ethanporcaro/eric-fulltext-meta huggingface dataset:
An Instructional Model for Preparing Teachers for Fieldwork
Author: Hughes, Jacqueline
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Teachers,Teaching (Occupation),Field Experience Programs,Beginning Teachers,Preservice Teacher Education,Teacher Education,Models,Teacher Effectiveness,Teacher Educators,Classroom Observation Techniques,Reflection,Higher Education

Teacher education and the teaching profession are adapting to innovative methods to ensure the professional longevity and effectiveness of those who become educators. This is particularly important because of the early, and sometimes abrupt, exit of beginning teachers from the profession. Clearly, to mitigate such early exodus from the profession, those responsible for teacher education must examine how they prepare student teachers and whether or not they are equipped to face the realities of the classroom when they enter the profession. This paper presents a modality that engages pre-professionals or student teachers in meaningful and productive field experiences that will improve student teachers' learning. The author presents an instructional model that can be applied to prepare student teachers for more effective field experiences that will improve their learning. (Contains 2 tables.)
Enhancing Learning by Integrating Theory and Practice
Author: Wrenn, Jan
Date: 2009-00-00
Type: Journal Articles
Subjects: Active Learning,Learning Processes,Social Work,Teaching Methods,Theory Practice Relationship,Scholarship,Models,Learning Experience,Death,Grief,Constructivism (Learning),Participation,Evaluation,Higher Education

Educators in professional degree programs are charged with multiple responsibilities in the classroom and in practice settings. We apply our professional knowledge in a variety of settings to serve our communities; we reflect on how to improve practice from our experiences in these settings; we observe our students engaging in learning experiences in the classroom; and we share with our students the knowledge we've gained from our experiences and our scholarship within our profession. To accomplish these actions we must serve as both teacher and learner in both classroom and field. Moreover, we want our students to also benefit from the active learning processes of applying, reflecting, sharing, and observing both in and out of the classroom while also functioning as both learners and teachers. Although we can accomplish all these goals over an entire curriculum, this article seeks to provide an example of one teacher's attempt to achieve these goals within a single Social Work course in Death and Grief. A model is provided that demonstrates how the interactive process works for both the teacher and students in this course and could be adapted for use in other courses incorporating practice settings as part of the curricula.
Discrepant Teaching Events: Using an Inquiry Stance to Address Students' Misconceptions
Author: Longfield, Judith
Date: 2009-00-00
Type: Journal Articles
Subjects: Misconceptions,Science Teachers,Inquiry,Mathematics Education,Social Studies,Discipline,Evaluation,Learning Processes,Higher Education

Science instructors have long known that the use of discrepant events with unexpected outcomes is a powerful method of activating thinking. A discrepant "teaching" event is similar to a discrepant science event in that it vividly portrays what is often an abstract construct or concept and has an unexpected outcome. The unexpected outcome creates what Piaget (1971) refers to as disequilibrium, thereby uncovering students' naive conceptions and tacit beliefs about the concept being studied. This article defines what a discrepant teaching event is and compares and contrasts discrepant "science" events and discrepant "teaching" events. Examples of discrepant teaching events useful in mathematics and social studies are also provided. The article concludes with a discussion of the utilization of an "inquiry stance" to teaching as a way to address students' misconceptions of discipline specific concepts.
Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation
Author: Jones, Brett D.
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Motivation,Learner Engagement,Teachers,Educational Strategies,Engineering,Feedback (Response),Higher Education,Models,Instructional Design,Academic Achievement

The purpose of this article is to present a model of academic motivation that can be used by instructors to design courses that will engage students in learning. The model, based on research and theory, consists of five components that an instructor should consider when designing instruction: (1) empowerment, (2) usefulness, (3) success, (4) interest, and (5) caring. In this article, I describe the components of the model by discussing the key concepts of the components, summarizing the background research and theories that support the importance of the components, and providing questions, suggestions, and examples that instructors should consider when designing instruction. My hope is that novice, as well as experienced, instructors will find this model and the associated suggestions and examples useful as a reference tool to which they can refer when designing instruction. (Contains 1 figure.)
Pre-Service Primary Teachers' Perceptions of Mathematics Education Lecturers' Practice: Identifying Issues for Curriculum Development
Author: Lomas, Gregor
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Curriculum Development,Mathematics Education,Teacher Educators,Teaching Methods,Student Teacher Attitudes,Educational Practices,Beliefs,Classroom Techniques,Questionnaires,Teaching Styles,Elementary School Curriculum

Teacher educators' work with pre-service teachers plays a part in trying to shape the nature of classroom teaching. Their teaching usually follows an established curriculum and delivery that is underpinned by particular theoretical, philosophical or political agendas. In an institution where the teacher education programme is predicated on constructivism and a transformative agenda, a study was conducted on how primary student teacher perceived the "lived" mathematics education curriculum. This paper reports on the student teachers' views of their mathematics education lecturers' practice as explored through their perceptions of the mathematics education classroom interactions and learning environments they experienced. The questionnaires used showed differences in the student teachers' views of sociocultural and critical focussed aspects of the classroom environments, both within and between the two instruments. Some initial "in-house" approaches to addressing issues identified, along with approaches from the literature that could enhance the transformative aspects of the mathematics education courses, are presented. (Contains 2 figures and 6 tables.)
Teachers' Reflections on their Mathematical Learning Experiences in a Professional Development Course
Author: Chamberlin, Michelle
Date: 2009-00-00
Type: Journal Articles
Subjects: Grounded Theory,Mathematics Education,Professional Development,Mathematics Instruction,Teaching Methods,Learning Experience,Reflection,Transformative Learning,Educational Practices,Reflective Teaching,Notetaking,Journal Writing,Teacher Education Programs

This study examined the impact on 16 middle-school teachers' conceptions of mathematics learning and teaching of reflections on their learning experiences within mathematics professional development. The research questions were: In their reflections, what do teachers express about how they best learned mathematics through these learning experiences? How do teachers extend these ideas to possible modifications of their teaching practice? Data included the teachers' written reflections and field notes, which were analysed using grounded theory. In their reflections, the teachers noted several supportive processes that aligned with recommendations of teaching for mathematical understanding and that they planned to implement in their classrooms. Teachers' reflections were more aligned with teaching for understanding when they thought about their mathematical learning experiences in the role of a learner before considering implications for their teaching. (Contains 2 tables.)
"You Just Have to Take a Bit of a Risk Sometimes": Breaking the "Cycle of Tradition" in Primary Mathematics
Author: Frid, Sandra
Date: 2009-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Early Childhood Education,Teaching Methods,Mathematics Instruction,Graduate Surveys,Teacher Attitudes,Educational Practices,Influences,Interviews,Questionnaires,Elementary School Teachers,Instructional Innovation,Teaching Skills,Teacher Education Programs

The purpose of this study was to explore the mathematics teaching practices of graduates of a pre-service primary/early childhood education program designed to develop teachers' capacities to implement non-traditional mathematics curricula. As a complementary component of a large survey study of graduate teachers, graduates were interviewed to examine their mathematics teaching practices and influences upon their practices. The teachers indicated they were implementing personally developed, constructivist-oriented curricula, while also acting as curriculum leaders. They also spoke of how aspects of their pre-service education had provided them with the knowledge, skills and confidence to enact their beliefs about effective mathematics teaching. (Contains 3 tables.)
Research on AT Outcomes and Large Scale Assessments
Author: Thurlow, Martha
Date: 2007-00-00
Type: Journal Articles
Subjects: Disabilities,Educational Technology,Assistive Technology,Testing Accommodations,Educational Research,Group Testing,Accessibility (for Disabled),Educational Policy,State Regulation,Program Implementation,State Standards,Program Effectiveness,Case Studies

Current educational policies require the participation of students with disabilities in state assessments. Their participation has raised a number of issues, among them the need for accommodations. In this article we consider the role that assistive technology (AT) can play to alleviate current accommodations demands, and highlight research and practice on assistive technology outcomes in large-scale assessments. The variability in states' accommodation policies, and the consideration of AT as accommodations, heightens the importance of attending to AT in state assessments. Examples of assistive technology in current state assessments, including Kentucky, Minnesota, and Oregon, are presented. Several current and emerging research activities in this area are highlighted as well. We conclude by suggesting outcomes and benefits, and identifying issues that remain to be addressed. (Contains 3 figures and 1 table.)
The Effectiveness of Using a Pocket PC as a Video Modeling and Feedback Device for Individuals with Developmental Disabilities in Vocational Settings
Author: Van Laarhoven, Toni
Date: 2007-00-00
Type: Journal Articles
Subjects: Handheld Devices,Video Technology,Feedback (Response),Adolescents,Mental Retardation,Developmental Disabilities,Instructional Effectiveness,Vocational Education,Community Based Instruction (Disabilities)

This study evaluated the effectiveness of using a pocket PC to teach two adolescents with mild and moderate cognitive impairments vocational tasks in competitive, community-based settings. Participants were taught three different tasks in their respective work sites through video rehearsal and video feedback strategies. Video files were presented on a pocket PC prior to task engagement and following repeated errors (video feedback). Effectiveness of the video-based strategies and the utility of the handheld device were evaluated using a multiple probe design across tasks and participants. Outcomes of the study indicate that the introduction of the video-based procedures was associated with significant increases in independent responding and participants met criterion on all three tasks within 3-7 sessions (M = 5 sessions). Although there were large changes in the level of data once the video-based materials were presented, outcomes are somewhat tempered by the fact that some of the baselines for each participant were slightly ascending prior to the introduction of the independent variable. (Contains 4 figures.)
Mathematics Education and Special Education: Searching for Common Ground and the Implications for Teacher Education
Author: Boyd, Brian
Date: 2009-00-00
Type: Information Analyses
Subjects: Mathematics Education,Special Education Teachers,Special Education,Literature Reviews,Educational Research,Educational Practices,Teacher Education Programs,Change Strategies,Fused Curriculum,Special Needs Students

This article examines research literature that overlaps the fields of mathematics and special education, with a particular focus on students with disabilities at the middle and high school levels. We report the results of this literature by describing some of the inconsistencies or contradictions between the fields as well as the commonalities that exist in the research and recommendations. Finally, we address implications for preparing future mathematics and special education teachers to work with their students, each of whom will have unique learning strengths and needs.
Providing Curriculum Access to Young Children: Online Workshops for Educators
Author: Robinson, Linda
Date: 2007-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Assistive Technology,Teacher Workshops,Distance Education,Pedagogical Content Knowledge,Teaching Skills,Participant Satisfaction,Early Childhood Education,Technology Integration,Questionnaires,Access to Education

Nine online workshops developed by the Early Childhood Technology Integrated Instructional System (EC-TIIS) at Western Illinois University meet the need for training for educators and families on evidence-based practices related to assistive technology (AT) and young children. Results of a research study conducted by EC-TIIS indicate that the online workshops are effective in increasing knowledge, skills, and attitudes of participants. This paper describes the online data collection system, which includes both quantitative and qualitative measures, and data results. Research groups include early childhood educators, families, university faculty, and students. As a result of their participation in the online workshops, educators indicate changes made in their classrooms to make materials more accessible to children. By incorporating the workshops into course content, faculty provide a valuable resource to their students, who in turn gain information and strategies to guide them as educators in making curriculum accessible to all children. (Contains 2 figures and 6 tables.)
Visual Features that Convey Meaning in Graphic Symbols: A Comparison of PCS and Artists' Depictions
Author: Patel, Rupal
Date: 2007-00-00
Type: Journal Articles
Subjects: Augmentative and Alternative Communication,Visual Aids,Artists,Semantics,Differences,Comparative Analysis

Research on AAC symbols has focused almost exclusively on iconicity and complexity, and thus has not established whether additional visual features are necessary for conveying meaning in graphic representations. Despite variations in individual depictions of an "apple," we understand the underlying concept due to shared consensus on the set of necessary visual elements. This initial investigation examined 25 concepts depicted in Picture Communication Symbols (PCS) in terms of a diverse set of visual features and principles. Additionally, seven artists drew the same concepts to determine whether patterns emerged across artist groups and within semantically related concepts. While visual profiles of PCS and artists' renditions differed for most concepts, they were identical for some concrete concepts. Additionally, common patterns were noted for semantically related concepts. These findings suggest that a broader set of visual features may be useful for analyzing how meaning is conveyed in existing AAC symbol sets and for developing novel symbols. (Contains 4 tables and 5 figures.)
Universal Design for Learning: Critical Need Areas for People with Learning Disabilities
Author: Strobel, Wendy
Date: 2007-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Technology Transfer,Educational Technology,Assistive Technology,Educational Needs,Needs Assessment,Program Validation,Concept Formation,Influence of Technology,Interviews,Specialists,Accessibility (for Disabled)

The primary market research outlined in this paper was conducted by the Rehabilitation Engineering Research Center on Technology Transfer to identify critical technology needs for people with learning disabilities. Based on the research conducted, the underlying context of these technology needs is Universal Design for Learning (UDL). The paper will review demographics of the target population, the role of mainstream and assistive technologies within this context, and the emerging concept of UDL in modern education. The study investigates the educational technology industry from various expert perspectives and provides insight into its current state, unmet needs, and future course of action for the adoption of UDL in classroom settings. The intended primary outcome of this research is the facilitation of development and transfer of educational and assistive technology solutions through inclusion of data in marketing materials, business planning, and grant development. However, the benefits of the research include informed policy makers, improved pre-service teacher training, and increased knowledge and awareness of the need for UDL environments. (Contains 4 tables and 2 figures.)
Enhancing Access to Situational Vocabulary by Leveraging Geographic Context
Author: Patel, Rupal
Date: 2007-00-00
Type: Journal Articles
Subjects: Augmentative and Alternative Communication,Vocabulary,Geographic Location,Adults

Users of augmentative and alternative communication (AAC) aids could benefit from novel methods for accelerating access to contextually relevant vocabulary. This paper describes our initial efforts toward improving access to situational vocabulary through the use of geographic context to predict vocabulary. A corpus of spoken data produced by one able-bodied male speaker across various locations was collected and used to mine location-specific vocabulary clusters. We describe the data mining algorithm and illustrate how context-driven vocabulary organization and prediction can be integrated into an iconic communication system. Correlations between user and algorithm-generated vocabulary patterns highlight discrepancies between actual versus perceived frequency statistics. Thus, device customization may be achieved through a hybrid human-algorithmic approach to vocabulary selection. Endowing the communication aid with knowledge about the user's location-specific vocabulary patterns may help to balance the burden of communication between the system and the user to yield substantial gains in accessing situationally appropriate vocabulary which may in turn accelerate communication rate. (Contains 3 figures and 4 tables.)
Achieving Systemic Change with Universal Design for Learning and Digital Content
Author: Ender, Karen E.
Date: 2007-00-00
Type: Journal Articles
Subjects: Access to Education,Educational Change,Technology Uses in Education,Instructional Materials,Disabilities,Technology Integration,Public Education,Outcomes of Education

Systemic change may be achieved through a combination of the Universal Design for Learning (UDL) principles in instructional delivery, the integration of accessible digital materials, and the use of state-of-the-art technology tools. To demonstrate this premise, the Kentucky Department of Education (KDE) partnered with the University of Louisville to develop a statewide initiative that addresses the implementation of UDL. This initiative included accessibility to statewide accountability testing (CATS), digitized text system, and UDL model schools. The Kentucky Model demonstrates how systemic change can be achieved through the combination of several parts. After consideration of all factors, the authors conclude that there was an overall positive systemic change for the majority of the model schools included in the project. (Contains 1 figure and 2 tables.)
Evidence-Based Practice and the Consideration of Assistive Technology: Effectiveness and Outcomes
Author: Peterson-Karlan, George R.
Date: 2007-00-00
Type: Journal Articles
Subjects: Research,Assistive Technology,Decision Making,Evidence,Scientific Research,Educational Legislation,Educational Policy,Federal Legislation

The legislative and policy background for evidence-based practice (EBP) is presented with implications for research on assistive technology (AT) research in general and for the AT consideration process specifically. Requirements for the development of research-based evidence of AT effectiveness are presented as a guide for researchers and developers of AT and for practitioners who use findings of AT effectiveness. EBP as part of decision-making guidelines for AT consideration are presented. (Contains 2 tables.)
Difficult Dialogues, Privilege and Social Justice: Uses of the Privileged Identity Exploration (PIE) Model in Student Affairs Practice
Author: Watt, Sherry K.
Date: 2007-00-00
Type: Journal Articles
Subjects: Social Justice,Student Personnel Workers,Models,Interpersonal Communication,Cultural Pluralism,Ethnic Groups,Higher Education,Campuses,College Students,Colleges,Cultural Awareness,Consciousness Raising,College Faculty,Diversity (Faculty),Racial Differences,Behavior,Personal Narratives

This article will introduce the Privileged Identity Exploration (PIE) Model. This model identifies eight (8) defense modes associated with behaviors individuals display when engaged in difficult dialogues about social justice issues. Implications for the model and ways it can be used to assist facilitators as they engage participants in discussions about diversity are discussed. (Contains 1 figure.)
Rearticulating Whiteness: A Precursor to Difficult Dialogues on Race
Author: Reason, Robert D.
Date: 2007-00-00
Type: Journal Articles
Subjects: Race,Defense Mechanisms,Whites,Racial Relations,College Students,Higher Education,Models,Racial Identification

This article reviews findings from a related study of 15 White racial justice allies, which highlighted the importance of re-articulating a sense of Whiteness. The author explores how the rearticulated sense of Whiteness demonstrated by these students may assist others to mitigate some of the defense mechanism discussed in the Watt (2007) Privileged Identity Exploration Model.
Racial Microaggressions as Instigators of Difficult Dialogues on Race: Implications for Student Affairs Educators and Students
Author: Sue, Derald Wing
Date: 2007-00-00
Type: Journal Articles
Subjects: Race,Student Personnel Services,Aggression,Role,Ethnicity,Dialogs (Language),Teaching Methods,Whites,Racial Bias,Interpersonal Communication

This article defines racial microaggressions and discusses their role in instigating difficult dialogues concerning racial and ethnic issues in student affairs classroom settings. The authors present four reasons why dialogues on race are difficult for many White Americans.
A Socialization-Based Values Approach to Embracing Diversity and Confronting Resistance in Intercultural Dialogues
Author: Pieterse, Alex  L.
Date: 2007-00-00
Type: Journal Articles
Subjects: Socialization,Models,Intercultural Communication,Student Diversity,Advantaged,Social Differences,Self Concept,Social Attitudes,Homosexuality,Sexual Orientation,Case Studies,Student Personnel Workers,Teaching Methods,College Students

The dynamics of resistance articulated by the Privileged Identity Exploration model highlight the need to acknowledge the role of socialization in the formation of attitudes and behaviors that can support identities of privilege. Exploring individual and group related socialization processes in the context of a difficult dialogue might facilitate an atmosphere of understanding and mutual respect between participants.