ethanporcaro/eric-fulltext-meta huggingface dataset:
Negotiating Conflicting Discourses of Quality Teaching in Fiji: Initial Teacher Education and Practicum at the University of the South Pacific
Author: Burnett, Burnett
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Effectiveness,Practicums,Preservice Teachers,Teacher Education Programs,Check Lists,Neoliberalism,Student Centered Learning,Observation,Classroom Techniques,Alignment (Education),Reflection,Secondary Schools

This article identifies a number of conflicting discourses informing education in Fiji and their impact on Initial Teacher Education (ITE) programmes and students. The socially constructivist progressivism of the Ministry of Education and the ITE provider is being eroded by a set of socially conservative discourses symptomatic of neoliberal education reforms elsewhere. It is the practicum where the conflict is most acutely evidenced. To highlight the conflict 90 ITE students, as ethno-graphic fieldworkers, have used an accepted quality teaching checklist to record the teaching they witnessed while on practicum. The resulting misalignments between discourses of quality teaching identified in this article, and highlighted by ITE students, contribute to debates about what constitutes effective teaching in Fiji. The complex set of discourses identified as impacting on initial teacher education and education in Fiji more generally can be utilised by ITE programmes to generate critical reflection among students. One way to do this is to take a learning-centred approach where ITE students are encouraged to make critical choices for teaching based on links between pedagogy, context and consequence.
Educating the Reputation Capital Impact of a Region on the Parameters of Its Investment Activity: Methodical Approaches
Author: Safiullin, Marat Rashitovich
Date: 2019-00-00
Type: Journal Articles
Subjects: Reputation,Geographic Regions,Investment,Foreign Countries,Economics,Education,Social Development,Economic Development

As a practice and empirical observations show, the educational activity of economic agents forms a whole set of prospects for their development. It is due to stable positive or, on the contrary, negative expectations of prospective counterparts that interact with the economic agents, of the possibilities of their development in both the conjuncture and the institutional directions. In this regard, education is very important, and its study is becoming widespread in the research field. Meanwhile, it should be noted that the studies of the question posed in the space of scientific work and research mainly concentrate on the micro-level. That is, the vast majority of works are devoted to the study of the education of firms as one of the most important &quot;representatives&quot; of economic agents. At the same time, the study of educational capital and its influence on the development of regional/national economic systems is unfairly deprived of attention. It is necessary to state that in recent years, the attention of scientists began to focus more and more on the issues set earlier. However, the theory of the territories' educational economy has not yet received development and attention. This largely restrains the research paradigm based on the study of intangible factors of production in the system of socio-economic development of regions or national economic systems in general. In this regard, and to level this gap, the time course of the reputation capital index for the Republic of Tatarstan and the main components determining its level are built in this paper based on the developed methodological approaches to a formalized assessment of the reputation of a territory. This allowed us to assess the reputation impact on the investment activity of a region using the methods of econometric modelling. In particular, being guided by the principles and tools of regression analysis, as well as relying on the method of dummy variables, a high level of interconnection between the studied parameters was established by the authors due to the significant level of elasticity between the analyzed series found.
Walking the Palagi/Pasifika Edge: The VA of Mediated Dialogic Research
Author: Reynolds, Martyn
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pacific Islanders,Naming,Educational Research,Cultural Influences,Research Methodology,Classification,Labeling (of Persons),Social Bias,Equal Education,Foreign Policy

Like all acts of naming, the term 'Pasifika', which is used to refer collectively to persons with connections to Pacific Island nations living in Aotearoa New Zealand, can be used to represent or to misrepresent, to enable or to control. Consequently, the notion of a field of Pasifika educational research is contested. This article provides a discussion of the potential contextual justification and consequent theorisation of Pasifika education. It pays attention to developments in the literature and to the usefulness of theory based on wisdom from the Pacific. It suggests that a relational edge-walking methodology framed through va is one way of making Pasifika educational research catalytically powerful. Located in recent PhD study, this account is by a Palagi (European-origin) teacher-researcher seeking to navigate the intercultural and positional edges of both Pasifika research and education. The aim is to facilitate respectful dialogue and thus enhance understanding and harmony. The article suggests that while power makes a mediated methodology helpful, methods configured to address relationality directly have the potential to achieve these valuable aims.
Sufficiency of Cataloging Education: School Librarians Respond
Author: Engelson, Leslie A.
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,Media Specialists,Librarians,Cataloging,Classification,Practicums,Library Education

No standardized learning outcomes exist for the cataloging education of school librarians in library and information science (LIS) programs. Additionally, LIS programs teach cataloging concepts in a variety of ways over various timeframes, raising the question of what it is that LIS programs should teach about cataloging and classification to prospective school librarians. The current literature offers limited guidance but does indicate that both theory and practice are important in the process of learning cataloging. A survey of school librarians was conducted to determine which cataloging and classification tools they use and which skills related to cataloging and classification are most important. Results indicate that few school librarians use descriptive cataloging tools such as AACR2 or RDA. Additionally, school librarians do not rate or rank descriptive cataloging or controlled vocabulary as important skills. Since descriptive cataloging guidelines and controlled vocabulary provide support for FRBR user tasks and create a database that facilitates the many activities of school librarians, this article suggests that LIS programs adopt a curriculum that communicates the value of a standardized, quality catalog. Additionally, practicum opportunities with experienced catalogers are an important element of cataloging education and should be incorporated into the curriculum. Finally, LIS programs should be intentional about connecting students to resources such as discussion groups and professional development opportunities that will continue to support cataloging efforts after students graduate. Future research into simplifying descriptive cataloging guidelines and determining essential MARC coding will help guide curriculum development in LIS programs.
The First Year in Teaching: Changes in Beginning Teachers&apos; Visions and Their Challenges
Author: Ergunay, Onur
Date: 2019-10-00
Type: Journal Articles
Subjects: Beginning Teachers,Teacher Attitudes,Attitude Change,Public School Teachers,Foreign Countries,Teacher Education,Teaching Experience,Experiential Learning,Pedagogical Content Knowledge,Teacher Student Relationship,Classroom Techniques,Faculty Development,Teaching (Occupation)

The present study examines both the changes in beginning teachers' visions and the challenges they face during their first year experience in teaching. A basic qualitative research methodology was used, and the data were collected through semi-structured interviews and a questionnaire that included open-ended questions from eighteen beginning teachers who started teaching in public schools in Eskisehir, Turkey. A vision-oriented teacher education model provided the conceptual framework for identifying the changes in participants' visions. The challenges were also emerged through inductive analysis of the data. The findings provide some evidence of considerable changes in beginning teachers' visions and challenges in their first year teaching experience. They also present evidence for the significance of first year teaching experience in beginning teachers' visions. The study also highlights the crucial role of learning through experience in the teaching profession. In the end, some further research trajectories on teacher education, particularly changes in visions and challenges are suggested.
&apos;See Me as I See Myself&apos;: A Phenomenological Analysis of Grade Bump Requests
Author: Landrum, Brittany
Date: 2019-10-00
Type: Journal Articles
Subjects: Grades (Scholastic),Phenomenology,Teacher Attitudes,Teacher Student Relationship,Educational Philosophy,Student Attitudes,Change,Self Concept,College Students,College Faculty,Electronic Mail,Persuasive Discourse,Achievement Need,Recognition (Achievement)

At the end of every semester, some students will boldly email me asking for their grade to be bumped. These requests and their motives seem closely tied to academic entitlement, which has mostly been studied quantitatively. Creating a dialogue with this published literature, this research seeks to uncover the lived meanings of a grade perceived as unjust. Using a Heideggerian life-world approach, I analyzed an email archive to explore how students are projecting lived understandings of themselves that are at odds with their grades. In their plaintive plea to change their grades, the students are seeking affirmation of their self-understanding, demanding to be seen and valued as they see themselves. These results are discussed in light of the literature reviewed and directions for future research are proffered.
&quot;It Requires Interest, Time, Patience and Struggle&quot;: Novice Researchers&apos; Perspectives on and Experiences of the Qualitative Research Journey
Author: Kalman, Mahmut
Date: 2019-10-00
Type: Journal Articles
Subjects: Novices,Researchers,Qualitative Research,Graduate Students,Student Attitudes,Teacher Education,Public Colleges,Foreign Countries,Barriers,Emotional Response,Young Adults,Data Analysis,Recruitment,Research Methodology,Interpersonal Relationship

This study aimed at exploring novice researchers' experiences of and perspectives on the qualitative research journey and determining the difficulties tackled and strategies developed while conducting qualitative research. The study was an interview-based qualitative case study involving nine graduate students in education as the participants. The data were collected between 2017 and 2019 at a state university located in Southeastern Turkey. The contentanalyzed data revealed several findings about the research topic, indicating that the novice researchers considered the qualitative research journey as daunting and overwhelming, but pleasurable and satisfying. Despite scholarly development and lessons learned in the process, the researchers confronted with several difficulties concerning data collection, analysis and interpretation, recruitment and developing rapport, representation of findings, and the research process as a whole. They developed personal and external support strategies during the research journey. The metaphorical perceptions portrayed the elusive and distinctive nature of qualitative research.
Question Asking and the Common Good: A Hermeneutic Investigation of Student Questioning in Moral Configurations of Classroom Practice
Author: Gong, Susan P.
Date: 2019-10-00
Type: Journal Articles
Subjects: Questioning Techniques,Hermeneutics,Graduate Students,Design,Classroom Communication,Teacher Education,Student Attitudes,Moral Issues,Student Participation

This qualitative study (based on a hermeneutic moral-realist interpretive frame (Yanchar &amp; Slife, 2017)) explored question asking as it unfolded in the everyday practice of being a student in a graduate course on design thinking (with an emphasis on design in education). Findings are presented as four key tensions that occurred within the complex classroom setting under investigation: &quot;theory and overlapping practices,&quot; &quot;convergence and divergence,&quot; &quot;participation and reticence,&quot; and &quot;give and take.&quot; Overall, these thematized tensions point to a dynamic interplay between student agency and the common good of the class. These findings have significant implications for understanding student questioning experiences and the study of classroom interactions.
Using Scratch to Facilitate Mathematical Thinking
Author: Calder, Nigel
Date: 2019-00-00
Type: Journal Articles
Subjects: Programming,Coding,Computer Software,Educational Technology,Technology Uses in Education,Problem Solving,Creative Thinking,Mathematics Instruction,Teaching Methods,Student Attitudes,Teacher Attitudes,Geometry,Elementary Education

This article reports on a research project that examined the ways that 10-year-old students, who were using Scratch for coding, engaged with mathematical ideas. Interactive software is emerging that has cross-curricula implications and facilitates thinking in rich, problem-solving environments. Scratch, a free-to-use graphical programming environment provides opportunities for creative problem solving. When students process mathematics through digital technologies, the digital pedagogical media influences the learning process and students' understanding emerges in distinctive ways. The children used Scratch to create mathematical digital learning objects, including games. An interpretive approach was undertaken, with the data collected over a two-week research period. The students wrote daily blogs articulating their progress and reflections. Students and the teacher were interviewed, and classroom observations (both written and photographic) were recorded. The findings suggest that mathematical thinking, including geometry and problem-solving processes, was facilitated through this process. Together, these findings indicate that teachers should not only use Scratch in primary school classroom programmes to develop coding skills but also be aware of its potential to facilitate thinking in other related areas.
Maryland&apos;s Journey with OER
Author: Emrich, Val
Date: 2019-00-00
Type: Journal Articles
Subjects: Open Source Technology,Shared Resources and Services,School Libraries,Library Materials,Web Sites,Access to Information,Information Storage,Copyrights,Privacy,Program Evaluation

Openly licensed educational resources (OER) are an untapped opportunity for free, quality resources to expand a school library collection. As with any library asset, they must be evaluated to ensure that they are in fact free and openly licensed. The Maryland State Department of Education (MSDE) has created an OER repository and has learned lessons throughout the journey. The article details the insights the authors gained during this process.
Databases, Collection Development, and Student Learning
Author: Ivory, Amy
Date: 2019-00-00
Type: Journal Articles
Subjects: Databases,Library Materials,High School Students,Search Strategies,Library Instruction,Library Skills,Information Skills

When talking about collection development, few school librarians think about databases. Databases provide learners with a one-stop shop for cross-curricular, up-to-date, vetted information in a structured and easy-to-manipulate format for class projects. To be successful learners, students need to know how to use a database to find the information they need. Throughout this article the authors illustrate how to use databases in high school instruction, provide an overview of the databases available, and offer some troubleshooting advice to navigate databases. Additionally, they highlight how database instruction ties directly to the specific Domains and Competencies in the American Association of School Librarians (AASL) Standards Framework for Learners (2018).
Expanding School Library Collections: The Makerspace Edition
Author: Robertson, Nikki D.
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,Library Materials,Shared Resources and Services,Technology Uses in Education,Access to Information,Relevance (Education),Educational Benefits,Student Centered Learning,Library Services

The Internet and the advent of e-books have launched school libraries beyond brick and mortar, allowing patrons 24/7 access to the resources they seek. With these technological advancements, an often-iterated question arises as to the relevance of libraries and librarians now that access to information previously available through print, reference, and special collections in libraries is now accessible via handheld devices. With this in mind, how can school librarians articulate and actively demonstrate to the world at large, and more importantly to teachers, administrators, parents, and students, the critical role fully functioning, well-staffed school libraries play in the development and support of innovative teaching and actively engaged, critically thinking students? Makerspaces provide one avenue through which this misinformed question of relevance can be dispelled. When considering the development of a makerspace collection in school libraries and beyond, it is crucial to students' lifelong well-being to go beyond the &quot;Ooh, shiny&quot; that comes with 3-D printers, robots, and LEGO walls and examine the overall purpose, learning goals, and scope of a makerspace, as well as its impact on future lifelong learning.
Digital Communication &quot;for&quot; Curation with Your Collection
Author: Moorefield-Lang, Heather
Date: 2019-00-00
Type: Journal Articles
Subjects: Library Materials,Educational Technology,Technology Uses in Education,Computer Mediated Communication,Librarians,School Libraries,Library Services

The collection in a school library should reflect the community it serves. When curating information and ideas for new books and materials in the school library, the school librarian should communicate with students, faculty, parents, and administration through a variety of digital tools and resources. Input from your school community is crucial when seeking representation in book collections, digital resources, and so much more in the school library. This articles offers a list and description of digital tools that can help with school library curation.
Equal Access + Equal Opportunity = Success for All Learners
Author: Agee, Schenell
Date: 2019-00-00
Type: Journal Articles
Subjects: Equal Education,Access to Education,Educational Opportunities,School Libraries,Library Materials,Student Needs,Students with Disabilities,Librarian Teacher Cooperation,Library Services,Visual Impairments,Hearing Impairments,Physical Disabilities,Intellectual Disability,Regular and Special Education Relationship,Assistive Technology,Access to Information

Collection development is the core of every school library, and successful school librarians know that meeting all learner needs can contribute to their success. When curating their collections school librarians must consider learners with visual, hearing, physical, and cognitive impairments. The school librarian should work with a team (other educators, reading specialists, special education teachers, school diagnosticians, etc.) to ensure a learner's specific needs are fulfilled to support academic learning and reading for enjoyment.
All Hands on Deck in Curriculum and Instructional Processes
Author: Lewis, Gena D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Curriculum Design,Academic Standards,Instruction,Curriculum Implementation,Decision Making,Curriculum Evaluation,Teacher Participation,Curriculum Development,Critical Reading,Educational Objectives,State Standards

Teachers present their perceptions when designing and mapping curriculum to implement standards-based instruction and assessment. It appears that teachers are willing but not always able to make curriculum and instructional decisions. Participation of teachers varies from district to district. When curriculum is given to teachers as part of their district curriculum team or committee efforts, all are not part of the process. Teachers are not given a space to deeply engage and create clarity of the content within the curriculum. Teachers are not provided the time, guidance, platform or power to gather the necessary information and make the necessary decisions. No wonder there are misguided practices when it comes to curriculum and instruction. The data collected from our study led the research team to create a model for the process of designing and implementing standards-based instruction and assessment.
Curating Breakout Boxes
Author: Lewallen, Kate
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,School Libraries,Library Materials,Inquiry,Cooperative Learning,Educational Games,Librarians,Video Games,Puzzles,Problem Solving

Breakout boxes are similar to the escape rooms that have popped up all over the country in the past few years. In an escape room, you and your friends are locked in a room and given a scenario and a time limit. You must work together to solve a number of puzzles to get out of the room before time runs out. Breakout boxes center around boxes, each locked with one or more different locks. Boxes can be used to play an infinite number of games; each game includes a scenario and a time limit. Learners must work together to solve the puzzles and unlock the boxes before time runs out. Why should the school library invest in breakout boxes as part of its collection development? Breakout games are a valuable tool to help us teach important inquiry and collaboration skills. Their adaptability makes them useful for absolutely everyone in school, even administrators, and the accessibility of free games, digital-only games, and a vast network of professional peers makes them work for every library, regardless of budget. With breakout games, school librarians can provide a resource that helps their school community create more engaged learners as well as build students who are well-prepared for their next steps in life.