ethanporcaro/eric-fulltext-meta huggingface dataset:
To Teach Is to Learn Twice: The Power of a Blended Peer Mentoring Approach
Author: Vaughan, Norman
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mentors,Peer Teaching,Blended Learning,Teacher Education Programs,Online Surveys,Interviews,Preservice Teachers,College Faculty,College Freshmen,Positive Reinforcement,Peer Relationship,Questioning Techniques,Technology Uses in Education,Educational Technology,Barriers,Program Effectiveness,Interpersonal Relationship,Pretests Posttests,Student Attitudes,Teacher Attitudes,Comparative Analysis

Two students at a Canadian university perceived there was a lack of opportunities for peer mentoring support in their teacher education program. They approached a faculty member to co-create and research a blended peer mentoring support program embedded in a first-year education course. This study documents the journey of these two students as co-inquirers in a Scholarship of Teaching and Learning (SoTL) project. Through online surveys and interviews, first-year teacher candidates and faculty involved in the blended peer mentoring program identified four key benefits: new perspectives and expansion of ideas, positive and encouraging reinforcement, supportive connection with second-year students, and probing questions to think more deeply. Conversely, three major challenges were uncovered with the use of digital technologies to support this blended approach to peer mentoring: lack of email notification from the institution's learning management system (LMS) with regards to the peer mentors' online contributions, the impersonal nature of online peer mentoring, and the limited number of peer mentors. The major recommendation from this study was to create a blended program assignment to provide all second-year teacher candidates with the opportunity to learn how to serve as peer mentors to students just entering the teacher education program. [This article contains a student response by Steven Prediger.]
Vocational Education Course Taking and Post-High School Employment of Youth with Emotional Disturbances
Author: Wagner, Mary M.
Date: 2017-08-00
Type: Journal Articles
Subjects: Vocational Education,Emotional Disturbances,Youth Employment,High School Graduates,Special Education,Role of Education,Student Participation,Employment Experience,National Surveys,Relevance (Education),Educational Benefits,Disabilities,Longitudinal Studies,Transitional Programs,Intervention

Data from the National Longitudinal Transition Study-2 (NLTS2) were used to examine the patterns of career and technical education (CTE) course taking in high school by students receiving special education services for emotional disturbances (ED). Descriptive analyses indicate the extent of such course taking by students with ED and their engagement in a concentrated program of occupationally specific general education CTE, a level of CTE course taking that early research has linked to improved post-high school employment outcomes. Propensity scoring methods were used to determine the extent to which either type of CTE course taking was related to higher odds of full-time employment after high school and whether results differed with the length of time post high school. There was a significant positive effect for participating in a concentration of occupationally specific CTE in the first 2 post-high school years, but effects were non-significant for later years. Results showed no benefits of CTE course taking overall. The implications for high school programming and transition planning are discussed.
The Influence of Gender on Non-Academic Skills Associated with Post-School Employment and Further Education
Author: McConnell, Amber E.
Date: 2017-08-00
Type: Journal Articles
Subjects: Gender Differences,High School Students,Disabilities,Scores,Statistical Analysis,Likert Scales,Student Behavior,Positive Behavior Supports,Multivariate Analysis,Special Education Teachers,Family (Sociological Unit),Postsecondary Education,Employment,Skills

Gender differences have been found in post-school outcomes of students with disabilities, yet these differences are rarely examined. To determine whether male and female high school students with disabilities scored differently in non-academic behaviors known to affect post-school education and employment measured by the Transition Assessment and Goal Generator, we analyzed scores provided by 1,537 high school students with disabilities, 836 family members, and 139 professionals from 30 states. Findings revealed no difference in full-scale scores on Professional or Student versions based on gender of the student. Family members' overall scores for females were significantly higher, yet the difference was slight. Some differences were found at the construct level on all three versions. Construct differences and implications are discussed.
Translating Partnerships: How Faculty-Student Collaboration in Explorations of Teaching and Learning Can Transform Perceptions, Terms, and Selves
Author: Cook-Sather, Alison
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,College Faculty,Undergraduate Students,Educational Cooperation,Inquiry,Consultation Programs,Translation,Action Research,Personal Narratives

Linguistic, literary, and feminist studies define translation as a process of rendering a new version of an original with attention to context, power, and purpose. Processes of translation in the context of student-faculty co-inquiry in the Scholarship of Teaching and Learning offer examples of how this re-rendering can play out in the realm of academic development. In this article, translation serves as a conceptual framework that allows us to bring a fresh interpretation to the collaborative work of participants in a student-faculty pedagogical partnership program based at two colleges in the mid-Atlantic United States. We argue that faculty members and student consultants who participate in this program engage in processes of translation that lead to transformed perceptions of classroom engagement, transformed terms for naming pedagogical practices, and, more metaphorically, transformed selves. Drawing on data from an ongoing action research study of this program and on articles and essays we and other participants in the program have published, we use a form of narrative analysis as it intersects with the conceptual framework offered by translation to illustrate how, through their collaboration, faculty and students engage in never-finished processes of change that enable mental perceptions, linguistic terms, and human selves to be newly comprehended, communicated, and expressed. We touch upon what is lost in translation as well and the necessity of ongoing efforts to make meaning through collaborative explorations, analyses, and re-renderings. Finally, we provide examples of how the changes participants experience and effect endure beyond the time of partnership and in other realms of their lives. [This article contains a student response by Hannah Silvers.]
A Comparison of Joint Model and Fully Conditional Specification Imputation for Multilevel Missing Data
Author: Mistler, Stephen A.
Date: 2017-08-00
Type: Journal Articles
Subjects: Statistical Analysis,Comparative Analysis,Hierarchical Linear Modeling,Computer Simulation

Multiple imputation methods can generally be divided into two broad frameworks: joint model (JM) imputation and fully conditional specification (FCS) imputation. JM draws missing values simultaneously for all incomplete variables using a multivariate distribution, whereas FCS imputes variables one at a time from a series of univariate conditional distributions. In single-level multivariate normal data, these two approaches have been shown to be equivalent, but less is known about their similarities and differences with multilevel data. This study examined four multilevel multiple imputation approaches: JM approaches proposed by Schafer and Yucel and Asparouhov and Muthén and FCS methods described by van Buuren and Carpenter and Kenward. Analytic work and computer simulations showed that Asparouhov and Muthén and Carpenter and Kenward methods are most flexible, as they produce imputations that preserve distinct within- and between-cluster covariance structures. As such, these approaches are applicable to random intercept models that posit level-specific relations among variables (e.g., contextual effects analyses, multilevel structural equation models). In contrast, methods from Schafer and Yucel and van Buuren are more restrictive and impose implicit equality constraints on functions of the within- and between-cluster covariance matrices. The analytic work and simulations underscore the conclusion that researchers should not expect to obtain the same results from alternative imputation routines. Rather, it is important to choose an imputation method that partitions variation in a manner that is consistent with the analysis model of interest. A real data analysis example illustrates the various approaches.
Accessibility Considerations for e-Learning in Ghana
Author: Boateng, John Kwame
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Adult Learning,Disabilities,Likert Scales,Design Requirements,Curriculum Design,Computer System Design,Database Management Systems,Performance Factors,Accessibility (for Disabled),Usability,Student Educational Objectives,Student Experience,Special Needs Students,Questionnaires,Communication Strategies

This paper reports on a study that explored the best ways to design e-learning in order to provide better access for adult learners with disabilities. Two districts from the Central Region of Ghana were selected and two major research questions guided the study. The five-point Likert scale was employed between May and August of 2014. The two questions asked were: The kind of issues that should be taken into account in the design and management of accessible e-learning? And what problems need be resolved to have accessibility solutions for e-learning by the diverse adult learner population in the region? The results confirm existing insights about accessibility considerations in Ghana, other African countries and the world at large for the disabled, showing that Ghana and other African countries are not unique in terms of accessibility requirements in designing e learning in order to provide better access for adult learners with disabilities.
Interpreting Undergraduate Research Posters in the Literature Classroom
Author: Manarin, Karen
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,English Literature,Classroom Techniques,Scholarship,Reflection,Reading Strategies,Visual Aids,Literary Styles,Literary Devices,Literature Appreciation,Teaching Methods,Literary Criticism,Foreign Countries

This essay explores the use of undergraduate research posters in English literature classrooms; at the same time, it argues for a scholarship of teaching and learning responsive to how meaning is constructed in the arts and humanities. Our scholarly practice requires interaction with texts and with each other, yet the undergraduate research paper typically does not involve much interaction between peers. The posters disseminate preliminary interpretations of research projects to peers; they are a way to make visible some of the cognitive, affective, and aesthetic aspects of literary research. This essay analyzes student reflections on both the process of creating and the process of presenting research posters before providing &quot;close readings&quot; of several posters. Reading the posters reveals key elements of students' interactions with literary texts: close reading, integration, negotiation, theoretical generalization, and aesthetic judgment. As the students explored a less familiar genre, disciplinary processes of knowledge creation were defamiliarized and made visible.
Assessment of Staff Retention in Private Universities in Ghana: A Study of the Perez University College, Winneba
Author: Kwegyir-Aggrey, Peter
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Persistence,Faculty Mobility,Case Studies,College Faculty,Private Colleges,Surveys,Questionnaires,Sampling,Administrator Attitudes,Teacher Attitudes,Teacher Salaries,Information Technology,Library Materials,Faculty Promotion,Job Security,Faculty Development,Teacher Qualifications,Teacher Student Ratio,Foreign Countries,Structured Interviews

Staff turnover especially among lecturers in private universities is high due to poor and disappointing conditions of service. This negatively affects effective teaching, learning and research. The purpose of the study was to examine the causes of staff turnover in private universities, using the Perez University College in Winneba as a case study. The study employed the descriptive survey design to collect data from forty (40) lecturers and twenty (20) administrative staff. The convenience sampling technique was therefore used to obtain the sample size of 60 respondents. Questionnaire and interview guides were used to collect data. The study revealed that lecturers and top administrators were poorly paid. There was low research output among lecturers in private universities. Libraries lack current publications and ICT connectivity to support teaching, learning and research. The study recommended the improvement in the conditions of service of staff. It also recommended the establishment of a research fund to motivate lecturers to increase research output as well as ICT connectivity to support effective teaching, learning and research in private universities in Ghana.
Influence of Teacher Competency on Integration of ICT in Teaching and Learning in Public Secondary Schools in Machakos
Author: Michael, Felistas Mbithe
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Technology Integration,Secondary School Teachers,Public Schools,Secondary Schools,Teacher Influence,Inservice Teacher Education,Questionnaires,Statistical Analysis

This study was set to investigate the influence of teachers' competency on the integration of ICT in teaching and learning in public secondary schools in Machakos County. The study hypothesis was that: There is no significant relationship between teacher competency and the integration of ICT in teaching and learning. The study used a sample of twenty one (21) secondary school head teachers and one hundred and twenty six (126) teachers. The study used questionnaires to collect data. Data were analyzed using descriptive and inferential statistics. The study established that majority of the head teachers and teachers had basic ICT literacy while only a few head teachers and teachers integrate ICT in teaching and learning due to their limited competency in ICT skills. The study findings showed a significant relationship between teacher competency and ICT integration. The study recommended that there is need for secondary school teachers to be trained in ICT integration in their subject areas in teaching and learning. The study also recommended that the Ministry of Education should ensure that all teachers train in ICT so as to acquire skills for teaching and learning.
Keeping Safe Online: Perceptions of Gulf Adolescents
Author: Alqahtani, Abdulmagni Mohammed
Date: 2016-00-00
Type: Journal Articles
Subjects: Adolescents,Adolescent Attitudes,Information Security,Safety,Computer Use,Internet,Questionnaires,Statistical Analysis,Foreign Countries,Arabs,Surveys

With an increasing number of young people across the Gulf States now having access to the internet, the online safety of these adolescents is of concern. In a survey of 115 adolescents from the Gulf States, it was found that, although there are many benefits to young people, the risks of online usage are not fully understood by teenagers or their parents. Perceptions of ways to keep safe online may be articulated, but the online behaviour of many youngsters seems to be at variance with their responses. The more sophisticated UK youngsters differ somewhat in their usage and this may be a path that Gulf adolescents take in future, therefore lessons may be learnt from the UK and other countries with longer online experiences.
Examinations Wash Back Effects: Challenges to the Criterion Referenced Assessment Model
Author: Mogapi, M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Criterion Referenced Tests,Test Results,Exit Examinations,Instruction,Teacher Attitudes,Elementary School Teachers,Questionnaires,Statistical Analysis,Qualitative Research,Teaching Methods,Class Activities,Influences,Likert Scales

Examinations play a central role in the educational system due to the fact that information generated from examinations is used for a variety of purposes. Critical decisions such as selection, placement and determining the instructional effectives of a programme of study all depend on data generated from examinations. Numerous research studies have shown that examinations have an influence on the learning and teaching process and that such influence could be either positive or negative. It is imperative that washback effect is evaluated to determine its impact on the quality of learning and teaching that goes on in the schools. This paper presents evidence that point towards presence of examination washback effect on the teaching process as a result of the format and content of the Primary School Leaving Examinations in Botswana. A questionnaire containing quantitative and qualitative items was used to capture opinions of teachers relating to the extent to which final examinations influences topic select, content coverage, teaching methods, and classroom activities. Generally, opinions presented by the teachers point towards presence of a negative washback effect. This apparent negative washback effect on the curriculum presents a challenge to a successful implementation of criterion reference testing system in Botswana.
Emerging Dialogic Structures in Education Reform: An Analysis of Urban Teachers' Online Compositions
Author: Stewart, Trevor Thomas
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Change,Urban Schools,Discourse Analysis,Persuasive Discourse,Computer Mediated Communication,Writing (Composition),Teacher Attitudes,Educational Policy,Language Usage,Dialogs (Language),Personal Narratives,Educational Improvement,Policy Formation,Researchers,Activism,Ethnography,Teacher Role,Elementary Secondary Education

This paper contextualizes contemporary urban teachers' online dissent in public discussions of education reform in relation to past educational crisis narratives to interpret recent shifts in the structure of education reform dialogue in the United States. It does so by examining the form and content of compositions in which teachers respond to education reform. The analysis is intended to describe the digitally mediated roles teachers are asserting in a complex public debate over the future of education in the United States. The structure and content of education reform discourse has often cast teachers in static roles, which inhibits their active participation in discussions of educational policy. Using Mikhail Bakhtin's position that language choices serve to stifle and/or reinvigorate dialogue, we examine contributions to online discussions and debate composed ostensibly by urban teachers in response to dominant discourses. The data were analyzed with respect to discursive choices and grouped subsequently as themed arguments and rhetorical moves. We argue that teachers' strategic responses to education reform challenge stifling truisms that seek to suspend discussion of all other factors besides teacher quality. Teachers' critical digital compositions thus re-create critical, multi-voiced conversations in place of monologues about school improvement. The online, public compositions point to the dynamic structure of reform discourse that has the potential to benefit those currently faulted for a variety of social problems. Nurturing and even exploiting the dynamic potential of educational reform discourse can create opportunities for teachers, policymakers, and educational researchers to mutually inform one another's shared interest in educational improvement.
An Individual Subjectivist Critique of the Use of Corpus Linguistics to Inform Pedagogical Materials
Author: Richards, Kendall
Date: 2016-00-00
Type: Journal Articles
Subjects: Criticism,Computational Linguistics,Instructional Materials,Interviews,Focus Groups,Language Attitudes,Student Attitudes,Teacher Attitudes,Language Usage,Design,Grounded Theory,English,English (Second Language),Mandarin Chinese,Qualitative Research,Language Research,College Faculty,College Students,Business Communication,Nursing Education,Computer Science Education,Teaching Methods,Dialogs (Language),Foreign Countries

Corpus linguistics, or the gathering together of language into a body for analysis and development of materials, is claimed to be an assured, established method (or field) that valuably informs pedagogical materials and knowledge of language (e.g. Ädel 2010; Gardner &amp; Nesi, 2013). The fundamental validity of corpus linguistics is rarely, if ever, critiqued. In this empirical paper we critically consider the foundations of corpus linguistics as being based on an abstract objectivist view of language. We critique this foundation through the lens of an individual subjectivist view of language. Our introduction outlines abstract objectivist and individual subjectivist views of language described by Voloshinov (1973). We then present what is claimed regarding corpus linguistics, and consider contemporary critiques of these claims . We then critique the foundations of corpus linguistics from an individual subjectivist view of language. We illustrate this critique by drawing on data from interviews and focus groups with content material lecturers and students in the subject areas of &quot;Business&quot;; &quot;Nursing&quot;; &quot;Design&quot; and &quot;Computing&quot;. These data question the fundamental assumption about how corpus linguistics operates: that what is counted is indeed countable. The data show how ostensibly similar words are understood in very different ways with very different underpinning psychological elements. We argue that corpus linguistics thus informs pedagogical materials with a merely passive understanding of the language. This view can only gain access to the inert crust of previous language, because it removes language from its individual subjective context. This context is fundamental to giving language the conscious and psychological elements that underpin its use. We argue the language should be taught through dialogue in this subject context and not removed from it.
Co-Inquiry with Students: When Shared Questions Lead the Way
Author: Werder, Carmen
Date: 2016-00-00
Type: Journal Articles
Subjects: Inquiry,Scholarship,Instruction,Learning,Teaching Methods,Case Studies,Teacher Student Relationship,Communities of Practice,Higher Education,College Faculty,College Students,Change Agents

Co-inquiry represents a distinctive relational model for partnering with students in SoTL that focuses on the process of seeking itself, and in particular, the importance of shared questions. We use case studies from two institutions to illustrate &quot;co-inquiry&quot; in action and highlight the importance of shared questions in changing the faculty-student dynamic in ways that foster deep learning. Clarifying the nature of co-inquiry around shared questions represents a valuable way to effectively strengthen and enrich learning not only for students, but also for everyone involved in SoTL partnerships with students. The programs described here illustrate how co-inquiry can work as a form of institutional SoTL, providing valuable and authentic opportunities to incorporate student voices--and shared questions--in effecting institutional change. [This article contains a student response by Roselynn Verwoord.]