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The Effect Over Time Of A Video-Based Reflection System On Preservice Teachers’ Oral Presentations, Michael Cavanagh, Matt Bower, Robyn Moloney, Naomi Sweller 2014 Edith Cowan University

The Effect Over Time Of A Video-Based Reflection System On Preservice Teachers’ Oral Presentations, Michael Cavanagh, Matt Bower, Robyn Moloney, Naomi Sweller

Australian Journal of Teacher Education

We report the development of preservice teachers’ oral presentation performance based on a technology-mediated Video Reflection system. Participants video-recorded oral presentations and uploaded them to an online blog to view and reflect on their performance and that of their peers. Four presentations by forty-one participants were analysed using a range of criteria based on what we call the Modes of Communication (voice, body-language, words and alignment between them) and the Constructed Impression of the communication acts (confidence, clarity, engagement and appropriateness). Results indicate a significant improvement across all criteria with a decreased rate of improvement for later iterations.


Generating Cultural Capital? Impacts Of Artists-In-Residence On Teacher Professional Learning, Mary Ann Hunter, William Baker, Di Nailon 2014 Edith Cowan University

Generating Cultural Capital? Impacts Of Artists-In-Residence On Teacher Professional Learning, Mary Ann Hunter, William Baker, Di Nailon

Australian Journal of Teacher Education

The introduction of the Australian Arts Curriculum and the rise of a twenty-first century creativity agenda in education signal an opportunity for teacher educators to re-examine the outcomes and potential of arts-based initiatives on teacher professional learning. This study re-visits the outcomes of the Australian Artist-in-Residence program in this context and analyses a subset of data collected for its evaluation. The study reveals that while teachers perceive an improvement in creative capital, it is important to consider questions about the capacity for such programs to generate long term changes in practice. The study illustrates how some States and Territories embedded ...


Preservice Mathematics Teachers’ Personal Figural Concepts And Classifications About Quadrilaterals, Emel Ozdemir Erdogan, Zeliha Dur 2014 Edith Cowan University

Preservice Mathematics Teachers’ Personal Figural Concepts And Classifications About Quadrilaterals, Emel Ozdemir Erdogan, Zeliha Dur

Australian Journal of Teacher Education

The aim of this study was to determine preservice mathematics teachers’ personal figural concepts and hierarchical classifications about quadrilaterals and to investigate the relationships between them. The participants were 57 preservice primary mathematics teachers in their senior year at a state university in Turkey. The preservice mathematics teachers were administered a questionnaire that consisted of 13 questions extracted from studies on the descriptions and images of quadrilaterals, identification of quadrilateral families among given images, and identification and classification of the relationships between quadrilaterals. The results showed that the preservice mathematics teachers’ knowledge of quadrilaterals learnt at primary-secondary school level and ...


"Inside-Out Pedagogy": Theorising Pedagogical Transformation Through Teaching Philosophy, Rosie Scholl 2014 Edith Cowan University

"Inside-Out Pedagogy": Theorising Pedagogical Transformation Through Teaching Philosophy, Rosie Scholl

Australian Journal of Teacher Education

This retrospective interview study focused on the impact that training and implementation of Philosophy, in Lipman's tradition of Philosophy for Children, had on the pedagogy of 14 primary teachers at one school. Semi-structured interviews were conducted to document the impact of teaching Philosophy on pedagogy, the resources required to facilitate and sustain such change, including the necessary dispositions required to teach Philosophy, and the critical junctures in pedagogical change associated with teaching Philosophy. Interview data were coded and analysed to generate a grounded theory regarding the efficacy of teaching Philosophy in terms of its impact on the pedagogy of ...


Dynamic Variables Of Science Classroom Discourse In Relation To Teachers’ Instructional Beliefs, Sibel Kaya 2014 Edith Cowan University

Dynamic Variables Of Science Classroom Discourse In Relation To Teachers’ Instructional Beliefs, Sibel Kaya

Australian Journal of Teacher Education

The current study examines if the occurence of dynamic variables namely, authentic questions, uptake, high-level evaluation and student questions in primary science classrooms vary by teachers’ instructional beliefs. Twelve 4th grade teachers from two different schools volunteered to participate in the study. Data was collected through semi-structured interviews and classroom observations. Both qualitative and quantitative methods were used to determine teachers’ instructional beliefs, classroom practices and dynamic variables of classroom discourse. Results showed that teachers were more teacher-centred in their classroom practices than their instructional beliefs. There were no differences among teachers with different instructional beliefs in terms ...


Are You Ready To Be A Mentor? Preparing Teachers For Mentoring Pre-Service Teachers, Angelina Ambrosetti 2014 Edith Cowan University

Are You Ready To Be A Mentor? Preparing Teachers For Mentoring Pre-Service Teachers, Angelina Ambrosetti

Australian Journal of Teacher Education

The use of mentoring has nowadays become a predominant practice for the professional placement component of pre-service teacher education programs. Research however has identified that being an effective teacher doe not make you an effective mentor. The present research investigated the role of professional development in the preparation of mentor teachers for their mentoring roles. Specifically, this paper presents the findings of a pilot mentoring preparation course that engaged mentor teachers in developing their knowledge about the nature and process of mentoring, and the roles of mentors and mentees. Data about changed understandings of mentoring and changed mentoring practices of ...


Perceptions Of Kindergarten Teachers Regarding Professional Development In New Jersey's Public Schools, Deborah Fitzpatrick 2014 Seton Hall University

Perceptions Of Kindergarten Teachers Regarding Professional Development In New Jersey's Public Schools, Deborah Fitzpatrick

Seton Hall University Dissertations and Theses (ETDs)

PreK-3 is a growing national initiative designed to transform the educational experiences of young children. Research indicates that young children’s educational gains are more likely to last when quality preschool programs are linked with the elementary years. A PreK-3 approach integrates and builds strong connections between the learning experiences of children ages three through eight. Kindergarten is the grade where preschool and primary grade experiences intersect.

The purpose of this study was to examine kindergarten teachers’ opinions regarding professional development opportunities in early childhood education which may help facilitate implementation of the PreK-3 continuum. This was accomplished through an ...


Elementary School Teachers' Interpretation And Promotion Of Creativity In The Learning Of Mathematics: A Grounded Theory Study, Yinjing Shen 2014 University of Nebraska - Lincoln

Elementary School Teachers' Interpretation And Promotion Of Creativity In The Learning Of Mathematics: A Grounded Theory Study, Yinjing Shen

Open Access Theses and Dissertations from the College of Education and Human Sciences

Creativity is important for young children learning mathematics. Comparing the investment theory of creativity and national standards and principles for early mathematics shows that doing mathematics is more than applying rules and procedures; rather, learning mathematics takes a lot of creativity. However, much literature claimed that creativity for young children in the learning of mathematics was not adequately supported by teachers in the classroom due to teachers’ poor college preparation in mathematics content knowledge, teachers’ negativity towards creative students, teachers’ occupational pressure, low quality curriculum, and the like. The purpose of this grounded theory study was to generate a model ...


A School System And University Approach To Reducing The Research To Practice Gap In Teacher Education: A Collaborative Special Education Immersion Project, Christine R. Grima-Farrell, Jan Long, Robyn Bentley-Williams, Cath Laws 2014 Edith Cowan University

A School System And University Approach To Reducing The Research To Practice Gap In Teacher Education: A Collaborative Special Education Immersion Project, Christine R. Grima-Farrell, Jan Long, Robyn Bentley-Williams, Cath Laws

Australian Journal of Teacher Education

This research is a response to the call for more effective practice based knowledge on ways to build inclusive cultures that assist the translation of research-to-practice. It reports on the factors identified in literature as being significant to the successful translation of research-to-practice and seeks to identify important sources of influence from an undergraduate teacher perspective.

By investigating a collaborative school system and university generated Special Education Immersion Project, specifically designed for undergraduate teachers, a number of factors are presented as contributors to the gap between research and practice. They include the importance of linkages between teacher preparation programs and ...


Autoethnography And Teacher Education: Snapshot Stories Of Cultural Encounter, Maureen F. Legge 2014 Edith Cowan University

Autoethnography And Teacher Education: Snapshot Stories Of Cultural Encounter, Maureen F. Legge

Australian Journal of Teacher Education

In this paper I discuss how I framed and wrote an autoethnographic personal narrative of my lived experience as a New Zealand physical education teacher educator in the presence of two cultures, Māori and Pākehā. Central to my qualitative study was writing as a method of inquiry. Using this method I wrote a series of descriptive ‘snapshot stories’ derived from field experiences, over an 11 year period, that involved close and prolonged encounters with physical education teacher education (PETE) students in tertiary classrooms and 4 day marae stays. The storied accounts served as data for self-reflexivity about my role as ...


An Investigation Of Western Australian Pre-Service Primary Teachers' Experiences And Self-Efficacy In The Arts, Geoff W. Lummis, Julia Morris, Annamaria Paolino 2014 Edith Cowan University

An Investigation Of Western Australian Pre-Service Primary Teachers' Experiences And Self-Efficacy In The Arts, Geoff W. Lummis, Julia Morris, Annamaria Paolino

Australian Journal of Teacher Education

The arts are crucial in developing our multi-sensory interpretation of culture. With the introduction of the Australian National Curriculum in the arts, there is cause to reflect on teacher education courses, and pre-service teachers’ ability to deliver the new curriculum. Reflection on students’ experiences in the arts may provide insight into improving teacher education. A mixed methods study was conducted with first and fourth-year Bachelor of Education primary students at a Western Australian university, to determine students’ arts experiences prior to and during the course. Fourth-year graduating students were also asked to reflect on their self-efficacy to teach the arts ...


Macro-Scaffolding: Contextual Support For Teacher Learning, Marion Engin 2014 Edith Cowan University

Macro-Scaffolding: Contextual Support For Teacher Learning, Marion Engin

Australian Journal of Teacher Education

A socio-cultural theory of learning places importance on the social and cultural context of the learning as well as the interaction between a more expert other and the learner. Scaffolding at the level of interaction may be defined as micro-scaffolding, and support which can be found in the context of the learning can be referred to as macro-scaffolding. This paper reports on research carried out in a pre-service English teacher training context which explored macro-scaffolding. Findings suggest that support at the macro-level includes the shared understanding of accepted practices of the training context in terms of what is considered ‘good ...


Fidelity Of Implementation, Teacher Perspectives And Child Outcomes Of A Literacy Intervention In A Head Start Program: A Mixed Methods Study, Dawn Davis 2014 University of Nebraska - Lincoln

Fidelity Of Implementation, Teacher Perspectives And Child Outcomes Of A Literacy Intervention In A Head Start Program: A Mixed Methods Study, Dawn Davis

Open Access Theses and Dissertations from the College of Education and Human Sciences

The success of early childhood interventions have been influenced by the degree to which they were implemented with fidelity (e.g., Davidson, Fields & Yang, 2009; Dusenbury, Brannigan, Falco, & Hansen, 2003; Elliot & Mihalic, 2004), meaning “the degree to which teachers and other program providers implement programs as intended by the program developers” (Mellard & Johnson, 2008, p. 240). This study examines relations among implementation fidelity, teacher characteristics, their perceptions, and child literacy outcomes within a preschool literacy intervention using a mixed methods design.

This study examines child literacy outcome data from 247 preschool children and fidelity, perceptions and demographic characteristics from 11 lead preschool classroom teachers ...


Elementary Teachers' Expectations And Perceptions Of School Counselors, Kelly Stapleton 2014 East Tennessee State University

Elementary Teachers' Expectations And Perceptions Of School Counselors, Kelly Stapleton

Undergraduate Honors Theses

This qualitative study explored the expectations and perceptions elementary teachers have of school counselors. Participants were current or past students in an elementary education graduate program at a southeastern university. The participants responded to an open-ended online survey that consisted of questions that focused on the demographics of their schools and the expectations and perceptions they had of the school counselor’s roles and responsibilities pertaining to both academic achievement and student behavior. Although responses varied, the data suggests that there was substantial concern regarding the time and availability of the school counselor, implications of the use of counselors as ...


Naspa’S New Professionals Institute: Exploring The Personal And Professional Impact Of A Two-Day, Intensive Professional Development Experience, Ashley Stone 2014 University of Nebraska - Lincoln

Naspa’S New Professionals Institute: Exploring The Personal And Professional Impact Of A Two-Day, Intensive Professional Development Experience, Ashley Stone

Educational Administration: Theses, Dissertations, and Student Research

Professional development experiences, like professional development literature, are vast. While existing professional development literature discussed the needs for and barriers toward professional development as well as the benefits and types of professional development experiences, no research existed about NASPA Student Affairs Administrators in Higher Education’s (NASPA) New Professionals Institute (NPI), an intensive, two-day leading professional development experience for student affairs professionals who have been in the field for less than five years. Therefore, I conducted a phenomenological qualitative study, which explored the meanings NASPA’s Region IV-West NPI participants made of their two-day professional development experience as well as ...


Not Designed With Us In Mind: Exploring The Experiences And Needs Of Adult Learners At A Public Research University, Stephanie N. Meyer 2014 University of Nebraska - Lincoln

Not Designed With Us In Mind: Exploring The Experiences And Needs Of Adult Learners At A Public Research University, Stephanie N. Meyer

Educational Administration: Theses, Dissertations, and Student Research

Adult learners are a rapidly expanding student population, constituting more than 40 percent of college students today (Stokes, 2006). Research on adult learners has historically focused on their experiences within adult-centered institutions where they make up the majority student population. Although older students challenge the status quo of higher education, traditional institutions continue to dismiss their needs in the development of policies and practices. The structure of higher education is historically designed to serve youth and assumptions are often made about students that often overlook the needs, availability, and interests of adult learners. For many adult learners who prefer the ...


Elementary Teachers Past Experiences: A Narrative Study Of The Past Personal And Professional Experiences Of Elementary Teachers Who Use Science To Teach Math And Reading, Andrea Acre 2014 Northeastern University

Elementary Teachers Past Experiences: A Narrative Study Of The Past Personal And Professional Experiences Of Elementary Teachers Who Use Science To Teach Math And Reading, Andrea Acre

Education Doctoral Theses

This qualitative study investigated the experiences of four elementary teachers who have elected to use science to teach math and reading/language arts in an attempt to identify what motivates them to do so. Identifying what experiences have motivated these teachers to go against the gain and teach elementary science in this current era of high-stakes tests is of the upmost importance given that science is being eliminated from the elementary curriculum and it is during the elementary years that students’ nurture and develop their interest in science. Additionally, the United States is failing to produce enough college graduates in ...


Preservice Teachers' Use Of Frustration To Enhance Communication, Brenda B. MacKay, Annis N. Shaver 2014 Cedarville University

Preservice Teachers' Use Of Frustration To Enhance Communication, Brenda B. Mackay, Annis N. Shaver

The Research and Scholarship Symposium

Pre-service teaching, a required component of accredited teacher education programs across the United States, provides the opportunity for pre-service teachers to not only teach in their specific fields, but also to work with specific populations of students, such as English Language Learners (ELLs). Rarely, however, do pre-service teachers from the U.S. have the opportunity to teach ELLs in contexts where languages other than English and cultures other than American are dominant. This presentation reports how pre-service teachers teaching ELLs in just such situations dealt with frustrations common to pre-service teachers and also frustrations due to situational contexts. Through self-reporting ...


Lyceum Guild: A Ministry On A Mission, E. Paulette Isaac 2014 Cleveland State University

Lyceum Guild: A Ministry On A Mission, E. Paulette Isaac

The Journal of Traditions & Beliefs

Traditionally, formal adult education was reserved for the privileged. Thus, those without the financial means or, as in the case of the United States prior to 1865, individuals who were enslaved, were unable to capitalize on the educational benefits of the upper class. Hence, other means were used to obtain knowledge. For African Americans, community voluntary organizations and the Church served as informal learning institutions. Education and religion have long been paired in the Church. The AAC engaged African Americans in informal learning through forums, newsletters, fairs, workshops and seminars. Through its ministries, the Church has enabled African American adults ...


Discussion, Critical Reflection, And Collaborative Knowledge Construction In Experiential Education. A Response To "Taking People's History Back To The People: An Approach To Making History Popular, Relevant, And Intellectual", Michael Kopish 2014 Lewis and Clark Graduate School of Education and Counseling

Discussion, Critical Reflection, And Collaborative Knowledge Construction In Experiential Education. A Response To "Taking People's History Back To The People: An Approach To Making History Popular, Relevant, And Intellectual", Michael Kopish

Democracy and Education

This response discusses the pedagogical and conceptual omissions and other dilemmas of the history project described by Lempert. The intent of the project is ambitious and worthwhile; however, without emphasis on the critical process of sense making through discussion, reflection, and collaborative knowledge construction, the project falls short of its potential impact. I offer suggestions and recommendations for practitioners who might consider enacting such a project.


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