ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Background, Civic Education and Political Participation of Young People--The German Case
Author: Onken, Holger
Date: 2014-00-00
Type: Journal Articles
Subjects: Socialization,Social Change,Citizen Participation,Political Attitudes,Economic Climate,Parent Background,Social Status,Self Determination,Civics,Social Influences,Foreign Countries,Financial Exigency,Teaching Methods

Due to social and political change the process of young citizens' political socialization was put on a new basis in West European democracies over the last decades. In this article we discuss some aspects of this development and show their consequences. We analyse empirical findings from Germany, focussing on the relevant social factors which influence the individual propensity to participate in politics. The impact of the financial and economic crisis in Europe on political attitudes will also be considered, taking in account sociological aspects. Based on the empirical findings we discuss implications for civic education. In contrast to many discussions in literature about this issue, in which the focus is on the need to put the various influences of political socialization into a broader context, we argue that the parental social background is the crucial upstream factor, prior to e.g. civic education. The conclusion indicates that a group-specific educational approach, taking into account the social background, is the most promising one for reaching the normative goal of civic education: Politically self-determined citizens.
Transforming Pedagogies: Encouraging Pre-Service Teachers to Engage the Power of the Arts in Their Approach to Teaching and Learning
Author: McLaren, Mary-Rose
Date: 2016-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Case Studies,Transformative Learning,Art Education,Undergraduate Students,Units of Study,Art Activities,Theater Arts,Student Journals,Self Concept,Resistance (Psychology),Reflection,Teacher Educators,Teacher Response,Student Experience,Poetry,Preservice Teacher Education,Foreign Countries

This paper describes and analyses, through the use of case studies, two experiences of transformative learning in an undergraduate arts education unit. Pre-service teachers designed and engaged with arts-based curriculum activities, created their own artwork, participated in a modified production of The Tempest and kept a reflective journal. These activities constituted the data which was analysed using creative frameworks such as case writing, script writing, narrative analysis and found poetry as ways of developing richer understanding of pre-service teachers' self-perceptions and self-awareness as teachers and as potential artists. The stories explored here uncover two different ways of encountering the challenges of learning--resistance and struggle--and highlight the significance of the educator's response to individual student needs, and the value of reflective skills in shifting pre-service teachers' cultural, political and institutional understandings.
Perceptions and Competence of Turkish Pre-Service Science Teachers with Regard to Entrepreneurship
Author: Deveci, Isa
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Preservice Teachers,Science Teachers,Student Attitudes,Competence,Qualitative Research,Phenomenology,Semi Structured Interviews,Content Analysis,Middle School Students

The aim of this study is both to determine the perceptions of pre-service science teachers towards the concepts of entrepreneurship and entrepreneurial characteristics and to investigate the perceptions of pre-service science teachers regarding transferring the entrepreneurial characteristics to students. This study is designed as a qualitative study and a phenomenological research approach is used. A total of 12 preservice science teachers from grades 5 to 8 participated in the study. Data were gathered through the use of semistructured interviews. The data were evaluated through both descriptive and content analysis. The results show that the perceptions of the 12 pre-service science teachers indicated a limited and inadequate understanding of the concept of entrepreneurship, based on their interviews. From these results, it can be said that there is a need to develop educational content in such a way as to increase pre-service science teachers' knowledge and experience with regard to entrepreneurship in science teacher training.
Role Perception among Faculty Members at Teacher Education Colleges
Author: Grobgeld, Esther
Date: 2016-05-00
Type: Journal Articles
Subjects: Teacher Educators,Role Perception,Schools of Education,Teacher Role,Content Analysis,Questionnaires,Mixed Methods Research,Foreign Countries

The goal of this study was to examine how faculty members at academic colleges of education perceive their role and to consider elements of their work that need to be included in a professional profile definition. All faculty of one college of education were asked: &quot;What are the tasks/obligations of a faculty member at a college of education? Please list the ones important to you.&quot; Content analysis yielded eight themes which were used for construction of a closed questionnaire containing 61 items describing teacher educator tasks. This questionnaire was distributed to all teacher-training colleges nationwide. The faculty members were found to perceive their role as composed of four major components: member of an organization; researcher; teacher; person. The findings will help formulate a clear role definition that will enable faculty members to understand the scope of their work at colleges of education and develop a professional profile definition.
What Type of Feedback Do Student Teachers Expect from Their School Mentors during Practicum Experience? The Case of Spanish EFL Student Teachers
Author: Martínez Agudo, Juan de Dios
Date: 2016-05-00
Type: Journal Articles
Subjects: Feedback (Response),Student Teachers,Mentors,Teacher Education Programs,Professional Identity,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Student Teacher Attitudes,Surveys,Student Needs,Practicums,Qualitative Research,Statistical Analysis,Computer Software

Mentorship represents a vital component in all teacher education programmes since mentors' feedback plays an essential role in shaping candidate teachers' professional identity. The quality of feedback provided by school mentors during the practicum experience constitutes the main focus of this study. This research paper aimed at investigating Spanish EFL student teachers' needs and expectations from their school mentors' feedback in the practicum setting, drawing particular attention to what areas or aspects related to mentor feedback needed improvement. Both quantitative and qualitative research methodologies were used in the study. The resulting data revealed a high degree of satisfaction among the surveyed student teachers concerning the quality of mentor feedback, meeting their needs and expectations in a very substantial manner. Specifically, the main strength of mentors' feedback lies in its supportive and affective nature while the main weakness highlighted was the need for a more detailed and continued input or feedback from school mentors. Thus, this research paper highlights the gap between the quality of feedback provided by school mentors and mentees' expectations and satisfactions during their professional school experiences.
School-Based Youth Physical Activity Promotion: Thoughts and Beliefs of Pre-Service Physical Education Teachers
Author: Rachele, Jerome N.
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Physical Education Teachers,Student Teacher Attitudes,Beliefs,Physical Activities,Health Promotion,Physical Education,Self Efficacy,Misconceptions,Preservice Teacher Education,Questionnaires,Undergraduate Students,Statistical Analysis,Teacher Role

Physical education teachers are central to the facilitation of school-based physical activity promotion. However, teachers have self-reported a lack of knowledge, skills, understanding, and competence to successfully implement these strategies. The aim of this investigation was to explore the beliefs and perceptions of pre-service physical education teachers, concerning their potential roles in future school-based programs designed to promote student physical activity. Fifty-seven pre-service physical education teachers (21 males and 36 females) had complete data and were included in the analysis. Participants responded positively, and did not reveal concerns about their capacity to facilitate school-based physical activity promotion during practicum, and prospectively as practising teachers. This may indicate that either this particular tertiary institution provides curriculum which adequately prepared participants; or participants had misconceptions about their ability and preparedness to fulfill this role. This investigation provides important empirical evidence for preparing pre-service physical education teachers in their potential future roles.
The Influences on Teaching Perspectives of Australian Physical Education Teacher Education Students: The First-Year Influences on Teaching Perspectives Exploratory (FIT-PE) Study
Author: Hyndman, Brendon P.
Date: 2016-05-00
Type: Journal Articles
Subjects: Teacher Influence,Physical Education,Teacher Education,Foreign Countries,Teacher Attitudes,Teacher Education Programs,Beliefs,Teaching Methods,Statistical Analysis,Comparative Analysis,Scores,Physical Education Teachers,Physical Activities,Physical Activity Level,Preservice Teachers,Inservice Teacher Education,College Students,Questionnaires,Socioeconomic Status,Likert Scales,Values,Intention

There has been a paucity of literature investigating the teaching beliefs and intentions of Australian physical education teacher education (PETE) students that enter teacher training. The First-year Influences on Teaching Perspectives Exploratory (FIT-PE) study explores the teaching perspectives of first year PETE students; including teaching perspectives predicted as being dominant and important for physical education teaching. The teaching perspectives inventory (TPI) was administered to 105 Australian PETE students. Independent t-tests and one-way ANOVA statistical tests were conducted to compare average teaching perspective summary scores across demographic variables. The FIT-PE study findings revealed 18 year olds (compared to 20-25 year olds) and PETE students from rural backgrounds (compared to regional) had significantly higher average summary scores for the transmission (content-oriented) teaching perspective. This paper provides reflective opportunities for teacher training programs of the underlying core teaching values (beliefs and intentions) of students at the entry point of PETE training.
Kindergarten Children Demonstrating Numeracy Concepts through Drawings and Explanations: Intentional Teaching within Play-Based Learning
Author: Chigeza, Philemon
Date: 2016-05-00
Type: Journal Articles
Subjects: Kindergarten,Children,Numeracy,Number Concepts,Freehand Drawing,Play,Teaching Methods,Progress Monitoring,Foreign Countries,Art Activities,Learning Activities,Physical Environment,Spatial Ability,Early Childhood Education,Constructivism (Learning),Qualitative Research,Action Research

Using both child-guided and adult-guided learning, Intentional Teaching in the early years can be a powerful tool for enhancing young children's numeracy skills. As Epstein (2009) notes, this can include providing &quot;opportunities for children to represent things by drawing, building and moving&quot; (p. 47). This paper investigates how kindergarten (four-five year olds) children represented and demonstrated numeracy concepts through their drawings and explanations, completed for a research study that used arts-based strategies to enhance children's environmental understanding. This research study involved kindergarten children in Australia creating and exchanging postcards (drawings and explanations) of their local environments with their peers in Canada. Findings include that the kindergarten children, through creating postcards of their physical environments and explanations, demonstrated their growing understanding of numeracy concepts, such as spatial orientation, quantification and attributes of objects. The study argues for quality Intentional Teaching and the development of an &quot;early childhood numeracy progress monitoring framework&quot; that maps and assesses children's mathematical development.
&quot;It's about Improving My Practice&quot;: The Learner Experience of Real-Time Coaching
Author: Sharplin, Erica J.
Date: 2016-05-00
Type: Journal Articles
Subjects: Learning Experience,Preservice Teachers,Technology Uses in Education,Feedback (Response),Coaching (Performance),Teaching Methods,Academic Achievement,Foreign Countries,Teacher Effectiveness,Teacher Education,Professional Development,Teacher Behavior,Beliefs,Teacher Education Programs,Reflection,Focus Groups,Learner Engagement,Professional Identity,Semi Structured Interviews

This article reports on pre-service teachers' experience of the Real-Time Coaching model, an innovative technology-based approach to teacher training. The Real-Time Coaching model uses multiple feedback cycles via wireless technology to develop within pre-service teachers the specific skills and mindset toward continual improvement. Results of this qualitative study suggest that pre-service teachers experienced an improved pedagogic practice, found the Real-Time Coaching process supportive and stress relieving, and valued its focus on practice, the explicitness of the teaching and the ability to implement feedback immediately.
The Role of Reflection and Collaboration in the Evolution of a Group of Novice Secondary Education Science Teachers
Author: Cuesta, Josefa
Date: 2016-05-00
Type: Journal Articles
Subjects: Secondary Education,Science Teachers,Reflection,Teaching Methods,Teacher Education,Adult Education,Secondary School Teachers,Foreign Countries,Beginning Teachers,Teacher Education Programs,Professional Development,Cooperation,Secondary School Science,Case Studies,Teacher Attitudes,Physics,Chemistry,Biology,Geology,Science Education,Science Instruction,Continuing Education,Qualitative Research,Faculty Development,Observation,Diaries,Interviews,Questionnaires

The present article analyses the changes in practices, ideas, and attitudes proposed by a group of novice science teachers during a further education teacher training program. The research on which it is based is focused on monitoring the training program and its impact on the participating teachers. The training program has as its starting point the practical problems teachers encounter, and is developed fundamentally through team work, debates, and reflection. The study demonstrates the suitability of these procedures to facilitate change and influence the professional development of these teachers.
In Search of the Right Questions: Language Background Profiling at Ontario Public Schools
Author: Slavkov, Nikolay
Date: 2016-00-00
Type: Journal Articles
Subjects: School Districts,Public Schools,Bilingualism,Multilingualism,Second Language Learning,Foreign Countries,Language Acquisition,Records (Forms),Standards,Native Speakers,Elementary School Students,Secondary School Students,Family Environment,Language Usage

This article examines some of the challenges that the notion of a (monolingual) native speaker faces in a global context of increasing awareness that bilingualism and multilingualism are the norm rather than the exception. It also discusses the distinction between two child language acquisition environments, bilingual first language acquisition and early second language acquisition, which can lead to bilingual or multilingual outcomes early on in life. This serves as a backdrop for a study of language profiling practices in public schools across the province of Ontario. Student registration forms from 44 district school boards were analysed with regard to the number, type and combination patterns of language background questions. The findings indicate that school boards are aware of the potentially diverse linguistic backgrounds of incoming students, but may not be conceptually or methodologically equipped to recognize the full spectrum of linguistic complexity involved. Some degree of standardization of language background profiling across different districts is recommended as a measure that may benefit the province.
Second Language Learning with the Story Maze Task: Examining the Training Effect of Weaving through Stories
Author: Enkin, Elizabeth
Date: 2016-00-00
Type: Journal Articles
Subjects: Task Analysis,Psycholinguistics,English,Spanish,Qualitative Research,Statistical Analysis,Language Processing,Second Language Learning,Native Language,Reaction Time,Teaching Methods,Surveys,Student Attitudes,Second Language Instruction,Undergraduate Students,Language Proficiency,Language Tests,Markov Processes,Monte Carlo Methods,Questionnaires

The maze task is a psycholinguistic experimental procedure that measures real-time incremental sentence processing. The task has recently been tested as a language learning tool with promising results. Therefore, the present study examines the merits of a contextualized version of this task: the story maze. The findings are consistent with previous research results (Enkin &amp; Forster, 2014), and highlight the merits of using the contextualized maze version for language (Spanish) learning. Specifically, a story maze training-test paradigm revealed that learners trained on structures differing from their native language (English) showed little difference in reaction times between similar-to-English and different-from-English structures as compared to learners who were trained on structures similar to English, thus showing that the story maze task may help students learn constructions that may pose processing difficulty. Quantitative and qualitative survey data further showed that learners found the task highly engaging, thereby emphasizing its promising usefulness.
Enhancement of Teaching-Learning Process through Multimedia Technology
Author: Charles, R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multimedia Instruction,Multimedia Materials,Educational Technology,Information Technology,Computer Assisted Instruction,Hypermedia,Instructional Design,Animation,Audiovisual Aids,Audiovisual Instruction,Blended Learning

The Indian educational system has to meet the challenges of knowledge explosion and its requirement of increased enrolment in higher education. Computer and technology plays a pre-dominant role to meet out its challenges. Recent innovative Educational approach recommends self and sensory oriented instruction. Computer based multimedia is a tool rich enough to enhance the knowledge and skills. In the present scientific and technological age, the conventional teaching methods are not sufficient to arouse interest among the students and do not meet up to the intellectual, psychological and emotional needs of the students. A teacher being a pivot in the process of teaching and learning, knowledge of ICT and skills to use ICT in teaching-learning has gained immense importance for today's teacher. With the advent and popularisation of internet and worldwide-web (www) the world has become higher cohesive and interconnected in nature. This paper is an attempt to highlight the role of Multimedia technology in teaching learning process.
Lifelong Learning for All in Asian Communities: ICT Based Initiatives
Author: Misra, Pradeep Kumar
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Asians,Lifelong Learning,Information Technology,Educational Technology,Knowledge Economy,Educational Innovation,Educational Benefits,Program Descriptions,Program Implementation,Sustainable Development,Electronic Learning,Learning Resources Centers

The necessity to adjust to the prerequisites of the knowledge based society and economy brought about the need for lifelong learning for all in Asian communities. The concept of lifelong learning stresses that learning and education are related to life as a whole - not just to work - and that learning throughout life is a continuum that should run from cradle to grave. Providing lifelong learning for all in Asian communities having varied geographical, educational, economical, social and cultural settings seems an unparalleled task. This paper offers possible solution to face the challenge by adopting the approach that ICT is an able mechanism to provide lifelong learning to all in Asian communities. This optimism is based on the argument that exploration and implementation of innovative ways to educate people by using ICT will help them to live productive and creative lives and will also help to uplift educational, economic and developmental standards in Asian communities. Bearing this in mind, an innovative initiative is outlined in this paper to promote lifelong learning in Asian communities. The author discusses in detail about the action plan to implement this initiative and possibilities offered for providing lifelong learning for all to build knowledgeable, productive, competitive and cooperative Asian communities.
Creative Qualitative Inquiry: Innovative Graduate Level Pedagogies Shaped by Educational Technologies
Author: Mulvihill, Thalia
Date: 2011-00-00
Type: Journal Articles
Subjects: Tenure,College Faculty,Teacher Collaboration,Teaching Methods,Doctoral Programs,Qualitative Research,Methods Courses,Educational Technology,Technology Uses in Education,Electronic Publishing,Web Sites,Social Media,Simulated Environment,Visual Stimuli,Auditory Stimuli,Graduate Study

This article describes and analyzes the experiences of two tenured university professors at two different US universities located in the Midwest as they collaborate to design and carry-out innovative pedagogies related to teaching doctoral-level qualitative research methods courses. One of the primary elements of the innovations under examination is the form and function of educational technologies (ETs). ETs are understood to be tools for data collection, data analysis and data display, as well as conceptual conduits for understanding socially constructed knowledge. The authors also argue that ETs have epistemological histories (and futures) and innovative pedagogies for graduate education ought to include robust experimentation with multi-genre/multi-modal texts (Bakhtin, 1981; Bochner and Ellis, 2002; Janesick, 2010; Willis, 2008) that use ETs. Blogs that include audio and visual data representations, social media tools for communication and collaboration, as well iPad and iPhone technologies are all ripe for experimentation as they relate to creative qualitative inquiry (CQI) and the creation of new innovative pedagogies.