ethanporcaro/eric-fulltext-meta huggingface dataset:
Alignment of Two Grading Systems: A Case Study
Author: Hohner, Margaret
Date: 2010-00-00
Type: Journal Articles
Subjects: Grading,Case Studies,Alignment (Education),Business Administration Education,Foreign Countries,International Programs,Comparative Analysis,College Graduates,Grade Point Average

For the past number of years, a Canadian university has been offering its business degree program in universities located in Tianjin and Shanghai, China. This paper examines the alignment of the two grading systems and its implications on the grade distribution of graduates from the programs. An attempt is made to find an exchange rate of the two grading systems which reflects the fundamental value of the students' academic achievement.
Grade Dropping, Strategic Behavior, and Student &quot;Satisficing&quot;
Author: Hadsell, Lester
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Behavior,Tests,Scores,Grades (Scholastic),Probability,Student Attitudes,Achievement Gains,Grading,Educational Policy,Introductory Courses,Finance Occupations,Business Administration Education,Test Preparation,Decision Making,Statistical Analysis,Undergraduate Students,Comparative Analysis,Student Motivation

An extensive database of exam scores is studied to determine the effects of a grading policy that drops the lowest exam score. We find evidence that some students engage in strategic behavior, either by understudying for one of the exams or missing one altogether, but the vast majority of students show no evidence of strategic behavior. We also find evidence that many students &quot;satisfice&quot;, showing how a large percentage of students passed up an expected improvement in their course grade. We find that the probability a student will choose to complete an optional final exam is inversely related to their grade going into the final. Further, the likelihood of a student completing the final exam rises with the spread between prior exam scores and falls with the points needed to raise their course grade.
E-Employment? College Grad Career Building in a Changing and Electronic Age
Author: Eisner, Susan
Date: 2010-00-00
Type: Journal Articles
Subjects: Career Development,Employment Practices,Labor Market,College Graduates,Trend Analysis,Barriers,Influence of Technology,Demography,Pilot Projects,Employment Services,Employment Programs,Career Centers,Business Administration Education,Research Needs,Web Sites,Online Systems,Questionnaires

The unusual nature of the current economic environment combined with changing labor market demographics heightens the importance to those engaged in employment activity of utilizing methods that fulfill their needs. But electronic technology is transforming available employment methods. How can career building and recruiting best be sustained in today's continually changing and ever-more electronic age? This paper identifies current practices employers, prospective employees, and career service providers seeking to optimize contemporary employment methods can consider.
The Changing Nature of Science Teacher Education: An Interview with Keith Lucas
Date: 2002-00-00
Type: Journal Articles
Subjects: Interviews,Science Teachers,Teacher Education,Educational Change,Teacher Educators,College Faculty,Teacher Attitudes,Foreign Countries,Preservice Teachers,Attitude Change,Experienced Teachers,Faculty Development

This issue of &quot;Science Education Review&quot; presents an interview with Keith Lucas, Associate Professor in the School of Mathematics, Science and Technology Education at Queensland University of Technology, Australia. Keith Lucas' research interests include: the construction of science meaning by students; science learning in informal settings such as interactive science centres; and the professional development of teachers and teacher educators, particularly in developing countries. Regular teaching involvement in recent years has included science curriculum for pre-service and graduate students, the design and teaching of Faculty-based research methods courses, and supervision of candidates at masters and doctoral levels. He has served as Editor of the &quot;Australian Science Teachers' Journal,&quot; Assistant Editor of &quot;Research in Science Education,&quot; a member of the Editorial Board and the International Committee of the National Association for Research in Science Teaching, and as a regular manuscript reviewer for the &quot;Journal of Research in Science Teaching&quot; and &quot;School Science and Mathematics.&quot; In 1991 and again in 2000, he was awarded the Australian Science Teachers Association Distinguished Service Award. In this interview Keith Lucas shared his views on 35 years as a teacher educator and the changes he has witnessed within the professional development preparation of pre-service science teachers.
The Nature of Science
Author: Eastwell, Peter
Date: 2002-00-00
Type: Journal Articles
Subjects: Scientific Principles,Educational Practices,Science Education,Scientific Literacy,Misconceptions,Hypothesis Testing,Teaching Methods

Science is often referred to, particularly in curriculum documents, as one way of knowing, one way of describing, classifying, and understanding our universe. For students to become scientifically literate, they need &quot;to engage in the discourses … about science&quot; (Eastwell, 2002), so developing an understanding of the nature of science (NOS), including both its strengths and limitations, is an integral component in a &quot;Science for All&quot; curriculum. NOS might be also be defined as &quot;the values and assumptions inherent to science&quot; (Lederman, 1992, p. 331). This article will identify and discuss the values and assumptions inherent to science, identify distinguishing features of NOS, non-distinguishing features of NOS, and some myths about NOS. The article will also make some pedagogical recommendations.
Using Primers to Motivate Your Students
Author: Graff, Dan
Date: 2002-00-00
Type: Journal Articles
Subjects: Student Motivation,Motivation Techniques,Classroom Environment,Classroom Techniques,Educational Practices,Teaching Methods,Learner Engagement,Science Education,High School Students

Primers are used to motivate and uplift your class. They come in many different styles and can be used in a variety of ways. Making primers relevant to students helps them to learn and makes them feel appreciated and knowledgeable when they participate. Using primers in the classroom to make students feel valued brings much success.
Does Music Sooth the Savage Beast? A Pedagogical Attempt to Cross the Cultural Divide
Author: Sargeant, Philip
Date: 2002-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Science Education,Intervention,Teaching Methods,Social Environment,Music Therapy,Educational Practices,Learning Processes,Student Evaluation,Reflection,Science Experiments,Program Descriptions,Foreign Countries

A cultural divide exists in the classroom, with each participant (teacher and student) having rarely-coinciding objectives for a session. In this paper, the authors wish to reflect on the teaching and learning of science as a process of creating understanding from both sides of this cultural divide. Gary, the second author, describes the theoretical and social context of the teaching intervention and reflects on the outcomes for his pedagogy. Pip, the first author, presents the outcomes of his research into whether emotional mood is affected by music. Pip's research is far from perfect or conclusive. Rather, the manner in which the pedagogy has been applied has been successful in engaging Pip in the doing of science.
Traveling through the Curriculum: A Method of Holistic Teaching
Author: McArdle, Heather
Date: 2002-00-00
Type: Journal Articles
Subjects: Holistic Approach,Teaching Methods,Educational Practices,Geographic Location,Learner Engagement,Topography,Curriculum Implementation,Pedagogical Content Knowledge,Science Education

Reality-based teaching methods involve the meaningful application of knowledge. The goal of this holistic method is to apply knowledge about specific geographical locations to the curriculum. First-hand knowledge of a location enables teachers to constantly address the student question &quot;Why do I have to learn this?&quot; As a result, students are better prepared to associate cultures, subjects, and interests across curricular lines.
Using Enrichment and Extracurricular Activities to Influence Secondary Students' Interest and Participation in Science
Author: Eastwell, Peter
Date: 2002-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Interests,Extracurricular Activities,Enrichment Activities,Science Interests,Student Participation,Longitudinal Studies,Case Studies,Science Activities,Student Motivation,Student Attitudes,Scientists,Cohort Analysis,Science Course Improvement Projects,Competition,Field Trips,Attitude Change,Foreign Countries,Interviews

A quasi-longitudinal case study was used to determine the effects on secondary students of participation in a program of enrichment and extracurricular science activities in terms of their interest and enjoyment in being involved in science activities, their motivation to continue to participate in science, and their perceptions about scientists and about the role of science in society. Two groups of students in an Australian school were followed simultaneously, a junior cohort through Years 8 to 10 and a senior cohort through Years 10 to 12. Data were collected from 20 students; 5 girls and 5 boys from each cohort. A strong positive relationship was found between changes in students' interest and enjoyment and changes in their motivation, and both these variables increased, in an overall sense for the combined student population, during the study period. All students generally held a high perception of both the normality of scientists and the importance of science in society throughout the study period. Participation in science activities impacted overall positively, but to varying extents for different activities, on all four dependent variables. Suggestions for the structure and/or conduct of competitions, excursions, and practical work, including the design of museum exhibits, and implications for further research are presented. The paper is based on the first author's doctoral dissertation.
Curriculum Reform in Science: Getting Started
Author: Sewell, Audrey
Date: 2003-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Curriculum,Curriculum Design,Student Participation,Learner Engagement,Learner Controlled Instruction,Constructivism (Learning),Learning Theories,Educational Methods,Science Process Skills,Teaching Methods,Scientific Concepts,Concept Formation

In spite of the almost universal call for curriculum reform in science education that began over a decade ago, research indicates that very little change is actually happening in a large majority of schools. Perhaps the reason is that teachers need to see a relatively fast, easy way to get started. This article considers some desirable elements of reform and the role that open-ended investigations might play.
Evolution, Creationism, and the Courts: 20 Questions
Author: Moore, Randy
Date: 2003-00-00
Type: Journal Articles
Subjects: Evolution,Creationism,Court Litigation,Science Instruction,State Church Separation,Legal Responsibility,Compliance (Legal),School Districts,Biology,Science Curriculum,Religion

The teaching of evolution and creationism is controversial to many people in the United States. Knowledge of the many important court-decisions about the teaching of evolution and creationism in the United States can be used not only to resist anti-evolution activities of creationists, but also to help teachers address questions about the teaching of evolution and creationism.
Using WebQuests to Successfully Engage Students in Learning Science
Author: Simpson, Gary
Date: 2003-00-00
Type: Journal Articles
Subjects: Science Instruction,Foreign Countries,Internet,Technology Uses in Education,Discovery Learning,Grade 10,Cooperative Learning,Scoring Rubrics,Secondary School Science,Inquiry,Scientific Concepts,Logical Thinking,Language Usage,Constructivism (Learning),Student Projects,Grade 7

WebQuests are a powerful teaching and learning device that have developed rapidly in recent years, especially in the Humanities. In Australia, the use of WebQuests in Science has become popular. The multimedia product of students' investigations can be shared with a variety of audiences. In this article, I will explain what I understand to be a WebQuest, how I have used it to engage students in their own learning, and the important lesson that introducing WebQuests has retaught me.
Strategies for Teaching Science Content Reading
Author: Croner, Patrick E.
Date: 2003-00-00
Type: Journal Articles
Subjects: Content Area Reading,Science Instruction,Metacognition,Active Learning,Reading Comprehension,Secondary School Science,Reading Assignments,Reading Strategies,Prior Learning,Textbooks,Vocabulary Development,Concept Mapping,Teaching Methods

Many students have difficulty in science because they are passive readers, readers who receive information without understanding. Passive readers begin reading assignments without thinking about the subject. Their counterparts, known as active readers, interact with text to construct meaning. They make predictions, ask questions, generate questions, and vigorously seek answers. For active readers, reading is a means of actively pursuing knowledge. Active readers engage in metacognition, which is an awareness of how they think. Active readers use both pre-reading and during-reading strategies to enhance their comprehension. The following article identifies attributes of passive and active readers, discusses the role of metacognition in reading, and provides pre-reading strategies and during-reading strategies that will help students' transition from passive reading to active reading.
Pasta Power
Author: Duran, Lena B.
Date: 2003-00-00
Type: Journal Articles
Subjects: Science Education,Educational Change,Teamwork,Cooperative Learning,Teaching Methods,Group Activities,Learning Activities,Science Activities,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Manipulative Materials

A prominent theme permeating national science education reform reports such as the &quot;National Science Education Standards&quot; (National Research Council [NRC], 1996) and &quot;Project 2061: Science for All Americans&quot; (Rutherford &amp; Alhgren, 1990) recommends the incorporation of cooperative learning in the science classroom. Although this pedagogical approach is designed to facilitate and enhance science teaching and learning, various complexities often surround a collaborative environment. The implementation of group-building activities is designed to help teachers provide appropriate structure to group activities, structures which promote equity and fairness in the classroom. This paper discusses a team-building activity that addresses the &quot;National Science Education Standards&quot; for Content Standard E: Science and Technology and serves as a practical, feasible, and engaging activity shaped to encourage the development of cooperative skills.
Social Constructivism
Author: Eastwell, Peter
Date: 2002-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Science Education,Science Achievement,Context Effect,Learning Strategies,Student Centered Curriculum,Teaching Methods,Classroom Techniques,Student Responsibility,Student Evaluation,Educational Practices,Science Instruction

How do students' best learn in science? The traditional, teacher-centered view was that students, viewed as &quot;empty vessels&quot; waiting to be filled with new knowledge, &quot;received&quot; understanding by absorbing information supplied by teachers and found in written materials. Supplying information to students, without accounting for their existing beliefs, often doesn't do much to help ideas &quot;make sense&quot; to them, and learners frequently develop immature, incomplete, or even dual understandings. Meaningful learning occurs when new information is integrated within a coherent conceptual framework, and such integration requires existing knowledge to be extended and/or restructured. The idea of students actively constructing knowledge is not new, and many teachers have been constructivists long before they knew it! However, the theory of social constructivism does provide some useful recommendations for the classroom such as: (1) Connect learning with everyday contexts; (2) Elicit students' existing ideas; (3) Encourage students to take responsibility for their own learning; and (4) Use a variety of assessment techniques. A constructivist view can be a uniting view, because it can include so many strategies, like enquiry learning, cooperative learning, and science/technology/society learning.
Promoting Positive Academic Dispositions Using a Web-Based PBL Environment: The GlobalEd 2 Project
Author: Brown, Scott W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Instructional Design,Blended Learning,Simulated Environment,Science Instruction,Secondary School Science,Middle School Students,Science Education,Self Efficacy,Writing Instruction,Writing Skills,Technology Uses in Education,Statistical Analysis,Science Interests,Demography,Racial Differences,Gender Differences,Science Careers,Likert Scales

Problem-based learning (PBL) is an instructional design approach for promoting student learning, understanding and knowledge development in context rich settings. Previous PBL research has primarily focused on face-to-face learning environments, but current technologies afford PBL designers the opportunities to create online, virtual, PBL environments. The GlobalEd 2 Project is an example of a PBL environment that combines the positive characteristics of both face-to-face and online environments in a 14-week simulation of international negotiations of science advisors on global water resource issues. The GlobalEd 2 PBL environment is described examining the impact it has had on middle school students' interest in future science education experiences, self-efficacy related to writing in science and self-efficacy related to technology use for academic purposes using a pre-test post-test design. Analyses using ANOVAs of gain scores and ANCOVAs of subgroup differences demonstrate a positive impact on the science interest and self-efficacy of 208 middle-grade students from urban and suburban schools.
Building Passion and Potential for Creative Learning in Higher Education
Author: Keller-Mathers, Susan
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Creative Development,Creative Teaching,Creative Thinking,Creativity,Problem Solving,Educational Practices

Building passion and potential for creative learning in higher education involves deliberately seeking to understand, appreciate, and teach for creativity. Recognizing the urgent need for creativity and problem solving skills, and understanding that instructors must embrace creative learning for themselves first, is central. Creativity cannot be left to chance. Developments in the field of creativity, both with regard to defining aspects of creativity and providing frameworks for integrating creative learning into higher education practices are discussed.
All in the Same Direction, All at the Same Time: An Approach to Enhancing Creativity
Author: Grove-White, Annie
Date: 2011-00-00
Type: Journal Articles
Subjects: Creativity,Creative Thinking,Heuristics,Teaching Methods,Group Dynamics,Convergent Thinking,Perspective Taking,Thinking Skills,Productive Thinking,Student Evaluation,Brainstorming,Educational Practices,College Students

This paper proposes that given today's &quot;wicked&quot; problems (Malhotra, 1997), where there are complex issues with no clear answers, where boundaries are fuzzy and the outcome is usually never known and unexpected, creativity can be enhanced, at appropriate moments, by making modes of thinking explicit. Using a particular heuristic approach known as the &quot;Six Thinking Hats&quot; (de Bono, 1990), in group critiques and tutorials, students are empowered to suspend judgement at critical moments in a project, and thus, enhance their creativity. Furthermore this approach promotes confidence, openness, and trust such that students speak up more and participate fully, contributing to their peers as well as developing their own ability for self-reflection.
A Learner-Centred Mock Conference Model for Undergraduate Teaching
Author: Kumar, Kari
Date: 2011-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Teaching Methods,Learner Controlled Instruction,Models,Access to Education,Role Playing,Demonstrations (Educational),Conference Papers,Teaching Models,Instructional Innovation,Instructional Effectiveness,Learning Activities,Educational Practices

This essay describes a mock conference model of instruction suitable for use in undergraduate teaching, and which adheres to principles of learner-centred instruction and universal design for learning. A staged process of learner preparation for the conference is outlined, and student and instructor roles during preconference, conference, and post-conference periods are described. The model is not discipline-specific or course level-specific and may be utilized in a variety of teaching contexts. I have implemented this model in a first-year undergraduate course, where students presented conference-style oral presentations and virtual poster presentations, and I guided them along the staged preparation process. Potential benefits of this model include fostering the development of self-directed autonomous learners by prompting students to take responsibility for their own learning, and providing students with diverse learning preferences and needs with equal opportunities to succeed by imparting variety and flexibility into the way in which course material is presented.
Strategies for Evaluating Undergraduate Degree Programs
Author: Coyle, James P.
Date: 2011-00-00
Type: Journal Articles
Subjects: Undergraduate Study,College Programs,Program Evaluation,Evaluation Methods,Higher Education,Models,Educational Theories,Academic Degrees,Educational Innovation,Standards,Alignment (Education),Teacher Characteristics,Social Work,Change Strategies,Curriculum Evaluation,Educational Practices,Research Methodology,Evaluation Problems

Evaluating higher education degree programs is an arduous task. This paper suggests innovative strategies for addressing four types of challenges that commonly occur during program evaluation: identifying theoretical models for evaluation, balancing potentially conflicting standards, accommodating faculty differences, and aligning courses. Examples from an undergraduate social work program evaluation are presented to illustrate the strategies.
&quot;Do I Do This in My Own Time?&quot; Using Induction Week to Maximize Student Engagement
Author: Williams, Jane
Date: 2011-00-00
Type: Journal Articles
Subjects: Learner Engagement,Student Participation,School Orientation,Information Literacy,Guides,Video Technology,Visual Aids,Familiarity,Teamwork,Action Research,Questionnaires,Interpersonal Relationship,Active Learning,Feedback (Response),Time on Task,College Freshmen,Capacity Building,Foreign Countries

This study presents a project undertaken to address a potential problem in getting new students to engage with their academic life. In September 2009, a new course design was introduced into the BA (Hons) Education program at the University of Wales, Newport. The course team was keen to ensure this new development did not lead to a fragmentation of the new cohort, and wanted to develop an approach to aid the formation of a group identity early on. They decided to introduce a non-assessed group activity during induction week: the new cohort was given the task of creating a video guide to information literacy within the first four weeks of the course. The project resulted in the creation of video guides, and demonstrated that students engaged in a focused manner with a range of services and developed a level of awareness and familiarity to support them during their student life.