ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Experiences of a Small Group of Saskatchewan Neophyte Aboriginal Teachers
Author: Hellsten, Laurie-ann M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Minority Group Teachers,Canada Natives,Beginning Teachers,Equal Opportunities (Jobs),Social Support Groups,Faculty Workload,Student Diversity,Teacher Attitudes,Job Satisfaction,Teaching Conditions,Career Development,Educational Resources

The purpose of this paper is to explore the experiences of a small group of Aboriginal neophyte teachers in Saskatchewan, Canada. Part of a larger study, this research used a mixed method approach for data collection in which 18 Aboriginal beginning teachers completed a survey (with Likert-scale items and open-ended questions) and an additional two Aboriginal beginning teachers participated in individual interviews. This study is a focused attempt to highlight the voices of the Aboriginal beginning teachers. Findings suggested that many participants had difficulty obtaining employment and identified family and friends as their core supports. Most participants felt challenged by their workload and a lack of supports to address the diverse needs of their students. Most participants found teaching to be rewarding and enjoyed the autonomy of their own classrooms. Many of the issues raised by the participants can be addressed by placing a greater focus on an Aboriginal epistemology based on the concept of community. To promote Aboriginal teacher recruitment, employment, and retention rates, it is essential that neophyte teachers are provided with employment assistance, mentorship opportunities, and curricular and unit plan resources.
First Nations in Canada: Decolonization and Self-Determination
Author: Aquash, Mark
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Canada Natives,Public Policy,Educational Policy,Land Settlement,Self Determination,Racial Bias,Power Structure,History,Social Justice,Identification (Psychology),Cultural Maintenance

The study of geo-political and policy relationships between First Nations and Canada enables one to consider how Canada has used education as a process of colonizing First Nations, and to consider decolonization and self-determination as processes in education that can derail oppression in First Nation communities. From the position of an Indigenous paradigm, I use histography as an organizing element and consider power relationships through the metaphor of Foucault's (1991) conceptual framework of panopticism. Colonization processes are deeply rooted in the historical context, policies, and institutions of Canada. Paternalistic power structures and colonization has impacted many generations in First Nation communities. Decolonization and self-determination processes provide an opportunity for First Nation communities to find their own answers.
Unpacking Our White Privilege: Reflecting on Our Teaching Practice
Author: Burleigh, Dawn
Date: 2013-00-00
Type: Journal Articles
Subjects: Advantaged,Whites,Canada Natives,Critical Theory,Ethnocentrism,Indigenous Knowledge,Power Structure,Preservice Teachers,Preservice Teacher Education,Geographic Isolation,Personal Narratives,Foreign Countries,Reflection

MacIntyre (1981) asks, &quot;Of what stories do I find myself a part?&quot; (p. 201). As teachers working in an Indigenous context, we found ourselves telling stories that had moments of tension between our Eurocentric ways of knowing and the Indigenous context in which we taught. This intersection has prompted our research. We ask two questions in this inquiry: What can our experiences as non-Indigenous teachers in an Indigenous community offer us in our understanding as new researchers in the field of Indigenous education, and how can our teaching narratives further preservice teachers' understandings of teaching Indigenous students? Through critical White studies, our research examines White privilege, power, and position and begins to unearth the experiences of teaching as non-Indigenous educators in a remote Indigenous community in Ontario, Canada. Narrative inquiry and autoethnographic methods connect our stories to greater social, political, and cultural discourses. These stories serve to disrupt the dominant discourse that divides and others the complexities of Indigenous education. This work will interrogate and unpack our White privilege and power and will serve to assist preservice teachers in their understanding of teaching within Indigenous contexts.
Are We &quot;Reading Right?&quot;: Bringing Connected Reading Practices to the Classroom
Author: Kajder, Sara
Date: 2015-00-00
Type: Journal Articles
Subjects: Reading Instruction,Technological Literacy,Critical Literacy,Critical Reading,Printed Materials,Nonprint Media,Reading Comprehension,Reading Skills,Middle School Students,Documentation,Electronic Publishing

Students used to reading digital texts can be supported in reading both those and print-based texts critically through a variety of strategies and applications. Connected reading, or the idea that our reading is networked both physically and digitally to create a shared construction of meaning, involves readers working with text in both recursive and discursive ways.
#criticalthinking: Using Social Media and Pecha Kucha in the Community College Classroom
Author: Metzger, Laura Ann
Date: 2015-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Critical Thinking,Social Media,Technological Literacy,Writing Skills,Writing Improvement,Writing (Composition),Student Journals,Electronic Journals,Visual Aids

With technology on the rise not only within society but also within higher education, it is essential for community college students to become fluent in digital literacy as well as social media. This project supported community college students' use of social media and Pecha Kucha to develop their critical thinking skills and improve their writing.
Combatting the Imperativeness of Modernity in Students&apos; Unrest: The Need to Decolonise the Minds through Ubuntu
Author: Omodan, Bunmi Isaiah
Date: 2020-00-00
Type: Journal Articles
Subjects: African Culture,Transformative Learning,Universities,Educational Change,College Students,College Administration,Action Research,Participatory Research,Administrator Attitudes,Student Attitudes,Discourse Analysis,Participative Decision Making,Social Change,Social Action,Foreign Policy,Foreign Countries,Leadership Styles,Democracy

The trajectory of students' unrest in Nigeria universities has been linked to the underside of modernity. By responding to this, the study explores conditions necessary to decolonise the mindset of university authorities and students, against modernity as an offshoot of students' unrest. Ubuntu philosophy rationalised the study while Transformative Paradigm lensed the process with the use of Participatory Action Research design. The study involved ten co-researchers, three university management staff, three students' leaders, two security personnel and two university lecturers were selected using Convenient Sampling Technique. Focus Group Discussion was employed to generate data, and the data were subjected to Conversational Analysis to make sense of the data. Students' involvement in decision-making, democratic and facilitative leadership style, were found as tools to decolonise the space of students' unrest as an underside of modernity. The reconstruction of the university system against social unrest emanating from modernity becomes expedient through Ubuntu cum decoloniality.
Factors of Code-Switching among Bilingual International Students in Malaysia
Author: Muthusamy, Paramasivam
Date: 2020-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Native Language,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Student Attitudes,Bilingualism,Foreign Students,Communicative Competence (Languages),Communication Strategies,Teaching Methods,Classroom Communication,Graduate Students,Undergraduate Students,Language Usage

The present study aims to identify the factors that can potentially affect code switching in a college classroom in Malaysia. The participants were twenty bilingual international students enrolled in an English course in Malaysia. The data were collected through semi-structured interviews with the participating students. The findings of the study indicated that the main factor behind code switching among the students was incompetence in the second language. Other factors that could account for code switching were maintaining privacy, the ease of speaking in the first language compared to speaking in English, avoiding misunderstanding, and unfamiliarity with similar words in English. Therefore, code switching was found to be an effective strategy used by the students to make their intended meaning explicit and to transmit some knowledge to other students in classroom interactions. This study provides some implications for English teaching community including language learners, teachers, and curriculum developers.
Promoting Students&apos; Autonomy through Online Learning Media in EFL Class
Author: Muhammad
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Case Studies,Personal Autonomy,Learning Processes,Student Centered Learning,Teaching Methods,Discourse Analysis,Electronic Learning,Islam,State Universities,Computer Mediated Communication,College Students,Student Attitudes,Foreign Countries

The trend of teaching English as foreign language in 21st century has changed from teacher centered to students centered paradigm which results the need of students? autonomy in learning process. Then, this research was aimed to depict how the schoology as e-media to promote 25 VII A class students? autonomy in learning English as foreign language (EFL) in discourse analysis course. This was a case study qualitative research by applying triangulation of the data. The results of this research mentioned that schoology successfully promoted learners? autonomy by considering some facts such as students active participations through logging in and commenting others? idea; students? control on deciding learning modes, setting, and materials; and students? enthusiasm to finish the lecturer?s challenges. One unique thing was that shy students were more active in Schoology. Finally, this research suggests to present schoology in teaching content course.
Difference, Design, and Dominance: A Way to Wake Up Passive Readers
Author: Gorychka, Christine
Date: 2015-00-00
Type: Journal Articles
Subjects: Reading Instruction,Critical Reading,Reading Strategies,Teaching Methods,Reading Motivation,Worksheets

Many students read, do the homework, and even annotate, but most students will, at least some of the time, read only passively and annotate only dutifully, passing their eyes over the page and passing their highlighters over occasional lines. If they read a text more than once, they read it more than once &quot;for the first time.&quot; They do not alter their reading strategy or question the text; they simply read it again in the same way. What can teachers do? Probably the two most important things teachers can do are to teach their students to question and to convince them to reread. Students are more likely to question and reread if they are reading a second time for a different purpose and questioning with a different focus. This article introduces a series of challenges the authors refer to as &quot;The Three Ds&quot;--reading to find &quot;difference,&quot; reading to find &quot;design,&quot; and reading to find &quot;dominance&quot;--that motivates students to reread and provide an incentive to question from the three lenses of difference, design, and dominance.
Dynamic Assessment for Identifying Spanish-Speaking English Learners&apos; Risk for Mathematics Disabilities: Does Language of Administration Matter?
Author: Cho, Eunsoo
Date: 2020-00-00
Type: Journal Articles
Subjects: Alternative Assessment,Evaluation Methods,Student Evaluation,Spanish Speaking,English Language Learners,At Risk Students,Mathematics Skills,Learning Problems,Language Usage,Test Bias,Elementary School Students,Grade 1,Learning Disabilities

We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of first grade, ELs (N = 368) were randomly assigned to English-DA or Spanish-DA conditions, were assessed on static mathematics measures and domain-general (language, reasoning) measures in English, and completed DA in their assigned language condition. At year's end, they were assessed on calculation and word-problem solving outcomes in English. Results from multigroup path models indicated that Spanish-DA mitigates the impact of ELs' language dominance on DA performance. Moreover, ELs' language dominance moderated DA's predictive validity differentially depending on DA language and type of outcome. Spanish-DA showed higher predictive validity in Spanish-dominant ELs than English-dominant ELs when predicting calculations but not word-problem solving. English-DA was predictive for both outcomes, regardless of ELs' language dominance. [For the corresponding grantee submission, see ED603185.]
Inefficiency among Non-Academic Staffs in Nigerian Tertiary Institutions: The Role of Training and Development
Author: Adejare, Bimbo Onaolapo
Date: 2020-00-00
Type: Journal Articles
Subjects: Efficiency,Public Colleges,Universities,Productivity,On the Job Training,Job Performance,Foreign Countries,College Administration,Staff Development,Staff Orientation,Work Environment,Organizational Development

Inefficiency has been a major issue battling the service delivery of non-academic staff in most public universities in Nigeria and this has greatly affected the academic and research outlook of Nigerian universities. Interest in the study was to determine the extent to which induction, demonstration, on-the-job and formal training which are all elements of employee training and development enhance managerial efficiency by looking at employee productivity and quality of service delivery. The study adopts a convenience and stratified sampling technique to select 293 non-academic staffs in selected public universities in Nigeria and the analysis was carried out using the structural equation model (SEM). The results revealed that on-the-job training has a significant negative relationship with the quality of service delivery in Nigerian universities (t = -4.454), (p &lt; 0.05) and [beta] = -0.20) which could be because most Nigerian universities do not deliberately place new employees to learn directly from a current employee in order to improve their performance. Hence, the study demonstrates that the only way to resolve inefficiency among non-academic (administrative) staff in public tertiary institutions is to integrate effective training into employee career management and adopt employee performance evaluation process as contained in the private organizations.
Identification of Crucial Steps and Skills in High-Achievers&apos; Solving Complex Mathematical Problem within Mathematical Contest
Author: Bulková, Kristína
Date: 2020-00-00
Type: Journal Articles
Subjects: High Achievement,Problem Solving,Mathematics Skills,Thinking Skills,Mathematics Activities,Active Learning,Inquiry,Mathematics Education,Competition,Secondary School Students,Foreign Countries,Scoring Rubrics,Protocol Analysis

The aspects of inquiry based learning (IBL) are vigorously and frequently in the focus of recent studies. With the use of inquiry in mathematics in the daily school practice, some further questions are arising there: What kind of problems can be useful for an analysis of students' competencies in the field of IBL and how to assess the performed level of competencies? In this paper, the Mathematics B-day contest assignment is introduced as a mean to assess the students' performance in mathematical inquiry skills. Some new rubrics with didactical variables were designed as a tool for assessing students' competencies. The statistical implicative analysis was used to investigate 29 solutions of Mathematics B-day 2017: Arrow clocks. We identified the key subtasks solutions directly related to the level of the IBL competencies performed in the final mathematical investigation. The subtask which required actually high level of algebraic thinking influenced the level of the final mathematical investigation the most.
Exploring Student Voice across a Digital Landscape
Author: Cordi, Kevin D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Story Telling,Technology Uses in Education,Critical Literacy,Writing (Composition),Literary Styles,High School Students,Research Papers (Students),Electronic Learning

Investigating student voice in the classroom, the author suggests methods for integrating digital texts, both for student research and student writing. He recommends a variety of platforms that support digital storytelling and offers examples of student products and students' reflection on those products.
Selecting and Designing Measurements to Track the Reading Progress of Students with Disabilities
Author: Austin, Christy R.
Date: 2020-09-00
Type: Journal Articles
Subjects: Evaluation Methods,Measures (Individuals),Reading Achievement,Students with Disabilities,Intervention,Special Education Teachers,Evidence Based Practice,Reading Instruction,Progress Monitoring,Individualized Instruction,Curriculum Based Assessment,Reliability,Validity,Elementary School Students

To support students with disabilities who do not respond to typically effective reading intervention, special education teachers are expected to implement evidence-based practices for intensifying intervention. Data-based individualization is an effective, evidence-based practice recommended in research to intensify intervention, but requires knowledge and skills in data use that many teachers are not trained for. This article provides guidance for teachers to select appropriate tools for measuring progress during the data-based individualization process. In addition, guidelines for how to design appropriate mastery measures based on a student's individual weaknesses and information gathered from progress monitoring are provided. Together, these data provide a foundation for making sound decisions on when and how to adjust reading intervention to meet student needs.
The Effect of Pre-Service Teachers&apos; Beliefs on Behavior and Instructional Management on Their State of Liking of Children
Author: Özyildirim, Gülnar
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Teacher Student Relationship,Classroom Techniques,Preschool Teachers,Preschool Children,Beliefs,Intervention,Interaction,Gender Differences

The aim of this study was firstly, to determine the state of pre-service teachers' liking of children and their belief in behavior and instructional management (BIM), secondly, to examine them in terms of various variables and finally, to find out the effect of their beliefs on BIM on their state of liking child. This study was designed through correlational survey model which is one of the quantitative research methods. As a result, pre-service teachers' state of liking of child was high. Their belief in behavior management was more interactionist than their beliefs on instructional management and their beliefs on BIM and their states of liking of child differed in terms of some variables. Moreover; their state of liking of child related with their belief in instructional management significantly and their beliefs on BIM together explained 16% of the total variance of their state of liking of children. The attitudes of pre-service teachers to children and their beliefs on BIM should be perceived as professional attitude and value rather than personal feature.
Challenges Facing Continuing Professional Development (CPD) of Academic Staff of the Colleges of Education in Ghana
Author: Yaqub, Entsie Nasir
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Continuing Education,Faculty Development,Teacher Educators,Schools of Education,Needs Assessment,Selection Criteria,Tutors,Program Evaluation,Educational Cooperation,Job Performance,Faculty Evaluation

Professional development is critical in the life of every organization in positioning workers to meet changing trends of globalization. This study seeks to look at a critical analysis of the challenges facing Continuing Professional Development (CPD) of academic staff of the colleges of education in Ghana. The exploratory, descriptive and evaluative case study approach that combined both qualitative and quantitative methods were used which basically adopted the questionnaire and the interview schedule in the collection of data. The census and the purposive sampling techniques were used in collecting data from 364 respondents constituting tutors, Human Resource Management and Development (HRMD) committee members and chairpersons, vice-principals and quality assurance officers. Primary data collected through the instruments used were analysed using the mean and standard deviation techniques. Text analyses were also done for the interview schedule data. The results of the study revealed that colleges of education do not maximise the full potential of benefits that accrue from CPD programmes due to some profound challenges such as lack of a systematic and comprehensive training needs analysis and weak interaction between the institution seeking the training and the institution providing the training. The study recommended that CPD programme be linked to the learning needs analysis and integration of knowledge with everyday practice. Management of colleges of education must endeavor to have an appraisal system linked to personal development planning of tutors.
We&apos;ve Cast a Pebble! Edmodo Projects Ripple across the Nation
Author: Garner, James
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Social Media,Computer Mediated Communication,High School Students,Cooperative Learning,Technological Literacy,Advanced Placement,Writing (Composition),Electronic Learning,Writing Evaluation,Peer Evaluation

Using the educational social media platform Edmodo, teachers at multiple sites developed and implemented instruction that gave their high school students a chance to talk to students across the nation about the texts they were reading and to work collaboratively to develop writing related to their understanding.
Using Data to Inform Decision-Making
Author: Durosko, Heather
Date: 2018-00-00
Type: Journal Articles
Subjects: Data Use,Decision Making,Transfer Programs,Program Improvement,Best Practices,Two Year College Students,College Transfer Students,Community Colleges,Educational Research,Academic Support Services

National Assocation for College Admission Counseling (NACAC) members and staff traveled to Atlanta to present and participate in the 16th annual National Institute for the Study of Transfer Students (NISTS) conference, which serves professionals who directly support transfer students, conduct transfer-related research, and create policy. Presenters from states across the country shared research and best practices in working with transfer students.