ethanporcaro/eric-fulltext-meta huggingface dataset:
Trainee Teachers' Attitudes towards Students with Specific Learning Disabilities
Author: Woodcock, Stuart
Date: 2013-08-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Student Teacher Attitudes,Learning Disabilities,Attitudes toward Disabilities,Individualized Instruction,Elementary School Teachers,Secondary School Teachers,Preservice Teachers,Program Effectiveness,Experience,Teacher Attitudes,Teacher Influence,Special Education,Questionnaires,Likert Scales,Multivariate Analysis

Policies on the inclusion of students with special educational needs in mainstream classrooms have focused attention on how general education teachers perceive these students. Furthermore with specific learning disabilities forming a large group of diverse students, and teachers' attitudes often not changing over the career span, preparing teachers for inclusive education is vitally important. This study aimed to identify the attitudes of trainee teachers towards students with specific learning disabilities and differentiation of the curriculum. Significant differences were found between the attitudes of primary and secondary school trainee teachers, and the influence of training. There were no differences in attitudes according to experience with students with specific learning disabilities. The findings have implications for teacher training programs. (Contains 1 table.)
Classroom Profiling Training: Increasing Preservice Teachers' Confidence and Knowledge of Classroom Management Skills
Author: Jackson, Cliff
Date: 2013-08-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Classroom Techniques,Educational Environment,Reflection,Qualitative Research,Focus Groups,Teaching Skills,Teacher Surveys,Student Teacher Attitudes,Faculty Development,Teacher Education,Self Esteem

Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the DETE offers Classroom Profiling, a data driven, non-judgmental process to allow teachers to reflect on the classroom management strategies they employ. This qualitative study investigated whether Classroom Profiling training could increase preservice teachers' knowledge and confidence in using ESCM. Fifteen preservice teachers in their final year of a Bachelor of  Education degree in Far North Queensland participated in the study. Methods included surveys and a focus group discussion. Findings suggested that Classroom Profiling training improved preservice teachers' perceptions of their knowledge and confidence in classroom management techniques including the ESCM. (Contains 1 table.)
Assessing Preservice Teachers&apos; Presentation Capabilities: Contrasting the Modes of Communication with the Constructed Impression
Author: Bower, Matt G.
Date: 2013-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Classroom Communication,Student Evaluation,Evaluation Methods,Comparative Analysis,Verbal Communication,Nonverbal Communication,Performance,Communication Skills,Validity,Prediction,Longitudinal Studies

A research-based understanding of how to develop and assess classroom presentation skills is vital for the effective development of pre-service teacher communication capabilities. This paper identifies and compares two different models of assessing pre-service teachers&apos; presentation performance--one based on the Modes of Communication (voice, body language, words, and alignment between those elements) and another based on features of the Constructed Impression of the communication acts (confidence, clarity, engagement and appropriateness). The Modes of Communication and the Constructed Impression of 164 pre-service teacher presentations were rated. The Constructed Impression model provided a better fit to data, while averaging of Modes of Communication elements offered more accurate prediction of overall score. All elements in both models made a significant contribution to the overall perception of communication performance. The study also reports on the relative contribution of voice, body language, words and alignment to the perceived confidence, clarity, engagement and appropriateness of the pre-service teacher presentations. Implications for developing pre-service teachers&apos; presentation capabilities are also discussed. (Contains 6 tables.)
&quot;Follow&quot; Me: Networked Professional Learning for Teachers
Author: Holmes, Kathryn
Date: 2013-12-00
Type: Journal Articles
Subjects: Faculty Development,Teachers,Computer Mediated Communication,Social Networks,Electronic Publishing,Web Sites,Teacher Education

Effective professional learning for teachers is fundamental for any school system aiming to make transformative and sustainable change to teacher practice. This paper investigates the efficacy of Twitter as a medium for teachers to participate in professional learning by analysing the tweets of 30 influential users of the popular medium. We find that Twitter primarily acts as a valuable conduit for accessing new and relevant educational resources on the internet and also as a viable means of social support for like-minded educators. The cost effective nature of the microblogging platform ensures that it can act as a medium for sustained professional development, while  leaving the individual participants to control and take ownership of the learning. These features align with the current literature associated with the characteristics of effective professional learning. (Contains 3 tables and 1 figure.)
Suicide Interventions Targeted toward At-Risk Youth
Author: Langhinrichsen-Rohling, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Suicide,At Risk Persons,Intervention,Family Relationship,Depression (Psychology),Youth,Outcomes of Treatment,Self Control,Psychotherapy,Adolescents,Motivation,Prevention,Program Effectiveness,Compliance (Psychology),Literature Reviews

Suicide is currently the third leading cause of death among youth; it has been named a public health concern. A number of programs have been developed to prevent suicide; many of these involve intervening with youth who are known to be at-risk because of their depression, expressed suicide ideation, or previous suicide attempts. This paper serves as a qualitative	review of existing interventions for adolescent suicide. Long-term outcome data on existing programs are relatively scarce. However, promising current interventions include strategies to help youth tolerate intense negative affect and maintain emotional regulation. Individual psychotherapy for suicide prone youth is often conducted in conjunction with pharmacological treatments. Other noteworthy suicide interventions address the family dynamics surrounding suicidal youth, often by including the family in treatment. Interventions that increase the adolescent&apos;s motivation for treatment and likelihood of treatment compliance are also under current investigation. Modes of delivery for suicide interventions may also be changing with the inclusion of technology in service access and provision. Essential elements of effective suicide prevention programs and concerns with existing suicide-related interventions are also summarized.
What Is the Role of the Arts in a Primary School?: An Investigation of Perceptions of Pre-Service Teachers in Australia
Author: Lemon, Narelle
Date: 2013-09-00
Type: Journal Articles
Subjects: Elementary Education,Role Perception,Art Education,Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Student Surveys,National Curriculum,Cultural Education,Self Efficacy,Teacher Role,Likert Scales,Educational Needs

The arts are an important compulsory subject area in Australian schooling. In 2014, the Australian National Curriculum for the arts is scheduled for implementation. While the arts may be a compulsory subject area and expected to be taught in classrooms by primary school teachers, current perceptions held by teachers may be different to the view held in the Australian National Curriculum. This paper explores the views of pre-service teachers, who will be future primary school teachers. Through the use of a survey, data was collected from two Australian universities to develop an  understanding of what pre-service teachers think about the role of the arts in a primary school. Data was analysed using descriptive statistics. Findings provide perceptions about the role of artists in schools, visiting arts galleries, current arts engagement in their own lives and confidence levels to teach the arts. Suggestions are provided for teacher education providers, curriculum developers and policy advisors about ways to support and enhance positive perceptions of arts in primary schools throughout Australia. (Contains 2 tables.)
Suicide and Its Prevention on College Campuses
Author: Keyes, Lee
Date: 2012-00-00
Type: Journal Articles
Subjects: Prevention,Suicide,Intervention,College Students,At Risk Students,Mental Health,School Health Services,Outreach Programs,Web Sites,Access to Health Care,Professional Development,Research,Program Effectiveness,School Counseling

Suicide is a significant issue facing higher education institutions. Many campuses are involved in a variety of procedures, programs, and initiatives that seek to reduce or prevent suicide and the impact of suicide-related behavior. This article offers examples of campus prevention efforts, important resources on suicide prevention for college campuses, and research on suicide prevention program efficacy.
Peer Mentoring: A Way forward for Supporting Preservice EFL Teachers Psychosocially during the Practicum
Author: Nguyen, Hoa Thi Mai
Date: 2013-07-00
Type: Journal Articles
Subjects: Mentors,Peer Relationship,Preservice Teacher Education,Preservice Teachers,Practicums,English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,Foreign Countries,Student Attitudes,Social Support Groups,Mixed Methods Research,Questionnaires,Focus Groups,Interviews,Control Groups,Experimental Groups

During the past several years, the importance of practicum as a vital proportion of the preservice teacher education program has been increasingly emphasized. There have been a number of initiatives for supporting preservice teachers. Among these, peer based relationship is increasingly emerged as an innovative strategy to provide additional support to preservice teachers. This paper reports on part of a larger study which investigated the impact of peer mentoring in the context of Vietnam. Using mixed methods research design, the study investigated the impact of a peer mentoring model on the preservice teachers' perceptions of their psychosocial support from their peers during their practicum in Vietnam. A peer mentoring model was implemented with a group of preservice teachers of English as a Foreign Language (EFL). Data were collected from questionnaires and focus group interview with both a group of formally peer mentored preservice teachers and a group of formally non-peer mentored. The results revealed the preservice EFL teachers in the experimental group perceived more psychosocial support from their peer than those in the control group. The study affirms the empirical evidence for implementing a peer mentoring model for preservice EFL teachers during the practicum and echoes the need for a reform in the practicum. (Contains 2 tables.)
The Association of Resilience with Mental and Physical Health among Older American Indians: The Native Elder Care Study
Author: Schure, Marc B.
Date: 2013-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),American Indians,Older Adults,Depression (Psychology),Symptoms (Individual Disorders),Pain,Mental Health,Physical Health,Correlation,Rural Areas,Surveys,Age Differences,Gender Differences,Marital Status,Coping,Adjustment (to Environment),Severity (of Disability)

We examined the association of resilience with measures of mental and physical health in a sample of older American Indians (AIs). A validated scale measuring resilience was administered to 185 noninstitutionalized AIs aged greater than or equal to 55 years. Unadjusted analyses revealed that higher levels of resilience were associated with lower levels of depressive  symptomatology and chronic pain, and with higher levels of mental and physical health. Resilience remained significantly associated with depressive symptomatology after controlling for demographic and other health measures. Our findings suggest that resilience among older AIs has important implications for some aspects of mental and physical health. (Contains 3 tables.)
Expanding Pedagogical Horizons: A Case Study of Teacher Professional Development
Author: Burridge, Peter
Date: 2013-09-00
Type: Journal Articles
Subjects: Case Studies,Curriculum Development,Integrated Curriculum,Teaching Methods,Educational Practices,Partnerships in Education,Foreign Countries,Disadvantaged Schools,Secondary School Curriculum,Educational Development,Student Development,Inquiry,Semi Structured Interviews,Naturalistic Observation,Teacher Education Programs,Program Effectiveness,Faculty Development

Development of pedagogies within schools that inform adolescent learning has been an ongoing struggle within education systems. A novel approach to this issue was taken by the Non Government Organisation (NGO) &quot;Evolve&quot; based in Victoria, Australia, who worked in partnership with disadvantaged secondary schools to develop a multi-faceted curriculum. This curriculum incorporated traditional outdoor learning approaches of residential experiences and expeditionary journeys, alongside school based inquiry projects. Data collected over three years found that the different educational settings of the program exposed teachers to a range of teaching practices. This exposure combined with the collaborative development of curriculum with Evolve staff broadened the pedagogy used by teachers. This study indicates that programs collaboratively implemented by schools with external providers can expand the development of teachers' teaching practice. The process is most effective when external providers work directly with teachers and students collaborating on the development and delivery of the curriculum. (Contains 3 tables and 1 figure.)
Exploring the Effects of Classroom Culture on Primary Pre-Service Teachers' Professional Development
Author: Altun, Taner
Date: 2013-09-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Preservice Teachers,Elementary School Teachers,Student Teaching,Measures (Individuals),Questionnaires,Semi Structured Interviews,Classroom Environment,Mentors,Classroom Techniques,Context Effect,Statistical Analysis,Likert Scales,Mixed Methods Research

This study aims to examine primary student teachers' (PSTs) perceptions about the effects of pre-formed classroom culture on their professional development. In the study, a mixed method approach was used. The study group consisted of 4th year student teachers who attend a primary teacher education program leading to a B.Ed. degree at the Fatih Faculty of Education at Karadeniz Technical University. The data was collected during the spring semester of the 2011-2012 academic year, in which student teachers carried out their teaching practices in primary schools. The main data collection instruments included a preliminary questionnaire which was distributed to 178 student teachers, and a semi-structured interview. Fifteen randomly selected students were interviewed. Results indicate that pre-established classroom culture have various effects on student teachers' professional development. Despite the presence of good teaching practices, within the pre-created climate of classrooms, limited integration with all aspects of classroom management such as communication with pupils, creating and maintaining routines, and establishing authority was reported. It is suggested that student teachers should be given more flexibility, time, or some degree of freedom in classrooms in order to convey their teaching skills and abilities to pupils for the betterment of their professional development. (Contains 5 tables.)
The Fitzroy Valley Numeracy Project: Assessment of Early Changes in Teachers' Self-Reported Pedagogic Content Knowledge and Classroom Practice
Author: Jacob, Lorraine
Date: 2013-09-00
Type: Journal Articles
Subjects: Foreign Countries,Numeracy,Elementary School Mathematics,Mathematics Instruction,Measurement Techniques,Pedagogical Content Knowledge,Teaching Methods,Questionnaires,Interviews,Case Studies,Self Esteem,Faculty Development,Measures (Individuals),Likert Scales,Elementary School Teachers,Mathematics Teachers

The Fitzroy Valley Numeracy Project (FVNP) was designed to improve numeracy outcomes for Indigenous students by developing a systematic, co-ordinated approach to teaching primary school mathematics. In this study, using early project data, we examine FVNP teachers' self-reported pedagogic content knowledge and classroom practice from initial and follow up questionnaires, as well as interviews from case study teachers. After the first FVNP year, teachers reported being better able to plan focused mathematics lessons and to monitor student learning. On the other hand, teachers also felt less able to make mathematics explicit to students and their  confidence in providing engaging activities declined. With the caveat that these findings are preliminary, we discuss possible reasons for these changes and implications for teachers' professional learning. (Contains 3 tables and 1 figure.)
Counseling Older Adults at Risk of Suicide: Recognizing Barriers, Reviewing Strategies, and Exploring Opportunities for Intervention
Author: Sawyer, Patricia
Date: 2012-00-00
Type: Journal Articles
Subjects: Older Adults,At Risk Persons,Suicide,Counseling Techniques,Barriers,Intervention,Interdisciplinary Approach,Epidemiology,Geriatrics,Counselor Role,Therapy,Cognitive Restructuring,Holistic Approach,Resilience (Psychology),Aging (Individuals),Memory

Age-related challenges to health and well-being among older adults give rise to a distinctive array of risk factors for suicide, calling for a unique approach to suicide interventions. Americans over the age of 65 are disproportionally overrepresented in the number of completed suicides. This paper examines the epidemiology of geriatric suicide, reviews age-specific risk factors for suicide, discusses interventional modalities for use with suicidal older adults, and describes the role of the counselor in geriatric suicide interventions. In particular, we focus on a gerocounseling perspective to guide strategies for intervening with older adults contemplating suicide. This model utilizes a multidisciplinary approach derived from the integration of physical, psychological, and sociological aspects of aging. Additionally we consider the potential for emerging therapeutic models promoting resilience, sense of coherence, and dignity to be incorporated into counseling services for older adults. Specific therapies discussed include Cognitive Reappraisal, Reminiscence Therapy, and Dignity Therapy. We conclude with a discussion of the potential application of the principles of palliative care in designing and implementing holistic approaches to counseling older adults presenting with suicidal ideation. (Contains 3 tables.)
Talking It Up: Play, Language Development, and the Role of Adult Support
Author: Weisberg, Deena Skolnick
Date: 2013-00-00
Type: Journal Articles
Subjects: Play,Children,Language Acquisition,Language Skills,Adults,Scaffolding (Teaching Technique),Intervention,Research,Interpersonal Relationship

Play helps children learn language, the authors claim, and they review the evidence for it. They suggest that play benefits children&apos;s language development because it incorporates many of the socially interactive and cognitive elements known to enhance language skills. Although much of this evidence proves correlational, they point to a series of recent intervention studies that offer evidence of a key variable linking play and language: adult support. In particular, guided play during which adults scaffold child-initiated learning seems ideal for developing language skills. Based on this evidence, they argue that understanding the efficacy of play for learning requires paying careful attention to the type of play involved and to its results.
Catholic School Principals: Promoting Student Leadership
Author: Lavery, Shane D.
Date: 2013-09-00
Type: Journal Articles
Subjects: Catholic Schools,Principals,Foreign Countries,Student Leadership,Administrator Role,Interviews,Secondary School Students,Administrator Attitudes,School Culture,Christianity,Values,Mentors,Modeling (Psychology)

Adolescents possess enormous leadership potential. They are tomorrow's leaders in the workplace, the family, the community, and in government. Increasingly, schools have taken on the significant responsibility of nurturing leadership in young people. Schools are, as van Linden and Fertman (1998) have noted, &quot;hotbeds of leadership development&quot; (p. 224). This article explores the role and function of the secondary school principal in developing student leadership. Specifically, eight principals of secondary schools in Perth, Western Australia were interviewed about their vision of student leadership and what they saw their role as in promoting student leadership at their schools. As a prelude, the literature review centers on four themes: school-based student leadership, student leadership in Catholic schools, the development of student leadership in schools, and the role of the principal. The methodology for the research is then outlined. The findings of the study are subsequently presented under the following headings: Student leadership, Student leadership in Catholic schools, and the Role of the principal. The findings are then examined in the light of the literature on student leadership. Finally, various recommendations are made for principals, teachers, and Catholic education authorities.
Contemplative Leadership Practice: The Influences of Character on Catholic School Leadership
Author: Schuttloffel, Merylann J.
Date: 2013-09-00
Type: Journal Articles
Subjects: Catholic Schools,Instructional Leadership,Institutional Mission,Administrator Characteristics,Foreign Countries,Cross Cultural Studies,Administrator Attitudes,Reflection,Self Concept,Ethics,Spiritual Development,Interviews,Religious Education,Interpersonal Relationship,Leadership Styles,Observation,Attitude Measures,Professional Development

There is a clear understanding that leaders of faith-based educational institutions shape the school community's culture in ways that assist in faith formation. This implicit and explicit focus on faith formation and an alignment with the broader mission of the Catholic Church is foundational to contemplative leadership (Schuttloffel, 1999, 2008). Contemplative leadership practice presumes that a leader's character, shaped by her/his communities, life stories, and virtues, is a necessary quality for making decisions that contribute to a school's Catholic identity. Using qualitative research methods, this study explores leadership practice within Catholic schools in Australia, England, and the Netherlands, in order to describe common themes attributed to contemplative practice. Data from this study suggest three common themes in contemplative Catholic school leaders' decision making: (a) the impact of their personal life stories; (b) their view of leadership as a vocation; and, (c) the priority given to relationships. Generational communities and national culture or regional subcultures emerge as influential special communities that often challenge school leaders. The findings have implications for Catholic higher education that include the following: continuing professional development that fosters the character necessary for contemplative practice, adaptive experiences that support spiritual leadership, and opportunities for ongoing reflection on decision making that leads to Catholic identity formation.