ethanporcaro/eric-fulltext-meta huggingface dataset:
Reflections on Methodology: Dilemmas in a Research Project about the Educational Experiences of Refugee Background Youth
Author: Ramos, Fabiane
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Refugees,Educational Experience,Student Characteristics,Academic Standards,Doctoral Degrees,Criticism,Foreign Policy,Doctoral Dissertations,Power Structure,Epistemology,Western Civilization,Doctoral Programs,Audiences,Universities,Foreign Countries,English (Second Language),Second Language Learning,Secondary School Students,Educational Attainment,Personal Narratives,Graduate Students,Student Attitudes,Student Research

In this presentation I will share some reflections on how I have dealt with methodology design in the early stages of my PhD candidature leading up to data collection. I will particularly focus on the dilemmas that I have encountered so far as I search for a methodology that would allow me to ethically report on the educational experiences of refugee-background youth while positioning my research within decolonial thinking. This process becomes even more complex when I take into consideration the contradictions between my theoretical underpinnings and the constraints of &quot;academic&quot; standards and PhD expectations. A decolonial paradigm criticises the hegemony of Eurocentric principles in academia and contests concepts of universal reason and scientific rationality. Standard qualitative methodologies and thesis formats are part of this system of knowledge production that is seen as oppressive and shortsighted by decolonial thinkers. By choosing to work within this critical epistemology I placed myself in an in-between space where I question what has been established as academic tradition at the same time that I attempt to complete a PhD that fulfills the institutional requirements of a Western university. Another goal of this presentation is to generate a discussion with the audience about their views/experiences on methodology and how (if possible at all) new scholars can break away from &quot;standard&quot; PhD methodologies/thesis writing, while working within the contexts of Australian universities.
Teachers&apos; Collaborative Inquiry Featuring Co-Teaching: An Adaptive Professional Learning Design to Support Equitable Mathematics Achievement
Author: Eden, Raewyn
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Collaboration,Inquiry,Team Teaching,Mathematics Achievement,Mathematics Instruction,Elementary School Teachers,Foreign Countries,Faculty Development,Design,Cooperation

This paper draws on a study exploring teachers' collaborative inquiry with a group of four teachers in a primary school in Wellington, New Zealand. The broad aim of the study was to capture the complexity of teaching and learning and explore the mechanisms and processes of collaboration that interact to promote the professional learning of teachers within the practice context. Collaboration was fore-fronted in the design of the study in which the researcher and the group of teachers inquired together to make sense of the teachers' professional practice and to understand how their teaching impacts on their students. A design-based research approach was used to iteratively co-design, test, refine, reflect on and then re-design the group's approach to collaborative inquiry. The design emerged as an adaptive model of professional development featuring teachers co-teaching and jointly reflecting upon mathematics lessons. The co-teaching model can be seen as a promising approach for supporting the implementation of key pedagogical practices and for fostering the development of an inquiry community. The design-based, participatory approach in which the researcher and participants enacted multiple roles appeared to be a valuable tool for enabling transformation at classroom and school levels.
Days in the Life: the Work of a Successful Multi-Classroom Leader. A Profile of Okema Owens Simpson. An Opportunity Culture Vignette
Author: Barrett, Sharon Kebschull
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Middle School Teachers,Grade 6,Language Arts,Faculty Development,Coaching (Performance),Planning,Teaching Skills,Team Teaching,Data Analysis,Small Group Instruction,Teacher Leadership,Teacher Role,Observation,Teacher Collaboration

When Okema Owens Simpson, the sixth-grade Multi-Classroom Leader (MCL) for English language arts (ELA) at Ranson IB Middle School in Charlotte, North Carolina, plans her schedule for the coming week, she provides what her teachers need most: daily, on-the-job coaching; lesson planning; practice in delivering lessons; co-teaching or modeling a lesson; analysis of student learning data; and pulling out small student groups for intensive help. Although schedules and tasks vary somewhat from school to school and among grade levels, Simpson's days illustrate the essentials of the MCL role done right--and how to fit them all in over several typical days. In the 2017-18 school year--her 19th as an educator--Simpson led a team of three ELA teachers. As their MCL, Okema Simpson took accountability for the learning of all 275 of her ELA teachers' students. Ranson, part of the Project L.I.F.T. zone within Charlotte-Mecklenburg Schools, was one of the first Opportunity Culture schools in the country. The high-poverty L.I.F.T schools had been persistently struggling, but after taking Opportunity Culture and the MCL model schoolwide in 2014-15, Ranson had the highest student growth among Title I district schools in the state and was in the state's top 1 percent overall for growth. MCLs also use other strategies to guide and develop their team members and help their peers. This profile of Okema Simpson shows what a high-performing MCL's days typically include, viewed through the lens of a school and MCL on the cutting edge of defining the art and science of instructional teacher leadership.
Developing New Approaches to the Evaluation of Physical Learning Environments: A Return to the Origins of Post-Occupancy Evaluation in Environmental Psychology
Author: Cleveland, Benjamin
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Physical Environment,Educational Environment,Psychology,Environmental Influences,Educational Facilities,Program Evaluation,Human Geography,Capacity Building

This paper calls for new approaches to the evaluation of physical learning environments and suggests future directions for research in the field. Prior research across the primary, secondary and tertiary education sectors has revealed a variety of metrics by which the performance of educational facilities can be measured. However, if physical learning environments are to be considered as spaces that provide a range of affordances for teaching and learning, improved methods are required to evaluate the effectiveness of 'units of the environment' as pedagogical settings. For more than 40 years, the field of post-occupancy evaluation has provided direction regarding how evidence can be gathered about the performance of educational facilities in use, yet such work has mostly overlooked the evaluation of learning spaces for pedagogical effectiveness. Research being conducted as part of the Evaluating 21st Century Learning Environments (E21LE) ARC Linkage project indicates that a return to the origins of post-occupancy evaluation in the field of environmental psychology is required in order to support the development of more rigorous methods of learning environment evaluation -- methods that can provide valuable feedback about how effective 'units of the environment' are for their intended purpose, supporting teaching and learning.
Using Video Data to Research Pedagogic Practices in New Generation Learning Environments in Schools: Development of a Framework for Analysing and Representing Teacher Practice
Author: Cleveland, Benjamin
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Video Technology,Foreign Countries,Elementary Secondary Education,Research Methodology,Educational Research,Teaching Methods

This paper discusses the use of video data to research pedagogic practices in new generation learning environments (NGLEs) in primary and secondary schools. Using video footage drawn from a collaborative research project between the University of Melbourne and the Victorian Department of Education and Early Childhood Development (2013), the paper charts the development of a framework for analysing and representing teacher practice across a range of NGLEs: learning spaces that provide a greater degree of spatial variation, geographic freedom and access to resources for students and teachers than traditional classrooms. Video of teacher practice collected in four Victorian government schools was used as the basis for developing the framework. This footage was initially coded using Studiocode, a software tool that has been employed to analyse teacher practice in classrooms across the world, including by the International Centre for Classroom Research (ICCR), but not as far as we know used to analyse teacher practice in NGLEs through a human geographic or spatial lens. The paper describes the research methodology, the data collection methods and the analysis framework that was developed to represent data about the 'intersections' between people, space, practice and time i.e. the complex spatialized pedagogic practice of teachers in NGLEs. The practical dilemmas and hurdles that were encountered during the process of developing a simple coding system and visual tool that could represent teacher practice in NGLEs are discussed, along with the final analysis framework and representational tool that arose from the empirical data.
The Integration of Technology Enhanced Learning in Initial Teacher Education Programmes: Collaborative Research from Australia and South Africa
Author: Lane, Jenny
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Technology Integration,Preservice Teacher Education,Preservice Teachers,Information Technology,Schools of Education,Instructional Design,Program Implementation,Blended Learning,Electronic Learning,Curriculum Development

Initial teacher education programs have been charged with failing to keep pace with the the use of technology in the workplace by not modelling technology-rich pedagogy to pre-service teachers. This paper aims to inform the development of contemporary models of learning design in initial teacher education, which focus on pedagogical processes while making authentic use of information communication technologies (ICTs). Research teams in two large schools of education, one in Australia and one in South Africa, engaged in a collaborative process to address the following research questions: What is the current progress of the integration of technology enhanced learning in initial teacher education programmes? What approaches to learning design can assist teacher educators to facilitate technology rich teaching and learning activities? The research teams modeled a socioconstructivist approach to as they combined face-to-face visits and online collaboration to develop the research agenda. The researchers undertook a series of visits and semi-structured interviews involving nine universities to gather data on the design and implementation of a ICT-rich mode of delivery in undergraduate teacher education programs.
Unsettling the Familiar: Challenging Discourses of Deficit through the Hesitation and Pause of an Appreciative Lens
Author: Rogers, Bev
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Problem Solving,Inquiry,Teacher Attitudes,Standards,Social Bias,Social Influences,Student Characteristics,Student Experience,Positive Attitudes,At Risk Students

Whilst deficit discourses in classrooms and staff rooms are pervasive and dominant, there is some research which supports teachers disrupting deficit thinking and reconnecting with student &quot;funds of knowledge&quot;. Processes for disrupting deficit knowledges tend to assume individual teacher construction of deficit views in conversation with other teachers, and include questioning and offering other metaphors to unsettle the familiar, in a space where new language about young people is engaged. Neoliberal thinking fosters a mechanistic, problem-based approach which positions teachers as transmitters of knowledge developed elsewhere, efficiently &quot;delivering&quot; enhanced student achievement. In this context, teachers are positioned as performers of &quot;Standards&quot; viewed largely through a lens of certain progression in relation to the &quot;Australian Professional Standards for Teachers.&quot; Such certainty in the outcomes misrepresents the micro-interactions of identity and knowledge formation in classrooms. Such a conception of teachers' work fosters deficit thinking about both students and teachers. This paper examines both the development of a process for and the results of an appreciative self-appraisal of a teacher's practice. The process illustrates that challenging deficit thinking, may be possible through an appreciative lens which provides both the &quot;hesitation in friendship&quot; and active &quot;pause&quot; in thought in a space for a disruption in self-assurance long enough to find an alternate way to speak to and about students and to come to understand the world differently. An appreciative lens becomes one element in a repertoire of activities which might assist with thinking outside the discourses in which we live in order to imagine schools with classrooms &quot;full of human knowledge&quot; which arise through creating spaces for learning &quot;where identity, intellect, and imagination are negotiated between teachers and students&quot; (Cummins, 2003, p. 58).
Classroom Teachers and Daily Student Physical Activity Requirements: A Study of Capacity Building through Traditional Indigenous Games (TIG)
Author: Louth, S.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Physical Activity Level,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Barriers,Capacity Building,Teaching Methods,Culturally Relevant Education,Indigenous Knowledge,Child Health,Well Being,Facilitators (Individuals),Teacher Role,Faculty Development,Foreign Countries,Games

This study investigated the facilitation of daily physical activity for primary school students by regular classroom teachers. The existing practices of teachers and their perceptions of barriers to facilitating daily physical activity with their students were explored. Initial investigations revealed the need to build the capacity of classroom teachers so that they could provide effective, fun and inclusive experiences for their students. When reviewing the fun and inclusive nature of Traditional Indigenous Games (TIG) it was postulated that TIG may assist teachers to overcome their perceived barriers and thereby contribute positively to the health and well-being of students. The study employed a quasi-experimental mixed methods research design. A teacher intervention program was created which incorporated TIG and provided an effective avenue to examine the impact of playing TIG on teachers' capacity to facilitate daily physical activity. Eleven teachers from five primary schools participated in the intervention program. Teacher surveys used a 5-Point Likert scale which measured classroom climate and relationships, as well as teachers' perceptions and attitudes toward student enjoyment and participation in TIG. Descriptive statistics were used to compare pre and post-test data from the teacher surveys to identify any specific changes over time within each variable. Pre and post interviews were conducted with teachers and the &quot;nVivo&quot; software package was used to analyse the qualitative data and allowed the presentation of both the frequency supporting the strength of the theme (TAG clouds) and the illustrative evidence (quotes) that lay behind it. The study found that TIG assisted teachers to facilitate regular daily physical activity with their students. Overall, teachers felt the TIG intervention program had been a worthwhile investment of their time, and all were keen to continue with TIG after the twelve-month study concluded. All teachers developed sustainable ways to continue with TIG, and indeed have become advocates of TIG within their wider school community. The findings from this study suggest the need to provide professional development for teachers in physical activity through TIG and to engage teachers in a variety of integrated, cooperative, inclusive and culturally sensitive programs in order to achieve successful and sustainable learning outcomes for students.
Reframing Professional Learning within a Collective Profession: Rich and Shared Accountability as an Integrated Process of Dialogue, Observation and Feedback about &apos;Standards&apos;
Author: Rogers, Bev
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Accountability,Faculty Development,Teacher Improvement,Teacher Competencies,Elementary School Teachers,Foreign Countries,Feedback (Response),Observation,Standards,Matrices

Schools are now situated within a dominant public policy regime that is demanding compliance and standardisation, at a time when the achievement of success for all students demands a capacity at the school level to design and deliver an approach that embeds &quot;an ongoing process of professional learning for teachers&quot; (Caldwell, 2014, p. 4). Such professional learning must provide opportunities for teachers to reflect on their own assumptions and beliefs, to test their assumptions and adapt and reshape strategies in light of their analyses in the context of a collective profession. The development of teacher capability matrices at a primary school in New Zealand appears to be a unique and authentic expression of dialogue between teachers about how teachers can seriously engage in their own learning and be accountable for continuously improving their instructional practice through integrating what they have learned into their classroom practice. The matrices support dialogue about teaching and learning through making knowledge and thought &quot;more explicit&quot;, providing a platform for regular reflection, observation and feedback among and between beginning and experienced teachers. In cultivating such dialogue, teachers learn to conceive of, to speak in, and to assess their work, in terms of agreed 'standards'.
Interview with Dr. Seokhee Cho about Gifted Education and Its Future
Author: Mertol, Huseyin
Date: 2014-00-00
Type: Journal Articles
Subjects: Academically Gifted,Special Education,Models,Educational Objectives,Student Needs,Best Practices,Student Development,Acceleration (Education),Homogeneous Grouping,Self Contained Classrooms,Talent Identification,Special Schools,Foreign Countries

The purpose of this study, which is a major name in the education of gifted Dr. Cho 's about gifted education is to put forward their views. Dr. Seokhee Cho is a Professor at the School of Education, St. John's University. She is currently conducting three research projects funded by US Department of Education: Project HOPE as a Principal Investigator, Project WIN and Project LEADER as a research director.
Smart Data Use Sparks Growth, Closes Gaps. Bay District Schools, FL. Case Study: MAP Growth
Author: NWEA
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Risk Assessment,Achievement Gap,School Districts,Progress Monitoring,Mathematics Achievement,Reading Achievement,Achievement Gains,Information Utilization,Instructional Improvement

Using the right assessments for your district is key to tackling achievement gaps. Bay District Schools knows this firsthand. After changing their approach to assessment, they helped struggling students experience phenomenal--and clearly demonstrable--growth. After implementing MAP® Growth™, Bay students at the lower end of the achievement spectrum (below the 30th percentile) across all grade levels grew well beyond what's considered normal. A typical median growth percentile for any group of students is the 50th percentile. In Spring 2018, the median score for this group of Bay students ranged from the 64th-70th percentile in math and 64th-75th percentile in reading. In order to improve outcomes for all students, though, Bay District is now turning their attention to high achievers. By using MAP Growth data to review their instructional practices, Bay District aims to help high achievers see the same type of growth.
An Investigation of Self-Efficacy, Locus of Control, and Academic Procrastination as Predictors of Academic Achievement in Students Diagnosed as Gifted and Non-Gifted
Author: Korkmaz, Ozan
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Efficacy,Locus of Control,Academic Achievement,Gifted,Identification,Study Habits,Personality Traits,Comparative Analysis,Scores,Grade 6,Grade 7,Grade 8,Public Schools,Science Education,Art Education,Correlation,Predictor Variables,Foreign Countries,Measures (Individuals)

The overall objective of this study was to investigate self-efficacy, locus of control, and academic procrastination as predictors of academic achievement in students identified as gifted or non-gifted. Another purpose of the study was to analyze whether there was a difference between the self-efficacy, locus of control, and academic procrastination scores of the students in both groups. The study group consisted of 6th, 7th, and 8th-grade students, some of whom were Science and Art Centers students who were diagnosed as gifted, while others were public school students who were not diagnosed as gifted. The data of the study were collected using the Self-Efficacy Questionnaire for Children, the Internal-External Locus of Control Scale, and the Academic Procrastination Scale. The Pearson Product-Moment Correlation Coefficient, the Independent Samples t-Test, and simple and multiple linear regression were employed to analyze the data. According to the results, it can be said that academic procrastination has an important role in the academic achievement of gifted students, whereas self-efficacy, locus of control, and academic procrastination have a significant part to play in the academic achievement of non-gifted students. The comparison of self-efficacy, locus of control, and academic procrastination scores of gifted and non-gifted students indicated that the self-efficacy scores of gifted students were significantly higher than those of the non-gifted.
Teacher Focused Tech: Technology Rich Instruction, Blended Learning, &amp; Personalized Learning
Author: Dann, Ashley Ireland
Date: 2017-09-01
Type: Reports - Descriptive
Subjects: Computer Assisted Instruction,Technology Uses in Education,Blended Learning,Individualized Instruction,Definitions,Program Implementation,Technology Integration

This paper works to authentically define technology-rich, blended learning, and personalized learning within the context of teaching. The aim is to provide a more comprehensive and teacher-focused lens in which to view our modern tech-rich, blended, and personalized education world.
What Kind of Digital Citizen? A Reflection on Educating for Digital Democracy
Author: Dann, Ashley
Date: 2018-10-01
Type: Opinion Papers
Subjects: Citizen Participation,Democracy,Citizenship Education,Technological Literacy,Politics of Education

The following reflection on digital democracy will draw connections between the practices of educating a democratic citizenry and the current deficits of digital citizenship education. It will seek to inspire those teaching digital citizenship to expand their narrow lens in order to create a more participatory and analytic digital citizen.