ethanporcaro/eric-fulltext-meta huggingface dataset:
Lesson Observation and Feedback in Relation to the Developing Identity of Student Teachers
Author: Wright, Victoria
Date: 2017-00-00
Type: Journal Articles
Subjects: Observation,Feedback (Response),Professional Identity,Student Teachers,Communities of Practice,Foreign Countries,Teacher Student Relationship

The paper shares selected findings from a small scale qualitative research project in to preservice student teachers' perceptions of lesson observation and feedback in relation to their developing identities as teachers. It focused on observation and feedback processes; including action planning as an integral element linked to the post-compulsory sector professional standards (Education and Training Foundation (ETF) 2014), as they occurred on a PGCE in PCE programme; a one year full time postgraduate certificate in post-compulsory education course at a university. The research approach saw interactions between the researchers and the student-teachers at various stages of their development. In Semester One, individual pen portraits and focus group contributions reflected early perceptions of their development from student-teacher to teacher. In Semester Two, all students were asked to reflect back on their individual data sets and the researchers' analyses and interpretations in a semi-structured interview. Student teachers referred to the ways in which they were actively developing and sustaining effective relationships with their students. They explored their sense of developing an identity as teacher and that included reference to the policies and practices of the contexts in which they were placed; such as a recognition of lesson observation as a performance. It included learning from experienced teachers (related to a community of practice model). The researchers also looked at how student teachers invited and/or commented on their own development with a few explicitly asking questions of their observer in a peer-colleague observation feedback dialogue. That suggested transitions towards ecological learning systems in embodying an increasingly independent, multi-layered approach to own development.
&apos;So How Well Did It Really Go&apos;? Working with Primary School Pupils as Project Evaluators: A Case Study
Author: French, Amanda
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Students,Program Evaluation,Participatory Research,Foreign Countries,Student Attitudes,Exhibits

This paper reports on a productive partnership between a University's research unit and one local primary school, which is part of a bigger project, 'Pupils as Research Partners in Primary' (PARPP), which generally seeks to actively involve children as researchers in child-led research in a variety of school-based research initiatives. The paper describes and discusses a case study of 5-11 year-old pupils working as researchers. It focuses on how the project gave them the opportunity to design and lead on the evaluation of a major, externally funded exhibition hosted by the school. This experience had a beneficial effect on the pupils who enhanced their confidence and communication skills as well as learning about research processes. It influenced how their school approached future externally-funded projects, and encouraged their teachers to think about using more child-led research as part of their everyday practice. Lastly, it consolidated a new, research-based relationship between the school and a local university.
Teacher Perspectives of Cultivating Learning through Practitioner Enquiry to Transform Practice
Author: Duncalf, Debbie
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Transformative Learning,Program Descriptions,Educational Practices,Faculty Development,Graduate Study,Theory Practice Relationship,Reflection,Teaching Methods,Learning Processes,Cooperative Learning,Masters Programs,Foreign Countries,Action Research,Communities of Practice,College School Cooperation,Instructional Leadership,Administrator Attitudes

This paper reports on the first year of an innovative Postgraduate Certificate (PGCert) in Advanced Education Practice, designed to meet the specific staff and development needs of one school in the North West of England. The programme is underpinned by three strands of practice based learning: learning about practice (theory), learning in practice (application) and learning through practice (reflection) through critical reflection. This paper considers professional development situated around teaching and learning and outlines a new approach to cultivating learning, both for teachers and educational practitioners through a collaborative learning model with a Higher Education Institute (HEI). A further strand to the research considers transformative impact on practice including references to personal experience and reflections by the participants. Throughout the report it is evident that school leaders were keen to enhance the performance of staff by supporting them in Masters level study to enhance professional practice and impact on learning. Through questionnaires and interviews, an insight into personal and professional impact, challenges, evaluation, details of the progression, next steps in the small scale research study were considered.
A Methodological Synergy of Dramatistic Discourse Analysis and Corpus Linguistics: From the Discourse of US Presidents to Trump&apos;s 2016 Orlando Speech
Author: Salama, Amir H. Y.
Date: 2021-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Computational Linguistics,Presidents,Speeches,Information Retrieval,Language Usage,Language Research,Political Attitudes,LGBTQ People,Violence,Rhetoric,Word Frequency,Language Styles

The present study offers a novel methodology for corpus-based discourse analysis that combines Kenneth Burke's (1968, 1969) dramatistic method of text analysis and the corpus techniques of keyword extraction and concordance reading. Applying the methodology, a two-stage analysis of Donald Trump's 2016 Orlando speech has been conducted: First, at a micro level, (i) the keywords used by Trump were identified in his speech as compared against the historical reference corpus of US Presidents through WordSmith Tools (Scott, 2012), and (ii) Trump's keyword lexical structures were described and interpreted in the pentadic ratios rhetorically motivated by the &quot;terministic screens&quot; that select and deflect representations of the gay-nightclub-shooting event in the speech; second, at a macro level, the process of substantiating the whole speech event of Orlando was implemented in terms of the different types of substance -- geometric, familial, and directional -- recognized in the keywords clustering and linking in the speech. The study has reached two findings. First, methodologically, Burke's dramatistic method of text analysis and corpus-linguistics techniques have been synergized in a novel way that contributes to analysing the rhetorical language of political discourse, eventually yielding a corpus-based dramatistic discourse analysis. Second, practically, analysing the pentadic ratios of the speech keywords and their substance types has revealed Trump's rhetoric of selecting and deflecting certain representations of the Orlando political event through a specific ensemble of terministic screens and substantiations.
An Investigation of EAP Teachers&apos; Views and Experiences of E-Learning Technology
Author: Dhillon, Sundeep
Date: 2021-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Language Teachers,College Faculty,Teacher Attitudes,Value Judgment,Electronic Learning,Technology Integration,Video Technology,Integrated Learning Systems,Computer Software,Technological Literacy,Teacher Competencies,Professional Development,Personal Autonomy,Learner Engagement,Affordances,Barriers,Foreign Countries

The near universal use of electronic learning (e-learning) in higher education (HE) today requires that students and teachers are equipped with the requisite digital literacy skills. The small-scale pilot study we report on here explored the views and experiences of EAP (English for Academic Purposes) teachers regarding their development of digital literacy skills, their application of e-learning technology in their teaching, and their perceptions of its value as a learning tool--areas on which there has been little research to date. A convergent parallel mixed methods approach was adopted, in which a survey was administered to the research participants and a follow-up focus group conducted. The data were analysed, with findings revealing that the EAP practitioners surveyed utilised a range of online tools such as video, plagiarism software and corpus linguistics tools. A number of benefits and limitations associated with e-learning were cited by participants, including increased student engagement and motivation, the development of learner autonomy, and the cultural capital it represented in respect of students' future careers. Meanwhile, the limitations identified included a lack of time for teachers to develop digital literacy and insufficient pre- and in-service training opportunities focused on the effective use of digital technologies and managing technical issues. We conclude with a series of recommendations to facilitate EAP teachers' development and use of e-learning in their practice.
The Masters in Teaching and Learning: Lessons to Be Learnt and Key Stakeholder Perceptions
Author: Thomas, Lorraine
Date: 2017-00-00
Type: Journal Articles
Subjects: Masters Programs,Teacher Education,Beginning Teachers,Foreign Countries,Deans,Secondary School Teachers,Teacher Attitudes,Administrator Attitudes,Faculty Development

This research investigates lessons to be learnt from and key stakeholder perceptions of the government-prescribed Masters in Teaching and Learning (MTL). Located within the secondary school phase and higher education in the English West Midlands, this article presents findings within a multiple case study from interviews with recently qualified teachers (RQTs) who had started the MTL as newly qualified teachers (NQTs); RQTs who chose not to undertake the MTL; and Deans of Education. Although the MTL represented a major shift in the professional development of teachers, their perceptions have generally been overlooked in academic literature, despite over 2,000 teachers in England starting the programme in 2010. Overall, respondents perceived the MTL to have its merits, although there were concerns about the programme and its implementation. Several common themes emerged, such as concern regarding the target cohorts; the impact on learning and teaching; and a lack of support/ interest from schools. Although seven of the eight universities within the region have now discarded the MTL and there is no longer any funding available for Masters level professional development for teachers in England, this article provides key messages to inform Masters level professional development for teachers.
A Relevance-Theoretic Approach to the Discourse Marker Hasa &apos;Now&apos; in Jordanian Arabic
Author: Al Kayed, Murad
Date: 2021-00-00
Type: Journal Articles
Subjects: Grammar,Form Classes (Languages),Semitic Languages,Foreign Countries,Radio,Language Usage,Phrase Structure,Semantics,Interpersonal Communication,Interviews,Native Speakers,Discourse Analysis,Language Research

The study aims at investigating the discourse marker &quot;hasa&quot; 'now' in Jordanian Arabic using relevance theory. The study also examined the grammaticalization of &quot;hasa&quot; and how it developed to be a discourse marker. The study also explored the functions of &quot;hasa&quot; in Jordanian Arabic. The data, which consisted of 500 tokens of &quot;hasa&quot; 'now,' were collected from Jordanian radio programs, personal communications, and interviews with native speakers of Jordanian Arabic. The study found out that &quot;hasa&quot; 'now' was developed from the phrase &quot;hay [characters omitted] 'this hour' by the process of grammaticalization. The study also found out that the lexical meaning of &quot;hasa&quot; as an adverb meaning 'now' developed to be a discourse marker serving different functions. The study also showed that &quot;hasa&quot; limits the hearer to a possible interpretation of utterances, which helps the hearer to reach the optimal relevance.
Trainee Teachers&apos; Reflections on Approaches to Enhance Their Subject Knowledge in Physics and Mathematics
Author: Gaciu, Nicoleta
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Knowledge Base for Teaching,Secondary Education,Physics,Mathematics,Reflection

Subject knowledge enhancement (SKE) is considered an essential part of initial teacher training (ITT) for secondary school roles. The article gives an insight into trainee teachers' different experiences and approaches they used to expand and acquire Physics and Mathematics subject knowledge, alongside other forms of knowledge. The unique feature of this article is that is written by four students in collaboration with their academic advisor. The trainee teachers joined the Physics with Maths Postgraduate Certificate in Education (PGCE) secondary course from varied backgrounds, with differing strengths. Therefore, they have enhanced their subject knowledge in different ways. Their reflections show how their subject knowledge has been synthesized from a range of previous experiences, subsequently developed in practice throughout the course, and how they develop their subject knowledge to the required level to begin their teaching careers in a confident manner.
Embracing Asset-Based School Leadership Dispositions in Advancing True Equity and Academic Achievement for Students Living in Poverty
Author: Fortner, Kitty M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership Responsibility,Leadership Qualities,Social Capital,Cultural Capital,Transformational Leadership,Poverty,Low Income Students,Administrator Attitudes,Parent Attitudes,Teacher Attitudes,Community Attitudes,Student Attitudes,Student Needs,At Risk Students,Equal Education,Democratic Values,Social Justice,Social Bias,Stereotypes

The dispositions of school leaders play an integral role in dismantling inequities that hinder the academic achievement of students, particularly students living in poverty. Recent studies bring to light the importance of an asset-based understanding of what children bring to the classroom and how to draw on these assets in creating opportunities for student success. A paradigm shift is taking place whereby school leaders must lead with equity as a foundational thought when assisting teachers in recognizing, valuing, and honoring the assets that students bring to the classroom. This paper attempts to discuss critical issues pertaining to educational equity by using related literature on the topics of poverty and transformative leadership as well as data collected from 15 participants consisting of administrators, teachers, parents, community members, and students who were interviewed in the study employing qualitative narrative inquiry. Additionally, it makes recommendations relative to the dispositions school leaders must employ, embrace, foster, and practice in addressing the social, cultural, and emotional needs of students to elicit and enhance effective engagement in school.
Effects of a Collaborative, Technology-Based Intervention Involving School Principals to Retain Early-Career Teachers: A Scaled, Quantitative Research Study
Author: Martinez, James A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Intervention,Program Effectiveness,Beginning Teachers,Mathematics Teachers,Middle School Teachers,High School Teachers,Principals,Teacher Administrator Relationship,Meetings,Cooperation,Teacher Persistence,Social Support Groups,Feedback (Response),Professional Recognition,Job Satisfaction,Video Technology,Public Schools

Statistics have shown that at least 50% of all teachers leave the profession within the first five years, with higher departure rates in certain subjects (e.g. science and mathematics, special education, English language development) (Ingersoll, 2003) and in under-resourced schools with traditionally underserved students of color (Redding &amp; Henry, 2018). Moreover, lack of administrative support is cited as a significant factor in teacher job satisfaction (Borman &amp; Dowling, 2008; Donaldson, 2013). To investigate principal and early-career teacher attitudes regarding support, an intervention was conducted to investigate the degree that a single, brief meeting involving school principals and their early-career teachers had on feelings of support. Informing policy-makers and practitioners alike, results of this pilot study indicated that, 45 days after the intervention, teacher and principal participants reported a general increase in perceived levels of support, relative to control participants.
Knowledge in Use: Designing for Play in Kindergarten Science Contexts
Author: Charara, Jeanane
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Design,Play,Kindergarten,Young Children,Science Curriculum,Science Education,Active Learning,Imagination,Student Projects,Multiple Literacies,Affordances,Educational Benefits

Decades of research support integrating play in kindergarten to benefit young students' social, emotional, and cognitive development. As academic readiness becomes a focus, time for play has decreased. As a result, there has been a demand for integration of play with content. This study modifies a project-based science curriculum about how living things grow to include both child-initiated play and teacher-guided play to meet disciplinary learning goals. The curriculum was initially designed to address reform science standards based on knowledge-in-use. We explore how play invites all students to access and understand the phenomenon. The qualitative study involves 18 kindergarteners and their teacher in a Great Lakes state in the U.S. highlighting four lessons during the enactment that emphasized play. Data include observation, audio recording, transcription of interviews, children involved in play, classroom dialogue, and the examination of artifacts. Thematic coding and analysis of field notes, interviews, and dialogue suggest that child-initiated imaginary play and teacher-guided play can promote the science practice, science ideas, and crosscutting concept of patterns needed to explain the phenomenon.
From Antiblackness to Cultural Health in Higher Education
Author: Grier-Reed, Tabitha
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Bias,Higher Education,Educational History,African American Teachers,African American Students,College Faculty,College Students,Work Environment,Cultural Influences,Cultural Relevance,Resilience (Psychology),Social Networks,United States History,Well Being,Student Organizations,Minority Group Students,Trauma

Antiblackness has a long and storied history in higher education in the United States, and unfortunately, antiblack attitudes and practices continue in the 21st century. With implications for countering antiblackness in higher education and institutionalizing support for cultural health and wellness, we documented experiences of antiblackness in the African American Student Network (AFAM). AFAM was a weekly networking group, co-facilitated by Black faculty and graduate students, where Black undergraduates could come together and share their experiences. Participation in AFAM was associated with Black holistic wellness, and AFAM was a source of cultural health, where we conceptualized cultural health as having a sense of pride and resilience in one's cultural background. We analyzed notes of 277 AFAM discussions from 2005-2006 to 2017-2018 using an adaptation of consensual qualitative research methods to identify four domains of antiblackness: racial trauma (n = 51), racial microaggressions (n = 34), racial rejection (n = 33), and systemic racism (n = 25). In moving from antiblackness to cultural health, we advocate for institutional resources in higher education, such as an institute for cultural health on campus, that values the cultures of Black students and students of color, and that focuses on building communities in which students can generate a wellspring of pride and resilience in their cultural backgrounds.
A Procession of Change: Argument for the Use of the Processual Approach in Examining School Based Organisational Change
Author: Beadle, Hazel
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Change,Organizational Change,Educational Innovation,Resistance to Change,Power Structure,Politics of Education

Change is a regular feature of life. Few would argue that the school environment provides any exception. However, the way that change, and particularly organisational change, is studied is significant to the understanding which is derived. Examinations of school based organisational change have traditionally favoured structural lenses despite alternative approaches having the potential to offer greater value. The outcome plays into the hands of those imposing change, where power and politics might well be exhibited through covert efforts to limit understanding, particularly with regard to the ramifications of the required action. This paper highlights one alternative to the structural approaches; the processual lens. Here there is acknowledgement that any single change is part of a larger framework of activities. The processual approach does not reflect the simplicity of structural lenses, but it does echo the dynamism found in the school based context. Identifying the link between robust examination of organisational change and use of the processual approach, argument is presented that a failure to consider the validity of the approach in the examination of school based organisational change has ramifications both for understanding and practice.
How Do Teaching Assistants View Their Role in Managing Behaviour and Cultivate Their Learning and Understanding in Relation to Managing Behaviour?
Author: Clarke, Emma
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Aides,Elementary School Teachers,Teacher Attitudes,Role Perception,Helping Relationship,Children,Student Behavior,School Policy,Expectation,Classroom Techniques,School Culture,Communities of Practice

This paper will consider how teaching assistants' (TAs') roles are changing from the historical 'mum's army' (Bach Kessler &amp; Heron, 2006) of paint-pot washers, as some considered it pre-national curriculum, to the developing conception of the TA as a 'paraprofessional'. Contemporary issues arising from the loosely defined current expectations of TAs' wider pedagogical role will also be discussed. Consideration will be given to how and why managing behaviour has become an expectation and a necessity for TAs in their current deployment in schools, and why learning about managing behaviour differs for TAs and teachers. Additionally, the paper will reflect on the specific challenges facing TAs in managing behaviour. How TAs learn from each other in communities of practice, as well as from teachers and senior leaders, will be explored. Furthermore, how behaviour policies and policy implementation generally can influence TAs' opportunities to promote their own learning will be reviewed.