ethanporcaro/eric-fulltext-meta huggingface dataset:
Predictive Ability from ePortfolios of Student Achievement Associated with Professional Teaching Standards: An Exploratory Case Study
Author: Payne, Phillip
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Academic Achievement,Predictive Measurement,Case Studies,Music Education,Preservice Teachers,Preservice Teacher Education,Teacher Effectiveness,Student Teaching,Undergraduate Students,Multiple Regression Analysis,Quasiexperimental Design

This exploratory case study, focused on a music teacher preparation program, examined the coursework ePortfolios of pre-service music teachers to determine if any parts of the ePortfolio process predicted teaching effectiveness in the classroom during the student teaching semester. Sixty-five undergraduate pre-service music teachers made up the sample of the study. Data collected for each student consisted of coursework ePortfolios, summative student teaching assessments from both elementary and secondary placements, and selected licensure-related requirements as mandated by the state board of education. Multiple regression analyses revealed significant relationships between ePortfolio performance and student teaching assessments. Specifically, student teacher reflections (as part of the portfolio process) were found to be the lone significant predictor of teaching effectiveness for both elementary and secondary placements as measured by Danielson's framework. While not significant, it should be noted that the Praxis II: Music Content Test should be examined further as the numbers of cases increased due to the nature of its relationship with the domain of &quot;planning and preparation&quot; in the secondary area. As this is an exploratory case study, further examination of the predictive ability of the ePortfolio process should be undertaken to better define the impact of the portfolio process within a pre-service teacher program.
Teachers' Perceptions of the Standard-Based English Language Curriculum in Malaysian Primary Schools
Author: Sulaiman, Suriati
Date: 2017-07-00
Type: Journal Articles
Subjects: Teacher Attitudes,Semi Structured Interviews,Case Studies,Elementary School Teachers,English (Second Language),Second Language Instruction,Second Language Learning,Curriculum Implementation,Foreign Countries,Standards,Qualitative Research

Standard-based English language curriculum (SBELC) was fairly a new curriculum in Malaysian primary schools. The implementation of SBELC is a phenomenon affecting all teachers and pupils in primary education. Since curriculum implementation occurs mostly in the classroom and teachers are the key players in the implementation process, the initial concern should be teachers' perceptions towards the new language curriculum. Teachers' perceptions towards the curriculum determine their acceptance and readiness. Therefore, a multiple-case study was carried out that involved five teachers from five national primary schools to investigate teachers' perceptions towards the implementation of the SBELC and data were analysed from classroom observations, semi-structured interviews, and corresponding documents. The findings suggested the participants had positive perceptions towards the new language curriculum which were the early indicator of their acceptance and readiness to implement the standard-based English language curriculum. This paper attempts to discuss teachers' perceptions of the standard-based English language curriculum as progressive, pragmatic and outcome-based curriculum in Malaysian primary schools.
Combining Quality Work-Integrated Learning and Career Development Learning through the Use of the SOAR Model to Enhance Employability
Author: Reddan, Gregory
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Employment Qualifications,Career Development,Experiential Learning,College Students,Foreign Countries,Semi Structured Interviews,Program Effectiveness,Occupational Aspiration,Self Concept,Employment Opportunities,Workshops,Exercise,Physical Therapy,Student Motivation

This paper presents students' perceptions of the benefits to employability of a suite of courses that incorporate both work-integrated learning (WIL) and career development learning (CDL). Field Project A and Field Project B are elective courses in the Bachelor of Exercise Science at Griffith University. These courses engage students in active and personalized learning experiences that have been designed utilizing the principles of the SOAR model (Self-awareness, Opportunity awareness, Aspirations, Results). Four students who completed both courses participated in semistructured interviews. Data was collected using thematic analysis of student responses. Results indicated that employability was enhanced as students developed realistic aspirations based on sound information and WIL experiences that can help achieve their personal career goals as they transition into the workforce. The courses provide a practical model for university academics and career development practitioners to work collaboratively. Importantly, they give students a competitive advantage, enabling them to become more proactive, confident and motivated in maximizing opportunities to manage their careers and lifelong learning.
Using the Student Lifecycle Approach to Enhance Employability: An Example from Criminology and Criminal Justice
Author: Bates, Lyndel
Date: 2017-00-00
Type: Journal Articles
Subjects: Employment Potential,Criminology,Undergraduate Students,Case Studies,Foreign Countries,Transitional Programs

Universities are increasingly focusing on the employability of students after they graduate from their studies. While practicums is one way of enhancing students' employability, the School of Criminology and Criminal Justice embeds employability throughout its degree programs using a range of strategies. These methods are based on the student lifecycle approach embedded into the Employability Framework. Therefore, students are able to undertake activities that enhance their employability as they transition into university, transition through their degree program and then transition out of university and into the workforce. Alumni are involved within approaches located in the transition up and back stage of the student lifecycle. This paper uses the School of Criminology and Criminal Justice as a case study for how employability can be scaffolded throughout an undergraduate degree program. It clearly indicates that students can begin to develop their understanding and skills in the area of employability within criminology before they start their degree, throughout their studies and after they graduate.
Practical Typology of Authentic Work-Integrated Learning Activities and Assessments
Author: Kaider, Friederika
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Activities,Integrated Activities,Workplace Learning,Classification,Performance Based Assessment,Action Research,Curriculum Design,Curriculum Evaluation,Educational Practices,Evaluation Methods,Job Skills,College Students,Foreign Countries,Mixed Methods Research

Increased graduate employment is an aspiration of Australian universities who are adopting new and innovative approaches to ensure that all students have opportunities to develop the employability skills much sought after by employers. Placements have been a traditional means for developing such skills but because these are not available to all students other non-placement activities such as industry and community projects, and simulated learning environments have become alternative ways of assisting students become job-ready. These authentic work-related activities enable students to apply and practice disciplinary learning in workplace contexts as well as develop graduate capabilities. A study at an Australian University investigated 1,500 assessments from 40 courses across four Faculties to determine the nature and extent to which authentic assessments were being embedded in courses. This paper presents the development of an authentic assessment framework and typology that was employed to conduct the action-in-research investigation and to illustrate the investigative outcome, as well as holding prospects as a curriculum development tool and student engagement and development tool.
Academic Workload Implications of Assessing Student Learning in Work-Integrated Learning
Author: Bilgin, Ayse A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Integrated Activities,Teaching Load,Teacher Surveys,Qualitative Research,Workplace Learning,Semi Structured Interviews,Delivery Systems,Educational Policy,Educational Practices,Partnerships in Education,College Faculty

Assessment of student learning is a crucial part of quality work&amp;mdash;integrated learning (WIL), yet presents some significant challenges for WIL practitioners. Assessment of WIL differs to assessment in classroom based courses because of the complexities of assessing the more holistic nature of learning in WIL, as well as (in many cases) managing the involvement of an external partner in the assessment process. This paper investigates academic workload implications of WIL assessment for staff at an Australian university. Over two years 34 WIL courses were surveyed, with 30 staff interviewed over a wider three&amp;mdash;year period. Analysis of survey data reveals assessment of student learning is the largest single contributor to academic workload in WIL courses, with qualitative data providing some insight into the reasons for this. This paper reports findings from the study, noting implications and recommendations for practice, policy and future research.
From Swan to Ugly Duckling? Mentoring Dynamics and Preservice Teachers&apos; Readiness to Teach
Author: Izadinia, Mahsa
Date: 2017-07-00
Type: Journal Articles
Subjects: Mentors,Preservice Teachers,Career Readiness,Teaching Skills,Semi Structured Interviews,Student Journals,Supervisor Supervisee Relationship,Supervisory Methods,Training Methods,Student Teacher Attitudes,Student Teaching,Foreign Countries,Case Studies,Observation

This study focuses on two preservice teachers who experienced significantly different mentoring relationships in their two placements during a one-year teaching degree in a university in Western Australia. Data were collected through three rounds of semi-structured interviews, reflective journals and classroom observations. The findings indicated that mentor teachers' mentoring styles considerably informed the preservice teachers' perceptions of themselves as teachers and facilitated or inhibited their professional development. Implications for practice include teacher education programs invest more time and rigour in selecting and preparing mentors for their crucial role.
Criticality in Physical Education Teacher Education: Do Graduating Standards Constrain and or Inhibit Curriculum Implementation
Author: Culpan, Ian
Date: 2017-07-00
Type: Journal Articles
Subjects: Physical Education,Teacher Education Programs,Constructivism (Learning),Critical Theory,Inquiry,Academic Standards,Pedagogical Content Knowledge,Culturally Relevant Education,Curriculum Implementation,Graduation Requirements,Performance Factors,Educational Change,Educational Policy,Educational Practices,Preservice Teacher Education,Foreign Countries

Over the last decade and a half, physical education curricula in New Zealand and Australia have had a strong socio-cultural-critical orientation, providing in depth opportunities for critical inquiry. This article suggests that trying to achieve a criticality maybe impeded and or constrained by present graduating teacher standards. In the discussion, it is highlighted that neither New Zealand nor Australia graduating teacher standards overtly suggest critical inquiry as a part of beginning teachers' required knowledge, skills or dispositions. This could be a significant constraint on maximising the intent of the New Zealand and Australia physical education curricula. As a result, this article makes suggestions as to how a pedagogical constructive framework, with an emphasis on critical constructivism, might provide a way forward.
The Impact of Work-Integrated Learning Experiences on Attaining Graduate Attributes for Exercise and Sports Science Students
Author: Hall, Melinda
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Exercise,Athletics,Semi Structured Interviews,Experiential Learning,Comparative Analysis,Employment Qualifications,College Students,Coding,Communication Skills,Global Approach,Knowledge Level,Professionalism,Student Experience

Exercise and Sports Science (E&amp;SS) programs at Federation University Australia provide work-integrated learning (WIL) opportunities for students to develop, apply and consolidate theoretical knowledge in the workplace. This study aimed to determine the influence of WIL experiences on achieving common graduate attributes for E&amp;SS students. From a larger study cohort (N = 80), semi-structured interviews (n = 4) delved into participant perceptions of graduate attributes and the impact of positive and negative WIL experiences. Using constant comparative analysis, interviews were coded and arranged into lower and higher order themes using the Graduate Employability Skills publication as a framework and the process validated by a WIL colleague. Results showed three out of four essential graduate attributes were developed during all WIL experiences regardless of whether they were positive or negative. These findings have implications for E&amp;SS higher education providers and WIL agencies in ensuring the development of key graduate attributes during all WIL experiences.
Perceived Social-Ecological Barriers of Generalist Pre-Service Teachers towards Teaching Physical Education: Findings from the GET-PE Study
Author: Hyndman, Brendon P.
Date: 2017-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Physical Education,Barriers,Foreign Countries,Models,Interpersonal Relationship,Physical Environment,Educational Policy,Questionnaires

Identifying and understanding the perceptions of pre-service teachers (PSTs) is vital to informing teaching practices. The purpose of the &quot;Generalist Entry into Teaching Physical Education&quot; (GET-PE) study was to investigate Australian generalist PSTs' perceptions of the barriers to teaching physical education (PE) classes. A socialecological model framework (SEM) was uniquely applied as the conceptual framework for the GET-PE study to analyse, explore and understand the multiple levels of barriers perceived by the generalist PSTs. A myriad of SEM level barriers were perceived by the generalist PSTs (n = 71) at the intrapersonal level (knowledge gaps, physical abilities, reduced confidence), interpersonal level (community influence, concentration/focus of students, inclusive teaching, misbehaviour, modelling effective practice, motivation of students), physical environment level (technology/screen time, weather) and policy levels (balancing content, professional development opportunities, recognition of PE, work-life balance). With mounting demands on schools, PSTs must continually improve preparation and readiness for teaching practical subjects such as PE. By developing multi-level SEM insight from the GET-PE study into the barriers for generalist PSTs to teaching PE, teacher education programs can reflect upon the socialisation processes for PSTs and facilitate learning environments that meet the needs of our future teachers.
Senior Managers&apos; and Recent Graduates&apos; Perceptions of Employability Skills for Health Services Management
Author: Messum, Diana
Date: 2017-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Employment Potential,Job Skills,Health Services,Administrators,Foreign Countries,Communication Skills,College Graduates,Attitudes,Surveys

If work-integrated learning (WIL) is intended by universities to meet the demand for work-ready graduates, identification of skill requirements for development on placements is a critical part of the learning process. Health services management specific employability skills perceived to be important by managers and recent graduates working in the field and their perceptions of skills they need to improve are not readily available in the literature. This research acknowledges the context specific nature or employability skills. Senior managers and recent graduates working in health services management were identified from a placement data base used at a NSW university, and were emailed a common questionnaire. A total of 38 senior managers and 42 recent graduates completed emailed surveys, rating importance and skills observed for 44 employability skills items. Items were informed by the literature and content analysis of advertisements for graduate health management positions. There was strong agreement between the two groups on important employability skills, and the top seven items on which they agreed were all generic in nature. Skill gaps were also revealed, many of which recent graduates did not appear to recognize.
Press Play for Learning: A Framework to Guide Serious Computer Game Use in the Classroom
Author: Southgate, Erica
Date: 2017-07-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Games,Educational Technology,Technology Uses in Education,Decision Making,Foreign Countries,Computer Games,Video Games,Elementary Secondary Education,Guides,Student Motivation,Teacher Competencies

Computer gaming is a global phenomenon and there has been rapid growth in &quot;serious&quot; games for learning. An emergent body of evidence demonstrates how serious games can be used in primary and secondary school classrooms. Despite the popularity of serious games and their pedagogical potential, there are few specialised frameworks to guide K-12 teachers in choosing and using serious games. The purpose of this paper is twofold. Firstly, we draw on recent research to provide an overview of the nature and uses of serious games, current knowledge about their learning efficacy, and the features that teachers should consider when choosing a game. Secondly, we provide a new, practical and comprehensive framework especially designed to guide teachers in making evidence-informed decisions about choosing and using serious games in their classrooms. This framework is organised according to the domains of learning, pedagogy, curriculum, assessment, and technical context.
Project Evidence: Responding to the Changing Professional Learning Needs of Mentors in Initial Teacher Education
Author: Allen, Jeanne Maree
Date: 2017-07-00
Type: Journal Articles
Subjects: Mentors,Teacher Education,Foreign Countries,College School Cooperation,Partnerships in Education,Preservice Teachers,Preservice Teacher Education,Communities of Practice,Faculty Development

This positioning paper seeks to contribute to the knowledge base of the changing professional learning needs of supervising or mentor teachers in initial teacher education. To do so, we draw from the work of &quot;Project Evidence,&quot; an Australian Office of Learning and Teaching funded project, designed to support teacher education through the development of a professional learning website. Our focus in this paper is our growing understanding of the complex work of teachers as they navigate new supervisory and mentoring roles in the current education context of high stakes standardisation. We examine the implications for their changing work practices within the policy imperative to build effective school-university partnerships in teacher education. Within this context, we discuss the ways in which Project Evidence has attempted to (re)position the emphasis of the work of the mentor teacher away from the dual role of assessor and supervisor to encompass their own professional learning.
Transforming Pre-Service Teachers&apos; Beliefs and Understandings about Design and Technologies
Author: Best, Marnie
Date: 2017-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Beliefs,Student Teacher Attitudes,Scientific Attitudes,Attitude Change,Undergraduate Students,Pretests Posttests,Design,Technology Uses in Education,Technology Education,Foreign Countries,Qualitative Research,Surveys,Content Analysis

Design and Technologies challenges students to think differently: to think critically and creatively. Yet, how, when and why students are exposed to Design and Technologies curriculum in school classrooms is at the prerogative of their teacher. For this reason, it is imperative that pre-service teachers are inspired by and engaged through relevant, rigorous and responsive courses throughout their undergraduate teaching program. Situated within the Bachelor of Education (Primary and Middle) degree at the University of South Australia, Australia, this study captures pre-service teachers' emerging beliefs, attitudes and understandings of Design and Technologies. Drawing on the comparative responses of pre-service teachers collected at the commencement and conclusion of an undergraduate Design and Technologies course, this paper highlights how immersion in a curriculum area can transform pre-service teachers' theoretical, conceptual and practical understandings and how this may influence how, when and why they incorporate the learning area in their subsequent teaching experiences.
Evaluating Prospective Teachers: Testing the Predictive Validity of the EdTPA
Author: Goldhaber, Dan
Date: 2017-00-00
Type: Journal Articles
Subjects: Predictive Validity,Preservice Teachers,Preservice Teacher Education,Longitudinal Studies,Performance Based Assessment,Maximum Likelihood Statistics,Teacher Effectiveness,Value Added Models,Employment Potential,Evaluation Methods,Student Records,School Statistics,Teacher Certification,Testing Programs

We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly predictive of employment in the state's public teaching workforce, evidence on the relationship between edTPA scores and teaching effectiveness is more mixed. Specifically, continuous edTPA scores are a significant predictor of student mathematics achievement in some specifications, but when we consider that the edTPA is a binary screen of teaching effectiveness (i.e., pass/fail), we find that passing the edTPA is significantly predictive of teacher effectiveness in reading but not in mathematics. We also find that Hispanic candidates in Washington were more than 3 times more likely to fail the edTPA after it became consequential in the state than non-Hispanic White candidates.
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities
Author: Gibbons, Lynsey K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Learning Activities,Educational Opportunities,Instructional Improvement,Inservice Teacher Education,Preservice Teacher Education,Literature Reviews,Mathematics Teachers,Science Teachers,Program Design,Educational Policy,Training Methods,Elementary Secondary Education

Instructional improvement initiatives in many districts include instructional coaching as a primary form of job-embedded support for teachers. However, the coaching literature provides little guidance about what activities coaches should engage in with teachers to improve instruction. When researchers do propose activities, they rarely justify why those activities might support teacher learning. Drawing on the preservice and inservice teacher education literatures, we present a conceptual analysis of learning activities that have the potential to support mathematics and science teachers to improve practice. We argue that our analysis can inform research on mathematics and science coaching, coaching policies, and the design of professional learning for coaches.