ethanporcaro/eric-fulltext-meta huggingface dataset:
Utilizing an Experiential Approach to Teacher Learning about AfL: A Consciousness Raising Opportunity
Author: Dixon, Helen
Date: 2016-11-00
Type: Journal Articles
Subjects: Experiential Learning,Faculty Development,Beliefs,Self Efficacy,Undergraduate Students,Learning Experience,Pretests Posttests,Experienced Teachers,Attitude Change,Learning Activities,Bachelors Degrees,Program Effectiveness,Student Teacher Attitudes,Foreign Countries

In this article we focus on how an experiential based approach to teacher learning about assessment for learning (AfL) provided opportunities for teachers to examine: their deep-seated beliefs about effective learning (and teaching); how these beliefs permeated their day-to-day actions and interactions with students, and the consequence of these actions and interactions for student learning. It also pays attention to how teacher self-efficacy in the use of various AfL strategies was developed through a heightened awareness of the beneficial effects of these strategies on teachers' own learning in particular.
Faculty Engagement as a Function of Instructional Mode and Employment Status
Author: Mandernach, B. Jean
Date: 2015-00-00
Type: Journal Articles
Subjects: Employment Level,College Faculty,Teacher Participation,Higher Education,Employees,Teaching Methods,Part Time Employment,Instructional Effectiveness,Statistical Analysis,Blended Learning,Educational Technology,Work Environment,Electronic Learning,Online Courses

Work engagement is a positive, fulfilling, work-related state of mind that is characterized by vigor, dedication, and absorption. Employees reporting higher work engagement tend to be more satisfied, productive and show increased job longevity. As such, institutions benefit both financially and educationally--by having faculty who are engaged with the academic community. The current study examined differences in faculty engagement as a function of instructional mode (face-to-face, online or blended) and employment status (full- or part-time). A survey of 777 faculty revealed that faculty members teaching in the face-to-face classroom reported higher levels of work engagement than their online counterparts (regardless of whether employment status was full- or part-time). The discussion highlights factors that may impact faculty engagement and offers strategies for fostering engagement for those working in an online setting.
Reforming Vocational Didactics by Implementing a New VET Teacher Education in Denmark: Tensions and Challenges Reflected in Interviews with Vocational College Teachers
Author: Duch, Henriette
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Vocational Education Teachers,Educational Change,Teaching Methods,College Faculty,Semi Structured Interviews,Focus Groups,Theory Practice Relationship,Teacher Education Programs

A new education program, Diploma of Vocational Pedagogy, has recently been implemented in Denmark to upskill vocational college teachers and improve didactics at VET colleges in general. Among many challenges, vocational college teachers have to adapt their pedagogy to a large number of students from backgrounds with no tradition for education. Despite historical changes, the education as vocational college teacher also struggles with the interplay between theory and practice in the program and great diversity among vocational college teachers. Based on empirical data from focus group interviews with students from the Diploma of Vocational Pedagogy program and concepts developed by Bernstein and Bourdieu, the article analyzes how these aspects might affect the development of new vocational didactics. We know that it is not easy to change the culture of educational institutions, and the analysis uncovers several factors that are expected to hamper the development processes.
Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training
Author: Nore, Haege
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Teaching Methods,Blended Learning,Educational Practices,Educational Change,Electronic Publishing,Portfolios (Background Materials),Personal Autonomy,Transformative Learning,Instructional Design,Learning Processes,Vocational Education Teachers,Teacher Education,Apprenticeships,Sales Occupations,Plumbing,Skilled Occupations,Longitudinal Studies,Qualitative Research,Training

This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a re-contextualization of vocational didactics as well as re-defining roles and responsibilities of the actors. The article discuss new forms of boundary crossing, dealing with e-portfolios as boundary objects, increasing learner autonomy, transformative learning outcomes, interaction between actors and designing learning processes in hybrid learning-arenas. Vocational didactics as understood in a teacher-training context are challenged by more actors and new forms of interactivity with technological tools crossing sites. The study is based on a longitudinal study in a national project on quality assessment, interviews with teachers and trainers as well as apprenticeship training offices supported by documentary evidence from three trades: sales, plumbing and industrial mechanics.
What Sense Can We Make of the Possibility of Vocational Didactics? An Approach from the Spanish School-Based System Complemented by Non-Formal Vocational Training
Author: Marhuenda-Fluixá, Fernando
Date: 2015-00-00
Type: Journal Articles
Subjects: Vocational Education,Informal Education,Instructional Innovation,Foreign Countries,Educational Improvement,Educational Practices,Teacher Education,Teaching Methods

Our contribution attempts to review the development of the field of didactics in Spain in the past 35 years and its contribution to the development and improvement of vocational education and training. We intend to show that the concern of didactics is an issue of great concern (and dispute) in Southern Europe, for which we will use Spain as an example. We will particularly analyse from a didactical approach (taking didactics as a normative applied discipline well established in academia) the possibilities that a traditionally school-based discipline has to improve the development of vocational education practice in and out of schools, for young and adult people, in terms of pedagogical innovation.
What We Know, What We Do and What We Could Do: Creating an Understanding of the Delivery of Health Education in Lower Secondary Government Schools in Western Australia
Author: Barwood, Donna M.
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,Delivery Systems,Health Education,Secondary Education,Staff Utilization,Scheduling,Mixed Methods Research,Semi Structured Interviews,Time Factors (Learning),Educational Practices,Educational Change,Online Surveys,Teacher Surveys,Relevance (Education)

This paper focuses on the delivery of health education (HE) as a subject in lower secondary government schools in Western Australia (WA). It explores timetabling and staffing associated with HE and the issues arising from resourcing arrangements. This paper stems from of a study that investigated the prioritising of HE, which at that time, was timetabled as a separate, disciplined-based subject belonging to the Health and Physical Education (HPE) learning area. Insights from the study raise questions as to the qualifications of some teachers delivering HE and whether schools and universities in WA give HE the attention that it arguably requires if teachers are to effectively support young people's health. The paper presents challenges and recommendations for teacher education institutions in the light of data.
Arts Education Academics' Perceptions of eLearning &amp; Teaching in Australian Early Childhood and Primary ITE Degrees
Author: Baker, William J.
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,Art Education,Electronic Learning,Preservice Teacher Education,College Faculty,Teacher Attitudes,Early Childhood Education,Primary Education,Interviews,Data Analysis,Professional Identity,Theory Practice Relationship,Epistemology,Coding,Learner Engagement,Learning Experience

This article presents the findings of an investigation of eLearning &amp; teaching in Arts education in Australian Initial Teacher Education (ITE) degrees. This project used survey and interviews to collect data from academics in 16 universities in 5 Australian states regarding their experiences of eLearning and Arts education. A rigorous and comprehensive thematic, inductive approach to the analysis of data revealed four main themes: congruence and incongruence of eLearning in Arts education with academic identity, dissonance between eLearning and the nature of Arts education, negatively perceived reasons for teaching Arts education in an eLearning mode, and some expressions of positive experiences in this space. These themes revealed a divided, unsettled and challenging space with pockets of acceptance, but characterised by epistemological and pedagogical questions, doubts and uneasiness.
Discussing Active Learning from the Practitioner's Perspective
Author: Bamba, Priscilla
Date: 2015-00-00
Type: Journal Articles
Subjects: Active Learning,Community Colleges,Two Year College Students,Two Year Colleges,English (Second Language),Second Language Learning,Writing Assignments

The purpose of this paper is to present an overview of how active learning took place in a class containing specific readings,cooperative and collaborative group work, and a writing assignment for college students at a Northern Virginia Community College campus (NVCC). Requisite knowledge, skills, learner characteristics, brain-based learning, and the active learning environment in relation to motivation and participation, as well as the transfer of learning, are also discussed from a practitioner's stance. Learning is a process the individual actively discovers and builds on previous knowledge through a progression of carefully planned activities. The lesson model followed was that of Madeline Hunter (1994) (see Appendix A), but more current research, such as that of Dawes and Larson (2011) and Yoders (2014), is also used.
Preparing Pre-Service Teachers for Professional Engagement through Place/Community Pedagogies and Partnerships
Author: Green, Monica M.
Date: 2016-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Place Based Education,Partnerships in Education,Foreign Countries,Teacher Educators,Environmental Education,Undergraduate Study,Student Teacher Attitudes,Field Instruction,Online Surveys,Outcomes of Education,Student Teachers,Case Studies

There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers' professional knowledge, engagement and practice in an undergraduate Bachelor of Education (primary) course. The paper reports on a study about teacher education students' perspectives of fieldwork-based learning and its potential to inform students' future engagement with the broader school community. Using a conceptual framework of place- and community based education, the study examined data from an electronic survey and student teacher fieldwork reflections to better understand how pre-service teachers interpret the benefits of working with local schools, and community-based representatives. Findings suggest pre-service teachers' professional engagement was significantly enhanced as a consequence of partnership fieldwork. The implications for teacher education and future teacher practice are discussed.
Conspicuous Strategies in Teaching Expressive Writing: A Quantitative Study Comparing Two Approaches to Process Writing
Author: Fontenot, Jennifer
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing Instruction,Teaching Methods,Expressive Language,Special Needs Students,Achievement Tests,Process Approach (Writing),Statistical Analysis,Hypothesis Testing,Academic Achievement,Instructional Effectiveness,Elementary School Students,Evidence Based Practice,Best Practices,National Competency Tests,Scores,Comparative Analysis,Pretests Posttests,Writing Tests,Writing Improvement,Quasiexperimental Design,Grade 6

A process-writing approach (BW) with novel concepts was developed by the authors to teach writing to elementary-level students. They believed the BW approach was effective but was particularly effective for special-needs students. Consequently, they decided to quantitatively test these assertions. Instead of testing students taught using the BW approach against a control with no special training, the authors chose to compare BW to a control trained using a widely-taught process-writing approach (PW). Rather than test null hypotheses that assert that BW and PW are equally effective for all students and that BW and PW were equally effective with special-needs students and general education students, the authors decided to test two alternative hypotheses: 1) The BW intervention is significantly better than the PW intervention for all students. 2) Special needs students show significantly more improvement than general-education students for both interventions but special-needs students trained with BW show more improvement than those trained with PW. The standardized Written Expression subtest of the Wechsler Individual Achievement Test II (WIAT-II), Form A, was used to quantify achievement. The WIAT was developed by Dr. David Wechsler and has been widely used to quantify academic achievement of people in many areas including written expression. The BW and PW groups were tested using the WIAT before and after being trained to write for four months using the BW and PW approaches. Student growth was analyzed for general-education and special-needs students for each intervention. Highly significant results confirmed the hypotheses regarding the effectiveness of the BW approach. The educational challenge to bring all children to higher levels of competence in their academies is daunting. In 2001 the No Child Left Behind Act (NCLB) was passed (www.nclb.gov) calling on educators to use research-validated strategies in order to effectively teach an ever-increasing diverse population of students. Elementary and middle schools across the nation are engaged in the pursuit of finding the best ways to teach the foundation skills of reading, writing, and arithmetic at a faster pace than ever before. Educators continue to deliberate which teaching strategies will improve student academic skills levels across the curriculum. School districts across the nation are seeking innovative research-based teaching strategies to improve student performance.
Working the Crowd: Behavior Management through Strategic Classroom Arrangement
Author: Martin, Jeff
Date: 2015-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Teacher Student Relationship,Proximity,Classroom Environment,Space Utilization,Educational Strategies,Teacher Behavior,Elementary Secondary Education

Every day in K-12 classrooms across the country, teachers are struggling to keep their students focused and on task during instructional time. There are hundreds of theories floating around about how to manage a classroom effectively, but nothing is as simple or as effective in engaging students as the physical presence of the teacher (Brophy, 1988). It does not matter if the teacher is six feet or four feet tall, male or female, a soft spoken person, or a forceful one because if done correctly, rarely will a word ever need to be spoken for this strategy to work. This is a strategy made famous by Fred Jones (2007), a nationally known classroom management guru, and is called &quot;working the crowd.&quot; There is a popular saying about the value of an ounce of prevention. Taking the time to set up a classroom properly before students ever arrive will result in in a smoothly managed classroom from the first day.
Active Learning Strategies for Complementing the Lecture Teaching Methods in Large Classes in Higher Education
Author: Mangram, Jeffrey A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Learning Strategies,Lecture Method,Large Group Instruction,Higher Education,Faculty Development,College Faculty,Mass Instruction,Educational Quality,Workshops,Educational Cooperation,Questioning Techniques,Reflection,Writing Strategies,Blended Learning,Student Centered Learning,Learner Engagement,Notetaking,Technology Uses in Education

Massification in higher education in Sub-Saharan Africa is an ongoing reality that poses particular challenges and opportunities for these nations (Mohamedbhai, 2008). Like Scott (1995), we use the term massification to refer to the rapid increase of students attending higher education institutions in the latter part of the 20th century and into the 21st century. We contend that even in large lecture hall situations, active teaching strategies can be employed to check for understanding, to engage more students in grappling with the content in deeper and more complex ways, and to model for prospective teachers on how to use these techniques to engage their future students in large classroom contexts. In this expository paper, we outline the professional development training we conducted with Kenyatta University teacher educators. We focused on teaching and modeling twelve active learning strategies that they could use in their classes, which are held in lecture halls with as many as 500 students in a class, and were useful active learning strategies regardless of the number of students in the class. By using the aforementioned active learning strategies, we believe the lecture method can be transformed into a tool that promotes active rather than passive learning. Massification does not have to mean a lower-quality learning experience despite large class sizes. Indeed, we argue that massification means a different learning experience for lecturers and students
Syllable Structure in Rumthawi Arabic
Author: AlBzour, Naser N.
Date: 2015-08-00
Type: Journal Articles
Subjects: Semitic Languages,Phonology,Dialects,Syllables,Language Variation,Foreign Countries,Morphemes,Form Classes (Languages)

This paper aims at investigating some phonological aspects of syllable structure in Rumthawi Arabic, a Levantine variety spoken in the northern region of Jordan. It basically sheds light on the OT constraint interaction that determines the surfacing onsets and codas of syllables in this dialect. The scope of this paper is more specifically confined to examining the optimal candidates that surface when the definite article morpheme is prefixed. It thus proves that OT constraints in RA interact in an interestingly distinctive way that triggers divergence and sometimes convergence with other dialects due to the parametrical ranking of these constraints in this dialect unlike some other dialects. It is hoped that this humble endeavor will give insight to many interested researchers to deeply investigate various phonological aspects of this dialect.
Parents' Positive Role in Students' Learning Process at Ishik University Preparatory School
Author: Tosun, Mustafa
Date: 2015-08-00
Type: Journal Articles
Subjects: Parent Role,Learning Processes,Parent Participation,Foreign Countries,College Students,Private Colleges,College Preparation,Observation,Guidance,Questionnaires

The reason that motivated me to initiate this writing is to emphasize the deficiency in the motivation and unwillingness of university youth cause of the parents approach toward the education at preparatory school. Moreover, my aim is to declare realistic suggestions about the issue with the help of observations that have been gained during the profession of teaching. These observations urged me to intensify on the act of the parents and their relations with guidance unit at preparatory school. This study was conducted to attract the significance of parents' involvement and its yield at prep-school.
Clinical Supervision Model in Teaching Practice: Does It Make a Difference in Supervisors' Performance?
Author: Gürsoy, Esim
Date: 2016-11-00
Type: Journal Articles
Subjects: Clinical Supervision (of Teachers),Teaching Models,Teaching Methods,Educational Practices,Supervisory Methods,Teacher Effectiveness,Preservice Teachers,Cooperating Teachers,Student Teacher Attitudes,Teacher Attitudes,Qualitative Research,Statistical Analysis,Experimental Groups,Control Groups,Statistical Significance,Interviews,Student Surveys,Teacher Surveys,Questionnaires,Student Satisfaction,Foreign Countries

In search for better practices there has been a plethora of research in preservice teacher training. To contribute to the literature, the current study aims at investigating teacher trainees' and cooperating teachers' views about the performance and contribution of supervisors during teaching practice after using Clinical Supervision Model. Experimental in design, the study gathered both qualitative and quantitative data from participants in the experimental (n = 108 CT; n = 191 TT) and control (n = 32 CT; n = 100 TT) groups. The findings revealed that there are statistically significant differences in participants' evaluations of their university supervisor in favor of the experimental group, suggesting the implementation of Clinical Supervision Model for teaching practice.
A Systems Model Comparing Australian and Chinese HRM Education
Author: Davidson, Paul
Date: 2017-00-00
Type: Journal Articles
Subjects: Systems Approach,Comparative Education,Human Resources,Labor Force Development,Professional Associations,Instructional Design,Elective Courses,Curriculum Design,Educational Change,Industry,Work Environment,International Cooperation,Program Descriptions,Masters Degrees,Accreditation (Institutions),Foreign Countries

This paper explores the implications for learning design in HRM education in the 21st century. An open systems perspective is used to argue the importance of establishing productive relationships between academia, professional associations, regulators and industry (resource inputs) to support the creation of optimal learning environments (the transformation process) to generate work-ready HR graduates (the product output). A comparison of Australian and Chinese curricula indicates similarities in terms of approximate programme weightings of general business units, core HRM, and elective units. It is recommended that curriculum design take into account the need to remain research-based academically, yet industry-focused, in the context of an international workplace. A key to this is the collaboration among the resource inputs. The curriculum formulation process is examined, with implications for 21st century HRM education design.
Marketing an Alternate Model for Science and Mathematics Initial Teacher Education
Author: Seen, Andrew
Date: 2016-11-00
Type: Journal Articles
Subjects: Science Education,Mathematics Education,Science Teachers,Mathematics Teachers,Teacher Education,Program Descriptions,Academic Degrees,Career Counseling,Barriers,Teaching Methods,Pedagogical Content Knowledge,Secondary School Teachers,Blended Learning,Bachelors Degrees,Foreign Countries

An innovative initial teacher education undergraduate degree has been offered for the first time in 2016 at an Australian University. The degree provides for qualification as a secondary science and mathematics teacher through the completion of a four-year-integrated science, mathematics and education program of study where the synergies available through concurrent, integrated study of content and teacher pedagogy are available. The paper describes the results of the analysis of data from science and mathematics-school teachers and career advisors in relation to the potential market for the program and perceived advantages and barriers to students selecting the degree.