ethanporcaro/eric-fulltext-meta huggingface dataset:
The Case for Pedagogical Action Research in Psychology Learning and Teaching
Author: Norton, Lin
Date: 2014-00-00
Type: Journal Articles
Subjects: Action Research,Research Needs,Psychology,Relevance (Education),Educational Practices,Instructional Improvement,Research Methodology,Reflective Teaching,Higher Education,Educational Research

It is just over 12 years since &quot;Psychology Teaching Review&quot;'s first Special Issue on action research psychology. In the guest editorial for that issue Lin Norton suggested that pedagogical action research can be controversial, and that for some academic psychologists it appears to be more than curriculum development rather than &quot;real&quot; research (Norton, 2002). Norton considers how much has changed since then. It is still difficult to find many studies in the published literature about systematically investigating aspects of teaching psychology practice through an action research approach, although there are more sources that use key word phrase like &quot;reflective teaching&quot; and &quot;professional practice.&quot; In this article Norton considers why this might be the case. Norton argues for a more inclusive approach to pedagogical research which enables psychology academics to think more critically about how they teach and how they might improve their students' learning.
Inconvenient, but Essential: Impact and Influence of School-Community Involvement on Principals' Work and Workload
Author: Hauseman, D. Cameron
Date: 2017-00-00
Type: Journal Articles
Subjects: College School Cooperation,Principals,Partnerships in Education,Faculty Workload,Administrator Surveys,Community Involvement,School Involvement,Mixed Methods Research,Research Design,Elementary Education,Secondary Education,Instructional Leadership,Foreign Countries,Online Surveys,Focus Groups

The work of contemporary school principals is intensifying in terms of complexity and volume. Many factors moderate and drive such work intensification. More than ever before, school principals are expected to build relationships with organizations and agencies connected to the student and school community. Using findings generated from a large-scale survey of 1,400 Ontario principals, this paper reports on the influence of opportunities for school--community involvement on the work principals do on a daily basis and details how involvement in such activities influences and impacts their workloads. Survey findings indicate that principals are engaged in an average of 4.4 community involvement opportunities at the school level. Almost two-thirds of principals reported that school-community involvement increases their workload. Four ways in which work intensification influences principals' ventures in school-community involvement are also identified, including how school-community involvement leaves less time for direct instructional leadership practices.
Students' School Belonging: Juxtaposing the Perspectives of Teachers and Students in the Late Elementary School Years (Grades 4-8)
Author: Bouchard, Karen L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Teacher Attitudes,Student Attitudes,Elementary School Students,Middle School Students,Teacher Student Relationship,Qualitative Research,Friendship,Peer Relationship,Foreign Countries,Semi Structured Interviews,Extracurricular Activities,Children,Adolescents

Student belonging to school has been consistently correlated with many significant outcomes, yet there is little research that depicts how this sense is developed. This study explores the factors through which late elementary/middle school students (Grades 4-8) develop a sense of belonging to their school. Individual interviews with teachers and students indicated that students foster a sense of belonging through reciprocal caring relationships with teachers, through peer friendships, and through participation in extracurricular and school-based activities. These themes are discussed, and the responses from teachers and students are juxtaposed to highlight points of convergence and divergence, revealing opportunities for teacher professional development to support teachers' understandings of student school belonging.
Latino Immigrant Students' School Experiences in the United States: The Importance of Family- School-Community Collaborations
Author: Sibley, Erin
Date: 2017-00-00
Type: Journal Articles
Subjects: Immigrants,Hispanic American Students,School Community Relationship,Family School Relationship,Early Childhood Education,Elementary Secondary Education,Educational Quality,At Risk Students,Parents,Individual Characteristics,Academic Achievement,Parent Participation,Social Influences,Student Experience,Undocumented Immigrants,Access to Education,Barriers,Stress Variables,Mental Health,Cognitive Ability

This paper reviews the literature on the educational experiences of Latino immigrant students in the United States, from early childhood through postsecondary educational attainment. Utilizing a developmental-contextual perspective, we explain the various environmental, political, structural, and psychological challenges these students face, while also highlighting protective factors in the school and family. We highlight how schools, communities, and families can work together to improve the educational chances of these students. These students are less likely to receive high-quality early childhood education and care before the age of five, setting the stage for potential academic disadvantage later on. Parental premigration characteristics play an important role in children's achievement during elementary and middle school, a time when parent educational involvement is important but often difficult for immigrant families. Immigrant students are less likely to graduate high school compared to children of native-born parents and during adolescence may experience isolation from U.S. peer groups. These findings are discussed in light of the additional risks carried by unauthorized status, as well as immigration and acculturation-related stressors. Given that these children are a growing segment of the U.S. population and will soon comprise a large portion of the nation's workforce, we argue that educating them effectively should be of utmost importance. We conclude with policy recommendations, practice recommendations for schools, and important directions for future research.
&quot;Why Are the Black Kids Being Suspended?&quot; An Examination of a School District's Efforts to Reform a Faulty Suspension Policy through Community Conversations
Author: Davis, Cassandra R.
Date: 2017-00-00
Type: Journal Articles
Subjects: African American Students,Educational Change,School Districts,Suspension,Community Involvement,School Community Relationship,School Personnel,Civil Rights Legislation,Federal Legislation,Urban Areas

This article will explore a district's attempt to revise their suspension policy with the collaborative effort of community members and school-level educators. In this article, I will present my analysis of data from six forums where participants expressed their concerns and made recommendations on how to improve the policy. I will also use research that highlights best practices of reforming schools through community engagement to determine how, if at all, the district was able to enact change with their policy. My findings revealed that, across Community Conversations, participants viewed additional support--largely centered on improving instructional practices for teachers and providing professional development to both teachers and parents to reduce suspensions--as a necessity. Furthermore, the school district was somewhat successful in reforming their policy since they involved the community and school personnel and created a space for group collaboration; however, they struggled to build trust between groups, resulting in an absence of parents of color from forums.
From Falling through the Cracks to Pulling Through: Moving from a Traditional Remediation Model toward a Multi-Layered Support Model for Basic Writing
Author: Ostergaard, Lori
Date: 2016-00-00
Type: Journal Articles
Subjects: Basic Writing,Writing Instruction,Remedial Instruction,Teaching Methods,Models,Rhetoric,Research,Revision (Written Composition),Reflection,Educational History,Developmental Studies Programs,Higher Education,Writing (Composition),Skill Development,Curriculum Development,Conventional Instruction,Supervision,Athletes

This article examines two course redesigns undertaken to improve student support, learning, and retention in the basic writing program at Oakland University, a doctoral research university in southeast Michigan, where support for developmental writers has fluctuated dramatically between nurture and neglect over the past fifty years. However, current conditions--including the creation of a new department of writing and rhetoric and a university-wide commitment to student support and retention--have set the stage for dramatic revisions to the way our basic writing and supervised study courses are administered. Over the last five years, the writing and rhetoric department at Oakland has revised both of these courses to better align them with our first-year writing program's focus on rhetoric, research, revision, and reflection. These changes have formed the groundwork for a new curricular model that we believe will provide multiple layers of faculty and peer support for our most vulnerable students.
Academically Gifted Undergraduate Students: Their Preferred Teaching Strategies
Author: AL-Khayat, Majed M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Academically Gifted,Undergraduate Students,Preferences,Teaching Methods,Rating Scales,Individual Differences,Critical Thinking,Creative Thinking,Foreign Countries,Majors (Students),Gender Differences,Statistical Analysis

Much attention is being paid to the students who give evidence of high achievement capability in specific academic fields. This interest includes choosing sufficient teaching strategies that suit their characteristics. However, this study aims at identifying what teaching strategies are preferred by academically gifted students in Princess Rahma University College/Al-balqa Applied University. A validated scale, covered four dimensions, was developed to measure preferred teaching strategies. The four dimensions were Presentations, Accommodations for Individual Differences, Critical Thinking Strategies, and Creative Thinking Strategies. The study sample consisted of 66 students who were academically gifted. Results revealed that the highest teaching strategies preferred by the students that were related to Creative Thinking dimension followed by Critical Thinking Strategies, the lowest preferred teaching strategy was Presentations. The study urges instructors, who have academically gifted students in their classes, to carefully employ appropriate teaching strategies that meet their needs and increase their potentials.
The Future of Pedagogical Action Research in Psychology
Author: Cormack, Sophie
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Trends,Educational Research,Action Research,Psychology,Study Abroad,Study Skills,Statistics,Educational Games,Critical Thinking,Anxiety,Learner Engagement,Recognition (Achievement),Prior Learning,Undergraduate Students,Research Methodology,Writing Skills,Evidence,Interdisciplinary Approach,Nonmajors,Stereotypes,Foreign Countries

Psychology lecturers are well-qualified to carry out action research which would contribute to the theoretical understanding of learning as well as having practical benefits for students. Pedagogical action research demonstrates how knowledge of psychology can be applied to solve practical problems, providing role models of psychological literacy to students, who can also beneficially be involved as participant researchers. Academics are urged to collect evidence to influence policy where higher education is facing new challenges, whether from changing economic conditions, technological developments, globalisation, student diversity, or greater expectations for personalised, engaging, and flexible learning. Five specific areas within the teaching of psychology are identified as offering rich opportunities for action research: study abroad; study skills for transition to university; engaging students with statistics; gamification; and teaching psychology to students from other disciplines. Readers are invited to join the authors in collaborating on future pedagogic action research in these areas.
Publishing with Undergraduates
Author: Hartley, James
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Writing for Publication,Psychology,Student Research

This short paper describes the author's experiences of publishing with undergraduates for more than 40 years: it discusses the advantages and disadvantages for staff and students.
Aiming for Outstanding: Action Research from Students of the MSc in the Teaching of Psychology
Author: Lintern, Fiona
Date: 2014-00-00
Type: Journal Articles
Subjects: Action Research,Psychology,Teaching Methods,Masters Programs,Online Courses,Student Research,Electronic Learning,Vignettes,Relevance (Education),Feedback (Response),Problem Based Learning,Learning Activities,Instructional Effectiveness,Student Satisfaction,Foreign Countries

The first cohort of a new MSc programme is due to complete the course in August 2014. During the three-year online course students conduct several pieces of action research in their classrooms. There is little research specifically related to classroom practice in the pre-tertiary psychology classroom. The following describes the rationale and context of the MSc in the Teaching of Psychology and reports on three students' final year research. The first considers the benefits of Psychology Applied Learning Scenarios (PALS) as applied to an A-level Psychology lesson. This is followed by research on the academic impact the flipped classroom can have on AS and A-level progress and the perceptions of this teaching technique learners have. Finally a plenary designed to develop critical thinking skills and meet the criteria for an &quot;outstanding&quot; lesson is discussed. Conducting action research into one's own teaching produces reflective, self-critical practitioners and these skills are also transmitted to their own students.
The Stages of Student Mathematical Imagination in Solving Mathematical Problems
Author: Wibowo, Teguh
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematical Logic,Imagination,Problem Solving,Creative Thinking,Multisensory Learning,Qualitative Research,Foreign Countries,Sequential Learning,Junior High School Students

This research is a qualitative study that aimed to describe the stages of students mathematical imagination in solving mathematical problems. There are three kinds of mathematical imagination in solving mathematical problems, namely sensory mathematical imagination, creative mathematical imagination and recreative mathematical imagination. Students can produce one kind of mathematical imagination or other kinds of mathematical imagination. Problem sheet is used as a supporting instrument to find out the stages of students mathematical imagination in solving problems. Three students are used as research subjects in whom students were able to produce their mathematical imagination in solving mathematical problems. The results showed that there are three stages of students mathematical imagination in solving mathematical problems, the first stage is sensory mathematical imagination, the second stage is creative mathematical imagination, and the last stage is recreative mathematical imagination.
Conversations with Family Members about Math
Author: Mistretta, Regina M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Family School Relationship,Mathematics Teachers,Middle Schools,High Schools,Elementary Schools,Teacher Role,Preservice Teacher Education,Faculty Development,Public Schools,Private Schools,Teacher Attitudes,Family Role,Questionnaires

This article focuses readers' attention on how teachers communicate with families about math, what teachers specifically communicate about, and why the need to communicate with families exists in the first place. Findings from conversations about math facilitated by 72 teachers with 225 families of public and nonpublic elementary, middle, and high school students are reported to demonstrate how dialogue between teachers and families can support meaningful home-school interactions. Implications for teacher preparation programs and professional development initiatives are discussed, and recommendations for future research paths offered. In addition, prompts are included for readers' own reflection on using conversation as a form of practitioner inquiry for knowing and supporting families with math.
Research Trends of EFL Students in English Education Program: A 2005-2015 Survey
Author: Iftanti, Erna
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Educational Trends,Second Language Learning,English (Second Language),Questionnaires,Graduate Students,Masters Theses,Content Analysis,Research Methodology,Action Research,Research and Development,Writing Improvement,Research Skills,Plagiarism

One of the purposes of English Education Program of State Islamic Institute of Tulungagung, Indonesia, is to lead the graduates to do research on linguistics and language teaching and to write a thesis accordingly. However, the preliminary study shows that there is some repeatedly research on the same topics, because the students commonly spend their time copying and pasting or modifying their seniors' previous studies during writing the research proposals. If the advisors are not punctual in advising their advisees, it is possible to do some unintentional plagiarism which furthers block the contribution toward the body of knowledge in English language and education. Therefore, this article is intended to describe research trends of EFL students in English education. This descriptive study done through a questionnaire survey to 450 out of 849 students' theses reveals that during the last eleven years, TEFL is the most popular research topic, because it is their mainstream topic. Still, they include other topics than TEFL which are mostly researched by using Descriptive (Qualitative). However, the students' theses also indicate the development of implementing various research methods i.e. Quantitative, Classroom Action Research, and Research &amp; Development. Moreover, although it is revealed that the research has already indicated the appropriateness of research objective with its title and research background, the EFL students' theses need some improvement on writing research gap, reviewing related literature and previous studies, and on drawing conclusion and stating suggestion and research contribution as well. This study is then useful as the basis to make a research road map and important to avoid plagiarism and set a thorough research contribution to the body of knowledge on TEFL in Indonesia. A bibliography is included.
Finding &quot;Mathematics&quot;: Parents Questioning School-Centered Approaches to Involvement in Children's Mathematics Learning
Author: Jay, Tim
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Parent Participation,Foreign Countries,Workshops,Elementary Schools,Family Involvement,Family Environment,Parents as Teachers,Interpersonal Relationship,Group Discussion,Program Effectiveness,Informal Education

This paper reports on a study of parental involvement in children's mathematics learning in the context of a series of workshops carried out in four primary schools in the United Kingdom. Previous research suggests that, while there are high correlations between parental involvement and positive student outcomes, it can be difficult to raise student achievement via parental involvement interventions. We suggest that part of the reason for this, at least in relation to mathematics, is that parents experience considerable difficulties in negotiating school-centered definitions of and approaches to mathematics. We employed a design and analytic approach informed by Derridean concepts including decentering and différance. We encouraged parents to work with their children to &quot;find the math&quot; in everyday life and activity. A significant component of the discussion in each school involved sustained, critical reflection about the meaning of &quot;mathematics&quot; and about parents' interpretations of parental involvement in children's education. We made sense of parents' discussions during the workshop by offering an account whereby parents grappled with mathematics as a socially constructed domain, dominated by school-centered ideology. As parents became more confident in their own analysis of the mathematics in everyday family life, they developed new strategies for sharing this mathematical thinking and awareness with their children. Implications for school parental engagement strategies are discussed.
Lexical Features of Teacher Talk in English Classrooms in Senior High Schools
Author: Irmayani
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Foreign Countries,High School Students,Language Usage,Secondary School Teachers,Observation,Audio Equipment,Video Technology,English Teachers,Nouns,Verbs,Qualitative Research

English as a Foreign Language (EFL) in Indonesia has been taught since elementary schools. As the only setting for EFL learners to learn English formally, the students of Senior High Schools are in the 7th to 9th year in acquiring English as a foreign language. As non-native English teachers who has been teaching English for years, English teachers in Indonesia are supposed to be the source of language input for learners. This article explores lexical features of teacher talk as an input in EFL classrooms in 8th year of senior high schools of English language classrooms. Type token ratio and parts of speech as some particular modified input of teacher talk are used to see lexical density in English classrooms. This study was conducted by descriptive method with qualitative approach. The data of the present study were taken from classroom observations of 5 English teachers from 5 senior high schools which were equipped with audio recordings tool. The result revealed the variants of type token ratio among the teachers and lexical variety that teachers' oral input. The type-token ratio of teacher talk is less than or similar as 41% or = 0.41, the mean of lexical density of teacher talk was 0.166 and proportion of the use of nouns and verbs are not more than 50% of teacher talk. A bibliography is included.