ethanporcaro/eric-fulltext-meta huggingface dataset:
Setting the Mood for Critical Thinking in the Classroom
Author: Lewine, Rich
Date: 2015-07-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Psychological Patterns,Hypothesis Testing,Affective Measures,Essay Tests,Undergraduate Students,Personality,Gender Differences,Psychometrics,Nonparametric Statistics,Statistical Analysis,Individual Differences

Most current efforts to enhance critical thinking focus on skills practice and training. The empirical research from the fields of cognition and affect sciences suggest that positive mood, even when transiently induced, can have beneficial effects on cognitive flexibility and problem solving. We undertook this study to test this hypothesis in a practical setting. Using an A-B-A-B within subject design, we measured the impact of positive (versus neutral) mood on critical thinking demonstrated on four essay exams in an undergraduate course in personality. There was a significant enhancing effect of positive mood on critical thinking in female students, but not in male students. We discuss possible sex differences that may account for the partial support of the mood-critical thinking effect.
Supporting Graduate Student Instructors in Calculus
Author: Reinholz, Daniel L.
Date: 2015-07-00
Type: Journal Articles
Subjects: Calculus,College Mathematics,Graduate Students,Teaching Assistants,Case Studies,Mathematics Instruction,Teaching Methods,Peer Influence,Reflection,Group Discussion,Feedback (Response),Homework,Mathematics Tests,Scores

This paper focuses on the use of the teaching method Peer-Assisted Reflection (PAR) to help graduate student instructors (GSIs) develop as teachers. PAR engages students in analyzing the work of their peers and providing feedback to promote their abilities of communication, collaboration, and persistence. The goals of the PAR activity were taken as goals for instruction generally, and used to support the GSIs to develop student-centered pedagogies. This report provides in-depth case studies of two of four GSIs involved in implementing PAR in their introductory calculus recitation sections. Two of the GSIs showed considerable changes in practices and beliefs, while the others showed little growth.
&quot;It's Just Nice Having a Real Teacher&quot;: Student Perceptions of Online versus Face-to-Face Instruction
Author: Tichavsky, Lisa P.
Date: 2015-07-00
Type: Journal Articles
Subjects: Student Attitudes,Undergraduate Students,Online Courses,Technology Uses in Education,Educational Technology,Student Surveys,Content Analysis,Interpersonal Relationship,Interaction,Teaching Methods,Student Motivation,Familiarity

With recent increases in online enrollment, undergraduate students are far more likely to experience an online learning environment than they were in the past. While existing literature provides general insight into reasons why students may or may not prefer online instruction, it is unclear whether these preferences are shaped by students' perceptions of online learning or actual experience with online courses. To address this gap, undergraduate students enrolled in either online (n = 370) or face-to-face (n = 360) courses were surveyed about their course format preference. A content analysis of the responses was performed with the findings suggesting that (1) student perceptions may be based on old typologies of distance education akin to correspondence courses, regardless of actual experience with online courses, and (2) course preferences are related to issues involving teaching presence and self-regulated learning. The implications of this research for developing more effective online pedagogy are discussed.
Engaging Diverse Students in Statistical Inquiry: A Comparison of Learning Experiences and Outcomes of Under-Represented and Non-Underrepresented Students Enrolled in a Multidisciplinary Project-Based Statistics Course
Author: Dierker, Lisa
Date: 2016-01-00
Type: Journal Articles
Subjects: College Students,Statistics,Introductory Courses,Inquiry,Comparative Analysis,Learning Experience,Outcomes of Education,Disproportionate Representation,Minority Group Students,African American Students,Hispanic American Students,Interdisciplinary Approach,Active Learning,Student Projects,Student Attitudes,Educational Attitudes,Difficulty Level,Student Interests,Student Research,Self Esteem,Educational Background,Regression (Statistics),Multivariate Analysis,Student Surveys

Introductory statistics needs innovative, evidence-based teaching practices that support and engage diverse students. To evaluate the success of a multidisciplinary, project-based course, we compared experiences of under-represented (URM) and non-underrepresented students in 4 years of the course. While URM students considered the material more difficult than non-URM students, URM students demonstrated similar levels of increased confidence in applied skills and interest in follow up courses as non-URM students. URM students were found to be twice as likely as non- URM students to report that their interest in conducting research increased. Increasing student confidence and interest gives all students a welcoming place at the table that will afford the best hope for achieving the kind of statistical literacy necessary for interdisciplinary research.
Students' Opinions of Instructional Strategies in a Graduate-Level Creativity Course
Author: Knowlton, Dave S.
Date: 2015-07-00
Type: Journal Articles
Subjects: Student Attitudes,Instructional Innovation,Creativity,Graduate Students,Educational Strategies,Questionnaires,Likert Scales,Course Evaluation,Student Evaluation of Teacher Performance,Instructional Effectiveness

This paper empirically examines a variety of instructional strategies as impetus for creative thinking and achievement in a graduate-level university course. This empiricism considers students' opinions about the strategies used and the resulting effect of the class more holistically. Results indicate that reading the textbook and writing bi-weekly reflection journals were the most valued strategies by students for elevating creative thinking. The course, as a whole, did have benefit in that students felt that it allowed them to transform themselves into more creative thinkers.
Empathy Levels of University Students Who Do and Not Do Sports
Author: Atan, Tülin
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Empathy,Athletics,Athletes,Comparative Analysis,Likert Scales,Measures (Individuals),Age Differences,Gender Differences,Place of Residence,Family Environment,Peer Groups,Scores,Statistical Significance,Questionnaires,Statistical Analysis

The objective of this study was to compare the empathy levels of university students who do sports and who don't do sports in terms of different variables. For this purpose, 200 Sports Faculty students who do sports at least four days a week for two hours and 200 students from other faculties who don't do sports participated in the study. In the study, Empathic Tendency Scale developed by Dokmen was used as data collection tool. The effects of age, gender, residence place of family, who the students live with and having a social circle on empathy were examined. When the empathy scores of students who do and not do sports were examined, no statistically significant difference was found between the two groups (p&gt;0.05). When the empathy scores were examined in terms of gender, empathy scores of women were found to be statistically higher than those of men (p&lt;0.05). When the students' empathy scores were compared in terms of their answers to the question &quot;Who are you living with?&quot;, it was found that the students who are living with their families had higher empathy scores than those who are living with their friends (p&lt;0.05). As a conclusion, it was found that doing sports did not have an influence on empathy levels and women were more emphatic than men. In addition, it was found that the students who lived with their families and those who had a social circle were found to have higher empathic tendency levels.
Authentic Leadership and Altruism: The Mediating Role of Meaningfulness
Author: Sagnak, Mesut
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Altruism,Elementary School Teachers,Secondary School Teachers,Instructional Leadership,Attitude Measures,Likert Scales,Correlation,Structural Equation Models,Satisfaction,Mediation Theory,Factor Analysis,Transformational Leadership

The purpose of this study was to investigate the mediating effects of meaningfulness on the relationship between authentic leadership and altruistic behavior. The participants consisted of 356 teachers randomly selected from 14 primary and secondary schools in Nigde. Three different instruments were used in this study. The scales were translated using the translation and back translation method. All scales were adapted to the educational context. The validity and reliability of the scales were examined. Pearson correlation coefficient and the structural equation modeling were used for the data analysis. It was found that authentic leadership was positively related to teachers' altruistic behavior and meaningfulness in work. A significant positive relationship was found between altruistic behavior and meaningfulness. It has been determined that meaningfulness fully mediated the relationship between authentic leadership and altruistic behavior.
A Cross-National Study of Student Teachers' Views about Intelligence: Similarities and Differences in England and Turkey
Author: Ilhan-Beyaztas, Dilek
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Intelligence,Comparative Education,Comparative Analysis,Semi Structured Interviews,Cultural Differences,Theory of Mind,Gender Differences,Beliefs,Family Characteristics,Qualitative Research,Statistical Analysis

A cross-national descriptive research method was used to explore Turkish and English student teachers' views about intelligence, and the factors which shape them. The &quot;Adult Version of The Implicit Theory of Intelligence Scale&quot; [1], and the Turkish version of this scale [2] were used to investigate the views of 114 English and 201 Turkish students of Primary Education. A semi-structured interview was also used with a sub-group of the students. The findings reveal that the Turkish students, on average, scored more highly in relation to entity intelligence theory than in relation to incremental intelligence theory, and the English students, on average, scored more highly in relation to incremental intelligence theory than to entity intelligence theory. In addition, when comparing the average scores in relation to incremental intelligence theory, the scores of the English students are significantly higher than those of the Turkish students.
Examination of Social Studies Curriculum and Course Books in the Context of Global Citizenship
Author: Karakus, Mehmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Elementary School Curriculum,Secondary School Curriculum,Textbook Content,Textbook Evaluation,Global Approach,Citizenship Education,Content Analysis,Qualitative Research,Grade 4,Grade 5,Grade 6,Grade 7,Multicultural Textbooks,Cultural Pluralism,Teacher Attitudes,Politics,Civil Rights,Environmental Education,Sustainable Development,Social Justice,Peace,Conflict,World Geography

The document review method, which is a qualitative research method, was used in this study that aims to examine the social studies curriculum and course books in terms of attainments, teaching-learning process and measurement-evaluation process in the context of global citizenship. Furthermore, opinions of social studies teachers on the curriculum and course books in the context of global citizenship were determined by taking their written statements. Social studies course books and curricula at fourth, fifth, sixth and seventh grade levels were examined in the study. Also, opinions of nine social studies teachers were analyzed. As a result of the study, it can be said that in general, the dimensions of global citizenship are included within the scope of attainments, content, teaching-learning process, measurement-assessment elements regarding social studies course. It was determined that awareness of diversity and multiculturalism, political and economic processes and interdependence, human rights, environmental responsibility and sustainable development among the dimensions of global citizenship are addressed at most, while the dimensions of social justice and contemporary peace and conflict are covered quite slightly. Furthermore, according to teachers' opinions, it can be said that social studies curriculum and course books have deficiencies in the context of global citizenship.
Training Design Conception and Reflexive Practice: How to Answer Teachers' Questions?
Author: Clottu, Régine
Date: 2017-00-00
Type: Journal Articles
Subjects: Faculty Development,Professional Continuing Education,Training,Case Studies,Qualitative Research,Reflection,Foreign Countries,Hypothesis Testing,Instructional Design,Documentation,Interviews,French,Language of Instruction

This research studies the practices related to the conception of training &quot;on demand&quot; in the field of continuous training of teachers. Training &quot;on demand&quot; adapts itself to the problems of professionals. The analysis of the demand faces the complexity of the different contexts as well as the diversity of professionals' questions. This paper emphasizes relevant elements based on a case study to show how the trainer who designs the concept takes into account factors present during the conception i.e. the various aspects of context, contents and learners. The method chosen for the research is qualitative and built related to a specific scholar context in which the teachers have difficulties in their daily work specifically in the field of French language. The training design provides various modalities including conferences, discussion groups, and support in the classes in the presence of the pupils. Different measures to support the teachers in regular classes are provided by specialized professionals. As the schoolchildren come from a great number of cultures, speak diverse languages and attend the courses of regular schools near their homes, this original design takes place in an inclusive context and aims at enabling the teachers to develop reflective practice.
The Anatomy of a Teachable Moment: Implications for Teacher Educators
Author: Thompson, Phyllis I.
Date: 2008-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teaching Experience,Classroom Environment,Classroom Communication,Classroom Techniques,Racial Attitudes,American Indians,Ethnic Stereotypes,Cooperating Teachers,Preservice Teacher Education,Whites,Advantaged,Transformative Learning,Educational Change,Teacher Attitudes,Elementary Education,Student Teaching

A university professor observes the use of a Native American stereotype by a cooperating teacher in an elementary art classroom while supervising a preservice teacher. She identifies ways that the teacher's words potentially harmed her students and reflects on her own role. This &quot;teachable moment&quot; is described, and characteristics of institutionalized racism and white dominance are examined as a foundation for racist insensitivities in the classroom. The professor calls for preservice teachers to be prepared in their teacher education programs to be culturally responsive. She draws on a study of preservice teachers mentoring minority children to demonstrate how change can begin with restructuring teacher education pedagogy to embrace multiculturalism (Adams, Bondy, &amp; Kuhel, (2005). Implications include practices that help educators identify assumptions about race and socio-cultural difference and overcome learned stereotypes.
An Historical Analysis of Character Education
Author: Watz, Michael
Date: 2011-00-00
Type: Journal Articles
Subjects: Values Education,Educational History,Influences,Educational Practices,Learning Activities,Educational Development,Educational Trends,Educational Change

What is termed &quot;character education&quot; in today's world has been called many things throughout the history of education in this country. Character education has been both a formal and informal part of schools. Much of character education in the United States can be closely tied in its roots to the education of character in Europe, which laid the foundation for the formal American system of education. Through historical analysis, this article will seek to uncover and reflect upon one pathway that brought character education to the shores of America. A variety of contributions from significant figures and organizations, from the 18th century through today, will be highlighted in order to provide some understanding as to the complexity of the roots of character education in America.
Motivations and Deterrents for Entering the Teaching Field in a Rural State
Author: Pietrzak, Dale
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Career Development,Vocational Interests,Career Choice,Undergraduate Students,Student Motivation,Attribution Theory,Student Educational Objectives,Student Surveys,Nonmajors,Majors (Students),Cohort Analysis,Comparative Analysis,Correlation,Qualitative Research,Content Analysis,Multivariate Analysis

This article reports findings from a study of the motivations of college students to choose or not choose a career as a K-12 teacher. Five hundred-seventeen college students majoring in education and non-education programs enrolled in undergraduate courses were surveyed as to their motivations for choosing/not choosing a career in K-12. If they chose teaching as a career, they were also asked what might motivate others to enter the teaching profession or if they chose a non-teaching career, they were asked what things that if changed might increase their interest in becoming a teacher. Those choosing teaching as a career did so most often because of a desire to have an impact on youth; those deciding not to enter teaching said the biggest reason was because of salaries and benefits.
Tackling Low-Level Cognitive Task Teaching in Secondary Mathematics: An Approach to Shaping Preservice Teachers' Preconceived Beliefs
Author: Zelkowski, Jeremy
Date: 2009-00-00
Type: Journal Articles
Subjects: Beliefs,Preservice Teachers,Secondary School Mathematics,Mathematics Activities,Technology Uses in Education,Preservice Teacher Education,Teaching Methods,Curriculum Design,Professional Development,Barriers,Course Descriptions,Educational Practices

This article focuses on a secondary mathematics teacher education program where traditional field placements are prevalent in grades 9-12. Traditional, for this article, is defined as and comprised of: (a) straight-rowed desks in classrooms, (b) explicitly direct instruction (teacher-centered classrooms), (c) predominantly repetition of low-level cognitive tasks, and (d) consistent absence of technology use by students to explore mathematics concepts and problem solving. This article aims to inform readers of how one secondary mathematics teacher education program is addressing the challenges many programs currently experience in producing new teachers of best practice through advanced mathematical tasks and advanced technology use for teaching mathematics within education courses. Early evidence appears to be having effects on some pre-service teachers pre-conceived beliefs about teaching mathematics traditionally with greater anticipation for long-term sustainable change.
Does Substitute Teaching before Graduation Improve First Year Teacher Quality?
Author: Sharer, Timothy
Date: 2009-00-00
Type: Journal Articles
Subjects: Substitute Teachers,Student Teaching,Beginning Teachers,Teacher Effectiveness,Teaching Experience,Training Methods,Student Placement,Compensation (Remuneration),Financial Support,Outcomes of Education,Preservice Teacher Education,Capacity Building

Several problems exert force on teachers just entering the profession including mandated testing, public reporting, and the loss of the flexible contexts teacher preparation institutions had for developing undergraduate teacher candidates. Teacher training institutions are scrambling to implement more effective ways to prepare teachers without losing richness and thoroughness. The problems of entry level teacher quality and the opportunity to gain experience through substitute teaching are related. Enhancing the development of pre-service teacher quality is directly influenced by &quot;real&quot; teaching experience. The Northeast Nebraska Teacher Academy is a palpable response undertaken by a Midwestern public college to provide these types of experiences for teacher candidates and how those experiences influenced the preparation of graduates for professional success.
Motivating the Generations: Economic and Educational Influences
Author: Herley, Wade
Date: 2009-00-00
Type: Journal Articles
Subjects: Generational Differences,Influences,Social Values,Veterans,Baby Boomers,Age Differences,Motivation,Attribution Theory,Economic Factors,Educational Benefits

This paper examines the various generations that include the greatest generation, the baby-boomers, generation X, and generation Y. The research encompasses many motivational elements that each generation covets, rejects, or shares. These generations are at different stages in life and each plays a vital role within our society. The workforce has become a melting pot of generational influences that produce a unique and complex dynamic that economic entities and educational institutions must decipher.
Action Research in Teacher Education: Classroom Inquiry, Reflection, and Data-Driven Decision Making
Author: Hong, Carrie Eunyoung
Date: 2011-00-00
Type: Journal Articles
Subjects: Action Research,Teacher Education,Inquiry,Reflection,Data,Decision Making,Research Projects,Methods Courses,Graduate Students,Qualitative Research,Transformative Learning,Meta Analysis,Literacy,Faculty Development,Teacher Improvement,Needs Assessment

One of the growing interests in teacher education lies in how and what teachers learn across time and space in the complex ecologies and technologies of today's society. Teacher research has been implemented in teacher education programs as a powerful, exploratory tool for teacher candidates to inquire about educational problems and to improve their knowledge of teaching practice. This article presents insights gained from review of 18 action research projects completed by classroom teachers enrolled in a graduate reading methods course. To better understand what teachers learned through the action research process and how their self-study impacted teaching and learning in their classrooms, qualitative research methods were used to analyze the teachers' projects. The data revealed action research impacted literacy instruction, teachers struggled with how to make their literacy instruction explicit, projects focused on specific literacy topics, teachers used a range of resources for their selected intervention and shared information with each other and with colleagues in their respective contexts.