ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Identity as a Teacher of Numeracy in History: A Sociocultural Approach
Author: Bennison, Anne
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Numeracy,Sociocultural Patterns,Case Studies,Professional Identity,History Instruction,Secondary School Teachers,Learning Processes,Teacher Characteristics,Teacher Attitudes,Educational Environment,Foreign Countries,Vignettes,Teaching Methods,Pedagogical Content Knowledge

Teachers of all school subjects have an important role to play in developing the numeracy capabilities of students. However, to fully exploit the numeracy learning opportunities that exist in the subjects they teach, teachers need to have an identity as a teacher of numeracy. In this paper some findings are presented from a two-year study designed to investigate how teachers develop this type of identity. The specific purpose of this paper is to present a preliminary case study of one of the teachers to illustrate how an adaptation of Valsiner's zone theory can be employed to describe and analyse a teacher's identity as an embedder-of-numeracy. Drawing on interviews and lesson observations, a preliminary case study of a secondary school history teacher is presented. The case study includes information about the teacher, his professional context, and a classroom vignette to illustrate practice. Data are mapped onto the teacher's Zone of Proximal Development, Zone of Free Movement, and Zone of Promoted Action and his identity as an embedder-of-numeracy is described and analysed in these terms. The analysis suggests that there are several ways that this teacher could be supported to develop his capacity to embed numeracy into the history curriculum.
Content and Leximancer Analysis as Methodological Tools to Study Formal School Grievances: An Archival Study
Author: Heath, Anne
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Content Analysis,Concept Mapping,Grievance Procedures,Secondary School Teachers,School Policy,Conflict Resolution,Bullying,Teacher Behavior,Incidence

Positively addressing and resolving staff grievances within a school is imperative for effective schooling and leadership. Often overlooked in grievance procedures are the role/s of stakeholders especially those in authority (e.g., Principals or School Leaders). Content and Leximancer analysis are two useful methodological tools used in tandem which can specifically assist in understanding the process/es undertaken to positively resolve grievance in terms of procedures, roles of individuals and outcomes in line with policy. Content and Leximancer analysis were used to review 10 formal archival files between the periods of 1973 until 1987 from a secondary school secure repository in Tasmania. Content analysis was used to capture broad themes, essences, and trends common in archived formal grievance files which have led to identifying incidents in terms of their nature and severity. Leximancer analysis was used to look at key ideas, concepts, and common words mandated by Human Resource policy documentation; this assisted in assessing whether appropriate procedures and processes were followed leading up to positive resolution. Content analysis revealed that disputes regarding behaviours (e.g., bullying) appeared to have resolved within five working days and, required no further action from school leadership. However, Leximancer analysis identified that the grievance procedure in this school had a focus on producing measurable outcomes (e.g., reducing the bullying) rather than solutions (e.g., restoring an effective working relationship after bullying has ceased). Content analysis allowed for a multi-layered consideration as it assisted in unpacking the grievance in terms of behaviour, and Leximancer analysis provided a clear link in identifying how outcomes were achieved in line with policy and whether they resulted in positively resolving the grievance.
Cultural Impact on Teacher-Educators&apos; Use of Technologies in Their Pedagogical Practices: A Study in the Maldives
Author: Adam, Aminath Shafiya
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Outcomes of Education,Teacher Educators,Technology Integration,Cultural Influences,Religious Factors,Islam,Technology Uses in Education

A substantial body of literature discusses the complexity of integrating technology into teachers' pedagogical practices. However, the literature provides limited understanding about the impact of teachers' culture on their use of technologies. I argue that technological and pedagogical practices of teachers cannot be fully understood without considering the social and cultural norms of their specific cultures. This paper aims to explain the impact of Maldivian culture on teacher-educators' technological and pedagogical practices. My research used an ethnographic methodology linked with Bourdieu's (1977) habitus as a lens. The data were gathered from eleven teacher-educators who work in a Maldivian university context. The process of ethnography took place during two visits to the research site. In the first visit, I spent six weeks &quot;hanging out&quot;1 with the participants, interviewed them individually, and observed six participants' classroom teaching. In the second visit, I spent five weeks hanging out and organised focus groups with ten participants. Accordingly, follow-up interviews were carried out with five participants to clarify the main understanding of teacher educators' habitus. The finding was generated through various strategies adhering to grounded theory. Key findings demonstrated that teacher-educators' technological and pedagogical habitus was influenced by the cultural practice related to their learning norms and some aspects of their institutional context. The study revealed that teacher-educators adopted specific technologies available in their workplace relying on benefits gained for their pedagogical purposes. However, these pedagogical purposes were much influenced by the social cultural norms of the Maldives. As a result, the participants formed technological (PowerPoint-assisted) and pedagogical (content-oriented) habitus. This study offers valuable insights for understanding the impact of culture and habitus on teachers' practices and their use of technologies both in schools and university contexts.
Lexical Inferencing Strategies and Reading Comprehension in English: A Case of ESL Third Graders
Author: Buslon, Junette Berenguer
Date: 2019-04-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Students,Reading Comprehension,Semantics,Prior Learning,Correlation,Reading Strategies,Vocabulary Development,Inferences,English (Second Language),Second Language Learning,Student Attitudes,Language Tests,Reading Tests,Second Language Instruction,Foreign Countries

The empirical investigation enlisted seventy-six (76) third graders with age ranging from 8-10. Out of the total number of respondents, males and females are equally represented. The study employed a descriptive-quantitative-correlational design. Moreover, the gathering of data was realized through the use of survey and comprehension reading questionnaires. The analysis of the data disclosed that the strategies 'While reading, I translate word for word in an attempt to guess the word meaning' (M=4.18, SD= 1.029), 'I try to relate the unknown word by its word form (i.e. appearance similarity) to another word I previously learned and generate a hypothesis on the word meaning' (M=4.11, SD= 1.150), and 'I guess word meaning from prior knowledge by examining the title or illustration'(M= 3.84, SD=1.189) are the top most used by the respondents. Furthermore, the strategies 'I guess word meaning from context utilizing semantic cues (i.e. synonyms, restatement, comparison and contrast' (p-value =0.048, r-value= 0.328) and ' I guess word meaning from prior knowledge by examining the title or illustration' (p-value =0.009, r- value= 0.569) were found to significantly correlate with reading comprehension in English among the respondents.
Diagnostically Assessing Western Australian Year 11 Students&apos; Engagement with Theory in Visual Arts
Author: Morris, Julia E.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 10,Learner Engagement,Foreign Countries,Theories,Visual Arts,Diagnostic Tests,Principals,Visual Literacy,Student Participation,Art Education,Art Teachers,Secondary School Students

Visual arts theory is fundamental to facilitating visual literacy, or students' ability to decode and construct imagery. Visual literacy skills support students' participation in contemporary society. This doctoral study uses a mixed methods approach to investigate students' engagement in visual arts theory, as increased engagement may facilitate visual literacy skills. A diagnostic instrument was created to measure year 11 students' prior learning in theory, as well as their cognitive and psychological engagement. Interviews with year 11 students, visual arts teachers, and some principals or school representatives, facilitated the development of the instrument and contextualised the findings. Phase One findings suggest measuring students' engagement facilitates the diagnosis of key issues and knowledge gaps affecting students' engagement in visual arts learning.
Designing Integrative Assessment to Enhance Student Learning for Their Future
Author: Vu, Thuy Thu
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Academic Achievement,Case Studies,Engineering Education,College Students,Foreign Countries,Summative Evaluation,Formative Evaluation,Learner Engagement,Performance Based Assessment,Futures (of Society),Design

As many universities have recently undergone curriculum review and renewals to better prepare students for their work and life in the changing world, renewed interests are being directed to what students should learn and how that learning can be best supported. In recent research, learning has been reconceptualised as processes where learners integrate what they know and are able to do with who they are becoming within a broad range of practices. This type of learning shifts the focus of education from the development of a particular curriculum to the development of the whole person. It plays a heightened emphasis on students developing appropriate ways of being, including being with others and things, and thus has potential in preparing them for future work and life. In line with this reconceptualisation of learning, the paper will explore ways in which assessment can be designed to promote learning to become who students endeavor to be in higher education programs. Designing assessment for this purpose underlines the need to integrate assessment with real-world practice, assessment with the learning students are engaged in, and the formative with summative purposes of assessment. Appropriate strategies for ensuring integration will also be discussed in reference with the research literature.
The Imagination of Mobility: Windows into Australian Teacher Education as a Site of Transnational Lifeworld Negotiations
Author: Soong, Hannah
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Student Mobility,Teacher Education Programs,Foreign Countries,Foreign Students,Preservice Teachers,Graduate Students,Student Motivation,Imagination,Practicums,Intercultural Communication,Citizenship,Student Adjustment,Mentors,Freedom,Security (Psychology),Student Experience

Current development in global migration flows reveals a rapid increase in student mobility through international education. However, the study of teacher education-migration nexus is relatively unknown in migration and education research. This paper aims to address such a lacuna. Taken from a larger longitudinal study, this paper offers a hermeneutic phenomenological examination of four international pre-service teachers undertaking Masters in Teaching in one large Australian university. They arrive on student visas with the intention to be qualified to teach, and gain permanent resident status, upon graduation in Australia. Such motivation is an important dimension of transnationalism situated within their social imagination of the West. Drawing on Appadurai's (1996) work on imagination, I identify two broad currents that shape their imaginations to migrate to Australia through teacher education studies, namely: Fitting-In that explores the forms, contents and workings of cultural constructions of power that are being played out in the teaching practicum sites; and Looking-Out that explores their continuous struggle to maintain balance between space and relationships which was not experienced back in their home country. These two currents provide nuanced engagements to understanding pre-service teacher-mobility, as a subset of student-migrants, in adopting the identity of a transnational profile. Such currents of imagination are central to understanding how Teacher Education can influence the intercultural adaptations of student-migrants to institutional practices in university and schools, and the ways in which Teacher Education has the potential to shape the capacities and productions of transnational subjects who embody specific forms of fitting-in and looking-out.
Education behind Bars: An Analysis of the Alternative Learning System Program of the Bulacan State University Extension Services Office
Author: Azarcon, Remedios O.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Correctional Education,Institutionalized Persons,Nontraditional Education,Extension Education,Program Effectiveness,Outcomes of Education

Bulacan State University (BulSU) establishes linkages with various social entities to carry out its mandated functions; instruction, research and extension. One of such programs is the Alternative Learning System which at present is undertaken by the Extension Service Office for the inmates at the Bulacan Provincial Jail. The Alternative Learning System (ALS) is a ladderized, modular non-formal education program in the Philippines which envisioned to benefit the dropouts from elementary and secondary schools, out-of-school youths, non-readers, working Filipinos and even senior citizens. The objective of this study is to evaluate the extent and effectiveness of the services being rendered by the BulSU Extension office to the inmates of the Bulacan Provincial Jail through the ALS program. The subjects of the study were the 144 inmates that enrolled in the program. Results reveal that there is a significant relationship between the inmates rating and the perceived extent of services being rendered to them and in spite of the lower percentage of graduates, it has been considered as sufficient and efficient enough. Finally, the findings provided the basis for the necessary measures to be undertaken regarding the services being rendered by the extension office, specifically on the literacy program they are providing.
Developing District Plans for NGSS Implementation: Preventing Detours and Finding Express Lanes on the Journey to Implement the New Science Standards. Evaluation Report #4
Author: Tyler, Burr
Date: 2018-02-00
Type: Reports - Research
Subjects: National Standards,Academic Standards,Science Education,Program Implementation,School Districts,Educational Planning,Master Plans,Elementary School Science,Elementary Schools,Middle Schools,Program Development

The K-8 Early Implementers Initiative has found that careful planning is critical. With thin planning, unexpected detours or dead ends are likely. However, with solid planning, districts are more likely to achieve their implementation goals and may discover some express lanes for their implementation journey. This evaluation report documents lessons learned by the Early Implementer districts through their development and use of master district plans for the Next Generation Science Standard (NGSS) implementation. Intended for district-level administrators and state education policymakers, this report is the fourth in a series of evaluation releases. The report's main topics are: (1) Benefits of developing an NGSS implementation plan; (2) Processes used to develop plan components, including overcoming challenges; (3) Recommendations for developing plans; and (4) Sample components of districts' NGSS implementation plans.
Comparisons of Academic Achievement among Prekindergarten Students Enrolled in HISD Early Childhood Centers and School-Based Programs, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-03-00
Type: Reports - Research
Subjects: Educational Indicators,Language Proficiency,Mathematics Achievement,Reading Achievement,Preschool Education,Early Childhood Education,Child Care Centers,Program Effectiveness,Age Differences,Preschool Curriculum,Achievement Gains,English,Correlation,At Risk Students,Spanish

This report compared the academic achievement of prekindergarten students who were enrolled in Houston Independent School District (HISD) early childhood centers (ECC) during the 2015-2016 school year to their peers who attended school-based programs. Academic achievement was measured on the HISD CIRCLE English and Spanish language, literacy, and mathematics subtests. Key findings include: (1) The overall increase of student's ages 3.5 to &lt; 4.0 years old who achieved proficiency in English and Spanish language, literacy, and mathematics was typically higher from the middle-of year (MOY) to end-of-year (EOY), regardless of prekindergarten program attended; (2) The overall increase of student's ages 4.0 years and older achieving proficiency in English and Spanish language, literacy, and mathematics was typically higher from the beginning-of year (BOY) to MOY for students who attended an ECC; (3) A positive, statistically significant relationship was found between students' BOY total score and their proficiencies in language, literacy, and mathematics by the EOY regardless of age group and language version of the subtests administered; and (4) Prekindergarten program type was observed to predict proficiencies in language, literacy, and mathematics for students ages 4.0 years old and older, regardless of language version of the subtests. Recommendations include: (1) The Early Childhood Department may want to identify and monitor factors that impact the educational experiences of students once they enroll in HISD Pre-K programs to provide further insight as to why 3.5 to &lt; 4.0 year-old students were more likely to achieve higher proficiency in language, literacy, and mathematics at a school-based program (SBP), in contrast to 4.0 to &lt; 4.5 year-old and 4.5 or above year-old students were more likely to achieve higher proficiency if they attended an early childhood center (ECC); (2) The Early Childhood and Research and Accountability departments may want to monitor the academic growth and achievement gaps of students in the context of demographic characteristics and content area; and (3) The Early Childhood Department may consider working with the Student Assessment Department, Special Education Department and/or Research and Accountability Department to identify and implement with fidelity an inclusive, monitored assessment to measure all children's strengths, progress, and needs upon entering and exiting HISD prekindergarten programs.
Sustainability Education and the Metaphysics of Yasuní-ITT
Author: Suarez, Andres Montalvo
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Sustainable Development,Environmental Education,Foreign Countries,Conservation (Environment),Public Policy,Geology,Parks,Philosophy

This paper takes up Michael Bonnett's challenge to re-examine the role of Metaphysics in Environmental and Sustainability Education (Bonnett, 2003). If, as Bonnett claims, metaphysics is at play in setting up the conditions for -- and the destiny of -- our relationship to places of environmental concern, then we would expect to see the traces of the metaphysical in the ways in which such places are spoken about. If this were the case, we would then have to re-conceptualise Environmental and Sustainability Education to take into account the metaphysics of our times and do so in ways that are sensitive to the plurality of ways in which to speak about such places. This paper focuses on 'Yasuní-ITT': a place of environmental concern in Ecuador. The geographical region of 'Yasuní-ITT' is the site of an ongoing controversy: a recent shift in government policy has overturned an earlier, radical plan for its conservation. Through document analysis of the many way in which 'Yasuní-ITT' has been spoken about, this paper demonstrates the degree to which this 'political' shift manifests the kind of metaphysics Bonnett has in mind. Thus, it serves as the basis for examining the future role of metaphysics in any Environmental and Sustainability Education that concerns itself with places.
Comparisons of Academic Achievement among Prekindergrarten Students Enrolled in HISD Early Childhood Centers and School-Based Programs, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-09-00
Type: Reports - Research
Subjects: Educational Indicators,Language Proficiency,Mathematics Achievement,Reading Achievement,Preschool Education,Early Childhood Education,Child Care Centers,Program Effectiveness,Age Differences,Preschool Curriculum,Achievement Gains,English,Correlation,At Risk Students,Spanish

This evaluation compared mean scores and proficiency levels on the 2016--2017 CIRCLE English and Spanish language, literacy, and mathematics assessments between students enrolled in Early Childhood Centers (EECs) with their School-based Program (SBP) peers. The evaluation helped to determine whether there were observable differences in academic achievement between the two groups. Key findings include: (1) Comparisons of CIRCLE mean scores and proficiency rates indicated that the majority of HISD prekindergarten students, regardless of Pre-K program type, met or surpassed proficiency benchmarks by the end-of-year (EOY), Wave 3 CIRCLE assessment; (2) Prekindergarten program type correlated with differences in total mean scores and proficiency rates, with children enrolled in ECCs tending to outperform peers in SBPs on most subtests; and (3) When demographic indicators, such as economically disadvantaged status, were taken into account, these differences became more apparent, particularly among students tested in English. Recommendations include: (1) The Early Childhood Department may want to identify and monitor factors that impact the educational experiences of students once they enroll in HISD Pre-K programs to provide further insight as to why students enrolled in ECC-based programs tended to achieve higher proficiency in language, literacy, and mathematics across most subtests than did students in SBPs; (2) The Early Childhood Department may want to do further research aimed at determining why English language test takers tend to show lower CIRCLE subtest proficiency rates when compared to Spanish language test-takers. The Department may also want to identify factors that cause English-language test-takers to apparently derive more benefit from ECC-based programs compared both to peers in SBPs and to Spanish-language test-takers; (3) The Early Childhood and Research and Accountability departments should consider monitoring the academic growth and achievement gaps of students in the context of demographic characteristics and content area; and (4) The Early Childhood Department may consider working with the Student Assessment Department, Special Education Department and/or Research and Accountability Department to identify and implement with fidelity an inclusive, monitored assessment to measure all children's strengths, progress, and needs upon entering and exiting HISD prekindergarten programs. [For the 2015-2016 report, see ED596777.]