ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Video and Writing with Priority Learners
Author: Diglin, Peter
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Semi Structured Interviews,Electronic Learning,Video Technology,Beliefs,Audience Response,Student Empowerment,Student Attitudes,Research Problems,Teacher Attitudes,Educational Environment,Educational Practices,Qualitative Research,Intermediate Grades

Digital technology has become more ubiquitous in classrooms across the western world. Literacy learning is topical in New Zealand education under the umbrella of the current National Standards policy, a policy introduced on the basis of rhetoric around improving achievement for priority learners. The study presented in this paper would then appear to be timely in a number of ways. The paper outlines the historical context and relevancy of the study. The paper discusses the teaching and learning environment in which the research was conducted. Data were gathered through the medium of semi-structured interview and was analysed and a number of themes emerged. Findings indicate that working with digital video as a learning medium can have positive effects on children's writing. These effects related to increased levels of motivation and confidence. Participants were able to focus on literacy tasks for prolonged periods and that working with digital video in this way had positive effects on the participants' vocabulary. Confidence was exhibited through feelings of pride and a strengthened personal and cultural voice.
Secondary School Students' Understanding of the Socio- Emotional Nature of the New Zealand Key Competencies
Author: Brudevold-Iversen, Tessa
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Familiarity,Student Attitudes,Relevance (Education),Minimum Competencies,Competency Based Education,Resilience (Psychology),Well Being,Semi Structured Interviews,Self Management,Interpersonal Relationship,Student Participation,Language Usage,Interpersonal Communication

In its 2007 curriculum, New Zealand introduced Key Competencies (KCs) that are intended to ensure students' future participation in the economy, communities, and also to introduce metacognitive and socio-emotional dimensions to learning. The KCs also have important implications for contributing to students' wellbeing and resilience. However, they are open to interpretation and have been conceptualised, implemented, and taught in different ways. This research explored students' views of the KCs. Twelve students from five secondary schools were interviewed to explore their understanding and value of the KCs and their ideas for teaching them. Thematic analysis was used to analyse the data. Results show that participants value the KCs and interpreted them in a variety of ways, though they often failed to discuss the interconnection between the KCs or identify socio-emotional aspects of the KCs. Implications for teaching the KCs in school are discussed.
Physics Teachers' Views on Teaching the Concept of Energy
Author: Bezen, Sevim
Date: 2016-00-00
Type: Journal Articles
Subjects: Energy,Physics,Science Instruction,Science Education,Science Teachers,Scientific Concepts,Foreign Countries,Constructivism (Learning),Case Studies,Qualitative Research,Semi Structured Interviews,Teacher Attitudes,Teaching Methods,Grade 9,Secondary School Science,High School Students

Problem Statement: With the advancement of technology, energy as a concept has become part of the every aspects of life, and it becomes more and more important day by day. Since 2013, the concept of energy has become part of the updated physics education program in Turkey. Teaching the concept of energy is a significant undertaking; most students do not properly comprehend it because it is an abstract concept. In this respect, physics teachers play an important role in teaching this topic, and their views would contribute greatly to the field. Purpose of the Study: The aim of the research is to determine teachers' views on teaching the concept of energy; on the new physics program, which also includes the teaching of energy; on constructivist learning theory; and on the appropriateness of energy for this theory. Method: This research is designed as a case study, which is among the qualitative research methods, and there are three physics teachers in the study group. In the research, semi-constructed interview questions were used as a data gathering tool, and a researcher log for observing the participants was kept in order to support the obtained data. Data were analyzed using a descriptive analysis method, and the data were summarized under themes within the frame of the answers given to research questions. Findings: As a result of the research, we determined that the teaching of energy could not be done in accordance with the constructivist approach due to the teachers' lack of knowledge; however, we also determined that the teachers think that energy as a topic is applicable to the constructivist approach. Conclusion and Recommendations: We determined that when energy is taught, students can become more conscious of the concept of energy and can relate it to daily life. Moreover, our study revealed that if energy is taught by giving examples from daily life, by showing videos and simulations, and if it is supported with experiments in labs and with field trips, students can have a more effective learning experience. Furthermore, if the university entrance exam is made compatible with the curriculum, students can be more successful in learning the concept of energy.
Expanding Students' Perceptions of Scientists through the Dramatic Technique of Role on the Wall
Author: Swanson, Carolyn
Date: 2016-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,Scientific Attitudes,Scientists,Scientific Principles,Teaching Methods,Science Instruction,Cognitive Tests,Freehand Drawing,Projective Measures,Role Perception,Science Education,Secondary School Science,Action Research,Foreign Countries

This paper highlights the use of a drama convention--&quot;Role on the Wall&quot;--to teach the Nature of Science (NOS) in a Year 7/8 classroom. Students were positioned as &quot;expert&quot; scientists re-investigating the science behind the sinking of the Wahine in a Mantle of the Expert unit. Students drew a &quot;Role on the Wall&quot; of a scientist. The inner body portion outlined characteristics they thought scientists have and in the outer portion they listed the tasks scientists do. This approach can support the teaching of NOS, as it provides opportunities for students to collaboratively construct understandings about scientists and their activities. Differences were noted between the visual language and the oral language used to describe scientists. Shifts in student understanding about scientists were also examined in relation to student comment from classroom discussion and student interviews.
Secondary School Technology Education in New Zealand: Does It Do What It Says on the Box?
Author: Reinsfield, Elizabeth
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Curriculum,Technology Education,Curriculum Evaluation,Semi Structured Interviews,Educational Change,Educational Practices,Teacher Attitudes,Politics of Education,Barriers,Student Diversity,Student Needs

Technology education, as mandated in the &quot;New Zealand Curriculum&quot; (Ministry of Education, 2007) provides an opportunity for schools and teachers to offer contextually relevant and innovative curriculum responses. Recent governmental initiatives appear to offer additional transitional pathways for &quot;at risk&quot; students but signpost new challenges for technology teachers who are already experiencing tensions between political agenda, school compliance and community expectations. The research upon which this article is based highlights that even when technology teachers feel motivated and empowered to enact curriculum change in their schools, local constraints require ongoing, negotiated responses to ensure that all of their students' diverse learning needs are being addressed. This article asserts that the continued political shift towards vocational education through initiatives such as the introduction of the Youth Guarantee Scheme, have the potential to further undermine the position of technology teachers and technology education within the New Zealand secondary schooling system.
Neoliberalism, Audit Culture, and Teachers: Empowering Goal Setting within Audit Culture
Author: Rinehart, Robert E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Neoliberalism,Audits (Verification),Organizational Culture,Strategic Planning,Educational Practices,Goal Orientation,Teacher Empowerment,Teaching Methods,Foreign Countries

In this paper, I discuss the concepts of neoliberalism and audit culture, and how they affect teaching culture. Moreover, I propose a form of goal setting that, if used properly, will hopefully work to combat some of the more onerous aspects of neoliberalism and audit clture in education.
Pedagogy of the Immigrant: A Journey towards Inclusive Classrooms
Author: Rodríguez-Valls, Fernando
Date: 2016-00-00
Type: Journal Articles
Subjects: Immigrants,Teaching Methods,Teacher Education Programs,College Faculty,Student Mobility,Cognitive Style,Inclusion,Elementary Secondary Education,Kindergarten,Student Needs,Literacy,Bilingualism,English Language Learners,Cultural Background,Critical Literacy,Teacher Attitudes

In the past two years, migration has been on the front page of newspapers around the world. In the United States alone, the most current data shows that there are close to one million immigrant students. These students face challenges such as high mobility and anonymity. Moreover, immigrant students have specific needs that must be understood, identified, and addressed by educators working with and learning from immigrant students and their families. In this article, I reflect about my experiences as an immigrant teacher, teacher of immigrant students, and faculty working in Teacher Education Programs. Through this reflection, I suggest teaching credential/initial teacher education programs must require future educators to analyse how mobility and anonymity, among other factors, impact immigrant students' learning practices. I conclude by providing recommendations and guidance when developing fully inclusive programs in both PreK-12/compulsory education school sites as well as in institutions of higher education.
Students' Beliefs about Learning Mathematics: Some Findings from the Solomon Islands
Author: Kele, Andriane
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Beliefs,Educational Attitudes,Mathematics Education,Secondary School Mathematics,Self Efficacy,High School Seniors,Comprehension,Mixed Methods Research,Student Surveys,Likert Scales

Students' beliefs and attitudes can impact on their mathematics learning and performance. Yet, there appears to be minimal literature that deals with the educational implications of this dimension. This paper focuses on the beliefs of Year 12 Solomon Islands students in mathematics learning. The students' beliefs are analysed and themes identified. While most students were in agreement about the beliefs in doing mathematics, there were variations in the students' self-efficacy beliefs. The findings are interpreted in relation to recent writing about students' beliefs towards learning mathematics. The paper will consider the issues arising out of the study and offer suggestions for meeting these challenges.
Teaching for Present &quot;and Future&quot; Competency: A Productive Focus for Professional Learning
Author: Hipkins, Rosemary
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Competence,Teaching Methods,Student Needs,Curriculum Development,Thinking Skills,Language Usage,Interpersonal Relationship,Self Management,Instructional Effectiveness,Elementary Secondary Education,Teacher Role,Teacher Competencies

The key competencies are a potentially transformative feature of the New Zealand Curriculum. However, the way in which they have been understood and implemented in schools points to tensions and challenges that may prevent them from acting as agents of curriculum change. One recent researcher/practitioner partnership developed materials that show how a close interweaving of key competencies and traditional subject learning might transform the taught curriculum. Analysis of the practice of the teachers who contributed to this project suggests that refocusing teacher thinking about purposes for learning is likely to be a critical change lever. A clear focus on students' present and future needs must be part of any re-imagining of purposes for teaching and learning, and hence of the taught curriculum.
&quot;Untapped Potential?&quot; Key Competency Learning and Physical Education
Author: Gillespie, Lorna
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Health Education,Competence,National Curriculum,Action Research,Skill Development,Thinking Skills,Self Management,Interpersonal Competence,Secondary School Teachers,Physical Education Teachers,Student Educational Objectives,Educational Benefits,Student Centered Learning,Curriculum Development,Educational Planning,Faculty Development

This paper reports on a collaborative action research project that directed attention to the opportunities Physical Education presents to develop learning associated with three of the key competencies detailed in the New Zealand Curriculum; thinking; managing self; and relating to others. Three teachers in one secondary school explored the meanings each of these key competencies could take on in physical education and, specifically, ways in which adjustments to learning intentions, content, pedagogy and assessment variously helped them bring key competency learning to the fore. Attention is drawn to the benefits teachers saw arising from an enhanced focus on learning, shifts to more student-centred pedagogy, and questions that the research generated for the department's curriculum planning. Discussion also highlights the value of research approaches that emphasise collaboration and support professional learning.
Tinkering with Teachers: The Case for 3D Printing in the Education Library
Author: Elrod, Rachael
Date: 2016-00-00
Type: Journal Articles
Subjects: Printing,Academic Libraries,Program Implementation,Computer Peripherals,Lesson Plans,Models,Elementary Secondary Education,Integrated Curriculum,Teacher Education Programs,Library Services

Opportunities to utilize 3D printing in the K-12 classroom are growing every day. This paper describes the process of implementing a 3D printing service in the Education Library of The University of Florida, Gainesville, a large, doctoral-degree granting, research university. Included are examples of lesson plans featuring 3D printing, creation of 3D models, how to find existing models, and examples of how to integrate 3D printing into the K-12 curriculum. The author addresses the benefits and challenges of this process for library staff and patrons as well as potential uses for the future.
How Can the Secondary School Learning Model Be Adapted to Provide for More Meaningful Curriculum Integration?
Author: Gill, Caroline
Date: 2014-00-00
Type: Journal Articles
Subjects: Secondary Schools,Integrated Curriculum,Models,Holistic Approach,Discipline Based Art Education,Cooperative Learning,Foreign Countries,Qualitative Research,Private Schools,Questionnaires,Focus Groups,Student Centered Curriculum,Educational Benefits,Interdisciplinary Approach,Cooperation

Interest in curriculum integration (CI) has resurged recently as schools seek to bring together knowledge from separate curriculum areas to create a more holistic, integrated learning experience for students to address the demands of &quot;twenty-first century&quot; learning. As the educational sciences deliver new research on the role of the arts in cognitive development, educators are also refreshing their perspective on what is termed &quot;arts integration&quot;. This study set out to investigate the introduction of a curriculum integration model in a secondary school setting, focusing on the arts. The findings indicate that collaborative learning became a powerful strategy for enhancing student's social and motivational skills, specifically that of compromise. For a Curriculum Integration model to succeed in secondary schools there needs to be a paradigm shift in the way that secondary schools structure their timetables and their learning environments.
Key Competencies and School Guidance Counselling: Learning Alongside Communities of Support
Author: Kotzé, Elmarie
Date: 2013-00-00
Type: Journal Articles
Subjects: School Guidance,School Counselors,School Counseling,Competence,Competency Based Education,Problem Solving,Self Management,Goal Orientation,Action Research,Scaffolding (Teaching Technique),Counseling Techniques,Vignettes,Foreign Countries

Often the work of school guidance counsellors goes on &quot;behind the scenes&quot; in the privacy and confidentiality of the counselling room. This article makes visible particular aspects of school counselling practice. It illustrates the potential for understanding school guidance counselling as a site of student learning, in particular of key competency use and development. Moments of counselling interaction are investigated for their illustration of moment-by-moment learning-in-action. Further, when two students come to counselling, the possibility of a community of support becomes available. Collaboration within a community of support is shown to offer therapeutic and learning benefits.
Back to the Future: Prospects for Education Faculty and Librarian Collaboration Thirty Years Later
Author: Scripps-Hoekstra, Lindy
Date: 2016-00-00
Type: Journal Articles
Subjects: Librarian Teacher Cooperation,Librarians,College Faculty,Teacher Educators,Literature Reviews,Role,Consultants,Preservice Teacher Education

Thirty years ago, education conference panelists shared concerns regarding collaboration between education faculty and librarians and they presented ideas for expanding these partnerships. A review of their ideas raises an important question: In what ways have their ideas for collaboration and partnership been realized? To answer this question, the authors conducted a review of the literature regarding education faculty-librarian collaboration. Findings indicate that when collaborating with education faculty, there are three roles librarians have embodied: librarian-as-reference, librarian-as-consultant, and librarian-as-instructor. These roles contribute to the realization of the panelists' proposed ideas and offer suggestions for future collaboration and research possibilities.
Curriculum Rhythm and HPE Practice: Making Sense of a Complex Relationship
Author: Bowes, Margot
Date: 2014-00-00
Type: Journal Articles
Subjects: Health Education,Physical Education,National Curriculum,Secondary School Curriculum,Educational Practices,Educational Change,Educational Policy,Health,Critical Theory,Biculturalism,Culturally Relevant Education,Technology Uses in Education,Foreign Countries

In this paper we suggest that official curriculum statements provide a relatively modest influence on the emergence of Health and Physical Education (HPE) in school settings and that not enough attention is paid to the other factors that influence curriculum practice in schools. We argue that while the perspectives of teachers may reflect the conceptions and philosophies of particular national curriculum documents, there are a variety of agents and discursive elements operating at the level of curriculum practice that influence how teachers in secondary school situations perform in the subject area of Physical Education. The metaphor of music is used as the basis for conceptualising curriculum as a complex emergent practice resulting from the interplay of many different elements operating at multiple levels of the education system. In particular, we identify four &quot;rhythms&quot;, that of health, criticality, biculturalism, and technology, that contribute to giving New Zealand Physical Education and performance of HPE in schools a unique style and character.
Creating Communities of Engaged Learners: An Analysis of a First-Year Inquiry Seminar
Author: Stebleton, Michael J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Learner Engagement,Inquiry,First Year Seminars,Educational Practices,Communities of Practice,College Freshmen,Student Surveys,Interdisciplinary Approach,College Faculty,Learning Activities,Active Learning,Handheld Devices,Computer Uses in Education,Student Projects

This &quot;Practices from the Field&quot; article describes the rationale and operationalization of an interdisciplinary team-taught first-year inquiry seminar and learning community program at a large predominantly White research institution. The authors both serve as faculty members in the College of Education and Human Development and teach in the program. This initiative is unique in that we employ a micro-learning community model with students and faculty teaching teams within a single course. Using the frameworks of high-impact and effective educational practices (Kuh, 2008), the authors describe the seminar and the selected practices that are intentionally integrated into the curriculum (e.g., common book, writing intensive, experiences with diversity, and others). We discuss specific pedagogical practices and course activities, including use of iPad in design of small group projects. Another feature of this curriculum is its focus on engaging all students, including a growing number of first-generation and immigrant students, comprising approximately 40% of the entering class. Additionally, we include assessment data based on student survey responses focused on key practices. Discussion and implications conclude the article where we provide recommendations for higher education professionals and student affairs practitioners who are involved in learning community initiatives.
Mathematics in Student-­Centred Inquiry Learning: Student Engagement
Author: Calder, Nigel
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Student Centered Learning,Inquiry,Problem Solving,Grade 10,Secondary School Mathematics,Foreign Countries,Mixed Methods Research,Student Attitudes,Instructional Effectiveness,Teaching Methods

This paper examines how mathematical understandings might be facilitated through student-centred inquiry. Data is drawn from a research project on student-centred inquiry learning that situated mathematics within authentic problem-solving contexts and involved students in a collaboratively constructed curriculum. A contemporary interpretive frame was utilised and mixed methods were used to collect data. The project took place with a Year 10 class in a purpose-built New Zealand secondary school. The findings indicated that mathematics centred on real-life learning was highly engaging, with student choice and the co-construction of their research questions central to that engagement.
Value Added: Learning Communities, Experiential Process and Student Engagement in Life Long Learning in the Culinary Arts
Author: Smyth, Thomas J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Value Added Models,Communities of Practice,Learner Engagement,Lifelong Learning,Food,Cooking Instruction,Food Service,Foods Instruction,Service Occupations,Experiential Learning,Vocational Education,Career Education,Two Year Colleges,Community Colleges,Two Year College Students

Culinary Arts training at the associates level presents a set of challenges to the instructor. It has been my experience that as the work environment is changing, students face new challenges in the kitchen, including a new mix of skills, both technical and social in nature. In this piece, I reflect on a promising learning community model at our college.