ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Practices and Hybrid Space in a Fifth-Grade Mathematics Classroom
Author: Cribbs, Jennifer D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Practices,Grade 5,Classroom Environment,Classroom Techniques,Learning Experience,Blended Learning,Mathematics Instruction,Case Studies,Student Motivation,Discussion (Teaching Technique),Phenomenology,Classroom Observation Techniques,Interviews,Participant Satisfaction,Discourse Communities,Teaching Methods,Instructional Innovation,Instructional Effectiveness,Elementary School Mathematics,Relevance (Education),Individualized Instruction,Family Influence,Peer Influence

Providing students with a classroom environment that allows for meaningful learning experiences is important for students to develop deep and long lasting understanding about mathematics. This article adds to the literature on learning environments in mathematics by presenting a case study of one fifth-grade mathematics teacher and her classroom through the lens of a hybrid space. The framework developed in Barton and Tan's (2009) work is applied to a mathematics classroom to investigate the use of funds of knowledge and Discourses. The researchers conclude that this teacher's instructional practices allowed for the creation of a hybrid space in her classroom. Evidence from this case study found that two constructs were present in the classroom (a) family funds of knowledge and Discourse, and (b) peer funds of knowledge and Discourse. Results from this study could help teachers and researchers better understand how to create a meaningful learning environment for students in the context of a mathematics classroom.
How School and University Supervising Staff Perceive the Pre-Service Teacher Education Practicum: A Comparative Study
Author: Allen, Jeanne M.
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teaching,Student Teacher Supervisors,Cooperating Teachers,Teacher Attitudes,Preservice Teacher Education,Theory Practice Relationship,Mixed Methods Research,Teacher Surveys,Interviews,College School Cooperation,Student Evaluation,Organizational Communication,Comparative Analysis,Focus Groups,Qualitative Research

This paper reports on research conducted in two Australian universities to evaluate factors that are perceived to significantly impact on the professional experiences of pre-service teachers during practicum. Contextualised within teacher education programs in an urban university in Tasmania and a regional university in Queensland, the particular focus of this paper is the beliefs and experiences of school and university supervising staff members
regarding the efficacy of the practicum in enabling students to integrate into practice the knowledge and skills they have acquired in their university coursework. Findings generated from the comparative analysis of both mixed methods studies revealed some differences but predominantly a number of similarities between the perceptions of the two samples of school practitioners and university staff members towards practicum. Three key findings are presented and discussed in this paper. (Contains 2 tables.)
Pre-Service Secondary Teachers' Attitudes towards Inclusive Education
Author: Costello, Shane
Date: 2013-04-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Preservice Teachers,Secondary School Teachers,Foreign Countries,Attitude Measures,Inclusion,Disabilities,Regular and Special Education Relationship,Positive Attitudes,Graduate Students,Undergraduate Students,Competence,Teacher Education,Surveys

The attitudes held by pre-service teachers have been shown to affect their willingness and ability to implement an inclusive approach to education. A sample consisting of 193 pre-service secondary teachers enrolled in secondary education courses at an Australian university were surveyed to determine their attitudes towards inclusive education, with a particular focus on attitudinal changes across the years of study. Results indicated that pre-service secondary teachers held positive attitudes towards inclusive
education; however there was a significant decline in positive attitudes through the years of study. Pre-service secondary teachers enrolled in postgraduate programs were more inclusive than those enrolled in undergraduate courses. Attitudes towards training and perceived competence were less positive than other attitude scales for all participants, suggesting a concern regarding training effectiveness. Replication of the study is recommended across additional Australian and international universities to determine differences in training content and experiences which may impact on attitudes towards training and perceived competence. (Contains 4 tables and 3 figures.)
Pre-Service Teachers' Preferred Methods of Assessment: A Perspective from Saudi Arabia
Author: Alghamdi, Amani K. Hamdan
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Females,Evaluation Methods,Student Evaluation,Group Testing,Cooperative Learning,Alternative Assessment,Assignments,Group Activities,Questionnaires,Cooperation,Mixed Methods Research

Teacher-candidate course assessment is one topic that has not been adequately explored in teacher education literature where pre-service teachers' voices are rarely heard. This mixed-methods study explored a group of female pre-service teachers (n = 83) enrolled in a Diploma of Education program to identify their preferred method of assessment for their learning. The results
showed that these individuals preferred a group assignment, consisting of a written report and an oral presentation, over an individual assignment, consisting of an individual essay, because the group assignment helped them to break through the boundary of facing an audience and encouraged them to exchange knowledge with their counterparts. (Contains 3 tables.)
Building Early Career Teacher Resilience: The Role of Relationships
Author: Le Cornu, Rosie
Date: 2013-04-00
Type: Journal Articles
Subjects: Career Development,Resilience (Psychology),Foreign Countries,Qualitative Research,Beginning Teachers,Interviews,Teacher Persistence,Context Effect,Principals,Teacher Attitudes,Administrator Attitudes,School Culture,Professional Identity,Educational Policy,Educational Practices,Teacher Empowerment,Interpersonal Relationship,Parent Teacher Cooperation,Teacher Student Relationship,Peer Relationship

There are serious concerns around the sustainability of teaching given the attrition rate of early career teachers. In Western countries we know that between 25% and 40% of beginning teachers are likely to leave the teaching profession in the first 5 years (Ewing &amp; Smith, 2003; Day &amp; Gu, 2010). Clearly, there is a need to better understand the experiences of early career teachers and to investigate, in new ways, how the problem of teacher attrition can be addressed. This paper is based on a collaborative qualitative
research project funded by the Australian Research Council that aimed to investigate the dynamic and complex interplay among individual, relational and contextual conditions that operate over time to promote early career teacher resilience. The methodology for the study was a critical enquiry. The data for the study came from interviews with 60 beginning teachers and their
principals. Five main &quot;Conditions for Resilience&quot; emerged from the analysis: relationships; school culture; teacher identity; teachers' work; and policies and practices (Johnson, Down, Le Cornu, Peters, Sullivan, Pearce &amp; Hunter, 2010). This article focuses on the first theme--relationships. It illuminates the role that sustainable and mutually sustaining relationships play in the development of early career teachers. Jordan's (2006) model of relational resilience--with its characteristics of mutuality, empowerment and the development of courage--is used as a conceptual framework for discussing the insights from the study.
Literacy Coaching Roles in Diverse Contexts of Teaching and Learning: New Ways of Working
Author: van Leent, Lisa J.
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Coaching (Performance),Literacy,Reading Tests,Achievement Gains,Interviews,Student Diversity,Context Effect,Teacher Role,Models,Elementary School Students,English (Second Language),Second Language Learning,Qualitative Research

As the demands placed on the literacy coach have evolved, so too have the roles of these educational providers who are often responsible for working with school teams to turn around student performance on standardized literacy tests. One literacy coach based in a Queensland primary school recounts her experiences via open-ended interview over a two year period. We offer a theorisation of the new ways of working as a literacy coach in a context of teaching and learning marked by diversity. (Contains 2 figures.)
Workplace-Based Practicum: Enabling Expansive Practices
Author: Pridham, Bruce A.
Date: 2013-04-00
Type: Journal Articles
Subjects: Practicums,Work Environment,Models,Case Studies,Learning Experience,Communities of Practice,Placement,Interdisciplinary Approach,Mentors,College School Cooperation,Foreign Countries,Focus Groups,Preservice Teacher Education,Qualitative Research

Effective pre-service teacher education integrates theoretical and practical knowledge. One means of integration is practicum in a school workplace. In a time of variable approaches to, and models of, practicum, we outline an innovative model of school immersion as part of a teacher preparation program. We apply Fuller and Unwin's (2004) expansive and restrictive conceptual framework of workplace learning to a case study of an immersive practicum experience to discuss themes of participation, personal development and institutional arrangements in relation to school-based practicum. Enablers and constraints are identified for our immersion model of workplace-based practicum. Based on the data analysis a number of implications for structuring an expansive practicum learning experience are outlined. (Contains 4 tables.)
Teacher Identity in the Early Career Phase: Trajectories that Explain and Influence Development
Author: Morrison, Chad M.
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Professional Identity,Teaching Conditions,Faculty Mobility,Teacher Attitudes,Context Effect,Teaching Experience,Qualitative Research,Semi Structured Interviews

Early career teaching is a difficult phase to navigate with many newly qualified teachers choosing to leave the profession within the first few years. The professional identities of these and other teachers are shaped by challenging and unanticipated experiences. The schools where this teaching takes place also have profound influence on these teachers' individual responses to their new roles. This paper reports on how the contexts and professional environments of fourteen early career teachers contributed to the establishment of three distinct trajectories of teacher identity: the
emergent, tenuous and distressed. An examination of their developing
identities revealed the influential experiences and individual responses that were connected to how the novice teachers understood and explained themselves with and through influential others. These descriptions and representations of themselves shaped their future actions and evolving beliefs. These were then implicated in their identity trajectories, which in turn contributed to their professional traction or early exit from the profession. (Contains 1 figure.)
Second Life, First Experiences: Using Virtual Worlds in Teacher Education
Author: Wilks, Judith L.
Date: 2013-04-00
Type: Journal Articles
Subjects: Virtual Classrooms,Computer Simulation,Teacher Education Programs,Student Experience,Preservice Teacher Education,Units of Study,Secondary School Curriculum,Technology Uses in Education,Student Surveys,Instructional Effectiveness,Educational Technology,Participant Satisfaction,Teaching Methods,Instructional Development,Instructional Innovation,Foreign Countries,Visual Arts

Innovating in a higher education teaching context is never a straightforward matter. There are many factors influencing how, what, and when we teach, and the students' experiences of these things. This is especially so in the context of pre-service teacher education, forever evolving in response to rapidly changing
technological, political and socio-cultural landscapes. In this paper we relate and reflect on the innovation of utilising the 3D immersive virtual world of Second Life in two secondary education units of study. We discuss and interrogate our own and our students' experiences when we used Second Life to teach in during the first unit, and to teach about in the second. (Contains 3 tables and 2 figures.)
Middle Level Mathematics Teachers' Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background
Author: Stevens, Tara
Date: 2013-04-00
Type: Journal Articles
Subjects: Middle Schools,Mathematics Teachers,Mathematics Instruction,Self Efficacy,Teacher Effectiveness,Professional Development,Teacher Competencies,Teaching Skills,Knowledge Base for Teaching,Learner Engagement,Pretests Posttests,Classroom Techniques,Item Response Theory,Interviews,Rating Scales

Profile analyses were used to investigate differences in the self-efficacy
growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers' self-efficacy; however, without considering mathematics knowledge for teaching, teachers with more math background tended to benefit more than those with less background. Nonetheless, teachers with less math background had higher levels of teacher self-efficacy although this gap was closed by the last measurement. Such considerations are important when designing
professional development as teachers may have different needs based on
specific characteristics such as preparation in their teaching domain. (Contains 3 tables and 4 figures.)
A Study on Sixth-Grade Turkish Students' Spatial Visualization Ability
Author: Kurtulus, Aytac
Date: 2013-00-00
Type: Journal Articles
Subjects: Grade 6,Elementary School Students,Spatial Ability,Foreign Countries,Visualization,Mathematics Skills,Cognitive Ability,Scores,Interviews,Mixed Methods Research,Problem Solving,Elementary School Mathematics,Geometric Concepts,Visual Stimuli,Mathematical Concepts,Pictorial Stimuli,Computer Uses in Education

The aim of this study is to evaluate sixth-grade Turkish students' spatial visualization ability and to determine the strategies that students employ and the mistakes that they make while solving the problems requiring spatial reasoning. Therefore, the study examined the following achievements: visualizing different view images of three-dimensional structures made from unit cubes, interpreting two-dimensional pictorial representations of three-dimensional objects and finding the faces of the cube. In this study, spatial visualization behaviors were limited to the achievements covered by the Turkish primary education mathematics curriculum. Data were collected by
means of the Block of Cubes Test, which was designed to measure student achievements about the ability to mentally visualize different-perspective
views of three-dimensional structures made from unit cubes, to interpret two-dimensional pictorial representations of three-dimensional structures and to find the visible faces of the cube. The findings were based on the scores received by a total of 60 participant students from this test and the clinical interviews conducted with 21 students chosen randomly among the participants in order to identify the challenges experienced by them in the test. (Contains 21 figures.)
The Association between Teachers' Beliefs, Enacted Practices, and Student Learning in Mathematics
Author: Polly, Drew
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Achievement,Correlation,Teaching Methods,Teacher Attitudes,Mathematics Teachers,Elementary School Teachers,Elementary School Students,Elementary School Mathematics,Beliefs,Instructional Program Divisions,Questionnaires,Knowledge Base for Teaching,Achievement Gains,Hierarchical Linear Modeling,Pretests Posttests

Mathematics educators continue to explore ways to improve student learning. Of particular interest are the relationships between teachers'
instructional practices, their beliefs towards mathematics teaching, and student learning outcomes. While some studies have found empirical links between teachers' enactment of specific instructional practices and gains in student learning, there is no conclusive connection between beliefs, instructional practices, and gains in student learning outcomes. This study examines a few critical relationships between: teachers' beliefs and instructional practices, teachers' beliefs and student learning outcomes, and teachers' instructional practices and student learning outcomes. Data from 35 teachers and 494 elementary school students indicated significant relationships between teacher beliefs and practices but not between teacher beliefs or instructional practice when related to student achievement in mathematics measured by curriculum-based tests. Implications for the design of professional development and for further research related to mathematics teachers' beliefs, their instructional practice and their student learning outcomes are also shared. (Contains 2 tables.)
Validating a Written Instrument for Assessing Students' Fractions Schemes and
Operations
Author: Wilkins, Jesse L. M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Test Validity,Mathematics Instruction,Mathematical Concepts,Evaluation Methods,Scores,Grade 6,Mathematics Tests,Test Reliability,Mathematics Skills,Written Language,Student Evaluation,Interviews,Interrater Reliability

Previous research has documented schemes and operations that undergird students' understanding of fractions. This prior research was based, in large part, on small-group teaching experiments. However, written assessments are needed in order for teachers and researchers to assess students' ways of operating on a whole-class scale. In this study, scores from written instruments used to assess students' fractions schemes and operations were examined for validity and reliability. Scores from the written assessments were correlated with scores from clinical interviews of 33 sixth graders. Results suggest that the written instruments provide reliable and valid measures for assessing the partitive unit fraction scheme and the splitting operation. However, there is no such evidence regarding the partitive fraction scheme. Implications for teachers and researchers are considered, and possible explanations for the scores from the written assessments related to the partitive fraction scheme are discussed. (Contains 3 tables, 5 figures, and 4 endnotes.)
Using Facebook and Other SNSs in K-12 Classrooms: Ethical Considerations for Safe Social Networking
Author: Howard, Keith
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Networks,Educational Technology,Elementary Secondary Education,Ethics,Safety,Risk,School Policy,Internet,Teacher Student Relationship,School Districts,Board of Education Policy,Computer Uses in Education,Web 2.0 Technologies

The purpose of this article is to examine the potential risks of bringing social networking sites (SNS) into the classroom through the lens of Moor's (1999) just-consequentialist theory. Moor compares the setting of ethical policies in the fast-changing world of technology to a sailor trying to set a course while sailing. His analogy could not be more appropriate for educators' attempts to cope with the question of online social networking in schools. Educators must weigh the potential advantages of using SNSs in educational settings against the risks that such inclusion would entail. If the proper precautions are not taken, student safety, privacy, and psychological well-being are at risk. Additionally, administrators risk school reputation and legal liability. Teacher education programs must accept the responsibility of ensuring that teachers enter their classrooms with an understanding of both the transformative capabilities of new technologies and the risks that they may present. By highlighting the advantages of education-specific platforms in terms of controlling potential risks, teacher educators will likely facilitate increased teacher competence and confidence in incorporating the technology that is vital for student learning in the 21st century.
Pre-Service Teachers' Perceptions about Ethical Practices in Student Evaluation
Author: Bergman, Daniel J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Ethics,Educational Strategies,Student Evaluation,Teacher Attitudes,Student Attitudes,Elementary School Teachers,Secondary School Teachers,Comparative Analysis,Surveys,Teacher Certification

This paper focuses on what constitutes ethical-based practices in assessment and student evaluation. Pre-service teachers in education foundations classes responded to a survey in which they marked whether they perceived that the actions of an educator in evaluation scenario were ethical or unethical. Respondents had high agreement on the ethicality of 53% of the scenarios and had high disagreement on 17% of the scenarios. In a separate analysis, the results of chi-square tests that compared the responses of elementary and middle/secondary program pre-service teachers found significantly different responses on the ethicality of 17% of the scenarios. A higher percentage of elementary pre-service teachers deemed a scenario as ethical than did pre-service teachers in the middle/secondary group. The survey instrument served as both a data collection tool and a catalyst for learning about and teaching ethicality. The findings suggest the need for teacher preparation programs to explicitly address ethical conduct with pre-service teachers, including the provision of ongoing discussion and reflection throughout and beyond the programs. (Contains 2 tables and 3 notes.)
International Issues, High-Stakes Testing, and Border Pedagogy: Social Studies at Border High School
Author: Cashman, Timothy G.
Date: 2013-00-00
Type: Journal Articles
Subjects: High Stakes Tests,Public Policy,Social Studies,High Schools,School Location,Teaching Methods,Guidelines,Foreign Policy,Terrorism,Educational Policy,Politics of Education,Federal Legislation,Teacher Role

A recently constructed border wall stands within walking distance of Border High School (BHS) and was created to impede the flow of people, goods, fauna, and contraband from Mexico into the United States (U.S.). The reality, however, is that this geopolitical border is fluid, allowing connections between sociopolitical zones. The researchers selected BHS, which is in close proximity to the international border, as a site to uncover how social studies teachers and school administrators address U.S. international issues in classroom discussions. Within this setting, border pedagogy served as a framework for examining the work of educators on the U.S.-Mexico border. Specifically,the following question guided the researchers' investigation: To what extent and how are U.S. international policies addressed in social studies classrooms? (Contains 1 table.)