ethanporcaro/eric-fulltext-meta huggingface dataset:
From Cultural Deprivation to Individual Deficits: A Genealogy of Deficiency in Inuit Adult Education
Author: McLean, Scott
Date: 2016-00-00
Type: Journal Articles
Subjects: Adult Education,Genealogy,Indigenous Populations,Foreign Countries,Eskimos,Adults,Disadvantaged,Power Structure,Educational History,Discourse Analysis

Adult education programs are often grounded in problematic assumptions about learners' inadequacies. The purpose of this article is to critique such assumptions through presenting a history of the manner in which representatives of Canadian governments conceptualized the education of Inuit adults from the 1940s through the 1980s. Using genealogical methods and archival data, I find three stages in the evolution of official discourses about Inuit adult education: exclusion, cultural deprivation, and individualization. This article contributes to the history of Inuit education, and to the critique of deficiency discourses as more broadly deployed in the education of adults from marginalized backgrounds.
Flippin' Fluid Mechanics--Comparison Using Two Groups
Author: Webster, Donald R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mechanics (Physics),Undergraduate Students,Electronic Learning,Multimedia Materials,Lecture Method,Class Activities,Computer Assisted Testing,Teaching Methods,Problem Solving,Delivery Systems,Conventional Instruction,Intermode Differences,Instructional Effectiveness,Learner Engagement,Motivation Techniques,Instructional Innovation,Comparative Analysis,Achievement Gains,Feedback (Response),Student Surveys,Blended Learning,Homework,Pretests Posttests

A flipped classroom approach was implemented in an undergraduate fluid mechanics course. Students watched short, online video lectures before class, participated in active in-class problem solving sessions (in pairs), and completed individualized online quizzes weekly. In-class activities were designed to develop problem-solving skills and teach subject content. The instructor and assistants provided critical &quot;just-in-time tutoring&quot; during the in-class problem solving sessions. Comparisons were made with a simultaneous section offered in a traditional mode by a different instructor. Students in the flipped-classroom section demonstrated greater gains on the Fluid Mechanics Concept Inventory (pre-test versus post-test). Multivariate regression analysis revealed that students in the flipped-classroom section had a significant relative gain on the Fluid Mechanics Achievement Score, which was an aggregative measure of problem solving ability and conceptual understanding. Student feedback on the flipped-classroom section was very positive both in terms of the course format and their perceptions of the amount learned in the course.
Inclusion Reconceptualized: Pre-Service Teacher Education and Disability Studies in Education
Author: Gilham, Christopher M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Inclusion,Disabilities,Equal Education,Educational Research,Teacher Educators,College Faculty,Teacher Attitudes,Special Education,Foreign Countries,Social Discrimination,Educational History,Educational Sociology,Educational Psychology

In this article, two teacher educators describe and explain how they are reconceptualizing a pre-service teacher education course on inclusion using disability studies in education (DSE) scholarship. The DSE approach better connects the oft-separated field of diversity and inclusion, and builds on the program's overall focus on equity education. Using a critical reflective self-study approach, these researchers weave together scholarship about inclusive education with their lived classroom experiences in a teacher education program. They conclude that cultivating practical judgement in pre-service teachers is important to inclusive education.
Teachers Changing Class Levels: A Platform for Shaping Pedagogies
Author: Carlyon, Tracey
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Innovation,Reflection,Transformative Learning,Teaching Experience,Elementary School Teachers,Educational Practices,Semi Structured Interviews,Instructional Improvement,Educational Environment,Classroom Techniques,School Support,Looping (Teachers),Case Studies

Teachers changing class levels is common practice in many New Zealand primary schools; however, it is not always seen as a platform for shaping pedagogies. In order to manage the change to a new class level teachers are compelled to reflect on many of their established practices. Engaging in this reflection can help teachers to see their practice &quot;in a new light&quot; (Brookfield, 1995, p. 30) and provide them with a platform to shape their pedagogy. This article reports on the findings of a study that focused on the experiences of four teachers who each changed class levels. It illustrates how these teachers engaged in critical reflection on their practice and pedagogy as they negotiated the change to a new class level. The benefits from teachers engaging in this reflection when they change class levels are outlined, and the importance of being supported through this change is highlighted.
Revisiting the Challenges Linked to Parenting and Home-School Relationships at the High School Level
Author: Deslandes, Rollande
Date: 2016-00-00
Type: Journal Articles
Subjects: Family School Relationship,High School Students,Parent School Relationship,Parent Participation,Adolescents,Parenting Styles,Parenting Skills,Parent Influence,Parent Attitudes,Foreign Countries,Parents,Theories,Cultural Context,History

The article revisits data from a 2005 study on the parental involvement process. The purpose of this study was to analyze parents' written statements regarding two processes: parenting and home-school relationships associated with school success at the high school level. The objectives are mainly to describe parents' understanding of their role in adolescent education and schooling, to document their perception of adolescents' and teachers' invitations to become involved, and to identify contradictions within their relationships with adolescents and teachers. Using the Cultural-Historical Activity Theory (CHAT), we analyzed qualitative data obtained from 409 parents' statements. Main findings indicate contradictions in the &quot;rules&quot; and &quot;division of labour&quot; poles of the activity systems. Divergent points of view were noted between parents and adolescents and between parents and school/teachers in regard to their responsibilities. The same observations were made with respect to home-school relationships. Other contradictions were also identified when the parents addressed the recurrent tensions to improve either their relationships with their adolescents or with the teachers. As a promising avenue for intervention and developmental research, the authors suggest to apply the Change Laboratory (CL) methodology to give adolescents a better voice and the ability to act as mediators in both activity systems.
Learner Agency: A Dynamic Element of the New Zealand Key Competencies
Author: Charteris, Jennifer
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Minimum Competencies,Discourse Analysis,Secondary School Students,Classroom Environment,Educational Practices,Lifelong Learning,Competency Based Education,Beliefs,Interviews,Protocol Analysis,Protocol Materials,Vignettes,Resistance (Psychology),Investigations,Science Activities,Teacher Behavior,Student Behavior

Seven years ago The New Zealand Curriculum (NZC) was launched with its emphasis on key competencies as &quot;the capabilities that young people need for growing, working, and participating in their communities&quot; (&quot;Ministry of Education,&quot; 2007, p. 38). This raises the question of what dispositions are required for students to strengthen these capabilities? Curriculum commentators advocate that teachers should monitor how students take risks so that their capabilities are stretched as they perform real tasks in real contexts. The purpose of this paper is to contribute to the ongoing conversation on what key competencies can look like in New Zealand classrooms. Specifically, it focuses on learner agency as an important and undertheorised dispositional element of the key competencies. The paper reports on a discourse analysis that explores how students can act agentically in a secondary classroom. By providing a rich example of learners taking risks in their learning as they enact key competencies, this paper reveals that agency can be both dynamic and unexpected.
Evaluation of Hybrid Learning in a Construction Engineering Context: A Mixed-Method Approach
Author: Karabulut-Ilgu, Aliye
Date: 2016-00-00
Type: Journal Articles
Subjects: Program Evaluation,Blended Learning,Construction Industry,Engineering Education,Mixed Methods Research,Undergraduate Students,Online Courses,Methods Courses,Homework,Assignments,Instructional Design,Curriculum Development,Building Trades,Educational Benefits,Problem Solving,Cooperative Learning,Comparative Analysis,Conventional Instruction,Student Attitudes,Lecture Method,Learning Modules,Land Grant Universities,Summative Evaluation,Outcomes of Education

Engineering educators call for a widespread implementation of hybrid learning to respond to rapidly changing demands of the 21st century. In response to this call, a junior-level course in the Construction Engineering program entitled Construction Equipment and Heavy Construction Methods was converted into a hybrid learning model. The overarching goal in the hybrid course development was to take the content that can be engaged outside the class to an online platform so that class time can be used more efficiently for authentic and realistic open-ended problems included in-class and homework assignments. This study reports the design, development, and evaluation of this hybrid course and provides practical implications for hybrid course development.
Wellbeing and the Curriculum: One School's Story Post-­Earthquake
Author: Ormandy, Sally
Date: 2014-00-00
Type: Journal Articles
Subjects: Well Being,Natural Disasters,Elementary School Students,Trauma,School Community Relationship,Foreign Countries,Curriculum,Elementary School Teachers

This is the post-earthquake story of how we as the staff and community of Opawa Primary School have lived with the tremors (literally and metaphorically) and trauma of this national tragedy, whilst endeavouring to maximise student learning and enhance the wellbeing of all the members of our school community. This is not founded on research but is an account of what the earthquake has meant in our school. We share this to help bring to light how as a school we have negotiated the ongoing issues associated with living in a disaster zone, and how positioning wellbeing as a central focus of our work we, with the support of our community, are getting on with living.
Coming out of the Closet: From Single-Cell Classrooms to Innovative Learning Environments
Author: Whyte, Barbara
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Environment,Educational Innovation,Educational Practices,Teaching Models,Program Implementation,Teacher Collaboration,Communities of Practice,Classroom Design,Case Studies,Profiles,Classroom Environment,Foreign Countries

The New Zealand Ministry of Education encourages schools to update to flexible learning spaces and activate teaching approaches that augment such physical settings. Many schools have embraced the concept of innovative learning environments (ILE) and team teaching, motivating a trend fast gaining popularity in New Zealand primary schools. However, apart from positive self-reporting documentaries from enthusiastic schools, there is a dearth of New Zealand-based information available to assist prospective schools to consider the complexities of adopting this trend. As they venture &quot;out of the single-classroom closet&quot; into a collaborative &quot;community of learners&quot;, the staff of one primary school in the Bay of Plenty has been researching their own ILE practices and processes through inquiry, regular appraisal and self-review monitoring. While the school's experience is contextual and unique to its own specific situation and community, it provides a representation of some affordances and constraints that other schools might contemplate when they similarly venture into ILEs.
Key Competencies in Secondary Schools: An Examination of the Factors Associated with Successful Implementation
Author: Hamilton, R. J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Secondary Education,Competency Based Education,Curriculum Implementation,Educational Change,Semi Structured Interviews,Institutional Characteristics,Success,Leadership Styles,Educational Innovation,Faculty Development,Access to Information,Skill Development,Self Management,Thinking Skills,Language Usage,Interpersonal Competence,Curriculum Evaluation,Information Utilization

Many countries are at varying stages of implementing competency-based education into their schools to equip youth with skills necessary to adapt to a changing world. Very little is known regarding practical approaches to incorporate competencies into school curriculum. This study examines five schools in Auckland, New Zealand from a variety of socio-economic areas. Seven senior school leaders were interviewed about their views, understanding and the perceived integration of Key Competencies into the curriculum. Schools that were more successful in terms of implementation planning and progress shared the following characteristics: strong leadership, rethinking pedagogy, professional learning support, and accessing of relevant resources. These characteristics are used to frame recommendations to aid implementation and for further research on key competencies as they might be implemented in secondary schools.
Introducing Multiplication and Division Contexts in Junior Primary Classes
Author: Young-Loveridge, Jenny
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Multiplication,Arithmetic,Young Children,Concept Teaching,Word Problems (Mathematics),Problem Solving,Teaching Methods,Interviews,Numeracy,Achievement Gains,Instructional Effectiveness,Foreign Countries

This paper shares research from a pilot study in which young children were introduced to multiplication and division problems in their first year of school. The focus was on building children's conceptual understanding of the idea of &quot;repeated groups&quot; as a fundamental aspect of multiplication and its relation to division. The particular mathematics lessons in this study began with simple word problems involving groups of two, using familiar contexts such as pairs of shoes and socks and progressed to groups of five. Children worked with materials to solve problems, often using addition (and subtraction) as they solved multiplication (and division) problems.
Writing about Bugs: Teacher Modelling Peer Response and Feedback
Author: Dix, Stephanie
Date: 2016-00-00
Type: Journal Articles
Subjects: Feedback (Response),Writing Instruction,Teaching Experience,Early Childhood Education,Emergent Literacy,Collaborative Writing,Cooperative Learning,Scaffolding (Teaching Technique),Teaching Methods,Instructional Effectiveness,Childrens Writing,Peer Relationship,Group Dynamics,Foreign Countries

This is one teacher's story about teaching writing. It describes and explains how Mickey (the second author) encouraged her young writers (6-7-year-olds) to collaborate with their peers &quot;to make their writing even better&quot;. The article describes how the teacher, Mickey, redesigned her writing lessons to further scaffold beginner writers. Mickey fostered peer response that involved the young writers working with partners--first by becoming active listeners, taking on the role of audience, and then by providing specific feedback on each other's texts. This resulted in Mickey's students developing the social skills of collaboration and capacity to engage in dialogic conversations. Furthermore, the students' developing understanding of evaluation and critique enhanced their ability to change and improve their own written texts.
A Future-Focus for Teaching and Learning: Technology Education in Two New Zealand Secondary Schools
Author: Reinsfield, Elizabeth
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Education,Doctoral Dissertations,Teacher Attitudes,Prior Learning,Beliefs,Curriculum Evaluation,Academic Achievement,Teaching Methods,Secondary School Curriculum,Educational Practices

Technology education has been a part of the New Zealand curriculum in many forms since its inception as a craft subject. With a global push towards technological innovation and an increased awareness of the impact of technology on society, it is reasonable to assume that technology education has an established role in student learning around the local and international social issues that intersect with technology. This article is based on the initial findings of doctoral research, which aims to illustrate how teacher's perceptions and previous experiences influence their understandings around the nature of technology education in their school.
Flipping Core Courses in the Undergraduate Mechanical Engineering Curriculum: Heat Transfer
Author: Schrlau, Michael G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering Education,Heat,Thermodynamics,Technology Uses in Education,Educational Technology,Homework,Video Technology,Program Development,Program Implementation,Program Evaluation,Undergraduate Study,Case Studies,Relevance (Education),Student Attitudes,Online Surveys,Grades (Scholastic),Comparative Analysis,Student Records

Flipped classrooms support learner-centered approaches to improve conceptualization, comprehension, and problem solving skills by delivering content outside the classroom and actively engaging students inside the classroom. While literature in engineering and science education supports and encourages the use of inverted instruction, many core engineering courses continue to utilize the traditional lecture-based format. This report describes the design, development, implementation, and assessment of the flipped core course &quot;Heat Transfer&quot; in the undergraduate mechanical engineering curriculum. In this study, the course was restructured for flipped instruction, utilizing custom electronic media for out-of-class learning and student-centered activities for in-class engagement. Open-ended case studies were created to motivate learning and provide opportunities to apply learned knowledge to real world problems. Comparisons of student performance in flipped and traditional classrooms, as well as student observations and perspectives, are presented to demonstrate the effectiveness of flipped instruction. The report outlines an approach for transforming traditional lecture-based core mechanical engineering courses into flipped courses.
Competent Students and Caring Teachers: Is a Good Pedagogy Always the Best Pedagogy?
Author: Kecskemeti, Maria
Date: 2013-00-00
Type: Journal Articles
Subjects: Caring,Teaching Methods,Criticism,Teacher Student Relationship,Best Practices,Decision Making,Teacher Attitudes,Discourse Analysis,Outcomes of Education,Reflective Teaching,English Instruction,Secondary School Students,Learning Activities,Focus Groups

Teachers' decisions about pedagogy are informed by a range of educational discourses. These discourses constitute particular kinds of teaching practices and teacher-student relationships in ways that are not immediately obvious. When a particular pedagogy becomes accepted as best practice and it produces desired learning outcomes for the majority of students, it becomes harder to interrogate the underlying assumptions that support it. Even more difficult might be to consider how the practice might disadvantage some students. This article demonstrates the use of a discursive approach to thinking about pedagogy that draws on Foucault's ideas about critique. An analysis of two teachers' rationalisation of their practice is offered in order to demonstrate how dominant educational discourses can close down access to thinking about practice outside those discourses in the moments of everyday decision-making. It is claimed that momentarily disturbing taken for granted practices, in the manner Foucault (1981) suggested, can help teachers to consider more broadly the implications of their chosen pedagogy on the development of students' key competencies.
Digital Technologies: From Vision to Action
Author: Armistead, Stuart
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Technology Integration,Alignment (Education),Institutional Mission,Educational Objectives,Principals,Administrator Attitudes,Influence of Technology,Elementary Education,Beliefs,Values,Program Implementation,Interviews

The interest and uptake in utilising digital technologies in education appears to be exponential. With the rollout of ultrafast broadband and the development of the Network for Learning in New Zealand, school leaders face the challenges and opportunity of deciding when, what and how they go about implementing digital technologies in their schools. Based on evidence from an interpretive study involving three school leaders of new schools, the alignment of their organisation's vision for teaching and learning and use of digital technologies is explored. This study suggests that digital technologies have significant potential to enhance learning opportunities within an explicit and shared vision of what a learner needs to be successful in their lives.
Socio­-Emotional Key Competencies: Can They Be Measured and What Do They Relate To?
Author: Peterson, E. R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Affective Measures,Affective Behavior,Emotional Development,Social Development,Self Management,Participation,Interpersonal Relationship,Thinking Skills,Questionnaires,Minimum Competency Testing,Statistical Analysis,Secondary School Students,Academic Achievement,Self Efficacy,Sense of Community,Student School Relationship,Correlation,Likert Scales,Foreign Countries

Four socio-emotional New Zealand Curriculum key competencies (Managing Self, Participating and Contributing, Relating to Others and Thinking) were investigated in a two-part study. The first part used a questionnaire to quantitatively model the four key competencies in a sample of 995 secondary students. The second part examined whether the key competency models found in part 1 related to academic efficacy, school connectedness and academic achievement within a subsample of 297 secondary students. The models had acceptable statistical fit and were invariant. All models were related to academic efficacy and school connectedness, but none related directly to achievement. This is the first study to try to quantitatively model the New Zealand key competencies and demonstrate a direct relationship between the socio-emotional key competencies and academic efficacy and school connectedness.