ethanporcaro/eric-fulltext-meta huggingface dataset:
Purposeful Action Research: Reconsidering Science and Technology Teacher Professional Development
Author: vanOostveen, Roland
Date: 2017-00-00
Type: Journal Articles
Subjects: Action Research,Faculty Development,Participatory Research,Science Teachers,Technology Education,Communities of Practice,Qualitative Research,Meetings,Journal Writing,Computer Mediated Communication,Beliefs,Scientific Principles,Knowledge Base for Teaching,Facilitators (Individuals),Training Methods,Elementary Secondary Education,Foreign Countries,Semi Structured Interviews

Initial plans for this project arose from a need to address issues of professional development of science and technology teachers that went beyond the norm available within school board settings. Two teams of 4 teachers responded to an invitation to participate in a collaborative action research project. Collaborative action research was chosen in order to address issues of inadequate teacher interaction around pedagogical structures and processes, insufficient opportunities to access and add to the professional knowledge base and a perceived lack of teacher control of the teaching environment enabling them to make decisions that they consider appropriate for their local classrooms, schools and students. Early in the project, it became apparent that the collaborative nature of the action research engaged in by the participating teachers needed to be modified. The modified collaboration, termed purposeful action research, allowed the teachers to grow in a number of dimensions of action research. The article concludes with a number of recommendations for those hoping to employ a similar methodology.
Adult Students in Mixed-Age Postsecondary Classrooms: Implications for Instructional Approaches
Author: Panacci, Adam G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Adult Students,Mixed Age Grouping,College Students,Teaching Methods,Student Needs,Expectation,Differences,Relevance (Education),Learner Engagement,Student Motivation

This article will explore instructional approaches that enhance the classroom learning experience of adult students in light of recurring patterns of differences in classroom instructional needs and expectations of effective instructional approaches between adult students and traditional students in research of mixed-age undergraduate and non-degree (e.g., certificate and diploma) courses in varied postsecondary institutional types, contexts, and fields of study. It will focus on patterns of instructional needs and expectations that are more likely emphasized by adult students with major work responsibilities and experiences who are participating in higher education primarily for career-related reasons than by traditional students who enroll immediately after high school.
Getting Students to Read Instructor Feedback (and Maybe Actually Learn from It)
Author: Redd, Bibia R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Feedback (Response),Review (Reexamination),Reading Habits,Instructional Effectiveness,Incentives,Assignments,Homework,Educational Strategies,Teaching Methods,Introductory Courses,Psychology,College Students,Qualitative Research

Effective instructor feedback can be used to increase student learning, provided that students read and apply this feedback, which is not always the case. The current study investigates an approach which may encourage students to read and immediately apply instructor-provided feedback. This is done by giving students the opportunity to submit revised homework assignments, with the incentive of recovering some of the points lost on the initial submission. Students who elected to submit revised assignments had significantly higher final course grades when compared to students failing to submit revisions. They also benefitted in other ways, which are discussed.
Accounting for Taste: Learning by Doing in the College Classroom
Author: Bradshaw, Kathlyn E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Class Activities,Teaching Methods,Accounting,Learning Strategies,Professional Development,Professionalism,Manufacturing,Program Design,Simulation,Experiential Learning,Administrator Education,Student Projects,Educational Practices,Context Effect,Cost Effectiveness,Competition,Program Implementation,Barriers,Business Administration Education

This article presents Edelson and Reiser's (2006) strategies as a framework for analyzing an instance of authentic practice in a managerial accounting course. Specifically, this article presents an analysis of a managerial accounting project design created to provide learning-by-doing via authentic practice. Students need more than to learn about a profession, such as accounting; they need to learn how to be a professional practitioner. The project design examined offers accounting students the opportunity for authentic learning practiced within a college classroom context: a small-scale manufacturing simulation which offers a real-world authentic learning experience to students.
Perceived Barriers to SME-College Collaboration: The Case of the Province of Manitoba
Author: Edmunds, T. Keith
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Small Businesses,Community Colleges,Institutional Mission,Knowledge Economy,Administrator Attitudes,Semi Structured Interviews,Teacher Attitudes,Partnerships in Education,Familiarity,School Business Relationship,Educational Facilities,Educational Finance,Financial Problems,Time,Organizational Culture,Indigenous Knowledge,Scheduling,Intellectual Property,Institutional Cooperation

Since their creation, community colleges have had a mandate to be responsive to their communities, often through relationships with local business. As globalization and technological advancements increase pressure on small businesses (SMEs), the role of colleges in helping these SMEs to innovate in order to survive becomes clearer. Relationships between colleges and SMEs, however, are often balked by a number of barriers as perceived by individuals within the college system. This paper begins to examine the relationship between these entities through a series of interviews with individuals within the Manitoba community college system. An analysis of these conversations reveals seven distinct categories of perceived barriers.
Changing Demographics and Needs Assessment for Learning Centers in the 21st Century
Author: Payne, Emily Miller
Date: 2017-00-00
Type: Journal Articles
Subjects: Demography,Needs Assessment,Learning Centers (Classroom),Student Characteristics,Attendance Patterns,High School Graduates,Graduation Rate,College Bound Students,Enrollment Trends,College Graduates,Gender Differences,Age Differences,Ethnicity,First Generation College Students,Veterans,School Readiness,Academic Persistence,College Freshmen,Student Needs,College Attendance

Students entering postsecondary education embody America's growing diversity. Rapid demographics shifts and changing student attendance patterns pose new challenges for higher education. Enrollment trends vary across states and regions with some areas seeing increased student populations while others are experiencing declining enrollments (Center for Public Education, n.d.). Institutions must transform and adjust to accommodate the dramatic shifts in student demographics. Learning centers that offer best-practice interventions will contribute positively to students' retention and certificate or degree completion. This chapter provides insights into student attendance patterns, first through the lens of high school graduation rates, then through future college enrollment trends, and finally through college completion. Demographic research findings support conducting needs assessments to meet the emerging needs of our changing student demographics.
Respectful Alignment of Programs as a Possible Factor in Remedial Writers&apos; Pass Rates
Author: McDonald, Mary
Date: 2017-00-00
Type: Journal Articles
Subjects: Alignment (Education),Remedial Programs,Tutorial Programs,Writing Improvement,Writing Achievement,Correlation,Writing (Composition),Laboratory Training,College Freshmen,Writing Workshops,Academic Advising,Writing Assignments,Teaching Methods

For over four years, students enrolled in remedial writing classes who attended eight writing center tutorials directly linked to their assignments had an average pass rate of 95.6 percent, whereas students who did not attend any writing center tutorials had an average pass rate of 39.4 percent. These correlations are just that--correlations that cannot speak to causation--but they can encourage writing center directors to analyze trends. Examining the alignment among various programs inside the First-Year Experience Program at a large, urban Midwestern university, this project proposes that tacit collaboration might be a factor in yielding high pass rates.
Rethinking Partnerships on a Decentralized Campus
Author: Dufault, Katie H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Campuses,Administrative Organization,Models,Leadership Styles,Educational Cooperation,Barriers,Change Strategies,Leadership Effectiveness,College Administration,Participative Decision Making

Decentralization is an effective approach for structuring campus learning and success centers. McShane &amp; Von Glinow (2007) describe decentralization as &quot;an organizational model where decision authority and power are dispersed among units rather than held by a single small group of administrators&quot; (p. 237). A decentralized structure will look different for each campus; it may consist of multiple locations, administrators, budgets and reporting lines, and/or services. There are unique challenges and benefits to this model. Learning center professionals can capitalize on the benefits of decentralization while minimizing the challenges by using effective strategies focused on communication and partnerships. This article explores the challenges and benefits of a decentralized model and suggests strategies to increase collaboration on a decentralized campus.
Enabling a Community of Practice: Results of the LSCHE Web Portal Survey
Author: Hoff, Meagan A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Communities of Practice,Higher Education,Web Sites,Use Studies,Educational Resources,Open Source Technology,Online Surveys,Relevance (Education),Usability,Preferences,Trend Analysis,User Satisfaction (Information),Incidence,Administrator Attitudes,Teacher Attitudes

The study explored usage patterns of the Learning Support Centers in Higher Education (LSCHE) web portal, an open educational resource (OER) that serves learning support center professionals. Results of an online survey taken by LSCHE users (N = 41) tracked their self-reported usage and perceived value of resources on the web portal, which received an average rating of 3.3 out of 5.0 on eight characteristics. LSCHE scored highest on relevance of resources (3.8) and clarity of homepage (3.6). Lowest scores showed a need for improvement in ease of locating resources (2.9), timeliness (2.9), and ease of navigation (3.1). The article will also address the continued evolution of the web portal.
Developing the Preparation in STEM Leadership Programs for Undergraduate Academic Peer Leaders
Author: Blackwell, Stacey
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Peer Groups,STEM Education,Leadership Training,Institutional Characteristics,Program Design,Data Collection,Program Evaluation,Program Development,Course Descriptions

The authors introduce the Preparation in STEM Leadership Program at Rutgers, The State University of New Jersey. This NSF-Funded program and research study creates a centralized training program for peer leaders that includes a battery of assessments to evaluate peer leaders' content knowledge, pedagogical knowledge, communication skills, and leadership practices over time. This article introduces readers to the program and its theoretical background, explains some lessons learned regarding the program design and implementation, and briefly describes preliminary findings on a broad-scale from peer leaders' assessments intended to measure skills and content development.
An Analysis of School-Based Contextual Indicators for Possible Use in Widening Participation
Author: Gorard, Stephen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Study,College Applicants,College Admission,Student Characteristics,Databases,Gender Differences,Age Differences,Poverty,Special Needs Students,Social Justice,Disadvantaged Youth,Institutional Characteristics,Ethnic Groups,Racial Differences,Regression (Statistics),Language Usage,Academic Achievement

This paper looks at the National Pupil Database for England in terms of variables that could be used by universities to help them assess undergraduate applications. Where a young person is obviously disadvantaged, this can be taken into account in contextualised admissions. Of the indicators available, which give the most accurate assessment of that context--singly or in combination? This paper looks at missing data, and what is known about students for whom data is missing. It looks at changes in indicators of potential disadvantage over time. And it looks at the relationship between all indicators and student attainment and progress at school. The safest and clearest indicators are the sex (male) and age in year (summer born) of a student but neither of these is currently considered in widening participation. Otherwise, the best general indicator is eligibility for free school meals (poverty), and this is best computed as the number of years a student has been known to be eligible. Having a special educational need is also a promising indicator, but doubts are raised about its validity and it anyway covers a wide range of factors, some of which are already dealt with by the education system. Very few students registered as living in care continue in education post-16, and this indicator could be used safely and to advantage. The rest, including area measures, school type, performance relative to school, ethnicity and first language are generally not safe to use.
Model of Information and Communication Technology (ICT) Acceptance and Use for Teaching Staff in Sub-Saharan Africa Public Higher Education Institutions
Author: Ouedraogo, Boukary
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Models,Information Technology,Computer Attitudes,Adoption (Ideas),Technology Uses in Education,Higher Education,College Faculty,Teacher Attitudes,Educational Technology,Internet,Hypothesis Testing,Probability,Maximum Likelihood Statistics

This article uses data survey on 82 teachers from the University of Ouagadougou and the model of unified theory of acceptance and use of technology (UTAUT) to assess the determinants of acceptance and educational use of ICT by teachers. The paper's outcomes show that the construct &quot;performance expectancy&quot; of ICT (expected utility and expected results) positively affects the teachers' acceptance of ICT. Acceptance of ICT and the Internet experience positively affect the educational use of ICT. However, facilitating conditions have a negative effect on these purposes. The Internet experience of teachers has a positive and significant direct effect on their specific use of ICT. These results could help public powers' decision makers to develop effective policies for introducing ICTs in Higher Education Institutions.
Factors That Contribute to ePortfolio Persistence
Author: Thibodeaux, Tilisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Educational Technology,Persistence,Use Studies,Graduate Students,College Graduates,Semi Structured Interviews,Focus Groups,Outcomes of Education,Mixed Methods Research,Likert Scales,Online Surveys,Portfolio Assessment

This study examined factors that contributed to persistent use, or discontinued use, of ePortfolios beyond the program of study, as perceived by former educational technology students in a graduate program. The related literature points to contemporary research that choice, ownership, voice, and authentic learning are growing trends emerging as persistent factors that contribute to ePortfolio learning. To research whether these elements were critical to students' continued use of ePortfolios, a survey instrument was used that contained indicators related to choice, ownership, voice, and authentic learning. 141 former graduate students completed the survey and several students participated in semi-structured interview groups. Of the former graduate students, 17.7% of the students have continued to use their ePortfolio. Of those that are using the ePortfolio, the results of this study indicated that authentic projects, assessment of one's own earning, receiving feedback, and management of the ePortfolio during the learning process had significant influence on the continued or discontinued use of the ePortfolio after students graduated from the educational technology program. Open-ended interviews revealed that student participants preferred to create ePortfolios that allowed them some control, ownership, and agency over the learning process in various developmental aspects of ePortfolio learning.
Navigating Multiple ePortfolios: Lessons Learned from a Capstone Seminar
Author: Richards-Schuster, Katie
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Case Studies,Social Justice,Undergraduate Students,Educational Strategies,Curriculum Development,Student Needs,Assignments,Course Evaluation,Student Experience,Self Concept

ePortfolios are a growing trend in higher education, implemented by an increasing number of curricular and co-curricular programs. Given the de-centralized nature of many colleges and universities, it is inevitable that faculty requiring ePortfolios, especially as capstone experiences, will engage with students who have completed one or more ePortfolios, alongside others for whom this will be a new experience. Drawing on twelve sections of a senior capstone over two academic years (2014-2016) that included ePortfolios by over two-hundred students, we present a case study of our learning and pose five strategies to help faculty and students navigate across multiple ePortfolios.
Close Reading: Engaging and Empowering History Students through Document Analysis on ePortfolio
Author: Getman-Eraso, Jordi
Date: 2017-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,History Instruction,Critical Reading,Electronic Publishing,Portfolios (Background Materials),Portfolio Assessment,Primary Sources,Active Learning,Reflection,Metacognition,Mixed Methods Research,Hypermedia,Computer Mediated Communication,Student Evaluation,Feedback (Response),Outcomes of Education

This article examines the intersection of the scholarship on ePortfolio and history pedagogy through an analysis of the success of the integration of Digication's Conversations feature into history courses at Bronx Community College (BCC). History professors at BCC have used the feature, which allows people to highlight and comment on text and respond to comments, to have students contribute to group analyses of primary source documents. This exercise combines the active learning, reflection, metacognition, and integrative learning recommended in both bodies of scholarship. The article includes quantitative and qualitative analyses of student success in hybrid courses that include Conversations, with the results suggesting ePortfolio use can intensify the development of historical thinking.
The Use of Visual Images in Building Professional Self Identities
Author: Munday, Jennifer
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Visual Aids,Professional Identity,Self Concept,Professional Development,Conferences (Gatherings),Workshops,Undergraduate Students,Medical Students,Foreign Countries,Preservice Teacher Education,Music Teachers

ePortfolios are recognized as a pedagogical process that facilitates and benefits the development of professional practice and critical thinking, curriculum, and assessment for Higher Education academic teachers. Effective personalized introductions to ePortfolios engage with the reader by sharing narratives and personal perspectives that demonstrate reflective thinking. This article describes a professional development symposium workshop in which a hybrid process explored the visualizing of professional selves. It built on a previous professional development session in which creators of ePortfolios were asked to find an image used as a metaphor or symbol explaining a philosophy of professional practice. The process described here is an amalgamation of techniques currently used in separate undergraduate degree programs by each author and adapted to demonstrate a way to think about the self as a professional and was planned by the authors after conducting a year-long series of webinars on ePortfolio professional development. The images created by the symposium participants and their supporting statements demonstrate that explanations of a sense of professional self were enhanced by the ePortfolio introduction, narrative writing, and professional philosophy to engage an audience effectively. Application of this process allows visual images, whether literal, metaphoric, or symbolic, to provide a means for academics as well as post- and undergraduate students to present and explain their professional selves to an audience.
Thinking Skills by Design: Using a Capstone ePortfolio to Promote Reflection, Critical Thinking, and Curriculum Integration
Author: Morreale, Cathleen
Date: 2017-00-00
Type: Journal Articles
Subjects: Thinking Skills,Electronic Publishing,Portfolios (Background Materials),Reflection,Critical Thinking,Integrated Curriculum,Undergraduate Students,Career Development,Pilot Projects,Technological Literacy,Writing (Composition),Mixed Methods Research,Research Universities,General Education,Pretests Posttests,Questionnaires,Portfolio Assessment,Scoring Rubrics

A capstone ePortfolio is a digital space where students can gather and integrate their learning experiences from their undergraduate careers into a meaningful whole, demonstrate their growth as learners, and connect their learning to the world. The process of creating a capstone ePortfolio equips students with the digital composition skills necessary for creating a professional career ePortfolio, helping them to showcase their strengths for future employment and for graduate or professional school applications. This project piloted an undergraduate capstone ePortfolio program designed to be the culminating experience for juniors upon completion of the general education program (i.e., core curriculum). Pilot program results, based on a group of 18 students from a variety of academic and demographic backgrounds, suggest that the capstone ePortfolio program can serve as a vehicle for promoting reflection, critical thinking, digital literacy and composition, and integration of curricular experiences. This article presents the results of a mixed-method assessment of the pilot and discusses how these results will be used to frame the semester-long capstone ePortfolio program for the undergraduate general education program at a large AAU research institution.