ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematical Investigations for Supporting Pre-Service Primary Teachers Repeating a Mathematics Education Course
Author: Bailey, Judy
Date: 2014-02-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Preservice Teachers,Mathematics Education,Education Courses,Bachelors Degrees,Repetition,Interviews,Informed Consent,Student Teacher Attitudes,Pedagogical Content Knowledge,Knowledge Level,Emotional Response,Educational Research,Geometric Concepts

Preparing to become an effective primary school mathematics teacher is a challenging and complex task; and is influenced by one's past experiences, personal knowledge of, and beliefs and attitudes towards mathematics. This paper examines the experiences of a small group of pre-service teachers who did not pass their first year mathematics education course. As part of their second attempt at this course for a Bachelor of Teaching (primary) degree the pre-service teachers engaged in a mathematical investigation. Data suggests that undertaking an open-ended mathematical investigation facilitated positive shifts with regard to the pre-service teachers' knowledge of, and beliefs and attitudes towards,  mathematics. Participation in such investigations appears to have potential for supporting pre-service teachers who have initially experienced difficulties in their journey to becoming effective mathematics educators.
The Approaches to Teaching Inventory: A Preliminary Validation of the Malaysian Translation
Author: Goh, Pauline Swee Choo
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Translation,Factor Analysis,Classification,Teacher Attitudes,Teaching Methods,Measures (Individuals),Higher Education,College Faculty,Indonesian

The purpose of this study was to evaluate a Malaysian translation of the 22-item Approaches to Teaching Inventory for application in higher education. The Approaches to Teaching Inventory was a quantitative measure used by teachers of higher education to gauge their own teaching approaches that had been psychometrically assessed and widely used in western universities. Data in the present study came from 172 teachers in two institutions of higher learning. Principal factor analyses with varimax rotation and confirmatory factor analyses support a model with 17 items categorized into five sub-factors that were subsumed within two main factors. The alpha values of both the sub-factors and main factors were good. While broadly supporting the use of the Malaysian version in providing insights into the teaching approaches, the findings of the present study suggested the need to examine other factors that may contribute towards the inventory's future  improvement for application in the Malaysian higher education context.
The Long Journey: Developing a Model of PLD for the Future
Author: Owen, Hazel
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Mentors,Teacher Attitudes,Attitude Change,Virtual Classrooms,Models,Case Studies,Longitudinal Studies,Teacher Effectiveness,Preservice Teacher Education,Communities of Practice,Language Teachers,Second Language Instruction,Japanese,Science Instruction,Political Issues,Online Surveys

This paper presents the longitudinal learning journey of two educators who participated in the Virtual Professional Learning and Development programme (VPLD) between 2010 and 2013. Each participant's story of change describes the process and outcomes of their involvement in a future-focused environment of virtual mentorship supported by a tailored online community of practice. The paper discusses and conceptualises (via an inclusive framework for professional development) key findings. Evidence is shown of shifts in the educators' beliefs about learning and teaching, corresponding changes in professional practice, and the impact on student learning experiences. The three interconnecting dimensions of the Inclusive Framework for Professional Development--personal, professional and political--provided a tool to encapsulate the tensions, challenges, aspirations and inspirations of the two participants' respective experiences. While the focus is not specifically novice educators, the authors highlight  some of the implications for pre-service educator providers, as well as providing a framework that should prove useful for other practitioners  involved in educator professional development.
Building a Community of Collaborative Inquiry: A Pathway to Re-Imagining Practice in Health and Physical Education
Author: Petrie, Kirsten
Date: 2014-02-00
Type: Reports - Research
Subjects: Foreign Countries,Health Education,Physical Education,Elementary Schools,Action Research,Elementary School Teachers,College School Cooperation,Cooperation,College Faculty,Teacher Attitudes,Student Attitudes,Educational Philosophy,Classroom Techniques,Educational Change,Inquiry

On-going critiques of existing practices in primary schools focus on the ability of generalist teachers to deliver quality Health and Physical Education (HPE). As well, there are concerns regarding the influx of outsider providers in school spaces and the potentially damaging body pedagogies and practices that are pervading education settings. Our interest is in how these issues contour teachers' practice, what this might  mean for diverse learners in schools, and what processes support classroom teachers to re-imagine and practice HPE in ways that celebrate and meet the varied needs of students. In this paper we draw from a collaborative ethnographic action research project with four primary school teachers and three university lecturers. In particular, we explore the pathway that supported both academics and teachers to re-imagine HPE in  two primary schools in Aotearoa-New Zealand. We direct attention to three key processes: the importance of identifying teachers' and students' preconceptions of HPE and the pedagogies employed; the need for ongoing, critical dialogue and questioning about current orthodoxies and classroom practices; and the momentum provided by the enunciation of a  shared ethos or philosophy of HPE. These are proposed to have been fundamental to our subsequent endeavours to re-imagine classroom HPE in ways that met the needs of diverse learners. We conclude that innovative, inclusive programmes and practices in HPE are possible when teachers and researchers work collaboratively, and teachers increasingly &quot;drive&quot; both the research and the change process in their own classrooms.
Enhancing Critical Thinking Skills among Authoritarian Students
Author: Henderson Hurley, Martha
Date: 2013-00-00
Type: Reports - Research
Subjects: Critical Thinking,Skill Development,Teaching Methods,Authoritarianism,Personality Traits,Instructional Design,Learner Engagement,Social Sciences,Barriers,Questionnaires,Student Attitudes,Criminal Law,Assignments

This article focuses on assignments designed to enhance critical thinking skills for authoritarian  personality types. This paper seeks to add to the literature by exploring instructional methods to  overcome authoritarian traits that could inhibit the development of critical thinking skills. The article  presents a strategy which can be employed to overcome authoritarian obstacles to critical thinking  development through instructional design and the fostering of student engagement. The strategy  elaborated herein resulted in increased application of critical thinking skills among authoritarian  students. The article concludes with a call-to-action for greater exploration of the influence of  nonrandom distribution of authoritarian personality characteristics on critical thinking across specific  classes, disciplines, and institutions.
Reflective Blogging as Part of ICT Professional Development to Support Pedagogical Change
Author: Prestridge, Sarah J.
Date: 2014-02-00
Type: Journal Articles
Subjects: Educational Change,Information Technology,Faculty Development,Reflection,Electronic Publishing,Teacher Attitudes,Qualitative Research,Foreign Countries,Role,Writing (Composition),Technological Literacy

Reflection is considered an inherent part of teacher practice. However, when used within professional development activity, it is fraught with issues associated with teacher confidence and skill in reflective action. Coupled with anxiety generally associated with technological competency and understanding the nature of blogging, constructive reflection is difficult for teachers. This paper focuses on the reflective quality of school teachers' blogs. It describes teachers' perceptions and engagement in reflective  activity as part of an ICT professional development program. Reflective entries are drawn from a series of blogs that are analysed qualitatively using Hatton and Smith's (1995) three levels of reflection-on-action. The findings suggest that each level of reflective action plays a different role in enabling teachers to transform their ICT pedagogical beliefs and practices. Each role is defined and illustrated suggesting the value of such activity within ICT  professional development, consequently reshaping what constitutes effective professional development in ICT.
Health and Physical Education and the Online Tertiary Environment at Two Universities: Pre-Service Teachers' Perceived &quot;Readiness&quot; to Teach HPE
Author: McMahon, Jennifer A.
Date: 2014-03-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Health Education,Physical Education,Physical Education Teachers,Foreign Countries,Online Courses,Student Attitudes,Practicums,Qualitative Research,Educational Quality,Preschool Teachers,Elementary School Teachers,Electronic Learning,Computer Software,Questionnaires

In recent years in tertiary institutions in Australia, there has been a large increase of enrolments in Education courses delivered via an online/external mode. This has raised a number of concerns around the nexus of theory and practice and whether pre-service teachers feel ready to teach after completing Education study online. The purpose of this study is to examine preservice teachers' perceived readiness to teach Health and Physical Education (HPE) after engaging with the subject fully in an online tertiary environment.Twenty-six pre-service teachers studying education online were involved in this study. Upon completion of the University semester and also after a practicum placement, qualitative data was collected detailing the pre-service teachers' perceptions in regard to their readiness to teach HPE. Pre-service teachers' perceptions are used as the primary data highlighting the varying levels of readiness to teach HPE.
Discourses of Experience: The Disciplining of Identities and Practices in Student Teaching
Author: Sanyal Tudela, Anita
Date: 2014-03-00
Type: Journal Articles
Subjects: Student Teaching,Power Structure,Teacher Collaboration,Teacher Education,Self Concept,Professional Identity,Teaching Methods,Teacher Student Relationship,Discourse Analysis,Foreign Countries

The aim of this paper is to understand how ideas about teaching and learning to teach are structured and regulated in the student teaching component in university teacher education, and how these ideas are linked to the constructed identities of the student--and the collaborating teacher. I use critical discourse analysis to unpack the everyday language of collaborating teachers. I argue that, through the continued citation of assumptions about experience, the student teacher and collaborating teacher are constructed within prefigured and recognizable categories. This process sanctions and forecloses particular practices. I argue that this mechanism makes way for the reproduction of pre-established teaching practices, which uphold systems of power.
Pre-Service Teachers' Motivation in Using Digital Technology
Author: Yeung, Alexander S.
Date: 2014-03-00
Type: Journal Articles
Subjects: Technology Uses in Education,Use Studies,Preservice Teachers,Teacher Motivation,Technology Integration,Student Teacher Attitudes,Educational Technology,Student Teachers,Foreign Countries,Structural Equation Models,Achievement Need,Gender Differences,Goal Orientation,Student Surveys,Factor Analysis

Digital technology (DT) has a significant role to play in modern education. This study examined motivational goals of student teachers in initial teacher education in Singapore and the influences of goals on their use of DT personally and in the classroom. The participants (N = 312) responded to a survey about their motivational goals (learning vs. performance) and DT application (personal vs. classroom application). Results showed that personal use of DT, especially for younger teachers, was clearly more than classroom application. Females were found to have higher performance goal. Structural equation modelling found that learning goals were positively related to both personal use and classroom application, but performance goals were not positively related to either outcome. As performance goals were found to be unrelated to classroom application of DT, teacher education should focus more on the development of learning goals so as to encourage teachers, especially females, to use DT for teaching.
The Action--Reflection--Modelling (ARM) Pedagogical Approach for Teacher Education: A Malaysia-UK Project
Author: Jarvis, Joy
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Teacher Education,Honors Curriculum,Mathematics Instruction,Role,Surveys,Administrator Attitudes,Teacher Attitudes,Teacher Educators,Elementary Schools,Program Descriptions,Teaching Methods,Student Teachers,English,Health Education,Physical Education,Bachelors Degrees,Reflection,Longitudinal Studies,Teacher Collaboration,Modeling (Psychology),Mentors,Student Teacher Attitudes,Program Development,Educational Change

This article presents the Action--Reflection--Modelling (ARM) pedagogical approach for teacher education developed during a Malaysia-UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics, with English and Health and Physical Education as minor subjects. The degree programme was written collaboratively by teacher educators in two Institutes of Teacher Education in Malaysia and in the University of Hertfordshire, UK, to meet the requirements for training Malaysian school teachers to teach in Malaysian schools. A cohort of 120 students studied the programme full-time over four years, graduating in 2010. The three principles of the ARM approach were chosen to underpin the learning and teaching for the programme. These principles highlight the role of active participation and active learning on the part of the learner; the value of reflective learning and reflection for both student teachers and pupils; and modelling by staff to student teachers and by student teachers to pupils in school. The approach was aligned with the curriculum specifications for mathematics in primary schools in Malaysia, which emphasised components of active learning. This article explains how the ARM approach was developed, shared and used during the BEd degree programme; provides the rationale for selecting the three principles; and describes the research methods used to explore the views and experiences of programme participants. Some findings from the research are presented, drawn from a dataset that comprises survey responses from more than 180 participants: Malaysian senior managers, teacher educators, student teachers and school mentors. The findings are discussed in the context of using ARM in teacher education and in primary schools in Malaysia, and of implementing change in learning and teaching. Throughout this project the teacher educators from Malaysia and the UK engaged in dialogue about their professional practice and learnt about the personal, professional and cultural values and beliefs that shaped the pedagogies of both parties and of the individual practitioners. The value of articulating pedagogy as a means of developing practice endorses the views of others with expertise in this area who stress the importance of making pedagogies explicit in teacher education and has implications for the practice of student teachers and teacher educators.
The Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-Efficacy Belief
Author: Akkuzu, Nalan
Date: 2014-03-00
Type: Journal Articles
Subjects: Role,Feedback (Response),Self Efficacy,Teaching Skills,Case Studies,Student Teachers,Teacher Education,Chemistry,Science Instruction,Grade 5,Elementary School Teachers,Social Cognition,Persuasive Discourse,Physiology,Microteaching,Reflective Teaching,Semi Structured Interviews,Correlation,Learning Experience,Performance Based Assessment,Foreign Countries

The purpose of this study was to explore the role of feedback based on self-efficacy belief sources in the reciprocal interaction of teaching performance and self-efficacy beliefs. A single case study design was employed to address and began to bridge the gap in our understanding of the relationship between feedback, self-efficacy belief and teaching performance. The data for this study were collected in the form of semi-structured interviews from 6 volunteer 5th-grade chemistry student teachers. The data were analyzed based on an inductive analytical approach. The results indicated that different types of feedback based on self-efficacy belief sources directly affected the student teachers' self-efficacy beliefs and teaching performance. It may be concluded that different types of feedback provided key paths for student teachers to better understand their own developing teaching performance and that of other teachers.
How Instructional Format (Voice and Modality) Influences Subsequent Performance: An Empirical Study
Author: Carpenter, Sandra
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Teaching Methods,Verbal Communication,Oral Language,Written Language,Grammar,English,Concept Mapping,Undergraduate Students

Educators aspire to use the most effective teaching materials possible. Their choices, ideally, should be informed by empirical evidence on how materials they use can affect students' outcomes or performance, particularly their post-instruction performance or application. The current research tested the extent to which voice (active vs. passive) and modality (oral vs. written) of instructional examples influence (a) the degree to which a new process is learned and (b) subsequent performance. Results indicate that although voice and modality may be influential during the instruction process itself, they may have minimal impact on subsequent performance. The results are discussed in the context of the importance of using empirical evidence to inform educators' choices, as well as presenting strategies for evaluating the effectiveness of learning.
The Effects of the Classroom Performance System on Student Participation, Attendance, and Achievement
Author: Termos, Mohamad Hani
Date: 2013-00-00
Type: Journal Articles
Subjects: Active Learning,Learner Engagement,Student Participation,Academic Achievement,Attendance,College Science,Anatomy,Physiology,English (Second Language),Pretests Posttests,Teaching Methods,Instructional Effectiveness,Educational Technology,Feedback (Response),Audience Response Systems,Handheld Devices,Quasiexperimental Design

The Classroom Performance System (CPS) is an instructional technology that increases student performance and promotes active learning. This study assessed the effect of the CPS on student participation, attendance, and achievement in multicultural college-level anatomy and physiology classes, where students' first spoken language is not English. Quantitative method and quasi-experimental design were employed and comparative statistic methods and pre-post tests were used to collect the data. Participants were college students and sections of study were selected by convenience sampling. Participation was 100% during most of the lectures held while it did not strike above 68% in the control group. Attendance was significantly higher in CPS sections than the control group as shown by paired- samples t-tests. Experimental sections had a higher increase in the pre-post test scores and student averages on lecture exams increased at a higher rate than those of the control group. Therefore, the CPS increased student participation, attendance, and achievement in multicultural anatomy and physiology classes. The CPS can be studied in other settings where the first spoken language is English or in other programs, such as special education programs. Additionally, other variables can be studied and other methodologies can be employed.
The Impact of Guided Notes on Post-Secondary Student Achievement: A Meta-Analysis
Author: Larwin, Karen H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Achievement,Meta Analysis,Undergraduate Students,Notetaking,Guides,Teaching Methods,College Faculty,Learner Engagement,Intervention,Coding,Effect Size,Educational Research

The common practice of using of guided notes in the post-secondary classroom is not fully appreciated or understood. In an effort to add to the existing research about this phenomenon, the current investigation expands on previously published research and one previously published meta-analysis that examined the impact of guided notes on post-secondary student achievement. Specifically, this study examines the different variables that moderate the effect of using guided notes in the classroom, the impact of guided notes relative to professor-provided notes or student-generated notes, and unlike previous studies, the present meta-analysis, includes both published and unpublished research and some previously unexamined variables. Results indicate that overall, guided notes can produce a moderate impact on student achievement. The study discusses the implications and limitations of this research.
Undergraduate Teaching Assistants: A Learner-Centered Model for Enhancing Student Engagement in the First-Year Experience
Author: Gordon, Jessica
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Teaching Assistants,Research Universities,Student Role,Learner Engagement,Peer Relationship,Experiential Learning,Interdisciplinary Approach,Course Descriptions,College Freshmen,Leadership Training,Correlation,Mentors,College Faculty

In this paper, we provide an in-depth view of the Undergraduate Teaching Assistant (UTA) program  at Virginia Commonwealth University as a potential model for other large research universities who might wish to implement similar learner-centered initiatives in their first-year experience courses. Unlike graduate teaching assistants, whose primary objective in the classroom is to assist the professor, the UTAs assist the students by facilitating student engagement, offering peer-to-peer assistance, and modeling successful academic practices. The UTA program, founded in 2008, is integrated through all levels of VCU's University College. This paper explores the benefits offered to all stakeholders: faculty, students, and undergraduate teaching assistants.