ethanporcaro/eric-fulltext-meta huggingface dataset:
Middle School Teachers' Views and Approaches to Implement Mathematical Tasks
Author: Yesildere-Imre, Sibel
Date: 2016-12-10
Type: Journal Articles
Subjects: Middle School Teachers,Teacher Attitudes,Qualitative Research,Mathematics Teachers,Mathematics Curriculum,Mathematical Logic,Thinking Skills,Interviews,Observation,Comparative Analysis,Mathematical Concepts,Mathematics Education,Mathematics Instruction,Foreign Countries,Algebra,Case Studies

This research examines middle school mathematics teachers' views regarding implementation of mathematical tasks and their enactments. We compare their views on tasks and their implementation, and determine the causes of difference between the two using qualitative research methods. We interview sixteen middle school mathematics teachers based on their professional experience and willingness, and observe task implementations of four. According to the data, we found that the teachers with the most professional experience have difficulty to implement the tasks, they have teacher-centred mentality and they make use of their own experiences as students than of the task itself.
Class Interactive Reading Aloud (CIRA): A Holistic Lens on Interactive Reading Aloud Sessions in Kindergarten
Author: Christenson, Lea Ann
Date: 2016-12-10
Type: Journal Articles
Subjects: Kindergarten,Reading Aloud to Others,Holistic Approach,Emergent Literacy,Reading Instruction,Models,Naturalistic Observation,Case Studies,Experienced Teachers,Preschool Teachers,Qualitative Research,Teaching Methods,Feedback (Response),Listening,Reader Response

In kindergarten classrooms (5 to 6 year olds) in the United States, interactive reading aloud has long been considered an important part of a comprehensive emergent literacy program. However, while individual components of interactive reading aloud (for example, teacher activity, student activity and text) have been studied, researchers have lacked a model to holistically assess this important practice. Thus, a model was created--Class Interactive Reading Aloud (CIRA)--to use as a lens for the study. Through non-participant observations and interviews covering a four-month period, this case study examined four experienced kindergarten teachers during four interactive read aloud sessions in the naturalistic setting of their classrooms. Strong patterns emerged across the practice of the teachers in each of the components of interactive read aloud sessions. All teachers exemplified the CIRA model to varying degrees. Teacher activity fell along a continuum from highly controlled sessions to sessions that appeared to have little apparent planning. All types of sessions yielded extremely engaged students.
&quot;You Expect Them to Listen!&quot;: Immigrant Teachers' Reflections on Their Lived Experiences
Author: Jhagroo, Jyoti R.
Date: 2016-09-00
Type: Journal Articles
Subjects: Immigrants,Teacher Attitudes,Hermeneutics,Teaching Methods,Foreign Nationals,Faculty Mobility,Cultural Context,Cultural Differences,Foreign Countries,Adjustment (to Environment),Teaching Experience,Curriculum,Cultural Background,Interviews,Personal Narratives,Student Centered Learning

The stories shared by the immigrant teachers capture some of their personal and professional lived experiences in their new teaching environment. The hermeneutic narrative approach of the study of seven immigrant teachers' stories, as they compared their teaching experiences in their home country to their New Zealand teaching experience, offer insight into the teaching and learning context that they had come from and the transitional challenges they faced. Some of these challenges may be attributed to attitudes and beliefs, curriculum matters, and pedagogical approaches. These challenges, combined with their determination to pursue their teaching career in an environment that may be dissimilar to their own, provides the context for this study. The findings may not only inform overseas teachers that are contemplating a move to New Zealand about the adjustment challenges but also provide educators with understandings of the diverse teaching and learning backgrounds that immigrant teachers may come from.
Part-Time Post Graduate Certificate in Education Teacher-Students: What Do They Bring to and Expect from a Formal South African Teaching Programme?
Author: Mukeredzi, Tabitha Grace
Date: 2016-09-00
Type: Journal Articles
Subjects: Teacher Education Programs,Pedagogical Content Knowledge,Graduate Students,Foreign Countries,Qualitative Research,Part Time Students,Student Attitudes,Professional Identity,Program Descriptions,Student Needs,Teaching Methods,Correlation,Academic Achievement,Teacher Qualifications,Questionnaires

The purpose of this study was to understand the nature and extent of subject content and curriculum knowledge that part-time Post Graduate Certificate in Education students in one South African university, brought to the classroom, and the kind and level of knowledge that they expected and sought from the programme. The study employed a qualitative design and data were collected through a questionnaire administered to 146 part-time students on this programme. These students were teaching in different contexts: urban, rural and, township high schools. The findings indicated that teachers within the 0-3 years' professional life phase expected to gain knowledge of the curriculum. The student teachers did not believe that they possessed adequate content knowledge, despite their previous undergraduate training and thus expected to learn the subject content knowledge from the programme. Many of the students however had adequate understanding of teaching practice although they still expected to learn more, including learning about aspects of professional teacher attributes. The core-educational modules in the programme exposed students to knowledge of curriculum and assessment requirements. However, these findings suggest a need to establish individual needs of students to ensure that their classroom practice needs are addressed by the time they graduate. Given the link between teacher content knowledge and student achievement, and the need to improve the content knowledge of PGCE part-time teacher-students, the study recommends inclusion of content knowledge in the curriculum.
Comparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums
Author: Geng, Gretchen
Date: 2016-09-00
Type: Journal Articles
Subjects: Comparative Analysis,Stress Variables,Graduate Students,Undergraduate Students,Student Attitudes,Academic Persistence,School Holding Power,Teacher Education Programs,Professional Identity,Self Concept,Practicums,Reflection,Questionnaires,Time Management,Preservice Teachers,Statistical Analysis,Foreign Countries,Qualitative Research

In comparison to undergraduate pre-service teachers (PSTs), graduate PSTs have previously completed a three-year bachelor degree and are enrolled in initial teacher education (ITE) programs to become a teacher. Following a review of literature on teachers' sense of stress, reflection and identity development, this study compared the stress levels and concerns of graduate PSTs with those of undergraduate PSTs. One hundred and fifty-one graduate and one hundred and fifty-nine undergraduate PSTs participated in this study. The graduate PSTs had significantly higher stress levels than undergraduate PSTs (p &lt; 0.01). Contributing stressors from both groups' own demographic background and teaching practicum perspectives were investigated and compared. These findings provide an empirical basis from which to develop appropriate strategies to support both groups of PSTs to manage their stress, develop their identity and personal beliefs and increase their retention in teacher education programs.
Case-Based Learning for Classroom Ready Teachers: Addressing the Theory Practice Disjunction through Narrative Pedagogy
Author: Strangeways, Al
Date: 2016-09-00
Type: Journal Articles
Subjects: Classroom Techniques,Theory Practice Relationship,Teaching Experience,Mixed Methods Research,Pilot Projects,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Placement,Thinking Skills,Epistemology,Concept Formation,Place Based Education,Workshops,Web Sites,Case Studies,Personal Narratives,Focus Groups,Interviews,Student Attitudes,Program Descriptions

Classroom readiness and the attendant theory-practice disjunction remains a key concern of policy makers, stakeholders and graduate teachers themselves. Links between the theoretical knowledge that preservice teachers gain during initial teacher education (ITE) courses and the practical learning of their school placements need to be strengthened in order to enhance beginning teachers' classroom readiness, or capacity to use their professional knowledge in a classroom setting. We argue that a hybrid model of case-based learning, involving the writing and interpreting of local &quot;case-stories,&quot; can offer preservice teachers meaningful engagement with &quot;real&quot; teaching experiences and build context-dependent knowledge outside of the placement setting. This article describes a mixed-method pilot study on the development and use of an online resource of multi-modal place-based &quot;case-stories&quot; of preservice teachers in Central Australia. It describes the three elements of the hybrid case-learning (HCL) model--the platform and place, structure, and resource-set. These elements interact to enable preservice teachers to enhance their classroom readiness through the development of narrative thinking practices and context-dependent knowledge. Preliminary findings suggest the HCL model offers scaffolding for the development of narrative epistemologies, leading to a change in thinking practices and the creation of meaningful connections between lived experiences and conceptual understandings.
Graduate Standards for Teachers: Final-Year Preservice Teachers Potentially Identify the Gaps
Author: Hudson, Suzanne M.
Date: 2016-09-00
Type: Journal Articles
Subjects: Preservice Teachers,College Seniors,Graduation Requirements,Minimum Competency Testing,Self Disclosure (Individuals),Self Efficacy,Likert Scales,Student Surveys,Student Teacher Attitudes,Interviews,Lesson Plans,Instructional Effectiveness,Knowledge Base for Teaching,Teacher Student Relationship,Age Differences,Gender Differences,Collegiality,Teacher Collaboration,Faculty Development,Student Evaluation,School Safety,Foreign Countries

The Australian Professional Standards for Teachers (APST) were devised to identify the attributes, skills and practices required of teachers at various career stages. This study investigates final-year preservice teachers' self-reported confidence against the APST at the graduate career stage. This mixed-method study used a Likert scale survey and interviews. Preservice teachers indicated areas of confidence, and also identified potential gaps in their teacher preparation with 30% or more of preservice teachers indicating they lacked confidence to: Use strategies to support full participation of students with a disability; demonstrate understanding for teaching Aboriginal and Torres Strait Islander students; engage with parents and carers to support student learning; and report on student learning to parents and carers. Qualitative data (n=10) explained reasons for these potential gaps, such as a &quot;lack of experience in these areas of teaching&quot; and a need for &quot;universities to ensure experiences in these areas during practicum&quot;.
Curricular Transformation of Education in the Field of Physical and Sport Education in Slovakia
Author: Bendíková, Elena
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Educational Development,Educational Change,Health Education,Health Related Fitness,Educational Policy,Educational Practices,Educational Methods,Academic Standards,Required Courses

The study presents basic information on the curricular transformation of physical and sport education in Slovakia after the year 1989, which is related to the education process in the 21st century. What is more, it points to the basis for modern transformation in relation to sports as well as to insufficient undergraduate teacher training and its consequences for the performance of newly qualified teachers. These findings are partially included in the grant VEGA no. 1/0376/14 Physical Activity Intervention for the Prevention of Health of the Population of Slovakia.
Specifics of Information Basis of Educational Activity of a Bachelor Student
Author: Slepko, Yury N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Learning Activities,Preservice Teachers,Perception,Correlation,Multiple Regression Analysis,Cognitive Style

The discussion of the results of an empirical research of the problem of forming the information basis of educational activity of students studying in pedagogical higher education institution is carried out in the article. The information basis of educational activity is considered by the authors as a subsystem of psychological system of activities implemented in the conditions of educational and professional teaching. It is considered in the context of forming other subsystems of activities (motives, purposes, the program, decision making, educational and important qualities) allocated in a single system in system-genetic approach of V. D. Shadrikov. The authors select the concept of professional formation and realization of personality of Yu.P. Povarenkov and his understanding of psychological structure of the subject of work as a basis for the analysis of forming the information basis of educational activity in the conditions of educational and professional teaching. According to the authors of the article, these approaches allow to carry out the analysis of educational and professional development at the personal (psychological) level whereas other existing approaches are limited only to the subject level of the activity analysis. Formation of information basis of educational activity includes qualitative and quantitative changes on different study courses and stages of educational and professional activity. Using methods of correlation analysis, multiple regression analysis, and analysis of the correlation relation the authors set the task to analyze the process of forming the information basis of educational activity in a more detailed way. The methods used in work allowed the authors to specify the existing ideas not only concerning the relationship between success of educational activities and psychological features of its information basis, but also study the influence of the latter on success of students' education. Also, the authors carried out the analysis of interference of the activities realized in teaching process on psychological features of its information basis.
Integration of Educational and Sports Technologies in Youth Wellness Tourism
Author: Malyshev, Andrei A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Integration,Athletics,Youth Programs,Wellness,Tourism,Extracurricular Activities,College Students,Student Development,Cultural Awareness,Health Promotion,Educational Benefits,Physical Fitness

The article reveals the potential of the youth tourism, addressing a number of problems of higher education: formation of a general cultural competence, preservation and strengthening of students' health, enhancing educational progress, motivating the physical self-improvement, contributing to the formation of healthy lifestyle values and developing social adaptation skills. The need to integrate these tasks with educational, sports, medical and biological technologies is scientifically grounded. The application of sports and wellness tourism in the educational potential of curricular and extracurricular activities of the University was developed as a theoretical model. This work describes the progress and results of its experimental testing. The results show that the sports and wellness tourism practices in higher educational establishments (on the basis of integration of educational, sports, medical and biological technologies) contribute to the formation of a general cultural competence, improve students' health, increase their fitness and motivate the physical self-improvement, as well as contribute to the development of physical qualities, in both men and women.
A Model for the University Operating as a Center for the Formation of a Local Environment for Adult Ongoing Education
Author: Ukraintseva, Irina I.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Continuing Education,Universities,College Role,Educational Development,Best Practices,Models,Municipalities

This paper features the results of a study conducted as part of the project &quot;The Development of Universities as Centers for the Formation of a Local Environment for the Ongoing Education of the Adult Population of a City&quot;, undertaken by Sochi State University in 2016 as an assignment commissioned by the Ministry of Education and Science of the Russian Federation. The paper examines, via a comparative-pedagogical approach, the theoretical and practical foundations of putting together a local environment for adult ongoing education and provides a rationale for the role of universities in the development and operation of a municipal system of ongoing education. The authors share the results of an analysis and systematization of the major trends in adult ongoing education by reference to the current best practices employed domestically and internationally. Based on the findings of a theoretical analysis of relevant research and a problem analysis of the activity of institutions of higher learning operating in local markets for educational services, the authors single out several models for the formation by universities of a municipal educational environment for adult ongoing education and draw a conclusion about the need to develop a more comprehensive, integrative, and consistent model. The paper brings forward a new model for the university operating as a center for the formation of a local environment for adult ongoing education, characterizes its specific components (objective-and-function, content, structural-logistical, instrumental-technological, and organizational-managerial), establishes the prospects for it as a tool for managing the education system, and sets out the key strategies for putting together a local educational environment for adult ongoing education.
How Students Acquire Self-Control: Primary School Teachers' Concepts from Turkey
Author: Aydin, Bahri
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Control,Elementary School Teachers,Elementary School Students,Teacher Attitudes,Teacher Role,Classroom Techniques

Self-control is a basic skill which enables individuals to be happy and successful, and it can and needs to be improved through education. One of the objectives of maintaining discipline in a classroom is to facilitate students in developing self-control, and the opinions of teachers may be taken into account regarding this. Moreover, teachers have a crucial role in helping students to develop these skills. The aim of our work is to assess how Turkish primary school teachers can help students acquire these skills. The research was conducted using data from one hundred and three primary school teachers from ten schools in Bolu, Turkey, utilising a screening model. Two sample events relating to how students can acquire self-control were given to teachers in a form. The opinions of the teachers were then represented visually as sector charts using a computer algebra system Mathematica v.10, based on the data provided.
Education of Social Skills among Senior High School Age Students in Physical Education Classes
Author: Akelaitis, Arturas V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interpersonal Competence,High School Seniors,Physical Education,Hypothesis Testing,Educational Experiments,Grade 9,Experimental Groups,Control Groups,Comparative Analysis,Communication Skills,Questionnaires,Likert Scales,Self Control,Evaluation Methods,Social Adjustment,Multivariate Analysis,Statistical Significance,Cooperation,Assertiveness,Skill Development,Statistical Analysis

Research aim was to reveal peculiarities of the education of social skills among senior high school age students in physical education classes. We hypothesized that after the end of the educational experiment the senior high school age students will have more developed social skills in physical education classes. Participants in the study were 51 pupils of the ninth grade (15.15 ± 0.36). Experimental group consisted of 25 and the control group of 26 senior high school age students. Bulotaite and Gudzinskiene communication skills questionnaire; Social Skills Rating System (Student form); Snaider's social self-control evaluation methods and Legkauskas subjective social adaptation scale were used. Repeated measures (RM) multivariate analysis of variance (2 × 2 (Group × Time) MANOVA) was used in order to analyse the effects of the educational program. During the experiment the applied measures of educational impact had a statistically significant effect on the components of experimental group senior high school age students' communication, cooperation, assertiveness and social adaptation skills in physical education classes.
The Formation of Elementary Schoolchildren's Cognitive Needs at the Lessons of the Russian Language by Means of Subjectivization
Author: Bakulina, Galina A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Russian,Elementary School Students,Teaching Methods,Cognitive Ability,Instructional Innovation,Task Analysis,Language Acquisition,Educational Research,Spelling,Vocabulary Development,Psycholinguistics,Native Language Instruction,Foreign Countries

The purpose of the article is to present of an innovative type of exercises in the Russian language, referred to as the complex intellectual-linguistic. The novelty of these exercises is: a) in an unusual arrangement of linguistic material which creates an educational research situation; b) in giving non-traditional tasks, aimed at simultaneously interconnected intellectual, linguistic and language development of students. The paper theoretically proves the possibility of stimulating effect of complex intellectual and language exercises on the formation of elementary schoolchildren's cognitive abilities; characterizes types of this kind of exercises, discloses the specificity of their composition and use on different stages of the lesson of the Russian language in elementary school, presents the results of their application in the educational process.
Standardization or Localization: A Study of Online Learning Programmes by Tertiary Institutions in Ghana
Author: Djan, Josephine
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Teaching Methods,Foreign Countries,Educational Improvement,Learning Processes,Distance Education,Higher Education,Equal Education,Access to Education,Student Employment,Student Attitudes,Time Management,Educational Attainment,Questionnaires,Interviews,Surveys,Technological Literacy

Many universities in Ghana have had a desire to ensure equitable access to formal tertiary education for the growing number of the working public who have sought to improve or better their educational status in tertiary institutions. For many of these working public or individuals, it is almost impossible to stay off work to enrol in these tertiary institutions but rather would most likely prefer to improve their educational and knowledge acquisition status in the comfort of their homes and in a relaxed and calm environment. This study is aimed at distinguishing between whether tertiary institutions should be evenly and commonly regulated and the learning process standardized for all individuals or to be specifically adapted for the individual needs of the target market.