ethanporcaro/eric-fulltext-meta huggingface dataset:
A Case for the Nationwide Inclusion of Engineering in the K-12 Curriculum via Technology Education
Author: Pinelli, Thomas E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Engineering,Teacher Educators,Technology Education,Industrial Arts,Aerospace Education,Design,Technological Literacy,Science Education,Engineering Education,Scientists,Teaching Methods

This paper resulted from discussions between a technology teacher educator and a colleague who has served in various education outreach roles with NASA. The basis of the paper was developed by the NASA director and two engineers, one serving with NASA and the other with the National Institute of Aerospace. The technology teacher educator read the original paper as published in the NASA Technical Report Server (NTRS) and realized that, though it addressed an audience of engineers, its implications for technology educators were obvious. As evident in the paper, the engineering community seeks a means to reach into the K-12 curriculum at the same time that leaders in technology education are promoting design and engineering in their curricula nationwide. This revised version of the engineering paper with added implications for technology education provides support for current trends in their profession and shows how the linkages can best be implemented. The authors hope that the perspective from the community of engineers shared in this paper will lend support to those leaders in technology education who are working to include engineering, resulting in the development of a fuller context for their arguments and providing some useful ideas as to how engineering can be included without eliminating the positive outcomes of contemporary technology education and the industrial arts of yesteryear from which it evolved.
Engineering Student Outcomes for Infusion into Technological Literacy Programs: Grades 9-12
Author: Rhodes, Craig
Date: 2010-00-00
Type: Journal Articles
Subjects: Technological Literacy,Technology Education,Engineering Education,Outcomes of Education,Educational Needs,Knowledge Level,Delphi Technique,Likert Scales,Curriculum Development,Instructional Design,Science Achievement,Teacher Attitudes,Secondary School Curriculum,Science Course Improvement Projects,Educational Planning

In 2004, the National Center for Engineering and Technology Education (NCETE) secured funding from the National Science Foundation (NSF) to infuse engineering design into the schools through technology education. In order to reach this goal the researchers, in cooperation with NCETE, conducted a two phase study to identify outcomes for high-school students studying engineering. The first study (referred to as a Phase I) focused on students who intended to enter an engineering program after high school, answering the question: "What are the engineering student outcomes that prospective engineering students in grades 9 through 12 should know and be able to do and prior to entering into a post-secondary engineering program?" The second study (Phase II) focused on students who were enrolled in technology education for general education purposes and sought input from technology education teachers, teacher educators, and supervisors regarding the following question: "What are those engineering outcomes that should be taught in a high school technology education program in which the focus is general technological literacy and not pre-engineering?" (Contains 10 tables.)
Open the Windows: Design New Spaces for Learning
Author: Johnson, Christopher
Date: 2011-01-00
Type: Journal Articles
Subjects: Educational Technology,School Buildings,Influence of Technology,Educational Facilities Design,Educational Change,Ecology,Partnerships in Education,Best Practices,Building Design,Design Requirements,Educational Principles

As a technologist, the author is interested in how the digital world is changing the educational landscape. As he began to research effective learning spaces, he discovered that the architecture, design, and school facilities communities are making a great deal of progress in creating better classrooms and school buildings. Unfortunately, many in the educational technology community are unaware of innovations in school design, and, therefore, their voices are missing from these important discussions. This article encourages everyone to become active in an exciting new conversation about how what one knows about emerging technologies can inform the design of new schools and classrooms. It presents some helpful resources to learn more about the importance of appropriate learning space, and offers suggestions for classroom teachers, school leaders and community members how they can help change the school learning environment.
Introducing ISTE Learning: What Do You Want to Learn Today?
Author: Hayman, April
Date: 2011-01-00
Type: Journal Articles
Subjects: Faculty Development,Electronic Learning,Web Based Instruction,Experiential Learning,Inservice Teacher Education

This article introduces ISTE Learning, a new online professional development (PD) program designed specifically to make PD both fun and more easily accessible for busy educators. One thing that makes ISTE Learning different from everything else out there is that the NETS for students, teachers, and administrators are the cornerstone of everything it does. All of its PD activities and resources incorporate and model the NETS so that educators can see how they work and how they can implement them in their own classrooms, schools, and districts. Here, the author invites everyone for a tour of the hotspots in the ISTE Learning community: the Commons, Learning Labs, ISTE Cafe, and ISTE U. ISTE Learning is meant to be a multifaceted learning experience, and there is a lot to see, learn, and do throughout the community. (Contains 3 resources.)
Lessons from New Zealand: Developing Student Voices with Technology
Author: Charles, Mike
Date: 2011-01-00
Type: Journal Articles
Subjects: Learning Processes,Foreign Countries,Teacher Educators,Technology Uses in Education,Teacher Exchange Programs,International Educational Exchange,Educational Practices,Teacher Student Relationship,Indigenous Populations,Indigenous Knowledge,Student Empowerment,Student Leadership,Student Developed Materials

Thirteen members of ISTE's Special Interest Group for Teacher Educators (SIGTE) traveled to Auckland, Rotorua, and Christchurch to visit seven schools and present and attend the Learning@School 2010 conference as part of a travel tour last February. This second installment about their trip features ways they saw technology used in New Zealand to develop student voices in the classroom, in the community, and across the world. They observed students engaged in peer listening and sharing activities as well as student/teacher cooperative practices that valued the students as co-developers or co-researchers in the learning processes. (Contains 6 resources.)
Do Web 2.0 Right
Author: Light, Daniel
Date: 2011-02-00
Type: Journal Articles
Subjects: Educational Technology,Internet,Web Sites,Web Based Instruction,Teaching Methods,Interviews,Teacher Attitudes,Computer Uses in Education,Educational Innovation,Technology Integration,Planning,Interpersonal Communication,Student Needs,Student Behavior,Electronic Publishing,Teacher Student Relationship

The author and his colleague, Deborah Polin, traveled around the United States to get a first-hand look at how teachers are developing successful Web 2.0 activities for their classrooms. With funding from Intel, they interviewed 39 educators in 22 schools throughout the country about how they employed these tools in their classrooms in innovative ways and what helped improve student learning. They found that the teachers who have had the best luck with Web 2.0 are using the tools to create ongoing conversations among students and "always on" learning communities. They also learned that, as with any technology, careful instructional planning is of paramount importance. Specifically, they identified three elements that have clearly shaped how these teachers used Web 2.0 to create sustained, meaningful communication among their students: (1) Instituting daily practice; (2) Carefully considering the audience; and (3) Teaching and enforcing appropriate behavior. This article discusses each of these three elements for Web 2.0 success.
The Whole World in Their Hands
Author: Crompton, Helen
Date: 2011-02-00
Type: Journal Articles
Subjects: Pilot Projects,Middle School Students,Access to Computers,Internet,Technology Uses in Education,Handheld Devices,Program Implementation,Teacher Leadership,Faculty Development,Learner Engagement

Grey Culbreth Middle School in North Carolina did not have enough computers to give students reasonable access to the Internet, so administrators implemented a one-to-one iPod touch program. Now every student is connected. This article describes the implementation of this program, the problems encountered and the positive reactions from the staff. Through the use of this mobile device, students have the opportunity to access knowledge, organize their schedules, and work collaboratively. The iPod touch puts knowledge and learning literally into the hands of all Culbreth students. (Contains 8 resources.)
Lessons from New Zealand: Leadership for Learning
Author: McPherson, Sarah
Date: 2011-02-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Educators,Leadership Styles,Transformational Leadership,Participative Decision Making,Educational Objectives,Student Leadership,Teacher Leadership,Teacher Education,Educational Practices,Leadership Training,Educational Administration,International Educational Exchange,Teacher Exchange Programs

Last February, members of ISTE's Special Interest Group for Teacher Educators (SIGTE) traveled to New Zealand as part of a SIG-sponsored study tour. While there, the 13-member group visited seven schools and attended the Learning@School 2010 conference. In this third and final installment about their trip, they share observations about New Zealand's distributed leadership for achieving student, staff, and community learning. (Contains 6 online resources.) [For Part II, see EJ914322.]
Mathematics Teachers' Views of Accountability Testing Revealed through Lesson Study
Author: Yarema, Connie H.
Date: 2010-00-00
Type: Journal Articles
Subjects: High Stakes Tests,Mathematics Teachers,Accountability,Faculty Development,Mathematics Instruction,Teaching Methods,Teacher Attitudes,Logical Thinking,Teacher Education,Educational Change

The practice of lesson study, a professional development model originating in Japan, aligns well with recommendations from research for teacher professional development. Lesson study is also an inductive research method that uncovers student thinking and, in parallel, grants teacher-educators the opportunity to study teachers' thinking about related issues. One issue for teachers in North America is the focus on student achievement measured through accountability testing. The purpose of this article is to describe how lesson study elicits teachers' views, knowledge, and practices. To illustrate how teachers' thinking emerges during lesson study activities, the paper will outline four different views of accountability testing revealed by grades 6-10 mathematics teachers from nine different independent school districts in West Texas during various phases of lesson study. In addition, how each view influenced the teaching of students, as noted by teachers during post-lesson discussions from three different lesson studies during 2006-2009 is reported. Descriptions of interactions among these teachers and higher education faculty housed in mathematics and teacher education departments at a local university and teachers' self reported reflections along with changes in practice are included. (Contains 2 figures.)
Assessing Teachers' Developing Interpretive Power: Analysing Student Thinking
Author: Nickerson, Susan D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Middle School Teachers,Faculty Development,Inservice Teacher Education,Mathematics Instruction,Teacher Attitudes,Teacher Role,Student Reaction,Comprehension,Teaching Methods,Interviews

A cohort of middle school mathematics teachers in the U.S. participated in a two-year professional development program that focused on developing a deeper conceptual understanding of the mathematics of middle school with connections to instructional practice. We assessed the teachers' developing interpretive power, specifically developing interpretations of student work, which Ball & Cohen (1999) call one of the core activities of teaching. In interviews before and after the first year of the program, we found significant shifts in their capability in anticipating student responses to a task and in the range of pedagogical moves. On further analysis, these shifts were related to positioning--position of a teacher relative to the students (role of the teacher), perception of the position with regards to mathematics (primacy of formal solutions in mathematical understanding) and positioning of students in relation to each other (as pedagogical resources). Here we draw upon four teachers' responses to a situation-specific task in interviews prior to and following a year of professional development and teaching that typify the shifts teachers made in the dimensions of interpretive power. (Contains 1 table and 1 figure.)
The Interplay between the Beliefs and the Knowledge of Mathematics Teachers
Author: Drageset, Ove Gunnar
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Education,Multiple Choice Tests,Mathematics Teachers,Teacher Attitudes,Beliefs,Knowledge Level,Foreign Countries,Questionnaires,Correlation,Logical Thinking,Knowledge Base for Teaching,Pedagogical Content Knowledge,Teaching Experience

There is considerable research on teachers' beliefs and teachers' knowledge, but little empirical evidence exists as to the interplay between them. This article reports a study of 356 Norwegian teachers who answered a questionnaire and a multiple-choice test. Based on this study, the connections between two knowledge constructs and two beliefs constructs are examined. The findings demonstrate how different emphases on rules and reasoning are connected to different aspects of mathematical knowledge. (Contains 10 tables and 3 figures.)
Significant Statistics: Viewed with a Contextual Lens
Author: Tait-McCutcheon, Sandi
Date: 2010-00-00
Type: Journal Articles
Subjects: Statistics,Mathematics Instruction,Integrated Curriculum,Mathematics Achievement,Elementary School Students,Elementary School Mathematics,Elementary School Teachers,Faculty Development,Inservice Teacher Education,Foreign Countries

This paper examines the pedagogical and organisational changes three lead teachers made to their statistics teaching and learning programs. The lead teachers posed the research question: What would the effect of contextually integrating statistical investigations and literacies into other curriculum areas be on student achievement? By finding the significance of statistics nested within mathematics and other curriculum learning areas, the teachers increased their own value of statistical content and contexts and this impacted positively on the statistical achievement outcomes of their students. (Contains 6 tables and 2 figures.)
How Deeply and How Well? How Ready to Teach Mathematics after a One-Year Program?
Author: Norton, Stephen
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Mathematics Education,Teacher Effectiveness,Teacher Education Programs,Numeracy,Foreign Countries,Grade 9,High Schools,Secondary School Mathematics,Pedagogical Content Knowledge,Teaching Skills,Teacher Competencies,Teacher Certification,Mathematical Concepts,Comparative Analysis,Elementary School Mathematics

The importance of teachers' content knowledge for effective teaching of mathematics has long been recognised. Recent national testing regimes in Australia (National Assessment Program-Literacy and Numeracy [NAPLAN]) have raised questions of the adequacy of teachers' content knowledge. This, in turn has focused attention upon the quality of teacher education programs. In this study 131 Graduate Diploma of Primary Education students undertook the 2008 Year 9 national tests of numeracy before and after a pre-service teacher education unit on mathematics education. The purpose was first to examine, upon entry to the course and then after training, their knowledge of the mathematics concepts they were likely to teach, and second to compare this knowledge with that of the students whom they would be teaching. While there was evidence of some inadequacy of entry-level mathematical knowledge, improvement over the life of the study was reported. The implications of these findings are examined in the context of a one-year graduate diploma pathway to teacher preparation. (Contains 5 tables and 3 figures.)
A Shackled Heart: Teacher Aides' Experience of Supporting Students with High Needs in Regular Classes
Author: Tutty, Chris
Date: 2004-00-00
Type: Journal Articles
Subjects: Teacher Aides,Data Analysis,Phenomenology,Special Needs Students,Interviews,Mainstreaming,Caring,Interpersonal Relationship,Disabilities,Psychological Patterns,Foreign Countries

The purpose of this study was to seek understanding of the experience of those who support students with high needs in regular classes. Seven teacher aides were interviewed, with the interview and data analysis guided by Heideggerian phenomenology. The findings reveal that teacher aides are unprepared for the responsibility or the relationship that develops with students. The nature of this relationship is brought to light, revealing meaning for teacher aides' mode of caring and how they provide support. As they embody experiences of the student as their own, teacher aides feel &quot;one step away from mother&quot;. Their support goes beyond the boundaries of the school day, as they constantly worry and plan ahead. Their hearts are shackled. Serious concerns arise for teacher aides and students when there is an absence of awareness and acknowledgement of the nature of the relationship being created.
The Educational Experiences of Students with Asperger Syndrome
Author: Tippett, Jennifer
Date: 2004-00-00
Type: Journal Articles
Subjects: Teacher Aides,Teacher Characteristics,Asperger Syndrome,Teacher Responsibility,Educational Environment,Student Experience,Interviews,Surveys,Knowledge Level,Knowledge Base for Teaching,Parent Attitudes,Teacher Attitudes,Student Attitudes,Questionnaires,Parent Role,Bullying,Student Placement,Environmental Influences,Foreign Countries,Access to Education,Equal Education,Curriculum,Peer Relationship,Friendship,Males,Children,Preadolescents

The Ministry of Education's policy, &quot;Special Education 2000&quot; (SE 2000) was intended to promote a model that ensured all students received an education that involved successful experiences (Ministry of Education, 1996). Students with Asperger Syndrome (AS) often have difficulty adapting to and achieving these successful experiences in their educational environment. This paper summarises the findings from a research project that was designed to investigate the issues that arise for students with AS, determine whether or not these experiences are generally positive or negative, and examine to what extent teachers have knowledge of AS. Data was gathered from interviews with three students, their parents and their teachers and a survey to examine teacher knowledge. Data was also gathered from nine interviews and twenty-nine questionnaires. This paper reports on the data gathered from the interviews. The emerging issues were: Difficulties accessing the curriculum, social difficulties, misunderstanding of parents' roles, teacher responsibility, bullying, lack of teacher aide support, placement difficulties and sensory and environmental factors. The study concluded that the educational experience of the students was generally negative. The level of teacher knowledge was low, although the majority of teachers expressed and interest in gaining further knowledge.
Bullying: What Do Students Say?
Author: Carroll-Lind, Janis
Date: 2004-00-00
Type: Journal Articles
Subjects: Violence,Bullying,Foreign Countries,Peer Relationship,Interpersonal Competence,Educational Environment,Elementary School Students,Secondary School Students,Incidence,Questionnaires,Self Disclosure (Individuals),School Policy,Supervision,Interpersonal Communication

Bullying occurs in most schools and happens to students no matter how capable, popular and well-adjusted they are. This paper reports on a study that examines the nature and extent of bullying and explores the context of bullying and school violence in New Zealand schools. Approximately 1370 students from seven primary and three secondary schools participated in the study. Using a survey approach, a questionnaire was designed to examine the prevalence and incidence of different types of bullying; the nature of the actual bullying and where it is most likely to happen; schools' responses to bullying, including the issues of reporting and why students choose not to tell. Results indicate that all of the participating schools reported bullying to a greater or lesser extent. Listening to the voices of students in this study extends understanding of the issues around bullying. The results led to recommendations based on issues of policy, supervision (particularly in the areas identified by the students as being &quot;hot spots&quot;) and communication, with an emphasis on reporting and the need to create a culture of &quot;safe telling&quot; to ensure safe emotional learning environments for all students. (Contains 4 tables.)
Just Do It: Supporting a World of Difference
Author: Diamond, Eileen
Date: 2004-00-00
Type: Journal Articles
Subjects: Physical Disabilities,Workshops,Occupational Therapy,Educational Environment,Allied Health Personnel,Foreign Countries

As Physiotherapist and Occupational Therapist in Tai Tokerau, we have worked in collaboration with CCS Northland over the last two years to facilitate two day workshops for students attending mainstream schools that have moderate to severe physical disabilities. We chose venues that were community based so that the students could be out of their normal school environments. We used worksheets, discussion, guest speakers, group games and activities, the performing arts and adventure as tools to reach our objectives. The aim is to bring students together for mutual sharing and support to strengthen and empower. Students and their parents acknowledged and appreciated advantages of time together to share experiences, struggles and aspirations. This has led to friendships, networking for all and a request for continued workshops.
Seeds for Success He Kakano Ka Puawai: School Entry Behaviour Screening and Intervention
Author: Gilmore, Bill
Date: 2004-00-00
Type: Journal Articles
Subjects: Intervention,Pilot Projects,Preschool Children,Foreign Countries,Teachers,Program Effectiveness,Screening Tests,Behavior Problems,Cooperative Planning,Early Intervention,At Risk Students,Parent Participation,Check Lists

The Seeds for Success pilot project involved RTLB, Ministry of Education-Special Education staff, and classroom teachers. It successfully developed and trialed a school entry screening and intervention programme for young children who were identified by teachers as having behaviour difficulties across three school clusters. Collaboration between professionals was a key part of the pilot. Seeds for Success was then introduced to a number of other clusters in different parts of New Zealand.