ethanporcaro/eric-fulltext-meta huggingface dataset:
What Are Catholic Schools Teaching to Make a Difference? a Literature Review of Curriculum Studies in Catholic Schools in the U.S. and the U.K. since 1993
Author: Garcia-Huidobro, Juan Cristobal
Date: 2017-03-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Catholic Schools,Curriculum Development,Literature Reviews,Integrated Curriculum,Elementary Secondary Education,Outcomes of Education,Educational Practices,Academic Achievement,Religious Factors,Humanism,Social Justice,Program Evaluation,Educational History,Standards,Guidelines

This literature review sketches a landscape of scholarly debates about the curriculum in Catholic primary and secondary schools in the United States and the United Kingdom since 1993. This landscape has three main characteristics. First, scholarly debates about the curriculum in Catholic schools have been few, particularly empirically based discussions. Second, these debates have been led by U.S. scholars with theoretical approaches to the curriculum that tend to ignore the effect of current cultural and economic forces on Catholic schooling through competitiveness and effectiveness criteria. Third, there has been a disconnect between conversations about excellence and innovation, proposed mainly by U.S. scholars, and discussions about the distinctiveness of Catholic curricula, suggested primarily by scholars from the United Kingdom. This landscape poses questions about who is thinking indepth about what is currently taught in Catholic schools, and the extent to which they offer spiritual depth or educate social-justice-oriented bridge-builders. It is suggested that approaches to these questions that only look at how teachers teach underestimate the socializing power of the curriculum. After mapping the landscape, and discussing its evolution over the last decades, its limitations, and its major silences, the review concludes by outlining five major challenges for the field.
How the Economy Influences Pedagogy: The Great Recession's Influence on Elementary Teaching Practices
Author: Sawyer, Amanda G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Economic Impact,Economic Factors,Elementary Education,Educational Practices,Teaching Methods,Elementary School Teachers,Interviews,Focus Groups,Teacher Surveys,Teacher Background,Teaching Experience,Learning Experience,Faculty Development,Teacher Attitudes,Case Studies,Observation

From 2007 to 2009, the United States experienced one of the greatest economic declines reported in the previous decades, known as the Great Recession (Bureau of Labor Statistics, 2012). While a great deal of media attention focused on the immediate financial effects of the recession, little discussion was made about the influence of this crisis upon students' lives and education (Isaacs &amp; Healy, 2012). Therefore, I investigated what happened to the education of these students. In this case study, three elementary teachers who taught over 10 years identified how the Great Recession affected their teaching practices. This investigation highlights how economic situations change how teachers address students' emotional, physical, and academic needs and how educators can assist teachers in these changing environments by providing differentiated strategies to reach their evolving student population.
Served through Service: Undergraduate Students' Experiences in Community Engaged Learning at a Catholic and Marianist University
Author: Fogle, Elizabeth M.
Date: 2017-03-00
Type: Journal Articles
Subjects: Undergraduate Students,Service Learning,Church Related Colleges,Catholics,Student Attitudes,Student Experience,Interviews,Work Experience,Time Management,Student Leadership,School Community Programs,Learner Engagement

Students participating in sustained community service at an urban Catholic and Marianist university were volunteer informants in this qualitative exploration of the meaning they make of their service experiences. A PhD student research team (nine members) interviewed fourteen undergraduate students (10 of whom were seniors). Findings were organized as themes constructed within three domains: background, experience, and meaning. Within &quot;background,&quot; students who had prior work in faith-based service before college deepened their meaning of service. Within &quot;experience,&quot; there were social and cultural dynamics of navigating on and off campus life, including the roles students played as well as the challenge of time management. Within &quot;meaning,&quot; building relationships was central to community service. Students built strong personal relationships with and deep commitments to city residents; the meaning of their own identities grew and developed. Experiencing the roots of social injustice led students both to confirm and to reconsider their life vocations.
Keeping Classrooms Christ-Centered in One-to-One Technology Classrooms
Author: Wyatt, Carol
Date: 2017-03-00
Type: Journal Articles
Subjects: Technology Uses in Education,Classroom Techniques,Catholic Schools,High School Students,Program Effectiveness,Access to Computers,Educational Technology,Change Strategies,Teaching Methods,Biblical Literature

This article describes a one-to-one technology initiative in a Catholic high school, highlighting the advantages and challenges encountered in the first year of the program. The article offers recommendations and reflections for other schools intending to implement one-to-one programs, including an emphasis on the intentional use technology for instruction.
Vision, Mission, and Technology Implementation: Going One-to-One in a Catholic School
Author: Cho, Vincent
Date: 2017-00-00
Type: Journal Articles
Subjects: Catholic Schools,Technology Integration,Access to Computers,Institutional Mission,Program Implementation,Strategic Planning,High School Students,Online Surveys,Administrator Attitudes,Teacher Attitudes,Educational Practices,Alignment (Education),Mixed Methods Research,Semi Structured Interviews,Likert Scales

As one-to-one computing initiatives become commonplace, some Catholic school educators might find themselves wondering what, if anything, such technologies might have to do with Catholic identity. This case study drew upon survey and interview data to explore the intersection of Catholic vision and mission with the implementation of a one-to-one (BYOD) initiative. The study finds that Catholic values informed the school's support of teachers, as well as its efforts to help students navigate the personal and social issues associated with devices. In the end, teachers were positive about one-to-one. Many teachers had experimented with devices in their classrooms, and some even reported using devices for social justice purposes. In other words, the school's unique vision and mission enabled it to engage in activities that might not occur elsewhere. The implications of this study on how to conceptualize about technological change and how to lead technology initiatives are discussed.
Identifying International Agricultural Concepts for Secondary Agricultural Education Curriculum
Author: Conner, Nathan W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Global Approach,Secondary Education,Delphi Technique,Curriculum Development,Surveys,Specialists,Rating Scales,Classification,Agricultural Production,Business,Culture,Environment,World Geography

The globalization of the agriculture industry has created an emerging need for agricultural education in the United States to take a more globalized approach to prepare students for future careers in agriculture. The purpose of this study was to identify international agricultural concepts for secondary agricultural education curriculum. A Delphi study was used to obtain a general consensus by a panel of experts, and 24 overarching concepts were identified to incorporate into an internationalized secondary agricultural curriculum within the Agriculture, Food, and Natural Resources Career Cluster. The overarching concepts were placed into five categories including: (a) production, (b) business, (c) culture, (d) environment, and (e) global awareness. We recommend the 24 concepts be used by curriculum specialists to internationalize secondary curriculum for school based agricultural education (SBAE). Future research should investigate the utility of the concepts and best practices for teaching international content in SBAE.
Seminarian Perspectives on Catholic Schools and the New Evangelization
Author: Simonds, Thomas A.
Date: 2017-03-00
Type: Journal Articles
Subjects: Catholic Schools,Religious Education,Clergy,Theological Education,Role,Focus Groups,Instructional Leadership,Student Attitudes,School Administration,Elementary Schools,Curriculum

Recognizing that pastors of parishes with a Catholic school play a vital role in Catholic education, and that the seminarians of today will be the parish pastors of tomorrow, this study sought to provide a better understanding of the perceptions held by Catholic seminarians about parish schools. Fourteen seminary students from 12 seminaries and 14 different dioceses from across the United States participated in focus group interviews to discuss their thoughts and perceptions about parish schools. Themes that emerged from focus group discussions included the reinterpretation of the New Evangelization, the understanding of the value of Catholic schools, mixed feelings about leadership of a parish with a school, lack of preparation for school administration, and minimal preparation specific to Catholic schools. Recommendations include the addition of a focus on Catholic schools in new editions of the Program of Priestly Formation (USCCB, 2006) and changes to seminary curricula.
The Influence of Technology on Teaching Practices at a Catholic School
Author: Swallow, Meredith J. C.
Date: 2017-03-00
Type: Journal Articles
Subjects: Catholic Schools,Influence of Technology,Teaching Methods,Educational Practices,Technology Integration,Access to Computers,Middle School Teachers,Interviews,Alignment (Education),Institutional Mission,Educational Objectives,Classroom Environment,Teacher Attitudes,Qualitative Research,Case Studies,College School Cooperation

Supporting 21st century skill development calls for necessary changes in teaching practices to encourage contemporary learning outcomes. Research points toward technology integration as a catalyst for supporting shifting pedagogies necessary to enhance learning. As many Catholic educators and leaders are attempting to re-shape Catholic school learning for the 21st century, the Catholic school context provides a unique opportunity to understand technology integration and teaching practices. To address the need of understanding the development of teaching practices of Catholic educators in a digital age, this qualitative multiple-case study examines teaching practices of four middle-level Catholic school educators during a one-to-one technology initiative. Individual and cross-case analysis of the data revealed two considerable themes with regard to technology and 21st century thinking and enactment: shifting classroom dynamics influenced pedagogical approaches; and content played a central role in technology integration and instruction
Latino Parents of English Learners in Catholic Schools: Home vs. School Based Educational Involvement
Author: Vera, Elizabeth M.
Date: 2017-03-00
Type: Journal Articles
Subjects: Immigrants,Hispanic American Students,Barriers,Predictor Variables,Parent Participation,English Language Learners,Catholic Schools,Parent Attitudes,Parent Child Relationship,Parent Surveys,Statistical Analysis,Family Environment,Educational Environment,Parent Aspiration,Elementary Secondary Education,Second Language Learning,Regression (Statistics)

This study sought to expand the field's understanding of the educational involvement of Latino parents whose children were English Learners and attended Catholic schools. Specifically, we attempted to identify factors that facilitate as well as prohibit involvement in two home-based types of educational involvement and two specific school-based types of educational involvement. In our sample of 329 Latino immigrant parents, their responses yielded a pattern of predictors that appear to be related to both home- and school-based participation. Namely, feeling that teachers are invested in one's child and feeling overwhelmed by other obligations appear as statistically significant predictors of each type of involvement. Perceived language barriers were also significant predictors of parent involvement in two instances. Implications for efforts to support parental educational involvement of Latino immigrant parents are discussed.
Using Epistemological Positions and Orientations to Instruction to Explore School-Based, Agricultural Educators&apos; Perceptual Identities: A Q-Sort Study
Author: Roberts, Richie
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Epistemology,Teacher Attitudes,Beliefs,Professional Identity,Q Methodology,Experiential Learning,Comparative Analysis,Praxis

Mounting empirical evidence suggests the conflation of teachers' instructional orientations and personal epistemological beliefs helps form the perceptual identity of educators. The current study, therefore, sought to describe in what way Oklahoma agricultural education teachers' epistemological beliefs and orientations toward instruction combine to form the dominant perceptual identities of school-based, agricultural education (SBAE) instructors. To accomplish this, a Q methodological approach was employed. Findings revealed three key perceptual identities of SBAE instructors: Diligent Educator, Daring Educator, and Devoted Educator. Each perceptual identity stressed the importance of experiential learning. However, positions differed in how they believed experiential learning should be delivered to students. For example, Diligent Educators maintained that learning should involve a well-designed educational plan that stresses hard work. Devoted Educators, however, placed emphasis on nurturing students throughout the learning process. Meanwhile, Daring Educators contend knowledge is more fluid and self-constructed. Using Perry's (1970) epistemological development scheme and Bowden's (1990) conception of phenomenographic pedagogy, recommendations for praxis are offered for each perceptual identity.
Artisans, Architects, and Apprentices: Valuing the Craft of Teacher Education
Author: Boyd Potter, Rachel
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Education Programs,Teaching Methods,Liberal Arts,College Faculty,Teaching (Occupation),Student Teachers,Student Teaching

In this article, Boyd Potter describes teacher education faculty as both artisans and architects. As artisans, it is not only their products that enrich us; it is the art of the craft itself that shapes their work. An artisan is valued for the creative endeavor, and not solely the masterpiece. Preparing a quality teacher is not easy work, while some candidates come to the programs with a disposition that sets them apart as &quot;naturals,&quot; there is a distinctly important role for teacher preparation for these students, and also for those who are just beginning to get their feet wet with the idea of wanting to be a teacher. Effective teachers are best prepared with a focus on inquiry-based methodology in a collaborative context. Potter states that what works in teacher education is not new, earth-shattering strategies or reform; it is the necessity of viewing the field as more than a technical preparation program, and advocating that others do the same. Teacher educators must hold value to the work that they do in the classroom, through fieldwork, in mentoring or advising, and in collaborating with colleagues. They are artisans, modeling and teaching their craft to their apprentices. They are architects, refining their plans as they go and implementing the sound science of teaching and learning while building and elevating the profession.
Developing Self-Efficacy: Exploring Preservice Coursework, Student Teaching, and Professional Development Experiences
Author: McKim, Aaron J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Preservice Teachers,Student Teaching,Faculty Development,Agricultural Education,Teaching Methods,Science Instruction,Classroom Techniques,Mathematics Instruction,Regression (Statistics),Statistical Analysis

To extend current understanding of school-based agriculture teacher development, this study explored the relationship between teacher development experiences and the self-efficacy of early career agriculture teachers. Three teacher development experiences were of interest: (a) preservice coursework, (b) student teaching, and (c) professional development. Teacher development experiences were analyzed in relation to classroom management self-efficacy, instructional strategies self-efficacy, leadership self-efficacy, science teaching self-efficacy, and math teaching self-efficacy. The relationships between development experiences and self-efficacy were analyzed through five linear regressions with teacher development experiences as independent variables and the five areas of self-efficacy as separate dependent variables. Only statistically insignificant relationships were identified for classroom management self-efficacy and instructional strategies self-efficacy. Student teaching and professional development were statistically significant, positive predictors of leadership self-efficacy. Professional development was also identified as a statistically significant, positive predictor of science teaching self-efficacy. Additionally, preservice coursework was a significant, positive predictor of math teaching self-efficacy. Findings are discussed in relation to the social cognitive theory, with emphasis on practical recommendations to enhance teacher development.
When Defining Agriculture and Science, Explicit Is Not a Bad Word
Author: Stofer, Kathryn A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Comparative Analysis,Agriculture,Scientific Literacy,Science Education,Scientific Research,Qualitative Research

&quot;Agriscience&quot; is an emerging field at the intersection of recently separate fields of &quot;agriculture&quot; and &quot;science.&quot; For meaningful communication with and engagement of public audiences around agriscience, researchers, educators, and the public must have a consensus definition. We used personal meaning mapping to collect public audience understandings of the individual terms agriculture and science to find spontaneous overlap. We qualitatively coded them and compared them to each other. Very few participants explicitly included &quot;agriculture&quot; on science maps and vice versa. However, many maps included terms that related to the other topic; for example, on agriculture maps, many participants included &quot;biology.&quot; Agriculture maps used more terms related to tangible products, while science maps contained more terms related to intangible results and specific disciplinary areas. We found some overlap of categories with both sets of standards but in differing amounts, reflecting the career emphasis of agricultural programs. The lack of consensus definitions of agriculture and science confound our efforts to support both public engagement with agriscience and literacy efforts in both science education and agricultural education. This research could form the basis for larger, broader quantitative public surveys and comparisons across geographic areas.
Polygons, Pillars and Pavilions: Discovering Connections between Geometry and Architecture
Author: Madden, Sean Patrick
Date: 2017-03-00
Type: Journal Articles
Subjects: Catholic Schools,Middle School Students,Geometry,Architecture,Geometric Concepts,Buildings,Global Approach,Visual Aids,Mathematics Activities,Teaching Methods,Lesson Plans

Crowning the second semester of geometry, taught within a Catholic middle school, the author's students explored connections between the geometry of regular polygons and architecture of local buildings. They went on to explore how these principles apply famous buildings around the world such as the monuments of Washington, D.C. and the elliptical piazza of Saint Peter's Basilica at Vatican City within Rome, Italy.
Current Pedagogical Challenges in Iranian EFL Teachers' Views: A Qualitative Study
Author: Noughabi, Mostafa Azari
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Questionnaires,Grounded Theory,Classification,Foreign Countries,Generalization,Teacher Attitudes,Instructional Materials,Barriers,Adult Students,Qualitative Research

Searching for the real voices in regard to pedagogical challenges Iranian EFL teachers may struggle against seems to be an unexplored issue, which is the purpose of this qualitative grounded study. To achieve generalizable findings, based on the tenets of grounded theory, data were collected using an open-ended questionnaire with 187 Iranian EFL teachers from 15 cities who were asked to fill it out. Four core categories naming context, learner, material, and teacher were the emerging themes after the codification and categorization of the pool of data using MAXQDA version 12. The results were discussed in the context of EFL teaching and some pedagogical implications were also proposed.
The Effect of Instructional Methods (Lecture-Discussion versus Group Discussion) and Teaching Talent on Teacher Trainees Student Learning Outcomes
Author: Mutrofin
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Lecture Method,Group Discussion,Academic Achievement,Outcomes of Education,Foreign Countries,Quasiexperimental Design,Statistical Analysis,Teacher Effectiveness,Experimental Groups,Control Groups,Preservice Teachers

The aim of this study is to examine difference in the effect of instructional methods (lecture-discussion versus group discussion) and teaching talent on teacher trainees student learning outcomes. It was conducted by a quasi-experimental design using the factorialized (2 x 2) version of the nonequivalent control group design. The subjects were 168 students as teachers trainees from eight study programs in Faculty of Teacher Training and Education, University of Jember, Indonesia. Data collected were analyzed by two-way Analysis of Variances (ANOVA). Results of the study showed that (1) the learning outcomes of students taught by the lecture-discussion method were different from those of students taught by the group discussion method with F test of 111.864, significant at p&lt;0.05 and the relatively strong effect size of 0.406. The group discussion method was proven to be more effective in improving the student learning outcomes than the lecture-discussion method; (2) the difference in teaching talent affected difference in student learning outcomes with F test of 128.708, significant at p &lt;0.05 and the relatively strong effect size of 0.440. Students with higher teaching talent tended to achieve higher learning outcomes among both groups of students taught using either lecture-discussion or group discussion methods. However, students with lower teaching talent tended to achieve lower learning outcomes among both groups of students taught using either lecture-discussion or group discussion methods; (3) the interaction of lecture-discussion vs group discussion methods and teaching talent significantly affected student learning outcomes with F test of 91.713, significant at p&lt;0.05 and the relatively strong effect size of 0.359.