ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Project Based Learning, Integrated Courses from Two Different Colleges at an Institution of Higher Education: An Overview of the Processes, Challenges, and Lessons Learned
Author: Rice, Marilyn
Date: 2016-05-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Integrated Curriculum,Masters Programs,Online Courses,Research Projects,Student Research,Intercollegiate Cooperation,Computer Science Education,Schools of Education,Curriculum,Graduate Students

All too often, courses in higher education tend to teach isolated bits of facts with little effort to assist in learner assimilation of those facts so as to grow knowledge of the world into a more dynamic understanding. To address the need for a capstone research project for students in their master's program and in an effort to create online courses which offer a more meaningful learning environment with integrated curriculum, two professors chose to accomplish this by combining their courses over a two-semester period of time. An additional challenge existed since these two courses were in two separate departments (Computer Science and Curriculum &amp; Instruction), and in two different colleges (College of Sciences and College of Education) on a university campus. This article explains why they chose project based learning as the foundation for merging these courses. Further, it describes the process, the assignments, the challenges, and the lessons learned.
A Big Data Analytics Methodology Program in the Health Sector
Author: Lawler, James
Date: 2016-05-00
Type: Journal Articles
Subjects: Data Analysis,Health Services,Organizations (Groups),Health Insurance,Pharmacy,Hospitals,Influences,Methods,Program Implementation,Case Studies,Check Lists

The benefits of Big Data Analytics are cited frequently in the literature. However, the difficulties of implementing Big Data Analytics can limit the number of organizational projects. In this study, the authors evaluate business, procedural and technical factors in the implementation of Big Data Analytics, applying a methodology program. Focusing on organizations in the health sector, the authors learn that business and procedural factors are collectively more critical than factors of technology in managing Big Data Analytics projects that attempt to contribute discernible impact; and they further learn that managing for practical results than for strategy is more evident on the projects in the sector. The study will benefit educators in improving Big Data Analytics curricula with a methodology program and will benefit practitioners in the sector in initiating systems.
The &quot;Classroom Ticket&quot; to Concept Retention
Author: Divoll, Kent
Date: 2010-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Retention (Psychology),Teaching Methods,Concept Formation,Mixed Methods Research,Learning Strategies,Student Evaluation,Multiple Choice Tests,Pretests Posttests,Scores,Experimental Groups,Control Groups,Summer Programs

Classroom assessment techniques have been advocated for use in the college classroom for over 20 years. The authors of this paper formed a new teaching technique, &quot;the ticket to retention&quot; (&quot;TtR&quot;), one that changes classroom assessment techniques so that the emphasis is on student retention of concepts. This technique combines the benefits of the ticket to leave, the one minute paper, the half-sheet response, the post-write strategy, and think-pair-share strategies. During the TtR technique, a sheet with one to five target questions is distributed to students. Students write their answers to the questions, discuss their responses with two classmates, and listen to those classmates share their answers. The results of this mixed methods study provide the students and professors' perspective of the ticket to retention and a percentage of information that students recall as a result of the implementation of the ticket (89%).
Engaging Students as Co-Lecturers in Information Systems and Technology Courses
Author: Zheng, Jack G.
Date: 2016-05-00
Type: Journal Articles
Subjects: Information Systems,Learning Experience,Learning Processes,Student Participation,Learner Engagement,Technology Education,Active Learning,Instructional Design,Feedback (Response),Teaching Methods,Teacher Collaboration,Educational Practices,Undergraduate Students

Engaging students in the learning process is critical to their learning experience. One common practice is to have students do the work and report it back in classroom as presentations. However, many of these presentations are solely presented by students and are crowded into specific presentation class sessions. This is suboptimal in achieving a teaching (learning) environment with balanced information exchange. This paper presents a collaborative lecturing methodology, which engages students in the complete process of learning design, topic research, and collaborative lecturing in classrooms. Key activities and features of the method are presented in a four-stage life cycle. The method has been employed by the author in multiple IT and IS courses of different subjects and levels. Past experiences and lessons learned will be discussed.
Evaluating Students' Perception of Group Work for Mobile Application Development Learning, Productivity, Enjoyment and Confidence in Quality
Author: Powell, Loreen M.
Date: 2016-05-00
Type: Journal Articles
Subjects: Programming,Design,Computer Oriented Programs,Telecommunications,Teaching Methods,Student Diversity,Teamwork,Student Attitudes,Cooperative Learning,Experiential Learning,Gender Differences,Student Surveys,Undergraduate Students,Statistical Analysis

Teaching programming and mobile application development concepts can be challenging for instructors; however, teaching an interdisciplinary class with varied skill levels amplifies this challenge. To encompass a broad range of students, many instructors have sought to improve their lessons and methods by experimenting with group/team programming. However, these studies focused on the instructor's usage of the method and not the students' perceptions of the method. This study was conducted to understand students' perceptions regarding the effectiveness of the student's group/team experience and learning outcomes when developing a mobile application. Results were favorable towards using group work for mobile application development learning, productivity, enjoyment and confidence of quality.
Personal Reflection: A Reflection on Encouraging Critical Thinking and Empathy: Using So-TL to Examine Teaching Effectiveness in a Social Justice in Graduate Education Class
Author: Lewis-Harris, Jacquelyn
Date: 2010-01-00
Type: Journal Articles
Subjects: Critical Thinking,Empathy,Teacher Effectiveness,College Instruction,Social Justice,Graduate Students,Educational Research,Discussion (Teaching Technique),Teacher Education,Teacher Educators,Evaluation Methods,Reflective Teaching

This essay addresses the search for a more comprehensive and reflective method through which to analyze the efficacy of my teaching approach in a graduate level social justice in education class. I explored tenets of scholarship in teaching and learning as a basis for developing a more coherent and organic assessment approach, with the goal of assisting students to better address the intellectual challenges posed by the discussion and application of sensitive social justice topics. I was also interested in using scholarship of teaching and learning to analyze the effectiveness of the applied anthropological approach, now employed to assist culturally homogeneous graduate students and classroom teachers develop more empathic attitudes towards their international, multi-ethnic classroom population while examining their own approach to student learning outcomes.
Developing the Language of Thinking within a Classroom Community of Inquiry: Pre-Service Teachers' Experiences
Author: Green, Lena
Date: 2012-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Inquiry,Communities of Practice,Thinking Skills,Reading Materials,Qualitative Research,Teaching Methods,Educational Philosophy,Child Psychology,Focus Groups,Interviews,Transcripts (Written Records),Professional Development,Student Satisfaction,Student Improvement,Metacognition,Performance Factors,Foreign Countries

We argue that the &quot;community of inquiry&quot; approach, using reading materials modelled on Lipman's Philosophy for Children programme, is a theoretically justified and teacher-friendly means of promoting effective thinking skills. The stimulus materials, used by the pre-service teachers, consist of short stories of classroom life designed to elicit children's ideas for further discussion as a community of inquiry. Research has shown that the community of inquiry-approach to classroom discussion is perceived positively by educators and teachers and makes a difference to learners. This study explored how the Intermediate and Senior Phase pre-service teachers experienced a classroom community of inquiry by using a qualitative research design with 47 final year pre-service teachers. Data consisted of written reflections from the whole class and recordings of two focus group interviews with selected individuals from the group. From the analysis of the data, the following themes became evident: personal and professional development, changes in learners, contextual concerns, and curriculum links. We conclude that this approach is a valuable addition to the pedagogical strategies of pre-service teachers.
Exploring Rural High School Learners' Experience of Mathematics Anxiety in Academic Settings
Author: Hlalele, Dipane
Date: 2012-08-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Student Experience,High School Students,Rural Areas,Rural Schools,Questionnaires,Academic Achievement,Self Efficacy,Student Motivation,Foreign Countries,Statistical Analysis

The purpose of the study was to explore rural high school learners' experience of mathematics anxiety in academic settings. Mathematics anxiety has been found to have an adverse effect on confidence, motivation and achievement. This quantitative study is exploratory and descriptive in nature. The participants were 403 learners doing mathematics in 18 rural schools in the Free State province of South Africa. Participants completed a 20-item questionnaire and 373 (92.5%) questionnaires were found to contain valid responses and were analysed by a professional statistician at the University of the Free State using the Statistical Package for the Social Sciences (SPSS), Version 17.0. The questionnaire was tested for reliability using the Cronbach alpha coefficient and was found to have a reliability score of .841, indicating an acceptable reliability coefficient. Findings reveal that all learners sometimes, often, or always experience mathematics anxiety in academic settings. It is therefore important for teachers and authorities in education to observe its prevalence and to implement strategies toward the alleviation of the effects of mathematics anxiety.
The Potential for Teaching Quantitative Reasoning across the Curriculum: Empirical Evidence
Author: Grawe, Nathan D.
Date: 2011-01-00
Type: Journal Articles
Subjects: Undergraduate Students,Thinking Skills,Mathematical Logic,Statistical Analysis,Goodness of Fit,Mathematics Instruction,Numeracy,Writing Assignments,Mathematical Concepts,Writing Across the Curriculum,Portfolios (Background Materials)

Educational theorists have argued that effective instruction in quantitative reasoning (QR) should extend across the curriculum. While a noble goal, it is not immediately evident that this is even possible. To assess the feasibility of this approach to QR instruction, I examine papers written by undergraduates for submission to a sophomore writing portfolio. I distinguish papers in which QR is central to the main thrust of the argument (&quot;centrally relevant&quot;) from those in which QR would strengthen the argument by providing context, enriching description, or presenting background (&quot;peripherally relevant&quot;). I find extensive potential for QR instruction across the curriculum. In 25% of papers QR was centrally relevant and in another roughly 20% QR was peripherally so. Of papers for which QR is centrally (peripherally) relevant, around 50% (95%) were written outside natural science courses. Moreover, 30% of papers written in arts, literature, and humanities courses were QR relevant.
Youth Envisioning Safe Schools: A Participatory Video Approach
Author: de Lange, Naydene
Date: 2012-11-00
Type: Journal Articles
Subjects: Grade 9,Secondary School Students,College School Cooperation,Qualitative Research,Acquired Immunodeficiency Syndrome (AIDS),Foreign Countries,Adolescents,School Safety,Violence,Video Technology,Sexual Harassment

Gender-based violence is pervasive in South African society and is often seen as the driver of HIV, particularly affecting youth. Rural KwaZulu-Natal, where we have been working in a district in an on-going university-school partnership, is noted as the epicentre of the epidemic. The two secondary schools in this study were therefore conveniently chosen while the 30 Grade 9 learners, 7 boys and 23 girls between the ages of 13-16, were purposively selected. The use of participatory visual methodologies, which is the focus of this special issue, taps into the notion of &quot;research as intervention&quot; and speaks to the potential of educational research contributing to social change. In this qualitative study we used participatory video to explore youths' understanding of gender-based violence, as well as how they envision making schools safe. Power theory is used as theoretic lens to frame the study and to make meaning of the findings, namely, that girls' bodies are sites for gender-based violence at unsafe schools; that the &quot;keepers of safety&quot; are perpetuating gender-based violence at school; and that learners have a sound understanding of what can be done to address gender-based violence. This study, with its &quot;research as intervention&quot; approach, enabled learners to make their voices heard and to reflect on what it is that they as youth can do to contribute to safe schooling.
What's Stalling Learning? Using a Formative Assessment Tool to Address Critical Incidents in Class
Author: Hessler, H. Brooke
Date: 2011-01-00
Type: Journal Articles
Subjects: Formative Evaluation,Critical Incidents Method,Questionnaires,Test Construction,Reflection,Longitudinal Studies,Learner Engagement,College Students,Writing (Composition)

We report on the use of Brookfield's (1995) formative assessment tool, the &quot;Critical Incident Questionnaire&quot; (CIQ) to help students and teachers identify and discuss key factors affecting learning. We offer insight into two major areas: (1) testing and adapting the existing tool to improve teaching and learning; and (2) identifying moments of potentially productive tension between the learner and the learning process--moments that, once named, we can address more directly. We call these moments &quot;stasis points&quot;. Our research questions were: &quot;Based on insights emerging from regular use of the CIQ, how might the tool be better worded to encourage productive student reflection?&quot; and &quot;What common &quot;stasis&quot; points do students identify when they reflect on their learning in the weekly CIQ?&quot; This research was conducted within the context of a longitudinal, cross-institutional study of reflective practices in writing courses. Responses indicated a tendency to report challenges related to the pedagogical approaches of the class more than challenges concerning the understanding of course content. The study yields insights into the use of the CIQ itself, as well as into the kinds of &quot;critical incidents&quot; students considered most noteworthy.
Towards Academic Generativity: Working Collaboratively with Visual Artefacts for Self-Study and Social Change
Author: Pithouse-Morgan, Kathleen
Date: 2012-11-00
Type: Journal Articles
Subjects: Social Change,Visual Aids,Educational Research,Research Needs,Research Methodology,Reflection,Generalizability Theory,Cooperative Learning,Foreign Countries

There appears to be a mounting consciousness in academia that knowledge production and the scholarly dissemination of knowledge do not necessarily lead to general well-being or improvement in society. In this article we start with ourselves by initiating an exploration into generative possibilities for becoming agents of social change through our own educational research. We take a collaborative self-study approach to our inquiry, using artefact retrieval as a visual method to re-examine our own research interests. Our individual reflections on our chosen artefacts are brought together into a reflexive dialogue. We follow this with a collaborative reflection, in which we explain how we have noticed similarities in both the connotative and denotative histories of our artefacts and gained an alternative perspective on our interests and practices as educational researchers. The article demonstrates how, by working with visual artefacts from our professional spaces, we were afforded the opportunity to collaboratively re-think our research endeavours. As &quot;critical friends&quot; we were able to recognise the importance of moving beyond advocating change, and to explore how &quot;starting with ourselves&quot; research approaches can facilitate social action for the benefit of others.
Personal Reflection: Pedagogical Content Knowledge and the Affective Domain of Scholarship of Teaching and Learning
Author: Garritz, Andoni
Date: 2010-07-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Educational Research,Affective Behavior

The question of these reflections is if among those content-dependent instructional conditions necessary to attain conceptual understanding, those belonging to the affective domain of teaching and learning must be included in Pedagogical Content Knowledge (PCK), the special amalgam of content knowledge and knowledge of general pedagogy that a teacher needs to be the best possible teacher (Shulman, 1986). The author of these reflections has not developed the research needed yet, but suggests finding out a solution for that question is important for the PCK construct and for the Scholarship of Teaching and Learning (SoTL).
&quot;We Grew as We Grew&quot;: Visual Methods, Social Change and Collective Learning over Time
Author: Walsh, Shannon
Date: 2012-11-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Aids,Research Methodology,Social Change,Acquired Immunodeficiency Syndrome (AIDS),Outcomes of Treatment,Longitudinal Studies,Social Indicators,Self Actualization,Identification (Psychology),Friendship,Sense of Community,Social Science Research

Educational research using visual methods has the power to transform the society in which we live and the communities in which we work. We must not naïvely imagine that having the desire to make change in people's lives will mean that it will happen, as sometimes there may be surprising, unintended negative repercussions as well. Other constraints, such as structural violence and institutional racism, can also intersect with the possibility of making tangible change through educational research using visual methods. Qualitative assessment with a longitudinal approach is one approach that can reveal both the impact, and the limitations, of educational research on social change. I discuss these issues through grounded examples from an HIV educational project that used visual methodologies with a group of youths in Cape Town, South Africa over a number of years. Almost ten years later we interviewed three of the former participants about what impact the work has had on their lives. Each has travelled a different journey and been faced with different constraints that have implications for the effectiveness of such work. Where are they now, and as adults, what do they have to say about the visual methodologies, memory, and social change?
Inquiry Learning: Level, Discipline, Class Size, What Matters?
Author: Vajoczki, Susan
Date: 2011-01-00
Type: Journal Articles
Subjects: Foreign Countries,Inquiry,Active Learning,Undergraduate Students,Instructional Program Divisions,Class Size,Intellectual Disciplines,Course Descriptions,Content Analysis,Social Sciences,Weighted Scores,Outcomes of Education

Inquiry learning is a pedagogical approach that focuses on the processes and skills required to conduct research. It is a pedagogical approach that has been demonstrated to have positive learning outcomes. McMaster University has been committed to this form of learning for more than ten years in three of the faculties on campus (i.e., Humanities, Science and Social Sciences). This commitment has been in the creation of stand-alone, small class size first-year inquiry classes. The current research, involving document analysis of 545 course outlines from the Faculty of Social Sciences demonstrates that inquiry learning is concentrated in first and fourth year primarily with modest amounts in second and third year courses. Results reveal cross-discipline variation. Some disciplines exhibit higher levels of inquiry (i.e., Social Work, Labour Studies and Political Science) than others (i.e., Gerontology, Geography and Anthropology). Although inquiry was more likely to occur in small classes there were examples of inquiry learning in classes with more than 250 students.
Visual Graphics for Human Rights, Social Justice, Democracy and the Public Good
Author: Nanackchand, Vedant
Date: 2012-11-00
Type: Journal Articles
Subjects: Foreign Countries,Civil Rights,Democratic Values,Visual Stimuli,College Students,Visual Arts,Social Responsibility,Social Justice,Role of Education,Action Research,Consciousness Raising,Curriculum,Intervention,Advocacy,Citizen Participation,Questionnaires,Teaching Methods

The value of human rights in a democratic South Africa is constantly threatened and often waived for nefarious reasons. We contend that the use of visual graphics among incoming university visual art students provides a mode of engagement that helps to inculcate awareness of human rights, social responsibility, and the public good in South African higher education. Visual graphics, the subject of the research project which forms a key component of a Masters dissertation by one of the authors, provides an opportunity to counter a noticeable decline in the students' response and sensitivity to the freedoms entrenched in the South African Bill of Rights. The article presents a study using an action research approach in the classroom between 2005-2010, in order to inculcate awareness of human rights among participating students and deepen their understanding of social responsibility. The method used involved an introduction to specific visual art curricular intervention projects which required incoming first-year students to develop visual responses to address selected human rights violations and, in their second year, to develop their visual voice in order to promote human rights advocacy through civic engagement. The critical outcomes impact positively on the use of graphic images in the curriculum as a visual methodology to re-insert the discourse of human rights as a basic tenet of constitutional democracy in higher education.