ethanporcaro/eric-fulltext-meta huggingface dataset:
A Bottom-Up Approach for Implementing Electronic Portfolios in a Teacher Education Program
Author: An, Heejung
Date: 2010-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Preservice Teacher Education,Portfolio Assessment,Thinking Skills,Curriculum Implementation,Instructional Effectiveness,Program Effectiveness,Evaluation Methods,Student Evaluation,Elementary Education,College Students,Student Attitudes,College Instruction,Teaching Methods,Student Motivation,Student Surveys,Questionnaires,Technology Integration,Computer Uses in Education,Integrated Learning Systems,Internet,Educational Benefits

In an effort to generate a bottom-up approach for the program-wide implementation of electronic portfolios, this article first reports on the ways in which teacher candidates perceived the benefits and setbacks of this experience, after an initial course. Second, this article reports on whether and how the teacher candidates continued to develop their e-portfolios voluntarily throughout the program, after the initial course. The results indicate that even though the electronic portfolios were initially perceived to be highly beneficial for several reasons (including the development of critical thinking skills and creativity, and as a useful way to showcase work for employers), the voluntary nature of the ongoing process discouraged further development. Overall, the two primary setbacks students perceived (technical challenges during development and the amount of time needed) outweighed the benefits, thus preventing them from continuing their electronic portfolios for future endeavors. Through these lessons learned, the authors provide recommendations to readers who are considering the adoption of electronic portfolios. (Contains 4 tables.)
Perceptions of the Value of Digital Mini-Games: Implications for Middle School Classrooms
Author: Ray, Beverly
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Middle Schools,Elementary Education,Educational Games,Social Studies,Attitude Change,Methods Courses,Teacher Attitudes,Preservice Teacher Education,Pretests Posttests,Experiential Learning,Student Attitudes,Teaching Methods,Instructional Effectiveness,Student Motivation,Questionnaires,Educational Technology,Computer Assisted Instruction,Electronic Learning,Internet,Computer Simulation,Simulated Environment,Computers

This research examined the change in the perceptions of preservice teachers regarding the use of digital minigames to support middle school level social studies learning. The results of a Wilcoxon Signed Ranks Test for matched pairs revealed that participants' (N = 18) perceptions were positively modified by participation in a series of digital mini-games [T = 5.5, p less than 0.01 (two tailed)]. Results also indicated that the majority of preservice teachers agreed that digital games do have the potential for promoting learning in an educational setting. Recommendations for further research are provided.
Using Video Self-Analysis to Improve the "Withitness" of Student Teachers
Author: Snoeyink, Rick
Date: 2010-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Teacher Education Programs,Student Teachers,Teacher Attitudes,Student Teaching,Protocol Materials,Reflection,Focus Groups,Student Attitudes,Teaching Methods,Instructional Effectiveness,Interviews,Content Analysis,Questionnaires,Educational Technology,Computer Uses in Education,Video Technology,Self Evaluation (Individuals),Reflective Teaching,Rating Scales,Perspective Taking

Although video self-analysis has been used for years in teacher education, the camera has almost always focused on the preservice teacher. In this study, the researcher videotaped eight preservice teachers four times each during their student-teaching internships. One camera was focused on them while another was focused on their students. Their perspectives both before and after watching DVDs of themselves and their students' responses provided the qualitative data for this study. Findings indicate that the participants strongly believe in the effectiveness of video self-analysis to help them notice classroom interactions and improve their "withitness." Specific benefits included seeing themselves from the students' perspective, reducing annoying mannerisms, improving classroom management, becoming better able to notice how well students understood, and becoming more aware of their reflection-in-action. (Contains 2 tables.)
Validation of the Electronic Portfolio Student Perspective Instrument (EPSPI): Conditions under a Different Integration Initiative
Author: Ritzhaupt, Albert D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Preservice Teachers,Student Attitudes,Factor Analysis,Attitude Measures,Test Validity,Test Reliability,Portfolio Assessment,Preservice Teacher Education,Evaluation Methods,Teacher Attitudes,Educational Benefits,Surveys,Questionnaires,Educational Technology,Technology Integration,Computer Uses in Education,Computer Software

With the explosive growth of e-portfolios in teacher preparation programs, it is essential for administration and other relevant stakeholders to understand the student perspective of e-portfolios' organizational uses. This article describes the validation of the modified Electronic Portfolio Student Perspective Instrument (EPSPI). The analysis includes descriptive analyses, exploratory factor analysis, and internal consistency reliability analyses. The article also reports the second major data collection effort involving preservice teachers (N = 224) in a southeastern public university. Results suggest that student perspectives toward e-portfolios are multidimensional, involving four distinct and highly internally consistent underlying constructs accounting for 69% of the cumulative variability: learning, assessment, visibility, and support. This research provides further evidence that the EPSPI is a reliable measurement system. Recommendations for future research are provided. (Contains 5 tables and 2 figures.)
Sensing Environmental Education Research
Author: Reid, Alan
Date: 2003-00-00
Type: Journal Articles
Subjects: Environmental Education,Discourse Analysis,Educational Research,Meta Analysis,Environmental Research,Educational Quality,Research Methodology,Data Interpretation,Research Opportunities,Research Problems

The field of environmental education research has been moving away from scientistic and positivistic discourses for some time now ("Environmental Education Research," 2000; Hart & Nolan, 1999). However, it has been noted that the meta-discourse about this research continues to draw on their framings, registers, and lexicons (Hart, 2000; Marcinkowski, 2000; Smith-Sebasto, 2000). Poststructuralist and critical approaches to discourse analysis highlight the constraints and possibilities in such discourse, including how we make sense of claims about the quality of research. With this in mind, the paper explores the meta-discourse about environmental education research, using "the science and art" of imaging and remote sensing of the environment to illustrate the forms and functions of techno-scientific language in this field. In so doing, the paper discusses a series of observations about interpretation and quality in environmental education research discourse, and constraints and possibilities in relation to the meta-discourse. (Contains 1 figure and 5 notes.)
The "Nature" of Environmental Education Research from a Feminist Poststructuralist Viewpoint
Author: Gough, Annette
Date: 2003-00-00
Type: Journal Articles
Subjects: Feminism,Environmental Education,Research Methodology,Educational Practices,Environmental Research,Personal Narratives,Postmodernism

For a generation or more, environmental education discourses have been constructed around persistent Cartesian dualisms of modernist thought that divide an "othered" category of being from that of a constituted homogeneous human identity. During the same period, both feminist and poststructuralist theorizing has acted to destabilize the constitution of identities, revealing knowledge, including environmental knowledge, to be multiple, subjective, contingent, and intimately tied in with embodied experiences of place. We explore some of the contingencies of environmental knowledge as revealed through a poststructuralist feminist research methodology and the place for such understandings within an early twenty-first century vision for environmental education research and practice.
Tales from Camp Wilde: Queer(y)ing Environmental Education Research
Author: Gough, Noel
Date: 2003-00-00
Type: Journal Articles
Subjects: Environmental Education,Literary Criticism,Tales,Environmental Research,Educational Research,Inquiry,Vignettes,Educational Theories

This paper questions the relative silence of queer theory and theorizing in environmental education research. We explore some possibilities for queering environmental education research by fabricating (and inviting colleagues to fabricate) stories of Camp Wilde, a fictional location that helps us to expose the facticity of the field's heteronormative constructedness. These stories suggest alternative ways of (re)presenting and (re)producing both the subjects/objects of our inquiries and our identities as researchers. The contributors draw on a variety of theoretical resources from art history, deconstruction, ecofeminism, literary criticism, popular cultural studies, and feminist poststructuralism to perform an orientation to environmental education research that we hope will never be arrested by its categorization as a "new genre." ["Tales from Camp Wilde: Queer(y)ing Environmental Education Research" was written with Peter Appelbaum, Sophia Appelbaum, Mary Aswell Doll, and Warren Sellers.] (Contains 4 figures and 10 notes.)
Designing Research to Include Racial/Ethnic Diversity and Marginalized Voices
Author: James, Katherine
Date: 2003-00-00
Type: Journal Articles
Subjects: Environmental Education,Research Methodology,Educational Research,Sampling,Multicultural Education,Cultural Influences,Social Justice,Misconceptions,Bias,Interpersonal Relationship,Outdoor Education,Research Design,Research Needs,Research Problems,Ethnocentrism,Ethnic Diversity,Sociocultural Patterns,Student Diversity,Minority Groups,Majority Attitudes,Educational Researchers,Recreational Activities

Environmental education research designs will either exclude or include voices outside the dominant culture. Examining the questions we ask and the data collection techniques we use may enable us to design research that is more sensitive to marginalized voices. This article puts forward several methodological considerations that either draw out the voices of marginalized people or silence them. Research considerations addressed in this article include the delimitations of the study, conceptualizing the research question, ethnocentrism, sample selection, and who should conduct the research.
&quot;Under-Participation&quot; and Ethnocentrism in Environmental Education Research: Developing &quot;Culturally Sensitive Research Approaches&quot;
Author: Agyeman, Julian
Date: 2003-00-00
Type: Journal Articles
Subjects: Qualitative Research,Participatory Research,Environmental Education,Research Methodology,Models,Educational History,African Americans,Foreign Countries,Educational Research,Research Design,Research Needs,Research Problems,Educational Researchers,Multicultural Education,Cultural Influences,Social Justice,Misconceptions,Bias,Interpersonal Relationship,Ethnocentrism,Ethnic Diversity,Sociocultural Patterns,Minority Groups,Majority Attitudes,Outdoor Education,Recreational Activities,Community,Social Change,Disproportionate Representation,Cultural Relevance,Cultural Pluralism

Racial and cultural diversity issues have been a source of some interest amongst outdoor and environmental educators. Early research was framed in terms of the &quot;under-participation&quot; of people of colour, which led to the development of ethnocentric and methodologically problematical &quot;marginality&quot; and &quot;ethnicity&quot; theories. There is, however, a growing body of research, educational and otherwise, which focuses on people of colour, and which privileges culture as being central to the research process. I argue that there are currently (at least) three interrelated &quot;culturally sensitive research approaches&quot; in use to differing extents in environmental education in its widest sense: &quot;ethnic modeling in qualitative research;&quot; &quot;culturing&quot; environmental education; and community based participatory research. I conclude by making a plea for &quot;culturally sensitive research approaches&quot; to become inherent in all environmental education research. (Contains 7 notes.)
A Narrative Approach to Research
Author: Bell, Anne
Date: 2003-00-00
Type: Journal Articles
Subjects: Environmental Education,Research Methodology,Figurative Language,Writing (Composition),Story Telling,Elementary School Students,Participant Observation,Elementary School Teachers,Interviews,Principals,Science Activities,Coding,Foreign Countries,Educational Research,Outdoor Education,Ecology,Conservation (Environment),Participatory Research,School Surveys,Parent Participation

In this paper I present a narrative approach to environmental education research. This approach evolved through a dynamic interplay between research questions, theory, experience, conversation, and reflection. I situate the approach with respect to narrative inquiry and clarify the key conceptual metaphors underpinning my study, including &quot;story,&quot; &quot;narrative,&quot; and &quot;metaphor.&quot; I then discuss the particular methods involved and their compatibility with my underlying ontological and epistemological assumptions about the storied reality of human experience. Finally, I reflect on writing as part of the research process and on the possibilities and responsibilities inherent in the act of writing. (Contains 3 notes.)
Reflecting on Participatory Research in Environmental Education: Some Issues for Methodology
Author: Robottom, Ian
Date: 2003-00-00
Type: Journal Articles
Subjects: Curriculum Development,Participatory Research,Informal Education,Environmental Education,Reflective Teaching,Research Projects,Inservice Teacher Education,Developing Nations,Politics of Education,Educational Environment,Political Attitudes,Program Descriptions,Racial Segregation,College Faculty,Faculty Development,Partnerships in Education,Case Studies,International Programs,International Education,Educational Development,Regional Programs,Professional Development,Distance Education,Rural Education,Educational Principles,Foreign Countries,Research Methodology,Educational Research,Multicultural Education,Cultural Influences,Social Justice,Sociocultural Patterns,Cultural Pluralism,Teacher Researchers,Theory Practice Relationship,Research Skills

We reflect on methodological issues arising in two of our own research projects as a form of practice, as a way of engaging in a praxis of project research. The projects chosen for this purpose are themselves concerned with teacher education and curriculum development in environmental education: they include participatory &quot;reflective practice&quot; processes in exploring issues relating to formal education in schools and informal education in communities and are grounded in the specific contexts of developing countries. We discuss issues in participatory research such as: (1) Whose research agenda gets to be explored?; (2) The importance of project partnerships; (3) Participants' preconceptions about the nature of research; (4) What is &quot;rigor&quot; in participatory research in environmental education?; (5) The Colonialist Dilemma: Avoiding the &quot;package or perish&quot; mentality; and (6) The Bigger Picture: Technocratic Rationality and Participatory Research. (Contains 2 notes.)
Participatory Methods and Reflective Practice Applied to Research in Education for Sustainability
Author: Gayford, Chris
Date: 2003-00-00
Type: Journal Articles
Subjects: Educational Research,Reflective Teaching,Teaching Methods,Learning Processes,Science Education,Science Teachers,Program Implementation,Professional Development,Foreign Countries,Environmental Education,Research Methodology,Research Problems,Research Skills,Educational Researchers,Participatory Research,Interpersonal Relationship,Sustainable Development,Teacher Researchers,Theory Practice Relationship,Guidelines

This article describes research with schoolteachers using participatory methods and reflective practice. These approaches have been used to enable teachers to establish their practice needs in relation to education for sustainability (EfS) and also maintain the integrity of their subject disciplines. The participatory methods are derived from various sources used in different contexts, but have the purpose of being empowering and democratic. The intention is to develop knowledge and action that is directly useful to the participating group through a process of collective self-enquiry, where reflection helps to focus on the learning process rather than the outcomes. The ways that these methods have been applied, their derivation from other fields of research, their strengths, as well as the problems encountered when applying them, are discussed. (Contains 1 note.)
In Search of an Ecological Approach to Research: A Meditation on Topos
Author: Pivnick, Janet
Date: 2003-00-00
Type: Journal Articles
Subjects: World Views,Ecology,Environmental Education,Research Methodology,Educational Research,Research Design,Educational Researchers,Outdoor Education,Ecological Factors,Holistic Approach

Ecophilosophers suggest that the achievement of environmental sustainability requires a transformation in worldview, from a modern to an ecological worldview. This suggestion poses a very interesting challenge for researchers in environmental disciplines. What would research look like that is grounded in an ecological worldview? What would it mean not simply to do ecological research but to do research ecologically? More critically, how can research that is focused on environmental concerns be conducted in a way that embodies the characteristics of an ecological worldview? This article outlines the way in which one researcher tangled with and came to terms with these questions and provides an overview of the resultant ecological approach to research. (Contains 4 notes.)
An Invitation to Dialogue: Gadamer, Hermeneutic Phenomenology, and Critical Environmental Education
Author: Sammel, Ali
Date: 2003-00-00
Type: Journal Articles
Subjects: Environmental Education,Hermeneutics,Secondary School Teachers,Phenomenology,Criticism,Educational Research,Schemata (Cognition),Philosophy,Teacher Attitudes,Teaching Methods

This paper invites you, the reader, to co-produce meaning around the possibilities and limitations of what Gadamerian philosophy and hermeneutic phenomenology holds for environmental education research. Gadamerian philosophy and hermeneutic phenomenology is founded on the idea that people make meaning (the hermeneutic aspect) of lived experiences (the phenomenological aspect) through dialogue from a perspective where cognition is a product of a particular time and place. As such, this philosophy provided a solid foundation for a study which researched how five high school teachers made sense of, and engaged with, critical environmental education. This study evolved out of my belief that teachers' perceptions and practices have been marginalized, excluded, or forgotten in theoretical narratives of critical environmental education. In this paper I will share my experiences engaging with Gadamerian philosophy and hermeneutic phenomenology and introduce what I found to be the nature, limitations and possibilities of this research frame.
Bastions of Mechanism, Castles Built on Sand: A Critique of Schooling from an Ecological Perspective
Author: Steen, Sandy
Date: 2003-00-00
Type: Journal Articles
Subjects: Environmental Education,Educational Change,Adults,Children,Holistic Approach,Ecology,Sustainable Development,Soil Science,Models,Foreign Countries

The realization of the goals of environmental education may involve a critique and transformation of the dominant model of schooling. Specifically, a greater emphasis on second-order change is necessary in order to address the mechanistic structures and dynamics of schooling that may frustrate environmental education. Several of the mechanistic practices that define the dominant model of schooling and that may inhibit the adoption of holistic or ecological thought are systematically identified and discussed. The paper is primarily a critique, pointing to future work needed in reconceptualizing schooling so that it is more compatible with the goals of environmental education. The piece concludes with the suggestion of revisiting the deschooling movement for what it may be able to contribute to the questions at hand.
Will Any/Body Carry that Canoe? A Geography of the Body, Ability, and Gender
Author: Newbery, Liz
Date: 2003-00-00
Type: Journal Articles
Subjects: Feminism,Adventure Education,Human Body,Gender Issues,Social Class,Self Concept,Social Theories,Disabilities,Social Attitudes,Gender Bias

In this paper I locate portaging as a site of contradiction where convoluted meanings about the self, ability, gender, and class surface. Disability theory and feminist theory of the body elicit various readings about what sort of identities are being produced in the pedagogical space of adventure learning and the canoe expedition. (Contains 4 notes.)
The Diluted Curriculum: The Role of Government in Developing Ecological Literacy as the First Imperative in Ontario Secondary Schools
Author: Puk, Tom
Date: 2003-00-00
Type: Journal Articles
Subjects: Environmental Education,Geography,Guidelines,Foreign Countries,Secondary School Curriculum,Ecology,Secondary Schools,Surveys,Sciences,Outdoor Education,Water,Science Curriculum

In 2000, the Ontario Ministry of Education removed &quot;Environmental Science&quot; from the secondary school curriculum as single-focus, stand-alone courses. Instead, the Ministry chose to integrate or &quot;infuse&quot; ecological concepts in other science and geography courses. In this study, surveys were sent out to science and geography teachers across the province. Teachers were asked whether or not they taught various topics, how much time they spent teaching these topics, and how much time they spent per course teaching outdoors. The data collected from the surveys demonstrate that grade 9/10 and grade 11/12 science and geography teachers are, in fact, spending very little time teaching ecological concepts. There is a limited and ineffective emphasis on learning about environmental science topics or promoting ecological literacy in the current curriculum guidelines. The results of the study indicate the failure of the &quot;infusion model&quot; for ecological education. The study suggests that in light of the serious challenges the ecosphere faces in the future, ecological literacy must become the first imperative in the school curriculum. (Contains 4 tables.)