ethanporcaro/eric-fulltext-meta huggingface dataset:
Writing Approaches and Strategies Used by Teachers in Selected South African English First Additional Language Classrooms
Author: Ngubane, Nomalungelo I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Strategies,School Districts,Code Switching (Language),Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Video Technology,Concept Formation,Discourse Analysis,Process Approach (Writing),Classroom Communication,Sociocultural Patterns,Learning Theories,Native Language,Case Studies,Collaborative Writing,Teacher Student Relationship,Secondary School Students,Language Usage,African Languages

Background: The teaching of writing in English First Additional Language (EFAL) classrooms remains less explored in the Further Education and Training Phase (FET) in South Africa. This is so despite research showing a decline in the writing skills of second language learners, especially at the FET phase, calling attention to how writing is taught. Objectives: The purpose of this study was to investigate writing approaches and teaching strategies used by teachers in teaching writing in selected EFAL FET classrooms in the Pinetown district. Method: A qualitative approach was adopted to observe five writing lessons across five schools using a video camera. Discourse analysis was used to analyse data. Results: The findings indicate that teachers mostly used a process approach to writing, which is in line with their curriculum. The study also found that teachers generally used a question and answer method to teach writing, which entails teachers controlling the interactions in the classrooms through a nomination-response cycle. Analyses of lessons also suggest that teachers creatively employed code-switching to explain writing concepts better. Conclusion: The study concludes that the effectiveness of any pedagogy depends on the teachers' knowledge and understanding of writing and approaches to writing. For effective development of learners' writing, the study recommends instruction methods that embrace collaborative writing activities in the learners' Zone of Proximal Development (ZPD) and the recognition of learners' home languages.
Problem-Seeking in Teacher Education: Empowering Students to Grapple with the Complexities of the Profession
Author: Ballantyne, Julie
Date: 2020-05-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Student Empowerment,Problem Solving,Handheld Devices,Career Readiness,Skill Development,Student Attitudes,Teaching Skills,Teacher Competencies

Preparing teachers for the realities of the profession is an ongoing concern for teacher education providers. In a climate where the future of teaching is largely unknown and the issues to be faced by teachers throughout their career largely imagined, the ability to identify and solve problems becomes increasingly important. This paper documents an evaluation of a pilot approach to preparing pre-service teachers for the realities of their profession. This approach, which centred on students utilising mobile technologies to problem-seek, was evaluated in terms of students' perceived preparedness for the profession and their development of problem-solving skills and strategies. Results suggest that participating and engaging in the project may have in part contributed to reducing students' anxiety around solving real-world problems, and improved their familiarity and preparedness for going into classroom settings.
&quot;I Actually Felt More Confident&quot;: An Online Resource for Enhancing Pre-Service Teacher Resilience during Professional Experience
Author: Mansfield, Caroline F.
Date: 2020-04-00
Type: Journal Articles
Subjects: Self Esteem,Preservice Teachers,Resilience (Psychology),Web Based Instruction,Skill Development,Self Efficacy,Foreign Countries,Electronic Learning,Student Teaching,Student Attitudes,Self Concept,Reflection,Educational Strategies

One responsibility of teacher education is to provide opportunities for pre-service teachers to build skills and strategies to develop confidence for overcoming challenges and build their professional resilience, yet how students learn these skills is not clearly understood. This study examines how engaging with online modules influenced participants' efficacy and resilience during their final professional experience practicum. Interviews with 13 Australian pre-service teachers revealed that the module content and design reactivated existing knowledge, taught new emotional regulation and coping strategies, encouraged self-awareness and reflection, and built confidence. While further research is needed, participants used their new found knowledge during their professional placement and indicated they intended to do so in their future careers.
Reflections on Journaling: An Initiative to Support Pre-Service Mathematics and Science Teachers
Author: O'Keeffe, Lisa
Date: 2020-04-00
Type: Journal Articles
Subjects: Reflection,Student Journals,Preservice Teachers,Mathematics Teachers,Science Teachers,Preservice Teacher Education,College Seniors,Teaching Methods,Student Experience,Learner Engagement,Student Attitudes

In this article the authors present two different ways in which journaling has been utilised with final year pre-service teacher students (PSTs) in their primary/middle science and mathematics pathway course. Pedagogical practices that model effective teaching and learning in a tertiary setting are an integral component of this course. As teacher educators exploring ways to develop our practices, we introduced journaling as a teaching and learning tool. The first results section of this article focuses on the journaling experiences of PSTs, including the different ways they chose to engage with journaling and factors contributing to their engagement or disengagement. The second presents four case studies of PSTs who used journaling as part of their action research and/or in their final teaching practice. The findings highlight a number of different approaches to journaling which support graduate and pre-service teachers in their endeavours to be reflective teachers of mathematics and science
Teacher Biography: SOLO Analysis of Preservice Teachers&apos; Reflections of Their Experiences in Physical Education
Author: Haynes, John E.
Date: 2020-04-00
Type: Journal Articles
Subjects: Reflection,Preservice Teachers,Physical Education,Foreign Countries,Educational Experience,Student Characteristics,Gender Differences,Preservice Teacher Education,Critical Incidents Method,Elementary Education,Commuting Students,On Campus Students,Outcomes of Education

Teacher biography, as a reflective practice, was implemented in the context of Physical Education in a primary teacher education course at a regional Australian university. Second year students were asked to provide descriptions of a critical incident they experienced at the primary or secondary level in a Physical Education or sporting context (N=214). Their responses comprised the data for this study and the Structure of Observed Learning Outcomes (SOLO) Model was used to determine the levels of complexity of the responses to 'alternatives for action' associated with these incidents. More responses were multistructural (48%), than relational (24%), and unistructural (23%), with extended abstract (3%) and the least, were prestructural (2%). The responses varied for gender and mode of enrolment (on or off campus). The findings that one third of students developed higher order (relational or extended abstract) responses challenge teacher educators to consider strategies to extend critical reflections.
Teacher Wellbeing in Remote Australian Communities
Author: Willis, Alison S.
Date: 2020-05-00
Type: Journal Articles
Subjects: Foreign Countries,Well Being,Rural Areas,Rural Education,Student Needs,Barriers,Educational Needs,Teacher Shortage,Teaching Conditions,Professional Isolation,Cultural Differences,Child Development,Access to Health Care,Indigenous Populations,Elementary Secondary Education

This paper reports on a project aimed at investigating teacher wellbeing in remote communities in Australia. It utilised a multiple case study methodology to investigate the lived experiences of remote Australian teachers, particularly how remote teachers simultaneously manage the wellbeing and academic needs of their students. Findings show how the challenges of working in remote places impact teacher wellbeing and provides six practical recommendations about how to better support remote teachers. There is a present need to develop a framework of remote teachers thriving, so systems and communities are not over-reliant upon teachers' individual resilience in hard-to-staff places.
The Effects of Teacher Preparation on Student Teachers&apos; Ideas about Good Teaching
Author: Tamir, Eran
Date: 2020-04-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Student Attitudes,Student Teachers,Teacher Effectiveness,Teaching Methods,Institutional Mission,Attitude Change,Educational Practices

Utilizing a mixed method approach, this study focuses on the perceptions of good teaching held by graduates of a teacher education program in the U.S. Specifically, this paper examines whether graduates embrace their program's vision of good teaching and core standards as a guide to their self-reported teaching practice. Six cohorts of graduates' responses were recorded and analyzed upon arrival and completion of preparation to examine whether students' ideas changed during the course of the program. Findings suggest mixed results suggesting that teachers adopted several ideas about good teaching that are related to the core standards of the program (e.g., collaborating with a colleague, encouraging risk taking, and asking open-ended questions).
Transformational Game Trial in Nutrition Education
Author: Barwood, Donna
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Eating Habits,Adolescents,Nutrition Instruction,Computer Games,Educational Games,Food,College Students,Dietetics,Program Effectiveness,Problem Based Learning,Preservice Teachers,Health Education,Knowledge Level,Student Attitudes,Intention

The development of healthy eating habits in adolescents is challenging. Resultantly, health educators are turning to digital devices to engage young people in nutrition education. This paper focuses on the development and evaluation of a computer game (Test Game B) to support healthier food choices. Test Game B was developed at an Australian university and trialled with 72 tertiary student volunteers along with a control game (Control Game A). Both games provided information related to the progression of food along the digestive tract with knowledge of digestion, nutrition, a healthy diet and attitudes to food choice measured before and after game use. Change in these indicator variables assessed game effectiveness. The study found that the transformational aspects of problem-based learning within a digital context can support healthier food choices in young people, whilst pre-service health education teachers may require learning in food digestion to support nutrition education in schools.
Implementing a Teaching Performance Assessment: An Australian Case Study
Author: Buchanan, John
Date: 2020-05-00
Type: Journal Articles
Subjects: Foreign Countries,Program Implementation,Teacher Evaluation,Lesson Plans,Preservice Teachers,Knowledge Level,Readiness,Performance Based Assessment,Teacher Effectiveness

This paper reports on the implementation of a Teaching Performance Assessment (TPA), a component of graduation recently introduced into the teaching workforce in Australia. The TPA typically requires graduates to demonstrate that they can plan, implement, assess and reflect on a series of lessons given to school students. This case study used grounded theory to analyse the initial implementation of a TPA at an Australian university, based on interviews, student focus groups, and a classroom readiness survey. We investigated the TPA's contribution to final-year pre-service teachers' learning and professional readiness. We conclude that the TPA, as a threshold task, is broadly beneficial to the profession and graduating teachers, and may strengthen professional bonds between schools and universities. We also warn of TPA-related fragilities and its potential to reinforce populist notions of 'teaching as telling' and to test surface-level quiz-knowledge to the exclusion of deeper, attitudinal learning outcomes.
The Importance of Morphological Awareness in Bilingual Language and Literacy Skills: Clinical Implications for Speech-Language Pathologists
Author: Fumero, Keisey
Date: 2020-07-00
Type: Journal Articles
Subjects: Morphology (Languages),Metalinguistics,Intervention,Bilingualism,Speech Language Pathology,Teaching Methods,Reading Skills,Reading Comprehension,Vocabulary Development,Naming,Role,Predictor Variables,English Language Learners,Language Processing,Accuracy,Reading Fluency,Task Analysis,Instructional Effectiveness,Academic Achievement,Achievement Gap,Oral Language,Literacy,Native Language,Transfer of Training,Morphemes,Measures (Individuals)

Purpose: This clinical focus article will highlight the importance and role of morphological awareness (MA) across orthographies, in particular, the role it plays in reading development, specifically with bilingual populations. MA supports reading acquisition and development beyond other predictors of reading, such as phonological awareness, orthographic knowledge, and rapid automatic naming to name a few. While MA aids in the development of decoding fluency, vocabulary development, and reading comprehension, explicit morphological instruction does not occur regularly in reading intervention. For English learners (ELs), instruction should focus on improving MA, semantic awareness, and orthographic processing, which in turn would exert a positive influence on reading accuracy, fluency, and comprehension. This clinical focus article aims to provide speech-language pathologists with applicable tasks to measure MA and strategies to guide explicit morphological instruction. Method: The role of MA in reading development will be described with regard to its importance beyond other predictors and the role it plays in theoretical models of reading development. Then, MA will be described across orthographies, with a focus on cross-linguistic influences. Finally, measurement tasks will be described, and clinical implications will be discussed in terms of using different strategies and tools to explicitly address MA. Conclusion: Clinical implications of morphological instruction should be further explored and incorporated in current practices. With regard to ELs, it is important that we provide effective and specific instruction to better bridge the academic achievement gaps and increase overall language and literacy skills. Morphological instruction should be explicit and provided in conjunction with other domains of language. Equally important is leveraging families of ELs to promote their children's oral language and literacy in their first language.
A Comparative Analysis of the K-12 International Education Policies of Ontario and Manitoba
Author: Trilokekar, Roopa Desai
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Education,Educational Policy,Elementary Secondary Education,Foreign Students,Policy Analysis,Stakeholders,Geographic Regions,Governance,Educational Objectives,Admission Criteria

Through the lens of critical policy analysis, this paper examines the context of K-12 international education in two Canadian provinces. Both Ontario and Manitoba have seen the fastest growth in Canada when it comes to international students, yet those provinces represent distinctly different contexts. In this paper, we examine how international education has been approached as policy at the K-12 level in both provinces. Empirical data was collected through document analysis and stakeholder interviews. By using Ball's (1994) framework of three policy contexts-- (a) the context of influence, (b) the context of policy text production, and (c) the context of practice--this paper reveals that policy is not simply a government directive but rather a complex and contradictory process involving practitioners from schools, school boards, and non-government organizations involving educational administrators. Therefore, to effect change, policy needs to be understood through the perspective of multiple stakeholders. The paper cautions all stakeholders to be more critical of international education as policy, given that in its present form it privileges values that undermine the very foundations of a free equity based publicly funded K-12 educational system in Canada.
Asian Students&apos; Perceptions of How They Are Seen in &apos;The West&apos;: A Case Study at an Australian University
Author: Dobinson, Toni J.
Date: 2020-04-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Foreign Countries,Racial Attitudes,Vietnamese People,Asians,Language Teachers,Second Language Instruction,Racial Bias,Racial Discrimination,Cultural Differences

Australian universities attract increasing numbers of students from the Asia-Pacific region. It is important, therefore, that academics have meaningful understandings of these students in order to provide them with a supportive learning environment. This article suggests that part of this understanding is being aware of the ways in which some of these students perceive they are seen by those in the receiving countries and the discourses which may feed these perceptions. The qualitative study reported here outlines the perceptions of 10 Vietnamese offshore postgraduates (VOPs) and nine Asian onshore postgraduates (AOPs) from different Asian countries at an Australian university. All participants were English language teachers. Findings revealed that while both groups perceived themselves to be viewed in appealing ways, they also imagined themselves seen in pejorative ways. They claimed to be affected by this, particularly the offshore Vietnamese students, suggesting the need for strategies to mediate disempowering discourses on campuses.
Analysis of Elementary School English Teachers&apos; Professional Dialogue as Their Professional Development
Author: Chien, Chin-Wen
Date: 2020-05-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Teacher Collaboration,Elementary School Teachers,Dialogs (Language),Faculty Development,Teacher Attendance,Cooperative Planning,Teacher Attitudes,Teaching Methods,Curriculum Development,Classroom Techniques,Extracurricular Activities,Remedial Instruction,Educational Resources,Lesson Plans

This qualitative study analyzed the professional dialogue among 67 English teachers at seven elementary schools in New Taipei City in Taiwan. Based on the analysis of the documentation, observation, and interviews, the study has two major findings. First, the knowledge and skills covered in the professional dialogues of English teachers concerned planning, implementing, and managing instruction. Second, English teachers regarded their professional dialogues as effective and goal-oriented. In order to make professional dialogues into job-embedded professional development for English teachers, they must be goal-oriented and carried out in an environment of care and trust. Moreover, professional dialogue can take the form of curriculum development and lesson planning in order to help English teachers construct their professional knowledge and competence through social interaction.
Investigating Probability Concepts of Secondary Pre-Service Teachers in a Game Context
Author: Dayal, Hem Chand
Date: 2020-05-00
Type: Journal Articles
Subjects: Probability,Preservice Teachers,Preservice Teacher Education,Game Based Learning,Cooperative Learning,Concept Formation,Student Attitudes,Sequential Approach,Statistics,Secondary School Mathematics,Foreign Countries,Mathematical Logic

There is a rich literature on students' and teachers' intuitions and misconceptions about probability. However, less attention has been paid to the development of pre-service teachers' probabilistic thinking in teacher education. Based on this, the second author developed a lesson sequence for teaching probability. In particular, it demonstrates how a game context can be used to explore the relationship between experimental and theoretical probabilities in a collaborative learning setting. The lesson sequence integrates concepts and processes related to probability and is grounded in socio-cultural theory. We trialed the sequence with secondary pre-service teachers. This paper focuses on their understanding of the probability concepts embedded in the sequence. Video and audio data indicates that while teachers used a range of strategies and data displays to explain the ideas integrated in the lessons, some reverted to equiprobability bias. The findings also reveal that pre-service teachers can modify their thinking when engaged in rich teaching and learning tasks.
Pre-Service Teachers&apos; Mobilising Health Literacy in Sun Safety Education
Author: Barwood, Donna
Date: 2020-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Health Promotion,Safety Education,Foreign Countries,Cancer,Lesson Plans,Secondary Education,Learning Activities,Critical Literacy

School-based educational programs are identified as an effective means to increase awareness and promote sun protective behaviours in young people. Regardless, the adolescent age group are difficult to influence, somewhat resistant to sun protection and esteem tanned skin. The ability of Pre-Service Teachers (PSTs) to develop sun safety education for adolescents was tested at a teacher education institution in Western Australia. More particularly, to create understandings of their ability to mobilise health literacy in sun safety education. Thirty PSTs studying secondary education developed three consecutive lesson plans for use with adolescent students of Year 7. The three lesson plans comprised learning activities (n=444), which were categorised as teaching either functional, interactive or critical health literacy. Results indicate a significantly greater than expected frequency of functional activities, suggesting that PSTs need specific training to support the planning and development of teaching and learning that promotes critical health literacy skills.
1, 2, 3, Action: Using Performance in Higher Education to Develop Teachers and Learners
Author: Becker, Kelly Mancini
Date: 2020-00-00
Type: Journal Articles
Subjects: Education Majors,Performance,Drama,Dance,Music,Preservice Teacher Education,Preservice Teachers,Teaching Methods,Creative Activities,Outcomes of Education,Teaching Skills,Active Learning

This paper explores the use of performance in a college-level course that teaches education majors how to use drama, dance, and music in their instruction. Students engage in drama activities such as improvisation and playbuilding in an effort to experience firsthand the benefits of such practices for their future classrooms. The essay shares some of the students' experiences in this course. A common outcome shared is that the processes encouraged students to get out of their comfort zone, which they found beneficial to their learning. The essay examines how having students perform may help them develop as both a learner and a future teacher.