ethanporcaro/eric-fulltext-meta huggingface dataset:
Secondary Preservice Teachers' Knowledge of the First Amendment
Author: Call, Ian
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Freedom of Speech,Democracy,Knowledge Level,Constitutional Law,Teacher Educators,Secondary School Teachers,Democratic Values,Student Rights,Educational Environment,Courts,Court Litigation,Experience

The First Amendment to the Constitution is a cornerstone of American democracy and students, like all members of the nation, are entitled to its protections. This study investigates the level of knowledge of students' First Amendment rights among secondary preservice teachers in various disciplines and their confidence in dealing with First Amendment issues in the classroom. The researchers investigate how preservice teachers learn about First Amendment issues in the classroom by studying preservice teachers' preparation and their experiences, such as other academic experiences, news, and prior careers. The information gleaned from this study can offer teacher educators insight into how pre-service teachers acquire knowledge and confidence in dealing with First Amendment issues in the classroom. While free expression and individual rights are the cornerstones of the democratic republic in which people live, teachers have an obligation to provide a learning environment that promotes individual thought and expression while at the same time creates a safe and non-threatening learning environment for all students. The preservice teachers in this study clearly were not prepared to effectively deal with First Amendment issues in the classroom, as evidenced by their lack of knowledge as to when they could limit student expression or as defined by the low confidence they reported when making their decisions. Teacher educators have their work cut out for them. By exposing preservice teachers to the directives of the courts, research, and the ideas of other preservice teachers, they can hopefully prepare future teachers to effectively deal with the complex First Amendment issues that will likely occur in the classroom during their career. Better preparation may lead to a reduction in costly lawsuits, less violation of school policies, and ample protection of students' freedom of expression. (Contains 3 tables.)
&quot;Less Afraid to Have &quot;Them&quot; in My Classroom&quot;: Understanding Pre-Service General Educators' Perceptions about Inclusion
Author: McCray, Erica D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Education Majors,Inclusion,General Education,Elementary Education,Student Teacher Attitudes,Regular and Special Education Relationship,Mainstreaming,Student Teachers,Disabilities,Attitudes toward Disabilities,Teaching Methods,Student Characteristics,Program Effectiveness,Knowledge Level,Teaching Skills,Knowledge Base for Teaching

This study examines the perceptions of elementary education majors (EEMs) and secondary education majors (SEMs) toward the inclusion of students with disabilities (SWDs) prior to and after taking a course on integrating exceptional students. The study is guided by Pajares' (1992) framework on beliefs. Successful teaching and learning in the inclusive classroom is largely predicated on a teacher's knowledge, skills, and dispositions, all of which can be undermined by a belief system that is inconsistent with an inclusive paradigm. Further, guiding pre-service teachers in an effort to unearth pervasive beliefs and perceptions about disability and inclusion will likely be met with resistance. These beliefs, however, have to be countered with new information and experiences as well as knowledge and skills to effectively teach all students in an inclusive environment. Inclusion, for the purposes of this study, is defined as SWDs receiving some or all of their instruction in the general education setting as appropriate to meet students' academic and social needs. Instruction is provided independently by a general education teacher or in collaboration with a special education teacher or related services provider. The results of the study show that pre-service teachers seemed more amenable to including students with certain disabilities, specifically those with learning disabilities. Responses to open-ended questions suggested that pre-service teachers were more in tune to or made more aware of the affective aspects of inclusion. A small number felt better prepared to meet the needs of SWDs in their classrooms. Further, those that discussed instruction primarily offered differentiation and accommodations as key factors. Participants were interested in more information on instructional approaches and characteristics of specific disabilities. SEMs were more likely to express affective changes as a result of the course, but also felt their greatest strengths were knowledge/skills related. Also, their remaining questions about their role were largely about increasing their knowledge and skills. EEMs provided nearly twice as many responses as SEMs indicating that they still needed support in knowledge and skills. (Contains 3 tables and 2 figures.)
Parents as &quot;Help Labor&quot;: Inner-City Teachers' Narratives of Parent Involvement
Author: Christianakis, Mary
Date: 2011-00-00
Type: Journal Articles
Subjects: Urban Schools,Elementary Schools,Student Diversity,Minority Group Students,Parent School Relationship,Parent Participation,Teacher Attitudes,Teacher Aides,Volunteers,Working Class,Middle Class,Low Income Groups

This article examines teachers' perceptions of parent involvement through the narratives of 15 racially and linguistically diverse teachers who worked together at Jefferson Elementary, an inner-city school in Northern California composed mostly of African-American, Latino, and Asian students. One overarching research question framed the qualitative study: How do teachers at an inner-city elementary school perceive parents and parental involvement? Analyzing teachers' constructions of parental involvement allows for a deeper understanding of how teachers in under-resourced inner-city schools seek to utilize parents, as well as what kinds of activities teachers emphasize that may be different from well-documented parent involvement or volunteer practices of middle class school communities. Understanding teachers' perspectives of their working relationships with parents at under-resourced inner-city schools can also help illuminate potential collaborations as well as possible tensions between teachers and working class parents. What is more, given that credential programs throughout the country require that teacher candidates understand how to involve minority families in schools, the present study may help teacher educators and their students explore how particular parent involvement models inform teacher-parent relationships, involvement practices, and interactional patterns, particularly for those who work in urban settings. If future teachers are to involve parents in meaningful ways, they must come to understand how the perceptions and practices of parent involvement are mediated by both the reality of parents' lives and the constraints of particular school contexts. The author grounds this discussion in a brief review of parent involvement research. Specifically, she discusses the research that explores involvement of minority and low-income families in schools, as well as the literature on school partnerships and school empowerment models. Following the literature review, she details the methods used to collect the interview data. The findings illustrate how the teachers employed neither partnership nor empowerment models, but instead, used parent labor to accomplish their teaching work. Finally, the author discusses the implications for teacher education. (Contains 1 table and 1 note.)
Learning to Attend to the Substance of Students' Thinking in Science
Author: Levin, Daniel M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Learner Engagement,Video Technology,Science Teachers,Thinking Skills,Graduate Students,Secondary School Science,Writing (Composition),Discussion (Teaching Technique),Teacher Education

In this paper, we explore how candidates in a graduate-level science teacher preparation cohort attended to the substance of student thinking while watching classroom videos or reviewing students' written work. We shared eight case samples of secondary science classroom work with the teacher candidates (six videos and two collections of student work), and asked them to discuss what they noticed in students' ideas and reasoning. We transcribed these conversations and coded candidates' comments in terms of what the candidates were attending to (e.g., student thinking, teachers' actions, student engagement). Our findings show that the teacher candidates were able to attend to specific student ideas and reasoning from the beginning of their pre-service preparation, but their practices of attending become more sophisticated over time. We discuss differences in the ways individual candidates participated and the ways in which participation dynamics within the cohort developed over time as participants assumed different roles and began to regulate their own discussions. We discuss the implications of this work for science teacher education. (Contains 4 tables and 3 footnotes.)
The Case for Summer Bridge: Building Social and Cultural Capital for Talented Black STEM Students
Author: Stolle-McAllister, Kathleen
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Talent,Focus Groups,Social Capital,STEM Education,Longitudinal Studies,Data Analysis,Program Effectiveness,Universities,Summer Programs,African Americans,Science Education,Educational Technology,Engineering,Mathematics,Higher Education

This study uses focus groups to examine the importance of a pre-college summer bridge program for highly talented black students in science, technology, engineering, and mathematics (STEM). Longitudinal data were collected from 134 participants who identified three aspects of Summer Bridge that were particularly helpful: academic, social, and professional. An in-depth approach and emphasis on developing a strong community sets the Meyerhoff Summer Bridge apart from many other orientation programs. Furthermore, by enhancing students' cultural and social capital, the program helps students succeed. The findings illuminate elements of orientation programs that are useful to talented students and offer insight into important means to enhance summer bridge programs.
Gender Differences in Science-Related Attitudes and Interests among Middle School and High School Students
Author: Desy, Elizabeth A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Majors (Students),Student Attitudes,Females,Grade 12,Sciences,Gender Differences,Student Interests,Surveys,Grade 6,Anxiety,Student Motivation,Health Services,Career Choice,Measures (Individuals),Colleges

A survey of 6th-12th grade students was conducted to measure their science-related attitudes and interests. Significant gender differences were found among these students. Females reported more anxiety about science as well as less motivation in and enjoyment of science than males. In spite of their unfavorable attitudes toward science, a large percentage of females expected to pursue a college major and subsequent career in the health sciences. We discuss reasons for the disconnect between female students' attitudes and their choice of college major and career. (Contains 9 tables and 1 figure.)
Pedagogical Preparation of the Science Graduate Teaching Assistant: Challenges and Implications
Author: Gardner, Grant E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Research Universities,Laboratories,Educational Change,Science Departments,Science Teachers,Teaching Assistants,Teaching Methods,Literature,Graduate Students,Universities,Teacher Education,Professional Development

Graduate teaching assistants are often left out of the science teacher education reform agenda, but these science educators are responsible for significant amounts of undergraduate instruction especially at large research universities. Within science departments specifically, a number of courses and laboratories are taught by graduate teaching assistants (GTAs). The role of GTAs in undergraduate science education, their pedagogical beliefs and instructional approaches are briefly discussed. An analysis of the structure, components, quality, and effectiveness of science GTA teacher preparation programs in the research literature is reviewed. Finally, goals for future science teacher education and sustained professional development of science GTAs are offered based on the results of the review. (Contains 1 table.)
Stemming the Tide: Retaining and Supporting Science Teachers
Author: Pirkle, Sheila F.
Date: 2011-00-00
Type: Journal Articles
Subjects: Mentors,Laboratory Safety,Teacher Persistence,Educational Change,Science Teachers,Faculty Mobility,Classroom Environment,Administrators,Teacher Motivation,Professional Development,Science Instruction,Chemistry,Physics,Earth Science,Biology,Grade 12

Chronically high rates of new and experienced science teacher attrition and the findings of new large-scale mentoring programs indicate that administrators should adopt new approaches. A science teacher's role encompasses demanding responsibilities, such as observing laboratory safety and OSHA mandates, as well as management of a business-like, yet engaging, hands-on classroom environment. When added to the challenges experienced by all new teachers, these science-specific challenges can contribute to a science teachers' decision to abandon teaching. This study summarizes data from reports of the US Department of Education, state, other federal, private and professional societies on teacher attrition and new mentoring models. It describes successful features of programs and recommends how they can be delivered economically. When senior-level science teachers are provided pay incentives and some release time, they can become discipline-specific mentors, helping to ensure successful retention of new teachers and providing motivation for experienced teacher to postpone leaving. Pairing experienced science teachers, using electronic media, providing recognition, providing additional time or assistance to gain control of the laboratory, and supporting new teachers in joining appropriate professional groups are strategies described in this paper. (Contains 1 figure.)
The Influence of a Two-Year Professional Development Institute on Teacher Self-Efficacy and Use of Inquiry-Based Instruction
Author: Powell-Moman, Amy D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Participation,Faculty Development,Scientists,Professional Development,Leadership,Investigations,Inquiry,STEM Education,Data Analysis,Surveys,Teaching Methods,Models,Elementary Secondary Education,Program Effectiveness,Partnerships in Education,Public Schools,Pedagogical Content Knowledge

This paper investigates the impact of a two-year professional development program on teacher self-efficacy for inquiry-based instruction. The program utilizes scientist-teacher partnerships to develop content knowledge, inquiry-based instruction, and leadership skills for in-service STEM teachers. Participating teachers are administered a survey to assess their self-efficacy at the start and completion of the program. The findings suggest increases in self-efficacy for inquiry-based instruction and greater focus by the teachers on the depth of content after completing the program. The results substantiate prior research conducted on the benefits of teacher participation in professional development utilizing a scientist-teacher partnership model. Other trends in the data, future research, and implications for the design or refinement of professional development programs are discussed.
Students' Views of Science: A Comparison between Tertiary and Secondary School Students
Author: Hassan, Ghali
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Science History,Measures (Individuals),Secondary School Students,Student Attitudes,Comparative Analysis,Foreign Countries,High Schools,Universities,Questionnaires,Gender Differences,Middle Schools

There is relatively little research evidence that documents current students' views of science--particularly a comparison of secondary and tertiary science. Further, little is known about how students' views of science differ according to level of study. This study provides evidence of students' view of science from both school and university students. The study uses a qualitative approach to examine how the views of secondary and tertiary students may be influenced by factors such as motivation, interest and career aspirations. Forty Australian students from a high school and a university completed an open-ended questionnaire to capture their view of science. The questionnaire results suggested that whilst the majority of students viewed science positively, with female students being more positive than males, their interest declined as they progressed to tertiary education. (Contains 2 tables.)
When You Come to a Fork in the Road, Take It: Teaching Social Work Practice Using Blended Learning
Author: de Boer, Catherine
Date: 2011-00-00
Type: Journal Articles
Subjects: Blended Learning,Online Courses,Video Technology,Instructional Design,Discussion,Multimedia Materials,Comparative Analysis,Interviews,Vignettes,Internet,Social Work,Part Time Students,Nontraditional Students,Undergraduate Study,Curriculum Development,Curriculum Implementation,Practicums,Courses,Conventional Instruction,Workshops,Web Based Instruction,Computer Mediated Communication,Distance Education,College Instruction,Educational Strategies

The debates surrounding the effectiveness of teaching social work online highlight the challenges of adequately preparing students for face-to-face practice by way of web-based technologies. The purpose of this paper is twofold. Firstly, to briefly describe how a particular School of Social Work when designing its part-time undergraduate degree program (BSW), arrived at a fork in the road and instead of choosing between the paths of in-class or online course delivery, the School decided to offer the entire degree using a blended learning platform. Secondly, to compare the development and implementation of three specific practice courses within the part-time degree program (interviewing and assessment, social work theory, and a practicum integration seminar) each of which was offered using blended learning. This paper contributes to the debate about the value of using web-based components when teaching social work practice and will be helpful to educators from within many disciplines, who are wishing to critique their own development processes when designing and teaching practice courses using blended learning. (Contains 1 table.)
Technology Integration Preparedness and Its Influence on Teacher-Efficacy
Author: Moore-Hayes, Coleen
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Student Attitudes,Self Efficacy,Teacher Effectiveness,Teacher Attitudes,Preservice Teachers,Elementary School Teachers,Secondary School Teachers,Computer Uses in Education,Student Surveys,Questionnaires,Comparative Analysis,Technology Integration,Statistical Analysis,Teacher Surveys

Recent inquiry has identified the establishment of positive self-efficacy beliefs as an important component in the overall process of successfully preparing new teachers for the classroom. Similarly, in-service teachers who reported high levels of efficacy for teaching confirmed feeling confident in their ability to design and implement enriching instructional experiences. This article presents findings from a quantitative, descriptive study regarding teacher-efficacy related to technology integration. Utilizing a six-point Likert-type survey with an open-ended question, the research instrument was administered to a sample of approximately 350 pre-service and in-service teachers within the Province of Nova Scotia, with a response rate of 48%. Analysis of quantitative research findings illustrated no statistically significant difference between the pre-service and in-service teachers' perceptions regarding their preparedness to integrate technology into their teaching. However, responses to the open-ended questions revealed examples from practice where teachers from both segments of the sample experienced feelings of low self- efficacy related to technology integration. (Contains 3 tables.)
An Extended Systematic Review of Canadian Policy Documents on e-Learning: What We're Doing and Not Doing
Author: Borokhovski, Eugene
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Technology,Computer Uses in Education,Content Analysis,Educational Policy,Policy Analysis,Synthesis,Public Agencies,Public Policy,Federal Government,State Government,Coding,Grounded Theory,Literature Reviews

This systematic review builds upon the work of Abrami et al. (2006) and McGreal and Anderson (2007). It seeks to provide a synthesis and discussion of publicly available government policy documents with regard to e-learning in Canada. In total, 138 policy documents from Canadian provinces and territories and several federal agencies, dated from 2000 to 2010, were identified, retrieved and analyzed using prescriptive and emergent coding approaches with the purpose of uncovering and describing areas of commonality and inconsistency and, hence, determining where discussions about e-learning are lacking. The review confirmed that Canadian policy makers view technology as offering various potential benefits to learners, but also revealed a troubling lack of specific details, consistency and coordination in facilitating the development of e-learning to fulfill these optimistic expectations. (Contains 1 table and 6 figures.)
The Impact of a Collaborative Wikipedia Assignment on Teaching, Learning, and Student Perceptions in a Teacher Education Program
Author: Bravo, Vanessa J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Education Courses,Student Attitudes,Elementary Secondary Education,Teaching Methods,Assignments,Preservice Teacher Education,Inservice Teacher Education,Literacy,Cooperative Learning,Instructional Design,Computer Uses in Education,Educational Technology,College Instruction,Web 2.0 Technologies,Electronic Publishing,Web Sites,College Students,Guidelines,Pretests Posttests,Student Surveys,Questionnaires

This study explored students' perceptions and behaviors of public wiki use during a collaborative Wikipedia assignment in a graduate technology and literacy education course. Results confirmed that the majority of students had an overall positive experience posting content on Wikipedia. Students learned how to use Wikipedia through collaborative practice, including, how to adhere to its standards and cite work properly, the importance of critically evaluating online information, and the value of publishing work to an authentic audience. Students (prospective and current teachers) reported numerous ways in which collaboration on Wikipedia could be integrated into their K-12 classrooms in order to promote higher order thinking and foster meaningful knowledge construction. Pedagogical practices for the effective integration of public wiki assignments in higher education and K-12 settings are recommended. (Contains 2 tables.)