ethanporcaro/eric-fulltext-meta huggingface dataset:
Strategies for the Adoption of Open Textbooks: The Latin American Open Textbooks Initiative
Author: Rodés, Virginia
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Electronic Publishing,Textbook Evaluation,Textbook Selection,College Faculty,Colleges

Open textbook initiatives have emerged as an alternative to traditional publications, boosting the creation of educational resources based on open licenses. In order to make them sustainable, it is necessary to define strategies for the adoption of these initiatives by the different actors involved in the education institutions where they will be implemented. In this article we present the components of the adoption strategy designed for the LATIn Initiative. In Section 2 we present the relevant background information collected in a state-of-the-art reviewing. We then present in Section 3 the components defined for the Strategy for the Adoption of the LATIn Project. In this respect, in Section 4 we present the main processes defined. Furthermore, in Section 5 we identify the intervention of Actors and Contexts. Finally, in Section 6 we include the Phases of Implementation of the strategy, defined as Initial Phase, Generalization Phase and Institutionalization Phase. In Section 7 we present the Conclusions of this work.
Perceived Effectiveness of Weekly Announcements in Provision of Learning Support to Sociology Students
Author: Jabeen, Sadia
Date: 2015-00-00
Type: Journal Articles
Subjects: Access to Information,Information Dissemination,Sociology,Virtual Universities,Online Surveys,Questionnaires,Student Surveys,Statistical Analysis,Student Attitudes,Foreign Countries,Program Effectiveness,Program Evaluation,Course Content,Familiarity,Learning Activities,Correlation,College Students

Announcements are considered as important source in provision of academic support to the students. Announcements assist students to get information about the university learning mechanisms, courses and other time management skills, which may help them to make their learning smooth and pleasant. In this context present study documents the perceived effectiveness of Weekly Announcements posted for Sociology students of Virtual University of Pakistan enrolled in semester Fall 2013. An online survey was conducted from the students of Sociology enrolled in semester Fall 2013. Total 399 students respond the questionnaire. For analysis purpose descriptive statistics were used. Preliminary results of the study indicate that students perceived weekly announcements favourable for their learning process. Specifically, the demos posted regarding LMS use for performing different activities in weekly announcements were considered as more auspicious element. Overall students were satisfied with the initiative of weekly announcements in Sociology courses and perceived this step helpful in their subjects' learning.
Examining Collective Authorship in Collaborative Writing Tasks through Digital Storytelling
Author: Sevilla-Pavón, Ana
Date: 2015-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Collaborative Writing,Story Telling,Technology Uses in Education,Writing Assignments,Internet,Writing (Composition),English (Second Language),College Students,Cooperative Learning,Foreign Countries,Authors,Teamwork,Feedback (Response),Questionnaires,Student Attitudes

The advent of Web 2.0 has fostered the emergence of a new collaborative culture shared by internet users worldwide in which the notions of intertextuality and hypertext have evolved, resulting in the reconsideration of authors and their role in text production. It is becoming increasingly common to access, reinterpret and modify contents and texts which have an unidentified, collective author, the idea behind collaborative writing being that it is the actual collaboration towards meeting a common goal or towards achieving a final product which matters, and not who the individual authors or their individual contributions were. This paper examines collective authorship and collaborative writing within a digital storytelling project carried out in an English as a Foreign Language learning context in a Spanish university. Participants wrote collaboratively and became collective authors thanks to the use of technology and multimodality for the creation of digital stories. The analysis revealed complex processes of collaborative writing and collective authorship which took place while group members were completing the different steps of the digital storytelling project. Seemingly, they used a wide variety of collective writing strategies and assumed different roles. All these elements have to do with the ongoing evolution of the notions of authorship and writing which has been favoured by ICT use in creating different products resulting from collective authorship and collaborative writing, which in turn can be considered as reflection of the emergence of the aforementioned collaborative culture.
Educators' Perceptions and Knowledge of the Common Core State Standards
Author: Nadelson, Louis S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Core Curriculum,State Standards,Knowledge Level,Teacher Attitudes,College Preparation,Labor Force Development,Guidelines,Mathematics Education,Language Arts,English Instruction,Job Skills,Federal Aid,Educational Finance,Educational Policy,Student Evaluation,Course Content,Educational Change,Elementary Secondary Education,Knowledge Base for Teaching,School Districts,Fidelity,Administrator Attitudes,Elementary School Teachers,Secondary School Teachers

As with many previous K-12 educational reform efforts, expectations that the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, 2010) will assist students in learning so that they can prepare for college and the workforce are very high (American College Testing, 2012). Briefly, the CCSS &quot;are designed to ensure that students graduating from high school are prepared to take credit bearing introductory courses in two- or four-year college programs or enter the workforce&quot; (Council of Chief State School Officers, 2013, p. 1). There is an assumption that CCSS will provide a concise framework for increasing student learning in mathematics and English language arts, prepare students for college, and ensure that the demands of a highly skilled and internationally competitive workforce are fulfilled (National Governors Association Center for Best Practices, 2010). It is the prerogative of the states to adopt the standards; however, the considerable alignment between the standards and federal grant funding, educational policy, and student learning assessments is motivational. It is anticipated that CCSS will enable students to learn more content, develop deeper content knowledge, and progress more effectively along more strategically aligned learning trajectories (Daro, Mosher, &amp; Corcoran, 2011). However, as with any K-12 educational reform effort, the effectiveness of the CCSS is largely dependent on the knowledge and perceptions of the educators who will implement the standards (Bryk &amp; Schneider, 2003). We contend that, if CCSS are to fulfill their intended goals, states, school districts, and educators need to implement the standards with fidelity. Thus, there is a need to understand the degree to which teachers and administrators know and perceive the standards, as their knowledge and perceptions are likely to influence their implementation of the standards. Investigations of educator perceptions and knowledge of reform efforts are rare. Moreover, our search of the literature failed to reveal any reports of educators' perceptions and knowledge of CCSS. Thus, our research addresses this gap, provides insight into potential issues faced by future K-12 reform efforts, and offers school districts useful information for guiding their implementation efforts.
Personality and Preservice Teachers: Does It Change, Does It Matter?
Author: Wiens, Peter D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Personality Traits,Preservice Teachers,Student Characteristics,Preservice Teacher Education,Correlation,Teaching Skills,Student Attitudes,Predictor Variables,Teacher Competencies,Student Surveys,Statistical Analysis,Longitudinal Studies,Teacher Characteristics

In the studied university, a recurring discussion among preservice teachers centers around whether good teachers are born or made. Scott and Dinham (2008) examined this issue and found that many preservice teachers believe that some people are born to be good teachers and that this is a genetic trait. Darling-Hammond (2006), however, argues that &quot;teachers are born, not made&quot; is a myth and highly damaging to teacher education and to education more broadly. Further, Harrison, Smithey, MacAffee, and Weiner (2006) describe the importance of having a &quot;teacher's heart&quot; but assume that this can be developed in teacher candidates even before entering the teacher education program. The argument that teachers are made, not born, is especially compelling to teacher educators. As teachers of teachers, teacher educators must believe in the learning potential of all preservice teachers admitted into their programs. If a teacher candidate has the motivation to become a reflective practitioner of the craft of teaching, then a teacher educator believes that that person can, indeed, develop into an effective teacher. However, at its heart, this is an empirical question that needs to be examined. In this article paper, the authors attempt to understand one aspect of teacher candidates, personality, and its potential impact on teaching quality. First, the authors examine which personality, according to the five-factor model, preservice teachers tend to have. Then the authors examine the stability of personality over the course of a teacher training program. Finally, the connections between teaching performance, feelings about teaching, and personality are assessed.
Teachers as Expert Learners and Fellow Travelers: A Review of Professional Development Practices for Problem-Based Learning
Author: Walton, Janet
Date: 2014-00-00
Type: Journal Articles
Subjects: Professional Development,Problem Based Learning,Teacher Role,Elementary Secondary Education,Evidence,Active Learning,Program Implementation,Teaching Experience,Literature Reviews,Faculty Development

The label of &quot;teacher&quot; is something of a misnomer for the problem-based learning (PBL) practitioner. Rather than acting as a source of content knowledge, PBL educators are lead learners who demonstrate learning to students through their own authentic inquiry (Hmelo-Silver, 2004). PBL educators and students travel a road together that often leads them into uncharted territories. While PBL poses unique pedagogical challenges to K-12 teachers, professional development activities that incorporate recognized elements of effective professional development can enhance the likelihood of classroom implementation. Because PBL practices are a departure from the traditional pedagogies around which school structure is designed, professional development programs also must attend to the specific challenges that school structures and policy requirements pose for teachers. This review provides an examination of empirical evidence on the structural elements of professional development for K-12 educators, as well as associated outcomes as a means to identify elements of professional development that promote PBL implementation. The review concludes with a discussion of research and policy implications.
Studying the Learning Unit &quot;Microbiology:&quot; Students' Motivation, Portfolio and Classroom Management
Author: Khalil, Mahmood
Date: 2007-03-00
Type: Journal Articles
Subjects: Science and Society,Grade 9,Science Instruction,Cooperative Learning,Interdisciplinary Approach,Arabs,Academically Gifted,Foreign Countries,Interviews,Questionnaires,Qualitative Research,Statistical Analysis,Metacognition,Thinking Skills,Reflection,Self Evaluation (Individuals),Persuasive Discourse,Learning Activities,Cognitive Processes,Portfolios (Background Materials),Junior High School Students,Classroom Environment,Motivation,Pretests Posttests

In this study, a learning unit on microorganisms for ninth-grade students was developed based on the Science-Technology-Environment-Society (STES) approach. The learning unit contained 15 learning tasks, which were performed in individual and cooperative learning settings, using a variety of teaching/learning methods with an emphasis on the interdisciplinary approach. The study goals were to investigate the impact of the learning unit on ninth-grade students' cognitive and meta-cognitive domains and attitudes toward peace. The sample included 91 students from two classes in villages A and B, and one class of gifted students in Arab schools in the north of Israel. The unit enabled the evaluation of the learning process through students' portfolios, semi-built-in interviews, and closed questionnaires toward environment and peace. Both, quantitative and the qualitative analyses were used. The portfolio content analysis showed a significant improvement on the cognitive and meta-cognitive knowledge of the students, including asking questions, higher order cognitive skills, argumentation skills, self-evaluation and reflection. Triangulation of data assured the high reliability of the results, which revealed a significant improvement in attitudes toward environment and peace. We therefore suggest developing the concept STES to STEPS: Science-Technology-Environment-Peace-Society.
Reflections
Author: Bartell, Carol A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Teacher Education,Teacher Competencies,Cooperative Planning,Cooperation,Strategic Planning,Teacher Educators,Educational Policy,Policy Formation,Standards,Technology Uses in Education,College Faculty

From 1998-2000, Carol Bartell served as President of the California Council on the Education of Teachers. However, election to office in this organization is generally a six-year commitment, because an individual will serve for two years as President Elect, two years as President, and two more as Past President. In this article, she expresses that she was honored to serve with a highly talented and dedicated group of individuals who made up the Board of Directors during her years in a leadership role. Herein, she identifies and briefly discusses several themes that characterize this period: (1) unity and inclusivity; (2) political activism; and (3) technology expansion.
2002-2004 and the Transformation of CCTE
Author: Maxie, Andrea
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Associations,Organizational Change,Organizational Effectiveness,Organizational Objectives,Organizational Theories,Communities of Practice,Educational Change,Educational Practices

In 2001, the California Council on the Education of Teachers (CCET), the State of California Association of Teacher Educators (SCATE), and the California Association of Colleges for Teacher Education (CACTE) became a single merged organization--the California Council on Teacher Education (CCTE). As the last president of CACTE, Andrea Maxie was honored to be a part of the deliberations and discussions that resulted in what many organization members hailed as a new era in teacher education in California. Never did she expect to be nominated for the post of CCTE President, but the nomination came and she accepted the challenge. She was elected President of CCTE and, from 2002-2004, worked with an extraordinary Board of Directors, executive secretary, and journal editorial team, to lead CCTE as it entered the early years of its transformation within a context of the prevailing transformation of teacher education in California. This article examines the significant issues and challenges confronting CCTE in 2002-to-2004, and the accomplishments and organizational change that continue to characterize CCTE as a transformative community of practice. It concludes with implications of CCTE's organizational change for teacher education in California.
Learning and Growing CCTE
Author: Grutzik, Cynthia
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Personal Narratives,Presidents,College Faculty,Teacher Evaluation,Instructional Leadership,Role,Communities of Practice,Organizations (Groups),Educational Administration,Strategic Planning,Advisory Committees

After being a steady member of the California Council on Teacher Education (CCTE) for 14 years as a faculty member, program director, department chair, associate dean, and even as a mother, Cynthia Grutzik was nominated to run for President-Elect of CCTE in 2010. She was in a unique situation as she came into the CCTE presidency: two women had been elected as president-elect in a tie that held even when more members went to vote. Since Grutzik was starting a new position at California State University, Long Beach, Andrea Whittaker (then at San Jose State University) agreed to serve the first term as president-elect. Whittaker accepted a new position at Stanford University working with a national program of teacher assessment and her workload grew significantly, so they switched positions in the line-up, and Grutzik finished out the two-year term as president-elect, joining Magaly Lavadenz (Loyola Marymount University) and Jim Cantor (California State University, Dominguez Hills) on the leadership team. Herein, Grutzik discusses three areas in particular that she learned a great deal about during her presidency: (1) the investment so many make in CCTE; (2) the unique role of CCTE in California; and (3) the strengthening of CCTE's organizational capacity.
Cal Council at Seventy: Past, Present, and Future
Author: Cantor, James S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Associations,Organizational Change,Organizational Effectiveness,Organizational Objectives,Organizational Theories,Conferences (Gatherings),Activities,Educational History,Educational Trends,Trend Analysis,Needs Assessment,Partnerships in Education,Institutional Advancement,Publications,Fiscal Capacity,Leadership,Advocacy,Teacher Education

James Cantor, a professor in the College of Education at California State University, describes his history with the California Council on Teacher Education (CCTE or Cal Council) before becoming the President of the CCTE in 2008. He served as an active member for 10 years prior to becoming the Cal Council President. The author shares the challenges and accomplishments throughout his presidency, as well as his thoughts on what he thinks is important in regard to the past, present, and future of the CCTE. This article addresses the following topics regarding the CCTE: (1) What is Important for CCTE--Past, Present, and Future?; (2) Conference Planning as a Core Activity; (3) Significant Achievements; (4) Issues That Still Need Work; and (5) Past, Present, and Future.
Teachers' Beliefs about the Role of Interaction in Teaching Newtonian Mechanics and Its Influence on Students' Conceptual Understanding of Newton's Third Law
Author: Jauhiainen, Johanna
Date: 2006-09-00
Type: Journal Articles
Subjects: Scientific Principles,Concept Formation,Scientific Concepts,Interaction,Mechanics (Physics),Interviews,Teacher Attitudes,Science Teachers,Pedagogical Content Knowledge,Knowledge Base for Teaching,Foreign Countries,Secondary School Teachers,Secondary School Science,Qualitative Research,Coding,Multiple Choice Tests,Secondary School Students,Influences

Students' conceptual understanding of Newton's third law has been the subject of numerous studies. These studies have often pointed out the importance of addressing the concept of interaction in teaching Newtonian mechanics. In this study, teachers were interviewed in order to examine how they understand interaction and use it in their instruction. The results show that teachers have a wide variety of beliefs about interaction. Moreover, by using the Force Concept Inventory test the understanding of Newton's third law by the teachers' students was tested. According to the results, the explicit use of interaction as a guiding principle in mechanics instruction helps students understand Newton's third law.
Top Angle and the Maximum Speed of Falling Cones
Author: Mooldijk, Ad
Date: 2006-09-00
Type: Journal Articles
Subjects: Foreign Countries,Inquiry,Secondary School Science,Science Instruction,Teaching Methods,Interdisciplinary Approach,Mathematics Instruction,Assignments,Motion,Grade 11,Science Experiments,Mathematical Formulas,Scientific Principles

In the framework of a curriculum reform in the Netherlands, an interdisciplinary open inquiry assignment has been introduced as a part of the final secondary school examinations. We developed and evaluated a preparatory open inquiry assignment to be used in science and mathematics departments of schools, in collaboration with each other: the falling cones assignment. However, teachers encountered two content problems, that hindered the (guiding of) the open inquiry process. Physics educators solved the problems and showed how the solution can be used in guiding students for inquiry learning.
Safe Science: Be Protected!
Author: Roy, Ken
Date: 2006-09-00
Type: Journal Articles
Subjects: Science Teachers,Safety,Science Instruction,Legal Responsibility,Elementary School Teachers,Science Laboratories,Science Activities,Secondary School Teachers,Hazardous Materials,Wastes,Sanitation,Chemistry

More science laboratories are being built because of larger enrollments in academics and schools. There is an increase in hands-on/process science effected by the renewed interest in and priority of science education. New science curricula like Biotechnology and Advanced college type program courses are being introduced with the use of exotic laboratory chemicals. The cost in dealing with chemicals in the science laboratories has been skyrocketing. All of these changes are putting pressure on the laboratory waste issue. This article offers information and specific recommendations on how schools can address hazardous waste generated by their science laboratories.
&quot;You Would Think I Could Pull It off Differently&quot;: A Teacher Educator Returns to Classroom Teaching
Author: Ritter, Jason K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Educators,Faculty Mobility,Teacher Effectiveness,Social Studies,Novices,Teaching Experience,Teacher Education,Personal Narratives,Qualitative Research,Interviews

A common path to becoming a teacher educator in the U.S. entails moving from a classroom teacher, to a graduate student, and then to a university-based teacher educator. Many believe that a good teacher educator would also make a good teacher upon his or her return to the classroom. These assumptions are increasingly being called into question via a growing body of literature that examines how the work of classroom teachers and teacher educators actually occurs in discrete institutional contexts guided by varying sets of professional and instructional expectations. The emphasis on continuing to learn about subject matter and how to teach it, as well as to stay informed of changing school climates by maintaining direct experience with current students, has led some to advocate that teacher educators should, at least periodically, return to classroom teaching to maintain their effectiveness as educators through encountering new challenges and reflecting on these challenges. This article describes a novice social studies teacher educator's experience of returning to the classroom on a full-time basis. The participant's experience offers a perspective on possible approaches to incorporate into teacher education, such as: (1) Assisting teacher candidates in developing more nuanced understandings of content; (2) Sharing how to teach content to diverse groups of students; and (3) Developing strategies to deal with the adversity that teachers will encounter in the classroom.