ethanporcaro/eric-fulltext-meta huggingface dataset:
Confidence and Professional Learning: A Case Study of Indigenous Teacher Assistants Attending Professional Learning
Author: Armour, Danielle
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Professional Education,Faculty Development,Teaching Assistants,Indigenous Populations,Mathematics Instruction,Foreign Countries,Case Studies

The focus of this paper is to examine the personal impact professional learning had on ITAs within the mathematics classroom. This paper is based on a four-year longitudinal qualitative study called Representations, Oral Language and Engagement in Mathematics (RoleM). The main study focused on the teaching and learning of mathematics of Indigenous students. As part of this study, Indigenous teacher assistants (ITAs) together with their teachers participated in the RoleM professional learning model (RoleM PL). RoleM PL included professional development workshops, leadership workshops and follow-up visits in the classrooms, which were facilitated by researchers. Nineteen Indigenous teacher assistants from remote, rural and metropolitan Queensland participated in this study. Data were drawn from semi-structured interviews conducted at least once a year with ITAs. An analysis of the interview transcripts highlights the beliefs, attitudes and understandings of Indigenous teacher assistants with regard to their mathematical knowledge and confidence in teaching mathematics. The analysis also identifies the difficulties ITAs were having in teaching mathematics, and how the RoleM professional learning model had benefited them in the mathematics classroom. As a result of participating in the RoleM PL, ITAs confidence increased and they gained insights into how to effectively help their Indigenous students learn mathematics.
Acceptability of Philippine English Grammatical and Lexical Items among Pre-Service Teachers
Author: Torres, Joel Mayo
Date: 2019-03-00
Type: Journal Articles
Subjects: Grammar,Language Proficiency,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Preservice Teachers,General Education,Teaching Methods,State Universities,Language Teachers,Second Languages,Vocabulary,Language Usage,Gender Differences,High Schools,Institutional Characteristics,Geographic Location,Language Variation

Using the Grammatical and Lexical Acceptability Questionnaire (GLAQ), the study aims to contextualize the extent of acceptance of PhE grammatical and lexical items among 400 pre-service basic education teachers in state universities in Luzon and Mindanao. It further determined the difference on the participants' extent of acceptability when grouped according to gender, type of high school attended, educational program, and geographical location. Lastly, it explored relationship between extent of PhE acceptability and number of languages spoken and perceived English proficiency. Implications to the future of English pedagogy and pre-service teachers' curriculum were also discussed. The study poses a challenge among basic education teachers and language practitioners as regards the measures to be done for PhE's full acceptance in the academic context.
Supporting Multimodal and Social Literacies for Students with Autism through Student-Created Digital Media
Author: Shepherd, Alyce
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Autism,Pervasive Developmental Disorders,Intervention,Educational Technology,Technology Uses in Education,High School Students,Video Technology,Literacy,Interpersonal Competence,Peer Relationship,Communication Skills,Foreign Countries

Social skills and communication for students with Autism Spectrum Disorder (ASD) are a challenging area in spite of many years of research and interventions. Whilst the vast majority of strategies and interventions reported in the literature for students with ASD are teacher/expert-generated, this study focuses on the use of technology to create possibilities for students to develop their social and literacy skills. This paper reports on part of a larger study that explored the potential of seven high school students with ASD using a new form of video making called &quot;Blended Digital Media&quot;, which integrates video and still images with an audio narration, to digitally communicate their personal interests as a means of developing social and multimodal literacies. The research used a multiple case study design incorporating a range of qualitative methods to ascertain to what extent and with what implications students were able to create their own personal blended digital media about their interests. For the purpose of this paper, reported data focusses on the experiences of two of the seven student case studies. Findings revealed that students were able to combine various modes and media forms to create their own blended digital media, and that they could justify their media use based on an understanding of modal affordances. Students were also able to communicate a range of personal interests and respond to the interests of others in a social context as a result of making and sharing their blended digital media.
The Urgent Challenge Facing by University Leaders: Measuring Internationalisation Performance
Author: Gao, Yuan
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Global Approach,Universities,Foreign Countries,Comparative Education,International Education,Higher Education,Difficulty Level,Instructional Leadership

Higher education has been deeply involved in the process of globalisation and has experienced consequent changes. In order to successfully operate in the globalised higher education landscape, universities worldwide continue to foster a commitment to internationalisation. As internationalisation has become a central concern of universities, more sophisticated information and useful tools are needed to help with mapping and measuring the phenomenon. This article examines how internationalisation is being measured in different universities in Australia and China. Through in-depth interviews with university leaders and head of office, the study presents an analysis of the current practice in 15 selected universities in relation to measuring the degree of internationalisation. The findings of the study shed light on the importance of the assessment of internationalisation as well as the obstacles impeding the development of effective measures for it.
Squeezed? The Role, Purpose and Development of Middle Leaders in Schools
Author: Odhiambo, George O.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Middle Management,School Administration,Administrator Role,Role Perception,Assistant Principals,Leadership Role,Professional Development,Educational Needs,Leadership Training,Standards,Foreign Countries,Leadership Effectiveness,Public Schools

Middle school leaders are increasingly playing a crucial role in developing and maintaining the nature and quality of pupils learning experiences. However, there is often ambiguity about their role, sometimes experienced as being caught in the &quot;crossfire&quot; between the expectations of different levels in the schools' hierarchy. Ensuring good teaching and learning was universally recognised as being at the heart of the middle leader's work, but this also created some of their most intractable problems particularly the rival expectations of monitoring and collegiality. This paper critically analyses the role, purpose and development of middle leaders and specifically the assistant principal, which is a key leadership position within the NSW Department of Education and Communities (DEC). The professional learning needs of middle leadership roles are considered through a critique of two middle leadership development programs currently in place in Sydney, NSW. The Australian Institute of Teaching and School Leadership (AITSL) standards are assessed for their relevance and applicability to middle level leadership development. Finally, a professional learning model to build the leadership capacity and skills of assistant principals is proposed. Overall, this article suggests that the development of middle leadership preparation programs in schools is now more important than ever.
Challenges to PLC Enactment in Singapore Hierarchical School System
Author: Hairon, Salleh
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Communities of Practice,Teacher Collaboration,Elementary School Teachers,Administrators,Program Implementation,Elementary Schools

Professional Learning Communities (PLCs) have gained much attention in the education scene. Since 2009, the Singapore education policymakers have set their eyes on PLCs as a means of raising the quality of teachers while promoting teacher-led collaborative professional development. With the introduction of the education ministry's PLC model, schools across the nation are adopting PLCs, albeit at different stages and phases of implementation. However, the spirit of teacher learning in communities had started since 2000 with the introduction of a collaborative learning framework coined as 'Learning Circles' where teachers meet in small groups to improve teaching and learning. The education policy initiative in 2009 only served to scale up the endeavour to make it school-wide and system-wide. Since then research studies looking at how PLCs are carried in schools have not been in abundance. This study, which made use of qualitative focused group discussions involving 11 public elementary schools' staff members, sought to highlight challenges faced in the PLC implementation. The findings from the study will not only contribute to the current body of knowledge on PLCs, but also provide a nuanced understanding of the complexities involved PLC implementation taking into consideration the societal and cultural contexts of Singapore.
A Teacher&apos;s Experience of Supporting Young Asylum Seekers in Detention
Author: Birch, D.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Refugees,Student Needs,Vocational Education,Adolescents,Institutionalized Persons,English (Second Language),Second Language Instruction,Faculty Development,Males,Teaching Experience,Educational Environment,Identification (Psychology),Cultural Awareness,Student Adjustment,Teacher Role

Unaccompanied minor (e.g. below 18 years) asylum seekers (UMAS) as school students bring a complex array of needs into the schooling system. This paper aims to capture the teaching experience of a classroom teacher in a Vocational Training Center setting for UMAS students (n= 15 students between the ages of 16 and 17) at a detention facility in Australia. The English as a Second Language (ESL) Community Program extended over a 7-month period (March 2013-September 2013). As a reflective personal narrative case study this paper provides insight into how the ontological security paradigm was used to support UMAS students. UMAS students have complex needs from mental health to English language deficits and face continual challenges at all levels of their reintegration and settlement. Findings highlight that direct and explicit teacher training is required to assist UMAS students.
Pre Service Teachers Make Sense of Teacher Engagement and Teacher Identity through a Looking-Glass World
Author: Drabble, Anne
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Professional Identity,Indigenous Populations,Geographic Isolation,Anxiety,Rural Schools,Elementary Schools,Communities of Practice,Pacific Islanders,Teacher Effectiveness,Standards,Cultural Awareness,Foreign Countries,Knowledge Base for Teaching,Field Instruction,Student Attitudes,Learner Engagement

Pre service teachers are required to engage in Supervised Professional Experiences (SPEs) during their Education Programs. The opportunity to participate as a member of school communities, interact with students and demonstrate knowledge gained during their coursework is generally met with enthusiasm. However, research suggests that pre service teachers completing SPEs in rural and remote communities experience anxiety in managing the cultural context of their placement. Of particular concern is the mismatch and confusion between what has been learned in their course work and the realities of the SPE context. During SPE, teaching becomes more than just knowing content knowledge, rather knowing how to use knowledge to meet the needs of students is fundamental to integrating knowledge and practice. This initial study explores the contribution of a prolonged Wider Field Experience (WFE) in affording pre service teachers with valuable opportunities to practice and rehearse their knowledge and skills in readiness for the SPE. The WFE was carried out in a rural primary school located in an Indigenous community. The study reports on ways in which the pre service teachers engaged in a community of teaching practice that supported a culture of sense making and effective learning through immersion in authentic practices.
Young Muslim Women Participating in School Sport
Author: Kanwal, Huma
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Muslims,Team Sports,Females,Extracurricular Activities,Teacher Attitudes,Student Attitudes,Exercise,Foreign Countries,Clothing,Religious Factors,Physical Education,Student Participation,Coeducation,High School Students,Phenomenology,Cultural Differences,Correlation,Educational Change

This paper explores the participation of Muslim girls in Health, Physical Education (HPE) and Sports in Brisbane Muslim and non-Muslim schools. The debate of Muslim women's' participation in sports is strongly entwined with firmly held beliefs inherited through culture, religion, politics and tradition regarding the female body. Specifically, this study examines how Muslim female students interpret their participation in HPE and other school sporting activities. Muslim women experience certain difficulties, including undertaking strenuous exercise during the fasting month of Ramadan, mixed-gender participation and problematic dress codes. Additionally, because of reasons of religious and cultural ethnicity, they could confront certain constrictions in extracurricular activities. This paper seeks to develop an understanding of the importance of HPE and other sporting activities in the lives of Muslim girls accompanied by the views of parents and teachers; informed by in-depth, open-ended and semi-structured interviews with Muslim girls, their parents and teachers from Muslim and non-Muslim schools of Brisbane. Essentially, this paper presents the views of high school girls about their own involvement in HPE and other sporting activities. A phenomenological approach is adopted and the data is analysed using the Grounded Theory approach. Some of the findings of this study reveal that Muslim girls who attended the non-Muslim schools, in general are struggling between the cultural and religious limitations when it comes to their participation in sporting activities. The schools are making efforts to accommodate the needs of Muslim students but appear to be constrained by views of Muslim modesty impacting on their capacity to undertake many of the activities associated with HPE/Sport. However, this study reveals that the Muslim girls in Islamic schools are interested in participating in sport. Indeed, female students and their parents are very happy with their participation and encourage it. The insights gained from this study contribute to fostering a better understanding of the challenges Muslim girls face when it comes to their participation in HPE/Sport. Furthermore, it could also assist school leaders to make changes in educational settings, so as to enable Muslim girls to participate in HPE/Sport.
Practical Issues Involved in Methodological Analyses of Research Interviews for Education Research
Author: Roulston, Kathryn
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Interviews,Educational Research,Research Methodology,Evaluation Methods,Data Analysis,Discourse Analysis,Novices,Audiences,Transcripts (Written Records),Researchers,Questioning Techniques

Qualitative researchers have for some time followed recommendations to analyze both &quot;how&quot; interview data are generated in addition to &quot;what&quot; is discussed. Yet little has been written about the challenges of representing these sorts of analyses. This paper discusses the challenges of presenting methodological analyses of interview data to research participants and readers in ways that clearly convey how interviews are accomplished. The paper argues that it is imperative that analysts conducting methodological analyses analyze their own talk in relation with others. Considerations in doing methodological analysis in educational research, including challenges, reconciling interpretations of &quot;what&quot; and &quot;how&quot; topics are discussed in research studies, and possible areas of foci are reviewed. One challenge facing educational researchers doing methodological analyses of interviews is developing expertise in analytic methods that go beyond examinations of the topical content of talk. When interviewers subject their own talk to analysis, they learn about themselves, their craft, and the ways in which knowledge about social worlds are collaboratively produced in research encounters with participants. By developing expertise in how to analyze their interview interaction methodologically, novice educational researchers can attend to significant features of their interview practice and in so doing, develop a reflexive research practice.
Out of the Shadows: Interacting and Responding to the Creative Experience in Pre-Service Teacher Education
Author: Wade-Leeuwen, Bronwen
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Elementary School Teachers,Educational Innovation,Visual Arts,Teacher Education Programs,Student Development,Risk,Metacognition,Student Attitudes,Inquiry,Active Learning,Visualization,Creativity,Foreign Countries,Teacher Role,Facilitators (Individuals),Children,Workshops,Creative Activities

This paper explores how the creative experience and related dispositional outcomes can be fostered in undergraduate primary generalist pre-service teachers through the development of innovative learning approaches to visual and creative arts education. The main purpose of this paper is to discuss the results and show how creative thinking and action can be fostered in pre-service teachers. I argue that the creative arts courses offered in teacher education programs need to design for levels of creativity by developing an understanding how the creative experience generates different dispositional outcomes during experiential studio-based workshops. Building on Eisner (1998) developmental work on creative dispositional outcomes, the paper explores how pre-service teachers develop their 'creativity' through flexibility and risk-taking attitudes; mindfulness and avoidance of premature closure and a willingness to visualise new possibilities through inquiry learning approaches. This paper reports on the findings of 350 pre-service teachers as part of the Creative Arts program offered at a Sydney-based university. The focus of the mixed-method approach was on how the creative experience affects participants' opinions and experiences of creativity. Pre-service teachers' creative expressions were queried before and after the studio-based workshops. Firstly, a questionnaire was given to the total cohort, followed by participant observations made during the creative activities using video footage. Twelve participants then contributed in qualitative semi-structured interviews; this follow-up part of the research was aimed at evaluating the impact of the creative experience specifically, the participants' changing opinions of creative experiences and how new approaches can be developed with children. The significance of this study is that it connects to a socio-cultural framework that works with a community of practice model. In this model, the core role of the teacher is to facilitate the development of primary school children's creativity learning in informal classroom settings. Consequences of this study suggest that pre-service teachers need to become more aware of the different levels of creativity and how to develop creative dispositional outcomes. The outcomes suggest that studio-based workshops encourage participants to become more mindful of the artistic creative experience and how to visualise new approaches to use with children.
How Do Innovative Students Fit into Evidence-Based Education?
Author: Lund, Birthe
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Innovation,Evidence Based Practice,Foreign Countries,Creativity,Achievement Tests,International Assessment,Secondary School Students,Creative Thinking,Pedagogical Content Knowledge,Educational Policy,Educational Practices,Teaching Methods,Entrepreneurship,Critical Thinking

The state has been known as the major socio-political attribute of the Nordic model. Nordic pedagogic progressiveness has been internationally inspired which can be seen in the student centred learning tradition, the prevailing professional autonomy for educators and in democratic values as important parts of Nordic education. This paper analyses the pedagogical implications of globalization, evidence based practice and the entrepreneurial discourse from a Nordic Didaktik perspective -- a perspective of &quot;Bildung&quot;. It identifies how global actors as well as political discourses are striving to influence the conceptual understanding and application of innovation and creativity within education. The purpose of this paper is consequently to discuss the pedagogical implications of current aims towards the development of &quot;innovative students&quot; within two dominating and potentially contradicting global discourses: The innovation discourse on the one hand, which stresses the importance of idea-creation, creativity, innovation, and the overall ability to bring something new into existence. And the evidence discourse on the other hand, stressing the importance of basic skill, competences and the measuring of learning outcomes, based on the assumption, that assessment and testing of students' learning will improve academic outcomes.