ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Wellness and Physical Activity Integration Coursework and Pre-Service Teachers&apos; Self-Efficacy
Author: Stapp, Alicia C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Physical Activity Level,Wellness,Self Efficacy,Pedagogical Content Knowledge,Teacher Education Programs,Preservice Teachers,Outcomes of Education,Teacher Attitudes,Teaching Methods

The impetus of teacher preparation coursework is to provide pre-service teachers with the skills and experiences necessary to transfer what they learn into practice. Thus, it is imperative to examine the perceived self-efficacy of pre-service teachers' upon completion of coursework. While most pre-service teachers prove confident in their ability to teach core content, their efficacy in teaching content beyond such subjects is nominal at best. As a content area greatly underrepresented within teacher preparation programs, this study examined the perceived self-efficacy of pre-service teachers regarding wellness and physical activity integration. Outcomes were measured through a self-reported survey. Results indicated higher levels of self-efficacy in all categories and statistically significant findings (p = 0.0012) in wellness and physical activity pedagogical content knowledge for students completing at least one wellness and physical activity endorsement course, compared to students who had not completed a course in wellness and physical activity integration.
Home-School Partnerships and Outcome Measures
Author: Turner, Kelly
Date: 2019-00-00
Type: Journal Articles
Subjects: Family School Relationship,Partnerships in Education,Intervention,Academic Achievement,Parent Attitudes,Equal Education,Administrator Attitudes,Validity,Pacific Islanders,Ethnic Groups,Foreign Countries,Cultural Awareness,Culturally Relevant Education,Barriers,Power Structure,Parent Teacher Cooperation,Teacher Attitudes,Resource Teachers

The concept of home-school partnerships is widely accepted as being important for student success. How this concept can be quantified in a more equitable and valid way, specifically through the lens of the Resource Teachers: Learning and Behaviour (RTLB), is the focus of this inquiry. RTLB and parent surveys, plus an interview with a Ministry of Education (MOE) respondent, found the current measuring practices lacking in validity and equity. It is suggested that rather than a single outcome measure being the focus for the Ministry of Education to gauge the impact of an RTLB intervention on the home-school partnership, an intervention to strengthen the relationship would be more equitable and robust. It also concludes that national consistency of practice and a shared understanding of what indicators could be present in a powerful partnership, would benefit the validity of the outcome data.
Teacher Candidates Navigate Third Space to Develop as Culturally Responsive Teachers in a Community-Based Clinical Experience
Author: Jacobs, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Culturally Relevant Education,Student Development,Clubs,Children,School Community Relationship,Professional Identity,Service Learning,Teacher Education,Self Concept,Elementary School Students,Reflection,Student Centered Learning,Student Diversity

The purpose of this study was to explore teacher candidates' (TCs') learning when provided with an opportunity to a gain deeper understanding of their identity as teachers in a diverse community-based clinical experience at a local Boys and Girls Club. The analysis of two course assignments pointed to the community-based clinical experience as a context that served to uncover or highlight an explicit binary between the TCs' understanding of themselves as teachers and their elementary students as learners. Within the data, the TCs described how certain key features of the experience (conversations with students, carefully selected readings, and opportunities to put ideas into practice) supported the development of a third space for reflection and renewal. Reflecting on self and students prompted most TCs to question their previous assumptions about children and to develop as culturally responsive teachers. The findings have implications for teacher preparation program and curriculum design.
Designing, Facilitating, and Supporting for the Critical Engagement of Self-Reflection, Critical Dialogue, and Justice-Oriented Teaching
Author: Medina, Ricardo A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Reflection,Social Justice,Teacher Competencies,Cultural Relevance,Resistance to Change,Educational Environment,Teaching Conditions,Elementary Secondary Education,Controversial Issues (Course Content),Racial Bias

This article provides a response to the collective body of articles in this issue of &quot;Teacher Education Quarterly.&quot; It offers a brief discussion of current pressing issues found in the preparation of teacher candidates as they navigate through coursework and field experiences, and the tensions found in their first years of teaching. Included is a discussion about critical critiques, counter pedagogies, and the resistance found in the range of ideas and thoughts in the five articles presented here. A number of considerations surface about dialogic pedagogy, the reconciliation of theory and practice, controversial public issues, community-based clinical placements, race-visable conversations, and maintaining and defending justice-oriented work. This response also points to the work of teacher education programs in creating brave space, normalizing the disruption of teaching as usual, and the capacity for sustainability with the intention of lifelong relationships and development.
Transfer Student Success: Yet More Support for Learning Communities
Author: Coston, Charisse T. M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Communities of Practice,College Transfer Students,Correctional Rehabilitation,Research Universities,Young Adults,Stress Variables,Time to Degree,Grade Point Average,Sense of Community,Transitional Programs,Program Effectiveness

Transfer students face an array of difficulties upon entering colleges and universities. As a result, many institutions have begun creating learning communities in order to help transfer students integrate and cope with the changes that come with the transfer process associated with enrolling in college or university. This paper describes the development and examines the efficacy of learning communities for transfer students entering a university. This article presents descriptive, demographic, academic and social outcomes from data gathered from the participants in the Criminal Justice Learning Community (CJLC) at The University of North Carolina at Charlotte as well as those of non-participants over the same 10-year period. These data reveal that students who participate in learning communities have better academic outcomes--better overall grades and increased graduation rates--than their peers who did not participate in the CJLC.
Understanding the Impact of Learning Community Support for STEM Students with Low Mathematics Placement
Author: Sweeder, Ryan D.
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Communities of Practice,College Mathematics,Student Placement,At Risk Students,Graduation Rate,Transitional Programs,College Readiness,Program Effectiveness,Student Attitudes,Academic Persistence,Algebra,Low Achievement,Mathematics Achievement,Student Adjustment,Interpersonal Competence,Study Skills,Self Esteem,Student Development,High School Students

As a residential college within Michigan State University that focuses on STEM fields, Lyman Briggs College developed a STEM learning community to support students with low mathematics placement test scores, the Instilling Quantitative and Integrative Reasoning program (INQUIRE). INQUIRE serves some of those students considered historically at-risk based on STEM retention and graduation rates. INQUIRE was developed as learning community using curricular design, cohort-building activities, and academic resources to assist students' transition to college. Participating students were surveyed to understand the student experience of INQUIRE. Students' responses indicated that the program helped them adjust to college, prepare for introductory STEM courses, collaborate with other students and faculty, and experience academic and personal growth. A few students (4%) stated that the program put them behind their peers. Quantitatively, four-year STEM retention showed an increase from 43 to 56% for students starting in college-level algebra but remained statistically unchanged for those beginning in pre-college algebra (moving from 31 to 37%). The six-year graduation rates for both groups remained unchanged. These results indicate the difficulty in improving the graduation rates of students with low mathematics placement but indicate that INQUIRE made a positive and meaningful impact on students' experience.
Supporting the Implementation of Evidence-Based Practices for Children with ASD
Author: Singh, Suminthra
Date: 2019-00-00
Type: Journal Articles
Subjects: Program Implementation,Evidence Based Practice,Children,Autism,Pervasive Developmental Disorders,Resource Teachers,Faculty Development,Coaching (Performance),Foreign Countries

The primary objective of this small-scale study was to identify ways in which Resource Teachers: Learning and Behaviour (RTLB) can work with teachers to implement evidence-based practices for children with Autism Spectrum Disorder (ASD) within an inclusive educational system. With the increasing prevalence of children with ASD in mainstream classrooms, there is a critical need to support teachers with evidence-based practices (EBPs) to improve outcomes for all students. In this study, twenty four RTLB were surveyed about professional learning and development (PLD) related to their work with teachers to implement EBPs for children with ASD. Qualitative and quantitative methods of data gathering were employed in the form of an anonymous online self-administered questionnaire. The findings revealed that, overall, this group of RTLB has a preference for PLD in the form of ongoing coaching and support with the implementation of evidence-based practices tailored to the needs of their caseload students.
The Lasting Effects of Learning Communities
Author: Virtue, Emily E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Communities of Practice,Student Attitudes,College Seniors,Peer Relationship,Program Effectiveness,Student Development,First Year Seminars,School Holding Power,Friendship,Teacher Student Relationship,Educational Practices

A majority of the research on the impact of learning communities has focused on the positive outcomes for students in their first year of study (Andrade, 2007; Goldman, 2012; Laverick, 2018; Wathington, Pretlow, &amp; Mitchell, 2010). Less is known about the impact of learning community involvement as students complete their enrollment and persist through their next three (or more) years of education. Recent studies have addressed learning community involvement using qualitative measures. This article adds to the literature on learning community impact by describing an investigation of how juniors and seniors characterize the influence of their first-year learning community participation. Findings from the study illuminated the importance of faculty involvement and preparation, the use of High-Impact Practices (HIPS), and ways we might attend to peer dynamics in our learning community classrooms. The practice of following students to determine the possible lasting effects of learning communities has informed our work, and we argue that this practice should be included in learning community program assessment.
Belonging as a Pathway to Inclusive: An Inquiry into Supporting Inclusive Practice in Secondary Schools
Author: Ellery, Tracey
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Secondary School Teachers,Secondary School Students,Inclusion,Photography,Student School Relationship,Educational Environment,Foreign Countries,Students with Disabilities,Barriers,Teacher Attitudes,Student Rights,Student Needs,Teacher Collaboration,Teacher Student Relationship,Teacher Aides,Teacher Role

This report investigates students' perspectives on a sense of belonging, and the relationship between inclusive practices. It further considers the implications for Resource Teachers: Learning and Behaviour (RTLB) as they work in secondary schools to support inclusive teaching practice. The inquiry question, &quot;How can RTLB effectively support secondary teachers to develop a relational approach with students that enhances inclusive practice?&quot; was addressed by using photovoice and focus group methodologies to collect data from secondary school students who had received learning support via RTLB services. Students experienced a sense of belonging at school when they felt welcomed by teachers; when their relationships with teachers were respectful, and when they felt that they were learning. To this end, they described what effective learning support looked like.
The Relationship between Metacognitive Reflection, PBL, and Postformal Thinking among First-Year Learning Community Students
Author: Wynn, Charles T., Sr.
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Reflection,Correlation,Communities of Practice,Problem Based Learning,Thinking Skills,Skill Development,College Freshmen,First Year Seminars,Required Courses,History Instruction,Student Attitudes,Learner Engagement,Relevance (Education),Scaffolding (Teaching Technique)

Wynn, Mosholder, &amp; Larsen (2014, 2016) studied the effect of problem-based learning (PBL) on the development of postformal thinking (PFT) skills among first-year learning community (LC) students and attributed the significant PFT gains, in part, to the metacognitive reflection component of their PBL method, recommending it as a way to facilitate PFT skills. The current study tested this relationship by comparing PFT growth of first-year LC students who practiced metacognitive reflection during six PBL activities in their LC course (n = 20) with PFT growth of students who completed the same PBL activities without metacognitive reflection in a control group section of the same LC course (n = 17). T-Test results showed significant pre vs post PFT gains in both sections, but no significant difference of normalized mean gain scores between groups. End of Study Questionnaire comments from students in both groups included similar descriptions regarding the extent to which their thinking skills expanded as a result of their PBL experiences. Results indicated that PFT gains among first-year LC students may be facilitated through modeling and cognitive scaffolding of PFT systems (relativistic and dialectical) during multiple PBL experiences without explicitly identifying and reflecting on the cognitive systems utilized.
Supporting Teacher Confidence and Perceived Competence in Relation to Culturally-Responsive Pedagogy Utilising Communities of Learning Kahui Ako
Author: Stevens, Kirsten
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communities of Practice,Teacher Effectiveness,Self Efficacy,Teacher Competencies,Culturally Relevant Education,Indigenous Populations,Secondary School Teachers,Pacific Islanders,Program Effectiveness,Barriers,Self Esteem

This professional inquiry investigates how Community of Learning Ka hui Ako across-community teachers (ACT) can support teacher confidence and perceived competence in relation to their culturally-responsive pedagogy. Communities of Learning Ka hui Ako are explored in terms of defining what makes a community successful and how they can be used as a vehicle for accelerating the achievement of Ma ori learners. A review of the literature surrounding culturally-responsive pedagogy, its enablers and barriers, as well as evidence that Communities of Learning Ka hui Ako can address this, is examined. A semi-structured interview was used to explore Community of Learning Ka hui Ako ACT perceptions of culturally- responsive pedagogy and successful practice. Findings from this inquiry suggest that the mechanism of Communities of Learning Ka hui Ako though the ACT is having a positive impact on teacher confidence and perceived competence in relation to culturally-responsive pedagogy through the explicit use of Kaupapa Ma ori principles to support and drive change.
Ready or Not, Here I Come
Author: Reynard, Kate
Date: 2019-00-00
Type: Journal Articles
Subjects: Transitional Programs,Kindergarten,Primary Education,Special Education,Inclusion,Stakeholders,Foreign Countries,Barriers,Best Practices,Parent Participation

A well-developed transition process between the early childhood setting and primary school is important when considering transition to school. This paper reports on an inquiry that focused on the enablers and barriers to a successful transition to school. The inquiry which used case studies at two schools involved interviews with new entrant, kindergarten and early childhool kaiako, parents and Special Education Needs Coordinators (SENCOs). Semi-structured interviews allowed participants to share personal knowledge and experience. The importance of inclusion was the common denominator in all interviews and was encompassed within the seven enablers identified: partnerships; communication; fostering relationships; belonging; parental involvement; the sharing of information, and developing a relationship with the tamariki.1 In this context, inclusion involved all stakeholders having a part to play in the transition process. Inflexibility in systems, poor funding and a lack of continuity around support were identified as barriers to successful transitions. Almost all interviewees shared the view that the process should be led by the tamariki.
Supporting Teachers to Successfully Implement a Play-Based Learning Approach
Author: Hunter, Jodie
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Play,Teaching Methods,Elementary Education,Teacher Role,Program Implementation,Primary Education,Barriers,Faculty Development,Mentors,Teacher Competencies,Resource Teachers,Learning Problems,Behavior Problems

This research paper focuses on the successful implementation of play-based learning (PBL) environments within the New Zealand mainstream primary school sector. In particular, the focus is on the role of Resource Teachers: Learning and Behaviour (RTLB) in supporting the implementation of PBL within the junior classes of Year 0 to Year 2. A review of the literature on PBL explored the pedagogy of play and the importance of the teacher within this learning environment. Through an anonymous online questionnaire, teachers of students in Years 0 to 2 who are currently implementing PBL, shared their experiences of the barriers and enablers towards the successful implementation of PBL. The research results highlighted that there is a need for sustained professional development on the implementation of PBL and the establishment of a mentoring partnership to further develop the competence and confidence of teachers working within a PBL environment.
&quot;Our Stories&quot;: First-Year Learning Communities Students Reflections on the Transition to College
Author: Goodlad, Karen
Date: 2019-00-00
Type: Journal Articles
Subjects: Communities of Practice,College Freshmen,Reflection,Student Adjustment,Commuter Colleges,Urban Schools,Technology Education,Mentors,Peer Relationship,Writing (Composition),Immigrants,First Generation College Students,Minority Group Students,Low Income Students,Story Telling,Stress Variables,Program Effectiveness,Electronic Publishing,Faculty Development

Analysis of diverse first-year and first-generation learning communities students' reflective narratives shows this population of students at an urban commuter college of technology face significant challenges in the transition into college. Designed to assist in this transition, the &quot;Our Stories&quot; digital writing project incorporates reflective writing in the long established, yet recently revitalized, learning communities program. Through analysis of the &quot;Our Stories&quot; project, we examine how the structure of our learning communities program, together with writing on an open digital platform, builds community and has the potential to positively influence students as they identify, and begin to make sense, of the social, emotional, and bureaucratic challenges in their transition into college. The role of peer mentors, faculty and administrators in this project is discussed.
Acquiring Social Capital: Conclusions from a Social Science Summer Bridge Community
Author: Davis, Matthew
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Capital,Social Sciences,Summer Programs,Transitional Programs,High School Graduates,College Bound Students,College Freshmen,School Orientation,Living Learning Centers,Communities of Practice,Student Attitudes,Outcomes of Education

In an effort to improve performance and retention of first-year college students, a few institutions have started offering summer bridge programs. Varying from days to weeks or months, these programs offer an extended orientation to college life, teach specific academic skills and/or content, and help students form social connections with peers, faculty, and staff and increasing their social capital. While bridge programs are gaining popularity in STEM fields, there is potential value in expanding these programs to other disciplines. In this analysis, we offer both a narrative summary and findings from our summer bridge program and living learning community in the social sciences. Results include positive student perceptions of the program and mixed results regarding academic performance and retention rate. We conclude with an overview of lessons learned and future directions for summer bridge programs and living learning communities, as well as empirical research in this domain.
This Is What Democracy Looks Like: Some Thoughts on Democratic Schools
Author: Beane, James A.
Date: 2019-12-00
Type: Journal Articles
Subjects: Social Justice,Equal Education,Educational Environment,School Role,Resistance (Psychology),Educational Practices,Democratic Values,Middle Schools,Early Adolescents,Democracy

The author envisions a democratic school as one committed to human dignity, a common good, social justice, and equity. It is also committed to creative individuality in which people have the right to think for themselves, to be fully informed about the important issues of the day, to hold beliefs of their own choosing, to have a say in what and how things are done, to pursue personal aspirations and growth, to be free from oppression, and to experience just and equitable treatment. And, too, it is committed to social responsibility by which people understand their obligation to collaborate in resolving community problems, to seek accurate information about social and political topics, to promote justice and equity, and to act in ways that generally enhance the quality of social, political, and economic life of the larger society.
SPRING into Maths: Working Collaboratively to Implement a Tier 2 Support System That Improves Student Achievement in Mathematics
Author: Perera, Druinie M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Achievement,Mathematics Instruction,Instructional Effectiveness,Intervention,Theory Practice Relationship,Numeracy,Constructivism (Learning),Culturally Relevant Education,Cooperative Learning,Problem Solving,Self Efficacy,Elementary School Mathematics,Elementary School Students,Foreign Countries,Program Implementation

Research into the effectiveness of SPRING into Maths as a Tier 2 intervention is limited. This article aims to extend the evidence base for SPRING into Maths through reflective practice that links practitioner voice with theory. The article applies a theoretical lens to SPRING into Maths and provides insights into the journey of a group of practitioners who worked collaboratively to implement SPRING into Maths as a Tier 2 support system at Tamaki Primary School in Auckland.