ethanporcaro/eric-fulltext-meta huggingface dataset:
Language, Culture and Pedagogy: A Response to a Call for Action
Author: Seitz, Paolina
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Usage,Cultural Influences,Indigenous Populations,Indigenous Knowledge,Canada Natives,Foreign Countries,Culturally Relevant Education,College Role,Elementary Secondary Education,Partnerships in Education,American Indian Languages,Faculty Development,Cooperative Planning,Participative Decision Making,World Views

This paper describes a collaborative project between Tsuut'ina Education and St. Mary's University, Faculty of Education. The project addresses the Truth and Reconciliation Commission's (TRC) (2015) &quot;Calls to Action&quot; in reference to language and culture. Our work with the Gunaha instructors of Tsuut'ina Education was carried out with the intent that the collaboration would benefit not only Tsuut'ina Education students but also the Tsuut'ina community. For carrying out our work with Tsuut'ina Education, we identified the following four principles as relevant to our collaboration: The research (a) is relevant to community needs and priorities and increases positive outcomes; (b) provides opportunities for co-creation; (c) honors traditional knowledge and knowledge holders and engage existing knowledge and knowledge keepers; and (d) builds respectful relationships (Riddell, Salamanca, Pepler, Cardinal, &amp; McIvor, 2017). Finally, we discuss three implications from our partnership: reciprocal relationships, shared expertise, and respect for worldviews. Our collaboration with Tsuut'ina Education offered us an opportunity to embrace an alternate way of knowing and to appreciate the responsibility that we have to listen and learn from others.
The Multicultural Experiences, Attitudes and Efficacy Perceptions among Prospective Teachers
Author: Bakir, Siddik
Date: 2020-03-00
Type: Journal Articles
Subjects: Multicultural Education,Cultural Pluralism,Preservice Teachers,Student Attitudes,Self Efficacy,Foreign Countries,Preservice Teacher Education,Measures (Individuals),Teacher Effectiveness,Cultural Differences

The purpose of this study is to investigate the concepts of multiculturalism and multicultural education and the multicultural experiences, attitudes and efficacies of prospective teachers of Turkish based on different variables. The study was carried out with a total of 249 prospective teachers of which 77% were female, and 23% were male who were receiving education in the spring semester of the academic year of 2018-2019 at the department of Turkish education of a state university. The study utilized the Multicultural Efficacy Scale. The data were analyzed by utilizing statistics and statistical techniques such as percentages, frequencies, arithmetic means, standard deviations, t-test and one-way analysis of variance. The Cronbach's Alpha reliability coefficient that was calculated for this study was 0.868. Based on the findings of the study, it was determined that the prospective Turkish teachers had above-average and positive efficacies towards multicultural education, the saw themselves capable in the &quot;experience, attitude and selfefficacy&quot; dimensions, their perception levels were high, and among different variables, there were significant differences in their multicultural efficacy levels based on the variables of class and place of residence.
Place-Based Readings toward Disrupting Colonized Literacies: A Métissage
Author: Downey, Adrian M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Literacy,American Indian Languages,Land Settlement,Foreign Policy,Literature,Teaching Methods,Place Based Education,Canada Natives,College Faculty,Futures (of Society),Teacher Attitudes

Working from the premise that learning to live well in our places is quickly becoming a necessity of human survival, in this article we weave together divergent experiences of our shared place, the Wabanaki Confederacy or Eastern Canada, and literatures and literacies of that place. This article is methodologically framed using the concept of &quot;métissage&quot; as it has been taken up in Canadian curriculum studies as a form of intertextual life writing. Through our métissage, we are ultimately concerned with theorizing the idea of reading place--making sense of the ways in which settler colonialism has historically made, and continues to make, itself felt on Land. The idea of reading place, however, also demands that we actively engage in disrupting the normativity of settler colonial presence on Land--particularly as manifest through literature and literacy. Toward speaking back to the normativity of this settler colonial presence, the authors draw on divergent pedagogical and literary practices toward ensuring indigenous futurities.
Comparison of Student Attitudes towards Natural Sciences
Author: Maison, Maison
Date: 2020-03-00
Type: Journal Articles
Subjects: Student Attitudes,Scientific Attitudes,Natural Sciences,Junior High School Students,Foreign Countries,Learner Engagement,Science Interests

The attitude of students during the learning process is essential to be known by an educator to understand how to deal with students in the class. This study aims to determine how students 'attitudes towards science subjects and this study also aim to determine whether there is a comparison of students' attitudes towards natural science subjects in junior high schools in Indonesia. This research was conducted at some state junior high schools in Jambi. Specifically, the research sites were Junior High School 5, Junior High School 6, and Junior High School 26 in Jambi. The research design used in this study was a quantitative approach with survey methods. The research instrument was a science attitude questionnaire. Data were analyzed using descriptive statistics and inferential statistics. The results showed that students' attitudes toward science subjects based on indicators of adoption of scientific attitudes, fun in learning science, and interest in increasing the time to study science were in good categories and also there are significant differences of students' attitude towards science subjects in the three schools with a comparison value of 0.042 &lt; 0.05.
Evaluation of Citizenship Education and Values Education in the Early Years of the Republic
Author: Becerikli, Sabri
Date: 2020-03-00
Type: Journal Articles
Subjects: Citizenship Education,Values Education,Foreign Countries,Textbook Content,Elementary School Curriculum,Moral Values,Ideology,Educational Policy,History

Many governments in history have always wanted to educate their citizens according to their own perceptions. In the early years of the Republic, the administrators of the Republic of Turkey intended to educate citizens concurrent with the republican regime. The present study aims to investigate and reveal what kind of a citizen was desired to be educated in the first years of the Republic. From this point of view, numerous views of the administrators in the first years of the Republic were revealed and the citizenship education courses (&quot;Musahabat-i Ahlakiye&quot; and &quot;Malumat-i Vataniye&quot;) which were included in the 1924 Primary Schools Program were addressed. In order for the course to be able to be evaluated in terms of aims and citizenship education, a sample book from the textbooks of &quot;Musahabat-i Ahlakiye&quot; and &quot;Malumat-i Vataniye,&quot; which were taught in fourth and fifth grades in primary schools, was examined. The present study was designed with document analysis method, one of the qualitative research methods.
Probing the Underlying Structure of Modern Expectancy-Value Theory in Multicultural Education: A Bayesian Exploratory Factor Analysis
Author: Yang, Yan
Date: 2020-02-00
Type: Journal Articles
Subjects: Multicultural Education,College Students,Theories,Motivation,Beliefs,Values

Expectancy-Value (EV) theory has been widely used in a plethora of domains except for multicultural education, a distinct and critical field in many countries due to increasing student diversity. In light of the domain-specific nature of the EV theory and the discrepancy between the theoretical framework and empirical models found in previous studies, the purpose of the present study was to explore the factors of the EV theory in multicultural education. Participants were 187 college students who completed the Multicultural Expectancy-Value Scale (EVS). Exploratory factor analysis (EFA) with Bayes estimation and GEOMIN rotation resulted in two factors: Value and Expectancy. The two factors had a positive significant correlation of 0.42, p&lt;0.001. Participants with a Master's or Doctoral degree had significantly higher Expectancy beliefs in multicultural education than those with a Bachelor's degree (t(47.727)=-2.90, p&lt;0.01). Although our finding was consistent with the major tenets of the theory that expectancy and value beliefs are two primary motivating factors, it did not fully support the theoretical model, indicating a more parsimonious factor structure may be more appropriate. The distinct factor model in our study suggests a need for further research in examining the structural validity of the EV theory in multicultural education.
Sustainable Leadership Supporting Educational Transformation
Author: Sanford, Katherine
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Social Change,Student Needs,School Districts,Teacher Education Programs,Instructional Design,21st Century Skills,Case Studies,Educational Change,Educational Administration,Faculty Development,Sustainability,Feminism,Partnerships in Education,Foreign Countries,College School Cooperation,Empathy,Preservice Teachers,Story Telling,Program Descriptions,Elementary Secondary Education

The world, influenced by 21st century technologies and ecological challenges, has rapidly changed with more ability to &quot;connect&quot; locally and globally and more opportunities to learn from a range of sources. As a result, our learners and their needs have changed. With such rapid changes, conceptions of educational leadership need to reflect these changes utilizing the complexities of the role in society. As a group of educators who work in a School District, Ministry of Education and University teacher education programs, we ask how educational leaders in school districts and teacher education programs can design spaces that engage everyone, recognize everyone's expertise and share responsibility for growth and development, and how in teacher education we can begin to move away from the hierarchical, industrialized model of management to one where everyone feels engaged, valued, and heard. In this paper, we draw on sustainable and distributed leadership ideas, termed by Wheatley (2010) as the &quot;new sciences,&quot; informed by tenets from complexity theory. Using a case study approach and narrative insights, this paper elucidates how an ongoing Professional Learning Network (PLN) called Link-to-Practice (L2P) offers an alternative conception of educational leadership.
What Do Pre-Service Physics Teachers Think of Study Sheets?
Author: Aykutlu, Isil
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Science Teachers,Physics,Worksheets,Instructional Materials,Educational Benefits

In this study, the aim is to take the views of pre-service teachers on study sheets and evaluate these views. Problem question of the study was determined to be &quot;What are the views of pre-service physics teachers on study sheets?&quot; In this study, which was realized in accordance with the aims of qualitative research, a case study model was utilized. The study group consists of 12 pre-service teachers who are seniors at the department of physics education at a state university during the spring semester. In the study, data were gathered via opinion forms and semi-constructed interviews. The obtained data were analyzed through content analysis. At the end of the study, the following themes came to the fore: &quot;Appropriateness of study sheets for teaching,&quot; &quot;The effect of study sheets on learning,&quot; &quot;and &quot;The applicability of the study sheets.&quot; It was determined that concerning study sheets, pre-service teachers think that study sheets can decrease misconceptions, enable meaningful learning, increase interest and attitude, determine the level of readiness, and can be used to relate topics with daily life. Moreover, pre-service teachers indicated that preparing study sheets and applying them takes too much time. At this point, it can be suggested that pre-service teachers make use of computer-aided study sheets to save time.
&quot;The Event of Place&quot;: Teacher Candidates&apos; Experiences of a Northern Practicum
Author: Janzen, Melanie D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Practicums,Rural Areas,Program Effectiveness,Geographic Location,Teacher Persistence,Employment Level,Experience,Expectation,Teacher Competencies,Land Settlement,Foreign Policy

Teacher education programs in Canada--by the nature of their geographic locations and composition of their faculty and students--remain largely urban centric in their values and programs. Yet, teacher education programs are responsible for preparing teachers for rural, remote, and northern teaching experiences. In this study, I explore the experiences of teacher candidates who participated in a northern practicum option developed at a Western Canadian teacher education program. The purpose of this research is to examine teacher candidates' experiences of the northern practicum option in order to inform our northern practicum option, as well as to contribute to the development of other northern practicum offerings in Canadian teacher education programs. Drawing on place-conscious theorizing, I explore the ways in which the northern practicum experiences have the potential to disrupt settler-colonial narratives, to develop understandings of place-based curriculum and pedagogies, and to support democratic and ethical approaches to education.
Examining the Attitude Change of Pre-Service Elementary School Teachers towards a Course of Mathematics Education within the Framework of Theory of Didactical Situations
Author: Gök, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Attitude Change,Mathematics Education,Didacticism,Preservice Teacher Education,Constructivism (Learning),Foreign Countries,Game Based Learning,Positive Attitudes,Elementary School Teachers

This study investigated whether the training program given within the framework of the Theory of Didactical Situations (TDS) within a mathematics education course could change the pre-service elementary teachers' attitudes towards a mathematics education course in an 11-week teaching process. In the study, the mixed method was used. The participants were 86 pre-service elementary teachers (52 female and 34 male). In the study, the quantitative research data were collected using the Attitude Scale for Mathematics Education Courses (ASMEC), and the qualitative data were collected using semi-structured interviews. For the analysis of the quantitative data, paired samples t-test was applied, and for the analysis of the qualitative data, content analysis was conducted. The results revealed that the training program given in line with TDS created a statistically significant difference between the pre-test and post-test scores of the pre-service elementary school teachers with respect to their attitudes towards courses of mathematics education (t(85)=-2.22, p=0.029) and that there was no statistically significant difference in terms of gender, though (t(84)=0.987, p=0.327 and t(84)=1.108, p=0.258). It was found that the training program given in accordance with TDS had a positive influence on changing and developing the attitudes of the pre-service elementary teachers towards mathematics education courses.
Borderlands of Possibility: Exploring the Construction of Professional Identity with Intern Teachers
Author: Allan, Sharon L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Professional Identity,Preservice Teacher Education,Preservice Teachers,Undergraduate Study,Field Experience Programs,Teacher Education Programs,Foreign Countries,Elementary Education

Students enrolled in Bachelor of Education degree programs engage in academic study and field experiences that both validate and challenge their existing understandings of who they are and who they are becoming: their professional identity. This interpretive case study explored the ways in which four intern teachers constructed professional understandings during the 15 weeks of their culminating field experience: a borderland space. Ecologically defined as an &quot;ecotone,&quot; this time in between--of being a student and becoming a teacher--is a zone of transition, a crossroads of being and becoming. Using a series of conversational interviews where the researcher and the participants explored the experience of living on the borderland, this study revealed the challenges of constructing a professional identity as well as the ways in which these intern teachers gradually assumed the subject position: teacher. Four essential aspects of this experience were distilled from the findings of this inquiry and arranged into a conceptual framework to assist teacher educators as they craft curriculum capable of engaging student teachers in the consideration of who they are becoming as teachers. By contributing to our growing understanding of the ways in which preservice teachers view themselves as emerging professionals, this inquiry suggests deeper investigation of the mentor-mentee relationship is needed in order to better support student teachers on the borderlands of their final field experience.
Changing Our Practices: Resisting Habits as an Approach to Self-Study
Author: Jollymore, Craig
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Teachers,Faculty Development,Teaching Experience,Metacognition,Self Evaluation (Individuals),Reflection,Private Schools,Personal Narratives,Learning Activities,Active Learning,Writing Assignments,Feedback (Response),Teaching Methods,Classroom Environment

Since 2011, we have been working at an independent high school with a small group of teachers interested in studying their own teaching practices in ways that support both their individual and collective learning. The participating educators are engaged and challenged by their personal interests in deepening formative assessment practices while creating pedagogic practices that create classroom relevance for their students and themselves. For this paper, we have chosen to explore the self-study of one teacher's journey, in which he engages in the process of examining his own practices, biases, beliefs, and his changing relationships with students. We set the stage for the individual study by discussing the complexity of the interactions between the university faculty and the independent school educators.
Patterns in Contemporary Canadian Picture Books: Radical Change in Action
Author: Brenna, Beverley
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Picture Books,Childrens Literature,Content Analysis,Electronic Publishing,Indigenous Knowledge,Educational Change,Educational Trends,Authors,Illustrations,Literary Genres,Literary Devices

This comprehensive qualitative examination of two groups of Canadian picture books, 57 titles published in 2005 and 120 titles published in 2015, offers comparative data that demonstrate patterns related to authors, illustrators, characterization, genres, audiences, and particular elements of &quot;Radical Change&quot;, Dresang's (1999) notion that books for children are evolving with respect to forms and formats, perspectives, and boundaries. The study was intended to support classroom research and classroom practice, as well as explore definitions of &quot;radical&quot; in light of this sample of current children's literature. Our process for analysis was developed from Berg's (2009) framework of systematic content analysis based on predetermined as well as emerging categories. There is much recent research exploring particular content in children's literature, supporting the central importance of literature in the classroom and community. Comparative Canadian studies across decades, however, are rare, and are increasingly important as a way to track and describe the changes that are taking place with respect to books for young people. It is interesting that in both 2005 and 2015, picture books tended to feature children as protagonists, with the highest number of books from the 2005 set utilizing the fantasy genre (at 34%) or realistic fiction (at 28%) and the highest number of books from the 2015 set occurring in non-fiction (at 34%, up from 16% in 2005) or fantasy (at 31%). Historical fiction in both years presented comparatively low, at 12% and 3%, respectively. Findings of this study support and extend the notion of Radical Change (Dresang, 1999). The research team noted marked innovations within the 2015 group related to forms and formats, perspectives, and boundaries. Of particular note are the increasing numbers of books that present Indigenous content and perspectives. While many of the changes appearing in Canadian picture books between 2005 and 2015 might be predicted through the standard categories of Radical Change, other findings emerged that suggest an expanded definition of radical. Continuing to examine children's literature as artifacts of a culture can illuminate particular aspects of that culture and offer opportunities to engage authors, illustrators, and publishers in filling gaps where particular perspectives or topics are missing. Advocacy is important as children's literature continues to be a source of tension for what it portrays and presents as well as its missing voices. A knowledge of patterns and trends in relation to available content and resources supports classroom practice as well as encourages classroom research and further explorations of the evolving landscape of children's books.
Story as a Means of Engaging Public Educators and Indigenous Students
Author: Moon, Martha
Date: 2017-00-00
Type: Journal Articles
Subjects: Story Telling,Indigenous Populations,Indigenous Knowledge,Teaching Methods,Culturally Relevant Education,Canada Natives,Foreign Countries,Elementary Secondary Education,Family School Relationship,Community,Teacher Education,Urban Schools,Public Schools

In this study, I draw on stories and multiple perspectives as an approach presented to address two concerns in public Indigenous education: the education of teachers and the engagement of students. As a non-Indigenous educator, I conducted open-ended interviews with seven Indigenous educators and leaders in urban public school boards. The participants highlighted story as a central component for the success of Indigenous students. Participants believed that educators' understanding and teaching practices are enriched by seeking out multiple perspectives--honouring the stories of Indigenous students and their families and communities in particular. They also believed that when these stories are valued in school, students' school success increases. This paper explores several ways that story can provide modes of engagement and learning for both educators and students in public schools. These angles address the experiences that students, teachers, and families bring to schools and the stories tied to local communities and embedded in Canadian school systems. Stories are seen as intrinsically connected to the relationships and learning we share.