ethanporcaro/eric-fulltext-meta huggingface dataset:
Authentic Cultural and Linguistic Learning through Practicum in a Nursing Home
Author: Andrew, Martin
Date: 2012-06-00
Type: Journal Articles
Subjects: Constructivism (Learning),Socialization,Females,Second Language Learning,Focus Groups,Caregivers,Experiential Learning,Discourse Analysis,Nursing Homes,Health Facilities,Cultural Awareness,English (Second Language),Immigrants,Foreign Students,Asians,Foreign Countries,Service Learning,Student Attitudes,Diaries,Interviews,Volunteers,Communication Skills,Second Language Instruction

This study investigates the value of community experience for mediating linguistic practice and cultural learning. Learners of English as an Additional Language (EAL), both immigrants and international students, frequently report difficulties in practicing English outside the classroom (Wright, 2006). Grounded in poststructuralist social identity theory (Norton, 2000, 2009), social constructivism (Lave &amp; Wenger, 1991; Wenger, 1998) and imbued by insights into language socialization (Duff, 2007; Duff &amp; Hornberger, 2008), this project identifies what students gain linguistically, culturally, and ontologically from prolonged interaction within a nursing home (known as a &quot;rest home&quot; in New Zealand). Four Chinese women who had undertaken a 10-hour community placement as part of a B.A. program in Auckland were asked to live on-site as caregivers. This project uses students' reflective diaries and transcripts of a focus group interview to address key questions about how the context of the rest home and the experience of volunteering impact actuating communicative practice into social learning. I conclude that authentic practice allowed the four women to apply linguistic strategies taught in the classroom, observe aspects of culture firsthand, report on language used in the homes and for what purposes, and realise they could &quot;make a difference.&quot;
Using Geosemiotic Analysis to Explore Power and Interaction in ESL Classrooms
Author: Pierce, Janet L.
Date: 2012-06-00
Type: Journal Articles
Subjects: Interaction Process Analysis,Data Collection,English (Second Language),Power Structure,Classroom Communication,Second Language Learning,Case Studies,Language Teachers,Second Language Instruction,Semiotics,Interviews,Photography,Diaries,Audio Equipment,Instructional Materials

Studies of interaction in ESL classrooms have not taken into account how space and materials used in classroom impact interaction. This case study examines how three ESL teachers in two different school districts, four high school and twelve junior high ELLs and the two-classroom spaces co-construct the cultural and literacy practices of the classroom and the consequence of this interaction on the participants. Geosemiotic analysis provides multifaceted data collection and analysis of interaction over a seven-month period of time that examines participant interaction, and visual and place semiotics. Data collection included interviews, photographs, journals, and transcriptions of audio taped conversations within the ESL classrooms. Examination of data shows power constructs shape administrative classroom designation; consequent material use and space use by the ESL teacher, which in turn impacts the third culture created among the teacher and ELLs, with materials and space use itself. (Contains 3 tables and 6 figures.)
Learning &quot;Rules&quot; of Practice within the Context of the Practicum Triad: A Case Study of Learning to Teach
Author: Chalies, Sebastien
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Teachers,Professional Development,Preservice Teacher Education,Cooperating Teachers,Student Teacher Supervisors,Communities of Practice,Educational Cooperation,Teaching Methods,Learning Theories,Physical Education,Longitudinal Studies,Case Studies,Foreign Countries

This case study sought to determine the professional development circumstances in which a preservice teacher learned rules of practice (Wittgenstein, 1996) on practicum while interacting with a cooperating teacher and university supervisor. Borrowing from a theoretical conceptualization of teacher professional development based on the postulates of a general theory of learning (Berducci, 2004; Nelson, 2008) and collective action (Wittgenstein, 1996), this study showed that teaching rules of practice is (i) effective when it makes use of contexts and exemplars anchored in the preservice teacher's experience and, (ii) before the preservice teacher is able to follow the rules in the classroom, he needs to be monitored by the cooperating teacher and university supervisor within a community of practice. These share with the preservice teacher the cognitive background and associated intentions that they bring to the setting and that he does not (yet) have and that he will construct through discourse and actual teaching. (Contains 1 figure and 2 tables.)
Formative Assessment: A Systematic and Artistic Process of Instruction for Supporting School and Lifelong Learning
Author: Clark, Ian
Date: 2012-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Student Evaluation,Lifelong Learning,Theory Practice Relationship,Educational Change,Educational Research,Evidence,Teacher Education

Formative assessment is a potentially powerful instructional process because the practice of sharing assessment information that supports learning is embedded into the instructional process by design. If the potential of formative assessment is to be realized, it must transform from a collection of abstract theories and research methodologies and become a creative and systematic classroom practice. Policy-makers and school administrators must support this transition from theory into practice, particularly in the early stages of professional adaptation, and design assessment systems that teachers may internalize and enact efficiently. The article explores the hypothesis that many public school teachers are "trapped" within environments which deter them from enacting open and inventive social learning strategies in their own classrooms, which when implemented have great potential to support autonomous learning, realize achievement, and create economically productive lifelong learners. This article therefore reviews the literature on formative assessment in practical settings, and investigates the extent to which teachers perform the basic functions of gathering and using evidence to further learning and development in pursuit of the lifelong learning competencies that are essential in the "new economy."
The Recursive Process in and of Critical Literacy: Action Research in an Urban Elementary School
Author: Cooper, Karyn
Date: 2012-00-00
Type: Journal Articles
Subjects: Critical Literacy,Action Research,Educational Research,Urban Schools,Elementary Schools,At Risk Students,Research Design,Research Projects,Foreign Countries

This paper provides an overview of the recursive process of initiating an action research project on literacy for students-at-risk in a Canadian urban elementary school. As this paper demonstrates, this requires development of a school-wide framework, which frames the action research project and desired outcomes, and a shared ownership of this vision by school community and staff. Preliminary understandings provide information and considerations that serve to inform discussions about school/curriculum reform and related concerns about critical literacy. (Contains 2 footnotes.)
Mobilizing Curriculum Studies in a (Virtual) World: Open Access, Edupunks, and the Public Good
Author: Corrigan, Julie Ann
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Access to Education,Access to Information,Internet,Open Education,Curriculum,Educational Research,Educational Change,Periodicals

Despite societal imperatives for equity--whether espoused by nation states or transnational agencies like UNESCO--current models of higher education are unequivocally failing to provide universal access. This paper seeks to explore the (cyber)spaces (un)occupied by higher education, specifically in the area of curriculum studies, arguing that the World Wide Web can be used to effect the democratization of education. Further, it argues for the benefits of Open Access research by means of a small-scale empirical study, the results of which indicate that making research openly accessible does not diminish the impact of research, but rather may actually increase it. (Contains 2 figures, 1 table and 4 footnotes.)
Implications and Challenges to Using Data Mining in Educational Research in the Canadian Context
Author: ElAtia, Samira
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Research,Higher Education,Data,Information Retrieval,Data Analysis,Ethics,Privacy,Foreign Countries

Canadian institutions of higher education are major players on the international arena for educating future generations and producing leaders around the world in various fields. In the last decade, Canadian universities have seen an influx in their incoming international students, who contribute over $3.5 billion to the Canadian economy (Madgett &amp; Belanger 2008, p. 195). Research in Canadian post-secondary institutions is booming, especially in education (SSHRC, 2011)--for the academic year 2010-2011, of the 12 subject areas, the total SSHRC funding for projects in education, ranked fourth, exceeding $27 million. All of these variables place Canadian higher education in a leading and strategic position in several educational research fields. One can imagine the wealth of knowledge about trends in higher education that could be revealed if the large amount of data generated by Canadian universities were systematically analyzed and handled using techniques such as data mining. However, not much can be achieved from the unharnessed knowledge accumulated on a daily basis, as the advancement of data mining research that would provide the ultimate tool to learn about trends and changes in Canadian institutions is often held back by inadequate data warehousing, as well as by privacy, confidentiality, and copyright regulations. In this paper, we engage in a critical discussion/analysis of the interface between data mining research in higher education and the legal implications of such a tool. (Contains 4 figures and 4 footnotes.)
Diversity in Public Education: Acknowledging Immigrant Parent Knowledge
Author: Guo, Yan
Date: 2012-00-00
Type: Journal Articles
Subjects: Parents,Immigrants,Public Education,Student Diversity,Ethnic Diversity,Social Attitudes,Cultural Influences,Social Values,Knowledge Level,Interviews,Foreign Countries,Language Usage,Religion,Parent School Relationship,Misconceptions,Social Bias

Immigrant parents bring their values, language, culture, religion, and educational backgrounds to our schools, enriching our educational environments. The literature on immigrant parents, however, uses a deficit model. This study explored the value of and knowledge of immigrant parents on the margins of the public education system. Data were collected through in-depth interviews with thirty-eight immigrant parents from fifteen countries. The results of this study illustrate the significance of immigrant parent knowledge, cultural, first language and religious knowledge, and the need for teachers and school administrators to recognize and make use of parent knowledge. (Contains 4 footnotes.)
Supervision of Pre-Service Teacher: Using Internet Collaborative Tools to Support Their Return to Their Region of Origin
Author: Hamel, Christine
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teacher Supervisors,Internet,Supervision,Videoconferencing,Rural Schools,Synchronous Communication,Professional Autonomy,College School Cooperation,Foreign Countries

As part of the bachelor's degree in Secondary Education at Laval University, students have the option of completing a final practicum in their region of origin. The structure of this final practicum requires new configurations in order to meet not only the requirements of practical training in teaching, but also the needs of remote communities who want to see students return home after their studies. This article aims to examine the various mechanisms put in place during an experimental design for academic proximal supervision of a practicum conducted with the assistance of information technology and communication, in particular video-conferencing and an electronic forum. The results show that video-conferencing can reproduce the main steps of the practicum and the electronic forum increases the interactions between pre-service teachers. The practice of university supervisor is transformed while preserving the triad between him, the cooperative teacher and pre-service teacher. (Contains 1 table and 2 footnotes.)
Assessing the Psychometric Properties of the Achievement Goals Questionnaire across Task Contexts
Author: Muis, Krista R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Psychometrics,Questionnaires,Achievement Need,Goal Orientation,Factor Structure,Test Validity,Test Reliability,Construct Validity,Undergraduate Students

A program of research is necessary to examine the psychometric properties of instruments designed to measure individuals' achievement goal orientations. Recently, research on achievement goal orientation has examined the stability of achievement goals to assess how context might influence individuals' achievement goals. Accordingly, studies are necessary to establish factorial invariance across contexts. We examined the psychometric properties of the Achievement Goal Questionnaire (AGQ; Elliot & McGregor, 2001) across task contexts within a single classroom environment. We tested the factor structure by comparing five competing models and evaluated the invariance of the factor structure across four task contexts. Results revealed that the hypothesized four-factor structure was replicated, construct- and discriminant-related evidence of validity were supported, and both internal consistency and test-retest reliability estimates were satisfactory. Moreover, invariance held at all levels across the various contexts. (Contains 6 tables.)
High School May Not Be Enough: An Investigation of Asian Students' Eligibility for Post-Secondary Education
Author: Murphy Odo, Dennis
Date: 2012-00-00
Type: Journal Articles
Subjects: Asians,High School Students,Eligibility,Cultural Influences,Foreign Countries,Immigrants,Postsecondary Education,Minority Groups,Student Participation,College Bound Students,Influences,Racial Differences,Language Usage,English (Second Language),Age Differences,Gender Differences,Interviews,Academic Achievement,Grades (Scholastic),Language Arts,Barriers

Post-secondary education has increased in importance as the world's economies become more knowledge-based. Employment trends suggest that a high school diploma may be insufficient in some jurisdictions to meet the skills and demands of the 21st century workplace (HRSDC, 1998). In addition, immigration trends are resulting in more ethnic and cultural diversity in North American schools (cf., Goldenberg, 2006). The problem is that little research has been conducted to explore the participation of students from a variety of language or ethnic groups in Post-Secondary Education Programs (PSEPs) or to explore factors that may influence their eligibility to participate. According to Statistics Canada, by 2031, one in four Canadians will have been born in another country. Immigrants from Asia make up the largest group moving to urban centres around North America (CBC, 2010). This trend has implications for teachers who need to know how to meet these learners' needs. While participation rates in PSEPs in Canada are steadily increasing (Shaienks, Gluszynski, &amp; Bayard, 2008), it is unclear how immigrant student groups are faring. The goal of this exploratory study was to explore factors that influence Asian students' eligibility for PSEPs. (Contains 3 tables and 4 figures.)
Self-Fulfilling Prophecy: How Teachers' Attributions, Expectations, and Stereotypes Influence the Learning Opportunities Afforded Aboriginal Students
Author: Riley, Tasha
Date: 2012-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Teacher Attitudes,Attribution Theory,Stereotypes,Educational Opportunities,Decision Making,Educational Policy,Educational Practices,Race,Social Class,Gender Differences,Student Placement,Racial Bias,Underachievement,Teacher Expectations of Students,Foreign Countries,Canada Natives,Interviews,Grade 8,English (Second Language),Second Language Learning,Ethnicity

Educational decisions made about students often have consequences for their subsequent employment and financial well-being, therefore it is imperative to determine whether teacher decisions are discriminatory. This study examines how factors such as race, class, and gender influence the decisions teachers make regarding Aboriginal students. The study demonstrates that teachers do attribute certain factors to Aboriginal students, which may influence students' classroom placement. Findings may help both sensitize teachers to the implications of their beliefs and biases as well as promote the development of policies and practices to eliminate biased decision-making. (Contains 3 tables, 3 figures and 2 footnotes.)
&quot;BE&quot;ing a Certain Way: Seeking &quot;Body Image&quot; in Canadian Health and Physical Education Curriculum Policies
Author: Robertson, Lorayne
Date: 2012-00-00
Type: Journal Articles
Subjects: Physical Education,Self Concept,Emotional Response,Policy Analysis,Sciences,Body Composition,Foreign Countries,Body Weight,Public Policy,Public Health,Comprehensive School Health Education,Curriculum

Body image is an individual's emotional response to one's appearance including size and shape; this response may not be helpful in the pursuit of overall health and well-being. This policy analysis examines the treatment of body image in Canadian Health and Physical Education (HPE) curriculum policies using a body image analysis framework developed by the authors and based on health sciences research. The analysis indicates that most Canadian educational jurisdictions minimally address the topic of body image while some jurisdictions view it as important. As a result, curriculum policy responses to this important issue are scattered and inconsistent. (Contains 2 tables.)
Developing Positive Attitude towards Science and Mathematics through Motivational Classroom Experiences
Author: Rukavina, Sanja
Date: 2012-03-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Active Learning,Workshops,Student Interests,Student Motivation,Student Attitudes,Scientific Attitudes,Physics,Mathematics,Student Experience

This paper presents results of a survey among school children aged 10 to 14 years, who participated in science or mathematics workshops. It particularly relates to their interest and motivation determined immediately after the workshop had finished. A total of 70 workshops were held in elementary schools of Rijeka, Croatia, involving the participation of 1240 students aged from 10 to 14 years. The workshops were designed in order to encourage active engagement in class work and a deeper approach to learning stemming from meaningful involvement in a real problem related to everyday life. The results of the survey on student's attitudes towards science and mathematics after the workshop indicated that students accept this type of lesson eagerly, they value demonstrations, applications and practical, hands-on experimentation, and that after this type of classroom activity they express positive attitude towards science and mathematics. (Contains 7 tables.)
Students at Risk of Dropping out: How to Promote Their Engagement with School Science?
Author: Faria, Claudia
Date: 2012-03-00
Type: Journal Articles
Subjects: At Risk Students,Science Education,Teaching Methods,Dropout Prevention,Learner Engagement,Case Studies,Chemistry,Science Teachers,Males,Interviews,Questionnaires,Science and Society,Relevance (Education),Foreign Countries,Grade 12,Learning Modules,Secondary School Teachers,Secondary School Students

The goal of this study was to understand which factors, related to school science, can interfere with engagement of students-at-risk-of-dropping-out with school science and to know what kind of activities and teaching strategies are adequate to these students. This case-study involved a chemistry-teacher and ten male students. Data was based on teacher's interview, teacher's and students' notes regarding activities implementation and students' questionnaires. Results show that linking science with society by means of practical activities--that are student centred and require agency, autonomy, and the mobilization of complex competencies--facilitated the students' engagement with school science. (Contains 2 tables.)
Changes in American Preservice Elementary Teachers' Efficacy Beliefs and Anxieties during a Science Methods Course
Author: Bursal, Murat
Date: 2012-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Methods Courses,Self Efficacy,Misconceptions,Scientific Attitudes,Microteaching,Inquiry,Active Learning,Change,Interviews

Fifty-five American preservice elementary teachers' personal science teaching efficacy (PSTE) beliefs, science anxiety (SANX) levels, and common science misconceptions were investigated during a science methods course. A significant increase in the PSTE scores and a slight--but statistically insignificant--decrease in the SANX scores were detected during the course. Consistent with Bandura's social cognitive theory, the inclusion of inquiry activities and micro-teaching experiences into science methods course contributed to positive changes in preservice teachers' beliefs regarding science teaching. On the other hand, a majority of the participants possessed several misconceptions about basic science topics. It was concluded that, similar to mastery experiences as a source of efficacy beliefs, participants' unawareness of their science misconceptions contributed to enhancement of their personal science teaching efficacy beliefs. (Contains 3 tables.)
Is There a Relationship between Chemistry Performance and Question Type, Question Content and Gender?
Author: Hudson, Ross D.
Date: 2012-03-00
Type: Journal Articles
Subjects: Chemistry,Science Achievement,Gender Differences,College Entrance Examinations,Test Format,Foreign Countries,Test Content,Item Response Theory,Secondary School Students,Essay Tests,Multiple Choice Tests

This research inquires into the effectiveness of the two predominant forms of questions--multiple-choice questions and short-answer questions--used in the State University Entrance Examination for Chemistry including the relationship between performance and gender. It examines not only the style of question but also the content type examined (recall and application questions). The research involves class trial testing of students with structured questions that examine the same material content with each type of question (multiple-choice or short-answer) and also examines the different type of content (recall or application) and finally the influence of student gender. Rasch analysis of the class trial data, including gender difference analysis, is performed and the analyses related to performance characteristics of the State University Entrance Examination. It is found that male students achieve higher scores than female students with respect to mean scores on both tests and sub-tests. However, when student abilities, as measured by Rasch analysis were considered, male and female students of equal abilities perform equally well in each test comparison suggesting that chemistry is equally accessible to students of both genders. (Contains 10 figures and 3 tables.)