ethanporcaro/eric-fulltext-meta huggingface dataset:
Mixed-Age Teaching and Mastery Approaches to Mathematics
Author: Boyd, Pete
Date: 2020-00-00
Type: Journal Articles
Subjects: Mixed Age Grouping,Mastery Learning,Mathematics Instruction,Foreign Countries,Cooperative Learning,Student Diversity,Mathematics Curriculum,National Curriculum,Educational Change,Multigraded Classes,Teaching Methods,Classroom Environment

Internationally, schools with small numbers of children and constrained funding are not able to group the children in classes based on their age. Rather, the children are combined into larger 'mixed-age' classes. Schools and teachers manage this situation in different ways, for example by teaching the class as two or more separate age-based groups within the classroom, or by 'mixed-age' teaching of the whole class together. All teachers face the challenge of diversity within their class of learners but arguably this is exacerbated for teachers of mixed age classes. In England, this issue of mixed age teaching has been foregrounded during current efforts to reform the teaching of mathematics, where a national policy is focused on developing 'teaching for mastery'. The characteristics of mastery approaches to teaching mathematics are contested and there is considerable variation between schemes and schools. Mastery approaches developed in England have been influenced to different degrees by practice in East Asian nations including Singapore, Shanghai, and Japan, which have all, with their varied contexts and approaches, seen success in international comparative tests. This paper provides a selective review of international research into mixed-age teaching, judging the current evidence to be of some use but insufficient, and positions the findings in relation to key characteristics of mastery approaches to teaching mathematics. Three generally agreed characteristics of mastery approaches to teaching mathematics, expectations of success for all pupils, in-depth sustained study of topics, and whole class teaching, appear to offer opportunities as well as additional challenges for teachers of mixed-age classes.
Understanding Barriers to Discussion-Based Learning: Using an Epistemological Perspective to Theorise Student Teachers&apos; Perceptions
Author: Demissie, Fufy
Date: 2020-00-00
Type: Journal Articles
Subjects: Barriers,Discussion (Teaching Technique),Student Teachers,Student Attitudes,Epistemology,Student Experience,Beliefs,Foreign Countries

Discussion-based learning (DBL) has the potential to develop valued higher-order thinking skills and dispositions that are key to teacher professional learning and development. However, whilst much is known about effective classroom teaching strategies, students' lived experiences of discussion-based pedagogies are relatively under-reported. This study therefore adopts a qualitative/interpretivist approach to examine how a group of student teachers perceived and described their experiences of learning through discussion. Data were drawn from five female student teachers who were interviewed in their penultimate year of study. The findings suggest that the participants were mostly indifferent to, and often critical of the place and value of DBL. Moreover, how they articulated their views was connected to firmly held views about teaching, learning and knowledge that seem incompatible with the underpinning principles of discussion-based learning. This initial exploration of student teachers' lived experiences of classroom discussion therefore offers educators a fresh way to problematise and conceptualise the challenges of student engagement and participation in discussion-based learning, and to consider approaches that challenge students' deeply held assumptions about knowledge and learning.
Moral Emotions and Moral Motivation beyond Childhood: Discussion to the Special Issue
Author: Nunner-Winkler, Gertrud
Date: 2020-00-00
Type: Journal Articles
Subjects: Moral Values,Emotional Response,Decision Making,Adolescents,Adults,Developmental Stages,Children,Child Development,Prosocial Behavior,Antisocial Behavior,Psychological Patterns,Age Differences

Research on the role of moral emotions in moral judgment, both in hypothetical dilemmas and in real-life moral decision making, has focused on preschool and elementary school age, with few studies spanning a larger age range, into adolescence and adulthood. The present special issue addresses a neglected area, the development of moral emotions and moral motivation in adolescence and adulthood. The focus is on the &quot;Happy Victimizer Phenomenon&quot;, a pattern of emotion attributions to a moral transgressor that has been primarily observed in childhood, but that does not seem to disappear with age. We will begin by briefly reviewing 30 years of developmental research on moral emotion attribution and the &quot;happy victimizer phenomenon&quot;. This review will be followed by a discussion of the present papers.
Exploring Different Needs of Digital Immigrant and Native Teachers for Technology Professional Development in China
Author: Li, Yi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Technological Literacy,Teacher Competencies,Technology Integration,Training,Educational Technology,Technology Uses in Education,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Access to Computers

This study examined if professional development needs of digital native and digital immigrant teachers differed in order for them to successfully integrate technology into teaching in the Chinese education setting. Quantitative and qualitative data were collected from 500 teachers in six schools in the southwest of China. The digital native teachers and the digital immigrant teachers were compared in terms of their different technology use behaviors and integration skills. The findings indicated that even though the digital native teachers had greater comfort with basic technology than the digital immigrant teachers, they still required training for integrating technology effectively in their teaching. The digital immigrant teachers needed more basic technology operations training as well as connections between technologies and teaching. Future technology professional developments in developing countries should: (1) consider the different needs of digital native teachers and digital immigrant teachers; (2) prepare them to make meaningful connections between technologies and their teachings; and (3) adopt individual coaching with on-site designated specialists.
Content Analysis of Statistical Power in Educational Technology Research: Sample Size Matters
Author: Chen, Li-Ting
Date: 2019-00-00
Type: Journal Articles
Subjects: Content Analysis,Educational Technology,Educational Research,Sample Size,Effect Size

In educational technology research, most studies are conducted to explore the effectiveness of using technology to improve teaching and learning. Priori power analysis enables researchers to determine sufficient sample size for achieving adequate statistical power during research planning. Observed power analysis is carried out on completed studies to estimate statistical power. While priori power analysis is recommended for sample size estimation, observed power analysis has been criticized for being incorrect and misleading. To understand current practices of power analysis in the field, we conducted a content analysis on five years' publications in &quot;Educational Technology Research and Development&quot; from 2014 to 2018, a total of 178 articles. Our findings showed that only two articles (1.1%) reported a priori power analysis and seven articles (4.0%) reported observed power although it is not recommended. To facilitate sample size determination during research planning, we generated sample size tables for various t tests and ANOVAs from G*Power. Best practice recommendations to conduct and report educational technology research are provided.
Apprenticing Educators of Emergent Bilingual Learners: Partnerships to Promote Linguistically Responsive Practice in Classrooms, Schools, and Communities
Author: Heineke, Amy J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Bilingualism,Second Language Learning,English (Second Language),Urban Universities,Capacity Building,Partnerships in Education,Faculty Development,Institutional Cooperation,Teacher Educators,Knowledge Base for Teaching,Teaching Methods,Student Needs,English Language Learners,Catholics,Church Related Colleges,Organizations (Groups),Elementary Secondary Education,Program Descriptions,Cultural Differences

The population of students labeled as English learners (ELs), referred to here as emergent bilingual learners (EBLs), continues to grow in schools across the United States. In this article, we share one urban university's collaborative approach to building professional capacity for cultural and linguistic diversity, considering both vertical and horizontal partnerships. We conceptualize vertical collaboration as mutually beneficial partnerships between the university and schools with stakeholders prioritizing capacity building efforts for high-quality teaching and learning. Another integral and less-explored facet of partnerships, we describe the pertinent role of horizontal collaboration across universities, where teacher educators came together to define the knowledge base that practitioners of EBLs must possess to support student learning across the diverse communities of our city. Our collaborative efforts to develop a framework for teacher expertise shaped our professional development efforts in schools, as we worked with teachers and administrators to build capacity centered on the unique and diverse needs of EBLs.
Early Childhood Educators&apos; Perspectives on Early Childhood Settings and Collaborations to Promote Kindergarten Transition
Author: Yamauchi, Lois A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Educational Environment,Teacher Attitudes,Preschools,Kindergarten,Young Children,Teacher Collaboration,Differences,Transitional Programs,Student Adjustment,Educational Philosophy,Elementary School Curriculum,Family Involvement

Previous research indicates that many children have difficulty transitioning from preschool to kindergarten, which may be attributed to differences between the two settings. The purpose of this study was to investigate preschool and elementary school educators' perceptions of the similarities of and differences between the two types of settings and their perceptions of how preschool-elementary collaborations could facilitate young children's transition to kindergarten. Sixteen early childhood educators from elementary and preschool settings were interviewed. All educators saw more differences compared to similarities between the two settings. For example, they viewed elementary school as more focused on academic domains. Educators noted that the elementary school curriculum and flow of day was generally more structured and that preschools tended to promote greater family engagement. Participants suggested that by engaging in joint activity together, these two groups of educators could learn about each other's institutions and find ways to facilitate kindergarten transition.
Effects of Social Media Usage on Social Integration of University Students
Author: Pan, Youqin
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Social Integration,College Students,Social Capital,Predictor Variables,Self Disclosure (Individuals),Computer Mediated Communication,Cooperative Learning

Social media is important for college students to expand social capital. This study examines how different uses of social media contribute to students' social capital and social integration. The findings show that communicative use, academic collaboration, and self-disclosure on social media significantly predict bridging capital, but they are not positively related to bonding capital. Both bridging and bonding social capital are significant predictors of social integration. This study provides insights about how to use social media to promote students' social integration during their transition to college.
Pet Avatars, Performance Visualization, and Social Presence
Author: Wang, Nicole
Date: 2019-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Interaction,Animation,Peer Relationship,Online Courses,Educational Technology,Technology Uses in Education,Affective Behavior,Emotional Response,Adult Education,Undergraduate Study,Graduate Study,Student Attitudes,Foreign Countries,Social Environment,Context Effect

Lack of social presence is one of the many challenges that online education is facing right now in spite of its numerous benefits and growing popularity. While different strategies, primarily behavioral- or cognitive-based, have been proposed and adopted to improve online social presence, affect-based intervention remains a novel approach to increasing learners' experience of connectedness. The Social Performance Optimization Tool (SPOT) is a university-funded, web-based interactive environment in which students interact with classmates through animated dog avatars that reflect their learning performance health and emotional states. This paper reports on an early, exploratory stage of research study wherein the SPOT users' experiences of social presence are explored through interviews. Tu and McIsaac's (2002) framework for social presence was used to analyze three dimensions of social presence: social context, online communication, and interactivity. Findings suggest that the SPOT personalizes the learning environment and helps learners feel more connected.
Team Teaching and Learning: A Model of Effective Professional Development for Teachers
Author: Smith, Rebecca
Date: 2020-00-00
Type: Journal Articles
Subjects: Team Teaching,Professional Development,Program Effectiveness,Program Length,Summer Schools,Teacher Collaboration,Active Learning,Authentic Learning,Elementary School Teachers,English Language Learners,Pedagogical Content Knowledge,Alignment (Education),Economically Disadvantaged

This longitudinal qualitative study investigated the impact on teacher participants of using a unique laboratory approach to professional development: the Team Teaching and Learning (TTL) framework, which integrates five traits from Garet, Porter, Desimone, Birman, and Yoon's (2001) empirical research on teacher professional learning, including content knowledge, active learning, coherence, collective participant, and duration. Participants included 24 teachers in one high-poverty school district in the Northwest United States who participated in a three-week summer professional learning experience. Results indicated seemingly high implementation of professional development content, which also appeared to be sustained over the two-year time frame of the study. This pilot study of TTL contributes to literature on collaborative teacher learning and provides school leaders with numerous recommendation strategies that make implementation successful. The TTL framework is founded in empirical research and utilizes best practices for teacher and adult learning.
What They Didn&apos;t Teach Us: New Teachers Reflect on Their Preparation Experiences
Author: Doran, Patricia Rice
Date: 2020-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Reflection,Preservice Teacher Education,Student Experience,Teaching Experience,Elementary School Students,Urban Schools,Self Efficacy,Teaching Skills,Interpersonal Competence,Classroom Techniques

This article describes findings from a qualitative, practically-focused study of how novice teachers perceive the relevance and effectiveness of their teacher preparation coursework. Interviews and focus groups were conducted with fourteen teachers at two highly diverse elementary schools in an urban area. Participating teachers were in their first, second or third year of teaching, and administrators and teacher mentors were interviewed to provide background information and corroborating input as well. Teachers indicated they felt well prepared in areas such as lesson planning but poorly prepared with respect to skills such as data analysis and relationship-building with students and families. This article concludes with recommendations for improved teacher preparation in areas related to both university coursework and field-based placements.
Saving Grace, Ourselves, and Profession: What It Means to Be a Reflective Practitioner in the 21st Century
Author: Burbank, Mary D.
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Teachers,Reflective Teaching,Teaching Conditions,Teacher Evaluation,Teacher Morale,Teacher Administrator Relationship,Educational Legislation,Federal Legislation

This qualitative case study explored the perspectives of two high school teachers who approach their work as reflective practitioners, capable of thinking deeply about systemic issues and teachers' work lives. Our research questions included: 1) how do the conditions of schooling influence an intellectual approach to teachers' work?; 2) how do narrowly defined evaluations of educators' work impact teacher morale?; and 3) how do differences in the work of teachers and administrators catalyze division with a school culture? Data illustrate the influence of professional landscapes and unearth how less-than-satisfying conditions are expressed in environments devoid of discourse that fosters an intellectual approach to teachers' work. Findings specifically address solutions and recommendations for supporting teachers through structures for dialogue and action.
Taking Transformative Action at the Advanced Level (tTAL): A Pedagogical Model for Preparing Graduate-Level Candidates to Address Cultural and Linguistic Diversity in Schools
Author: DeCuir, Erica
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Teaching Models,Teacher Educators,Inservice Teacher Education,Evidence Based Practice,Praxis,Student Diversity,Culturally Relevant Education

The growing cultural and linguistic diversity found in P-12 public schools requires focused attention from advanced-level educator preparation program providers. Practicing teachers earning an advanced degree at the specialist or master's level benefit from theory and research to support diverse learners, but praxis--where theory and research informs practice--is preferred to promote action that improves teaching and learning in real, transformative ways. In this paper, I introduce the &quot;Taking Transformative Action at the Advanced Level&quot; (&quot;tTAL&quot;) model as an evidence-based pedagogical approach for preparing graduate-level practitioners to meet the needs of diverse learners. I describe underlying theoretical and methodological frameworks relevant to the &quot;tTAL&quot; model and offer recommendations to teacher educators.
&quot;We Need to Be in the Classroom More&quot;: Veteran Teachers&apos; Views on Teacher Preparation and Retention
Author: Beck, Jori S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Preservice Teacher Education,Teacher Persistence,Experienced Teachers,Cooperating Teachers,Program Evaluation,Mentors,College School Cooperation,Authentic Learning,Learning Experience

Annual teacher attrition hovers around 8% and causes of teacher attrition have been studied widely. However, more needs to be known about specific aspects of teacher preparation that can foster retention. The goal of this study was to understand the perspectives of veteran teachers regarding retention. This investigation employed semi-structured interviews with teachers who graduated from a south western university and who have persisted in their teaching careers in a large, urban school district. Our analyses conveyed that rich field experiences and particular characteristics of mentor teachers can foster retention; however, these persisters also persevered through inauthentic teacher preparation experiences.
Zip Sass and Spitfire: Understanding What Administrators Want to See in Art Teacher Candidate Portfolios
Author: Baer, Stephanie A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Administrators,Art Teachers,Portfolios (Background Materials),Administrator Attitudes,Teacher Selection,Resumes (Personal),Communication (Thought Transfer)

In this qualitative inquiry, we explore administrator experiences and perspectives concerning art teacher candidate portfolios, specifically in their use for hiring. In an effort to inform teacher education curriculum and professional practices, we address the portfolio purpose, structure, and contents and attempt to gain insight into the digital - traditional format debate. Responses from administrators yielded three major themes overall: Organization and access, professional communication, and passion and purpose. Each theme is explored and implications are given for teacher education programs and any teacher considering the development of an administrator-friendly portfolio.
Regulating Distance to the Screen While Engaging in Difficult Tasks
Author: Zhao, Fang
Date: 2020-00-00
Type: Journal Articles
Subjects: Proximity,Computer Use,Learner Engagement,Cognitive Processes,Difficulty Level,Predictor Variables,Handheld Devices,Eye Movements,Multimedia Materials,Secondary School Students,Foreign Countries,Reading Tests

Regulation of distance to the screen (i.e., head-to-screen distance, fluctuation of head-to-screen distance) has been proved to reflect the cognitive engagement of the reader. However, it is still not clear (a) whether regulation of distance to the screen can be a potential parameter to infer high cognitive load and (b) whether it can predict the upcoming answer accuracy. Configuring tablets or other learning devices in a way that distance to the screen can be analyzed by the learning software is in close reach. The software might use the measure as a person-specific indicator of need for extra scaffolding. In order to better gauge this potential, we analyzed eye-tracking data of children (N = 144, M[subscript age] = 13 years, SD = 3.2 years) engaging in multimedia learning, as distance to the screen is estimated as a by-product of eye tracking. Children were told to maintain a still seated posture while reading and answering questions at three difficulty levels (i.e., easy vs. medium vs. difficult). Results yielded that task difficulty influences how well the distance to the screen can be regulated, supporting that regulation of distance to the screen is a promising measure. Closer head-to-screen distance and larger fluctuation of head-to-screen distance can reflect that participants are engaging in a challenging task. Only large fluctuation of head-to-screen distance can predict the future incorrect answers. The link between distance to the screen and processing of cognitive task can obtrusively embody reader's cognitive states during system usage, which can support adaptive learning and testing.
Experienced Outcomes of a Self-Directed Professional Development Program
Author: Porter, Brandon D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,Independent Study,Teacher Certification,Teacher Attitudes,Theological Education,Religious Education,Phenomenology,Educational Change,Christianity,Religious Cultural Groups,Educational Needs

This study addresses the need for research pertaining to the use of self-directed learning in educators' professional development (Merriam et al., 2007; Wagner, 2011; Zepeda et al., 2014). In satisfying this need, this study examined the experiences of educators within the Seminaries and Institutes of Religion (S&amp;I) program with a form of self-directed professional development. The research question that guided the efforts to accomplish the purpose of the present study was, &quot;What perceived impacts has S&amp;I educators' engagement in doing certification projects had on their professional growth?&quot;