ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers' Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers' Preparation Programmes and In-Service Conditions
Author: Ficarra, Laura
Date: 2014-00-00
Type: Journal Articles
Subjects: Self Disclosure (Individuals),Knowledge Base for Teaching,Knowledge Level,Familiarity,Classroom Techniques,Classroom Environment,Educational Practices,Inservice Teacher Education,Teacher Competencies,Teacher Surveys,Evidence Based Practice,Teacher Certification,Special Education,Elementary Secondary Education,Teacher Education Programs

In the present investigation, teachers' self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and Supports (PBIS) had significantly higher mean knowledge ratings in the area of posting, teaching, reviewing, monitoring and reinforcing expectations than those who do not teach in a PBIS school. Teachers certified in special education had significantly higher knowledge and competency ratings in relation to maximising structure, using a continuum of strategies to acknowledge appropriate behaviour and employing a variety of techniques to respond to inappropriate behaviour than those not certified in special education. Teachers' knowledge of each of these practices came mostly from in-service sources. Implications of these findings for teachers' preparation in classroom management are discussed.
Investigating the Stress Levels of Early Childhood, Primary and Secondary Pre-Service Teachers during Teaching Practicum
Author: Geng, Gretchen
Date: 2015-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Preservice Teachers,Practicums,Student Teachers,Elementary Secondary Education,Stress Variables,Questionnaires,Online Courses,Educational Environment,Qualitative Research,Statistical Analysis,Task Analysis,Student Characteristics,School Support,Foreign Countries

This study investigated stress levels of pre-service teachers (PSTs) across three categories of teaching context: early childhood, primary and secondary. This paper focused on exploring the stressors in the completion of tasks in teaching practicum in the three categories of teaching context and an awareness of and access to support systems. The Perceived Stress Scale (PSS) and an online questionnaire were used to measure the nature and level of stress. Significant results were found in relation to the school climate and the stress levels of PSTs across the three different teaching contexts. These findings have implications in terms of understanding different PSTs' stress levels across the three teaching contexts and ways they could be supported to reduce their stress level and achieve better study outcomes.
Environmental Education in Pre-Service Teacher Training: A Literature Review of Existing Evidence
Author: Álvarez-García, Olaya
Date: 2015-00-00
Type: Journal Articles
Subjects: Environmental Education,Preservice Teachers,Literature Reviews,Evidence,Meta Analysis,Program Effectiveness,Program Evaluation,Training Methods,Models,Program Proposals,Integrated Curriculum,Sustainable Development,Search Strategies,Content Analysis,Foreign Countries

The importance of pre-service teacher training regarding environmental education (EE) has been vastly demonstrated. This systematic review examined the existing evidence from studies evaluating and analysing the relationship between EE, including environmental competences and pre-service primary school teacher training. The literature review performed included 24 documents (22 peer reviewed journal articles and two doctoral theses). The strategy followed consisted in locating documents by a reliable search strategy; establishing the criteria for the selection of documents to analyse from the documents located and rigorously analysing the documents selected based on clear and precise criteria and dimensions. In general terms, the literature review analysis has emphasised the lack of environmental competences amongst pre-service teacher students and the gaps in the teacher training curriculums regarding EE. The overall scarcity of research in this area, jointly with certain gaps and methodological limitations, affirms the need for strengthening the evidence base.
Knowledge, Attitudes and Behaviour Regarding Waste Management in a Grammar and a Comprehensive School in England--Results from a School Questionnaire
Author: Kolbe, Karin Dorina
Date: 2015-00-00
Type: Journal Articles
Subjects: Wastes,Elementary School Students,Student Behavior,Recycling,Sustainability,Information Sources,Knowledge Level,Student Attitudes,Questionnaires,Foreign Countries,Environmental Education,Comparative Analysis,Comprehensive Programs

Well-organised waste management is an essential part of sustainable development. The saving of resources and energy is everyone's concern and environmental education is vital to guarantee a sustainable lifestyle in the long run. To find out what similarities and differences in views regarding waste management exist between grammar school pupils and comprehensive school pupils in England, questionnaires were designed and distributed in two schools in the same English city. The questionnaires aimed at quantifying and establishing students' knowledge, attitudes and behaviour regarding waste management. The results illustrate that students from the grammar school had higher levels of knowledge, were more likely to recycle and used more sources of information regarding waste management. Waste reduction was considered important by almost all students. However, students in both schools considered composting and waste reduction as less important than recycling and thereby did not fully agree with sustainable waste management.
Envisioning the Future: Bachelor's and Master's Degree Students' Perspectives
Author: Iliško, Dzintra
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Educational Attitudes,Bachelors Degrees,Masters Degrees,Sustainability,Interviews,Focus Groups,Futures (of Society),Aspiration

Education is a future-facing activity. Therefore, universities need to engage students in building alternative and preferable future scenarios and reveal features of unsustainability, as well as open spaces for students to participate in discussions and negotiate new meanings. This paper reveals the future visions bachelor's and master's degree students from one of the regional universities in eastern Latvia have of education and focuses on a sustainability analysis (sustainable and unsustainable) of societal aspects and education. The authors conclude that thinking about preferred futures make students more aware of the positive changes that could be made and their personal responsibility to contribute to these changes. In this connection, the need to take a broad, integrated and holistic view of the future and its social and personal significance is of utmost importance.
Microteaching Impact on Student Teacher's Performance: A Case Study from Kuwait
Author: Al Darwish, Salwa
Date: 2016-08-00
Type: Journal Articles
Subjects: Microteaching,Performance Based Assessment,Case Studies,Delivery Systems,English Language Learners,Preservice Teachers,English Teachers,Student Experience,Observation,Peer Evaluation,Feedback (Response),Instructional Effectiveness,Teaching Methods,Academic Achievement,Foreign Countries,Qualitative Research

The purpose of this study is to determine the impact of micro-teaching technique in delivering the lesson to children whose first language is not English. It involved three first year English language teachers who have been teaching in elementary public schools for one year, a group of student teachers who are in their senior academic year preceding the practicum course, and the author who is senior teacher trainer. Participation in this microteaching study has provided a sense of validation for much of what these student teachers do and how they do it, which has resulted in ongoing critical reflection and peer discussion. Although initially the data shows a giving rise to anxiety among some participants, it has led to greater self-awareness and increased confidence in participants' own ability and expertise, and a endorsement of their teaching style and practice.
Pre-Service Teachers' Views of Their Training: Key Issues to Sustain Quality Teacher Education
Author: Flores, Maria Assunção
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Preservice Teacher Education,Educational Quality,Sustainability,Masters Programs,Questionnaires,Curriculum,Course Content,Teaching Methods,Teacher Role,Teacher Educators,Data Analysis

This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master's degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers' educators are discussed.
Investigating Estonian Teachers' Expectations for the General Education Curriculum
Author: Viirpalu, Piret
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,General Education,Questionnaires,Preferences,Teacher Attitudes,Curriculum Development,Teacher Competencies,Professional Autonomy,Teacher Expectations of Students,Teaching Experience,Curriculum Evaluation,Likert Scales,Qualitative Research,National Curriculum

Finding a balance between a centralised and decentralised curricular policy for general education and seeing teachers as autonomous agents of curriculum development is a recurrent issue in many countries. Radical reforms bring about the need to investigate whether and to what extent different parties - and first of all, teachers - are ready to accept and internalise the new policies and roles as curriculum leaders to ensure the sustainability of curriculum development. The purpose of this paper is to describe the development of a questionnaire for investigating Estonian teachers' curricular work and preferences and to introduce the results of its piloting. The main topics covered by the questionnaire are teachers' experience and autonomy in using and developing curricula, their preparation for curriculum development and preferences and expectations for the best curricular solutions. The developed questionnaire can be used for investigating teachers' curricular work and preferences in different national contexts, thus enabling comparative studies across countries with different practices regarding curriculum policy.
The Dispositions, Abilities and Behaviours (DAB) Framework for Profiling Learners' Sustainability Competencies in Higher Education
Author: Besong, Frida
Date: 2015-00-00
Type: Journal Articles
Subjects: Sustainability,Academic Ability,Student Attitudes,Beliefs,Student Behavior,Profiles,Intervention,Mixed Methods Research,Guidelines,Benchmarking,Minimum Competency Testing,Online Surveys,Undergraduate Students,Foreign Countries

The concepts of sustainability and sustainability competence are controversial, complex, difficult to define and measure, and have varied meanings for different people and practices. Given the complex nature of sustainability, there is limited availability of paradigmatic frameworks to guide educators in assessing sustainability competencies. This paper introduces the Dispositions, Abilities and Behaviours (DAB) framework, which influenced the design of an intervention in 2013-2014 that profiled sustainability competencies among final year undergraduate students in a higher education institution. The results of the mixed methods study indicate that the DAB framework has good potential as a guide to educators or researchers in understanding and profiling sustainability-related abilities, attitudes and actions (areas of performance) of cohorts of students within higher education settings.
Improving the Teaching of Science through Discipline-Based Education Research: An Example from Physics
Author: McDermott, Lillian C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Research,Science Instruction,Physics,Inquiry,Geometric Concepts,Optics,Difficulty Level,Teaching Methods,Tutorial Programs,Evidence Based Practice,Instructional Improvement,Instructional Effectiveness,College Faculty

Research on the learning and teaching of science is an important field for scholarly inquiry by faculty in science departments. Such research has proved to be an efficient means for improving the effectiveness of instruction in physics. A basic topic in introductory physics is used to illustrate how discipline-based education research has helped identify certain conceptual and reasoning difficulties that are common among university students and pre-university teachers. The results have been used to guide the design of instruction that has brought about a significant improvement in learning. The type of research illustrated requires a deep knowledge of physics and ready accessibility to students as they study that subject. Both of these conditions are usually present only in physics departments, not in departments in which the primary focus is on educational theory and methodology. Although the context of this paper is physics, analogies can readily be made to other sciences.
YASS: A System Simulator for Operating System and Computer Architecture Teaching and Learning
Author: Mustafa, Besim
Date: 2013-00-00
Type: Journal Articles
Subjects: Concept Teaching,Educational Technology,Educational Practices,Relevance (Education),Computer System Design,Computer Simulation,Usability,Undergraduate Study,Integrated Learning Systems,Foreign Countries

A highly interactive, integrated and multi-level simulator has been developed specifically to support both the teachers and the learners of modern computer technologies at undergraduate level. The simulator provides a highly visual and user configurable environment with many pedagogical features aimed at facilitating deep understanding of concepts which are often difficult to grasp by the students. The rational behind the development is explained and the main features of the simulator are described. A brief account of the ways in which the simulator has been used to support undergraduate lectures and tutorials is given. The current state of the research in assessing and evaluating the value of the simulations at undergraduate levels is presented.
Curricular Elements for Learner Success--21st Century Skills
Author: Andrade, Maureen Snow
Date: 2016-08-00
Type: Journal Articles
Subjects: Success,Curriculum Design,Teaching Methods,Learning Theories,Educational Practices,Outcomes of Education,Teacher Role,Student Role,Best Practices,Achievement Need,Skill Analysis

Institutions of higher education are widening access to meet demand and to realize the benefits of an educated citizenry. Widened access has resulted in increased learner diversity, and consequently, differing expectations for teaching and learning. Achieving desired learning outcomes in this context suggests the need to examine curricular design, pedagogical approaches, and related learning theories. This paper identifies curricular elements for learner success, such as the flipped classroom, course redesign, and high impact practices, and links these to self-regulated learning to increase learner responsibility for the achievement of desired higher education outcomes--21st century skills for a global world.
Remodeling Science Education
Author: Hestenes, David
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Education,Educational Change,Mathematics Education,Physics,Teaching Methods,STEM Education,Scientific Literacy,Numeracy,Curriculum Design,Curriculum Implementation,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Chemistry,Mathematical Models,Science Curriculum,Elementary Secondary Education

Radical reform in science and mathematics education is needed to prepare citizens for challenges of the emerging knowledge-based global economy. We consider definite proposals to establish: (1) &quot;Standards of science and math literacy&quot; for all students. (2) &quot;Integration of the science curriculum&quot; with structure of matter, energy, models and modeling as unifying themes. (3) Pedagogy promoting &quot;scientific inquiry&quot; and argumentation. (4) Sustained &quot;professional development&quot; and support for teachers. (5) &quot;Institutional support from local universities&quot; for continuous upgrades in curriculum and teaching practices. Physics plays a central role in all these reforms.
A Physics Laboratory Course Designed Using Problem-Based Learning for Prospective Physics Teachers
Author: Ünal, Cezmi
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Education,Physics,Science Laboratories,Problem Based Learning,Science Teachers,Preservice Teachers,Science Process Skills,Constructivism (Learning),Science Experiments,Science Activities,Student Centered Learning,Scientific Concepts

In general, laboratories are exercises with a primary focus on the verification of established laws and principles, or on the discovery of objectively knowable facts. In laboratories, students gather data without comprehending the meaning of their actions. The cognitive demand of laboratory tasks is reduced to a minimal level. To prevent these deficiencies, activities in a physics laboratory course were redesigned using problem-based learning. Problem-based learning is an inquiry based instructional design in which experiential learning organized around the investigation, explanation, and resolution of meaningful problems. In activities, instructional strategy is student-centered and learning has to occur in small student groups under the guidance of a tutor. Authentic real world problems are primarily encountered in the learning sequence. To solve the problems, students propose hypothesis, and test their hypothesis with suitable experiment designs. Laboratory design and instruction strategies are very suitable for performing science process skills.
The Higher Education Academic Readiness of Students in the United States
Author: Carlson, Ronald
Date: 2016-08-00
Type: Journal Articles
Subjects: College Readiness,College Preparation,Scores,Comparative Analysis,Expenditure per Student,Academic Achievement,Achievement Tests,International Assessment,Secondary School Students,Living Standards,Economic Development,Statistical Analysis,Correlation,Test Results,Higher Education,Surveys,Adult Literacy,Foreign Countries,Adults,Late Adolescents

The authors examined the state of United States student academic readiness for higher education from a global perspective utilizing data from the Organization of Economic and Co-operation and Development (OECD) and Programme for International Student Assessment (PISA), which tests over a half a million 15 year old student's skills and knowledge. These scores were compared to the expenditures per student according to GDP growth and relation to U.S. dollars to draw conclusions. While it is true that the United States is among the top nations in terms of expenditures per student per year, the United States does not score in the top nations when tested by PISA. The authors did not find a correlation between the Gross Domestic Product (GDP) growth rate and the PISA Scores. The authors also examined several OECD studies across age groups and national performance and the United States students performed below the national averages. The authors, however, suggest that the declining average GDP growth rates and deteriorating standard of living in the United States are related in part, to the weakening academic performance in the United States. While the statistical correlation between academic performance and economic growth rates has not been proven, the United States mediocre test results are still disquieting. It may prove true that it will take several decades before the correlation becomes statistically evident and, at that point, it may take a generation, or much more, for the United States to recover and become competitive globally once again.
Interplay of Rhizome and Education for Sustainable Development
Author: Tillmanns, Tanja
Date: 2014-00-00
Type: Journal Articles
Subjects: Sustainable Development,Educational Practices,Sustainability,Educational Principles,Models,Educational Cooperation,Active Learning,Cooperative Learning,Instructional Innovation,Educational Change,Curriculum Development,Systems Approach,Concept Formation

One of the central challenges within education for sustainable development (ESD) is in empowering learners to reframe mindsets, particularly those that result in unsustainable behaviours and/or actions. This paper introduces the concept of rhizome articulated by Deleuze and Guattari (1987) and proposes that it can act as a framework for re-conceptualising processes of ESD. Key constructs within the rhizome, such as assemblages, nomadism, war machines and lines of flights, are discussed to highlight their relevance to ESD. The principles of the rhizome (connection, heterogeneity, multiplicity, signifying rupture, cartography and decalcomania) are then examined in the context of six processes necessary for effective ESD outlined by Tilbury (2011), namely, collaboration, dialogue, &quot;whole system&quot; engagement, innovation within curricula, teaching and learning and active and participatory learning. The final section critically considers how this weaving of rhizomatic principles with the processes of ESD impacts on educating for sustainability. The rhizome has the potential to inspire educators and learners alike to become more critically aware of the interconnectivity and disruptive influences within sustainability. In this regard, the discussion ends by concluding that the reconceptualisation of ESD as rhizome or rhizomatic can foster an ontological shift towards perceiving the nature of reality as complex interconnected multiplicities.
Policies Regulating the Assignments of the Bachelor of Education Programme of Indira Gandhi National Open University: A Case Study
Author: Bose, Sutapa
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Universities,Educational Policy,Assignments,Bachelors Degrees,Policy Formation,Open Education,Distance Education,Educational Practices,Educational Objectives,Educational Quality,Feedback (Response)

This case study examines the policies formulated by the Indira Gandhi National Open University (IGNOU), an open and distance learning university of India for regulating the practices related to the assignments of its Bachelor of Education programme. Following the examination it argues that some policies are formulated in the context of the pedagogic significance of assignments in distance education and aim to support learning, while others seem to have been formulated for coping with the financial and administrative limitations imposed by the high enrolment in the programme. It infers that the dichotomy in the policy objectives reflects the diverging perspectives of the policies that have not been reconciled during policy formulation. It also suggests the way the policies that subordinate quality to quantity can be revised.