ethanporcaro/eric-fulltext-meta huggingface dataset:
Everybody Has the Right to Be Here: Perspectives of Related Service Therapists
Author: Tracy-Bronson, Chelsea P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Allied Health Personnel,Related Services (Special Education),Disabilities,Public Schools,Educational Cooperation,Delivery Systems,Speech Language Pathology,Occupational Therapy,Physical Therapy,Barriers

This study describes data regarding inclusive related service provision for students with disabilities in public schools. Based on qualitative interviews from 15 related service providers (e.g., speech-language pathologists, occupational therapists, and physical therapists), these data highlight foundational issues that impact the delivery of related services within inclusive educational contexts that is necessary for students with disabilities to benefit from special education. Results of the study document strategies for collaboration, providing flexible service delivery, and negotiating logistical barriers. Implications for the provision of inclusive related services are discussed in order to ensure that 'everyone has the right to be here'.
Learning through Film: Lessons from Workshops for Teachers and Pre-Service Teachers of English
Author: McDermott, Kevin
Date: 2018-00-00
Type: Journal Articles
Subjects: Films,Teaching Methods,Workshops,English Instruction,Preservice Teachers,Faculty Development,English Teachers,Course Descriptions,Social Justice,Group Discussion,Teacher Education,Undergraduate Students,Graduate Students,Ethnography,Reflection,Student Attitudes,Teacher Attitudes,Foreign Countries

This article looks back on the professional development offered to teachers of English to support them in their teaching of film since the introduction of film into the English syllabus in Ireland in 1998. It focuses on three inter-related elements: the interpretation or reading of film; the pedagogy that supports this interpretation; the potential of exploring issues of social justice and the self-other relation through narrative films. The article outlines four distinct phases in the professional development offered to teachers and shares the emerging findings. The first phase involved the introduction of film and its use in opening up discussion and creating interpretative communities in teacher education workshops for teachers of Leaving Certificate English. The second involved an exploration of film genre in workshops designed for teachers of Transition Year. The third involved the development of a dialogic form of pedagogy in interpreting film in a series of workshops directed at teachers of Junior Cycle English. The fourth involved the use of film in exploring education for justice in a series of workshops for pre-service teachers on Bachelor of Education and Master of Education programmes. The article explores the link among narrative film texts, generative questions, thoughtful interpretation, and the value given to dialog and the movement of question and answer in professional development workshops where narrative films are viewed and interpreted. The article is autoethnographic in character (Holman Jones 2005; Ellis et al. 2010). It involves self-reporting, descriptions of practice and reflection on that practice.
Taking It to the Stage: Performing Arts Education and African American Male Academic Identity Development
Author: Walton, Calvin Wesley
Date: 2018-00-00
Type: Journal Articles
Subjects: Theater Arts,Art Education,Correlation,African American Students,Males,High School Students,Influences,Academic Achievement,Racial Identification,Culturally Relevant Education,Urban Schools,Student Experience,Student Attitudes,Educational Environment

This case study examines the relationship between school-based performing arts participation and academic identity development for African American male high school students. Participants addressed how their engagement in a school-based performing arts program influenced their academic achievement and school experiences. The researcher used African American Male Academic Identity Development theory, a proposed framework, to address the following questions: What are the experiences of African American males who participate in school-based performing arts programs? How do performing arts education experiences influence the academic identity development of African American male high school students? Based upon the data derived from this study the author argues that school-based performing arts participation may improve academic performance, engender positive school experiences and encourage affirmative racial identity development for African American male high school students. Findings from this study contribute to the body of literature on the relationship between arts education and academic achievement among African American males.
Using the Evidence-Based Adequacy Model across Educational Contexts: Calibrating for Technical, Policy, and Leadership Influences
Author: Faubert, Brenton Cyriel
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Public Education,Models,Foreign Countries,Educational Resources,Educational Practices,Resource Allocation,Educational Policy,Decision Making,Educational Finance,Evidence,Expertise,Expenditures,Data Collection,Data Analysis

This article reports on a rigorous approach developed for calibrating the Evidence-Based Adequacy Model to suit the Ontario K-12 public education context, and the actual calibrations made. The four-step calibration methodology draws from expert consultations and a review of the academic literature. Specific attention is given to the technical revisions and, importantly, the significant influence of policy (values) and leaders' decision-making on the calibration process. It also presents emerging implications for leaders and researchers who are considering calibrating the EBAM for use in their educational context. Calibrating the instrument was a necessary step before use in a jurisdiction outside of the United States, where the model was developed, and our team has been the first to outline a methodology and bring Canadian evidence to the discussion.
Development and Psychometric Investigation of an Arts Integrated Assessment Instrument for Educators
Author: O'Rourke, Susan
Date: 2018-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Student Evaluation,Academic Achievement,Outcomes of Education,Art Education,Integrated Activities,Teaching Methods,Disabilities,Psychometrics,Test Reliability,Cognitive Processes,Psychomotor Skills,Communication Skills,Interpersonal Competence,Creativity

The development and initial psychometric investigation of the Hocus Focus Analytics (HFA) Scale, an instrument to measure student growth and outcomes using an arts-integrated teaching approach, is reported. A 15-item instrument consisting of five subscales (cognitive, motor, communication, social skills and creativity) was developed to measure the outcomes of students (n = 31) with disabilities through the performance of four different magic tricks. The performance of each trick was assessed by the students' teachers (n = 4) at four different times for a total of 124 completed assessments using the HFA Scale. Results of the present study offer initial support for the psychometric properties of the HFA Scale. Internal consistency as measured by Cronbach's alpha was 0.91 for the total scale. The authors discuss the importance of using an instrument to measure student progress through a multidisciplinary, arts-integrated curriculum and future research implications.
Coaching as a Knowledge Mobilization Strategy: Coaches&apos; Centrality in a Provincial Research Brokering Network
Author: Rodway, Joelle
Date: 2019-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Capacity Building,Mental Health Programs,Educational Policy,Evidence Based Practice,Social Networks,Network Analysis,Professional Development,Policy Formation,Research Utilization,Foreign Countries,Knowledge Management,Facilitators (Individuals),Access to Information

Ontario's Child and Youth Mental Health (CYMH) program is a provincially sponsored initiative that aims to build school district capacity for developing research-informed school mental health policies. This article reports findings from a mixed-methods study that employs social network theory and analysis tools to explore the centrality of CYMH coaches within this research brokering network. Overall, CYMH coaches are central within these social networks, although the patterns of interaction differ from the program's original design, with some coaches being more central than others. While formal CYMH professional development events appear to be the most direct approach to connecting research, policy, and practice, informal social networks provide the support necessary to make sense of research-based materials for use in local policymaking.
Addressing Wicked Educational Problems through Inter-Sectoral Policy Development: Lessons from Manitoba&apos;s Healthy Child Initiative
Author: Auclair, Jean-Vianney
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Child Health,Health Promotion,Public Policy,Barriers,Educational Methods,Educational Policy,Policy Formation,Child Development,Well Being,At Risk Persons,Administrator Attitudes,Elementary Secondary Education,Early Childhood Education,Community Involvement,State Departments of Education

In 2000, the Government of Manitoba initiated an inter-sectoral policy strategy referred to as Healthy Child Manitoba. This article reports on a research project that studied the success and challenges of this horizontal policy strategy. The research suggests that while this policy approach--which places education within the broader context of a &quot;healthy&quot; child--warrants attention, the day-to-day operationalization of the policy strategy remains difficult. Using a horizontal approach to improve educational outcomes by breaking down the silo effect of traditional government departments appears to be important, but working effectively across sectors requires overcoming a number of barriers, including the need for the horizontal approach to co-exist within a well-delineated vertical governmental machinery.
Beyond Rhetoric: How Context Influences Education Policy Advocates&apos; Success
Author: Winton, Sue
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Policy,Advocacy,Neoliberalism,Special Education,Foreign Countries,Special Needs Students,Rhetoric,Discourse Analysis,Influences

This article discusses findings from a study of a 22-year campaign to change special education assessment policy in Ontario by the advocacy organization People for Education (P4E) and explains how dominant discourses enabled the government to leave the issue unresolved. Based on a rhetorical analysis of 58 documents, the article identifies strategies used by P4E to persuade Ontario's government and citizens to view students' uneven access to educational assessments as a problem. Further, since this problem differently impacts children by class and geographical location, it perpetuates inequities. Despite using strategies deemed effective in other change efforts, arguments mobilized by P4E have not been persuasive in a neoliberal context that champions responsibilized individualism, meritocracy, human capital development, and reduced funding of public services.
Content Analysis of Australian Special Education Research 2005-2015
Author: Ralston, Michelle M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Educational Research,Inclusion,Behavior Disorders,Emotional Disturbances,Interpersonal Competence,Educational Change,Educational Legislation,Disabilities,Cooperative Planning,Educational Policy

Australian special education literature from 2005 to 2015 was analysed to identify trends in topics and issues. A content analysis revealed a strong focus on inclusive teaching practice and education, and a growing interest in addressing behavioural and emotional disabilities, and teaching social skills in regular classrooms. The findings suggest that inclusive education principles and practices have become a major focus in 'special' education research. While disability specific issues remained topical, there was an increasing interest in the complex socio-cultural contexts of schools and classrooms, and supporting students with additional needs within inclusive environments. Recommendations for further research are provided.
Re-Imaging Student Learning through Arts and Literacy
Author: Shaw, Louise J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Role,Art,Writing (Composition),Writing Instruction,Photography,Freehand Drawing,Multimedia Materials,Teaching Methods,Equal Education,Educational Opportunities,Cultural Background,Faculty Development,Interdisciplinary Approach,Multiple Literacies,Elementary School Teachers,Secondary School Teachers

In this article, the authors consider the role that arts-integrated writing might play in shaping student learning opportunities. It explores the topic of using photos, drawings, and other images in the classroom as visual texts to mediate personal expression, thinking, and learning with language-based texts. Existing literature on multimodal curricula is briefly reviewed and ideas are provided for teachers who would like to explore this approach to writing instruction. Issues of equitable access to learning opportunities that are centered on students' multiple ways of knowing and the funds of knowledge they bring to school, as well as shifting cultural definitions of literacy and multimodality, are also explored. Specific examples of how teachers can maximize the potential of multimodal, arts-integrated teaching and learning in their classrooms are shared. The article concludes with implications for teachers, their teaching practices, and student learning.
School Districts&apos; Contributions to Students&apos; Math and Language Achievement
Author: Handford, Victoria
Date: 2019-00-00
Type: Journal Articles
Subjects: School Districts,Mathematics Achievement,Language Skills,Principals,Foreign Countries,Instructional Leadership,Academic Achievement,Administrators

Conducted in British Columbia, this mixed-methods study tested the effects of nine district characteristics on student achievement, explored conditions that mediate the effects of such characteristics, and contributed to understandings about the role school-level leaders play in district efforts to improve achievement. Semistructured interview data from 37 school administrators provided qualitative data. Quantitative data were provided by the responses of 998 school and district leaders' in 21 districts to two surveys. Student achievement data were district-level results of elementary and secondary student provincial math and language test scores. All nine district characteristics contributed significantly to student achievement. Three conditions served as especially powerful mediators of such district effects. The same conditions, as well as others, acted as significant mediators of school-level leader effects on achievement. This is among the few large-scale mixed-methods studies identifying characteristics of districts explaining variation in student achievement.
Good Governance and Canadian Universities: Fiduciary Duties of University Governing Boards and Their Implications for Shared Collegial Governance
Author: Shanahan, Theresa Gemma
Date: 2019-00-00
Type: Journal Articles
Subjects: Governance,Foreign Countries,Universities,Governing Boards,Trustees,Legal Responsibility,Trusts (Financial)

Using a legal framework, doctrinal analysis, critical legal analysis, and fundamental legal research and drawing upon legislation, case law, judicial, and scholarly commentary, this article defines the fiduciary duties of Canadian university governing boards given the unique features of the university as a legal entity. The legal analysis considers the Canadian university as a corporation, distinguishing it from other types of corporations, identifying the charitable, not-for-profit, public/private dimensions of universities in Canada, and significantly, considering the judicially recognized &quot;community of scholars&quot; and collegial features of universities. The article argues that all of these features shape the fiduciary duties of governing boards and have implications for shared collegial governance in Canadian universities.
Working towards &apos;Doing It Better&apos;: Seeking the Student Voice in Teacher Education
Author: Wilks, Judith L.
Date: 2019-01-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Education,Preservice Teachers,Educational Experience,Knowledge Base for Teaching,Teaching Skills,Skill Development,Secondary School Teachers,Classroom Techniques,Evaluation Methods,Student Evaluation,Faculty Development,Foreign Countries,Curriculum Development,Student Surveys

In this article we report on the monitoring of pre-service teachers' experiences of their course at a regional university in NSW, Australia. The intention of this research project was to engage with pre-service teachers to gauge their perceptions and their awareness of their developing teacher knowledge and skills. Our aim was to gather more comprehensive and meaningful data than that generated by standard, centrally administered, student evaluation surveys. Our research was conducted across four consecutive years to gather third-and final (fourth) year students' expectations for, and reflections on, their secondary education course. Drawing from the extant literature, and set against a context of shifting political agendas surrounding teacher education, the surveys were designed to capture the student voice. Key findings included the perceived need for increased behaviour management strategies, the inclusion of more 'practical' assessment tasks, and improved university-to-school transitions, including sustained professional learning agendas.
Skilling Up: Providing Educational Opportunities for Aboriginal Education Workers through Technology-Based Pedagogy
Author: Jackson-Barret, Elizabeth M.
Date: 2019-01-00
Type: Journal Articles
Subjects: Indigenous Populations,Educational Opportunities,Foreign Countries,National Curriculum,Pacific Islanders,Teaching Methods,Cultural Awareness,History,Knowledge Base for Teaching,Educational Change,Educational Technology,Indigenous Knowledge,Electronic Learning,Teacher Education,Story Telling,Design,Technology Integration,Faculty Development,Program Descriptions,Information Technology

Over the past decade Aboriginal and Torres Strait Islander studies and perspectives have been mandated across the Australian national curriculum and all teachers are now required to demonstrate strategies for teaching Aboriginal and Torres Strait Islander students and have a broad knowledge of Aboriginal histories, cultures and languages. This paper describes a project focused on enabling Aboriginal Education Workers (AEWs) to play a critical role in transforming these initiatives into real and sustainable change through authentic, technology-based pedagogy. Indigenous research methodologies and design-based research (DBR) were used to investigate the potential educational roles for AEWs enabled by elearning and new technologies. The project, called &quot;Skilling Up: Improving educational opportunities for AEWs through technology based pedagogy&quot; was funded by the Office of Learning and Teaching. This paper reports on the findings of the study conducted in Western Australia, including pre-study survey results, together with a description of a unit of study to provide opportunities for AEWs to use technologies in their work, and to create authentic digital stories for use in teacher education. The development of design principles for the design of such environments is also discussed.
Blended Learning Dilemma: Teacher Education in the Confucian Heritage Culture
Author: Chan, Esther Yim Mei
Date: 2019-01-00
Type: Journal Articles
Subjects: Blended Learning,Confucianism,Cultural Background,Foreign Countries,Preservice Teacher Education,Preservice Teachers,Student Attitudes,Integrated Learning Systems,Asian Culture,Heritage Education,Cultural Context

With the rapid development of Internet technologies, higher education institutions have adopted blended learning to engage students in active learning and enhance their learning outcomes. This study investigated 261 preservice student teachers participating in a teacher education programme that was based on a blended learning design. Questionnaires and focus group interviews were administered to obtain data. The purpose of this study was to understand student' perceptions of blended learning and examine how the interaction between traditional and constructivist conceptions influences learning. The result indicated that the participants favoured face-to-face lectures over e-learning, and they exhibited strong preferences for traditional modes of learning. The author suggests that there is still some way to go before students fully engage with online learning but, as they are rooted in the Confucian heritage culture, this can also be used to encourage students to engage with this mode of learning as the process of transformation.
Short-Term International Experiences in Language Teacher Education: A Qualitative Meta-Synthesis
Author: Çiftçi, Emrullah Yasin
Date: 2019-01-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Education Programs,Study Abroad,Student Exchange Programs,Preservice Teachers,Preservice Teacher Education,Inservice Teacher Education,Experiential Learning

Short-term international experiential learning opportunities can foster language teachers' multidimensional development. Even though such experiences are considered beneficial for language teachers' development, educational reviews have scarcely concentrated on a comprehensive synthesis of the impact of such experiences on language teachers. This meta-synthesis of qualitative research analyzed the role of international experiential learning in the multidimensional development of pre- and in-service language teachers. Besides presenting a number of research patterns in the literature, this synthesis of 25 qualitative studies reported main outcomes of short-term international experiences for language teachers. These outcomes were synthesized under three main headings: (1) professional, (2) linguistic, and (3) intercultural. Based on this analysis, further research and practice directions regarding international language teacher education emerged. These emerging research agendas concentrated on the critical role of peer circles, host communities, program types and structures, preparation and post-program components, and guidance and supervision.
Looking in the Heads of Experienced Teachers -- Do They Use the Wide Range of Principles of Effective Teaching When Analysing Lessons?
Author: Plöger, Wilfried
Date: 2019-01-00
Type: Journal Articles
Subjects: Experienced Teachers,Teacher Effectiveness,Lesson Plans,Educational Principles,Preservice Teachers,Comparative Analysis,Goal Orientation,Prior Learning,Classroom Environment,Expertise,Knowledge Base for Teaching,Teaching Methods,Foreign Countries

This study aimed to examine whether principles of effective teaching constitute essential criteria for a systematic and successful analysis of lessons. After watching a video of a complete lesson, the participants (each of nine experienced and pre-service teachers) were asked to analyse this lesson in terms of effectiveness for pupils' learning in the form of an open dialogue. Their comments were analysed by means of a qualitative content analysis and revealed that the experienced teachers independently used the wide range of principles of effective teaching and differed significantly from the pre-service teachers in this regard. Particularly striking were the large differences in the activation of knowledge about these five principles: goal orientation, relating cognitive activities to prior knowledge, classroom climate/learning atmosphere, clarity, and using appropriate examples. These differences point to specific development tasks, in order to improve the analytical skills of student teachers within teacher education.