ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Student Persistence in STEM Programs: A Motivational Model
Author: Simon, Rebecca A.
Date: 2015-00-00
Type: Journal Articles
Subjects: STEM Education,Academic Persistence,Student Motivation,Emotional Response,Males,Females,Gender Differences,Community Colleges,Structural Equation Models,Two Year College Students,Goal Orientation,Personal Autonomy,Foreign Countries,Self Efficacy,Academic Achievement,Disproportionate Representation,Predictor Variables,Mastery Learning,College Freshmen,Questionnaires,Likert Scales,Affective Behavior,Performance,Grades (Scholastic),High School Students

To address continually decreasing enrollment and rising attrition in post-secondary STEM degree (science, technology, engineering, and mathematics) programs, particularly for women, the present study examines the utility of motivation and emotion variables to account for persistence and achievement in science in male and female students transitioning from high school to junior college. Consistent with self-determination theory (Deci &amp; Ryan, 2012) and achievement-goal theory (Senko, Hulleman, &amp; Harackiewicz, 2011), structural equation modelling based on data from 1,309 students from four English-language CEGEPs showed students' achievement goals, self-efficacy, and perceived autonomy support to impact intrinsic motivation, emotions, and achievement that, in turn, predicted persistence in the science domain.
The Collaborative Teacher Inquiry Project: A Purposeful Professional Development Initiative
Author: Jao, Limin
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Faculty Development,School Districts,Mathematics Instruction,Foreign Countries,Workshops,Interviews,Qualitative Research,Instructional Materials,Teacher Attitudes,Program Improvement,Guidelines,Grade 9

The transition from Grade 8 to Grade 9 is particularly difficult for students who were not very successful in mathematics in Grade 8. Research into ways to improve this transition as well as improve the teaching practices at the Applied level will be helpful for teachers, administrators, and policy makers. The Collaborative Teacher Inquiry Project was a professional development initiative that brought together educators from nine schools across four neighbouring school districts in Ontario seeking to improve their Grade 9 Applied Mathematics program. As part of the Collaborative Teacher Inquiry Project, participants attended topic-specific workshops based on schools' goals for professional growth and had opportunities to collaborate with other participants to create and share teaching materials for the Grade 9 Applied Mathematics course. Qualitative data from teacher interviews and written reflections indicate that the teachers felt that a mixture of collaboration and professional development made this project successful. Teachers also reported that the Collaborative Teacher Inquiry Project motivated further collaboration at the school and district level.
Toward a Geography of Rural Education in Canada
Author: Corbett, Michael
Date: 2014-00-00
Type: Journal Articles
Subjects: Rural Education,Geography,Spatial Ability,Educational Theories,Educational Policy,Educational Quality,Outcomes of Education,Geographic Isolation,Geographic Location,Economic Factors,Politics of Education,Cultural Influences,Foreign Countries

The field of rural education has not been significantly developed in Canada and the marginal status of the rural itself has contributed to this peripheral status. The emergence of geography and spatial thinking generally in social theory and in educational thought represents an opportunity to re-evaluate the importance of space and place in educational theory and policy discourse. Rather than a space formal education leaves behind, or as the location of impoverishment, isolation, and deficit, I argue that rural communities occupy an important place on the Canadian educational landscape. Given the economic, political, and cultural challenges they face, I suggest rural schools may produce higher quality educational outcomes than are generally attributed to them.
Female Elementary Teachers' Biopedagogical Practices: How Health Discourse Circulates in Newfoundland Elementary Schools
Author: Petherick, LeAnne
Date: 2015-00-00
Type: Journal Articles
Subjects: Females,Elementary School Teachers,Health Behavior,Teaching Methods,Foreign Countries,Obesity,Moral Values,Health Promotion,Life Style,Teacher Attitudes,Exercise,Interviews,School Culture,Eating Habits,Qualitative Research

Epidemiological data construct the population of Newfoundland and Labrador as being one of the most obese populations in Canada. The concern for child and youth health is particularly pertinent within school culture and places teachers in precarious positions where they are being asked to share in shaping healthy lifestyle messages while also considering their own health practices. Based on interviews with 13 female elementary school teachers, we explore the ways in which dominant health messages are taken up but also challenged by teachers within school culture. A thematic analysis of teachers' narratives highlights the moral values used in the promotion of eating and exercising in school staff rooms, the gendered and sometimes romanticized view of the past as a method for communicating contemporary health concerns, the struggle to challenge dominant health discourses, and finally, the tensions that arise for people when thinking more complexly about health and healthy living. Teachers' concern for biopedagogical practice demonstrates how they continuously challenge but also participate in the production of the health imperative.
Attitudes and Perspectives of Teacher Performers on Pedagogy and Perceived Student Learning in the Elementary and Secondary School Music Classroom
Author: Vitale, John L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Music Education,Teacher Attitudes,Phenomenology,Music Teachers,Musicians,Teaching Methods,Elementary School Teachers,Secondary School Teachers,Correlation,Performance,Interviews,Profiles,Foreign Countries,Job Satisfaction,Fatigue (Biology),Teacher Effectiveness,Teacher Student Relationship,Focus Groups

This study investigated the lives of three active music teacher performers and how their performing experience impacted pedagogy and perceived student learning in the classroom. At the time of data collection, one participant was a full-time elementary school music teacher, and the other two participants were full-time secondary school music teachers. Philosophically, this study intended to discover the central meaning underlying the life experiences of each participant as they relate to pedagogy and perceived student learning (phenomenology). Methodologically, qualitative data (typical of phenomenological inquiry) were collected through both interviews and a focus group session. Furthermore, a traditional thematic exploration of the data was employed. Findings indicate that pedagogy and perceived student learning are positively impacted through the theme of respect and negatively impacted through the themes of fatigue and job dissatisfaction. Such themes invite all educators within the performing arts to reexamine and reflect upon the intricate relationship between performing and teaching.
Discovering, Recovering, and Covering-up Canada: Tracing Historical Citizenship Discourses in K-12 and Adult Immigrant Citizenship Education
Author: Pashby, Karen
Date: 2014-00-00
Type: Journal Articles
Subjects: Adults,Immigrants,Citizenship Education,Social Studies,Ethical Instruction,Cultural Pluralism,Discourse Analysis,Guides,Government Publications,Tests,Citizenship,Comparative Analysis,Social Justice,Social Action,Public Policy,Social Integration,Neoliberalism,Individual Development,History,Foreign Countries,Federal Government,Self Concept,Ethnicity

In Canada, cultural diversity has always been a contested cornerstone of citizenship and of citizenship education. In the last decade, a number of provinces, including Alberta and Ontario, have published citizenship and character education documents and social studies curricula in which ideas of cultural diversity are central and shape dominant understandings of nationhood. Meanwhile, the federal government produced its own citizenship education text: a study handbook for adult immigrants taking the citizenship test. Recognizing an interesting opportunity to compare how citizenship and diversity are presented to youth and to adult immigrants, we offer a critical analysis of the extent to which current discourses reflect, revise, or reassert those that were prominent in the past. We find that within educational curricula, liberal social justice discourses are taking a background to those that promote social cohesion and a narrow vision of Canadian identity and history and that de-emphasize progressive ideals of engaging with difference and committing to social action policies. At the provincial K-12 level, a neoliberal understanding of individual development and economic rationales is dominant, while at the federal level, there is also a shift toward neoconservatism that recovers the imperial roots of Canadian citizenship ideals while covering up the strong history of equity, diversity, and civic action.
Pre-Service Teacher Beliefs on the Antecedents to Bullying: A Concept Mapping Study
Author: Lopata, Joel A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Bullying,At Risk Persons,Concept Mapping,Family Characteristics,Child Abuse,Family Environment,Socioeconomic Influences,Educational Environment,Academic Achievement,Interpersonal Relationship,Individual Characteristics,Knowledge Level,Aggression,Student Behavior,Interviews,Substance Abuse,Sexual Abuse,Peer Relationship,Personality Traits,Multivariate Analysis

In this study, researchers gathered Canadian pre-service teachers' beliefs on the antecedents to bullying. Concept mapping (Kane &amp; Trochim, 2007) was used to analyze the data. This study's findings identified pre-service teachers to have accurate beliefs, inaccurate beliefs, and a lack of knowledge about the antecedents to bullying. Concept maps and accompanying factor-rating tables indicate that participants believe antecedents to bullying include family factors, abuse, instability and socio-economic factors, school and academic factors, interpersonal factors, and personal factors. Results may inform pre-service teachers' knowledge, and indicate what information pre-service teachers need to be taught.
Giving Permission to Be Fat? Examining the Impact of Body-Based Belief Systems
Author: Robertson, Lorayne
Date: 2014-00-00
Type: Journal Articles
Subjects: Self Concept,Human Body,Self Esteem,Health Promotion,Body Composition,Case Studies,Intervention,Interviews,Teacher Attitudes,Public Schools,Urban Schools,Foreign Countries,Phenomenology,Comparative Analysis,Rural Schools,Principals,Attitude Measures,Middle Schools,Elementary Schools

Body image might be explained as &quot;how we picture ourselves&quot; and, while the image may or may not be accurate, it can affect decisions about physical, social, and emotional health. Schools are seen as potential sites for universal intervention programs to promote health, self-esteem, and size acceptance, and also to discourage unhealthy eating and body-based bullying. The implementation of a body image program is contextualized by embedded cultural ideals of body perfection, which affect students and teachers and potentially affect implementation. This research uses a case study methodology and a planned behaviour analysis framework to analyze the issues that emerge in the implementation of a body image and self-esteem curriculum across six schools. The findings provide a window on the complexity of behavioural beliefs, cultural beliefs, and perceptions of efficacy impacting a body image curriculum project. The authors see potential solutions in knowledge mobilization and critical body literacy.
Involving Parents in a Summer Book Reading Program to Promote Reading Comprehension, Fluency, and Vocabulary in Grade 3 and Grade 5 Children
Author: Pagan, Stephanie
Date: 2014-00-00
Type: Journal Articles
Subjects: Summer Programs,Reading Programs,Intervention,Literacy Education,Reading Instruction,Grade 3,Grade 5,Elementary School Students,Low Achievement,Reading Achievement,Control Groups,Experimental Groups,Comparative Analysis,Program Effectiveness,Reading Comprehension,Reading Fluency,Receptive Language,Vocabulary,Foreign Countries,Oral Reading,Parent Attitudes,Student Attitudes,Questionnaires,Reading Materials,Pretests Posttests,Statistical Analysis,Childrens Literature,Parent Participation

In this research, parents and children participated in a comprehensive book reading intervention designed to improve children's literacy. Over eight weeks during the summer, children in the intervention condition were encouraged to read one book weekly and parents were trained to foster reading comprehension. Forty-eight Grades 3 and 5 children were selected for their lower performance on expressive vocabulary and reading comprehension. Participating children were randomly assigned to the intervention or control condition. As predicted, children in the intervention condition made significantly greater gains than children in the control condition in reading comprehension, reading fluency, and receptive vocabulary.
Educational Research in Educational Practice: Predictors of Use
Author: Lysenko, Larysa V.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Researchers,Research Utilization,Predictor Variables,Models,Regression (Statistics),Factor Analysis,Questionnaires,Users (Information),Attitudes,Expertise,Secondary Education,Public Schools,Organizational Climate,Foreign Countries,Focus Groups,Statistical Analysis,Multiple Regression Analysis

This study investigates the predictors of school practitioners' (N = 2,425) use of educational research. The suggested model explained significantly but modestly the infrequent use of educational research by practitioners. Of the four factors in the study, &quot;opinions about research&quot; had the most explanatory power. The results are discussed in connection with existing knowledge about school practitioners' use of educational research and implications for further research and practice.
Intensification and Complexity in Teachers' Narrated Worklives
Author: Wiebe, Sean
Date: 2014-00-00
Type: Journal Articles
Subjects: Personal Narratives,Teacher Attitudes,Teaching Conditions,Foreign Countries,Work Environment,Interpersonal Communication,Letters (Correspondence),Teacher Responsibility

Reflecting on a previous study of teachers' narratives, this epistolary conversation follows ideas of intensification and complexity that emerged in the authors' return to the narrative accounts. Their conversation highlights representations of teaching as a struggle for recognition, personal happiness, and security-all within a system of accountability. Of central concern is the concept of complicity and how it is related to the seduction of consent through which teachers encounter a discourse of professionalism. By way of countering a misrecognized professionalism, the authors suggest that teachers' narrative writings can be a means of forming a critical stance.
Teachers' Experiences of Working with Students Who Have Attempted Suicide and Returned to the Classroom
Author: Buchanan, Kiah
Date: 2014-00-00
Type: Journal Articles
Subjects: At Risk Students,Suicide,Self Destructive Behavior,Semi Structured Interviews,Foreign Countries,Coding,Secondary School Teachers,Intermediate Grades,Teacher Attitudes,Anxiety,Fear,Coping,Teacher Competencies,Prevention,Adolescents,School Personnel,Role,Junior High Schools,High Schools,Qualitative Research,Child Health,Well Being,Psychological Patterns

Student suicide is a serious issue facing intermediate/secondary schools. Teachers have the potential to play important roles in addressing such risk. This study utilized semi-structured interviews with six intermediate/secondary teachers in Newfoundland concerning their experiences of working with a student who had returned to the classroom after an attempted suicide. Coding was utilized to determine common themes among the data. Findings indicated teachers experienced shock, uncertainty, anxiety, and fear in terms of how to handle such situations. Participants also discussed various issues around access to student information and some noted limited knowledge of appropriate courses of action. They recommended proactive and inclusive policy/program development as well as teacher preparation in the area of preventing student suicide attempts. Study results are discussed in the context of the needs of teachers, along with a focus on teachers' perceptions of what they needed to support their students. The role of the wider school system in supporting teachers and students when it comes to suicide is also a major consideration.
Enhancing Reading Comprehension among Students with High-Functioning Autism Spectrum Disorder: A Randomized Pilot Study
Author: Roux, Catherine
Date: 2015-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Autism,Pervasive Developmental Disorders,Intervention,Vocabulary Development,Control Groups,Experimental Groups,Comparative Analysis,Program Effectiveness,Reading Skills,Foreign Countries,Special Classes,Mainstreaming,Scores,Verbal Ability,Perceptual Development,Pretests Posttests

Reading with comprehension is a challenge for students with high-functioning autism spectrum disorder. Unfortunately, research has little to offer to teachers trying to help these students. The present study pilots a new intervention targeting vocabulary, main idea identification, anaphoric relations, and text structure. Students (N = 13, M [subscript age] = 9 years) were randomly assigned to either a control or an intervention condition. Descriptive analyses suggest that the intervention is effective; compared with their control condition peers, students in the intervention condition apparently made more progress on the vocabulary, main idea identification, and comprehension measures.
Teaching for Democracy: Towards an Ecological Understanding of Pre-Service Teachers' Beliefs
Author: Dadvand, Babak
Date: 2015-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Democratic Values,Semi Structured Interviews,Educational Policy,Foreign Countries,Focus Groups,Teacher Attitudes,Cultural Context,Teacher Education Programs,Language Teachers,Second Language Learning,Second Language Instruction,Grounded Theory,Compliance (Psychology),Accountability,Tests

Due to the significance of beliefs in giving direction to the activities of educators, the present study examined the beliefs of 12 Iranian pre-service teachers about democratic education. Overall, the findings of focus group discussion and semi-structured interviews pointed to a technicist and often an apolitical view of teaching held by most of the participants. While these findings can be explained with reference to a constellation of factors in Iran's education policy, this study concludes by pointing to the need for an ecological understanding of teachers' belief systems. Such an approach identifies teachers' agency embedded within a matrix of structural possibilities and constraints as an important contributor to their internalized beliefs.
On the Effectiveness of Team Teaching in Promoting Learners' Grammatical Proficiency
Author: Aliakbari, Mohammad
Date: 2013-00-00
Type: Journal Articles
Subjects: Team Teaching,Grammar,Language Proficiency,Teaching Methods,Comparative Analysis,Foreign Countries,English (Second Language),Second Language Instruction,Junior High School Students,Males,Textbooks,Pretests Posttests,Quasiexperimental Design,Experimental Groups,Control Groups,Teacher Collaboration,Collegiality,Scores,Statistical Analysis

The present study aimed to examine how co-teaching may affect the learning process. To do so, a group of 58 first-grade students were assigned to two homogeneous classes. In one group learners received grammar instruction from co-teachers while in other grammar instruction was delivered by a single teacher. The findings revealed that the difference in method of grammar instruction did not lead to significant difference in participants' performance. This finding implies that the appropriateness of co-teaching in educational systems, at least for teaching grammar in an EFL context like Iran, is doubtful and that co-teaching classes should be held cautiously.
Using Large-Scale Assessment Scores to Determine Student Grades
Author: Miller, Tess
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grades (Scholastic),Scores,Measurement,Educational Assessment,Teacher Attitudes,Accountability,Questionnaires,Interviews,Grade 9,Middle School Teachers,Mathematics Teachers,Mathematics Tests

Many Canadian provinces provide guidelines for teachers to determine students' final grades by combining a percentage of students' scores from provincial large-scale assessments with their term scores. This practice is thought to hold students accountable by motivating them to put effort into completing the large-scale assessment, thereby generating a more accurate assessment of their ability. This study examined teachers' perceptions of the accountability framework underpinning large-scale assessments--in particular, teachers' beliefs and practices related to using students' provincial assessment scores to determine final grades. Questionnaires were distributed to teachers and follow-up interviews were conducted. Findings revealed that teachers did not entirely endorse the practice of using large-scale assessment results to determine student grades; instead, they appeared to be applying the guidelines while at the same time tweaking students' scores as needed to ensure everyone received a passing grade (i.e., at least 50%) in their course. Further, teachers were drawing from the large-scale assessment instrument to guide their instruction.
Appropriately Diverse? The Ontario Science and Technology Curriculum Tested against the Banks Model
Author: Mujawamariya, Donatille
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Diversity,Science Education,STEM Education,Content Analysis,Science Curriculum,Elementary School Science,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Ethnic Diversity,Cultural Differences,Science History,Social Justice

The growing diversity of Ontario's population is increasing pressure on the education system to ensure that all students receive equal opportunities to excel academically and develop personally. Students are more likely to succeed if their own racial, ethnic, and cultural identity is reflected in the classroom. This observation applies no less to science than it does to the humanities and social sciences. While science has a universal quality, flowing from its ability to transcend geographic and cultural frontiers, it is also diverse in origin. Science is a global story of achievement in which nearly every racial, ethnic, and cultural group has played a vital role. This diversity is not adequately appreciated in Ontario, Canada, or the Western world because the default assumption of most Europeans and European descendants is that science is fundamentally Western. Science curricula must therefore direct, convince and equip teachers to rebut this assumption and thereby engage the interest of students of all backgrounds. This paper uses classical content analysis to test the 1998 and 2007 versions of the Ontario science curriculum for Grades 1 to 8 against James Banks's four approaches for ensuring racial, ethnic and cultural diversity in school programs. Our findings show that neither the 1998 nor the 2007 curricula, despite the latter's claim to implement the principles of an anti-discriminatory education, challenge the perception of science as fundamentally Western in origin.