ethanporcaro/eric-fulltext-meta huggingface dataset:
Being a School-Based Teacher Educator: Developing Pedagogy and Identity in Facilitating Work-Based Higher Education in a Professional Field
Author: Boyd, Pete
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Professional Identity,Student Teachers,College School Cooperation,Educational Change,Graduate Students,Teacher Educators,Workplace Learning,Professional Education,Case Studies,Semi Structured Interviews,Diaries,Critical Thinking,Teacher Collaboration,Teacher Attitudes,Training Methods,Partnerships in Education

Facilitating work-based learning in higher education involves the educator in developing both their pedagogy and their professional identity. A current policy drive in England is towards &quot;school-embedded&quot; teacher education programmes facilitated by school-based teacher educators. The promoted schemes involve postgraduate student teachers being formally based in schools for the duration of their programme. This work-based approach involves school-based teacher educators who teach school students regularly as well as having a considerable responsibility for teaching and coaching their student teachers. This is a significant change from previous &quot;partnership&quot;-based teacher education where university-based teacher educators collaborated with school-based &quot;mentors&quot;, experienced teachers, to provide taught sessions in the university plus work-based learning in school. Many of these postgraduate teacher education programmes include credit-bearing modules at Masters level and an award at postgraduate certificate level. After qualification some teachers use these credits to study part-time towards a full Masters award. This paper focuses on the workplace learning and developing identity of a school-based teacher educator who teaches music classes for school students, contributes to extracurricular music activities in the school, and educates ten secondary music specialist postgraduate student teachers completing a one-year postgraduate programme. The study uses a reflective diary kept by the school-based teacher educator for a full academic year combined with semi-structured interviews at intervals. The interview transcripts and selected segments of the reflective diary were subjected to qualitative thematic analysis. The findings of this small-scale study suggest that there is great potential in the school-embedded approach to facilitate powerful classroom experiences for student teachers supported by coaching and opportunities for collaborative and reflective learning. However, for this integrated teacher education to be &quot;higher education&quot;-- rather than technical training--has important implications for the school as a workplace environment and for the professional knowing and identity of the school-based teacher educator. Learning to teach is complex, relational, and challenging and student teachers need space to be learners as well as teachers. Becoming an effective school-based teacher educator, facilitating work-based higher education, will be no less challenging.
Mouse Click Plagiarism: Can Technology Help to Fight Back?
Author: Tulley Pitchford, Kay
Date: 2012-00-00
Type: Journal Articles
Subjects: Plagiarism,Cheating,Influence of Technology,Technology Uses in Education,Prevention,Student Attitudes,Citations (References),Knowledge Level,Familiarity,Student Experience,Online Surveys,Focus Groups,Academic Discourse,Courseware,Foreign Countries,College Students

Many students arrive at university accustomed to adopting the internet as their primary source of information, but with no prior experience of referencing. This raises issues of the reliability and validity of digital sources, as well as bringing new opportunities for cheating. The internet has made plagiarism quicker and easier; a student simply needs to click the mouse to copy and paste sections of text. The author is interested in the process of academic writing and how, if the text is constructed by a couple of clicks, learning may be limited. This small scale study explores students' perceptions, knowledge and experience of referencing, plagiarism and the text-matching software, Turnitin. Using an online survey and focus groups, the practitioner endeavours to see if technology can be used to deter plagiarism and enhance the student learning experience. The study concludes that, while students superficially understand plagiarism, they struggle with the importance and conventions of referencing. Students require (and expect) early and appropriate educational support to adopt the cultural norms of higher education and learn the process of reading, analysing, synthesising and acknowledging the work of others. Turnitin has limitations, but it does appear to be effective at deterring plagiarism and has the potential to be a learning tool, if introduced and used appropriately.
A Case Study Evaluating the Experience of a Tutor Co-Teaching with Students on a Teacher Education Placement
Author: Copping, Adrian
Date: 2012-00-00
Type: Journal Articles
Subjects: Case Studies,Tutors,Team Teaching,College School Cooperation,Student Teaching,Student Placement,Preservice Teacher Education,Mentors,Questionnaires,Focus Groups,Trust (Psychology),Pedagogical Content Knowledge,Teacher Collaboration,Training Methods,Foreign Countries

In the UK, teacher education often includes more formal sessions facilitated by a university-based tutor and placement-based learning supported by a school-based mentor. Recent English government policy seeks the expansion of school-led teacher education. This suggests a shift in emphasis from current practice. The relationship between centre and placement-based provision therefore comes into focus. Through the implementation of a &quot;co-teaching model&quot; and an interpretive theoretical perspective, this study seeks to explore how the practice of co-teaching supports students to make links between university and placement-based learning and how it can support continuing professional development for university and placement-based colleagues. The study also considers what preparation needs to take place in order for co-teaching to be successful. A critical review of literature provided a framework for conceptualising &quot;co-teaching&quot;. Drawing on Parsloe and Leedham's (2009) coaching model and Neubert and Bratton's (1987) mentoring model, a cyclical model of &quot;co-teaching&quot; was developed. The model was evaluated through my intervention as a member of a student team on a week's school placement. Data was collected through a reflective diary, questionnaires and focus group discussion with school-based staff, the student team and questionnaires from the whole student group. Findings extrapolated from the research through analysis of experiences demonstrated that all involved in the process needed to have a shared understanding of co-teaching. Also, it was important for the tutor and students to have a shared experience where the relationship between the tutor and students was one of openness.
Show AND Tell: Using Peer Assessment and Exemplars to Help Students Understand Quality in Assessment
Author: Kean, Jenny
Date: 2012-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Educational Quality,Formative Evaluation,Feedback (Response),Evaluation Methods,Evaluation Criteria,Grades (Scholastic),Grading,College Freshmen,Mixed Methods Research,Teaching Methods,Familiarity,Foreign Countries,Questionnaires

The importance of formative assessment has been widely evidenced; but it has also been shown to be under threat in a higher education world of shrinking finances, increasing student numbers and decreasing student/staff ratios. How is all this formative assessment to be carried out and marked? And at the same time, how is the concept of &quot;quality&quot; to be conveyed to the students? D. Royce Sadler has written about the value of using exemplars as a means of &quot;showing&quot; what quality is; this article explores the use of exemplars alongside peer assessment as part of a mixed approach to formative assessment, and provides evaluation and feedback from the first-year students involved. It reinforces Sadler's own conclusion that exemplars can convey messages in a way that nothing else can, and suggests that a mixed approach to formative assessment--involving peer as well as tutor marking, together with the use of exemplars--could provide both an effective and efficient way forward.
Designing Assessment for Autonomous Learning
Author: Hay, Marie
Date: 2012-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Feedback (Response),Self Evaluation (Individuals),Peer Evaluation,Peer Teaching,Independent Study,Student Projects,Multimedia Materials,Dance Education,Foreign Countries

This paper aims to disseminate and evaluate an autonomous learning framework developed through collaborative research with first- and second-year undergraduate students at De Montfort University. Central to the framework is the involvement of students in the assessment of their peers and themselves using dialogue about the assessment and feedback of embodied and ephemeral outputs, such as that of a dance performance. The research is practice-based and includes the evaluation of published literature concerned with self and peer assessment; action learning and research; and interpretation as it is considered in phenomenological hermeneutics. The autonomous learning framework addresses the issue of student dependence on the tutor for feedback on embodied and ephemeral assessment outputs and develops students' understanding of assessment criteria and mark descriptors. Integral to the autonomous learning framework is the development of reflexive and meta-cognitive learning and emotional intelligence. This is achieved through the incorporation and combination of self-assessment; learning sets; tutor assessment and feedback; video; and dialogue. The paper concludes with an evaluation of assessment design in relation to the promotion of autonomous learning.
Student Perceptions of Feedback: Seeking a Coherent Flow
Author: Murphy, Carole
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Attitudes,Focus Groups,College Freshmen,College Seniors,College Faculty,Student Experience,Teaching Experience,Time Perspective,Communication Strategies,Expectation,Student Needs,Preferences,Foreign Countries

The importance of feedback to student progression and retention has gained prominence in the literature over the past few years. A number of concerns have been raised about the quality and quantity of student feedback, and the variability across and within institutions. The aim of this study was to examine student perceptions of the utility of timely feedback, and staff intentions for feedback, in relation to a number of factors in the first and final years of a student's academic experience. A focus group study was carried out at three UK higher education institutions. Eighteen first-year (Level 1) and 20 final-year (Level 3) undergraduates and 14 academic staff participated in 14 groups. Digital recordings were transcribed verbatim and thematic analysis employed to systematically code for themes across the data. Three main themes were identified: (1) time and timeliness; (2) communication; and; (3) student/tutor expectations. Findings suggest that there is a mismatch between the expectations of both students and tutors in terms of what can realistically be achieved within the pressures of other commitments. Students require feedback to be timely, specific and preferably delivered through individual tutorials. The creation of a &quot;feedback chain&quot; or overview of their overall progress was also suggested. They need more assistance with learning how to learn in higher education, preferably subject specific approaches.
Introducing Problem-Based Learning as a Learning Strategy for Masters Students
Author: Bell, Janice
Date: 2012-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Learning Strategies,Masters Programs,Occupational Therapy,Learning Modules,Learning Experience,Student Experience,Teaching Experience,Cooperative Learning,Feedback (Response),Teamwork,Individual Development,Academic Achievement,Teaching Methods,Student Satisfaction,Case Studies

The introduction of problem-based learning (PBL) as an innovative strategy is often challenging to both teaching staff and students. This is particularly the case when it is only used on one module within a programme. This case study reports on an evaluation of the experiences of students and staff in the first cohort introduced to problem-based learning in one module of an accelerated taught Masters level programme in occupational therapy. Most students responded positively to the module with an acknowledged development in personal and professional skills, team working skills, knowledge base, independent learning skills and successful completion of the module. For a minority of students, however, this was not the case. This paper identifies strategies for effective introduction of a problem-based learning approach to a single module and considers how the potential negative impact on some learners might be minimised.
The Learner's Role in Assessing Higher Level Abilities
Author: Cowan, John
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Evaluation,Educational Principles,Academic Ability,Student Role,Evaluation Criteria,Academic Standards,Outcome Measures,Case Studies,Models,Evaluation Methods,Test Construction,Higher Education

This paper responds to the vision of a new assessment culture, which will be a meaningful integration of teaching, learning and assessment. It reviews the advice in the literature about assessment, and from there identifies principles for the assessment of the development of higher level abilities in various domains. It envisages the student as an active participant in the development of criteria and standards, and their consequent use in the making of judgements. The suggested principles are tested out on a recent conventional experience that brought the writers together as tutor and student, and on their subsequently proposed generic model.
An Essay in the Political Economy of Assessment Design
Author: Sutton, Paul
Date: 2012-00-00
Type: Journal Articles
Subjects: Instrumentation,Test Construction,Student Evaluation,Measurement Techniques,Measurement Objectives,Social Systems,Teaching Methods,Political Power,Grade Point Average,Organizational Culture,Change Strategies,Higher Education,Educational Practices

My point of departure in this essay is that student approaches to assessment appear to have become more instrumental, and that there has been a correlative propensity in my teaching practice to &quot;teach to the test&quot;. Hence, both learners and teachers seem to have become more strategic in relation to assessment. This situation, I argue, is a product of power relations within contemporary higher education institutions (HEIs) and the function higher education performs in the new capitalism. Assessment instrumentalism is part of a new learning culture; it is, I contend, a rational and pragmatic response to current social and economic imperatives. Thus, when designing assessments it is necessary to recognise and work with this instrumentalism if we desire its reconfiguration. The design of assessments worth learning and teaching for is made possible, I argue, by the development of a pedagogy for itself.
Enhancing Preparation for Higher Education
Author: Murtagh, Lisa
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,College Preparation,Independent Study,Questionnaires,Cultural Capital,Likert Scales,Statistical Analysis,Qualitative Research,Family Attitudes,Transitional Programs,Student Educational Objectives,Expectation,Participant Satisfaction,Foreign Countries

Evidence from national and international studies points to the lack of preparation for Higher Education (HE) as a major factor for student non-completion of courses. This paper reports the findings of a study designed to enhance potential students' understandings of the expectations of independent learning and assessment. It seeks to provide evidence of the ways in which students and their families can be supported in their understanding of the values and practices of a HE institution. Data was drawn from questionnaires distributed to potential pre-entry students and their parents/carers/friends. The findings illustrate that in allowing for opportunities for pre-entry students to develop a transparent understanding of the expectations of HE study, that they can be supported in the transition to HE by parents/carers/friends. It is hoped that the outcomes of this research will contribute to a more informed transition to HE.
Evaluating a Formative Feedback Intervention for International Students
Author: Burns, Caroline
Date: 2012-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Feedback (Response),Intervention,Foreign Students,Business Schools,Student Satisfaction,Self Efficacy,Student Needs,Achievement Gains,Educational Practices,Teaching Methods,Business Administration Education,Foreign Countries,Questionnaires,Qualitative Research,Likert Scales

Assessment is too often concerned with measurement, rather than learning; however, there is a growing interest in research into formative assessment, which appears justified by studies into its effects on learning. Changes in higher education have led to increased numbers of students, many of whom are from non-traditional backgrounds. This has highlighted the need for transparency and student involvement in assessment. However, the corresponding pressures on staff and on resources mean that many desirable innovations are not easy to implement. The overall aim of this formative feedback intervention (FFI) was to provide timely and helpful feedback to international students who are final-year direct entrants in a large business school. Timeliness of feedback and the development of academic literacy were key concerns. The study concludes that although the FFI did not have a significant impact on module grades, the intervention was successful in getting students to engage in academic writing at an early stage. Most respondents perceived the feedback to be helpful and the feedback messages were clearly received and internalised. Whether appropriate actions were taken by the students to close the gap between their current and their target level requires further investigation.
A Review of Research Ethics in Internet-Based Research
Author: Convery, Ian
Date: 2012-00-00
Type: Journal Articles
Subjects: Ethics,Research Methodology,Online Surveys,Web Sites,Content Analysis,Videoconferencing,Computer Mediated Communication,Web 2.0 Technologies,Guidelines,Privacy,Risk,Informed Consent,Participant Characteristics,Internet

Internet-based research methods can include: online surveys, web page content analysis, videoconferencing for online focus groups and/or interviews, analysis of &quot;e-conversations&quot; through social networking sites, email, chat rooms, discussion boards and/or blogs. Over the last ten years, an upsurge in internet-based research (IBR) has led to increased interest in IBR and research ethics. Here we present some ethical guidelines for IBR while accepting that it would be unrealistic to expect that any single set of guidelines can cover all ethical situations concerning IBR. There is simply too much diversity across internet cultures, values and modes of operation for that to be the case. Perhaps the most useful solution to the complex challenges of IBR lies with a form of &quot;negotiated ethics&quot;, a situated approach grounded in the specifics of the online community, the methodology and the research question(s). This does not mean an &quot;anything goes&quot; relativist approach, rather an open, pluralistic policy in relation to IBR ethical issues (Ess, 2009; AoIR, 2002).
Opportunities for Personalised Learning: Enabling or Overwhelming?
Author: Read, Andrew
Date: 2008-00-00
Type: Journal Articles
Subjects: Distance Education,Individualized Instruction,Independent Study,Preservice Teacher Education,Educational Change,Curriculum Development,Teaching Methods,Educational Practices,Educational Strategies,Instructional Development,Foreign Countries

This paper evaluates the development of a personalised learning approach within a professional distance learning course. The issues arising are of relevance to academics engaged in course development, with an emphasis on fostering independent learning. The course focuses on enabling student teachers to develop their generic skills, attributes and knowledge through reflective practice. The current course differs from the previous model through its emphasis on a question-led approach in which students are encouraged to identify and respond to their own learning needs in independent ways. Student evaluations and contributions at the course midpoint suggest that, while most are engaged with the notion of being an independent learner, some students are challenged by this expectation. This in turn raises questions about the concept of personalised learning.
Assessment in Teacher Education: Stakeholder Conflict and Its Resolution
Author: Bloxham, Sue
Date: 2008-00-00
Type: Journal Articles
Subjects: Teacher Education,Student Evaluation,Stakeholders,Measurement Objectives,Measurement Techniques,Evaluation Problems,Educational Practices,Certification,Quality Assurance,Achievement Rating,Academic Achievement,Lifelong Learning,Test Format,Conflict,Change Strategies,Higher Education

This paper is a polemical discussion of assessment in teacher education. Working from the proposition that assessment serves a number of important purposes for a range of stakeholders (students, employers, quality assurance agencies, government), it argues that there is considerable potential for conflict between the different purposes. In an age of accountability and standards, assessment for learning may lose out to assessment of learning. The paper outlines a range of characteristics associated with assessment for learning and draws on examples of practitioner research to illustrate various approaches and methods of assessment that can improve the balance between these different purposes.