ethanporcaro/eric-fulltext-meta huggingface dataset:
Simulations for the Discipline Specific and Professional Education of Foreign Policy Graduates
Author: Kelton, Maryanne
Date: 2016-00-00
Type: Journal Articles
Subjects: Simulation,Teaching Methods,Foreign Policy,Skill Development,Universities,Feedback (Response),Student Attitudes,Educational Innovation,Industry,Professional Development,Job Skills,Qualitative Research,Statistical Analysis,College Faculty,Teacher Attitudes,Likert Scales,Foreign Countries,Undergraduate Students,Student Surveys

Increasingly universities aim to provide students with opportunities to graduate with skills ready to perform in the workplace. However, workplace-based opportunities for students enrolled in foreign policy subjects are more limited due to the diplomatic and sensitive political nature of the professional work. Thus there exists a need for higher education institutions teaching foreign policy courses in generalist degrees to create innovative solutions to enable student experience of professional foreign policy practice. In this article we analyse our Australian foreign policy dual strategy teaching initiative where we deploy in-person simulations enabling students to develop both their discipline specific foreign policy knowledge and gain insights in, and experience with, professional competencies and non-technical skills. Student, industry, and staff participant feedback demonstrates the benefits of the simulations for both discipline specific learning and professional skills development.
Building Staff Capacity through Reflecting on Collaborative Development of Embedded Academic Literacies Curricula
Author: Thies, Linda C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Capacity Building,Academic Discourse,Program Evaluation,Foreign Countries,Outcomes of Education,Partnerships in Education,Low Income,Curriculum Development,Interviews,Literacy,Student Needs,College Faculty,Program Descriptions,Inclusion,Reflective Teaching,Teacher Collaboration

Most Australian universities articulate some policies around the integration of graduate learning outcomes in courses. This paper draws on a Federal Government funded project that adopted a developmental approach to students' acquisition of course learning outcomes, through the embedding of academic literacies in course curricula. The project was part of a Higher Education Participation and Partnership Program (HEPPP), which focused on courses with a high proportion of students from a low socio-economic status (SES) background. However, the project took an inclusive approach to curriculum development by focusing on the needs of all students. In describing this project, the paper aims to explore the challenges and advantages of collaborative curriculum development. The findings, which are based on individual interviews with the project partners suggest that increased collaboration between course team members and professional staff, and the opportunity to reflect built the capacity of all staff, specifically their understanding of academic literacies. Evaluation of the project helped to confirm that a curriculum renewal process needs to ensure that members of course teams have time to fully engage in collaborative reflection. The evaluation supported a move to a more cooperative approach to curriculum development.
Teaching and Assessing Problem Solving: An Example of an Incremental Approach to Using IRAC in Legal Education
Author: Burton, Kelley
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Solving,Teaching Methods,Evaluative Thinking,Thinking Skills,Abstract Reasoning,Legal Education (Professions),Problem Based Learning,Foreign Countries,Professional Identity,Student Centered Learning,Learning Strategies,Best Practices,Formative Evaluation,Tutorial Programs

Legal reasoning is a type of problem solving, and is situated within thinking skills, one of the six threshold learning outcomes established under the auspices of the Australian Learning and Teaching Council's Bachelor of Laws Learning and Teaching Academic Standards Statement. The threshold learning outcomes define what law graduates are &quot;expected to know, understand and be able to do as a result of learning&quot; (Kift et al., 2010, p. 9). The assessment of legal reasoning, and thus problem solving, should receive greater attention in legal education discourse (James, 2011, p. 15, James, 2012, p. 88). The dominant approach for problem-based questions in the discipline of law over the last 40 years is IRAC (issue, rule, application and conclusion). The acronym IRAC is not offensive and potentially instils a positive professional legal identity and is a student-centred approach to problem solving. This journal article documents an incremental approach to IRAC in law where first year students answer a problem-based law question using a grid format before preparing a barrister's advice.
Developing a Conceptual Framework for Student Learning during International Community Engagement
Author: Pink, Matthew A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Models,Academic Achievement,Community Involvement,School Community Relationship,Foreign Countries,Reflection,School Involvement,Developing Nations,Learner Engagement,Well Being,Social Justice,Transformative Learning,Pilot Projects,Higher Education,College Students

University-community engagement often involves students engaging with people who experience multiple forms of disadvantage or marginalization. This is particularly true when universities work with communities in developing nations. Participation in these projects can be challenging for students. Assumptions about themselves, their professional practice, and broader society are tested while dealing with the challenges of life in a developing nation. In light of this, students' learning and their personal well-being need to be supported before, during, and after participating in international community engagement. This paper reports on the development of a conceptual framework for the support and enhancement of student learning during international community engagement. The paper then reports on the development of a resource that aims to support student learning. Early pilot data suggested that the resource is effective in supporting student learning and well-being and that the resource shows potential for wider use in the higher education sector.
The Learning Thermometer: Closing the Loop between Teaching, Learning, Wellbeing and Support in Universities
Author: Stallman, Helen M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Universities,College Students,Mental Health,Well Being,Student Surveys,Social Support Groups,Educational Innovation,Student Evaluation of Teacher Performance,Teacher Evaluation,Teacher Effectiveness,Student Centered Learning,Mental Health Programs,Developmentally Appropriate Practices,Online Surveys,Feedback (Response),Self Management,Help Seeking,Self Efficacy,Personal Autonomy,Problem Solving

The increasing awareness and impact of mental health problems in university students in addition to a need for objective measures of teaching quality provide the impetus for a new approach to supporting students. There is a need for more effective tools that integrate the institutional silos of teaching, learning, support, and wellbeing to help students maximise their educational outcomes. This paper provides an overview of an innovative student-centred tool, &quot;The Learning Thermometer&quot;, as an efficient and effective way to integrate the institutional silos and embedding student support within the mainstream curriculum. The Learning Thermometer comprises four web-based surveys that are completed by students during the semester. After each survey students are provided with relevant feedback, and if necessary, suggestions of strategies, resources and people who can help them with their learning and/or wellbeing. The Learning Thermometer has the potential to ensure every student has access to support, if and when they need it during their studies. Recommendations are made on how the tool can be used to enhance teaching, learning and student health and wellbeing.
A View through the Long Lens: Pre-Service Teachers' Perceptions of Multi-Campus Course Delivery
Author: Walker-Gibbs, Bernadette
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Multicampus Colleges,Educational Attitudes,Undergraduate Students,Undergraduate Study,Education Courses,Learning Experience,Teaching Experience,Access to Information,Information Retrieval,Instructional Materials,Teacher Student Relationship,Interpersonal Communication,Internet,Student Personnel Services,Rural Areas,Distance Education,Electronic Learning,Foreign Countries,Qualitative Research,Online Surveys

This paper explores the results of a survey that was conducted with 277 pre-service teachers studying at two regional university campuses in Victoria, Australia in 2014. Data showed that participants expressed high level of satisfaction with the quality of their undergraduate courses in education including the flexible teaching and learning experiences. However, many reported experiencing frustration with accessing cloud-based learning materials and support services, including communication with lecturers. Challenges in accessing learning materials were mainly attributed to slow internet speed which increased the time taken to download resources. Access to support services and lecturers was made difficult because many key staff were located at the larger, urban campuses, thus sometimes causing delay in communication with them. This study recommends that university faculties review the accessibility of services, facilities and resources for rural and remote students. Recommendations include greater attention to the presentation of online learning materials to ensure accessibility for all students, regardless of internet speed and location. Moreover, findings showed that by closer examination of the accessibility of services to reflect the reality and complexity of students' lives, universities could increase equity for rural and remote students.
Creative, Kinesthetic Activities to Motivate Young Learners to Communicate: A Conversation with Paula Garrett-Rucks
Author: Devall, Kelly Davidson
Date: 2015-00-00
Type: Journal Articles
Subjects: Creativity,Learning Motivation,Second Language Learning,Lesson Plans,Second Language Instruction,Language Teachers,Age Groups,Teaching Methods,Interdisciplinary Approach,French,Elementary School Students,Early Childhood Education

This article presents a question and answer session in which Paula Garrett-Rucks discusses how creativity and kinesthetics motivate young language learners, the type of characteristics she might consider for different age groups in planning lessons, her views on the goals of world language teachers of young learners, and what a typical lesson would look like when teaching early language learners using the principles of creativity and kinesthetics.
Activating the Imagination inside the World Language Classroom
Author: Mitchell, Claire
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Learner Engagement,Intercultural Communication,Cultural Awareness,Social Media,Technology Uses in Education,Language Skills,Skill Development,Language Usage,Culturally Relevant Education,Interpersonal Communication,Computer Mediated Communication,Spanish,Imagination,Teaching Methods,Second Language Instruction,Elementary Secondary Education,Higher Education

Imagination, creation, and innovation are three powerful words that present many possibilities in the world language classroom. When learners can see themselves as language users, they take ownership of their learning experience and become more invested in and engaged with the topic being studied. This heightened sense of investment in turn leads to creation and innovation, further propelling them to use the language in new and exciting ways. The possibility of interacting with people who speak different languages and are from different cultures increases on a daily basis, and learners must have cultural awareness in order to be successful in today's societies. A unique way to cultivate these skills from within the four walls of the world language classroom is through the use of technology, and more specifically, through social media. By using social media in the world language classroom, students begin to see a connection between how they learn a language and their worlds beyond the classroom. The very reason students are drawn to social media is because it offers opportunities to collaborate, connect, and interact in diverse virtual contexts. The author describes various ways she discovered to use Pinterest in her own Spanish language classroom to activate learners' imagination.
Multimodal Instruction in Pre-Kindergarten: An Introduction to an Inclusive Early Language Program
Author: Regalla, Michele
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Children,Second Language Instruction,French,FLES,Special Needs Students,Inclusion,Second Language Programs,Program Implementation,Language Teachers,Learning Modalities,Multimedia Instruction,Program Design,Outcomes of Education

During the 2013-2014 school year, a charter school in Central Florida (which will be given the pseudonym &quot;The Unity School&quot;) known for its practice of full inclusion launched an unconventional project. The Unity School, which serves children from preschool through grade five, began offering foreign language to all pre-kindergarten students. The Unity School's practice of offering its French program is uncommon for a couple of reasons. First, few foreign language programs exist for young children in the U.S., with only about 25% of U.S. schools offering any type of foreign language program at the elementary level. Furthermore, students of all ages who have special needs often do not have the opportunity to enjoy the benefits that learning a foreign language can provide. Students with special needs may be discouraged from pursuing foreign language study for various reasons, including the belief that learning a second language is a privilege reserved for typically developing students only. The authors of this article, a university professor and a graduate assistant, played a major role in the development and implementation of The Unity School's French program. The purpose of this article is to describe a pre-kindergarten foreign language program designed to make learning French accessible to all children.
Teachers' Identities and Creative Teaching in Language Immersion Classrooms
Author: Kong, Kaishan
Date: 2015-00-00
Type: Journal Articles
Subjects: Creative Teaching,Immersion Programs,Professional Identity,Teaching Methods,Professional Development,Teacher Attitudes,Language Teachers,Bilingual Education,Observation,Semi Structured Interviews,Instructional Materials,Creativity,Creative Activities,Chinese,Foreign Countries,Preschool Teachers

The connection between teachers' identities and their influence on creative teaching can be found in literature on identity negotiation theory (Norton) and relationship between teachers' understanding of themselves, knowledge, and teaching practice (Johnson and Golombek). Informed by the relevant literature, this qualitative inquiry explores two Chinese immersion kindergarten teachers' perception on their roles in the immersion environment and their creative pedagogies. Research questions include: (1) How do the Chinese immersion teachers view their roles as both content teacher and language teacher? and (2) How do their perspectives on their identities influence their instructional approaches in the immersion classroom?
Private Universities in Kenya Seek Alternative Ways to Manage Change in Teacher Education Curriculum in Compliance with the Commission for University Education Reforms
Author: Amimo, Catherine Adhiambo
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Private Colleges,Teacher Education Curriculum,Curriculum Development,Compliance (Legal),Mixed Methods Research,Questionnaires,Interviews,Content Analysis,Deans,Department Heads,Teacher Educators,Preservice Teachers,Difficulty Level,Change Strategies

This study investigated management of change in teacher education curriculum in Private universities in Kenya. The study employed a concurrent mixed methods design that is based on the use of both quantitative and qualitative approaches. A multi-stage sampling process which included purposive, convenience, cluster, and snowball sampling methods was followed. The sample comprised of 5 chartered private universities which were offering teacher education by the year 2008. The respondents were 5 Deans from the School of education, one from each of the universities;14 Heads of Departments (H.O.D s), 32 Teacher Educators and 150 Teacher Trainees, 2 staffs from Commission for University Education and 2 from Teachers' Service Commission. Complexity Theory and Theory of Planned Change guided the study. Face and content validity was done by the expert judgment. The reliability of the questionnaire was established at Alpha of 0.760. Data from the questionnaires was analyzed using descriptive statistics, means and standard deviations--based on the Statistical Package for Social Sciences (SPSS) program version 20. Qualitative data from the interviews and documents was analyzed for content in an ongoing process as themes and subthemes emerged. The results indicated that the universities followed due processes, recommended by curriculum experts, to implement change; but sought alternative ways where due process had failed. This was because of the complexity of teacher education program, on basis of scale, foci and clientele, and also the unique nature of private universities in Kenya. The study recommends that private universities should not only follow due process, but look out for alternative strategies in implementing changes in teacher education, as they consult closely with the Commission for University Education and Teachers' Service Commission, and endeavor to fulfill their mission.
The Elephant in the (Class)Room: Parental Perceptions of LGBTQ-Inclusivity in K-12 Educational Contexts
Author: Ullman, Jacqueline
Date: 2016-10-00
Type: Journal Articles
Subjects: Homosexuality,Sexual Orientation,Sexual Identity,Foreign Countries,Social Justice,Focus Groups,Parent Attitudes,Social Bias,Educational Environment,Safety,Consciousness Raising,Gender Issues,Social Values,Teacher Competencies,Elementary Secondary Education,Health Education,Sex Education,Course Content,Student Needs,Interviews

While little is known about parental beliefs and desires regarding LGBTQ-inclusive education, assumptions about these appear to justify teachers', curriculum writers' and policy makers' silences regarding sexuality and gender diversity in the K-12 classroom. Thus, in order to better inform educators' practices, this paper presents an analysis of interview data from focus groups with parents from across the Australian state of New South Wales. The analysis was conceptually guided by the concepts of the &quot;null curriculum&quot; (Eisner, 2002) and &quot;illocutionary silencing&quot; (Saunston, 2013) as applied to understandings--both the authors' and participating parents'--of the departmental educational resources. Findings highlight parents' desires for LGBTQ-inclusivity, not only as a protective factor for sexuality and gender diverse students, but also to engender social cohesion and prepare all students for adult life in the modern social landscape. Parents struggled with the complexities of promoting positive social values through compulsory content while simultaneously respecting diverse sets of values and parents' rights to frame such topics according to a private set of beliefs. Furthermore, parents advocated for teacher training in this area and were eager for teachers and school leadership staff to feel departmentally-supported to enact LGBTQ-inclusive practices.
Mentoring Beginning Teachers and Goal Setting
Author: Hudson, Peter
Date: 2016-10-00
Type: Journal Articles
Subjects: Mentors,Goal Orientation,Beginning Teachers,Foreign Countries,Teacher Education,Case Studies,Semi Structured Interviews,Teaching Methods,Faculty Mobility,Qualitative Research,Statistical Analysis,Models,Professional Development

Australia has delineated a new direction for teacher education by embedding mentoring programs for teachers who support early-careers teachers as a system approach. This case study investigated how mentors after involvement in a mentoring professional learning program focused on goal setting with beginning teachers in their schools. Data were analysed from six mentors' interviews using semi-structured questions and archival documents associated with the mentoring program. Findings revealed that negotiated goal setting facilitates potentially successful teaching practices that align to career stage standards. Other findings associated with goal setting are reported around: (1) mentor-mentee relationships, (2) roles, skills and responsibilities, (3) specific goal setting, and (4) the Australian Professional Standards for Teachers. Further research (qualitative paired mentor-mentee partnerships and large quantitative studies) will provide insights on effective uses of goal setting that align with standardised frameworks and connect with effective teaching practices.
Investigating Coherence among Turkish Elementary Science Teachers' Teaching Belief Systems, Pedagogical Content Knowledge and Practice
Author: Bahcivan, Eralp
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Science,Elementary School Teachers,Pedagogical Content Knowledge,Science Teachers,Teaching Methods,Inservice Teacher Education,Teacher Attitudes,Epistemology,Content Analysis,Self Efficacy,Science Instruction,Science Education,Qualitative Research,Teacher Education,Teacher Education Programs,Scientific Concepts,Case Studies,Semi Structured Interviews,Observation

This study investigated comprehensive science teaching belief systems and their relation to science teachers' pedagogical content knowledge and teaching practices. Rokeach's (1968) belief system was used as a framework for representing the hierarchy among in-service teachers' teaching beliefs. This study employed a multiple case study design with three in-service science teachers. Cases were selected based on participant's personal epistemology. Data were collected through interviews and classroom observations. Content analyses showed that when science teachers presented characteristics of autonomous self-construal more than related self-construal, they had a more advanced personal epistemology. In addition, these beliefs shaped participants' conceptions of teaching and learning science as well as self-efficacy beliefs, knowledge and practice. Given these results, it is important for social psychologists to collaborate with science teachers to support their self-construal.