ethanporcaro/eric-fulltext-meta huggingface dataset:
Drawing on Resilience: Piloting the Utility of the Kinetic Family Drawing to Measure Resilience in Children of HIV-Positive Mothers
Author: Ebersöhn, L.
Date: 2012-11-00
Type: Journal Articles
Subjects: Foreign Countries,Resilience (Psychology),Acquired Immunodeficiency Syndrome (AIDS),Randomized Controlled Trials,Evaluation Methods,Parent Child Relationship,Freehand Drawing,Adjustment (to Environment),Behavior Rating Scales,Mixed Methods Research,Family Environment,Young Children,Mothers,Interviews,Coping

In this article we describe how using a visual, child-friendly measure of resilience in a randomised control trial (RCT), the Kgolo Mmogo (KM) project, resulted in representative insights on resilience in a mother-child relationship where the mother is HIV-positive. We used the existing psychological method Kinetic Family Drawing (KFD) to measure resilience of young children in the qualitative phase of the concurrent mixed method RCT as the children represent cultural groups for whom standardized measures have not been developed. We use the case example of baseline KM assessment data of 6 year olds (n = 11; 3 female, 8 male). The results of the study demonstrate that the visual and qualitative data from children (KFD) added to quantitative information obtained from mothers (Vineland Adaptive Behavior Scale, VABS). Additional information from the KFD had interpretation value for VABS scores and provided a child's perspective regarding resilience. Contrasting information from the KFD problematized mothers' perspectives as indicated in the VABS. The absence of significant information in KFD results regarding VABS sub-domains indicates differences in the cultural/contextual conceptualization of resilience. This exploratory study indicates initial support for the cross-cultural utility of the KFD to measure resilience in young children faced with adversity.
Pre-Service Teachers' Reflections: The Influence of School 1:1 Laptop Programs on Their Developing Teaching Practice
Author: Blackley, Susan
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Laptop Computers,Access to Computers,Computer Uses in Education,Educational Technology,Student Experience,Program Effectiveness,Teaching Methods,Semi Structured Interviews,Focus Groups,Online Surveys,Likert Scales,Mixed Methods Research

Throughout Australia, many government and non-government schools have implemented a one-laptop-per-student (1:1) policy. Whilst there was initial interest in the implementation of these programs, little has been done to track the uptake of digital learning technologies afforded by access to the laptops. This study examined pre-service teachers' reflections on their experiences with 1:1 laptop programs in their secondary schooling. The lens for this reflection was their consideration of their aspirational teaching practice. Qualitative data were collected from two successive cohorts (2014 and 2015) of the first year of a Bachelor of Education course. The objectives of the research presented in this paper were to: capture recollections of the students' experience of 1:1 laptop programs; categorise these recollections into positive and negative experiences; and investigate the impact of 1:1 laptop programs on students' perceptions of teaching with ICTs and their personal learning at university.
Critical Thinking Skills of Nursing Students in Lecture-Based Teaching and Case-Based Learning
Author: Kaddoura, Mahmoud A.
Date: 2011-07-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Nursing Students,Lecture Method,Case Method (Teaching Technique),Cognitive Tests,Case Studies,Cooperative Learning,Nursing Education,Foreign Countries,Statistical Analysis

In today's technologically advanced healthcare world, nursing students should be active learners and think critically to provide safe patient care. A strategy that promotes students' active learning is case-based learning (CBL). The purpose of this study was to examine critical thinking (CT) abilities of nursing students from two different curricular approaches, CBL and didactic teaching. The design used in this research was a comparative descriptive survey. The sample included 103 participants; 65 students from the CBL nursing program and 38 students from the didactic nursing program offered by the MOH Schools of Nursing in the United Arab Emirates (UAE). Data were collected using the California Critical Thinking Skills Test (CCTST) Form B to measure the CT abilities of the participants. The data were analyzed using the SPSS. The independent t-test results revealed that the CBL participants performed better in the total CT score and all CT subscales than the didactic program participants.
Course-Embedded Mentoring for First-Year Students: Melding Academic Subject Support with Role Modeling, Psycho-Social Support, and Goal Setting
Author: Henry, Jim
Date: 2011-07-00
Type: Journal Articles
Subjects: Mentors,College Freshmen,Academic Support Services,Role Models,Goal Orientation,Advanced Students,College English,Freshman Composition,Social Support Groups,Program Effectiveness,Likert Scales,Student Surveys

This article examines a mentoring initiative that embedded advanced students in first-year composition courses to mentor students to excel to the best of their abilities. Mentors attended all classes along with students and conducted many out-of-class individual conferences, documenting each of them using programimplemented work logs. Four hundred four first-year students provided end-of-term anonymous feedback on standardized forms, which were transcribed, digitized, and tabulated for analysis. Analysis showed that the mentoring was effective in providing the four constructs key to mentoring as identified by Nora and Crisp (2008): psychological/emotional support; support for setting goals and choosing a career path; academic subject knowledge support aimed at advancing a student's knowledge relevant to his or her chosen field; specification of a role model. Analysis also revealed a key construct not mentioned by Nora and Crisp: the mentee's predisposition. Recommendations for implementing embedded mentoring for first-year students in other contexts follow the Discussion.
Learning about Social Capital in a Nonprofit and Philanthropy Management Class
Author: Livshin, Alexander
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Public Administration Education,Business Administration Education,Social Capital,Private Financial Support,Philanthropic Foundations,Nonprofit Organizations,Donors,Scholarship,Instruction,Learning,Student Projects,Cooperative Learning,Essays,Surveys,Attitude Change,Entrepreneurship,Teamwork,Transformative Learning,Program Administration,Brainstorming,Qualitative Research,Content Analysis

The SOTL project was based on the goal of developing learning tools that would help students think and act outside the narrow circles of relatives and friends and develop the potential for broader associations through participating in nonprofit organizations and philanthropy. This was done by having students work in groups to invent a charitable organization based on specific local needs during the course, and by having them reflect on the learning gained through the project work. By the end of the term, as indicated by the group projects, reflective essays and two surveys, the vast majority of the students have progressed considerably towards a better understanding of philanthropy, nonprofit sector, and the importance of social capital. Their perspective on the society has also changed: they have been constantly expressing their willingness to either become philanthropists or be involved with nonprofit sector and voluntary work. Thinking of philanthropy in terms of social entrepreneurship, long-term sustainable social investments and cost-benefit analysis of effective projects has led to the growth of engagement and to the growth of interest in working on project teams. Helping students connect the notions of personal success and career fulfillment with the ideas of social entrepreneurship via philanthropy has encouraged their motivation. The necessity to develop projects in a certain socio-economic setting and the requirement to make their projects transform a crisis-stricken city into a better place to live have promoted their engagement as team members. The most engaging elements of team work were discussion, open communication and brainstorming.
Students Who Aren't Prepared for College Find Less Value in Books and Lecture than Students Who Are Prepared
Author: Henriques, Jeffrey B.
Date: 2011-07-00
Type: Journal Articles
Subjects: College Readiness,College Preparation,Teaching Methods,Conventional Instruction,Audience Response Systems,Lecture Method,Technology Uses in Education,Educational Technology,Student Attitudes,Use Studies,Novelty (Stimulus Dimension),Predictor Variables,College Students,Online Surveys,Student Surveys,Statistical Analysis,Achievement Gains,Multivariate Analysis

Students in three sections of introductory psychology, N = 1051, were asked about the utility of traditional, e.g. instructor, lectures and textbook, and nontraditional, e.g., clickers, podcasts and online lecture slides, teaching tools. Students who felt unprepared for college (25.9%) differed from their peers in their perceived utility of these tools. Both groups of students reported that novel teaching tools were less helpful than traditional teaching tools and while there was no group difference in the perceived usefulness of the novel tools, underprepared students found traditional teaching tools to be less helpful than did prepared students. When the individual tools were used to predict the amount of self-reported learning gains in these students, it was the traditional teaching tools that accounted for the greater proportion of variability in overall learning. These results suggest that, rather than adding new approaches to their teaching, instructors could best assist their underprepared students by helping them learn to make better use of traditional teaching tools.
Revealing Student Thinking about Experimental Design and the Roles of Control Experiments
Author: Shi, Jia
Date: 2011-07-00
Type: Journal Articles
Subjects: Thinking Skills,Research Design,Science Experiments,Science Laboratories,Cytology,Science Process Skills,Undergraduate Students,Scientific Literacy,Science Education,Student Attitudes,Pretests Posttests,Statistical Analysis,Control Groups,Experimental Groups

Well-designed &quot;controls&quot; distinguish experimental from non-experimental studies. Surprisingly, we found that a high percentage of students had difficulty identifying control experiments even after completing three university-level laboratory courses. To address this issue, we designed and ran a revised cell biology lab course in which students participated in weekly &quot;experimental control exercises.&quot; To measure student understanding of control experiments, we developed a set of assessment questions; these were given to students prior to and following completion of either a standard cell biology lab course or the revised cell biology lab course. Not unexpectedly, the results indicate that the revised course led to greater improvements in students' ability to identify and explain the purpose of control experiments. Based on these observations, we recommend that explicit and detailed discussions designed to identify the design and purpose behind control experiments become a standard component of all laboratory courses.
Paradoxes of Online Teaching
Author: Bair, David E.
Date: 2011-07-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,College Faculty,Teacher Education Programs,Student Surveys,Course Evaluation,Teaching Experience,Interpersonal Relationship,Self Evaluation (Individuals),Reflection,Journal Writing,Student Attitudes

While much attention is paid to students' experiences in online courses, there is sparse information regarding the experiences of faculty who teach online. Two university instructors address this gap in the literature and present an analysis of their experiences teaching graduate and undergraduate teacher-education classes at a university in the Midwestern United States. In this collaborative self-study, the authors analyze data consisting of their reflections and discussions, anonymous student surveys, anonymous course evaluations, and online observations by other faculty. They argue that online instruction poses several paradoxes. These paradoxical experiences illuminate the need for additional research about faculty experiences with online teaching. Based on their experiences and research, the authors recommend faculty development in online pedagogy.
Primary Pre-Service Teachers' Perceptions of Course Related Factors That Enhance Instructional Self-Efficacy
Author: Christian, Beverly J.
Date: 2017-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Attitudes,Self Efficacy,Foreign Countries,Qualitative Research,Focus Groups,Modeling (Psychology)

Pre-service teachers' instructional self-efficacy, that is, their belief in their own ability to foster learning with instructional tactics, is one predictor of classroom effectiveness. This qualitative investigation used focus groups to gather data from fifty-one preservice teachers enrolled in one Bachelor of Education (Primary) degree in Australia. Pre-service teachers were asked their perceptions of course related factors that increased their instructional self-efficacy. Focus group transcripts were themed and triangulated with prioritised lists developed by each of the focus groups. Pre-service teachers identified vicarious and enactive modelling, accompanied by professional conversations and a supportive learning culture as contributors to instructional self-efficacy. They also identified the need for continued scaffolding in mastery components of the course, recommending a specific strategy to enhance mastery learning.
Surfacing the Structures of Patriarchy: Teaching and Learning Threshold Concepts in Women's Studies
Author: Hassel, Holly
Date: 2011-07-00
Type: Journal Articles
Subjects: Womens Studies,Fundamental Concepts,Social Systems,Feminism,Teacher Collaboration,College Faculty,College Instruction,Statistical Analysis,Qualitative Research,Educational Research

Patriarchy is a threshold concept in women's studies--a significant, defining concept that transforms students' understanding of the discipline. This article reviews our design, implementation, and findings of a lesson study crafted to teach women's studies students the complex idea of patriarchy as a social system. We analyze the lesson using both quantitative and qualitative analysis, in keeping with the ideals of feminist pedagogy, suggesting a new model of SoTL research for the women's studies field.
Assessing the Pedagogical Impact of the VaNTH Engineering Research Center on Faculty and Postdoctoral Professionals
Author: Cox, Monica
Date: 2011-07-00
Type: Journal Articles
Subjects: Engineering,Research,Engineering Education,Instruction,Faculty Development,Statistical Analysis,College Faculty,Science Education,Qualitative Research,Surveys,Likert Scales,Graduate Students,Graduates

From 1999 to 2007, the Vanderbilt-Northwestern-Texas-Harvard/MIT (VaNTH) Engineering Research Center focused on improving bioengineering education through the applications of learning science, learning technology, and assessment and evaluation within the domain of bioengineering. This paper discusses results from a survey to explore the impact of the VaNTH experience on participating faculty and postdoctoral professionals. The results note that respondents differed in their familiarity with and applications of dimensions of the &quot;How People Learn&quot; framework and in their operationalization of effective instruction after their participation in VaNTH. Implications for teaching and learning with the context of a Center model are discussed along with next steps for exploring the experiences of faculty and professionals engaged in the VaNTH ERC.
Teaching as a Career Choice: Triggers and Drivers
Author: Low, Ee Ling
Date: 2017-02-00
Type: Journal Articles
Subjects: Teaching (Occupation),Career Choice,Teacher Motivation,Influences,Student Teachers,Student Teacher Attitudes,Educational Attitudes,Semi Structured Interviews,Foreign Countries,Data Analysis,Student Interests,Vocational Interests,Teaching Experience,Prior Learning,Teacher Influence,Preservice Teacher Education,Online Surveys,Teacher Surveys

Why people are drawn to teaching has been a focal research area. However, previous studies seem to centre on the traditional conceptualisations of intrinsic, altruistic, and extrinsic motivations as well as some other similar categorisations. This study attempts to discuss the issue from a different conceptual stance, proposing a distinction between the &quot;triggers&quot; and the &quot;drivers&quot;. The influences on the motivation for joining teaching were explored through in-depth interviews with 26 student teachers. Results show that student teachers' motivations for joining teaching in Singapore may differ in important ways from that of their counterparts in other places. More importantly, the results highlighted differences between &quot;triggers&quot; and &quot;drivers&quot; as well as the inter-relatedness between them. Some practical implications are drawn for teacher education both within Singapore and internationally.
Primary Mathematics Trainee Teacher Confidence and Its Relationship to Mathematical Knowledge
Author: Norton, Stephen J.
Date: 2017-02-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Teacher Competencies,Self Efficacy,Mathematics Instruction,Pedagogical Content Knowledge,Correlation,Student Surveys,Mathematics Skills,Foreign Countries,Scores,Tests,Mathematical Concepts,Statistical Analysis

The purpose of this paper is to examine trainee primary school teachers' confidence in their mathematical content knowledge (MCK) and confidence to teach specific primary mathematics concepts (mathematics pedagogical content knowledge --MPCK) which was correlated to their actual MCK on specific tasks. For this correlational study survey and test data were collected from a cohort of 210 trainee teachers. It was found that confidence to do and to teach mathematics was reasonably strongly correlated with competence. Trainee teachers' confidence varied greatly depending on the specific mathematics they were attempting. When presented with specific tasks, trainees were well aware of the link between personal numeracy levels and their potential to teach primary mathematics. A further finding was that the trainee teachers tended to over report their confidence. It is unknown if this is a cultural manifestation or a limitation of the scale. The data also add to the body of knowledge with respect to the MCK of about-to-graduate primary teachers.
Developing Capable Undergraduate Students: A Focus on Problem-Based Learning and Assessment
Author: Blundell, Greg
Date: 2016-01-00
Type: Journal Articles
Subjects: Undergraduate Students,Problem Based Learning,Student Evaluation,Taxonomy,Learning Theories,Constructivism (Learning)

In today's society, education institutions must strive to develop graduates that are capable of facing the challenges they seek, and who are adaptable to the changes they will encounter post-graduation. Inherently, both institutions and educators must contain and exhibit these same attributes. Developing learners with high-level capabilities requires well developed and implemented curriculum that remains adaptable and relevant. Problem-based learning is a pedagogical choice that is appealing in this endeavor as it has a long history and holds promise for contemporary needs. However, it is complex and can be difficult to implement with confidence and efficacy. This paper looks at the issues surrounding modern learning, including a synopsis on learning theory from Bloom's taxonomy, to objectivism and constructivism, to learning assessment and assurance of learning. Problem-based learning is discussed with the intent to simplify its complexity and facilitate its application. Illustrative examples from the authors' experience are discussed.
The Congruity/Incongruity of EFL Teachers' Beliefs about Listening Instruction and Their Listening Instructional Practices
Author: Karimi, Mohammad Nabi
Date: 2017-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Foreign Countries,Listening Skills,Teacher Attitudes,Teaching Methods,Questionnaires,Observation,Educational Attainment,Bachelors Degrees,Masters Degrees,Teacher Qualifications,Correlation,Coding,Mixed Methods Research,Semi Structured Interviews

While research on EFL teachers' beliefs and the realization of these beliefs in their classroom practices has recently gained momentum in the field of applied linguistics, the study of teachers' beliefs as they relate to listening has received insufficient attention in the literature. This study was conducted to investigate Iranian EFL teachers' beliefs about listening and their beliefs-driven instructional practices. To this end, a listening beliefs questionnaire was administered to a total of 85 teachers (BA = 49, MA = 36), followed by classroom observation of 12 teachers (6 teachers per group) who were given an audio to teach. The results revealed that there was no significant difference between BA and MA teachers regarding their listening beliefs and beliefs-driven practices. The results of the Phi coefficient of correlation indicated that there was no significant relationship between teachers' beliefs about listening instruction and their listening instructional practices. Furthermore, the results of the interview showed that time, besides other impediments, was the major obstacle for teachers to actualize their listening beliefs. The implications of the study for teacher education are discussed.
E-Learning and Medical Residents, a Qualitative Perspective
Author: Segerman, Jill
Date: 2016-01-00
Type: Journal Articles
Subjects: Electronic Learning,Graduate Students,Medical Students,Qualitative Research,Graduate Medical Education,Blended Learning,Student Attitudes,Lecture Method,Conventional Instruction,Interviews,Instructional Effectiveness

Medical education helps ensure doctors acquire skills and knowledge needed to care for patients. However, resident duty hour restrictions have impacted the time residents have available for medical education, leaving resident educators searching for alternate options for effective medical education. Classroom situated e-learning, a blended learning delivery method, was created to find an effective option for medical education. Qualitative phenomenological research was used to understand residents' perceptions of the effectiveness of, and interactions in, classroom situated e-learning and traditional lectures. In-depth interviews were used for data collection. Analysis of the data revealed all participants found classroom situated e-learning effective, and had a preference for interaction that included discussion with the educator and other learners. Recommendations for future research include a replication of this exploratory study with residents in other residency programs, and quantitative research comparing the learning outcomes of classroom situated e-learning with traditional lecture based learning.