ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptions of Cyberbullying amongst Teachers and Senior Management
Author: Mattioni, Loreto
Date: 2016-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Intervention,Gender Differences,Social Isolation,Administrator Attitudes,Prevention,Educational Environment,Student Behavior,Faculty Development,Principals,Elementary School Students,Secondary School Students,Foreign Countries

Cyberbullying has become a serious problem that can have significant long-term effects on students' mental health and academic outcomes. Given that most cyberbullying experiences involve individuals from a student's school environment, it is important to examine the views of school staff on cyberbullying to develop appropriate prevention and intervention strategies. Positioned within the social-ecological framework, where interactions are facilitated by technology, this study explored teachers' and senior managers' perceptions towards cyberbullying. An online anonymous survey yielded 210 responses. The results showed that most respondents understood what behaviours constituted cyberbullying. However, many were unlikely to identify social exclusion as a component of cyberbullying. They perceived cyberbullying as conducted by students across all age groups, but mainly by girls. Senior managers were more likely than teachers to report low frequencies of cyberbullying and thus, not surprisingly, less likely than teachers to perceive cyberbullying as a problem in their schools. Finally, the majority of staff wanted to receive training on how to deal with cyberbullying.
Teacher-Talk: Supporting Teacher Practice
Author: Starr, Sandra
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learner Engagement,Teaching Methods,Rural Schools,Indigenous Populations,Pacific Islanders,Culturally Relevant Education,Resource Teachers,Interpersonal Communication,Inclusion,Inquiry,Faculty Development,Elementary Secondary Education,Interaction

Teacher-talk is a key tool for engaging students in learning. This report examines a process whereby data was used to support teachers in reflecting on their teacher-talk. The context for the study was a small rural New Zealand area school with predominantly Maori students and staff. Emphasis was on strategies that engage, in particular, Maori students. Analysis showed that a combination of data analysis and anecdotal reflection are, in combination, powerful tools for teacher development and change. Mixed methods observations in three participant teachers' classrooms were followed up with professional learning discussions. The combination of quantitative and qualitative methodologies proved a strong base for co-constructed reflection and goal-setting. It was clear, through the process used, that Resource Teachers: Learning and Behaviour (RTLB) can provide personalised teacher-directed professional development, using the inquiry model as a framework.
Students Experiencing Severe Difficulty in Learning Maths: What Resources Are Available to Help These Students?
Author: McNeil, Steve
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Education,Learning Problems,Mathematics Instruction,Elementary School Students,National Standards,Case Studies,Referral,Special Education,Teacher Student Relationship,Grade 4,Student Needs,Mathematics Tests,Foreign Countries,Educational Resources

A crunch point in the maths development of some children is Year 4. At this point it becomes obvious they are not only well-below national standards, but they are experiencing such a degree of difficulty in learning maths that they are still working at a Year 1 level or below. This is exemplified by a case study of a student referred to the Resource Teacher Learning and Behaviour (RTLB) service because of severe difficulties with maths learning. This paper discusses the challenge these children pose for their teachers and for the RTLB who support them. It raises the issue of whether some of these students may indeed have dyscalculia. The paper also highlights some appropriate assessment tools and discusses the particular needs of students who have dyscalculic tendencies that manifest at the Year 4/5 class level. A range of readily available resources are discussed including information on how to access them.
An Insight into the Well-Being of Primary School-Aged Children
Author: Miliffe, Anastasia
Date: 2016-00-00
Type: Journal Articles
Subjects: Well Being,Advocacy,Elementary School Students,Community Development,Resilience (Psychology),Student Interests,Educational Policy,Guidelines,Child Development,Child Safety,Mental Health,Self Concept,Interpersonal Relationship,Values,Student Needs

The child well-being movement seeks to enhance the well-being of all children and protect our most vulnerable. The plethora of definitions and approaches to child well-being may create ambiguity and uncertainty about what child well-being means and what research-based frameworks are available to support it. In this initial study, the well-being views of primary school-aged children were explored and aligned with the Developmental Assets approach which conceptualises child well-being in terms of the relationships, opportunities, competencies, values and self-perceptions that all youth need to be resilient and thrive (Search Institute, 2012). The results highlight the importance of interests to subjective child well-being and the limited opportunities reported by the majority of participants to constructively engage with their interests. This study suggests advocacy for children to have increased access to interest-based learning opportunities. The Developmental Assets approach, which includes a model for community development, provides school communities with a potential framework to understand, measure and respond to the well-being needs of students, as is required of schools by the Well-being for Success policy (Education Review Office, 2013).
Childhood Friendship: Its Importance and the Educator&apos;s Role
Author: Taylor, Jane
Date: 2016-00-00
Type: Journal Articles
Subjects: Friendship,Children,Teacher Role,Well Being,Foreign Countries,Psychological Patterns,Life Satisfaction,Peer Acceptance,Social Development,Mental Health,Interpersonal Competence,Classroom Environment

Most of us intrinsically understand the importance of friendship in our lives, and although we may not spend time considering it, we are aware it is beneficial to our happiness and well-being. As educators, we are often conscious of the friendships that exist in our classrooms, and are particularly mindful of those students who have difficulties making friends. This literature review examines the reasons why friendship is so important to us, and in particular, to the well-being of our children. Furthermore, it highlights ways that we can meet our responsibilities as educators to support New Zealand students in developing and maintaining friendships.
Expanding on the Meanings of Empathy in the Classroom: Seeing through a Cultural Lens
Author: Duncan, Wayne
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Empathy,Social Development,Interpersonal Competence,Secondary School Students,Cultural Influences,Pacific Islanders,Secondary School Teachers,Cultural Differences,Caring,Interpersonal Relationship,Ethics,Personal Autonomy,Teacher Effectiveness,Teacher Leadership

This paper explores the factors that may influence the social and relational development of empathy in a Year 13 classroom from a kaupapa Maori perspective, and discusses how these factors compare with a Western perspective of empathy. Understandings of empathy are widely documented in the conventional literature and, while the realities pertaining to empathy have been part of the fabric of Te Ao Maori (the Maori World), there has not been satisfactory levels of understanding by Western social scientists. It is proposed in this study that viewing empathy, through a bicultural lens, may provide relevant and meaningful understandings of empathy for both partners to the 1840 Treaty of Waitangi. This study explores the heuristic understandings of how the research participants experienced culturally-sensitive understandings of empathy within their face-to-face classroom interactions. The understandings of 14 students and their teacher were analysed through the Maori concepts of manaakitanga, kotahitanga, rangatiratanga, whanaungatanga and pumanawatanga; constructs that underpin Macfarlane's (2004) Educultural Wheel. Adopting a qualitative case study methodology, the participants engaged in an iterative dialogical research strategy based on Gadamer's hermeneutics (1975, 2001). This iterative research strategy enabled the students and their teacher to co-construct their developing understandings with the researcher, over time. Data collection occurred over a six-month period and comprised: 14 initial one-on-one interviews with students and the teacher; one student focus-group interview, and individual respondent-validation interviews with, respectively, 12 students and one teacher. Classroom participant observations, students' written diaries and researcher field notes enriched the interview data. Factors identified by the research participants affecting the development of empathy from kaupapa Maori perspectives are presented, and the relation to Western perspectives are discussed. The findings indicate the importance of social engagements that are founded on an ethic-of-care (manaakitanga) and are duly focused on taking an interest in the individual. The findings of the study may be helpful in informing the development of more equitable and culturally-responsive educational practices (Castagno &amp; Brayboy, 2008).
Results from a Longitudinal Early Literacy Intervention Study: Expected and Unexpected Outcomes
Author: Chapman, James W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Intervention,Literacy Education,Comparative Analysis,Accuracy,Reading Skills,Longitudinal Studies,Reading Programs,Teaching Methods,Pacific Islanders,Ethnic Groups,Reading Achievement,Program Effectiveness,Student Characteristics,Elementary School Students,Grade 1,Grade 2,Foreign Countries,Phonics,Phonemic Awareness,Student Evaluation,Language Tests,Vocabulary Development,Outcomes of Education,Reading Comprehension

Findings are presented from a two-year longitudinal study involving the &quot;Quick60 Foundation&quot; programme for beginning readers. This programme is a 32 week whole-class literacy curriculum that systematically and explicitly teaches key early literacy skills. End of Year 2 literacy performances of students receiving this programme during their first year of schooling were compared with students who received &quot;regular&quot; literacy instruction. Participants were in low decile Auckland schools, with large numbers of Maori and Pasifika students. At the end of Year 2, &quot;Quick60&quot; students outperformed comparison students on reading book level, word knowledge, and reading accuracy; results for reading comprehension were not statistically significant but in the expected direction for &quot;Quick60&quot; students. Surprisingly, students from home backgrounds rated by teachers as &quot;normal&quot; did not perform considerably better than students from &quot;difficult&quot; backgrounds. The results are discussed in terms of the benefits of explicit, code-orientated literacy instruction from the outset of schooling.
Supporting Positive Behaviour Change for At-Risk Students: A Best Practice Checklist for Schools
Author: Martin, Abby
Date: 2016-00-00
Type: Journal Articles
Subjects: At Risk Students,Student Behavior,Behavior Modification,Intervention,Children,Early Adolescents,Check Lists,Relevance (Education),Cultural Relevance,Social Influences,Response to Intervention,Positive Behavior Supports,Foreign Countries,Social Development,Interpersonal Competence

The current study aims to review the literature regarding Tier Two behavioural interventions for children aged 5 to 13, and identify the core components which the research suggests are important to their effectiveness and/or social validity. Trends within the research indicate schools are more likely to adapt interventions to fit their own school context or meet what is socially valid to their teachers, students, and community, as opposed to implementing an intervention with excellent (empirically-based) fidelity. Through compiling the best-practice components of Tier Two interventions, a checklist has been created for schools to use when they are making adaptation to interventions, or developing their own. This supports the approach schools are already taking, promotes flexibility, and allows schools the space to develop cultural and social relevancy in Tier Two interventions; while still incorporating the components of what the wider literature advocates is effective with at-risk students.
Teachers&apos; Cultural Capital: Enabling Factors for Maori Teacher Success
Author: Hunt, Anne-Marie
Date: 2016-00-00
Type: Journal Articles
Subjects: Cultural Capital,Pacific Islanders,Foreign Countries,Success,Family Role,Collegiality,Faculty Development,Social Values,Alumni,Females,Elementary School Teachers,Caring,Resilience (Psychology),Preservice Teacher Education

Five factors for Maori teacher success in Aotearoa/New Zealand are identified in the success narratives of alumnae of a pre-service teacher education programme: whanau support, collegial working environments, feeling valued, risk-taking, and pursuing ongoing learning opportunities. Strong links to key Maori values are evident within these factors. Using a kaupapa Maori approach to qualitative research design and implementation, the interplay of these factors is described in relation to how they can support Maori teacher success, and how they can enhance the design and delivery of teacher education programmes.
Creating Inclusive Environments and Catering for Individual Needs
Author: Moffat, Thecla Kudakwashe
Date: 2016-00-00
Type: Journal Articles
Subjects: Inclusion,Early Childhood Education,Early Childhood Teachers,Social Justice,Advocacy,Teacher Role,Cultural Awareness,Equal Education,Foreign Countries

In early childhood education [ECE] settings, teachers need to be conscious of the diverse learning needs of individual children in their care. Meeting individual needs has roots in the rights discourse which aims to promote human rights, social justice and inclusion, removing barriers that may hinder learning for children with diverse needs (Gordon-Burns, Purdue, Rarere-Briggs, Stark &amp; Turnock, 2012; Mortimore, 2011). As the population becomes more diverse, ECE teachers are challenged more and more in their daily practice. In response to the increasingly diverse needs of young children, teachers are continually trying to incorporate inclusive practice (Macartney, 2012; Moffat, 2011). However, for various reasons, some ECE settings may find this difficult and this may be due in part to society's negative attitude towards difference (Macartney, 2012). Perhaps the biggest challenge teachers face today is dealing with issues of inequities (Christman, 2010). We propose that education be more focused on promoting an understanding of diversity and difference where educators understand each individual learner. In promoting social justice, strong advocacy is called for to meet individual needs in early childhood settings. Through a framework of inclusive education, this article discusses some existing challenges and presents ideas on how early childhood teachers could promote equity and social justice in their settings.
Supporting Learners within a Secondary School Context Using the My FRIENDS Youth Skills for Life Programme: Five Participants and Their Experience
Author: Currie, Jeanne
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Students,Group Therapy,Cognitive Restructuring,Behavior Modification,Self Control,Peer Relationship,Discipline,Referral,Self Management,Skill Development,Teacher Student Relationship,Problem Solving,Behavior Problems,Questionnaires,Screening Tests,Outcomes of Education

The My FRIENDS Youth Skills for Life programme is a group cognitive behaviour therapy (CBT) based programme and was used with a group of five young secondary students who had previously experienced difficulty with emotional regulation, peer relationships and discipline at school. A mixed method approach was used and included screening questionnaires, school record data and participant feedback. Themes identified include emotional regulation, peer relationships, discipline, and classroom referrals. The mean result for emotional regulation did not reveal substantial change, however, on an individual level, one participant improved and one reduced. Peer relationships demonstrated an overall improvement. Discipline and classroom referrals reduced and the participant's recognitions (acknowledgements) increased at school. The results of the research project indicate that the My FRIENDS Youth Skills for Life programme assisted participants with developing life management skills, namely emotional regulation, developing peer and teacher relationships, and problem-solving.
How Do Interprofessional Practice Teams Work Together to Identify and Provide for Gifted Students with Multiple Exceptionalities?
Author: O'Brien, Jilly
Date: 2016-00-00
Type: Journal Articles
Subjects: Interprofessional Relationship,Teamwork,Ability Identification,Talent Identification,Academically Gifted,Foreign Countries,Gifted Education,Inclusion,Students with Disabilities,Special Education,Resource Teachers,Special Education Teachers,Competence

Priority learners in New Zealand include those who have special educational needs, yet gifted learners with multiple exceptionalities are variably identified, understood or provided for in our schools. International research advocates the use of interprofessional practice (IPP) teams, with competency across shared values, roles and responsibilities, communication, and teamwork, to support gifted learners with multiple exceptionalities. This study explored the experiences and understandings of IPP teams supporting students with multiple exceptionalities in New Zealand. The study found that IPP team identity is still in its infancy and core competencies are still evolving. Shared values towards inclusive practices were hampered by limited knowledge and expertise across the IPP team. Limited understandings of teamwork processes and limited recognition of the importance of communication within the IPP team were also common themes. Parents and students were typically not recognised as part of the IPP team identity and processes. The article concludes that gifted learners with multiple exceptionalities may not have adequate support at a systems level, and development of interprofessional practice competencies may be one way to ensure their full inclusion in our education system. Implications for policy and practice are described.
Teaching Children with High Functioning Autism -- What Teachers Understand about High Functioning Autism and What Support They Would Like to Receive
Author: Williams, Debbie
Date: 2016-00-00
Type: Journal Articles
Subjects: Children,Autism,Pervasive Developmental Disorders,Faculty Development,Students with Disabilities,Skill Development,Foreign Countries,Mainstreaming,Elementary School Teachers,Knowledge Level,Teacher Attitudes,Educational Resources,Teacher Aides,Guidance

Teachers are often faced with the challenge of teaching students with high functioning autism without any formal professional development in autism. Resource Teachers of Learning and Behaviour (RTLB) are a service which is able to provide short-term support for teachers. One of the roles of RTLB is to provide teachers with the required support to further develop their skills to enable them to effectively teach students with high functioning autism. The current study explored teachers' understanding of high functioning autism and aimed to identify what support teachers of these students would like to receive. Results indicated that, contrary to some previous studies, teachers have an understanding of the characteristics of autism. Results also identified support that teachers would like to receive. The supports identified are supports that RTLB are able to provide.
&apos;O Matou &apos;O Le Fatu &apos;O Le Fa&apos;amoemoe - Fesili Mai! We Are the Heart of the Matter - Ask Us! Pacific Heritage Student Views about Effective Teaching and Learning
Author: Knight-de Blois, Lynda
Date: 2016-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Culturally Relevant Education,Adolescents,Instructional Effectiveness,Teaching Methods,Teacher Behavior,Student Centered Learning,Cultural Awareness,Learning Activities,Teacher Student Relationship,Secondary School Students,Student Motivation,Foreign Countries

Teachers often worry about how to optimise learning for students of Pacific heritage. To address the concern, this study sought views of junior secondary school students of Pacific heritage about what enhanced their learning. An innovative approach was trialled in focus group interviews which involved four Samoan teenagers as research assistants alongside the researcher to draw out participants' views about what helped them to learn. Data analysis led to the identification of four themes: engaging teacher behaviour, lessons stimulating learning, positive student-centred relationships, and teachers respecting students' culture(s). For Pacific students, successful learning involves: inclusion of Pacific mores and values; sufficient depth and clarity of explanation to ensure students understand new concepts; encouragement; varied and practical learning activities, and strong, respectful relationships between teachers and learners.
The Qualities of Effective Teachers as Perceived by Saudi EFL Students and Teachers
Author: Alzobiani, Iman
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Language Teachers,Teacher Effectiveness,Student Attitudes,Teacher Attitudes,Foreign Countries,Teaching Skills,English (Second Language),Personality Traits,Public Schools,Teacher Characteristics,Teacher Student Relationship,Middle School Teachers,Middle School Students

The aim of this study was to investigate the dominant types of qualities of effective teachers. The study further aimed at exploring the extent to which the students' and teachers' perceptions are different. The sample of the current study consisted of 150 students and 40 teachers in (16) female public intermediate schools in Al-Madinah Al-Munawarah to participate in the study. To achieve the purpose of the study, data were collected via a four point Likert-scale questionnaire designed by the researcher. The results of the descriptive statistics indicated that the mean and rank of the two types of the qualities of effective EFL teachers revealed that the dominant type among the participants was the instructional skills. Meanwhile, the personal traits of effective EFL teachers were ranked first by teachers and second by students. Additionally, the results of the Independent Sample T-Test showed no statically significant differences in the perceptions of Saudi EFL students and teachers with respect to the qualities of effective teachers.