ethanporcaro/eric-fulltext-meta huggingface dataset:
Creativity in Problem Solving: Uncovering the Origin of New Ideas
Author: Aldous, Carol R.
Date: 2005-00-00
Type: Journal Articles
Subjects: Creativity,Problem Solving,Protocol Analysis,Reflection,Innovation,Neuropsychology,Spatial Ability,Concept Formation,Visualization,Creative Thinking,Discovery Processes,Intuition

Innovation and enterprise depend for their success on the development of new ideas. But from where do new ideas come? How do they arise? Finding solutions to such questions is at the heart of creativity research and the solving of novel problems. Reflection, not only in cognitive processes but also in the non-cognitive ones used in solving novel mathematics problems, is uncovering a way in which the origins of new ideas occur. A study involving protocol analysis of five expert problem solvers identifies three critical elements. These elements have been employed to construct a framework of creative problem solving which may be used to foster creativity among young people under instruction and provide a cognitive explanation of the origin of new ideas. (Contains 3 figures and 1 footnote.)
Achieving Teacher Education Standards through a Mathematics Performance-Based Assessment: A Case Study of Five Colorado Preservice-Teachers on Field Experience
Author: Clark, Julie
Date: 2005-00-00
Type: Journal Articles
Subjects: Student Teaching,Preservice Teachers,Teacher Education Programs,Achievement Gains,Teaching Experience,Performance Based Assessment,Field Experience Programs,Academic Standards,Instructional Effectiveness,Elementary School Mathematics,Pretests Posttests,Mathematics Instruction,Portfolio Assessment,Student Teacher Attitudes

A range of factors has impinged on the provision of teacher education programs in the last decade. Largely emanating from governmental demands for increased accountability, these have included the setting of standards for student achievement, proof of program impact, and state and national testing. These legislative reforms and school district concerns initiated changes in field experience at a Western university and resulted in the introduction of performance-based assessments (PBA). During the final student teaching experience, preservice teachers were asked to teach mathematics to a group of students for a three-month period. Data analysis of pre and post tests revealed significant achievement gains for the elementary students. The preservice teachers' understanding of pedagogy and assessment evolved significantly as they experienced first-hand the impact of instructional choices on their students. Data analysis highlighted several main thematic connections including: (a) philosophy, attitudes and experiences, (b) knowledge, management and instruction, and (c) assessment and instruction. (Contains 2 tables.)
The Effect of Prior Experience with Computers, Statistical Self-Efficacy, and Computer Anxiety on Students' Achievement in an Introductory Statistics Course: A Partial Least Squares Path Analysis
Author: Abd-El-Fattah, Sabry M.
Date: 2005-00-00
Type: Journal Articles
Subjects: Self Efficacy,Computer Attitudes,Rating Scales,Path Analysis,Least Squares Statistics,Statistics,Anxiety,Introductory Courses,Academic Achievement,Measures (Individuals),Predictor Variables,Student Records,Undergraduate Students,Prior Learning

A Partial Least Squares Path Analysis technique was used to test the effect of students' prior experience with computers, statistical self-efficacy, and computer anxiety on their achievement in an introductory statistics course. Computer Anxiety Rating Scale and Current Statistics Self-Efficacy Scale were administered to a sample of 64 first-year university undergraduates (35 males and 29 females) enrolled in an introductory statistics course in a Faculty of Education. Achievement scores were obtained from students' records. Results of the study revealed that statistical self-efficacy was the most important predictor of students' achievement in statistics, followed by prior experience with computers and finally computer anxiety. In addition, statistical self-efficacy and prior experience with computers had an indirect effect on achievement in statistics through their effect on computer anxiety. Implications of these findings for teaching and learning statistics are discussed. (Contains 3 figures and 3 tables.)
Most of ESL Students Have Trouble with the Articles
Author: Miller, Julia
Date: 2005-00-00
Type: Journal Articles
Subjects: Native Speakers,English (Second Language),English,Limited English Speaking,Second Language Instruction,Second Language Learning,Native Language,Form Classes (Languages),Language Usage,Language Teachers,Nouns,College Students,Higher Education,Foreign Countries

The English article system presents many problems for non-native speakers of English, particularly when they do not have an equivalent structure in their first language. Different approaches to the teaching of articles have attempted to overcome this problem. By encouraging students to address the notion of countability and to identify specific uses of articles in English, the ESL teacher in this study was able to improve students' understanding of this difficult area and guide them to a more accurate usage of the English article system. (Contains 1 figure.)
Vocational Education and Training in Australian Schools: Issues for Practitioners
Author: Barnett, Kate
Date: 2005-00-00
Type: Journal Articles
Subjects: Curriculum Development,School Culture,Educational Change,Vocational Education,Foreign Countries,Educational Policy,Educational Quality,Curriculum Design,Certification,Workplace Learning,Partnerships in Education,Delivery Systems,Educational Resources,Change Strategies,Barriers,Performance Factors

Originally a series of local initiatives, Vocational Education and Training (VET) in Schools is now largely driven by policy makers and politicians who, too frequently, fail to appreciate the challenges the reform poses to teachers, school managers and workplace coordinators. Research has identified perceptions of poor quality in training, difficulties in curriculum development, assessment and accreditation, lack of opportunities for workplace learning, inadequate delivery methodologies, sometimes profound cultural incompatibilities and resourcing issues as barriers to successful implementation. Recent research has clarified many of these issues and provided some pointers to their resolution. These challenges should not detract from the positive achievements of VET in Schools that include a range of benefits to students of a personal and vocational nature as well as a broader impact on school culture.
Professional Socialisation of Valuers: What the Literature and Professional Bodies Offers
Author: Page, Geoff
Date: 2005-00-00
Type: Information Analyses
Subjects: Foreign Countries,Professional Personnel,Professional Education,Socialization,Individual Characteristics,Jargon,Business Administration,Legislation

Professional socialisation refers to the acquisition of values, attitudes, skills and knowledge pertaining to a professional subculture. This paper reviews the literature about professional socialisation and the dimensions that contribute to the process and definition of professional socialisation. This literature analysis is undertaken of cognate professions because there is no direct literature relating to valuers. The summary of the legislative requirements within Australia and the membership requirements of professional valuation bodies are examined to determine if these include elements of professional socialisation from a real world perspective. (Contains 2 tables.)
The Gifted: Identity Construction through the Practice of Gifted Education
Author: Schulz, Samantha
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gifted,Special Education,Educational History,Identification (Psychology),Discourse Analysis,Inclusion,Competition,Social Justice

Over the past two decades in Australia, the field of gifted education has expanded considerably. The term &quot;giftedness&quot; has effectively entered mainstream discourse. The field of gifted education, which nowadays operates as a compensatory function of mass education, is comprised of groups of people who broadly share in the concept of giftedness but contest, through discourse, its meanings and practices. This paper explores the politics of &quot;identity construction&quot; through gifted practice. Social constructionism was used in the study theoretically and methodologically, to underpin discourse analysis and the life history approach to research. This paper aims to delineate the study generally, and to shed light on its findings. It explores history, arguing that gifted education, despite prevailing claims to inclusivity, sustains competition and individualism and subverts the social function of education. (Contains 4 footnotes.)
Schooling, Multiculturalism and Cultural Identity: Case Study of Japanese Senior School Students in a Secondary School in South Australia
Author: Kijima, Miyoko
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Asians,High School Seniors,Suburban Schools,Case Studies,Self Concept,Barriers,Cultural Awareness,Cultural Pluralism,English (Second Language),Racial Bias,Educational Policy

This article reports a case study about the process experienced by Japanese International students (JIs) in a suburban high school. The study examined the relation between schooling, multiculturalism and cultural identity. The research explored cultural identity as the outcome of contest: an ideological struggle over values, practices and cultural identity. The major findings of the study were that JIs negotiated new cultural identities in the process of facing difficulties of language, cultural understanding and racism as barriers. In the light of these difficulties three recommendations were made to educational policy makers. This research offers schools and educational policy makers ways to meet better the educational and cultural needs of students in the International Student Program (ISP). Also it contributes to a greater understanding of the contested relation between schooling, multiculturalism and cultural identity in contemporary Australian society. (Contains 3 figures.)
Accomplishing New Literate Practices: Students with Disabilities Rewrite the Story
Author: Pickering, Cherie
Date: 2005-00-00
Type: Journal Articles
Subjects: Popular Culture,Disabilities,Mainstreaming,Academic Accommodations (Disabilities),Technology Integration,Technology Uses in Education,Technological Literacy,Electronic Publishing,Multimedia Materials,Student Publications,Foreign Countries,Educational Practices,Program Effectiveness,Teaching Methods

This paper relates a teacher's story about a classroom-based research project undertaken with a Year 3 to 7 Special Area Resource class, located in a Mainstream Primary School in the south west of Adelaide. The class consisted of 11 students verified as students with disabilities under the DECS disability criteria. The students' age range (from 8 to 13 years), variations in physical growth and development, different experiences, intellectual abilities and disabilities make co-teaching this group a challenging undertaking. Another difficulty faced involved establishing a sense of cohesion amongst this group who are taxied daily to and from the class from a number of suburbs. Despite these differences, the students shared an interest in popular culture. This opened an opportunity to engage them in the literacy work of the classroom through the use of media along with information and communication technologies (ICTs).
&quot;In the Eye of the Beholder...&quot;: Girls', Boys' and Teachers' Perceptions of Boys' Aggression to Girls
Author: Owens, Laurence
Date: 2005-00-00
Type: Journal Articles
Subjects: Middle Class,Sexual Harassment,Aggression,Psychological Studies,Gender Differences,Focus Groups,Interpersonal Attraction,Peer Groups,Foreign Countries,Grade 9,Teacher Attitudes,Student Attitudes,Verbal Communication,School Policy,Role

Because children and young teenagers usually associate in same-sex groups, psychological research concerned with adolescent aggression has often concentrated on within-sex relationships. However, during adolescence, boys and girls increasingly interact socially. This paper reports a study of boy-to-girl aggression as perceived by girls, boys and their teachers. Focus group discussions were conducted with groups of Grade 9 adolescents (aged between 14 and 15 years) across four middle class schools in metropolitan Adelaide, South Australia, and individual interviews were conducted with their teachers. Thematic analyses revealed different understandings by girls, boys and teachers of the same behaviour. Girls and teachers reported that boys frequently use verbally offensive language including sexual harassment toward girls but boys argued that they were often not being malicious but rather just joking and that girls over-reacted. Girls, boys and teachers agreed that boys often harassed girls in order to impress other boys and for their own entertainment or fun. Teachers also emphasised home and cultural background factors in influencing boys' behaviour toward girls. All three groups agreed that boys' behaviour toward girls could have devastating effects on the girl victims. Girls' appearance was reported as a major contributing factor associated with boys' victimisation such that, while physical attractiveness could protect a girl from boys' meanness, over-weight girls or those seen as being unattractive or &quot;uncool&quot; were vulnerable. However, girls were not seen universally as passive victims. Girls, boys and teachers reported that many girls responded assertively and even matched boys' aggression. Girls and boys agreed that teacher intervention was often not helpful. In contrast, teachers reported the effectiveness of school anti-harassment policies and a range of successful interventions. This study highlights the importance of understanding behaviour from different perspectives and confirms research that emphasises the crucial role of the peer group in influencing aggressive interactions among students in schools.
Addressing the Problem of Service Teaching Introductory Economics Subjects
Author: Barrett, Steven
Date: 2005-00-00
Type: Journal Articles
Subjects: Economics Education,Microeconomics,Macroeconomics,Undergraduate Study,Introductory Courses,Business Administration Education,Foreign Countries

Enrolments in undergraduate economics programs have been falling constantly since the early 1990s. This trend coincides with the increasing popularity of business and management degrees. Consequently, the major activity of many, if not most economics departments and schools in Australia is service teaching of introductory economics to first year business and management students. Such service teaching activities usually involve offering a conventional principles of macroeconomics subject and a conventional principles of microeconomics subject to business and management students. It is argued here that the conventional first year offerings do not meet the needs of the majority of the students taking these subjects. A review of the economics education literature has identified a number of strategies that have been proposed to increase the level of engagement of first year economics students. However, this article argues that these strategies are not considered to be appropriate for the challenge facing most Australian economics departments that are primarily teaching non-economics majors. The aim of this article is to propose an alternative framework that would allow economics departments to perform more effective and relevant service teaching activities. It is argued that current principles of economics subjects largely ignore two important institutions, in addition to markets, that societies use to answer the economic question, the government sector and the household sector. It is further argued that a principles of economics subject that places appropriate emphasis on a broader set of institutions should not just teach first year students about key economic theories, but it should also provide them with an understanding of how real economies work. This is a goal that is relevant for students undertaking either an economics degree or a business degree. The final section of the article provides a brief overview of how a principles of economics offering based on a broader institutional approach might differ from a traditional principles course. (Contains 2 tables.)
The Inquiry Nature of Primary Schools and Students' Self-Directed Learning Knowledge
Author: Van Deur, Penny
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Independent Study,Inquiry,Educational Environment,Elementary School Students,Knowledge Level,Measures (Individuals),School Culture

Self-directed learning (SDL) is viewed as a desirable outcome of schooling, yet scant information is available to educational leaders and teachers on how to implement an inquiry-based curriculum or to support effectively students' development as self-directed learners. To understand better the relationship between the inquiry nature of primary schools and students' SDL knowledge, The Primary School Characteristics Inventory was used to categorise six South Australian primary schools as providing a low, moderate, or high, level of support for inquiry. From within these schools, 150 students were explicitly taught about SDL. Students' SDL knowledge was assessed before engaging in four lessons on SDL, at the completion of the lessons, after three months and again after six months. Also, students' class work was assessed and examination made of the relationship between levels of thinking and the schools' emphasis on inquiry-based learning. This study identifies significant relationships between school context, SDL knowledge and classroom performance. (Contains 4 figures and 2 tables.)
Teachers' Learning in an Innovative School
Author: Bissaker, Kerry
Date: 2005-00-00
Type: Journal Articles
Subjects: Faculty Development,Professional Development,Teaching Methods,Educational Practices,Educational Strategies,Educational Policy,Policy Formation,Instructional Innovation,Partnerships in Education,Educational Opportunities,Foreign Countries,Science Course Improvement Projects,Intercollegiate Cooperation,Teacher Educator Education

The successful establishment of a purpose-built innovative school designed to support new ways of teaching and learning in the senior secondary years, particularly in the area of science and mathematics, required a comprehensive and research-based professional development policy and program. Planning professional learning opportunities for the teachers located within the Australian Science and Mathematics School (ASMS) emerged from reviewing the literature on effective professional development and collaboration between the ASMS leadership team and staff from Flinders University. In keeping with honouring the individual teachers and their specific learning needs a professional learning program that provided a range of options was developed. This article reports on the reasoning behind the design of the professional development policy and two specific strategies used to support teachers' learning and practice in this innovative environment.
Report of Best Practice: Development of an Ethics Manual as an Integral Component of Undergraduate Curriculum and Application for Graduates and Practitioners
Author: Angel, Lyndall Annette
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Study,Health Occupations,Health Personnel,Pharmacy,Ethics,Teaching Methods,Best Practices,Guides,Ethical Instruction,College Faculty,Allied Health Occupations Education,Thinking Skills,Curriculum Development,Instructional Design,College Instruction,Instructional Development,Plagiarism,Instructional Materials,Case Studies,Information Technology

An ethics manual to support undergraduate lectures or practitioners in a healthcare environment has been developed. The manual was developed from course materials designed to ensure an integrated approach throughout a four year pharmacy program as teaching professionalism, as well as professional ethics, has become increasingly important and a focus of significant research in the health professions. The manual strengthens the ethics component taught as part of the pharmacy program. The aim is to instill a culture of ethical reasoning and decision making in students that will then become part of their professional practice. Key ethical principles are introduced at the commencement of the manual, applied initially to student issues and then extended to a variety of relevant situations such as DNA technology and research and professional practice, culminating in a series of case studies investigating a range of ethical dilemmas necessitating sound ethical reasoning. Changes in consumer expectations and generally more ready access to health related information make it critical for health professionals to have a sound grounding in ethical reasoning skills. Educators need to change their approach to developing learning materials to reflect these consumer changes and to enable ongoing support for practitioners.
Applying Authentic Learning to Social Science: A Learning Design for an Inter-Disciplinary Sociology Subject
Author: Borthwick, Fiona
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sociology,Instructional Design,Interdisciplinary Approach,Education Work Relationship,Course Descriptions,Student Journals,Educational Principles,College Instruction,Instructional Development,Teaching Methods

As universities move towards more vocationally oriented courses, students expect pedagogic practices that make closer ties to potential workplaces. The pedagogical approach of authentic learning is well suited to this purpose as it proposes an apprenticeship-type model and a model that brings simulated work tasks into the classroom. In the social sciences, authentic learning is under-utilised and under-theorised as these subject areas do not fit easily into these models. An alternative model of authentic learning aims to offer students opportunities to &quot;enmind&quot; the requirements of a discipline, be critically reflective about that discipline, and to develop the skills to bring the discipline into their subjective experience. Using this model for authentic learning as a starting point, the authors have examined the applicability of authentic learning to the social sciences, derived relevant design principles and applied these to produce a learning design for a sociology subject that can be tested and critiqued. The purpose of this paper is to present this learning design as a starting point for discussion about a new form of authentic learning. (Contains 1 figure.)