ethanporcaro/eric-fulltext-meta huggingface dataset:
Professional Development: Catalyst for Change?
Author: Niederhauser, Dale
Date: 2011-00-00
Type: Journal Articles
Subjects: Technology Integration,Information Technology,Educational Change,Educational Technology,Professional Development,Teaching Methods,Models,Pedagogical Content Knowledge

Difficulty securing adequate professional development (PD) has long been a barrier to the effective implementation of educational technology. Concerns about the dearth of PD for helping teachers integrate technology into their instructional practices raised nearly 25 years ago appear to still hold true despite repeated calls for increased attention to PD for technology integration. Regardless of where the conversation takes place--in a classroom, conference hall, or coffee shop--when the word "technology" enters the dialogue, there is typically an immediate shift to thinking about the physical manifestations of technology. For models of PD in technology to become crucial to reform movements, the authors argue that  teachers must first be seen as learners. In "Models of Information Technology Teacher Professional Development that Engage with Teachers' Hearts and Minds," Glenice Watson draws on the work of Everett Rogers to identify five types of teacher personalities in relation to change: the innovator, the early adopter, the early majority, the late majority, and the laggards. She points out that working with so many different types of teachers requires individualization and ongoing support. Without ongoing support for all kinds of teacher-learners, "only the innovators and the early adopters are able to keep pace with the changes." (Contains 7 resources.)
Early Intervention Services: Effectively Supporting Maori Children and their Families
Author: Berryman, Mere
Date: 2011-00-00
Type: Journal Articles
Subjects: Early Intervention,Foreign Countries,Indigenous Populations,Pacific Islanders,Special Education,Program Effectiveness,Interviews,Researchers,Parents,Children,Trust (Psychology),Interpersonal Relationship,Cultural Awareness

This paper examines Early Intervention (EI) service provision from within one Ministry of Education region in New Zealand. It does this in order to better understand what works well and what needs to change if children from Maori families, of Early Childhood age, are to be provided with the most effective EI services. By engaging with Maori families in group-focused interviews-as-conversation, and then with their service providers, about their experiences of working together, researchers learned about what could provide effective services for other Maori families in similar situations.
Special Education 2000 Policy: Our Leaky Home?
Author: Coleman, Peter
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Psychology,Classification,Special Education,Disabilities,Special Needs Students,Educational Finance,Financial Support,Educational Policy,Foreign Countries,Outcomes of Education,Disability Identification,Grants,Educational Research,Program Implementation

The Ministry of Education's special education policy (commonly referred to as SE2000) has been progressively implemented since 1996. Although it is a funding rather than a professional-practice policy, it has had some negative and unintended consequences for the practice of educational psychology, for special education and it is suggested, for education generally. This paper explores the development, implementation and adaptations of SE2000, and the practical outcomes for children with special education needs. Through day-to-day and perhaps unquestioned use by educators (e.g. we now comfortably talk about &quot;ORS&quot; and &quot;SLS&quot; pupils); SE2000 has become legitimised as a de facto diagnostic framework. It will be argued that it conforms rather more to a layperson's understandings of special education taxonomies with all of the distortions and misunderstandings that this creates, than to a scientifically rigorous framework. SE2000 is well overdue for a scholarly review but the Ministry of Education (and it must be acknowledged both major political parties) have been reluctant to authorise or accept the need for a functional analysis of the professional activities that are supported by the policy, and the corresponding outcomes of it. The fact that the number of adaptations and additions to SE2000 (often referred to as &quot;Initiatives&quot;) has steadily grown over the years, suggests that the basic framework is inherently flawed. It will be argued that any attempt to validate such taxonomies is probably doomed to fail and that children would be better served by a needs-based rather than a category-based funding arrangement.
Learning by Doing: Action Research to Evaluate Provisions for Gifted and Talented Students
Author: Riley, Tracy
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Gifted,Action Research,Talent,Focus Groups,Researchers,Talent Development,Foreign Countries,Program Implementation,Program Effectiveness,Program Evaluation,Participatory Research

Between 2006 and 2008 the Ministry of Education funded the evaluation of three Talent Development Initiatives for gifted and talented students. The methodology employed was one of participatory action research, a process of evaluation that enables learning by doing, as researchers and practitioners work alongside one another. Through the process of evaluating the three programmes, the researchers were also able to reflect on how and what formative feedback effects the development, implementation, maintenance, and evaluation of provisions for gifted and talented students. Based upon notes from team meetings, ongoing communications, and focus group discussions, the researchers concluded that an action research approach, despite some tensions, is useful and instrumental in the ongoing development of provisions for gifted and talented students.
Going beyond Audit
Author: Thomas, Mike
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Strategic Planning,Focus Groups,Interviews,Resource Teachers,Teaching Methods,Compliance (Legal),Teacher Evaluation,Audits (Verification),Foreign Countries,Evaluation Methods,Qualitative Research,Statistical Analysis

This article describes the work undertaken by a cluster of Resource Teachers: Learning and Behaviour (RTLB) to ensure that annual effectiveness reviews were more than a compliance exercise but a genuine attempt to improve their service to schools, hence the title of this article of &quot;Going Beyond Audit&quot;. Historically, the cluster had met the reporting requirements set by the Ministry of Education (MOE), however to make the process more purposeful, reviews were broadened through the collection of a wider variety of qualitative and quantitative data. A feature of the qualitative data collection methods employed is the annual focus group interviews designed to gather feedback from representatives of client schools. As a result of the interviews, the RTLB cluster has received positive affirmation about its service and additionally, identified some key areas where its service could be strengthened. More importantly, it has developed a robust and practical system of review by blending information sources and methodology. Feedback collected can be fed directly into strategic planning and is proving useful in shaping practice. The focus group interviews are also benefiting participants by expanding their understanding of the RTLB role as well as enhancing professional networks. This article outlines the cluster's interpretation and implementation of authentic evidence-based practice (EBP).
Putting Play Back into the Playground
Author: Couper, Llyween
Date: 2011-00-00
Type: Journal Articles
Subjects: Communities of Practice,Playground Activities,Play,Focus Groups,Playgrounds,Educational Environment,Foreign Countries,Athletics,Games,Surveys,Educational Facilities Design,Role

During 2008 and 2009, a group of nine Resource Teachers: Learning and Behaviour (RTLB) from Canterbury met as a Community of Practice to investigate the way that play in the school playground contributes to the social competence of students. While the original concern was around the needs of students who were unable to manage their behaviour in the playground, the focus shifted to question how the school playground can be viewed as an important learning environment for all children. The RTLB Playground Focus Group, as they were known, began by discussing the differences between play, games and sport. They collected advertisements and considered the impact that the marketing of toys and equipment has had on choices for play, including the demise of traditional games. Some members of the Focus Group informally surveyed their schools' reasons for changing break times, the role of duty teachers, student voice, choices in the playground and strategies for the successful inclusion of all students in their playground. Survey participants were advised that the findings would both inform RTLB work in the region, and were intended to be published. It was soon found that there is an enormous body of research around bullying and physical violence and play in early childhood, but very little concerned with the design or physical structure of playgrounds or the role of adults in the playground. Some researchers like Hickman (2009) and Leff, Power, Costigan, and Manz (2003) have explored children's perceptions and playground experiences in an attempt to assess the climate and school environment, and the balance of power between adults and children. This paper was born out of the work of the Playground Focus Group, but also reports on issues confronting schools in relation to play and school playgrounds. (Contains 1 table and 1 figure.)
Let's Talk about Teacher Aides
Author: Ward, Angela
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Aides,Physical Disabilities,Foreign Countries,Secondary School Students,Severe Disabilities,Student Attitudes,Teacher Attitudes,Educational Practices,Teacher Role,Accessibility (for Disabled),Special Needs Students,Phenomenology,Personal Narratives

Since 1989, teacher aides have become a familiar part of our classrooms as they support students with special educational needs. International and New Zealand research shows that despite many teacher aide practices that effectively support student learning in inclusive settings, there are some practices that work against the inclusion of some students and therefore, their academic and social learning needs are not being met. As part of a study that examined friendships and social relationships, four secondary school students with severe physical disabilities, teacher aides and teachers shared their stories. These stories complement other research studies and indicate that some schools are not addressing issues relating to the use of teacher aides. This study provides recent narrative data to inform policy and practice in relation to the use of teacher aides in inclusive settings. (Contains 1 footnote.)
Increasing the Teacher Rate of Behaviour Specific Praise and its Effect on a Child with Aggressive Behaviour Problems
Author: Moffat, Thecla Kudakwashe
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Problems,Positive Reinforcement,Aggression,Student Behavior,Antisocial Behavior,Teacher Role,Intervention,Behavior Modification,Preschool Children,Foreign Countries

A single subject design was used to investigate the effectiveness of an increase in teacher behaviour-specific praise statements to address anti-social behaviours demonstrated by a student who displays aggressive behaviours. Researchers agree that praise is effective in improving problem behaviours. They also agree that training teachers to use behaviour-specific praise can increase the level of praise teachers give to students. Baseline assessment was carried out and used to examine the teacher's use of behaviour-specific praise statements before intervention and the potential influences these statements had on the target child's aggressive behaviour, participation and engagement. The results indicated that the teacher's use of specific praise increased, and the child demonstrated positive changes with an increase in appropriate behaviour, and a decrease in aggressive behaviour. (Contains 1 table and 3 figures.)
The Long Term Implication of RTLB Support: Listening to the Voices of Student Experiences
Author: Pillay, Poobie
Date: 2011-00-00
Type: Journal Articles
Subjects: Resource Teachers,Student Experience,Learning Problems,Behavior Problems,Inclusion,Accessibility (for Disabled),Migrant Children,Needs Assessment,Improvement Programs,Related Services (Special Education),Interviews,Personal Narratives,Educational Environment,Intervention,Foreign Countries,Student Attitudes

Resource Teachers: Learning and Behaviour (RTLB) have supported more than 15,000 students since RTLB 1999 by assisting teachers to manage and support students with learning or behaviour difficulties within inclusive classroom environments. Research indicates that there are long term positive educational effects for students receiving short-term intervention such as those provided by RTLB. This article reports on a narrative study that explored these effects for a small group of boys in their secondary schooling. The article outlines the study and its key results. One significant finding is consideration for how immigrant students are transitioned into NZ schooling. (Contains 1 footnote.)
The Impact of Service-Learning-Type Experiences on Preservice Teachers' Integration of Principles of Educational Psychology
Author: Faircloth, Beverly
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Educational Psychology,Field Experience Programs,Service Learning,Student Attitudes,Writing (Composition),Reflection,Teaching Methods,Teacher Role,Educational Principles,Course Evaluation

In this study, members (n = 48) of 2 sections of a required educational psychology course conducted 3 service-learning-type field experiences and wrote reflections on the experiences in relationship to the theories and principles addressed in the course. Participants also described their vision for teaching at the beginning and the end of the semester (e.g., How would you define the teacher's role in promoting students' learning? What aspects of students and teachers affect a teacher's success in this role?) Student work was analyzed to explore the degree to which they integrated the principles addressed in the course (regarding the learner and learning) into their understanding of classroom practices and their vision for teaching. Results suggest that service-learning-type experiences were conducive to a preservice teacher's ability to examine their preconceived notions, understand and skillfully use course knowledge, and develop a vision for teaching that is shaped by educational psychology. (Contains 2 tables and 1 figure.)
Changing Preservice Teachers' Beliefs about Motivating Students
Author: Peterson, Sarah
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Educational Psychology,Motivation Techniques,Student Motivation,Student Attitudes,Inquiry,Teaching Methods,Cooperative Learning,Teacher Student Relationship,Educational Objectives,Teacher Education

We examined the effects of an educational psychology course on students' beliefs about motivating students. After providing opportunities to engage in systematic intentional inquiry of their beliefs about teaching and learning, we expected that students' beliefs would become more soundly based in theory and research. Following several classes on motivation, students increased their endorsement of theory-based motivational strategies such as promoting cooperation; giving choice; offering stimulating tasks; showing interest and giving responsibility; and making attributions to students' thought and effort. However, they also increased their endorsement of strategies that emphasized performance goals. Results are discussed within the context of motivation theory, teaching educational psychology, and methodological considerations. (Contains 2 tables.)
The Portrayal of Intelligence in Introductory Educational Psychology Textbooks
Author: Lusk, Danielle L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Psychology,Introductory Courses,Textbooks,Intelligence,Content Analysis,Problem Solving,Adjustment (to Environment),Preservice Teachers,Beliefs,Context Effect,Teacher Attitudes,Educational Improvement,Mastery Learning

Because of the importance of students' and teachers' implicit beliefs about intelligence, we designed a study to determine: (a) How is intelligence defined--as a malleable or fixed entity--in introductory educational psychology textbooks? and (b) To what extent are classroom applications of intelligence topics included in the textbooks? We conducted a content analysis of the intelligence topics presented in 11 introductory educational psychology textbooks and identified 19 intelligence topics. The texts generally defined intelligence as involving adaptive behavior and problem solving. The amount of pages devoted to classroom application was less than the amount devoted to explaining the topics. We provide implications for instructors and textbook authors. For example, instructors should consider how they can best help students make sense of the variety of intelligence topics and theories. They should also design activities that ask students to think about and make explicit their beliefs about intelligence. (Contains 3 tables.)
Best Practices in Educational Psychology: Using Evolving Concept Maps as Instructional and Assessment Tools
Author: Buehl, Michelle M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Theories,Concept Mapping,Educational Psychology,Maps,Teaching Methods,Graduate Students

We describe the implementation of evolving concept maps in two different graduate-level educational psychology courses: "The Adolescent Learner" and "Theories of Learning and Cognition." We provide an explicit description of how we used evolving concept maps as instructional and assessment tools in our respective classes, changes in the application over time, and lessons learned from this process. Finally, we present the benefits and challenges of implementing evolving concept maps in teaching practice. (Contains 3 figures.)
Designing from Their Own Social Worlds: The Digital Story of Three African American Young Women
Author: Hall, Ted
Date: 2011-05-00
Type: Journal Articles
Subjects: Critical Theory,Females,Educational Opportunities,Youth,Literacy,African Americans,Writing (Composition),African American History,Story Telling,Middle School Students,Student Attitudes,Program Descriptions,Summer Programs,Video Technology,Educational Technology,Stress Variables,Feminism

In this paper I examine the literacy work of three African American young women (through data drawn from a larger qualitative study), particularly their ways of knowing, such as double consciousness (Du Bois, 1989), and the multiple subject positions they occupy as they write themselves into a digitally created story. My analysis is guided by the following questions: What happens when we bring together what we know about African American women as knowledge producers with what we know about writing, technology and critical literacy and, more specifically, how are the contemporary digital literacy practices of African American youth informed by their historical legacies (Gadsden, 2002)? In this article, I take as a point of departure, Janks' (2000) idea that mere access to dominant forms of literacy, in this case digital, is not enough. We must also create opportunities for students to enact culturally specific forms of agency. Being fully aware of the material conditions of their lives and an external gaze of domination, the African American women digital storytellers in this paper re-present themselves and re-imagine their social worlds. The paper hopes to contribute to the fields of literacy, technology and critical pedagogy.
Storytelling in Critical Literacy Pedagogy: Removing the Walls between Immigrant and Non-Immigrant Youth
Author: Enciso, Patricia
Date: 2011-05-00
Type: Journal Articles
Subjects: Language Arts,Teaching Methods,Critical Reading,Literacy Education,Immigrants,Story Telling,Cultural Awareness,Middle School Students,Power Structure,Classroom Environment,Grade 6,Ethnography,Sociolinguistics,English (Second Language),Second Language Learning,English Instruction

The central focus of this research has been to document immigrant and non-immigrant students' storytelling practices and cultural knowledge and identify how these might be adapted as "cultural data sets" for academic literary study in ethnically and linguistically heterogeneous, middle-grade classrooms. Such data sets, however, have limited use when students' voices are not sustained or heard by the students themselves or by adults. This article focuses, then, on reworking relations of power in classroom practices and across school spaces so that students' voices and purposes for telling stories are recognised within school settings. The three stories the author analyses were told within and, eventually, across two, different, sixth-grade language arts classroom spaces, located side by side, and separated by a concrete block wall. In this analysis, the author draws on Blommaert's (2005) sociolinguistic and ethnographic theories of voice and their relation to specific functions of power or the "orders of indexicality" that position meanings and forms of meaning-making as they "travel" from an originating place (for example, a child's life experience) to an institution such as school. The author argues that orders of indexicality in school and classroom practices, associated with presuppositions of immigrant and non-immigrant linguistic and cultural segregation, are prevalent in multiple aspects of classroom storytelling and critical literature study. (Contains 1 footnote.)
Is There a Space for Critical Literacy in the Context of Social Media?
Author: Burnett, Cathy
Date: 2011-05-00
Type: Journal Articles
Subjects: Media Literacy,Technology Uses in Education,Information Technology,Internet,Social Networks,Teaching Methods,Literary Criticism,Reader Text Relationship,Role,Technology Education,Educational Philosophy

In this paper we look at what the critical tradition in education has to offer to the phenomenon of social media. Through an overview and evaluation of the approaches advocated by practitioners of critical literacy and critical media literacy, we illustrate the limitations of applying these frameworks to the fluid and densely interwoven spaces of social media. In particular we focus on the problematic nature of textual analysis and textual production as foundations for a critique of new media. By proposing a conceptual model that maps the inter-relationship between practice, identity and networks, we make a new contribution to the field, suggesting that this approach may provide a more fruitful analytical tool for educators. Drawing on the work of Greenhow and Robelia (2009), and particularly their notion of advantageous practice, we work towards a model for enabling children and young people to move from a consideration of what they do through social media to a view of what they might do. We suggest that this may be a more fruitful way of approaching social media, but one which remains faithful to the overall project of the critical tradition. (Contains 3 figures.)