ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of Western Australian Pre-Service Primary Teachers' Experiences and Self-Efficacy in the Arts
Author: Lummis, Geoff W.
Date: 2014-05-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Self Efficacy,Art Education,Student Experience,Prior Learning,Interviews,Family Environment,Compulsory Education,Postsecondary Education,Recreational Activities,Art Teachers,Questionnaires,Dance Education,Drama,Music Education,Visual Arts,Mixed Methods Research

The arts are crucial in developing our multi-sensory interpretation of culture. With the introduction of the Australian National Curriculum in the arts, there is cause to reflect on teacher education courses, and pre-service teachers' ability to deliver the new curriculum. Reflection on students' experiences in the arts may provide insight into improving teacher education. A mixed methods study was conducted with first and fourth-year Bachelor of Education primary students at a Western Australian university, to determine students' arts experiences prior to and during the course. Fourth-year graduating students were also asked to reflect on their self-efficacy to teach the arts based on the course. Data were analysed using descriptive statistics, and interview observations are presented to contextualise these  findings. The research emphasised the importance of building self-efficacy to support ongoing personal and professional engagement with the arts.
Finding Ways to Effectively Use Year 12 Achievement Data to Inform Practice in Secondary Schools
Author: Italiano, Frank
Date: 2014-05-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Academic Achievement,Data,Catholic Schools,Principals,Administrator Attitudes,Stakeholders,Secondary School Teachers,Instructional Leadership,Educational Practices,Leadership Role,Qualitative Research,Semi Structured Interviews,Sampling,Case Studies

This action research explored how Year 12 achievement data were used by school personnel to inform practice within seven Catholic secondary schools. Deputy Principals of Curriculum from participating schools were interviewed regarding their perceptions of the improvement of Year 12 student achievement outcomes, and their insights into how to strengthen future efforts (or achievements). Three key insights included: Communication of achievement data to key stakeholders in the school community, strategic use of achievement data by teaching staff, and leadership strategies to promote an achievement culture to the students. The findings of this research will serve to improve and strengthen practice at participating schools and to stimulate discussions in other schools about the effective use of achievement data.
Macro-Scaffolding: Contextual Support for Teacher Learning
Author: Engin, Marion
Date: 2014-05-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,English Instruction,Preservice Teachers,Scaffolding (Teaching Technique),Social Environment,Qualitative Research,Feedback (Response),Interviews,English (Second Language),Second Language Instruction,Ethnography

A socio-cultural theory of learning places importance on the social and cultural context of the learning as well as the interaction between a more expert other and the learner. Scaffolding at the level of interaction may be defined as micro-scaffolding, and support which can be found in the context of the learning can be referred to as macroscaffolding. This paper reports on research carried out in a pre-service English teacher training context which explored macro-scaffolding. Findings suggest that support at the macro-level includes the shared understanding of accepted practices of the training context in terms of what is considered &quot;good&quot; teaching and the conventions of feedback. One conclusion from this study is that there is a need to recognize and explicitly discuss these norms and practices in order to support the micro-scaffolding at the interactional level.
A School System and University Approach to Reducing the Research to Practice Gap in Teacher Education: A Collaborative Special Education Immersion Project
Author: Grima-Farrell, Christine R.
Date: 2014-05-00
Type: Journal Articles
Subjects: Foreign Countries,Theory Practice Relationship,Teacher Education,Inclusion,Special Education,Education Work Relationship,Feedback (Response),Interprofessional Relationship,Preservice Teachers,Qualitative Research,Case Studies,Student Surveys,Semi Structured Interviews,Interpersonal Communication,Mentors,Partnerships in Education,College School Cooperation,Undergraduate Students

This research is a response to the call for more effective practice based knowledge on ways to build inclusive cultures that assist the translation of research-to-practice. It reports on the factors identified in literature as being significant to the successful translation of research-to-practice and seeks to identify important sources of influence from an undergraduate teacher perspective. By investigating a collaborative school system and university generated Special Education Immersion Project, specifically designed for undergraduate teachers, a number of factors are presented as contributors to the gap between research and practice. They include the importance of linkages between teacher preparation programs and the workplace, the length of projects, timely and relevant feedback with a congruence of purpose and positive professional relationships.
Evidence-Based Classroom and Behaviour Management Content in Australian Pre-Service Primary Teachers' Coursework: Wherefore Art Thou?
Author: O'Neill, Sue C.
Date: 2014-04-00
Type: Journal Articles
Subjects: Classroom Techniques,Behavior Modification,Preservice Teacher Education,Elementary School Curriculum,Curriculum Evaluation,Relevance (Education),Foreign Countries,Teacher Competencies,Models,Knowledge Base for Teaching,Content Analysis

Beginning teachers often report feeling less than adequately prepared by their teacher education programs in the area of classroom and behaviour management (CBM). This article reports the prevalence of evidence-based practices in the coursework content on offer in Australian undergraduate primary teacher education programs. First a set of CBM practices supported by empirical research was established. Models of CBM in CBM courses and prescribed texts were then examined for the inclusion of these practices. We found that evidence-based practices in CBM were not commonly included in either models of CBM covered in courses, or in the prescribed texts used to support courses. The implications of this phenomenon on beginning teachers' knowledge and confidence in CBM are discussed.
Beginning Teacher Support in Australia: Towards an Online Community to Augment Current Support
Author: Kelly, Nick
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Beginning Teacher Induction,Teacher Surveys,Teacher Attitudes,College Role,Mentors,Faculty Mobility,Secondary School Teachers,Elementary School Teachers,Social Networks,Likert Scales,Information Technology,Faculty Development,Communities of Practice,Computer Mediated Communication,Case Studies

This paper describes opportunities to improve the current support provided to beginning teachers in Australia. It holds that there is a need for approaches that go beyond school-based induction and support. The paper presents data from a survey of beginning teachers in Queensland, with aims to determine current access to support and perceptions about gaps in support. It uses these findings alongside existing evidence to make arguments that some beginning teachers are effectively unsupported and that universities have the potential to play a greater role in beginning teacher support. Further results are used to suggest guidelines for developing a national online community of pre-service and beginning teachers. A case study of a successful online professional support community is used as a model for how this may be implemented.
The Reasons and Motivation for Pre-Service Teachers Choosing to Specialise in Primary Physical Education Teacher Education
Author: Spittle, Sharna
Date: 2014-05-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Physical Education Teachers,Teacher Education,Motivation,Preservice Teachers,Questionnaires,Rating Scales,Athletics,Physical Activities,Interpersonal Relationship,Role Models,Teaching Methods,Health Education,Self Determination,Elementary Education,Measures (Individuals),Likert Scales,Reliability,Statistical Analysis,Gender Differences,Facilitators (Individuals),Regression (Statistics)

This study explored the reasons for pre-service teachers choosing to specialise in primary physical education and how these choices related to their motivation. Pre-service teachers who then elected to specialise in primary physical education (n = 248) completed the Attractors and Facilitators for Physical Education (AFPE) questionnaire and the Academic Motivation Scale (AMS). The main reasons for specialising in primary physical education were sport and physical activity, confident interpersonal service, and role models. Pre-service teachers who were also completing health as a teaching method reported lower perceived demand than pre-service teachers who were completing other teaching methods. The strongest predictors of intrinsic motivation were choosing the specialisation because of confident interpersonal service, low perceived demand, and family reasons. The strongest predictors of extrinsic motivation were confident interpersonal service and low perceived demand reasons. The strongest predictors of amotivation were low perceived demand or low confident interpersonal service reasons.
School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices
Author: Hongboontri, Chantarath
Date: 2014-05-00
Type: Journal Articles
Subjects: School Culture,Teacher Attitudes,Questionnaires,English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,Teacher Behavior,Teaching Methods,Likert Scales,Foreign Countries,Observation,Teacher Characteristics,Statistical Analysis,Teacher Collaboration,Native Speakers,Disadvantaged,Semi Structured Interviews,Institutes (Training Programs),Mixed Methods Research

This mixed-methods research project documents the school culture of Hope University's Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire. Of these, 14 participated in semi-structured interviews and classroom observations; 2 agreed to be interviewed but did not allow their classrooms to be observed. Quantitative data demonstrated strong correlations among eight social organizational variables of a school culture. Qualitative data further revealed the influences of a school culture on these teacher participants' instructional practices.
Reasons for Dropout for Vocational High School Students
Author: Tas, Ali
Date: 2013-00-00
Type: Journal Articles
Subjects: Vocational High Schools,High School Students,Dropout Characteristics,Semi Structured Interviews,Content Analysis,Dropout Research,Etiology,Foreign Countries,Achievement Need,Qualitative Research

This study aimed to determine the reasons for dropout for persons who have not completed vocational education programme and left school without a diploma. By using snowball sampling method, 19 persons, willing to participate in the study, were reached. Data were obtained by semi structured interview forms. In data analysis process, inductive content analysis method was used. Findings show that reasons for dropout can be divided into four categories as &quot;individual&quot;, &quot;school&quot;, &quot;family&quot; and &quot;neighborhood based&quot;. Most of the families supported their children but some couldn't due to low socio-economic status. Attitudes and behaviors of teachers, peers and school administration have major effects on students who are at dropout risk. Most of the participants have never thought of returning back to school. And also, most of the participants did not find it necessary to talk with psychological guidance and counseling services. It is known that dropping out causes lots of problems socially and individually so some precautions should be taken to prevent it.
Opportunities Taken, Lost or Avoided: The Use of Difference of Opinion in School Decision Making
Author: Legget, Bridget M.
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Decision Making,College Students,Teacher Education,Preservice Teachers,Qualitative Research,Focus Groups,Interviews,Curriculum Design,Teacher Education Curriculum,Instructional Leadership,Questionnaires

In this paper the authors report on an exploratory investigation into the use of disequilibrium and difference of opinion in decision-making in schools, based on the experiences of Master of Education students in their own university. From examples provided by the participants the authors identify the factors that contribute to the positive use of difference of opinion, and those that limit or  constrain its use. They then discuss the implications of the findings for the curriculum of the degree in which the participants are enrolled.
Teachers' Difficulties in Preparation and Implementation of Performance Task
Author: Metin, Mustafa
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Performance Based Assessment,Case Studies,Semi Structured Interviews,Observation,Content Analysis,Scoring Rubrics,Evaluation Criteria,Test Construction,Testing Problems,Qualitative Research

The aim of study is to determinate the difficulties of teachers in preparation and implementation of performance task. This study was carried out with 25 teachers (5 science and technology, 5 primary, 5 mathematic, 5 social science and 5 Turkish teachers) who working at elementary schools in Artvin. Sample of study is selected randomly. Case study research method was used in the study. Data gathered with interview, observation and documentary data collection tolls. Obtained data were analyzed with content analyses method. At the end of the study, it is ascertained that teachers do not determine appropriate topics for students' level and appropriate criteria for topics and have insufficient knowledge about how prepared rubrics. Besides, it is seen that teachers encounter some difficulties such as crowded classroom, insufficient time for assessment, insufficient learning environment and technological opportunity and they do not do objective assessment.
Research and Reflective Practice in the ESL Classroom: Voices from Sri Lanka
Author: Cirocki, Andrzej
Date: 2014-04-00
Type: Journal Articles
Subjects: Reflective Teaching,Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Language Teachers,Teaching Methods,Faculty Development,Classroom Research,Theory Practice Relationship,Teacher Researchers,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Questionnaires,Teacher Attitudes,Teacher Education,Semi Structured Interviews

Modern language education favours the model of a reflective teacher-researcher who is engaged in both individual and collaborative curriculum revision and teaching-learning environment improvement. The present paper addresses the issue of classroom research and reflective practice in current ESL pedagogy and teacher professional development. The theoretical introduction is followed by research findings recently gathered from Sri Lankan ESL teachers. The study aimed at ascertaining the extent to which Sri Lankan ESL teachers are involved in classroom research and discussing various reasons why they assume or do not assume the role of a teacher-researcher. The study reports interesting findings, calling for a wide-ranging discussion on reflective inquiry in the language classroom as theory and practice seem to be marching to a different tune.
The Effectiveness of Embedded Teaching through the Most-to-Least Prompting Procedure in Concept Teaching to Children with Autism within Orff-Based Music Activities
Author: Eren, Bilgehan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Autism,Pervasive Developmental Disorders,Concept Teaching,Music Education,Teaching Methods,Prompting,Instructional Effectiveness,Preschool Children,Generalization

The purpose of this study was to demonstrate the effectiveness of embedded teaching through the most-to-least prompting procedure in concept teaching to children with autism in Orff-based music activities. In this research, being one of the single subject research designs, multiple probe design was used. The generalization effect of the research was assessed in the form of a pre-test and post-test, discussing the organization about interpersonal generalization in different environment. The maintenance of learning was checked by means of the observation sessions applied one, two, and four weeks after the practice was completed. The research was conducted with 3 children with autism between the ages of 3-6 in Nova Special Training and Rehabilitation Center in Istanbul. In research process, full probe, daily probe, teaching, observing and generalizing sessions have been organized. All of the sessions were done by one-to-one teaching method. The data of reliability among the observers and of application reliability were collected. According to research results, it was clear that the embedding teaching through the most-to-least prompting in Orff-based music activities is effective to teach concepts to the children with autism. It was understood that the maintenance was kept after the training was completed. It was also clear that the concept which was thought is effective in the generalization of different settings, different people and different materials. Additionally, social validity was verified in research to determine the importance of purposes of research, teaching methods to reach these purposes and research results.
African Indigenous Knowledge Systems and Relevance of Higher Education in South Africa
Author: Kaya, Hassan O.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Relevance (Education),Indigenous Knowledge,African Culture,Guidelines,Holistic Approach,Sustainability,Teaching Methods,Interviews,Administrator Attitudes,Interdisciplinary Approach,Culturally Relevant Education

The higher education system in Africa and South Africa in particular, is still too academic and distant from the developmental challenges of African local communities. The integration of African indigenous knowledge systems (AIKS) into the higher educational system could improve its relevance. This is due to the holistic, community-based nature and approach of AIKS to education and knowledge production. However, this requires an African indigenous theoretical framework of knowledge to guide the integration process. The framework should also clarify the relevance of African indigenous languages in knowledge production and sharing in the era of globalisation. There is also need for a strong institutional support system for a sustainable integration as shown by the experiences of some higher educational institutions in South Africa.
Type-A Behavior, Gender, and Job Satisfaction: A Research on Instructors
Author: Yazici, Hikmet
Date: 2013-00-00
Type: Journal Articles
Subjects: College Faculty,Personality Traits,Gender Differences,Job Satisfaction,Correlation,Teacher Characteristics,Universities,Stress Variables,Predictor Variables,Measures (Individuals),Multiple Regression Analysis

There has been some research which investigates the relationship between gender, different personality traits, and job satisfaction in the field of behavioral sciences. The aim of this study is to examine the difference between male and female instructors&apos; job satisfaction and to investigate the predict level of job satisfaction by Type-A personality traits and gender. 308 instructors (116 female and 192 male) with various titles working at different universities participated in this study. The data were collected through Type-A Personality Scale, Job Satisfaction Scale, and Personal Data Form. Independent t-test, Pearson product-moment correlation coefficient and multiple linear regression techniques were used to analyze the data. The findings showed that there was no significant difference between male and female instructors&apos; scores on job satisfaction. Scores on moving away from social activities and importance attributed to timing that are sub-dimensions of Type-A Personality Scale, were significant predictors of job satisfaction. According to these results, whereas scores of moving away from social activities of participants increase, job satisfaction decreases. Additionally, scores of importance attributed to timing increases, as job satisfaction increases. The findings of the study revealed that some personal characteristics explained the job satisfaction significantly.
&quot;I Can't Believe I Just Said That&quot;: Using Guided Reflections with Non-Indigenous Pre-Service Teachers in Australia
Author: Burnett, Bruce
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Foreign Countries,High Achievement,Reflection,Practicums,Teacher Education Programs,Student Attitudes,Metacognition,Indigenous Populations,Pacific Islanders,Culturally Relevant Education

This paper explores the use of guided narrative reflection as a strategy used with high-achieving non-Indigenous pre-service teachers in Australia on teaching practicum. We suggest that reflections (and subsequent dialogue) can provide opportunities for non-Indigenous pre-service teachers to re-think their beliefs and actions in ways that may intervene in the teaching that often causes educational disadvantage for Aboriginal and Torres Strait Islander students.
A Modeling Study about the Factors Affecting Assessment Preferences of Pre-Service Teachers
Author: Dogan, C. Deha
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Correlation,Preferences,Path Analysis,Alternative Assessment,Critical Thinking,Self Efficacy,Learning Strategies,Models,Goodness of Fit,Factor Analysis,Structural Equation Models

This is a correlation study which aims to assess the theoretical model about the factors affecting assessment preferences of pre-service teachers. In the model the relations among the &quot;alternative assessment methods&quot;, &quot;critical thinking learning strategy&quot;, &quot;Elaboration learning strategy&quot;, &quot;self-efficacy about learning&quot; variables were defined. The study was conducted on 719 pre-service teachers at 5 state universities in Ankara/Turkey. Path analysis has been calculated to analyze the collected data. The results showed that critical thinking learning strategy variable affected the alternative assessment methods variable directly. On the other hand, self-efficacy about learning and elaboration learning strategy variables affect alternative assessment methods variable indirectly. The goodness of fit values about the model are chi[superscript 2]/sd:2.59, NNFI: 0.93, CFI: 0.98 GFI: 0.93, AGFI: 0.90, RMSEA: 0.048 RMR: 0.048.