results show that this group of 321 primary school teachers reported varying levels of confidence, knowledge and practices, and offers new insights into complex challenges they've experienced when interpreting and enacting the literature curriculum. Findings suggest the critical need for professional learning and discuss the implications for initial-teacher education programs.
The Limits of the &quot;Foundations&quot; Metaphor in Education
Author: Burbules, Nicholas C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foundations of Education,Educational History,Educational Philosophy,Figurative Language,Change,Teacher Education,Required Courses

For decades, the humanistic disciplines--particularly history and philosophy of education--have justified themselves as an essential part of professional training for educators by characterizing themselves as the &quot;foundations of education.&quot; This justification, the author will argue, has been weakened in recent years, and as a consequence the academic home and influence of these fields in education is disappearing.
Early Career Teachers&apos; Intentions to Leave the Profession: The Complex Relationships among Preservice Education, Early Career Support, and Job Satisfaction
Author: Kelly, Nick
Date: 2019-03-00
Type: Journal Articles
Subjects: Beginning Teachers,Intention,Teacher Persistence,Preservice Teacher Education,Beginning Teacher Induction,Job Satisfaction,Career Change,Foreign Countries,Teaching Conditions,Institutional Characteristics,Elementary Secondary Education

This paper investigates the complex factors that lead to early career teachers (ECTs) deciding to leave the profession. It extends prior studies to show the associations that different elements of preservice education (PSE), early career support, and on-the-job satisfaction have with the intention to leave the profession. The study uses data from 2,144 Australian ECTs to explore these relationships. Results highlight the importance of teachers' collegial relationships with their peers, and replicate prior findings showing the significance of mentoring and induction programs. Results show that elements of job satisfaction are strongly associated with intention to leave the profession, leading to a number of implications for achieving the twin goals of higher teacher retention and job satisfaction.
Bilingual Educational Policy in Georgia: Can It Benefit the Process of the Integration of Society?
Author: Tabatadze, Shalva
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingual Education,Educational Policy,Social Integration,Educational Change,Ethnic Groups,Minority Groups,Language Minorities,Politics of Education,Curriculum Development,Textbooks,Teacher Education,School Administration,School Community Relationship,Parent Participation

This article reviews the educational policy for the integration of society in Georgia. It is an analytical research paper on the current situation of ethnic minority education in Georgia. The problems and opportunities of bilingual education policy are analysed in the article. The content analysis research method was utilised in the study. The author argues that bilingual education is a crucial tool for the integration of Georgian society; however, local control, involvement, and context are crucial in the implementation of a national bilingual educational programme. The changes on the political, institutional and pedagogical levels of bilingual education are necessary for the successful implementation of bilingual education reform.
Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills among Preservice Elementary Teachers
Author: Irwanto
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inquiry,Active Learning,Critical Thinking,Science Process Skills,Preservice Teachers,Elementary School Science,Instructional Effectiveness,Preservice Teacher Education,Science Laboratories

Purpose: Although critical thinking skills (CTS) and scientific process skills (SPS) are the beneficial skills needed in the 21st century learning, the fact is that the acquisition of these two skills is still low. Research with a focus on improving these skills by using inquiry-based approach is also limited. Therefore, this quasi-experimental study aimed to enhance preservice elementary teachers' CTS and SPS by using Inquiry-Based Laboratory Instruction (IBLI). Method: A pretest-posttest control group design was executed. A total of 43 students who attended Teaching Science in Elementary School-II Laboratory Course at the Muhammadiyah University of Ponorogo were divided into two groups using cluster random sampling. The experimental group (n=21) was taught by using IBLI, while the control group (n=22) was taught by using traditional laboratory method. The Oliver-Hoyo Rubric for Critical Thinking (OHRCT) and the Observation Checklist for SPS (OCSPS) were administered. The data were then analyzed by using normalized gain score and MannWhitney U test at significance level 0.05. Findings: There was a significant difference in terms of CTS and SPS between control and experimental groups in favor of experimental group students. It was found out that gained CTS score of control and experimental group students was 0.58 and 0.80, while gained SPS score was 0.60 and 0.81, respectively. It can be highlighted that IBLI had a significant effect on preservice elementary teachers' performance compared to the conventional group. Implications for Research and Practice: The findings suggest that IBLI is considered as the effective method to foster CTS and SPS of preservice elementary teachers. According to results, it is recommended that preservice teachers need to be given opportunities to develop handson and minds-on experiences in the science laboratory activities. The lecturers should utilize IBLI to develop students' various lifelong learning skills.
From Alternative Schools to School Choice in the Vancouver School District, 1960s to the Neoliberal Present
Author: Ellis, Jason
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nontraditional Education,School Choice,School Districts,Educational History,Neoliberalism,Equal Education,Educational Change,Educational Policy,Secondary Education,Secondary Schools,Remedial Programs,Educational Legislation,Federal Legislation,Expenditure per Student,Student Recruitment,Competition,Social Change

This article examines the transformation over time of alternative secondary school programs in Vancouver, British Columbia (BC). It approaches school choice from a historical standpoint, to make the point that today's choice policies are neither entirely recent nor entirely neoliberal in origin. Instead, they are built on past precedent and policy flowing from the right and left of the spectrum. The article traces the alternative schools that first emerged in the 1960s, and the Vancouver school board's subsequent absorption of them to offer new, alternative programs beyond its regular secondary school curriculum. Vancouver's alternative secondary programs were soon organized into two distinctive types: (1) remedial &quot;rehabilitative&quot; alternatives, and (2) selective &quot;district specified&quot; alternatives. New policy, institutional changes, and philosophical changes in the education sector allowed both types of alternatives to exist, but over time encouraged district specified alternatives to thrive. The provincial School Amendment Act of 2002 represented a watershed for choice as we know it today. It opened attendance boundaries across BC and gave districts the tools to generate their own revenues. Freezing the per-pupil funding it provided to districts at the same time, the provincial government induced districts to compete with one another to recruit students domestically and internationally in order to secure revenue. &quot;District specified&quot; programs in Vancouver became a key to the district's competitive ability. By elucidating some of this history of different alternative and choice programs, at the secondary level in Vancouver, this article adds considerable perspective to the current theoretical discussion about how neoliberal philosophy is changing choice in Canadian schools.
Leadership Requirements for School Principals: Similarities and Differences between Four Competency Standards
Author: Lambert, Monique
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Administrator Role,Leadership Responsibility,Administrator Qualifications,Standards,Foreign Countries,Cultural Differences,Leadership Qualities,Ethnic Diversity,Technology Uses in Education,Family Work Relationship,Decision Making,Educational Improvement,Institutional Mission,Community Involvement,Educational Policy,Educational Finance,Instructional Materials,Cooperation,Professional Development,Human Resources,Knowledge Level,Teaching Methods,Supervision,Student Needs,Educational Environment,Feedback (Response),Communication Strategies,Data Analysis

The school principal is responsible for transmitting mission, vision, and values in and out the school, with a stronger, clearer emphasis for the success and well-being of students. Competency standard is defined as a guide that names the behaviours expected for the directions to do an effective job in their schools. This article presents the results of a content analysis of four competency standards for school principals from four different locations; two Canadian provinces (Québec and Alberta), Australia, and the United States. Despite the particularities of each context, the four competency standards studied present 85% of similarities. Competencies absent from these standards include technology, cultural diversity, and balance between personal and professional life.
Lesbian and Gay Parents&apos; Experiences and Their Relationships with/in Schools: An Alberta Study
Author: Michaud, Craig Kenneth
Date: 2019-00-00
Type: Journal Articles
Subjects: Homosexuality,Parents,Experience,Parent School Relationship,Urban Schools,Public Schools,Teacher Attitudes,Administrator Attitudes,Parent Attitudes,Social Isolation,School Policy,Social Attitudes,Educational Environment,Nonverbal Communication,Verbal Communication,Social Capital,Barriers,Social Theories

Researchers have identified challenges for sexual minority individuals in schools; however, attention to lesbian and gay parents' experiences with their children's schools has not been given. We used a qualitative case study involving one identified gay couple and one identified lesbian couple to document their experiences and relationships with/in their children's urban publicly funded schools. Individual interviews with these parents were the chief data source, which we augmented through reviewing school documents. Through the lens of critical queer theory, we interpreted three themes: (1) lesbian and gay parents are shaped by the teachers', administrators', and other parents' openness of attitudes and willingness to question assumptions about family; (2) lesbian and gay parents feel included, or excluded, depending on the policy and administrative processes that symbolically frame definitions of parenthood; and (3) lesbian and gay parents are sensitive to school climate as expressed through gesture, speech, and artefacts in the school. These four parents had the social capital to navigate barriers and opportunities. However, through the lens of critical queer theory, we conclude that there are real and symbolic markers and practices that normalize a heterosexual understanding of 'parent' in two-parent families that necessitates lesbian and gay parents to be intentional and vigilante about their positions in ways that heterosexual parents are not required to be to feel welcome in schools.
What Is the Predictive Power of Visual Mathematics Literacy Perception and Its Sub-Dimensions for Geometry Success?
Author: Ilhan, Aziz
Date: 2019-00-00
Type: Journal Articles
Subjects: Predictor Variables,Geometry,Numeracy,Mathematics Achievement,Correlation,Preservice Teachers,Self Efficacy,Foreign Countries,Visual Literacy,Visual Perception,Mathematics Education

Purpose: In this study, it was aimed to examine the relationship between the visual mathematics literacy perceptions and its sub-dimension for geometry success levels of prospective teachers. It was also aimed to examine to what extent visual mathematics literacy perception and its sub-dimensions predicted geometry success. Research Methods: This study was designed in accordance with a qualitative, scanning model. The research was carried out with 232 (97 males and 135 females) prospective teachers who studied in Mathematics Education Program at Firat University, Education Faculty, and were selected by simple random sampling method. &quot;Visual Mathematics Literacy Perception Scale&quot; and &quot;Geometry Success Test&quot; were employed in this study as data collection tools. Correlation analysis and multiple regression analysis were used for analyzing the data. Findings: After the data were analyzed, it was determined that there was a positive relationship between the visual mathematics literacy perception and geometry success of prospective teachers. It was also determined that visual mathematics literacy perception is a meaningful predictor of geometry success. Implications for research and practice: Providing trainings on these concepts in the direction of the results, to investigate the concept of perception on other learning areas of mathematics and conducting experimental studies on the perception of visual mathematics literacy are suggested.
British Columbia School Trustees&apos; Use of Research and Information Seeking in Decision Making
Author: Laitsch, Daniel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Trustees,Research Utilization,Information Seeking,Decision Making,Information Sources,Educational Policy,Gender Differences,Research Reports,School Districts

This replication-extension study (Earley &amp; Galluzzo, 2015) examined the information seeking activities of British Columbia (BC) school trustees in an effort to understand the transmission of research. Trustees were asked to identify the sources they used for acquiring research and information in the process of decision-making. The frequency of use, believed most useful, and characteristics of information sources were examined as well as the influence of demographic and school district variables. One hundred and forty school trustees participated in this study. The most frequently used sources of information were briefing materials from the secretary treasurer, briefing materials from the superintendent, and members of the local school board. The source of information believed most useful was briefing materials from the superintendent. There were no differences between genders on most items, although females were more likely to consult with the community than their male colleagues. Trustees in smaller districts were more likely to turn to materials from provincial organizations and the Ministry of Education website whereas trustees in larger districts tended to turn to local and provincial newspapers. Research reports from university researchers or think tanks were not primary sources of information for BC school trustees who generally sought information that was in close proximity from their school board and community.
A National Census of Sustainability in K-12 Education Policy: Implications for International Monitoring, Evaluation, and Research
Author: Beveridge, Dan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Educational Policy,Sustainability,Public Schools,State Boards of Education,Curriculum,Governance,Educational Facilities,Outreach Programs,Certification,Government Employees,Research

This paper reports on the first nationwide census examining sustainability uptake in policy initiatives in Canadian K-12 education. Included in the study are each of Canada's 13 provincial and territorial ministries of education, and all 374 public school divisions across the country. Sustainability was defined as including, at minimum, consideration of environmental issues, with the study also encompassing use of other related terminologies. Data were collected on three types of policy initiatives: (a) the existence of sustainability-specific policy, (b) participation in sustainability certification programs, and (c) the existence of sustainability staff, which were examined in relation to a range of geographic and institutional variables. Sustainability-specific policy was examined across five domains of a whole institution approach to sustainability: governance, curriculum, facilities and operations, research, and community outreach. We found that 54% of ministries of education and 59% of school divisions in Canada had sustainability-specific policy, most commonly in the curriculum domain at the ministry level and in the operations domain at the school division level. In addition, 43% of school divisions had participated in a sustainability certification program, and 25% had sustainability staff. We discuss implications for policy making in Canada as well for intergovernmental UN policy programs, in particular regarding new policy development and monitoring and evaluation efforts.
The Competency Levels of Disabled Students Who Study in University
Author: Godovnikova, Larisa V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Disabilities,College Students,College Readiness,Student Research,Research Skills,Self Management,Well Being,Communication Skills,Student Motivation,Planning,Independent Study

The article is devoted to the problem of inclusive education of students with disabilities at the university. The article analyses the study of the readiness of students with disabilities to research activities. The success of studying at a university depends on the psychological readiness of disabled students to educational and professional activities. Research activities are the main type of educational and professional activities. We studied the readiness levels of students with disabilities from the Belgorod State National Research University for the research activities. We obtained interesting data on the levels of the disabled students' readiness to research activities. Most disabled students are not ready for the research activities. Students with disabilities experience difficulties in self-regulation, their goals in research activities are related to internal well-being, the communicative orientation is the leading emotional focus in research activities; the motivation to research activities is reduced. Efforts should be made to improve disabled students' university activities.