ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing an Online Questionnaire for Determining Teachers&apos; Perceptions of Their Preparedness for Working with Children Experiencing Parental Separation and Divorce
Author: Mahony, Linda
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Questionnaires,Test Construction,Teacher Attitudes,Teacher Competencies,Student Needs,Divorce,Knowledge Level,Teacher Role,Teacher Student Relationship,Parent Teacher Cooperation,Young Children,Foreign Countries

This paper documents the development of an online qualitative questionnaire to be used with teachers of young children experiencing parental separation and divorce. The questionnaire forms the first phase one of a larger project where it will be used to determine teachers' thoughts, opinion, and beliefs regarding their preparedness for working with children experiencing parental separation and divorce. Development and structure of the questionnaire has been informed by a previous study whereby teachers disclosed their professional learning needs for working with children and families experiencing parental separation and divorce. The modules in the questionnaire reflect the modules in the online professional learning tool. The categories of teachers' professional learning needs are--(1) knowledge of the phenomenon, (2) working with children, and (3) working with families. Usefulness of the questionnaire was determined using Brookfield's theory of the critically reflective practitioner. I reflected on my own experiences, sought feedback from colleagues who trialed the questionnaire, and made comparisons with the literature. These data were synthesized to conclude the useful of the questionnaire to determine teachers' perception of their preparedness for working with children experiencing parental separation and divorce.
Culturally Appropriate Behaviour Support for Australian Indigenous Students: What Does the Literature Show?
Author: Llewellyn, Linda
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Culturally Relevant Education,Cultural Awareness,Indigenous Populations,Student Behavior,Cultural Differences,Power Structure,Teacher Student Relationship,Classroom Techniques,Trust (Psychology),Positive Behavior Supports

Teacher responses to Indigenous student behaviour, when couched in cultural mismatch and lack of cultural understanding, can lead to overrepresentation of Indigenous students in negative indicators associated with student behaviour. To better understand appropriate strategies to support the behaviour of Australian Indigenous students a review of the published peer reviewed and non-peer reviewed literature was undertaken. The review revealed a number of themes which underpin appropriate Indigenous student behavior support: an understanding of Self and the Other and power relations without a deficit paradigm; particular personal qualities of the teacher and the ability to create effective relationships with Indigenous students. In addition, for classroom behaviour support to be successful teachers should also know or be willing to learn: the culture and characteristics of students, their learning strengths, successful pedagogy for Indigenous students and proactive behaviour support strategies. Teachers should also use culturally based behaviour support and management strategies and create links with community. The review also revealed that while the literature offered numerous suggestions, Australian research evidence is lacking a quantum of empirically based evidence.
Student Perceptions of Safety and Their Impact on Creating a Safe School Environment. Student Perceptions of Safety Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Educational Environment,School Safety,Academic Achievement,Emergency Programs,Family Attitudes,Student Attitudes,Prevention,Crisis Intervention,Cooperative Planning

A safe school environment is crucial to the healthy academic and social development of students, and the safety of a school environment affects a range of factors, from staff retention to parent satisfaction. Perhaps most important, student perceptions of safety affect their academic achievement. When students feel safe, they are better able to focus on learning, which in turn leads to increased academic achievement. Therefore, stakeholders in school emergency preparedness should strive to determine whether their students and staff are comfortable in their school environment, both physically and emotionally, and whether students' families are comfortable with the school environment in which their children learn. This fact sheet takes a look at the issue of school safety today. A six-step planning process for developing, reviewing, or revising a high-quality school Emergency Operations Plan (EOP) is presented, along with a list of key resources.
A Model for Using Activity Theory in Education Design: A Gamification Example
Author: Oberprieler, Kerstin
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Social Theories,Instructional Design,Workplace Learning,Games,Teaching Methods,Educational Games

This paper argues that the emergence of design thinking and design-research provide a renewed opportunity for expansive learning, and proposes a model for educational design using concepts drawn from Activity Theory, Ecological Cognition, and other systems-based understandings of learning. The model is argued in the context of a design project involving the &quot;gamification&quot; of workplace learning. The use of games and game mechanics has become a popular approach to workplace learning due to the apparent capacity of the approach to increase collaborative problem solving and &quot;user&quot; buy-in. This paper, however, discusses a workplace learning game that, in prototype, has lead to significant transformation or workplace practice, particularly in relation to information and knowledge sharing within the company. Through a design-research process, we use the proposed model to examine the game and identify its successful features. The paper concludes with a discussion of how the model can inform understandings of the value created through learning in workplaces and other settings.
Strange, but True? Object-Oriented Programming Is Best Taught, and Learnt, While Sitting on the Floor
Author: Anderson, Neil
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Programming,Concept Formation,Teaching Methods,Creative Teaching,Printed Materials,Computer Software,Coding,Laboratories,Conventional Instruction,Kinesthetic Perception,Visual Stimuli,Higher Education,Foreign Countries

There is a perception amongst some of those learning computer programming that the principles of object-oriented programming (where behaviour is often encapsulated across multiple class files) can be difficult to grasp, especially when taught through a traditional, didactic &quot;talk-and-chalk&quot; method or in a lecture-based environment. We propose a non-traditional teaching method, developed for a government-funded teaching training project delivered by Queen's University, we call it &quot;bigCode.&quot; In this scenario, learners are provided with many printed, poster-sized fragments of code (in this case either Java or C#). The learners sit on the floor in groups and assemble these fragments into the many classes which make-up an object-oriented program. Early trials indicate that &quot;bigCode&quot; is an effective method for teaching object-orientation. The requirement to physically organise the code fragments imitates closely the thought processes of a good software developer when developing object-oriented code. Furthermore, in addition to teaching the principles involved in object-orientation, &quot;bigCode&quot; is also an extremely useful technique for teaching learners the organisation and structure of individual classes in Java or C# (as well as the organisation of procedural code). The mechanics of organising fragments of code into complete, correct computer programs give the users first-hand practice of this important skill, and as a result they subsequently find it much easier to develop well-structured code on a computer. Yet, open questions remain. Is &quot;bigCode&quot; successful only because we have unknowingly targeted predominantly kinesthetic learners? Is &quot;bigCode&quot; also an effective teaching approach for other forms of learners, such as visual learners? How scalable is &quot;bigCode&quot;: in its current form can it be used with large class sizes, or outside the classroom?
Lessons Learnt from Dancing the Data: Performed Research of Beginning Teachers&apos; Experiences
Author: Ludecke, Michelle
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Research,Beginning Teachers,Teaching Experience,Data Analysis,Research Methodology,Creativity,Dance,Aesthetics,Interdisciplinary Approach

This paper discusses the power of performed research. Such power lies in assisting to research the whole human -- thought, action, and emotion. The paper discusses the potential for research through the arts in the development of creativity and imagination, to facilitate social change, and to explore performance as a research process as well as an end result that presents findings. The experiences of Bagley and Cancienne (2001); (2002) guided the creation of the work, and assist to frame this paper. The dance work discussed in this paper is a recent addition to the performed research work &quot;The First Time&quot;. The dance work was crafted to bring together the comparable experiences of first year teacher participants, and similarities among the findings of research into their identity. The creation of &quot;The First Time&quot; was employed as a tool to understand and analyse the data. The dance work was employed to highlight findings regarding beginning teachers' transition to teaching. This paper explores the process of creating and presenting arts-based research to expand the avenues through which the results of research are made available to a relevant audience; of how this method might broaden and complement traditional ways of thinking about and doing educational research.
Financial Aid and the 21st Century Learner: Background, Concerns, and Guiding Principles
Author: Online Learning Consortium (OLC)
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: College Students,Student Financial Aid,Educational Legislation,Federal Legislation,Higher Education,Educational Change,Need Analysis (Student Financial Aid),Eligibility,Barriers,Federal Aid,Grants

Although the nature of higher education and the students we serve have drastically changed since the passage of the 1965 Higher Education Act, little has changed regarding the award and disbursement of financial aid. In 1965, the typical college student was likely between 18 and 21 years old, living on campus, and a full-time student. In contrast, in 2016 almost 39 percent of all undergraduates were part-time students while in 2015 almost 29 percent of those undergraduates were 25 years old or older (Digest of Education Statistics, 2018). The traditional way of determining eligibility for and disbursement of financial aid is now significantly out-of-step with the undergraduates. The combination of older students, new types of credentials--especially short-term credentials taking less than a year to complete--innovative delivery methods such as competency-based education, the emergence of new providers, and the increasing need for students to gain new skills throughout their working lives is now out of step with the current federal financial aid system. Although some of these issues might be addressed through regulatory changes, Congressional action may be necessary. In order to prove access to the largest number of students, new regulations and types of financial aid should be considered in an effort to remove regulatory barriers to innovation including the continuation of year-round Pell, increasing aid to part-time students, and allowing students to access Title IV aid for post-baccalaureate programs. [Co-published with the University Professional and Continuing Education Association (UPCEA).]
What Happened to the &quot;T&quot; in STEM?
Author: Everitt, Lillian
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Gender Issues,Technology Education,STEM Education,Foreign Countries,Teaching Methods,Sex Fairness,Females,Secondary School Students,Teacher Education,Faculty Development

This paper explores issues of gender within &quot;Technology Education&quot;, specifically current technologies and the support for teaching approaches to traditional curricula in technology education, industrial technologies and tool technology. If we are to achieve more from our students and to expect that their contribution be based on creativity, innovation and design cultures, then teacher education and professional development needs also to be creative and innovative in its execution of curriculum and professional development. It is argued that the recruitment and promotion of female students within the domains of Science, Engineering, Technology and Mathematics (STEM) is critical if we are to promote a future workforce based on gender equity and the maximising of our human resources. Within Technology Education females are also in the minority. Technology education needs to be systematically inclusive of female students, rather than by invitation or &quot;ad hoc&quot; into these traditional male domains. There is a need for both trainee teachers and in-service teachers to be trained and supplied with gender equity material and training frameworks (Sanders &amp; Tescione, 2004). Just as it is applicable within digital technologies, it is argued that it is critical within tool technologies. We must recognise that, just as half of our student body are female, so they are in society, with growing numbers participating within the workforce. We need to resolve gender imbalances across roles in all industries (Poynton &amp; Rolland, 2013). The core issue is that female participation has fallen short within technology and within STEM more generally, and the issues are closely related. Finally, we argue that teacher education and teacher professional development is imperative in addressing low female participation rates.
Qualitative Research on the Development of Japanese Female Primary School Teachers&apos; Perceptions of the Impact of Gender on Their Careers
Author: Akashi, Ai
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Females,Women Faculty,Teacher Attitudes,Gender Issues,Physical Education Teachers,Elementary School Teachers,Muscular Strength,Teaching (Occupation),Teaching Conditions,Gender Bias,Barriers,Teacher Characteristics,Department Heads

This study examined how Japanese female primary school teachers who have continued to study physical education (PE) perceive gender consciousness. The other, more important, purpose of this study was to demonstrate factors that enhance teachers' commitment to study PE and their development processes and its effect on their teaching careers. Using a semi-structured interview, qualitative data were collected from 14 female primary school teachers who have worked as PE chiefs. Data were analysed using the modified-grounded theory approach. As for gender consciousness, participants thought their physical strength limits them as they age; this often prompts them to resign as PE chiefs. However, they did not think that difficulties arise from gender consciousness in the continued study of PE. As for their teaching careers, this study demonstrated development processes focusing on factors generating continuation of PE study and the influence of each factor on each generation. In conclusion, providing opportunities that could promote factors to prompt teacher development in each generation is important for increasing the number of female teachers who study PE in primary schools in Japan.
Exploring First-Year Pre-Service Teachers&apos; Experiences and Expectations of Media Arts
Author: Morris, Julia E.
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Student Experience,Preservice Teacher Education,Foreign Countries,Elementary Education,Student Attitudes,Visual Arts,Art Education,Integrated Activities,Art Products,Mass Media,Art Activities

Media arts develop students? digital literacies so they can critically engage in the media-rich Australian lifeworld. However, pre-service teacher education courses often marginalise The Arts subjects, including media arts. In 2014, a pilot study was undertaken to determine first-year Bachelor of Education (Primary) pre-service teachers' experiences with media arts at a Western Australian university. In addition, the pre-service teachers indicated the types of media art learning experiences they expected from their teacher education course, as they were yet to participate in any media arts learning at the university. The pilot data demonstrated that the first-year pre-service teachers were high consumers of media technologies; however, were limited producers of media texts. Furthermore, media arts were more often used for recreational purposes, with very low levels of media arts being used within educational institutions. This research emphasised the need for specific media arts content and pedagogy within teacher education courses, to ensure that future generations of primary school students receive the necessary instruction in media arts education to become critical and creative thinkers.
Listening to the Community on Student Retention
Author: Watson, Jane
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Academic Persistence,Foreign Countries,Stakeholders,Community Attitudes,Rural Areas,Disadvantaged Schools,Access to Education,Employment Opportunities,Community Responsibility,Parent Role,Teacher Role,Educational Technology,Technology Uses in Education,Principals,Administrator Role,Literacy Education,Numeracy,Transportation,Nontraditional Education

This paper draws from a large longitudinal study into issues related to student retention beyond the compulsory years of schooling and gives voice to a commonly-overlooked set of stakeholders, namely those in the community. Although many studies report on students' and teachers' opinions of the influence of the community on student engagement and retention, very little is found based on data from the community members themselves. This paper provides an analysis of 11 in-depth interviews carried out with members of the community during the three-year mixed-methods research project on student retention in rural, regional, and disadvantaged areas of Tasmania. Of the themes that emerged, the most salient was that of the provision of educational pathways for students. Other themes included job opportunities, both as a positive and negative influence on student retention, the responsibilities of the community from the perspectives of community members themselves, and their views of the importance of parents and teachers in relation to retention.
Professional Development of Research Supervisors: A Capacity-Building, Participatory Framework
Author: Petrie, Kevin
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Professional Development,Supervisors,Student Research,Researchers,Supervisory Training,Capacity Building,Supervision,Supervisor Supervisee Relationship,Honors Curriculum

The professional development of supervisors of higher degree research students is growing in importance and undergoing change, based on the demand for timely completion of higher degrees and the Australian federal government's quality agenda driving improvement of practice. Research has informed the design of research supervision frameworks within large universities (Carton &amp; Kelly, 2014; Luca et al., 2013) but smaller institutions face different issues, including the challenge of developing an active research culture. This paper reports on the outcomes of an institution-wide project that was conducted in a small, private higher education institution involving the development and implementation of a framework for research supervision. The theoretical framework of the project drew on the pedagogical principles of research education (Kiley, 2009; Kiley &amp; Wisker, 2009; Willison, 2010) and the project's methodological design adopted a utilisation-focused evaluation approach. By using a participatory research methodology, the perspectives of academic and administration staff, and higher degree students were gathered. Guidance was also sought from national and international experts in research supervision. This paper outlines the research approach used and the framework that was developed, and reports on the issues raised during the initiative including insights into the success factors in changing culture.
Instructors&apos; Technology Experience and iPad Delivered Intervention Implementation: A Mixed Methods Replication Study
Author: Shanley, Lina
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Kindergarten,Mathematics Instruction,Teacher Competencies,Barriers,Technology Integration,Experience,Preschool Teachers,Teacher Attitudes

Instructor facilitation is an essential element in the successful implementation of technology-based interventions in authentic school settings. This manuscript reports results from two studies conducted during the development of KinderTEK, an iPad delivered kindergarten mathematics intervention, to determine the relationship between instructor-reported technology experience and intervention implementation, as measured by student use. Study results show participating instructors had a range of pre-intervention technological experience with iPads and this range corresponded with variable student use in terms of both within class variability of student use and percentage of students meeting the duration of use target. Consistent with previous research, findings also indicate that second-order technology barriers may be most influential on intervention implementation; however, the quantity of barriers reported (regardless of type) was also associated with the percentage of students meeting target durations of use in each class. Lastly, instructors who reported moderate experience with iPads and/or no barriers to technology integration demonstrated the least desirable student use patterns. Implications for technology-based intervention implementation and professional development are discussed. [This article was published in &quot;Educational Technology Research and Development&quot; (EJ1147975).]