ethanporcaro/eric-fulltext-meta huggingface dataset:
Participatory Action Research: An Overview--What Makes It Tick?
Author: Gaffney, Michael
Date: 2008-00-00
Type: Journal Articles
Subjects: Action Research,Foreign Countries,Teaching Methods,Educational Practices,Personal Narratives,Universities

In this article I outline different elements of action research in an attempt to describe and define participatory action research (PAR). There is a lot more material available to readers these days, some of which I will refer you to in this article. I see my role here is to summarise enough of this material to help support your reading of the other articles that appear in this issue of &quot;Kairaranga&quot;. This material (I have tried to use work from Aotearoa New Zealand in the first instance) refers to the ethical, political and context characteristics of PAR, as well as the design and format for conducting such research. (Contains 1 figure and 2 footnotes.)
Ethical Principles in Practice: Evidence from Participatory Action Research
Author: Smith, Liz
Date: 2008-00-00
Type: Journal Articles
Subjects: Action Research,Ethics,Models,Evaluation,Disabilities,Educational Practices,Reflective Teaching,Foreign Countries,Validity,Special Education,Pervasive Developmental Disorders

A significant challenge for all participants in the autism spectrum disorder participatory action research (ASD PAR) project, including the Ministry of Education, the local project teams (LPT) and mentors, was the lack of availability of a single ethics approval process for the project in its entirety and, in particular, one that could accommodate the iterative, dynamic and participant-led action research process. To address this gap, participants in the ASD PAR project adopted both individual and shared responsibility for ethical reasoning. As with ethics in general, there was no one right answer that could be routinely applied to ethical dilemmas. A guiding framework of ethical principles proved useful for participants. Central to the success of the ASD PAR project was participants' ability to self-reflect, question and share resolutions. In essence, refections on ethical dilemmas as they arose were an interwoven strand through the life cycles of the ASD PAR project. (Contains 1 figure.)
Making Assumptions vs. Building Relationships: Lessons from a Participatory Action Research Project to Identify Effective Practices for Learners with Autism Spectrum Disorder
Author: Bevan-Brown, Jill
Date: 2008-00-00
Type: Journal Articles
Subjects: Action Research,Autism,Pervasive Developmental Disorders,Secondary School Students,Urban Schools,Behavior Problems,Communication Problems,Interpersonal Communication,Stress Variables,Anxiety,Questionnaires,Observation,Teaching Methods,Stress Management,Intervention,Visual Stimuli,Story Reading,Social Development,Student Characteristics,Foreign Countries,Teacher Student Relationship,Program Effectiveness

This article describes a participatory action research (PAR) project conducted in a large urban, co-educational secondary school. The project focused on two senior pupils with autism spectrum disorder (ASD) who, seemingly as a result of feeling stressed or anxious, displayed behaviours that inhibited communication. Using questionnaires, observations and teaching activities, factors that both caused and reduced stress for these students were identified. Interventions were introduced that successfully helped the students to recognise and manage their stress appropriately. These were principally the use of a variety of visual strategies and Social Stories[TM]. As a result of the PAR project, school staff learnt to question assumptions made about students and to give priority to getting to know them and developing positive relationships on which teaching programmes could be built. (Contains 5 footnotes.)
Building Communities of Support around a Child with Special Education Needs: The Effects of Participatory Action Research
Author: Lamb, Judy
Date: 2008-00-00
Type: Journal Articles
Subjects: Early Intervention,Action Research,Disabilities,Kindergarten,Special Education,Teaching Methods,Nonverbal Communication,Parents,Speech Language Pathology,Teacher Educators,Psychologists

Over a period of a year, formal and informal interactions among members of the community around a four-year-old girl with special education needs were focused through participatory action research (PAR). The team included parents, kindergarten teachers, an education support worker, speech-language therapist, early intervention teacher and psychologist. Closer relationships between team members have resulted in more immediate sharing of relevant information, collaborative analysis and responses using appropriate intervention strategies. Strategies used have included intensive blocks of intervention to introduce the Picture Exchange Communication System (PECS) in the child's home and kindergarten settings. The relevance of this system was established when the child made a spontaneous card exchange at the kindergarten to claim something she wanted from an adult with whom she did not have close contact. A variety of methods were used to record and share personal refections, observations and assessment, formally and informally, within the team. Transferal of information, practice and skills across the child's environments has been expanded in preparation for transition to school. Mutual respect has been enhanced as the value of the contribution of all team members has been recognised, and the use of PAR has been favourably evaluated by the team as an enhancement of the previous practice, which used a six-monthly Individual Development Plan cycle. (Contains 1 figure and 2 footnotes.)
Learning from Each Other: The Benefits of a Participatory Action Research Project on the Culture, Activities and Practices of the Adults Supporting a Young Child with Autism Spectrum Disorder
Author: Lamont, Robbie
Date: 2008-00-00
Type: Journal Articles
Subjects: Action Research,Autism,Pervasive Developmental Disorders,Young Children,Faculty Development,Teamwork,Participative Decision Making,Problem Solving,Communication Skills

Participatory action research advocates for teachers, parents and others to engage in practical inquiry as part of their everyday work for the purpose of improvement. Findings from this project affirm that a collaborative community of researchers, one in which the participants can critically analyse and transform their own situations, can have a significant impact on outcomes for students with autism spectrum disorder (ASD) (Meyer, Park, Grenot-Scheyer, Schwartz & Harry, 1998). This article identifies the shifts in perspectives resulting from engagement with this process for a team of adults. It also identifies the features of the team's experience that offer effective ways to work with students with ASD and their families. (Contains 1 footnote.)
Teaming from Three Perspectives: Interviews with Participatory Action Research Participants
Author: Cain, Judith
Date: 2008-00-00
Type: Journal Articles
Subjects: Action Research,Autism,Asperger Syndrome,Resource Teachers,Primary Education,Interviews,Parents,Administrators,Special Education,Parent Attitudes,Teamwork,Outcomes of Education,Interpersonal Communication,Pervasive Developmental Disorders

Taking part in the autism spectrum disorder participatory action research (ASD PAR) project was a genuine team effort for the group of people supporting Rose, a primary school student with Asperger syndrome. The following excerpts are from interviews with some of Rose's team. This is a collaborative approach to telling the story of the team's collaborative effort. The voice of Rose's parents, the principal of the school she attended and the resource teacher: learning and behaviour (RTLB) who coordinated the project, are all heard here and offer readers some insights on teaming from three perspectives. (Contains 1 footnote.)
What We Did: Journeys in Autism Spectrum Disorder Participatory Action Research
Author: Kelly, Anna
Date: 2008-00-00
Type: Journal Articles
Subjects: Action Research,Autism,Young Adults,Foreign Countries,Pervasive Developmental Disorders,Teamwork,Student Needs,Youth,Mentors,Family Involvement,Holistic Approach,Student Characteristics,Cooperative Planning,Leadership Responsibility,Individualized Education Programs,Role,Interpersonal Communication,Attitudes,Values,Sibling Relationship,Peer Relationship,Interpersonal Relationship,Teacher Role

Supporting children and young people with autism spectrum disorder (ASD) is an endeavour associated with both reward and challenge. There are teams of people across New Zealand who provide this support daily, without fanfare or display--it is simply what they do. In 2003 and 2004 nine such teams stepped up and out by taking part in the national autism spectrum disorder participatory action research (ASD PAR) project funded by the Ministry of Education. As participants in the ASD PAR project, teams reflected on, scrutinised, adapted, enhanced and documented their practice, while ultimately working towards improved outcomes for the children and young people with ASD at the centre of their teams. This article is an analysis of the work submitted to the Ministry of Education by teams and mentors who took part in the ASD PAR project. The key findings are grouped under four themes and highlight the value of: (1) team work; (2) positive attitudes; (3) using participatory action research in real-life settings; and (4) learning together as a team. (Contains 2 footnotes.)
What Works for One: Practice Considerations for Supporting a Child or Young Person with Autism Spectrum Disorder, Drawn from Participatory Action Research
Author: Kelly, Anna
Date: 2008-00-00
Type: Journal Articles
Subjects: Action Research,Autism,Pervasive Developmental Disorders,Foreign Countries,Individualized Instruction,Student Needs,Environmental Influences,Intervention,Outcomes of Education,Teamwork,Student Characteristics,Student Interests,Student Motivation,Transitional Programs,Peer Relationship,Sibling Relationship,Interpersonal Competence,Interpersonal Relationship,Stress Management,Student Participation,Teaching Methods,Children,Adolescents,Youth,Holistic Approach

This article is an analysis of the reports submitted to the Ministry of Education by teams and mentors who took part in the autism spectrum disorder participatory action research (ASD PAR) project. The key findings highlight the importance of: individualised support based on a sound knowledge of the child or young person; strategies targeted at the child's environment and the people within it as opposed to addressing perceived within-child challenges; and interventions thoughtfully linked to outcomes and carefully implemented in accordance with the culture and context of the child and the team. (Contains 3 footnotes.)
Cultivating Teachers' Beliefs, Knowledge and Skills for Leading Change in Schools
Author: Carrington, Suzanne
Date: 2010-02-00
Type: Journal Articles
Subjects: Curriculum Development,Inclusion,Educational Change,Ethics,Social Theories,Foreign Countries,Beliefs,Universities,Learner Engagement,Teaching Methods,Classroom Environment,Professional Development,Case Studies,Data Analysis,Inquiry,Preservice Teacher Education,Reflective Teaching,Secondary Education

Australian policy initiatives and state curriculum reform efforts affirm a commitment to address student disengagement through the development of inclusive school environments, curriculum, and pedagogy. This paper, drawing on critical social theory, describes three Australian projects that support the cultivation of teachers' beliefs, knowledge and skills for critical reflection and leading change in schools. The first project reports on the valued ethics that emerged in pre-service teacher reflections about a Service-learning Program at a university in Queensland. The second project reports on a school-based collaborative inquiry approach to professional development with a focus on literacy practices. The final project reports on an initiative in another university in Victoria, to operationalise pedagogical change and curriculum renewal in Victoria, through the Principles of Learning and Teaching (PoLT). These case studies illustrate how critical reflection and development of beliefs, knowledge and skills can be acquired to better meet the needs of schools. (Contains 2 figures and 1 footnote.)
Negotiating Identities in the Transition from Graduate Student to Teacher Educator
Author: Viczko, Melody
Date: 2010-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Graduate Students,Educational Change,Learning Processes,Transformative Learning,Teacher Educators,Education Work Relationship,Professional Development,Educational Experience,Teaching Experience,Personal Narratives,Theory Practice Relationship,Teacher Characteristics,Teacher Collaboration

Although practitioners, policy-makers, and academics call for reform in teacher education, there is ambiguity surrounding the identity transformation of graduate students who "become" teacher educators. This self-study uses narratives, based on intricate personal and collaborative reflection, to explore how the assumption of new role identities is an intricate and ongoing process of learning and reflection. In addition to considering the complexities and interrelationships inherent in role socialization, implications for teacher education practice and policy are raised. We conclude that it is beneficial, for both teacher educators and preservice teachers, to engage in collaborative and relational forms of self-study that foster educative understanding and heightened awareness of professional identity. (Contains 2 footnotes.)
The Relation between the Level of Job Satisfaction and Types of Personality in High School Teachers
Author: Ayan, Sezer
Date: 2010-02-00
Type: Journal Articles
Subjects: Public Schools,Promotion (Occupational),Job Satisfaction,Questionnaires,Personality Traits,Family Structure,Social Values,Secondary School Teachers,Job Security,High Schools,Teacher Effectiveness,Teaching Conditions,Correlation,Foreign Countries,Teacher Competencies,Psychological Patterns,Teacher Attitudes,Teaching (Occupation)

Teachers are loaded important responsibilities in educational process. The productivity and effectiveness of them are influenced by promotion, charging, job security, technological level, course load and working schedule which all are determined mostly by their institutions and influenced by noncognitive characteristics such as age, gender, family structure and finally influenced by personality types and characteristics, attitudes and behaviors, social values, competency and other personality characteristics of teachers. Purpose of this study was to establish the relationship between the level of job satisfaction of high school teachers and types of personality and to evaluate the differences of the levels of job satisfaction in accordance with the personality features. Method: The study covers teachers working in state schools in the central sub province of Sivas. Total number of the teachers work in 25 high schools at the area was one thousand and thirty-six. Fifty percent of the schools were included into the sample, and questionnaire was applied to 482 teachers. Data of the study were obtained from the questionnaire that determined the socio-demographic characteristics of the teachers, occupational satisfaction scale that determined their job satisfaction and the personality scale that determined their personality characteristics. Findings: Thirty-two percent of the teachers that answered the questionnaire were women and sixty-eight percent were males. The average score given by the teachers to all the statements in the scale in general is (O = 3.55); and it is seen that teachers are satisfied with their jobs near to an intermediary level. It is seen that more than half (62%) of the teachers have extrovert personalities. Proportion of the teachers with introvert personalities within the sample was 32%. When the differences of points that teachers obtained in the job satisfaction scale and points obtained for each of the statements included in the scale used to evaluate their personality characteristics were compared, it was found that their job satisfaction showed significant differences in terms of characteristics of liking competence, being ambitious in the social area and occupation, getting angry easily, and hiding their feelings. (Contains 7 tables and 4 footnotes.)
Supporting Primary and Secondary Beginning Teachers Online: Key Findings of the Education Alumni Support Project
Author: Maxwell, T. W.
Date: 2010-02-00
Type: Journal Articles
Subjects: Mentors,Alumni,Preservice Teacher Education,Interaction,Data Analysis,Beginning Teachers,Beginning Teacher Induction,Computer Mediated Communication,Elementary School Teachers,Secondary School Teachers,Transitional Programs,Questionnaires,Problem Solving,Feedback (Response),Classroom Techniques,Web Sites,Student Behavior,Foreign Countries

During 2005, the Education Alumni Support Project (EdASP) (Maxwell, Smith, Baxter, Boyd, Harrington, Jenkins, Sargeant &amp; Tamatea 2006) provided online support for University of New England (UNE) graduand, and later, graduate, teachers as they commenced their careers. The project was based on research which reported that many beginning teachers did not get the support they needed as permanent or contract workers, or, as casual, relief or support teachers, and that small scale trials had shown that online support could be effective. One third of beginning teachers who were alumni of UNE in 2004, reported they did not receive adequate or any mentoring. UNE web-based technologies provided the teachers and mentors with online environments for professional and social interaction, and resource sharing. We found that support was especially sought by the project participants in their first school term, and there were differences in the levels of online support sought by secondary and primary beginning teachers. The project raises implications for on-going systemic support for beginning teachers, the issue of transition from students to teachers, as well as questions about teacher education students' preparation. This paper provides the key findings of the project. Detailed description of the project structure, data collection and data analysis are available in Maxwell et al. (2006). (Contains 3 figures, 3 tables, and 3 footnotes.)
The Effect of Problem Posing Oriented Analyses-II Course on the Attitudes toward Mathematics and Mathematics Self-Efficacy of Elementary Prospective Mathematics Teachers
Author: Akay, Hayri
Date: 2010-02-00
Type: Journal Articles
Subjects: Mathematics Education,Self Efficacy,Statistical Analysis,Mathematics Teachers,Mathematics Instruction,Teacher Attitudes,Student Teacher Attitudes,Elementary School Teachers,Elementary School Mathematics,Problem Solving,Effect Size,Pretests Posttests,Likert Scales,Foreign Countries,Teaching Methods,Preservice Teachers

Research on mathematics teaching and learning has recently focused on affective variables, which were found to play an essential role that influences behaviour and learning. Despite its importance, problem posing has not yet received the attention it warrants from the mathematics education community. Perceived self-efficacy beliefs have been found to be a strong predictor of mathematical performance, while problem posing is considered to be a fundamental ability in mathematical learning. On the other hand majority of research in this area present a positive relation between attitude toward mathematics and success. Therefore, it is shown that attitude toward mathematics is a determinative of success or failure. In this respect this study examines the effect of problem posing instruction on the attitudes toward mathematics and mathematics self-efficacy of elementary prospective mathematics teachers. The study used a pre-test-intervention-post-test experimental design. Quantitative research techniques were employed to gather, analyze and interpret the data. The sample comprised 82 elementary prospective mathematics teachers. In the result of data analysis, it was determined that the effect of problem posing instruction on the attitudes toward mathematics and mathematics self-efficacy of elementary prospective mathematics teachers was in a positive way and at significant level. (Contains 1 figure and 4 tables.)
ASPIRE: Formation of Pre-Service Teachers through Leadership, Community Engagement and Retreat Training
Author: Hackett, Chris
Date: 2010-02-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Leadership,Community Involvement,Career Choice,Hermeneutics,Reflective Teaching,Special Programs,Released Time,Leadership Training,Reflection,Feedback (Response),Research Methodology,Focus Groups,Interviews

This article explores the experiences of pre-service teachers who are involved in a program promoting leadership, community engagement and retreat training. It initially presents a review of the literature on the significant links between teacher commitment and quality teaching. It then describes how four significant dispositions: care, leadership, service and reflective practice, are embedded in a program entitled &quot;ASPIRE&quot; at The University of Notre Dame Australia. The program is designed to assist pre-service teachers in recognising and developing their sense of teaching vocation. An outline of the research methodology is provided. Specifically, the research is based on qualitative data derived from focus group interviews, personal reflections and feedback sheets from pre-service teachers currently participating in three aspects of the program: the Education Society, the Community Service-Learning Program and the Retreat Leaders Training Program. Participant reflections are then considered from each of these programs. The article highlights participant responses in two categories: motivation for involvement and benefits gained. From this discussion, the article affirms the necessity for purposeful experiences in the development of a sense of teaching vocation. (Contains 1 figure.)
Learner Autonomy in Language Learning: Student Teachers' Beliefs
Author: Balcikanli, Cem
Date: 2010-02-00
Type: Journal Articles
Subjects: Student Teachers,Student Teacher Attitudes,Textbooks,Personal Autonomy,Decision Making,Teacher Educators,Second Language Learning,Foreign Countries,English (Second Language),Questionnaires,Interviews,Teacher Education

This paper aims to investigate student teachers' beliefs about learner autonomy in the Turkish educational context. In a study in the ELT Department, Gazi University, a questionnaire developed by Camilleri (1997) was administered to 112 student teachers. Twenty volunteer student teachers were interviewed in groups to identify their further general attitudes towards learner autonomy. The overall study findings indicate that student teachers are positive towards the adoption of learner autonomy principles. Most student teachers, however, do not want their future students to take part in the decision making process concerning the time and place of the course and the textbooks to be followed. In light of the findings, teacher educators are recommended to encourage their student teachers to engage in out-of-class tasks; to involve them in decision-making on the learning/teaching processes and to employ portfolios and teacher logs for the development of practical knowledge and thinking operations. (Contains 1 table.)