ethanporcaro/eric-fulltext-meta huggingface dataset:
Seeds of Green: My Own Arctic Copper/Mine
Author: Blenkinsop, Sean
Date: 2006-00-00
Type: Journal Articles
Subjects: Environmental Education,Figurative Language,Foreign Countries,Teaching Methods,Ecology,Personal Narratives,Natural Resources

In this narrative essay, I explore some fundamental assumptions in my understanding of environmental education. Questions are raised concerning the nature of perception, experience, and the interplay between the world and ourselves. The narrative is based on a recent trip down the Coppermine River in the Barrenlands of Canada's Arctic. The discussion is built around metaphors of burgeoning life, the discovery of copper, the different meanings of the word &quot;mine,&quot; and the challenges these pose to our perception. I reflect on the implications of my experience for the teaching/learning process. The hope is that this paper opens a space for discussion within the field, asks some questions, and offers some answers to questions that we did not know we were asking. (Contains 5 notes.)
Creative Disruptions in the Subway of Critical Environmental Pedagogy
Author: Leduc, Timothy B.
Date: 2006-00-00
Type: Journal Articles
Subjects: Critical Theory,Environmental Education,Experiential Learning,College Students,Course Content,Teaching Methods,Critical Thinking,College Instruction,Foreign Countries

This paper reflects on the process of developing a pedagogy that uses experiential learning and disruption in environmental education practice to challenge students to develop critical thought. We examine our practice with university students in an &quot;Environment and Culture&quot; course, and focus on the processes that can transform disruption into an opportunity. We recognize that creative disruptions may not only be valuable to students, but also provide an opportunity for instructors to critically assess teaching practices. Bringing together the course content (critical environmental thought) with pedagogical theory and practice, we present the unfolding of an environmental pedagogy which aims to create symmetries between course content, our teaching methods, and student learning. (Contains 1 note.)
Does Environmental Education Need a Thneed? Displacing &quot;The Lorax&quot; as Environmental Text
Author: Pleasants, Kathleen
Date: 2006-00-00
Type: Journal Articles
Subjects: Environmental Education,Critical Reading,Foreign Countries,Educational Resources,Childrens Literature,Teaching Methods,Adult Education,Authors,Natural Resources,Conservation (Environment),Secondary Schools,Colleges

&quot;The Lorax,&quot; written by children's author Dr. Seuss in 1971, has been used extensively by educators with participants of all ages in outdoor and environmental education. This paper results from a critical reflection upon my own practice of employing &quot;The Lorax&quot; as a teaching resource with senior secondary and tertiary students in Australia. The paper provides an overview of the narrative contained within the text and considers a range of critiques that have been made of &quot;The Lorax&quot; by other authors, primarily situated in North America. In calling for a more thorough and pedagogically critical reading of &quot;The Lorax,&quot; I suggest other texts speak more specifically to Australian and other colonial contexts. (Contains 6 notes.)
Outdoor Activity Safety Guidelines and Unfamiliar Environments: A Hidden Curriculum?
Author: Brookes, Andrew
Date: 2006-00-00
Type: Journal Articles
Subjects: Adventure Education,Recreational Activities,Hidden Curriculum,Environmental Education,Safety,Guidelines,Outdoor Education,Standards

All forms of organized outdoor activity can--and perhaps should--be evaluated as if they were environmental education, because they may significantly generate and distribute knowledge of, beliefs about, and attitudes towards particular places. Safety guidelines for outdoor activities provide one possible indication of hidden "environmental education" (or mis-education) curriculum in outdoor activities. This article uses historical examples to show how the perspective of an outsider or stranger can be normalized in outdoor activities, and shows how militaristic approaches to places or environments can be discerned in outdoor safety guidelines.
Framing Experience on &quot;Haida Gwaii&quot;: An Ecological Model for Environmental Education
Author: Zandvliet, David B.
Date: 2006-00-00
Type: Journal Articles
Subjects: Environmental Education,Ecology,Summer Programs,Faculty Development,Cultural Influences,Social Influences,Models,Natural Resources,Foreign Countries,Social Change

This paper describes an ecological framework for environmental education and uses the example of a recent summer institute for teachers conducted on &quot;Haida Gwaii&quot; to describe how the framework can be enacted. In our description, we use a narrative approach to &quot;tell the story&quot; of how this framework can organize experience with/in environmental education. Our model is grounded in an &quot;ecology&quot; which emphasizes the embeddedness of human societies and cultures (and their technologies) within physical communities. The model describes a range of ecological, socio-cultural, and technical influences that influence educators' experiences with, and interpretations of, formal curriculum. In this paper, we explore the model within the context of &quot;island&quot; communities on &quot;Haida Gwaii,&quot; where we apply the framework in specific ways, contributing to both professional discourse and teacher development. (Contains 1 figure and 1 note.)
Papier-Mache Animals: An Integrating Theme for Elementary Classrooms
Author: Duran, Emilio
Date: 2009-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Animals,Curriculum Development,Visual Arts,Models,Developmentally Appropriate Practices,Teaching Methods,Elementary School Science,National Standards,Science Instruction,Student Projects,Art Activities,Language Arts

One of the biggest present challenges for teachers, especially in primary classrooms, is the need to address the content standards in all subject areas with the same amount of instructional time. While curriculum integration continues to be a powerful strategy to meet this challenge, teachers often find it difficult to bridge the gap between theoretical models of integration and classroom implementation. In this article, we describe how to implement an integrated science lesson founded upon four guiding principles: (a) Use of the 5-E instructional model, (b) adherence to the National Science Education Content Standards, (c) utilization of developmentally appropriate practices for young children, and (d) incorporation of the project approach to motivate learning and integrate different subjects. Specifically, this article describes how to employ papier-mache animals as a unifying theme in primary classrooms to integrate science, language arts, and visual arts to allow for overlapping adherence to content standards. (Contains 3 figures and 1 table.)
Dr Skateboard&apos;s Action Science: Teaching Physics in Context
Author: Robertson, William H.
Date: 2009-00-00
Type: Journal Articles
Subjects: Science Activities,Student Interests,Physics,Motion,Educational Change,Teaching Methods,Scientific Concepts,Video Technology,Learning Activities,Scientific Principles,Relevance (Education),Inquiry

In order to create student interest and promote new connections to the understanding of fundamental physics concepts, there is a need for new approaches and methods that are both contemporary and relevant. Dr Skateboard's Action Science, a curriculum supplement comprising video instruction and classroom activities, is an example that focuses on the physical science concepts found in the areas of forces, motion, Newton's laws of motion, and simple machines. The use of familiar activities, situations, and objects, such as skateboarding and bicycle motocross (BMX), around which students can explore and explain scientific concepts can be defined as action science.
Incorporating Informal Learning Environments and Local Fossil Specimens in Earth Science Classrooms: A Recipe for Success
Author: Clary, Renee M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Informal Education,Paleontology,Earth Science,Content Analysis,Science Teachers,Educational Environment,Science Instruction,Graduate Study,Teacher Education,Lesson Plans,Online Courses,Distance Education,Secondary School Science,Teaching Methods

In an online graduate paleontology course taken by practicing Earth Science teachers, we designed an investigation using teachers' local informal educational environments. Teachers (N = 28) were responsible for photographing, describing, and integrating fossil specimens from two informal sites into a paleoenvironmental analysis of the landscape in which the fossils were originally deposited. Our practicing teachers also developed mini-units for their individual classrooms, utilizing the fossils and the informal sites they investigated. Not only did teachers develop a multitude of innovative and effective activities, but they were overwhelmingly enthusiastic about incorporating aspects of local informal sites within their individual classrooms. Content analysis of teachers' anonymous responses revealed three stable findings: 1) The informal sites and local fossils affirmed the importance of the local environment and put it into a larger context, 2) directed student activities within informal sites can maximize learning, and 3) informal sites provide a context for information and can supply an interdisciplinary &quot;big picture&quot; for students. We propose that directed interdisciplinary investigations that incorporate the local environment may enhance science learning at informal education sites. (Contains 4 figures and 1 table.)
Science Poetry in Two Voices: Poetry and the Nature of Science
Author: Frazier, Wendy M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Action Research,Observation,Scientific Principles,Science Instruction,Poetry,Teaching Methods,Student Motivation,Elementary School Science,Science Process Skills

Poetry can be used during science instruction to foster interest, excitement, and wonder among elementary-level students. Children can read poetry, or have poetry read to them, as a way of learning about their world. They can also create poems to share their own science learning with others. We introduce two formats of the Poetry in Two Voices form of poetry (namely, Five Senses in Two Voices and Scientific Approach in Two Voices) that we use to help students in Grades 1-5 develop science observation skills and adopt a scientific approach during their science investigations. Integrating poetry with science is a historically accurate pedagogical approach in that poetry was at one time the language of philosophy and science. The purpose of this action research report is to share our experiences and the results of utilizing these two poetry formats with elementary-level children. (Contains 3 figures and 3 notes.)
Teachers&apos; Instructional Decision-Making: Is It Gender-Biased?
Author: Voyles, Martha M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Females,Interviews,Questionnaires,Males,Gender Differences,Decision Making,Teacher Student Relationship,Technology Education,Single Sex Classes,Interaction,Robotics,Gender Bias,Enrollment Trends,Student Interests

This study examines teacher interactions with boys and girls in single-gender technology classes. We analyzed transcripts of videotapes of instruction, interviews with the teachers and students, student questionnaires, and final robot programs. Girls and boys differed in a number of ways, and teachers explained their differing interactions with boys and girls as responses purposely designed to address those differences. This finding is an important consideration as we strive to design instruction that promotes the learning of girls and boys equally, but we should not let it be an argument for the status quo. (Contains 1 table.)
Professional Development of Science Teachers: History of Reform and Contributions of the STS-Based Iowa Chautauqua Program
Author: Dass, Pradeep M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Change,Guidelines,Science Teachers,Faculty Development,Science Education,Science Education History,Inservice Teacher Education,Educational Research,Program Effectiveness,Program Implementation,Models,Global Approach

During the last quarter of a century, it became abundantly clear that the desired reforms in science teaching and learning could not be accomplished without significant professional development of in-service science teachers. Yet, there was a dearth of effective professional development models that could lead to the kind of instructional reforms desired. It was soon realized that professional development itself must undergo significant reform. New guidelines for professional development began to be developed in order to reform it. We trace the history of this reform and describe a model that emerged as an exemplar of the new guidelines. This model has been used extensively in the USA and in many other countries of the world. The characteristics of the model, research related to its effectiveness and impact, and its implementation around the world are presented. (Contains 1 figure, 2 tables and 1 note.)
Exploring Scaling: From Concept to Applications
Author: Milner-Bolotin, Marina
Date: 2009-00-00
Type: Journal Articles
Subjects: Scaling,Science Education,Science Curriculum,Experiments,Physics,Engineering,Measurement Techniques,Prediction,Science Teachers

This paper discusses the concept of scaling and its biological and engineering applications. Scaling, in a scientific context, means proportional adjustment of the dimensions of an object so that the adjusted and original objects have similar shapes yet different dimensions. The paper provides an example of a hands-on, minds-on activity on scaling that can be adapted to a middle school, high school, or even undergraduate science curriculum. The student activity is preceded by an introduction and followed by a summary discussion with possible suggestions on how a teacher might guide student exploration. (Contains 3 figures and 2 tables.)
Faculty Development in Higher Education: Long-Term Impact of a Summer Teaching and Learning Workshop
Author: Persellin, Diane
Date: 2010-01-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Workshops,Program Effectiveness,Participant Satisfaction,Teacher Surveys,Summer Programs,Microteaching,Mail Surveys,Graduate Surveys,Pedagogical Content Knowledge,Teaching Skills

Past participants of the Associated Colleges of the South Summer Teaching and Learning Workshop were surveyed to determine long-term impact of this type of professional development experience. Results indicate a large majority of participants across rank and academic discipline continued to view the workshop as effective and valued feedback from the perspective of the learner. Females were more likely than males to report more awareness and thoughtfulness about their teaching since having attended the workshop and to report having tried new strategies and taken more risks in their teaching. This study supports the importance of an interdisciplinary forum for faculty development of teaching. (Contains 2 figures and 4 tables.)
Inclusive Teaching Circles: Mechanisms for Creating Welcoming Classrooms
Author: Moore, Sharon
Date: 2010-01-00
Type: Journal Articles
Subjects: Social Justice,Faculty Development,College Faculty,Classroom Environment,Inclusive Schools,Student Diversity,Cultural Pluralism,Equal Education,Consciousness Raising,Group Activities

This essay examines the Inclusive Teaching Circle (ITC) as a mechanism for faculty development in creating instructional tools that embrace an inclusive pedagogy reflecting diversity, cultural competence and social justice. We describe one group's year-long participation in an ITC at a large, metropolitan research university in the south. Next, we share several members' strategies for promoting more inclusive and equitable learning for students in our classrooms. Finally, we consider the implications of ITCs for its group participants and the professorate at large. (Contains 10 footnotes.)
Focusing on How Students Study
Author: Gurung, Regan A. R.
Date: 2010-01-00
Type: Journal Articles
Subjects: Academic Achievement,Study Guides,Introductory Courses,Psychology,Student Evaluation,Scores,Feedback (Response),Correlation,Teaching Methods,Higher Education

What is the best advice to give students regarding how to study? We provide preliminary results on the utility of a 35-item Study Behaviors Checklist that is adaptable for any course. We assessed 125 introductory psychology students' use of different study techniques and correlated their responses with their exam scores. Attendance, study guide use, using practice exams, and using class material to explain problems were positively correlated with exam scores. Some often recommended techniques (e.g., highlighting material) were negatively correlated with exam scores. We present study guidelines for students and key areas for future research on this topic. (Contains 1 table.)
Attention Drainage Effect: How Background Music Effects Concentration in Taiwanese College Students
Author: Chou, Peter Tze-Ming
Date: 2010-01-00
Type: Journal Articles
Subjects: Foreign Countries,Music,Acoustics,Auditory Perception,Auditory Stimuli,Classical Music,Reading Comprehension,College Students,Testing,Context Effect,Performance Factors,Attention,Information Processing

The purpose of this study was to see whether different types of background music affect the performance of a reading comprehension task in Taiwanese college students. There are two major research questions in this study. First, this study tries to find out whether listening to music affect the learner's concentration when they are doing a task such as reading. The second research question is whether light classical music is more distracting or less distracting than hip hop music during a reading comprehension task. An experiment involving 133 participants from a medium-size college in southern Taiwan was conducted where the participants performed a reading comprehension task with either light classical music, hip hop music, or with no music in the background. The result of the study showed that music with a higher intensity is more distracting and has a greater effect on task performance and concentration. The result helped formulate the Attention Drainage Effect theory, which is based on Kahneman's (1973) capacity model of attention. (Contains 2 tables.)
How Student Satisfaction Factors Affect Perceived Learning
Author: Lo, Celia C.
Date: 2010-01-00
Type: Journal Articles
Subjects: Education Courses,Student Attitudes,Participant Satisfaction,Performance Factors,Educational Environment,Blended Learning,Online Courses,Social Problems,Expectation,Likert Scales,Student Evaluation of Teacher Performance,Course Evaluation,Academic Achievement,Aptitude Treatment Interaction

Data from students in two sections of a general education course offered at a research university in spring 2009 were used to explore whether student satisfaction factors are associated with perceived learning as rated by students. A list of 22 elements in the learning environment was explored. The 22 were used in creating 3 satisfaction factors related to the roles of student, instructor, and policy. The study showed all of these satisfaction factors to be associated with higher rates of perceived learning, measured via students' expectations of academic success. The findings' implications for practice are briefly discussed. (Contains 1 table.)
Course Assessment Using Multi-Stage Pre/Post Testing and the Components of Normalized Change
Author: Dellwo, David R.
Date: 2010-01-00
Type: Journal Articles
Subjects: Pretests Posttests,Student Evaluation,Undergraduate Students,Courses,Instructional Effectiveness,Learning,Retention (Psychology),Calculus,Mathematics Instruction,College Mathematics,Learner Engagement,Teaching Methods

A multi-stage pre/post testing scheme is developed to gauge course effectiveness using gain and loss components of normalized change. The components, unlike normalized change itself, can be used to distinguish courses that promote acquisition as well as retention of information from courses that promote acquisition at the expense of retention or retention at the expense of acquisition. The technique is employed to study the effectiveness of a course in differential calculus taught using the studio method, a form of interactive engagement. (Contains 2 figures and 2 tables.)
When Western Epistemology and an Indigenous Worldview Meet: Culturally Responsive Assessment in Practice
Author: Carjuzaa, Jioanna
Date: 2010-01-00
Type: Journal Articles
Subjects: Cultural Awareness,World Views,American Indians,Epistemology,Instructional Leadership,Standards,Culture Fair Tests,Females,Graduate Students,Doctoral Programs,Cultural Differences,Student Evaluation,Teacher Attitudes,College Faculty,Evaluation Criteria

There exists a natural tension between standards-based assessment and a multicultural perspective of assessment. The purpose of this paper was to examine issues of culturally-sensitive assessment, specifically within the context of preparing a female American Indian doctoral candidate in Educational Leadership. How does an instructor with a Western worldview fairly evaluate a research topic proposal written from an Indigenous paradigm? A case study design bounded by a single assignment and the instructor's reflections of that assignment provided the context for examination. When the instructor and the student operate from different worldviews, there is a mismatch in expectations. Criteria for evaluating a student's understanding from an alternative perspective need to be explored.
Insights regarding the Usefulness of Partial Notes in Mathematics Courses
Author: Cardetti, Fabiana
Date: 2010-01-00
Type: Journal Articles
Subjects: Notetaking,Academic Achievement,Mathematics,College Students,Feedback (Response),Student Attitudes,Correlation,Educational Strategies,Data Analysis,Questionnaires,College Mathematics,Universities

Note-taking is a widespread practice used by college students to record information from lectures. Unfortunately, even successful students' notes are incomplete and, therefore, may lack the potential to positively impact their academic performance. Research suggests that instructors can help students improve their note-taking skills by using partial notes in their classes. The purpose of this exploratory study was to understand the potential usefulness of partial notes in mathematics courses. Findings showed that students perceived partial notes as beneficial to their learning. Course examination scores further confirmed that partial notes related strongly to high academic performance. (Contains 1 figure, 1 table and 4 footnotes.)
Assessing Self-Control Training in Children with Attention Deficit Hyperactivity Disorder
Author: Bloh, Christopher
Date: 2009-00-00
Type: Journal Articles
Subjects: Delay of Gratification,Attention Deficit Hyperactivity Disorder,Self Control,Children,Positive Reinforcement,Early Adolescents,Foster Care,African Americans,Males,Behavioral Science Research

This study examined the use of a progressive delay procedure with and without a concurrent activity to teach self-control to children with attention deficit hyperactivity disorder. Three participants were initially required to wait progressively longer periods of time for access to preferred edible reinforcers. After demonstrating this self-control, they were tasked by waiting for engagement in an activity identified as a preferred reinforcer. Results show that self-control training of these types could enable a person to delay gratification in a participant's typical environment. (Contains 1 figure.)