ethanporcaro/eric-fulltext-meta huggingface dataset:
Fighting on All Fronts: The Push, Pull, and Persistence of Social Justice Educators and the Move to Reimagine Teacher Preparation
Author: Navarro, Oscar
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Teacher Educators,Educational Change,Teacher Education,Urban Schools,Elementary School Teachers,Secondary School Teachers,Teacher Persistence,Career Change,School Restructuring,Job Layoff,Teacher Attitudes,Faculty Development,Professional Autonomy,Teacher Administrator Relationship

This study investigated the factors that pushed and pulled social justice educators out of urban elementary and secondary (K-12) schools and into teacher education. The authors utilized an autoethnography and counternarrative methodology to examine the systemic and distinct factors that impacted four social justice educators' decisions to leave K-12 schools. Two central categories emerged: neoliberal K-12 push factors and pull factors that lured educators into academia. The study also revealed K-12 persistence strategies and describes the way educators reimagine their work in teacher education. It is imperative to learn how educators are maintaining their commitment to social justice on all fronts.
Impact of Academic Consulting Quality on Academic Knowledge Levels of Graduate Students in Sports Sciences
Author: Kuyulu, Ihsan
Date: 2020-08-00
Type: Journal Articles
Subjects: Knowledge Level,Academic Advising,Counseling Effectiveness,Faculty Advisers,Graduate Study,Doctoral Students,Student Satisfaction,Interpersonal Communication,Physical Education,Athletics,Foreign Countries

This research was carried out to examine the effect of graduate students' perceived academic advisory quality on their academic knowledge levels. A total of 130 graduate students, 50 of whom were masters and 80 were doctorates, who studied in the field of sports sciences, participated in the study during the 2019-2020 academic year. In the research, survey technique was used as a data collection tool. &quot;Ideal Counseling Scale&quot; and &quot;Teachers' Research Literacy Skills Scale&quot; were used to collect data for the purpose of the research. The analysis of the data obtained at the end of the research was made in the SPSS22 statistical program and the degree of significance among the variables was taken as 0.05. In order to get an idea about the distribution of the data, firstly, the normality of the distributions, and then skewness and kurtosis tests were examined. According to test results, Mann Whitney-U analysis was performed in binary comparisons, Kruskal Wallis analysis in multiple comparisons, and multiple regression analysis was performed to test the relationships between variables in a holistic way. According to the answers given by the graduate students to the scales, it was determined that doctorate students are better known by their academic advisors and there is a better communication between them and there is a significant difference in academic knowledge levels in favor of doctoral students. It has been determined that the majority of graduate students are satisfied with their academic advisors and they want to work with the same advisors if they have the opportunity to get graduate education again and there is a difference in favor of those who say yes in their academic knowledge competence. It has been determined that students' perceptions of academic counseling quality do not differ according to the learning stage variable, but there is a significant difference in favor of those who are at the level of academic knowledge. As a result, the quality of academic counseling significantly affects the academic knowledge levels of graduate students, good communication between the student and the advisor, and the counselor's student's knowledge plays an important role in this.
Insignificant Stories: The Burden of Feeling Unhinged and Uncanny in Detours of Teaching, Learning, and Reading
Author: Lewkowich, David
Date: 2013-00-00
Type: Journal Articles
Subjects: Experience,Instruction,Learning,Memory,Reading,Psychological Patterns,Teacher Role,Psychiatry

By setting foot back in the space of school, teachers stage a return that is necessarily uncanny, encountering a strangeness that is nonetheless known, intimate, and familiar. Through positing the notion of a &quot;burden of feeling,&quot; this article theorizes the psychoanalytic concept of the uncanny as a way to think through the narrative difficulties inherent in interpreting the variously psychical, historical, and sensual influences of our personal educational experiences. Since we are here dealing--as in literature--with the inescapable singularity of experience, I intersperse a number of my own memories of teaching and schooling throughout this article, in the hopes of productively framing our understanding of educational spaces--spaces of reading and interpretation always--as necessarily unhinged and uncanny. In this framing, I also argue for the importance of telling &quot;insignificant&quot; stories, and that rather than insinuating a method that looks to the obviously memorable and notable, I propose a practice of looking instead to the trivial and the typically forgotten. As a methodological practice, this article employs--in part--a multimodal strategy of strange juxtaposition, drawing attention to the spaces between words, and upsetting the framings of traditional narrative. The images that are interspersed throughout this piece suggest the pursual of a reading that lets itself stray, and that requests of the reader an imaginative and a collaborative interpretive practice.
Equitable Allocation and Distribution of Education Bursary Fund in Siaya County, Kenya
Author: Oketch, D.
Date: 2020-07-00
Type: Journal Articles
Subjects: Educational Equity (Finance),Counties,Resource Allocation,Foreign Countries,Access to Education,Financial Support,Educational Finance,Disadvantaged,Secondary Schools,Social Systems,Social Theories,Economics,Principals,Political Influences,Secondary School Students,Administrator Attitudes,Student Attitudes

Globally, there exist bursary schemes that are in place to enhance access and equity in the provision of education to the disadvantaged. In Kenya, there have been bursary schemes that enhances access and equity in the provision of secondary school education. With Siaya County's 16% of the population having secondary school education, below the neighbouring Kisumu county's 25%, Vihiga county's 20% and Kakamega county's 19%, coupled with inequity in bursary distribution, the County Government of Siaya came up with Siaya County Educational Bursary Fund (SCEBF) to help improve access and equity in the acquisition of secondary school education. The purpose of the study was to examine the extent to which the bursary scheme was equitably distributed in Siaya county. Objectives of the study were to determine the trend of allocation of bursary funds and to establish the extent to which bursary allocation to the recipient is equitably distributed in Siaya County. Lorenz Curve and Gini-coefficients were used as tools for determining inequalities in SCEBF allocations. The theoretical framework guiding the study was based on the socialist economics theory of Louis Blanc that aims to redistribute income to create equality of wellbeing. Descriptive survey and correlational research designs were used in the study. The study population was 204 secondary schools with 204 principals, 11,200 student beneficiaries of the scheme, 30 Ward Administrators and 1 County Executive Commitee Member for Education. A third of the principals' population which is 68 secondary school principals and 425 students sampled using Yamane's formular formed the study sample. The researcher established that Siaya County Educational Bursary Fund benefits majority of the needy cases underpriviledged/those in need, as it is allocated based on the needs of applicants. However, there was unequitable distribution of the bursary fund depicted by the Gini Coefficient of 0.39 due to political influence and inadequate funds.The fund aided to improved access to secondary school. The study recommends allocation of more funds to reach all needy cases and that it should be more equitably distributed.
Engaging Literacies through Ecologically Minded Curriculum: Educating Teachers about Indigenous Knowledges through an Ecojustice Education Framework
Author: Kulnieks, Andrejs
Date: 2013-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Environmental Education,Social Justice,Cultural Awareness,Ecology,Cultural Influences,Sustainability,Older Adults,Story Telling,Place Based Education,Food,Oral Tradition,Canada Natives

In this article, we conceptualize curricula through an EcoJustice Education (EJE) framework to educate teachers about Indigenous and environmental education. The primary tasks of EJE are to engage learners in a cultural analysis of the ecological crisis and in the identification of diverse cultural methods that can bring about eco-democratic reforms that emphasize sustainable ways of living. An important method to infuse Indigenous knowledge into curricula is to invite local Elders to share stories that are Indigenous to place. In this paper, however, we consider methods of developing literacies through an engagement with the places within which learners live. We highlight the importance of developing a relationship with food and place, and an understanding about language through an eco-hermeneutic lens (Kulnieks, Longboat, &amp; Young, 2010; 2011). We demonstrate how an aesthetic teaching form, in this case a poem entitled &quot;Remembering Your Work,&quot; can help to foster important connections with local places and the cultural origins of food. Asking students to engage with both oral and literary traditions can promote an important dialogue about intergenerational knowledge, and foster the development of their relationships with food and place.
Investigation of the Effects of Six-Weeks of Regular Table Tennis Education on Attention Levels of Primary School Children
Author: Salici, Olcay
Date: 2020-07-00
Type: Journal Articles
Subjects: Attention Deficit Disorders,Elementary School Students,Athletics,Physical Activities,Attention Span,Gender Differences,Institutional Characteristics,Program Effectiveness

Attention deficit is one of the child ailments that most parents worry about. To shed light on this problem, the aim of this survey is to investigate the effects of 6-weeks regular table tennis education on the attention levels of school children. The research was carried out on 11 elementary school students (9.82 [plus or minus] 2.23) who have never got table tennis education before. These children trained by basic table tennis exercises for 6- weeks, two days a week. Bourdon Attention Test, developed by Bourdon (1955), was used before and 6- weeks after starting table tennis training to determine children's attention levels. In order to measure the level of attention, the number of letters that were marked incorrectly and the number of letters not marked were counted. These data were analyzed with paired sample t test. As a result, it was found that 6-weeks of regular table tennis exercises significantly affected the number of not marked characters and affected the level of attention positively (p &lt; 0.05). It was also found that the gender of the children and the type of school in which they were educated had no effect on this result.
Refining a Professional Network: Understanding First-Year Teachers&apos; Advice Seeking
Author: Wilhelm, Anne Garrison
Date: 2020-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Help Seeking,Alternative Teacher Certification,Social Support Groups,Mentors,Beginning Teacher Induction,Elementary Secondary Education,Interprofessional Relationship,Teacher Behavior

A considerable body of research has suggested that without appropriate supports and learning opportunities on the job, beginning teachers are unlikely to develop effective instructional practices and find success. Informal supports, such as teachers' advice networks, have received less attention in research and policy yet can serve as substantial supports for teachers' development. In this study, we follow Baker-Doyle and define a teacher's intentional professional network (IPN) to be the set of people to whom the teacher chooses to go for advice or information about teaching. In this study, we investigated how first-year teachers participating in an alternative certification partnership were supported by different individuals over the course of their first year of teaching. In particular, we analyzed their IPNs, collected via survey, to understand exactly which individuals these first-year teachers sought out for advice or information about teaching and, using complementary interview data, investigated why the teachers included those individuals in their professional networks. In addition to reasons for selecting particular individuals within IPNs, we also discuss implications for designing and implementing formal supports for first-year teachers.
Deepening Knowledge to Inspire Action: Including Aboriginal Perspectives in Teaching Practice
Author: Nardozi, Angela
Date: 2014-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Indigenous Knowledge,Foreign Countries,Preservice Teachers,Preservice Teacher Education,Teaching Methods,Identification (Psychology),Multicultural Education,Resistance to Change,Educational Practices,Knowledge Level,Change Agents

Deepening Knowledge Project, through Ontario Institute for Studies in Education (OISE), undertook research within the Initial Teacher Education program to explore the relationships between teacher candidates and Aboriginal content. Our research question was, &quot;Which strategies used within OISE's Central cohort are most powerful in increasing teacher candidates' willingness and readiness to incorporate Aboriginal knowledges and pedagogies into their classroom practice?&quot; Data consisted of surveys administered to approximately 70 teacher candidates at three key points in their program as well as two rounds of interviews with five purposively selected participants. We found that teacher candidates most appreciated the inclusion of First Voice perspectives, in-depth instruction on current and historical events, and a continuous examination of privilege as means to prepare them for incorporating Aboriginal content into their future practice. While most students reported feeling more confident and willing to include Aboriginal perspectives near the end of their program, there are three commonly stated questions, reported on preprogram surveys that lead to inaction on Aboriginal inclusion. Addressing these questions directly should help encourage more teachers to take up Aboriginal perspectives in their classrooms.
Teaching Children with Autism Reading Comprehension Skills Using Online Reading Instruction: Preliminary Evaluation of Headsprout Reading Comprehension
Author: Grindle, Corinna
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Reading Instruction,Autism,Pervasive Developmental Disorders,Reading Comprehension,Outcomes of Education,Reading Difficulties,Computer Assisted Instruction,Case Studies,Elementary School Students,Computer Software,Special Schools,Reading Programs,Emergent Literacy,Reading Fluency,Reading Tests,Protocol Analysis,Test Results,Faculty Development,Oral Reading

Children with autism often exhibit difficulties with reading comprehension. Recent studies have demonstrated positive outcomes for typical learners from the internet-based reading comprehension program, Headsprout Reading Comprehensiont. In the present study, a preliminary evaluation of HRC was conducted with six children with autism. The primary aim was to investigate whether it would be feasible to use HRC with children with autism and whether any adaptations to the standard teaching procedure and extra support would be needed. A secondary aim was to investigate the potential of HRC to improve reading comprehension skills. The study used a multiple case series design with six children. Results are discussed with reference to increased reading comprehension ability in the six children and the practical strategies required to support children with autism so that they may benefit from the program.
Disrupting Colonial Mindsets: The Power of Learning Networks
Author: McGregor, Catherine
Date: 2014-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Canada Natives,Transformative Learning,Teacher Attitudes,Attitude Change,Foreign Countries,Social Justice,Public Schools,Faculty Development,Culturally Relevant Education,Inquiry,Networks,Leadership Styles

If changes that make a difference to Aboriginal learners are to be effected in public schools, then transformational change is required (Menzies, Archibald, &amp; Smith, 2004). How is transformational change best achieved? In this article, I argue, based on a recently completed study (McGregor, 2013) that teacher learning--particularly among non-Aboriginal teachers--is critical to effecting transformation in how teachers think about Aboriginal learners as well as how they plan and deliver fully inclusive learning opportunities. After outlining a theoretical framework for transformation focused on networked, inquiry-based learning and culturally inclusive practices, I explore how one particular teacher-learning network--the Aboriginal Enhancement Schools Network (AESN) in British Columbia, Canada, offers a powerful example of how teacher learning networks can enable deep and transformational change among participating teachers and leaders. I provide exemplary stories of transformation to illustrate the power of this model to effect changes in teacher beliefs and mindsets about Aboriginal learners and culturally inclusive practices. Following this, I identify several key enabling features of the AESN, including socially just, distributed forms of leadership, relational accountability (Wilson, 2008), and affiliative, catalytic models of implementation, a focus on &quot;new, strong and wise ways&quot; (Halbert &amp; Kaser, 2012, p.11) of learning, and provincial and district resources that support network learning activity. The conclusion highlights implications of this study for school jurisdictions and policy makers.
Incorporating Culture in the Curriculum: The Concept of Probability in Nunavik Inuit Culture
Author: Savard, Annie
Date: 2014-00-00
Type: Journal Articles
Subjects: Eskimo Aleut Languages,Eskimos,Mathematics Instruction,Learning Processes,Foreign Countries,Canada Natives,Life Style,Indigenous Knowledge,Cultural Differences,Instructional Design,Culturally Relevant Education,Teaching Methods,Probability,Thinking Skills,Self Concept,Educational Games,Mathematical Concepts,Grade 3,Elementary School Students

Traditionally, Canadian Inuit have lived in the circumpolar regions of Canada and those who still live in these regions, have their own cultures, which they tend to celebrate in their educational curricula. Inuit culture reflects their traditional lifestyle, when they were nomadic, and hunted and fished to survive in incredibly difficult conditions. These cultural differences present many challenges and issues to some mathematical concepts; for instance, for Nunavik Inuit, the concept of probability has no formal definition and it does not take the same meaning as in conventional mathematics. This misalignment could cause negative effects on students' learning. Looking to bridge the gap between those two different cultural meanings, the principal investigator, Annie Savard, with the assistance of Inuit educators designed learning situations based on the traditional Inuit culture. We used an ethnomathematical model (Savard, 2008b) to frame the learning situations created. In this article, we present the learning situations created that aimed to bridge Nunavik Inuit culture and the development of probabilistic reasoning and we discuss how these learning situations supported students' mathematical understanding and cultural identity.
Theatre as Representation (TAR) and the Teaching of a Graduate Administration of Inclusive Schools Course
Author: Meyer, Matthew J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Theater Arts,Vignettes,Creativity,Teaching Methods,Inclusion,Masters Programs,Graduate Students,Schools of Education,Student Attitudes,Attention Deficit Hyperactivity Disorder,Behavior Problems,Parent Teacher Cooperation,Meetings,Assistant Principals,School Counselors

Based on continuing research in Theatre as Representation (TAR), this paper examines and explores an application of a TAR based dramatic scenario that expands each participant's creative awareness of both content and participation in an administration of inclusive schools graduate Master of Education (M.Ed.) course.
Dream Weaving as Praxis: Turning Culturally Inclusive Education and Anti-Racist Education into a Decolonial Pedagogy
Author: Lorenz, Danielle
Date: 2013-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Racial Bias,Inclusion,Elementary Secondary Education,Foreign Countries,Canada Natives,American Indian Education,Cultural Differences,Barriers,Cultural Pluralism,Knowledge Base for Teaching,Educational Change,Racial Differences,Power Structure,Praxis

Utilizing the parameters of the dreaming phase in the decolonizing framework developed by Poka Laeuni (2009), this paper investigates how culturally inclusive education and anti-racist education philosophies have been posited as potential approaches to decolonizing Canadian K-12 schools. To examine how culturally inclusive education manifests in Ontario's K-12 system as a result of the &quot;Ontario First Nation, Métis, and Inuit Educational Policy Framework,&quot; this paper explores three topic areas. First, I provide a literature review of culturally inclusive education; second, I offer a literature review of anti-racist education; and third, having assessed the shortcomings of the two pedagogies previously, I conclude that neither culturally inclusive education nor anti-racist education is sufficient alone as decolonizing strategies. From this analysis, I hypothesize that by weaving components of the two pedagogies together, a possible decolonizing framework may be created.
Investigation of E-Learning Readiness Levels of University Students Studying in Different Departments
Author: Kalkan, Naci
Date: 2020-08-00
Type: Journal Articles
Subjects: Electronic Learning,Readiness,College Students,Departments,Individual Differences,Self Efficacy,Technological Literacy,Computer Mediated Communication,Student Motivation,Self Control,Independent Study

The primary purpose of this study is to determine the extent of students' readiness on e-learning and to determine the significant difference on their e-learning readiness to the profile of students of different departments. The population of the study was comprised of three hundred seventy-two students with a total age average of 21.57 [plus or minus] 2.50; 160 men, 212 women (N = 372) from University's Sport Sciences, History, Literature, and English Language and Literature faculties were selected randomly to participate in the study. Participants were surveyed using the researcher-made demographic questionnaire and the adapted 'The Scale of E-Learning Readiness' instrument developed by Yurdugül and Demir (2017). According to the findings, a significant difference was found within the Computer Self-Efficacy', 'Online Communication Self-Efficacy', and 'Learner Control' the Tukey HSD multiple comparison tests was further conducted to determine between which groups/department is the source of the significant differences, which was caused by the English Language and Literature departments. In the study, it was concluded that students who are studying in English Language and Literature department students have higher levels of e-learning readiness compared to other department students since they utilize e-learning modalities compared to the other students from other departments.