ethanporcaro/eric-fulltext-meta huggingface dataset:
Key Issues in Teaching EFL/ESL Intensive Reading: A Videotaped Self-Observation Report
Author: Widodo, Handoyo Puji
Date: 2009-00-00
Type: Journal Articles
Subjects: Video Technology,English (Second Language),Second Language Learning,Second Language Programs,Second Language Instruction,Teaching Methods,Foreign Countries,Reading Instruction,Ethnography,Classroom Observation Techniques,Teacher Student Relationship,Peer Relationship,Prereading Experience,Language Skills,Teacher Role,Student Role,Instructional Materials,Class Activities,Program Implementation

This paper reports a videotaped self-observation of a 47 minute ESL reading lesson. The focus of the lesson was on intensive reading. The entire teaching session was videotaped; the videotaped data were analyzed using (a) ethnographic microanalysis, (b) selective verbatim transcripts, (c) Seating Chart Observation REcord (SCORE), (d) conversational analysis, and (e) Initiation-Response-Feedback (IRF) sequences. The paper addresses key issues on the nature of reading questions and the nature of teacher-student and student-student interactions at pre-, while-, and post-reading stages. It also addresses how the intensive reading lesson could be integrated with other language skills and what roles a teacher, students, and teaching materials played. Moreover, the paper highlights an issue on how all of the reading class activities analyzed were connected to the SLA theories. This self-observation report has pedagogical implications for the implementation of intensive reading programs in EFL contexts, such as in Indonesia.
Student Disability and Experiential Education
Author: Klein, Gerald D.
Date: 2009-00-00
Type: Journal Articles
Subjects: Disabilities,Experiential Learning,College Students,Access to Education,Student Needs,Cognitive Style,Curriculum Design,Teaching Methods,Federal Legislation,Civil Rights Legislation,Higher Education,Skill Development,Student Personnel Services,Academic Support Services,Academic Accommodations (Disabilities),Self Disclosure (Individuals),Questionnaires

As a significant percentage of students in higher education today have one or more disabilities, it is important for instructors to be aware of what disabilities, and how disabilities, impact student performance. Students with a wide range of disabilities can encounter significant obstacles when experiential instructional methods are implemented assuming that learners are disability-free. This article presents a taxonomy of disabilities and illustrates how experiential instruction can place students with disabilities in situations where they may not do well. The article also evaluates Universal Design, an approach to course design and management that attempts to address a range of student disabilities and learning styles. Finding that this approach does not fully address the problems of the experiential classroom, three strategies are proposed that increase the likelihood that all students, including those with disabilities, will have satisfying and successful experiences in courses using experiential methods.
Teaching Beginning College Students with Adapted Published Research Reports
Author: Klemm, William R.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Freshmen,First Year Seminars,Research Reports,Teaching Methods,Scholarship,Peer Evaluation,Science Process Skills,Simulation,Critical Thinking,Scaffolding (Teaching Technique),Questioning Techniques,Student Surveys,Student Attitudes,Introductory Courses,Hypothesis Testing,Writing Assignments,Mastery Learning,Self Esteem,Learning Strategies,Self Evaluation (Individuals)

This study used peer-reviewed published research reports to teach a seminar on learning and memory to first-semester college students. Complete reports (not summaries, reviews, or news reports) were re-written by this author to be more &quot;student friendly&quot; to college freshmen. These adapted published research reports (APRRs) retained original structure and key data but omitted references and tangential data while providing explanatory notes. Rather than lecturing the students about the papers, the approach was to engage students directly in scientific thinking by requiring them to work first individually and then as analysis teams to conduct a simulated peer review of the APRRs. To prod higher-level analysis, students were required to develop insightful answers to 21 scaffolding questions. All questions required critical thinking, and seven specifically called for creative responses. The questions prompted the students to think deeply about alternative approaches for testing, organizing and presenting results, meaning of the results, and the broader implications of the research. An end-of-course survey revealed that students regarded the experience positively. Most believed they learned more than they would have from lectures, had more interest in the subject matter, were less intimidated by research reports, grew in ability to comprehend research, and felt pride in realizing they could think at this level. This application of APRR seems to be a useful and engaging way to teach in a freshman seminar. Lessons learned include the need to provide more advance explanation about the nature of research in the field and more professor feedback on the students' simulated peer reviews. But, the results do lend support to the claim of others that APRRs can teach the nature of scholarship better than textbooks.
Words on the Wadsworth: Podcasting and the Teaching of Art History
Author: Altvater, Fran
Date: 2009-00-00
Type: Journal Articles
Subjects: Associate Degrees,Surveys,Art History,Handheld Devices,Audio Equipment,Information Dissemination,Skill Development,Active Learning,School Community Relationship,Case Studies,Technology Uses in Education,Experiential Learning,Teaching Methods

This course, &quot;Words on the Wadsworth,&quot; was the Humanities Honors course for the spring of 2009 at Hillyer College, the two year Associates degree program at the University of Hartford. Combining the content of a chronological survey of modern art with the new technology of podcasting and the venue of the Wadsworth Atheneum in Hartford CT, the intent of the course was to create a challenging environment for the most successful students in our program. The practices of skill development, active learning, and connection with a community partner were integrated into the learning structure of the class. The case study addresses the ways in which the technology were integrated into the class, where students excelled and suggestions for other professors thinking of using similar technology. A sample podcast, made by student Larisa Woykovsky, has been included.
A Service-Learning Project: Linking an Art Museum, Honors Students, and the Visual Arts
Author: Cempellin, Leda
Date: 2012-00-00
Type: Journal Articles
Subjects: Service Learning,Arts Centers,Museums,Honors Curriculum,Visual Arts,Educational Innovation,Art Appreciation,Course Content,Curriculum Development,Art History,Interdisciplinary Approach,Course Descriptions,Exhibits,Learning Activities,Qualitative Research,Questionnaires,High School Students,Creativity

This article focuses on the structure, challenges, and outcomes of a service-learning project experimented by an art historian in an innovative special topics course Museum Experience, cross-listed with an Honors art appreciation course. The discussion includes: creating a new course content planned according to a multidisciplinary perspective uniting elements of art appreciation, museum studies and art history research methodologies; planning a mutual dialogue of theory and practice by structuring a partnership with the art museum and graphic design in a service-learning project, consisting in both essay and layout of an exhibition catalogue. The syllabus structure is fully explained, as well as timeline challenges and how they have been won by enhancing the design component of the project. Finally, the students' reception of the course activities, timeline challenges, and innovations through qualitative data coming from an end-of-Semester questionnaire will be discussed as well.
The Ticket to Retention: A Classroom Assessment Technique Designed to Improve Student Learning
Author: Divoll, Kent A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Retention (Psychology),Student Evaluation,Learning Processes,Concept Formation,Undergraduate Students,Mixed Methods Research,Multiple Choice Tests,Pretests Posttests,Scores,Statistical Analysis,Questionnaires,Learning Strategies

Classroom assessment techniques (CATs) or other closure activities are widely promoted for use in college classrooms. However, research on whether CATs improve student learning are mixed. The authors posit that the results are mixed because CATs were designed to &quot;help teachers find out what students are learning in the classroom and how well students are learning it&quot; (Anglo &amp; Cross, 1993, p.4) rather than to help students learn the material. Thus, in order for CATs to be effective for helping students learn, they should be redesigned to focus on student retention of concepts. The Ticket to Retention 2 (TtR2) is designed to do just that.
Student Research in an Introductory Psychology Course: Outcomes of Two Experiential Learning Projects and Implications for Instruction of Human Subjects Research
Author: Downey, Christina A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Introductory Courses,Psychology,Outcomes of Education,Experiential Learning,Research Projects,Social Science Research,Teaching Methods,Research Methodology,Interviews,Observation,Scores,Attitude Change,Scholarship,Inquiry,Hypothesis Testing,Student Attitudes,Rating Scales,Statistical Analysis

The present study describes student learning and personal outcomes associated with learning research methods in introductory psychology, via one of two semester-long projects: one involving performing naturalistic observation of the behavior of community members, and the other involving performing a 60-minute interview of local veterans regarding a psychological concept (incorporating features of service-learning). Both projects taught the same basic research concepts. Among students completing the observational project (n = 38), strong Time 1 scores on a research methods quiz declined slightly by Time 2 assessment; interest in aggregating and interpreting data declined; and personal attitudes about community service did not change over the course of the semester. Among students completing the service-learning project (n = 41), quiz scores and interest in research did not change, and attitudes about community service changed in some ways over time (depending on student age). It is concluded that encouraging original scholarly inquiry among introductory-level students can have various academic and personal benefits to students, but that service-learning elements in such projects may increase their attractiveness to students. Limitations and recommendations for future research are discussed.
Using Storytelling Strategies to Improve Student Comprehension in Online Classes
Author: Powell, Rasby Marlene
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Story Telling,Reading Comprehension,Online Courses,Grades (Scholastic),Comprehension,Technology Uses in Education,Educational Technology,Undergraduate Students,Sociology,Gender Differences

Previous research shows that presenting class material in story formats can improve student learning in lecture classes. This pilot study of eight sociology classes investigates the efficacy of using storytelling as a means to improve student comprehension in online classes. Our findings show that when material is presented in story format rather than traditional text book format, student comprehension of difficult theories and concepts improves and grades improve. This paper outlines the storytelling strategies we tested and makes suggestions for using storytelling across disciplines in online classes.
Evolution in Action, a Case Study Based Advanced Biology Class at Spelman College
Author: Pai, Aditi
Date: 2009-00-00
Type: Journal Articles
Subjects: Black Colleges,Evolution,Advanced Courses,Biology,College Science,Single Sex Colleges,Womens Education,Curriculum Development,Case Method (Teaching Technique),Instructional Effectiveness,Student Interests,Pretests Posttests,Course Evaluation,Knowledge Level,Student Attitudes,College Students,Student Surveys,Statistical Analysis

The Biology department at Spelman, a historically black women's college has undertaken a major curriculum revision in the last few years. A primary goal of this revision is to increase the breadth of topics in biology classes. Historically, classes in the areas of ecology and evolution have been underrepresented whereas Spelman has always offered classes in the areas of organismal, molecular, and cellular biology. As a part of this curriculum change, I developed the very first Evolutionary Biology class at Spelman. To maximize student interest in evolutionary biology, I attempted to tailor the class to the student population at Spelman. Specifically, because the majority of Spelman students aspire to be health professionals, the course was designed to teach concepts in evolutionary biology using emerging infectious disease as case studies. I surveyed three parameters to gauge if this class was successful. First, I measured student interest in the various assignments of this class. Second, I gave pre- and post- class tests to the students to measure gains in course content knowledge. Third, I examined the data from college administered student evaluations of this class. I found that 1) students showed a high appreciation for case study activities, 2) students' content knowledge improved significantly over the semester, and 3) students perceived their learning experiences in this case study based class to be dramatically better than in the traditional lecture based classes.
Student Perceptions of Teaching Transparency
Author: Anderson, Alecia D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Evaluation of Teacher Performance,Active Learning,Accountability,Teaching Methods,Feedback (Response),Positive Attitudes,Student Educational Objectives,Reflective Teaching,Sociology

The authors discuss the relationship between teaching transparency and active learning through the perspectives of their students. Active learning directly engages students in the learning process while transparency involves the instructor's divulgence of logic regarding course organization and activity choices. After utilizing these teaching techniques, four instructors collected feedback regarding students' positive and negative perceptions of both the activity and the transparency. The responses were overwhelmingly positive and indicate that students found that transparency gave them a better sense of purpose, motivation, clarity and connection to course objectives. In conclusion, we discuss ways in which the student feedback is essential for instructors' reflection on teaching.
Meeting the Challenge: Teaching Sensitive Subject Matter
Author: Crosby, Dorian B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Sensitivity Training,Intellectual Disciplines,Higher Education,Resistance (Psychology),Introductory Courses,Active Learning,Reflection,African American History,Black Studies,Departments,Psychological Patterns,Learner Engagement,Teaching Methods,Racial Bias,Racial Attitudes,Racial Relations

When teaching diversity courses that discuss sensitive issues, such as racial, gender, sexuality, religious, and ethnic discrimination, it is possible to encounter student resistance, which can subsequently prevent students from comprehending the content. While teaching an introductory course on African American history in a Black Studies Department at a predominantly white institution of higher education in Middle America, I experienced such resistance. This article discusses how I initially taught the course, evaluated and then restructured my active learning approach to include reflective learning and Black Studies techniques to address that resistance.
Learning by Doing: An Empirical Study of Active Teaching Techniques
Author: Hackathorn, Jana
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,Lecture Method,Demonstrations (Educational),Discussion (Teaching Technique),Class Activities,Comparative Analysis,Active Learning,Taxonomy,Educational Benefits,Outcomes of Education,Hypothesis Testing,College Students,Social Psychology,Scores,Statistical Analysis

The current study sought to examine the effectiveness of four teaching techniques (lecture, demonstrations, discussions, and in-class activities) in the classroom. As each technique offers different benefits to the instructor and students, each technique was expected to aid in a different depth of learning. The current findings indicated that each teaching technique has its own unique benefits and is effective for various levels of learning. Additionally, our findings supported the notion that active techniques do aid in increasing learning. In-class activities led to higher overall scores than any other teaching method while lecture methods led to the lowest overall scores of any of the teaching methods. The implications for the classroom are discussed.
Media Literacy Education at the University Level
Author: Schmidt, Hans
Date: 2012-00-00
Type: Journal Articles
Subjects: Media Literacy,Comparative Analysis,Journalism Education,Questionnaires,Online Surveys,College Freshmen,Minimum Competencies,Familiarity,Knowledge Level,Educational Practices,Student Surveys,High Schools,College Programs

In recent years, the media literacy education movement has developed to help individuals of all ages acquire the competencies necessary to fully participate in the modern world of media convergence. Yet media literacy education is not practiced uniformly at all educational levels. This study used a survey to compare the extent to which students are exposed to several basic elements of media literacy education at the high school and university levels. Results suggest that students are exposed to more course content related to media use and creation in high school, but more course content related to media analysis in college.
Using Films as a Tool for Active Learning in Teaching Sociology
Author: Moskovich, Yaffa
Date: 2012-00-00
Type: Journal Articles
Subjects: Films,Educational Technology,Active Learning,Instructional Materials,Sociology,Teaching Methods,Critical Viewing,Discussion (Teaching Technique),Action Research,Case Studies,College Programs,Educational Practices,Concept Teaching,Interviews,Foreign Countries

This study aims to examine and demonstrate practices, elements and techniques employed by the action research method. It examines the use of films in sociology instruction in college, and the influence of films on the development of students' understanding of human nature. Based on the professional experience of the authors films utilize and enhance the teaching-learning process, the study describes two courses that incorporate film viewing. The class discussions following the screenings were guided by the teacher, and involved student response and interaction. The study addresses the use of films as a teaching method employed to facilitate the comprehension of sociological concepts by specific instruction, to ensure a better outcome in the classroom.
Effect of Peer Evaluation Format on Student Engagement in a Group Project
Author: Tessier, Jack T.
Date: 2012-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Learner Engagement,Group Activities,Student Projects,Evaluation Methods,Student Attitudes,Program Effectiveness,Student Participation,College Students,Student Surveys,Grades (Scholastic)

Active participation in classrooms often involves group work. In order to examine the effect of using peer evaluations as part of that experience, this study measured the influence of four formats of peer evaluation on students' perceptions of fairness of the peer evaluation method, its impact on peer engagement, and peer evaluation scores. The privately delivered peer evaluation format, where each student indicated what type of letter of recommendation they would write for each of their peers, was most effective in increasing perceptions of peer engagement and scores. These results suggest that a real-world style peer evaluation is most effective at promoting participation in groups, which should help students to become prepared for activities they will experience in the work world.
Is Truthiness Enough? Classroom Activities for Encouraging Evidence-Based Critical Thinking
Author: Kraus, Sue
Date: 2013-00-00
Type: Journal Articles
Subjects: Class Activities,Evidence Based Practice,Critical Thinking,College Students,High School Students,Skill Development,Learning Modules,Teaching Methods,Video Technology,Persuasive Discourse,Debate,Homework,Assignments,Controversial Issues (Course Content),Beliefs,Science Process Skills,Bias,Instructional Effectiveness

Teaching students how to think critically and develop lifelong habits of evidence-based inquiry outside of the classroom is a primary goal for educators today. This paper describes nine activities designed to promote evidence-based critical thinking in college or high school classrooms in any discipline. We have developed a seven step process for critical thinking, with teaching modules designed to build skills in these steps in an engaging, active way. The modules involve a variety of teaching methods, including use of video, discussion, debate, and homework assignments. We begin with fun, engaging, less emotionally-laden topics such as toys that claim to read brain waves or pictures of ghosts and then progress to more serious topics such as use of medical marijuana and racial profiling in airports. The modules were designed to stimulate interest in our students and could easily be modified to encourage students to think more deeply about current issues in the news or local community. There is evidence that these modules can increase motivation to think critically outside the classroom (Burke, Sears &amp; Kraus, 2012) and help students evaluate their own belief systems (Burke, Sears, Kraus, &amp; Roberts-Cady, in press). Further, we report on data suggesting that, when combined with deductive reasoning activities, these modules can boost students' critical thinking skills.