ethanporcaro/eric-fulltext-meta huggingface dataset:
Interactive Whiteboards, Students with Intellectual Disability and Oral Language Production
Author: Le Lant, Carol
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Interactive Video,Oral Language,Teaching Methods,Learner Engagement,Reading Instruction,Mild Intellectual Disability,Moderate Intellectual Disability,Children,Language Impairments,Speech Communication,Foreign Countries

The focus of this research was to examine the impact of the use of interactive whiteboards (IWB) on the engagement of students with intellectual disability in early reading lessons. Case studies of five students with intellectual disability were carried out using an alternating treatments design. Detailed coding of video recordings of lessons was carried out at 30-second intervals across 10 lessons in each of the IWB and traditional desk-top lessons. All students acquired knowledge in the aspect of reading taught. Upon analysis of the levels of engagement, no consistent pattern of difference was observed between the lessons using an IWB and those taught using a more traditional desk-top style delivery. However, the extent of oral language production during lessons did differ between the two conditions, with there being evidence of a higher level of relevant verbal elaborations in the lessons taught away from the IWBs. This result is important as production of language, particularly elaborated or connected language, helps to build knowledge networks and deepen understanding of the task and therefore comprehension. The elaborated language in the non-IWB lessons was found to be up to twice that of the IWB lessons.
Changing the Face(Book) of Higher Education and Student Communication: NWU Case Study
Author: Cilliers, Elizelle Juaneé
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Foreign Countries,Educational Technology,Technology Uses in Education,Student Attitudes,College Students,Generational Differences,Social Media,Urban Planning,Preferences,Teaching Methods,Telecommunications,Technological Advancement,Experience

We are living in a time of incredible technology changes and technology is bringing all spatial elements closer together. In this sense, the increasing technological changes are impacting on our approach to society, to planning and to breaking new ground in terms of research and education. There is a rise of a new generation that is &quot;location-aware&quot; (based on virtual environments) and speaks a &quot;technological-language&quot; (via social media and networks). This also impacts on the teaching-learning environment within the current university structures, as students (the generation Y learners) are more equipped with technology, and even &quot;talk a different language&quot; than generation X (tutors, lecturers and study-leaders). This study aims to investigate the preferences of the new generation Y, in terms of technology usage, based on the surveys conducted among the Urban Planning students on the Potchefstroom campus of the North-West University, South Africa, in two year intervals (2011, 2013 and 2015). It furthermore aims to link the current technology hype with teaching-learning strategies, addressing new Urban Planning initiatives and mobile application assisting the planning of virtual spaces for a new generation and urban social life.
Phenomenographic Elaboration: Arts-Based Inquiry as a Complement to Data Collection and Analysis
Author: Turner, Michelle
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Art,Data Collection,Data Analysis,Early Childhood Education,Child Care,Discourse Analysis,Criticism,Reflection,Art Products,Preschool Teachers,Teacher Attitudes,Teaching Methods,Educational Change,Foreign Countries,Educational Quality,National Standards,Educational Administration,Public Agencies,Work Environment,Governance

Phenomenograhy, as an approach to educational research, began appearing in publications early in the 1980s with the predominant form of data drawn from semi-structured interviews. As a qualitative approach, it is used to describe the variations in people's experiences through their own discourse and for analyzing meaning that people ascribe to their world. Critics of this approach have highlighted the need to pay closer attention to a deep examination of the phenomenon. This paper provides an overview of a doctoral study in progress, whereby a &quot;methodological elaboration&quot; has been developed in response to these points of critique. Given that the study sits within the early childhood education and care (ECEC) field, the authors postulate that by combining an arts-based inquiry technique with the traditional semi-structured interview technique, participants were more likely to feel at ease and therefore a greater depth of reflection on their own experiences would likely ensue. The production of the arts-based plate, as a representation of each participant's lived experience in relation to the impacts of regulation on ECEC teacher's pedagogy and practice, was used as a &quot;spark&quot; to commence the semi-structured interview process and equally, provide an anchor for reference points for both participant and interviewer throughout that process. We argue that this methodological elaboration allowed a deeper examination of the phenomenon.
Digital Natives: Effective Information-Seekers or Lost in the Woods
Author: Claridge, Cheryl
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Technological Literacy,Information Seeking,Undergraduate Students,Art Education,Educational Technology,Technology Uses in Education,Library Skills,Information Skills,Foreign Countries

Tempting as it is to assume that today's student is an experienced user of internet resources with effective information-seeking skills, this assumption could be problematic. The students in this qualitative study seemed largely overconfident in their ability to seek and use information in an academic environment and either unmotivated or too time poor to take efforts to improve these skills. The researcher used Think-Aloud Protocols to observe the information-seeking behaviours of eight undergraduate creative arts students who were seeking information for an assessment task. A constructivist approach informed the analysis and interpretation of the data and the nature of the recommendations. While many of the participants were confident in their use of technology most demonstrated neither particularly effective search skills, nor discernment in their evaluation of search results. Furthermore, despite the majority of participants having received library skills training, there was little evidence of any impact on their information-skills. This study highlighted the need for skills development activities that are authentic, relevant, and embedded within course-related learning and assessment activities. Librarians and academics need to collaborate in teaching information-skills in such a way that students see them as relevant to course content; and that result in effective learning for students.
Developing Pathways from Vocational to Higher Education Courses: Challenges Faced
Author: Fitzallen, Noleine
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Transitional Programs,Vocational Education,Higher Education,Articulation (Education),Mathematics Skills,Skill Development,Engineering Education,Education,Health Sciences,Business Administration Education,Foreign Countries,Partnerships in Education

There is increasing pressure to make pathways to higher education more accessible to students from a wide range of backgrounds, including those from lower socioeconomic circumstances. Often, those students gain vocational qualifications but those qualifications do not always support them fully to articulate to higher education. This is, at least in part, due to the gap in mathematics knowledge between what is taught in the vocational qualifications and what is required for entry into the related higher education courses. This paper reports on a project that took a cross-sector approach to improving pathways from vocational to higher education that focus on mathematical skill development. The project developed pathways for four disciplines, engineering, education, health science and business. This paper examines the challenges faced when working across those sectors to develop resources and establish pathways for students to articulate from vocational qualifications into related higher education courses. Of particular interest are the outcomes for the education pathway. A preliminary evaluation of the development of the education pathway resources is presented. The study utilises an exploratory research paradigm to explore the issues of working across sectors through content analysis of reports and surveys of stakeholders in the project.
Translating Experience: A Framework for Developing Graduate Employability
Author: Reid, Andrea
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Graduates,Employment Potential,Education Work Relationship,Job Skills,Career Readiness,Extracurricular Activities,Skill Development,Experiential Learning

Employability is generally considered to be a set of achievements that provide the &quot;potential&quot; for graduates to obtain employment and be successful in their careers. Employers expect graduates to have the knowledge, skills and understandings of a professional field but they also expect graduates to be able to &quot;do a job.&quot; This is largely about the personal attributes that guide performance in the workplace which are best developed through experiential learning. This paper examines the creation of a framework for employability at the University of Queensland which supports the development of work-ready graduates who can add value to an organisation and make a significant contribution to society and the economy throughout their careers. The framework has been developed out of a pilot project with students in a range of extra-curricular activities. It includes a self-reflection process that allows students to translate learning from various experiences into improved employability. The pilot project has been evaluated using qualitative surveys of student participation in employability workshops. Results show that students value the self-reflective process to realise and articulate their employability and thus it has formed the basis of the framework that will guide the university's student employability strategy.
Learning to Be a Global Citizen: Policy, Curricula and the Role of the Teacher
Author: Dabrowski, Anna
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Citizenship Education,Global Approach,Teacher Role,Student Diversity,Multicultural Education,Educational Policy,School Role,Discussion (Teaching Technique),Cultural Influences

Australian schools are increasingly multicultural, with student diversity reflecting processes of migration and globalisation. This has led to an imagining of possibilities, and resultant educational interest in the concept of global citizenship, which offers a conceptual response to the transnationalising orientations and aspirations of students and school culture. The paper will investigate the concept of global citizenship, and in particular, will examine the role of policy, programs, schools and teachers in enhancing student insights on the issue. The phenomenon of global citizenship will be explored within an interpretivist paradigm (Weber, 1978), and will focus on the enactment of classroom discourse in order to understand how reflective school programs and practices are in informing global citizenship education. Few studies have investigated the roles that classroom discourse and the recognition of the cultural and linguistic resources students bring to their learning can play in promoting global mindedness in their students. As such, this paper aims to illuminate the complexities around young people?s understandings of global citizenship and consider the role of teachers and schools in developing global mindedness against national agendas.
Science Education: Dwelling in Kepler&apos;s &apos;Temple of Urania&apos;
Author: Toscano, Maurizio
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Science Education,Scientific Concepts,Science History,Astronomy,Philosophy,Intellectual History,Scientific Principles

How can we begin to imagine a post-modern rendering of science education when the disciples of science continue to cling so firmly to a creation myth in which Science, like Botticelli's Venus stepping forth from a clam shell, breaks away from the pre-modern metaphysical commitments of religion, magic and the superstition in a singular event called the Copernican Revolution? Like Heidegger returning to pre-Socratic philosophy in order to re-examine the question of being, I want to argue in this paper for the possibility of finding in a re-telling of this 'birth of Science' some trace of the how science might have differently addressed the question of its relationship with metaphysics, especially the metaphysical commitments we now associate with Modernity. To this end, I explore the legacy of the Johannes Kepler, whom I argue exemplified an orientation towards 'science' that more fruitfully captures the post-metaphysical conceptualization of science called for in the later works of Martin Heidegger. By drawing links between the works of Kepler (as exemplary of the 'beginning' of Science) and Heidegger's (as an articulation of the culmination of science), I want to demonstrate how science education in particular can usefully serve as the means of re-discovering in science, as students so often do, the process of what Heidegger refers to as 'dwelling'.
A Theoretical Framework for Understanding Chinese International Students&apos; Decision-Making in Selecting Regional Australian Higher Education
Author: Wu, Qian
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Foreign Students,College Students,College Choice,Decision Making,Regional Schools,Cultural Influences,Course Selection (Students),Student Attitudes,Institutional Characteristics

In recent years an increasing number of Chinese international students have made a decision to attend regional Australian universities rather than following the large city tendency. However, so far little attention has been paid to this trend. This paper proposes a holistic theoretical framework to interpret Chinese students' decision-making in choosing regional Australian higher education. Inspired by the Engel-Kollat-Blackwell (EKB) model, according to which choices, factors and process are main components in people's decision-making, this paper combines the following three theoretical approaches. Firstly, in cognitive perspective, six choices relating to Australian higher education made by international students (Duan, 1997) provide a theoretical basis to explain core choices of Chinese students about regional Australian higher education. Secondly, using migration theory, Mazzarol and Soutar's push-pull model (2002) refers to factors influencing Chinese students' decision-making of regional Australian higher education. Thirdly, again in terms of cognitive perspective, three classic decision-making process models (Lawley (1993), Duan (1997), and Pimpa (2002)) offer an additional insight to analyze Chinese international students' decision-making process. By integrating these three approaches, the framework develops a multidimensional and systematic theoretical comprehension of Chinese international students' decision-making in selecting regional Australian higher education.
A New Border Pedagogy to Foster Intercultural Competence to Meet the Global Challenges of the Future
Author: Walsh, Christopher S.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Cultural Awareness,Teaching Methods,Intercultural Communication,Futures (of Society),Communication Problems,Conflict,Foreign Countries,Global Approach,Altruism,Metacognition,Resilience (Psychology),Creativity,Instructional Design,National Curriculum,Elementary Secondary Education,Higher Education,Program Descriptions

The Millennium Project, an international participatory think tank that uses futures research to systematically explore, create and test both possible and desirable futures in order to improve decisions in the present, presents unprecedented challenges for Australian education. Their publication, 2015-16 State of the Future, outlines 15 global challenges that represent an unparalleled invitation for educators to think creatively and imaginatively to design experiences whereby students successfully engage in 'border crossing' (Giroux, 1992). The act of border crossing provides unprecedented opportunities for children, young people and adults to develop intercultural competencies and skills that better enable them to live together mindfully. We present a new border pedagogy based on the concept of hybridity that works to build students' and citizens' intercultural competence by encouraging them to embrace potential miscommunication and intercultural conflict. By learning how to embracing hybridity, students can work productively to put what is known into crisis by constantly blurring and problematising boundaries, binaries and identities. Our new border pedagogy promotes living 'together-in-difference' (Ang, 2001) by encouraging students to critically interrogate issues of difference they face as they border cross. The border pedagogy for living together-in-difference encourages students to embrace intercultural conflict and potential miscommunication because of the questions and wonderings it kindles and inspires. Importantly, it presents a pedagogy that assists educators in building on the educational goals of the Melbourne Declaration and engaging effectively with the Australian Curriculum's cross-curriculum priorities so students can prosper individually, collectively and communally in a globalised world.
Setting the Climate in an Authentic Online Community of Learning
Author: Parker, Jenni
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Communities of Practice,Universities,Learner Engagement,College Students,Authentic Learning,Online Courses,Educational Environment,Inquiry,Faculty Development,College Faculty,Teacher Student Relationship,Curriculum Design,Models,Interaction,Sense of Community,Instructional Effectiveness,Computer Mediated Communication,Cognitive Processes

The growth of online learning and the demand for quality education has prompted universities to investigate innovative approaches for providing students with a more interactive, engaging and authentic learning experience. Frameworks such as Garrison, Anderson and Archer?s (2001) community of inquiry (CoI) model have been widely used in the design of learning tasks and communities of learning to address this challenge. In this paper, the key elements of the CoI model are explained--the cognitive, social and teaching aspects--together with a brief look at the intersecting areas of these elements. Of particular interest in this paper was the intersection of social and teaching presence, because of its capacity to contribute to setting climate in an online learning environment. A systematic analysis of recent studies focusing on key elements of the CoI model is reported, and characteristics for setting the climate in an online environment to assist the development of a community of inquiry are identified, together with guidelines to assist with the implementation. Finally, an authentic online professional development course for higher education professionals is described to illustrate the guidelines in practice.
Evaluating the Relationships between Poverty and School Performance. NWEA Research
Author: Hegedus, Andy
Date: 2018-10-00
Type: Reports - Research
Subjects: Poverty,School Effectiveness,Academic Achievement,Educational Policy,At Risk Students,School Community Relationship,School Demography,Public Schools,Achievement Tests,Elementary Secondary Education,Educational Legislation,Federal Legislation,Reading Achievement,Mathematics Achievement,Achievement Gains,Student Characteristics,Low Income Students,Correlation,Statistical Bias,Accountability

This study examined the relationships between poverty and a school's academic performance (both student achievement and growth). Educators, advocates, and policymakers can use these data to shape how people look at the performance of schools in their communities and to inform education policy (e.g., the effect of evaluating schools based on achievement vs. growth). The results suggest that the use of achievement measures when evaluating school performance in federal education policy and use of achievement by states biases the evaluation against schools who serve vulnerable populations with potentially adverse impacts on students most historically marginalized. Instead, schools and educators serving students living in poverty, experiencing trauma, and facing the greatest educational and economic barriers need to be recognized and supported when doing good work rather than doubly punished. This study also argues that a more accurate picture of what schools are contributing academically is needed for all communities.
Preparing for Study Abroad Emergencies for Higher Ed and K-12 Populations. Study Abroad Emergencies Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Study Abroad,Elementary Secondary Education,Higher Education,Emergency Programs,Travel,Cooperative Planning,Teamwork,Student Needs,Safety

Study abroad programs offer students from institutions of higher education (IHEs) and schools--public and nonpublic--a unique opportunity to expand and enrich their education experience, and to develop skills and knowledge necessary to succeed in today's global workforce. Similar to those being educated in the United States, individuals studying abroad may encounter emergency situations both small and large. Preparing and planning for emergencies abroad does not have to be difficult. In developing emergency procedures for an international setting, planning teams may find many aspects are similar to their existing plans for emergencies in the United States. This fact sheet presents a planning process and a list of key resources.
All for One, and One for All! Assessing School Culture from a Tribal Perspective
Author: Cramp, Richard
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Indigenous Populations,Indigenous Knowledge,Culturally Relevant Education,Student School Relationship,Family School Relationship,Academic Achievement,Success,Sex Role,Cultural Awareness,School Culture,Tribes,Alignment (Education)

Establishing and maintaining sustainable levels of success within any school setting commences with a culture of connectedness between teachers, students and parents. This is an expression of their alignment and commitment to a shared set of core educational and community values. My research explored these relationships from the perspective of 'tribal' connectedness in three stages: 1) the formulation of the 'Schools as Contemporary Tribal Cultures' paradigm (SaCTC) -- a framework for analysing connectedness and school culture based on current organisational research and indigenous tribal philosophies; 2) the development of a suite of mixed-method instruments capable of assessing the level of connectedness within a school community; and 3) contextualisation of the model and the findings in a short case study. The study focused on a Queensland regional school observed to possess strong levels of connectedness between students, teachers and parents, and a history of sustained academic and co-curricular success. The findings from the study provided evidence supporting the validity of the SaCTC paradigm, and yielded insights concerning gender-role dynamics and the relationship between a period of cultural immersion and connectedness. The SaCTC paradigm and insights from the study will provide researchers and practitioners in the field with new perspectives on school culture.