ethanporcaro/eric-fulltext-meta huggingface dataset:
Challenges and Successes: Faculty Reflections on a College Teaching Development Program
Author: Jeppesen, Alison
Date: 2018-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Faculty Development,Peer Teaching,Group Activities,Program Effectiveness,Reflection,Teacher Collaboration,Collegiality,Barriers,Foreign Countries,Mixed Methods Research,Assignments,Journal Writing,Focus Groups,Interviews,Student Centered Learning,Power Structure,Teacher Competencies

Does participation in a reflective teaching development program transform educators? In a three-year teaching development program, faculty met in small interdisciplinary groups with peer facilitators and used online resources to complement their learning activities. The first two cohorts of participants found that involvement in a teaching development program encouraged them to develop self-reflective practices that they viewed as positively impacting their teaching. While valuing the collaborative and collegial relationships created through program participation, as these supported their individual growth and development, faculty also identified challenges that created barriers to their participation in the program.
Managing the Transition from Concussion to Return to Learn in Postsecondary Education: Strategies Based on Principles of UDL
Author: Frost, Gail
Date: 2018-00-00
Type: Journal Articles
Subjects: Head Injuries,Brain,College Students,Postsecondary Education,Special Needs Students,Student Needs,Academic Accommodations (Disabilities),Reentry Students,Educational Environment,Accessibility (for Disabled),Disabilities

Concussion is a functional brain injury that can produce physical, cognitive, emotional and sleep-related symptoms that impede student learning. The Return-to-Learn protocol is effective for elementary and high school-aged students, but it is difficult to implement in a postsecondary setting as it requires a level of monitoring not generally available through college or university student wellness centres. As a result, course instructors are often given the task of providing accommodations to help students recovering from concussion. This paper discusses the challenges facing the postsecondary student recovering from concussion and provides accommodation ideas and examples that instructors may find helpful.
Exposition of Process-Based Learning for First Year University Students
Author: Callary, Bettina
Date: 2018-00-00
Type: Journal Articles
Subjects: College Freshmen,College Instruction,Process Education,Independent Study,Experiential Learning,Service Learning,Foreign Countries,Group Dynamics,Group Activities

In this expository essay, four faculty members co-reflect on the pedagogy used within one first-year course at a small Canadian university. We discuss the responsibility of facilitating five process-based pedagogical approaches. These complex and interrelated processes include: i) self-directed learning, ii) reflexive intra-personal learning, iii) group/inter-personal development, iv) experiential learning, and v) community-based and/or service learning. We describe and give examples of how these approaches help students learn how to learn, function, and grow respectfully with one another and with community.
Please Stop Blabbing: A Prescription for Verbal Diarrhea
Author: Chen, Victoria
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Student Participation,Interaction,College Students,Active Learning,Verbal Communication,Discussion (Teaching Technique),Qualitative Research,Case Studies,Interviews,College Faculty,Student Attitudes

Course instructors often rely on student participation to increase interaction and learning in the classroom. However, while verbalizing thoughts can help students learn, students in this study felt that frequency of contributions was often rewarded over quality. They called this &quot;verbal diarrhea&quot; and explained how prominent it was in their university learning experiences. In this Active Learning Classroom (ALC) study, students noticed &quot;verbal diarrhea&quot; was significantly reduced, making their learning more authentic. This paper presents &quot;prescriptions&quot; for verbal diarrhea; these may be useful for instructors using both ALCs and traditional teaching and learning spaces.
Taking Social Entrepreneurship Education to the Next Level: A Teaching and Learning Project at Renaissance College
Author: Mengel, Thomas
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Entrepreneurship,Student Centered Learning,Curriculum Design,Independent Study,Learner Engagement,Student Satisfaction,Evidence Based Practice,Student Surveys,Focus Groups,Curriculum Implementation,Case Studies

This study at a small Canadian university describes the student-centered re-design of a course about social entrepreneurship. The project was aimed at improving students' engagement and satisfaction. Our data suggests that the course redesign improved students' learning experience, clarity of course requirements, and students' self-directed learning. Further studies are necessary to glean generalizable data and form more robust conclusions, but this paper may be helpful for other scholarship of teaching and learning projects aiming at adult learner-oriented and evidence-based course redesign in other fields of study.
What Are Students&apos; Learning and Experiences in an Online Learning Tool Designed for Cognitive and Metacognitive Skill Development?
Author: Visser, Rebecca
Date: 2018-00-00
Type: Journal Articles
Subjects: Organic Chemistry,Resource Units,Technology Uses in Education,Vocabulary,Metacognition,Skill Development,Science Instruction,Mastery Learning,Pilot Projects,Web Based Instruction,Introductory Courses,Scientific Concepts,Pretests Posttests,Video Technology,Science Activities,College Students,Worksheets,Scores,Outcomes of Education,Student Attitudes,Questionnaires,Workshops

Organic chemistry has its own representational language and as with any language, any barrier with the language makes understanding the message difficult. In this article, we describe the design of an open education resource that empowers students to master this language. We also describe the structure and findings of a pilot study designed to measure students' learning and experiences using the module, with a focus on principles, structure, and key findings, rather than on the chemistry-specific elements.
Student-Generated Interview Podcasts: An Assignment Template
Author: Mathany, Clarke
Date: 2018-00-00
Type: Journal Articles
Subjects: Interviews,Assignments,Video Technology,Protocol Materials,Student Developed Materials,First Year Seminars,College Athletics,Skill Development,Questioning Techniques,Peer Evaluation,Reflection,Instructional Effectiveness,Teaching Methods,Foreign Countries

Podcast assignments in higher education foster students' deep engagement in course content, knowledge construction, technical skills, and problem-solving abilities. We designed a podcast assignment in a First Year Seminar course based on student-led interviews comparing theoretical concepts to lived experiences of the interviewees. Students were guided through four distinct stages of the assignment and reported that they valued the assignment and felt it supported their learning. Instructors felt that the assignment allowed students to achieve learning outcomes, improve oral communication skills, and engage with course content. We provide a template with timelines for podcast assignments, along with suggestions for implementation.
Shoes for the Shoemaker&apos;s Children: Providing an Accreditation Process for Programs Offered by Educational Developers
Author: Popovic, Celia
Date: 2018-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Faculty Development,Foreign Countries,College Faculty,Teaching Assistants,Outcome Measures,Higher Education

Educational developers in universities and colleges design, develop, and deliver courses and programs for professors and teaching assistants (TAs) to support teaching and learning in postsecondary institutions. These courses and programs, however, are often not accredited, so the Educational Developers Caucus (EDC) created a working group to explore the appetite for a Canadian accreditation process, and then design and implement a framework. This article summarizes the working group's outcomes, and reports on an initial evaluation of their impact, arguing for their contribution to enhancing the quality of faculty and TA development courses and programs and, thereby, of teaching and learning.
The Road to Bilingualism: Cases of Success
Author: García-Herreros Machado, Cesar Augusto
Date: 2017-00-00
Type: Journal Articles
Subjects: Bilingualism,Success,Case Studies,Instructional Innovation,Teaching Models,Immersion Programs,Educational Practices,Skill Development

This review presents an immersion model based on the ideas of Richard-Amato regarding task-based approach, and how it was adapted to Wiggin's &quot;Understanding by Design&quot; and 21st Century skills frameworks. This combination has nurtured and helped the immersion model to arise, where the content and language areas are responsible for the cognitive and communicative development in a learner. The institution recognizes itself as an alternative educational solution for its students, and periodically revises its policies to meet the needs that can emerge in their community. Thus, the immersion model applied in the institution has emerged as a flexible, yet well-grounded and solid program that aims to make the most of the content in different areas to help students develop their foreign language skills in English.
Changing the Course: Interpreting and Structuring Scientific Texts Aided by ICT
Author: Castillo, Rigoberto
Date: 2017-00-00
Type: Journal Articles
Subjects: Technology Integration,Influence of Technology,Second Language Instruction,English (Second Language),Spanish Speaking,College Second Language Programs,Academic Discourse,English for Academic Purposes,English for Special Purposes,Course Descriptions,Student Writing Models,Scientific and Technical Information,Text Structure,Educational Practices,Graduate Students,Foreign Countries

Changes to the pedagogy of foreign languages (FL) have taken place with the integration of Information and Communication Technologies (ICT). These changes provide instructors with opportunities to become meaning facilitators and designers. This article presents the rationale behind the pedagogy for a university course to enhance FL for academic purposes. It refers to three editions of a course with around 15 students each, native speakers of Spanish who self-assessed as being in an A2 to B1-English proficiency level in the scale of the Common European Framework of Reference. They came equipped with disciplinary knowledge in education and needed to build the state of the art of their research proposals. They submitted an account of up-to-date literature and research reports. The course, aided by ICT, helped them search, find, understand and integrate to their projects valuable literature available in English and in Romance languages. Students drafted their research interest in English and prepared an oral presentation. The needs of the FL learners were better served for they were directly connected to what they do at the university, which is, among other things, to determine the quality and authority of the sources and therefore interpret and assess texts related to their field of expertise. The article proposes moving away from a focus on language to a focus on problem solving and presents strategies, procedures, and ICT support. The article problematizes the issue of proficiency defined in terms of the type of problems language users could solve to meet their needs rather than in terms of language level.
Measuring the Knowledge Increase of Eight Grade Students in a Bilingual Biology Unit
Author: Ohlberger, Stephanie
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 8,Bilingual Students,Biology,Science Instruction,Comparative Analysis,Foreign Countries,Control Groups,Knowledge Level,Correlation,Pretests Posttests,Second Language Learning,Second Language Instruction,English,German,Monolingualism,Hypothesis Testing,Entomology

In recent years, the issue of using bilingual education has come to the public's attention. A widespread belief is that students in bilingual classes achieve a higher competence in the language, but that they lag behind in subject-specific knowledge when compared to fellow students in traditional (i.e. monolingual) classroom settings. Nevertheless, by evaluating knowledge gain in a short teaching unit, previous studies have shown that bilingual students rarely experience drawbacks. Although there are a variety of different opinions, the present study aims at detecting how subject-specific knowledge is influenced by bilingual biology lessons. The study was conducted at a grammar school in North Rhine-Westphalia, Germany, with 13- and 14-year-old students. To assess differences in students' knowledge gain, test and control groups were used, in which students were taught 12 identical biology lessons in a bilingual and a traditional classroom. The unit consisted of basic characteristics seen in (social) insects. Both classes took a knowledge test before and after the unit. We hypothesised that there would be a higher increase in knowledge for the bilingual class compared to the monolingual class. Results suggested a slightly higher knowledge gain in bilingual students, but no significant differences were revealed.
Peer-Tutoring to Foster Spoken Fluency in Computer-Mediated Tasks
Author: Marenco-Dominguez, José Miguel
Date: 2017-00-00
Type: Journal Articles
Subjects: Peer Teaching,Tutoring,Language Fluency,Computer Uses in Education,Qualitative Research,English (Second Language),Foreign Countries,Grade 9,Self Esteem,Instructional Effectiveness,Second Language Instruction,High School Students,Action Research,Semi Structured Interviews

Twelve 14-to-15-year-old students participated in this investigation. The participants faced difficulties to speak fluently in an L2 and they evinced different levels of proficiency. Therefore, it was planned to assess the effects of peer tutoring and computer-mediated tasks on students' spoken fluency. Differences among learners were the starting point of this research and, consequently, peer tutoring was the strategy proposed. The benefits from collaborating in small groups are supported by previous studies. Tutors learned by teaching, while tutees had more time for individualized instructions. Along with peer tutoring, oral tasks and computer-mediated instructions ornamented this intervention. Qualitative data from learning logs, video recordings, rubric for assessing spoken fluency and a final semi-structured interview pointed to the effectiveness of this inquiry. The results suggest that learners increased self-confidence, enhanced spoken fluency, and improved the outcomes of tasks. Some of these results are also found in similar local and international investigations. What this paper adds is the use of computer-based conferencing as an additional tool for student-student interaction in distance, as well as the improvement of young learners' spoken fluency at a high school level.
Constructing and Norming Diagnostic Battery Tests of Verbal and Non-Verbal Learning Disabilities for Students in Arabic Schools
Author: Taha, Mohamed M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Diagnostic Tests,Learning Disabilities,Foreign Countries,Grade 3,Grade 4,Grade 5,Elementary School Students,Nonverbal Learning,Verbal Learning,Test Reliability,Test Validity,Children,Intelligence Tests,Achievement Tests,Reading Comprehension,Listening Comprehension Tests,Correlation

The purpose of this study is to construct and evaluate diagnostic battery tests of verbal and non-verbal learning disabilities for students in the Arabic schools. 612 students were in the 3rd, 4th and 5th grades of primary school were involved, mostly from Egypt and Saudi Arabia. Their ages ranged from 7.94-10.98 with mean age = 9.62 and SD = ±0.93. The Diagnostic Battery Tests (DBT) of VLD and NVLD for the primary school students was developed in accordance with the Arabic environment. The Battery includes seven subtests divided into two fields; the verbal learning disabilities and the non-verbal learning disabilities. The tests are developed in accordance with the ages of students and their academic grades. With the help of results, it has been found that DBT of VLD and NVLD have shown good reliability and validity indictors. Additionally, DBT showed the ability to distinguish between neurotypical students and those with learning difficulties. With increasing grades from three to five, the increase in performance level, decrease in performance time and standard deviations were noticeable, which can be attributed to the improvement in learning, experience, maturity and cognitive growth level with the progress of grades.
The Effects of a Class-Wide Multicomponent Motivational Intervention on the Writing Performance of Academically Challenged Elementary School Students
Author: Grünke, Matthias
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Skills,Intervention,Elementary School Students,Low Achievement,Grade 4,Positive Reinforcement,Feedback (Response),Foreign Countries,Learning Disabilities,Regression (Statistics),Scores,Writing Instruction,Student Motivation,Written Language,Statistical Analysis

The present study was conducted to evaluate the effects of a simple multicomponent motivational intervention on the writing performance of a class of low-achieving fourth graders under everyday conditions in schools. An ABAB design was utilized to establish a functional relationship between the independent variable (a treatment involving explicit timing, immediate feedback through self-scoring, and positive reinforcement through verbal praise and the display of high scores) and the dependent variable (the total number of words written). The students took very well to the intervention and significantly increased their performance whenever it was carried out. Implications for future research and practice are discussed.
Adapting a Sentence Intervention with Spelling and Handwriting Support for Elementary Students with Writing Difficulties: A Preliminary Investigation
Author: Datchuk, Shawn M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Sentences,Intervention,Spelling,Handwriting,Elementary School Students,Writing Difficulties,At Risk Students,Learning Disabilities,Grade 3,Grade 4,Writing Instruction,Writing Skills,Comparative Analysis,Mixed Methods Research

Difficulties with two critical transcription skills, handwriting and spelling, can hinder acquisition and use of simple sentences during writing for elementary students. This preliminary investigation used a framework of data-based individualization to adapt and study effects of a multi-component intervention designed to teach simple sentence construction. Two adaptations to the intervention included a modified form of cover-copy-compare procedures for spelling difficulties and extended time for handwriting difficulties. Intervention was delivered across two small groups of elementary students at-risk for or with identified learning disabilities. All students showed gains in simple sentence construction; however, results must be viewed with caution given high variability for some students in performance and several design limitations.
Heart and Mind in Conflict: Teaching Special Needs Children in a Developing Nation
Author: Owusu-Bempah, Justice
Date: 2018-00-00
Type: Journal Articles
Subjects: Special Needs Students,Qualitative Research,Case Studies,Coping,Foreign Countries,Special Education,Developing Nations,Special Education Teachers,Interviews,Observation,Parent Participation,Teamwork,Individualized Education Programs

A cross sectional design with a qualitative approach was used to purposively sample Special Education teachers at Dzorwulu Special School (a public institution) and Reyo Paddock School (a private institution) in the Greater Accra Region of Ghana. Face-to-face interviews were employed, complemented with in-class observations. Four key areas identified included challenges in working with the children, colleagues, parents, and the institutions. The respondents were able to cope with the noted challenges by using individualized educational programs, parental involvement, and using their own resources to secure logistical needs when necessary. This study concluded that the respondents complained of being drained out partly due to the challenges in handling different children with different needs in the same classroom, and the fact that the classes were mostly overcrowded. The study recommended that to minimize burnout of the respondents, school management should devise strategies that will promote collaboration and team work among the staff.
Promoting Inclusive Education: The Role of Teachers&apos; Competence and Attitudes
Author: Pit-ten Cate, Ineke M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Role,Inclusion,Teacher Competencies,Teacher Attitudes,Special Education,Special Needs Students,Teacher Characteristics,Teacher Behavior,Teacher Education Programs,Preservice Teachers,Preservice Teacher Education

Teachers are expected to accommodate an increasingly heterogeneous student population. However, teachers often feel ill prepared and, hence, may be apprehensive toward the inclusion of students with special education needs (SEN) in regular classrooms. This paper concerns factors associated with the successful implementation of inclusive education. More specifically, it considers teacher characteristics that may facilitate--or hinder--the inclusion of students with SEN. The paper first discusses teacher competencies concerning the accommodation of students with SEN in regular classrooms, not only as a determinant of effective inclusive practice, but also in relation to teacher attitudes toward inclusive education. Second, we investigate to what extent teachers' attitudes, both toward students with SEN and inclusive education, may affect teaching behaviors and (positive) action toward students with SEN. The paper further discusses (training) methods that could be applied to increase teacher competence and foster positive attitudes in an attempt to strive to a more equitable educational system.
Cultural-Moral Difference in Global Education: Rethinking Theory and Praxis via Watsuji Tetsurô
Author: Sevilla, Anton Luis
Date: 2018-03-00
Type: Journal Articles
Subjects: Cultural Differences,Moral Values,Global Education,Praxis,Citizenship Education,Ethical Instruction,Educational Practices,Hermeneutics,Culture Conflict,Educational Philosophy,Ideology,Foreign Countries

One important task in internationalizing Japanese education is educating Japanese citizens to become &quot;global citizens.&quot; This paper is a philosophical analysis of how Global Education deals with the problem of cultural-moral difference (moral conflict that arises between different cultures). The usual approaches taken in Global Education and Kokusai Rikai Kyôiku are a mix of cultural relativism and moral anti-relativism. Teachers often take one of the following strategies to dismiss cultural-moral difference: utilitarianism, absolutized human rights, rational justification, or &quot;two-layer&quot; approaches (suggested by Will Kymlicka). But these fail to balance the need for both openness to the other and moral engagement. As an alternative, I discuss Watsuji Tetsurô's search for moral unity in the empty dynamic of individualization and harmonization that is then expressed as culture. This unity is sought through a &quot;hermeneutics of moral action,&quot; which considers how people are emplaced in multiple relational contexts in space and time. I sketch how this can be applied through a class on &quot;Ethics across Cultural Difference.&quot; This alternative (Buddhist-Confucian) approach thus suggests a second sense of internationalizing Japanese education--using Japanese traditional theories to provide solutions for a global problem.