ethanporcaro/eric-fulltext-meta huggingface dataset:
Implications of the University of South Africa&apos;s (UNISA) Shift to Open Distance e-Learning on Teacher Education
Author: Ngubane-Mokiwa, Sindile A.
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,Open Education,Open Universities,Distance Education,Teacher Education Programs,Electronic Learning,Educational Policy,Educational Change,Educational Opportunities,Institutional Mission,Blacks,Curriculum Design,Program Effectiveness,Technology Uses in Education,Technological Literacy

This conceptual and exploratory article seeks to explore the implications of the University of South Africa's (Unisa) shift from open distance learning (ODL) to open distance e-learning (ODeL) on Teacher Education. In addition, the article problematizes the shift as a policy imperative. Unisa's mandate to provide teacher education opportunities to previously disadvantaged African students who were excluded from higher education opportunities by apartheid policies and legislation is considered. With this in mind, the blind spot is that the intended shift from ODL to ODeL presumes existence of a culture of use, and reliance on modern electronic technologies. Put simply, the shift has unintended consequences of perpetuating socio-economic inequalities. In this paper, I shall argue that the promise of global elearning can only be realized if Unisa was to strive for a better understanding of teaching and learning in the context of previously disadvantaged space(s).
More than Standardisation: Teacher&apos;s Professional Literacy Learning in Australia?
Author: Gardiner, Veronica
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Alignment (Education),Educational Policy,Academic Standards,Multiple Literacies,Educational Theories,Context Effect,Teacher Education,Teacher Improvement,Educational Practices,Faculty Development

Current policies guiding literacy and teacher professional learning in Australia, tend to foreground the importance of standardised practice and assessment in classrooms and schools. However, enactments of print-oriented literacy and professional learning in alignment with this emphasis stand in contradiction with contemporary approaches, which implicate consideration of diversity and contextual relevance. This paper positions teacher problematisation and negotiation of this contradiction as key for broadening literacy learning horizons. Incorporating multiliteracies, Cultural Historical Activity Theory and sociocritical perspectives on policy and professional learning, the authors propose a multidimensional framework for exploring and supporting dynamic and conflictually sensitive teacher learning processes. Such visioning is important if teachers, school leaders, pre-service educators and researchers are to enable learners with adaptable literacy repertoires with relevance to rapidly evolving twenty first century communications and social interactions.
Influences of Instructional Policies on Novice Teacher Cognition: Help or a Hindrance?
Author: Gök Kaça, Gökçen
Date: 2017-09-00
Type: Journal Articles
Subjects: Beginning Teacher Induction,English (Second Language),Second Language Instruction,Language Teachers,Teaching Skills,Inservice Teacher Education,Intensive Language Courses,Qualitative Research,Behavioral Objectives,Beliefs,Educational Practices,Interviews,Conflict,Classroom Techniques,Compliance (Psychology),College Second Language Programs,Foreign Countries,Case Studies,Observation,Grounded Theory

This study investigates how novice English as a foreign language teachers (EFL) navigate their teaching in a university setting while attending an in-service teacher training program to improve their teaching skills. The purpose is to explore the influences of the curriculum followed at an intensive English program on novice teachers' cognitions. Two Turkish novice teachers of English took part in this study, in which qualitative data collection was employed. Findings revealed that the teachers encountered certain challenges in realizing the curriculum objectives. These included confusions regarding the curriculum followed in their teaching context and tensions between their beliefs and practices while realizing the curriculum objectives which prevented them from teaching in line with their beliefs. The study also found that the teachers responded to the curriculum requirements in classrooms in different ways mostly compromising their own beliefs. The teachers' classroom practices coupled with the influences of the curriculum on their beliefs and practices indicated that the curriculum was a hindrance for them rather than a help. This calls for a more inclusive approach to curriculum development. The study suggests that institutions should encourage teachers' participation in decision-making processes of curriculum development and implementation. Otherwise, teachers will feel disempowered in the interpretation and application of the curriculum in their teaching contexts.
Early Career Teachers&apos; Perceptions of Their Preparedness To Teach &quot;Diverse Learners&quot;: Insights from an Australian Research Project
Author: Rowan, Leonie
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Teacher Attitudes,Readiness,Student Diversity,Graduate Surveys,Likert Scales,Preservice Teacher Education,Outcomes of Education,Inclusion,Statistical Significance,Mixed Methods Research

In 2012, early career teachers in Queensland and Victoria (Australia) were invited to complete the Studying the Effectiveness of Teacher Education graduate survey. The survey included a &quot;Preparation for Teaching Scale&quot; that provided opportunities to selfreport on how well their teacher education program prepared them for 46 areas of work. Ten items addressed preparation for teaching students from diverse linguistic, cultural and socioeconomic backgrounds, students from Aboriginal and Torres Strait Islander families, students with a wide range of abilities, and students with a disability. 971 teachers completed the Scale. On a 5 point likert scale the overall mean for the 46 items was 3.61. Mean scores for items relating to diverse learners ranged from 2.94 for preparedness to teach to linguistic diversity to 3.3 for preparedness to develop inclusive classroom. This paper presents and analyses these results in order to identify implications for schools, teachers and teacher education.
Interpretations of Mentoring during Early Childhood Education Mentor Training
Author: Kupila, Päivi
Date: 2017-10-00
Type: Journal Articles
Subjects: Mentors,Training,Program Effectiveness,Preschool Teachers,Preservice Teachers,Practicums,Qualitative Research,Writing Assignments,Focus Groups,Interpersonal Relationship,Self Esteem,Professional Identity,Foreign Countries,Attitude Measures,Role,Interviews

This study examines how interpretations of mentoring by trainee mentors (TMs) changed over the course of a mentor training programme, and how this contributed to the TMs' professional development. The context of the study was a mentor training programme for preschool teachers who mentor early childhood teacher students during their practicums. This article presents a thematic content analysis of qualitative narrative data gathered from the TMs' narrative writings on the mentor training programme (N = 36) and the TMs' contributions at one focus group interview (N = 5). The findings suggest that the TMs' interpretations produced two main themes. First, changes in the interpretations were recognized concerning the task of mentoring, learning, and the relationship of the mentor and the student. Secondly, the TMs gained in confidence and expertise. The TMs thus developed their professional identity as mentors. Mentor training prepared the TMs for the mentoring process.
Pranayama Meditation (Yoga Breathing) for Stress Relief: Is It Beneficial for Teachers?
Author: Hepburn, Stevie-Jae
Date: 2017-09-00
Type: Journal Articles
Subjects: Stress Management,Relaxation Training,Metacognition,Mixed Methods Research,Case Studies,Pretests Posttests,Journal Writing,Structured Interviews,Physical Activities,Anxiety,Teachers,Questionnaires,Program Effectiveness,Teacher Attitudes,Foreign Countries,Teacher Burnout,Coping

The effects of stress can have a significant impact on an individual's personal life, relationship with colleagues, job satisfaction and career prospects. If unmanaged, stress can be the trigger that drives talented, motivated teachers out of our classrooms and into other professions. Yoga and meditation have been prescribed as a form of complementary alternative medicine for the treatment of stress, anxiety and depression. The current exploratory, mixed-methods case study aimed to determine if the participants in a five-week pranayama meditation (yoga breathing) course experienced a degree of stress relief. The course included one 60-minute weekly meditation class focusing on breath awareness. The Perceived Stress Scale was administered pre and post-course, weekly journal reflections were recorded, and a structured interview was completed at the conclusion of the course. Findings indicated that the participants experienced a decrease in their perceived level of stress. Participants reported benefits in both their professional and personal lives.
New CALL-SLA Research Interfaces for the 21st Century: Towards Equitable Multilingualism
Author: Ortega, Lourdes
Date: 2017-00-00
Type: Journal Articles
Subjects: Multilingualism,Computer Assisted Instruction,Language Acquisition,Second Language Learning,Social Justice,Computer Interfaces,Media Literacy,Computer Mediated Communication,Open Source Technology,Educational Resources,Educational Practices,Check Lists,Computer System Design,Design Preferences

The majority of the world is multilingual, but inequitably multilingual, and much of the world is also technologized, but inequitably so. Thus, researchers in the fields of computer-assisted language learning (CALL) and second language acquisition (SLA) would profit from considering multilingualism and social justice when envisioning new CALL-SLA interfaces for the future. I first explain the connection I see among multilingualism, digital literacy, and social justice, and I characterize contemporary SLA as transformed by a social turn that is now complete, a bilingual turn slowly underway, and a social justice turn emerging on the horizon. I then review empirical evidence that suggests digital communication encourages multilingual practices, helps users appreciate the open nature of language resources, and perhaps even supports positive multilingual ideologies. Next I offer some illustrations of possible new research questions and CALL-SLA studies that would focus on embracing and exploiting the openness of language resources in language learning, and on doing multilingual learning. Finally, I examine what we know about the digital divide that is relevant to CALL-SLA researchers. I close with a checklist for researchers interested in contributing to these new research interfaces in support of equitable multilingualism in online and offline language learning and teaching.
Commercially Available Digital Game Technology in the Classroom: Improving Automaticity in Mental-Maths in Primary-Aged Students
Author: O'Rourke, John
Date: 2017-10-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Educational Games,Video Games,Elementary School Students,Mathematics Instruction,Mathematics Skills,Program Effectiveness,Student Motivation,Teaching Methods,Foreign Countries,Experimental Groups,Control Groups,Semi Structured Interviews,Observation,Mathematics Tests,Statistical Analysis,Mathematics Achievement,Knowledge Level,Scores,Teacher Attitudes,Learner Engagement,Elementary School Teachers,Student Attitudes

In this paper we report on a study of the implementation of handheld game consoles (HGCs) in 10 Year four/five classrooms to develop student automaticity of mathematical calculations. The automaticity of mathematical calculations was compared for those students using the HGC and those being taught using traditional teaching methods. Over a school term, students (n = 236) who used the HGCs and Dr Kawashima's Brain Training showed significant improvement in both the speed and accuracy of their mathematical calculations. Data collected in interviews during the intervention period from students, staff and parents were analysed to provide further information on the implementation and efficacy of this approach. This exploration identified that the HGCs contributed to positive learning, motivational, and efficiency outcomes. These findings highlight opportunities for using commercially available digital games to achieve classroom objectives.
Student Teachers and CALL: Personal and Pedagogical Uses and Beliefs
Author: Hlas, Anne Cummings
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Computer Assisted Instruction,Second Language Instruction,Student Teaching,Preservice Teacher Education,Teaching Methods,Elementary Secondary Education,Language Teachers,Student Attitudes,Technology Integration,Teacher Competencies,Technological Literacy,Pedagogical Content Knowledge,Mixed Methods Research,Surveys,Interviews

The student teaching semester affords teacher candidates the chance to apply what they have learned during their teacher preparation coursework. Therefore, it can be a prime opportunity for student teachers to use technology for their own language learning and to implement computer assisted language learning (CALL) in their instruction. This study explores United States K-12 foreign language (FL) student teachers' use of and beliefs about CALL technologies. Four research questions guide this study: (a) How are FL student teachers using CALL for personal language learning (if at all)? (b) What do FL student teachers report they believe about their own personal language learning using CALL? (c) How are FL student teachers using CALL pedagogically (if at all)? (d) What do FL student teachers report they believe about their teacher preparation in CALL? Data from 71 respondents suggest FL student teachers do not feel well prepared to use CALL technologies pedagogically and that they have a limited repertoire of technology resources. Approximately 87.5% of these student teachers self-report their knowledge of CALL technologies as novice or intermediate. This article examines the virtues and shortcomings of FL student teachers' preparation and use of CALL, offering suggestions for FL teacher education.
How Ideological Differences Influence Pre-Service Teachers&apos; Understandings of Educational Success
Author: Sim, Justin
Date: 2017-09-00
Type: Journal Articles
Subjects: Ideology,Preservice Teachers,Preservice Teacher Education,Student Teacher Attitudes,Educational Practices,Discourse Analysis,Academic Achievement,Values,Student Surveys,Democratic Values,Social Justice,Efficiency,Individual Differences,Success,Foreign Countries,Qualitative Research

This paper explores how popular ideological discourses within public policy are influencing the views and practices of preservice teachers at a university in Melbourne. The research began by examining how educational success has been historically understood by individuals vis-à-vis government discourse. Three values and four corresponding ideological positions were used to create a theoretical framework. The researcher then surveyed a small cross-section of pre-service teachers to investigate how these values contributed to their understandings of educational success, and how these understandings were used to justify their receptions of neoliberal reforms in education. The data shows that democratic equality was the most influential value in participant understandings of educational success. However, attitudes and justifications towards the reforms diverged significantly, suggesting that these values were being positioned differently in discourse. The results were then critically analysed with reference to the theoretical framework. The paper concludes with a discussion of potential implications for policymaking in teacher education, and highlights the importance of preserving the intellectual autonomy of pre-service teachers as they enter the profession.
International Students Experience in Teacher Education: Creating Context through Play Workshops
Author: Joseph, Dawn
Date: 2017-09-00
Type: Journal Articles
Subjects: Student Experience,Workshops,Foreign Students,Teacher Education,Teacher Education Programs,Pilot Projects,Early Childhood Education,Masters Programs,Play,Questionnaires,Phenomenology,Training Methods,Capacity Building,Teaching Skills,Knowledge Base for Teaching,Mentors,Student Placement,Student Teacher Attitudes,Foreign Countries

Higher education in Australia attracts many international students. Universities are challenged to prepare them with the necessary understandings, knowledge and skills to effectively participate in their study. For international students, understanding Early Childhood contexts in Australia is a new way of viewing teaching and learning from their own cultural perspective. This paper situates itself as part of a wider study &quot;Improving work placement for international students, their mentors and other stakeholders&quot;. A pilot program was run at Deakin University for the Master of Teaching Early Childhood students to undertake play workshops before commencing placement. Questionnaires were analysed using Interpretative Phenomenological Analysis. Three themes emerged and are discussed. The findings show that while play workshops may provide a &quot;place and space&quot; for international students to gain knowledge, skills and understandings before going out on placement, they do have some limitations. Generalisations to other institutions cannot be made.
Critical Links between Arts Activity Participation, School Satisfaction and University Expectation for Australian High School Students
Author: Geagea, Antoinette
Date: 2017-00-00
Type: Journal Articles
Subjects: Art Activities,Participation,High School Students,Student Surveys,Student Participation,Foreign Countries,Satisfaction,Expectation,Adolescents,Structural Equation Models,College School Cooperation,Grade 7,Grade 8,Grade 9,Grade 10,Academic Aspiration,Statistical Analysis

Positive school experiences increase school satisfaction and educational aspirations and are important developmental opportunities for adolescents. Associations between time-varying school-based arts participation, students' school satisfaction and university expectation were investigated using data collected from 1,215 students in 29 Western Australian high schools. Associations between school-based arts participation and school satisfaction, and school-based arts participation and university expectation were tested using latent growth curve analyses. Positive associations were found between school-based arts participation and time-specific variations in school satisfaction and university expectation in each year of activity participation. Higher levels of school satisfaction and university expectation were reported above and beyond individual-specific underlying developmental trajectory for these outcomes, controlling for socioeconomic status. Policy implications and practice are discussed in the context of arts provision for Australian schools.
The Short-Term and Long-Term Effects of AWE Feedback on ESL Students&apos; Development of Grammatical Accuracy
Author: Li, Zhi
Date: 2017-00-00
Type: Journal Articles
Subjects: Feedback (Response),Criterion Referenced Tests,Computer Assisted Testing,Writing Tests,Writing Evaluation,English Language Learners,Grammar,Accuracy,Error Patterns,Statistical Significance,Sentence Structure,Semi Structured Interviews,Outcomes of Education,Mixed Methods Research,Hierarchical Linear Modeling

This classroom-based study employs a mixed-methods approach to exploring both short-term and long-term effects of Criterion feedback on ESL students' development of grammatical accuracy. The results of multilevel growth modeling indicate that Criterion feedback helps students in both intermediate-high and advanced-low levels reduce errors in eight out of nine categories from first drafts to final drafts within the same papers (short-term effects). However, there is only one error reduction of statistical significance in the category of Run-on Sentence from the first drafts of the first paper to the first drafts in the subsequent papers for both levels of students (long-term effects). The findings from interviews with the participants reveal students' perceptions of Criterion feedback and help us understand the feedback effect. Implications for a more effective use of AWE tools in ESL classrooms are discussed.
Oral Exam System at Teacher Appointments in Turkey
Author: Colak, Ismail
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,Verbal Tests,Teacher Certification,Teacher Competency Testing,National Competency Tests,Thinking Skills,Communication Skills,Self Esteem,Educational Technology,Teacher Selection

Many systems have been developed on teacher selection and appointments procedures throughout history in Turkey. Latest teacher appointments and selection systems in Turkey is Oral Exam Evaluation. This new system is discussed in detail in this study. Basically, the study is to analysis what the positive and negative reflections of the system might be and all education Union' opinions about the oral examination. In addition, Contracted Teacher Oral Exam Evaluation Form is evaluated according to different view in this paper. When the relevant literature is reviewed, it was observed that the Oral Exam system is applied all over the world. However, some criticisms have been animadverted new system, which is applied recently in Turkey. The focal point of the criticisms is that the system is used as the fundamental determinants in teacher appointments. They criticized Oral Exam consist of the members of the commission that apply the exam, which is another contradiction of this system that is open to debates.
Mathematical Writing Errors in Expository Writings of College Mathematics Students
Author: Guce, Ivee K.
Date: 2017-09-00
Type: Journal Articles
Subjects: Expository Writing,College Mathematics,Error Analysis (Language),Error Patterns,Qualitative Research,Calculus,Writing Exercises,Task Analysis,Undergraduate Students,Foreign Countries

Despite the efforts to confirm the effectiveness of writing in learning mathematics, analysis on common errors in mathematical writings has not received sufficient attention. This study aimed to provide an account of the students' procedural explanations in terms of their commonly committed errors in mathematical writing. Nine errors in mathematical writing were predefined--namely, misuse of mathematical terms, misuse of mathematical symbols, incorrect notation, incorrect grammar, incorrect capitalization, no or incorrect punctuation, vague term, incorrect term, and lack of term or phrase. This study used qualitative method of research to keep a record of errors in mathematical writing. Conducted in the College of Education Arts and Sciences of De La Salle Lipa, the study involved twelve BS Mathematics students enrolled in Advanced Calculus 1 class as respondents. Results revealed that the most committed errors done in mathematical writing are incorrect grammar and misuse of mathematical symbols. Certainly, intervention programs on mathematics writing will bring favorable outcomes. Language courses in the students' curriculum which tackle proper grammar usage may be integrated with writing about mathematics as part of the student activities. Such will provide the students with writing experiences fitted to their discipline.