ethanporcaro/eric-fulltext-meta huggingface dataset:
Experiential Learning Projects as Assessment in Initial Teacher Education
Author: Crawford, Renée
Date: 2023-00-00
Type: Journal Articles
Subjects: Experiential Learning,Preservice Teacher Education,Preservice Teachers,Student Evaluation,Work Experience Programs,Field Trips,Study Abroad,Performance Based Assessment,Portfolio Assessment

In a rapidly changing global environment, Initial Teacher Educators (ITE) have a responsibility to role-model contemporary teaching approaches, which develop graduates who think creatively and flexibly in educational workplaces. An important aspect of this work is supporting pre-service teachers (PSTs) to understand how to design assessments which facilitate a deep understanding of student learning. This learning can be achieved through the implementation of assessments which model contemporary practices and enrich student learning in ITE courses. This paper discusses new ways to consider the purpose of assessment by focusing on Experiential Learning (EL) as a form of assessment in ITE. This semi-systematic literature review encapsulates the intersecting areas of assessment, EL and ITE. Our resulting recommendation is the use of EL Projects to engage PSTs with meaningful and authentic assessments. This would encourage the development of skilled, knowledgeable and innovative thinkers who respond confidently to unanticipated and impactful educational changes.
Best Practices for EdD Comprehensive Exams and Capstone Projects: Students&apos; Attitudes and Perspectives of Outcomes in an Online Program
Author: Krsmanovic, Masha
Date: 2023-00-00
Type: Journal Articles
Subjects: Doctoral Degrees,Graduate Study,Exit Examinations,Capstone Experiences,Student Attitudes,Outcomes of Education,Distance Education,Electronic Learning,Technology Uses in Education,COVID-19,Pandemics,Self Efficacy

This research was guided by a problem of practice experienced by an EdD program, which transitioned to a fully online modality during the pandemic and rapidly grew in enrollment. The problem evaluated was ensuring the redesigned program milestones -- capstone and comprehensive exam -- are feasible given the size of the program. The current study utilized descriptive research design to provide a comprehensive description of educational phenomena. The study was conducted at a large, public research university in the South. A total of 316 students enrolled in the program and were invited to complete the survey, of which 131 responses were analyzed. Results revealed differences in students' attitudes toward capstone projects and comprehensive exams, with a strong correlation between students' experiences with capstone projects and comprehensive exams and their overall academic self-efficacy while in the program.
Doctoral Student Perceptions of a Project-Based Learning Approach in an Instructional Design Course
Author: McCall, Madelon
Date: 2023-00-00
Type: Journal Articles
Subjects: Doctoral Students,Student Attitudes,Active Learning,Student Projects,Instructional Design,Distance Education,Electronic Learning,Technology Uses in Education

The purpose of this single case study was to determine how a project-based learning approach to instructional design supported education doctorate students' acquisition of new knowledge and practical application of skills in their current and future professions. Participants included 58 students in an online EdD instructional design course. We found that 72% of students credited the design project for scaffolding their learning about instructional design and 80% saw an immediate application of the instructional design project to their current professional roles. Further, 93% of students could foresee the application of new knowledge and skills to future professional opportunities. This study has implications for those who teach EdD courses and are interested in providing a project-based approach to content acquisition and teaching skills students can apply in their professional organizations, both current and future.
Development of a Teaching Performance Assessment in Australia: What Did We Learn?
Author: Spooner-Lane, Rebecca
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Performance Based Assessment,Career Readiness,Preservice Teachers,Student Evaluation,Accreditation (Institutions),Teacher Education Programs

Following increasing criticism of the variability in graduate teachers' readiness to enter the profession, the Australian Institute for Teaching and School Leadership (AITSL) introduced a program accreditation requirement that all initial teacher education (ITE) providers must implement a Teaching Performance Assessment (TPA) in the final year of their teacher education programs. AITSL were not prescriptive in how ITE providers must meet the program standard which has resulted in 12 TPAs being implemented across 42 ITE providers. This paper outlines the development and implementation of one endorsed TPA designed to measure the readiness of graduating teachers, whilst taking into consideration the learnings from well-known TPAs and our own experiences. With this being one of the earlier unfunded TPAs in Australia to have been approved through the accreditation endorsement process, the paper offers some insights into meeting the additional accreditation program requirements and raises some longer-term considerations associated with implementing TPAs.
No Way Out: Public and Charter Schools in Dallas and Detroit
Author: Baines, Lawrence
Date: 2023-00-00
Type: Journal Articles
Subjects: Charter Schools,Public Schools,Low Income Students,Special Education,Academic Achievement,High Achievement,Scores,Geographic Location,Comparative Analysis,Grade 8,Reading Achievement,Language Arts

A variety of databases were used to answer questions about charter and public schools with regard low-income students, special education students, and academic performance. Charter schools in Dallas and Detroit served comparable numbers of poor children, but charter schools enrolled far fewer students in special education. &quot;High-performing&quot; charter schools had 1) fewer poor students 2) fewer special education students 3) anomalous test scores 4) a location on the outskirts of a school district and 5) selective admissions. Although charter schools have been promoted as &quot;better&quot; than public schools, only 9% of charter schools in Dallas and Detroit surpassed the average pass rate posted by public schools on the eighth-grade reading/language arts test. For eighth graders in Dallas and Detroit, especially those in the center city, charter schools offered no advantages over public schools.
On-Boarding Experienced Teachers in a New School
Author: Mecham, Emma
Date: 2023-00-00
Type: Journal Articles
Subjects: Experienced Teachers,Teacher Orientation,Public Schools,Charter Schools,Information Dissemination,Educational Environment,Mentors,Expectation,Teacher Attitudes,Elementary School Teachers

Each year school administrators find themselves in the position of hiring new teachers and onboarding them to the unique expectations and context of the school. Such work most often happens while these new teachers are actively doing the work of teaching, with few contracted hours of training available. Limited research has focused on the experience of onboarding for teachers who are experienced in the field, but new to a particular school. Recognizing this challenge, this team of researchers and participants set out to examine the flow of information in one school for four teachers in their first year of teaching at a public charter school. Findings point to the complexities of onboarding in a school environment, including mentoring, expectations, the value of support and logistical needs.
Transforming Experiential Learning in the Honors Interpersonal Communication Course: Interpersonal Enrichment Journeys during the COVID-19 Pandemic and Beyond
Author: Becker, Jennifer A. H.
Date: 2023-00-00
Type: Journal Articles
Subjects: Experiential Learning,Honors Curriculum,Interpersonal Communication,Online Courses,Electronic Learning,COVID-19,Pandemics

Drawing upon my own experience as an educator, I describe and reflect upon my experiential learning-pedagogical process of transforming my Fall 2020 Zoom-based honors interpersonal communication course in which my students traversed through a series of experiential learning activities called Interpersonal Enrichment Journeys. Data revealed that students achieved desired learning outcomes and strengthened much-needed interpersonal connections despite the circumstances and stressors induced by the pandemic. Interpersonal Enrichment Journeys can be replicated to maximize the features of quality online courses identified by Kaufmann and Vallade (2022), such as helping students develop personal connections in a positive learning climate and ensuring that &quot;students are getting the information and interaction they need to be successful&quot; (p. 153).
Becoming a Dreamcatcher: Pre-Service EFL Teachers&apos; Experience of Culturally Relevant Pedagogy as Agents of Flexibility
Author: Kumlu, Esin
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Preservice Teachers,Teacher Education Programs,State Universities,Teaching Methods,Foreign Countries,Elective Courses,Culturally Relevant Education,Resilience (Psychology),Cultural Pluralism,Student Attitudes

The dynamics of the 21st century human life calls for adaptability to diversity, change and the ability to remove borders. Teacher education, in the midst of changes in social life, also calls for raising questions about pedagogical practices that can serve as a tool to make a difference. In this study, culturally relevant pedagogy is demonstrated as a promising strategy in promoting a positive environment in EFL classes that has the power to encourage acceptance of multiple perspectives, maintaining positive relationships and healthy thinking. In relation, this article aims to investigate preservice EFL teachers' experience of culturally relevant pedagogy in order to become a culturally responsive teacher. The participants were a group of 40 students, who were the pre-service teachers of an English language teacher education program at a state university in western Turkey. The pre-service EFL teachers registered for an elective English course, Language and Culture, conducted during the 2021-2022 fall academic year. The objective was to promote pedagogical ideas for the pre-service teachers' future teaching practices. The qualitative data was gathered through narrative frames and focus group interviews and the analysis of the qualitative data indicated that the special modules designed for the course enabled them to become a culturally responsive teacher who could build resilience for their professional journeys and promote a non-judgmental mind in a multicultural setting.
Research on Metacognition and Innovation Behavior of Vocational College Students in Hainan
Author: Pan, Ling
Date: 2023-00-00
Type: Journal Articles
Subjects: Metacognition,Gender Differences,Innovation,Vocational Education,College Students,Student Attitudes,Foreign Countries

Strengthening the cultivation of students' innovation ability is an urgent requirement for the construction of China's innovation system, and vocational colleges are a crucial driving force for cultivating technical innovation talents. Therefore, this study aims to explore the influence of metacognition on innovative behavior among vocational college students in Hainan, China and the differences between the behavior of boys and girls. Five vocational colleges were selected by purposive sampling. A total 600 students and 577 valid questionnaires were obtained, with 285 male and 292 female respondents. The results of the study found that the metacognition of boys and girls in vocational colleges has a positive and substantial impact on innovative behavior, and that the effect of metacognition on the innovative behavior of girls is higher than that of boys.
Pre-Service Teachers and Teacher Educators Perceptions of Technological Pedagogical Knowledge and Professional Identity Development
Author: Mohammadkarimi, Ebrahim
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Teacher Attitudes,Pedagogical Content Knowledge,Technological Literacy,Professional Identity,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teacher Educators,Student Attitudes,Language Teachers,Familiarity

This study intended to investigate pre-service teachers' and teacher educators' perceptions of technological pedagogical knowledge and professional identity development. The research was conducted with 152 English Language Teaching (ELT) pre-service teachers and 73 teacher educators from various universities in Iraqi Kurdistan. Using a mixed-method, the data for this study was collected through semi-structured interviews as well as a Technology, Pedagogy, and Content Knowledge survey questionnaire. Thematic analysis and SPSS 24 were employed for analyzing the interview responses and survey data, respectively. From this data, both pre-service teachers and teacher educators perceived a high rate of proficiency in their pedagogical content knowledge as well as familiarity with simple traditional technologies, while they lacked some knowledge of professional technologies. Participants also mostly agreed that pedagogical technologies are effective and affect their professional identity development. However, there were a few participants who believed these technologies were not more effective for their teaching practice and professional identity development. The implications of the study are stated, and some suggestions for further studies in this regard are provided.
Towards Pre-Service Teachers&apos; Theory-Praxis Nexus in Early Years English and Literacy Education: A Pilot Study
Author: Pale, Maryanne
Date: 2023-00-00
Type: Journal Articles
Subjects: English Instruction,Literacy Education,Theory Practice Relationship,Preservice Teacher Education,Preservice Teachers,Units of Study,Pedagogical Content Knowledge,Foreign Countries,Early Childhood Education,Elementary School Students,Teaching Methods

International literature highlights that a perennial challenge for initial teacher educators is to guide Pre-Service Teachers (PSTs) to develop a comprehensive understanding of the relationship between theory and practice. Whilst there is a growing body of research that examines the relationship and/or the gap between theory and practice in teacher education, there remains a paucity of research that examines this phenomenon in the teaching of English and literacy units in higher education. This pilot study examined how PSTs from two Australian universities made connections and/or links (nexus) between their academic knowledge (theory) and professional experience (praxis) for the teaching of English and literacy in the early years (birth to eight years of age). This article reports on the study's findings and offers propositions for future and ongoing research in this field.
Nature of Science: Examining Science Teachers&apos; Knowledge and Their Instructional Practices
Author: Bramwell-Lalor, Sharon
Date: 2023-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Pedagogical Content Knowledge,Science Teachers,Teaching Methods,Faculty Development,Teacher Attitudes,Secondary School Teachers,Graduate Study,Teacher Education,Foreign Countries

This case study focused on a university teacher-education course that included NOS content. An adapted questionnaire was used to collect quantitative data on 83 secondary science teachers' views about three NOS themes before and after completing the course. Qualitative data were collected from eight of the teachers who were observed teaching during their field experience after completing the course. The teachers' post-course mean NOS scores were statistically significantly higher than their pre-course scores (t (65) =-10.08, p&lt;0.001; Cohen's d = 1.4). Despite the favourable NOS knowledge among the science teachers, low levels of NOS portrayal were observed in their instructional practices. These findings point to some success in explicitly addressing NOS in science education content courses. However, they raise questions about the transferability of teachers' NOS knowledge into their classrooms. The findings have implications for teacher-preparation programmes regarding durability of NOS knowledge.
Young Adult Literature and Empathy
Author: Price, Madeline Day
Date: 2023-00-00
Type: Journal Articles
Subjects: Adolescent Literature,Empathy,Adolescents,Language Arts,Fiction,Middle Schools,High Schools

Scholars from various disciplines have theorized a relationship between reading fiction and empathy. Research in cognitive studies suggests that understanding fiction requires Theory of Mind, or the cognitive ability to understand the feelings and motivations of others. Some studies build on this research to suggest reading fiction helps to promote empathy, while others posit that more empathetic individuals are more likely to enjoy reading fiction. Education scholars have drawn on this conflicting research base to suggest that the use of young adult literature in the classroom can help promote student empathy. The few studies that have examined the relationship between young adult literature and empathy have focused primarily on adult rather than adolescent populations. This literature review finds that studies in education that posit a link between empathy and the reading of young adult literature cannot support that link as they rely on a limited research base, imprecise definitions of empathy, and divergent pedagogical approaches. Recommendations for classroom literature instruction engaging empathy are provided.
The Censorship Storm Is upon US: Prepare, Respond, Report
Author: David, Ann D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Censorship,School Libraries,English Teachers,Elementary Secondary Education

Teachers want their students to have access to the books they need to fall in love with reading, which means having classroom and school libraries stocked with a wide variety of books. But as English teachers are well aware, Texas leads the nation in book challenges and bans. This article defines and describes the different forms of censorship and includes extensive information and resources to support classroom teachers as they prepare for and respond to book challenges, including building allies and staying in tune with organizations that provide support. The authors conclude by describing how book challenges are the current reality and that we must work toward and remain hopeful for a future in which diverse classroom libraries abound.
Expanding Opportunities for Social Language and Social Inclusion among Adult Learners
Author: Case, Rod
Date: 2023-00-00
Type: Journal Articles
Subjects: Pragmatics,Language Proficiency,English (Second Language),Second Language Learning,Second Language Instruction,Inclusion,Foreign Countries,Immigrants,Intercultural Communication,Adult Education

This article explores how research on the teaching of pragmatics, specifically as it relates to the use of explicit and implicit instruction, can serve as a guide for expanding the instruction of social language to immigrant students in Australia as well as other students. The curriculum and expectations from the Australian Migrant English Program (AMEP) are used as an example, but teachers working in similar programs can benefit as well. Several activities specific to explicit and implicit instruction are used to illustrate how to teach social language to learners from beginner, intermediate, and advanced levels of proficiency.
Adjusting/Modifying Assignments to Support Students with Learning Disabilities While Engaging in NGSS Science and Engineering Practices and Inquiry-Based Learning
Author: Morago, Shannon
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Inquiry,Active Learning,Learning Disabilities,Academic Accommodations (Disabilities),Assignments,High School Students,Science Teachers,Student Evaluation,Evaluation Methods,Inclusion

Effective science instruction involves opportunities for all students to do science, including engaging in the NGSS Science and Engineering Practices through inquiry-based learning. Many students with learning disabilities have the accommodation of shortened or reduced assignments in their Individualized Educational Programs to allow them equal access to science learning. Science teachers struggle to provide this accommodation. This practice brief provides examples of supports and strategies for implementing this accommodation during an inquiry-based investigation. A vignette is used to follow a science teacher and her students through an investigation; it details how she provides equal access to the learning objectives as well as her evaluation techniques.
Alternative Techniques for Blind Low Vision Students Enrolled in Coding Courses
Author: Jaquiss, Robert
Date: 2021-00-00
Type: Journal Articles
Subjects: Blindness,Visual Impairments,Academic Accommodations (Disabilities),Students with Disabilities,Coding,Educational Technology,Programming,Accessibility (for Disabled)

BLV (blind low vision) students face difficulties when taking coding classes. Individual Development Environments (IDE) can be inaccessible which make it difficult if not impossible for BLV students to complete coursework. Alternative techniques are described which will allow a BLV student to successfully complete coursework. The author has found the Command Line Interface (CLI) is often a recommended alternative to a Windows based IDE interface. Many blind computer programmers use the Windows and Linux command interfaces which are described as part of this discussion.
Interaction between Students with and without Disabilities in an Inclusive School from Their Teachers&apos; Perspective
Author: Alshahrani, Basmah F.
Date: 2022-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Peer Relationship,Inclusion,Interaction,Teacher Attitudes,Special Education Teachers,Barriers,Foreign Countries,Peer Influence,Friendship

The success of the inclusion of students with disabilities substantially depends on the collaboration of various social agents, including non-disabled peers, who play a substantial role in the lives of students with disabilities. Peers, as social agent, are responsible for the creation of a favourable social environment, in which one of the key factors is a positive acceptance. This research examined the reality of interactions between non-disabled students and their acceptance to peers with disabilities. A qualitative research approach was employed using interviews with nine special education teachers. An overall positive attitudes were reported with non-disabled peers being reported as positive and welcoming to including students with disabilities in the same schools and classrooms. The teachers' responses also indicated that interactions between both student groups are generally positive and teachers believed that this has helped in facilitating the inclusion of students with disabilities.
One-Week Inquiry about Gravity Force with a Student Who Is Blind
Author: Bulbul, Mustafa Sahin
Date: 2022-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Visual Impairments,Science Instruction,Physics,Scientific Concepts,Concept Formation,Inquiry,High School Students,Science Experiments

This study was conducted with a student who is visually impaired and questioned the force of gravity. The different stages encountered in the process were specified as steps in the study and it was shared what kind of inquiry form was needed at each step. There are different activities such as waiting for a week and thought experiment in the inquiry activity. The basis of the activity is that three balls of different mass left on a sponge leave different traces on the sponge.