ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Faculty Performance through Coaching: Targeted, Individualized Support
Author: McDowell, Melissa
Date: 2014-12-00
Type: Journal Articles
Subjects: Faculty Development,Coaching (Performance),College Faculty,Higher Education,Teacher Orientation,Mentors,Peer Relationship,Electronic Learning,Online Courses,Distance Education

Coaching in higher education is a relatively new field; although, it has been taking place in educational institutions for some time, even if it was not labeled as such. This essay describes the faculty development philosophies of a US-based higher education institution with a strong culture of supporting faculty and promoting social change. A coaching model was implemented as a means for professional development. It was designed to be facilitated through a peer relationship and it offers problem-focused, contextualized opportunities for faculty to collaborate, thus making the experience and outcome more meaningful. The coaching model is individualized, confidential, non-evaluative, and incorporates three pathways to support the professional development needs of faculty: self- assigned, a request from college leadership as a means to support faculty in an identified area of need, or the New Faculty Orientation (NFO) instructor may recommend a faculty member for coaching as a way to further engage in topics not discussed in-depth in NFO.
Instructional Design and Facilitation Approaches That Promote Critical Thinking in Asynchronous Online Discussions: A Review of the Literature
Author: Schindler, Laura A.
Date: 2014-12-00
Type: Journal Articles
Subjects: Instructional Design,Critical Thinking,Asynchronous Communication,Computer Mediated Communication,Literature Reviews,Perspective Taking,Skill Development,Scaffolding (Teaching Technique),Debate,Questioning Techniques,Distance Education,Prompting,Expectation,Case Method (Teaching Technique),Problem Based Learning,Role Playing,Teacher Role,Facilitators (Individuals)

Asynchronous online discussions (AODs) are often used to promote critical thinking in online courses; however, recent research suggests that levels of critical thinking in discussions remain low. Furthermore, there is a lack of consensus in the literature about the definition of critical thinking and many of the existing studies focus on one specific cognitive construct. Therefore, it is unknown which instructional approaches have the strongest empirical support for promoting critical thinking across multiple cognitive constructs. The purpose of this article is to present a review of the literature related to instructional design and facilitation approaches that promote critical thinking in AODs across multiple cognitive constructs (cognitive domain, cognitive presence, knowledge construction, and perspective-taking). Design approaches, such as providing scaffolding and using a debate-based instructional approach, and facilitation approaches, such as using Socratic questioning and allowing students to lead discussions, are effective for promoting critical thinking. Additional research should be conducted to confirm the efficacy of case-based, problem-based, project-based, and role play instructional approaches and to reach a consensus on the definition of critical thinking as well as how critical thinking should be demonstrated and accurately assessed in AODs.
Online English Language Learning: Theory-Based Course Design and Pedagogy
Author: Andrade, Maureen Snow
Date: 2017-03-00
Type: Journal Articles
Subjects: English Language Learners,Second Language Instruction,Electronic Learning,Online Courses,Distance Education,Instructional Design,Language Acquisition,Outcomes of Education,Independent Study,Models

The demand for higher education is increasing worldwide. To meet this demand, and to provide increased access, flexible forms of delivery are needed. Although online courses are criticized for a lack of interaction, when intentionally designed, they can provide learners with opportunities for collaboration that supports the achievement of desired learning outcomes. The latter may focus on only content mastery, however, rather than on specific learner needs. The diverse learners entering higher education institutions today due to widening access often need help with how to learn and particularly how to learn in an online context. Inclusion of this element in course design supports immediate and future academic success. This study illustrates how online English language courses, based on distance education, learning, and language acquisition theories and related pedagogical approaches, can result not only in improved linguistic skill, but also broader educational outcomes. The significance of this approach is its focus on how to learn and how to facilitate learning rather than simply on what to learn. The theoretical framework is introduced followed by application of the theories for course design and illustrations of instructor/learner interaction.
Interculturalism and Teaching Music in Grammar Schools
Author: Begic, Amir
Date: 2017-03-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Music Education,Elementary Education,Elementary School Students,Student Attitudes,Cultural Awareness,Grade 1,Grade 4,Age Differences,Student Surveys,Likert Scales,Comparative Analysis,Statistical Analysis

The concept of intercultural education should be aimed at better understanding of ourselves and others, discovering similarities and differences, recognizing preconceptions, and cooperation in accomplishing our common goals. Intercultural education can be very useful in resolving the issues that arise when different groups live together. Also, intercultural education may benefit the process of getting to know and better understand other cultures and the development of successful communication between cultures. Music courses in grammar schools may contribute to students' intercultural education, because music is an area in which cultural competence can develop significantly. During the December of 2014, for the purposes of this paper, a research study was conducted in a Croatian general programme grammar school. The goal of the study was to determine the students' attitudes toward interculturalism, their attitudes on music courses with regard to interculturalism, and are there any differences in the attitudes and intercultural awareness between first grade students and fourth grade students at the grammar school. A survey questionnaire was used to conduct an anonymous survey among first and fourth grade students. The results of the study have shown that both the first and fourth grade students are aware that they are living in a multicultural environment, as well as that there are examples of certain forms of intolerance towards members of other cultures who share their living surroundings. When compared to fourth grade students, first grade students generally have more positive attitudes toward interculturalism. According to the students' opinions, music courses at the grammar school could be more focused on getting to know the music and musical traditions of the people from other continents. Complementing the syllabus with music from different cultures and from all the continents would contribute to the development of more positive students' attitudes toward interculturalism and help with the realization of goals set by the premise of intercultural education.
Communicative Differences between Domestic versus Foreign Instructors
Author: Punyanunt-Carter, Narissra
Date: 2014-12-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,English (Second Language),Second Language Instruction,College Faculty,Stereotypes,Ethnic Groups,Teacher Effectiveness,Ethnocentrism,Ethnicity,Statistical Analysis,Multicultural Education,Foreign Workers,Foreign Nationals,Diversity (Faculty)

The objective of this study was to investigate college students' perceptions of their foreign and domestic classroom instructors. Two hundred and eleven college students participated in the study. The potential participants were approached and offered extra credit to participate, and all needed to have at least one domestic instructor and one international instructor during the semester of the research study. Participants filled out a series of measures first examining their personal levels of individualism/collectivism and ethnocentrism, followed by a set of questions related to the participants' perceptions of their international instructor and then about their domestic instructor. To ensure that participants perceptions were consistent, the Generalized Ethnocentrism Measure was given at the beginning of the survey and then after the international instructor section and before the domestic instructor section. Results revealed support for findings of previous research, which found that domestic instructors were perceived as more effective than their intercultural counterparts on a variety of variables. In contrast, foreign instructors were considered to produce more communication satisfaction among college students. The specific characteristics of instructors that are likely to account for more effective and satisfying communication are discussed. The results of this study are useful for instructors who would like to be more competent and effective in the college classroom.
Faculty Perspective on Competency Development in Higher Education: An International Study
Author: Velasco, Paloma Julia
Date: 2014-12-00
Type: Journal Articles
Subjects: Higher Education,Teacher Attitudes,International Studies,Competence,Teaching Methods,Questionnaires,Faculty Development,Data Collection,College Faculty,Foreign Countries,Teacher Surveys,Teacher Effectiveness

The purpose of this research is to establish common ground on how faculty development should be instituted and the needs it should address on an international level, with its major focus being the development of competencies. A survey was developed and distributed to a sample of 764 university teaching professionals. Results show that 90% find that it is either important or very important to develop competencies in higher education, and that 73% find they are well or very well trained in developing and assessing competencies, particularly with regard to applying theoretical knowledge in practice, teamwork, and oral and written communication skills. The least valued competencies are found to be entrepreneurship and leadership. The most valued teaching methods are: project based learning, immersion in a professional environment, visits, field trips, and anything that closes the gap between the professional and academic worlds. University teaching staff consider the best assessment scenarios to be those that involve a certain amount of immersion in real situations, problem posing, and simulation; the optimum measurement instruments use observation techniques and rubrics. The need to create academic teaching communities is found to be of great importance. A common assessment method is also seen as a useful addition.
Qualitative Study of College Tutoring through the Expert Panel Method
Author: López Martin, Inmaculada
Date: 2014-03-00
Type: Journal Articles
Subjects: Qualitative Research,Tutoring,Foreign Countries,Tutors,Educational Innovation,College Students,College Faculty,Tutor Training

The implementation of a quality Tutorial Action Plan (TAP), in which the integral formation of students is the main objective, is a topical issue in the Spanish university environment. This paper aims to identify the actions contemplated in the TAPs of different Spanish universities and catalog the different types of activities performed by the teachers-tutors in the context of tutorial action. To achieve this, the authors conducted a qualitative analysis based on expert panels. As a result, three main vectors were extracted: Standard elements in a college TAP, critical aspects from tutors and managers of tutorial actions, and tutorial actions with a seal of quality. From the analysis it was concluded that quality tutorial action is the basis for academic excellence. Its achievement requires to clarify and recognize the role of the tutor, adjust appropriately the ratio of students allocated per tutor, and promote the development of transversal skills in students. For this, the authors propose a cross-coordination among teachers, as well as counseling and support; tutor training and professionalism; and the application of working methods that allow proper guidance and monitoring of students. [This paper was presented at the &quot;Jornadas Internacionales de Innovación Universitaria&quot; (&quot;JIIU&quot;) (International Conference on Innovation in Higher Education) (10th, Villaviciosa de Odón Campus, Universidad Europea de Madrid, Spain, July 11-12, 2013).]
Multimedia Content Production inside the Classroom--A Teaching Proposal for Journalism and Audiovisual Communication Students
Author: Curiel, Eva Herrero
Date: 2014-03-00
Type: Journal Articles
Subjects: Multimedia Materials,Teaching Methods,Educational Technology,Technology Uses in Education,Journalism Education,Audiovisual Communications,Interviews,Documentaries,College Students,Foreign Countries,Student Attitudes,Student Motivation,Group Activities,Prior Learning,Adjustment (to Environment)

The main objective of this article is to present and describe two multimedia experiences carried out during two practice groups in the Journalism and Audiovisual Communications program. Thirty students participated in Experience A during 14 teaching sessions, and the experience required each student to record a 3-minute interview of someone newsworthy within academia and, then, create a short documentary piece of up to 5 minutes. Experience B focused on content curation using &quot;Storify,&quot; and the ultimate goal of the practice exercise was to produce a story from different multimedia contents found within the platform. A SWOT analysis after integrating both experiences revealed that, although students were willing and motivated to use new technologies and produce audiovisual content, they also showed low motivation to work in groups, scant prior knowledge of the medium, and a lack of adaptation to complex situations. As such, the researchers conclude this type of experience can be valuable as the convergence of content and skills in audiovisual and journalistic settings responds to the courses' demands and facilitates their adaptation to the EHEA requirements. [This paper was presented at the &quot;Jornadas Internacionales de Innovación Universitaria&quot; (&quot;JIIU&quot;) (International Conference on Innovation in Higher Education) (10th, Villaviciosa de Odón Campus, Universidad Europea de Madrid, Spain, July 11-12, 2013).]
Comparing Student Perceptions of the Classroom Climate Created by U.S. American and International Teaching Assistants
Author: Meyer, Kevin R.
Date: 2014-09-00
Type: Journal Articles
Subjects: Student Attitudes,Classroom Environment,Language Proficiency,English (Second Language),English,Ethnocentrism,Student Surveys,Undergraduate Students,Immigrants,Gender Differences,Teaching Assistants,Statistical Analysis,Hypothesis Testing,Multivariate Analysis

Previous studies have revealed that American undergraduate students complain about International Teaching Assistants' (ITAs) lack of English proficiency and rate ITAs lower than American Teaching Assistants (ATAs) on teaching evaluations. This study investigates student perceptions of classroom climate to discover how ITAs might overcome students' ethnocentric preconceptions. Survey results from 485 undergraduate students found that student perceptions of classroom climate differed significantly with ITAs as compared to ATAs. Student perceptions of classroom climate also differed significantly by the biological sex of the student. The biological sex of the TA did not have a significant impact on student perceptions of classroom climate.
The Effect of Mobile Portfolio (M-Portfolio) Supported Mastery Learning Model on Students' Achievement and Their Attitudes towards Using Internet
Author: Ozdemir, Oguzhan
Date: 2017-03-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Mastery Learning,Academic Achievement,Student Attitudes,Internet,Preservice Teachers,Attitude Measures,Achievement Tests,Statistical Analysis,Foreign Countries,Likert Scales,Pretests Posttests

The term mobile portfolio refers to creating, evaluating and sharing portfolios in mobile environments. Many of the states that pose an obstacle for portfolio usage are now extinguished through mobile portfolios. The aim in this research is to determine the effect of mobile portfolio supported mastery learning model on students' success and attitudes towards using internet. The research was carried out in the Academic Year 2014-2015 with students, taking Computer-I course at Primary School Teacher Education and Social Sciences Teaching Departments in Faculty of Education in Siirt University. The Internet Usage Attitudes Scale developed by Tavsancil &amp; Keser (2002), was used to determine student attitudes towards internet usage. The scale was prepared as a five point Likert type scale. An academic achievement test developed by researchers was used to determine achievement of course. The data analysis methods used in this study were average, standard deviation, independent groups t-test and dependent groups t-test. As a result of research, the effect of mobile portfolio supported mastery learning model on students' academic achievement was found to be positive. Furthermore, use of mobile portfolio among students tested in research, a positive increase was seen in their attitudes towards internet use. As a result of the data analysis, this difference shows no significant difference. According to the findings recommendations have been made.
The Practice of Scaling down Practical Assessment Components of Agriculture in Junior Secondary Schools Curriculum: A Synthesis of Teachers Perceptions
Author: Hulela, Keba
Date: 2017-03-00
Type: Journal Articles
Subjects: Foreign Countries,Agricultural Education,Junior High School Students,Secondary School Curriculum,Participant Observation,Student Evaluation,Student Teachers,Secondary School Teachers,Teacher Attitudes,Ethnography,Student Projects,Performance Based Assessment,Interviews,Surveys

This ethnographic research study aimed at investigating factors that contributed to the decline in the number of practical assessed projects in junior secondary agricultural education assessment in Botswana. Participant-observation technique was used to gather data in the form of field notes from in-service teachers at BCA and in-school teachers during school visits teaching practice and lessons at BCA respectively. Students' performance assessment in practical agriculture measures the extent to which students performed their tasks. The study used two groups of teachers; five (5) in-service student teachers pursuing their Bachelor of Science (BSc) degree in Agricultural Education at Botswana College of Agriculture and five (5) in-school teachers of agriculture to investigate the decline in the number of practical projects assessed in schools. The participants were purposely selected for their proximity to the researcher. Field notes prepared during school visits through interviews and surveys using open ended question were used to gather data for this study. Narrative data were gathered and analysed by coding the emerging themes and applying descriptive analysis. The study took on theoretical issues forming the basis for the understanding of the culture of teaching and assessing practical agriculture projects to include (1) teacher motivation (2) validity issues on assessment (3) teaching standards, teacher education, and (4) practices in teaching, and students' attitudes. The study concluded by discussing implications on education of agriculture science teachers.
Common Ground: Addressing Attrition across Diverse Institutions in Higher Education
Author: Jobe, Rebecca L.
Date: 2014-06-00
Type: Journal Articles
Subjects: Student Attrition,Academic Persistence,College Students,Higher Education,Colleges,Institutional Characteristics,Dropouts,Student Characteristics,Intervention

Student attrition is an ongoing concern in American higher education, where institutions are being increasingly held accountable for the success of the students they admit. While differences across diverse institutions exist, research suggests that there are many similarities regarding issues related to student persistence and success. In fact, this common ground presents an opportunity for common solutions. The variety of higher education institutions utilizing knowledge gained through institutional initiatives continues to identify new, better ways of serving students. This essay sheds light on the known differences between institution types while recognizing the common goals of improving student persistence. The essay further supports the need for additional research in this area to fully understand how the higher education community can best prepare and support students of all types, from all institutions, to reach their educational goals.
A Different Viewpoint on Student Retention
Author: Swail, Watson Scott
Date: 2014-06-00
Type: Journal Articles
Subjects: School Holding Power,Academic Persistence,Graduation Rate,First Generation College Students,Low Income Students,Access to Education,Costs,Educational Policy,College Admission,Admission Criteria,Selective Admission,Dropouts,Tuition,Paying for College,Educational Finance,At Risk Students

Although student retention, persistence, and graduation is a high priority for institutions and policymakers, graduation rates are not improving. Nowadays, more students from first-generation and low-income backgrounds have access to traditional higher education. In this essay, the author argues that an educational system that fails to prepare many students for higher education and the growing costs of attending college are making it more and more difficult for many students to persist and graduate. He concludes by stating that ultimately, we might need to decide, on a policy basis, who we want to go to college, who we want to succeed, and who will pay for it.
Best Practices in Doctoral Retention: Mentoring
Author: Brill, Judie L.
Date: 2014-06-00
Type: Journal Articles
Subjects: Best Practices,School Holding Power,Graduate Students,Doctoral Programs,Mentors,Literature Reviews,Student Attrition,Distance Education,Teacher Student Relationship,Academic Persistence,Barriers,Educational Benefits,Instructional Design,Training,Models,Academic Advising,Faculty Advisers,Time Management,Writing for Publication,Peer Teaching

The aim of this critical literature review is to outline best practices in doctoral retention and the successful approach of one university to improve graduation success by providing effective mentorship for faculty and students alike. The focus of this literature review is on distance learning relationships between faculty and doctoral students, regarding retention, persistence, and mentoring models. Key phrases and words used in the search and focusing on mentoring resulted in over 20,000 sources. The search was narrowed to include only doctoral study and mentoring. Research questions of interest were: Why do high attrition rates exist for doctoral students? What are the barriers to retention? What are the benefits of doctoral mentoring? What programs do institutions have in place to reduce attrition? The researchers found a key factor influencing doctoral student retention and success is effective faculty mentorship. In particular, the design of a mentoring and faculty training program to increase retention and provide for success after graduation is important. This research represents a key area of interest in the retention literature, as institutions continue to search for ways to better support students during their doctoral programs and post-graduation.