ethanporcaro/eric-fulltext-meta huggingface dataset:
Indispensable Insight: Children's Perspectives on Factors and Mechanisms That Promote Educational Resilience
Author: Downey, Jayne A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Student Attitudes,Achievement Need,Performance Factors,At Risk Students,Motivation Techniques,Elementary School Students,Academic Achievement,Intelligence,Empathy,Family Environment,Family Influence,School Support,Community Support,Outreach Programs,Beliefs,Interviews,Defense Mechanisms

In order to foster educational resilience in children who face adversity, adults need a clear grasp of which factors are most relevant and motivating for these children. This study asked 50 children (ages eight to 12) who face serious life difficulties to share their perspectives on which factors support academic performance and how those factors operate in their lives. Participants identified eight factors (intelligence, feelings, behaviours, home environment, family assistance, school support, community connections, organized programs) that improve academic performance and described three mechanisms (facilitating work, increasing understanding, preventing negative behaviour) by which the factors function. Implications for practice and further research are discussed.
Collaborative Teaching and Self-Study: Engaging Student Teachers in Sociological Theory in Teacher Education
Author: Hogan, Vivienne
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Student Teachers,Teacher Education Programs,Undergraduate Study,Teacher Educators,Team Teaching,Sociology,Reflective Teaching,Journal Writing,Feminism,Self Evaluation (Individuals),Learner Engagement,Models,Action Research

This article presents some of the findings of a three-year project researching the impact of changes made to teaching and learning in a first-year sociology paper for primary and early childhood education (ece) student teachers. The context of the research is an undergraduate Initial Teacher Education (ITE) programme situated in the School of Education in a New Zealand University. Through self-study, teacher educators sought to gain a deeper understanding of how changes made to the paper influenced their teaching and student learning. A collaborative teaching relationship was particularly important for the teacher educators to share concerns and present ideas for innovative practice in a safe space. The relationship, built over a period of three years, encouraged a mutual desire to create a teaching and learning environment that valued the student voice and was engaging for teacher educators and student teachers.
Creating Space for Pre-Service Teacher Professional Development during Practicum: A Teacher Educator's Self-Study
Author: Mukeredzi, Tabitha G.
Date: 2015-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Professional Development,Practicums,Teacher Educators,Rural Schools,Reflective Teaching,Teaching Methods,Residential Programs,Journal Writing,Content Analysis,Data Analysis,Coding,Mentors,Pedagogical Content Knowledge,Self Esteem,Self Efficacy,Professional Autonomy,Self Evaluation (Individuals),Foreign Countries

This article reports on my self-study of leading cohorts of Bachelor of Education student teachers through collaborative reflections applying reflective questions strategy during four weeks of residential practicum in a rural school. I explore the potential for reflective questions approach as an effective tool for reflection and professional learning in teaching and mentoring pre-service teachers. Data consisted of journal entries describing my experiences as classroom teacher and teacher educator and, of teaching and mentoring groups of students during residential practicum. Reading teacher education as text and, the audio recorded collaborative reflection conversations also provided data. Students' documented personal and collaborative reflections were additional source materials. Data analysis employed qualitative procedures of content analysis and coding to determine themes relevant to both my and student teachers' professional development. Engaging in this self-study based on reflective questions was essential for confronting my own assumptions and beliefs about mentoring and teaching teachers. This led to the growth of my and the students' critical reflection and quality of professional thought and, a reexamination of my approach to mentoring and teaching students during residential practicum. Findings also indicate growth of students' general pedagogical knowledge, confidence, independence and autonomy.
Tensions in Creating Possibilities for Youth Voice in School Choice: An Ethnographer's Reflexive Story of Research
Author: Cotnam-Kappel, Megan
Date: 2014-00-00
Type: Journal Articles
Subjects: School Choice,Conflict,Youth Opportunities,Child Advocacy,Ethnography,High School Students,Language of Instruction,Theory Practice Relationship,Epistemology,Participant Observation,Childrens Rights,Participation,Research Projects,Research Methodology,Grade 8,Data Collection,Inquiry,Foreign Countries,Semi Structured Interviews,Participatory Research

The following article relates a reflexive ethnographic research project that focuses on youth voice in relation to the process of choosing a high school and a language of instruction in Ontario, Canada. The purpose of this methodological article is to relate a story of research and explore the tensions between theory and practice experienced by a young researcher during and after fieldwork. To do so, I explore the theoretical and epistemological underpinnings of the relevance and importance of youth-centred research and uncover some of the complexities of conducting participant observation, interviews, and co-analysis activities with youth participants.
A Case Study of Online Instructors and Their Quest for Greater Interactivity in Their Courses: Overcoming the Distance in Distance Education
Author: Huss, John A.
Date: 2015-04-00
Type: Journal Articles
Subjects: Case Studies,Web Based Instruction,Teacher Education,Distance Education,Teacher Student Relationship,Educational Quality,Teacher Attitudes,Females,Interaction,Online Courses,Electronic Learning,Computer Mediated Communication,Foreign Countries,Qualitative Research,Semi Structured Interviews

The purpose of this study was to explore the attitudes and experiences of seven online instructors in Teacher Education (three from the United States, four from Israel) pertaining to the deliberate efforts they make to build interaction into their web-based classes to support learning. In the tradition of cooperative inquiry, the use of purposive sampling and a semi-structured interview protocol provided the best opportunity to describe, rather than explain, the perspectives of these instructors who are currently teaching online and developing within this medium. Participants expressed the need to establish quality interactions throughout their distance courses, yet acknowledged barriers they perceive in attaining desired levels of human relationship. They also discussed the importance of collaboration, caring, and context when creating and teaching courses in an online environment.
Students' Attitudes towards Individual Musical Instrument Courses in Music Education Graduate Programs in Turkey
Author: Önder, Gülten Cüceoglu
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Music,Music Education,Musical Instruments,Music Teachers,Teacher Education,Student Attitudes,College Students,Rating Scales,Statistical Significance,Gender Differences,Educational Attainment,High Schools,Music Activities,Student Surveys

The Individual Musical Instrument course is a compulsory part of the curriculum, in the Music Education Departments of universities in Turkey. The main purpose of the course is to ensure that each student is able to play a musical instrument and, use the instrument once they become music teachers. This study aims to determine the attitudes of students enrolled in the Music Education Department towards the course within the program. Participants included 334 students studying Music Education at four different Universities in Turkey. The study adopted the &quot;Attitudes towards Individual Musical Instrument Course Scale&quot; (Topoglu &amp; Erden, 2012). No statistically significant difference in students' attitude towards the course was identified related to gender, the type of high schools they graduated and the total period of education they received. In contrast, a statistically significant difference in students' attitudes was identified related to grade levels, the types of instruments they learned, and the time allocated each day for practice.
Enhancing Playful Teachers' Perception of the Importance of ICT Use in the Classroom: The Role of Risk Taking as a Mediator
Author: Goodwin, A. Lin
Date: 2015-04-00
Type: Journal Articles
Subjects: Teaching Methods,Technology Uses in Education,Educational Technology,Teacher Characteristics,Teacher Education Programs,Structural Equation Models,Play,Personality Traits,Risk,Competence,Technological Literacy,Self Concept,Correlation,Foreign Countries,Teacher Attitudes,Graduate Study,Online Surveys,Likert Scales,Coding,Factor Analysis

In today's world, teaching and learning processes inevitably involve the application of information and communication technology (ICT). It seems reasonable to expect personal attributes such as cognitive playfulness to be associated with consistent application of ICT. Using survey responses from Singapore students in a teacher education programme (n = 450), structural equation modelling (SEM) found that the effect of cognitive playfulness on the perceived importance of ICT was mediated by risk taking orientation, but the mediation effect was not observed with perceived competence in ICT use. Academic self-concept had negligible relation with the two ICT variables. As personal attributes may not be malleable whereas risk taking orientation can be nurtured, the mediating role of risk taking implies a useful direction for teacher education to enhance student teachers' risk taking attitudes for promoting the application of modern technologies as pedagogical tools in schools.
&quot;Science Isn't Just What We Learn in School&quot;: Interaction Rituals That Value Youth Voice in Out-of- School-Time Science
Author: Gonsalves, Allison J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Instruction,Educational Technology,Interaction,Emotional Response,Adolescents,Females,Urban Areas,Low Income Groups,Learner Engagement,After School Programs,Science Interests,Student Attitudes,Video Technology,Community Programs,Youth Programs,Clubs,Story Telling,Student Interests,Knowledge Level,Interviews,Foreign Countries,Science Activities,Documentaries,Dialogs (Language),Ethnography,Semi Structured Interviews,Content Analysis

In this article, I explore what happens when digital media activities designed to stimulate science conversations are introduced to an out-of-school-time (OST) space usually reserved for talks about girls' issues. The goals of this study were to provide a space that values youth voice and creates positive emotional energy around science-related subjects. In this article, I identify episodes of interaction rituals that provoke positive emotional energy toward science among a group of adolescent girls in a community centre in a low-income urban neighbourhood. Results highlight moments when youth mobilize their funds of knowledge and demonstrate emotionally positive charged engagement with science. I then conclude with an exploration of the limitations of shifting ideas about what counts as &quot;real science&quot; and the implications for science teaching both in and out of the classroom.
Imagination and Aspiration: Flames of Possibility for Migrant Background High School Students and Their Parents
Author: Naidoo, Loshini
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Migrants,Cultural Capital,Social Capital,Cultural Background,Imagination,Aspiration,Parent Influence,Females,Single Sex Schools,Capacity Building,Ethnography,Semi Structured Interviews,Focus Groups,Socioeconomic Status,Disadvantaged Youth

This paper aims to show how imagination is an important tool in the formation of aspiration and ethnic capital for young high school students and their parents in the city of Blacktown, New South Wales, Australia. Through semi-structured focus group interviews with parents, teachers and students, data from the demographic space of the school revealed that despite the limitations in economic capital there was social and cultural capital in migrant families, which provided reinforcement for the realisation of various goals, especially through education and &quot;hard work&quot;. The students from migrant backgrounds had an opportunity to aspire and imagine a grand future because they were able to inhabit and negotiate the field of education more easily with the strong support from the family. So ethnicity and cultural background affected not only educational and vocational aspirations but also impacted on the imagination of the parents and students.
Developing Culturally Competent Teachers: An International Student Teaching Field Experience
Author: Salmona, Michelle
Date: 2015-04-00
Type: Journal Articles
Subjects: Teacher Competencies,Cultural Awareness,Student Teachers,Study Abroad,Experiential Learning,Teacher Education Programs,Intercollegiate Cooperation,Intercultural Programs,Phenomenology,Skill Development,Qualitative Research,Focus Groups,Interviews,Observation,Foreign Countries

This study offers a theoretical construct for better understanding how experiential learning enables student teachers to acquire social and cultural variation skills, develop cultural empathy in the K-12 classroom, and the transference of these skills to new educational situations. An Australian and United States research team used a phenomenological approach to explore the connections between the skills student teachers acquire and the application of these newly developed skills to professional practices. Participants were a group of United States pre-teachers who enrolled in a 5 week teaching experience in Australia. Findings show that participation in cultural based events is part of a complex decision making process. The variety of cultures that now exist in schools requires new teachers to obtain and apply a skillset that promotes manoeuvrability through, and an understanding of the many definitions of culture. A better understanding of this process may strengthen curricula and improvements in teacher education program delivery and further enhance higher education study-abroad international partnerships.
Thinking Differently about Infants and Toddlers: Exploring the Reflections of Future Australian Early Childhood Teachers in Australia
Author: Garvis, Susanne
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Infants,Toddlers,Early Childhood Education,Preservice Teachers,Teacher Attitudes,Teacher Education Programs,Reflective Teaching,Skill Development,Social Development,Emotional Development,Professional Development,Video Technology,Instructional Films,Technology Uses in Education

In Australian early childhood teacher education programs there is typically a greater focus on the age group of kindergarten children compared to that of infants and toddlers (Garvis, Lemon, Pendergast and Yim, 2013). As a consequence, pre-service teachers may have little opportunity to interact and learn about this important age range. This paper reports on the incorporation of videos of young child and educator interaction into early childhood teacher education programs at one Australian university. The cohort of pre-service teachers (18) were asked to think in a structured way about the videos with the help of a structured reflection template, which challenged them to apply higher order thinking with regard to the scenarios presented. As a culminating point of the template, the pre-service teachers were asked to create a reflective practice question to improve their professional practice. In this study, the reflective questions were analysed using content and pronoun analysis. Findings suggest that the pre-service teachers were focused on the continuity of learning of young children, personal skill development and social emotional development. To a lesser degree reflections explored working with families. The pronoun of 'we' also appeared as the most likely response on personal reflective questions. This suggests the future teachers had already positioned themselves within the group of early childhood teachers, indicating a strongly developed professional identity.
Youth Voice and Positive Identity-Building Practices: The Case of ScienceGirls
Author: Rahm, Jrène
Date: 2014-00-00
Type: Journal Articles
Subjects: Self Concept,After School Programs,Ethics,Science Programs,Program Descriptions,Females,Sociocultural Patterns,Focus Groups,Student Attitudes,Case Studies,Ethnography,Scientific Literacy,Elementary School Students,High School Students,Urban Areas,Newsletters,Video Technology,Semi Structured Interviews,Foreign Countries,Disadvantaged Youth

Through two stories of youth voice, learning, and identity development in an afterschool science program for girls only, we show the ways in which such programs can be understood as important identity-building practices. We describe key dimensions of a socio-cultural approach to youth voice, learning, and identity, situated also in the context of the literature on afterschool programs. We then explore the manner in which youth voice and identity were marked by time and space. We conclude with a discussion of youth voice and ethics in collaborative research projects with youth.
Personality, Resilience, Self-Regulation and Cognitive Ability Relevant to Teacher Selection
Author: Sautelle, Eleanor
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Selection,Teacher Characteristics,Personality Traits,Extraversion Introversion,Resilience (Psychology),Self Control,Cognitive Ability,Personality Measures,Scores,Teacher Effectiveness,Hypothesis Testing,Questionnaires,Multiple Regression Analysis,Multivariate Analysis

The current study uses social judgment theory to inform the design of processes to be used in selecting teachers for training programs. Developing a comprehensive selection process to identify individuals who are likely to succeed as teachers is a mechanism for improving teacher quality and raising the profile of the profession. The design of such a process requires the identification of qualities of effective teaching that can be assessed at selection, and their relative importance. Six psychological constructs are identified from previous literature that are likely to differentiate between teaching candidates--Extraversion, Agreeableness, Conscientiousness, Resilience, Self- Regulation and Cognitive Ability. Participants (n = 90) judged the likely success of 35 hypothetical teaching candidates. All included constructs were positively related to candidate selection, with Cognitive Ability the most valued attribute. Individuals clustered into three groups--one cluster high cognitive ability, a second cluster of people with high personality scores, Agreeableness in particular, and a third characterized by high self-regulation and Resilience scores. Further research is required to validate the current findings however they lend support to the use of all six constructs in teacher selection, particularly cognitive ability.
Young People Have a Lot to Say ... with Trust, Time, and Tools: The Voices of Inuit Youth in Nunavik
Author: Garakani, Tatiana
Date: 2014-00-00
Type: Journal Articles
Subjects: Eskimos,Foreign Countries,Educational Policy,Educational Development,Action Research,Participatory Research,Academic Persistence,Resilience (Psychology),Student Attitudes,Ethics,Canada Natives,Student Motivation,Questionnaires,Writing (Composition),Relevance (Education),Observation

Young people's voices are frequently overlooked in discussions about education development and policy. This article draws on an ongoing participatory action research project (2011-2014) in Nunavik on student resilience and school perseverance. It examines ethical issues that have arisen during the research process, and highlights the strengths and limitations of tools and technology used to engage students and make their voices heard.
Youth Participatory Action Research and School Improvement: The Missing Voices of Black Youth in Montreal
Author: Livingstone, Anne-Marie
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blacks,Action Research,High School Students,Academic Achievement,Intervention,Dropout Rate,Teacher Student Relationship,Teaching Methods,Extracurricular Activities,History,Community Organizations,Instructional Innovation,Multicultural Education,Curriculum,Expectation,Grade 9,Grade 10,Grade 11,Focus Groups,Participatory Research

The article discusses the implementation and results of a youth participatory action research (YPAR) project carried out with black high school students in 2009 and 2010 in Montreal, QC. The aim of the project was to involve black youth in studying the factors that either enhance or impede their success in school and thereby have them identify solutions that would be effective in reducing the high dropout rate of black students in Montreal. The participating students were 15 to 18 years of age, attended four high schools located across the city, and thus represented the cultural and linguistic diversity of Montreal's black community. The results demonstrate that YPAR can lead to a deeper and fuller understanding of the factors that shape students' experiences and performance in school than research that ignores the voices of young people. The study shows that black youth believe academic achievement is influenced by multiple and inter-related factors, including family, peers, school, and neighbourhood. The youth contend that high schools must do more to support black students by setting high expectations for success, maintaining positive teacher-student relations, integrating multicultural curricula such as courses on black history, promoting more innovative pedagogies in the classroom, expanding the range of extra-curricular activities, and working more closely with black community organizations.
A Study on Preferred Learning Styles of Turkish EFL Teacher Trainees
Author: Inal, Sevim
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,English (Second Language),Preservice Teachers,Gender Differences,Age Differences,Second Language Learning,Statistical Analysis,Academic Achievement,Cooperative Learning,Measures (Individuals),Comparative Analysis,Predictor Variables

Since people have different ways of perception, levels of motivation, and attitudes towards teaching and learning they consistently differ from each other in their preferences of learning and acquiring knowledge. Therefore, the more instructors understand the differences, the better chance they have of understanding and meeting the diverse learning needs of their students. The present study has been conducted to investigate the Turkish ELT students' learning style preferences in relation to gender and age to see if there is any relationship between achievement and learning style preferences. To perform the aim of the study Wintergerst and DeCapua's (1999) learning style indicator (LSI) was administered on 249 English trainees. To find the male and female students' learning style preference differences separately, t-test was utilized. The result indicated that Turkish students are mostly group-oriented learners and learn best through interacting with other students while learning. Gender also varies according to the three orientation areas under investigation. In the current study, no relation between achievement and learning style has been identified.