ethanporcaro/eric-fulltext-meta huggingface dataset:
The Direction and Autonomy of Interdisciplinary Study and Research Paths in Teacher Education
Author: Rasmussen, Klaus
Date: 2016-06-00
Type: Journal Articles
Subjects: Teacher Education,Case Studies,Interdisciplinary Approach,Biology,Mathematics Instruction,Mathematics,Science Instruction,Science Teachers,Mathematics Teachers,Preservice Teachers,Foreign Countries,Diabetes,Secondary School Students,Secondary School Mathematics,Secondary School Science

This paper presents a case study of didactic infrastructures to direct Study and Research Paths (SRP) in teacher education within the context of interdisciplinary inquiry. The disciplines of school mathematics and school biology, and their didactics, are made to interconnect through the investigation of a generating question concerning the illness diabetes. The resulting interdisciplinary knowledge as evidenced through students written diaries is analysed using the Anthropologic Theory of the Didactic and shows the challenge of combining two disciplines and their didactics at the same time. Two particular forms of didactic infrastructure to guide the self-sustained process of SRP are proposed and scrutinized: &quot;Selective picking&quot; and &quot;Side questions.&quot; Selective picking is shown to be a promising, yet indirect, infrastructure to steer the SRP without taking away the desired autonomy of the students. Side questions, initially proposed by Ives Chevallard, are considered in light of the case, and a number of suggestions for their characteristics and use are put forward.
Inventing (in) Early Geometry, or How Creativity Inheres in the Doing of Mathematics
Author: Maheux, Jean-François
Date: 2015-02-00
Type: Journal Articles
Subjects: Geometry,Mathematics,Mathematics Instruction,Creativity,Mathematics Activities,Professional Personnel,Creative Thinking,Mathematics Education,Grade 3,Phenomenology

Inventing is fundamental to mathematical activity, should one be a professional mathematician or a primary school student. Research on mathematical creativity generally is organized along three axes according to its focus on the final product, the overall process, or the individual person. Through these conceptualizations, however, research rarely considers how mathematical actions themselves are fundamentally creative. In this article, we conceptualize mathematical actions as inherently creative of the activity within which professional mathematicians and primary school students experience (some) mathematics for a first time. To make our case, we develop the microanalysis of an exemplary episode of third-grade geometry (age 8-9 years) in which two children and an adult work with a tangram set. Our analysis characterizes inventing (in) geometry as a serendipitous, open-ended experience of working with traces in the receiving and the offering of something novel. In concluding, we propose considering that inventing in early geometry is also inventing geometry itself: an inventing-in-the-act which also result in being invented as a (professional or school) geometer.
Service-Learning in Physical Education Teacher Training. Physical Education in the Modelo Prison, Barcelona
Author: Lleixà, Teresa
Date: 2015-06-00
Type: Journal Articles
Subjects: Service Learning,Physical Education,Teacher Education,Correctional Institutions,Correctional Education,Institutionalized Persons,Foreign Countries,College Students,Intervention,Correctional Rehabilitation,Focus Groups,Semi Structured Interviews,Athletics,Socialization,Communication Skills,Interpersonal Competence,Learning Processes,Mental Disorders,Program Effectiveness,Physical Activities,Psychiatric Services,Self Esteem,Daily Living Skills,Qualitative Research

In the Psychiatric Unit of the Modelo Prison, Barcelona, a physical education programme is carried out annually with the participation of University of Barcelona (UB) students. In this context, we carried out a study based on service-learning parameters. The aim of the study was twofold: to determine the impact on inmates of the physical education programme that was undertaken with university students; and to assess what university students' learnt in the prison-based socio-educational intervention programme. This paper describes the context of the research and the methodological basis of service learning. The qualitative tools to gather the information were: two focus group; a semi-structured interview with a representative of the unit's guards; and the students' field dairy. We present results that demonstrate the impact of the physical, sports activity on the socialisation of inmates, in terms of aspects such as communication and personal skills. The results also show the effect of the programme on the university students' learning processes, particularly with regard to the contextualisation of learning.
Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching
Author: Davy, Zowie
Date: 2015-06-00
Type: Journal Articles
Subjects: Homosexuality,Sexual Orientation,Sexual Identity,Foreign Countries,Curriculum,Higher Education,Mixed Methods Research,Barriers,Medical Services,Health Services,Social Services,Undergraduate Study,Graduate Study,Course Content,Semi Structured Interviews,College Faculty,Values,Teacher Competencies,Resistance (Psychology),Student Attitudes,Social Bias

Increasingly, Lesbian, Gay, Bisexual, and Transgender (LGBT) health care is becoming an important quality assurance feature of primary, secondary and tertiary healthcare in Britain. While acknowledging these very positive developments, teaching LGBT curricula content is contingent upon having educators understand the complexity of LGBT lives. The study adopted a qualitative mixed method approach. The study investigated how and in what ways barriers and facilitators of providing LGBT medical, health and social care curricula content figure in the accreditation policies and within undergraduate and postgraduate medical and healthcare teaching. This paper illustrates opposing views about curricula inclusion. The evidence presented suggests that LGBT content teaching is often challenged at various points in its delivery. In this respect, we will focus on a number of resistances that sometimes prevents teachers from engaging with and providing the complexities of LGBT curricula content. These include the lack of collegiate, colleague and student cooperation. By investing some time on these often neglected areas of resistance, the difficulties and good practice met by educators will be explored. This focus will make visible how to support medical, health and social care students become aware and confident in tackling contemporaneous health issues for LGBT patients.
Implementation and Evaluation of Technology Mentoring Program Developed for Teacher Educators: A 6M-Framework
Author: Gunuc, Selim
Date: 2015-06-00
Type: Journal Articles
Subjects: Mentors,Teacher Educators,Technological Literacy,Technology Uses in Education,Educational Technology,Program Effectiveness,Faculty Development,Case Studies,Qualitative Research,Graduate Students,Doctoral Programs,Semi Structured Interviews,Content Analysis,Barriers,Foreign Countries

The purpose of this basic research is to determine the problems experienced in the Technology Mentoring Program (TMP), and the study discusses how these problems affect the process in general. The implementation was carried out with teacher educators in the education faculty. 8 doctorate students (mentors) provided technology mentoring implementation for one academic term to 9 teacher educators (mentees) employed in the Education Faculty. The data were collected via the mentee and the mentor interview form, mentor reflections and organization meeting reflections. As a result, the problems based on the mentor, on the mentee and on the organization/institution were determined. In order to carry out TMP more effectively and successfully, a 6M-framework (Modifying, Meeting, Matching, Managing, Mentoring, Monitoring) was suggested within the scope of this study. It could be stated that fewer problems will be encountered and that the process will be carried out more effectively and successfully when the structure in this framework is taken into consideration.
A Preliminary Examination of Teachers' and Students' Perspectives on Autonomy-Supportive Instructional Behaviors
Author: Ng, Betsy
Date: 2015-06-00
Type: Journal Articles
Subjects: Intervention,Teacher Attitudes,Student Attitudes,Personal Autonomy,Student Motivation,Self Management,Teaching Styles,Qualitative Research,Foreign Countries,Semi Structured Interviews,Teacher Behavior,Teacher Student Relationship,Teaching Methods,Self Determination,Affective Behavior,Humor,Secondary School Students,Secondary School Teachers

The present study focuses on the perspectives of teachers and students in Singapore schools after an autonomy-supportive classroom intervention. Nurturing of students to become motivated and self-regulated learners can be achieved by promoting an autonomy-supportive learning climate. This study examines the perspectives of teachers and students in an in-depth and meaningful manner after the classroom intervention. Through students' viewpoints, teachers can understand their structure of teaching style and students' expectations. Findings of semi-structured interviews with students and teachers were analyzed, with emerging themes discussed in the context of literature. Based on qualitative data, this preliminary study explores a rich and meaningful insight to students' expectations of their teachers and teachers' expectations towards their students. The qualitative data provided relevant and practical insights into the classroom intervention, suggesting that teachers should be aware of their instructional behaviors in class as such acts might have ramification on students' perception, motivation and learning. Limitations and implications are also discussed.
Mature Students Speak Up: Career Exploration and the Working Alliance
Author: Pott, Terilyn
Date: 2015-10-00
Type: Journal Articles
Subjects: Adult Students,Undergraduate Students,Maturity (Individuals),Career Exploration,Career Counseling,Critical Incidents Method,Counselor Client Relationship,Self Disclosure (Individuals),Pilot Projects,Foreign Countries,Semi Structured Interviews,Verbal Communication,Nonverbal Communication,Counseling Techniques,Qualitative Research

This exploratory study was undertaken to learn more about how mature students perceive the career counselling process in a post-secondary institution. Through the use of critical incident technique this study examined how three mature students interpret their relationship between themselves and their counsellors. Significant factors identified as contributing to a positive interpersonal connective bond were considering the whole of the clients' experience, integrating career and personal concerns, introducing assessment tools appropriately, and utilizing counsellor self-disclosure appropriately. This study highlights the importance of utilizing critical incident technique in career counselling, the importance of the working alliance for mature students, and identifies possible counselling applications to consider when working with this population.
Dual Reflections on Teaching and Learning of Autoethnography: Preparing Doctoral Students Authentically for a Career in the Academy
Author: Rubinstein-Avila, Eliane
Date: 2015-10-00
Type: Journal Articles
Subjects: Graduate Study,Ethnography,Autobiographies,Graduate Students,College Faculty,Socialization,Social Sciences,Doctoral Programs,Peer Evaluation,Writing for Publication,Qualitative Research,Research Methodology,Concept Formation,Academic Discourse

This paper conveys the reflections of an instructor and a graduate student after participating in a graduate course on autoethnography, offered in a college of education at a large public research institution in the United States. In addition to the course focus on autoethnography as a qualitative research approach, the course used authentic practices, which are commonly used by academics, to socialize doctoral students from the social sciences to the demands of their future careers in the academy. Although the number of published autoethnography articles in academic journals has increased, few autoethnography courses are being offered, and even fewer are described in the research literature. The authors share their experiences and address their own assumptions, challenges and breakthroughs across practices, including: informal peer-reviews, drafts revisions, and the ongoing composition of a full-length autoethnographic manuscript to be (potentially) submitted for publication, and, thus, shared with a larger audience of readers. The authors call for more explicit and authentic preparation and socialization of social science doctoral students throughout graduate coursework--especially in light of the growing competition for tenure-stream faculty positions across the social sciences and the humanities.
An Evaluation of Student Interpersonal Support in a Spanish-English Nursing Program
Author: Bosch, Paul C.
Date: 2014-02-00
Type: Journal Articles
Subjects: Program Evaluation,Nursing Education,Spanish,Hispanic American Students,Interviews,Student Surveys,Student Attitudes,Science Programs,Interpersonal Relationship,Nurses,Undergraduate Students,English (Second Language),Second Language Learning,Program Descriptions,Bilingual Education,Scores,Mixed Methods Research

Spanish speaking nurses are in great demand. For bilingual Hispanic undergraduate nursing students who might someday fill this need, interpersonal support can be a deciding factor in whether students successfully complete their program of study. This paper presents the results of an evaluative study of supportive relationships within a Spanish-English Nursing Education (SENE) program. A written survey was followed by individual and group interviews to reveal important sources of interpersonal support. The study showed that family members, especially spouses, played a critical role in personally supporting SENE students. Academic and motivational support, however, came from study groups and the cohort of Hispanic classmates. SENE administrators established cohorts of same year students, and encouraged the formation of study groups. Science-related college programs directed at Hispanic students could benefit from fostering and supporting program components that act to enhance interpersonal relationships.
Deep Impact: How a Job-Embedded Formative Assessment Professional Development Model Affected Teacher Practice
Author: Stewart, Thomas A.
Date: 2014-02-00
Type: Journal Articles
Subjects: Formative Evaluation,Qualitative Research,Case Studies,Workshops,Middle School Teachers,Faculty Development,Student Evaluation,Teacher Attitudes,Individualized Instruction,Teaching Methods,Semi Structured Interviews,Administrator Attitudes,Educational Practices,State Standards,Communities of Practice,State Legislation,Educational Change,Middle School Students

This study supports the work of Black and Wiliam (1998), who demonstrated that when teachers effectively utilize formative assessment strategies, student learning increases significantly. However, the researchers also found a &quot;poverty of practice&quot; among teachers, in that few fully understood how to implement classroom formative assessment. This qualitative case study examined a series of voluntary workshops offered at one middle school designed to address this poverty of practice. Data were gathered via semi-structured interviews. These research questions framed the study: (1) What role did a professional learning community structure play in shaping workshop participants' perceived effectiveness of a voluntary formative assessment initiative? (2) How did this initiative affect workshop participants' perceptions of their knowledge of formative assessment and differentiation strategies? (3) How did it affect workshop participants' perceptions of their abilities to teach others about formative assessment and differentiated instruction? (4) How did it affect school-wide use of classroom-level strategies? Results indicated that teacher workshop participants experienced a growth in their capacity to use and teach others various formative assessment strategies, and even non-participating teachers reported greater use of formative assessment in their own instruction. Workshop participants and non-participating teachers perceived little growth in the area of differentiation of instruction, which contradicted some administrator perceptions.
Information and Communication Technology Skills of Students Using the Distant Education Management System to Complete Their Theology Undergraduate Education
Author: Yalman, Murat
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Computer Literacy,Technological Literacy,Distance Education,Undergraduate Students,Questionnaires,Technology Uses in Education,Rating Scales,Hypothesis Testing,Theological Education,Gender Differences,Second Languages,Language Proficiency,Computer Use,Internet,Preferences,Study Habits,Handheld Devices,Statistical Analysis,Scores

Considering several variables, the present study aimed at examining the information and communication technology skills of university students taking their courses with the distant education system. In the study, the singular and relational survey model, one of general survey models, was used. The research sample was made up of 381 students attending the Distant Undergraduate Education Completion Program in Theology (DUECPT) at Dicle University in the Diyarbakir in Turkey in the academic year of 2013-2014. The first part of the questionnaire used the data collection tool in the study covered such demographic information about the students to reveal personal information about them as well as their use of information and communication technologies. As for the second part of the questionnaire, it included a scale to determine the participants? information and technology skills. In the study, such descriptive statistics as frequencies, percentages, mean scores, mod and median as well as such parametric tests as t-test and one-way analysis of variance were applied. The results revealed that the university students? information and communication technology skills differed significantly with respect to their gender, Internet use time, years of experience in computer use and their preferences of mobile device and that there was no significant difference with respect to their preferences of instructional methods (face-to-face or blended), their foreign language proficiencies, their preferences for studying (as a group or individual) and their preferences in learning.
Organizational Justice Perceptions and Views on Violence of Branch Teachers Working in Primary Schools
Author: Koç, Mehmet
Date: 2016-10-00
Type: Journal Articles
Subjects: Violence,Elementary School Teachers,Foreign Countries,Educational Environment,Likert Scales,Surveys,Statistical Analysis,Teacher Attitudes,Social Justice,Aggression,Teaching Conditions,Educational Administration

The aim of this research is to determine the organizational justice perceptions and perspectives toward violence of branch teachers in primary school. In this frame, the correlation between dimensions of organizational justice perceptions and perspectives toward violence of teachers was examined and all dimensions of this relation if differentiating or not according to various demographic, occupational and the school's property variables were examined. In this study, the literature survey was made and &quot;Likert-type&quot; two scales that were previously developed has been applied all schools within the Gaziantep Province. The data that was obtained through &quot;Organizational Justice Scale&quot; and &quot;Inventory for Sources of Violence at Schools According to Teachers&quot; from 617 middle school branch teacher was analyzed by using SPSS 20.0 program. Percentage, arithmetic mean and standard deviation statistics were used in descriptive statistics analysis. For Further analysis in parametric tests, t-test, Chi-square, nonparametric in more than two groups in one-way ANOVA, Kruskal Wallis non-parametric test is used H-statistics. At the end of analysis of the data; was stated that negatively and low levels relationship was seen between organizational justice dimensions and the perception of the school violence. As the conclusion of the study it can be stated that the teachers' perceptions of justice may arise together with the cause of violence.
A Second Look at Mobile Technology in the Classroom: Don't Ban It. Use It!
Author: Decker, James Brandon
Date: 2013-00-00
Type: Journal Articles
Subjects: Telecommunications,Technology Uses in Education,Handheld Devices,Teaching Methods,Computer Oriented Programs,Program Effectiveness,Educational Technology

The misuse of smartphones in class frequently exasperates teachers. Instead of seeing this mobile technology as a nuisance, teachers can use it to their advantage. Smartphones can maximize collaboration, improve assessment, expand routine vocabulary lessons, augment out-of-class activities, and add multimedia tools to lessons, all while using technology that is both familiar and enjoyable to the students. The article highlights 3 free cross-platform software applications (apps)--Socrative, Edmodo, and Blogger. Each app is rated according to the following features: appearance, daily setup, ease of use, educational benefits, quiz format and grading, registration, speed, teacher control, tips/help, and user options. Evaluations, sample lesson activities, and walk-throughs are also included to emphasize each app's strengths.
ESL Student Identity and the Multigenre Research Project
Author: Sartor, Valerie
Date: 2013-00-00
Type: Journal Articles
Subjects: Research Projects,English (Second Language),Second Language Programs,Teaching Methods,Reading Instruction,Educational Philosophy,Critical Theory,Global Approach,Praxis,Textbook Selection,Literary Genres,Classroom Techniques,Educational Practices

This article proposes to incorporate Freirean philosophy with a technique used in academic (monolingual) English courses: the multigenre research paper. When applying this technique in the ESL classroom, it is crucial to also use global and international texts of various genres in order to support students' cultural identities and also instill a sense of social justice. The theoretical framework is based upon Freire's ideas, with an overview of how the theory is implemented using the multigenre research project format in an advanced-level ESL Reading class. Results indicated that this method syncs with theory and that this format motivated students to read widely, validated their sense of self, and encouraged both independent and collaborative work in and out of class.