ethanporcaro/eric-fulltext-meta huggingface dataset:
A Critical Analysis Process ­- Bridging the Theory to Practice Gap in Senior Secondary School Physical Education
Author: Gillespie, Lorna
Date: 2011-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Physical Education,Critical Theory,Foreign Countries,Models,Physical Activities,Physical Education Teachers,Secondary School Students,Secondary School Teachers,Curriculum Implementation,Secondary School Curriculum,Criticism

Many contemporary international physical education curriculum documents have a socio-cultural and critical orientation, which promotes the implementation of a critical pedagogy. Aotearoa New Zealand is no exception. This paper reflects our ongoing efforts to address, from a practical pedagogic perspective, the implementation of a socio-critical curriculum and articulation of critical pedagogy in senior secondary school physical education. We draw attention to the challenging nature of articulating critical pedagogical theory in school practice. We identify the understanding and interrelationship of social construction, multiple perspectives, and hegemony as key aspects in the teaching and learning process that support the development of student teachers' criticality and in turn their ability to critically analyse. We present these concepts as part of a Critical Analysis Process, a model that is designed to facilitate questioning by student teachers of their own status quo beliefs and practices. It is a model that is a work in progress.
Authentic Assessment in Performance­ Based Subjects
Author: Williams, P. John
Date: 2011-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Foreign Countries,Secondary School Curriculum,Secondary School Students,Engineering Education,Physical Education,Technology Uses in Education,Theory Practice Relationship,Qualitative Research,Statistical Analysis,Observation,Teacher Surveys,Student Surveys

This paper reports on a three-year study conducted in Western Australia, which commenced in January 2008, and was completed by December 2010. It concerns the potential to use digital technologies to represent the output from assessment tasks in two senior secondary courses: Engineering Studies and Physical Education Studies. The general aim of this study was to explore the potential of various digitally based forms for external assessment for senior secondary courses in terms of manageability, cost, validity and reliability. The problem being addressed in this research is the need to provide students with assessment opportunities that are authentic, where many outcomes do not lend themselves to being assessed using pen and paper over a three-hour period, and that are also able to be reliably and manageably assessed by external examiners. These two courses both have a significant performance-based component, and a certain level of dissonance results when students have performance expectations, and teachers teach to the theory examination in an attempt to ensure high pass rates. In Engineering Studies, a computer-managed examination was designed that consisted of a design task that was broken down into a number of timed activities. Students were paced through each activity, recording their input in the form of a portfolio. Input consisted of text, graphics through a camera and voice, and the exam outputs were uploaded to an online repository for marking by external assessors. In Physical Education Studies, a digitally based examination was designed that incorporated four inter-related components. Two of these required computer-based responses and two were video-recorded practical performance components. Digital output from all parts of the task was collated into evidence portfolios and uploaded to an online repository for marking by external assessors. This paper focuses specifically on issues of authenticity in relation to the examination tasks designed for each course. It discusses longstanding concerns relating to authenticity associated with courses with a strong performance dimension in which there tends to be a dissonance between the teaching and learning of theory and practice. Ways in which digital technologies were utilised to address these issues are critically examined in this research.
Exploring the Role of Performance Assessment in Competency-Based Education: Recommendations from the National Summit on K-12 Competency-Based Education
Author: Gagnon, Laurie
Date: 2017-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Competency Based Education,Elementary Secondary Education,Program Implementation,Equal Education,Educational Strategies,Individualized Instruction,Educational Change,Educational Policy,Educational Quality

Based on reports created for the 2017 National Summit on K-12 Competency-Based Education, this article explores how educators can take action to build momentum for and implement competency education and performance assessment. As a guide to taking action, the article provides the following: (1) links to the four framing reports from the Summit; (2) six key issues in performance assessment that emerged from the discussions of the framing reports at the conference, listed under the relevant report; and (3) suggestions for relating these concepts to educators' work through close reading of parts of the text and sample discussion questions, in a methodology often referred to as a text-based protocol. The four framing reports include: (1) In Pursuit of Equality: A Framework for Equity Strategies in Personalized, Competency-Based Education (Chris Sturgis with contributions from Ashley Jones); (2) Meeting Students Where They Are (Antonia Rudenstine, Sydney Schaef, and Dixie Bacallao); (3) Fit for Purpose: Taking the Long View on Systems Change and Policy to Support Competency Education (Susan Patrick, Maria Worthen, Natalie Truong, and Dale Frost); and (4) In Search of Efficacy: Defining the Elements of Quality in a Competency-Based Education System (Chris Sturgis with contributions from Natalie Abel).
History in the New Zealand Curriculum: Discourse Shaping and Key Competencies Possibilities
Author: Hunter, Philippa
Date: 2011-00-00
Type: Journal Articles
Subjects: History Instruction,National Curriculum,Foreign Countries,Educational Policy,Teaching Methods,Political Influences,Secondary School Students,Student Centered Curriculum,Experiential Learning,Discourse Analysis,Policy Analysis,Teacher Attitudes

This paper focuses on history in the New Zealand curriculum in light of its seemingly confused curriculum identity despite revision processes of the New Zealand Curriculum (NZC; New Zealand Ministry of Education, 2007). Some thinking about curriculum as a socially constructed political process that teachers can actively engage with sets the scene for unpacking ways the NZC policy conceptualises history. The notion of discourse is introduced, and competing discourses in the national curriculum are identified in relation to ways they play out in history pedagogy. The NZC key competencies are reflected as a policy space for rethinking history's curriculum purpose and pedagogy.
Literacy and Numeracy Standards: Recent Constructions within the Political, Business and Media Discourses in New Zealand
Author: Walshaw, Margaret
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Literacy,Numeracy,Academic Standards,Educational Legislation,Politics of Education,Ethics,Power Structure,Elementary Secondary Education

Concerns about a decline in literacy and numeracy standards in New Zealand are longstanding. Such concerns have again come to the fore with the introduction of the Education (National Standards) Amendment Act 2008. In this paper we track the debates leading up to the new legislation, focusing on the political struggles and the way in which games of truth, power and knowledge are played out in a bid to reconstruct thinking and action about literacy and numeracy. Such truth games have resonances within all educational enterprises, influencing the way we think about the key skills deemed appropriate for dealing with everyday civic life.
Evaluating Comparability in the Scoring of Performance Assessments for Accountability Purposes
Author: Lyons, Susan
Date: 2017-00-00
Type: Journal Articles
Subjects: Scoring,Accountability,Performance Based Assessment,Comparative Analysis,Competency Based Education

This brief summarizes &quot;Comparability in Balanced Assessment Systems for State Accountability,&quot; published in &quot;Educational Measurement: Issues and Practice&quot; (Evans &amp; Lyons 2017). The study evaluated comparability claims in local scoring of performance assessments across districts participating in New Hampshire's Performance Assessment of Competency Education (PACE) pilot project. The study applied two judgmental methods for estimating comparability that are used in international contexts: consensus scoring and rank ordering. Across all districts, the consensus scoring yielded scores that were positive, meaning they were a bit lower than the teacher-given scores. Analysis revealed uneven scoring across districts, suggesting that there remains a need for additional training on scoring and within-district calibration, as well as for increased cross-district calibration. The rank-order method results revealed scoring differences across districts, most notably in one district in which teachers were scoring their student work a full standard deviation below (more rigorous) where the judges placed the same student work within the sample. Researchers found that applying the two methods in the context of the PACE system highlighted some strengths and limitations of each method. [For &quot;Comparability in Balanced Assessment Systems for State Accountability,&quot; see EJ1154674.]
Performance Assessment Examples from the Quality Performance Assessment Network
Author: Kuriacose, Christina
Date: 2017-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Teacher Made Tests,Grade 1,Grade 4,Grade 12,Social Studies,Language Arts,Mathematics,Art,Writing (Composition),Curriculum

In this brief article, Christina Kuriacose provides four sample performance assessments. Spanning grade levels, these assessments are strong examples of teacher-developed performance assessments from schools within the Center for Collaborative Education's Quality Performance Assessment network. These performance tasks demonstrate the pedagogical decisions teachers made, as well as the ways the experience allowed for deeper learning. The assessments offer a consistent format to explore task details and learn more about work resulting from teacher-created, student-centered design.
Voices from the Field: Performance Assessments in State Accountability as Discussed at the National Conference on Student Assessment
Author: Lyons, Susan
Date: 2017-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Student Evaluation,Accountability,Federal Legislation,Educational Legislation,Innovation,Performance Based Assessment,Barriers,Alternative Assessment,State Standards

This field report from 2017's National Conference on Student Assessment shares possibilities for flexibility and innovation in assessment and accountability made possible by the Every Student Succeeds Act.
Rethinking the Role of Counting in Mathematics Learning
Author: Young-Loveridge, Jennifer
Date: 2011-00-00
Type: Journal Articles
Subjects: Computation,Mathematics Instruction,Foreign Countries,Numeracy,Models,Comparative Analysis,Number Concepts,Elementary School Students,Elementary School Teachers,Academic Standards

This paper challenges the emphasis on counting in New Zealand's Numeracy Development Project (NDP), arguing that subitizing provides an alternative pathway to quantification. Longitudinal data is presented showing that children's subitizing skills at the age of five years were a strong predictor of their later success in mathematics at the age of nine years. Sophian's work of comparison of continuous quantities is explored. Data from students whose teachers participated in NDP professional development programmes are compared with the expectations documented in the Mathematics Standards. The analysis shows that the percentages of students who reach the expected level for their year group is well short of the Standards. It is suggested that the large number of micro-stages at the lower end of the Number Framework together with the positioning of part-whole strategies as the fifth stage on the framework may give the impression that teachers should not focus on the relationship between a whole and its parts until students are able to count on (stage 4). The paper concludes by suggesting that a dual focus on subitizing and counting right from the beginning might help students to develop a deeper understanding of cardinality and of the relationship between a whole and its parts, resulting in them reaching expected levels earlier.
The Principles in the New Zealand Curriculum: What Sense Do Student Teachers Make of Them?
Author: Edwards, Frances
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Educational Principles,Student Teacher Attitudes,Graduate Students,Reflective Teaching,Beliefs,Curriculum Design,Decision Making,Theory Practice Relationship,Educational Attitudes,Student Surveys

The principles set out in the New Zealand Curriculum (NZC) &quot;embody beliefs about what is important and desirable in school curriculum--nationally and locally. They should underpin all school decision-making&quot; (Ministry of Education, 2007). An understanding of these principles is essential for all teachers who are involved in education in the compulsory sector in New Zealand, including beginning teachers. This paper reports on a study which investigated the developing understandings of the place and use of the principles in the NZC by student teachers over a year-long Graduate Diploma (Primary) programme and as they moved into their first teaching positions. Student teachers were able to identify examples of their own practice that reflected specific principles. In particular the principles they highlighted were ones that aligned with their personal beliefs. Other principles that lay outside their personal beliefs proved more difficult for them, but their understanding of the principles as they related to curriculum decision-making developed over the duration of the programme.
Teachers&apos; Perspectives of Professional Development for Effecting Change in Maori Medium Classrooms: A Mathematics Experience
Author: Hawera, Ngawera
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Faculty Development,Educational Change,Mathematical Concepts,Ethnic Groups,Pacific Islanders,Academic Achievement,Principals,Malayo Polynesian Languages,Foreign Countries,Mathematics Education,Language of Instruction,Leadership Effectiveness,National Standards,Interviews,Elementary School Students,Secondary School Students

In 2010 twenty-three Maori medium schools were given the opportunity for professional development with the Draft Nga Whanaketanga Rumake Maori: Pangarau (NWRM) (National Standards Maori Medium: Mathematics. The study provided a unique opportunity to listen to teachers' views about their professional development as they sought to implement national standards for mathematics education. Data was obtained from teachers in three schools to help identify key factors that they considered influential for their professional growth and development. The findings show that effective leadership, the development of high quality professional relationships between participants, appropriate resourcing and the serendipitous nature of professional learning, all contributed to the implementation of this government mandate.
Teacher Educators Talk about Enduring Understandings
Author: Earl, Kerry
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Educators,Foreign Countries,Teacher Education Programs,Teaching Experience,Teacher Surveys,Preservice Teacher Education,Teacher Effectiveness,Faculty Development

Teacher educators in tertiary education environments face similar challenges to teachers in other sectors when responding to the rapid pace of change across New Zealand educational contexts. &quot;What is really important?&quot; and &quot;how to fit it all in?&quot; are questions frequently asked about content. Using enduring understandings as a way of addressing these questions by identifying &quot;big ideas&quot; appeared to offer considerable benefits for one initial teacher education programme. This paper draws on a survey of teacher educators' experiences in using enduring understandings in the programme's compulsory professional studies papers to evaluate the effectiveness of this innovative approach. These teacher educators expressed approval of the implementation of enduring understandings and identified a variety of benefits. The study found that the development and use of enduring understandings enabled content revision and development to occur within existing policy guidelines. Furthermore there was increased teacher educator and student teacher talk around &quot;big ideas.&quot;
A Comparison of Delivery Formats to Encourage Student-Centered Learning in a Power Engineering Technology Course
Author: Turner, Mathew J.
Date: 2017-12-00
Type: Journal Articles
Subjects: Comparative Analysis,Student Centered Learning,Engineering Technology,Power Technology,Video Technology,Active Learning,Small Group Instruction,Lecture Method,Conventional Instruction,Teaching Methods,Problem Solving,Academic Achievement,Student Attitudes,Group Discussion,Books,Electronic Publishing,College Students,Technology Uses in Education

This paper describes a student-centered approach to a power engineering technology course using the flipped or inverted classroom as well as active learning in the form of group discussions and team problem solving. The study compares student performance and perceptions of a traditional, teaching-centered classroom to two different flipped courses: one using video lectures and one using a media-enhanced electronic textbook. The authors compared courses in the areas of 1) student performance on multiple choice and numerical analysis problems, 2) students' perceptions of course delivery format and satisfaction with the course and instructor, and 3) technical content coverage. Results show little difference in student achievement between the course formats, strong negative reactions by students to unfamiliar instructional methods, and little difference in content coverage. The authors believe that the outcomes of this study can be attributed to the benefits of small class sizes (n&lt;12), which naturally enable active learning to be utilized without the need for rigid and formal course structure.
A Technique for Continuous Evaluation of Student Performance in Two Different Domains: Structural Engineering and Computer Information Technology
Author: Desai, Niranjan
Date: 2017-12-00
Type: Journal Articles
Subjects: Academic Achievement,Homework,Technology,Tests,Assignments,Plagiarism,Engineering Education,Evaluation Methods,Classroom Techniques,Teacher Student Relationship,Comparative Analysis,Pilot Projects,Student Evaluation,Engineering,Civil Engineering,Undergraduate Students,Computer Science Education,Information Technology,Student Surveys

Student access to the Internet has made it much easier for students to find solutions to traditional homework problems online and thereby has made this traditional assessment method of monitoring student progress and gauging the assimilation of knowledge in engineering and technology courses less reliable. This paper presents an in-class, group-based quiz technique where students are quizzed typically on a weekly basis on material presented during the same week in lecture, but before doing any homework. Homework is typically not graded or its impact reduced on its percentage impact on the final class grade, whereas the quizzes are assigned a higher percentage impact on the final grade. Mid-term and final exams are based or derived from the homework assignments. Since students have not usually had any time to study the new material, they can work in groups of typically two or three students and if they get stuck, they have the option of asking the instructor for hints to prevent them from being stuck. Quizzes are graded in real-time during the class and provide the instructor with continuous, week to week, assessment as to a student's progress. The study found that the use of this quiz technique creates a more interactive experience between students, between the student and the instructor, and reduces the possibility of plagiarism on homework assignments.
The Effects Of Gender, Engineering Identification, and Engineering Program Expectancy On Engineering Career Intentions: Applying Hierarchical Linear Modeling (HLM) In Engineering Education Research
Author: Tendhar, Chosang
Date: 2017-12-00
Type: Journal Articles
Subjects: Gender Differences,Engineering,Engineering Education,Identification (Psychology),Hierarchical Linear Modeling,Hypothesis Testing,Career Choice,Intention,Longitudinal Studies,Expectation,Undergraduate Students,Statistical Analysis,Predictor Variables,Student Attitudes,Student Surveys

This study had three purposes and four hypotheses were tested. Three purposes: (1) To use hierarchical linear modeling (HLM) to investigate whether students' perceptions of their engineering career intentions changed over time; (2) To use HLM to test the effects of gender, engineering identification (the degree to which an individual values a domain as an important part of the self), and engineering program expectancy (one's belief in the possibility of his or her success in engineering) on the growth trajectory of students' engineering career intentions; and (3) To introduce the uses of longitudinal design and growth curve analysis in engineering education research. Survey data was collected at four time points using measures that produce scores with known validity. Sample sizes at each time point were 470, 239, 129, and 115, respectively. We used SPSS 22.0 to perform descriptive statistics and reliability analyses, and HLM version 7.0 to analyze growth. Between their first and third years, undergraduate students' perceived engineering career intentions neither grew nor declined significantly, with no significant difference between male and female students. Engineering identification significantly predicted individual differences when controlling for engineering program expectancy, whereas engineering program expectancy did not predict career intentions when controlling for engineering identification. These findings are possibly signs of overall stabilization of the declining trends in career intentions and reversal of women's perceptions of commitment to engineering careers. The contributions and limitations of this study are also discussed.