ethanporcaro/eric-fulltext-meta huggingface dataset:
Science Education Ideas, Practices and Needs of Pre-Primary School Teachers in Greece
Author: Bagakis, George
Date: 2006-09-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Questionnaires,Science Instruction,Learning Activities,Age Differences,Teaching Experience,Teacher Characteristics,Employment Level,Preservice Teacher Education,Self Efficacy,Teacher Competencies,Kindergarten,Science Activities,Educational Resources,Faculty Development,Educational Attainment,Multivariate Analysis,Teacher Attitudes,Correlation,Factor Analysis

The present article presents the results obtained from a research on Science Education ideas, practices, and needs of pre-primary teachers in Greece. A questionnaire was administrated to a sample of 130 pre-primary school teachers, and the data was analyzed through Multiple Correspondence Analysis. The results show that there are separate groups of teachers, whose ideas and science teaching activities are related to their age, previous teaching experience, and studies.
Education for Sustainable Development: The Impact of an Out-Door Program on Student Teachers
Author: Zacharious, Aravella
Date: 2006-09-00
Type: Journal Articles
Subjects: Sustainable Development,Outdoor Education,Student Teachers,Elementary School Teachers,Primary Education,Knowledge Base for Teaching,Training,Educational Strategies,Teaching Methods,Environmental Education,Foreign Countries,Teacher Education Programs,Methods Courses,Photography,Qualitative Research,Statistical Analysis,Questionnaires

The study used an outdoor program for promoting Education for Sustainable Development (ESD) in primary education and investigated the extent to which primary student teachers were prepared to deal with ESD. It also investigated the impact of an outdoor program on primary student teachers' knowledge and attitudes towards sustainable issues, and on their personal responsibility and willingness to be involved in ESD. The present study was part of a larger multifaceted project that attempted to provide an example for training primary student teachers in Education for Sustainable Development (ESD). Fifteen primary student teachers from a university participated in a training program. The program was based on an open-air photo exhibition titled &quot;The earth from above&quot; that focused on issues of sustainable development. Individual interviews were conducted with the participants, at the end of the program, for data collection. Evidence from the interview analysis indicates that student teachers'involvement in the project provided them with specific teaching strategies, and increased their competence and self-efficacy to be involved in ESD. The program also offered them the opportunity to identify the interconnections of environmental issues, and their social, economic and political dimensions. Student teachers realized through their active participation in the planning and teaching process how crucial is their role in cultivating environmentally literate citizens.
The Implications of Curricular Reform for Secondary Science Teacher Education in England
Author: Elliott, Paul
Date: 2006-12-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Curriculum Development,Educational Change,Teacher Education,Science Teachers,Scientific Literacy,Educational History,Teacher Competencies,Teacher Attitudes,Science Curriculum

The purpose of science education has long been debated. Attempts to define scientific literacy provided a focus for the debate and have been driven by the widely held view that science education should stimulate behavioural changes to ensure a sustainable future. It has also led researchers to try and determine what makes science purposeful for students, and what scientific knowledge and skills adults need. The curricular reforms proposed as a result of these processes attempt to challenge practitioners' established views of secondary science education. It is expected that the reforms will only produce the desired effects, if practitioners are provided with different levels of support and professional freedom sufficient to enable them take ownership of the change in paradigm. Initial teacher training, undergraduate science programmes and even the design of science classrooms, all have a part of play in bringing about successful reform.
Collaborative Video Inquiry as Teacher Educator Professional Development
Author: Baecher, Laura
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Educators,Video Technology,College Faculty,Electronic Libraries,Teaching Methods,Preservice Teachers,Teacher Collaboration,Faculty Development,Scoring Rubrics,Elementary School Teachers,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Focus Groups,Interviews,Student Attitudes,Observation,Reflection,Writing (Composition),Student Evaluation

University-based teacher educators across the U.S. have become increasingly focused on making their practices relevant to the needs of teacher candidates. Teacher educators are engaged in a variety of approaches as a means to improve the preparation that they provide to teacher candidates, in order to continuously examine their expertise. These approaches include research that examines value-added measurements of the impact of teacher education on candidates. This study explores collaborative video analysis among faculty peers across program disciplines, which serves as a form of teacher educator professional development. All teacher candidates, at the college where this study took place, video recorded and submitted a clip of their teaching to an online video library. Although faculty members individually reviewed these videos of teaching, video analysis of teaching among groups of faculty had not yet taken place. Collaborative video analysis was used as a tool for teacher educator faculty development based on its success in teacher candidate learning. The inquiry for this study was guided by three questions: (1) What did faculty independently attend to in their analysis of videos of teaching? (2) What was the content of the faculty conversations about the videos of teaching? (3) How did faculty view participation in these conversations? Findings and recommendations based on faculty observations are discussed. The faculty members involved in this study agreed that there is a need to engage in this type of video review as a means to ensure greater understanding and consistency by applying the observation rubric used to evaluate candidates in the program.
Pink Tea to Proactive: CCET's Transition Years, 1961-1982, as I Remember Them
Author: Thompson, Alvin H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Associations,Organizational Change,Organizational Objectives,Organizational Effectiveness,Organizational Theories,Resistance to Change,Personal Narratives,Phenomenology,Change Agents,Presidents,Program Descriptions

Alvin Thompson, former president of the California Council on the Education of Teachers (CCET), describes how he became involved with the CCET, and how the cultural environment of the CCET shifted from a &quot;Pink Tea&quot; society to one of political action focused on the real needs of the schools for which teachers are prepared. Thompson explains the resistance he encountered, and how he worked to change the direction of the organization.
Scientific Literacy, E-Literacy and Illiteracy: The Interaction between Two Pupils and One Simulation
Author: McLuckie, Joe
Date: 2007-03-00
Type: Journal Articles
Subjects: Scientific Literacy,Computer Literacy,Simulation,Adolescents,Students,Protocol Analysis,Student Surveys,Pretests Posttests,Males,Interdisciplinary Approach,Information Processing,Language Proficiency,Science Process Skills,Linguistics,Technology Uses in Education

This paper explores the influence of symbolic or representational learning materials on pupil engagement or learning outcomes, when 14-16 year old pupils use common types of science simulations. The project pilot phase involved three (15-16 year old) male pupils and a main phase involved twenty-one (14-15 year old) pupils. A retrospective accounts methodology (Clarke, 1998) presented pupils with a digital record of their &quot;think aloud&quot; (Ericsson &amp; Simon, 1984) behaviour with the simulations, and they were asked for retrospective comment. Pre- and post-surveys were also used. This interaction record for two boys is used to illustrate the findings. This record was chosen, because the boys spoke aloud throughout the period of engagement, which generated useful data for microanalysis. Findings suggest that pupils working with science simulations face a trans-disciplinary demand (computer competence, information processing skills, traditional language proficiency, and science understanding.) In terms of traditional and subject literacy, pupils have to make sense of linguistically complex information when using common science simulations. They need to understand their subject, be confident and competent with the available technology, and possess language skills that enable them to establish links between the microscopic, macroscopic and symbolic components of science.
Teacher and Policy Alignment: A Phenomenological Study Highlighting Title I High School Teachers' Professional Development Experiences
Author: Adams, LaNysha T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,High Schools,Alignment (Education),Professional Development,Models,Teaching Experience,Disadvantaged Schools,Educationally Disadvantaged,Case Studies,Educational Legislation,Federal Legislation,Teacher Effectiveness,Phenomenology,Semi Structured Interviews,Focus Groups,Teacher Attitudes,Definitions,Teaching (Occupation),Hermeneutics,Elementary Secondary Education,Faculty Development

In education, professional development (PD) is the continuing education of teachers and administrators. Many studies have described PD as a conventional, top-down type of training that teachers experience in schools. Commonly known as the &quot;institutional model,&quot; this type of PD is isolated from classroom practice and occurs as mandatory workshops, courses, seminars, and brief trainings by experts. Researchers argue that institutionalized one-day models of PD are often not applicable to teachers' needs, do not have any follow-up, and are expensive. Researchers have pointed to a lack of clarity and consensus about the meaning of PD, and much of the research focuses on building a common conceptual framework for researchers to understand and better measure the construct. Such research has provided insight into the fragmented nature of PD; however, it has not provided a deeper understanding of how teachers perceive and describe their PD experiences and what teachers deem as best for themselves and their students. Thus, the purpose of this study is to describe and explain three Title I high school teachers' experiences of PD, while capturing their perceptions of the meaning of PD. This study suggests that PD--as defined by the participants' experiences--is a nested construct differing in meaning depending on top-down mandates, and formal and informal opportunities to learn at the school, district, and individual teacher levels. Based on the participants' descriptions, effective PD is directly linked with increases in student learning. Further investigation of teachers' actual PD experiences, disaggregated at multiple levels, is needed to empirically document PD and to account for how teachers understand and hold themselves accountable for their own professional learning process to become &quot;better&quot; teachers.
Relationships between Digestive, Circulatory, and Urinary Systems in Portuguese Primary Textbooks
Author: Carvalho, Graça S.
Date: 2007-03-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Biological Sciences,Scientific Concepts,Textbook Content,Content Analysis,Human Body,Primary Education,Comparative Analysis

In this study, 63 Portuguese primary schoolbooks (1920-2005) were analyzed. The analysis focused on text information (reference to blood absorption and association of the digestive system to other human systems) and on information from images (presence or absence of image &quot;confusion&quot; (when the sequence of the digestive tract is not presented in a clear way, blood absorption representation, and association of the digestive system to other human systems). Results showed that, in general, the text of primary school textbooks (i) refers the nutrients absorption into the blood, (ii) but mentions scarcely the association of the digestive function with the other human functions. The images of the digestive apparatus (i) always present &quot;confusion,&quot; (ii) rarely refer to absorption of nutrients into the blood, and (iii) never associate the digestive apparatus with other human systems. A brief comparison with French textbooks showed that they present more straight representations of the digestive tract sequence (no &quot;confusion&quot;) and generally do not relate it to blood circulation. Since other studies have also showed that French pupils and teachers usually do not draw this &quot;confusion&quot; and do not associate the digestive process to blood absorption, our results suggest that inadequate images of textbooks may be didactical obstacles to accurate learning.
Safe Science: Be Protected!
Author: Roy, Ken
Date: 2006-12-00
Type: Journal Articles
Subjects: Science Education History,Educational Change,Safety Education,Safety,Laboratory Safety,National Standards,Science Teachers,Information Needs,Educational Needs,Training Methods,Educational Resources,Science Education

Science education is a changing landscape. Changes over the past ten years alone have been both evolutionary and revolutionary--Science Education Standards, new required assessments, science teacher certification issues, science teacher shortages and retirements, molecular approach to Biology, etc. These changes and issues range from curriculum/instruction, professional development, personnel, and facilities. With the advent of increased hands-on science, new facilities and a major turnover in the teaching workforce, laboratory safety is once again in the forefront. From local to national government agencies, expectations have been raised requiring laboratory safety information and training for science teachers, science supervisors/technicians, and science paraprofessionals/assistants. This article provides information about the federal and state application of the General Industry Occupational Safety and Health Administration's (OSHA) safety standard 1910.1450 &quot;Occupational Exposure to Hazardous Chemicals in laboratories&quot; or the laboratory standard that applies to public and private school teachers in most US states. Required general information for employees and the contents of the laboratory standard appendixes are outlined and required training is discussed. Finally, a brief discussion on when employee information and training must take place is provided. The article is then followed by a response from Peter Borrows.
Blending State Social Studies Standards &amp; World-Mindedness: Advice for Pre-Service Teachers
Author: Cardenuto, Nancy E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Social Studies,Inquiry,Teaching Methods,Preservice Teachers,State Standards,Global Approach,Foreign Countries,Cooperative Learning,Student Research,Reflection,Learning Activities,Questionnaires,Student Attitudes,Grade 3

Elementary teachers face the challenging task of meeting state curriculum standards while at the same time attempting to expand ideas that are inclusive of the wider world. True inquiry is &quot;experienced when those involved [do] not know the answers that lay at the end of their exploration&quot;. Guiding children into true inquiry is difficult if the teacher has never experienced this process of learning. The use of inquiry learning for the project described in this article provided an effective way for pre-service teachers to explore the connectedness of state standards and world-mindedness while also exploring the potential for inquiry learning in their future classrooms. During these pre-service teachers' investigations, state standards came to life through the lens of another world location.
Health Education in Primary Schools: The Effects of an Educational Programme on the Representations of HIV/AIDS in Children
Author: Berger, Dominique
Date: 2006-12-00
Type: Journal Articles
Subjects: Health Education,Primary Education,Science Curriculum,Foreign Countries,Acquired Immunodeficiency Syndrome (AIDS),Sex Education,Instructional Effectiveness,Intervention,Pretests Posttests,Questionnaires,Knowledge Level,Information Sources,Socioeconomic Status

Health education is a part of the primary school science curriculum in France. Teachers often consider sexuality education and sexually transmitted diseases prevention as a topic they cannot teach without the help of partners. This paper is an account of a research carried out to study the representations of primary school pupils (Key Stage 2, French children, from 9-11) about HIV/AIDS and to analyse the impact of an educational programme on these representations. The Programme was based on a socio-constructivist approach to learning. It aimed to modify pupils' representations through regular teacher's activities and interventions of health educators. The results indicate that after the intervention, pupils' scientific knowledge was more precise, and communication about HIV/AIDS between members of the family improved. The representations shifted from a sense of powerlessness and fatality towards a sense of the possibility of acting to forestall infection. Nevertheless, the impact of the intervention was weaker on under-privileged pupils.
The Foundations of Teaching for Diversity: What Teachers Tell Us about Transferable Skills
Author: Stevens, Sharon
Date: 2014-00-00
Type: Journal Articles
Subjects: Skill Development,Rural Education,Cultural Differences,Ethnic Diversity,Teacher Educators,Student Diversity,Teacher Competencies,Transfer of Training,Educational History,Online Surveys,Elementary Secondary Education,Teacher Attitudes,Elementary School Teachers,Coding,Social Influences,Critical Thinking,Curriculum Development,Teacher Student Relationship,Communication Skills,Teacher Characteristics,Groups

Are there teachable &quot;transferable skills&quot; (TS) that might mitigate the limitations of a rural location--or indeed, the limitations any program might encounter in regard to diversity expectations? Following a study conducted in 2010 of how rural schools, colleges, and departments of education (SCDEs) attempted to meet the National Council for Accreditation of Teacher Education's (NCATE) diversity standard, the same researchers wondered if teacher educators using a TS orientation could help bring clarity to this unexplored pedagogical focus, informing the discussion around preparing future teachers for &quot;other people's children&quot; (Delpit, 1995). The second study focused on answering the following questions: (1) How is a TS orientation defined, especially as opposed to a single group focus (SGF) orientation?; (2) What are examples of transferable skills teacher educators seek to foster, and what are examples of ways teacher educators use a SGF focus?; and (3) Why would either a TS or a SGF orientation be effective for teachers in working with diverse students? This article discusses the conclusions drawn from data in the study, which suggest that regardless of whether teacher educators endorse a TS or a SGF perspective, they basically agree on the skills they consider critical for successful teaching, and recognize the need for cultural competence as a critical foundation for developing these skills. The researchers in this study argue that the knowledge and skills identified in this study are too critical to devalue, and a &quot;toolbox&quot; of both culturally contextualized learning and transferable skills, however rudimentary, is a formidable resource.
CCET: Key to My Development as a Teacher Educator
Author: Wampler, David
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teaching Experience,Faculty Mobility,Faculty Development

In this brief article, David Wampler describes how nearly 30 years with one institution (University of California, Davis) and one organization (California Council on the Education of Teachers or Cal Council) provided him with an incredibly positive and productive professional experience. Herein, he describes his years with CCET in terms of four phases: neophyte teacher educator, an involved member, board member and President, and finally Executive Secretary. Wampler concludes that Cal Council provided him with the support necessary to build and maintain quality programs during his tenure at UC Davis and reflects that his growth as a professional teacher educator is very closely tied to his time with CCET.
More and More Often: The Power of Hindsight
Author: Grant, Grace E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Attitudes,Conferences (Gatherings),Novels,Figurative Language,Problem Solving,Teaching Skills,College Faculty,Reflection,Advisory Committees,Communities of Practice,Interpersonal Relationship,Teacher Student Relationship

As president of the California Council on Teacher Education from 1994-1996, teacher educator Grace Grant reflects on the first conference she attended of the then California Council on the Education of Teachers in 1976 at the Ahwahnee Hotel in Yosemite National Park. The keynote speaker was Gary Fenstermacher, the then-director of teacher education at the University of California, Los Angeles. He had just recently read Robert M. Pirsig's &quot;Zen and the Art of Motorcycle Maintenance&quot; and used it as a metaphor to challenge the attendees to think hard about the sources for quality in their work as teacher educators. In his address, Fenstermacher went on to warn educators to pay attention to both the art in teaching and living, and to the science of problem solving skills in diagnosing and shaping the technical skills of teaching. He foresaw the coming press for rationality in teaching and called the attendees to remain strong to a perception of the education of teachers as one that balances both pulls. As Grant muses on Fenstermacher's quality and Pirsig's attitude as the seeds that began her life as a teacher educator, she questions, after 30 years of active participation in Cal Council, if there were things, in hindsight, that she wishes she had said, and had said more often, to colleagues and students. She then presents 10 comments that she wishes she had included more often in her CCTE years and her years as a teacher educator; she wishes she had paid more attention to them, or had modeled them more regularly, or had said them more often.