ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Service-Learning on Interdisciplinary Learning and Curriculum Reinforcement, and Its Application to Public School Environments
Author: Kovarik, Madeline
Date: 2010-01-00
Type: Journal Articles
Subjects: Service Learning,Qualitative Research,Interdisciplinary Approach,College Freshmen,Attitude Measures,Student Attitudes,Student Surveys,Pretests Posttests,Reflection,Experiential Learning,School Community Relationship,Program Effectiveness,Public Schools,Elementary School Students,Statistical Analysis

This qualitative research project focused on the impact of service-learning experiences on an interdisciplinary college freshman course. The research included the impact on academic learning, the application of concepts into a public school educational environment, and the perceptions regarding the contribution to the school being served. Participants were college freshmen students who received pre and post surveys and participated in both verbal and written reflections. Analysis of the survey responses and reflection data indicated the service-learning experiences enhanced student learning. Analysis of data also indicated a disconnect between recognized community needs and college student involvement toward fulfilling the needs.
Personal Reflection: SoTL and Don't Perish!
Author: Goh, Gerald Guan Gan
Date: 2010-01-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Teacher Role,Teaching Methods,Teacher Responsibility,College Faculty,Publish or Perish Issue,Web 2.0 Technologies,Electronic Publishing

This reflection describes my early encounters with SoTL as I went through a critical period questioning my role and responsibilities as an academic and my journey with a cohort of students who made me realise that there is indeed a dire need for SoTL to bridge the nexus between a university academic's teaching responsibilities as well as the global &quot;publish or perish&quot; pressure most academics experience today
Restructuring Introductory Physics by Adapting an Active Learning Studio Model
Author: Gatch, Delena
Date: 2010-07-00
Type: Journal Articles
Subjects: Physics,Science Instruction,College Science,Active Learning,Teaching Methods,Science Laboratories,Lecture Method,Cooperative Learning,Interaction,Technology Uses in Education,Educational Technology,Inquiry,Student Evaluation,Science Achievement,Student Surveys,Introductory Courses,Pretests Posttests

Despite efforts to engage students in the traditional lecture environment, faculty in Georgia Southern University's Physics Department became dissatisfied with lecture as the primary means of instruction. During the fall semester of 2006, our department began adapting the studio model to suit the needs of introductory calculus-based physics students at our institution. A studio course seamlessly integrates the lecture and laboratory courses into a single course, devoting much of the class time to active, collaborative, student-centered learning. An emphasis was placed on replacing traditional lectures with interactive, technology enriched class periods designed around the various learning styles. New teaching materials were created so that old laboratory assignments, very &quot;cook-book&quot; in nature, could be replaced with new inquiry-based laboratories. Assessment indicated students enrolled in the studio courses experience greater success in achieving the desired learning outcomes than those students enrolled in the traditional lecture courses. As of the fall semester of 2008, all sections of the introductory calculus-based physics courses at Georgia Southern University are taught utilizing the newly adapted studio model.
Student Attitudes and Approaches to Online Homework
Author: Doorn, David J.
Date: 2010-01-00
Type: Journal Articles
Subjects: Student Attitudes,Homework,Student Surveys,Study Habits,Student Characteristics,Educational Technology,Technology Uses in Education,College Students,Internet,Grades (Scholastic),Tests,Scores,Student Motivation,Individual Differences

Over the past two decades there has been increasing movement toward the use of computers and the internet in conjunction with many courses across the educational spectrum. In addition to having consequences for course delivery, both inside and outside of the classroom, this movement has had an impact on the coursework that is required of students. In this study we consider the use of online homework as an alternative to the traditional medium of pencil and paper. Surveys were conducted to gather data on students' attitudes and practices related to online homework, and these data have been linked to course outcomes. In this paper we present the survey results and examine relationships between student characteristics, study behaviors, and the perceived benefits of online homework systems. In general we find a positive reaction to the use of online homework, with little variance across the particular platforms being used.
Developing a Statistically Valid AND Practically Useful Student Evaluation Instrument
Author: Skowronek, Jeffrey S.
Date: 2011-01-00
Type: Journal Articles
Subjects: Test Construction,Student Evaluation,Factor Analysis,Test Reliability,Test Validity,Effect Size,Student Characteristics,Content Validity,Focus Groups,College Students,College Faculty,Student Surveys,Multiple Regression Analysis,Statistical Analysis

The current article presents the findings on the development of a student evaluation instrument in which course evaluation is directly tied to student learning outcomes. With a committee consisting of instructors from six distinct disciplines brought together as part of a working group for this purpose, the instrument was developed utilizing research on the components of effective teaching and how these components impacted student learning. The instrument was tested at two time points, once via pen and paper (n = 340 students) and the other online (n = 2636 students). Factor Analysis resulted in one latent factor both times. The instrument also had high internal consistency reliability. Comparisons of individual student factors revealed a few variables significantly predicted ratings, but effect sizes were small. This work suggests an instrument has been created that assesses components of effective teaching, via the impact on student learning, and the ratings obtained are not highly influenced by individual factors.
Comparison of Pretenured and Tenured Engineering Professors
Author: Cox, Monica F.
Date: 2010-01-00
Type: Journal Articles
Subjects: Comparative Analysis,Nontenured Faculty,Tenure,College Faculty,Engineering Education,Educational Practices,Instructional Innovation,Teaching Methods,Lecture Method,Preferences,Observation

Analyzing 36,000 strings of instructional data from fifteen faculty teaching twenty-eight courses over five semesters, the authors conducted a research study exploring differences in the pedagogical practices of pretenured and tenured faculty teaching innovative courses designed around the principles of the &quot;How People Learn&quot; (HPL) framework and of pretenured and tenured faculty teaching traditional, lecture-based courses. Consistent with previous research that reports that time is needed for pretenured faculty to become proficient teachers and with research that identifies lecture to be the primary teaching strategy used by engineering faculty, the current study provides additional insight into the types of pedagogical practices most prevalent among the four types of faculty. Lectures incorporating HPL elements were used to a greater extent by pretenured faculty teaching HPL courses and by tenured faculty in traditional courses more than their tenured and pretenured counterparts, respectively. Pretenured faculty who taught courses that were designed to reflect HPL pedagogical practices incorporated more HPL elements and illustrations in their lectures and supplemented their lecture with comments that were and were not HPL-oriented than tenured faculty teaching HPL-oriented courses.
Active Learning in Introductory Economics: Do MyEconLab and Aplia Make Any Difference?
Author: Nguyen, Trien
Date: 2010-01-00
Type: Journal Articles
Subjects: Active Learning,Introductory Courses,Economics Education,Large Group Instruction,Online Courses,Electronic Learning,Educational Technology,College Students,Outcomes of Education,Integrated Learning Systems,Educational Experiments,Comparative Analysis,Student Attitudes,Student Surveys,Grades (Scholastic),Educational Background,Study Habits,Experience,Time on Task

This paper reports experiment results of teaching large classes of introductory economics with modern learning technology such as MyEconLab or Aplia. This new technology emerges partially in response to the enrollment pressure currently facing many institutions of higher education. Among other things, the technology provides an integrated online teaching and learning environment that allows active learning through student direct participation in the learning process as well as interaction with their instructor, peers, and the outside Internet. Our results showed that, for the classes in the experiment, modern learning technology could make a difference in helping students improve their class mark averages by a small but statistically significant amount of 2% regardless whether the technology was used as a required or optional course component. We noted that students responded more favorably when the technology component was given more weight in the marking scheme.
Graduate Student and Instructor Engagement in Course-Based Qualitative Research: A Case Study
Author: Cummings-Vickaryous, Bonnie
Date: 2010-07-00
Type: Journal Articles
Subjects: Graduate Students,Qualitative Research,Case Studies,Research Projects,Research Methodology,Mentors,Learner Engagement,Graduate Study,Foreign Countries

This case study explores the lived experiences of two graduate students and two university instructors in a course-based qualitative research project. The course design was a research methods course that focused on qualitative research and analysis and provided a vehicle for the instructors to reflect on their experiences and the students' experience of the cognitive and affective demands implicit in the assigned tasks. Findings indicate that development of student research skills is enhanced through student engagement in a real-world research project. This authentic learning experience, although stressful and overwhelming within the timelines of the course schedule, was instrumental in assisting the students to believe they could move forward with greater independence as researchers.
Qualitative Findings from an Experientially Designed Exercise Immunology Course: Holistic Wellness Benefits, Self-Efficacy Gains, and Integration of Prior Course Learning
Author: Curry, Jennifer
Date: 2010-01-00
Type: Journal Articles
Subjects: Qualitative Research,Experiential Learning,College Students,Kinetics,Exercise Physiology,Exercise,Majors (Students),Holistic Approach,Wellness,Self Efficacy,Prior Learning,Learning Strategies,Focus Groups,Interviews

Experiential education is a well documented approach to engaging student learners. This manuscript presents findings from a qualitative inquiry, specifically focus group discussions, investigating the perceptions of 28 student participants in a learning opportunity provided to a kinesiology class involving structured group exercise (marathon training). Findings revealed participants' gains in holistic wellness development, general and specified efficacy, and understanding and integration of course content.
Learning What Schooling Left Out: Making an Indigenous Case for Critical Service-Learning and Reconciliatory Pedagogy within Teacher Education
Author: Pratt, Yvonne Poitras
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,Service Learning,Preservice Teacher Education,Preservice Teachers,Reflection,Focus Groups,Achievement Gap,Trust (Psychology),Phenomenology,Student Teacher Attitudes,Transformative Learning

As teacher educators, we argue that the colonial history of First Peoples, coupled with alarming educational disparities, warrants a specialized approach to Indigenous service-learning within teacher training that requires a critical examination of positionality by service-learners. Our study examines the service-learning experiences of non-Indigenous pre-service teachers working in Indigenous classrooms over a three-month period through reflections and focus groups. The results underscore the risk that a lack of critical reflection by service-learners could play in widening existing educational gaps, and concludes that a reversal of perspective on the education gap could enact the possibility of reconciliatory pedagogy.
Forms of Fighting: A Micro-Social Analysis of Bullying and In-School Violence
Author: Malette, Nicole
Date: 2017-00-00
Type: Journal Articles
Subjects: Bullying,Violence,High School Students,Competition,Group Dynamics,Student Behavior,Behavior Problems,Victims,Conflict,Qualitative Research,Aggression,Social Status,Structured Interviews

Current empirical research on youth bullying rarely asks students to describe their violent encounters. This practice conflates incidents of aggression that may actually have different forms and features. In this article I provide the results of a qualitative analysis of retrospective interviews with high school youth about their experiences of in-school violence. I test for and confirm the occurrence of five types of violence: bullying, scapegoating, peer-to-peer honour contests, group fights, and retaliatory violence. My testing method involves analyzing whether the social dynamics, such as offender-victim social status and the ratio of aggressors to victims, identified in theoretical work, occur empirically. I show that there is variability in the social dynamics that map onto the five types of violence, listed above. In ignoring these differences, violence prevention policy and practice runs the risk of prolonging student conflict.
Transphobia and Cisgender Privilege: Pre-Service Teachers Recognizing and Challenging Gender Rigidity in Schools
Author: Kearns, Laura-Lee
Date: 2017-00-00
Type: Journal Articles
Subjects: Sexual Identity,Sexual Orientation,Homosexuality,Social Bias,Gender Issues,Preservice Teachers,Student Teacher Attitudes,Social Justice,Sex Stereotypes,Critical Incidents Method,Inclusion,Foreign Countries,Focus Groups,Gender Discrimination

Our study provides examples of how critical curricula and social justice education can be brought together to inform teacher education. Building upon our ongoing longitudinal study, which investigates the impact of an integrated LGBTQ awareness program, we focus in this article on five pre-service teachers who identified critical incidents in schools related to transphobia and gender construction, and who were concerned about the enduring gender binary that presents itself in schools. Their experiences highlight the ways in which gender surveillance, both overtly and covertly, reinscribes heteronormativity, and that homophobia, transphobia, and gender stereotypes need to be continuously challenged.
The Rights and Responsibility of Test Takers When Large-Scale Testing Is Used for Classroom Assessment
Author: van Barneveld, Christina
Date: 2017-00-00
Type: Journal Articles
Subjects: Grade 9,Student Evaluation,Questionnaires,Mathematics Tests,Statistical Analysis,Student Rights,Student Responsibility,Measurement,Adolescents,Conflict,Expectation,Motivation,Decision Making,Personal Autonomy,Foreign Countries

The purpose of this research was to identify conflicts in the rights and responsibility of Grade 9 test takers when some parts of a large-scale test are marked by teachers and used in the calculation of students' class marks. Data from teachers' questionnaires and students' questionnaires from a 2009-10 administration of a large-scale test of Grade 9 mathematics were analyzed using descriptive statistics. Written comments by teachers were analyzed into themes. Results were interpreted using a framework comprised of a policy document and two theories that are relevant to large-scale testing: the rights and responsibility of test takers as documented in the Standards for Educational and Psychological Testing (AERA/APA/NCME/JCSEPT, 2014), expectancy-value theory of motivation, and theory regarding the developmental stage of students in Grade 9. Several conflicts were identified. Potential solutions to conflicts were presented.
A Comparison of Readability in Science-Based Texts: Implications for Elementary Teachers
Author: Gallagher, Tiffany
Date: 2017-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Readability,Textbooks,Science Education,Elementary School Teachers,Elementary School Science,Science Curriculum,Readability Formulas,Statistical Analysis,Standards,Correlation,Difficulty Level,Electronic Publishing,Textbook Evaluation,Content Area Reading,Reading Instruction,Critical Reading

Science curriculum standards were mapped onto various texts (literacy readers, trade books, online articles). Statistical analyses highlighted the inconsistencies among readability formulae for Grades 2-6 levels of the standards. There was a lack of correlation among the readability measures, and also when comparing different text sources. Online texts were the most disparate with respect to text difficulty. These findings suggest implications for elementary teachers to support students who learn through reading online, science-based resources. As 21st-century learning through multi-modal literacies evolves, the readability of online, content-based text should be evaluated to ensure accessibility to all readers.
Reconciliation or Racialization? Contemporary Discourses about Residential Schools in the Canadian Prairies
Author: Gebhard, Amanda
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Residential Schools,Rural Areas,Canada Natives,Discourse Analysis,Racial Attitudes,Racial Relations,Equal Education,Racial Bias,Semi Structured Interviews,Critical Theory,Race,Educational Practices,Power Structure

The residential school system is one of the darkest examples of Canada's colonial policy. Education about the residential schools is believed to be the path to reconciliation; that is, the restoration of equality between Aboriginal and non-Aboriginal peoples in Canada. While the acquisition of the long-ignored history of residential schools has the potential to centre marginalized perspectives and narratives, knowledge acquisition alone is not necessarily a reconciliatory endeavour. The critical discourse analysis offered in this article reveals how dominant narratives about residential schools, cited by well-meaning educators, re-inscribe harmful colonial subjectivities about Aboriginal peoples. Through a post-structural lens and drawing from interviews conducted across one prairie province, I demonstrate how citing popular, contemporary discourses about residential schools continues to racialize Aboriginal peoples while positioning non-Aboriginal peoples as supportive and historically conscious. Readers are brought to think about how learning about residential schools for reconciliation might be approached as the disruption of subjectivities and the refusal to (re)pathologize Aboriginal peoples. Otherwise, efforts at reconciliation risk re-inscribing the racism that justified residential schools in their inception.
Facebook's Effect on Learning in Higher Education: An Empirical Investigation
Author: Duncan, Doris G.
Date: 2016-05-00
Type: Journal Articles
Subjects: Social Media,Higher Education,Influence of Technology,Business Administration Education,Undergraduate Students,Comparative Analysis,Student Attitudes,Communities of Practice,Learner Engagement,Educational Attitudes,Use Studies,Student Surveys,Sense of Community,Likert Scales,Statistical Analysis,Statistical Significance

Due in part to its widespread acceptance, Facebook has been adopted as a tool for higher education courses. Proponents claim that Facebook-enhanced courses facilitate an increased community of practice, sense of learning and sense of connectedness compared to non-enhanced courses. This empirical study uses a survey methodology in an independent measures static group comparison research design to compare the responses of 586 students who were enrolled in Facebook-enhanced business courses with those who were not. The courses were taught by two instructors at two different universities in the USA. The use of Facebook in students' courses serves as the independent variable. Students' attitudes toward the community of practice, sense of learning and sense of connectedness that evolved in their classrooms serve as the dependent variables. Research findings show that students in the Facebook-enhanced courses experienced a somewhat more positive community of practice, sense of learning and sense of connectedness compared to students in non-Facebook-enhanced courses. Implications for teaching, limitations and further research are discussed.
How Secure Is Education in Information Technology? A Method for Evaluating Security Education in IT
Author: Grover, Mark
Date: 2016-05-00
Type: Journal Articles
Subjects: Information Technology,Information Security,Evaluation Methods,Program Evaluation,Curriculum Evaluation,Guidelines,Standards,Certification,Universities,Curriculum Development

As the popularity of Information Technology programs has expanded at many universities, there are a number of questions to be answered from a curriculum standpoint. As many of these programs are either interdisciplinary, or at least exist outside of the usual Computer Science and Information Systems programs, questions of what is appropriate for the curriculum and accreditation have arisen. More specifically, as the demand for information security professionals has expanded enormously, IT majors will increasingly be asked to fill these roles. This paper seeks to examine the curriculum for IT programs with a special focus on security. Security has become an increasingly important topic, and one that IT graduates will likely be dealing with professionally. We answer this question by examining the curriculum guidelines for IT programs, and comparing these to both professional standards and IT program curriculums at several universities.
Protecting Privacy in Big Data: A Layered Approach for Curriculum Integration
Author: Schwieger, Dana
Date: 2016-05-00
Type: Journal Articles
Subjects: Information Security,Information Systems,Data,Privacy,Integrated Curriculum,Data Analysis,Universities,Core Curriculum,Computer Science Education,Teaching Methods,Curriculum Development,Models,Guidelines,Confidentiality,Computer Security

The demand for college graduates with skills in big data analysis is on the rise. Employers in all industry sectors have found significant value in analyzing both separate and combined data streams. However, news reports continue to script headlines drawing attention to data improprieties, privacy breaches and identity theft. While data privacy is addressed in existing information system (IS) programs, greater emphasis on the significance of these privacy issues is required as big data technology advances. In response to this demand, some colleges and universities are developing big data programs and degrees (Gupta, Goul &amp; Dinter, 2015). Yet not every university has the resources to allow for such expansion; some institutions struggle just to cover their IS core program courses. For these latter programs, awareness of the importance of privacy and privacy methods--like the application of security controls--is best integrated academically through a layered approach. Therefore, in this paper, the authors illustrate the important role that data privacy plays in the realm of big data, and suggest methods for providing a layered approach to applying big data privacy concepts to the IS2010 Model Core Curriculum.