ethanporcaro/eric-fulltext-meta huggingface dataset:
The School Professionals' Role in Identification of Youth at Risk of Suicide
Author: Crawford, Shelley
Date: 2009-03-00
Type: Journal Articles
Subjects: Suicide,Identification,Secondary School Teachers,At Risk Students,Teacher Role,Foreign Countries,Questionnaires,Prevention,Knowledge Level,Vignettes,Teacher Attitudes,Private Schools,Public Schools,Adolescents,Secondary School Students,Student Characteristics,Family Influence,Social Influences,Mental Disorders

The school professional is in a unique position to play a strategic role in the early identification and prevention of youth suicide. The current study assessed North Queensland teachers' knowledge on youth suicide. The sample comprised 201 secondary school teachers. A survey research design was used and data was collected using a self-administered questionnaire. Teachers scored, on average, 69% of the knowledge statements correct; however only 15% correctly recognized a high-risk situation. There was substantial variability in the accuracy of knowledge on youth suicide with some teachers maintaining high levels of knowledge, and others having very little accurate information. Findings highlight the need for youth suicide education for teachers in order to fulfil this &quot;gatekeeper&quot; role in dealing with suicidal students. (Contains 2 tables.)
Learning by Doing: Preservice Teachers as Reading Tutors
Author: Dawkins, Suzanne
Date: 2009-03-00
Type: Journal Articles
Subjects: Early Intervention,Preservice Teachers,Reading,Tutors,Tutoring,Experiential Learning,Reading Instruction,Teaching Skills,Knowledge Base for Teaching,Achievement Gains,Educational Practices,Emergent Literacy,Teacher Education Programs,Student Teaching,Program Descriptions

Whilst early childhood educators are well aware of the importance of meeting the needs of individual children when teaching "struggling readers", finding the time for frequent one-on-one support is difficult. Studies have established that with a well developed and structured tutoring programme, as well as high quality training and supervision, volunteers can be used to provide tutoring in a one-on-one early intervention reading programme. The current study suggests that there is an opportunity for preservice teachers to gain valuable information to increase their knowledge of the reading process, while providing effective support to schools as trained tutors. The small-scale exploratory study examines the skills and knowledge gained by preservice teachers while employed as trained tutors in an early intervention reading programme. (Contains 1 table and 1 figure.)
Interdisciplinarity: Bridging the University and Field of Practice Divide
Author: Hammond, Cathryn
Date: 2009-03-00
Type: Journal Articles
Subjects: Education Courses,Foreign Countries,Beginning Teachers,Interdisciplinary Approach,Outcomes of Education,Middle Schools,Science and Society,Teacher Education Programs,Curriculum Design,Social Studies

Modeling inter-disciplinary teaching and learning practices within a critical pedagogical framework has produced powerful learning outcomes for graduates of the Primary/Middle Bachelor of Education degree at the University of South Australia. This paper explores the notion of how best to prepare beginning teachers to work with students in their middle years of schooling in Studies of Society and Environment. Of particular focus are teacher education courses that model interdisciplinary ways of working. The inquiry found that interdisciplinary course work was replicated and built upon by beginning teachers and where schools encouraged the notion of interdisciplinarity beginning teachers flourished as designers of curriculum. The authors argue that Studies of Society and Environment is currently well placed to be incorporated into interdisciplinary curriculum frameworks and assist in meeting the goals of middle schooling philosophy. (Contains 1 footnote.)
Exploring Greek Teachers' Beliefs Using Metaphors
Author: Kasoutas, Michael
Date: 2009-03-00
Type: Journal Articles
Subjects: Teacher Education Programs,Foreign Countries,Classroom Environment,Teacher Attitudes,Teacher Role,Figurative Language,Teaching Experience,Questionnaires,Student Role,Teacher Student Relationship,Knowledge Level

When teachers describe their roles through metaphors, they also construct specific personal meanings about teaching. Despite the frequency with which teachers and teaching are treated metaphorically there has been no previous systematic attempt to explore them in Greece. Our paper seeks to fill this void by examining the various metaphors used by teachers to describe the experience of teaching and suggests how and to what extent the understanding of the metaphors can be useful in exploring teachers' beliefs and how they may contribute to teacher education programs. A questionnaire was devised to a sample of 156 in-service teachers which focused on teachers' metaphors and their beliefs about teaching, teacher-student roles, classroom climate and their beliefs about knowledge. The findings of our research illustrate the various metaphors that Greek teachers hold, indicating that they have probably not elicited and elaborated them. (Contains 5 tables and 1 figure.)
A Values, Skills and Knowledge Framework for Initial Teacher Preparation Programmes
Author: Chong, Sylvia
Date: 2009-06-00
Type: Journal Articles
Subjects: Student Teachers,Values,Teacher Education Programs,Knowledge Base for Teaching,Knowledge Level,Pedagogical Content Knowledge,Teaching Skills,Skill Analysis,Skill Development,Item Analysis,Construct Validity,Test Reliability,Replication (Evaluation),Questionnaires,Student Teacher Attitudes,Foreign Countries

The purpose of this paper is to introduce an integrated values, skills and knowledge (VSK) framework for initial teacher preparation programmes. The VSK framework articulated, in broad terms, the desired skills and knowledge components for beginning teachers, with the underlying core values permeating the programmes. The paper has two parts, the first of which details the development as well as the conceptual underpinning of the VSK framework. Part two, through a programme evaluation, discusses the validity and reliability of items developed through the VSK framework to measure the values, skills and knowledge that student teachers perceived through their initial teacher preparation programme. (Contains 10 tables and 1 figure.)
Reflecting on Improving our Practice: Using Collaboration as an Approach to Enhance First Year Transition in Higher Education
Author: Donnison, Sharn
Date: 2009-06-00
Type: Journal Articles
Subjects: Learner Engagement,Communities of Practice,Teacher Education Programs,Teacher Collaboration,School Holding Power,Teacher Educators,Teaching Methods,Educational Practices,Transitional Programs,First Year Seminars,Program Descriptions,Educational Innovation,Educational Improvement,Experiential Learning,Foreign Countries

This paper is concerned with teacher collaboration in Higher Education. Specifically, it focuses on how a &quot;community of practice&quot; emerged and developed during the process of enhancing first year transition for pre-service teachers. It is written from the perspective of five teacher educators and is situated within the literature of the first year in higher education and teacher collaboration. In this paper we describe how the process of conceptualising an innovative first year teacher education program, designed to facilitate student retention and engagement, increased our own engagement, motivation and teaching practice. Our experiences suggest that collaboration in Higher Education is not only beneficial to those involved in a community of practice, but also enhances student engagement and transition.
Educational Beliefs of Higher Education Teachers and Students: Implications for Teacher Education
Author: Northcote, Maria
Date: 2009-06-00
Type: Journal Articles
Subjects: Teacher Education,Higher Education,Teacher Attitudes,Beliefs,Educational Practices,Learning Processes,Tutorial Programs,Student Attitudes,Interviews,Journal Writing,Foreign Countries,Teaching Styles,Schematic Studies

This paper begins by acknowledging the established and powerful link between educational beliefs and the teaching and learning practices of teaches and students. Based on this belief-practice connection, the paper documents the findings of a study that investigated the beliefs of a group of higher education teachers and students, most of whom were teaching and learning in a teacher education context. The paper concludes with a set of practical suggestions for university teachers and students involved in teacher education courses. The suggestions have been constructed by considering the messages from past literature and by drawing on the findings of the study reported in this paper. These recommended practical applications are expressed in terms of how they have been applied to a specific teacher education context. (Contains 2 tables and 2 figures.)
Social Justice, Pedagogy and Multiliteracies: Developing Communities of Practice for Teacher Education
Author: Cumming-Potvin, Wendy
Date: 2009-06-00
Type: Journal Articles
Subjects: Communities of Practice,Social Justice,Preservice Teacher Education,Preservice Teachers,Back to Basics,Figurative Language,Foreign Countries,Literacy,Elementary School Teachers,Qualitative Research

Celebrating and responding equitably to diversity have become increasingly essential for teachers' work in the new millennium, which is characterized by shifting local and global communities. Aiming to broaden conceptions of teacher education within a predominantly &quot;back to basics&quot; literacy environment, this article draws on selected results from a qualitative study underpinned by the metaphor of communities of practice (Wenger, 1998; Wenger et al., 2002). Conducted in Western Australia, the project involved a small group of pre-service teachers using a pedagogy of &quot;Multiliteracies&quot; (The New London Group, 2000) in face-to-face and on-line settings to construct understandings about literacy learning and teaching. This article focuses on one pre-service teacher, who engaged with multiple discources and communities of practice on the journey of becoming a professional teacher. Conclusions call for a re-conceptualization of teaching communities and sustainable innovation across teaching education to encourage critical and socially just literacy learning.
The Effect of a &quot;Learning Theories&quot; Unit on Students' Attitudes toward Learning
Author: Kara, Ahmet
Date: 2009-06-00
Type: Journal Articles
Subjects: Learning Theories,Student Attitudes,Quality of Life,Lifelong Learning,Teaching Methods,Pretests Posttests,Preservice Teacher Education,Foreign Countries,Data Analysis

People can improve themselves cognitively, professionally, academically, and in terms of their quality of life by continuous learning. Teachers, who are charged with bringing up new members of society, have to be aware of the importance of developing the ability to learn. This study examined how their knowledge of learning theories affected the attitudes of teacher candidates toward learning. For this purpose, students were given a scale of attitudes toward learning, as a pre-test and a post-test after introduction to the subject of learning theories. Data obtained from 150 participants were processed in SPSS 15.0; paired samples t-tests, independents samples t-tests and correlation tests were conducted. The results suggested that individuals with better understandings of the learning process are better at perceiving the nature of learning, more open to learning, have higher expectations about what they will get from learning and exhibit less anxiety in relation to learning. (Contains 7 tables.)
Swapping the Boardroom for the Classroom
Author: Etherington, Matthew
Date: 2009-08-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Careers,Constructivism (Learning),Practicums,Teacher Education Programs,Interviews,Foreign Countries,Teaching Experience,Teacher Attitudes,Elementary Education

This study inquires into the practicum experiences of 10 second career pre-service teachers who were enrolled in two accelerated graduate teacher education programs at a well established university in Ontario Canada. The objective was to understand the actuality of the teaching experience for teacher candidates with previous careers. The data collection drew on a semi-structured interview format and spanned nearly a six month period. The results suggest that second careerists draw heavily on their experiences from first careers and these experiences continue to shape their interpretations, attitudes and beliefs about teaching during and after the practicum. The conclusions recommend that the traditional performance based model of the practicum be replaced with a more self-directed constructivist practicum model. (Contains 2 tables.)
Exploring Professional Development Practices for Vocational Education and Training Practitioners
Author: Williams, Kim
Date: 2009-08-00
Type: Journal Articles
Subjects: Tourism,Professional Development,Vocational Education,Teacher Attitudes,Hospitality Occupations,Inquiry,Case Studies,Interviews,Teacher Competencies,Teaching Skills,Pedagogical Content Knowledge,Lifelong Learning,Experiential Learning,Barriers,Computer Literacy,Student Needs,Counseling,Foreign Students,Classroom Techniques,Foreign Countries

This paper addresses the practice of professional development within the Vocational Education and Training (VET) arena. The study object was to gain the perceptions held by a selected group of VET educators in the tourism and hospitality sector of the professional teaching/training competencies required for effective practice. The study was conducted utilising narrative inquiry, a qualitative research technique. The investigation concentrated on a case study context of educators currently working within a department of tourism and hospitality at a VET registered training organisation. Interviews were conducted with 10 front-line teaching educators and 4 management Heads of Department. Findings indicated that there was a breadth of professional teaching and training competencies required by VET educators to assist with effective delivery of teaching and learning strategies in the VET sector. (Contains 1 table.)
The Benefits of Employing a Hybrid Evaluation Approach, Enacted through Evaluation Survey and Reflective Journaling in Teacher Education in the Cayman Islands
Author: Minott, Mark A.
Date: 2009-08-00
Type: Journal Articles
Subjects: Program Evaluation,Statistical Data,Foreign Countries,Journal Writing,Reflection,Teacher Education Programs,Surveys,Evaluation Methods,Preservice Teachers,Course Content,Lecture Method,Reflective Teaching,Practicums,Self Esteem,Educational Technology,Classroom Techniques

The main purpose of the study was to ascertain the benefits of employing a hybrid evaluation approach to assessing a teacher education programme's objectives or intended outcomes. The benefits of employing the hybrid evaluation approach enacted through its evaluation survey component was seen in the fact that it acts as a guide for participants' thinking, facilitates the acquisition of a broad overview of their thoughts and could provide stakeholders with statistical data, if needed. The benefit of employing the hybrid evaluation approach enacted through its reflective journaling component, was seen in the fact that journaling helped participants to carry out in-depth &quot;thinking about&quot;, and formulating written perceptions of various aspects of the programme. The strength of the hybrid evaluation approach rests in the combined and simultaneous use of both components in a single process of programme evaluation.
Prospective Primary School Teachers' Perceptions on Boiling and Freezing
Author: Senocak, Erdal
Date: 2009-08-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teacher Attitudes,Elementary School Teachers,Student Teachers,Scientific Concepts,Water,Thermodynamics,Science Teachers,Interviews,Misconceptions,Experience,Pedagogical Content Knowledge

The aim of this study was to investigate the perceptions of prospective primary school teachers on the physical state of water during the processes of boiling and freezing. There were three stages in the investigation: First, open-ended questions concerning the boiling and freezing of water were given to two groups of prospective primary school teachers (Group-A had science background; Group-B had non-science background). Second, the participants' answers were examined and analyzed. Finally, those participants who had misunderstandings were given semi-structured interviews to have a deeper insight into their perceptions. The results showed that the participants in Group-B held more misunderstandings about boiling and freezing than Group-A. A further examination of the participants' perceptions showed that the misunderstandings were based on participants' daily life experiences related to an inadequate knowledge of science. This paper discusses the answers received to the questions and interviews and makes, implications for equipping primary school teachers with scientific knowledge. (Contains 3 tables.)
A Structuration Theory Analysis of the Refugee Action Support Program in Greater Western Sydney
Author: Naidoo, Loshini
Date: 2009-08-00
Type: Journal Articles
Subjects: Student Needs,Literacy,Refugees,Foreign Countries,High School Students,Student Adjustment,Academic Achievement,War,Educational Experience,Trauma,Educational Attainment,Program Descriptions,Program Effectiveness,Literacy Education,Learning Theories

This article uses Gidden's structuration theory to analyse the Refugee Action Support program in Greater Western Sydney. The study shows that many refugee students in Australian high schools experience difficulty with academic transition in mainstream classrooms due to their previous experiences in war-torn countries. As a result of the trauma suffered, many refugees have difficulty adjusting to the host society. The problem is   further exacerbated by the fact that many of the refugees may not previously have had any form of formal schooling. Their literacy development may therefore be impacted by both individual and structural factors. Structuration theory helps us understand how literacy was improved for these refugee students and how practice was mediated as a result of the Refugee Action Support program.
Tracing Literacy Journeys: The Use of the Literacy Autobiography in Preservice Teacher Education
Author: Edwards, Debra
Date: 2009-08-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Autobiographies,Literacy,Teaching Methods,Reading Instruction

This paper analyses the use of literacy autobiography as a way for preservice teachers to examine their own understandings of literacy, multiliteracies and literacy teaching. We reflect on what we as lecturers have learnt about our students and their literacy experiences, about our own literacy experiences and values, as well as what the students learnt through completing a literacy autobiography. Specifically we look at whether the use of the literacy autobiography has been useful in expanding students' understandings of literacy.
Teacher Educators Embrace Philosophy: Reflections on a New Way of Looking at Preparing Pre-Service Teachers
Author: Mergler, Amanda
Date: 2009-10-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Lifelong Learning,Foreign Countries,Teacher Educators,Educational Philosophy,Inquiry,Teacher Attitudes,Program Development,Teaching Methods,Critical Thinking,Program Effectiveness

Over the last decade in Australia, the role of the teacher has changed. Teachers are now expected to model and foster in their students a wide range of skills such as critical thinking, self-regulated learning, knowledge of self and others and lifelong learning. These changes are having a significant impact on the design of pre-service teacher education programmes, with university educators re-evaluating the teacher training curriculum and embedded pedagogical processes in order to consider how they might develop these skills in pre-service teachers. One approach is to consider the processes and practices inherent in philosophical inquiry. This paper reports on three participants' reflections of a 12-week philosophy programme that was conducted for teacher educators at Queensland's University of Technology (QUT) in 2008. The programme was facilitated by teachers from Buranda State School who have been teaching philosophy in their P-7 school for more than ten years. This paper provides insight into teacher educators' reflections on the philosophy programme and the associated changes and challenges of implementing such a programme in pre-service teacher education degrees.
The Attractors of Teaching Biology: A Perspective from a Turkish Context
Author: Kilinc, Ahmet
Date: 2009-10-00
Type: Journal Articles
Subjects: Student Teachers,Teaching (Occupation),Career Choice,Labor Market,Biology,Foreign Countries,Science Instruction,Science Teachers,Cultural Influences,College Freshmen,Student Teacher Attitudes,Gender Differences,Social Influences,Social Status,Teaching Conditions,Teacher Salaries,Costs,Barriers

Because the teaching occupation plays a crucial role in a country's development, policymakers and teacher recruitment units all around the world strive to understand how to attract individuals to this profession. However, research regarding the attractors of teaching has been conducted almost entirely in developed countries and has not focused on particular subject areas to be taught. In addition, only limited lists of attractors have been used. Accordingly, the main purpose of this study was to examine what attractors influence people who choose teaching biology as a career, and what about the Turkish culture has caused people to make this career choice. The sample consisted of 37 freshman biology student teachers (31 female, 6 male). The questionnaire included open-ended questions that were used to determine the student teachers' ideas about their career decisions. According to the results of this qualitative study, enjoy working with children or adolescents, enjoy biology and light workload were attractors that were mostly reported by student biology teachers. In addition, competitive job market, national examination system, family customs, and religious beliefs in Turkey were determinants of some attractors. (Contains 8 tables and 1 figure.)
Sustainability in an Online Community of Practice: The Case Study of a Group of Secondary School Educators in Victoria
Author: Hanewald, Ria
Date: 2009-10-00
Type: Journal Articles
Subjects: Communities of Practice,Information Technology,Internet,Foreign Countries,Sustainability,Case Studies,Secondary School Teachers,Computer Mediated Communication

This paper reports on Information Technology (IT) secondary school educators in Victoria and their involvement in an online community of practice. It examined the social effects of the online mailing list technology on their participation and factors that influenced their collaboration with other colleagues. In mapping these elements, the motivations of educators and the effects on online communities of practice can be distilled and then used to build and sustain other architectures of participation. It was found that mailing list subscribers seem to trade a currency of support, thoughts, ideas and answers, which helped them in their day-to-day teaching. Online communities of practice provide a convenient way to keep up professional networks while continuing to stay abreast with subject specific knowledge and skills. The findings of this case study may be generalised to other educational mailing lists to guide designers and managers and inspire educators to join and ultimately benefit from these text based online environments. (Contains 8 figures and 6 footnotes.)