ethanporcaro/eric-fulltext-meta huggingface dataset:
Advancing Professional Development School Research: Reflections and Perspectives from PDS Leaders
Author: Catelli, Linda A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Educational Research,Research Needs,Futures (of Society),Leaders,Attitudes

Recently, NAPDS and the PDS Research Special Interest Group of the American Educational Research Association formed a collaborative to create a new position titled Research Relations Liaison. The new collaboration and position is a vehicle for strengthening the connection between the two entities, advancing PDS Research and elevating it to a national level. In operationalizing this new collaboration and position, a joint symposium for crafting a collaborative future for improving PDS Research was conducted at the 2018 NAPDS National Conference by past presidents followed by a Future's Panel presentation by former SIG chairs at the 2018 AERA. As recognized PDS leaders, the panelists were asked to reflect on the past and present their perspectives for advancing PDS Research. In this article, the panelists, turned authors, collaborate to put forth their reflections on their leadership years and present their views on and for advancing PDS Research for the next-generation of PDS practitioners and researchers.
Leading the Development of Strategies to Rekindle the Joy of Learning and Build Resilience
Author: Garcia, Ben
Date: 2019-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Faculty Development,Teacher Leadership,Transformational Leadership,Change Agents,Masters Programs,Theory Practice Relationship,Educational Improvement,Teacher Collaboration,Teacher Empowerment

In this article the author accounts for the process of change he led in his workplace during his participation in the HertsCam MEd in Leading Teaching and Learning. The narrative presents the key stages in this process from first identifying a professional concern to the development of a sustainable model which has been adopted school-wide. The discussion focuses not only on the formation of an approach to supporting students' resilience, but also addresses the challenges of leading development work and how these were resolved. The author, Ben Garcia, reveals how the collaborative process increased organisational capacity and led to contextually relevant knowledge creation.
Implementing Structures to Promote Professional Growth in PDS Undergraduate Student Representatives
Author: Klein, Daniel
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Undergraduate Students,College School Cooperation,Partnerships in Education,Professional Development Schools,Preservice Teachers,Teacher Educators,Self Esteem,Likert Scales

Teacher candidates benefit from PDS through clinically rich practices embedded in education courses. Each year, the PDS Consortium of a college in western New York invites undergraduate students to become PDS representatives. These representatives attend meetings and assist with professional development opportunities. They serve while learning information, gaining experiences, and developing into educators. However, there is a paucity of research documenting the impact of opportunities concerning the undergraduate self-confidence. The purpose of this research is to document the experiences of PDS representatives concerning confidence. Participants are current PDS representatives interviewed in the beginning of the Fall 2017 semester. Researcher created structures were implemented throughout the semester. Participants participated in a brief survey and interview at the end of the semester to measure if any impact in self-confidence. Preliminary findings indicate categories of self-confidence with public speaking skills, organizational skills, and collaboration skills emerged using a constant comparative contrast approach.
It Takes a Village: A Clinical Approach to Training Teacher Candidates for Collaboration
Author: Hooks, Sara D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Clinical Experience,Preservice Teachers,Preservice Teacher Education,Teacher Educators,Teacher Collaboration,Teacher Education Programs,Early Childhood Education,Faculty Development,Professional Development Schools,Mentors,Partnerships in Education,Early Childhood Teachers,Young Children,College School Cooperation,School Community Relationship

As classrooms become increasingly more diverse in terms of culture, linguistics, and student need, teacher education programs must evolve to develop teachers who are not only specialized in their field or content, but who are effective collaborators with colleagues and families. However, it is not enough for teacher candidates to have knowledge of best practice for collaboration, they must have opportunities to practice in structured and safe situations to develop these skills (Ball, Sleep, Boerst, &amp; Bass, 2009). This paper provides recommendations and guidance for implementing a clinical approach to prepare early childhood teacher candidates who are skilled in collaboration to meet a wide range of student needs across diverse instructional settings within a professional development school (PDS) model. Through a series of practice-based assignments and carefully selected field experiences, teacher candidates have opportunities to practice and apply skills related to collaborating with families and colleagues.
Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices
Author: López Carrillo, Dolores
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching Methods,Instructional Innovation,Educational Games,Scientific Attitudes,Negative Attitudes,Science Education,Teacher Education Programs,Elementary School Teachers,Pretests Posttests,Student Motivation,Science Laboratories,Foreign Countries,Self Concept,Student Attitudes,Video Games,Role Playing

Pre-service teachers frequently express negative prejudices towards science and the methodologies traditionally used during their training. Gamification is a booming technology based on combining the psychological aspects, mechanics and dynamics of a game in non-ludic environments. The use of gamification has shown good outcomes in terms of increasing students' motivation towards the sciences. In this study, new laboratory practices were developed under the umbrella of gamification methodology for pre-service teachers. The general objectives were to eliminate negative prejudices, fear and rejection attitudes towards science, to foster the conceptual and procedural learning of science among students and to provide students with real-life examples and an experience of applying gamification themselves. First, the theoretical basis of the main components and dynamics of gamification in the Education context are summarized. Secondly, their application in a specific subject from the curriculum for the Teaching Training in Primary Education degree (Didactics of Natural Science (DNS), 3rd year) are presented. The methodology was applied twice in laboratory practice in two consecutive academic years: 2017/2018 (5 groups, 150 students) and 2018/2019 (6 groups, 183 students). The steps, dynamics, components and the tools used for the gamification experience are described (i.e. Kahoot, Class Dojo). Several pre and post-tests were carried out to explore: (i) the students' relationship with games; (ii) their preferred role as players; (iii) their assessment of the different elements involved in the gamification methodology; (iv) their motivation towards science laboratories attitude; and (v) their self-perception with regards to their newly acquired skills to put gamification into practice in their professional future.
Toward One World or Many? A Comparative Analysis of OECD and UNESCO Global Education Policy Documents
Author: Vaccari, Victoria
Date: 2019-00-00
Type: Journal Articles
Subjects: Global Approach,International Organizations,Position Papers,Educational Policy,Policy Formation,Sustainable Development,Agenda Setting,Citizenship,Competence,Futures (of Society),Inclusion,21st Century Skills,Social Justice,Civil Rights,Concept Formation,Definitions

Education policymaking has gone global. The 2030 Agenda for Sustainable Development aims to galvanize efforts to promote sustainable development, decrease global inequalities, and realize universal quality education. Supporting these efforts, two leading international organizations, UNESCO and the OECD, have set out normative frameworks for their vision of global education. This paper examines the policy discourses of these organizations in light of SDG 4--Education. Specifically, through a comparative analysis of selected terms and underlying concepts in key policy documents, the paper distinguishes between UNESCO's notion of global citizenship and the OECD's framework for global competence. Ultimately, the authors discuss whether the organizations' agendas are aimed at a common global vision, or, alternatively, towards two distinct and divergent conceptualizations of an imagined future.
The Richness of Mathematics Noticed by Teacher Candidates in a Professional Development School Model
Author: Gallagher, Melissa A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Mathematics Instruction,Pedagogical Content Knowledge,Observation,Reflective Teaching,Preservice Teacher Education,Methods Courses,Language Usage,Teaching Methods,Mathematics Teachers,Females

This study examined how 16 female teacher candidates in two sections of a math methods course, which implemented high leverage professional development school practices, described the aspects of richness of mathematics (i.e., linking between representations, explanations, mathematical sense-making, multiple procedures or solution methods, patterns and generalizations, and mathematical language) from the &quot;mathematical quality of instruction&quot; (MQI; Hill et al., 2008) when observing a clinical faculty, their peers, and their own instruction. After analyzing written reflections and reflections using the Edthena video tool, we found that the teacher candidates were mainly focused on mathematical language and explanations. They described patterns and generalizations and linking between representations least frequently. Furthermore, their descriptions of mathematical language and explanations centered around instructional practices they could implement in their own classrooms, critical reflections of their teaching, and noticing how the teachers fostered students' use of mathematical language and rich explanations.
Using PDS as a Tool to Create Sustainable Inclusive Education Practices: A Roadmap for School-University Partnerships
Author: Elder, Brent C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Development Schools,College School Cooperation,Sustainability,Inclusion,Elementary Schools,Public Schools,Grade 4,Grade 5,Grade 6,Regular and Special Education Relationship,Students with Disabilities,Faculty Development,Language Arts,Administrator Role,Teacher Role,Cooperative Planning

The purpose of this paper is to provide a roadmap of one way to use professional development school (PDS)-university relationships to create the foundations of sustainable inclusive education practices. This paper outlines PDS practices enacted the first year of a project that took place at a public elementary school that serves students in grades four to six. During the first year of the project, there were a total of 23 members of the PDS special education (SPED) sub-committee. The SPED sub-committee made conscious decisions to increase the number of students with disability labels in inclusive classrooms. Critical actions of the SPED sub-committee included: infusing a Disability Studies in Education (DSE) approach in professional development activities, and collaborating with administration to create structures that encourage students with disability labels moving from self-contained classrooms and into inclusive classrooms.
Professional Development as an Ongoing Partnership: The Sum Is Greater than Its Parts
Author: Richardson, Kerri
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary Schools,Public Schools,Partnerships in Education,College School Cooperation,Mathematics Achievement,Educational Strategies,Authentic Learning,Administrator Attitudes,Expectation,Faculty Development,Cognitive Development,Expertise,College Faculty,Elementary School Teachers,Knowledge Level

This study evaluated a multi-year collaborative project between elementary public schools in one district and university researchers. While the district wanted to improve elementary grades students' achievement in mathematics, they did not want teachers to adopt an instructional approach where they focused primarily on test-defined content. Using principles from Cognitively Guided Instruction, the partnership focused on promoting teachers' understanding of mathematical thinking, as it was demonstrated by students, while they completed authentic activities. The authors used cultural-historical activity theory (CHAT) to evaluate how school administrators' evolving expectations for students' achievement influenced opportunities for teachers and the university faculty member to demonstrate more dynamic notions of students' expertise and knowledge.
The Baylor University and Waco Independent School District: A Twenty-Five Year Partnership That Began with a Plan in a Van
Author: Goree, Krystal
Date: 2019-00-00
Type: Journal Articles
Subjects: Partnerships in Education,College School Cooperation,Universities,School Districts,Educational History,Outcomes of Education,Reputation,Recognition (Achievement),Awards,Faculty Development,Preservice Teacher Education,Educational Improvement,Governance,Models,Expertise,Educational Finance

The PDS partnership between Baylor University and Waco Independent School District commenced in 1993 in the context of a national conversation about innovations for improving teacher preparation and practice. During its 25-year history, the partnership has garnered national recognition, with Hillcrest PDS serving as one of 18 representative PDS partnerships to pilot the NCATE PDS standards project in 1995, its governance structure being shared as an exemplary model in the NCATE Blue Ribbon Report (NCATE, 2010), and most recently, recognized by NAPDS as one of three recipients of the 2018 Award for Exemplary Professional Development Achievement. The Baylor University and Waco Independent School District partnership continues to focus on the &quot;NAPDS Nine Essentials&quot; as it works diligently to address its core functions of student learning, pre-service teacher education, professional development, and research for the improvement of educational practice.
The Pennsylvania State University and State College Area School District: Taking Stock and Looking to the Future after 20 Years of Collaboration
Author: Coon-Kitt, Mary Jayne
Date: 2019-00-00
Type: Journal Articles
Subjects: State Universities,College School Cooperation,School Districts,Professional Development Schools,Partnerships in Education,Institutional Mission,Institutional Role,Participative Decision Making,Shared Resources and Services,Preservice Teacher Education,Recognition (Achievement),Educational Innovation,Reflection,Sharing Behavior

The Pennsylvania State University [PSU] and State College Area School District Professional Development [SCASD] School won a National Association of Professional Development Schools Exemplary PDS [professional development school] Achievement Award in 2018. This award article offers an overview of the partnership's commitment to the NAPDS [National Association of Professional Development Schools] Nine Essentials and will specifically address contributions unique to the work of the PSU-SCASD PDS around Essentials 1, 2, 3, 4, 5, 7, 8, and 9 in the last ten years.
The Single-Case Research of Coastal Contextual Learning Media on the Understanding of Numbers Counting Operation Concept
Author: Suciati
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Elementary School Mathematics,Grade 6,Mathematics Education,Number Concepts,Computation,Instructional Materials,Teaching Methods,Mathematics Instruction,Instructional Effectiveness,Concept Formation

To understand the concepts or principles in mathematics, children who have a concrete operational stage need physical objects that can bridge abstract concepts in mathematics. This research aims to evaluate the influence of coastal contextual learning media on a child's understanding concept in the material of numbers counting operation. This research is a single-case research with the A-B-A withdrawal design. This research used dependent variable in the form of target behavior which consists of the understanding of integer counting operation concept material. Intervention in the form of the use of coastal contextual learning media was independent variable. The media used in this research were seashells that had been colored. The research subjects were 6th graders of one of the primary schools in Tarakan City of North Kalimantan Province, Indonesia. The instrument used to collect the data was a test consisting ten items. The data was analyzed with descriptive statistics in the form of analysis in conditions and among conditions. The research result shows that the coastal contextual learning media in the form of shells was effective to improve the understanding of concept in number counting operation for the research subject. It can be seen from the improvement of the correct answers on the test of understanding concept given.
Compensation, Transparency, and Motivation Effects on the Performance of Junior High School Teachers in Western Seram, Indonesia
Author: Papilaya, Josef
Date: 2019-07-00
Type: Journal Articles
Subjects: Compensation (Remuneration),Teacher Salaries,Teacher Motivation,Junior High School Teachers,Performance Factors,Foreign Countries,Public Schools,Work Attitudes,Teacher Certification,Access to Information,Trust (Psychology),Job Performance,Teacher Administrator Relationship,Work Environment

This article reports on the effects of motivation, management transparency, and compensation on junior high schools teachers' performance. The current study employed a quantitative design involving 66 teachers serving at 6 public junior high schools in Western Seram regency. Data was collected using a reliable and valid questionnaire. Path analysis was performed to examine the direct or indirect effects of the exogenous variables on the endogenous variables. Findings indicated that compensation did not show any direct effect on teachers' performance, but through transparency (23%) and motivation (15%). Meanwhile, transparency was reported to impact teachers' performance directly (35%) and had no direct effect on motivation (23%). The results also suggested an undeviating effect of motivation on teachers' performance (47%). Therefore, the total effects of compensation, transparency, and motivation on teachers' performance were 49%, 58%, and 47% respectively.
Capturing Conceptual Development through the Embodied-Based Experience in Infinite Sets Comparison
Author: Cherdsak, Pakdeeviroch
Date: 2019-07-00
Type: Journal Articles
Subjects: Concept Formation,Secondary School Students,Mathematical Concepts,Mathematics Instruction,Foreign Countries,Abstract Reasoning,Mathematics Activities,Learning Activities,Instructional Effectiveness

Designing pedagogical experience to serve as groundwork on which to build an understanding of abstract concepts is a challenging mission for educators. Much research has found that embodied activities could facilitate conceptual metaphor for students to understand such concepts. This study has captured the trajectory of reasoning occurred during the embodied-based experience designed for the infinity concept. The participants, 42 secondary students who had never been exposed to the formal concept of infinity, passed through a designed series of making-sense tasks, so called the Embodied-Based Activity of Infinite Sets Comparison (EBIC). The EBIC intervention was conducted in 2 phases; (i) careful observation of 2 voluntary students, and (ii) integration for 40-classroom practice. The first phase was to examine the students' conceptual development through their utterances, actions and inscriptions. Open-ended questions were used to capture the students' insights and reasoning in the second phase. The qualitative data was collected and mined to associate pairability and Cantor's metaphor. The finding showed the reasoning trajectory of some participants and the shift from improper reasoning to 1-1 correspondence pairing of countably infinite sets. This mathematical thinking shift was a consequence of conceptual embodiment, outlining the analysis of the embodied-based experience to develop abstract reasoning.
Universal Values as a Barrier to the Effectiveness of Global Citizenship Education: A Multimodal Critical Discourse Analysis
Author: Hatley, Jenny
Date: 2019-00-00
Type: Journal Articles
Subjects: Global Approach,Citizenship Education,Values,Barriers,Instructional Effectiveness,International Organizations,Discourse Analysis,Sustainable Development,International Education,Cultural Differences,Cultural Awareness,Educational Objectives

The United Nations Educational, Scientific and Cultural Organization's (UNESCO) approach to global citizenship education (GCE) includes a set of values termed 'universal values'. These social ideals include peace, justice and sustainability, and are normatively considered a common good. A multimodal critical discourse analysis of universal values within key UNESCO texts reveals that rather than moving societies towards genuine mutual human well-being, a central theme of GCE, universal values are counterproductive to the achievement of GCE. To enable GCE to achieve its aims, UNESCO needs to incorporate a diverse concept of values that allows for motivations and actions towards global citizenship more relevant to local contexts.
Word Recognition from Speech, Syntactic Knowledge, Metacognitive Awareness, Self-Efficacy as Determination for L2 Listening Comprehension
Author: Ramli
Date: 2019-07-00
Type: Journal Articles
Subjects: Word Recognition,Speech,Syntax,Metacognition,Self Efficacy,Second Language Learning,English (Second Language),Listening Comprehension,College Students,Foreign Countries,Listening Comprehension Tests

This study investigated the contribution of word recognition from speech (WRS), syntactic knowledge, metacognitive awareness, self-efficacy to L2 listening comprehension among 92 students in English department, UIN Maulana Malik Ibrahim Malang Indonesia. This study applied Multiple Regression. The instruments consisted of tests and questionnaires. The tests were WRS, Grammaticality judgement and sentence comprehension as two components of proceduralized syntactic knowledge, and L2 listening comprehension test. Questionnaires of metacognitive awareness and self-efficacy in listening were also involved. The results of multiple regression analysis (determination coefficient) showed that word recognition from speech 3000 frequency range, syntactic knowledge (grammar and sentence comprehension test), metacognitive awareness, self-efficacy significantly determined L2 listening comprehension. The scores of word Recognition at the 1000 and 2000 frequency word level gave very little unique predictive to the regression model. This finding suggested that all variables should be promoted in learning process for students' successful L2 listening comprehension.