ethanporcaro/eric-fulltext-meta huggingface dataset:
Lessons Learned: A Retired Principal Returning to University Teaching Offers Advice for New Teachers
Author: Reed, Candi Mascia
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Deafness,Hearing Impairments,Teacher Education Programs,Student Diversity,Barriers,Immigrants,Comorbidity,Students with Disabilities,Curriculum,Evaluation Methods,Teacher Role,Technology Uses in Education,Teacher Attitudes,Beliefs,Teacher Influence,Academic Achievement,Achievement Gap,Literacy

Candi Mascia Reed is a retired principal of programs for deaf and hard of hearing students in the Total Communication programs of Bergen County Special Services in the Hackensack School District in New Jersey. Currently, she is an adjunct professor at The College of New Jersey, Special Education Language and Literacy, Deaf Education Teacher Training Program. Reed wanted to return to the college campus and share what she knows with the next generation of teachers. Upon re-entering the university classroom and looking back over 40 years of work in deaf education, Reed has come to see respect for diversity and inclusion as part of a longtime set of values that good teachers bring and have always brought to their classrooms. This article discusses the changes that teachers of deaf and hard of hearing students face: (1) more deaf and hard of hearing students from other countries; (2) more deaf and hard of hearing students with disabilities; (3) curriculum changes; (4) assessment practices; (5) role of the teacher; and (6) technology. The article also discusses aspects of teaching that have not changed: (1) the values and beliefs teachers have and their effect on every classroom; and (2) the determination to improve academic outcomes and close the literacy gap between deaf and hard of hearing students and their hearing peers.
Proposing and Modifying Guided Play on Shapes in Mathematics Teaching and Learning for Zambian Preschool Children
Author: Nakawa, Nagisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Mathematics Instruction,Play,Teaching Methods,Preschool Children,Geometric Concepts,Concept Formation,Program Effectiveness,Readiness,Social Influences,Cultural Influences,Learning Activities,Color

Background: Early childhood education (ECE) has recently been introduced in Zambian government schools, leading to a need to examine the quality of mathematics lessons. Aim: This study focussed on guided play lessons on shapes in pre-mathematics classes and examined how they could be implemented and what children could learn in the class. Setting: The lessons were conducted in two early childhood mathematics classes in two different schools in Zambia. Methods: A qualitative design-based research method was applied. For data collection, teachers implemented a trial lesson in one school and a main lesson in another school in Lusaka, the capital of Zambia. Results: In the first lesson, the activity differed from what was planned and discussed. In the second lesson, the content and objective of the guided play were changed from those of the trial lesson. In the main lesson, children engaged in a more basic activity involving shapes and created many kinds of shapes that they were familiar with in and out of school. This was particularly effective for children in terms of explicitly learning the basic features of the shapes and important mathematical ideas such as congruency, similarity and symmetry. Conclusion: The main lesson was successful because the level of mathematical content was more appropriate for the children and allowed them to enjoy the activity. Two points regarding developing more effective lessons for ECE, to identify pupils' readiness and sociocultural status, were also assessed and discussed.
Preservice Teachers&apos; Perception of Longitudinal Child Development Field Coursework at a University-Affiliated Teaching School
Author: Ragpot, Larra
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Child Development,Professional Development Schools,Preservice Teacher Education,Elementary Schools,Foreign Countries,Field Experience Programs,Elementary School Students,Longitudinal Studies,Undergraduate Students,Teacher Education Curriculum

Background: Most field coursework in teacher education (TE) programmes do not incorporate extended &quot;in situ&quot; interaction with individual children in a classroom. Furthermore, child development theory (from coursework) is not taught in tandem with students' extended periods of practicum placement in schools. Aim: This study sought to determine preservice teachers' perception of their longitudinal study of children's development and learning in a clinical setting at a university-affiliated teaching school. Setting: This study focusses on two undergraduate primary school TE programmes at an urban university in Johannesburg, South Africa. These programmes incorporate six semester courses on child development with extended clinical field experience at a teaching school on campus. Each student teacher follows a particular child's development and learning over four years of their undergraduate coursework. Methods: This was a qualitative descriptive study with some cross-sectional data. Data were collected from 120 undergraduate students, by using anonymous questionnaires and four focus group interviews. Results: Students reported that they had gained in-depth learning of child development during their longitudinal pairing with an individual child and that assigned observation activities had taught them to recognise, and support, nuanced differences in a child's learning. Conclusion: Students regard their longitudinal interaction and learning in the clinical setting positively. Future research should focus on the long-term value of the clinical model with insights from students who have graduated from the programme and are in the teaching profession.
The Delivery of Primary School Physical Education in South African Public Schools: The Perceptions of Educators
Author: Roux, Kobus C. J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Physical Education,Public Schools,Foreign Countries,Teacher Attitudes,Rural Urban Differences,Social Differences,Principals,Administrator Attitudes,Curriculum Implementation,Department Heads

Background: Physical Education (PE) is a fundamental cornerstone for childhood development as it promotes lifelong participation in physical activities for holistic health. School educators play a key role in creating school environments that lead to developmentally appropriate and high-quality PE lessons. Aim: The aim of this study was to determine educators' perceptions on the state and status of PE in selected public primary schools in all nine provinces of South Africa. Setting: Data were collected on the campus of the selected primary schools within 150 km of a university. In the absence of a university within the stated radius, an airport was used as an initiated point of departure. Methods: The mixed-methods approach (quantitative: questionnaires and qualitative: semistructured interviews and focus group discussions) was used to collect data. The purposive sampling method was used to select the participants. Quantitative data were analysed using descriptive statistics in the form of percentages, and presented using graphs and tables. Qualitative data were analysed using themes. Results: The findings revealed that the educators from quintile 4 and 5 schools especially are of the opinion that challenges, such as a lack of resources, qualified PE specialist educators, and facilities and equipment negatively affected the delivery of PE at their schools. Conclusion: Participants perceived that there are varying contextual and socio-economic school settings affecting the delivery of PE in the Curriculum Assessment Policy Statement (CAPS) curriculum. The researcher recommends that all learners have access to the adequate provision of PE programmes.
Student Teachers&apos; Views of Their Experiences in a Bachelor&apos;s Programme
Author: van Heerden, Sene
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teacher Attitudes,Student Experience,Undergraduate Study,Bachelors Degrees,Preservice Teacher Education,Pedagogical Content Knowledge,Foreign Countries

Background: It is widely accepted that the quality of schools depends on the quality of teachers. Understanding what occurs while learning to teach is an important pursuit for acquiring a sense of the quality of teachers. The initial development of teachers is a critical point from which to activate such understanding. Aim: This study, therefore, examines the ways in which pedagogic content knowledge is developed within experiences that relate to initial teacher education programmes. &quot;Pedagogic content knowledge&quot; is a concept describing a form of knowledge related to transmitting subject matter knowledge to learners. Setting: A qualitative study was conducted with a cohort of participants in the final year of a bachelor's degree programme. Methods: Data generation ensued from focus group discussions, complemented by questionnaire data. The study analysed data categorised according to themes. Results: Findings demonstrate that the participants found their initial teacher education programme to have had positive &quot;and&quot; negative influences with regard to the development of pedagogic content knowledge. Administrative duties, adapting to school contexts, relationships with people of influence (such as lecturers during initial teacher education and mentor teachers), teaching practice (which had the most profound influence on classroom practice) and professional knowledge and skills as taught during initial teacher education were all factors that had an impact on participants' experiences in developing their pedagogic content knowledge. Conclusion: This paper argues for the need to rethink the structure of initial teacher education programmes in order to better facilitate the development of pedagogic content knowledge.
Enhancing Teacher Preparation for Inclusive Programming
Author: Slanda, Dena D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Inclusion,Equal Education,Teacher Competencies,Individualized Instruction,Access to Education,Decision Making

The Every Student Succeeds Act (2015) requires teachers to address students' diverse learning needs to master increasingly rigorous state standards within a Multi-Tier System of Supports (MTSS). To actualize equitable learning opportunities, it is critical teachers be equipped with the knowledge and skills to provide individualized, specially designed, and responsive instruction within a decision-making framework. In response, teacher preparation programs must include professional competencies that ensure teacher candidates are prepared with the knowledge, skills, and resources necessary to effectively teach students with diverse learning needs. To accomplish this goal, teacher preparation programs can be enhanced to include resources, tools, and protocols from nationally vetted and federally funded centers (e.g., IRIS, CEEDAR, NCII) to address teachers' knowledge and skills for differentiation through universal design for learning (UDL), individualization, and data-driven decision-making.
Leveling the Playing Field: Increasing General Educator&apos;s Special Education Knowledge
Author: Allen, Lori
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Inservice Teacher Education,Inclusion,Regular and Special Education Relationship,General Education,Teacher Competencies,Special Education,Middle Schools,Principals,College Faculty,Institutional Cooperation,Middle School Teachers,Faculty Development,Knowledge Base for Teaching,Partnerships in Education

This article will showcase the power of collaborative relationships to transform pre-service learning and in-service practice in the area of inclusion. A middle school principal and college professor in Special Education partnered to address the need for support of inclusion students in schools and pre-service education in EPP's. The collaboration at the middle school level focused on increasing inclusiveness of the faculty by building knowledge. A professional development framework designed to increase inclusiveness by increasing the faculty's special education knowledge was implemented. Additionally, the education preparation programs of study were revised to integrate topics into relevant courses. Through this collaboration, a special education program of study became relevant to today's educational climate and a middle school faculty gained knowledge to increase the inclusiveness of their school. This experience was piloted in both educational institutions and is being refined for delivery in other public schools.
A Descriptive Study on ESL Learners&apos; Vocabulary Knowledge through Cognitive and Metacognitive Strategies
Author: Aravind, B. R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Vocabulary Development,Learning Strategies,Metacognition,Second Language Instruction,Taxonomy

The present research was carried out to study the cognitive and metacognitive vocabulary learning strategies of 36 ESL learners'. Schmitt's Vocabulary Learning Strategies questionnaire was used to conduct the study. The study revealed the subsequent array of cognitive and metacognitive strategies employed by ESL learners. Additionally, semi-structured interviews were also conducted with 10 ESL learners' who completed the questionnaire to get more reliable information about learners' strategies with vocabulary learning. The findings indicated that 'Using English Language Media', 'Verbal repetition', 'Take notes in class' were the most popular strategies, whereas 'Skip or pass new word' and 'Put English labels on physical objects' were least used. The results of this paper provide many implications for English language teaching. Detailed explanations of the participants' cognitive and metacognitive strategies were given in the discussion.
EFL Students&apos; Attitudes towards Learner Autonomy in English Vocabulary Learning
Author: Tran, Thao Quoc
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Undergraduate Students,Majors (Students),Student Attitudes,Independent Study,Personal Autonomy,Vocabulary Development,Foreign Countries

Whether EFL learners can use English well or not depends much on vocabulary they possess. Learner autonomy (LA), however, plays a pivotal role in amassing EFL learners' vocabulary. This study endeavored to explore students' attitudes towards LA in English vocabulary learning. Two hundred English majors from a Ho Chi Minh City based higher institution, Vietnam got involved in answering the closed-ended questionnaire, and ten students took part in semi-structured interviews. The findings indicated that participants were cognitively aware of the importance of LA in English vocabulary learning, but affectively and behaviorally they showed low interest in LA in English vocabulary learning. Such findings may shed light on how to improve the teaching and learning of the English language in general and English vocabulary in particular at the research context and other similar EFL contexts.
Exploring EFL Students&apos; Perception of Online Learning via Microsoft Teams: University Level in Indonesia
Author: Rojabi, Ahmad Ridho
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Student Attitudes,Electronic Learning,Computer Software,Computer Mediated Communication,Synchronous Communication,Foreign Countries,Educational Environment

An internet connection has been crucial in the era of globalization to enhance human activities in various activities of economic, culture, defense, and many others, especially in the EFL classroom setting. Microsoft Teams as an innovative online learning platform provides unique features to enhance its potential to help EFL teachers to conduct better interaction as well learning environment in online learning. This research aimed at exploring students' perceptions of online learning via Microsoft Teams. The study was conducted with twenty-eight sixth-semester students at Open University (Universitas Terbuka-UPBJJ Jember). Data were collected by using questionnaires to gain information about the EFL students' perception of online learning via Microsoft Teams. The questionnaire was distributed to the students through Google forms after all materials in online learning had been conducted. The questionnaires data obtained were analyzed descriptively. The finding of the research revealed that online learning via Microsoft Teams is categorized as something new for the students but this interaction and learning environment motivated students in participating online learning, as a result, they can easier to comprehend the learning materials.
edTPA Relevance: Voices from Teacher Education Program Graduates
Author: Huss, Robyn
Date: 2020-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Preservice Teachers,College Graduates,Teacher Education Programs,Beginning Teachers,Scoring Rubrics,Teaching Skills,Middle School Teachers,High School Teachers,Teacher Certification

It is important to examine the perceived relevance of edTPA, a nationally recognized summative performance assessment of teacher education program graduates, after those graduates enter the teaching profession. This study collected and analyzed responses from educator preparation program completers who passed edTPA as a licensure requirement and have subsequent experience as classroom teachers. Responses were gathered in relation to skills utilized in daily teaching practices and evaluation of the skills reflected in the scoring rubrics of edTPA. Retrospective experiences confirm that the skills required by the edTPA assessment do have relevance to the teaching profession and daily classroom practices.
Why Deaf Education Matters: Including Deaf Students with Disabilities
Author: Fleischer, Flavia
Date: 2020-00-00
Type: Journal Articles
Subjects: Deafness,Access to Education,Hearing Impairments,Student Needs,Educational Environment,Cultural Relevance,Student Placement,Cultural Influences,Comorbidity,Students with Disabilities,Inclusion,Sign Language

Deaf education--having deaf students educated in an environment in which they are with other deaf students as well as deaf adults-- matters. This environment allows for Deaf Community Cultural Wealth (DCCW), the knowledge, skills, and tools that a community passes down from one generation to the next, to be acquired by the deaf students (adapted from Yosso, 2005). For deaf students, this usually comes most effectively through deaf education. However, instead of educating deaf children through deaf education, educators and administrators measure deafness against other forms of disability, decide which is most severe, and use that decision to determine placement. The practice of determining a primary disability and addressing it within neighborhood public schools contradicts what we know about how deaf children learn.
Assessing Trainee Secondary Teachers on School Placement: Subject Knowledge and Overall Teaching Grades
Author: Tynan, Rick
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Secondary School Teachers,Pedagogical Content Knowledge,Teacher Placement,Teacher Competencies,Teacher Evaluation,Academic Standards,English Instruction,Mathematics Instruction,Science Instruction,Grades (Scholastic)

Schools and Initial Teacher Training/Education providers have joint responsibility for developing trainee subject knowledge. Due to the current curriculum and training emphasis placed upon the importance of subject knowledge, the relationship between it and overall teaching grades is of interest when monitoring trainee assessment data collated from school mentors in placement schools. This paper reports a statistical analysis of numerical grades awarded on progress review forms completed by mentors using the teaching competencies described in Teachers' Standards in England. It includes the assessment data gathered from two consecutive cohorts of secondary Post Graduate Certificate/Diploma in Education trainees whilst on school placement experience. All the schools were in partnership with a single Higher Education provider in the North West of England. The focus for the analysis was the distribution of grades assigned to trainees in English National Curriculum core subjects for overall teaching and two standards with descriptors covering aspects of teacher subject knowledge. Of twenty-four comparisons, only six indicated significant differences. In these instances, more high grades than expected were assigned for the standard describing teacher subject content and curriculum knowledge compared to the standard describing pedagogy and/or overall teaching.
Defining Practice: Exploring the Meaning of Practice in the Process of Learning to Teach
Author: Steadman, Sarah
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instruction,Definitions,Training,Preservice Teacher Education,Lifelong Learning,Teacher Competencies,Teacher Persistence,Models,Transformative Learning

This paper explores the meaning of practice in relation to learning to teach. There are many different definitions of practice and it is intended that by reflecting on these teacher educators can come some way to defining what practice means for beginning teachers and in their programmes. Differing definitions of practice in relation to learning to teach are discussed, namely, practice as distinct from theory; practise as a verb; core and high leverage practices and practice as a social construct. Drawing on a range of published research from both the UK and the US, the paper seeks to make delineations between the differing definitions and draws a distinction between teacher training and teacher education. Finally, it is suggested that it is the transformative and inherently social definition of practice that is most helpful and productive for teacher educators, policy makers and beginning teachers in the development of resilient and adaptive teaching professionals. [Note: The page range (3-9) shown on the PDF is incorrect. The correct page range for this article should be p1-10. The following article begins on page 10.]