ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching by Recycling; Transferring the Individually-Obtained Knowledge by a Single Student to All Other Students
Author: Al Hashimi, Sama'a
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Multimedia Materials,Computer Science Education,Design,Teacher Student Relationship,Help Seeking,College Students,College Faculty,Computer Literacy,Action Research,Efficiency,Instructional Effectiveness,Technological Literacy,Computer Simulation,Feedback (Response),Student Projects,Student Attitudes,Graphic Arts,Computer Software,Foreign Countries

In computer-based courses such as multimedia and digital design courses, being fully conversant with a computer application is almost unachievable within a single academic semester. Therefore, it is common for students to seek additional help and information from their lecturers either during office hours or through emails. It is also common for students to acquire skills from online tutorials, books, friends, or private tutors, which may cause the student to possess more advanced computer skills than others, including their lecturers. The knowledge that is individually acquired by the student from the teacher or from other sources is usually limited to that single learner. Therefore, this action research proposes a new teaching method; Teaching by Recycling (TBR) whereby the effort of teaching a single student is recycled into the practice of teaching all students together. The main aim is to transfer the individually-obtained knowledge from the teacher or from other sources to other students. This research explores the implications of TBR and investigates its effectiveness in augmenting the pedagogical efficiency and scope of teaching students individually through expanding this scope to include teaching all students collectively.
An Examination of the Relationship Between Strength and Speed in Elementary School Students
Author: Arslan, Yasin
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Muscular Strength,Motion,Athletics,Reaction Time,Performance,Physical Education,Foreign Countries

This study intends to examine the relationship between strength and speed in Cumhuriyet Elementary School in Samsun. The study group consists of 240 students (120 boys and 120 girls) aged 11-14 years who participated voluntarily in the study through random selection. This study investigated the relationship among the values of leg and back strength, 30-second sit-up, standing long jump, vertical jump, reaction time, and 10 m and 20 m sprint running of 5th through 8th graders. Intragroup strength and speed relationships of each class and gender were examined separately in the study. Data were analyzed through Pearson product-moment correlation coefficient in SPSS package program with a 0.05 margin of error (p &lt; 0.05). As a result of the study, it was observed that the strength and speed increased in conjunction with the age variable and there was a significant negative correlation between 10 m and 20 m sprint running and strength values. That is, the sprint running time decreased as the strength increased. According to the results obtained in the study, it was seen that there was a significant relationship between strength and speed in school children aged 11-14 years and that speed and strength performances affected each other. However, no significant linear relationship was found between reaction time and strength.
Dual Language Program Models and English Language Learners: An Analysis of the Literacy Results from a 50/50 and a 90/10 Model in Two California Schools
Author: Acosta, Jatnna
Date: 2019-00-00
Type: Journal Articles
Subjects: Bilingual Education Programs,Language Proficiency,Immigrants,Literacy,English (Second Language),Second Language Learning,Web Sites,Program Effectiveness,Second Language Instruction,Language of Instruction,Language Arts,Native Language,Reading Tests,Writing Tests,Comparative Analysis,Spanish,Program Descriptions,Elementary School Students,Teaching Methods,English Language Learners

This paper examines the literacy results of English language learners (ELLs) in two California schools following either the 50/50 or the 90/10 dual language (DL) program model. The purpose of this paper is to provide a literature review of dual language programs with an analysis of two schools' websites and literacy assessment data in order to determine the effectiveness of each program model in establishing strong foundational literacy skills and fostering the prolonged academic success of ELLs. California provides various options for the bilingual education of its increasing immigrant population. Under the umbrella of bilingual education, dual language programs aim to provide students with instruction in two languages which will allow them to become fully bilingual and develop biliteracy skills. The intended purpose of biliteracy is for students to demonstrate reading and writing proficiency in both instructional languages. Although California implements a variety of dual language program models, this paper provides an overview and comparison of the 50/50 and 90/10 models as they are implemented in two California schools with similar demographics. This paper provides an analysis of the English Language Arts/literacy results of ELLs under both program models as depicted on the California Assessment of Student Performance and Progress to determine which model is most effective in its literacy instruction of language minority students. The findings indicate that ELLs demonstrate higher levels of literacy proficiency under the 90/10 program model. These findings have implications for native language proficiency and the preservation of the mother tongue.
Collaborative Pedagogy in a Design Thinking Education Course
Author: Cohen, Rosetta Marantz
Date: 2019-00-00
Type: Journal Articles
Subjects: Design,Thinking Skills,Teaching Methods,Higher Education,Teacher Student Relationship,Course Descriptions,Females,Boarding Schools,Specialists,Institutional Mission,Curriculum Design,Building Design,School Buildings,Foreign Countries,Team Teaching,Teamwork,Peer Relationship,Videoconferencing,Student Attitudes,Faculty Development,International Cooperation,College Faculty,College Students

This article describes a co-taught course that mobilized a Design Thinking approach in the service of creating a prototype for an actual girls' boarding school in Kenya. The goal of the class was to allow students to engage collaboratively with faculty, with their peers, and with experts &quot;on the ground&quot; to develop the various parts of the school, from the mission to the curriculum to the building design. The article describes the rewards and complexities of this kind of hands-on pedagogy in a higher education context.
Constraints on Innovative Teaching in British Universities: An American Perspective
Author: Schultz, David M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Innovation,Instructional Effectiveness,Teacher Effectiveness,College Faculty,Undergraduate Students,Time to Degree,Theses,Supervision,Barriers,Feedback (Response),Educational Improvement

Effective teaching is often difficult to achieve because institutional frameworks and inertia -- unique to the British educational system -- inhibit teachers from being innovative. These challenges to more innovative teaching are the relatively short length of time to a degree, and the heavy institutional oversight of degree programs and individual courses. Also, the tradition of lack of regular feedback and failures in the supervision and marking of undergraduate dissertations also lead to a less-than-ideal educational experience. Fortunately, some of these challenges can be overcome and provide a better learning experience for students.
The Non-White Man&apos;s Burden in LIS Education: Critical Constructive Nudges
Author: Mehra, Bharat
Date: 2019-00-00
Type: Journal Articles
Subjects: Library Science,College Faculty,Males,Minority Group Teachers,Diversity (Faculty),Race,Ethnicity,Sexual Orientation,Gender Differences,Racial Bias,Gender Bias,Social Justice,LGBTQ People,Social Bias,Information Science Education,Whites,Foreign Countries

Traditionally, American library and information science (LIS) education and librarianship have been predominantly white and female-oriented professions. As an international gay male person of color (originally from India) in its ranks, I have embraced social justice scholarship outside and within our bastion institutions of higher learning during a 14.5-year tenure as an LIS educator in the United States. This article reflects on select experiences as a minority along multiple intersectional dimensions of human experience and socially constructed identity markers, including race/ethnicity, national origins, sex, gender, and sexual orientation. Indulging in these musings allows me to decipher layers of complexities shaping faculty interpersonal microaggressions, a perceived lack of equal/equitable recognition of contributions, and limited comparable administrative growth/opportunities. These are discussed as hypothesized encounters in the form of few imagined scenarios or key episodes connected in the form of a searching narrative. It develops an alternative &quot;voice&quot; to identify possible directions that might transform LIS education beyond its &quot;feel good&quot; practices/policies surrounding diversity, inclusion, and collegiality and give it greater relevance in the twenty-first century. The goal is to engage authentic conversations that address behaviors of perceived prejudice, bias, abuse, and discrimination (intentional or unintentional) by LIS faculty/administrators targeting male faculty of color and &quot;marginalized&quot; others (e.g., first-generation graduates) in academic and professional networks.
Civility and Structural Precarity for Faculty of Color in LIS
Author: Gibson, Amelia N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Women Faculty,College Faculty,Diversity (Faculty),Minority Group Teachers,Library Science,Information Science Education,Tenure,African American Teachers,Teacher Persistence,Work Environment,Teaching Experience,Teacher Attitudes,Prosocial Behavior,Race,Racial Bias,Equal Opportunities (Jobs),Disproportionate Representation

Previous studies have established particular patterns of inequity, micro, and macro-aggressions that affect faculty of color at U.S. universities. This article provides an autoethnographic perspective on the experiences of women of color in LIS. It focuses specifically on the ways that prioritizing comfort and civility over equity and justice can create structural precarity -- precarity that is built into academic systems of reward and punishment -- for female faculty of color. The article also gives brief suggestions for resolving this issue.
Exploring the Co-Teaching Experience in a Graduate-Level, Principal Preparation Course
Author: Sanchez, Jafeth E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Teaching,Principals,Administrator Education,College Faculty,Graduate Study,Teaching Experience,Research Universities,Introductory Courses,Leadership Effectiveness,School Administration,Program Improvement,Instructional Effectiveness

This article presents a case study conducted by three co-instructors (one faculty member and two practicing principals) who examined their experiences co-teaching a newly revised, graduate-level, principal preparation course. Three themes were identified through their experiential stories: strengths of the co-teaching model, supports and needs, and hindrances. These primary themes, along with notable subthemes are detailed. A discussion on coteaching as an innovative teaching method in higher education is provided with a particular focus at the graduate level. Implications for practice and suggestions for future research are discussed in light of these unique findings on co-teaching experiences.
Learning Analytics in Higher Education: A Reflection
Author: Zilvinskis, John
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Analytics,Higher Education,Definitions,Student Evaluation,Theory Practice Relationship,Learning Theories,Data Collection,Scaling,Institutional Mission

The idea of learning analytics has become popularized within higher education, yet many educators are uncertain about what is entailed when implementing these technologies into practice. The following article serves as an overview to the field of learning analytics for faculty, educators for whom the expectations to use these technologies continues to increase. We additionally argue that those who work directly with students need a functional understanding of the learning analytics landscape in order to exercise their own expertise.
Racial Battle Fatigue: The Unspoken Burden of Black Women Faculty in LIS
Author: Chancellor, Renate L.
Date: 2019-00-00
Type: Journal Articles
Subjects: African American Teachers,Women Faculty,College Faculty,Racial Discrimination,Gender Discrimination,Library Education

African-American women faculty are told that contemporary educational and professional institutions, particularly at historically White institutions (HWIs), are places where they can succeed. However, in these institutions, many Black women faculty are exposed to racial and gender discrimination and are subjected to Racial Battle Fatigue. This article explores experiences of Black female faculty and describes the challenges they endure in higher education.
Overcoming Gender Bias in STEM: The Effect of Adding the Arts (STEAM)
Author: Wajngurt, Clara
Date: 2019-00-00
Type: Journal Articles
Subjects: Gender Bias,STEM Education,Females,Art Education,Career Choice,College Students,Gender Differences,Correlation,Majors (Students),Barriers,Sex Stereotypes,Role Models,Influences,Interdisciplinary Approach,Community Colleges,Two Year College Students

This study investigated female students who attended a STEM course with the Arts (STEAM) in comparison to a traditional STEM course and the impact it had on desire to pursue a STEM degree. An independent-samples t-test was conducted to compare female to male students' interest in pursuing STEM degrees. In addition, follow up data for registration in STEM subjects was calculated. The participants (N = 58) consisted of college students (35 female students and 23 male students) attending a postsecondary institution in the northeastern United States. The study found significant differences (p &lt; 0.05) between the groups and a larger percentage of female students from the STEAM course than from the traditional STEM course enrolled in another STEM course at follow up. These results support the positive relationship between female students attending a STEAM course and desire to pursue a STEM degree. The implications and results of adding interdisciplinary elements to traditional STEM courses for female students are discussed.
The Danger of an Untold Story: Excerpts from My Life as a Black Academic
Author: Hill, Renee F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Personal Narratives,Higher Education,Women Faculty,African American Teachers,Minority Group Teachers,Librarians,Library Science,Disproportionate Representation,Diversity (Faculty),Cultural Awareness,Racial Bias,Gender Bias

People of color who choose careers in higher education may encounter microaggressions, marginalization, and other unpleasant situations. This narrative shares the experiences and perspectives of one African-American academic's experiences with the intent of encouraging academic professionals from underrepresented populations to persevere.
Do You Really Want a Diverse Program?
Author: Colón-Aguirre, Mónica
Date: 2019-00-00
Type: Journal Articles
Subjects: Library Education,College Faculty,Diversity (Faculty),Minority Group Teachers,Teacher Selection,Teacher Persistence,Racial Discrimination

Despite multiple calls for diversifying academia in general, and Library and Information Science programs (LIS) specifically, the number of faculty of color working in higher education remains low. This work presents the points of view and suggestions of a faculty member concerning the diversity dilemma in LIS. The work relies on personal narratives in order to present the experiences and point of view of a member of the LIS community who constantly navigates the spaces of academia while negotiating the many aspects of their experience through the intersections of race, ethnicity, and gender. The main objective of the work is to present areas for consideration to those who are interested in bringing change and supporting faculty of color.
Impolite Hostilities and Vague Sympathies: Academia as a Site of Cyclical Abuse
Author: Cooke, Nicole A.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Minority Group Teachers,Library Education,Psychological Patterns,Bullying,Aggression,Coping

In this autoethnographic article I reflect on my experiences as a now-tenured faculty member of color, which have been punctuated by incivility, bullying, stress, and abuse. As part of reconciling several acute events, I came to a distinct realization of what I had been going through; I was able to name it, and I was able to articulate the strategies I had been using to cope and thrive. This reflective piece is not meant to minimize the experiences of non-minority faculty, but it is absolutely meant to highlight and emphasize the specific challenges of being faculty member of color in library and information science, and in the academy writ large.
SoTL&apos;s Impact on Teaching Goals: A Case Study from a Regional University
Author: Shaffer, Kelley
Date: 2019-00-00
Type: Journal Articles
Subjects: Scholarship,Learning,Educational Objectives,Instructional Effectiveness,Universities,Measures (Individuals),Teaching Methods,Program Effectiveness,College Faculty,College Instruction

This study reviewed the impact of a Scholarship of Teaching and Learning (SoTL) program offered at a university. While there is a plethora of literature available that addresses the impact on scholars' teaching methods and classroom research, few publications address SoTL's impact on teaching goals. Twelve faculty scholars participated in the cohort-based program and completed the Angelo and Cross' (1993a) Teaching Goals Inventory (TGI) before and after participation in SoTL. Statistically significant increases with medium to large effect were noted for two TGI clusters. Faculty scholars' quotes provided evidence of how their practice changed after this SoTL program.
Determination of Cognitive Structures of Science Teacher Candidates in Ecology
Author: Yüce, Zeynep
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Education,Preservice Teachers,Science Teachers,Ecology,Cognitive Structures,Association Measures,Foreign Countries

In particular, it is of great importance that teacher candidates are trained to develop awareness of ecology and to protect ecological systems. Because they are the ones who will be educate future generations. Ecology is generally a conceptual field. In this study, it was aimed to determine the conceptual structures related to ecology of science teacher candidates at cognitive level. The study is a qualitative research carried out by the screening model. The study was carried out with the participation of 127 candidates' science teachers. In this study, a word association test (WAT) was used to determine the cognitive structures of science teacher candidates related to &quot;ecology&quot;. Content analysis and descriptive analysis methods were used in the analysis of data. In this data, the frequency table has been formed. Based on the frequency tables prepared according to teacher candidates' responses to WAT, concept networks related to ecology have been established. In the preparation of concept networks, cut point technique was used. When we look at the frequency table, it was observed that the key words that teacher candidates associate most with ecology are living places, functional properties of ecology and biotic factors of ecosystems in ecology. The sentences of teacher candidates related to ecology are selected and categorized according to the concepts they contain. When the sentences of teacher candidates related to ecology are examined, it is seen that correct descriptions are found but in many of them there is incomplete information or concept confusion.
Perceived Autonomy Support in Primary Education in the Netherlands: Differences between Teachers and Their Students
Author: Admiraal, Wilfried
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary Education,Foreign Countries,Differences,Teacher Student Relationship,Elementary School Teachers,Elementary School Students,Personal Autonomy,Professional Autonomy,Grade 4,Grade 5,Grade 6,Teacher Attitudes,Self Determination,Theories

Student autonomy is a much discussed topic in educational practice and research. In this study, primary school teachers reported what they do to support the autonomy of their students and students mentioned how they perceived autonomy in the classroom. From the findings of a focus group, consisting of 10 teachers from the upper years, six aspects of autonomy were extracted: freedom of choice, self-insight, self-expression, curiosity, independence and problem solving. Then, 77 teachers and 497 students completed a questionnaire with items on these six aspects. This questionnaire study shows that both teachers and students indicated that class work is mostly focused on student independence and the least on freedom of choice. Students and teachers differed in the extent to which this was the case: teachers were much more positive about the extent to which they work on their students' autonomy than their students. This applied to all six distinct aspects of autonomy support.
Impact of Using Technology on Teacher-Student Communication/Interaction: Improve Students Learning
Author: Erkan, Akyürek
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Interaction,Educational Technology,Technology Uses in Education,Computer Mediated Communication,Teacher Student Relationship,Secondary School Students,Secondary School Teachers,Foreign Countries

This paper aims to investigate the teachers' and students' views on using technology and its effect on communication/interaction. As noteworthy results have been succeeded in educational technology in recent years, evaluating the effects of technology integration on communication is now possible. Moreover, the impact of technology on the teachers' and students' communication is considered important. The present study examines the factors or the impact of using technology between teacher-student communication/interaction in Turkey. This paper proposes both innovation diffusion theory (IDT) and integrating technology acceptance model (TAM) from educational communication perspectives. The case study method was used in the research. Case study is one of the qualitative approaches and requires in-depth analysis of a case resulting in a narrative description of behaviour or experience of a person or a group. The sample of this study consists of 95 participants (77 students and 18 teachers) from a secondary school in Bursa/Turkey. Semi-Structured interviews were carried out with the participants including issues; &quot;using education technology on teacher and student technologies, the effect of using education technology and to improve teacher-student communication should be used as solution proposals for technologies in classrooms&quot;. Maxqda 11 program was used for the analysis of the interviews. As a result of the interviews, participants have been suggested to use tablets in classrooms, sound insulation, use of never ending pen and no ringtones. The findings show that the choice of educational technology is related to teachers' perception which is communication/interaction with the student can be enhanced using technology. However, the opposite is true for students.