ethanporcaro/eric-fulltext-meta huggingface dataset:
A Perfect Storm for Leading Equity and Inclusion: Policy Complexities, Varied Learning Needs, and Cultures That Don&apos;t Support Them
Author: Hands, Catherine
Date: 2019-00-00
Type: Journal Articles
Subjects: Equal Education,Inclusion,Educational Policy,Principals,Administrator Role,School Culture,Students with Disabilities,Access to Education,Academic Accommodations (Disabilities),Assistive Technology,Student Needs,Policy Formation,Case Studies,Case Method (Teaching Technique)

The case describes an experienced principal's arrival at a new school, his observations of the school and its teachers, and his experiences as he attempts to ensure all students have access to education, particularly those requiring accommodations or assistive technology. The culture of the school is compartmentalized; early- and mid- to late-career teachers do not engage with one another. Some teachers use the technology available to the classrooms and some do not, regardless of student need. Communication and competency issues also arise, and the parent community is concerned. The principal must balance all constituents' needs and interests while meeting a vision for an equitable and inclusive school. The case includes three activities and accompanying readings that explore different issues that arise. The first activity unpacks these concepts using a structure-culture-agency framework. The second activity takes a closer look at structure and agency through policy development. Lastly, the third activity examines the impact of culture and agency through professional development planning.
Transforming Our Teaching, Incorporating Service-Learning into Macro Practice Social Work Classes
Author: Aguiniga, Donna M.
Date: 2019-07-00
Type: Journal Articles
Subjects: Service Learning,Social Work,Self Efficacy,Caseworkers,Team Teaching,College Faculty,Student Placement,Field Experience Programs,Interdisciplinary Approach,Course Descriptions,Transformative Learning,Faculty Development

This manuscript discusses how the use of service-learning in social work macro practice courses provided a foundation for the transformation of ourselves as instructors. By transforming macro practice courses with service learning components, our central goal was to help students improve their self-efficacy in macro practice skills and, therefore, improve their self-efficacy as a generalist social worker. Our transformation as instructors involved two key aspects in our process, the first being coteachers (across two sections of the same course) and the second being a reorientation of the course structure and plan. Incorporating service-learning projects prior to field placement provided our students an opportunity to apply what they learned in a course to a community setting. The transformational experience has implications for interdisciplinary opportunities utilizing a similar structure.
An Investigation of the Qualities, Knowledge, and Skills of Effective Teachers for Students with Emotional/Behavioral Disorders: The Teacher Perspective
Author: Leggio, Joseph C.
Date: 2019-07-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Emotional Disturbances,Behavior Disorders,Students with Disabilities,Teacher Competencies,Special Education Teachers,Teacher Attitudes,Teacher Student Relationship,Classroom Environment,Individualized Instruction,Student Needs,Positive Attitudes,Self Efficacy,Evidence Based Practice,Elementary School Teachers,Middle School Teachers,Personality Traits

This study investigated the qualities, knowledge, and skills of effective teachers for students with emotional/behavioral disorders (EBD) from the perspective of six special education teachers. Data were collected using semi-structured interviews and a focus group. An analysis of the data yielded three themes. First, effective EBD teachers develop unconditional teacher-student relationships. No matter how many setbacks a student with EBD may experience, the effective EBD teacher relentlessly affirms his or her belief in the student's ability to succeed. Second, effective EBD teachers create positive classroom environments. When students with EBD are removed from the general education setting or experience a crisis at school, the effective EBD teacher provides a safe, consistent, and nonjudgmental haven. Finally, effective EBD teachers individualize instruction. Having knowledge of behavioral disorders and effective strategies is insufficient. The effective EBD teacher identifies the unique needs of each student and designs instruction that meets students' individual academic and behavioral needs.
Effects of Different Camera Perspectives on Preservice Teachers&apos; Written Reflections
Author: van Dijk, Wilhelmina
Date: 2019-07-00
Type: Journal Articles
Subjects: Photography,Video Technology,Preservice Teachers,Reflection,Writing (Composition),Tutoring,Student Attitudes,Elementary Education,Special Education,Practicums,Reading Difficulties,Instructional Effectiveness

Promoting meaningful reflection from teacher candidates is an ongoing challenge for many teacher preparation programs. Video-based reflection provides an opportunity for candidates to examine their own teaching more closely as they reflect on their continued growth. This study examined the role of different cameras and camera angles in the reflection process for preservice teachers implementing one-on-one reading tutoring sessions. In particular, we were interested in whether using video from head-mounted cameras as a basis for reflection activities would have an influence on the focus and type of statements used in reflections. We were also interested in the advantages and disadvantages of the different cameras from the teacher candidates' perspectives. Results indicate that camera type did not influence the focus and type of reflective statements. In general, candidates preferred the traditional camera setup, but the head-mounted camera did offer some advantages. Implications for practice and future research are discussed.
Using a Universal Design for Learning Framework to Provide Multiple Means of Representation in the Early Childhood Classroom
Author: Gauvreau, Ariane N.
Date: 2019-07-00
Type: Journal Articles
Subjects: Access to Education,Developmentally Appropriate Practices,Protocol Analysis,Video Technology,Modeling (Psychology),Experiential Learning,Learning Activities,Preschool Children,Preschool Teachers,Students with Disabilities

In order to ensure high quality outcomes for all children in the early childhood classroom, teachers are expected to utilize both the Developmentally Appropriate Practices (DAP) provided by the National Association for the Education of Young Children (NAEYC, 2009), as well as the Division of Early Childhood (DEC) Recommended Practices (DEC, 2014). Both NAEYC's DAP and DEC's Recommended Practices align with the use of Universal Design for Learning (UDL). UDL is a framework that supports the learning needs of all learners through intentional, proactive, and reflective instruction and interactions. This article provides a brief overview of UDL, with a specific focus on multiple means of representation in the early childhood classroom.
Examining the Perspectives of Elementary Education Teachers Prepared through Traditional and Dual License Programs
Author: Swindlehurst, Kelly A.
Date: 2019-07-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teacher Education,Teacher Certification,Special Education,Self Efficacy,Inclusion,General Education,Teacher Student Relationship,Students with Disabilities,Educational Improvement

Preparing classroom teachers to work with students with diverse learning needs is a challenge that has been well documented by the literature. Earning a dual license in general and special education has been posited as one possible solution to this challenge. This paper reports on a qualitative study that examined the differences between dually licensed and traditionally prepared educators with regards to their self-efficacy and ideas about inclusion. Findings suggest that teachers who earn a dual license in general education and special education may have a stronger sense of self-efficacy as well as a stronger skill set for working with students with disabilities and other types of difference.
An Online Testing Design Choice Typology towards Cheating Threat Minimisation
Author: Munoz, Albert
Date: 2019-00-00
Type: Journal Articles
Subjects: Cheating,Test Construction,Computer Assisted Testing,Classification,Cognitive Processes,Difficulty Level,Test Items,High Stakes Tests,Asynchronous Communication,Synchronous Communication,Supervision,Prevention

Online testing is a popular practice for tertiary educators, largely owing to efficiency in automation, scalability, and capability to add depth and breadth to subject offerings. As with all assessments, designs need to consider whether student cheating may be inadvertently made easier and more difficult to detect. Cheating can jeopardise the validity of inference drawn from the measurements produced by online tests, leading to inaccurate signals and misperceptions about what students know and can do. This paper extends theoretical understanding about cheating behaviours to link online test design choices and their influence on a student's capability and willingness to cheat. This research reviews the literature on cheating theories and a typology construction methodology to relate common online test design choices to their cheating threat consequence. In doing so, the typology offers educators designing online tests general normative guidance aimed at reducing threats to assessment inference validity, and academic integrity in general, brought about by student cheating. While we admit that cheating cannot be completely eliminated in online testing, the guidance provided by the typology can assist educators to structure online tests to minimise cheating.
Achieving WIL Placement and Theoretical Learning Concurrently: An Online Strategy for Higher Education Institutions
Author: Sheridan, Lynnaire
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Capstone Experiences,Undergraduate Students,Student Attitudes,Grades (Scholastic),Business Administration Education,Computer Assisted Testing,Electronic Learning,Instructional Effectiveness,Integrated Learning Systems

The Australian Government requires Higher Education Institutions to demonstrate the work-readiness of graduates. Consequently, Work Integrated Learning (WIL) has been adopted to enhance the workplace skills and professional networks of students to improve graduate employability. While WIL can take many forms, experiences located in workplaces (placements, internships) have been popular. The introduction of the Australian Government's Fair Work Act 2009 required that placements be tightly embedded within curriculum thereby presenting the challenge of how to enable WIL via placements and theoretical learning in already compact study programs. As a response, we present the pragmatic use of online theoretical instruction and online WIL assessment within an undergraduate core Capstone business subject, as an enabler of the WIL placement. We examine learner perspectives on, and grade outcomes from, undertaking online theoretical instruction concurrent with WIL placements to discuss the key WIL and online learning design implications for this cohort of learners. Our findings are increasingly pertinent given the 2017 Australian Government Higher Education Reform package incentivising the expansion of WIL into all degrees.
Bridging Distances: Professional Development for Higher Education Faculty through Technology-Facilitated Lesson Study
Author: Soto, Melissa
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Educational Technology,Technology Uses in Education,Teaching Methods,Communities of Practice,Teacher Collaboration,Synchronous Communication,Asynchronous Communication,Mathematics Teachers,Lesson Plans,Planning,Video Technology,Observation

Higher education faculty benefit from participating in communities of practice focused on developing and improving their own instruction. However, collaborators with common interests are not always located at the same physical location. In this article, we share how participation in a technology-facilitated lesson study provided the means for five higher education faculty across the U.S. to engage in professional development and evolve into a virtual community of practice. Through the use of synchronous and asynchronous communication technology, we formulated goals, planned a common lesson, conducted research on our students' learning, and reflected on our own teaching practice. For this paper, we share how the process of technology-facilitated lesson study provided professional learning for us as individuals.
Comparison of Faculty and Student Perceptions of Videos in the Online Classroom
Author: Valenti, Elizabeth
Date: 2019-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Teacher Attitudes,Student Attitudes,Video Technology,Web 2.0 Technologies,Feedback (Response),Electronic Learning,Online Courses,Interactive Video,Integrated Learning Systems

While instructors and students generally value the integration of videos in the online classroom, there are a number of practical considerations that may mediate the utility of videos as a teaching and learning tool. The current survey examines faculty and student perceptions of videos in the online classroom with an emphasis on the practical factors that influence video integration. Results indicate differences in faculty and student acceptance and endorsements of videos for content presentation compared to assignment feedback. Faculty desire more opportunities to interact with their students (i.e., video-based discussions, video-conferencing, and student-generated videos) and highlighted efficiency as a key consideration. Students emphasized a desire for multiple opportunities to engage with course material; while students value text-based resources, they also want to have options to learn and interact via video and audio. Key to student recommendations is an awareness of the time involved to engage with online videos. Discussion highlights practical approaches to maximize the value and utility of videos in the online classroom.
Impact of ePortfolios on Science Student-Teachers&apos; Reflective Metacognitive Learning and the Development of Higher-Order Thinking Skills
Author: de Jager, Thelma
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Student Teachers,Science Teachers,Reflective Teaching,Metacognition,Thinking Skills,Information Technology,Critical Thinking,Student Attitudes,Educational Attitudes,Learning Processes,Learning Experience

A concern in higher education is that most students do not acquire higher-order thinking skills, 'cannot think', are not engaged in reflective student-centred teaching and learning and do not always acquire technology skills. Numerous studies have indicated the importance of a digital learning environment that facilitates the acquisition of IT skills, reflective and critical thinking learning skills while creating an electronic portfolio. To establish the impact of portfolios on the reflective metacognitive learning and the development of higher-order thinking skills in student-teachers (n=167) in the field of science, qualitative and quantitative approaches were used to collect data. The results showed that for the majority of the participants (n=160) it was the first time that they had created an ePortfolio and engaged in reflective metacognitive learning experiences. The researcher was able to identify students' weaknesses and strengths, their interests and goals in life. Most of them regarded the learning process as time consuming, did not wish to share poor learning experiences with others, found it difficult to express their learning experiences in a second language and were unable to create an ePortfolio in an organised manner as they were not capable of metacognitive reflection. This paper is relevant for higher education lecturers in developing students to become independent learners by using an ePortfolio.
Creative Teaching Design in STEM: Using Graduate Learning Outcomes to Distribute Students&apos; Existing Knowledge in First-Year Biology Practical Work Groups
Author: Savage, Julia
Date: 2019-00-00
Type: Journal Articles
Subjects: Creative Teaching,STEM Education,Outcomes of Education,Biology,Science Instruction,Foreign Countries,College Science,College Freshmen,Class Activities,Group Activities,Teaching Methods,Student Attitudes,Student Surveys,Teamwork,Prior Learning,Curriculum Design

In Australia, a significant number of students enrol in first-year university biology without the benefit of high school biology. In order to help students support each other, the authors of this paper (a central unit academic developer and a biology coordinator of first-year biology) created a classroom activity that facilitated the distribution of the more experienced students of biology throughout the practical work groups. An important feature of this creative design for forming groups, called the GLO Activityin this paper, was the embedding of two of the University's key teaching and learning priorities within the activity. These were the University's eight graduate learning outcomes (GLOs) and, inclusive education practice. We discuss creative pedagogies in STEM (Science, Technology, Engineering and Maths) and their link to supporting students in their first year of university study. We explain our scholarly thinking behind the GLO Activity and evaluate its impact. Finally, we reflect on how we, the educators, found satisfaction in thinking deeply to create a new learning structure for a biology practical class that solved one teaching challenge but also met a number of the University's curriculum principles.
Converting Likert Scales into Behavioral Anchored Rating Scales (BARS) for the Evaluation of Teaching Effectiveness for Formative Purposes
Author: Matosas-López, Luis
Date: 2019-00-00
Type: Journal Articles
Subjects: Likert Scales,Behavior Rating Scales,Teacher Evaluation,Teacher Effectiveness,Formative Evaluation,Student Evaluation of Teacher Performance,Higher Education,College Faculty,College Students,Foreign Countries,Ambiguity (Semantics),Educational Benefits

Likert scales traditionally used in student evaluations of teaching (SET) suffer from several shortcomings, including psychometric deficiencies or ambiguity problems in the interpretation of the results. Assessment instruments with Behavioral Anchored Rating Scales (BARS) offer an alternative to Likert-type questionnaires. This paper describes the construction of an appraisal tool with BARS generated with the participation of 974 students and 15 teachers. The resulting instrument eliminates ambiguity in the interpretation of results and gives objectivity to the evaluation due to the use of unequivocal behavioral examples in the final scale. However, BARS methodology presents the problem of losing behavioral information during scale construction. The BARS methodology presented by the authors introduces an additional step to the traditional procedure, which significantly reduces the loss of information during the scale construction. The authors conclude that the qualitative approach of the proposed instrument facilitates the application of the formative function of the evaluation.
The Effect of Core Training on Some Motoric Features of University Footballers
Author: Afyon, Yakup Akif
Date: 2019-03-00
Type: Journal Articles
Subjects: College Athletics,Student Athletes,Team Sports,Training,Pretests Posttests,Foreign Countries,Experimental Groups,Control Groups,College Students,Human Body,Exercise,Psychomotor Skills,Body Weight,Body Height,Muscular Strength,Age Differences,Motor Development

In this study, the effect of core training on some motor features of university footballers has been examined. 36 footballers both studying at Mugla Sitki Koçman University in Mugla, Turkey and playing in amateur leagues participated in the study. 18 university footballers of Mugla Sitki Koçman University Sports Club who play in Mugla Super Amateur League formed the experimental group (EG) (Age X = 21.4 ±2.12 years, Height X = 174.3 ±6.84 cm and Weight X = 75.9 ± 8,43 kg ). 18 footballers with amateur licences who play in the Faculty of Economics and Administrative Sciences, train regularly and play in the university faculty matches formed the control group (CG) (Age X = 21,6 ±2.56 years, Height X = 176.7 ±7.13 cm and Weight X = 76.3 ±8.43 kg). The required permissions were obtained and the students filled in the &quot;Admission Consent Forms&quot; before the applications. The trainings were done in the football field of Mugla Sitki Koçman University and the measurements were taken on the Faculty of Sports Sciences Physiology Laboratory. The 10-movements core training programme for eight weeks was applied to the EG footballers in addition to their weekly 2-day football training when the footballers in the CG continued their regular trainings. Before the study, the leg strength, back strength, right-left hand griping strength, flexibility, and vertical jump measurement were taken as pre-test values. After the 8-week training, the final measurements of the EG and the CG were taken. The comparison between the Pretest and Posttest was studied statistically with paired sample t test at 0.05 significance level Consequently it was determined the that the 8-week Core Training provided the undergraduate footballers with an improvement of their the leg strength, back strength, right hand griping strength and vertical jump (p&lt;0.05). No improvement in flexibility features was observed.
The Effect of Social Media on English Second Language Essay Writing with Special Reference to WhatsApp
Author: Songxaba, Sister L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,English (Second Language),Second Language Learning,Grade 10,Essays,Writing Skills,Educational Technology,Technology Uses in Education,High School Students,Writing Instruction,Language Usage,Error Patterns,Influence of Technology

Background: The Eastern Cape province in South Africa is a multilingual province where isiXhosa is the most widely spoken indigenous language. Learners seldom use English at home, and it remains, largely, the language of learning and teaching used at school. With the advent of dynamic technology, learners are widely exposed to social media, and those who use the language of social media networks tend to include it in their academic activities at school. Objectives: The purpose of this article is to report on the orthographic errors in English Second Language Grade 10 essay writing caused by the use of social media, particularly WhatsApp. Method: The study was carried out at three randomly selected high schools in one district in the Eastern Cape province, South Africa. The study used a quantitative approach to data analysis, but with a survey research design. Random sampling techniques were used to select 180 learners from three schools. The data collection instrument consisted of learners' narrative essays. The data were analysed quantitatively and are presented using tables and graphs. The orthographic errors in the essays were identified and quantified. Results: The findings of this investigation shed light on the influence of social media on learners' writing. Some of the findings included use of abbreviations, unnecessarily shortened words, and use of numbers instead of the complete word form. Conclusion: Recommendations are made on how teachers can help learners avoid this erroneous use of language in their writing. Suggestions are also made on how textbook writers and the Department of Basic Education can assist and support teachers in this process.