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Descriptors:
Foreign Countries; Predictor Variables; Teacher Surveys; Educational Environment; Program Effectiveness; Computer Uses in Education; Teacher Influence; Elementary School Teachers; Secondary School Teachers; Teacher Role; School Role; Teacher Effectiveness; Educational Technology; Technology Integration; Teacher Attitudes; Hierarchical Linear Modeling; Inservice Teacher Education

Abstract:
Technology integration is influenced by many factors related to the teacher and the school environment. While many studies have examined factors that influence teachers' use of Information and Communication Technology (ICT) at the teacher level, a growing number of studies have suggested that it is beneficial to examine those factors using multilevel modeling. Multilevel analysis can separate the impact of teachers from the school environment and provide insight into the influence of those factors at each level. This study uses multilevel modeling to analyze data from 3,652 grade 1-9 teachers in 289 schools in Taiwan. The results of this multilevel analysis found both teacher-level and school-level factors contributing to the integration of ICT in the teaching process. Among teacher level factors, teachers' beliefs and hours of training in the previous year predicted ICT integration proficiency well. Among school level factors, training hours and teachers' perceived school support are the most important factors that impact ICT integration. School support is not only a significant factor at the school level but also a strong predictor at the teacher level. In addition, important school level variables included access to Internet connectivity, availability of projectors, and stability of computers. These results highlight the importance of individual teachers and the role schools play in ICT integration. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Teaching Methods; Research Projects; International Studies; Democracy; Classroom Techniques; Foreign Countries; Political Attitudes; Elementary School Students; Teacher Attitudes; Reflection; Student Participation; Teacher Role

Abstract:
Finnish youth are found to be, despite their broad knowledge, uninterested in politics and in societal participation. As a remedy, international studies suggest enabling democratic experiences in schools. This article discusses an action research project aimed at developing deliberation-based democratic practice in an elementary classroom. Results suggest that the formal deliberative-democratic practice opens up a way for pupils to productively express themselves, challenge the prevailing structures, make sense of social reality and, thus, practise skills and motivations needed in democratic citizenship. However, the teacher is argued to be in constant struggle between deliberative-democratic stance and control orientation. This tension exists in the teacher's actions and thinking and in his reflections about the contrast between the classroom practice and the overall school ethos. Therefore, this article suggests using the understanding of this tension in scrutinizing projects aiming at pupil participation and involvement. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Latin Americans; Socialization; Language Planning; Participant Observation; Language Attitudes; Secondary School Students; Interviews; Teacher Role; Correlation; Romance Languages; Immigrants; Academic Aspiration; Spanish Speaking

Abstract:
This study explores the connections between language policy implementation in three Barcelona-area secondary schools and the language attitudes and behaviors of Spanish-speaking Latin American newcomers. Data were collected through interviews and ethnographic participant observation document indexes of different forms of language socialization processes and highlight the role of teachers and of "Reception Classes" (RCs) in which students receive Catalan language support. Different RC models and placements of the RC in the school have effects on those processes and the students' attitudes toward Catalan and schooling. Deficient models result from lack of institutional support and unfavorable conditions of the RC in the school. Positive models result from individual teacher initiative and commitment to move beyond basic language teaching and include broader social and academic objectives for newcomers. We conclude that language policy meeting goals requires consistent commitment at all levels from policy-makers to individual teachers. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Education; Teacher Education Programs; Preschool Teachers; Teacher Attitudes; Student Teachers; Teacher Role; School Culture; Science Activities; Pedagogical Content Knowledge; Role Conflict; Longitudinal Studies; Science Instruction; Questionnaires

Abstract:
The aim of this exploratory, longitudinal study was to describe an overall picture of how perceptions of the teacher role and attitudes toward science and science teaching develop and interact during preschool teacher education, and how this in turn influences behavior when students are engaged in teaching science. Sixty-five students enrolled in a preschool teacher education program at a Swedish university were followed throughout their teacher education. The study used a phenomenographic approach within a theoretical framework of sociocultural and situated learning perspective. Questionnaires with open and closed questions were combined with interviews. The results show that in spite of growing competence and confidence, many of the students still found science activities to be awkward in preschool, mainly due to a wish to protect the children from school culture. The results have implications for teacher education and the preschool community, showing a need to problematize the purpose of teaching science in preschool and the meaning of pedagogical content knowledge in this context. (Contains 1 figure and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
International Education; Global Approach; International Organizations; Educational Theories; Teacher Education; Researchers; Teacher Role; Critical Thinking; Criticism; Equal Education; Educational Attitudes; Action Research

Abstract:
In this article, we set out from the challenge that globalising synchronisation--usually exemplified by Organization for Economic Cooperation and Development and World Bank initiatives--presents for education to argue that the time-space compression effected by globalisation must educationally be dealt with with caution, critical vigilance and a broadening of educational theoretical outlooks. We focus on the demands this raises upon the teacher as a researcher and a critical thinker and claim that meeting such demands presupposes some curricular enrichment of teacher education. We suggest two theoretical frameworks that can effect such enrichment and be made relevant to a critique of the globalising educational synchronisation, namely, the charge of developmentalism and the capabilities approach (Sen, Nussbaum) to equality. We conclude with some indications of the need for a reformulated notion of cosmopolitanism that should be contrasted with those globalising practices that often appear in cosmopolitan guise. (Contains 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Teacher Education; Foreign Countries; Educational Change; Political Power; Social Change; Governance; Teacher Role; Power Structure; Political Attitudes; Educational History; Educational Policy

Abstract:
In line with broader politics of change at the national level, the Morales government aims at a radical restructuring of the governance mechanisms for the teacher education sector and a socio-political redirection of its curriculum, as teachers are perceived to be potential agents for decolonization and for developing social justice--or "vivir bien" (to live well). Morales' policies are not uncontested, and the tense socio-political state of affairs and political power plays are reflected in Bolivia's normales, teacher education colleges. They have become a socio-political battlefield where political affiliations, union strategies, and historically embedded institutional cultures all influence the way new generations of teachers are trained, and the way former and current policy initiatives are mediated and adopted. Given the complex and historically embedded socio-political context of struggles and tensions at and around the institutional level, the government still has a long way to go to change the continuing habits of the normales and to put its government's new ideals of transformation and decolonization into practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Boards of Education; Teacher Role; Mathematics Activities; Indigenous Populations; Action Research; Culturally Relevant Education; Preschool Teachers; Elementary School Teachers; Ethnology; Mathematics; Multicultural Education; Instructional Design; Mathematics Instruction; Program Implementation; Teaching Methods; Class Activities

Abstract:
The goal of Indigenous education is that it should be approached on the basis of the Indigenous language and culture; this is also the case with Sami education. The Sami School Board has stated that all teaching in Sami schools should be culturally based, despite the fact that Sami culture-based teaching is not specifically defined. Therefore, teachers themselves must adapt the teaching and as a result, usually no Sami culture-based mathematics teaching takes place. The aim of this article is to discuss Indigenous teachers' experiences with designing and implementing culture-based mathematics activities in Sami preschool and primary school. The teachers' work with culture-based mathematics activities took the form of "Sami cultural thematic work with ethnomathematical content," "Multicultural school mathematics with Sami cultural elements," and "Sami intercultural mathematics teaching." Culture-based mathematics activities took place within an action research study in the Swedish part of Sapmi. Sapmi comprises northern Norway, Sweden, and Finland, as well as the Kola Peninsula in Russia. In the action research study, six teachers conducted culture-based mathematics activities in preschool and primary school on the basis of the action research loop "plan-act-observe-reflect." During the study the teachers changed from a problem-focused perspective to a possibility-focused culture-based teaching perspective characterised by a self-empowered Indigenous teacher role, as a result of which they started to act as agents for Indigenous school change. The concept of "decolonisation" was visible in the teachers' narratives. The teachers' newly developed knowledge about the ethnomathematical research field seemed to enhance their work with Indigenous culture-based mathematics teaching. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Elementary School Mathematics; Grade 1; Grade 4; Grade 7; Capacity Building; Program Descriptions; Culturally Relevant Education; Units of Study; Teacher Education; Graduate Study; Curriculum Development; Teacher Role; Elementary School Teachers; Mathematics Curriculum; Mathematics Instruction; Mathematics Teachers; Pacific Islanders

Abstract:
The first goal of this Project is the development of elementary school mathematics curricula sensitive to indigenous mathematical thought and experience. A necessary prerequisite for the achievement of this goal is to recapture and honor the mathematics developed and practiced in the Micronesian communities. This is the Project's second goal. The third goal of the project is to build local capacity by offering advanced degree opportunities to the indigenous mathematics educators who transform what they find in their local cultural practices into grades 1, 4, and 7 mathematics curriculum units. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Education; Urban Schools; Epistemology; Teacher Education Curriculum; Teacher Education Programs; Program Descriptions; Community Role; Teacher Role; Change Strategies; Educational Strategies; Educational Theories; Knowledge Base for Teaching; Educational Practices; Partnerships in Education; School Community Programs; Training Methods; Training Objectives; Residential Programs; Alternative Teacher Certification

Abstract:
This paper describes an urban teacher residency program, the Newark Montclair Urban Teacher Residency, a collaborative endeavor between the Newark, New Jersey Public Schools and Montclair State University, built on a decades-long partnership. The authors see the conceptual work of developing this program as creating a "third space" in teacher education. We detail the ways in which we conceptualize epistemology and clinical practice in teacher education, and changes in the roles of the community, and P-12 teachers that occur in a third space. Providing an account of our messy and nonlinear process demonstrates the struggles of creating new spaces for teacher education. We believe the theory that informs our work, the challenges we face, and the strategies for meeting those challenges illustrate the tenuous and ever-evolving nature of doing work in the "third space." (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Violence; Intervention; School Social Workers; Mental Health Programs; Interpersonal Relationship; Surveys; School Health Services; Prevention; Teacher Role

Abstract:
A cross-sectional, Web-based survey was completed by 250 members of the School Social Work Association of America. This article addresses the research-practice gap in the delivery of mental health services in the school setting by examining the extent to which evidence-supported school violence intervention programs (ESPs) are known and used by school social workers. Despite 98.8 percent of respondents being aware of at least one ESP, only 72.4 percent reported using an ESP during the last three years. Perceived effectiveness of intervention programs and fidelity to curricular protocol were also examined. Using blocks of variables, two hypotheses were tested through multiple regression analysis: (1) Reported level of violence and practitioner capabilities will predict practitioner awareness of ESPs. (2) Reported level of violence, practitioner capabilities, and awareness of evidence-supported programs will predict use of ESPs. As expected, the greater a practitioner's time addressing violence, years of experience, confidence about successfully implementing violence intervention programs, and familiarity with the term "evidence-supported program," the greater his or her reported awareness of ESPs. In addition, the higher the practitioner's level of preparedness to effectively respond to school violence and awareness of ESPs, the greater his or her reported use of ESPs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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