ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationships Always Matter: Findings from a Phenomenological Research Inquiry
Author: Giles, David L.
Date: 2011-05-00
Type: Journal Articles
Subjects: Learning Experience,Phenomenology,Teacher Educators,Hermeneutics,Teacher Education,Teacher Student Relationship,Foreign Countries,Student Teachers

This paper reports on findings from a hermeneutic phenomenological research inquiry which explored the nature of relational experiences in teacher education. Stories of the lived experience of relationships in an educational context were hermeneutically interpreted against the philosophical writings of Heidegger, Gadamer, Levinas, and Buber. The research found that relationships are essential to the experience of education whether they are recognised or not. While the relationship matters to the experience, the relationship lies out of sight and is largely taken for granted. On other occasions, the assumption that relationships matter is called into question. In these times, the relationship is a worry to the student and stressful for the teacher. In these moments, concern over the relationship foregrounds the teaching-learning experience for those involved. It is critically important that teacher educators, and teachers alike, become more attentive to how their relationship is with their students individually and collectively. Teacher educators, and teachers alike, need an attunement to notice how relationships are mattering in their immediate context.
Blackboard as an Online Learning Environment: What Do Teacher Education Students and Staff Think?
Author: Heirdsfield, Ann
Date: 2011-07-00
Type: Journal Articles
Subjects: Electronic Learning,Teacher Education,On Campus Students,Distance Education,Online Courses,Chalkboards,Learning Experience,Higher Education,Academic Achievement,Innovation,Feedback (Response),Foreign Countries,Integrated Learning Systems,Asynchronous Communication,Synchronous Communication

As online learning environments now have an established presence in higher education we need to ask the question: How effective are these environments for student learning? Online environments can provide a different type of learning experience than traditional face-to-face contexts (for on-campus students) or print-based materials (for distance learners). This article identifies teacher education student and staff perceptions of teaching and learning using the online learning management system, Blackboard. Perceptions of staff and students are compared and implications for teacher education staff interested in providing high quality learning environments within an online space are discussed.
Investigation of Teachers' Verbal and Non-Verbal Strategies for Managing Attention Deficit Hyperactivity Disorder (ADHD) Students' Behaviours within a Classroom Environment
Author: Geng, Gretchen
Date: 2011-07-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Classroom Techniques,Cues,Classroom Environment,Student Behavior,Verbal Communication,Nonverbal Communication,Behavior Problems,Visual Stimuli,Classroom Communication,Teacher Student Relationship,Foreign Countries

This paper investigated teachers' verbal and non-verbal strategies for managing ADHD students in a classroom environment. It was found that effective verbal and non-verbal strategies included voice control, short phrases, repeated instructions, using students' names, and visual cues and verbal instructions combined. It has been found that teachers' talk is instrumental in gaining the students' attention and that strategic teachers' talk can result in students calming down or communicate better with the ADHD students, however, teachers' non-verbal strategies were found more useful in classroom management. Teachers may find this paper useful in developing more confidence in managing ADHD students' challenging behaviours, implementing positive strategies in the classroom that lead to more time learning and less time managing behaviours, and improving their relationships with students in the classroom environment. (Contains 3 figures.)
Values Pedagogy and Teacher Education: Re-Conceiving the Foundations
Author: Lovat, Terrence
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Foundations of Education,Interdisciplinary Approach,Adoption (Ideas),Role of Education,School Role,Teacher Role,Theory Practice Relationship,Human Body,Cognitive Processes,Holistic Approach,Values Education,Academic Achievement,Well Being,Teacher Education,Goal Orientation,Individual Development,Teaching Models

Recent research in fields as diverse as educational philosophy and psychology, as well as in the neurobiological sciences, has underlined the need to reassess many of the assumptions that underpin the role of the school, the teacher and education in general. The work of the philosophers such as Carr and Kristjansson could be interpreted as important re-statements of the moral pragmatism of Dewey (1930), himself reliant on Aristotle (Pagan, 2008; Pamental, 2010) in arguing for the inherent moral basis of education. Their renewed interest in Aristotle is to be found amidst a rekindled interest by philosophy in the interaction between reason and emotion and the consequent need for the education of those emotions. This article explores the research findings of values pedagogy, both Australian and international, and makes application to the need to re-conceive many of the assumptions and foundational theories that underpin teacher education, based on the new insights into learning, human development and student well-being that have resulted from these research findings.
Locating Child Protection in Preservice Teacher Education
Author: Walsh, Kerryann
Date: 2011-07-00
Type: Journal Articles
Subjects: Teacher Education Programs,Child Abuse,Child Safety,Child Welfare,Teacher Role,Foreign Countries,Case Studies,Agency Cooperation,Educational Policy,Social Justice,Course Content,Child Neglect,Teacher Educators

A recent report delivered by the Australian Centerer for Child Protection has highlighted the need for empirical evidence of effective pedagogies for supporting teaching and learning of child protection content in Australian teacher education programs (Arnold &amp; Mai-Taddeo, 2007). This paper advances this call by presenting case study accounts of different approaches to teaching child protection content in University-based teacher education programs across three Australian States. These different cases provide a basis for understanding existing strategies as an important precursor to improving practice. Although preschool, primary and secondary schools have been involved in efforts to protect children from abuse and neglect since the 1970s, teacher education programs, including preservice and in service programs, have been slow to align their work with child protection agendas. This paper opens a long-overdue discussion about the extent and nature of child protection content in teacher education and proposes strategies for translating research into practice. (Contains 1 figure and 4 tables.)
Satisfied and Dissatisfied Commitment: Teachers in Three Generations
Author: Choi, Pik Lin
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Psychology,Teachers,Emotional Experience,Attachment Behavior,Teacher Persistence,Satisfaction,Beginning Teachers,Job Satisfaction,Teacher Education

This paper explores the self-appraisal of teacher commitment and their associated emotional experiences in the first ten years of teaching among three generations of Hong Kong teachers. Findings affirm previous view that high commitment level of teachers is characterized with psychological attachment to the commitment objects. However the relationship between increased teacher commitment level, time investment in work and psychological attachment to teaching is found uncertain in the changing contexts, leading to our conceptualization of satisfied and dissatisfied commitment among teachers staying in the profession. Implications from the new understanding of teacher commitment are discussed. (Contains 1 table.)
Raising the Bar: Ethics Education for Quality Teachers
Author: Boon, Helen
Date: 2011-07-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Effectiveness,Teacher Education Programs,Foreign Countries,Ethics,Teacher Education,Beliefs,Ethical Instruction,Bachelors Degrees,Education Majors,Interviews,Surveys,Values Education,Academic Achievement

Since the 1970s an &quot;ethics boom&quot; has occurred to counter the disappearance of ethics education from tertiary institutions. This &quot;boom&quot; appears to be absent from teacher education programs in Australia and the United States. Given persistent calls to enhance teacher quality this is problematic because quality teaching is inexorably linked to teachers' beliefs, values and professional ethics. This case study, conducted in a regional Australian university, was designed to document examples of ethical dilemmas faced by pre-service and practising teachers, to explore pre-service teachers' perceptions of ethics education and to examine the BEd course curriculum for ethics subjects across the four-year degree course. Results highlight a need for teacher training courses to include ethical philosophy units. This represents a sustainable way to support professional practice and enhance teacher quality, by preparing and equipping teachers with techniques to explore and teach complex ethical issues in the classroom. (Contains 3 tables.)
Analysing Mentoring Dialogues for Developing a Preservice Teacher's Classroom Management Practices
Author: Sempowicz, Tracey
Date: 2011-08-00
Type: Journal Articles
Subjects: Evidence,Video Technology,Feedback (Response),Classroom Techniques,Preservice Teachers,Mentors,Student Behavior,Pedagogical Content Knowledge,Case Studies,Models,Teacher Education,Lesson Plans,Reflection

A key concern for preservice teachers is classroom management, including student behaviour management, which also has been a factor associated with teachers leaving the profession within the first five years. This study investigates the mentoring practices used to guide the mentee's classroom management. Using multiple data sources (e.g., lesson plans, preservice teacher reflections, mentor reports, and video and audio-recorded interviews), this case study uses a five-factor mentoring framework to analyse mentor-mentee dialogues about classroom management practices. Data indicated 30 out of 34 mentoring practices provided input into the mentee's classroom management; however there was no overt evidence on mentoring aims, curriculum, timetabling or assessment that facilitated the mentee's development of behaviour management. Specifically, drawing on the system requirement documents, modelling the school's behaviour management program, articulating pedagogical knowledge about implementing behaviour management, and providing feedback presented the mentee with opportunities for effective implementation. (Contains 2 tables.)
Arts Education in Swedish Teacher Training--What's at Stake?
Author: Lindgren, Monica
Date: 2011-08-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Academic Discourse,Student Teachers,Teaching (Occupation),Focus Groups,Ideology,Interviews,Art Education,Educational Change,Higher Education,Foreign Countries,Art Expression,Art,Creative Activities,Educational Policy,Teacher Education Programs,Teaching Methods

Swedish teacher education has undergone several reforms in recent decades aimed at incorporating teacher education into the university setting and strengthening the teaching profession. In view of earlier research that has shown how arts education in schools is ruled by dominant knowledge ideologies, the purpose of the project is to critically scrutinize current discourses related to arts learning and arts education in teacher education. The study is based on social constructionist theory and data were collected by various means, including 19 focus group interviews with teachers and students at 10 Swedish teacher education institutes. Our analysis shows that an academic discourse focusing on theory, reflection and textual production has pushed aside skills-based practice. A second discourse, characterized by subjectivity and relativism vis-a-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on an idea that student teachers should be emotionally balanced.
Democratic Values and Teacher Self-Efficacy Perceptions: A Case of Pre-Service English Language Teachers in Turkey
Author: Topkaya, Ece Zehir
Date: 2011-08-00
Type: Journal Articles
Subjects: Self Efficacy,Foreign Countries,Democratic Values,English,Perception,Correlation,Preservice Teachers,Language Teachers,Learner Engagement,Educational Strategies,Academic Achievement,Predictor Variables,Statistical Analysis,Elementary Education,Turkish

This study investigated democratic values of pre-service English language teachers in relation to their teacher self-efficacy perceptions in a Turkish context. It also examined the possible relationships between gender, grade and democratic values and self-efficacy perceptions. A questionnaire survey was conducted with 294 pre-service teachers. Findings show that they had a high level of democratic values while senior students reported the highest rate of democratic values. Results did not show a significant difference between democratic values and gender. Participants also reported a moderately high level of self-efficacy. Lastly, correlation was found between their democratic values and self-efficacy perceptions. (Contains 9 tables.)
Play in the School Context? The Perspectives of Finnish Teachers
Author: Hyvonen, Pirkko Tellervo
Date: 2011-08-00
Type: Journal Articles
Subjects: Grounded Theory,Play,Teacher Education Programs,Elementary Education,Learning Processes,Foreign Countries,Kindergarten,Teachers,Interviews,Teacher Education,Creativity,Student Role,Teacher Role,Instruction,Psychological Patterns,Friendship,Outdoor Education

Playful learning environments (PLEs) have been constructed in schoolyards in Finland with the aim of increasing learning through play in curriculum-based education. In order to better understand and inform this development, the Hyvonen sets out to ascertain how teachers view and use play in kindergarten and elementary education. Fourteen teachers were interviewed, and the data obtained were analyzed using the grounded theory approach. Eight play types were distinguished, with the teacher having the roles of leader, allower, and afforder. Play types were found to be either curriculum-driven, or seen as facilitating friendship or integrating play and learning as a process. &quot;Playful teaching&quot; was characterized in terms of the roles assumed by teachers and students in different play situations, the design of playful learning processes, the emphasis on developing and using children's creativity, and the importance of fun and enjoyment. The Hyvonen concludes that teacher education should develop teachers' pedagogical thinking through the theoretical understanding of play and learning, as well as through discussions and the modeling of play and playful teaching within teacher education programs. (Contains 1 figure.)
The First Year of Teaching in Primary School: Where Is the Place of Music?
Author: de Vries, Peter
Date: 2011-04-22
Type: Journal Articles
Subjects: Music Education,Musical Instruments,Beginning Teachers,Elementary School Teachers,Outcomes of Education,Surveys,Interviews,Teacher Education Programs,Self Esteem,Teacher Competencies,Faculty Development,Prior Learning,Music Teachers

The aim of the research reported in this article was to determine what music first year generalist primary teachers were teaching. In particular, the study sought to determine the impact of music education coursework undertaken in teacher training on these teachers' practice as beginning teachers. The self-reported data was generated through a written survey undertaken by 112 first year generalist teachers in their first year teaching, with 24 of these teachers agreeing to be interviewed after the survey was completed. Results revealed that only 37% of these beginning teachers are teaching music on a regular basis. Reasons impacting on their decision to teach (or not teach) music include the presence of a music specialist in the school, their current or recent learning of a musical instrument, amount of time dedicated to music education in their teacher training courses, lack of confidence about teaching music, availability of time to teach music when other curricular areas dominate, and access to resources, teaching spaces, and relevant professional development. Implications for teacher educators teaching music education for preservice generalist primary teachers are outlined. (Contains 6 tables.)
Has the Art College Entry Portfolio Outlived Its Usefulness as a Method of Selecting Students in an Age of Relational, Collective and Collaborative Art Practice?
Author: O'Donoghue, Donal
Date: 2011-04-24
Type: Journal Articles
Subjects: Evidence,Predictive Validity,Foreign Countries,Portfolio Assessment,Selective Admission,Admission Criteria,College Admission,Performance Based Assessment,Art Education,Longitudinal Studies,Predictor Variables,Program Effectiveness

The purpose of this article is to invite focused discussion and critical debate about the instruments currently used to select students for art colleges in Europe and North America. At this time of significant expansion and diversification in practices of art making, we must ask if current selection instruments still work. What evidence is there to support their continued use? Are they good indicators of success in art college? Who do they advantage, and whose interests do they serve? In what ways do they contribute to, or legitimate class reproduction and class advantage in the cultural sphere? In taking up these questions, this article addresses four topics of particular relevance to the selection and admission debate: reliability, validity, predictability and equality. It reports findings from two national longitudinal research studies that examined the predictive validity of selection instruments in relation to performance in art college in Ireland. While these findings are specific to the Irish higher education context, they have relevance beyond this context given that the selection instruments used by Irish art colleges are the same as those used by the majority of art colleges across Europe and North America. (Contains 3 tables and 7 notes.)
Portraiture as Pedagogy: Learning Research through the Exploration of Context and Methodology
Author: Gaztambide-Fernandez, Ruben
Date: 2011-07-18
Type: Journal Articles
Subjects: Research Methodology,Qualitative Research,Educational Research,Graduate Students,Student Research,Art Education,Urban Schools,High Schools,College Faculty,Researchers,Experience,Race,Identification,Foreign Countries

In this reflective essay, five members of a research team involving graduate students and a faculty member offer individual &quot;studies&quot; of specific moments in the field in which lessons about methodology, the research context, and the researcher herself/himself crystallized. The article highlights the pedagogical possibilities of portraiture for introducing graduate students to qualitative research methodology. Each &quot;study&quot; illuminates how different kinds of boundaries are negotiated: whether it is the boundaries of access to a research site; the boundaries of personal or professional recognition; the boundaries of the body and physical space; the boundaries of racial identification; or the boundaries of the interior and exterior selves. These are not lessons that can be taught/learned within the constraints of a classroom, whether a lecture hall or the most progressive seminar. It is in the actual experience of negotiating these boundaries that the intricacies of the research process manifest, and in the process, the inquiry itself grows and moves through the necessary explorations that are the heart of qualitative research. (Contains 4 notes.)
The Function of Art Students' Use of Studio Conversations in Relation to Their Artwork
Author: Svensson, Lennart
Date: 2011-07-08
Type: Journal Articles
Subjects: Speech Communication,Art Education,Foreign Countries,Visual Arts,Interpersonal Communication,Interviews,Graduate Students,Masters Degrees,Art Products,Teaching Methods

The investigation presented in this article is focused on studies within a practice based MFA program in visual art in Sweden. The analysis presented is based on two interviews each with nine art students: One interview during their first and one during their fourth year of study. The analysis focuses on the relation between two aspects of their studies: The use of studio conversations and the relation to their own artwork. Data are analyzed and results are presented for each student as a case. The cases are compared and grouped based on similarities and differences. A close relationship between use of studio conversations and relation to own artwork is found, varying to its character from case to case. The results have implications for the understanding of the self-directed character of the studies and the very free form of curriculum typical of visual art practice education.
The YouTube Effect: How YouTube Has Provided New Ways to Consume, Create, and Share Music
Author: Cayari, Christopher
Date: 2011-07-08
Type: Journal Articles
Subjects: Video Technology,Web Sites,Informal Education,Electronic Publishing,Music,Musicians,Documentaries,Case Studies,Adolescents,Musical Composition,Computer Mediated Communication,Career Development,Interviews,Internet,Social Networks

This case study about a teenage musician, Wade Johnston, suggests how YouTube has affected music consumption, creation, and sharing. A literature review connects education, technology, and media. Informal learning, digital literacy, and twenty-first century technology are also connected in the review. Data reveals how Wade started his channel, gained popularity, interacted with others, and promoted his musical career through YouTube. Original songs, covers, collaborations, documentaries, self-interviews, video blogs (vlogs), and live performances are observed by the researcher. Interviews with the subject, key actors in his life, fans, and first time listeners were transcribed and results were used to triangulate. Previous musical media research is expanded upon to include YouTube and video sharing. The idea of amateur and professional musician, musical venue, and audience member are being changed through YouTube. Current practices of how YouTube is used in the classroom are discussed, and future research is suggested. (Contains 1 figure and 4 endnotes.)
Circles of (Im)Perfection: A Story of Student Teachers' Poetic (Re)Encounters with Self and Pedagogy
Author: MacKenzie, Sarah K.
Date: 2011-07-18
Type: Journal Articles
Subjects: Student Teachers,Poetry,Self Concept,Reflection,Instruction,Writing (Composition),Art Activities,Preservice Teacher Education,Seminars

Teaching is vulnerable work where self and other enter into intimate encounters that can change one's sense of self and purpose within the world. Through this poetic rendering, I seek to piece together a story of communal becoming within the space of a student teaching seminar. The work was collaborative and ongoing as students engaged with one another's words and began to (re)write their relationships with themselves, the community, their peers, and practice. Boundaries were blurred, selves disrupted as student teachers began to engage with their own positions and perceptions of the world around them, (re)encountering pedagogy in a space of praxis.