ethanporcaro/eric-fulltext-meta huggingface dataset:
Apple-Polishers, Ass-Kissers and Suck-Ups: Towards a Sociology of Ingratiation
Author: Martin, Daniel D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Power Structure,Interpersonal Relationship,Family Relationship,Work Environment,Educational Environment,Social Influences,College Students,Surveys,Cultural Influences,Teacher Student Relationship

In this paper we use one form of communicative action, &quot;brownnosing&quot;, as a social lens for understanding power relations in both formal, organizational contexts and interpersonal relationships. We investigate this phenomenon by assessing processes of ingratiation at school and work settings. We do so using data collected from over one hundred student respondents to ascertain the meanings, uses, and outcomes of brownnosing. The study finds that members of the &quot;millennial generation&quot; develop skills in both the act of brownnosing and the detection of this form of communication as they participate in a variety of contexts, including family, school, work, and interpersonal relationships. Utilizing power-dependence models for analysis, our data suggest that brownnosing, as an organizational resource, commonly reflects the structural arrangements of both school and the workplace. We draw upon organizational and exchange theories in the interpretation of the data. (Contains 1 table and 1 footnote.)
Listening to Their Voices: Middle Schoolers' Perspectives of Life in Middle School
Author: Steinberg, Mary Anne
Date: 2012-00-00
Type: Journal Articles
Subjects: Caring,World Problems,Focus Groups,Middle Schools,Middle School Students,Student Attitudes,Qualitative Research,Middle School Teachers,Technology Uses in Education,Technology Integration,Student Participation,Teacher Student Relationship,Interpersonal Relationship,Class Activities,Interviews,Teaching Methods

This article examines middle schoolers' perspectives on their lives in middle school. Fifteen middle school students from three middle schools in the Southeast region of the United States participated in a basic qualitative study using focus groups at their schools where they were asked the central question, &quot;If you could change one thing at your middle school, what would it be?&quot; Findings show that students' desire caring teachers, students want active classrooms, and students' technology use impacts attitudes towards learning. Implications are that middle-school learning can increase relevance by teachers demonstrating care for students as individuals; structuring opportunities for students to interact with them and each other around real-world problems; and incorporating technology into learning in ways adolescents already use it. (Contains 1 figure.)
Resilience among Urban American Indian Adolescents: Exploration into the Role of Culture, Self-Esteem, Subjective Well-Being, and Social Support
Author: Stumblingbear-Riddle, Glenna
Date: 2012-00-00
Type: Journal Articles
Subjects: Adolescents,American Indians,Urban American Indians,Resilience (Psychology),Urban Areas,Role,American Indian Culture,Self Esteem,Well Being,Social Support Groups,Predictor Variables,Surveys,Measures (Individuals),Statistical Analysis

The effects of enculturation, self-esteem, subjective well-being, and social support on resilience among urban American Indian (AI) adolescents from a South Central region of the U.S. were explored. Of the 196 participants, 114 (58.2%) were female and 82 (41.8%) were male (ages 14-18 years). Thirty-three percent of the variance in resilience was accounted for by enculturation, self-esteem, and social support, while 34% of the variance in resilience was contributed by enculturation, subjective well-being, and social support. However, social support from friends remained the strongest predictor. (Contains 3 tables.)
The Power of Protection: A Population-Based Comparison of Native and Non-Native Youth Suicide Attempters
Author: Mackin, Juliette
Date: 2012-00-00
Type: Journal Articles
Subjects: Adolescents,Alaska Natives,American Indians,Suicide,School Surveys,Comparative Analysis,Intervention,Prevention,Risk,Models,Student School Relationship,Family Characteristics,Friendship,Religion,Self Esteem,Academic Achievement,Incidence

This study provides actionable information about intervening with American Indian/Alaska Native (AI/AN) youth to prevent suicide. Statewide school survey data were used to model the impact of risk and protective factors on self-reported suicide attempts (both AI/AN and non-AI/AN). The cumulative risk and protective model worked similarly for both groups. AI/AN youth had a higher threshold of risk before making a suicide attempt. Protective factors buffered the impact of risk, particularly for the higher risk youth. (Contains 6 tables, 9 footnotes, and 6 figures.)
Does a Culturally Sensitive Smoking Prevention Program Reduce Smoking Intentions among Aboriginal Children? A Pilot Study
Author: McKennitt, Daniel W.
Date: 2012-00-00
Type: Journal Articles
Subjects: American Indians,Prevention,Smoking,Grade 4,Cultural Awareness,Intention,Program Effectiveness,Intervention,Student Attitudes,Elementary School Students,Foreign Countries,Statistical Analysis,Attitude Change,American Indian Culture

The aim of the study was to determine if a culturally sensitive smoking prevention program would have short-term impacts on smoking intentions among Aboriginal children. Two schools with high Aboriginal enrollment were selected for the study. A grade 4 classroom in one school was randomly assigned to receive the culturally sensitive smoking prevention program. A grade 4 classroom in the second school received a standard smoking prevention program delivered in this jurisdiction. Children in each classroom were tested pre- and post-intervention to measure attitude changes about smoking. There was a significant reduction in intentions to smoke among Aboriginal children who received the culturally sensitive smoking prevention program. The small overall sample size precluded a direct comparison of the efficacy of the culturally sensitive and standard programs. The present findings suggest a smoking prevention program that has been culturally adapted for Aboriginal children may reduce future smoking intentions among Aboriginal grade 4 students. Further research is needed to determine the extent to which school smoking prevention programs adapted to respect the long-standing use of tobacco in Aboriginal cultural traditions may be more effective than standard programs in reaching Aboriginal youth. (Contains 1 footnote and 2 tables.)
Crossing the Primary and Secondary School Divide in Teacher Preparation
Author: Knipe, Sally
Date: 2012-00-00
Type: Journal Articles
Subjects: Children,Teacher Education,College Graduates,Employment Opportunities,Elementary Secondary Education,Education Courses,Teacher Employment,Elementary School Teachers,Secondary School Teachers,Teacher Qualifications,Curriculum Design,Teacher Education Curriculum,Instructional Program Divisions,Educational History,Bachelors Degrees,Undergraduate Study,Accreditation (Institutions),Faculty Mobility,Foreign Countries

Teacher education courses at universities qualify graduates to teach in age-related contexts of primary/early childhood/secondary that reflect the organisational structure of schools. In terms of teacher employment, for some considerable time, these longstanding organisational divisions have been by-passed whereby a shortage of teachers in particular areas (for example a perennial shortage of science and mathematics teachers) has resulted in schools employing teachers in subjects and grade levels for which they are not qualified. More recently, the development of middle schooling, P/K to 10 and P/K to 12 colleges, has created demand for teachers with generic skills able to teach across a wide age range. As universities design teacher education courses that are required to meet the demands of teacher registration organizations, flexibility can be compromised. The intent of this article is to challenge the restrictions of early childhood/primary/secondary divisions and to advocate for more flexibility in the design of teacher education courses. An example of a K-12 Bachelor of Education degree course that produces graduates who meet teacher registration requirements for all three divisions, providing the option to teach across all years of school, is presented. A graduate from this program has enhanced employment opportunities as well as a more flexible career pathway.
Integrating Peer Assisted Learning and eLearning: Using Innovative Pedagogies to Support Learning and Teaching in Higher Education Settings
Author: Edwards, Susan
Date: 2012-05-00
Type: Journal Articles
Subjects: Higher Education,Cooperative Learning,Web 2.0 Technologies,Teaching Methods,Peer Teaching,Computer Uses in Education,Technology Integration,College Students,Preservice Teacher Education,Early Childhood Education,Foreign Countries,Lecture Method,Elementary Education,Educational Technology

The paper reports the findings from a project which examined the interface between Peer Assisted Learning (PAL) and eLearning in a higher education setting. Traditional uses of ICTs in Higher Education have focused on the &quot;transfer model&quot; where existing face to face pedagogies have tended to be transferred to approaches to eLearning. This paper argues that arrival of Web 2.0 has challenged the continued viability of the transfer model and discusses instead the need for more innovative approaches to inform the design of teaching and learning in higher education settings. In response to this the PAL project was conceptualised using ideas drawn from socio-cultural theory. This theoretical perspective includes the role that social situations play in promoting learning. The project findings indicated that interfacing PAL and eLearning provided an important context for re-positioning the ways in which tutorials and lectures could be used as a basis for collaborative learning between students and lecturers alike. (Contains 4 tables and 2 figures.)
Teaching Students with Disabilities: A Web-Based Examination of Preparation of Preservice Primary School Teachers
Author: Stephenson, Jennifer
Date: 2012-05-00
Type: Journal Articles
Subjects: Disabilities,Inclusion,Educational Strategies,Evidence,Special Education,Preservice Teacher Education,Foreign Countries,Special Needs Students,Education Courses,Preservice Teachers,Attitudes toward Disabilities,Student Teacher Attitudes,Undergraduate Study,Universities,Internet,Elementary School Teachers

With increasing expectations that preservice teachers will be prepared to teach students with special needs in regular classrooms, it is timely to review relevant units in teacher education courses. Units relevant to special education/inclusion in primary undergraduate teacher preparation courses in Australian tertiary institutions, delivered in 2009, were examined. Information was gathered through a series of Google searches, and available information was very limited for some units. Sixty-one units in 34 courses met criteria for inclusion. Units typically ran for one semester with 30-40 hours of instruction. Just under half the instructors for whom relevant information was available had an active interest in special education/inclusion of students with disabilities. The most commonly included content was on instructional strategies, with few units aimed at promoting positive attitudes to people with disabilities and only 10% stating that the content was evidence or research-based. (Contains 4 tables.)
A Longitudinal Study of Change in Preservice Teachers' Personal Epistemologies
Author: Walker, Sue
Date: 2012-05-00
Type: Journal Articles
Subjects: Evidence,Preservice Teacher Education,Teacher Education Programs,Learning Strategies,Epistemology,Preservice Teachers,Foreign Countries,Semi Structured Interviews,Student Teacher Attitudes,Attitude Change,Longitudinal Studies

There is strong evidence to show that beliefs about knowing and knowledge held by individuals (personal epistemologies) influence preservice teachers' learning strategies and learning outcomes (Muis, 2004). However, we know very little about how preservice teachers' personal epistemologies change as they progress through their teacher education programs. This study investigated changes in personal epistemology and beliefs about learning for a group of preservice teachers as they progressed through the four years of a Bachelor of Education degree. Preservice teachers completed the Epistemological Beliefs Survey (EBS, Kardash &amp; Wood, 2000) when they commenced their course (Time 1) when they were in the 3rd year of their course (Time 2) and then again in the final year of their degree (Time 3). Findings indicated that there were significant changes in preservice teachers' personal epistemologies between course entry and the final year of their course across all but one of the dimensions measured. Results are discussed in terms of the implications for teaching and teacher education. (Contains 2 tables.)
Balancing Detailed Comprehensiveness with a Big Vision: A Suggested Conceptual Framework for Teacher Education Courses
Author: Ormond, Christine A.
Date: 2012-05-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Foreign Countries,Education Courses,Teaching (Occupation),Secondary School Teachers,Curriculum Development,Academic Standards,Concept Formation

Current Australian teacher accreditation processes are impacting significantly on the expectations of teacher education courses, particularly in relation to graduate resilience, flexibility and capability. This paper uses a logical conceptual format to explain how writers at a Western Australian university prepared a new Secondary Degree course, one that offers students an optimum selection of diverse learning contexts for building a deeper understanding of the teaching profession. Four &quot;stages&quot; of conceptual planning are described. The first three conceptual stages established the thematic structure of the developmental course model across the four years of the degree, reviewed unit content and timing, and framed the National Graduate Teacher Standards in terms of meaningful learning contexts. The last stage moved to thinking about exactly &quot;how&quot; the mechanics of the teaching and learning in the course work might best achieve attainment of the Graduate Standards. An overall conceptual synthesis of these ideas is also offered. (Contains 13 figures.)
Towards Evidence-Based Initial Teacher Education in Singapore: A Review of Current Literature
Author: Low, Ee-Ling
Date: 2012-05-00
Type: Information Analyses
Subjects: Evidence,Foreign Countries,Educational Research,Statistical Analysis,Qualitative Research,Preservice Teacher Education,Literature Reviews

Initial teacher education (ITE) in Singapore is shifting towards evidence-based practice. Despite a clear policy orientation, ITE in Singapore has not yet produced the evidence base that it is anticipating. This paper presents an analytical review of previous research into ITE in Singapore and makes comparisons to the larger international context. The review begins with a brief overview of some of the main characteristics of the research over the last decade (1999-2010). Our analysis suggests that the field of ITE research in Singapore is relatively new and still struggling to be a focus of educational research. Current published studies are typically small-scale with a large number of one-off studies. Quantitative and qualitative studies are largely carried out in parallel with little dialogue between them. This paper seeks to propose a research agenda for ITE in Singapore that overcomes the limitations from previous research as evident from the literature review. Additionally, this paper discusses the conditions needed to support the successful implementation of the research agenda. This review is the first essential step towards building an evidence-base for ITE in Singapore. (Contains 3 tables.)
Development of Teaching Beliefs and the Focus of Change in the Process of Pre-Service ESL Teacher Education
Author: Tang, Eunice Lai-Yiu
Date: 2012-05-00
Type: Journal Articles
Subjects: Teaching Methods,Preservice Teacher Education,English (Second Language),Student Teachers,Student Teacher Attitudes,Longitudinal Studies,Second Language Learning,Surveys,Lesson Plans,Practicums,Interviews,Teacher Education Programs,Language Teachers,Second Language Instruction,Measures (Individuals),Foreign Countries

This study sets out to investigate how pre-service ESL teachers shape their beliefs in the process of experimenting with new teaching methods introduced in the teacher education programme. A 4-year longitudinal study was conducted with four randomly selected ESL pre-service teachers. Their theoretical orientations of ESL instruction were tracked at intervals through a protocol which consisted of i) descriptive accounts, ii) surveys, iii) lesson plan analysis, iv) lesson recording and v) interviews. Despite the fact that these 4 student teachers had shown different theoretical orientations in the protocols, they shared similar patterns of instructional practices in the Teaching Practicum. It was also found that the new teaching method practiced in the teacher education programme was re-conceptualised by these student teachers in the actual teaching context because of the strong influence of their personal agency beliefs. (Contains 6 tables and 2 figures.)
Does Study of an Inclusive Education Subject Influence Pre-Service Teachers' Concerns and Self-Efficacy about Inclusion?
Author: Woodcock, Stuart
Date: 2012-06-00
Type: Journal Articles
Subjects: Inclusion,Academic Standards,Self Efficacy,Student Attitudes,Preservice Teacher Education,Teacher Education Programs,Foreign Countries,Predictor Variables,Practicums,Multivariate Analysis,Surveys,Pretests Posttests,Elementary School Teachers,Special Needs Students,Disabilities

Survey data were collected from pre-service teachers studying at a large regional Australian university. These data were examined with the purpose of determining whether pre-service teachers' views (and concerns) about inclusion and their confidence to teach in inclusive classrooms had changed as a result of studying an inclusive education subject and undertaking a practicum linked to that subject. The results of an analysis based on mean values indicated that the various concerns, namely, resources, acceptance, workplace, and academic standards, did not change markedly as a consequence of the subject and practicum experiences. This analysis also showed a hierarchy of concerns running from resources through to standards. Moreover, the results of a MANCOVA, with self-efficacy serving as the covariate and using the concerns measures as the dependent variables and pre/posttest condition as the independent variable, revealed no significant difference between the various measures on the condition. The implications of the results for teacher education programs are considered. (Contains 3 tables.)
Supporting Teachers' Professional Learning at a Distance: A Model for Change in At-Risk Contexts
Author: Warren, Elizabeth A.
Date: 2012-06-00
Type: Journal Articles
Subjects: Mathematics Curriculum,Foreign Countries,Teacher Improvement,Mathematics Instruction,Program Effectiveness,Beginning Teacher Induction,Beginning Teachers,Distance Education,Rural Areas,Longitudinal Studies,Teaching Methods,Indigenous Populations,Mathematical Concepts,Cultural Differences,Culturally Relevant Education,Attitude Change,Teacher Expectations of Students,Self Esteem,Low Income Groups,At Risk Students

This paper examines the effectiveness of a professional learning model developed to support early years teachers in rural and remote communities in Queensland as they began to implement the Australian Curriculum in Mathematics. The data are drawn from 35 teachers at the initial stage of a large, four year longitudinal study RoleM (Representations, oral language and engagement in Mathematics). The particular aims of the longitudinal study are to (a) identify effective pedagogical practices that may assist young Indigenous Australian students to negotiate Western mathematical understanding, and (b) investigate professional learning models that best support teachers within this context. The data was collected throughout the first year of the study. The findings indicate that as the year progressed participating teachers experienced significant and positive changes in: a) their attitudes, beliefs and pedagogical practices in relation to teaching mathematics; b) their expectations of student learning in mathematics; c) their confidence levels to be innovative, creative and experimental implementers of the new national mathematics curriculum; and d) their ongoing development from novice teacher to expert. (Contains 1 figure and 4 tables.)
Understanding the Text of Teaching: Complexities of Comprehension
Author: Glass, Christine Kay
Date: 2012-06-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Preservice Teacher Education,Semi Structured Interviews,Structured Interviews,Graduate Students,Elementary School Teachers,Preservice Teachers,Teaching Skills,Social Influences,Foreign Countries,Reflection,Personal Narratives,Academic Persistence

Learning to teach and learning to read have some similarities in the way the learning is enacted. Drawing on narratives constructed from semi-structured interviews with four Graduate Diploma of Education Primary pre-service teachers, a conceptual framework was developed. The framework included personal history, the technical skills of teaching, social aspects and reflection, to help shape a reading of the &quot;text&quot; of teacher education. This reading revealed that, in this small group of pre-service teachers, reading the text was informed by what was happening in their lives, their personal history and their dispositions towards learning. (Contains 1 table.)
The Role of Field Experience in the Preparation of Reflective Teachers
Author: Liakopoulou, Maria
Date: 2012-06-00
Type: Journal Articles
Subjects: Teaching Methods,Work Experience,Reflective Teaching,Preservice Teachers,Preservice Teacher Education,Reflection,Field Experience Programs,Student Characteristics,Program Effectiveness,Workshops,Feedback (Response)

A basic condition for teachers developing their personal theory about teaching and utilising their knowledge in practice and perceiving and managing the complexity of the teaching process, is their ability to analyse the teaching process and to reflect on it. The research data presented in this article comes from research carried out, during which the role of field experience in teachers training was examined, and in particular to what extent and under what conditions field experience contributes to developing the ability of teachers to analyse and evaluate the teaching process. To answer those questions, information was primarily obtained from reflection reports prepared by trainee teachers (N = 68) after they had completed their field experience. One initial conclusion arising from the research is that trainee teachers find it difficult during their field experience to reflect on their teaching and when they do so, their reflection focuses on very specific topics, and is primarily technocratic in nature. The content, form, depth and general method of reflection among trainee teachers appears to be affected (a) by the personal profile of each trainee teacher and (b) by the way in which field experience is organised. A systematic description of the content and potential types of reflection provides us with a clear framework which can be utilised as a springboard by trainee teachers and full-time teachers to approach the task of teaching from a reflective perspective. The research data generated is significant for planning training courses for teachers and in particular for planning and organising work experience. (Contains 2 tables.)