ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher as Change Agent for Consequential Learning: One Korean Teacher&apos;s Autoethnography on the Dance-with-Science Project
Author: Kim, Won Jung
Date: 2019-00-00
Type: Journal Articles
Subjects: Change Agents,Learning Processes,Equal Education,Dance,Teacher Attitudes,Ethnography,Science Instruction,Teaching Methods,Foreign Countries,Middle School Teachers,Science Teachers,Interdisciplinary Approach,Scientific Concepts,Middle School Students,Knowledge Level,Teacher Role

Consequential learning is an equity-oriented framework in which students create learning pathways to pursue what matters to themselves and to the communities they care about. In this paper, I seek to identify the moments of consequential learning from a story in which my students and I danced together to express a set of scientific knowledge: change in atomic configuration during photosynthesis while sustaining the total mass as consistent. Taking an autoethnographic approach, I examine the ways in which consequential learning was presented during the project and how I worked as a change agent to support it. Based on findings that show how students and I sought to transform science into a powerful tool to actualize what mattered to them while creating varied patterns of participation, I argue that, as change agents for consequential learning, teachers should take a stance on students as a rightful presence.
To Create a Better and More Peaceful World: Infusing Human Rights Instruction in PK-12 Classrooms
Author: Daly, Kimberley
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Advanced Placement Programs,Teaching Methods,Teacher Certification,Critical Thinking,Foreign Countries,International Law,Childrens Rights,Treaties,Graduate Study,Elementary Secondary Education,Preschool Education,Cultural Context,Peace,Outcomes of Education,Self Efficacy,Course Descriptions,Course Content

This article discusses an online graduate education course at George Mason University in the United States. The course, part of a certificate program for International Baccalaureate (IB) educators, focuses on infusing human rights instruction in PK-12 classrooms and provides teachers with additional methods and strategies to teach various subjects, disciplines, student populations, and cultural contexts. Although the course text centers on the United Nations Convention of the Rights of the Child (UNCRC), additional readings require students to consider other human rights documents, academic research concerning peace and human rights education, and classroom strategies. The teachers who complete the course are more confident working with human rights topics and the course encourages educators to think critically and connect issues at their grade level and in their current contexts.
Trained to Resist: Teachers Learning &quot;Lucha&quot; in Oaxaca, Mexico
Author: Bracho, Christian Alejandro
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Resistance (Psychology),Teacher Educators,Preservice Teachers,Teacher Attitudes,Student Attitudes,Political Attitudes,Generational Differences,Teacher Education Programs,Unions,Rural Schools,Authoritarianism,Professional Identity,Change Agents,Social History,Conflict,Memory,Regional Characteristics,Teacher Role,Community Action

Drawing on ethnographic data and interviews with 17 teacher educators and normal school students in Oaxaca, Mexico, this article examines a particular teaching formation rooted in the concept of lucha, revolutionary struggle. Participants described how, during their four years at a normal school, they learn, rehearse, and internalize a historical set of revolutionary scripts and strategies, as part of a political role they will perform as teachers. The post-1968 generation of teachers in this study recalled learning to fight in the 1970s and 80s, in an era of great opposition to the Mexican government and national union, while the younger generation described learning how to advocate for themselves so that they can create change in their communities. The study demonstrates how teacher training can explicitly cultivate new teachers' capacities to operate as political actors, in opposition to standardized and apolitical professional models.
&quot;This Is Far More Complex than I Could Have Ever Imagined&quot;: Studying Pre-Service Teachers&apos; Shifting Perceptions of Indigeneity and Literacy
Author: Dharamshi, Pooja
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Literacy,Teacher Attitudes,Indigenous Knowledge,American Indians,Teacher Education Programs,Integrated Curriculum,American Indian History,American Indian Culture,Language Arts,Journal Writing,Teaching Methods,Foreign Countries,Literacy Education

This paper reports findings from a study examining pre-service teachers' perceptions of Indigeneity and literacy in a literacy teacher education course. In 2015, the new British Columbia K-9 curriculum was implemented with a focus on integrating Indigenous perspectives into the curriculum in thoughtful and meaningful ways. This includes an emphasis on exploring the histories, experiences, values and knowledge associated with Indigenous ways of life (Deer, 2013, p. 177). As a result, teacher preparation programs have been called on to rethink the ways in which they prepare future teachers. Pre-service teachers were invited to write critical reflections following multiple curricular activities which aimed at bringing attention to Indigenous perspectives and ways of knowing in a language arts context. The journal entries demonstrated that pre-service teachers developed broadened conceptions of literacy as a practice, refined their pedagogies, and demonstrated emerging confidence in integrating Indigenous perspectives into their future classrooms.
Supporting Secondary Preservice Teacher Identity Development as Culturally Responsive and Sustaining Teachers
Author: Fickel, Letitia Hochstrasser
Date: 2019-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Professional Identity,Cultural Context,Culturally Relevant Education,Foreign Countries,Preservice Teachers,Biculturalism,Pacific Islanders,Ethnic Groups,Teaching Methods,Secondary School Students,Guidelines,Social Justice,Equal Education,Masters Programs,Communities of Practice,Program Descriptions

In Aotearoa New Zealand, the continuing disparity in educational outcomes has resulted in a growing call for changes in teacher preparation to better support culturally diverse learners in ways that are responsive to the particular national and cultural context. This paper presents findings from practitioner inquiry into a teacher education program specifically designed to address this need within the national context of 'biculturalism', a treaty-based sociopolitical partnership between Maori and Pakeha (nonMaori). Grounded in sociocultural theory, this inquiry examined how the iterative use of a specific 'cultural tool', a synthesizing framework of culturally responsive and sustaining pedagogy, within the program supported 16 secondary teacher candidates to develop their professional identity as culturally responsive and sustaining teachers. Although the tool is program-specific, the findings suggest more generally that use of locally developed cultural tools and frameworks can play a positive role in supporting preservice teachers' identity development.
Study Abroad, Transformation, and &quot;Ikigai&quot;: A Case Study
Author: Bilash, Olenka
Date: 2019-00-00
Type: Journal Articles
Subjects: Study Abroad,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Case Studies,Foreign Countries,Faculty Development,Transformative Learning,Teacher Attitudes,Teaching Methods

This paper follows 10 years of evolution of a Japanese teacher of English in a small city in Hokkaido, Japan. After participating in an intensive, one-month study abroad program, Kuni and the author began regular correspondence and annual interviews that acted as a record of Kuni's professional transformation. Following case study methodology, the study reveals evidence of the impact of study abroad on Kuni's practice, while ikigai best illuminates his transformation. Satisfied with his life, able to be an agent of his own professional change, always generating and looking forward to goals and dreams, and feeling free to pursue his vision for his students appear to give him meaning and value in life.
Responding to College Students Who Exhibit Adverse Manifestations of Stress and Trauma in the College Classroom
Author: Bohannon, Larry
Date: 2019-00-00
Type: Journal Articles
Subjects: Trauma,College Students,Symptoms (Individual Disorders),Depression (Psychology),Stress Variables,Anxiety Disorders,Helplessness,Self Efficacy,College Faculty,Teacher Student Relationship,Educational Practices,Bullying,Violence,Student Attitudes,Educational Experience,Posttraumatic Stress Disorder,Learning Motivation,Educational Strategies

Depression, anxiety disorders, and students who have experienced trauma have increased across the globe in the past decade. Teachers and students are not immune. Our schools and communities have increased violence and unrest that has resulted in a growing concern among educational leaders. Although most of the educational focus regarding stress and trauma in the classroom currently regards pre-kindergarten through high school levels, the impact that exposure to stress and trauma can have on students does not end there. Some college students may respond to being exposed to stressful or traumatic experiences with cognitive and behavioral manifestations of work avoidance, learned helplessness, or low self-efficacy. In addition to support that students can access outside of the college classroom, there are efforts that college faculty can undertake in order to support students who are struggling in college courses because of their exposure to stressful or traumatic events.
Fostering Teachers&apos; Global Competencies: Bridging Utopian Expectations for Internationalization through Exchange
Author: Baily, Supriya
Date: 2019-00-00
Type: Journal Articles
Subjects: Global Approach,Cultural Awareness,Teacher Competencies,Expectation,Teacher Education Programs,International Educational Exchange,Teacher Educators,Doctoral Students,Institutional Cooperation,Foreign Countries

Fostering international mindedness in teachers through their preparation and continuing education leads to innovations in teacher education related to exchange programs (Cushner, 2012) and curricular adoptions and adaptations (Tudball, 2012). This in turn supports the development of both teacher educators and teachers as change agents. Yet, without investments of resources to prioritize such work in teacher preparation and professional development programs, the impetus to support teachers' development of how teacher educators can develop a more international mindset is lacking. This paper seeks to understand how the opportunity for exchange resulted in a slew of activities by participants to enhance their own teaching and research in an effort to build a more internationalized education program.
Occupational Psychosocial Risk Factors in Academics of Higher Education Institutions in Latin America: A Systematic Review
Author: Monroy-Castillo, Alisma
Date: 2019-00-00
Type: Journal Articles
Subjects: Risk,Stress Variables,Work Environment,Health,College Faculty,Databases,Mental Health,Guidelines,Teacher Attitudes,Physical Health,Prevention,Program Implementation,Well Being,Foreign Countries,Educational Change,Administrative Organization,Educational Policy,Accountability,Faculty Workload,Faculty Publishing,Higher Education

The purpose of this systematic review was to characterize job psychosocial risk factors and their consequences on subjective indicators and health objectives in university professors from Spanish-speaking countries in Latin America. The web search included PubMed, EBSCO, PsycINFO, PSICODOC, LILACS, MEDIGRAPHIC, IMBIOMED, Redalyc, Dialnet, Scielo and Doyma. Three reviewers selected the articles for review independently and assessed their methodological quality according to the STROBE guideline. As a result, 8 articles met the inclusion and exclusion criteria. The results confirmed the presence of different psychosocial risk factors derived from working conditions linked to the higher education international policies. In the study, the relationships of these factors with different psychological and biological health effects are shown. The need for more and better quality studies and the importance of implementing health and welfare prevention programmes in the academic sector are also discussed.
A Catalyst of Change: A Graduate Student&apos;s Perspectives on Transformational Teaching
Author: Lê, Ni-La
Date: 2019-00-00
Type: Journal Articles
Subjects: Change Agents,Graduate Students,Student Attitudes,Transformative Learning,Teacher Researchers,Fellowships,Reflective Teaching,Second Language Instruction,French,College Faculty,Teaching Methods,State Universities,Student Development

This article interprets teachers as change agents in light of the Transformational Teaching (TT) framework (Slavich &amp; Zimbardo, 2012). Contributing to the understanding of teachers' transformation, we report on a case study that explores how of a graduate student's conceptualization of and engagement with the core methods of TT emerged and developed through her teaching in the context of a locally situated Cultures and Languages Across the Curriculum program. The analysis offers three findings. First, the core methods of TT are evidenced in the teacher's practice. Second, specific program specifications facilitated her engagement with TT. Third, she was motivated to make changes in her teaching toward TT. We argue that the interaction among context, students, teaching practice and systematic reflection opportunities may act as a catalyzer of change in teachers' understanding and engagement with TT.
Psycho-Social-Environmental Factors Associated with Work-Related Stress in Chilean Teachers in Rural and Urban Areas
Author: Rubio González, Juan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Urban Schools,Rural Urban Differences,Teaching Conditions,Stress Variables,Teacher Attitudes,Educational Environment,Leadership Responsibility,Teacher Role,Faculty Workload,Class Size,Student Motivation,Parent Role,Mental Health,Coping

The aim of this study was to investigate the perceptions that teachers in urban and rural schools have of the psycho-social-environmental factors that trigger teacher work stress. Considering a phenomenological qualitative approach, with exploratory scope, a case study design is used with teachers from the locality of Collipulli, southern Chile, with a Discussion Group technique to collect data and content analysis, from which it can be inferred that teachers tend to perceive that environmental factors such as deficient leaderships, undetermined teaching roles, work overload, overcrowded classrooms, unmotivated students, and disconnection of parents from their educational role, would be the main threats to their mental health. The psychological resources, coping styles and context perception presented by the teachers in the study are discussed.
Prospects and Challenges of Upgrading Untrained Teachers in Sub-Saharan Africa: The Case of Ghana
Author: Sofo, Seidu
Date: 2019-00-00
Type: Journal Articles
Subjects: Nontraditional Education,Teacher Education,Teacher Qualifications,Systems Approach,Preservice Teachers,Student Attitudes,Predictor Variables,Program Descriptions,Costs,Admission Criteria,Personal Autonomy,Self Efficacy,Social Support Groups,Child Care,Teaching Methods,Teaching Experience,Instructional Program Divisions,Age Differences,Gender Differences,Marital Status,Barriers,Foreign Countries,Educational Attainment

Many countries in Sub-Saharan Africa have used non-traditional teacher education programs to address the perpetual problem of inadequate provision of trained teachers. Using the bioecological systems theory, the present study examined untrained teacher trainees' perceptions about the prospects and challenges of upgrading untrained teachers in Ghana. Participants included 248 untrained teachers (39.4% males, 60.6% females) enrolled in the Untrained Teachers Diploma in Basic Education (UTDBE) program at two colleges of education in the Northern Region of Ghana. A 5-point Likert questionnaire consisting of nine predictors served as the main data source. The predictors were: attitude, program cost, admission requirements, autonomy support, self-efficacy, social support, childcare, curriculum and instruction, and political interference. The questionnaire also elicited the following demographic information: teaching experience, year in program, grade level taught, level of education attained, age, trainees' sex, and marital status. The response variable was the extent to which the UTDBE was achieving its goals. The questionnaire had a Cronbach's alpha of 0.728. The lasso-penalized logistic regression model was used to determine important predictors of the response variable. Overall, 90.72% of the trainees indicated the program was achieving its goals to some degree. The optimal predictive model identified four (4) important predictors: self-efficacy, social support, attitude, and autonomy support in descending order of importance in terms of the extent to which the program was achieving its goals. In conclusion, individual factors, trainees' direct environment, and autonomy-supportive teacher education classrooms influenced untrained teacher trainees' perceptions of the extent to which their teacher education program was achieving its goals.
Opinions of Stakeholders about Evaluation of Middle-School Turkish and English Curriculum Dimensions
Author: Gelen, Ismail
Date: 2019-00-00
Type: Journal Articles
Subjects: Stakeholders,Opinions,Foreign Countries,Middle School Students,Middle School Teachers,Administrators,Secondary Schools,Secondary School Curriculum,Curriculum Evaluation

The purpose of the research is to describe the problems in the program evaluation field according to curriculum's four different dimensions, to search if the problems differ significantly according to students' class level and teachers', administrators'/inspectors' seniority. The research used one of the quantitative research methods, the field survey model, which is descriptive research. The population of the research is Samsun city, and the target population of the research is middle-school students, teachers of Turkish and English branches, inspectors and administrators working at secondary schools in Samsun city's districts Atakum, Bafra, Canik and Ilkadim. The research sample consists of middle-school students, teachers of Turkish and English branches, inspectors and administrators working at middle-schools in these districts, chosen with stratified sampling, a random sampling method. In the research, &quot;Survey of Defining Problems about Curriculum Dimensions&quot; is completed by the students, teachers and inspectors/administrators. When the participants' problems about the curriculum dimensions are examined, it is revealed that the most common problems they face is the lack of adequacy of functionality, flexibility, practicality, scientificness and actuality of the dimensions of curriculum. It is concluded that students' issues with program evaluation differ according to their class levels whereas the inspectors'/administrators' problems with program evaluation do not differ significantly according to their seniority.
Burnout Syndrome in School Teachers and University Professors: A Psychometrical and Comparative Analysis from Arequipa City
Author: Arias Gallegos, Walter L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Burnout,College Faculty,Gender Differences,Instructional Program Divisions,Teaching Conditions,Class Size,Stress Variables,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Marital Status,Educational Attainment

In the present study, the manifestations of burnout syndrome in school and university professors living in the city of Arequipa were analyzed comparatively. A total of 413 intentionally selected professors were evaluated, and the Maslach Burnout Inventory was applied. It yielded adequate levels of reliability for our sample and three factors obtained through confirmatory factorial analysis, confirming the theory of Maslach and Jackson (1981). It was found that there are significant differences in terms of sex, marital status and teaching level of teachers, resulting in higher levels of exhaustion for female teachers at school level and moderate levels of depersonalization for university teachers, in whom negative correlations were obtained regarding the number of children and the burnout syndrome.
Differences in the Values of the Burnout Dimensions on Teachers with and without Symptoms or Health Problems
Author: Menghi, María S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Symptoms (Individual Disorders),Health,Teacher Characteristics,Elementary School Teachers,Emotional Response,Teaching Conditions,Burnout,Measures (Individuals),Stress Variables,Mental Health,Physical Health,Psychological Patterns,Teacher Attitudes,Teacher Behavior,Foreign Countries

The aim of the present study was to observe if there are differences in the level of the burnout dimensions between teachers who have experienced symptoms or health problems in the last year and those who have not in a sample of 223 teachers working in educational institutions (elementary school level). Participants completed the Maslach Burnout Inventory (MBI) in its teachers' version, and a sociodemographic survey. A two-independent t test was carried out in order to see if both groups of teachers differed significantly in the values obtained for the MBI dimensions (emotional exhaustion, depersonalization, and lack of personal accomplishment). The results of the t test showed significant differences between the groups of teachers, specifically in the dimensions of emotional exhaustion and depersonalization, showing higher values in the group of teachers who reported suffering from symptoms or health problems in the last 12 months.
Psychosocial Risk Factors and Perceived Stress in University Professors
Author: Tacca Huamán, Daniel Rubén
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Stress Variables,Teaching Conditions,Risk,Teacher Attitudes,Correlation,Teacher Responsibility,Social Support Groups,Teacher Salaries,Symptoms (Individual Disorders),Fatigue (Biology),Sleep,Pain,Attention,Eating Habits,Age Differences,Gender Differences,Foreign Countries,Family Work Relationship

University teachers are involved in a work environment where they interact with people (bosses, colleagues, students, etc.) and situations that can cause stress. The main objective of this research was to know the relationship between psychosocial risk factors and the stress perceived by university teachers. The focus of the work was quantitative, the design was correlational and transversal; the sample consisted of 117 university teachers from Lima, Peru. The results indicated that perceived stress is positively related to psychological demands, active work, compensations and double presence of the teachers; however, an inverse relationship was found between stress and social support received. The data showed that teachers who work by contract have a higher level of stress and that the main symptoms experienced are tiredness, not being able to sleep, headaches, poor concentration and variation in appetite. No relevant differences were found in terms of age and sex.