ethanporcaro/eric-fulltext-meta huggingface dataset:
Secondary Beginning Teacher's Preparedness to Teach Literacy and Numeracy: A Survey
Author: Milton, Marion
Date: 2007-05-00
Type: Journal Articles
Subjects: Secondary School Teachers,Beginning Teachers,Literacy Education,Numeracy,Foreign Countries,Teacher Education Programs,Focus Groups,Teacher Educators,Preschool Teachers,Questionnaires,Teacher Attitudes,Administrator Attitudes,Correlation,Education Work Relationship,Course Descriptions,Pedagogical Content Knowledge

This paper reports the findings of an Australia-wide survey conducted as part of a national teacher education research project that explored the preparation of teachers to teach literacy and numeracy in Australian schools (Louden, Rohl, Gore, Greaves, McIntosh, Wright, Siemon &amp; House, 2005). The project included various phases of inquiry, beginning with a desk audit of teacher education program characteristics and an international literature review (Gore &amp; Griffiths, 2002), that drew on literature published in English in the last few decades. The issues identified in the literature review guided the construction of a set of national focus groups that targeted early years, primary and secondary teachers and teacher educators. Data from the focus groups informed three nationally representative questionnaire surveys, the purpose of which was to determine the preparedness of new graduates to teach literacy and numeracy to a range of school students. A survey was designed for each of the following three groups: senior school staff, primary beginning teachers and secondary beginning teachers.
E-Learning Pedagogy in the Primary School Classroom: The McDonaldization of Education
Author: Etherington, Matthew
Date: 2008-10-00
Type: Journal Articles
Subjects: Electronic Learning,Elementary School Students,Teaching Methods,Criticism,Conventional Instruction,Interpersonal Competence,Web Based Instruction,Socialization,Educational Attitudes,Global Approach,Technological Literacy,Knowledge Base for Teaching,Learning Motivation,Time Management,Educational Benefits,Access to Education,Social Networks,Moral Development,Foreign Countries

This paper begins as an initial rejoinder to the ideas expressed by Ross (2000) in The Promise and Perils of E-Learning: A critical look at the new technology. In his article, Ross supports the traditional practices of pedagogy at the primary school level--face-to-face pedagogy--and then critiques what he describes as a &quot;fetishisation&quot; of technological pedagogy--a fetishisation seen in the increase of E-learning pedagogy at the primary school level. The ideas expressed in this article gain their structure and momentum from Ross's (2000) arguments against E-learning and extends a more cautious approach to the widespread belief in the success of E-learning pedagogy. The main thesis is that E-learning spawns numerous problems for primary students--namely a homogenisation and dehumanisation. This ultimately leads to what Ritzer (2000) calls a &quot;McDonaldisation of education&quot;.
Repositioning Research as Writing to Improve Student Learning
Author: Booth, Sara
Date: 2007-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Graduate Students,Writing Processes,Secondary School Teachers,English Teachers,Research Papers (Students),Teacher Improvement,Qualitative Research,Surveys

In recent years teacher education has used the process and practices of research to improve pre-service teachers' pedagogical practices. Pre-service teachers, however, generally prefer to understand the practices of teaching rather than research. This paper considers the writing process rather than the research process as central to the construction of pre-service teachers' subjectivities. It explores the responses of twenty-six Tasmanian Secondary English postgraduate pre-service teachers in 2004 and 2005, drawing on data from research writing projects, surveys and interviews. These responses indicated that when writing is positioned central to the research process it can change pre-service teachers' construction of research and in turn improve pedagogical practice and most importantly student learning.
Exploring the Sources of Turkish Pre-Service Chemistry Teachers' Chemistry Self-Efficacy Beliefs
Author: Uzuntiryaki, Esen
Date: 2008-12-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Preservice Teachers,Student Attitudes,Science Instruction,Self Efficacy,Social Cognition,Social Theories,Mastery Learning,Measures (Individuals),Phenomenology,Semi Structured Interviews,Qualitative Research

This study aimed to examine the underlying sources in developing chemistry self-efficacy beliefs of Turkish pre-service chemistry teachers. For this purpose, the College Chemistry Selfefficacy Scale (CCSS) was administered to 20 pre-service chemistry teachers. Then, phenomenological approach was employed and semi-structured interviews were conducted with five pre-service teachers selected based on their scores on the CCSS to identify the underlying sources. The emerging meanings and self-reported sources of participants' chemistry self-efficacy beliefs were analysed according to Bandura's sources of self-efficacy. Results indicated that mastery experiences were the major source of self-efficacy beliefs, supporting the tenets of social cognitive theory. Physiological arousal and vicarious experience were also influential but they were not as frequently reported as mastery experiences.
Initial Preparation of Secondary Teachers: Implications for Australia
Author: Collett, Penny
Date: 2007-05-00
Type: Journal Articles
Subjects: Secondary School Teachers,Art Teachers,Teacher Education,Foreign Countries,School Role,Comparative Education,Student Attitudes,Art Education,Partnerships in Education

Observation of secondary art teacher education in the United Kingdom and Australia has revealed a range of differences, including a greater role for schools in initial teacher education (ITE) in UK. The literature reporting on research into preparation of teachers in UK indicates a general satisfaction among students regarding their experiences in schools. However some issues of concern arise which need to be considered if there is a move towards greater involvement of schools in ITE in Australia.
Improving Preservice Elementary Teachers' Views of the Nature of Science Using Explicit-Reflective Teaching in a Science, Technology and Society Course
Author: Küçük, Mehmet
Date: 2008-05-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Elementary School Teachers,Elementary School Science,Scientific Attitudes,Scientific Principles,Science and Society,Surveys,Semi Structured Interviews,Intention,Undergraduate Students,Knowledge Level,Preservice Teacher Education

This study examined twelve preservice elementary teachers' views on the nature of science (NOS). The student teachers participated in a cohort group as they took a science, technology and society course during which the target NOS aspects were taught through an explicit/reflective approach. The main goals were to that (1) improve preservice teachers' understanding of NOS and (2) encourage them to teach NOS in their classrooms. Data were collected through Views of the Nature of Science-form C (VNOS-C) survey and followed semi-structured interviews. Both survey and interviews were administered at the beginning and end of the intervention. It was concluded that preservice teachers hold an inadequate understanding of NOS. However after teaching the NOS in an explicit-reflective way, the majority of them improved their understandings of all the NOS aspects except for relationship and distinction between theories and laws. The main result of the study is that for student teachers to really teach NOS to their students, first of all, they need to have intentions about teaching it. This was achieved in the current study by encouraging and supporting student teachers to develop and implement their own NOS activities in real educational contexts to elementary students.
Visual Culture in the Classroom
Author: Fetherston, Tony
Date: 2008-06-00
Type: Journal Articles
Subjects: Visual Stimuli,Imagery,Literacy,Visual Literacy,Classroom Environment,Identification,Teaching Methods,Educational Philosophy,Misconceptions,Educational Change,Learning Processes

The visual aspect of classroom culture is becoming more important because students now have much greater access to the means of producing, viewing and manipulating images. Using a framework adapted from Foucault and taking a myth-making position, this paper puts forward six propositions as means of explaining how images in the classroom might be read. Theory relating to this emerging literacy is further explained through reference to three dominant classroom narratives. It is argued that the interesting elements of an image are often those that link the classroom metanarratives to wider, hegemonic concerns. Interesting research directions are proposed throughout the paper.
Child as Researcher: Within and beyond the Classroom
Author: Kinash, Shelley
Date: 2008-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Teacher Researchers,Children,Cooperation,Teacher Student Relationship,Small Schools,Rural Schools,Primary Education,Hermeneutics,Research Methodology,Educational Experience,Data Analysis,Case Studies,Participatory Research,Research Problems,Phenomenology

This article was authored by a university educator and a twelve year-old child. The first author was a visiting teacher to a small, rural, state primary school in Queensland Australia. She spent one day per week for nineteen weeks fostering an inquiry-based stance to teaching and learning. The second author is a student within the researched school. Because research generated and co-authored by a child is a largely unprecedented approach to articles published in scholarly journals, the topics of this inquiry are both the within-school research and the complexity of researching and writing about it. The research uses the methodology of hermeneutic phenomenology, and Garrison, Anderson, and Archer's (2000) elements of an educational experience as the framework for data analysis. The goal of this article is to inspire teachers and teacher educators to creatively empower child research. The article offers process implications for teachers and teacher educators seeking to support children as researchers within and beyond the school.
Engaging with Images and Stories: Using a Learning Approach to Develop Agency of Beginning &quot;At-Risk&quot; Pre-Service Teachers
Author: Noble, Karen
Date: 2008-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Undergraduate Students,Education Majors,At Risk Students,Academic Failure,Beginning Teachers,Communities of Practice,Reflective Teaching,Research Projects,Personal Narratives,School Holding Power

At a regional Australian university, a Learning Circle approach was implemented with a small group of first year education students who identified themselves as &quot;at risk&quot; of failure in the tertiary context. As part of their participation in weekly meetings, the students engaged in discussion, reflection and problem-solving related to their transition to university study. They also participated in a visual research inquiry which included the construction of photographic images and research conversations about being university students and dealing with study demands. Through the privileging of interactions and relationships, the students were able to make connections to other Discourses from their lives outside university and began to develop a sense of agency and a growing capacity to move within and between their multiple identities. This article argues that, in order to address transition and retention issues within teacher education, effective social integration and support should accompany academic preparedness.
Good Teachers/Bad Teachers: How Rural Adolescent Students' Views of Teachers Impact on Their School Experiences
Author: Strikwerda-Brown, Joan
Date: 2008-12-00
Type: Journal Articles
Subjects: Rural Areas,Foreign Countries,Student Motivation,Student Attitudes,Interviews,Teacher Effectiveness,Teaching Methods,Student Needs,Educational Experience,High School Students,Teacher Characteristics,Teacher Student Relationship,Qualitative Research,Grounded Theory,Focus Groups

Student views of their teachers and schooling can influence motivation and interest in schooling as well as their approach to learning. This paper describes the results of an investigation of rural adolescents' views of their schooling. A total of 240 students from government and non-government schools in the South West of Western Australia were interviewed in small groups. They offered a diversity of responses and insights related to their views of teachers and teaching. Results indicate that what these young people needed from their schools was enough flexibility and choice to cater for this diversity, not only in terms of curriculum, but in the methods of teaching, and the scope of future potentials made available for them. Students were able to offer a range of thoughtful, clear descriptions of what worked and did not work for them at school and what needed to happen to make school meaningful and relevant to their lives and needs.
Will They Know Enough?: Pre-Service Primary Teachers' Knowledge Base for Teaching Integrated Social Sciences
Author: Tambyah, Mallihai
Date: 2008-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Knowledge Base for Teaching,Social Sciences,Case Studies,Teacher Educators,Pedagogical Content Knowledge,Inquiry,Foreign Countries,Social Studies,Reflection,Interviews,Student Attitudes,Coding

A significant issue in primary teacher education is developing a knowledge base which prepares teachers to teach in a range of subject areas. In Australia, the problem in primary social science education is compounded by the integrated nature of the key learning area of Studies of Society and Environment (SOSE). Recent debates on teaching integrated social sciences omit discussions on the knowledge base for teaching. In this paper, a case study approach is used to investigate primary pre-service teachers' approaches to developing a knowledge base in designing a SOSE curriculum unit. Data from five teacher-educators who taught primary SOSE curriculum indicates that novice teachers' subject content knowledge, as revealed through their curriculum planning, lacked a disciplinary basis. However, understanding of inquiry learning, which is fundamental to social science education, was much stronger. This paper identifies a gap in the scholarship on teaching integrated social science and illustrates the need to support and develop primary teachers' disciplinary knowledge in teacher education.
Mindfulness in the Academy--Transforming Our Work and Ourselves &quot;One Moment at a Time&quot;
Author: Gardner, Paula
Date: 2015-00-00
Type: Journal Articles
Subjects: Metacognition,Classroom Techniques,Educational Practices,College Faculty,Teacher Attitudes,Communities of Practice,Educational Benefits,Learning Processes,Foreign Countries

In this paper, we (a faculty member and an educational developer) discuss our attempts to be more mindful in the academy with attention to mindfulness practices in the classroom and the development of a community of practice at our institution as ways to foster community and deepen learning. Included within the paper is an introduction to mindfulness and the benefits of mindfulness and mediation practices--generally and within education. In addition to providing current resources we include details of our own experiences as examples through which others may be able to incorporate these practices into their own classrooms and institutions.
&quot;He Just Told Me to Get on with It&quot;: Insights into Transforming Doctoral Writing Development
Author: Johnson, E. Marcia
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Writing Processes,Writing Instruction,Writing Strategies,Mastery Learning,Doctoral Programs,Qualitative Research,Case Studies,Surveys,Interviews,Self Efficacy

This paper reports on the results of a two-year study into threshold concepts (TCs) in doctoral writing. The findings informed the development of a thinking to write strategy (the 4x4) that has been implemented as part of a pan-university doctoral writing programme at a New Zealand university.
Curricular and Co-Curricular Leadership Learning for Engineering Students
Author: Reeve, Doug
Date: 2015-00-00
Type: Journal Articles
Subjects: Engineering Education,Teaching Methods,Experiential Learning,Leadership Training,Workshops,Seminars,Feedback (Response),Psychology,Industry,Teacher Collaboration,Program Descriptions,Student Attitudes,Educational Opportunities,Elective Courses,Foreign Countries

In recent years engineering educators have been encouraged to blend technical and professional learning in their curricular and co-curricular programming (Engineers Canada, 2009; National Academy of Engineering [NAE], 2004). Our paper describes a multifaceted leadership learning program developed to achieve this goal by infusing reflective, experiential learning into an otherwise technically oriented discipline. The program was designed by a collaborative team of educators and researchers with backgrounds in engineering, education, psychology, and industry and offers a range of learning experiences using diverse pedagogical strategies. The content covers four realms of leadership corresponding to four levels of analysis: self, team, organization, and society. Learning experiences include elective academic courses, co-curricular workshop programs, guest lectures in core courses, seminars, department based leadership groups, and panel discussions. In this paper, we describe the program goals, curricular and co-curricular initiatives and early research findings in order to scaffold an emerging discussion about engineering leadership education in Canada. Informal feedback from students who have participated in our program provide us with preliminary evidence that students are learning, that they value the learning opportunities afforded by our program,and that our initiative is enabling significant personal growth.
Integrated Testlets: A New Form of Expert-Student Collaborative Testing
Author: Shiell, Ralph C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Test Format,Science Tests,Formative Evaluation,Student Evaluation,Feedback (Response),College Students

Integrated testlets are a new assessment tool that encompass the procedural benefits of multiple-choice testing, the pedagogical advantages of free-response-based tests, and the collaborative aspects of a viva voce or defence examination format. The result is a robust assessment tool that provides a significant formative aspect for students. Integrated testlets utilize an answer-until-correct response format within a scaffolded set of multiple-choice items that each provide immediate confirmatory or corrective feedback while also allowing for the granting of partial credit. We posit here that this testing format comprises a form of expert-student collaboration, we expand on this significance and discuss possible extensions to the approach.
Initiating Innovation in Post-Secondary Institutions--Customizing Teaching and Learning Environments for the Twenty-First Century: Collective Reflections from the 2014 Cohort of 3M National Student Fellows
Author: Carroll, Heather
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Postsecondary Education,Educational Change,Technology Uses in Education,Educational Technology,Foreign Countries,College Students,Educational Methods,Educational Innovation,Skill Development,Problem Based Learning,Educational Improvement,Networks,International Cooperation

In light of the enormous changes unfolding in the higher education landscape, we don't have to look too far to recognize evidence of the transformation and redefinition of the construct of both teaching and learning in the information age. With a growing focus on teaching and learning at all levels of post-secondary institutions, innovation is reflective in the introduction of new learning spaces, state-of-the-art technology-enhanced education, and prominence given to discussions about adapting teaching and learning to the twenty-first century. Likewise, in this article we examine the reflections, ideas, conversations and exchanges inspired by the cohort's plenary planning discussions and the current birth of innovation in reshaping Canadian higher education.
Fostering Student Engagement: Creative Problem-Solving in Small Group Facilitations
Author: Samson, Patricia L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Learner Engagement,Learning Strategies,Active Learning,Student Motivation,Public Policy,Creativity,Problem Based Learning,Small Group Instruction,Teaching Methods,Creative Activities,Experiential Learning,Learning Motivation,Social Work,Counselor Training,Higher Education,Outcomes of Education,Transformative Learning,Assignments

Creative Problem-Solving (CPS) can be a transformative teaching methodology that supports a dialogical learning atmosphere that can transcend the traditional classroom and inspire excellence in students by linking real life experiences with the curriculum. It supports a sense of inquiry that incorporates both experiential learning and the development of critical thinking skills. Incorporating active learning strategies in a way that transcends the classroom and sparks interest and passion for students is an important pedagogical ingredient for educators. The key question driving this study is how can CPS as a teaching method be used to motivate students and engage them in a process of active learning within the context of a social policy course? This study examines student engagement and motivation in a problem-centred approach to teaching and learning, and provides a concrete example of a CPS exercise couched in small group facilitations to support peer learning.
Learner Characteristics and Motivation: How to Achieve Efficient and Effective Learning
Author: Bates, Catherine Marie Fraser
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Characteristics,Workshops,Conferences (Gatherings),Instructional Design,College Students,Teacher Student Relationship,College Faculty,Student Motivation,Learning Motivation,Teaching Methods,Models,Curriculum Design

During the Society for Teaching and Learning in Higher Education Conference 2014, a workshop was held three consecutive times as part of the Pedagogical Speed Dating sessions to introduce experienced college/university faculty and instructional designers to an approach to instructional design that is based on increasing motivation. The purpose of the workshop was to demonstrate the use of Keller's ARCS Model of Instructional Design for Motivation, specifically how to achieve effective learner/learner, learner/content, and learner/teacher interaction. The discussion focusses on the experiences of typical university and college students.