Showing papers in "Education 3-13 in 2012"

America's Children: Providing Early Exposure to Stem (Science, Technology, Engineering and Math) Initiatives

Abstract: Introduction The face of the American economy and that of the global economy has seen increasing change over the past decade (National Science Board, 2010). The trend of these economies has increased in science, technology, and innovation, as well as become more knowledge intensive. The need for professionals in the fields of Science, Technology, Engineering, and Mathematics (STEM) continues to grow at a comparable rate as well to meet the demands of this high-tech global economy. The increase in professional workers in Science and Technology fields in the United States has seen steady growth over the past decade, but lags behind the dramatic growth of our European and Asian global competitors in developed countries (National Science Board, 2010). As a result, more focus has been placed on STEM initiatives in American schools. These initiatives have been largely seen in the middle and high school curricula, but there has been little change in the elementary curricula to support these growing trends. Bencze (2010) writes, "... although there is considerable academic and official curricular support for promoting student-directed, open-ended science inquiry and technological design projects in schools, the reality is that they rarely occur." (p. 58) Review of the Literature History Current reform in science education and the push for STEM awareness by the Obama administration and nationally recognized foundations (e.g. American Association for the Advancement for Science, National Science Foundation) have emphasized projects and programs that encourage American youth to connect with STEM fields. Results on the PISA and TIMSS international studies of math and science exams have shown that American youth fall behind other developed countries in their abilities in science and math (Russell, Hancock & McCullogh, 2007; Russell, 1999) In addition, various research studies of undergraduate student experiences in choosing STEM professions (Russell, Hancock & McCullogh, 2007; Russell, 1999) have noted that the best time to create a connection, awareness and interest in STEM fields would be the elementary years. The number of students enrolling in more advanced math and science courses in high schools in America is on the increase according to the Federal Interagency Forum on Child and Family Statistics (2011). However, The National Science Board (2010) still projects a shortage of workers in the STEM fields in the United States in our near future. Over half of doctorate degrees in Natural Sciences and Engineering earned in the United States since 2006 were awarded to foreign nationals, largely from East Asia (National Science Board, 2010). Even though the number of undergraduate students entering STEM degree programs at four-year institutions has risen over the past decade, the rate of increase lags behind other developed countries. Present Initiatives One current initiative in promoting STEM in American education belongs to national organizations. The first is called The Partnership for 21st Century Skills (2004). The goal of this initiative is to prepare American children to develop the skills they will need in order to compete in our global economy. This partnership between educators, policy makers, and community members aims to provide tools and resources for public schools, and fight for policies that will advance the cause. The framework of this skill set encompasses reading, writing, arithmetic (3 R's), and other core subject areas; along with critical thinking and problem solving, communication, collaboration, and creativity (4 C's). 21st century themes, and information media and technology are also a focus of the partnership with support systems designating professional development for teachers and support for the learning environments. While some school districts were already embracing similar ideas, the partnership strives to provide equal support and resources for all schools across America at the local, state, and national levels. …

Digital Scholarship Considered: How New Technologies Could Transform Academic Work

Abstract: New digital and web-based technologies are spurring rapid and radical changes across all media industries. These newer models take advantage of the infinite reproducibility of digital media at zero marginal cost. There is an argument to be made that the sort of changes we have seen in other industries will be forced upon higher education, either as the result of external economic factors (the need to be more efficient, responsive, etc.) or by a need to stay relevant to the so-called "net generation" of students (Prensky, 2001; Oblinger & Oblinger, 2005; Tapscott & Williams, 2010). This article discusses the impact of digital technologies on each of Boyer’s dimensions of scholarship: discovery, integration, application and teaching. In each case the use of new technologies brings with it the possibility of new, more open ways of working, although this is not inevitable. The implications of the adoption of new technologies on scholarship are then discussed. Keywords : internet; digital technology; technology in education; social media; higher education; Web 2.0

Systemic Changes in Higher Education

Abstract: A power shift is occurring in higher education, driven by two trends: (a) the increased freedom of learners to access, create, and re-create content; and (b) the opportunity for learners to interact with each other outside of a mediating agent. Information access and dialogue, previously under control of the educator, can now be readily fulfilled by learners. When the essential mandate of universities is buffeted by global, social/political, technological, and educational change pressures, questions about the future of universities become prominent. The integrated university faces numerous challenges, including a decoupling of research and teaching functions. Do we still need physical classrooms? Are courses effective when information is fluid across disciplines and subject to continual changes? What value does a university provide society when educational resources and processes are open and transparent? Keywords: higher education; freedom of learners; open access; online learning

Why Do They Choose to Teach--And Why Do They Leave? A Study of Middle School and High School Mathematics Teachers.

Abstract: Background Teacher shortages have existed for many years Even in today's economy, with teacher lay-offs in abundance, shortages of mathematics and science teachers still exist In the past 20 years, the overall number of subject-area teachers at the middle and secondary levels has increased by 50%, with the fastest rate of increase in mathematics and science teachers taking place in the 1990s (Ingersoll and Merrill, 2010) During this decade, states increased the mathematics course requirements for high school graduation, and the number of high school students taking courses in mathematics increased by 69% In the same decade, the number of teachers with mathematics degrees increased by 74% The new supply of mathematics teachers has more than kept pace with increased retirements and student enrollments (Ingersoll and Perda, 2009) Why then, are there still shortages of mathematics teachers in the nation's schools? Almost a quarter of entering public-school teachers leave teaching within the first 3 years (US Department of Education, 2007) For schools with low academic achievement and high poverty, the attrition rates are even higher In schools with high teacher attrition, students are likely to have less experienced teachers (National Center for Analysis of Longitudinal Data in Education Research, 2007) High teacher turnover in schools creates instability, which hinders student achievement and the implementation of reforms Additionally, high teacher turnover is costly The time and effort to recruit and train new teachers has a significant effect on state and district budgets Nationally, the costs associated with teacher turnover are estimated to be over $7 billion a year (National Commission on Teaching and America's Future, 2007) Examining the reasons individuals choose to teach mathematics and the reasons they leave the teaching profession are the focus of this article Connecting the expectations of teaching with the reality of the job may help educators to form a bridge to improve the retention of mathematics teachers as well as the general population of teachers What the Research Says Most of the nation's teachers are white and female, and that trend has continued over the past 30 years (Education Commission of the States, 2005) The number of minority teaching candidates has increased over the years, but has not kept pace with minority student enrollments in recent years (Guarino, Santibanez, and Daley, 2006) Studies have also shown that college graduates with the highest intellectual ability are less likely to go into teaching than other college graduates (Shakrani, 2008) Research indicates that a larger percentage of the most intellectually able women now decide to enter careers other than teaching since more career opportunities are now available to them (Education Commission of the States, 2005) The research does show, however, that teaching is still strongly enticing to women because of the opportunity it affords to take time out to raise a family In studying the critical problem of having a sufficient number of qualified mathematics teachers to serve our student population, it is imperative to understand the characteristics of individuals who choose to enter the teaching profession According to Manuel and Hughes (2006) "Teaching and learning, at its core, is about relationships and connections--between teachers and students: accomplished teachers and new teachers, schools and communities; hopes and their realization; and aspirations and their fulfillment" (p 22) Characteristics of Potential Teachers Each person who decides to become a teacher has various traits and reasons for doing so Pre-service teachers were asked what factors influenced their decision to become a teacher (Manuel & Hughes, 2006) Responses were varied, but certain responses were among the most common Almost 71% responded that they chose to teach for personal fulfillment reasons …

Parental Involvement and the Theory of Planned Behavior

Abstract: Introduction The literature related to parents and schools is rife with articles that convey a convincing and positive connection between parent involvement and academic achievement (Henderson & Mapp, 2002), school attendance (Sheldon, 2007), graduation rates (Harvard Family Research Project, 2006), educational aspirations (Greenwood & Hickman, 1991), positive classroom behavior (Cotton & Wikeland, 2001), enrollment in more challenging curricula (Heymann, 2000), and favorable attitudes towards school (Henderson & Mapp, 2002; Trusty, 1996; Astone & McClanahan, 1991). Long term social and financial benefits, such as improved health outcomes, decreased welfare dependence, and reduced crime are also correlated with increased parental involvement (Haveman & Wolfe, 1995). Augmenting these findings is research that indicates that the earlier in a child's educational process parent involvement begins, the more powerful the effects (Cotton & Wikeland, 2001). Many of these investigations parallel the original observations of Henderson and Berla (1994), who reviewed 66 studies of parental involvement and overwhelmingly concluded that parents play a crucial role in the instructional experiences of their children. Although this conclusion may strike some as mere "common sense," it is important to mention that these data represent more than just a correlation. There are some clear paths through which such involvement improves student success. A review of the literature suggests that when parents/guardians are involved, teachers give more attention to students, teachers tend to identify potential learning problems at earlier stages, parents and teachers are able to coordinate efforts to aid individual students and provide family services, communities prioritize to build and maintain better physical facilities, schools recruit and retain quality staff and administration and schools are more likely to obtain new funding for after-school programs and other innovative supports (Zill & Nord, 1994; Epstein, 1995; Mediratta & Fruchter, 2001). Thus, it is not an overstatement to suggest that when parents "show up," they have enormous potential to positively impact the intellectual, emotional, and physical development of their children, school, and community. Hence, there is perhaps no topic on which there is greater agreement than the need for parental involvement in a child's education (Epstein, 1995). The consensus that parents are associated with a range of enhanced school outcomes is mirrored by legislative policies that mandate increasingly specific, research-based programs of family involvement. In fact, for the first time in the history of the Elementary and Secondary Education Act, there is a definition of parental involvement that is designed to facilitate the development of parent involvement practices. Most recently, NCLB outlined a cascade of school, district, and state requirements that are intended to involve parents in ways that close the achievement gap between disadvantaged minority students and their peers. Specifically, these policies hope to promote student achievement via shared accountability between schools and parents. Some of these provisions include "expanded public school choice and supplemental educational services for eligible children in low-performing schools, local development of parental involvement plans with sufficient flexibility to address local needs, and building parents' capacity for using effective practices to improve their own children's academic achievement" (U.S. Department of Education, 1994). Connected to these well-intentioned policies is a simple message from former U.S. Secretary of Education, Rod Paige, who states, "Schools can't improve without the help of parents" (Paige, 2002, p. A-13). Undoubtedly, the involvement of parents is vital to the success of our schools. So, why aren't more parents involved? The rewards of parent involvement are so clear. …

Research on Instructional Leadership Competencies of School Principals.

Abstract: Problem Situation Today management science has been experiencing a process where concepts with regards to how organizations will be managed are often discussed and new approaches are suggested with research support. It is seen that the concept of leadership becomes prominent more than the traditional concept of management and administration. Iman (2000) defines the concept of leadership as the power to influence others and lead them to action in line with certain goals and targets. Calik (2003) defines leadership as being a source of inspiration to others and guiding them while being the stimulating power of the change in the organization as well as solving the problems. Leadership is the foremost of the important issues that both theorists and implementers strive to resolve and about which extensive scientific research in the field of management have been made in 20th century (Ercetin, 2000). A leader is generally a person who can motivate, influence, give good examples and guide. Leader is the individual who has a creative and initiator role in ensuring organization to survive in line with its goals. The leader is the one making critical decisions not daily ones. Leadership involves foreseeing future, determining a realistic vision and targets for the future of the organization and collaborating people in order to realize this (Iman and Turan, 2001: 43). Senge (1990) defines leaders as the designers of the organizational behaviors. At schools, activities are conducted towards changing student behaviors in a planned and programmed manner. It is undoubtedly true that the most important factor in conducting the educational and instructional activities and consulting at school is the school administrator. The role expected from the school principle who performs the function of administering with the legal force is now not the educational administration but educational leadership (Yoruk and Akda ; 2010:67). With the developing and changing education system, the roles expected from school administrators have become more complicated. The school administrator needs to be aware that he should change at first in order to maintain the transformation at school and demonstrate this change to his surroundings. Besides the managerial aspect of the school administrators, it is expected that they are the instructional leaders. It is necessary that administrators demonstrate effective leadership at education institutions where human resource is effectively educated. School administrators should possess the characteristics of a leader more than a manager in order to reach the organizational goals. School principals in the recent educational entities implement some major strategies while practicing the leadership approaches. These are traditional leadership, instructional leadership, transformative leadership and facilitator leadership. The concept of effective leadership may bring the change of school principals who do not have any effect of the school anymore and whose success levels are gradually decreasing on the agenda. Decisions that may adversely affect the school may result in a decrease in education staff's trust to school. However; an effective leadership may be an effective component of the system (Porter et.al. 2010). Managers with leadership behaviors may establish visions; gather all the employees around a common goal, open new ways for education by creating a positive culture at school (ct. nandl, Ozkan 2006, Law and Glower, 2000). The interest in leadership also gains importance in cultural terms as weld as an educational policy in macro level. School leadership should be dealt with in interaction with administration (Heck and Hallinger, 2005). Scientific studies regarding instructional leadership have been performed since 1980s. The concept of effective schools comes into front through these studies. In a study by Edmons (1979) instructional leadership is defined as the school principal's role (Hallinger, 2005). …

There's an App for That: How Two Elementary Classrooms Used iPads to Enhance Student Learning and Achievement

Abstract: The purpose of this study was to research how two elementary school classrooms used iPads to enhance student learning and achievement. Participants were two first-year teachers' classrooms in a small one-school school district in Central California that was comprised of 38 students. Each classroom contained a classroom set of iPads used during English Language Arts and Mathematics lessons. The experimental research design study was conducted over a 3-month period beginning in January 2011. Two sets of groups—a control group and an experimental group—were given both iPad and non-iPad lessons. Data was collected for both groups and analysed. Findings included small increases in both classrooms in reading and math when iPads lessons were compared with lessons that were conducted in a traditional non-iPad method. It was concluded that the use of iPads enhanced student learning and achievement and served as another learning modality for elementary school students.

The Effect of a Professional Development Classroom Management Model on At-Risk Elementary Students' Misbehaviors.

Abstract: Statement of the Problem The problem in this research study was that at-risk elementary school students in four grade levels had too many disruptive behaviors which interrupted classroom instruction. Many of these students had certain characteristics, specifically low-income, single-parent families and poverty; that, according to Donnelly (2007) classified students as being at-risk for academic failure. Donnelly (2007) indicated that one of the struggles for at-risk students was learning how to function in a school environment with minimal interruptions due to misbehaving. Donnelly contended that some at- risk students were low academic achievers who exhibited low self-esteem. As a result, at- risk students became more problematic as they lagged behind other students relative to academic achievement. Four grade levels (i.e., pre-kindergarten, kindergarten, second grade, and fifth) at the elementary school were targeted for this study because 136 of 259 (53%) discipline referrals were written by the 11 teachers who taught the four grade levels. 35% of the classroom teachers had the highest number of discipline referrals. The 11 teachers selected for this study taught 224 students in the four grade levels. Furthermore, a review of report card grades for the 224 students for three consecutive terms revealed a decline in grades. The teachers of the targeted kindergarten, second and fifth grade classes stated that some students might be retained if no academic improvements were made. These teachers attributed most of the academic problems to the students' inappropriate disruptive behaviors. Research studies have supported teachers' contention that students' disruptive behaviors contributed to academic problems (Sloat, Beswick, & Williams, 2007; Graham & Prigmore, 2009). Therefore, a reduction in at-risk student's misbehavior could have a positive effect on academic performance. Purpose of the Study The purpose of this research study was to determine what effect the Professional Development Classroom Management Model (PDCMM) had on reducing at-risk elementary school students' misbehaviors. The study developed, implemented, and monitored a classroom management model to improve the classroom management skills of the 11 teachers who worked with the four targeted grade levels. Research studies demonstrated that teachers with improved classroom management skills had a more structured classroom that resulted in fewer student misbehaviors (Sterling, 2009; Desidero & Mullennix, 2005; Evertson & Meal, 2004).5/10 4:07 PM Theoretical Framework and Literature Review The Locus of Control Theory served as the theoretical framework for the research study. Graffeo and Silvestri (2006) documented that Locus of Control deals with a student's personal attribution of success or failure. Locus of Control can be external and internal. Internal Locus of Control students often felt their behavior and achievement were in submission to their personal control, while external Locus of Control students, such as the elementary school students in this research study, felt their behavior and achievement were dominated by the environment. According to the theory, at-risk elementary school students generally appeared to have an external Locus of Control orientation and did not perceive themselves as being fully in charge and responsible for their misbehaviors. Graffeo and Silvestri (2006) mentioned that Locus of Control Theory revealed how academic achievement was based on external and internal forces that may be positive and negative. These two researchers noted a correlation between socioeconomic status and student achievement. Graffeo and Silvestri theorized that persons with a higher socio-economic status were more likely to take responsibility to achieve social and economic advancements. These persons tended to have an internal Locus of Control orientation. On the other hand, a person from a low socioeconomic status usually felt he or she was being controlled by the environment. …

The Effect of Gender on the Patterns of Classroom Interaction

Abstract: The objective of the present study is to explore the effect of gender on the patterns of classroom interactions between teachers and students in Iranian EFL classrooms Twenty four classes were observed, recorded and the transcripts were produced Frequency and percentage of discourse acts produced by male and female teachers on one hand, and male and female students on the other hand, were computed and compared with each other Chi-square tests were run to diagnose the significant differences According to the results of the study, although males and females shared some features, the patterns of teacher-student interactions were gender related Female teachers were more interactive, supportive and patient with their students than male teachers They asked more referential questions, gave more compliments and used less directive forms On the other hand, the patterns of Student-Teacher Talk were also affected by the gender of students While male students ini- tiated more exchanges with their teachers, female students preferred to be addressed by their teachers Male students also made more humor and gave more feedback to their teachers

Teachers' Evaluation of Student-Centered Learning Environments

Abstract: Introduction The concept of student-centered education has led to perceptual changes in relation to education, learning and teaching. In student-centered teaching, at the stages of decision making, planning, application, and evaluation during the teaching-learning process learners participate in the process willingly, showing interest with determination. It can be said that student-centered teaching has brought about the change in questions from "What should we teach?", "How should we teach?", "With what should we teach?" to a perspective where "What would s/he like to learn?", "What will s/he do to learn?", "What would assist him/her in his/her learning?", "To what extent did s/he learn?" In other words, in student-centered teaching learners actively participate in the decision making process about what to learn, how to learn, and what kind of help is required, and how to decide how much is learned (Bery, Sharp, 1999; Lea, Sttenhanson & Tray; Hartly, 1987; Sharma, Millar & Seth, 1999; cited in: Acat, 2005). For over 100 years, philosophers such as John Dewey, Lev Vygotsky, Jean Piaget, Jerome Bruner, Ferriere, Rousseau, Freinet, Howard Gardner, Gianni Rodari, Bruno Ciari, Maria Montessori and others have reported on the benefits of experiential, hands-on, student-centered learning. Involving learner in decision making and using student interest to drive curriculum and projects supports a growing body of evidence that concurs with these revolutionary philosophers. Learning is not only about knowledge making. Children need to be active learners within the context of culture, community, and past experiences. Teachers who adhere to student-centered classrooms are influenced strongly by constructivism, naturalistic, social constructivism, existentialism, humanism, and progressive philosophies. Student-centered learning, or student centeredness, is a model which puts the student in the center of the learning process. Student-centered learning is a model in which students play an active role in their own learning styles and learning strategies. While learning, internal motivation is of vital importance. Individual systemizing is more important than standardized systems. Student-centered learning improves learning to learn and learning how to improve skills such as critical thinking, problem-solving and reflective thinking. Students apply and display different styles. Student-centered learning differs from teacher-centered learning in which it is characterized by the more active role of the learner when compared to the teacher. Student-centered learning helps students to get their own goals for learning, and determine resources and activities guiding them to meet those goals (Jonassen, 2000). Because students pursue their own goals, all of their activities are meaningful to them. Student-centered learning which is based on experiential learning helps knowledge and skills to be grasped more extensively and permananetly (Lont, 1999). Since both students and teachers participate in learning process, teachers are perceived to be a member of teaching environment and students to be the persons whose individual learning needs should be addressed. Thus, teachers by using more recent teaching methods involve students in learning process more actively. This improves and expands teachers' roles, which in turn contributes to team spirit and and the culture of working together. The properties of student-centered teaching program that was prepared by the Mid-continent Regional Educatinoal Laboratory are as follows (McCombs & Whisler, 1997; cited in: Unver & Demirel, 2004): * emphasizes tasks that attract students' various interests, * organizes content and activities around the subjects that are meaningful to the students, * contains clear opportunities that let all students develop their own learning skills and progress to the next level of learning, * contains activities that help students understand and improve their own viewpoints, * allows for global, interdisciplinary, and complemetary activities, * supports challenging learning activities even if the learners find them difficult, and * emphasizes activities that encourage students to work with other students in cooperation. …

Competing issues in Australian primary curriculum: learning from international experiences

Abstract: There is no doubt that the increasing politicisation of education in an economically rationalist climate is contributing to less equity, access, participation and, therefore, social justice for many Australian primary children. This article initially explores how the development of the impending national Australian curriculum replete with a high stakes testing regime and a website, My School, with its propensity to create league tables is problematic if an improved quality education for all Australian children is the goal. It contends that continuing to ignore the need for new ways of thinking about curriculum and pedagogy will continue to contribute to educational inequities. Recent research and writing from similar educational initiatives in both the United Kingdom and the United States of America support these assertions. Secondly, this article discusses the need to consider research about the potential role the arts can play in transforming children's learning across the curriculum to improve both aca...

Emotions, Emotional Intelligence and Leadership: A Brief, Pragmatic Perspective.

Abstract: How Emotions Affect Us: A Brief Introduction to Emotional Intelligence When searching for an understanding of E.I. (Emotional Intelligence), also referred to as E. Q. (Emotional Quotient), it is clear the term has various interpretations. Wharam's (2009) definition "EQ is to the heart what IQ is to the brain" (p. 7) seems appropriate. Emotions can have a great deal of influence on rational behavior. Emotionally intelligent leaders are more sensitive to their own emotions and the effect they have on others. Bradberry and Greaves (2009) found emotional intelligence is the single most significant predictor of performance in the workplace and accounts for 58 per cent of performance across-the-board in the work world. Emotions come from reactions to experiences in life. Victor Frankl (1959) remarked the only thing human beings can control is their own reactions (emotions) to the situations in which they find themselves. How one chooses to deal with not only one's own emotions, but the emotions of others as well, will determine a great deal about the experience one has both in life and in leadership situations. The following is an example of the power of emotions and how an act of making people feel significant can make a lasting, positive impression: Sam Preston, who retired from S.C. Johnson Wax after many years of service as an executive vice president ... used to make it a point to send handwritten notes when he noticed somebody doing something that merited recognition. The note would say, "Congratulations on a job well done," with the letters "DWD" scrawled across the top. DWD stood for "damned well done." When he retired, the company held a retirement party for him. He was amazed at the number of people who lined up clutching wrinkled yellow pieces of paper, fifteen years old, with "DWD" scrawled across the top. That little act of recognition and appreciation meant so much to the people under him that they kept those notes all those years. A seemingly insignificant act with a significant outcome. The lesson: It's important to make people feel appreciated (Sanborn, 2006, pp. 52-53). Leadership Leaders with high emotional intelligence can create situations like Sam Preston did. Lesser developed leaders will struggle to attain this, if ever. If leaders cannot develop a genuine desire on the part of others to follow them, team and organization goals will be at risk of failure. Defining leadership can be difficult. According to Stogdill (1974) leadership has as many definitions as there are people defining it. The numerous styles, roles, and types of leadership behavior make developing a single definition challenging. Leaders come in many different venues, from the highest ranking officer in an organization to the well respected floor sweeper. Sanborn (2006) and Cangemi (2011) stated leadership is about influence. Title alone will not necessarily deliver influence. It is interesting to observe how many successful leaders generally tend to attract others who want to be with them and around them. These leaders have a positive, encouraging disposition in their relationships (Glasser, 1998), creating in others a sense of being valued. They are keenly sensitive and perceptive and recognize life is heavily affected by emotions--especially their own. The saying "you can't learn to surf by reading books about it" goes for leadership as well. Ten years reading about leadership means very little when one is responsible for a group's success. The difference between merely reading about leadership and actually leading is substantial, because there is a certain feel connected with leadership that simply reading cannot deliver. Consider the first time General Eisenhower actually led combat troops in World War II. Before that time he had developed a reputation as one of the Army's most renowned planners (Korda, 2007) but he had never personally experienced combat leadership. …

What is the nature of the achievement gap, why does it persist and are government goals sufficient to create social justice in the education system?

Abstract: The ‘achievement gap’ – the term typically used to refer to differences in pupil attainment associated with social class, ethnicity and gender – remains an enduring obstacle to government goals of creating a socially just society. This article explores the nature of the achievement gap and some of the mechanisms that serve to perpetuate disadvantage in education systems providing a context in which to consider the appropriateness of government policies aimed at addressing the gap. Accessing predominantly English research but also consulting studies conducted in other education systems including the US and elsewhere in the UK, we argue that in contrast to its noble rhetoric, government approaches to addressing the achievement gap are preoccupied with standardised assessment and accountability (such as the latest attempt at raising pupil standards in England, the introduction of Academies) while paying little more than lip service to the persistent, underlying roots of inequality.

Leading a small remote school: in the face of a culture of acceptance

Abstract: This article presents a case study of one very small school in a remote location of Western Australia. The study is part of a larger programme, International Study of Principal Preparation, investigating the challenges facing novice principals in the first 3 years of appointment and the extent to which they felt they were adequately prepared to deal with the challenges they faced. The international study, of which this is part, involves cross-cultural comparisons of the experiences of novice principals in 13 different countries. The research described in this article addresses the question: What are the distinctive challenges facing leaders of small schools in bringing about changes to school cultures to improve student learning achievements? Two theoretical constructs were used as the lens through which to examine the culture of this small and isolated school: a culture of acceptance and a culture of inquiry. Using an interpretivist approach, data from interviews and observations were constructed into na...

Poverty-Stricken Schools: What We Can Learn from the Rest of the World and from Successful Schools in Economically Disadvantaged Areas in the US.

Abstract: In December of 2010, many Americans were shocked when the Organisation for Economic Co-operation and Development (OECD) announced the latest scores of the Program for International Student Assessment (PISA) tests. For the first time, China was in first place in math, reading, and science, and the US continued to score in the average range, failing to score as high as the top ten ranked countries in any subject. The announcement of the PISA scores was one of the leading stories on many national news shows and led some Americans to wonder if this was comparable to the "Sputnik" problem. Although many US students perform well on international tests such as the PISA, students who attend disadvantaged schools generally score poorly; consequently, national scores are lowered, and the US often lags behind the countries performing highest on international testing, such as Finland and South Korea (Baines, 2007). One of the biggest problems in the US educational system is the inadequate condition of many schools located in economically disadvantaged areas. McGee (2004) describes this concern as the most crucial issue in the American educational system. Darling-Hammond and Sykes (2003) indicate that most schools in economically-disadvantaged areas in the US suffer from teachers who are underprepared and too often work in schools with poor working conditions, high teacher-turnover rates, and low pay. As a result of attending inadequate schools, many students do very poorly on international achievement tests when compared with more advantaged students. This article discusses how the education of the poor can be improved by focusing on successful models in the US and abroad. The Gap in Academic Achievement Although the gap in academic achievement could be the result of many causes such as parental involvement, cultural attitude towards education, and the educational resources available at the home of a child, the school and its teachers can make a huge impact on a student's education. Unfortunately, even in 21st century America, severe inequalities in academic achievement persist. On a recent PISA test, for example, Brozo, Shiel and Topping (2007) indicate that white students in America were ranked second among the 32 countries that took the test, but that African American and Hispanic students were ranked 25th. On state testing, the situation is very similar. In 2001, for example, on the Illinois standards achievement test, only 40% of low-income third graders met the state's reading standards, compared with 75% of their classmates who were not considered disadvantaged students, and the reading results for grades 5 and 8 were similar (McGee, 2004). McGee (2004) argues that the gap in achievement is not about students who are failing, but about a system that is not providing the educational opportunities that low-income students are entitled to. A description of many low-income schools does in fact support McGee's hypothesis. The Need for Better Schools for the Poor One of the biggest problems that schools in poor districts face is a shortage of qualified teachers. Experienced teachers often leave these schools, and many good teachers avoid them. Most teachers who teach in poor districts are likely to hold less educational credentials, teach a subject they do not specialize in, and graduate from less prestigious universities when compared with teachers who teach in more advantaged areas (Robinson, 2007). Very often teachers with little experience or credentials take positions in poor districts and then leave, once they have gotten the experience which makes them marketable for wealthier districts. Frost (2007) refers to many inequalities between poor schools serving low-income students and those in wealthier areas, pointing out that in some advantaged districts, schools spend over twice as much per pupil than those in the poorest districts. In some inner-city schools, such as those in Chicago, children not only have teachers with inadequate training, but also have to deal with overcrowded classrooms, run-down buildings, and dilapidated textbooks. …

The Net Generation’s Informal and Educational Use of New Technologies

Abstract: Many educators have called for the inclusion of new technologies like blogs, wikis, and social bookmarking in higher education to address the learning needs of the Net Generation. Is there really a discrepancy between the personal and educational use of new technologies by undergraduates? What new technologies do they perceive as most beneficial for their learning? A survey piloted with 26 undergraduates in education demonstrated a huge gap in undergraduates’ informal and educational use of new technologies, but indicated that students independently apply their technical skills to their coursework. In open-ended responses, students explained how they have benefited from professors’ use of online videos, podcasts, wikis and blogs, and how they would like to see them used in the future. The results are discussed in the context of prior research and the need for further empirical evidence on the differences within the group termed the Net Generation is highlighted. Keywords: technology in education; Net Generation; use of new technologies; benefits

Computer Integration into the Early Childhood Curriculum

Abstract: Navin and Mark are playing at the computer in their preschool classroom. Like the rest of their classmates, these four-year-old children fearlessly experiment with computer as they navigate through the art program they are using. As they draw and paint on the computer screen, Mark and Navin talk about their creation. "Let's try the stamps" insists Navin as they change the background color from white to green. "okey, I want butterflies in our picture, and they have some in the stamp part," Mark says. The two children work to negotiate additional elements of their project as play continues over the next fifteen minutes. Once the picture is complete, they print it out, show it to two interested classmates, and then take off for the block comer to engage in additional play. (Henniger, 2002, p. 478) Introduction Currently, several complex issues influence early childhood education. All of these issues mirror the society we live in and all will affect early childhood teachers and young children's education. These issues as described by Krogh and Slentz (2001) are, school entry age, inclusion of children with disabilities in regular classrooms, violence in schools, more or less structure in curriculum and instruction, and the integration of computers into early childhood classrooms. One of the current curriculum issues influencing the education of young children is the integration of computers into the early childhood curriculum. We live in a world dominated by computer technology, and computers have begun to appear in schools, even at the preschool level. Since the early 1980s, the rate of implementation of computer technology into Canadian and American schools has grown exponentially (Armstrong & Casement, 1998). The scene described above is becoming more and more common in early childhood classrooms (Haugland, 1997) and the use of computers is growing, such that almost all preschools have computers. Clements and Swaminathan (1995) reported that "in the mid-1980s only 25% of the licensed preschools had computers. Today almost every preschool has a computer and the ratio of computer to students has dropped from 1:125 in 1984 to 1:22 in 1990" (p. 275). In the future, the use of computers by young children is likely to become even more prevalent. The Minister of Education in Kuwait, for instance, has recommended that computers be placed in all Kuwaiti kindergarten classrooms for the purpose of integrating them into all curricular areas (Kuwait Ministry of Education, 2001). Despite the increased use of computers in early childhood classrooms, there are still arguments against the appropriateness of computer integration into preschool and kindergarten curricula (Alliance for Childhood, 2000; Armstrong & Casement, 1998; Healy, 1996). Major concerns are focused on the impact of computers on the children's social and emotional development. The potential benefits of computer integration into the early childhood curriculum, on the other hand, are supported by current research (Clements, 1994; Haugland, 1996; Haugland & Wright, 1997; Hohmann, 1990; NAEYC, 1996; Swaminathan & Wright, 2003). It has been reported that the use of computers by young children facilitates cognitive development by improving creative thinking and problemsolving skills and by improving their social interaction and language skills. For instance, Shade (1996a) concludes that "computer use with young children in early childhood has been shown to have major, positive impact on social, emotional, language, and cognitive development" (p. 43). Such integration involves using computers for supporting classroom themes and activities, increasing children's learning and development, and accomplishing the curricular goals in the classroom. Early childhood institution also supported the integration of computers into early childhood curriculum. The National Association of the Education of Young Children (NAEYC), the leading accreditation organization in the early childhood field, supports the integration of computers in early childhood classrooms. …

Middle-school students reading and creating multimodal texts: a case study

Abstract: This article focuses on the graphic novel produced by a 12-year-old student who participated in a multifaceted study that provided her with opportunities to engage with multimodal texts. An ecological perspective on teaching and learning framed the classroom-based research that explored how developing students' knowledge of literary and illustrative elements affects their understanding, interpretation and analysis of picturebooks and graphic novels, and the subsequent creation of their own print multimodal texts. During a 10-week period, 25 Grade 7 students participated in interdependent reading, writing and oral activities that offered them opportunities to learn about metafictive devices, some art elements and a few compositional principles of graphic novels. For the culminating activity of the study, the students created their own multimodal print texts. The in-depth analysis of one student's graphic novel reveals how her participation and engagement in a particular classroom community of practice affe...

A Rebuttal of NTL Institute's Learning Pyramid.

Abstract: Introduction Most readers are probably familiar with some version of the learning pyramid, and the associated claims that the best way to learn and remember something is by teaching or doing. The retention of these modes of learning claimed to be as high as 75%, 80% or even 90, attending lectures, or using other theoretical approaches to learning, are in comparison extremely inefficient, only resulting in 5 % or 10 % retention. Earlier critique of the learning pyramid has focused the dubious origin of the model (Molenda, 2004; Subramony, 2003), and demonstrated inconsistencies between the pyramid and research on retention (Lalley & Miller, 2007). This a well-known version of the learning pyramid propagated by NTL Institute. First it will discuss its origin, and disqualify the claim that the model is based on research. It will then raise some essential semantic and methodological against this model. Finally, I will question the idea of the apparent intuitiveness of the learning pyramid. Concluding, will NTL Institute retract their model. And, as their learning pyramid is one of several versions, that similar critique ought to be raised against resembling models. There is no Learning Pyramid As point of critique goes, this admittedly seems a conclusive one. However, it is a matter of semantics, not of ontology. What normally is referred to as "the learning pyramid", are in fact several different models relating different degrees of retention from different kinds of learning. Usually they are quantified by neat percentages, like 10, 20, 30, 50 and 90. In addition, there are several similar models sometimes named the cone of learning", the cone of experience", the learning cone", "the cone of retention", "the pyramid of learning", or the pyramid of retention", while others are unnamed. In order to subsume all these models under one concept this simply refer to them as the learning pyramid, as this seems to be the most common term. Thus, it is impossible to criticize the learning pyramid, as there is none an to criticize them all is unrealistic. However, NTL Institute's model an obvious candidate for critique. Findings refer to NTL Institute as the source of their model (see for instance: Borthick & Jones, 2000; Busby & Hubbard, 2007; Chun, 2004; Darmer, Ankersen, Nielsen, Landberger, Lippert & Egerod, 2004; DeKanter, 2005; Fu, Su Y Garden, 2009; Hazlett, 2009; Hoon, Emerson & White, 2006; Janavaras & Gomes, 2007; Janavaras, Gomes & Young, 2008; Katsuragi, 2005; Magennis & Farrell, 2005; Morgan, 2003; Peteroy-Kelly, 2007; Peterson, Rowat, Kreiter, & Mandel, 2004; Qayumi, 2006; Roettger, Roettger & Walugembe, 2007; Sousa, 2006; Thier, 2005; Thomas & Baker, 2008; Wagner, Wagner & Jayachandran 2005; Williams, Hawes & Foley, 2006; Wood, 2004; Zainal, 2011; Zhang & Su, 2007). NTL Institute's willingness to be associated with the pyramid makes them in no small part responsible for the spreading of the model. They confidently and consistently claim to have performed studies one of the pyramids: Thanks for your interest in NTL Institute. We are happy to respond to your inquiry about The Learning Pyramid. It was developed and used by NTL Institute at our Bethel, Maine campus in the early sixties when we were still a part of the National Education Association's Adult Education Division. While we believe it to be accurate, we no longer have- nor can we findthe original research that supports the numbers. We get many inquiries every month about this- and many, many people have searched for the original research and have come up empty handed. We know that in 1954 a similar pyramid with slightly different numbers appeared on p. 43 of a book called Audio-Visual Methods in Teaching, published by the Edgar Dale Dryden Press in New York however the Learning Pyramid as such seems to have been modified and remains attributed to NTL Institute. …

Developing children's language learner strategies at primary school

Abstract: This article discusses the strategy repertoires and strategy development of six English children who learned foreign languages at primary school. My study differs from mainstream research, in that it focuses on young children and on the development of their strategies, draws on sociocultural theory and uses ethnographic methods. My findings show that the six children developed a range of strategies over the course of a calendar year in spite of receiving no direct strategy instruction. The primary classroom encouraged learner autonomy and stimulated children to reflect on their learning which, in turn, enabled them to refine their strategies.

School Leadership and Counselors Working Together to Address Bullying.

Abstract: According to the National Center for Educational Statistics (NCES) (2010, August), U.S. Department of Education Institute of Education Sciences published report about one third (32%) of middle and high school students are physically bullied and over half (59%) are verbally bullied. According to their report bullying is increasing. Elementary school students are not included in this report. Bullying activity increases in elementary school, peaks in middle school and begins to decline in high school, thus, the statistics above are probably conservative (Bradshaw, Sawyer, & O'Brennan, 2009). Reports of deaths resulting from bullying has led to a sense of alarm that spurred at least forty-five states to enact laws to address bullying or harassment in school (Duncan, 2010; US Department of Education (2010). The federal government has paid particular attention to reported bullying based on race, color, national origin, sex or disability (Ali, 2010). If a school does not address bullying that is know, or about which school personnel should have know, the Department of Education's Office for Civil Rights (OCR) can withhold federal funds (Ali, 2010). As we can see, bullying has been addressed on state and national levels. On the local level, system and school administrators have developed policies to address school safety, including bullying (US Department of Education, 2010). These policies are important and all school personnel should be familiar with them, yet even with national, state, local and school laws and policies bullying is continuing in schools (Briggs, 2012). Lerman (2010) suggests looking at state and local school district regulations to insure new policies align with existing federal policies. Many articles have been written recommending interventions for parents, teachers, school systems, communities and legal systems (Allen, 2010; Bauman, Rigby, & Hoppa, 2008; Blank, et al., 2010; Chibbaro, 2007; Crawford, 2002; Packman, Lepkowski, Overton, & Smaby, 2004; Rowan, 2007; Scarpaci, 2006). For example, Blank et al. (2010) reviewed 32 articles on bullying and found many programs and interventions, but little research on how effective they were. Likewise the Harvard Mental Health Letter for September, 2009 stated that the effectiveness of programs was not clear because they were so varied and inadequately documented. They recommended long term interventions and changing school climate. Farrington and Ttofi (2009) reviewed 44 school programs and found that bullying decreased an average of 20%-23% and victimization 17%-20% while the programs were under study, but no long term effects were studied. Based on their recommendations, school policies should be implemented consistently over time and evaluated regularly. School programs and policies can be effective if all adults in the school, faculty and staff, take a stand against bullying (Barboza, et al. (2009). The attitude that bullying is a rite of passage cannot continue (Briggs, 2012). To create an atmosphere where all adults support school policies; school personnel need support, resources, and professional development opportunities (O'Brennan, Bradshaw, & Sawyer, 2009; Rivers, Poteat, Noret, & Ashurst, 2009). When adults abandon passive approval and intervene for the welfare of students, school climate improves (Barboza, et al., 2009, Young, et al., 2009). Bullying has become deadly. Students are not joking or playing around. They intend to hard the victim. In addition, victims cannot get away from the harassment, especially if it includes cyber bullying (Patchin, J.W., Hinduja, S., 2010; Snakenborg, J., Van Acker, R., & Gable, R. A., 2011; Turner, H. A., Finkelhor, D., Hamby, S.L., Shattuck, A., Ormrod, R. K., 2011; Barboza, et al., 2009). The National Center for Education Statistics (2011, August) reported that bullying takes place most often in classrooms, halls, stairways and outside on school grounds. …

Differences in Students' Motivation to Attend College: Large versus Small High Schools.

Abstract: There are over 49 million students enrolled in public schools with approximately 15 million of those reporting to public high school classrooms (National Center for Education Statistics [NCES], n.d.). Of those, 70 percent will attend a high school whose numbers include at least 900 students, while hundreds of other high schools have enrollments exceeding 2,500 students (High School Reform, 2004). Furthermore, concerns have been expressed regarding the children being exposed to this type of educational environment. For instance, individuals teaching in schools with enrollments of over 1,500 students were more likely than individuals teaching in schools with less than 500 students to report problems with their students dropping out or falling through the cracks. Additionally, teachers from the smaller schools were 20 percent more likely to say struggling students would be identified to receive assistance, and were over six times as confident as the teachers from larger schools in reporting that faculty and staff would know most all students by name (Public Agenda, 2002). Growing interest in school size and its effects on students' academic performance has led many individuals to give greater praise to the educational excellence of small schools and their attending students' scholastic abilities. In fact, nearly 40 years of research and literature regarding small schools suggest that children enrolled in this type of institution experience greater school attendance percentages; higher graduation rates; fewer dropouts; equal or better levels of academic achievement as measured by standardized test scores, course failure rates, and grade point averages; increased levels of extra-curricular participation; more parental involvement; and a smaller occurrence of discipline and violence (Chicago Public Schools, 2003). In comparison, larger schools tend to be more often associated with less appealing educational characteristics such as lower student achievement (Eddy, 2004) and higher dropout rates (Gardner, Ritblatt, & Beatty, 2000; Pittman & Haughwout, 1987; Werblow & Duesbery, 2009). In 2008, the National Center for Education Statistics indicated that more than 613,000 public high schools students had dropped out of school. This 4.1 percent event dropout rate is reflective of the percentage of public school students who were enrolled in the ninth through twelfth grades at some point during the 2007-2008 school year, but were subsequently not enrolled in school in October 2008 and had additionally not received a high school diploma or completed a state- or district-approved education program. This information included numbers reported from the District of Columbia, but not from Vermont, as they were considered invalid due to a high incidence of omitted data (Chapman, Laird, & KewalRamani, 2010). Additionally, according to the Alliance for Excellent Education (2009), approximately one-third of all students in the United States exit high school without obtaining a diploma. This can lead to many potential difficulties for these individuals, including the task of finding a stable, well-paying job. A substantially documented earnings gap exists between high school graduates and those who dropout (Alliance for Excellent Education [AEE], 2007, 2009; Day & Newburger, 2002; "The Multifaceted Returns to Education," 1998). Research has indicated this gap to be a difference of nearly $10,000 in yearly earnings (AEE, 2009), as well as ten times the amount of accumulated wealth for households headed by a high school graduate when compared to households that are not (AEE, 2007). In addition to negatively affecting the individual student, dropping out of school prematurely can also have less than desirable connotations for society. For instance, it has been suggested that dropouts from the class of 2008 alone will cost Kansas nearly $2.6 billion in lost wages over the course of their lifetimes (AEE, 2009). …

Students' Communication and Positive Outcomes in College Classrooms

Abstract: Introduction Classroom communication is an important factor in developing students' learning in higher education institutions. According to Hubbel and Hubbel, "education is significantly more than information transmission and skill building. It is also very importantly a developmental process both for student and instructor" (2010, p. 351). Higher learning institutions provide students with various opportunities to develop their communication skills. Many of these opportunities involve giving students chances to participate in classroom activities that involve them academically and socially with both faculty and peers. Although "universities are currently facing the dual challenges of enhancing the quality of teaching and learning" (Murray & Summerlee, 2007, p. 88), faculty members routinely find ways of enhancing students' classroom experience by selecting an appropriate pedagogy that involves students in activities such as discussion, dialogue, debate, group work, and presentations. According to Petress, "students learn best when they take an active process, not a passive one" (2006, p. 821). Thus, while it is not easy to succeed in creating a classroom that is full of active participation (Weaver, 2005), the behavior and expectations established by the instructor influence students' learning; this is specifically true in regard to transformational leadership, as it positively effects students' learning outcomes and participation (Bolkan & Goodboy, 2009). Review of Literature Students' classroom participation has a positive impact on both students and their professors, as "classrooms are the workplace for the instructor and students, where statuses are defined, goals and tasks are laid out, and rules are specified" (Weaver, 2005, p. 571). Students' classroom engagement is therefore related to students' academic development in terms of their learning and overall experience (Cheng, 2004). For example, when students are actively involved in classroom discussions, they feel as though they are being treated as adults (Bradbury & Mather, 2009), and this positively enhances graduation and retention rates (Svanum & Bigatti, 2009). Factors Affecting Students "Classroom Participation: Motivation toward the course Beran and Violato (2009) found that students are primarily interested in participating in the classroom when they had positive reactions and were motivated in the course. The students were also more engaged in applied and elective courses. Also, course work load affect students' engagement, as students focused and engaged in the course when the work load required more involvement. However, there are some "students who are interested in a particular topic, maybe actively engaged, regardless of how the course is offered" (Beran & Violato, 2009, p. 2). The familiarity of the topic and its interest to the students can also motivate them for participation (Ezzedeen, 2008). Therefore, students' interest in participation may differ per course based on their level of interest and attractiveness of the topic. Some course content may be related to students' experiences, therefore they find it highly interesting to participate. However; other course content may be conceptually difficult and students may not relate or have no knowledge, therefore, they have no interest in participation. Faculty members David (2004) conducted a qualitative case study of six students concerning classroom interaction and participation. The study indicated that instructors often play a great role in facilitating or encouraging students' participation. The study results also found that some students knowingly dominate class discussions, while others are passive. However, regardless of the equality of participation, the students did not prefer to have the faculty require all of them to participate in a classroom discussion. Overall, it is found that active participation provides the faculty and students with an enriched environment for the improvement of democratic education (Patchen, 2006). …

Learning in Australian early childhood education and care settings: changing professional practice

Abstract: For the first time across Australia, early education and care services are subject to a single, national set of regulations and standards governing the quality of provision. Concurrently, a set of outcomes for all children aged from birth to 5 years and a ranking system to make transparent the performance of programmes have been developed. This article outlines a Victorian project to address this major policy change through the establishment of early childhood integrated professional learning communities. Early findings have implications for effective professional practice and the pre-service preparation of early childhood specialists who implement learning programmes for young children.

Using Metaphor Analysis to Explore High School Students' Attitudes towards Learning Mathematics.

Abstract: Introduction Mathematical literacy is an individual's capacity to understand the role of mathematics in the world and to apply mathematical thinking and mathematical decision-making processes to everyday problems. Today, almost every profession requires some level of mathematical thinking and employees are expected to solve novel problems, requiring reasoning ability rather than using mathematical skills. Yet, it is important to teach students concentrating in various branches mathematics effectively, as mathematical knowledge enhances everyday problem solving skills by establishing a cause and effect relationship. Students, however, often experience difficulty with mathematics, due to psychological factors such as disinterest in the subject, anxiety, fear or prejudice. Mathematics attitude Aiken (1970) defines attitude as a set of positive or negative pre-acquired emotions , opinions and behaviors towards an object, a fact, a concept or a person. Previous studies reveal a positive relationship between individuals' achievements and their attitudes towards a field in general and towards mathematics in particular (Akar, 1986; Chen & Stevenson, 1995; Ethington & Wolfe, 1986; Farooq & Shah, 2008; Ma, 1997; Utsumi & Mendes, 2000; Yenilmez, 2007). Ethington and Wolfle (1986), as well as Ma (1997) concluded that a positive attitude towards mathematics is highly correlated with success in mathematics. Ma (1997) conducted a study on 1200 high school seniors and reported that students with positive attitudes towards mathematics were highly successful in mathematics. Tocci and Engelhard's (1991) research indicated that students who are successful in mathematics have more positive attitudes towards mathematics and also believe in the usefulness of the field. A study conducted in Italy (Muzzatti & Agnoli, 2007) showed that as students progress from primary to secondary school, independent of gender, revising mathematics becomes more difficult. Six to seven year old female students, who have just started school considered themselves better than male students of the same age; however, that perception is reversed when they reach age 12-13. Furthermore, in a study conducted by Wilkins and Ma (2003), 3116 students were observed from 6th grade till 12th grade, and their attitudes towards mathematics showed a decline. The relationship of students' attitudes and parents' attitudes towards mathematics was researched by many. Even though most parents agree that mathematics is important, they think it is a difficult and boring subject, based on memorization of rules and techniques (Brown, Carpenter, Kouba, Lindquist, Silver, & Swafford, 1988; Cai, 2003; Cain-Caston, 1993; Gallagher & Kaufman, 2008). A survey of 1766 7th and 13th grade students showed that the factors which affect students' mathematics achievement are students' attitude towards mathematics, academic self-confidence and students' as well as parents' academic expectations (Wong, 1992). Similarly, Tocci and Engelhard's study revealed that parental support and perceived achievement reduce mathematics anxiety (Tocci & Engelhard, 1991). Minato and Kamada (1996) conducted a meta-analysis of 56 studies; Ma and Kishor (1997) reviewed 113 studies, concluding that mathematics attitude has a positive effect on mathematics success. Studies found that developing positive attitude towards mathematics and mathematics lessons is the key to success for students. Previous studies of students' mathematics attitudes generally used Liken scaled questionnaires or one-to-one interviews (Brandell & Staberg, 2008; Kloosterman, 2002; Ma & Kishor, 1997). The present study examined students' attitudes towards learning mathematics by examining the metaphors they created about learning mathematics. Definition of metaphor In their book titled "Metaphors We Live By", Lakoff and Johnson (1980) examined the usage of metaphor in daily language and in English literature. …

Increasing Teacher Diversity: Growing Your Own through Partnerships.

Abstract: All university professors working in teacher certification hope their efforts can make a positive impact on the public school systems in which their candidates begin their careers. Such impact is difficult to witness or assess, but at Central Washington University where a 2009 Future Teacher Academy (FTA) was begun with Washington State's Renton School District, there has been an immediate, positive connection between a university and public school district. A Recruiting Washington Teachers (RWT) grant funded the partnership program to begin a process of introducing minority high school students to teaching careers. The Academy, involving university courses and field experiences, has proven to be an exciting first step in a process to increase the numbers of minority teacher candidates to meet the growing numbers of minority public school students. The Numbers Diaz, Pelletier, and Provenzo (2006) report that in 1999 minority teachers represented about 9 % of U.S. public teachers, and that number is expected to drop in ensuing years. A 2009 study showed that in less than three decades, a majority of children will likely belong to race-ethnic minorities, primarily due to immigration and childbearing of immigrants and their descendants (Hernandez, Denton & McCartney, 2009). Conversely, the candidates who make up the current and next generation of teachers are not keeping pace with the diversity ratio of students in the P-K 12 public school classrooms. Simply stated, fewer culturally diverse students are entering teaching at a time when numbers of ethnic students are increasing in the public schools (Diaz et al., 2006). This is problematic for minority students and the white teachers who dominate the teaching corps of the P-K 12 schools. It is time to address the severe underrepresentation of minority teachers in today's teaching force. Despite the best intentions, white teachers do not have the experiences needed to understand their students' backgrounds (McNulty & Brown, 2009). McNulty and Brown (2009) discuss research studies indicating minority teachers can translate the culture, create a sense of school belonging and develop a sense of school community for minority children. Ladson-Billings (2005) supports this argument stating that the demographic and cultural mismatch makes it difficult for teachers to be successful with P-K 12 students and makes it almost impossible for teacher educators to be successful with prospective teachers. According to a National Education Association report (Hill, Bachler, Allen, & Coble, 2004), "Teachers of color tend to teach in schools with a high number of ethnic diversity and students achieve at a higher rate if they are taught by teachers that represent their racial background" (p.5). As student enrollment has increased in Washington State over the past ten years, so has the number of teachers employed in Washington. Nearly 57,000 teachers worked in Washington during the 2007-08 school year, up from slightly more than 50,000 in 1996. The majority of these teachers were white (93%), a statistic that has changed by only one percentage point during the last ten years. Some growth in Asian/Pacific Islanders and Hispanic teachers and students for the period 1996 to 2007 is seen in Table 1 below. Similarly, Table 1 illustrates the gap between students and teachers of color during that same time period (Elfers & Plecki, 2009). A national crisis is voiced as data from the Department of Education (as cited by Epstein, 2005), paints the picture that nearly two-fifths of public school students in the decade 1990-2000 were African American, Latino, Asian, and Native American. During the same decade, only 10% of the teaching force represented these groups. The diversity mismatch between teachers and students graphically exists in Washington State's Renton School District. The District demonstrates a disproportionate number of teachers of color to match the diverse student needs. …

Physical Activity and Childhood Obesity: Strategies and Solutions for Schools and Parents.

Abstract: Childhood obesity poses a serious threat to the health of our nation. Current literature indicates that obesity rates among children of all ages are dramatically higher than they were a generation ago (American Academy of Pediatrics, 2011). Due to the severe consequences and publicity associated with childhood obesity, health and physical education specialists across the nation have focused their attention on strategies and solutions for reducing the prevalence of obesity among children and adolescents. According to the Center for Disease Control and Prevention (2004), over 16 percent of children and adolescents from six to 19 years of age are overweight and/or obese. This number has more than tripled since 1981. Obesity disproportionately affects certain minority youth populations. The National Health and Nutrition Examination Survey (2010) found that African American and Hispanic adolescents ages 12-19 were more likely to be overweight at 21 and 23 percent respectively, as compared to non Hispanic White adolescents (14 %). In children six to 11 years old, 22 percent of Hispanic children were overweight, whereas 20 percent of African American children and 14 percent of non-Hispanic White children were reported as being overweight (Child Health Alert, 2008). Today more than 23 million U.S. children and adolescents are either obese or overweight. Being overweight during childhood increases the risk of developing diseases such as high cholesterol, hypertension, respiratory ailments, orthopedic problems, depression and type 2 diabetes. Of particular concern is type 2 diabetes, which has increased dramatically in children and adolescents, especially in the African American population. Additionally, a greater percentage of adolescents from families living in poverty are obese (23%), compared with those from families of a higher socioeconomic status (14%) (Health Policy Tracking Service, 2008). The medical costs alone associated with childhood obesity were estimated at 71 billion dollars during 2008-2009. One of the goals of Healthy People 2010, a national health organization, is to reduce the proportion of obese children aged 6-11 years old to 16% and reduce the proportion of children aged 12-19 who are obese to 16% by 2020. Obesity is defined as an excessive accumulation of body fat. Obesity exists when total body weight is more than 25 percent in boys and more than 32 percent fat in girls (Lohman, 1987). Additionally, the Center for Disease Control (2004), defined obesity in children or adolescents as those individuals with a body mass index (BMI) at or above the 95th percentile on the revised Center for Disease Control and Prevention growth charts. Although there are many causal factors associated with obesity, (genes, psychological influences, Cushing's syndrome, hypothyroidism, lifestyle, eating habits) research has shown that the environment is the most critical factor (Collipp, 1980; Coates & Thorensen, 1978; Rasmussen; 1976). Obese children are often subjected to ridicule and torment by other children. Girls reported higher incidents of teasing in comparison to boys (Loewy, 2004). The problem of obesity affects mainly girls because they increasingly become preoccupied with their body image and their developing body during adolescence; body image and self-esteem tend to be highly related for many developing children. According to the Lifestyle Research Institute (2005), most overweight children will likely become overweight adults. The report also indicated that obesity in children 7 to 12 years of age increased more than 50 percent between 1991 and 1998. In general, a typical child is exposed to 40,000 fast food advertisements annually (Child Health Alert, 2008). Such advertisements inevitably influence the food choices of children and adolescents, and the food is likely consumed excessively when watching television. Many of the food items in advertisements contain foods that are high in fat, sugar, and calories. …

Structuring Effective Practicum Experiences for Pre-Service Teachers

Abstract: Researchers have identified many reasons for university faculty involvement in pre-service teacher practicum experiences including a stronger school-university partnership, helping teacher education faculty grow in understanding and maintaining contact with the school community, and enhancing both the practicum and campus program (Beck & Kosnik, 2002a; Bullough & Kauchak, 1997). Roland (2010), found that teachers identified the availability of faculty for consultation as one of the most important pieces of the practicum experience. While the teachers in Roland's study indicate they welcome more frequent faculty visits to the classroom, it is unclear from this study if and how more frequent visits are actually beneficial to the pre-service teacher. Where does the potential benefit lie? Beck and Kosnik (2002a) studied the impact of implementing cohorts (involving university faculty, classroom teachers and pre-service teachers) in which the university faculty were present more in the field. While all involved enjoyed the power of such a supportive foundation in the field experience, the negative impacts on university faculty were measurable. University faculty reported the model to be more time-consuming and challenging to maintain. The faculty reported that while their relationships with their partner schools were enhanced, their relationships with other university faculty were hindered. While the participants in this group decided that the benefits experienced by pre-service and classroom teachers outweighed the negatives and continued the new cohort organization, it was not clear what longterm advantages this structure provides for the pre-service teachers. Other research has pointed to the classroom teacher as most integral to the development of pre-service teachers as professionals (Ferrier-Kerr, 2009). Beck (2002b) found that pre-service teachers greatly valued their relationships with their cooperating teachers. Are practicum students better prepared for classroom teaching with the implementation of a cohort model or is it the classroom teacher that makes a difference? Are there measureable differences that justify the added effort and use of resources for a cohort model or does the benefit simply lie in the enjoyment of the experience? Samaras and Gismondi (1998) explored a Vygotskian model where peer and cooperating teacher support systems in learning to teach were implemented. This was found to positively impact pre-service teachers' perception of their readiness for student teaching. It is not clear from this study if application of this method by the university faculty yields equal or greater benefits for the students. Volante (2006) found that pre-service elementary teachers emphasized the importance of having a consistent cohort throughout the program in order to develop strong relationships with colleagues allowing them to gain more from group activities. While Volante's study does not include the university professor, it might not be a huge leap to assume these benefits could extend to the relationship between a cohort and a professor. Description of the Study This study compares two models of practicum structure, one that allows for faculty to be present on a daily basis while the students experience their practicum and one that emphasizes faculty involvement in the beginning of the course and sends students to practicum without the faculty member (See Figure 1). The impact of these models in terms of preparation for teaching were reported on by the pre-service teachers. 1 hour/day In class with professor on site 1 hour/day In M.S. class with teacher Block 4 weeks on In M.S. with Schedule: campus Teacher 2 hours/day 1 hour/day In class with professor on site 1 hour/day In H.S. class with teacher Block 4 weeks on In H.S. with Schedule: campus Teacher 2 hours/day Figure 1. …

Language learning at Key Stage 2: findings from a longitudinal study

Abstract: This paper discusses some of the findings from a 3-year longitudinal study of language learning in the upper stage of English primary schools, i.e. at Key Stage 2. This largely qualitative study (commissioned by the then Department for Children, Schools and Families) was designed to explore and document developing provision and practice in a sample of primary schools that had chosen to introduce language teaching ahead of the proposal that it should become part of statutory requirements. The research team examined the approaches and mechanisms these schools were using to develop and maintain language learning and teaching, teachers’ and children's attitudes towards language learning and children's achievement in oracy and literacy, as well as considering the possible broader cross-curricular impact of language learning. This paper goes on to consider some of the implications for embedding language learning and teaching in English primary schools.

Principals leading learning: developing and applying a leadership framework

Abstract: This article addresses the way in which principals can contribute to closing the unacceptable gap in literacy achievement in Australia for low socio-economic status (SES) students by connecting leadership work more directly with the conditions which influence teaching and learning. It draws upon the outcomes of a project funded under the Australian Government's ‘Literacy and numeracy Pilots in Low SES Environments' initiative, called Principals as Literacy Leaders. Discussion centres on a synthesis of recent research literature into a leadership for learning framework or blue print to guide the actions of principals as they interact with their teachers over literacy learning and achievement. The framework was used to organise professional learning experiences for principals to enable them to engage members of staff with key issues known to challenge and enhance literacy learning. A sample of the kinds of experiences employed during the project is described. The combination or blend of curriculum content w...