ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Pre-Service Teacher Views on the Implementation of Screen-Based Writing Instruction
Author: Tok, Mehmet
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Electronic Learning,Technology Uses in Education,Writing Instruction,Preservice Teachers,Student Teacher Attitudes,Writing (Composition),Qualitative Research,Case Studies,Attitude Measures,Turkish,Technological Literacy,Teaching Methods,Interviews,Content Analysis,Coding,Instructional Effectiveness,Usability,Time Factors (Learning),Costs,Student Motivation,Barriers,Attention,Internet,Plagiarism

Today, as new technological developments continue to emerge, education, like many other fields, is going through major changes. Technological developments are causing changes to many common concepts. In particular, studies that benefit from technology in the field of education are becoming increasingly widespread, opening the door for the emergence of new teaching methods by abandoning traditional ones. New technologies, and computers in particular, can benefit the teaching of writing, the most complex of the four basic language skills (reading, writing, speaking, and listening). This study aims to explore pre-service teachers' views on screen-based writing practices via a course they attended. A qualitative case study method (holistic single-case design) was employed to explore pre-service teachers' views. The study participants were selected using a purposeful sampling method among 4th year students majoring in Turkish Language Teaching at a major state university. The study group consisted of sixty-two pre-service teachers who were enrolled in the &quot;Written Expression&quot; I and II courses in the 2013-2014 education year. The study was conducted both in Fall and Spring semesters. All writing activities were conducted in a digital environment. The study results revealed that a majority (77%) of the pre-service teachers favored continuation of the screen-based writing instruction. The study supported that digital literacy is important and the advantages of screen-based writing instruction outweighed its disadvantages. Screen-based writing activities should be integrated into the courses and instruction materials of pre-service Turkish teachers' education programs.
Case Study of Accreditation Reaffirmation with Emphasis on Survival-Focused Prioritization for Program Assessment
Author: Schmadeka, Wayne
Date: 2012-07-00
Type: Journal Articles
Subjects: Case Studies,Accreditation (Institutions),Program Evaluation,Institutional Survival,Universities,Evaluation Methods,Evaluation Criteria,Needs Assessment,Strategic Planning,Sustainability,Organizational Communication,Reputation,Interrater Reliability,Portfolio Assessment

At the urging of the U.S. Department of Education, regional accrediting organizations have, during the last few years, placed much greater emphasis on implementation of assessment as a requirement for accreditation. Assessment serves two important purposes: institutional survival and improvement of student achievement. Of these two, survival is the most important. When an institution is preparing for a review by an accrediting agency, it may be prudent to minimize or postpone important, but nonessential, and sometimes contentious and divisive discussions about discipline-related assessment theories and pedagogical best practices. This article summarizes and interprets the accreditation experience, and its aftermath, within the professional writing program at the University of Houston-Downtown.
Beginning Teachers' Perception of Their Induction into the Teaching Profession
Author: Kidd, Lynda
Date: 2015-03-00
Type: Journal Articles
Subjects: Beginning Teachers,Beginning Teacher Induction,Teacher Attitudes,Mixed Methods Research,Teaching Experience,Social Support Groups,Mentors,Career Planning,Teacher Persistence,Foreign Countries,Questionnaires

Beginning teachers' induction into the teaching profession needs to be personally and professionally fulfilling, which is often not the case. The main objective of this mixed method study was to gain a deeper understanding of beginning teachers' experiences and the perceptions of their induction into the teaching profession and the support they received. A key finding was that many beginning teachers entered the profession through casual or contract positions. Although the beginning teachers reported receiving satisfactory support, the support received varied among schools. Beginning teachers' perceptions of their induction are that the mentor and induction programs are limited. Lack of support, work dissatisfaction and an informal entrance into the profession influences beginning teacher's career plans and thus teacher attrition.
Restorative Justice: A Changing Community Response
Author: Ryan, Thomas G.
Date: 2015-03-00
Type: Journal Articles
Subjects: Rehabilitation Counseling,Discipline Policy,Discipline,Student Behavior,Functional Behavioral Assessment,Behavior Modification,Intervention,Elementary Schools,Correctional Rehabilitation,Models,Global Approach,Educational Practices,Educational Change,Punishment,Foreign Countries

Our purpose herein is to demonstrate how restorative justice continues to unfold globally and we explain how the use of a restorative justice ideology and intervention leads to a common alternative, not only in criminal justice institutions, but also within social agencies, such as elementary schools, and the related social support systems. We draw attention to this emerging trend via current research and resources that enable us to put forward a definition, theoretical background and list the characteristic traits of this alternative mode of life consequence. Finally, we argue that the use of restorative justice in schools is a focus that is really a paradigm shift within the landscape of the educational enterprise.
You Mean I Have to Teach Sustainability Too? Initial Teacher Education Students' Perspectives on the Sustainability Cross-Curriculum Priority
Author: Dyment, Janet E.
Date: 2015-03-00
Type: Journal Articles
Subjects: Sustainability,Sustainable Development,Environmental Education,Surveys,Likert Scales,Teacher Attitudes,Interdisciplinary Approach,National Curriculum,Knowledge Level,Foreign Countries,Teacher Education Programs,Knowledge Base for Teaching,Barriers,Preservice Teachers,Student Teacher Attitudes,Case Studies,Mixed Methods Research,Questionnaires,Association (Psychology)

In this paper, we report on an investigation into initial teacher education students' (ITES) understandings of sustainability and the Australian National Curriculum Sustainability Cross Curricular Priority (CCP). We also explore their willingness and capacities to embed the CCP into their own teaching practices. The ITES (N = 392) completed a quantitative survey with a series of Likert Scale questions and were asked to list &quot;5 words&quot; when they think of sustainability. Analysis reveals that ITES have generally limited to moderate understandings of sustainability and education for sustainability, but lesser understandings of the Sustainability CCP and the 9 organising ideas. Understandings of sustainability were dominated by an environmental focus. We conclude this paper with a discussion of the implications of narrow environmental understandings of sustainability. We explore factors that limit and enable teacher educators to embed sustainability education more explicitly. We note the importance role teacher educators play in supporting ITES to better understand sustainability.
&quot;To Get a Foot in the Door&quot;: New Host Country Educated Immigrant Teachers' Perceptions of Their Employability in Finland
Author: Hahl, Kaisa
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Teacher Education,College Faculty,Employment Potential,Teacher Qualifications,Job Search Methods,Minority Group Teachers,Language Skills,Focus Groups,Questionnaires,Qualitative Research,Content Analysis,Interviews

This article sets out to find factors that promote or hinder employment opportunities for immigrant teachers educated in the host country. The data were collected through online questionnaires and focus group discussions among two student cohorts. After a year of graduating from English-medium teacher education in Finland, the employment situations ranged from full-time permanent teaching posts in Finland to unemployment. Although the majority was successful in securing at least some work, no one was teaching in mainstream classrooms in a Finnish-medium school. The scope of teaching qualifications and references from substitutions were considered factors for employment. Lacking &quot;strong enough&quot; Finnish skills or native English skills was experienced as the main hindrances to employment. Although generally the participants did not perceive their nationality a hindrance to employment, &quot;nativeness&quot; in certain languages seemed to play a role. Being a native English (or sometimes another major language) speaker promoted job opportunities in international schools.
Preparing Palestinian Reflective English Language Teachers through Classroom Based Action Research
Author: Dajani, Majida "Mohammed Yousef "
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,English Language Learners,Language Teachers,Reflective Teaching,Action Research,Professional Development,Communities of Practice,Teacher Collaboration,Pedagogical Content Knowledge,Barriers

This study aimed to describe the implementation of individual action research projects among some forty English language teachers distributed in thirty Palestinian schools in Ramallah and Qabatya districts-Palestine. It aimed to analyze the outcomes of the teachers' action research as part of a broader participatory action research project that is intended to increase the capacity among teachers in Palestine as part of the LTD program. The data revealed that in spite of the difficulties that Palestinian teachers face, action research was a powerful, inquiry and exploratory tool that impacted teachers' classroom practices and professional development. Furthermore, the implementation of reflection on a one year professional development program revealed a number of positive changes on the part of teachers' collaboration and cooperation. Teachers have realised that cooperation and collaboration are the healthiest part where a nourishing context for learning could be created through a respectful, supportive and fruitful dialogue. It is recommended that the results of this research capture the attention of the administrators and policy makers in Palestine to adopt the strategy of action research and reflection in all educational sectors.
The Effects of Classic and Web-Designed Conceptual Change Texts on the Subject of Water Chemistry
Author: Tas, Erol
Date: 2015-03-00
Type: Journal Articles
Subjects: Water,Chemistry,Science Instruction,Grade 8,Secondary School Students,Pretests Posttests,Experimental Groups,Test Validity,Test Reliability,Grade 9,Scientific Concepts,Misconceptions,Teaching Methods,Control Groups,Comparative Analysis,Foreign Countries,Concept Formation,Educational Technology,Technology Uses in Education,Multiple Choice Tests

The purpose of this study is to research the effects of traditional and web-assisted conceptual change texts for the subject of water chemistry on the success, conceptual errors and permanent learning of students. A total of 37 8th graders in a secondary school of Samsun participated in this study which had a random experimental design with pre-test and post-test groups. With the three-stage conceptual success test developed by the researchers, a pilot scheme was conducted with 103 participants (9th graders). As a result of this scheme, the test's validity and reliability was completed and traditional conceptual change texts based on the determinated conceptual errors were prepared. In addition, this test was applied to students as pre-test at the beginning of the study. Classical conceptual change texts that were prepared were taught with traditional methods in control group's lessons. On the other hand, traditional conceptual change texts were prepared web-assisted and the experimental group was taught by using web-assisted conceptual change texts. At the end of the study, three-stage conceptual success test was conducted on the sample again as post-test. The data collected was analyzed by using SPSS and Microsoft Office Excel 2007 package program. As a result of the study, it was found that conceptual change texts caused a decrease in the conceptual errors of students on the subject of water chemistry. This improvement was 65% for the experimental group and 14% for the control group. In addition, even after three months, this rate was 61% for the experimental group and 3,8 % for the control group. Web-assisted conceptual change texts were found to be more effective in the permanence of what is learned.
A Case Study of Social and Media Influence on Religion
Author: Emery, Miranda Dawn
Date: 2011-00-00
Type: Journal Articles
Subjects: Case Studies,Social Networks,Religion,Religious Cultural Groups,Stereotypes,Mass Media Effects,Mass Media Role,Opinions,Focus Groups,Interviews,Content Analysis,Observation,Social Attitudes,Community Surveys,Community Attitudes,Social Theories,Muslims,Christianity,Correlation,Beliefs,Influences

This paper seeks to understand different religions and cultures by comparing and contrasting the similarities, differences, and opinions found within two religious/cultural groups. This case study uses the Social Learning Theory of communication to illustrate how perceptions of others are formed in a community with a growing Muslim population. It also uses the Cultivation theory to illustrate how news media has an effect on perception in this community. In addition, this research seeks to explore the opinions of individuals in regard to how they feel their religion/culture is portrayed in the media and to what extent they feel media coverage has an effect on stereotypes put on their religion/culture. This research uses a focus group, elite interviews, document review, and observation. Findings include social learning methods, similarities/differences between religions, varying perceptions, and a significant media influence.
Remembering Reflection in Pre-Service Teachers' Professional Experience
Author: Ditchburn, Geraldine M.
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Reflection,College Programs,Educational Environment,Communities of Practice,Mentors,Interviews

In an Australian education policy environment where professional standards are determining the parameters of effective teaching and learning, it is important that we revisit ways to ensure reflection and collegial engagement are embedded in pre-service teachers' professional experience. This article reports on a university program initiative that used a non-clinical model of professional experience to centralise opportunities for pre-service teachers to engage in reflection and research of their practice in a collaborative and largely non-hierarchical learning and teaching environment. Ultimately the results of their experience indicated that pre-service teachers were able to theorise about their practice in ways that cognitively and affectively resonated with them and allowed them to gain insights into the complexities of the teaching and learning process and of themselves as teachers.
Avoiding Practice Shock: Using Teacher Movies to Realign Pre-Service Teachers' Expectations of Teaching
Author: Delamarter, Jeremy
Date: 2015-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Attitudes,Undergraduate Students,Teacher Education Programs,Instructional Films,Teaching Methods,Expectation,Misconceptions,Reflection,Case Studies

Pre-service teachers often have unrealistic expectations of teaching. They often create an inspiration/content dichotomy in which they expect relational activities to trump content delivery. Unchecked, these misaligned expectations can lead to practice shock, the disorienting and sometimes traumatic identity crisis that often occurs during the first year of teaching. Teacher preparation programs can use course-based reflective activities to provide structure and impetus for reevaluating expectations. This article studies the effects of these activities on two undergraduate pre-service teachers. Popular Hollywood teacher films were used to confront and challenge candidates' expectations of teaching. An analytical framework based on Baudrillard's (1995) simulacra provided an interpretive structure for revising expectations, and structured reflections and course assignments were used to assess candidates' changing beliefs. Results suggest that the combination of teacher movies, an interpretive framework, and structured reflection has the potential to change candidates' expectations of teaching.
Segregation--The Act of Sequestering
Author: Foster, Charlotte
Date: 2011-00-00
Type: Journal Articles
Subjects: Organizations (Groups),Social Networks,Social Psychology,Cultural Influences,Cultural Pluralism,Cultural Isolation,Group Dynamics,Educational Environment,Social Support Groups

In this article, the author points out that there are many reasons why self-segregation takes place. For example: People with motorcycle interests may choose to hang out with other bikers. A group of bikers may have a common interest but can be as diverse as a doctor that is a biker or a janitor that is into biking. Formally educated people may choose to spend time with other formally educated people and both groups may have different racial backgrounds. People with religious preferences may worship together as well, and the worshippers may or may not be of mixed races or have cultural differences. The beauty of having a choice of whom to spend time with can cross many boundaries and have an extremely positive impact on cultural diversity. The definition of segregation may contain many negative words but self-segregation can be filled with positives. The key to school boards creating diverse educational environments, students embracing diversity in the classroom, and colleagues reaping the benefits of cultural diversity all lie in the choices people make. These choices should never be limited or restricted by those in power. Segregation should be replaced throughout our educational systems and social systems by self-segregation and integration to provide opportunities beneficial to social and emotional growth.
The Effects of Microteaching on the Critical Thinking Dispositions of Pre-Service Teachers
Author: Arsal, Zeki
Date: 2015-03-00
Type: Journal Articles
Subjects: Microteaching,Preservice Teacher Education,Preservice Teachers,Critical Thinking,Foreign Countries,Attitude Measures,Turkish,Pretests Posttests,Quasiexperimental Design,Teacher Characteristics,Personality Traits,Methods Courses,Statistical Analysis,Teacher Improvement

The purpose of this study was to examine the effects of microteaching on pre-service teachers' critical thinking dispositions. The participants of the study consisted of 70 pre-service teachers (64.3% females, 35.7% males) in the Turkish language teacher education program at a public university in the north of Turkey. In the study, an experimental and a control group and a pretest-posttest quasi-experimental design were used to determine the impact of microteaching on the critical thinking dispositions of the preservice teachers in the teacher education program. The results revealed that the pre-service teachers in the experimental group showed statistically significant greater progress in terms of critical thinking dispositions than those in the control group. Teacher educators in teacher education programs should plan and implement microteaching in the pedagogical courses to improve pre-service teachers' critical thinking dispositions.
Interrogating the Lesson Plan in a Pre-Service Methods Course: Evidence from a University in Kenya
Author: Simwa, Kefa L.
Date: 2015-04-00
Type: Journal Articles
Subjects: Foreign Countries,Lesson Plans,Preservice Teacher Education,Methods Courses,History Instruction,Case Studies,Pedagogical Content Knowledge,Teacher Competencies,Microteaching,Lecture Method,Observation

The paper reports on research that examined how the content of a History methods course, taught in a university in Kenya, influenced student teachers' lesson planning and pedagogical skills. A lecture on a lesson plan, micro-teaching lesson plan documents and presentations were examined to determine student teachers' preparedness for teaching the History and Government (H&amp;G) secondary school curriculum in Kenya. A case study was employed including lesson observations, interviews and document analysis. The findings demonstrate that focusing on parts of a lesson in lesson planning in the lecture may have derailed student teachers from developing the pedagogical content knowledge (PCK) that is likely to enable them develop competences that are expected for teaching H&amp;G.
Pathways to Professional Growth: Investigating Upper Primary School Teachers' Perspectives on Learning to Teach Algebra
Author: Wilkie, Karina J.
Date: 2015-04-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Knowledge Level,Teaching Methods,Teacher Researchers,Design,Faculty Development,Change Strategies,Mathematics Instruction,Algebra,Attitude Change,Interaction,Knowledge Base for Teaching,Pedagogical Content Knowledge,Elementary School Mathematics,Models,Teacher Surveys,Case Studies,Coding,Observation,Self Efficacy,Foreign Countries,Semi Structured Interviews

This paper discusses upper primary school teachers' perspectives on changes to their knowledge and practice through participation in a design-based research project. It analyses their experiences using Clarke and Hollingsworth's (2002) empirically-founded model for professional growth to understand more about the mechanisms for change that might support teachers in teaching a challenging aspect of mathematics--algebra. The ten teachers referred to observations of teaching in action, and modification of their beliefs about algebra, themselves as learners, about particular students, and about teaching mathematics. They shared differing perspectives on interacting with colleagues. Some teachers described discomfort when confronted with their lack of knowledge or with their students' questions during lessons. The findings demonstrate pathways that appeared to be commonly experienced by many of the teachers and also those that highlight the individualistic nature of teacher change mechanisms. Implications for the design of professional learning in mathematics for in-service and pre-service teachers are discussed.
The Value of Masters Study to Teachers' Professional Practice: Contradictory Discourses within the Workplace
Author: Dixon, Helen
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Programs,Masters Degrees,Teacher Attitudes,Professional Identity,Educational Practices,Teaching (Occupation),Professional Development,Teacher Researchers,Teacher Improvement,Focus Groups,Qualitative Research,Interviews

Postgraduate study provides teachers with opportunities to become critical consumers of research as well as generators of their own knowledge, enabling them to fulfil the mandate of teaching being a research informed and evidenced based profession (Robinson, 2003). This article pays attention to 18 practicing teachers' reasons for undertaking a master's degree and the type of workplace support offered during their enrolment. Findings suggest that teachers' reasons for undertaking academic study were very much tied to their perceptions of what it means to be a teacher and how teaching and learning can be improved. As such teachers' professional identity seemed to reflect the discourse of teaching as a complex and professional activity. Such an identity seemed contradictory to those of many of their workplace colleagues and senior managers who provided the teachers with subtle messages regarding the importance and value of study and research to teachers' professional practice.