ethanporcaro/eric-fulltext-meta huggingface dataset:
The Ballot or the Blog Post: Creating a Political Self through, and in Spite of, Social Media
Author: Thompson, Winston C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Networks,Internet,Politics,Communication (Thought Transfer),Community,Student Attitudes,Sharing Behavior

In this article the author considers how social media--a new, evolving, and increasingly pervasive form of communication and community--shapes students&apos; attitudes towards practices of communication and community in their futures as political actors. How ought educators respond to this new world; can they lead their students into a culture of practice that seems, in many significant ways, alien to them? The author employs two potentially laudatory and critical frameworks, building upon the work of both John Stuart Mill and Hannah Arendt, to map the contours of a possible avenue of response to the aforementioned questions via the assertion that the essence of those social media sites and services--paired with their corresponding method(s) of engagement--may be well understood as rooted in a novel culture of sharing. Investigating this push to share allows educators to consider their practice in the face of a new feature of their world, finding themselves and their students in a moment of uncertainty which challenges and reinforces one of the central aims of their common project: the preparation and shaping of future political actors.
The New Australian Curriculum, Teachers and Change Fatigue
Author: Dilkes, Jessica
Date: 2014-11-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Educational Change,Curriculum Implementation,Case Studies,Curriculum Development,Fatigue (Biology),Hermeneutics,Teacher Attitudes,Teacher Response,Educational Improvement,Educational Practices,Educational Policy,Performance Factors,Inquiry,Phenomenology,Teaching Experience,Secondary School Teachers,Semi Structured Interviews,Program Attitudes,Program Effectiveness,Program Evaluation,Secondary School Curriculum,High Schools

A new national curriculum has recently been implemented across Australia. This paper reports on a case study of a regional Western Australia government school as they re-wrote and taught the phase one learning areas: maths, English, science and HASS. Results showed what it is like to work in an environment where continual change is not only expected, but also seen as best practice. Cynical, realistic and even enthusiastic teachers suffer change fatigue after years of rapid and continual curriculum change. The research traces back the reasons why teacher change fatigue might occur using Intuitive Inquiry (Anderson &amp; Braud, 2011) as a hermeneutical process. It captures the reactions of teachers as they struggle to adapt to another top-down curriculum framework, badged as &quot;continual school improvement.&quot; It documents that change fatigue negatively impacts on what is now known as the Western Australian Curriculum and Assessment Outline.
Conceptualizing and Describing Teachers' Learning of Pedagogical Concepts
Author: González, María José
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Practices,Teaching Methods,Teacher Education,Teacher Education Programs,Lesson Plans,Educational Theories,Pedagogical Content Knowledge,Preservice Teachers,Mathematics Instruction,Teacher Competencies,Audio Equipment,Secondary Education,Interpersonal Communication,Student Attitudes,Theory Practice Relationship

In this paper, we propose a model to explore how teachers learn pedagogical concepts in teacher education programs that expect them to become competent in lesson planning. In this context, we view pedagogical concepts as conceptual and methodological tools that help teachers to design a lesson plan on a topic, implement this lesson plan and assess its results. Concepts such as the notions of learning goals, errors, conceptual structure, representation systems, resources, grouping, interaction or assessment strategies are examples of such pedagogical concepts. We propose a model that involves three types of knowledge of a pedagogical concept--theoretical, technical and practical--for describing teachers' learning of it. The knowledge classification proposed by this model assumes that a teacher should know the theory about the pedagogical concept (theoretical knowledge), be able to use it for analysing the topic and producing information about it (technical knowledge), and be able to use this information for making decisions in the planning process (practical knowledge). We present examples of the development and enactment of those types of knowledge by a group of mathematics future teachers in a teacher education program we have worked on.
A Comparative Analysis between the Assessment Criteria Used to Assess Graduating Teachers at Rustaq College (Oman) and Griffith University (Australia) during the Teaching Practicum
Author: Al-Malki, Moza Abdullah
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Preservice Teachers,Student Evaluation,Teacher Education,Teacher Education Programs,Schools of Education,Teacher Competencies,Professional Identity,Case Studies,Standards,Qualitative Research,Discourse Analysis,English (Second Language),Second Language Instruction,Evaluation Criteria,Power Structure,Practicums

This article reports the findings from a study that compares the assessment criteria used to measure pre-service teachers' professional competencies at Rustaq College of Applied Sciences in Oman, and at Griffith University in Queensland, Australia. The study adopts a discourse analytic approach to deconstruct and critically compare the assessment criteria outlined in documents that report on graduating teachers' classroom performance used at each teacher education institution. The results of the analysis reveal a different normative vision of graduating teachers in each country. The Omani graduate pre-service teachers are likely to be &quot;a compliant student-trainee&quot;, whereas Australian graduate pre-service teachers are more likely to be &quot;professionally qualified to teach and classroom ready&quot;. The findings are used to identify practices that may help to improve the current Omani approach to determining preservice teachers' classroom readiness to be more credible in terms of valid and equitable assessment processes.
Science Teacher Education Partnerships with Schools (STEPS): Partnerships in Science Teacher Education
Author: Kenny, John Daniel
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Science Teachers,Self Esteem,Teacher Education,Program Effectiveness,Preservice Teachers,College School Cooperation,Comparative Analysis,Case Studies,Feedback (Response),Partnerships in Education,Science Education,Mixed Methods Research,Questionnaires,Semi Structured Interviews,Universities,Online Surveys,Student Surveys

This paper reports on the STEPS project which addressed international concerns about primary teachers' lack of confidence to teach science, and on-going questions about the effectiveness of teacher education. The five universities involved had each independently established a science education program incorporating school-based partnerships between the university and local schools to enable primary pre-service teachers (PSTs) to teach science. The diversity of the programs enabled an examination of the relevant literature underpinning the approaches and comparison of data from participants to identify key features and success factors for establishing and maintaining working relationships with schools. This preliminary analysis of learning from STEPS uses case studies and feedback from PSTs who participated. These findings indicate that authentic teaching experiences build the confidence of PSTs to teach science. Ultimately, the project will develop an Interpretive Framework which will articulate the characteristics of partnerships to be validated through feedback from other science educators from Australia and overseas.
Pre-Service Teachers' Constructivist Teaching Scores Based on Their Learning Styles
Author: Kablan, Zeynel
Date: 2014-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Constructivism (Learning),Statistical Analysis,Correlation,Teaching Methods,Cognitive Style,Self Evaluation (Individuals),Experiential Learning,Learning Theories,Student Attitudes,Observation,Microteaching,Foreign Countries,Factor Analysis

This study examined the relationship between pre-service teachers' constructivist teaching and their learning styles based on Kolb's Experiential Learning Theory. The Learning Styles Inventory-3 was administered at the beginning of the semester to determine preferred learning style. The Constructivist Teaching Evaluation Form was filled out by pre-service teachers following the microteaching session. Bivariate correlation and ANOVA anayses were conducted to evaluate the learning style-teaching relationship. Results showed that students' teaching evaluation scores were positively correlated with their active experimentation (AE) and negatively correlated with their reflective observation (RO) scores. ANOVA results showed that accommodating students had significantly higher self-evaluation scores than diverging and assimilating students. Moreover, converging students rated themselves higher than diverging students on constructivist teaching. These results imply that pre-service teachers who prefer constructivist learning strategies deliver better constructivist lessons based on their self reports.
The Motivation and Identity Challenges for PhD Holders in the Transition to Science and Mathematics Teaching in Secondary Education: A Pilot Study
Author: Whannell, Robert
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Longitudinal Studies,Doctoral Degrees,Qualifications,Universities,Semi Structured Interviews,Secondary Education,Student Motivation,Graduate Students,Graduate Study,Career Change,Professional Identity,Money Management,Income,Teacher Shortage,Mathematics Education,Mathematics Teachers,Science Teachers,Science Education,Profiles,Teacher Characteristics,Family Influence

Australian secondary education has endured a chronic shortage of qualified mathematics and science teachers for a number of years, particularly in rural and remote areas. A longitudinal research project examining the capacity for the holders of PhD level qualifications in mathematics and science to be utilised as one means of addressing this shortage has been commenced at two regional Australian universities. This paper reports on the pilot study which utilised semi-structured interviews involving five participants at various stages of the transition into secondary school teaching. The interviews examined the motivations of the participants to enter secondary teaching and the challenges associated with the transition. The principle findings were that all but one of the participants had considered secondary teaching as a career option for an extended period that, for some, had predated their PhD study. Those participants who had engaged in postdoctoral study reported substantial professional identity challenges associated with the change in career. Financial security considerations figured strongly in the decisions to initiate the transition to secondary teaching. The opportunities for further research identified by the pilot study are discussed.
Teacher Education and Experiential Learning: A Visual Ethnography
Author: Legge, Maureen
Date: 2014-12-00
Type: Journal Articles
Subjects: Teacher Education,Experiential Learning,Outdoor Education,Teaching Methods,Residential Programs,Foreign Countries,Physical Education,Physical Education Teachers,Photography,Personal Narratives,Student Attitudes,Outcomes of Education,Incidental Learning,Learner Engagement,Teacher Educators,Teacher Attitudes,College Faculty,Undergraduate Students,Ethnography,Criticism

This article reports research that critically examined our teacher education outdoor education pedagogy. The purpose was to use visual ethnography to critique our teaching over twenty years of annual five-day bush-based residential camps. The bush camps were situated in an outdoor education programme contributing to a four-year undergraduate teacher education Bachelor of Physical Education in Aotearoa New Zealand. The research method involved photo-elicitation of selected photographs representing students' experiences and our practices. We each wrote about the photographs using introspection and recall to create a layered narrative analysis reflecting on the educative focus of the images. We responded to one another's narratives, challenging and/or supporting the reflexivity, to interpret our joint perspectives about the learning context, pedagogic rationale and outcomes. The research highlights our teacher educator perspectives about experiential learning. Some of this learning was directly attributed to our intentional pedagogy and some to the unpredictable, incidental, situated experience made possible by engagement in the outdoor environment.
The Literacy Skills of Secondary Teaching Undergraduates: Results of Diagnostic Testing and a Discussion of Findings
Author: Moon, Brian
Date: 2014-12-00
Type: Journal Articles
Subjects: Secondary School Teachers,Undergraduate Students,Reading Skills,Writing Skills,Preschool Teachers,Competence,Teacher Competencies,Spelling,Vocabulary,Foreign Countries,Error Patterns,Literacy,Teaching Skills,Standard Spoken Usage,Grammar,Punctuation,Sentences

The capacity of secondary school teachers to support general literacy and to teach discipline-specific literacy skills depends upon their personal literacy competence. Diagnostic testing of 203 secondary teaching undergraduates at one Australian university revealed deficiencies in personal literacy competence that could affect their future teaching effectiveness. The sample of undergraduates was tested in spelling, vocabulary, and punctuation. Analysis of the results showed high rates of error on general spelling and vocabulary tasks. The degree of error in many cases was severe. For some undergraduates, the prospect of successful remediation so late in their academic career appeared poor. It is suggested that universities need to monitor admission standards and continue to invest in ongoing remediation.
Universities and the Public Good: A Review of Knowledge Exchange Policy and Related University Practice in Australia
Author: Cuthill, Michael
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Transfer,Universities,Research and Development,Cooperation,Public Policy,School Community Relationship

Australian policy relating to knowledge exchange has never been well articulated, notwithstanding that the nexus between knowledge, engagement and higher education in Australia has been on the national agenda for several decades (Grattan Institute, 2013). In universities, this policy deficit is reflected in a lack of project management and collaboration skills, and limited motivation of researchers to engage in collaborative knowledge exchange processes. Taken together, poor policy and inadequate practice constrain the effective use of knowledge in socioeconomic development and national innovation. This paper primarily focuses on the knowledge exchange policy-practice nexus in Australia. We adopt the term &quot;knowledge exchange&quot; while acknowledging many other related concepts, such as knowledge transfer, university community engagement, integrative applied research and engaged scholarship. We draw attention to international contexts in which universities, governments, industry and funding agencies are now explicitly supporting and facilitating collaborative knowledge exchange activities. Our review suggests that Australia needs a clearly articulated national knowledge exchange policy, along with enhanced university capacity to implement knowledge exchange initiatives.
Pre-Service English as a Foreign Language Teachers&apos; Belief Development about Grammar Instruction
Author: Çapan, Seyit Ahmet
Date: 2014-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,English (Second Language),Second Language Instruction,Language Teachers,Grammar,Teacher Attitudes,Role,Second Language Learning,Teaching Methods,Semi Structured Interviews,Observation,Pretests Posttests,Practicums,Error Correction,Questionnaires

This study aims to investigate pre-service English as Foreign Language (EFL) teachers&apos; beliefs about grammar instruction in a foreign language (FL) context through their initial teaching practices. Analyses of semi-structured interviews and classroom observations apart from pre-and post-test results of participants&apos; responses to a belief questionnaire imply intriguing findings regarding participants&apos; beliefs about grammar instruction. The study reveals that practicum course has made no changes in pre-service teachers&apos; beliefs except for the role of conscious knowledge. The results also indicate some other factors affecting the pre-service teachers&apos; preferences for grammar instruction.
Towards Post-Colonial Management of Transnational Education
Author: Ling, Peter
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,International Education,College Administration,Leadership,Models,Administrative Organization,Quality Assurance,Developed Nations,Partnerships in Education,Multicampus Colleges,Best Practices,Online Surveys,Interviews,Focus Groups,Administrators,College Curriculum,Power Structure

Increasingly, universities in developed countries are engaging in transnational education. Responsibilities and opportunities to exercise management and leadership in the provision of transnational education depend on the organisational model adopted and whether the academics involved are on home or international campuses. Models range from neocolonial control to transnational partnerships. In the Australian Office for Learning and Teaching study that informs this paper, good practice in allocation and exercise of management and leadership responsibilities was identified and recommendations developed. A balance was struck between the home institution's quality assurance obligations, which imply a high level of home-based control, and the value of a degree of local control to the commitment of local academics involved, to their career opportunities, and to the educational experiences of their students.
Students' Early Departure Intentions and the Mitigating Role of Support
Author: Coates, Hamish
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,School Holding Power,Academic Persistence,Intention,Student Surveys,Student Needs,Academic Support Services,Student Personnel Services,Dropout Prevention,School Support,Questionnaires,Incidence,Student Attitudes,Etiology,Attribution Theory,Student Interests,Dropout Characteristics,Dropout Rate,Dropout Research,Foreign Countries

In many higher education systems around the world increasing retention is vital if institutions are to produce the number of graduates identified through government projections to meet industry needs. Taking Australia as an example, the analysis uses results from a large-scale survey of undergraduate students to review rates and rationales for students giving serious consideration to departing before graduation. Demographic, educational and contextual concomitants of departure intention are explored. From there, the analysis looks at the role played by student support in mitigating departure intentions, showing that effective provision and use of support is strongly correlated with retention. Yet there are major disjunctions between the support used by students and the support they need, disjunctions that evidence-based practice can do much to resolve. In closing, the paper makes research-driven suggestions about how institutions can increase student support and retention.
Is There a Correlation between US University Presidential Pay and Performance?
Author: Risler, Laura
Date: 2014-00-00
Type: Journal Articles
Subjects: College Presidents,Salaries,Correlation,College Administration,Job Performance,Socioeconomic Influences,Context Effect,Administrator Behavior

This paper scrutinises the escalating salaries of US college and university presidents (vice-chancellors, or rectors, as they might be known in other parts of the world). Some research suggests that presidential pay is largely correlated with factors that have little or nothing to do with performance and may, therefore, overstate the benefit that presidents bring to their institutions while giving too little consideration to the costs. The paper also discusses presidential pay in the broader socioeconomic context, summarises available research findings and suggests ways institutions might strengthen the link between pay and performance in order to broaden the talent pool of capable institutional leaders.
Teaching Reading: Why the &quot;Fab Five&quot; Should Be the &quot;Big Six&quot;
Author: Konza, Deslea
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Instruction,Beginning Reading,Oral Language,Emergent Literacy,Reading Achievement,Correlation,Phonemic Awareness,Phonics,Reading Fluency,Vocabulary Development,Reading Comprehension,Elementary School Students

The Report of the National Reading Panel (NICHD, 2000) identified five key elements that were critical to the development of reading, and these have been widely accepted by educational jurisdictions as providing definitive guidelines for early reading instruction. This paper presents a case for the inclusion of oral language and early literacy experiences as an additional and foundational element. The pervasive influence of a child's early experiences on future reading achievement must be understood if teachers are to maximise the opportunities of all children to become independent readers.
Popularising History: The Use of Historical Fiction with Pre-Service Teachers
Author: Howell, Jennifer
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,History,History Instruction,Preservice Teachers,Fiction,Student Interests,Preservice Teacher Education,Instructional Effectiveness,Literacy,Popular Culture,Case Studies,Secondary Education,Qualitative Research,Student Surveys,Online Surveys,Student Attitudes

This paper will explore the recent trend in the popularising of history and its impact on teaching and learning. There has been a steady increase in the amount of fiction, films, television shows, documentaries and children's programs situated in or concerned with historical events, eras or historical figures. The evident popularity among the wider public for these popularised forms requires teachers of history to re-evaluate their use in the classroom. They might also be tools in which we can reengage pre-service teachers and students into the subject area. This paper will present the findings of a pilot study concerned with exploring the use of historical fiction in pre-service teacher education programs. What emerged from the findings suggests that the inclusion of historical fiction in pre-service teacher education programs, and within history classrooms, may potentially have a positive impact on learning and result in higher levels of engagement with the subject.
Indigenous Employment and Enterprise Agreements in Australian Universities
Author: Brown, Cath
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Cultural Influences,Documentation,Content Analysis,School Personnel,Higher Education,Needs Assessment,Equal Opportunities (Jobs),Language Usage,Coding,Conflict Resolution,Disproportionate Representation,Planning

Considering the benefits that enterprise agreements (EAs) can bring to Indigenous employees, this paper considers the question of whether respectful cultural policies that are aligned with reconciliation and included in EAs can be achieved to Close the Gap on reducing Indigenous disadvantage. A document analysis of EAs at eight Australian universities was conducted to conceptualise and compare information about Indigenous staff needs and remuneration. A number of specific sections relating to Indigenous employment and leave arrangements were identified.