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Full-Text Articles in Education
Are We Doing Enough? Assessing The Needs Of Teachers In Isolated Schools With Students With Oppositional Defiant Disorder In Mainstream Classes, Fiona Mclean, Roselyn Dixon
Are We Doing Enough? Assessing The Needs Of Teachers In Isolated Schools With Students With Oppositional Defiant Disorder In Mainstream Classes, Fiona Mclean, Roselyn Dixon
Faculty of Education - Papers (Archive)
The Vinson report (2001) into public education highlighted the growing incidence of behavioural problems within the NSW public school system.
The Teacher Education Conversation: A Network Of Cooperating Teachers, Wendy Nielsen, Anthony Clarke, Valerie Triggs, John Collins
The Teacher Education Conversation: A Network Of Cooperating Teachers, Wendy Nielsen, Anthony Clarke, Valerie Triggs, John Collins
Faculty of Education - Papers (Archive)
This study investigated a professional learning community of cooperating teachers and university‐based teacher educators. To examine our roles and perspectives as colleagues in teacher education, we drew on frameworks in teacher learning and complexity science. Monthly group meetings of this inquiry community were held over two school years in a suburban school district in British Columbia. Participants’ current and prior experiences in the role of cooperating teacher provided rich topics for conversation. Our analysis illustrates how aspects of complexity thinking both enable and promote teacher learning, in this instance, the professional development of cooperating teachers. The study highlights (a) key …
Animated Storytelling About "My Special Place" To Represent Non-Aboriginal Preservice Teachers' Awareness Of "Relatedness To Country", Anthony D. Mcknight, Garry Hoban, Wendy Nielsen
Animated Storytelling About "My Special Place" To Represent Non-Aboriginal Preservice Teachers' Awareness Of "Relatedness To Country", Anthony D. Mcknight, Garry Hoban, Wendy Nielsen
Faculty of Education - Papers (Archive)
In this study, a group (N=15) of final year non-Aboriginal preservice teachers participated in an elective subject that aimed to raise their awareness about Aboriginal ways of knowing. A vital aspect of the course was developing the preservice teachers‘ awareness of "relatedness to country" which is a key belief for Aboriginal people. The non-Aboriginal preservice teachers selected their own special place and then experienced Aboriginal ways of knowing throughout the course and visited local Aboriginal sites to hear and listen to stories shared by an Aboriginal Elder. At the end of the subject, the preservice teachers created their own animated …
The Role Of Biographical Characteristics In Preservice Classroom Teachers' School Physical Activity Promotion Attitudes, Collin Webster, Eva Monsma, Heather Erwin
The Role Of Biographical Characteristics In Preservice Classroom Teachers' School Physical Activity Promotion Attitudes, Collin Webster, Eva Monsma, Heather Erwin
Faculty of Education - Papers (Archive)
Recommendations for increasing children’s daily physical activity (PA) call on classroom teachers to assume an activist role at school. This study examined relationships among preservice classroom teachers’ (PCT; n = 247) biographical characteristics, perceptions and attitudes regarding school PA promotion (SPAP). Results indicated participants who completed SPAP-related college coursework and had PA-related teaching/coaching experiences reported higher SPAP competence. Significant relationships were found among BMI, personal PA competence and SPAP competence in the contexts of PE and extracurricular settings. Personal PA competence and SPAP competence at recess and in the classroom predicted 19% of the variance in SPAP attitudes. Experiences in …
The Potential To Learn: Pre-Service Teachers' Proposed Use Of Instructional Strategies For Students With A Learning Disability, Stuart Woodcock, Wilma Vialle
The Potential To Learn: Pre-Service Teachers' Proposed Use Of Instructional Strategies For Students With A Learning Disability, Stuart Woodcock, Wilma Vialle
Faculty of Education - Papers (Archive)
Over recent years, moves toward the inclusion of students with special needs in mainstream classrooms has brought about increasing attention to the way general education teachers perceive these students. Commensurate with this has been a growing interest in what may constitute educational success for children with special needs in mainstream classrooms, plus the ability of general education teachers to provide effective and appropriate instruction for them. It is known that teachers form beliefs about the process of teaching during their pre-service training and also that once a belief has been held for a long time, it becomes extremely difficult to …