ethanporcaro/eric-fulltext-meta huggingface dataset:
Indigenizing Teacher Professional Development: Anticipating the Australian Professional Standards for Teachers in Australia
Author: Rhea, Zane Ma
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Indigenous Populations,Cultural Awareness,Teacher Competencies,Faculty Development,Minority Group Students,Teaching Skills,Culturally Relevant Education,Standards,Equal Education,Teaching Methods,Elementary Secondary Education,Qualitative Research

It is the Australian Government's intention that all teachers will have, as a minimum, a proficient level of demonstrable professional expertise in both Aboriginal and Torres Strait Islander Education and Australian Aboriginal and Torres Strait Islander Studies. A raft of government policies are giving shape to the engagement of the Australian education system with respect to &quot;closing the gap&quot; between Aboriginal and Torres Strait Islander and non-Indigenous Australian education outcomes. This paper reports on the findings of a national study about teacher readiness to be able to account for their skills and knowledge in Australian Professional Standards for Teachers with particular emphasis on those standards focusing on the needs of Aboriginal and Torres Strait Islander students. Fieldwork was undertaken in each State and Territory capital. Analysis of the findings suggests that postcolonial democracies such as Australia are struggling to employ new frameworks in which to undertake teacher professional
development in the Indigenous domain. Current provisions for teacher professional development lack a guiding commitment to a rights and strengths perspective; problematically, there is scant rigorous evaluation of teacher professional development provisions; and, teachers have fear and resistance about teacher standards that highlight Indigenous matters. (Contains 1 footnote.)
Putting History in Its Place: Grounding the Australian Curriculum--History in Local Community
Author: Harrison, Neil
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,History Instruction,Local History,National Curriculum,Indigenous Knowledge,Epistemology,Relevance (Education),Learner Engagement,Story Telling

This position paper develops the case for a greater focus on the teaching of local histories in the Australian Curriculum: History. It takes as its starting point an Indigenous epistemology that understands knowledge to be embedded in the land. This connection between knowledge and country is used to examine recent literature on whether the teaching of history in schools can succeed in the context of the new history curriculum. Various 
proposals from academics to develop a framework that can be used to select appropriate content and approaches to teaching history in Australia are explored. It questions whether a geographically dispersed and diverse body of students can ever be engaged with knowledge that is often taught far from the place of its making. The paper eschews the traditional concepts used by historians to teach and interpret history, to propose a greater focus on learning from country.
What Is Popular Is Not Always Right--Measuring Teacher Professional Behaviour
Author: Morris, Zoe A.
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Teacher Behavior,Foreign Countries,Preservice Teachers,Teacher Student Relationship,Interaction,Factor Analysis,Professional Identity,Ethics,Secondary School Teachers,Teacher Responsibility,Friendship,Intimacy,Likert Scales,Surveys,Componential Analysis,Social Networks

Teaching is considered one of the most trusted professions, yet literature evaluating teachers' understanding of professional behaviour is scarce. Recently, technological advancements such as Social Networking Sites (SNS; e.g. Facebook) have created fresh debate about appropriate behaviour for teachers: in school and online. The &quot;Professional Interactions and Behaviours Scale&quot; (PIBS) was developed to assess the degree to which 
teachers have developed an understanding of appropriate professional interactions with students. 30 items were developed with reference to the &quot;Victorian Institute of Teachers Profession Code of Conduct&quot; (2008) which states teachers are required to maintain professional relationships with students which are centered on learning at all times whether at school or not. Preservice teachers recruited for the study (&quot;N&quot; = 197) rated acceptability of specific student-teacher interactions and/or behaviours (e.g. &quot;hugging a student as a form of consolation&quot;, &quot;being friends with a student on a SNS&quot;) on a Likert scale of 1 (unacceptable) to 5 (acceptable). The dimensionality of the PIBS was evaluated using principal components analyses with varimax rotation and 20 items were retained yielding four components; befriending, hugging, external engagement and teacher disclosure. Confirmatory factor analyses were conducted and the model demonstrated adequate fit. The PIBS is a unique and promising measure for stimulating dialogue and contribute to the developing definition of &quot;appropriate boundaries&quot; for teachers. An appendix presents the PIBS Scale (30-item version). (Contains 2 tables and 1 figure.)
When &quot;Strongly Disagree&quot; Doesn't Mean Strongly Disagree
Author: Shearman, Donald
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Student Evaluation of Teacher Performance,Student Surveys,Likert Scales,Predictor Variables,Statistical Analysis,College Students

Student evaluations of faculty and courses have been used as a method of quality control in higher education for almost 100 years. Analysis of the data generated by these surveys has been the focus of considerable research for at least the past 20 years, with the bulk of this analysis using techniques which assume that the survey data, usually Likert item responses, are quantitative
variables. By utilising correspondence analysis, a statistical tool which makes no such assumptions on the variables, we have produced results from one set of data comprising 2749 surveys which suggest that the assumption that Likert item responses can be treated as quantitative variables could be challenged. Through this we provide new insight about student evaluations and question these assumptions at least for one data set. (Contains 1 table and 4 figures.)
Narrative Inquiry: A Methodology for Studying German Migrant Teachers' Experiences in Australian Classrooms
Author: Bense, Katharina
Date: 2012-12-00
Type: Reports - Research
Subjects: Foreign Countries,Immigrants,Diversity (Faculty),Personal Narratives,Socialization,Cultural Awareness,Teaching Experience,German,Language Teachers,Interviews,Second Language Instruction,Cultural Differences,Language of Instruction,English (Second Language),Classroom Techniques,Teacher Role,Mentors

Despite their significant contribution to Australian school life, there has been little research into migrant teachers in Australia. The few studies which are available report difficulties with cultural adaptation for migrant teachers in areas related to pedagogy, language, and classroom management. However, research in Australia has mainly investigated experiences of teachers of Asian backgrounds, while teachers from western European countries have thus far been under-researched. As part of an ongoing research project into the experiences of German migrant teachers, this paper presents the analysis and discussion of survey data recently collected from ten German teachers. The study has used narrative inquiry to provide important insights into the teachers' experiences of adjustment to the Australian school system. The teachers' narratives revealed new perspectives on the cultural dimension of teaching practices and its effects on the individual in cross-cultural classroom situations. The exploration of these problem areas was especially detailed thanks to the narrative inquiry method, which allowed for in-depth and rich comparative data. The findings may inform teacher education courses and orientation programs for overseas-trained teachers, as well as stimulate debate about school policy in Australia and Germany.
Putting the S(ensational) Back into Sociology--Developing Strategies for Enhancing Teaching and Learning for First Year Student Teachers in Large Classes
Author: Daniell, Linda
Date: 2012-12-00
Type: Reports - Research
Subjects: Large Group Instruction,Learning Strategies,Educational Strategies,Student Teachers,Instructional Improvement,College Freshmen,Sociology,Learner Engagement,Teacher Education Programs,Teaching Models,Content Analysis,Instructional Effectiveness,Student Experience,Feedback (Response),Journal Writing,Performance Factors,Aptitude Treatment Interaction,Teaching Methods,Foreign Countries,Questionnaires

The focus of the research was to develop a model for effective learning and teaching of sociology in a large class to promote active engagement with first year undergraduate student teachers and encourage deep learning. By seeking regular feedback from students and recording their own reflections on each lecture, the teaching team and co-researchers have sought to develop 
opportunities for authentic and meaningful dialogue to improve teaching and learning in a large class. What initially began as an investigation into strategies for promoting good teaching and learning in large classes has evolved into a wider discussion and exploration of the pedagogy of teaching and learning particularly in relation to teaching sociology as part of an undergraduate teacher education degree.
Why Men Choose to Become Primary Teachers
Author: Cruickshank, Vaughan
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Males,Elementary School Teachers,Career Choice,Occupational Aspiration,Teacher Recruitment,Teacher Persistence,Foreign Countries,Young Children,Motivation,Career Change,Fathers,Equal Opportunities (Jobs),Gender Discrimination,Mentors,Specialization,Literature Reviews

This paper presents a critical analysis of literature relating to why males choose to become primary school teachers. Discussion within the paper concentrates on identifying and exploring connections between what is currently known about being a male primary school teacher and what motivates these men as they both pursue and practice within the profession. This paper reflects the preliminary investigations of a broader doctoral project that will examine the recruitment and retention of male primary teachers within Tasmania. Countries such as Australia, New Zealand and the United Kingdom have experienced calls for increased male recruitment to and retention in the primary teaching profession. Current research into the male primary school teacher experience offers strong arguments for the need to recruit and retain more men into primary teaching as well as many attempting to explain the reasons for low numbers of male classroom primary teachers. Interestingly, studies investigating the motivations of those men who choose to teach young children are far less common. The critical review of relevant literature allows for deeper understanding of present perceptions of the male primary school teacher and teaching experience to be established. In doing so, the paper emphasises exploration of the motivations of men who choose to be male primary school teachers, and proposes that it is within the exploration of male's attitudes towards and motivations to being a male primary school teacher that will elicit rich insight into how strategies currently utilised for the recruitment and retention of male primary teachers can be improved.
The Learner, the Media and the Community: How Does Learning Take Place in the Other CALL Triangle?
Author: Sockett, Geoffrey
Date: 2012-00-00
Type: Reports - Research
Subjects: Second Language Instruction,Computer Assisted Instruction,English (Second Language),Social Networks,Applied Linguistics,Informal Education,Films,Television Viewing,Music,Web Sites,Electronic Publishing,Journal Writing,Foreign Countries,Cognitive Processes,Language Skills,Qualitative Research,Graduate Students

In this research project, students in applied linguistics were asked to keep blogs over a three-month period in which they reported on their online informal learning of English through activities such as social networking, downloading films and TV series and listening to music on demand. The study is situated within the framework of complexity theory, many aspects of which are well suited to describing informal language development. The blogs are analysed according to a number of learning processes suggested by Larsen-Freeman and Cameron (2008) and a corresponding range of learning activities are observed. Finally, suggestions are made as to possible classroom applications of this work.
&quot;Come si fa?&quot; Can Virtual Worlds Help Us Promote Intercultural Awareness?
Author: Nocchi, Susanna
Date: 2012-00-00
Type: Journal Articles
Subjects: Italian,Cultural Awareness,Second Language Learning,Virtual Classrooms,Educational Technology,Language Skills,Foreign Countries,Learning Activities,Teaching Methods,College Students,Interpersonal Communication

This paper describes the author's experience with a pilot course of Italian in SL[R]. The course is part of a PhD research on &quot;Exploring the potential of virtual worlds to promote Intercultural Awareness in students learning Italian as a Foreign Language.&quot; In the paper the author will justify her choice of virtual worlds for the development of language competence and Intercultural Awareness and will present some results of her activity theoretical analysis of the data. Problematic areas and potential moments for the development of Intercultural Awareness were highlighted during the analysis. (Contains 4 footnotes.)
Enhancing Writing Skills through Blogs in an EFL Class
Author: Vurdien, Ruby
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Instruction,Writing Skills,Electronic Publishing,Web Sites,Journal Writing,Foreign Countries,Cooperative Learning,Reflection,Thinking Skills,Educational Technology,Computer Uses in Education,Peer Evaluation,Feedback (Response),Special Schools,Writing Assignments,Qualitative Research,Web 2.0 Technologies

Today Web 2.0 technologies, including blogs, are presenting both teachers and learners with new horizons in the field of language teaching and learning. A blog is an online journal which can be continuously updated by its users (Matheson, 2004). People can write their views at their own pace without space and time constraints. Blogs aid in the development of interpretive and critical thinking skills. The present study explores how a blog as a computer mediated tool engages a group of EFL learners, at a language school in Spain, in reflective and collaborative learning, and argues that personal blogs can motivate students to build on their writing skills through self-reflection and peer feedback. The students had become more careful with planning their task and error correction before submitting their work. Collaborative skills were also fostered through students' regular interaction on the blogs. (Contains 3 tables.)
An Electronic Dictionary and Translation System for Murrinh-Patha
Author: Seiss, Melanie
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Publishing,Dictionaries,Foreign Countries,Indigenous Populations,Languages,Translation,Second Language Learning,Verbs,Morphemes,Phonology,Grammar,Teaching Methods,Educational Technology,Technology Uses in Education

This paper presents an electronic dictionary and translation system for the Australian language Murrinh-Patha. Its complex verbal structure makes learning Murrinh-Patha very difficult. Design learning materials or a dictionary 
which is easy to understand and to use also presents a challenge. This paper discusses some of the difficulties posed by the Murrinh-Patha verb system and proposes electronic resources which build on deep language processing to 
perform the required tasks.
An Evaluation of an Automated Approach to Concept-Based Grammar Instruction
Author: Lyddon, Paul A.
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Grammar,Second Language Instruction,Independent Study,Computer Assisted Instruction,English (Second Language),Pretests Posttests,College Students,English for Science and Technology,Pacing,Student Improvement,Instructional Effectiveness,Foreign Countries,Quasiexperimental Design

Acquiring sufficient linguistic proficiency to perform competently in academic and professional contexts generally requires substantial study time beyond what most language programs can offer in the classroom. As such, teachers 
and students alike would benefit considerably from high quality self-access materials promoting independent learning out of class when possible and, thus, allowing greater social interaction in class when necessary. The present study is a follow-up to Lyddon (in press), in which a concept-based approach to grammar instruction was adapted into a series of computerized modules. As the number of participants in the previous study was insufficient for meaningful statistical analyses of the learning outcomes, the current investigation redressed this shortcoming as well as responded to survey suggestions for several key changes to the pedagogical materials, including provision of more numerous training sentences, more highly elaborated feedback on exercises, and an immediate remediation option. As before, the purpose of the present study was to determine the viability of a computer-based conceptual approach to teaching English grammar. In a quasi-experimental pretest-post-test design, 31 Japanese university English learners of English for Science and Engineering completed a series of self-paced, interactive online tutorials aimed at teaching the concept of grammatical voice. Gains were then measured in terms of improvement in post-treatment grammaticality judgments. While the findings showed the modules to be generally effective, they also suggest important differences in learner understanding of the use of animate vs. inanimate subjects. Thus, additional study will be needed to focus on this particular issue. (Contains 2 tables and 2 figures.)
Students as Doers: Examples of Successful E-Learning Activities
Author: Tammelin, Maija
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Learning Processes,Learning Activities,Student Developed Materials,Web 2.0 Technologies,Video Technology,Business Communication,Experiential Learning,Feedback (Response),Language Skills,College Second Language Programs,Spanish,Finno Ugric Languages,Swedish

This paper discusses learning language and communication activities that focus on students' concrete involvement in their learning process. The activities first deal with student-produced blogs and digital videos in business Spanish. They then present student-produced podcasts for Swedish business communication learners that are meant for speakers of Finnish. Finally, the activities introduce language karaoke for individual pronunciation practice in Swedish. These successful &quot;learning by doing&quot; activities have shown to enhanced the students' motivation and interest in learning.
CALL: A Triangle of Triangles
Author: Montoro, Carlos
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Second Language Instruction,Educational Technology,Teaching Methods,Learning Theories,Colleges,Foreign Countries,Laboratories,Teacher Role,Student Role,School Role

Institutional investment in technology and infrastructure for the provision of new online and self-access language learning opportunities is not always accompanied by the necessary changes in the practices of learners, practitioners and managers in higher education (Wertsch, 2002). As a result, feelings of frustration, helplessness and confusion in individuals can begin to emerge soon after the initial excitement and novelty wear off. A large investment project that has little or no overall impact may give rise to questions about the adequate use of resources and ultimately lead to abandoning, discontinuing or replacing the project. What lies at the root of failures to implement CALL institutionally? How can new practices emerge 
from existing ones? To explore these questions, in this paper we describe a project based on the assumption that the proposed CALL triangle consisting of the student, the teacher and the institution should be seen as a triangle of triangles, that is, the combination of three separate triangles, each one 
representing the specific activity system of the student, the teacher and the institution. The rationale is that these activities have different objects and motives as well as their own inner contradictions manifested in various ways. 
Building upon activity theory (Leontiev, 1978; Vygotsky, 1987; Engestrom, 1987) and expansive learning theory (Engestrom, 1987) principles, the authors advocate the Change Laboratory methodology developed at CRADLE (University of Helsinki's &quot;Center for Research on Activity, Development and Learning&quot;) to bridge gaps between the three activities of the student, the teacher and the institution by finding a shared object, building a common zone of proximal development and creating the necessary tools that could lead to the formation of a new collective activity.
Building up an Equilateral Language Learning Triangle through Innovation and Pedagogic Improvement: The Example of an Educational Innovation Project
Author: Martinez-Saez, Antonio
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Second Language Instruction,Instructional Improvement,Instructional Innovation,English (Second Language),Online Courses,Computer Uses in Education,College Students,College Second Language Programs,Virtual Classrooms,Videoconferencing,Language Teachers,College Faculty,Universities,Language Tests,Simulation,Foreign Countries

In recent years, several initiatives relating to pedagogical innovation have been implemented at the Universitat Politecnica de Valencia (UPV), Spain, in order to integrate ICT into current teaching practices by means of combining the efforts made by teachers, students and the institution itself in terms of the support it provides. These three core elements reflect the main theme of the EuroCALL 2011 Nottingham Conference, i.e. the CALL triangle. The paper focuses on the role played by each of these three elements or sides of the equilateral triangle that has been set up in our particular research context. The authors will refer to one of the projects funded by the UPV, known as the Innovation and Improvement in Education Project (Proyecto de Innovacion y Mejora Educativa--PIME), which aims to encourage academic staff to engage in projects that provide an added value to a subject by renewing methodologies, rethinking teaching strategies, that is, on innovation. It was this funding initiative that allowed the authors of this paper to complete the final design, development and implementation stages of the recently published &quot;InGenio FCE Course &amp; Tester&quot;, an online preparatory course and exam simulator for learners wishing to acquire a B2 level of the Common European Framework of Reference for Languages (2001) of competence in English or take the Cambridge First Certificate in English Examination. The authors will refer to the courseware and illustrate how the CALL triangle has been formulated and sustained. (Contains 1 figure and 1 footnote.)