ethanporcaro/eric-fulltext-meta huggingface dataset:
Leadership for Primary Schools: An Examination of Innovation within an Austrian Educational Context
Author: Heißenberger, Petra
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Innovation,Primary Education,Principals,Instructional Leadership,Instructional Design,Administrator Role,Self Concept,Self Evaluation (Individuals),Questionnaires,Statistical Analysis,Correlation

This study examined relationships between the work of innovative school principals and innovative primary schools determined by defining eight areas of school leadership: Instructional Development, Classroom Management, School Organization, Social Interaction, Personnel Development, Cooperation, Infrastructure and School Marketing. A questionnaire was sent out to 658 primary school principals in Lower Austria. Data were analyzed using Lime Survey[superscript C], SPSS (Statistical Package for the Social Sciences), and PASW[superscript C] (Predictive Analysis Soft Ware). To determine to what extent the self-assessment of principals supported the existence of respective areas of innovation, their self-assessment (independent variable) was correlated with the outcomes from the item grouping (i.e., innovation themes). In addition, a correlation calculation with correlation parameters by Pearson and Spearman was executed. In summary, it must be pointed out that between the self-assessment of the principals and the subsequent self-assessment of school innovation themes no statistically significant correlations were verifiable. The study supports the need for further education and training that can support principals in their role as designers of their schools.
The Benefits of Adopting a Problem-Based Learning Approach on Students' Learning Developments in Secondary Geography Lessons
Author: Caesar, Mohd Iqbal Mohd
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Secondary Education,Geography Instruction,Educational Benefits,Learner Engagement,Program Implementation,Barriers,Action Research,Foreign Countries,Participant Observation,Focus Groups,Skill Development

Problem-based learning (PBL) provides an appealing framework for teaching and learning not only within the subject of geography but also across other disciplines. It promotes a healthy environment for active learning with its diverse sets of activities, helping students carry out investigative inquiry in the learning processes. This study examines the potential benefits of adopting a PBL approach in teaching and learning in secondary geography classrooms. It takes into account the inputs needed from both teacher and students in determining the success of the approach implementation. The study shows how, through careful planning and preparation, PBL activities can effectively enhance students' engagements and improve their grasp of geographical content knowledge. However, the teacher's shortcomings in performing the role of facilitator did highlight a limitation for the research, which hindered the success of the implementation. Future research should continue to actively examine experiences from teachers in PBL applications, discussing the circumstances to identify the conditions necessary for successful implementation of PBL within a variety of contexts.
Thinking Process of Pseudo Construction in Mathematics Concepts
Author: Subanji
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Secondary School Mathematics,Mathematical Concepts,Concept Formation,Concept Mapping,Algebra,Mathematical Logic,Thinking Skills,Error Patterns,Comprehension,Interviews

This article aims at studying pseudo construction of student thinking in mathematical concepts, integer number operation, algebraic forms, area concepts, and triangle concepts. 391 junior high school students from four districts of East Java Province Indonesia were taken as the subjects. Data were collected by means of distributing the main instrument and tracer instrument to the subjects respectively. Both instruments were deployed for the purpose of digging up the construction process. The construction was clustered on the basis of the pseudo construction cases and followed with in-depth interviews to three subjects of each case. The findings show that pseudo construction was identified in four cases. The first case was associated with integer operations, operations of algebraic form, the concept of area, and the concept of triangle. They used analogy of &quot;in debt&quot; to construct concepts of negative number operation. In the second case, they used objects (book, pencil, and thing) to describe variables in the algebraic form operation. For the third case, students deciphered unit area (m[superscript 2]) as multiplication m x m. In the fourth case, students did not pay attention to the requirements of the triangle. Although they gave a right answer to their work, their construction concept was completely false.
Linking Practice with Theory to Model Cultural Responsiveness: Lessons Learned from a Collaborative Service-Learning Project in an Urban Elementary Classroom
Author: Endo, Rachel
Date: 2015-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Urban Schools,Culturally Relevant Education,Teaching Methods,Case Studies,Cooperative Learning,Service Learning,Outcomes of Education,Student Diversity,College Students,Elementary School Students,Elementary School Teachers,Multicultural Education,Literacy,Race,Correlation,Teacher Education Programs

This case study reports on the outcomes of a collaborative service-learning project that connected a teacher educator of color (the author) and her 19 racially diverse university students with 26 urban elementary students and their teacher (also of color). The purpose is to explicate how the service-learning experience impacted the university students' awareness of, commitment to, and understanding of culturally responsive practice as a challenging aspiration with real-life implications for serving diverse children and youth. The conceptual framework integrates theories from critical approaches to multicultural service-learning and culturally responsive teaching to problematize the social construction of &quot;differences&quot; in educational spaces by focusing on the complex interactions among and between language, literacy, and race in school-based settings. The findings illustrate how this collaborative service-learning project, while mutually rewarding in many respects, came with several challenges. The final section will offer implications that further explicate the intersections between service-learning and teacher preparation programs, particularly focusing on possible curricular, pedagogical, and programmatic solutions.
Growing in Multicultural Education with Alumni
Author: Abendroth, Mark
Date: 2015-00-00
Type: Journal Articles
Subjects: Multicultural Education,Alumni,Competency Based Teacher Education,Teacher Certification,Capacity Building,Interviews,Graduate Surveys,Intergroup Relations,Stakeholders,Partnerships in Education,Educational Improvement,Educational Change,Educational Strategies

Multicultural education does not develop along a linear path. An individual who decides to become a teacher brings countless life experiences to the prospect of gaining certification to teach in any state of the multicultural United States. A certification program introduces concepts of multicultural education in hopes that the candidate will enter student teaching with a firm foundation of knowledge and respect regarding cultural diversity. The program, hopefully, uses readings, discussions, and activities that challenge and support the candidate toward growth in becoming a multicultural educator who understands and embodies a practice of cultural competence and equity. The purpose of the case study reported in this article was two-fold. One purpose was to begin the work of exploring how able and willing alumni can contribute to a secondary certification program's ongoing goal of preparing pre-service and new teachers to become effective multicultural educators. The other purpose was to evaluate how the alumni had developed perspectives on multicultural education along a path from pre-service teaching to experienced teaching. The author interviewed three alumni who became teachers under a state provision of a fast track that allows one to teach after one year of courses and 50 hours of classroom observations. For a small group of three, the alumni are culturally diverse--an African American female, a White male, and an Asian American male. Three major themes emerged from the data analysis. One involved the perspectives among the three alumni regarding how the graduate program changed the way they viewed multicultural education. A second was the manner in which participants identified with mainstream and transformative views of multicultural education. A third was how the participants varied in their views of culture, race, and class as isolated and intersecting characteristics of students' identities and experiences.
Defining Teacher Leadership: Affirming the Teacher Leader Model Standards
Author: Cosenza, Michael N.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Teacher Role,Semi Structured Interviews,Elementary School Teachers,Middle School Teachers,Females,Professional Development,Professionalism,Professional Personnel,Standards,Academic Achievement

Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and the professionalization of teachers (Boles &amp; Troen, 1994; Dozier, 2007; Greenlee, 2007; Lieberman, 1987; Smith, 1999). Teachers need to be given opportunities to leave the isolation of their classrooms to collaborate with others in order to build leadership capacity (Dozier, 2007). The development of teacher leadership is increasingly viewed as an important factor in improving schools, improving student achievement, and retaining teachers for the long term (Boles &amp; Troen, 1994; Dozier, 2007; Greenlee, 2007; Lieberman, 1987; Smith, 1999). Many educators and educational researchers have put forward standards and guidelines for teacher leadership. The most recent contribution to this initiative is a set of teacher leader standards developed by the Teacher Leadership Exploratory Consortium in 2011 which are the basis for this study. The consortium that developed the teacher leader model standards did so with the intention to provide guidance about teacher leadership and to delineate for universities and other providers of professional development a set of guidelines for the preparation of future teacher leaders (Teacher Leader Model Standards, 2011). The standards have recently been adopted by two teacher leadership certificate programs in southern California. This study seeks to discover how teachers define the term teacher leadership and then compare those findings to the seven domains of the teacher leader model standards. Further, it aims to discover if these standards are in alignment with the viewpoints of practicing teachers.
Preservice Teachers' Perceived Beliefs towards English Language Learners: Can a Single Course Change Attitudes?
Author: Kolano, Lan Quach
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Preservice Teachers,English Language Learners,Immigrants,Beliefs,Multicultural Education,Student Diversity,Teacher Education,Personal Narratives,Undergraduate Students,Student Attitudes,Higher Education,Teacher Education Programs,Population Trends

Recent immigration trends at the national and local levels indicate that schools are receiving the largest influx of immigrant students since the beginning of the 20th century. According to the U.S. Department of Education (2014), English language learners (ELLs) accounted for nearly 4.4 million students during the 2011-2012 school year. These students often enter schools and classrooms with teachers who feel underprepared to meet their complex needs. Literature suggests that preservice teachers' backgrounds often affect the degree to which prospective teachers support multicultural education and the degree to which they wish to explore social inequalities. Given the need to better prepare preservice teachers for the diverse classroom, the purpose of this study was to explore the attitudes of undergraduate teacher education candidates after one required multicultural course that focused on the educational experiences of ELLs. Qualitative data were collected in the form of student narratives in order to explore the ways that these undergraduate students' beliefs evolved over one semester. The study was guided by the following research questions: (1) Which course activities contributed most to the perceived changes of undergraduate preservice teacher beliefs toward English Language Learners?; and (2) How did teacher education candidates' perceived beliefs toward ELLs evolve? This study indicated that most of the teachers in this course were able to narrate their perceived shifts in thinking about ELLs through a thoughtful course design including a semester-long clinical experience working with ELLs. This research adds to the larger discourse on exactly what can be done to develop teachers' beliefs, and to what extent a single semester of reflective coursework can be successful.
The Co-Construction of Participation through Oral Mediation in the EFL Classroom (La co-construcción de la participación a través de la mediación en el aula de lengua extranjera)
Author: Herazo Rivera, Jose David
Date: 2016-00-00
Type: Journal Articles
Subjects: Sociocultural Patterns,Cultural Influences,Language Usage,Classroom Communication,Video Technology,Second Language Learning,Second Language Instruction,Language Teachers,Interviews,Grade 9,Foreign Countries,Teacher Attitudes,Teacher Student Relationship,Teaching Methods,Oral Language,English (Second Language),Low Income,Discourse Analysis

Sociocultural theory argues that an individual's mental, social, and material activity is mediated by cultural tools. One such tool is the language or discourse teachers use during whole class interaction in the second language classroom. The purpose of this study was to examine how a Colombian second language teacher mediated her ninth-grade students' participation during classroom interaction. We videotaped and transcribed five lessons and interviewed the teacher after each lesson. Findings revealed that the teacher mainly used questions, elaborations, recasts, and continuatives in patterned combinations to help learners co-construct relevant content and sustained participation. Such mediation provided learners with frequent affordances to engage in meaning-making, a necessary condition for developing a new language.
Novice Non-Native English Teachers' Reflections on Their Teacher Education Programmes and Their First Years of Teaching (Reflexiones de profesores novatos y no nativos del inglés sobre sus programas de formación y sus primeros años de instrucción)
Author: Akcan, Sumru
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education Programs,Classroom Techniques,Language Teachers,Teacher Attitudes,Program Effectiveness,Beginning Teachers,Interviews,Education Work Relationship,Student Behavior,Educational Environment,Foreign Countries,Novices,Questionnaires

This study investigates novice non-native English teachers' opinions about the effectiveness of their teacher education programme and the challenges during their initial years of teaching. The results of a survey administered to fifty-five novice teachers and follow-up interviews identify strengths and weaknesses in their teacher education programme and catalogue the difficulties they faced when they started to teach. The study found significant differences between the content of novice teachers' academic courses in their teacher education programme and the conditions they experienced in classrooms. The major challenges of their first years of teaching were related to lesson delivery, managing behaviour, unmotivated students, and students with learning disabilities. The article includes suggestions to prepare teachers for the actualities of working in schools.
Contributions of a Social Justice Language Teacher Education Perspective to Professional Development Programs in Colombia (Contribuciones de una perspectiva de justicia social para la formación de docentes de lenguas a los programas de desarrollo profesional en Colombia)
Author: Sierra Piedrahita, Ana María
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Justice,Teacher Education,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Public Schools,Foreign Countries,Educational Change,Faculty Development,Political Attitudes,Teaching Methods

In this article, the author discusses the social justice language teacher education perspective and how it can help language teachers to develop a political view of their work and effect change inside and outside their particular school contexts. To do this, she briefly analyzes various professional development programs for teachers of English in public schools in one city in Colombia to determine how these have or have not contributed to the development of a political perspective in teachers. Finally, she discusses what the implementation of such perspective requires, provides some examples to illustrate how it may look in practice, and discusses some implications for different stakeholders.
Policies for English Language Teacher Education in Brazil Today: Preliminary Remarks (Políticas para la formación de profesores de inglés en el Brasil de hoy: primeras aproximaciones)
Author: Gimenez, Telma
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Cultural Differences,Social Differences,Teacher Education,Educational Policy,Educational Opportunities,Program Descriptions,Teaching Methods,Program Evaluation,Inclusion,Student Diversity,Language Teachers

In the last decade Brazil has begun to tackle the educational challenges of a developing country with a young population. The scale of such a demand is a result of the social and cultural inequalities that have historically been existent. Recent official policies and programs have addressed this gap by promoting greater opportunities for teacher education, and for the teaching of English as a foreign language. In this paper we discuss four of these programs/policies by highlighting their innovative aspects vis-à-vis traditional practices. We conclude that, despite quantitative advances, much still needs to be done to guarantee qualitative improvements in areas such as the curriculum in order to challenge the continuing influence of predominant ideologies.
E-moderating and E-tivities: The Implementation of a Workshop to Develop Online Teaching Skills in In-Service Teachers (E-moderación y e-actividades: implementación de un taller para desarrollar habilidades de enseñanza en línea de profesores en ejercicio)
Author: Pineda Hoyos, Jorge Eduardo
Date: 2016-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Teaching Skills,Online Courses,Task Analysis,Faculty Development,Language Teachers,College Faculty,State Universities,Second Language Learning,Second Language Instruction,Foreign Countries,Workshops,Case Studies,Management Systems,Electronic Learning,Teacher Characteristics

This paper reports the experience of implementing a teacher's professional development strategy that sought to foster e-moderator competencies among language faculty at a Colombian public university. The study aimed at finding the extent to which participants understood the concepts of e-moderation and e-tivities. We analyzed the participants' performance in three different tasks to give account of the incorporation of the concepts. The results from the analysis of the tasks showed that participants understand online processes, they have some technical skills and they have many personal characteristics that will help them become e-moderators.
&quot;How Can I Help?&quot; Secondary Education Classrooms as Sites for Service and Learning
Author: Epstein, Shira Eve
Date: 2015-00-00
Type: Journal Articles
Subjects: Secondary Education,Teacher Education,Service Learning,Preservice Teachers,Teacher Education Programs,Student Teaching,Teacher Collaboration,Teacher Role

Teacher education necessitates rich, generative experiences for up-and-coming teachers in working classrooms. Written by two English Education faculty members, this article discusses efforts to revise the clinical, field-based components of their courses so to more commonly yield such experiences. Specifically, they aimed to infuse fieldwork with more rigor and build better coordination between the work of the university students, herein referred to as teacher candidates, and the needs of collaborating classroom teachers. To this end, they took two key steps. First, they designed service-learning assignments that ask candidates to contribute in secondary classrooms in needed and specific ways. Second, they fostered more informed relationships with the collaborating teachers working with the teacher candidates. In the narrative below, they review these steps, primarily by analyzing documents used when communicating with the teacher candidates and the cooperating teachers. Ultimately they investigate the genesis of their initiative to improve their clinical program, the planning strategies used, and accounts of how the work has unfolded. The authors share an analysis of how the clinical aspects of their courses have evolved with two purposes in mind. First, they hope to foster transparency among teacher educators about how change occurs in teacher education programs. They make themselves vulnerable by talking about the weaknesses in their previous pedagogy and how they were revised because they hold the belief that such vulnerability is educative. Second, in reviewing the most up-to-date version of their teaching, they present what they have experienced as a generative clinical model in teacher education. It illustrates the commitment to ensuring growth and support for teacher candidates and practicing teachers. In developing their clinical model, the authors hoped to address some larger, contextual dilemmas impacting classroom teachers and teacher candidates.