ethanporcaro/eric-fulltext-meta huggingface dataset:
How High Is the Tramping Track? Mathematising and Applying in a Calculus Model-Eliciting Activity
Author: Yoon, Caroline
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Mathematical Models,Secondary School Teachers,Calculus,Mathematics Instruction,College Mathematics,Secondary School Mathematics,Mathematical Concepts,Problem Solving,Knowledge Level,Teaching Methods,Foreign Countries

Two complementary processes involved in mathematical modelling are mathematising a realistic situation and applying a mathematical technique to a given realistic situation. We present and analyse work from two undergraduate students and two secondary school teachers who engaged in both processes during a mathematical modelling task that required them to find a graphical representation of an anti-derivative of a function. When determining the value of the anti-derivative as a measure of height, they mathematised the situation to develop a mathematical model, and attempted to apply their knowledge of integration that they had previously learned in class. However, the participants favoured their more primitive mathematised knowledge over the formal knowledge they tried to apply. We use these results to argue for calculus instruction to include more modelling activities that promote mathematising rather than the application of knowledge. (Contains 9 figures.)
Impacting Attitudes of ELL Students: Integrated Learning Communities in Introductory Science Courses
Author: Fayon, Annia K.
Date: 2010-00-00
Type: Journal Articles
Subjects: Scientific Principles,Graduation Requirements,Limited English Speaking,Higher Education,Student Attitudes,Disproportionate Representation,College Students,Science Education,Introductory Courses,Withdrawal (Education),Academic Failure,Learning Activities,Discourse Communities,Cooperative Learning,STEM Education,Achievement Gap

In large introductory science courses at the postsecondary level, there is significant anecdotal evidence of traditionally underrepresented students disengaging from the lectures, resulting in withdrawals or failures. Because these science courses often fulfill graduation requirements and provide the students with broad introductions to basic scientific principles, success in these courses is paramount to students' success at the postsecondary level. In this paper, we illustrate how integrated learning communities contribute to the development of positive attitudes and beliefs necessary for the success of ELL students, and suggest strategies for enhancing students' self-regulation. (Contains 5 tables and 1 figure.)
A Plan for Academic Success: Helping Academically Dismissed Students Achieve Their Goals
Author: Cherry, Lynn
Date: 2010-00-00
Type: Journal Articles
Subjects: Academic Achievement,Academic Persistence,School Holding Power,College Students,Student Attrition,Academic Failure,Expulsion,Student Educational Objectives,Goal Orientation

This article describes a unique process which allows a select few students who have been dismissed for academic deficiency the opportunity to create a Plan for Academic Success (Plan), which, if accepted, reverses the academic dismissal for one semester. If the Plan is accepted, the individual student assumes responsibility for taking action to complete the required steps which will ultimately bring the Plan to fruition. The findings based on data from Fall 2002-Fall 2007 indicate that students whose Plans were accepted were academically successful and were retained at a rate consistent with the retention rate of the institution as a whole. (Contains 2 figures.)
Joining the Conversation: Scaffolding and Tutoring Mathematics
Author: Valkenburg, Jim
Date: 2010-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Tutoring,Teaching Methods,Mathematics Instruction,Student Participation,Learning Theories,Language Usage

Tutoring is one of those skills which require the ability to communicate an in-depth understanding of the subject. This article is about scaffolding while tutoring, and the tutoring talents described can be applied across the curriculum. Lev Vygotsky's ideas about communication and education play a key role in the development of scaffolding strategies in tutorial or small group study sessions. These ideas can be used by a tutor/facilitator to help a student learn specific content at the most basic and immediate level of that student's academic need so it can be applied in a much broader context. The point of scaffolding strategy is to help tutors and facilitators engage students in the learning process. (Contains 1 figure.)
National Gender Equity and Schooling Policy in Australia: Struggles for a Non-Identitarian Feminist Politics
Author: Keddie, Amanda
Date: 2009-08-00
Type: Journal Articles
Subjects: Criticism,Feminism,Educational Change,Foreign Countries,Sex Fairness,Vocational Education,Politics,Females,Equal Education,Educational Policy,Institutional Autonomy,Activism

This paper tracks the development of gender equity and schooling policy in Australia from the &quot;National Policy on the Education of Girls in 1987&quot;, to current policy concerns with boys' educational underperformance. The paper's key focus is on the ways in which feminist informed equity policy has been undermined by broader imperatives of economic rationalism and anti-feminist discourses. Drawing on Nancy Fraser's understandings of distributive and cultural gender justice and her notion of a non-identitarian feminist politics, the paper critically examines the ways in which such imperatives have re-articulated equity and schooling concerns. Through these lenses, the limitations of the affirmative gender binary politics and remedies that have dominated gender and schooling reform in Australia are highlighted. The paper concludes with an illumination of the gender justice spaces currently being mobilised in Australian schools. Such spaces, it is argued, fostered within a context of increasing autonomy and self-management for schools, are providing avenues for creative and disruptive (pro)feminist activism. (Contains 2 endnotes.)
A Tale of Two Women Leaders: Diversity Policies and Practices in Enterprise Universities
Author: Wilkinson, Jane
Date: 2009-08-00
Type: Journal Articles
Subjects: Females,Women Administrators,Leadership,Foreign Countries,Entrepreneurship,Social Justice,Equal Opportunities (Jobs),Indigenous Populations,Educational Policy,School Policy,Personal Narratives

This paper explores the ways in which senior female academics' leadership practices are informed and negotiated in relation to a multiplicity of fields. As part of the shift in the logics of practice underpinning the Australian academic terrain, there has been a movement from the implementation of equity policies to that of diversity in relation to the employment of academic staff, characterised by neoliberal discourses of new public management which favour the production of the individualistic, entrepreneurial academic identity as opposed to notions of collectivity and the public good. However, diversity policies are not the sole texts that inform the ways in which many women leaders operate, nor the most important in guiding the practices they produce. Drawing on a larger study of representations of women's leadership in the media and academia, this paper examines how two leading female academics drew upon a range of logics of practices within the different fields of academia, feminism and Indigenous rights to inform their leadership practices. In so doing, the women contested the emergent logic of practice underpinning the contemporary Australian academic field. Such contestation can be considered one of the &quot;subaltern&quot; consequences of policy regimes and forms an integral part of policy fields. (Contains 1 endnote.)
Reclaiming Aboriginal Knowledge at the Cultural Interface
Author: Yunkaporta, Tyson
Date: 2009-08-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Indigenous Populations,Action Research,Foreign Countries,Teaching Methods,Problem Solving,Innovation,Water,Thinking Skills,Teacher Attitudes,Cultural Differences,Cognitive Style,Behavior Problems,Teacher Effectiveness,Teacher Student Relationship,Knowledge Base for Teaching

Many studies and papers have explored and critiqued the &quot;what&quot; and the &quot;why&quot; of working at the cultural interface of mainstream curricula and local Indigenous knowledge, but this project sought to understand the &quot;how&quot;. Participants went beyond explorations of &quot;cultural items&quot; and worked in the overlap between the New South Wales Department's Quality Teaching Framework and Indigenous Pedagogies drawn from local lore, language and the sentient landscape. Indigenous knowledge was used not merely as content, but to provide innovative ways of thinking and problem solving in the field of design and technology. The methodology for the study was based on a significant site in the local river system. The focus of the action research study shifted in the early stages from the students to the teachers, who required a radical shift in their thinking in order to set aside deficit logic, or stimulus-response approaches to teaching and learning, to embrace sophisticated Indigenous ways of knowing. (Contains 3 figures.)
The Tribulations of Reusing and Repackaging Data: A Review of &quot;How Has School Productivity Changed in Australia?&quot;
Author: Zyngier, David
Date: 2009-08-00
Type: Journal Articles
Subjects: Productivity,Foreign Countries,Educational Policy,Standards,Statistical Significance,Literacy,Numeracy,Class Size,Scores,Labor Market,Educational Change,Immigration,Immigrants,School Holding Power,Outcomes of Education,Teacher Student Ratio,Reading Comprehension

In their paper, &quot;How has school productivity changed in Australia?&quot; social economists Andrew Leigh and Chris Ryan (2008) attempt to show that Australian (government) schools and their teachers' productivity has declined by some 73 per cent between 1964 and 2003 compared to an overall increase of 64 per cent across the Australian economy. In response I contend that Leigh and Ryan use an inappropriate statistical device to &quot;decompose&quot; student demographics to arrive at conclusions that contradict the original positive assessment of student standards by independent authorities (Rothman, 2007). Their work, which for many years seemed to be the foundation stone for Howard government education policy has by their own admission (A. Leigh &amp; C. Ryan, personal communication, February 14, 2008), never been put to the test of peer review prior to publication. This paper critically analyses and contests their research by placing their claims within a social policy context that has subtly changed from one where teachers can make a difference to teachers are the difference. (Contains 6 endnotes.)
Teacher Enquiry as a Tool for Professional Development: Investigating Pupils' Effective Talk while Learning
Author: Wall, Kate
Date: 2009-08-00
Type: Journal Articles
Subjects: Locus of Control,School Culture,Action Research,Research Methodology,Learning Strategies,Educational Change,Foreign Countries,Professional Development,Universities,Primary Education,Elementary Secondary Education,Inquiry,Teacher Educators,Teacher Education

The Learning to Learn in Schools Phase 3 Evaluation was a four year project across England exploring the concept of Learning to Learn in 33 primary and secondary schools. The project was funded through the UK based Campaign for Learning. One of the key aims of the project was to ensure that the locus of control in terms of development remains with the schools, who decided on the focus of innovation relevant to them under the umbrella heading of Learning to Learn. A team from the Research Centre for Learning and Teaching at Newcastle University then supported and facilitated the teachers in the systematic evaluation of their experiences. As a result we believe that this process supported meaningful professional development about teaching and learning. This paper exemplifies this process through two professional enquiries into pupil talk in the classroom and how it supported learning. The projects were carried out by teachers in two schools, one secondary (11-18 years) and one primary (4-11 years). Both schools decided that encouraging pupil talk about learning best fit with their priorities and the project aims of exploring Learning to Learn. The paper describes the different research methods and findings of the teachers' research, focusing on the decision making which occurred and how the process of the research has impacted on their professional development. Conclusions are drawn about how the philosophy of Learning to Learn can be as easily applied to the process of professional enquiry through action research and teachers' learning, as to the more traditional domain of students' learning and how this might contribute to the development of a successful Learning to Learn school culture. (Contains 10 figures and 2 endnotes.)
Wellbeing and Retention: A Senior Secondary Student Perspective
Author: Gray, Jan
Date: 2009-08-00
Type: Journal Articles
Subjects: Student Attitudes,School Culture,Focus Groups,Foreign Countries,School Holding Power,Academic Achievement,Secondary School Students,Dropout Rate,Academic Persistence,Well Being,Grade 11,Attitude Measures,Surveys,Educational Environment,Student Characteristics,Self Efficacy,Grade 12,Gender Differences

Non-completion of senior secondary schooling continues to be a matter of concern for policy makers and practitioners in Australia today. Despite the efforts of governments to improve participation and retention rates, 30% of students drop out of school before completing Year 12. Further, some students remain at school, just biding their time until graduation. Within this context, we investigate whether the wellbeing of the students is a key factor in supporting senior students in deciding to continue at school. The article reports on the first phase of a two-year study of factors impacting on quality retention and participation of 250 Year 11 students from two school communities. This initial phase focuses on the senior students' perspective of their wellbeing in Year 11, and includes our development of a suite of scales to measure the impact of students' social connectedness and academic engagement on academic achievement and retention. Data from the survey of students are enriched through student focus groups. The article identifies critical dimensions of what students regard as a healthy senior school culture; that is, a culture conducive to a positive and productive experience in terms of their retention, participation and achievement. Implications for school and system policy and governance are proposed. (Contains 6 tables, 1 figure and 1 endnote.)
Educational Research and Strategies of World-Forming: The Globe, the Unconscious, and the Child
Author: Baker, Bernadette
Date: 2009-12-00
Type: Journal Articles
Subjects: Educational Research,Politics of Education,Educational Policy,Educational Strategies,Evaluation,Technology,Global Approach,Nationalism,Governance,Foreign Policy,Land Settlement,Phenomenology,Memory,Epistemology,Educational Improvement

In this article, the author revisits the interlinked conceptualizations of globe, of an unconscious, and of the child, which subtly shape repetitively appearing issues that educational research now entails, confronts, and works through. By looking exclusively at institutional structures, educational policy, or classroom-based interactions, the author examines strategies of world-forming, their critique, fracturation, and seepage as a site of the politics of education. In the first section, she points to some messy and numberless beginnings of a particular nexus--a modernity-science-nation-West nexus that came to operate as a new horizon of enactment and dominant template for World. This is approached through contemporary debates within and beyond postcolonial technoscience research. In the second and third sections, she examines strategies of Western world-forming within educational research that unfolded amid what Peter Wagner (1994) calls crises of modernity. Here, she suggests that globe, unconscious, and child operate in refigured form to template World as automatically Western, a situation in which polis is reduced to management, the otherworldly is abjected or privatized, and evaluation is proffered as a response to a new version of the &quot;problem&quot; of difference. (Contains 8 endnotes.)
Climate Change? When? Where?
Author: Boon, Helen
Date: 2009-12-00
Type: Journal Articles
Subjects: Scientific Literacy,Climate,Cultural Influences,Foreign Countries,Environmental Education,Scientific Concepts,Secondary School Students,Structural Equation Models,Knowledge Level,Concept Formation,Grade 8,Grade 10

Regional Australian students were surveyed to explore their understanding and knowledge of the greenhouse effect, ozone depletion and climate change. Results were compared with a parallel study undertaken in 1991 in a regional UK city. The comparison was conducted to investigate whether more awareness and understanding of these issues is demonstrated by students as a result of over 16 years' accumulated knowledge, increased certainty among experts of greenhouse effects on climate, media publicity and inclusion of the greenhouse effect in the Australian school curriculum. Data obtained from a combined sample of 740 Year 8/10 secondary students examined the extent of student understanding and knowledge, models of explanation and sources of information of the phenomena. A path analytic, Structural Equation Model (SEM) tested links between student understanding of the greenhouse effect, knowledge of greenhouse gases and experience of being in a greenhouse, to conceptions of climate change. Results show similarities between the two groups, with knowledge and understanding of these important scientific literacy issues remaining unacceptably low in 2007. Socio-cultural influences are proposed in relation to results and implications for practice are suggested. (Contains 4 tables and 2 figures.)
Productive Pedagogies: A Redefined Methodology for Analysing Quality Teacher Practice
Author: Mills, Martin
Date: 2009-12-00
Type: Journal Articles
Subjects: Research Tools,Foreign Countries,Teaching Methods,School Restructuring,Longitudinal Studies,Reflective Teaching,Teaching Models,Data Analysis,Pedagogical Content Knowledge,Educational Research,Teacher Educators,Grade 4,Grade 6,Grade 8,Grade 9,Surveys,Parents,Students

This paper identifies the ways in which the Productive Pedagogies framework has been refined as a research tool for evaluating classroom practice within a current study into issues of school reform in Queensland. Initially emerging from the landmark Queensland School Reform Longitudinal Study (1998-2001), the Productive Pedagogies has been taken up widely in Australia and internationally as both a research tool and metalanguage to support teachers to critically reflect on their practice. In this paper, following a brief description of the model's four dimensions, we detail how we have addressed some methodological concerns in using and modifying the framework for the present study. In response to critiques by other researchers and debates within our own research team, we justify our use of the framework. To these ends, we present a refined methodology that addresses the importance of pedagogical process, substantiates the inclusion of particular items within the framework, supports a critical approach to issues of difference, includes students' perspectives and recognises the significance of content knowledge in the assessment of quality pedagogy. (Contains 2 endnotes.)
Children's Use of Metacognition in Solving Everyday Problems: An Initial Study from an Asian Context
Author: Lee, Chwee Beng
Date: 2009-12-00
Type: Journal Articles
Subjects: Problem Solving,Metacognition,Grade 5,Foreign Countries,Cognitive Processes,Decision Making,Elementary School Students,Surveys,Knowledge Level,Questionnaires

The aim of this study is to understand the relationship between metacognition and students' everyday problem solving. Specifically, we were interested to find out whether regulation of cognition and knowledge of cognition are related to everyday problem solving and whether students who perform better in the decision-making problem will better differentiate the various components of metacognition. Two hundred and fifty-four fifth grade students completed a survey. We found evidence to suggest the existence of two major components of metacognition. Our results also suggest that at a higher level of decision-making, knowledge of cognition and regulation of cognition were differentiated in their use by participants. (Contains 3 tables and 2 figures.)
Alternative Organisational Learning Therapy: An Empirical Case Study Using Behaviour and U Theory
Author: Ho, Li-An
Date: 2009-12-00
Type: Journal Articles
Subjects: Statistical Data,Correlation,Foreign Countries,Social Influences,Corporations,Behavior Theories,Learning Processes,Adults,Older Workers,Employee Attitudes,Organizational Change,Surveys,Likert Scales,Test Reliability,Test Validity,Predictive Validity,Statistical Significance

This paper draws on the concept and process of deeper learning, namely the U theory (Senge, Scharmer, Jaworski, &amp; Flowers, 2004a). As a driver to get a deeper exploration of organisational change process, the theory of U goes beyond the interpersonal aspects of learning, instead focusing on a deeper personal generative learning that emphasizes seven capacities along the deep learning process. Corporations in Taiwan have been striving in a globalised world economy for market competitiveness through organisational learning and change and this study seeks to understand adult workers' engagement with deep learning. Based on the theory of planned behaviour, the study investigated how personal backgrounds, attitude, perceived subject norm and perceived behavioural control affected adult workers' intention of deeper learning using Pearson correlation and stepwise regression analysis. Data were collected from working adults (N=512) in a high tech company located in Taipei. Results showed that there was a significant positive correlation between the independent variables, namely adult workers' attitudes, perceived social pressure, and behavioural control, and the dependent variables (i.e., the seven capacities within U theory). In addition, among three independent variables, subjective norm had the strongest predictive power on the successful diffusion of the U theory. (Contains 7 tables and 2 figures.)
U.S. College Student Activism during an Era of Neoliberalism: A Qualitative Study of Students Against Sweatshops
Author: Dominguez, Rachel Fix
Date: 2009-12-00
Type: Journal Articles
Subjects: Activism,Undergraduate Students,Interviews,Educational Change,Ethnography,Colleges,Campuses,Consumer Education,Global Approach,Observation,Political Attitudes,Economic Development,Higher Education

This article sets out to examine the experiences of college student activists involved in Students Against Sweatshops on the Beautiful River University campus. Based on observation and interview fieldwork, the paper explores how students negotiate and understand their activism against the backdrop of neoliberalism. The paper concludes that being a contemporary student activist requires advanced time management skills and the capacity to ascribe multiple meanings to activities (for example, hanging out and doing activism simultaneously). This emphasis on using one's time wisely resonates with students who are surrounded by the language of neoliberal reform. By analysing how students prioritise activism, outreach to new members and develop friendships, and position themselves as part of an international network, I show that student activism is influenced by the neoliberal environment at Beautiful River University at the same time that student activists are working to resist and counter such practices. (Contains 3 endnotes.)