ethanporcaro/eric-fulltext-meta huggingface dataset:
Bed Bug Epidemic: A Challenge to Public Health
Author: Ratnapradipa, Dhitinut
Date: 2011-00-00
Type: Journal Articles
Subjects: Prevention,Public Health,Resource Allocation,Child Health,Entomology,Poisoning,Health Education,Teacher Role,Teachers

In recent years, reported cases of bed bug infestations in the U.S. and throughout the world have escalated dramatically, posing a global public health problem. Although bed bugs are not known to transmit disease to humans, they pose both direct and indirect public health challenges in terms of health effects, treatment, cost, and resource allocation and coordination. Education is an important component of prevention and treatment of infestations and health educators can play a key role in educating the public about this re-emerging problem and in organizing community-based responses. Therefore, the two goals of this paper were to: (1) provide an overview of the public health threat from bed bug infestations, and (2) provide prevention and treatment guidance for health educators to utilize in educating the public about this challenge. (Contains 2 figures and 2 tables.)
Preservice Teachers' Reflection on Clinical Experiences: A Comparison of Blog and Final Paper Assignments
Author: Harland, Darci J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Preservice Teacher Education,Preservice Teachers,Undergraduate Study,Web Sites,Education Courses,Electronic Publishing,Comparative Analysis,Reflection,Practicums,Content Analysis,Educational Technology,Writing Assignments

This study focused on the depth of reflection in the writing of preservice teachers who completed end-of-the-semester reflective papers or reflective blogs for undergraduate education courses associated with clinical experiences. Coders rated the depth of reflection as one of four categories: non-reflection, understanding, reflection, or critical reflection. Our analyses revealed that preservice teachers who completed blogs showed higher levels of reflection in their writing compared to those who completed papers. Additionally, the blogs had the added advantage of being shorter by 1,000 words on average. We did not observe any relationship between peer or instructor feedback and overall depth of reflection. We then discuss the importance of teaching reflection and provide suggestions for implementing blog reflections in teacher education courses. (Contains 1 table.)
An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers
Author: Abbitt, Jason T.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Pretests Posttests,Technology Integration,Multiple Regression Analysis,Correlation,Educational Technology,Pedagogical Content Knowledge,Beliefs,Student Attitudes,Preservice Teacher Education,Surveys,Predictive Measurement

This exploratory study investigated the relationship between measures of Technological Pedagogical Content Knowledge (TPACK) and the self-efficacy beliefs of preservice teachers about technology integration. Within a single-group, pretest-posttest design, a correlational analysis identified several knowledge domains in the TPACK model that the researcher found to have a significant and positive correlation with self-efficacy beliefs about technology integration. A multiple regression analysis of pretest and posttest data indicated a change over time in the predictive relationship between the measures of knowledge in TPACK domains and self-efficacy beliefs. Findings from the study illustrate the changing nature of the complex relationship between knowledge and self-efficacy beliefs and highlight the potential areas of knowledge in TPACK domains that influence preservice teachers' beliefs about technology integration. (Contains 1 figure and 6 tables.)
The Net Generation as Preservice Teachers: Transferring Familiarity with New Technologies to Educational Environments
Author: Kumar, Swapna
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Familiarity,Technology Transfer,Transfer of Training,Electronic Publishing,Technology Uses in Education,Technology Integration,Video Technology,Use Studies,Student Teacher Attitudes,Educational Environment,Student Surveys,Generational Differences,Technological Literacy

A survey of preservice teachers' (n = 54) use of Web 2.0 tools and creation of online content for both personal and educational purposes highlighted the large gap between Web 2.0 use in their daily lives and in their coursework, as well as their negligible online content creation in general. Participants used social networking and collaborative editing technologies with peers in coursework areas that were not led by instructors, indicating that they transfer their technical skills from informal to formal settings but continue to use technology in familiar ways. The results emphasize the continued need to model technology use in teacher education for preservice teachers of the Net generation and to require them to develop digital artifacts when preparing them for 21st century schools. (Contains 6 tables and 5 figures.)
Evaluating Modes of Teacher Preparation: A Comparison of Face-to-Face and Remote Observations of Graduate Interns
Author: Heafner, Tina L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Urban Universities,Observation,Program Effectiveness,Educational Technology,Evaluation Methods,Graduate Students,Comparative Analysis,Synchronous Communication,Computer Mediated Communication,Computer Assisted Instruction,Distance Education,Internet,Student Evaluation,Practicums,Alternative Teacher Certification,Videoconferencing

Although technology-mediated learning has its advantages, it does not come without operational tradeoffs. Thus, consideration of the effectiveness of new modes of teacher preparation in comparison to traditional, longstanding, research-proven methods is necessary. In this study, we evaluated one large southern urban university's implementation of synchronous remote observations of teacher education candidates using live classroom software. We compared remote and face-to-face observations to determine if the modes of observation were equivalent in supporting professional growth and evaluating quality instruction. Results suggest that both modes of observation are not equal but are comparable in supporting graduate interns' professional growth and in measuring teaching effectiveness. The implications of this study shed light on the advantages and limitations of emergent technologies as teacher education programs explore alternative forms of Web-based evaluations of teacher candidates. (Contains 3 tables and 5 figures.)
Developing Transactional Distance Scale and Examining Transactional Distance Perception of Blended Learning Students in Terms of Different Variables
Author: Horzum, Mehmet Baris
Date: 2011-00-00
Type: Journal Articles
Subjects: Blended Learning,Online Courses,Measures (Individuals),Distance Education,Investigations,Economics,Universities,Foreign Countries,Perception,Evaluation Methods

The first purpose of this study was to develop valid and reliable a scale which measure the transactional distance. Besides, the second purpose of the study was to investigate whether the transactional distance perception differed according to gender, utilized component and number of logins to system, and also blended learning was useful. The study group consisted of 197 blended learning students at the Faculty of Economics and Administrative Sciences in Sakarya University. The scale consisted of 38 items and 5 sub-factors. It was found out that gender, utilized component and number of logins to system did not have a significant effect on transactional distance perception. Dialog, structure flexibility, control, and autonomy perception of participants who regarded blended learning useful was high; on the other hand, their content organization perception was low.
A Role for Research in Initial Teacher Education Admissions: A Case Study from One Canadian University
Author: Thomson, Dianne
Date: 2011-05-10
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Case Studies,Role Perception,Admission Criteria,College Admission,Foreign Countries,Research Utilization,Research Needs,Theory Practice Relationship,Educational Policy,College Applicants,Enrollment Influences

This article argues for the importance of broad and on-going research to support initial or pre-service teacher education program admissions. Examples from a large initial teacher education program at one Canadian university illustrate the contributions of research to the evaluation and refinement of admission processes. These examples include anonymous surveys and confidential interviews of current pre-service teachers about their experiences of answering application questions about their social identity, how they decided to apply to and attend the program, and their expectations of teacher education and teaching. Research studies about the perspectives of and agreement among the application raters are also discussed. Finally, how the operational needs of the admission processes shape the research agenda and the emerging research findings in turn shape the admission processes is explored.
Inclusive Education: Identifying Teachers' Strategies for Coping with Perceived Stressors in Inclusive Classrooms
Author: Brackenreed, Darlene
Date: 2011-06-23
Type: Journal Articles
Subjects: Inclusion,Teacher Burnout,Coping,Measures (Individuals),Foreign Countries,Stress Variables,Questionnaires,Disabilities,Special Needs Students,Educational Practices,Teacher Attitudes

This research replicates the study conducted by Forlin (2001) in Churchlands, Western Australia. Forlin's Inclusive Education &quot;Teacher Stress and Coping Questionnaire&quot; was adapted from the original questionnaire to more accurately reflect the language and practice of inclusion in Ontario. The purpose of this portion of the study was to determine teachers' strategies for coping with their levels of stress with respect to teaching students with an identified exceptionality in their inclusive classrooms. Additionally, the study was to inform practice for teachers and policy makers of Ontario and perhaps other regions of Canada. Implications for teachers and recommendations for further research are presented. The population for this study was drawn from teachers in north-eastern Ontario, Canada. (Contains 1 table and 3 footnotes.)
Development of a National Survey to Assess Student Learning Outcomes of Community-Based Research
Author: Lichtenstein, Gary
Date: 2011-00-00
Type: Journal Articles
Subjects: National Surveys,Community Development,Community Involvement,Research,Outcomes of Education,Focus Groups,Educational Experience,Experiential Learning,Individual Development,Citizen Participation

With the goal of codifying student learning outcomes of community-based research (CBR), the authors created a conceptually valid and statistically reliable CBR Student Learning Outcomes Survey. The project began with individual interviews and focus groups with 70 undergraduates and faculty at six colleges and universities nationwide discussing perceived benefits of CBR. Based on analyses of these interviews, five CBR outcome constructs were derived: academic skills, educational experience, civic engagement, professional skills, and personal growth. The survey was piloted online in spring 2009 to students who had experienced CBR from 15 colleges and universities (N = 166). Factor analyses revealed strong statistical reliability across survey constructs. The authors invite faculty to use the instrument to assess CBR courses and invite students who have experienced CBR to complete the survey online through spring 2012, as part of a national study of CBR outcomes. (Contains 5 tables.)
Building a Model of Collaboration between Historically Black and Historically White  Universities
Author: Williams, Julie E.
Date: 2011-00-00
Type: Journal Articles
Subjects: STEM Education,Student Diversity,Partnerships in Education,Institutional Cooperation,Higher Education,African American Students,White Students,Human Capital,Disproportionate Representation,Educational Opportunities

Despite increases over the last two decades in the number of degrees awarded to students from underrepresented groups in science, technology, engineering, and mathematics (STEM) disciplines, enhancing diversity in these disciplines remains a challenge. This article describes a strategic approach to this challenge--the development of a collaborative partnership between two universities: the historically Black Elizabeth City State University and the historically White University of New Hampshire. The partnership, a type of learning organization built on three mutually agreed upon principles, strives to enhance opportunities for underrepresented students to pursue careers in the STEM disciplines. This article further describes six promising practices that framed the partnership, which resulted in the submission of nine proposals to federal agencies and the funding of four grants that led to the implementation, research, learning, and evaluation that followed. (Contains 3 tables.)
Place, Purpose, and Role in Rural Community Development Outreach: Lessons from the West Virginia Community Design Team
Author: Plein, Christopher
Date: 2011-00-00
Type: Journal Articles
Subjects: Rural Areas,Rural Development,Community Development,Outreach Programs,College Faculty,Teacher Attitudes,Teacher Role,Popular Culture,School Community Relationship

This essay examines how the social construction of community may influence faculty perceptions, roles, and actions in rural community development outreach. Special attention is given to the social construction of rural communities and how disciplinary perspective and popular culture influence these perceptions of community. The essay considers how social constructions are manifested in community development outreach by reflecting on the relevant literature, and the author's own experiences with a long-term university-sponsored outreach program. The essay also considers how these issues related to social construction can be addressed through principle and practice as illustrated through the experiences of the West Virginia Community Design Team. Five suggestions regarding faculty roles in rural community development outreach are presented.
Maximizing the Impact of Community-Based Research
Author: Beckman, Mary
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,School Community Relationship,Service Learning,Role,Community Involvement,Research Methodology,Problem Solving,Social Problems,Program Evaluation,Goal Orientation,Obesity,Causal Models,Systems Approach,Knowledge Level

Community-based research (CBR) is an increasingly familiar approach to addressing social challenges. Nonetheless, the role it plays in attaining community impact is unclear and largely unstudied. Here the authors discuss an emerging framework aimed toward fostering community impact through university and community civic engagement. They describe how, through application of this framework to initiatives intended to reduce obesity, CBR might be focused for greater effect. (Contains 1 endnote and 1 figure.)
Teacher Education Admission Criteria as Measure of Preparedness for Teaching
Author: Casey, Catherine
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teaching,Teacher Education Programs,Grade Point Average,Admission Criteria,Profiles,Teaching Methods,College Admission,Mathematical Aptitude,Portfolio Assessment,Portfolios (Background Materials),College Readiness,Predictive Measurement,Predictive Validity,Performance Based Assessment,Student Surveys,Teacher Surveys,Student Teacher Attitudes,Teacher Attitudes

This study investigated the relationship between commonly used admission criteria, found in a one-year, post Bachelor's degree, initial, teacher education program, and the preparedness of teacher candidates in mathematics for independent teaching. The admission criteria used in this study were grade point average (GPA) and a written profile. The profile was not significantly related with either the assessment of practice teaching or preparedness. However, entering GPAs predicted only between five and 12 per cent of variance in course instructors' judgements of teacher candidates' preparedness in three of five areas: &quot;Promote Student Learning, Critical Thinking, and Use of Technology&quot;. Ratings of preparedness by instructors, associate teachers, and the teacher candidates themselves suggested that teacher candidates were adequately to well-prepared in all areas. This finding is possibly due to the restriction of range of GPA and overall success for all teacher candidates. Further research is needed utilizing unique approaches to draw substantive conclusions that entering GPA or ratings of applicants responses to a written profile have predictive value for successful student teaching performance. Implications for initial teacher education program admissions are discussed. (Contains 2 tables and 2 footnotes.)
Pre-Service Teachers' Knowledge and Attitudes regarding School-Based Bullying
Author: Craig, Katrina
Date: 2011-00-00
Type: Journal Articles
Subjects: Violence,Bullying,Preservice Teachers,Student Teacher Attitudes,Knowledge Level,Questionnaires,School Safety,Change Strategies,Educational Strategies,Educational Needs,Teacher Role,Teacher Characteristics,Educational Psychology,Prevention,Teacher Competencies

Pre-service teachers responded to two questionnaires regarding school violence, the Teachers' Attitudes about Bullying, and Trainee Teachers' Bullying Attitudes. Results suggest that teachers across all academic divisions view bullying as a serious concern important to their role within the profession. There were considerable differences regarding what was defined as bullying, with a consequent variability related to the potential of intervening to end the violence. Covert forms of bullying including relational, cyber and homophobic were viewed as less serious compared to overt violence and less worthy of attention. The necessity of training regarding anti-violence strategies for pre-service teachers is presented. (Contains 2 tables.)
The Way of the Warrior: Indigenous Youth Navigating the Challenges of Schooling
Author: Hare, Jan
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Educational Experience,Young Adults,Academic Achievement,Responsibility,American Indian Reservations,Canada Natives,Role of Education,Foreign Policy,Figurative Language,Cultural Context,Public Education,Student Attitudes,Interviews,Minority Groups,Racial Discrimination,Educational Environment

This study examines the educational experiences of 39 First Nations youth, ages 16-20 years, from two, First Nations, on-reserve, communities in northern Ontario, who share their reflections and experiences of reserve and public schooling. We drew on the Indigenous metaphor of the &quot;new warrior&quot; to analyze how these youth experienced and responded to educational challenges. Their conversations describe how racism framed their schooling experiences and how they made use of their Indigenous sources of strength, which included family and community structures, to address the inequalities in their schooling. (Contains 1 footnote.)
High-Stakes Standardized Testing &amp; Marginalized Youth: An Examination of the Impact on Those Who Fail
Author: Kearns, Laura-Lee
Date: 2011-00-00
Type: Journal Articles
Subjects: Testing,Standardized Tests,High Stakes Tests,Foreign Countries,Disadvantaged Youth,Academic Failure,Secondary School Students,Literacy,Interviews,Student Attitudes,Program Effectiveness,Educational Policy,Investigations,Policy Analysis,Locus of Control,Performance Based Assessment

This study examines the impact of high-stakes, large-scale, standardized literacy testing on youth who have failed the Ontario Secondary School Literacy Test. Interviews with youth indicate that the unintended impact of high-stakes testing is more problematic than policy makers and educators may realize. In contrast to literacy policy's aims to help promote the &quot;well-being&quot; of all learners, and &quot;equity&quot; within the educational system; youth attest to feeling &quot;shame&quot; and show further marginalization due to this testing mechanism. These findings suggest that it is necessary to broaden the dialogue about the impact of high-stakes standardized literacy testing and its effects. (Contains 2 footnotes.)
The Impact of a Course in Reflective Teaching on Student Teachers at a Local University College
Author: Minott, Mark Anthony
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Program Effectiveness,Reflective Teaching,Course Evaluation,Thinking Skills,Knowledge Base for Teaching,Pedagogical Content Knowledge,Critical Thinking,Foreign Countries,Interviews,Questionnaires,Student Teacher Attitudes,Reflection,Educational Practices,Professional Development

This paper reports on a study which examined the impact of a course in Reflective teaching in the third year of a Bachelor of Education degree programme at a local University College. A broader purpose for the study was to continue the process of giving credence to reflective teaching as integral to effective teaching and learning. Specifically, the analysis and discussion of the findings points out that the course aids in the development of student teachers' reflective teaching and thinking. Findings show that it had positive effects on most students' general knowledge of reflective teaching, helped to develop their self-knowledge and awareness, a questioning disposition and the application of reflection to their out-of-classroom life. The findings also pointed out that students were interested in applying what was learned about reflective teaching and thinking in the classroom. They also identified the need to develop certain affective and professional skills such as: the control and development of certain emotions, being consistent, prioritizing, and the development of English speaking skills.
Physical Education Teacher Education (PETE) in Canada
Author: Melnychuk, Nancy
Date: 2011-00-00
Type: Journal Articles
Subjects: Physical Education,Foreign Countries,Physical Education Teachers,Teacher Educators,Teacher Education Programs,College Programs,Mail Surveys,Teacher Surveys,Profiles,Institutional Characteristics,Teacher Characteristics,Curriculum Evaluation,Discourse Analysis,Teacher Shortage,Teacher Attitudes

The purpose of this study was to identify physical education (PE) teacher educators and examine physical education teacher education (PETE) programs presently offered at undergraduate degree-granting Canadian universities. The investigation was conceptualized by issues related to the dislodging of PETE from a central to a marginal role in higher education, contrasting discourses, and the education of children and youth in a post-modern society. In an effort to examine the worldview orientation, underpinning discourses, curricula, structure, and organization of Canada's programs, 36 PE teacher educators from 20 universities completed an online survey. Results enabled a profile of Canada's PE teacher educators and the PETE programs in which they work. Collectively, the findings suggest a need for critical consideration and/or revisiting of programs in light of changing societal and student needs for global, socially, and culturally responsive PETE. (Contains 4 tables.)