ethanporcaro/eric-fulltext-meta huggingface dataset:
Tramping Trail with Elroy in the Early Years of CELP
Author: O'Krafka, Karen
Date: 2010-00-00
Type: Journal Articles
Subjects: Recreational Facilities,Conflict Resolution,Leadership,Outdoor Education,Profiles,Adolescents,Environmental Education,Skill Development,Foreign Countries

The author is sipping tea on the eve of a week-long winter trip--over a decade since she first tramped trail with Mike Elrick into the winter wilderness. This evening holds for her the same electricity that it did in 1997--anxiety and excitement--when Elroy guided a motley crew of teens (his gang) into the woods and frozen waters of Algonquin Park. With his wealth of wisdom, Mike carefully crafted those frozen days of prospector tents, baking bannock, singing, solos, star gazing and frozen-fingered guitar groove into the first few steps of a semester-long journey. Their journey meandered through winter, spring and summer, and explored a rich geography of life that failed to penetrate their school walls. They were intrepid, exploring the confluence of community, environment and leadership, and gaining invaluable life skills to meet the challenge of any life expedition. This journey was the Community Environmental Leadership Program (CELP). This semester-long program wasn't just a casual wander through the wilderness. CELP proved to be a challenging expedition into uncharted territories of communication, conflict resolution, teaching and learning. Mike was an anchor and an ear through all of their tumult. He had patience and passion to match all of their angst. He spoke to them as though he were sharing their journey. These memories have informed so many experiences of continued growth and learning for the author, constantly encouraging her to live well.
E-Portfolio Improving Learning in Mathematics Pre-Service Teacher
Author: Bairral, Marcelo A.
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Computer Assisted Instruction,Educational Technology,Computer Mediated Communication,Internet,Electronic Publishing,Multimedia Materials,Case Studies,Longitudinal Studies,Mixed Methods Research,Content Analysis,Portfolios (Background Materials),Portfolio Assessment,Student Evaluation,Evaluation Methods,Preservice Teachers,Mathematics Education,Mathematics Teachers,Thinking Skills,Writing Processes,Reflection,Mathematics Instruction

This research is focused on dimensions of mathematical thinking among preservice teachers learning through the use of e-Portfolios. The data came from portfolios created and reconstructed by future mathematics teachers. Their process of reviewing and republishing pages through the Internet was constantly saved and reviewed in turn by the researchers. Seven case studies were conducted. Results stress the importance of the use of ICT by pre-service teachers as an interface to become more reflective about their learning and to improve their knowledge. Besides being a tool to recognize different dimensions (technological, conceptual and communicative) the e-Portfolios were a powerful resource for creating, publicizing ideas, and learning mathematics in different ways. The article also presents some methodological issues. (Contains 4 figures, 3 tables, 4 footnotes, and 1 picture.)
A Learner-Centred Game-Design Approach: Impacts on Teachers' Creativity
Author: Frossard, Frederique
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Creativity,Secondary School Teachers,Creative Teaching,Pilot Projects,Inservice Teacher Education,Teacher Workshops,Elementary School Teachers,Teacher Developed Materials,Computer Assisted Instruction,Educational Technology,Computer Software,Multimedia Materials,Instructional Design,Educational Games,Video Games,Computer Games,Open Source Technology,Blended Learning,Computer Software Evaluation,Focus Groups,Interviews,Program Effectiveness,Program Implementation,Outcomes of Education

This study presents an innovative pedagogical approach where teachers become game designers and engage in creative teaching practices. Within co-design training workshops, 21 Spanish primary and secondary school teachers have developed their own Game-Based Learning (GBL) scenarios, especially tailored to their teaching contexts and students profiles. In total, teachers developed 13 GBL scenarios and put them into practice in teaching contexts. The present paper analyses the impacts of this learner-centred game design approach on teachers' creativity from three different points of view: the GBL design process, the GBL scenario, and the teaching processes at stake. (Contains 1 figure, 4 footnotes, and 2 pictures.)
Role of Teacher in Personal Learning Environments
Author: Shaikh, Zaffar Ahmed
Date: 2012-06-00
Type: Journal Articles
Subjects: Constructivism (Learning),Teacher Competencies,Teacher Role,Educational Research,Learning Theories,Teacher Student Relationship,Literature Reviews,College Instruction,Educational Technology,Computer Mediated Communication,Computer Uses in Education,Web 2.0 Technologies,Technology Integration,Computer Software

This paper aims to discuss the changing roles and competencies of a teacher in context of prevailing developments accomplished by the vast availability of social software, which have made easy the development of Personal Learning Environments (PLEs). This has been accomplished by an in-depth review of the literature on teacher's socially situated competencies and roles with regard to the tasks and guidance they provide to students shape their PLEs. Review process provides an insight of PLE research studies, constructivist learning theories, and teacher changing roles. The results of this study outline the roles that portray the importance of teacher competencies as role in Planning and Design, Instruction and Learning, Communication and Interaction, Management and Administration, and Use of Technology. (Contains 1 figure.)
Teaching Practice in the Making: Shaping and Reshaping the Field of Adult Language, Literacy and Numeracy Teaching
Author: Widin, Jacquie
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Literacy,Literacy Education,Numeracy,Expertise,Transformative Learning,Teaching Methods,Heuristics,Adult Vocational Education,Theory Practice Relationship,Adult Educators,Learning,Teacher Education

The field of adult language, literacy and numeracy in Australia is a site of struggle as policy changes, new learner groups and new economic imperatives challenge teachers' expertise and beliefs about good teaching practice. This article examines the ways in which experienced adult language, literacy and numeracy teachers shape and reshape their practices within this tricky and treacherous terrain. Using Bourdieu's analytical tools of field and habitus as a theoretical framework, and Kumaravadivelu's notion of postmethod pedagogy as a lens for observation and interpretation, the paper analyses the ways in which four experienced teachers shape and reshape their classroom practice to create transformative learning for their learners. (Contains 1 figure.)
Investigating the Influence of Teacher Strategies on Academic Self-Efficacy and Study Behaviour of Students in a Tertiary Bridging Program
Author: Whannell, Patricia
Date: 2012-04-00
Type: Journal Articles
Subjects: Action Research,Self Efficacy,Foreign Countries,Independent Study,Student Behavior,Transitional Programs,College Students,Questionnaires,Likert Scales,Social Behavior,Educational Responsibility,Coping,Student Attitudes,Statistical Significance,Student Improvement,Study Habits,Goal Orientation,Locus of Control,Expectation,Correlation,Age Differences,Predictor Variables,Academic Achievement,Time Management,Educational Assessment

This article describes the findings of an action research project which examined the link between academic self-efficacy and the study behaviours of students in a tertiary bridging program at a regional university in Australia. It describes the gap which exists between students' instruction in, and knowledge of, being a self-directed learner and the enacting of study behaviours which demonstrate that instruction and knowledge. The intervention employed in the study resulted in significant improvements in many areas of academic self-efficacy and study behaviours and demonstrates the effectiveness of the tertiary bridging program in this regard. The appropriateness of using traditional forms of assessment in tertiary bridging programs is discussed. (Contains 9 tables.)
Educational and Cultural Challenges of Bicultural Adult Immigrant and Refugee Students in Australia
Author: Brooker, Abi
Date: 2012-04-00
Type: Journal Articles
Subjects: Cultural Awareness,Adult Students,Foreign Countries,Refugees,Immigrants,Cultural Influences,Correlation,Student Needs,Interviews,Biculturalism,Cultural Background,Ethnicity,College Students,Individual Characteristics,Barriers,Acculturation,English (Second Language)

We report the relationship between the cultural and educational challenges of immigrant adult students. Thirty-five recently arrived adults in a bridging course completed a self-administered, online computer interview to rate their exploration and commitment to their heritage and Australian cultures, and express their experiences with their own challenges (size and effect of challenges, people who helped them deal with their challenges). Students' biggest challenges differed in relation to their bicultural identities (their cultural identities for both heritage and Australian cultures): money and school tasks for the more bi-culturally committed; English and personal skills for the less. Students who were more bi-culturally committed appeared to experience some advantages in their experiences with their challenges. How newly arrived immigrants develop their bicultural identities can have implications for how they address their challenges, and find a place for themselves within the new culture and their heritage culture. (Contains 1 figure and 2 tables.)
Diabetes Literacy: Health and Adult Literacy Practitioners in Partnership
Author: Black, Stephen
Date: 2012-04-00
Type: Journal Articles
Subjects: Health Services,Literacy Education,Health Personnel,Diabetes,Public Health,Adult Education,Public Housing,Adult Literacy,Teaching Methods,Community Programs,Foreign Countries,Teamwork,Agency Cooperation

This paper describes pedagogy in a series of &quot;diabetes literacy&quot; programs involving culturally and linguistically diverse (CALD) communities. The programs were jointly delivered in local community sites, including neighbourhood centres and public housing halls, by qualified nutritionists from a public health service and adult literacy teachers from a technical and further education (TAFE) institute. The programs were funded by the Australian Government as an adult literacy innovative project, and they were considered innovative because the concept of &quot;diabetes literacy&quot; is relatively new, and in the Australian health literacy context, the work of health professionals in a team with adult literacy teachers and other organisational partners is undeveloped and rarely documented. The main focus of the paper is on how these two partners managed to work together effectively within an integrated literacy approach focusing on the situated health needs of selected CALD communities.
Cultural Codes as Catalysts for Collective Conscientisation in Environmental Adult Education: Mr. Floatie, Tree Squatting and Save-Our-Surfers
Author: Walter, Pierre
Date: 2012-04-00
Type: Journal Articles
Subjects: Social Action,Adult Education,Ideology,Foreign Countries,Cultural Influences,Identification (Psychology),Activism,Conservation (Environment),Environmental Education,Pollution,Natural Resources

This study examines how cultural codes in environmental adult education can be used to &quot;frame&quot; collective identity, develop counterhegemonic ideologies, and catalyse &quot;educative-activism&quot; within social movements. Three diverse examples are discussed, spanning environmental movements in urban Victoria, British Columbia, Canada, the redwoods of northern California, and the coral reefs and beaches of Hawai'i, respectively. The first, Mr. Floatie and his fight for sewage treatment, illustrates how art, humour and drama can be employed to mobilise the public, media and government to action. The second, Julia Butterfly Hill and her 738-day squat in a redwood tree, shows how cultural codes embodied in both tree and woman catalysed social action for forest preservation. The third, the grassroots organisation Save Our Surf, demonstrates the effectiveness of education and activism through immediate, multiple and short-term symbolic appeals for help, leading to long-term success in Hawaiian coastal conservation. (Contains 1 figure.)
Mathematics Funds of Knowledge: &quot;Sotmaute&quot; and &quot;Sermaute&quot; Fish in a Torres Strait Islander Community
Author: Ewing, Bronwyn
Date: 2012-04-00
Type: Journal Articles
Subjects: Mathematics Skills,Indigenous Populations,Cultural Maintenance,Cultural Relevance,Early Childhood Education,Knowledge Level,Foreign Countries,Parent Participation,Mathematics Instruction

The purpose of this article is to describe a project with one Torres Strait Islander Community. It provides some insights into parents' funds of knowledge that are mathematical in nature, such as sorting shells and giving fish. The idea of funds of knowledge is based on the premise that people are competent and have knowledge that has been historically and culturally accumulated into a body of knowledge and skills essential for their functioning and well-being. This knowledge is then practised throughout their lives and passed onto the next generation of children. Through adopting a community research approach, funds of knowledge that can be used to validate the community's identities as knowledgeable people, can also be used as foundations for future learning for teachers, parents and children in the early years of school. They can be the bridge that joins a community's funds of knowledge with schools validating that knowledge. (Contains 2 figures.)
Knowledge Management Systems and Open Innovation in Second Tier UK Universities
Author: Chaston, Ian
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Program Effectiveness,Business Administration Education,College Faculty,Teacher Surveys,National Surveys,Educational Policy,Educational Finance,Economic Climate,Knowledge Management,Management Systems,Social Sciences,Innovation,Mail Surveys,Organizational Development,College Administration,Government School Relationship,Research,Predictor Variables

The purpose of this paper is to examine the performance of second tier UK universities in relation to the effectiveness of their knowledge management systems and involvement in open innovation. Data were acquired using a mail survey of academic staff in social science and business faculties in second tier institutions. The results indicate that certain key factors influence the effectiveness of knowledge management systems. Universities engaged in open innovation appear to have developed more effective systems. It is concluded that universities seeking to survive in the face of government spending cuts could benefit from optimising the effectiveness of their knowledge management systems and giving greater emphasis to the acquisition of new knowledge by exploiting open innovation. (Contains 1 table.)
Adult Language, Literacy, Numeracy and Problem-Solving Skills in the Workplace
Author: Athanasou, James A.
Date: 2012-04-00
Type: Journal Articles
Subjects: Social Bias,Occupations,Numeracy,Problem Solving,Adult Literacy,Job Skills,Competency Based Education,Language Skills,Foreign Countries,Social Influences,Socioeconomic Influences,Reading Comprehension

This paper examines the performance of the eight major occupational categories across the four skill areas of the Adult Literacy and Life Skills Survey. The results indicated that some 38-64% of employed Australians were below minimal competence (at Level 1 or Level 2) in one of the four skill areas of prose literacy, document literacy, numeracy or problem-solving skills. A pattern of greatest need was identified amongst two occupational groups, namely, machinery operators/drivers and labourers. There was also a clear occupational hierarchy in the area of problem-solving skills that was considered to reflect a social bias since it was inconsistent with the three other skill areas. The findings also highlight pockets of social disadvantage and inequality with many labourers outperforming managers and professionals. It was concluded that the pattern of performance across occupations and skill levels was statistically and significantly different than chance. (Contains 4 tables.)
The Adult Learner May Really Be a Neglected Species
Author: O'Toole, Sean
Date: 2012-04-00
Type: Journal Articles
Subjects: Adult Learning,Adult Students,Learning Processes,Learning Experience,Foreign Countries,Student Needs,Teaching Methods,Expectation,On the Job Training,Classroom Environment,Computer Uses in Education,Computer Software,Adult Educators,Teacher Qualifications

When we separate the process of learning that is experienced by adults and children from the methods, systems and settings that are used, a clear case can be made for a very distinct, andragogical model. This concept exists separately from the notion that there is undoubtedly a common pedagogy or &quot;art of teaching&quot; that is shared by the best educators, regardless of whether their audience comprises children or adults. The key to improving the adult learning experience is to acknowledge that adults do have very different needs, expectations and limitations in what they want and need to know, and how they are prepared to experience it. (Contains 1 table.)
How Should Citizenship Be Integrated into High School History Programs? Public Controversies and the Quebec &quot;History and Citizenship Education&quot; Curriculum: An Analysis
Author: Ethier, Marc-Andre
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Citizenship Education,Social Justice,Secondary School Curriculum,High Schools,Catholic Schools,Public Schools,Educational History,French Canadians,Citizenship

This article is divided into two sections. The first section reviews the national high school history programs in Quebec from 1905 onward. It focuses on the national and civic identity developed through the programs, as well as on political wrangles over their identity-building goals. Because the Quebec public school system was denominational, and because French-speaking Catholics constituted approximately 86% of the province's population at the time, the authors only examine history taught in the French-Catholic public school system, headed by the Roman Catholic Committee of the Council of Public Instruction. Although the system became increasingly secular from 1966 onwards, Article 93 of the 1867 British North America Act prevented Quebec from abolishing the denominational system. A secular system was finally established in 1997 when a constitutional amendment was promulgated. The second section of this article continues with an analysis of the actual nature of the current program and looks at its claim to be promoting an autonomous, critical citizenship focused on social justice. Through the use of a descriptive typology, this part of the article seeks to provide an answer to the question: What kinds of citizens is the &quot;History and Citizenship Education&quot; program aiming to educate in Quebec's schools? Finally, it reviews the program's limitations and the gap separating the goals of the programs from teaching practices. This article thus constitutes a modest attempt at describing and analyzing a specific case of educational aims and discourse--namely the Quebec history curriculum. (Contains 1 footnote.)
&quot;Why Do We Learn This Stuff&quot;? Students' Views on the Purpose of Social Studies
Author: Gibson, Susan
Date: 2012-00-00
Type: Journal Articles
Subjects: Current Events,Student Attitudes,Citizenship Education,Foreign Countries,Social Studies,Preservice Teachers,Methods Courses,Teacher Attitudes,Curriculum,Elementary School Teachers

The author has been teaching pre-service elementary social studies teachers for over 20 years and one thing that always astonishes her is how &quot;fuzzy&quot; they are about why social studies is taught as a subject in schools. When she asks this question in her undergraduate social studies methods classes, she usually gets specific content-focused responses such as: to learn about history and geography, Canada and the world, other people and cultures, government and politics, or current events. Learning to be a good citizen is rarely mentioned even though social studies programs across Canada have a long history of citizenship education as their primary goal. When she explains that social studies is the school subject that aims to develop children's understanding about what it means to be a good citizen, her students are genuinely surprised. Few acknowledge being aware that they were learning about citizenship when they were taking social studies in elementary and secondary school. A scan of the literature on teachers' and students' perceptions of social studies as a school subject from the last three decades would seem to suggest that this lack of overt attention to citizenship education is typical. A number of research studies consistently found that social studies is often the least liked course that children and youth take in school and the one that they feel most lacks relevance to their lives. In this study, the author focuses specifically on the newly implemented social studies curriculum in the province of Alberta context and explores teachers' views on the new social studies curriculum and children's views on social studies.
Evaluating the Impact of Supplemental Instruction on Short- and Long-Term Retention of Course Content
Author: Price, Jodi
Date: 2012-00-00
Type: Journal Articles
Subjects: Self Efficacy,Tests,Course Content,Retention (Psychology),Psychology,Supplementary Education,Long Term Memory,Short Term Memory,Exit Examinations,Program Effectiveness,Test Preparation,Introductory Courses,Attendance Patterns,Achievement Gains

Findings from prior research in various content domains have indicated that Peer Assisted Study Sessions (PASS) attendees earned higher final grades than non-attendees. However, what makes PASS effective remains unknown; for example, PASS could improve short-term retention but hinder long-term maintenance of course content given that some methods that facilitate short-term retention of information hurt long-term retention. Of additional interest was what predicts students' attendance in PASS. We tracked 75 introductory psychology students' short- and long-term retention of course content via unit quizzes and a cumulative final exam, respectively, to determine if PASS attendance improved both types of retention. Results indicated that PASS attendees had significantly higher academic self-efficacy and final grades than non-attendees. Attendees outperformed non-attendees on three of the six quizzes and on the cumulative final exam, supporting both the short- and long-term effectiveness of PASS. (Contains 1 figure, 3 tables and 5 footnotes.)