ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Teachers' Attendance at Lectures and Tutorials: Why Don't They Turn up?
Author: Oakley, Grace
Date: 2011-04-00
Type: Journal Articles
Subjects: Student Characteristics,Attendance Patterns,Attendance,Tutorial Programs,Tutoring,Lecture Method,Performance Factors,Preservice Teachers,Student Teacher Attitudes,Self Disclosure (Individuals),Average Daily Attendance,Attribution Theory,Etiology,Foreign Countries,Student Behavior

Research indicates that attendance at lectures and tutorials is associated with university students' level of success and satisfaction, and pre-service teachers' relatively low levels of attendance at scheduled classes is of significant concern to many lecturers. However, little research has been undertaken to investigate the factors associated with absenteeism among pre-service teachers. This study investigates rates of absenteeism among different groups of pre-service teachers in a large School of Education in a Western Australian university and considers pre-service teachers' self-reported reasons for being absent from lectures and tutorials. The results show that levels of attendance and reasons for absence at lectures vary according to demographic factors such as age, paid employment, entry pathway, course, mode of study and year level of study. Level of attendance at tutorials is affected by the same factors, except that the year of study (first, second, third or fourth) does not appear to be an influence. The relationships between attendance and achievement are also interrogated. (Contains 3 tables and 4 figures.)
Using Online Blogs to Develop Student Teachers' Behaviour Management Approaches
Author: Reupert, Andrea
Date: 2011-04-00
Type: Journal Articles
Subjects: Student Teachers,Web Sites,Student Behavior,Electronic Publishing,Focus Groups,Interviews,Teaching Methods,Behavior Modification,Student Teacher Attitudes,Self Management,Educational Environment,Classroom Techniques,Technology Uses in Education,Learning Activities,Emotional Intelligence,Foreign Countries

This paper reports on a study involving 74 third and 17 fourth year student teachers enrolled in a Bachelor of Education (Primary) course at an Australian regional, multi-campus university. These pre-service primary teachers completed the single semester, compulsory subject Managing the Learning Environment, which involves the application of behaviour management theory and research into the primary school classroom. The aim of the study was to investigate the experiences of student teachers using blogs whilst on professional placement and more specifically, the effectiveness of blogs to facilitate reflection on behaviour management. Data were drawn from focus group interviews and blog postings. There were mixed responses to the use of blogs as a learning tool; those who found it useful saw its utility in developing behaviour management strategies, venting emotions and supporting each other, while others considered blogs a time imposition and questioned the usefulness of peer advice. While blog postings demonstrated some evidence of reflection and aligning theory and practice, they were overwhelmingly used for the sharing of behaviour management &quot;tips&quot;.
Direct Instruction in Mathematics: Issues for Schools with High Indigenous Enrolments--A Literature Review
Author: Ewing, Bronwyn
Date: 2011-04-00
Type: Information Analyses
Subjects: Direct Instruction,Federal Legislation,Foreign Countries,Literature Reviews,Mathematics Instruction,Indigenous Populations,Educational Practices,Evidence,Teaching Methods,Educational Strategies,Interaction,Classroom Communication,Grouping (Instructional Purposes),Textbooks,Performance Factors

Direct instruction, an approach that is becoming familiar to Queensland schools that have high Aboriginal and Torres Strait Islander populations, has been gaining substantial political and popular support in the United States of America [USA], England and Australia. Recent examples include the No Child Left Behind policy in the USA, the British National Numeracy Strategy and in Australia, Effective Third Wave Intervention Strategies. Direct instruction, stems directly from the model created in the 1960s under a Project Follow Through grant. It has been defined as a comprehensive system of education involving all aspects of instruction. Now in its third decade of influencing curriculum, instruction and research, direct instruction is also into its third decade of controversy because of its focus on explicit and highly directed instruction for learning. Characteristics of direct instruction are critiqued and discussed to identify implications for teaching and learning for Indigenous students.
Enabling Group-Based Learning in Teacher Education: A Case Study of Student Experience
Author: de Jong, Terry A.
Date: 2011-04-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Focus Groups,Student Experience,Teacher Educators,Case Studies,Preservice Teachers,Student Empowerment,Teacher Education,Action Research,Accountability,Outcomes of Education

&quot;Teacher education ill prepares pre-service teachers for the classroom.&quot; Research conducted in a teacher education program at Edith Cowan University (ECU) responded to this criticism. This longitudinal case study selected group work (i.e., group-based learning) to investigate the quality of its teacher education program. Phase one explored teacher educators' perceptions of group-based learning. Phase two explored pre-service teachers' perceptions and experience of group-based learning. This phase used student &quot;voice&quot; (i.e., through focus groups, confirmed field notes, summary sheets) to convey their ideas and experiences when studying in a group and/or implementing group-based learning in the classroom. This paper discusses phase two findings which show the importance of consistency and coherence in understanding group-based learning principles and practices, and the broad &quot;conditions&quot; and &quot;actions&quot; that enable meaningful learning. The research has enabled ECU teacher educators to enhance the quality of the teacher education program.
Enrollment Management's Sleeping Giant: The Net Price Calculator Mandate
Author: Fallon, Mary A. C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Enrollment Management,School Counselors,Paying for College,Student Recruitment,Reputation,Costs,College Applicants,College Choice,Prediction,Student Financial Aid

Enrollment managers will be watching to see how recruitment strategies change when higher education's sleeping giant--net price calculators (NPCs)--wakes in the fall of 2011. Some predict yield projections may be more difficult and reputations will be challenged as prospective students, their families, high school counselors, and independent college planners begin using NPCs to compare personalized estimates of aid, net price, and out-of-pocket costs before choosing which schools are worth their application time and money. In this article, the author breaks down the options and shows how colleges are preparing. (Contains 1 footnote.)
Who We Are: An In-Depth Look at the Educational Backgrounds, Career Paths and Development Needs of Chief Admission Officers and Enrollment Managers
Author: Schulz, Scott Andrew
Date: 2011-00-00
Type: Journal Articles
Subjects: Colleges,Enrollment Management,Interviews,Classification,Geographic Location,Career Development,College Admission,Admissions Officers,Educational Background,Two Year Colleges,Universities,Administrator Attitudes

The University of Southern California (USC) Center for Enrollment Research, Policy, and Practice, dedicated to research and action that advances the societal benefit of enrollment policies and practices in higher education, sought to shed light on professional preparation, career path and development issues related to chief admission officers and enrollment managers. The authors conducted more than 50 semi-structured interviews of one hour each with chief admission officers and enrollment managers from a diverse group of two- and four-year colleges and universities. Interviews took place during early 2009, and the sample spanned the range of public/private designation, Carnegie classification and geographic location. Interview volunteers were nearly evenly split among enrollment managers and chief admission officers from institutions with and without enrollment managers. This article presents findings from these conversations that shed light on who they are as enrollment professionals, assess what this means for how they approach their work, and inform efforts to cultivate and support the needs of future professionals.
Marketing Climate: New Considerations for Target Marketing in Graduate Student Enrollment Management
Author: Kranzow, Jeannine
Date: 2011-00-00
Type: Journal Articles
Subjects: Graduate Students,Graduate Study,College Choice,Enrollment Management,Marketing,Enrollment,Student Recruitment,Motivation,Access to Education,Social Justice,Economics,Academic Achievement

Lewison and Hawes (1997) discuss target marketing strategies of differentiated, concentrated or orchestrated marketing in their article "Student Marketing Strategies for Universities." While the authors agree with some of the suggested strategies and reasons behind them, their perspective as faculty teaching in a graduate education program offers some different nuances to ponder in the realm of student college selection and choice, which ultimately recommend that universities consider marketing in a broader sense than the current literature would suggest. In this article, the authors expand on Lewison and Hawes' suggested targeted marketing strategies and recommend that universities consider marketing in a broader sense, by considering the influence of climate on graduate school choice. The authors' intention in expanding this conversation is to offer a small, but critical component to Lewison and Hawes' suggested model. (Contains 2 figures.)
The Academic Success Inventory for College Students: Scale Development and Practical Implications for Use with Students
Author: Prevatt, Frances
Date: 2011-00-00
Type: Journal Articles
Subjects: College Students,Academic Achievement,Adjustment (to Environment),Surveys,Evaluation,Admissions Officers,Higher Education,Faculty Advisers,Career Development,Predictor Variables,Grade Point Average,High School Students

The Academic Success Inventory for College Students (ASICS) is a newly-developed, self-report instrument designed to evaluate academic success in college students. The 50-item instrument has 10 factors that measure general academic skills, career decidedness, internal and external motivation, anxiety, concentration, socializing, personal adjustment, and perceived efficacy of the instructor. The ASICS is a time-efficient, Internet-based survey that evaluates many constructs previously obtained only by administering numerous individual measures. Practical suggestions are given to help advisors and admission officers use the ASICS with college students.
Combined Credential Programs: Pedagogic, Practical, and Ideological Concerns
Author: Young, Kathryn S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Credentials,Elementary Education,Special Education,Preservice Teachers,Student Attitudes,Attitudes toward Disabilities,Teacher Education Programs,Special Education Teachers,Teacher Certification,Socialization,Public Colleges,Urban Schools,Case Studies,Decision Making,Social Influences

The number of teacher education programs combining general and special education teacher certification is growing. In spite of this increase, little has been known about how these programs impact preservice teachers' (PSTs) developing professional identities. This article uses a case study of one newly implemented combined credential program at a large, urban, public university in California to examine how PSTs experience the professional socialization of becoming a general &quot;and&quot; a special education teacher in relation to their perceptions about disability and typicality. This study examines societal, institutional, and personal factors that influence PSTs' understandings about general and special education teachers. It examines factors that influence their decisions about what type of teachers they want to become. It also examines the factors that influence their perceptions of disability and typicality. It considers the relationship between socializing agents (such as past experiences, public perception, and the teacher education program itself) in relation to PSTs' desires to become general or special educators. It also relates their professional decisions to the norms and values espoused within this new programmatic framework. Framed within the professional socialization and teacher identity literature, this study delves into the nuances of a combined credential program. (Contains 1 table and 1 note.)
Development and Design of a Merged Secondary and Special Education Teacher Preparation Program
Author: Fullerton, Ann
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Education,Program Design,Teacher Education Curriculum,General Education,Program Evaluation,Disabilities,Field Experience Programs,Special Education Teachers,Special Education,Inclusion,Teaching Methods,College Faculty,Middle School Teachers,Secondary School Teachers,Student Needs

As middle and secondary classrooms become increasingly inclusive, some special educators may not be prepared to teach content, and some general educators may not be prepared to address diverse learning needs. This mismatch between the reality of today's schools and traditional teacher preparation has led to the development of new models for teacher education that integrate or merge special education and general education. Integrated and merged models are two approaches to combining special and general education pedagogy for teacher education. In merged programs, faculty in general and special education collaborate to develop one program in which all candidates receive licensure in both general and special education. Merged programs are developed through the extensive and deliberate collaboration of general and special education faculty to redesign the teacher education curriculum and field experiences. However, while several merged programs have been developed to prepare elementary candidates, programs for middle/secondary candidates are scarce. When faculty from Curriculum and Instruction and Special Education consider creating a merged secondary program, many questions and issues arise. These questions and issues were addressed in the development and implementation of the Secondary Dual Educator's Program (SDEP). The overall purpose of SDEP is to develop strategic teachers with the versatility to meet the learning needs of all secondary students. This article describes the process used by cross-department faculty to develop the program design and components and how program evaluation led to revisions that strengthened the program. (Contains 3 figures.)
Evaluation of a Merged Secondary and Special Education Program
Author: Fullerton, Ann
Date: 2011-00-00
Type: Journal Articles
Subjects: Program Design,Secondary Education,Models,Program Evaluation,Change Strategies,Teacher Competency Testing,Regular and Special Education Relationship,Accessibility (for Disabled),College Outcomes Assessment,Teacher Education Curriculum,Teacher Education Programs,Measures (Individuals),Mainstreaming,Teacher Effectiveness,Student Teacher Evaluation,Unified Studies Curriculum

If classroom teachers are among the greatest determinant of student learning, then teacher preparation programs have a role to play improving educational outcomes for struggling learners. There are currently three established teacher preparation program models: (1) "discrete"; (2) "integrated"; and (3) "merged." In the "discrete" model, which is the most widely implemented of the three, general and special education programs are separate. In the "integrated" model, separate programs are retained but faculty work together to develop some courses and/or field experiences in which special education candidates learn about the general education curriculum while general education candidates learn about inclusive education. In "merged" programs, "faculty prepare general and special educators, using a single curriculum in which courses and field experiences are designed to address the needs of all students, including those who have disabilities." While most integrated or merged programs are at the elementary level, there are a few examples in secondary education. Many questions arise regarding the capabilities that might distinguish graduates of merged programs, the program design needed to develop these capabilities, and the impact graduates could have in schools and classrooms. In order to address these questions, research regarding the development, design and evaluation of merged programs is needed. The authors describe the development and initial implementation of the Secondary Dual Educator's Program (SDEP), a merged secondary education program. SDEP is a full-time graduate program culminating in licensure as a secondary educator in a content area (authorization to teach mid-level and/or high school), licensure in secondary special education, and a Master in Education (M.Ed.). This article uses data from multiple stakeholders to evaluate whether SDEP candidates and graduates are meeting program goals. This initial evaluation suggests that graduates of a merged secondary program developed competency in differentiated planning, assessment, and instruction in content area classrooms and embedded the provision of accommodations into their planning process.
Perils to Self-Efficacy Perceptions and Teacher-Preparation Quality among Special Education Intern Teachers
Author: Lee, Yeunjoo
Date: 2011-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Self Efficacy,Teacher Competencies,Special Education Teachers,Teacher Interns,Alternative Teacher Certification,Knowledge Base for Teaching,Pedagogical Content Knowledge,School Support,Technical Assistance,Educational Resources,Background,Likert Scales,Questionnaires,Student Teacher Attitudes

To reduce teacher shortages, an intern credential has been introduced as a means of alternate certification in California. Individuals who meet the requirement of subject matter competency are eligible for an intern credential, allowing them to teach students in special education programs for two years while completing their coursework requirements for certification. Often, intern teachers begin their employment with limited experience, knowledge, and skills in special education. Special education intern teachers are particularly vulnerable to attrition because of their stressful workloads, scant experience, and limited content knowledge. Therefore, it is critical to support special education intern teachers by reducing stress and improving their job satisfaction and retention rates. This study focused on perils to special education intern teachers' perceived self-efficacy and the quality of support they received, accounting for the influence of demographics, levels of paperwork, content knowledge, support from parents and school districts, and teacher preparation programs. Specifically, the authors examine correlates (perils) of intern teachers' levels of perceived teaching efficacy with access to teaching resources, personal background, competency knowledge, and perceived support--from school districts, from teacher preparation programs, and from pupils' parents. Results of the analyses are discussed. (Contains 5 tables.)
Pre-Service Teachers: Dispositional Traits, Emotional States, and Quality of Teacher-Student Interactions
Author: Ripski, Michael B.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Effectiveness,Attachment Behavior,Assertiveness,Teaching Experience,Depression (Psychology),Teacher Student Relationship,Personality Traits,Teacher Behavior,Anxiety,Stress Variables,Teacher Characteristics,Measures (Individuals),Classroom Observation Techniques,Questionnaires,Student Teaching,Emotional Development

Given the interactive nature of teaching, dispositional characteristics (i.e., traits that dispose a person towards certain behaviors, choices, and experiences) like assertiveness and openness or emotional states such as sadness, worry, and stress may play important roles in a teacher's ability to interact in meaningful, engaging, and effective ways with students. Preliminary work in the teaching field has found associations between teacher beliefs and attitudes and their effectiveness in their interactions with students. This study aims to better understand the dispositional traits and emotional states of pre-service teachers and the association between these attributes and the effectiveness of their interactions with students. The authors examine two dispositional traits that hold particular promise: (1) &quot;personality&quot;; and (2) &quot;adult attachment style.&quot; They also examine three emotional states: (1) &quot;depression&quot;; (2) &quot;anxiety&quot;; and (3) &quot;stress.&quot; Additionally, this study asks whether these qualities of pre-service teachers are similar to their same age peers, if they remain stable over time, and whether they predict preservice teachers' interactions with students in their student-teaching experience. The results of this study have important implications for teacher education and for understanding the characteristics of those individuals who are entering the teaching profession and who may show early promise as effective teachers. (Contains 6 tables.)
Struggles and Strategies in Teaching: Voices of Five Novice Secondary Teachers
Author: He, Ye
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Personal Narratives,Beginning Teachers,Secondary School Teachers,Teacher Attitudes,Interviews,Coping,Change Strategies,Focus Groups,Student Teacher Attitudes,Barriers,Performance Factors,Teaching Conditions

With shifts and changes in the social and professional context of 21st century education, beginning teachers are especially challenged by conflicts between their personal beliefs and the reality of teaching, in addition to the struggles first-year teachers often encounter. While there is an established body of literature in teacher education that examines teachers' concerns, studies exploring the emergence of such concerns and beginning teachers' strategies to survive during their first year of teaching is limited. Specifically, more studies that focus on the professional development of secondary teachers are needed. In this study, the authors followed five secondary preservice teachers for two years during their teacher education program and their first year of teaching. Using interviews and their written narratives, the authors described: (1) major concerns of preservice teachers; and (2) strategies the teachers used to help them face their concerns. Identification of their concerns and especially the strategies they used as they better understood their students and their students' families and became more aware of their identities as teachers also shed light on reforms in current teacher education efforts. (Contains 1 table.)