ethanporcaro/eric-fulltext-meta huggingface dataset:
Flip, Feedback and Fly: Using LOOP to Enhance the Professional Experience of Initial Teacher Education
Author: Phillipson, Shane N.
Date: 2015-08-00
Type: Journal Articles
Subjects: Teacher Education Programs,Academic Standards,Graduation Requirements,Preservice Teacher Education,Preservice Teachers,Student Teaching,Teaching Experience,Student Teacher Evaluation,Student Teacher Supervisors,Professional Development,Evaluation Methods,Lesson Observation Criteria,Benchmarking,Test Validity,Test Reliability,Item Analysis,Student Placement,Program Implementation,Multimedia Materials,Feedback (Response),Teaching Skills,Program Improvement,Video Technology,Reflective Teaching,Student Teacher Attitudes,Teacher Attitudes,Foreign Countries

The Australian Professional Teaching Standards require pre-service teachers to complete a minimum number of days of professional experience in order to graduate. Problems can arise, however, when the evaluation of their professional experience against the Standards shifts from the providers of teacher education programmes to school-based supervising teachers. The Lesson Observation On-line Platform (LOOP) begins to address these problems by utilising a secure, shared digital platform to facilitate evidence-based evaluation of the performance of pre-service teachers. In this research, we evaluated the potential of LOOP to assess pre-service teachers against the Standards as well as to enhance the professional development of both pre-service teachers and their supervising teachers. The responses from two pre-service teachers and their supervising teachers demonstrate that the methodological matters can be easily overcome. Nevertheless our findings indicate that there are several practical issues that need to be overcome if LOOP were to be fully successful.
A New &quot;ERA&quot; of Women and Leadership: The Gendered Impact of Quality Assurance in Australian Higher Education
Author: Lipton, Briony
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Quality Assurance,Neoliberalism,College Administration,Gender Bias,Women Administrators,Women Faculty,Instructional Leadership,Research,Political Issues

Quality assurance policies and practices are critical to the performance of Australian universities both in terms of national funding and international prestige and are redefining the future of the academic enterprise. Quality assurance is not merely the systematic measurement of quality. It is a political and heuristic process, which has significant gendered consequences for academic women in higher education. This paper problematises quality assurance measures such as the Australian Government's Excellence in Research for Australia (ERA) initiative and reveals the tensions between neoliberalism and equality in a new era of higher education management. The embedded gender biases in research output reporting highlight a lack of commitment to academic women's representation and leadership in academia. Since research performance plays such an intrinsic role in academic promotion, understanding the relationship between gender and assessments of research excellence is crucial to addressing the differences in male and female academic career trajectories and the paucity of women in academic leadership.
A Profile of the Aboriginal and Torres Strait Islander Higher Education Student Population
Author: Wilks, Judith
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Minority Group Students,Student Characteristics,College Students,Student Participation,Disproportionate Representation,College Readiness,Transitional Programs,Academic Persistence,Graduation Rate,Vocational Education,Family School Relationship,College Admission,Scholarships,Disabilities,Males,Institutionalized Persons,Correctional Institutions

This paper brings together recent statistics relating to the participation of Aboriginal and Torres Strait Islander students in higher education. A number of key statistical realities relating to their enrolment into, retention during, and completion of, their university courses are depicted. Foremost among these realities is that despite initiatives over recent years to redress their under-representation, Aboriginal and Torres Strait Islander students' participation in higher education remains significantly below the population parity rate. This paper also warns about the need to exercise care about definitions, sources, measurement, collection, interpretation and analysis of data in the higher education field relating to Aboriginal and Torres Strait Islander peoples. It concludes that successful transitions to university involve not just success in enrolling more Aboriginal and Torres Strait Islander students, but in improving their retention and completion rates, and moreover, the qualities of their engagements and experiences in university life during their journey through higher education.
The Knowledge Economy and University Workers
Author: Connell, Raewyn
Date: 2015-00-00
Type: Journal Articles
Subjects: Knowledge Economy,Sustainability,Postsecondary Education,Global Approach,Neoliberalism,Commercialization,Educational Change,Educational Development,Change Strategies,Conference Papers,Intellectual Development,Public Policy,Educational Practices,Foreign Countries

This article is a condensed analysis of the developing sustainability crisis of Australian universities. It is based on an address to National Council of the National Tertiary Education Union, Melbourne, 3 October 2014. Thanks to all my fellow-members, who have kept my hopes for the modern university alive.
The Impact of Religious Beliefs on Professional Ethics: A Case Study of a New Teacher
Author: Barrett, Sarah Elizabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Religious Factors,Beliefs,Ethics,Beginning Teachers,Educational Practices,Teaching Experience,Religious Conflict,Professional Identity,Role Perception,Interviews,Classroom Observation Techniques,Values,Institutional Characteristics,Violence,Work Environment,Science Teachers,Organizational Culture,Performance Factors,Job Satisfaction,Teacher Attitudes,Foreign Countries

This case study of a math and science teacher in a private religious school looks at the impact of a teacher's religious beliefs on her experience of engaging with ethical issues in her practice. A Freirean ethical framework is used to analyze her struggles with differences between her own personal religious convictions and those of the school in which she teaches, avoiding undue influence on her students' developing beliefs, and the inherent violence of schooling. This case provides an example of ways in which discussions with teachers about professional ethics might be broadened beyond codes and regulations to the everyday embodied, social milieu in which they work.
Who Is the Successful University Student? An Analysis of Personal Resources
Author: Stelnicki, Andrea M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Success,College Students,Student Characteristics,Performance Factors,Undergraduate Students,Achievement Need,Educational Resources,Barriers,Goal Orientation,Academic Persistence,Time Management,Self Management,Executive Function,Stress Variables,Academic Ability,Q Methodology,Student Attitudes,Foreign Countries

A number of factors have been identified in the research literature as being important for student success in university. However, the rather large body of literature contains few studies that have given students the opportunity to directly report what they believe contributes to their success as an undergraduate student. The primary purpose of this study is to explore students' descriptions of the personal resources that they use to succeed while attempting to reach their goals as well as those personal characteristics or obstacles that keep them from reaching their goals. Prominent themes supportive of student success included having a future orientation, persistence, and executive functioning skills such as time management and organization. Results also demonstrate that stress, inadequate academic skills, and distractions are detrimental to student success in university. This study is unique in that it gathers the content data directly from the population of interest; it is one of the few qualitative studies of undergraduate students' self-generated perceptions. Implications for university administrators and academic counsellors and directions for future research are discussed.
The Relative Importance of Academic Activities: Autonomous Values from the Canadian Professoriate
Author: Osakwe, Carlton
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Responsibility,Scholarship,Models,Academic Freedom,Professional Identity,Collegiality,Questionnaires,Likert Scales,Regression (Statistics),Academic Rank (Professional),Correlation,Teacher Attitudes,Professional Autonomy

In this paper, we report findings on the contemporary idea of a university as defined by the relative importance of teaching, research, service, and collegiality in teaching-intensive universities. We also investigate Boyer's model of scholarship relative to the research--teaching--service nexus. Our findings show that while research is embraced as a key academic responsibility of professors, there is general agreement on the primacy of teaching. Equally, awareness of Boyer's model exposes faculty to diverse opportunities for scholarship and has the potential to open up faculty members to a new idea of the university.
International Students' Experience of Practicum in Teacher Education: An Exploration through Internationalisation and Professional Socialisation
Author: Barton, Georgina M.
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Students,Practicums,Interviews,Student Experience,Data Analysis,Socialization,Global Approach,College Students,Preservice Teacher Education,Case Studies,Qualitative Research,Research Methodology,Student Teacher Attitudes,Foreign Countries,Focus Groups

This paper explores the practicum experience of international students studying in a teacher education course. Much research has investigated the experience of international students during their degree experience but there is limited research that has addressed the practicum; a key component of teacher education. The research that does exist tends to view international students as analogous rather than individual students with distinct needs and experiences. The current paper will draw evidence from fourteen (14) international students gathered via interviews. The themes of learning and teaching contexts and relationships; curriculum, pedagogy and assessment; and personal attributes were identified and the conceptual frameworks of internationalisation and professional socialisation were applied in the data analysis. Findings revealed there are some generalisations can be applied to the understanding of international students' experience during practicum however, each student had individual attributes that impacted on the overall experience. There is potential for this research to inform the development of carefully structured and culturally sensitive work placement programs for international students studying education worldwide.
Professor of Teaching: The Quest for Equity and Parity
Author: Ragoonaden, Karen
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Educators,Faculty Promotion,Tenure,Personal Narratives,Communities of Practice,Social Distance,Critical Theory,Scholarship,Instruction,Learning

Emerging from the contested site of a new university campus, this article reflects on the transformative process of reconceptualizing and rebuilding a professional and an academic stream in a 21st-century Faculty of Education. In order to maximize her own capital, an assistant professor sought tenure in an innovative new stream introduced to her campus, professor of teaching. The novel rank reflected the commitment of the university to provide educational leadership, outstanding teaching, and curriculum innovation to higher education. However, guidelines for promotion to professor were not directive and exhaustive but more suggestive of being situated in place-based environments. Within the context of a market driven and policy-laden post-secondary institution, this was problematic. Since evidence supporting promotion to full professor is dependent on the discipline and the faculty, a myriad of interpretations of what exactly constituted a professor of teaching emerged. Based on the ambiguity of these policies, the discussion surrounding the experiences of &quot;otherness and marginalization&quot; which arose as this scholar-practitioner focused on her work as a teacher educator and a researcher in an emerging rank became of singular interest.
Are You Providing an Education That Is Worth Caring About? Advice to Non-Native Teachers in Northern First Nations Communities
Author: Oskineegish, Melissa
Date: 2015-00-00
Type: Journal Articles
Subjects: Caring,Indigenous Populations,Indigenous Knowledge,Culturally Relevant Education,Educational Practices,Faculty Development,Canada Natives,Qualitative Research,Educational Needs,Knowledge Base for Teaching,Reflection,Outreach Programs,Parent Teacher Cooperation,Interpersonal Communication,Teacher Attitudes,Residential Schools,Story Telling,Personal Narratives,Transformative Learning,Foreign Countries

This article explores the development of culturally relevant teaching practices of non- Native teachers in First Nations communities. The findings were gathered from a qualitative study that asked First Nations and non-Native educators what they believed non-Native teachers needed to know about cultivating student success for First Nations students. Based on participants' personal stories, suggestions, and advice, this article encourages non-Native teachers to enrich their teaching practices through self-reflection, communication and community engagement, and the right kind of attitude. Participants suggest that these activities can help non-Native teachers create a learning environment that is meaningful to the students they teach.
The &quot;Perfect&quot; Senior (VCE) Secondary Physical Education Teacher: Student Perceptions of Teacher-Related Factors That Influence Academic Performance
Author: Whittle, Rachael J.
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Secondary School Teachers,Public Schools,Private Schools,Student Attitudes,Secondary School Students,Teacher Characteristics,Pedagogical Content Knowledge,Teaching Skills,Knowledge Level,Verbal Ability,Caring,Teacher Student Relationship

Improving student academic performance in senior-secondary education increases student opportunities for employment, training and further education. The aim of this research was to identify students', completing the Victorian Certificate of Education (VCE) Physical Education, perceptions of teacher-related factors that influence subject specific academic performance. Unit 3 and 4 VCE Physical Education students (n = 23) from three government secondary schools and one independent secondary school in Victoria, Australia completed poster annotations identifying their perception of the &quot;perfect&quot; VCE Physical Education teacher. The de-identified data from the posters were transcribed verbatim, coded and analysed using NVivo software to explore student perceptions of teacher-related factors that influence academic performance. Emergent themes from the poster annotations suggested that student's perceptions of the &quot;perfect&quot; VCE Physical Education teacher included the teacher-related factors of knowledge (of subject matter), verbal ability, caring, enthusiasm and teacher accessibility.
Blurred Boundaries: Negotiating a Common Core Subject in a Multi-Faculty Bachelor of Environments
Author: Onsman, Andrys
Date: 2015-00-00
Type: Journal Articles
Subjects: College Programs,Environment,Curriculum Evaluation,Curriculum Research,Interdisciplinary Approach,Educational Change,Educational Practices,Bachelors Degrees,Expertise,Models,Context Effect,Review (Reexamination),Institutional Characteristics,Organizational Change,Curriculum Development,Foreign Countries

In 2008, the University of Melbourne rolled out its restructured undergraduate degree program offerings. Rather than offering a multitude of faculty-specific degrees, the University started to offer a limited number of generalist degrees that serve as developmental pathways to specialist masters programs as well as stand-alone employment preparation. While the other &quot;Melbourne Model&quot; degrees in arts, science, commerce and biomedicine primarily aligned with their cognate faculty, one degree, the Bachelor of Environments, was taught across four faculties. Three reviews of this unusual undergraduate degree have been undertaken since 2009 with each recommending that the degree reduce the number of common core first year subjects to one. However, the decision to reduce to one core subject proved difficult within the blurred boundaries of cross-faculty management structures. This paper analyses the strategies being used to reach consensus following the most recent review.
Fijian Teachers' Conceptions of Assessment
Author: Dayal, Hem Chand
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Practices,Reflection,Evaluation,Qualitative Research,Preservice Teacher Education,Preservice Teachers,Student Teacher Attitudes,Formative Evaluation,Inservice Teacher Education,Teacher Attitudes,College Students,Evaluation Needs,Relevance (Education),Achievement Rating,Knowledge Base for Teaching,Familiarity

Teacher's conceptions are important as they could have a strong influence on their professional practices. This study set out to explore Fijian teacher's conceptions of assessment. Seventy teachers enrolled in an assessment course at a university in Fiji were involved in this study. Data was collected by asking teachers to write a reflection on assessment. The reflective exercise contained four open-ended items. Data was analyzed qualitatively. The results indicate that Fijian preservice teachers generally held an assessment of learning view, while majority of in-service teachers see assessment as formative.
Too Few or Perhaps Too Many STEM Graduates
Author: Birrell, Bob
Date: 2015-00-00
Type: Journal Articles
Subjects: STEM Education,College Outcomes Assessment,Employment Potential,Employment Opportunities,Labor Market,Information Technology,Undergraduate Students,Foreign Students,In State Students,Graduation Rate,Enrollment Rate,Competition,Migrant Workers,Outsourcing,Foreign Policy,Foreign Countries

Industry bodies, research and educational organisations have lobbied intensely for increased funding for training in the STEM disciplines. It is time to reassess this advocacy. Undergraduate commencements in STEM fields have increased strongly since 2009, yet the current employment prospects for these graduates are poor. Advocates have not made a convincing case that this situation will change. The outlook in the information technology (IT) fields is particularly concerning. Domestic graduates in IT face a labour market in which their numbers are being dwarfed by the influx of immigrant IT professionals, many of whom are employed by Indian IT service companies with branches in Australia. This is occurring at the same time as Australian public and private organisations are sending offshore much of their computing work through these same IT service companies.
Do Master Early Childhood Teacher Education Programs Provide Adequate Coverage of Infants and Toddlers?: A Review of Content
Author: Garvis, Susanne
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Preschool Teachers,Infants,Toddlers,Teacher Qualifications,Teacher Education Programs,Masters Programs,Program Content,Web Sites,Guides,Interviews,Teacher Educators,Educational Quality,Mixed Methods Research

In Australia, growth in the demand of early childhood services for young children aged birth to three years has placed increased pressure on the early childhood education sector as new policy stipulates the need for qualified teachers. The new policy has resulted in a growth in Master of Early Childhood Education programs in Australian universities. These programs are designed as initial teacher education programs for people with a non-education Bachelor degree wanting to become a qualified early childhood teacher in 18 months. Little is known about the structure as well as the content of these new programs in their ability to address infants and toddler education. This paper explores 18 postgraduate Master education programs that were approved by the Australian Children's Education and Care Quality Authority (ACECQA) and listed on their website as at January 2014. Our aim is to examine programs for the amount of content and assessment that focuses on infants and toddlers. Utilising information from program websites and course guides, data was examined using content analysis to reveal the nature and extent of inclusion of learning, focused on infants and toddlers. Four interviews were also conducted with teacher educators. Findings are important for early childhood teacher education in Australia if the overall goal is to improve quality for all children, including the very youngest in education and care.
The Views of Mathematics Teachers on the Factors Affecting the Integration of Technology in Mathematics Courses
Author: Kaleli-Yilmaz, Gül
Date: 2015-08-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Attitudes,Technology Integration,Technology Uses in Education,Educational Technology,Qualitative Research,Case Studies,Graduate Students,Computer Software,Foreign Countries,Resource Units,Content Analysis,Longitudinal Studies,Computer Assisted Instruction,Secondary School Teachers,Secondary School Mathematics,Semi Structured Interviews,Secondary School Students

The aim of this study was to determine the views of mathematics teachers on the factors that affect the integration of technology in mathematic courses. It is a qualitative case study. The sample size of the study is 10 teachers who are receiving postgraduate education in a university in Turkey. The current study was conducted in three stages. At the first stage, software and learning objects were introduced to the teachers. At the second stage, activities were performed with the teachers. At the third stage, teachers practiced a technology-assisted course in a real classroom environment. After all stages were fulfilled, a retrospective interview was conducted with all teachers individually. The content analysis of the interviews indicated that there are many factors affecting technology integration, namely, the categories of teacher-based factors, student-based factors, content-method-resource-timemanagement based factors and technical considerations.