ethanporcaro/eric-fulltext-meta huggingface dataset:
The Challenges of Practitioner Research: A Comparative Study of Singapore and NSW
Author: Ellis, Neville
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Researchers,Comparative Education,Case Studies,Qualitative Research,Semi Structured Interviews,Secondary School Teachers,Educational Practices,Educational Research,Faculty Workload,Leadership,Time Management,School Culture

Practitioner research is considered an integral form of professional learning for teachers but in its implementation it will often encounter significant challenges. This qualitative comparative case-study of teachers in Singapore and NSW investigated the range of challenges they encountered during their work as practitioner researchers. The study employs Schatzki's practice theory to analyse the impact of practitioner research on the existing practice architectures of schools. A total of 42 participants from NSW and Singapore were interviewed for this study. The results explicate the various challenges teachers encountered and how these act to prefigure and remodel practitioner research as a practice within each of the two different settings. The findings are of interest to teacher educators working with teachers across the career span who are considering using practitioner research in their professional learning repertoire.
Developing School Heads as Instructional Leaders in School-Based Assessment: Challenges and Next Steps
Author: Lingam, Govinda Ishwar
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Leadership,Educational Assessment,Questionnaires,Best Practices,Knowledge Level,Barriers,Teacher Education Programs,Administrator Attitudes,Qualitative Research,Statistical Analysis

The study explored challenges faced by school leaders in the Pacific nation of Solomon Islands in school-based assessment, and the adequacy of an assessment course to prepare them. A questionnaire including both open and closed-ended questions elicited relevant data from the school leaders. Modelling best practices in school-based assessment was recognised as a major challenge for them. Their responses indicate their feeling that the limitations of their knowledge and skills lie at the heart of their difficulties in effective use of this assessment method. They trace the origin of their problems to an initial teacher training programme that included little on assessment, which adversely affected their ability to work as instructional leaders in assessment for learning and teaching in schools. Their critical reflection on the assessment course they completed as part of a current leadership programme suggests the preparation has been adequate in giving them new knowledge and skills in applying best practices in school-based assessment. Though only on a small scale, this study implies that greater attention to this area to promote children's learning is warranted. The value of best practices in assessment is applicable not only in Solomon Islands but also in other education systems within and beyond the Pacific region, to ensure meaningful progress and development in education.
Exploring Prospective EFL Teachers' Perceived Self-Efficacy and Beliefs on English Language Learning
Author: Genç, Gülten
Date: 2016-02-00
Type: Journal Articles
Subjects: Self Efficacy,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Undergraduate Students,Foreign Countries,Statistical Analysis,Scores,Learning Processes,Learning Motivation,Role,Teacher Student Relationship,Guidelines,Language Teachers,Teacher Education,Preservice Teachers,Beliefs,Likert Scales

Learners' perceived self-efficacy and beliefs on English language learning are important in education. Taking into consideration the important impact of individual variables on language learning, this study seeks to highlight the relationship between Turkish EFL learners' beliefs about language learning and their sense of self-efficacy. The participants are 210 Turkish EFL undergraduate students whose major is English. The subjects were questioned about their beliefs and self-efficacy as English language learners. The data gathered were analysed quantitatively. The findings demonstrated that EFL students have medium scores in their English self-efficacy and hold the strong belief that motivation factors have a great role on their learning process. Moreover, student's beliefs about language learning are affected by their English self-efficacy. It is recommended that teachers and teacher trainers enhance students' self-efficacy and help students hold correct beliefs about foreign language learning to motivate them. It is expected that the findings of the study will shed light on the relationship between EFL learners' beliefs and self-efficacy and provide guidelines for teachers to help their students become aware of and to evaluate their own beliefs in language learning and English self-efficacy during the teaching of a foreign language.
Examination of Learning Equity among Prospective Science Teachers Who Are Concrete, Formal and Postformal Reasoners after an Argumentation-Based Inquiry Course
Author: Acar, Ömer
Date: 2016-02-00
Type: Journal Articles
Subjects: Science Teachers,Preschool Teachers,Science Process Skills,Thinking Skills,Abstract Reasoning,Persuasive Discourse,Physics,Science Instruction,Achievement Gap,Scores,Science Achievement,Teacher Education Programs,Science Tests,Pretests Posttests,Multivariate Analysis

This study had two research purposes. First, we examined the scientific reasoning gains of prospective science teachers who are concrete, formal, and postformal reasoners in an argumentation-based physics inquiry instruction. Second, we sought conceptual knowledge and achievement gaps between these student groups before and after the instruction. Results were reported for 114 prospective science teachers. Results showed that concrete reasoners' scientific reasoning gain was higher than those of formal and postformal reasoners. Moreover postformal reasoners outperformed formal and concrete reasoners on a situational conceptual knowledge subscale before and after instruction. In addition, postformal and formal reasoners scored higher than concrete reasoners both on an initial achievement and final achievement measures. However, in-depth analyses showed that final achievement differences between postformal and concrete, and formal and concrete reasoners were lower than their respective initial achievement differences. Implications for teacher education programs were discussed according to these findings.
Turkish Pre-Service Teachers' Reflective Practices in Teaching English to Young Learners
Author: Güngör, Muzeyyen Nazli
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Preservice Teachers,Preservice Teacher Education,Video Technology,Teaching Methods,Educational Technology,Reflective Teaching,Reflection,Journal Writing,Lesson Plans,English (Second Language),Second Language Instruction,Language Teachers,Qualitative Research,Elementary Education

The course &quot;Teaching English to Young Learners&quot; is the first stage where pre-service teachers are introduced to a child's world, developmental characteristics, needs, interests as well as teaching and learning techniques for these learners in English language teaching pre-service teacher education programmes in Turkey. This action research study identifies the gap that pre-service teachers experience between the theoretical considerations and realities of teaching, and the problems they face in this course. It provides the opportunity for monitoring and evaluating themselves in a pre-service teacher education programme in Turkey. Hence, this piece of research aims to promote reflective practice at the preservice level in teaching English to young learners through video recorded microteaching sessions, reflective journals, and lesson plans of pre-service teachers. The study reports on the results by highlighting the contribution of these reflective tools to pre-service teachers' professional development, self- and peer- reflections and the preparedness to teach English to young learners. Finally, insights and recommendations concerning teacher educators and pre-service programmes are offered to promote reflective practice and make methodology courses more beneficial before pre-service teachers embark on their practicum experience.
Slowmation: A Twenty-First Century Educational Tool for Science and Mathematics Pre-Service Teachers
Author: Paige, Kathryn
Date: 2016-02-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Science Instruction,Preservice Teachers,Technological Literacy,Best Practices,Semiotics,Animation,Computer Software,Computer Oriented Programs,Foreign Countries,Student Surveys,Likert Scales,User Satisfaction (Information),Usability,Difficulty Level,Student Teacher Attitudes

Slowmation is a twenty-first century digital literacy educational tool. This teaching and learning tool has been incorporated as an assessment strategy in the curriculum area of science and mathematics with pre-service teachers (PSTs). This paper explores two themes: developing twenty-first century digital literacy skills and modelling best practice assessment tools. In the growing debate about the impact of multi-model representations, researchers such as Hoban and Nielsen, and Brown, Murcia and Hackling emphasise the development of conceptual understandings and semiotics. This paper focuses on PSTs' experiences of and reflections on Slowmation as an educational tool. Data was collected from a cohort of final year PSTs who created, presented and reflected on their Slowmation process.
&quot;Being In&quot; and &quot;Feeling Seen&quot; in Professional Development as New Teachers: The Ontological Layer(ing) of Professional Development Practice
Author: Bills, Andrew M.
Date: 2016-02-00
Type: Journal Articles
Subjects: Beginning Teachers,Professional Development,Foreign Countries,Primary Education,Elementary School Teachers,Benchmarking,Performance Based Assessment,Teacher Attitudes,Professional Identity,Knowledge Base for Teaching

Dominant discourses on professional development for teachers internationally are increasingly geared to the priority of ensuring individual teachers are meeting prescribed standards-based performance benchmarks which we call &quot;performativities&quot; in this paper. While this intent is invariably played out in individualised performance management meetings and &quot;fly by&quot; professional development workshops, our research into a NZ primary school discovered a counter-movement at work rejecting imposed standards and preoccupations with instrumental performativites and replacing these with teacher co-constructed and contextualised capacity matrices immersed within an &quot;open&quot; and &quot;seeing&quot; professional learning culture of support. Within manifestations of a rich and enabling culture of professional development the ontological nature of professional development within the school offers understandings which show the experiential nature of &quot;being in&quot; and &quot;feeling seen&quot; in professional development with consequent implications for improved classroom practices. The purpose of this paper is to discuss these issues.
A Retrospective Appraisal of Teacher Induction
Author: Nasser-Abu Alhija, Fadia M.
Date: 2016-02-00
Type: Journal Articles
Subjects: Beginning Teacher Induction,Questionnaires,Experienced Teachers,Beginning Teachers,College Graduates,Comparative Analysis,Program Evaluation,Mixed Methods Research,Teacher Attitudes,Statistical Analysis,Satisfaction,Foreign Countries,Factor Analysis,Likert Scales,Focus Groups

Examination of an induction program for new teachers was undertaken from the viewpoint of induction graduates three years after participation. Their retrospective perspectives were investigated as to their satisfaction with assimilation in school in the induction year, their attitudes towards organizational aspects of the program, and the program's contribution to their professional development. Comparisons were made to beginning teachers in the midst of their induction year. Data were collected from 98 induction graduates and 390 induction participants using questionnaires. Compared to induction participants, graduates retrospectively remembered the induction year at school less positively and more often recommended extending induction support. The graduates ascribed only moderate contribution to the induction program. In general retrospective appraisals of active teachers and non-teaching graduates were similar. Implications for the use of retrospective evaluations are discussed.
Catering for EAL/D Students' Language Needs in Mainstream Classes: Early Childhood Teachers' Perspectives and Practices in One Australian Setting
Author: Dobinson, Toni J.
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Young Children,English Language Learners,Dialects,Qualitative Research,Case Studies,Teacher Attitudes,Language Teachers,Standard Spoken Usage,Semi Structured Interviews,Observation,Educational Practices,Language of Instruction,Teacher Education,Cultural Awareness,Multicultural Education

This article aims to highlight the complexity of English language related experiences and interactions of a small group of teachers in an Australian, Early Childhood (EC), mainstream setting with children four to eight years old. It draws on data collected from a qualitative case study which investigated four teachers' perspectives and anxieties when it comes to 1) achieving a balance between use of home languages and the use of Standard Australian English in classrooms 2) mainstream teacher knowledge of, and confidence in, using appropriate practices to enhance English language learning experiences for EAL/D students in mainstream classes. Through data collected from teachers via semi-structured interviews, and observations of teaching practices, discussion focuses on the challenges and dilemmas that mainstream teachers can face in the absence of effective formalised English language teacher education. Recommendations for possible ways forward are made.
A Brief Guide to Decisions at Each Step of the Propensity Score Matching Process
Author: Harris, Heather
Date: 2016-02-00
Type: Journal Articles
Subjects: Statistical Analysis,Statistical Bias,Computation,Statistical Inference,Intervention,Models

Propensity score matching techniques are becoming increasingly common as they afford applied practitioners the ability to account for systematic bias related to self-selection. However, &quot;best practices&quot; for implementing these techniques in applied settings is scattered throughout the literature. The current article aims to provide a brief overview of important considerations at each step of the propensity score matching process. Our hope is that this article will serve as a resource to assessment practitioners and augment previously published papers.
Getting Lucky: How Guessing Threatens the Validity of Performance Classifications
Author: Foley, Brett P.
Date: 2016-02-00
Type: Journal Articles
Subjects: Guessing (Tests),Multiple Choice Tests,Case Studies,Test Construction,Test Validity,Probability,Educational Assessment,Test Items,Scoring,Standard Setting (Scoring)

There is always a chance that examinees will answer multiple choice (MC) items correctly by guessing. Design choices in some modern exams have created situations where guessing at random through the full exam--rather than only for a subset of items where the examinee does not know the answer--can be an effective strategy to pass the exam. This paper describes two case studies to illustrate this problem, discusses test development decisions that can help address the situation, and provides recommendations to testing professionals to help identify when guessing at random can be an effective strategy to pass the exam.
Educational Technology Decision-Making: Technology Acquisition for 746,000 Ontario Students
Author: Ribeiro, Jason
Date: 2016-02-08
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Educational Technology,Decision Making,Qualitative Research,Administrator Attitudes,Governance,Evaluation Methods,School Districts,Technology Integration,Purchasing,Educational Finance,Semi Structured Interviews,Superintendents,Administrators,Costs,Access to Computers

The author explores the technology procurement process in Ontario's publicly funded school districts to determine if it is aligned with relevant research, is grounded in best practices, and enhances student learning. Using a qualitative approach, 10 senior leaders (i.e., chief information officers, superintendents, etc.) were interviewed to reveal the most important factors driving technology acquisition, governance procedures, and assessment measures utilized by school districts in their implementation of educational technology. The data were transcribed and submitted to &quot;computer-assisted NCT analysis&quot; (Friese, 2014). The findings show that senior leaders are making acquisitions that are not aligned with current scholarship, that districts struggle to use data-driven decision-making to support the governance of educational technology spending, and that districts do not have effective assessment measures in place to determine the efficacy of a purchased technology. The study is meant to serve as an informative resource for senior leaders and to present research-based approaches to technology procurement.
Teach for America's Preferential Treatment: School District Contracts, Hiring Decisions, and Employment Practices
Author: Brewer, T. Jameson
Date: 2016-02-08
Type: Journal Articles
Subjects: School Districts,Teacher Selection,Criticism,Teacher Shortage,Program Descriptions,Organizations (Groups),Job Layoff,Economic Factors,Equal Opportunities (Jobs),Teacher Qualifications,Charter Schools,Competition,Partnerships in Education,Teacher Salaries,Elementary School Teachers,Secondary School Teachers

Teach For America (TFA) began in 1990 as an organization purportedly interested in working towards ameliorating a national teacher shortage by sending its corps members into urban and rural schools. In the decades that followed, especially during and immediately following a nationwide onslaught of teacher layoffs instigated by the 2008 Great Recession, teaching shortages no longer exist in many of the districts TFA continues to place corps members. In response to growing criticism, TFA has altered its public rhetoric, suggesting now that their &quot;corps members&quot; are better than traditionally trained teachers--including veteran teachers--and are hired only through equal hiring processes rather than being afforded preferential treatment. We analyze Memorandum of Understandings (MOUs) between TFA and regional school districts, TFA's official literature, and public discourse to address the degree to which TFA is privileged in hiring practices. We provide evidence that school districts are contractually obligated to reserve and protect positions exclusively for corps members, jobs held by corps members are not a result of equal and open competition, corps member positions are specifically not limited to &quot;so-called shortage areas,&quot; and TFA's partnership with charter schools and alumni of the organization have skewed hiring practices in favor of TFA over non-TFA teachers.
Teach for America, Relay Graduate School, and the Charter School Networks: The Making of a Parallel Education Structure
Author: Mungal, Angus Shiva
Date: 2016-02-08
Type: Journal Articles
Subjects: Charter Schools,Graduate Study,Higher Education,Teacher Recruitment,Alternative Teacher Certification,Beginning Teachers,Disadvantaged,Low Income,Partnerships in Education,State Departments of Education,Public Schools,School Districts,Teacher Education Programs,Organizations (Groups),Schools of Education,Teacher Education,Educational Change,Academic Achievement,Interviews

In New York City, a partnership between Teach For America (TFA), the New York City Department of Education (NYCDOE), the Relay Graduate School of Education (Relay), and three charter school networks produced a &quot;parallel education structure&quot; within the public school system. Driving the partnership and the parallel education structure are the free market ideologies that emerged in the late 1970s that helped to open education to outside organizations. This paper captures two intertwined phenomena; the formation of the parallel education structure and the various partnerships that helped build it. This has resulted in two unique pathways within the public school system. One pathway focuses upon local area conventional public schools that are administered by the NYCDOE. The other pathway represents failing local area public schools that are run by charter school networks. This paper looks &quot;beyond&quot; TFA's current influence within the classroom and explores how market forces led to its role with other educational organizations.
Reframing Teach for America: A Conceptual Framework for the Next Generation of Scholarship
Author: Scott, Janelle
Date: 2016-02-08
Type: Journal Articles
Subjects: Alternative Teacher Certification,Teacher Recruitment,Educational Change,Models,Scholarship,Public Education,Institutional Mission,Entrepreneurship,Race,Racial Bias,Social Networks,Teacher Education Programs,Organizations (Groups),Leadership,Political Issues,Social Action,Policy Formation,Leadership Effectiveness,Leadership Role,Educational Policy,Disadvantaged,Low Income,Academic Achievement,Interviews

In this article, we advance a conceptual framework for the study of Teach For America (TFA) as a political and social movement with implicit and explicit ideological and political underpinnings. We argue that the second branch of TFA's mission statement, which maintains that TFA's greatest point of influence in public education is not in classrooms, but in its facilitation of entry into leadership positions aimed at reshaping public schooling, can be better understood in terms of the organization's: a) infusion of &quot;policy entrepreneurs&quot; into educational policymaking processes; b) cultivation of powerful networks of elite interests; c) promotion of &quot;corporate&quot; models of managerial leadership; and d) racial and social class identities of its corps members that facilitate entry into leadership and policy networks. Our framework is informed by the extant research literature on TFA, interview data from more than 150 alumni and corps members, and our observations of TFA's 20th Anniversary Summit in Washington, D.C., as an illustrative case of TFA's messaging and general orientation toward educational reform. We conclude that this framework can help illuminate under-examined political and ideological motivations behind the organization's activities.