ethanporcaro/eric-fulltext-meta huggingface dataset:
Valuing Assessment in Teacher Education - Multiple-Choice Competency Testing
Author: Martin, Dona L.
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Multiple Choice Tests,Mathematics Education,Measures (Individuals),Self Control,Cooperation,Mathematics Tests,Teacher Competency Testing,Mathematics Anxiety,Educational Assessment,Relevance (Education),Computer Assisted Testing,Computers,Visual Aids,Student Projects,Educational History

When our focus is on assessment educators should work to value the nature of assessment. This paper presents a new approach to multiple-choice competency testing in mathematics education. The instrument discussed here reflects student competence, encourages self-regulatory learning behaviours and links content with current curriculum documents and with collaborative and cooperative learning episodes.
Cultural Identity through Art(s)making: Pre-Service Teachers Sharing Ideas and Experiences
Author: Munday, Jennifer
Date: 2014-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Early Childhood Education,Teacher Attitudes,Electronic Publishing,Web Sites,Journal Writing,Case Studies,Reflection,Reflective Teaching,Art Activities,Outcomes of Education,Self Concept,Foreign Countries

In their Bachelor degree, Early Childhood Pre-service teachers undertake art(s)making and online journaling (blogging) to chronicle the process and thinking through the problem of themselves in relation to their world. They express and challenge their own thoughts and ideas regarding their daily lives and those of the children in their future classrooms. The article is presented as a Case Study with the outcomes of the process of the assessment task and the resulting artwork through two student experiences from different cultural backgrounds who produced artworks using different processes and deep reflections about their lives. The sharing of the reflections through the blogs produced learning within the class as other students came to understand and see life and culture from other perspectives. Students should be given the opportunity to share their histories and experiences so that deeper understanding can occur for a more tolerant approach in the early childhood classroom.
Are They Genuinely Novice Teachers?: Motivations and Self-Efficacy of Those Who Choose Teaching as a Second Career
Author: Wagner, Tili
Date: 2014-07-00
Type: Journal Articles
Subjects: Beginning Teachers,Career Change,Teacher Student Relationship,Teacher Education Programs,Semi Structured Interviews,Questionnaires,Interviews,Teacher Motivation,Mixed Methods Research,Self Efficacy,Decision Making,Military Service,Veterans,Foreign Countries,Program Descriptions,Factor Analysis,Secondary School Teachers,Career Choice,Teacher Attitudes,Student Attitudes

The research is based on the trend of broadening unique teacher training programs. It is a mixed-method research aiming to explore the motives of three groups of Graduate-Retraining-Program (GRP) who opted for teaching as a second career and their self-efficacy. The research population comprises 82 participants from three specialized teacher's education programs. Tools include a closed self-efficacy and a semi-structured motivation questionnaires and interviews. Findings: motives relate mostly to psycho-ideological aspects; three efficacy dimensions relating to Teaching Tasks (TT), Teacher-Student Relations (TSR), and Influence in the Organization (IO); The TT dimension is the highest, while the IO dimension is the lowest. A clear difference between the groups is reflected in the TT dimension. The research expands the viewpoint of the decision-makers as regards the benefit of unique teacher education paths in assisting the absorption of academics into teaching as a second career.
Mindfulness and the Beginning Teacher
Author: Bernay, Ross S.
Date: 2014-07-00
Type: Journal Articles
Subjects: Beginning Teachers,Teacher Attitudes,Attention Control,Consciousness Raising,Hermeneutics,Phenomenology,Teacher Education,Teacher Education Programs,Foreign Countries,Data Collection,Journal Writing,Stress Management,Well Being,Teacher Persistence,Metacognition

This article reviews a hermeneutic phenomenological study of five beginning teachers who were introduced to mindfulness during their initial teacher education programme. The participants kept fortnightly journals and engaged in three interviews with the researcher to assess the benefits of using mindfulness during the first year of teaching. The participants in this study discovered through their lived experiences of using mindfulness in their first year of teaching that their personal wellbeing was enhanced, stress was reduced, and they could focus greater attention on their lesson planning and their students. They responded rather than reacted emotionally to student needs. The results of this study suggest that introducing mindfulness in teacher education could enhance the wellbeing of student teachers and beginning teachers and enhance job retention.
Planting the Seed of Teacher Identity: Nurturing Early Growth through a Collaborative Learning Community
Author: Harlow, Ann
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Partnerships in Education,College School Cooperation,Cooperation,Professional Identity,Social Theories,Communities of Practice,Teacher Education,Preservice Teachers,Educational Theories,Practicums,Case Studies,Interviews,Student Surveys,Teacher Surveys,Focus Groups,Likert Scales,Mixed Methods Research,Online Surveys,Statistical Analysis,Student Attitudes

This paper reports on the findings of a reconceptualised Initial Teacher Education (ITE) programme where a collaborative relationship between the university and partner schools saw the shared responsibility for the first year ITE programme. Findings from this study suggests that ongoing, authentic teaching experiences in collaboration with school-based university tutorials provided a strong foundation for the early development of teacher identity. Wenger's (1998) social theory of learning provides a theoretical framework for understanding why this community of practice has been particularly effective in planting the seed of teacher identity at such an early stage of the ITE programme.
How Do Preservice Teacher Education Students Move from Novice to Expert Assessors?
Author: Grainger, Peter R.
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Educational Assessment,Pilot Projects,Peer Evaluation,Social Theories,Teacher Surveys,Likert Scales,Evaluators,Grading,Standards,Feedback (Response),Evaluation Criteria

Despite the acknowledged importance of assessment in education, there has been minimal research into the preparation of preservice teachers for the important role of involving preservice teachers in marking, grading, moderating and providing feedback on student work. This article reports on a pilot project in which preservice teachers participated in an ongoing peer assessment and social moderation process in a dedicated course on assessment. The purpose of the project was to investigate specific ways in which key assessment processes can be effectively taught to preservice teachers. The research involved 96 preservice teachers who completed a Likert scale survey and free text responses to set questions. The results indicated that while preservice teachers valued the process, continual opportunities to learn the nature and purpose of essential assessment practices related to marking, grading, moderating and providing feedback are necessary to graduate competent and work-ready assessors.
Standards in Literacy and Numeracy: Contributing Factors
Author: Meeks, Linda
Date: 2014-07-00
Type: Journal Articles
Subjects: Literacy,Numeracy,Academic Standards,Academic Achievement,Student Evaluation,International Studies,Benchmarking,Reading Achievement,Mathematics Achievement,Scores,Reading Fluency,Performance Factors,Investment,Teacher Salaries,National Curriculum,Testing Programs,Teacher Qualifications,Time Factors (Learning),Class Size,Teacher Characteristics,Career Choice,Teacher Education,Professional Continuing Education,Student Characteristics,Achievement Rating,Foreign Countries

The establishment of international testing regimes such as the Progress in International Reading Literacy Study (PIRLS), the Trends in International Mathematics and Science Study (TIMSS), and the Programme for International Student Assessment (PISA) has provided one way for individual countries to monitor the effectiveness of their educational systems. Not only do such programs allow for overall student achievement to be compared across member, and partner, countries of the Organisation for Economic Co-operation and Development (OECD), and to those countries choosing to participate in PIRLS and TIMSS, but comparisons can also be made in relation to the percentage of students achieving at or below the minimum standards for literacy and numeracy. Studying the educational organisation of those countries and economies in which high-ranking results in international testing have been produced, and in which a lower percentage of students achieving minimum standards in literacy and numeracy is evident, provides valuable information for use in countries where there is a desire for improved student performance, especially for lower achieving students. In combination with the research literature, the main findings from an investigation of the roles played by teachers, students and systems suggest that it is teachers who make the difference, and that it is the responsibility of governments and teacher training institutions to select and prepare teachers accordingly.
Measuring and Articulating the Value of Community Engagement: Lessons Learned from 100 Years of Cooperative Extension Work
Author: Franz, Nancy
Date: 2014-00-00
Type: Journal Articles
Subjects: Extension Education,Federal Legislation,Educational Legislation,Land Grant Universities,School Community Relationship,Expectation,Program Effectiveness,Measurement,Professional Development,Program Development,Financial Support

The Cooperative Extension System was created in 1914 with the passage of the Smith-Lever Act. The act provided resources to improve access to education by creating this nationwide organization to bring land-grant university research and resources to people where they lived and worked. Cooperative Extension was the first formal nationwide structure created for university-community engagement. Expectations for Extension as an engaged institution have changed over time. Once seen chiefly as a source of private value for program participants in local communities, Extension is now also expected to provide public value for those not directly involved in Extension programs. After 100 years of community engagement efforts, Cooperative Extension has learned lessons about measuring and articulating the value of engagement related to professional development, program development, funding, structure, and organization development. Other engaged institutions will find important implications for their work from Extension's engagement value lessons.
&quot;Initially, We Were Just Names on a Computer Screen&quot;: Designing Engagement in Online Teacher Education
Author: Pittaway, Sharon M.
Date: 2014-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Teacher Education,Learner Engagement,Online Courses,Curriculum Design,Electronic Learning,Units of Study,Data Collection,Student Attitudes,Student Participation,Group Discussion,Models,Foreign Countries

This paper describes a research project that investigated the process of redesigning a fully-online unit, in order to enhance undergraduate Education students' engagement in their learning. This redesign was guided by the development of an Engagement Framework, which presents five elements of engagement that are distinct yet interrelated. The results of this redesigned unit indicate that this Engagement Framework has the potential to offer unit developers and instructors a strong pedagogical and theoretical foundation for enhancing engagement in online learning. This paper provides a description of the Engagement Framework, the processes undertaken in redesigning a fully-online unit, the findings, and several emerging understandings related to the Framework and student engagement more broadly.
The Impact of a Service-Learning Design Course on White Students' Racial Attitudes
Author: Houshmand, Sara
Date: 2014-00-00
Type: Journal Articles
Subjects: Racial Attitudes,Service Learning,White Students,Undergraduate Students,Studio Art,Design Crafts,Architecture,African American Community,Qualitative Research,Focus Groups,Expectation,Student Experience,Multicultural Education,Inquiry,Community Development,Student Surveys,Emotional Response,School Community Relationship,Reflection,Sensitivity Training,Learning Experience

This study examined the racial attitudes of White undergraduates (N = 15) enrolled in a service-learning design studio, in which students worked closely on landscape architecture projects with residents in a low-income African American community. Using a modified consensual qualitative research method, the authors analyzed a series of guided inquiry questions at three time points and a focus group discussion at the end of the studio. This resulted in the identification of themes linked to three domains: students' hopes and expectations prior to the service-learning design studio; their experiences during the semester-long service-learning project, and their reflections about the service-learning project upon its completion. Although some participants claimed enhanced awareness of their social location, students continued to blame community members for their living conditions. These themes are discussed with regard to central concepts in multicultural psychology and education, such as racial color-blindness and White privilege, and implications for future research and multicultural service-learning courses are offered.
Transformational Learning and Community Development: Early Reflections on Professional and Community Engagement at Macquarie University
Author: Rawlings-Sanaei, Felicity
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Transformative Learning,Community Development,Foreign Countries,School Community Relationship,Citizen Participation,Social Development,Student Participation,Accreditation (Institutions),Skill Development,Consciousness Raising,Service Learning,Partnerships in Education,Models,Program Evaluation,Experiential Learning,Administrator Role,Reflection,Social Environment,Research

Professional and Community Engagement (PACE) at Macquarie University offers undergraduate students experiential learning opportunities with local, regional, and international partners. In PACE projects, students work toward meeting the partner's organizational goals while they develop their capabilities, learn through the process of engagement, and gain academic credit. This article outlines the context that gave rise to PACE and discusses the rationale behind its establishment. Further, it explores how academic rigor and a strategic approach coupled with a well-integrated governance and organizational structure have been pivotal in addressing challenges. Particular attention is given to PACE International activities managed with Australian Volunteers International. The potential for research related to PACE is also discussed.
The Community Grant Writing Project: A Flexible Service-Learning Model for Writing-Intensive Courses
Author: Stevens, Courtney
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Grantsmanship,Writing Strategies,Writing Skills,Partnerships in Education,Nonprofit Organizations,First Year Seminars,Proposal Writing,Program Descriptions,Program Implementation,Feedback (Response),Participant Satisfaction,Community Benefits,Educational Benefits,Sustainability,Course Objectives,School Community Programs,College Students,Grants

This article describes the Community Grant Writing Project (CGWP), a flexible service-learning framework designed for use in writing-intensive courses. The CGWP incorporates best-practice recommendations from the service-learning literature and addresses recent challenges identified for successful service-learning partnerships. In the CGWP, students combine direct service hours with a local nonprofit organization with assistance in writing grants to support specific initiatives at the organization. In the process of writing grants, students apply academic research and writing skills in a real-world context. In a first-year seminar, the CGWP has demonstrated its value for meeting student learning objectives and community partner needs. The article concludes with suggestions based on student and community partner feedback for implementing the project in writing-intensive courses.
The First Year at University: Giving Social Capital a Sporting Chance
Author: Budgen, Fiona
Date: 2014-07-00
Type: Journal Articles
Subjects: College Freshmen,Social Capital,Academic Persistence,School Holding Power,Social Networks,Peer Relationship,Collegiality,Mentors,Participant Satisfaction,Transitional Programs,Student Participation,Models,Peer Groups,Semi Structured Interviews,Self Disclosure (Individuals),Student Surveys,Mixed Methods Research,Student Records,Data Analysis,Performance Factors,Foreign Countries

The first year of university has been identified as an area of interest and concern for several decades because, for many students, their first year at university is also their last. The researchers developed a program based on a Sports Education model to influence the engagement and retention of first year students. The program sought to build social capital by providing opportunities for students to connect with their peers and establish supportive social and collegial networks at university. The data highlighted a number of interesting outcomes for both the first year students and mentors. First year students reported that the program made them feel welcome on campus and helped them establish support networks. The mentors commented on the benefits of their involvement in the program. The outcomes of this project have provided clear directions for future approaches to support first year students.
Student Growth from Service-Learning: A Comparison of First-Generation and Non-First-Generation College Students
Author: Pelco, Lynn E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Student Development,First Generation College Students,College Students,Comparative Analysis,Undergraduate Students,Academic Achievement,Professional Development,Gender Differences,Student Characteristics,Academic Support Services,Online Surveys,Student Surveys,Demography,Learning Experience,Racial Differences,Socioeconomic Status

The effect of service-learning courses on student growth was compared for 321 first-generation and 782 non-first-generation undergraduate students at a large urban university. Student growth encompassed both academic and professional skill development. The majority of students reported significant academic and professional development after participating in a service-learning course, and female students reported similarly high levels of growth regardless of their generational, racial, or financial status. However, for male students, the amount of growth differed significantly as a function of generational, racial, and financial status. Non-first-generation male students from minority and low-income backgrounds reported the least growth, whereas first-generation male students from minority and low-income backgrounds reported the most growth. These findings reveal that first-generation and non-first-generation male students may differ in their responses to service-learning and highlight the importance of utilizing large, diverse samples when conducting quantitative studies to investigate the impact of service-learning on student development.
Exploring Pre-Service Teachers' Knowledge of and Ability to Use Text Messaging
Author: Geng, Gretchen
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Technological Literacy,Technology Uses in Education,Knowledge Level,Questionnaires,Electronic Mail,Handheld Devices,Communication Strategies,Undergraduate Students,Learning Activities,Task Analysis,Language Usage,Correlation,Reading Ability,Writing Ability,Word Order,Statistical Analysis

This study aimed to assess the pre-service teachers' knowledge of and ability to use text messaging, and assist their use of this technology in the classroom teaching context. Data were gathered by means of a questionnaire and text message exercises. Fifty-three pre-service teachers participated in the study. It was found that although different tasks required different contributions of word numbers to complete the text messages, the percentages of text abbreviations were the same in all text messages. It was also found that participants who used more text abbreviations in their text messages had more correct scores in translating text abbreviations into Standard English. Moreover, participants who rated themselves higher in their self-rated writing and reading abilities used more text abbreviations in their text messages. Teacher educators may find this paper useful in understanding pre-service teachers' knowledge and ability to use text messages, with a further view to developing professional training sessions for improving their abilities in using text messaging technologies effectively in their teaching.
What&apos;s a Degree Got to Do with It? The Civic Engagement of Associate&apos;s and Bachelor&apos;s Degree Holders
Author: Newell, Mallory Angeli
Date: 2014-00-00
Type: Journal Articles
Subjects: Associate Degrees,Bachelors Degrees,Citizen Participation,Citizenship,College Graduates,Regression (Statistics),Performance Factors,Educational Attainment,Student Characteristics,Political Attitudes,Community Programs,Data Analysis,National Surveys,Adults,Graduate Surveys

This study explored the civic engagement of adults holding an associate&apos;s degree compared to those holding a bachelor&apos;s degree. Most prior research has focused on individuals who hold 4-year degrees; the present study, however, sought to understand differences between holders of 2-year degrees and 4-year degrees. Descriptive statistics showed that associate&apos;s degree holders exhibited higher rates of civic engagement then high school graduates but lower rates then bachelor&apos;s degree holders; the regression analyses showed that associate&apos;s degree holders to be civiclly engaged, but more likely to be engaged than high school graduates, suggesting gains in engagement form a 2-year degree.
The Promise of a Community-Based, Participatory Approach to Service-Learning in Teacher Education
Author: Tinkler, Alan
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Service Learning,School Community Relationship,Semi Structured Interviews,Participant Observation,Partnerships in Education,High Schools

This article reports on how one teacher education program utilized a Learn and Serve America grant to embed service-learning experiences into its practices. Included are narrative reflections on how the program faculty developed a community-based, participatory approach to service-learning in order to act as a responsive partner to the needs of the local community. The experience of the team illuminates opportunities and challenges in how a community-based, participatory service-learning approach--which attends to the needs of community partners--can strengthen relationships between teacher education programs and the communities in which these programs are situated. The findings suggest that this type of approach can be a useful way to develop transformational service-learning relationships that support teacher education students in developing cultural competence related to inequities associated with poverty, race, and English language acquisition.