ethanporcaro/eric-fulltext-meta huggingface dataset:
Professionalising Physics Teachers in Doing Experimental Work
Author: Haagen-Schutzenhofer, Claudia
Date: 2018-00-00
Type: Journal Articles
Subjects: Physics,Inquiry,Teaching Methods,Teacher Attitudes,Science Experiments,Science Instruction,Case Studies,Faculty Development,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Focus Groups,Questionnaires,Reports,Intervention,Teacher Workshops

It is commonly agreed that experiments play a central role in teaching and learning physics. Recently, Inquiry-Based Learning (IBL) has been introduced into science teaching in many countries, thus giving another boost for experiments. From a didactical point of view, experiments can serve a number of different goals in teaching and learning physics. First of all, experiments can support learners in understanding some of the central concepts of physics. Besides this function of &quot;learning physics&quot;, empirical evidence shows that experimental work in general has a high potential for promoting &quot;learning about science&quot; and finally &quot;doing science&quot;. Promoting aspects of how science works has become important, as the ideas of scientific literacy and competence orientation have been established as central educational goals in many national education systems. However, empirical studies show that the reality in schools does not match these expectations. Conventional physics classes still aim only at the mastery of content, and experiments that cognitively activate students and address issues related to the Nature of Science (NOS) have not been implemented extensively. The reasons for this can be found in teachers' attitudes and beliefs, as well as in their PCK concerning experiments and scientific knowledge production. In past decades in Austria, teacher education did not focus a great deal on the didactical aspects of experiments or their integration into physics classes in order to promote aspects of scientific literacy and competence orientation. Furthermore, there is a lack of high quality continuing professional development courses that promote the concepts of Inquiry-Based Learning (IBL) in combination with relevant ideas of NOS. The present study examines inservice teachers' beliefs about the function of experiments in science teaching and their meaningful integration into science classes. In the form of case studies, we follow the professional development of teachers in this field during continuing teacher training.
Making Amends: A Restorative Justice Approach to Classroom Behavior
Author: Erb, Cathy Smeltzer
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Positive Behavior Supports,Student Behavior,Grade 3,Elementary School Teachers,Program Effectiveness,Accountability

Enticed by developing skills that would empower students to solve problems, take responsibility for their own actions within the classroom community, and model real-life processes for resolving conflict, a team of third-grade teachers responsible for nearly 100 students embarked on creating a classroom behavior system titled &quot;Making Amends.&quot; Framed by social learning (CASEL, 2017) and principles of restorative justice (Evans, Lester, &amp; Anfara, 2013), the approach promotes student-initiated protocols to resolve classroom conflicts. When harm has been caused, the offending student selects a sentence frame from the &quot;Making Amends&quot; binder to name the harm, take responsibility for the harm caused to persons or the classroom, and identify an action to repair the harm. As a result of the &quot;Making Amends&quot; system, teachers report decreased teacher involvement in resolving classroom conflicts, enhanced instructional focus by the teacher, and increased student ability to self-manage behavior and take responsibility for actions.
Performance Assessments: A Review of Definitions, Quality Characteristics, and Outcomes Associated with Their Use in K-12 Schools
Author: Bland, Lynne M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Definitions,Elementary Secondary Education,Educational Innovation,Accountability,Alternative Assessment,Portfolio Assessment,Student Evaluation,Outcomes of Education,Student Educational Objectives,Problem Solving,Evaluative Thinking,Content Analysis,Literature Reviews

After nearly two decades of federal and state accountability requirements relying on conventional standardized assessments, Virginia and several other states are moving to create more balanced approaches to statewide assessment systems that include the use of performance assessments. But Palm (2008) states, &quot;Performance assessment can mean almost anything&quot; (p. 3). This review of extant literature explores varying ways performance assessments are defined, characteristics of quality performance assessments, and educational outcomes associated with their use in K-12 schools. A rudimentary definition of performance assessment is established at the outset of this article to provide a foundation for undertaking the review, which includes sources from empirical, theoretical, and anecdotal literature. Drawing from the exploration of quality characteristics and evident educational outcomes, a refined definition of performance assessments is offered by way of conclusion to the article with the intent of providing some direction to current and future educators seeking to innovate assessment and accountability practices.
Co-Teaching in Student Teaching of an Elementary Education Program
Author: Chang, Sau Hou
Date: 2018-00-00
Type: Journal Articles
Subjects: Team Teaching,Teacher Collaboration,Preservice Teachers,Cooperating Teachers,Teaching Methods,Student Teaching,Student Teachers,Program Effectiveness,Student Motivation,Teacher Competencies,Barriers,Surveys,Interpersonal Relationship,Teacher Role,Elementary School Teachers,Likert Scales,Cooperative Planning,Collegiality

Successful co-teaching relied on essential elements and different approaches. However, few studies were found on these essential elements and different approaches in student teaching. The objective of this study was to examine how teacher candidates and cooperating teachers used the essential co-teaching elements and co-teaching approaches. Questions were asked: Were there any differences in the use of essential co-teaching elements and co-teaching approaches before and after student teaching? What was the perceived effectiveness of the co-teaching approaches on children's learning and preparation of teacher candidates for their future teaching careers? What were the enjoyment and challenge levels of the co-teaching approaches? Twenty-six teacher candidates and sixteen cooperating teachers completed the Co-Teaching Survey (CTS) by the end of student teaching at a mid-sized state university in the Midwest. Results showed there were differences for teacher candidates and cooperating teachers in the use of co-teaching elements and approaches, in the perceived effectiveness of the co-teaching approaches on children's learning and teacher education programs, and in the enjoyment and challenge levels of the co-teaching approaches.
My Science Is Better than Your Science: Conceptual Change as a Goal in Teaching Science Majors Interested in Teaching Careers about Education
Author: Utter, Brian C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Education,Science Instruction,Majors (Students),Teaching (Occupation),Career Choice,Concept Formation,Teaching Assistants,Physics,Teaching Methods,Learning Processes,Specialists,Evidence Based Practice,Scientific Concepts,Educational Research,Transfer of Training,Course Descriptions,Student Attitudes,College Students

We argue, based on a multi-year collaboration to develop a pedagogy course for physics majors by experts in physics, education, and the science of learning, that the process of teaching science majors about education and the science of learning, and evidence-based teaching methods in particular, requires conceptual change analogous to that encountered by students in introductory physics classes. Similar to students learning many natural science concepts, science majors default to naïve theories of learning based on their own experiences and preferences, even when in conflict with educational research. Their demonstrated ability to analyze research on teaching and learning in the framework of the scientific method ultimately does not translate into acceptance of the outcomes as valid. We suggest a number of contributing factors. Recognizing the need to target conceptual change is critical in informing how we educate science students who are interested in teaching, whether as a profession or in a shorter-term capacity such as a graduate teaching assistant. It also suggests that an approach different from the way we typically teach science-education students is needed.
Developing and Implementing a Postsecondary Education Program for Young Adults with Intellectual and Developmental Disabilities: Processes and Procedure
Author: Francis, Grace L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Developmental Disabilities,Intellectual Disability,Postsecondary Education,Young Adults,Program Development,Program Implementation,College Programs,Guidelines,Program Design,Design Preferences,Instructional Development,Accessibility (for Disabled),Interviews,Workshops,School Orientation

Postsecondary education programs (PSEs) for young adults with intellectual and developmental disabilities in colleges and universities expand opportunities for these young adults and result in positive outcomes, including employment and improved social networks. Although participating in postsecondary education results in numerous benefits for young adults with intellectual and developmental disabilities, professionals are often unsure how to conceptualize or develop programs. This manuscript provides a step-by-step description of the development and implementation of a PSE at a Midwestern public university. Implications for high school and university professionals are discussed.
Using Professional Learning Communities to Advance Preservice Teachers&apos; Understanding of Differentiation within Writing Instruction
Author: Kuehl, Rachelle
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Preservice Teachers,Preservice Teacher Education,Individualized Instruction,Writing Instruction,Student Journals,Electronic Journals,Elementary School Students,Student Teacher Attitudes,Qualitative Research,Graduate Students

The purpose of this study was to explore the use of Professional Learning Communities (PLCs) in preservice teacher education as a tool for learning about differentiation within writing instruction. Using online dialogue journals, preservice teachers communicated with elementary students about a shared text and met in ongoing PLC groups to examine students' work and discuss articles related to writing instruction. In end-of-course reflections, preservice teachers reported new understandings of how to guide individual students toward reasonable writing goals, as well as increased confidence in their ability to teach writing and to differentiate instruction as a result of participating in the PLCs. In particular, preservice teachers learned to build upon students' strengths in an effort to facilitate growth over time.
Preservice Special Education Teachers&apos; Perceptions: The Influence of University Coursework, Context, and Relationships, during the Clinical Teaching Experience
Author: McElwee, Christine B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Special Education Teachers,Student Attitudes,Teaching Experience,Clinical Experience,Teacher Education Programs,Preservice Teacher Education,Internship Programs,Qualitative Research,Mentors,Special Education,Teacher Certification,Disabilities,Semi Structured Interviews,Course Content,Observation

The purpose of this study was to investigate to what extent context and relationships influence preservice teachers' appropriation of coursework during the clinical experience. While there is a dearth of research regarding the clinical experience in teacher preparation programs, there are even fewer studies investigating special education teacher candidates' perspectives of their clinical teaching experiences. Interview and observational data as well as documents were collected following the completion of an eight to sixteen week clinical teaching experience. Results from this qualitative study indicated that the relationship with mentor teachers and the context of the clinical teaching setting influenced the participants' appropriation of coursework, decision-making, and overall development during their final clinical teaching experiences. Implications for future research and practice regarding the clinical practice experience in teacher preparation programs are provided.
Faculty Member Perceptions of Facilities and Administrative Costs for Sponsored Research at Historically Black Colleges and Universities in Louisiana
Author: Alexander, Ashley J.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Faculty,Black Colleges,Facilities,Costs,Satisfaction,Academic Rank (Professional),Differences,Teacher Surveys,Teacher Attitudes,Comparative Analysis,Research and Development,Qualitative Research,Statistical Significance,Statistical Analysis

There has been great concern about the relationship between the federal government and universities with regard to improving funding for research and scholarly activity. Faculty members at Historically Black Colleges and Universities (HBCUs) have been instrumental in advancing research and development on behalf of society. The purpose of this study was to examine faculty members' perceptions of institutional research environments using primary data on satisfaction with recovered facilities and administrative costs returned to colleges, departments, and faculty members. This study's findings may enable administrators and government entities to adopt policies that will be mutually beneficial to all HBCUs, government entities, and the public at large, thus reaffirming better intergovernmental relations. This study showed that among faculty, professors and assistant professors are most dissatisfied with recovered F&amp;A costs returned to colleges and departments. In addition, there are differences among academic ranks relating to perceptions of F&amp;A returned to faculty members.
Professional Doctorates: A Pathway to Legitimacy for Non-Academic HE Professionals?
Author: Moran, Eamonn
Date: 2018-03-00
Type: Journal Articles
Subjects: Doctoral Degrees,Professional Identity,Foreign Countries,Graduate Students,Student Attitudes,Higher Education,Semi Structured Interviews,College Faculty,Teacher Attitudes,Educational Change,Educational Policy,Models,Classification,Work Environment,Career Development,Comparative Analysis,Occupational Aspiration,Career Choice

This article discusses the current challenges faced by the two authors--both participants on a professional doctorate (PD) programme in education at a leading UK university--in gaining legitimacy as higher education (HE) professionals. By: (1) reflecting upon their own professional experiences in HE and as PD students; (2) utilizing semi-structured interviews with academic and non-academic professionals from their home institutions (in Ireland and India); and (3) drawing on Celia Whitchurch's typologies of 'third-space' HE professionalism, they found that in Ireland the current reform of the HE policy and praxis environment offers some real and positive opportunities for PD participants through the emergence of more progressive models of HE professionalism. In contrast, the relative lack of reform and a highly regulated Indian HE environment, presents ongoing difficulties in terms of applying one's PD learning in the work environment. This suggests that in India, PD graduates might, in fact, be afforded greater career progression opportunities by transitioning to a more traditional academic role.
How Effective Is the Research and Development Ecosystem for England&apos;s Schools?
Author: Godfrey, David
Date: 2018-03-00
Type: Journal Articles
Subjects: Research and Development,Ecology,Foreign Countries,Accountability,Faculty Development,Partnerships in Education,Theory Practice Relationship,Evidence Based Practice,Communities of Practice,Research Needs

This article examines the role of research and development within England's school system. From a range of literature past and present we argue that six features (three dimensions) should form the focus for action at the institutional, systemic and policy levels. Applying these stress tests to the current system, we suggest that an effective ecosystem of research-informed schools is as yet not being fully realized. We argue that the keys to improving this are to change the structures, cultures and incentives that bridge the research-practice divide, and to align accountability arrangements to allow schools to learn through enquiry.
The Landscape of Professional Doctorate Provision in English Higher Education Institutions: Inconsistencies, Tensions and Unsustainability
Author: Robinson, Carol
Date: 2018-03-00
Type: Journal Articles
Subjects: Higher Education,Doctoral Degrees,Educational Quality,Quality Assurance,Professional Education,Comparative Education,Program Evaluation,Sustainability,Education Majors,Foreign Countries,Career Development,Doctoral Programs,Futures (of Society),Academic Education,Online Surveys,Interviews,Statistical Analysis,Qualitative Research

This article reports findings from a recent research project, commissioned by the Higher Education Funding Council for England (HEFCE), which explored the current landscape of professional doctorate (PD) provision in English higher education institutions (HEIs) (Mellors-Bourne et al., 2016). Given the absence of a clear definition by the Quality Assurance Agency for England of the characteristics that distinguish PDs from practice-based doctorates and the doctor of philosophy, this paper makes a timely contribution through considering the inherent characteristics of PD programmes. The paper presents an overview of the state of play of PD programmes currently available in HEIs in England, highlighting how the proliferation of PD titles and programmes, and inconsistencies between the various programmes, has resulted in confusion about what PDs are, the contribution they make, and the value they add to professional practice. Consideration is given to the tensions created through the expansion in the number and types of PDs available, and the implications of these tensions with regard to the future sustainability of PD programmes in general and in relation to the professional doctorate in education (EdD) in particular.
The UCL EdD: An Apprenticeship for the Future Educational Professional?
Author: Taylor, Susan
Date: 2018-03-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Programs,Remedial Reading,Reading Teachers,Graduate Students,Doctoral Programs,Apprenticeships,Teacher Certification,Mentors,Accreditation (Institutions),Case Studies,Trainers,Qualitative Research,Questionnaires,Data Analysis,Specialists

In 2001, the Institute of Education (now the UCL Institute of Education (UCL IOE)) became one of only three internationally accredited centres for the training of Reading Recovery trainers. To achieve accreditation, the training programme was required by the International Reading Recovery Trainers Organization to be linked to the IOE doctor of education (EdD). Specifically, apprentice trainers were required to complete a minimum of Year 2 of the EdD programme (the Institution-Focused Study) successfully, as a gateway to achieving their professional qualification. The IOE EdD allowed for a unique apprenticeship model that combined academic study and research at doctoral level together with practical experiences. This paper presents a case study of the apprenticeship model as viewed by professionals who have undergone the experience. Findings suggest similarities to previous reports on professional doctorates, but also suggest a bridge and transition from apprentice to an apprentice who is also a mentor. A range of tensions are also suggested, some of which have been described by previous authors, but also others that have not previously been reported. Apprentice trainers reported feeling like 'weird fish' in that although their apprenticeship model was part of the EdD, it did not 'fit' with experiences the rest of their cohorts received. Nevertheless, there was a sense of preparedness for participants' new, complex professional roles. Implications of findings for linking the EdD to specific professional roles are also discussed.
Voicing the Professional Doctorate and the Researching Professional&apos;s Identity: Theorizing the EdD&apos;s Uniqueness
Author: Burnard, Pamela
Date: 2018-03-00
Type: Journal Articles
Subjects: Professional Identity,Doctoral Degrees,Foreign Countries,Graduate Students,College Faculty,Teacher Attitudes,Student Attitudes,Work Environment,Universities,Researchers,Educational Research,Teacher Educators,Supervisors,Education Majors

Although there is increasing interest in how learning to become a researching professional is understood by students undertaking a professional doctorate of education (EdD), the topic remains under-researched and under-theorized. In this article, we provide a set of theorizations, starting with the purpose and distinctiveness of the professional doctorate and the researching professional identity as this is understood by students and staff participating in the EdD programme in one university in the United Kingdom (UK). This is followed by a retheorization of the researching professional as they develop a reflexive disposition to connect the workplace and the university as the subject and object of the same critical stance. We explore: how the professional doctorate may be understood as practices of diverse researching professionals at different phases and stages of their doctoral journey; the imperative of critical reflexivity as one moves from practitioner to researching professional; and the placing of 'practice' at the nexus of the workplace, the university (doctoral programme) and leading professional change. We conclude with a merging of theorizations building on the being and doing of reflexive practice by EdD doctoral educators/supervisors and doctoral students/ researching professionals. Our theorizations are drawn from insights arising from recent EdD research projects (Burnard et al., 2016; Burnard et al., 2018; Heaton et al., forthcoming), and highlighted by narratives from two EdD students currently on a part-time EdD programme.
Citation Practices of Postgraduate Students Writing Literature Reviews
Author: Badenhorst, Cecile
Date: 2018-03-00
Type: Journal Articles
Subjects: Graduate Students,Literature Reviews,Teaching Methods,Intervention,Plagiarism,Citations (References),Masters Programs,Academic Discourse,Writing (Composition),Writing Instruction,Foreign Countries

Writing a literature review requires highly sophisticated academic literacies. Many postgraduate students find this genre a challenge. While there is a growing awareness of the need for explicit pedagogy to support students writing this genre, many pedagogical interventions fail to move beyond a focus on citations as a stylistic convention or as a way of avoiding plagiarism. What is missing is a pedagogy that relates citing to the more complex, fluid conceptual and ontological practices that are implicit in academic contexts. The purpose of this paper is to explore the citation patterns, complexity and discursive practices in master's students' literature reviews, and to inform pedagogy.