ethanporcaro/eric-fulltext-meta huggingface dataset:
School Leaders as Participants in Teachers' Professional Development: The Impact on Teachers' and School Leaders' Professional Growth
Author: Hilton, Annette
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Numeracy,Principals,Teacher Surveys,Interviews,Workshops,Program Effectiveness,Teacher Administrator Relationship,Administrator Role,Middle School Teachers,School Culture,Teacher Attitudes

Over a two-year period, approximately 70 teachers from 18 schools participated in an on-going professional development program as part of a study to promote the teaching and learning of numeracy. Principals and other school leaders were invited to participate in the professional development program alongside their teachers, which 20 leaders from 11 schools chose to do. Throughout the project, data were collected from teachers and participating school leaders using surveys, interviews, and workshop discussions to investigate teachers' and leaders' professional growth. The findings showed that school leaders' participation in teacher professional development programs has a positive influence on the capacity for teachers to enact and reflect on new knowledge and practices. They also revealed a positive influence on the professional growth of the leaders themselves. This study has implications for the design of professional development and for school leaders and teacher educators.
Examining Student Teachers' Beliefs about Oral Corrective Feedback: Insights from a Teacher Education Program in Turkey
Author: Ozmen, Kemal Sinan
Date: 2015-12-00
Type: Journal Articles
Subjects: Student Teachers,Student Teacher Attitudes,Error Correction,Language Proficiency,Qualitative Research,Interviews,Simulation,Second Language Learning,Teaching Methods,English (Second Language),Second Language Instruction,Constructivism (Learning),Oral Language,Feedback (Response),Teacher Education Programs,Foreign Countries,Grammar,Pronunciation,Vocabulary Development,Questionnaires

Teachers' beliefs about language learning and teaching are largely shaped during pre-service teacher education. Although many empirical studies have analyzed various dimensions of how student teachers' beliefs and practices are formed, the literature is scarce with the research on student teacher's beliefs about oral corrective feedback. For the field of English language teaching, student teachers' beliefs about correcting erroneous utterances count for their future instructional choices. Thus, as an uncharted territory of inquiry, this issue merits a scholarly attention. To this end, the present study investigated the stated beliefs and behaviors of 98 nonnative student teachers via various qualitative tools; an interview and a simulation offering 20 classroom situations. The results showed that although most student teachers held a constructivist belief in defining teaching, their oral corrective feedback strategies varied in terms of correcting errors that relate to language proficiency, language components and task type.
Inquiry-Based Learning in Teacher Education: A Primary Humanities Example
Author: Preston, Lou
Date: 2015-12-00
Type: Journal Articles
Subjects: Humanities,Preservice Teacher Education,Inquiry,Models,Foreign Countries,Place Based Education,Elementary School Teachers,Teaching Methods,Student Surveys,Simulation

Inquiry-based learning features strongly in the new Australian Humanities and Social Sciences curriculum and increasingly in primary school practice. Yet, there is little research into, and few exemplars of, inquiry approaches in the primary humanities context. In this article, we outline and explain the implementation of a place-based simulation as a vehicle for inquiry in a humanities subject in a teacher education course. Preliminary findings of surveys of pre-service teachers conducted pre and post the implementation of the inquiry model suggest increased engagement and enhanced learning outcomes. Further analysis is required in order to determine the depth of pre-service teachers' understanding of inquiry approaches.
Grappling with Multiplicity: A Framework for Teacher Formation
Author: Masters, Yvonne
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Professional Identity,Professionalism,Teaching (Occupation),Theory Practice Relationship,Standards,Teacher Effectiveness,Professional Development

On enrolment in a teacher education course, pre-service teachers embark on a complex voyage of self and professional discovery. In an attempt to assist them grapple with the multiple definitions of a &quot;good&quot; teacher, the authors developed a conceptual framework that captures core elements of change, transition and transformation. Frameworks, whether descriptive, explanatory or predictive, inform the knowledge base for educational research and practice. Irrespective of the degree of sophistication of the framework, from a simple concept to a more multi-layered consideration, there is the capacity to present complexity in a more manageable form. The ideas, concepts and constructs charted through the authors' framework include notions of teacher, teacher identity, professionalism, theory-practice divides, critical reflection and professional teaching standards. Grounded in the concepts of &quot;self&quot;, &quot;other&quot;, and &quot;context&quot;, the framework provides a pedagogical tool for addressing all aspects of a mandatory unit of study related to professional classroom practice.
Teachers' Use of Wikipedia with Their Students
Author: Meishar-Tal, Hagit
Date: 2015-12-00
Type: Journal Articles
Subjects: Teaching Methods,Technology Uses in Education,Encyclopedias,Collaborative Writing,Electronic Publishing,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Accuracy,Predictor Variables,Teacher Characteristics,Student Characteristics,Student Needs,Questionnaires

One of the most impressive phenomena in the creation and dissemination of human knowledge in recent years is Wikipedia, an encyclopedia written collaboratively by Web users. Nevertheless, teachers tend to oppose the use of Wikipedia by their students and question its reliability. This paper explores the perceptions of k-12 school teachers in Israel towards the quality of the information in Wikipedia and the reasoning they hold for these perceptions. Findings show that most of the teachers perceive Wikipedia as an environment of middling to poor reliability, accuracy, and timeliness. Many teachers do not realize how authoritative information is when generated by &quot;wisdom of crowds&quot; and interpret it as unacceptable and untrustworthy.
Writing to Learn Mathematics: An Update
Author: Teuscher, Dawn
Date: 2015-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Mathematics Teachers,Teaching Methods,Teacher Attitudes,Online Surveys,Mathematics Achievement,Instructional Effectiveness,Content Area Writing,Writing Across the Curriculum,Constructivism (Learning),Secondary School Mathematics,School Districts,Statistical Analysis

This study investigated 309 secondary mathematics teachers', from 50 school districts, perceptions of Writing to Learn Mathematics (WTLM) strategies. A modified version of a previously validated instrument was used for an online survey (Silver, 1999). Only 45% of teachers who participated in the survey were familiar with WTLM. The majority of these teachers reported significant or some effect on student achievement in mathematics when using WTLM; however, half of these same teachers reported that WTLM required too much class time. The majority of teachers also reported at least some positive effect on student attitude in mathematics when using WTLM. Chi-squared results suggest that teachers' use of WTLM varied by teaching level. Also, teachers with higher use of WTLM had higher perceptions of effectiveness and more positive attitudes. Results indicated that the time teachers have with students and the many job requirements became obstacles for implementing WTLM.
Research on Group Learning and Cognitive Science: A Study of Motivation, Knowledge, and Self-Regulation in a Large Lecture College Algebra Class
Author: Miller, David
Date: 2015-00-00
Type: Journal Articles
Subjects: Lecture Method,Algebra,College Students,Mathematics Instruction,Experimental Groups,Worksheets,Control Groups,Statistical Analysis,Prior Learning,Student Motivation,Metacognition,Cognitive Science,Grade Point Average,Teaching Methods,College Entrance Examinations

At a research University near the east coast, researchers restructured a College Algebra course by formatting the course into two large lectures a week, an active recitation size laboratory class once a week, and an extra day devoted to active group work called Supplemental Practice (SP). SP was added as an extra day of class where the SP leader has students work in groups on a worksheet of examples and problems, based off of worked-example research, that were covered in the previous week's class material. Two sections of the course were randomly chosen to be the experimental group and the other section was the control group. The experimental group was given the SP worksheets and the control group was given a question-and-answer session. The experimental group's performance was statistically significant compared to the control on a variety of components in the course, particularly when prior knowledge was factored into the data.
Exploring the Relationship between Questioning, Enacted Mathematical Tasks, and Mathematical Discourse in Elementary School Mathematics
Author: Martin, Christie
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Students,Faculty Development,Mathematics Instruction,Mathematics Curriculum,Observation,Qualitative Research,Questioning Techniques,Teaching Methods,Statistical Analysis,Discussion (Teaching Technique),Discourse Analysis,Likert Scales

This study examined the mathematical discourse of elementary school teachers and their students while participating in a year-long professional development project focused on implementing reform-based mathematics curriculum. The teacher participants included 12 teachers, two from each grade level from Kindergarten through Grade 5. Field notes were collected during observations and were analyzed as raw qualitative data. Inductive qualitative analyses of classroom observation data indicated that the level of enacted mathematical tasks and teachers' questioning strategies influenced the types of mathematical communication in classrooms. Quantitative analyses of data regarding teachers' level of questioning and implementation of mathematical tasks found an increase in high-level questions and tasks, but the increase was not statistically significant. Implications for the design of professional development and further research in this area are shared.
Distributing Leadership for Sustainable Peer Feedback on Tertiary Teaching
Author: Wingrove, Dallas
Date: 2015-00-00
Type: Journal Articles
Subjects: Peer Evaluation,College Faculty,Teacher Attitudes,Instructional Leadership,Feedback (Response),Faculty Development,Sustainability,Foreign Countries,Learning Activities,Futures (of Society),Semi Structured Interviews,Peer Relationship,Qualitative Research

A growing evidence-based literature supports the value of peer feedback as a positive professional learning activity that enhances confidence, builds collegial relationships and supports reflective practice. Less clear is how best to embed such programs in university practices. This paper describes a leadership approach developed to support the scalable and sustainable implementation of peer-based professional development in a large Australian university. Drawing on distributed leadership approaches, we locate responsibility for ongoing implementation at the local level. This approach and its effectiveness are evaluated by analysing the experiences of 10 leaders. Based on the leaders' evaluations and our reflections our approach has potential to support the leadership of sustainable and effective peer-based professional development of academic teaching staff in the tertiary sector. We identify critical success factors, challenges and future directions for the leadership and implementation of peer feedback on teaching in higher education.
Adopting Online Lecturing for Improved Learning: A Case Study from Teacher Education
Author: Quinn, Marie
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Case Studies,Preservice Teachers,Lecture Method,Video Technology,Online Courses,Electronic Learning,Mixed Methods Research,Student Journals,Reflection,Student Surveys,Semi Structured Interviews,Student Attitudes,Positive Attitudes,Measures (Individuals),Self Control

This paper presents the results of a study that examined the integration of video lectures into a pre-service teacher unit of study. The aim of the research was to ascertain how students used the pre-recorded videos to complement their learning. The focus was on the pedagogy, and explored three factors: convenience, self-regulation of learning and design to aid learning. A mixed method approach to the data collection was used. Data sources included reflective journals, surveys and semi-structured interviews. An analysis of the data indicates that the pre-service teachers viewed the use of pre-recorded lectures positively and that they were a useful resource for self-study. The use of a webcam was also viewed positively as a design feature of the lectures. Overall, the responses to the innovation were positive.
Writing the Book…Literally: The Convergence of Authentic Intellectual Work (AIW) and Project-Based Learning (PBL)
Author: Buckmiller, Tom M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Books,Student Projects,Graduate Students,Undergraduate Students,Leadership Training,Science Education,Editing,Audiences,Web Sites,Authors,Course Descriptions,Writing for Publication,Likert Scales,Feedback (Response)

Using the Project-Based Learning (PBL) and Authentic Intellectual Work (AIW) models, we sought to create coursework that had value beyond the classroom. Refinements in the self-publishing book industry provide the opportunity to present student work to a larger audience and in a different, more engaging format. With the help of free software, our classes were able to publish professionally-finished books for sale on Amazon.com. This article shows how we designed, implemented, assessed and evaluated a book-writing project for graduate (leadership studies) and undergraduate (science education) students who wrote, edited, designed, and published it at the end of the course.
Quality Assurance and Foreign Languages--Reflecting on Oral Assessment Practices in Two University Spanish Language Programs in Australia
Author: Díaz, Adriana R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Quality Assurance,Educational Quality,Second Language Learning,Second Language Instruction,Spanish,Oral Language,Language Tests,Foreign Countries,Language Proficiency,Benchmarking,Comparative Analysis,Institutional Cooperation,Majors (Students),Academic Achievement,Standards,Language Teachers,Teacher Education,Online Courses,Teaching Methods,Questionnaires,College Students

In the era of quality assurance (QA), close scrutiny of assessment practices has been intensified worldwide across the board. However, in the Australian context, trends in QA efforts have not reached the field of modern/foreign languages. This has largely resulted in leaving the establishment of language proficiency benchmarking up to individual institutions and programs of study. This paper discusses the findings of a cross-institutional collaborative research project focused on the comparative analysis and review of assessment practices in the Spanish language majors at the University of Queensland (UQ) and Griffith University (GU), both members of the Brisbane Universities Languages Alliance (BULA). The project had a two-pronged focus; on the one hand, establishing comparable student academic achievement standards, specifically for oral assessment in intermediate level courses; and, on the other hand, providing tools and resources to train teachers (continuing and sessional staff) in consensus moderation (CM) practices through an online platform. The results presented here offer practical pedagogical suggestions to support planning and review of oral assessment, thus contributing to QA management in languages other than English.
Preparing Students for Diverse Careers: Developing Career Literacy with Final-Year Writing Students
Author: Bennet, Dawn
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Career Education,Career Readiness,Knowledge Level,Literacy,Career Development,College Seniors,Writing for Publication,Electronic Journals,Student Journals,Internship Programs,Portfolios (Background Materials),Labor Market,Employment Potential,Liberal Arts,Focus Groups,Computer Mediated Communication,Foreign Countries,Web Sites

Graduates from generalist science and arts degrees can face diverse careers characterised by portfolios of simultaneous, self-managed roles. This paper reports from a study on identity and career literacy in which final-year professional writing and publishing students developed an ePortfolio and engaged in open blogging during their industry internships. The ePortfolio emerged as a vehicle through which identity was challenged and negotiated with educator and peer support. However, students engaged only when the ePortfolio was mandated, and deep engagement was the result of the ePortfolio being presented as a practical career development tool. Findings suggest that the combination of ePortfolio and internship is an effective strategy for developing the career literacy needed for the transition to graduate life.
Laughing with the Lecturer: The Use of Humour in Shaping University Teaching
Author: Tait, Gordon
Date: 2015-00-00
Type: Journal Articles
Subjects: Humor,College Faculty,Teaching Methods,Teacher Attitudes,Semi Structured Interviews,Teaching Styles,Teacher Characteristics,Decision Making,Ethics

This paper addresses the ways in which humour is used by university academics to shape teaching personas. Based upon the work of Mauss and Foucault, and employing semi-structured, in-depth interviews with a range of university teachers, this research suggests that most tertiary teachers deliberately fashion various kinds of teaching persona, which they then perform in lectures and tutorials. The use of humour is widely seen as an important component within this form of self-shaping, as it fits within dominant frameworks of expectation regarding contemporary models of &quot;edutainment&quot;. This research demonstrates that a wide range of practices of the self--including physical, verbal, and relational elements--are employed by academics as part of shaping various humorous teaching personas. Some boundaries exist limiting the use of these pedagogic characters; for example, arguments about natural ability with humour prefigure who is most likely to deploy humour as a practice of professional self-formation. Also, professional concerns regarding seniority and job security are also factored into decision-making regarding those humorous personas likely to be considered appropriate within particular tertiary teaching contexts.
Partnerships with Cultural Organisations: A Case for Partnerships Developed by Teacher Educators for Teacher Education
Author: Lemon, Narelle
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Partnerships in Education,Preservice Teachers,Faculty Development,Stakeholders,Interprofessional Relationship,Cultural Centers,Museums,Recreational Facilities,Wildlife,Teacher Educators,Holistic Approach,Cooperation,Science Education,Personal Narratives

New ways of working in teacher education are currently being highlighted, especially in relation to partnerships. One type of partnership that is under utilised is that with cultural organisations. This paper reports on two projects where the authors work with preservice teachers in partnership with a wildlife sanctuary and a national gallery. Common project elements included research into the value for pre-service teachers in professional engagement of their own teaching and insight into ongoing professional development. The data showed that ownership, empowerment, and meaning can be experienced by stakeholders. The research not only challenges new ways of working with partnerships in teacher education, that extend past traditional notions of professional experience requirements, but contributes to the development of a holistic view of learning and teaching. When positioned within a subject this archetype offers unique opportunities to collaborate over time and across sites--cultural organisation, university and eventually, primary schools.
Approaches and Study Skills Inventory for Students (ASSIST) in an Introductory Course in Chemistry
Author: Brown, Stephen
Date: 2015-00-00
Type: Journal Articles
Subjects: Study Skills,Science Instruction,Chemistry,Introductory Courses,Biomedicine,Cognitive Style,Scores,Undergraduate Students,Measures (Individuals),Nutrition,Gender Differences,Student Interests,Occupational Aspiration,Large Group Instruction,Study Habits,Student Surveys,Likert Scales,Statistical Analysis

Approaches to study and learning may enhance or undermine educational outcomes, and thus it is important for educators to be knowledgeable about their students' approaches to study and learning. The Approaches and Study Skills Inventory for Students (ASSIST)--a 52 item inventory which identifies three learning styles (Deep, Strategic, and Surface), was given to first year undergraduate students undertaking an introductory chemistry course. Completed inventories (n=103, 85% response), included 30 BSc Biomedicine, 15 BSc Food and Nutrition, 22 BSc Geology, 18 BSc Science students, and a further 18 students on unnamed BSc pathways. The dominant learning style adopted was the Surface approach, with a mean score (SD) of 2.94 (0.54). The preference of the surface approach was consistent for all BSc pathways.There was a higher mean score for the strategic learning style in males (n= 59) compared to females (n = 44) with no gender-based differences in either the deep or the surface learning styles. A surface approach may not necessarily indicate a lack of interest in chemistry, rather chemistry may be perceived as being peripheral to the students' interests--this may be a problem when students with a diverse range of career aspirations study common content in large, first year introductory courses. Identifying students that adopt a surface learning style at an early stage in the undergraduate education journey is an important step in effectively targeting educational resources aimed at enhancing students' learning habits.