ethanporcaro/eric-fulltext-meta huggingface dataset:
Taking the Sage off the Stage: Identifying Obstacles to Student-Centred Instruction on the Thai-Myanmar Border
Author: Tyrosvoutis, Gregory
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Educational Change,Foreign Countries,Ethnic Groups,Refugees,Immigrants,Social Change,Teacher Education Curriculum,Teacher Competencies,Teaching Methods,Education Majors,Barriers,Power Structure,Mixed Methods Research,Student Attitudes,High Schools,College Entrance Examinations,Teacher Student Relationship,Foreign Students

After the 1962 coup d'etat, Myanmar's education system plunged into a downward spiral of insolvency and isolation from internationally recognized education standards. In the years that followed, alternative education providers, including ethnic education service providers in Myanmar, and the refugee and migrant education systems in neighbouring Thailand, emerged to provide emergency education. Now Myanmar is in a time of great educational transition and reform, with a new teacher training curriculum and competency framework being developed. Insight into the instructional practices implemented is necessary to ensure effective reform that represents all educational stakeholders. Participants (n = 19) from Myanmar who were studying Education as a major at a Thai university responded to a mixed methods survey which asked them to explain common instructional practices in their high school education. The study identified that the pressure on teachers to adhere to the recall-intensive nature of the national university entrance test and teacher-student authoritative power-distance were the main barriers to practicing student-centered instructional methods. This study recommends a reconciliation of traditional direct instructional methods with an increased focus on interactive whole-class teaching.
Educational Equity Research in the Mainland of China: A Historical Perspective
Author: Zhang, Hongzhi
Date: 2016-00-00
Type: Journal Articles
Subjects: Equal Education,Foreign Countries,Social Change,Discourse Analysis,Educational History,Educational Research,Educational Development,Social Systems,Political Attitudes,Educational Change,Educational Theories,Educational Practices

Since the establishment of the People's Republic of China in 1949, there have been various discussions concerning educational equity in the different stages of education development. This paper focuses on the history and current situation of educational equity research in China. It examines the changes in the discourse on Chinese educational equity research in the Mao and post Mao era. In effect, academic research on educational equity was almost not-existent in the Mao era. At that time, the practice of educational equity was government-led and deeply affected by political ideology. In the post-Mao era, especially since the 1990s, research into educational equity has rapidly developed. Western academic discourses were considered and adapted to the context of China. This paper argues that the dominant discourse of Chinese educational equity research has changed as China's historical, economic and political contexts changed.
Quinnipiac School of Education--The Importance of Our NAPDS Association
Author: Dichele, Anne M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Universities,Schools of Education,Partnerships in Education,College School Cooperation,Awards,Program Descriptions,Public Schools,Elementary Schools,Charter Schools

The Quinnipiac University School of Education was one of two school-university partnerships honored with the 2016 NAPDS Award for Exemplary Professional Development School Achievement. In this invited article, Anne Dichele, the director of the school's Master of Arts in Teaching program, describes their ''small but innovative'' program. Now in its fifth year of existence, the partnership uniquely consists of the School of Education, one public elementary school, and one charter school.
What Every PDS Partner Should Know about Action Research
Author: Garin, Eva
Date: 2016-00-00
Type: Journal Articles
Subjects: Action Research,Professional Development Schools,Partnerships in Education,College School Cooperation,Seminars,Attitude Measures,Mentors,Preservice Teachers,Professional Development

This article explores the process of an action research project undertaken by a PDS partnership. Participants in a one day professional development seminar shared their perspectives on action research within a PDS network, and findings indicate that participants valued the collaborative effort and opportunities to share their research efforts. Findings from this study also reflect the importance of sustained professional development and support for mentor teachers and teacher candidates.
The Boundary Spanner in Professional Development Schools: In Search of Common Nomenclature
Author: Burns, Rebecca West
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Education,College School Cooperation,Partnerships in Education,Professional Development Schools,Qualitative Research,Meta Analysis,Teacher Education Programs,Teaching Methods,Preservice Teachers,Inservice Teacher Education,College Faculty,Faculty Development

Teacher education is entering an exciting era for professional development schools (PDS). Recent reform efforts have called for increased school-university partnerships (AACTE, 2010; NCATE, 2010), which means that the PDS community may be well poised to offer insight into the necessary boundary-spanning roles and structures needed to support robust school-university partnerships. The purpose of this qualitative meta-analysis was to use the findings from thirteen empirical studies from the past 30 years to generate new knowledge about the boundary-spanner role in PDS. Findings revealed that in the PDS literature terms for boundary-spanners are contextually-based and therefore vary greatly. This variance has created a lack of common terminology and potentially a lack of common understanding of the boundary-spanner role. The findings also revealed that the boundary-spanner role is supervisory by nature. Implications offer a beginning framework for scholars to use when describing boundary-spanner roles in research and scholarship. The framework has the potential to foster a common understanding while preserving contextually-specific terminology.
Creating Meaningful Partnerships: Connecting Teaching Candidates with Professional Development Schools through Service Learning
Author: Harrison, Lisa
Date: 2016-00-00
Type: Journal Articles
Subjects: Faculty Development,Service Learning,Partnerships in Education,College School Cooperation,Preservice Teachers,College Faculty,Teaching Methods,Preservice Teacher Education,Teacher Educators,Qualitative Research

Through the use of constructed narratives, this article shares the experiences of two preservice teachers and their university professor in implementing service learning projects that took place within their Professional Development School partnerships. Findings suggest that (1) service learning was a valuable instructional strategy to enhance the PDS model. (2) The embedded structures within the PDS partnership were beneficial in helping to create a successful service learning projects. (3) The service learning projects required the preservice teachers to engage in their PDS in new and meaningful ways that further supported preservice teacher learning. Recommendations for teacher educators who want to incorporate service learning include using the existing structures of their school university partnerships to support the implementation of service learning, create service learning projects that directly align with the partnership's School Improvement Plan, and establish clearly defined learning goals before preservice teachers engage in service learning to support their learning.
Improving Middle Grades STEM Teacher Content Knowledge and Pedagogical Practices through a School-University Partnership
Author: McCollough, Cherie
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Pedagogical Content Knowledge,Science Instruction,Mathematics Instruction,Scientists,College School Cooperation,Faculty Development,Mentors,Workshops,Partnerships in Education,Middle School Teachers,Science Teachers,Mathematics Teachers,Teacher Certification,Program Descriptions,Self Efficacy,Scores,School Districts,Teacher Collaboration,Teacher Leadership,Teacher Recruitment

This paper outlines a University-School District partnership with the intent to increase the number of middle grades mathematics and science teachers. This externally funded initiative includes onsite, authentically situated professional development for pre- and in-service teachers at three different urban, low-socioeconomic schools with a majority Hispanic population of students. Program objectives include increasing mathematics and science content knowledge, increasing self-efficacy in teaching math and science, building and incorporating a success-driven school culture and infrastructure to increase student performance in a well-articulated, scalable and transformable model. Program components include site based common planning times, STEM Thursdays where science and mathematics lessons are practiced and refined, authentic summer research opportunities for pre- and in-service teachers to work with scientists and university faculty, teacher certification workshops and a mentoring model that includes program graduates and pre-service teachers. First year results show that the program had a positive impact on the teachers' self-efficacy and outcome expectancy as their scores significantly increased after participation in the project. Key elements in the model included (1) a strong partnership between a school district and institution of higher education, (2) a unique collaboration between mathematics and science educators and scientists, pre-and in-service teachers, (3) a professional development and mentoring program designed around the school district's adopted course of study and the NSES, (4) the integration of community resources, (5) a partnership with preservice and inservice teachers and district administrators with science and mathematics higher education faculty, (6) the development of teacher leaders, and (7) a comprehensive evaluation program.
School-University Partnerships: The Professional Development Schools Model, Self-Efficacy, Teacher Efficacy, and Its Impact on Beginning Teachers
Author: Bebas, Christina
Date: 2016-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Self Efficacy,Beginning Teachers,Teacher Persistence,Mixed Methods Research,Teaching (Occupation),Teacher Education,Teacher Education Programs,Preservice Teachers,Student Teachers,Focus Groups,College Graduates,Elementary Education,Surveys,Interviews,Faculty Development

The purpose of this study was to investigate the elements of the professional development schools (PDS) model used at ABC University to consider its effect on beginning teacher persistence/ retention. A mixed methods design was utilized to explore the perceptions of graduates of the program who have remained in the teaching profession and graduates who have left or never entered the profession. Survey, focus group, and interview data were analyzed to consider if graduates of the program attributed the elements of the PDS model to increases in self-efficacy, teacher efficacy, and eventually persistence in the teaching profession. It was found that graduates of the specific teacher preparation program have high levels of self-efficacy and teacher efficacy and attribute the PDS model with increases in self-efficacy and teacher efficacy. Graduates connect their self-efficacy and teacher efficacy to their persistence. However, these increases do not predict or guarantee persistence/retention in the teaching profession.
Reflective Dialog Journals: A Tool for Developing Professional Competence in Novice Teachers
Author: Gut, Dianne M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Novices,Competence,Diaries,Reflection,College School Cooperation,Partnerships in Education,Mentors,Preservice Teachers,Qualitative Research,Teaching Methods,Teacher Education,College Faculty,Interviews

This study focuses on the use of a mentoring protocol, the reflective dialogue journal, to develop professional competencies for pre-service teachers within a school-university partnership. To examine the effectiveness of the reflective dialogue journal protocol and the processes employed by mentor teachers to assist pre-service teachers with developing professional competencies, this study utilized a qualitative research method and analyzed the reflective dialogue journals written by 21 pairs of mentor teachers and pre-service teachers over a period of 12 weeks. Results show that keeping reflective dialogue journals benefits both the mentor teachers and the pre-service teachers, allows mentor teachers to identify areas of concern by pre-service teachers, and provides a wide range of mentoring strategies for mentor teachers. Findings indicate this easy-to-use, evidence-based tool can be readily incorporated into mentoring programs to enhance reflective practice and provide structured mentoring opportunities.
Unpacking Instructional Alignment: The Influence of Teachers&apos; Use of Assessment Data on Instruction
Author: Abrams, Lisa
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Alignment (Education),Instructional Improvement,Evaluation Utilization,Influences,Use Studies,Evidence Based Practice,Qualitative Research,Interviews,Focus Groups,Elementary School Teachers,Middle School Teachers,School Culture,Evaluation Methods,Information Sources,Teacher Surveys

The use of assessment data to inform instruction is an important component of a comprehensive standards-based assessment programme. Examining teachers' data use for instruction can reveal the extent to which instruction is aligned with established content standards and assessment. This paper describes results of a qualitative study of teachers' data use in a mid-Atlantic metropolitan area in the United States. Focus group interviews with 60 upper elementary and middle school teachers from 45 schools were conducted. Findings indicate teachers aligned instruction and assessments with the state curriculum with the goal of improving student performance. While teachers found day-to-day informal assessments essential to shaping instruction, periodic formal assessments helped them monitor student progress and remediation efforts. Teachers described challenges associated with the misalignment of periodic assessments with instructional content, the breadth of content and higher cognitive demand expected in the newer state curriculum and the lack of infrastructure to support data use.
Investigating the Representation of Multiple Intelligences Theory in TPSOL Textbooks
Author: Ebadi, Saman
Date: 2016-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Teaching Methods,Textbook Content,Content Analysis,Check Lists,Learning Activities,Profiles,Foreign Countries,Indo European Languages,Second Language Learning,Second Language Instruction,Language Proficiency,Statistical Analysis

As the main applicable language resources in classrooms, textbooks provide the primary source of information, and they serve the foundation of instruction and transfer the curriculum objectives. Therefore, teachers should be conscious in choosing the right textbooks and activities for their students. The purpose of this study is to investigate one series of commonly used TPSOL textbooks in light of Multiple Intelligences Theory. Three Textbooks of Farsi Biyamuzim series were analyzed using a MI checklist developed by the present researchers based on the review of the related literature and frameworks of the theory. Careful analysis of the activities revealed that textbooks mostly catered for verbal/linguistic, visual/spatial, logical/mathematical, and interpersonal intelligences. The least dominant intelligence were intrapersonal, musical, and naturalist intelligence types and no example of the bodily/kinesthetic intelligence was observed in the analyzed textbooks' activities. In addition, the results of the study did not show any significant effect of proficiency level on application of intelligence types in textbooks. The findings of the study suggest the administrators and material developers to consider the necessity of applying various intelligence types in designing TPSOL textbooks.
Is It Too Late Now to Say Sorry?--The Language of Public Apologies in the Contexts of American and Philippine Television
Author: Dela Rosa, John Paul O.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pragmatics,Speech Acts,Television,North Americans,Asians,Psychological Patterns,Programming (Broadcast),Cross Cultural Studies,Computational Linguistics,Discourse Analysis,Language Research

This pragmatic study of the speech act of apology aims to look into the apology strategies and felicity conditions fulfilled in the public apology statements of an American and a Filipino TV host after alleged faults done during the pageant nights of Miss Universe 2015 and Binibining Pilipinas 2015, respectively. Specifically, the study purposes to establish similarities and differences between the apology strategies and felicity conditions employed in both American and Filipino public apologies. It was found that the American TV host provided a more direct apology expression as compared to the more intensified expression of the Filipino TV host. On the basis of the apology strategies used, the American TV host made emphasis on self-blame, self-embarrassment, and on a more empathetic type of apology. On the other hand, the Filipino TV host made her apology more self-justifying which highlights explicit lack of intent and denial of self-responsibility. As regards felicity conditions, the apology statement of the American TV host is more felicitous than that of the Filipino TV host. The emergence of less common apology strategies was also traced from the statement of the Filipino TV host--the transfer of guilt towards the &quot;apologizee&quot; and the expression of gratitude to a certain group of people to counter the negative impact of the mistake or fault committed.
English Language Publishing in Chemical Engineering Journals from an Indian Academic&apos;s Point of View--A Broad Scientific Perspective
Author: Palit, Sukanchan
Date: 2016-00-00
Type: Journal Articles
Subjects: Chemical Engineering,Periodicals,English (Second Language),Second Language Learning,Second Language Instruction,Plagiarism,Editing,Scientific Research,Publishing Industry,Foreign Countries,Rural Development,Biotechnology,Futures (of Society)

Scientific vision and scientific understanding in today's world are in the path of new glory. Chemical Engineering science is witnessing drastic and rapid changes. The metamorphosis of human civilization in this century is faced with vicious challenges. Progress of Chemical Engineering science, the vision of technology and the broad chemical engineering applications together will go a long way in the true emancipation of scientific publishing and scientific editing. The author as a Chemical Engineer deeply delves into the world of chemical engineering science and unfolds the vast and visionary domain of publishing and editing. The author with deep and cogent insight uncovers the various branches of chemical engineering subject, its vast and varied applications and the futuristic vision of publishing in Chemical Engineering Journals. Scientific writing in today's world is in the path of newer regeneration. Plagiarism issues are changing the face of global scientific writing. It is a burning as well as a vexing issue. The human scientific endeavour is in the state of a difficult crisis. The sole aim and objective of this treatise is to address the need of lucid and plagiarism-free scientific writing in India. The message of plagiarism free writing in India needs to be strong and far-reaching. In today's scientific perspective, the need for scientific writing, whether it is of Engineering or Medicine, is immense and also needs to be targeted to the common mass. Chemical engineering is also in the path of new regeneration and newer reenvisioning. The domain of chemical engineering is now diversifying into different areas of Bio-engineering, Biotechnology and Medicine. In a separate section, the author delineates the visionary scientific endeavours in scientific writing especially medical science writing. There is an immense need for Chemical Engineering writing as India moves into a new eon of scientific cognizance and greater scientific vision. Mankind's vision and scientific prowess will be emboldened as India moves into a new scientific era. The basic upshot of scientific writing with targets towards sustainable development needs to be re-envisioned. The author touches upon the wide world of interdisciplinary areas of chemical engineering particularly, biotechnology, bioengineering and rural development in India. These aim and objectives will open up newer future thoughts and newer future vision in the years to come.
English Language Teachers&apos; Implementation of Curriculum with Action-Oriented Approach in Turkish Primary Education Classrooms
Author: Yeni-Palabiyik, P.
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Curriculum Implementation,Curriculum Development,Innovation,Elementary School Students,Case Studies,Observation,Interviews,Teaching Methods,Pedagogical Content Knowledge,Foreign Countries,Educational Change,Constructivism (Learning),Language Teachers,Language Proficiency,Elementary School Teachers,Qualitative Research

The aim of the study is to explore English language teachers' implementation of a curriculum innovation with an action-oriented approach in the context of teaching English to very young learners in Turkish primary schools. As a part of exploratory case study design, data from multiple sources were gathered in the form of observational field notes, followup interviews and document analysis. Findings indicated a variation in teachers' instructional practices ranging from traditional to constructivist. Even if factors such as presence of instructional materials and facilities of the school influenced the implementation, this study indicated that the teacher is the main factor in effective delivery of any imposed change. Besides, the positive influence of proficiency in subject-matter knowledge and curricular knowledge to achieve coherence between the intended and delivered curriculum was revealed. The results showed that providing an ongoing support and including teachers in the process of curriculum development helped to promote the effective implementation of the curriculum innovation.