ethanporcaro/eric-fulltext-meta huggingface dataset:
Facilitating Engaged Learning in the Interaction Age Taking a Pedagogically-Disciplined Approach to Innovation with Emergent Technologies
Author: Brill, Jennifer M.
Date: 2008-00-00
Type: Journal Articles
Subjects: Interaction,Educational Technology,Computer Uses in Education,Colleges,Electronic Learning,Literature Reviews,Technological Advancement,Student Participation,Educational Innovation

The purposes of this paper are to explore emerging technologies, engaged learning, and features and students of the Interaction Age and to identify connections across these three realms for future research and practice. We begin by highlighting those elements of the Interaction Age that suggest a shift in the affordances and applications of digital content. The Interaction Age, as an extension of the Information Age, distinguishes digital content as not just content accessed by students but as content around which they engage and construct knowledge in a social manner. Second, we review technologies emerging on college campuses as well as categorize and compare newer technologies including mobile learning, Augmented Reality, Virtual Reality, and ubiquitous learning. These technologies are among those at the leading edge of innovation and hold promise for educational application. However, in light of the Interaction Age, we argue that these technologies must contribute to student learning, and in particular, student "engagement" in learning. Thus, we present the outcomes of a literature review regarding engagement and engaged learning. Finally, we explore prominent connections between emerging technologies, engaged learning, and students and devices of the Interaction Age, offering examples of these linkages to stimulate future research and practice. (Contains 3 tables.)
The Use of Functional Behavioural Assessment for Students with Challenging Behaviours: Current Patterns and Experience of Australian Practitioners.
Author: O'Neill, Sue
Date: 2010-00-00
Type: Journal Articles
Subjects: Behavior Problems,Foreign Countries,Functional Behavioral Assessment,Behavior Change,Caseworker Approach,Psychological Services,Questionnaires,Behavior Modification,School Counseling,School Counselors,Counseling Techniques,Counselor Training,Counseling Effectiveness

With the growing adoption of the Positive Behaviour Support (PBS) system state-wide in New South Wales, Australia, it was of interest to determine the readiness of behaviour specialists to conduct Functional Behaviour Assessments (FBA) as part of the third tier of School-wide PBS provision. This article presents the findings from a survey conducted with 86 behaviour specialists employed by NSW DET in metropolitan Sydney. Seventy four participants (86%) reported some form of training in FBA, 85 (99%) had used indirect assessments, all reported using direct assessment methods, and, 40 (46.5%) had written a FBA based behaviour intervention plan (BIP). Suggestions for priority training and preferred delivery options are outlined. (Contains 4 tables.)
Statistical Literacy in the Middle School: The Relationship between Interest, Self-Efficacy and Prior Mathematics Achievement
Author: Carmichael, Colin
Date: 2010-00-00
Type: Journal Articles
Subjects: Middle School Students,Statistics,Mathematics Education,Mathematics Achievement,Self Efficacy,Student Interests,Influences,Foreign Countries

This paper examines the relationship between key predictors of middle school students' interest for statistical literacy, including their self-efficacy for statistical literacy and their prior mathematics achievement. Given the lack of research in the statistical literacy domain, a review of the mathematics education literature confirms the importance of self-efficacy and achievement in predicting interest and describes the nature of their influence on interest. The paper then reports on an empirical study involving a sample of 438 Australian middle school students from 8 schools across 3 states. Data from this study are used in a series of statistical models to confirm the influence of identified predictors and to study their inter-relationship. Results from the study suggest that the influence of prior achievement on interest is completely mediated by self-efficacy. In addition to this, the relationship between interest and self-efficacy appears to be quadratic, in that students with high levels of self-efficacy may not have corresponding high levels of interest. Implications for this research are then discussed. (Contains 2 tables and 3 footnotes.)
Lucky to Be Happy: A Study of Happiness in Australian Primary Students
Author: O'Rourke, John
Date: 2010-00-00
Type: Journal Articles
Subjects: Well Being,Psychological Patterns,Foreign Countries,Psychological Evaluation,Psychological Characteristics,Social Indicators,Child Development,Questionnaires,Self Concept Measures,Personality Measures,Elementary School Students,Developmental Psychology

Providing a curriculum that promotes personal growth and wellbeing is an overarching learning outcome of the Western Australian Curriculum Framework (Curriculum Framework, 1998). However, little is known about what constitutes and causes wellbeing of students in our primary schools. In the study reported in this paper the happiness of 312 primary-aged students was measured using various instruments and viewpoints, along with demographic information provided by their parents. The findings, which were compared with Holder and Coleman (2008) and research into adult happiness, indicate that a sense of friendship, belonging and optimism are strong indicators of children's happiness. (Contains 6 tables.)
Australian Adolescents' Extracurricular Activity Participation and Positive Development: Is the Relationship Mediated by Peer Attributes?
Author: Blomfield, Corey
Date: 2010-00-00
Type: Journal Articles
Subjects: Adolescents,High School Students,Extracurricular Activities,Participation,Adolescent Development,Peer Influence,Individual Characteristics,Team Sports,Drinking,Foreign Countries,Academic Aspiration,Student School Relationship,Risk,Truancy,Athletics

Adolescent participation in extracurricular activities is associated with numerous positive outcomes, yet the mechanisms underlying this relationship are largely unknown. This study had two goals: to investigate the association between participation in extracurricular activities and indicators of positive and negative development for Australian adolescents; and to determine if these associations were mediated by the characteristics of adolescents' friends. Extracurricular participation was positively associated with higher academic track enrolment, university aspirations, and school belonging, and negatively associated with skipping school; participation in team sports was related to greater alcohol use. In addition, friend characteristics were found to mediate the association between activity participation and developmental indicators. (Contains 5 tables and 3 footnotes.)
The Role of Inuit Languages in Nunavut Schooling: Nunavut Teachers Talk about Bilingual Education
Author: Aylward, M. Lynn
Date: 2010-00-00
Type: Journal Articles
Subjects: Bilingual Education,Eskimos,Discourse Analysis,Educational Change,Eskimo Aleut Languages,Bilingualism,Interviews,Language Teachers,Language Role,Language of Instruction,Teacher Attitudes,Language Maintenance,Educational Policy

This article provides a discourse analysis of interview transcripts generated from 10 experienced Nunavut teachers (five Inuit and five non-Inuit) regarding the role of Inuit languages in Nunavut schooling. Discussion and analysis focus on the motif of bilingual education. Teachers' talk identified discourse models of "academic truths" and "revitalization," demonstrating how Nunavut teachers are making efforts to engage with community to effect lasting educational change. (Contains 1 table and 6 footnotes.)
&quot;Closing the Gap&quot; at the Peril of Widening the Void: Implications of the Ontario Ministry of Education's Policy for Aboriginal Education
Author: Cherubini, Lorenzo
Date: 2010-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Foreign Countries,Student Attitudes,Canada Natives,Educational Policy,State Government,Achievement Gap,Public Education,Policy Analysis,Teacher Effectiveness,Self Determination,College Faculty,Educational Administration,Boards of Education,Teacher Education,Educational Change

There is a crisis relevant to the publicly funded education of Aboriginal students in Ontario. This article, which presents the details of the crisis, analyzes recent policy statements released by the Ontario Ministry of Education designed to address that crisis. By defining the nature of this critical juncture, presenting how these policies may be &quot;widening the void&quot; rather than &quot;closing the gap,&quot; and offering opportunities to respond by improving the capabilities of teachers to enact those policies in their classrooms, the authors appeal to school boards, faculty associations, as well as Deans of Education, to act decisively to support Aboriginal self-determination. (Contains 1 table and 1 footnote.)
Making &quot;Wiggle Room&quot; in French as a Second Language/Francais Langue Seconde: Reconfiguring Identity, Language, and Policy
Author: Byrd Clark, Julie
Date: 2010-00-00
Type: Journal Articles
Subjects: Second Language Learning,Focus Groups,Ethnography,Discourse Analysis,Student Diversity,French,Foreign Countries,Immigrants,Teacher Education,Language Teachers,Second Language Instruction,Self Concept,Language Usage,Cultural Pluralism,Language Planning

In this two-year ethnographic study, I critically examined the problematic nature of the construct French as a Second Language (FSL), drawing specifically from the lived experiences of Canadian youth of Italian origin, participating in a teacher education course to prepare teachers of French. Using discourse analysis of interviews, observations, and focus groups, I found that participants' social identities and linguistic practices were complex and varied. However, current FSL policies and practice do not reflect such diversity or multidimensionality. To conclude, I demonstrate the importance of making some &quot;wiggle room&quot; regarding the construction of French as a Second Language (FSL) to reflect a more pluralistic society. (Contains 10 footnotes.)
Multiliteracies, Pedagogy and Identities: Teacher and Student Voices from a Toronto Elementary School
Author: Giampapa, Frances
Date: 2010-00-00
Type: Journal Articles
Subjects: Action Research,Foreign Countries,Literacy,Multilingualism,Ethnography,Case Studies,Teaching Methods,Mainstreaming,English (Second Language),Second Language Learning,Self Concept,Elementary School Students,Elementary School Teachers,Student Attitudes,Teacher Attitudes

In this article, I draw on an ethnographic case study of one Toronto elementary school, as part of a Canada-wide action research project: Multiliteracy Project (www.multiliteracies.ca). I have explored how Perminder, a grade-4 teacher, developed a multiliteracies pedagogy, drawing on her own and her students' identities and linguistic and cultural forms of capital to create learning opportunities for all students to access the English mainstream curriculum. Alternative pedagogical choices included students' creation of multimodal dual language &quot;identity texts&quot; (Cummins, Bismilla, Cohen, Giampapa, &amp; Leoni, 2005a), and identity work, expanding literacy practices valued within Canadian classrooms. (Contains 6 footnotes.)
Teaching English in a Multicultural Society: Three Models of Reform
Author: Colarusso, Dana M.
Date: 2010-00-00
Type: Journal Articles
Subjects: English Literature,English Curriculum,Multicultural Education,Linguistics,Educational Change,Foreign Countries,English Teachers,English Instruction,Teacher Attitudes,Interviews,Coping,Activism,Teacher Collaboration,Educational Practices,Global Approach,Language Arts,Models

Because of the global status of the English language, and the cultural and linguistic qualities of English literature, English teachers are at the fulcrum of educational debate. As global curriculum expands and refocuses the challenges and possibilities of multicultural education, teachers, schools, and communities are challenged to reexamine the traditional English curriculum and articulate rationales for change. For this study I interviewed 15 teachers from different schools and school boards in Ontario to explore their views and approaches to these challenges. The participants represented a spectrum of beliefs and practices in response to emerging considerations for teaching English within a prototypically multicultural society such as flourishes in Ontario. Their perspectives and experiences both raised new questions and re-opened fundamental questions posed decades ago within first language learning: What is English? What is the role of a student's identity--including ethnic and linguistic origins? In listening to English teachers describe their current and ongoing efforts to create meaningful learning experiences for students, I identified three approaches: (a) Adaptation/Coping, (b) Collaborative Inquiry/Applied Research, and (c) Activism. English teachers can apply participants' insights and examples to policies and practices for relevancy and effectiveness, and begin to compare and assess new directions for teaching English in a multicultural society and the global age. (Contains 5 footnotes.)
The School Principal's Role in Large-Scale Assessment
Author: Newton, Paul
Date: 2010-05-17
Type: Journal Articles
Subjects: Program Effectiveness,Instructional Leadership,Principals,Administrator Role,Educational Assessment,Accountability,Elementary Education,Advocacy,Data,Foreign Countries

This paper reports on an interpretive study in which 25 elementary principals were asked about their assessment knowledge, the use of large-scale assessments in their schools, and principals' perceptions on their roles with respect to large-scale assessments. Principals in this study suggested that the current context of large-scale assessment and accountability has resulted in their roles being redefined. In particular, they suggested that it is the principal's role to teach other staff members about assessment, to advocate for assessment, and to organize and manage data. We argue that these emerging roles have the potential to redefine instructional leadership in schools.
Forgotten and Ignored: Special Education in First Nations Schools in Canada
Author: Phillips, Ron
Date: 2010-06-07
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Canada Natives,Accessibility (for Disabled),Federal Programs,Program Descriptions,School Statistics,Guidelines,Government Role,Barriers,Performance Factors,Educational Finance,Federal Indian Relationship,Trust Responsibility (Government),Educational Administration

Usually reviews of special education in Canada describe the special education programs, services, policies, and legislation that are provided by the provinces and territories. The reviews consistently ignore the special education programs, services, policies, and legislation that are provided by federal government of Canada. The federal government of Canada is constitutionally responsible for the education, including special education, of First Nations students residing on reserves. This responsibility extends throughout Canada. This article describes the current status of special education programs provided to First Nations schools by the federal government and makes recommendations for the development of a comprehensive system of special education services and programs.
Admission to Teacher Education Programs: The Problem and Two Approaches to Addressing It
Author: Falkenberg, Thomas
Date: 2010-06-22
Type: Journal Articles
Subjects: Teacher Education,Teacher Education Programs,College Applicants,Admission Criteria,Teaching Methods,College Admission,Selective Admission,Models,Barriers,Performance Factors,Eligibility,Enrollment Management,Educational Administration,Educational Policy

What qualities should admission criteria identify in applicants to teacher education programs in order to select those that should be admitted into the program from those applying? One approach to addressing this selection problem is to link the desired qualities of applicants to the desired qualities with which students in the program are to graduate. In this paper I, first, reconstruct in some detail an approach that puts at its centre a functional relationship between these two types of qualities. Then I discuss the challenges of this approach and offer a second approach to the admission problem that does not face the same kind of challenges. The second approach puts at its centre the linking of the selection problem to the design of the teacher education program itself.
Contemplating Regulation of Counsellors in Canadian Schools: Current Issues and Concerns
Author: Keats, Patrice A.
Date: 2010-07-14
Type: Journal Articles
Subjects: Child Health,Foreign Countries,School Counseling,School Counselors,Counselor Training,Counseling Psychology,Counselor Certification,State Regulation,Mental Health Workers,Counselor Role,Change Strategies,Educational Administration,Educational Policy,Performance Factors,Mental Health

According to current research, mental health issues are the leading health problem for Canadian children. Surveys also indicate that fewer than 25% of children are receiving care (Waddell, McEwan, Shepherd, Offord, &amp; Hua, 2005); thus, schools play a key role in assessment, access to services, and possible referral to appropriate outside support systems. Currently in British Columbia schools, untrained individuals are hired into counselling positions due to the lack of qualified personnel. Our discussion focuses on this issue, the history and importance of certification and regulation of school counsellors, and our recommendations for actions that may assist in ensuring the welfare of children and families within the school system. (Contains 4 footnotes.)
Alberta's 2002 Teacher Strike: The Political Economy of Labor Relations in Education
Author: Barnetson, Bob
Date: 2010-02-01
Type: Journal Articles
Subjects: Teacher Strikes,Working Class,Labor Relations,Labor,Unions,Foreign Countries,Politics of Education,State Government,Public Schools,Public Education,Elementary Secondary Education,Teachers,Political Power

In 2002, approximately two thirds of school teachers in the Canadian province of Alberta went on strike. Drawing on media, government and union documents, this case study reveals some contours of the political economy of labor relations in education that are normally hidden from view. Among these features are that the state can react to worker resistance by legally pressuring trade unions and justifying this action as in the public interest. This justification seeks to divide the working class and pit segments of it against each other. The state may also seek to limit discussion and settlements to monetary matters to avoid constraining its ability to manage the workplace or the educational system. This analysis provides a basis for developing a broader theory of the political economy of labor relations in education. It also provides trade unionists in education with information useful in formulating a strike strategy. (Contains 2 footnotes.)
Reforming Educational Governance and Management in Egypt: National and International Actors and Dynamics
Author: Ginsburg, Mark
Date: 2010-03-01
Type: Journal Articles
Subjects: Community Involvement,Governance,Educational Change,Foreign Countries,International Organizations,Educational Policy,Educational Administration,Stakeholders,Interviews,School Business Relationship,Parent Participation,Administrative Organization

This historical case study examines the rhetoric, action, and outcomes of educational policy reforms in Egypt during the first quarter-century of the presidency of Mohamed Hosni Mubarak. The findings are based on an extensive review of Egyptian government, international organization, and project documents as well as interviews with key stakeholders. The study focused on proposed and implemented changes in the organization and distribution of various governance and management functions across school/community, district/&quot;idarra,&quot; governorate/&quot;muddiriya,&quot; and national/central levels of the education system. During the period under review Egypt experienced movement though uneven toward increased decentralization, with calls for deconcentration of responsibility in 1981, Ministry of Education actions that restricted local decision-making authority in the 1990s, and some concerted efforts toward delegation and devolution of authority as well as responsibility after 2001. In terms of community participation, during this period there were calls for and actions toward implementing broader and deeper forms and degrees of involvement by parents, civil society, and businesses. We draw on the following concepts to analyze a develop an account of these developments: institutional framework, financial resources, system leaders' capacity and political will, civil society's leaders' capacity and political will, global dynamics, and the role of international organizations. [&quot;Reforming Educational Governance and Management in Egypt: National and International Actors and Dynamics&quot; was written with Mohammed Elmeski and Nobuyuki Tanaka.] (Contains 53 footnotes.)
The Impact of Skills Development on Competitiveness: Empirical Evidence from a Cross-Country Analysis
Author: Onsomu, Eldah N.
Date: 2010-03-25
Type: Journal Articles
Subjects: Competition,Skill Development,Human Capital,Investment,Secondary Education,Engineering Education,On the Job Training,Postsecondary Education,Developing Nations,Foreign Countries

In the past half-century, most countries have emphasized the development of human capital as an instrument for economic growth, sustainable development, and improved global competitiveness. However, limited evidence exists on the link between skills development and a country's competitiveness. This paper examines the contribution and association of skills to a country's competitiveness. The study uses panel data from 84 countries in estimating an empirical model. Skills availability, foreign direct investments, secondary education, and technical (engineering) education and training are significant contributors to a country's competitiveness in a technologically changing and demanding world. This dynamic requires institutionalizing high-level technical skills development and on-the-job training programs in various firms that provided company specific and general skills to employees. The study recommends increased participation in secondary education and technically-oriented courses in tertiary education and programs that encourage skills transfer from foreign companies. Foreign direct investment, however, requires a conducive investment environment. Increased collaboration between tertiary institutions and industry is crucial for improved skilled development. (Contains 2 footnotes and 2 tables.)