ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Math Anxiety on Post-Secondary Developmental Students as Related to Achievement, Gender, and Age
Author: Woodard, Teresa
Date: 2004-00-00
Type: Journal Articles
Subjects: Negative Attitudes,Mathematics Tests,Mathematics Anxiety,Mathematics Instruction,Student Attitudes,Self Esteem,Student Experience,Developmental Delays

Having taught developmental mathematics for a number of years, the author is keenly aware of the effects of math anxiety on developmental math students. Math-anxious students complain of such things as nervousness, inability to concentrate, a blank mind, and a feeling of sickness when they are confronted with taking a math test. Math anxiety is described as "feelings of tension and anxiety that interfere with the manipulation of mathematical problems in a wide variety of ordinary life and academic situations." Educators need to recognize the causes of math anxiety--such as poor math instruction, negative attitudes about math, negative math experiences, and low self-esteem--and work to help students cope with these factors. In this article, the author examines the nature of math anxiety in developmental students and proposes ways to alleviate their worries. (Contains 3 tables.)
The Best Predictors of Success in Developmental Mathematics Courses
Author: Waycaster, Pansy
Date: 2004-00-00
Type: Journal Articles
Subjects: Student Placement,Developmental Programs,Algebra,Remedial Mathematics,Mathematics Instruction,Readiness,Testing Programs,Program Effectiveness,Student Needs,Special Needs Students,Community Colleges

The purpose of this study was to assess how well the ASSET, COMPASS, and in-house readiness tests actually do in their placement of students into the algebra developmental courses. Specifically, the author collected and analyzed student data from these placement tools and the core final exams for MTH 03 and MTH 04 to determine how well these placement tools predict success in developmental algebra courses. The findings in this study imply the need for future research as well as for changes in the course design for developmental mathematics. First, the low enrollment in MTH 04 justifies a tracking of developmental students upon completion of MTH 03 to determine if large numbers are bypassing this required math course. Second, the readiness tests did not predict a significant percentage of the variation in the core final exam. In addition, when a student's ASSET and COMPASS scores produce conflicting recommendations, the student's performance on a readiness test may provide sufficient additional information for the instructor to determine the proper mathematics class for the student. Since the COMPASS test also failed to predict a significant percentage of variation in the core final exam, a closer look at this placement tool is warranted. In addition, inconsistencies have been noted between the COMPASS and ASSET placement recommendations, perhaps because these two placement tools are measuring different cognitive aspects. (Contains 2 graphs and 7 tables.)
Students' Learning Styles vs. Professors' Teaching Styles
Author: Wirz, Dick
Date: 2004-00-00
Type: Journal Articles
Subjects: Cognitive Style,Teaching Styles,Teacher Characteristics,Teaching Methods,Educational Strategies,Learning Strategies,Questionnaires,Concept Mapping,Program Descriptions,Teaching Models

Most professors realize that students receive and process information in different ways. Some professors are even capable of identifying how most students learn. If students' learning styles are compatible with the teaching style of their instructors, they tend to retain more information, effectively apply it, and have a better attitude toward the subject. The "Index of Learning Styles" (Felder & Soloman, 1999) is an instrument used to assess preferences on the four dimensions of the learning style model. Dr. Felder and Barbara A. Soloman, also of North Carolina State University, developed the questionnaire in order to determine the magnitudes of students' learning styles preferences. Once students determine their learning styles, they must fully understand the implications in order to best use the information. In this article, the author provides an interpretation of Felder and Soloman's "Index of Learning Styles."
A Letter to My Colleagues: How I Teach Reconstruction in a Fifty-Minute Session of the American History Survey Course
Author: Knight, Wayne S.
Date: 2004-00-00
Type: Journal Articles
Subjects: United States History,Introductory Courses,History Instruction,Fundamental Concepts,Teaching Experience,Teaching Methods,Teaching Models,African American History

A seasoned history professor explores the dynamics of teaching a session on Reconstruction during the last class meeting of the semester.
The Graphing Calculator Boondoggle
Author: Cohen, Michael
Date: 2004-00-00
Type: Journal Articles
Subjects: Graphing Calculators,Mathematics Instruction,Teaching Methods,College Mathematics,Engineering Education,Secondary School Mathematics

An engineering professional argues that the graphing calculator is simply a pedagogical tool no more useful than the answer key in the mathematics text.
&quot;Click on This!&quot;: Technology Training for Teaching Professionals
Author: Haas, Ken
Date: 2004-00-00
Type: Journal Articles
Subjects: Technology Education,Technological Literacy,Teaching Experience,Educational Technology,Community Colleges,Professional Development,English Teachers

After a twenty-year hiatus from the academic classroom, the author decided that if he wanted to fit into the current academic mold he would have to make a major effort to improve his skills in teaching developmental reading and writing and to improve his knowledge of the new technologies that have literally insinuated themselves into the bricks and mortar of the campus building. In this article, the author details his frustrating experience of trying to master the teaching technologies so many instructors within the Virginia Community College System take for granted.
Retaining Students through Individualized Study Skill Training
Author: Hassler, Abby
Date: 2005-00-00
Type: Journal Articles
Subjects: Medical Education,Cognitive Style,Study Skills,School Holding Power,Teaching Methods,Learning Strategies,Tutorial Programs,Community Colleges,Educational Strategies,Program Descriptions,Individualized Instruction,Skill Development

The author details a Perkins Grant-funded project of the Medical Education Center at Northern Virginia Community College that is designed to increase student retention by teaching students to identify and to use their learning style preference(s). (Contains 1 chart.)
The Evolution of a Hybrid Course
Author: Brotton, Joyce D.
Date: 2005-00-00
Type: Journal Articles
Subjects: Distance Education,Blended Learning,Computer Uses in Education,College Faculty,Educational Technology,Teaching Methods,Instructional Design,Student Diversity,Community Colleges

Hybrid courses offer students a chance to know each other in both structured and unstructured situations, which is often difficult in a totally online distance course. The hybrid method also allows for elasticity in scheduling that is not possible in a strictly on-campus course. The on-campus sessions and face-to-face meeting features of hybrid courses harmonize with their flexibility to create a promising new form of instructional delivery. In this article, the author describes her experience teaching a hybrid course and shares lessons learned about both student expectations and hybrid course preparation. The author offers practical advice for designing and conducting a hybrid course that will meet the needs of a diverse student body.
Collaboration among Colleagues
Author: Newtzie, Karen
Date: 2005-00-00
Type: Journal Articles
Subjects: Curriculum Development,Public Speaking,Distance Education,Teacher Collaboration,Intercollegiate Cooperation,Communities of Practice,Speech Communication,Instructional Effectiveness,Delivery Systems,Technology Integration,Course Descriptions

In higher education, faculty are often encouraged to collaborate with their colleagues, to--as the &quot;American Heritage Dictionary&quot; defines it--&quot;work together in a joint intellectual effort.&quot; The authors often think of such projects as occurring within a department or on a particular campus, but they have discovered that even faculty in similar disciplines from different colleges can collaborate effectively, bringing their own particular strengths to that venture. In this article, the authors describe a two-college collaborative project designed to enhance student learning in public speaking. Rappahannock and Germanna Community Colleges have combined forces in the area of public speaking instruction, with two goals in mind: (1) to enhance first-time delivery in a distance learning environment; and (2) to co-develop content modules, which could be used in any speech communication course. To assess the effectiveness of the project, the instructors solicited student comments in several areas of the course design. In reflection, the authors' collaborative team was pleased with the outcome of this collaborative venture. [&quot;Collaboration among Colleagues&quot; was written with Bill Fiege and Rebecca Blankenship.] (Contains 1 figure.)
Advancing Careers in Information Science and Technology
Author: Stanton, Wilbur W.
Date: 2005-00-00
Type: Journal Articles
Subjects: Community Colleges,Distance Education,Articulation (Education),Information Science Education,Information Technology,Consortia,Intercollegiate Cooperation,Regional Programs,Models,Program Descriptions,Program Development,Science Course Improvement Projects,Faculty Development,Curriculum Development

The authors discuss the joining of 12 Virginia community colleges from the Appalachian region of southwestern Virginia with Radford University to form the Regional Technology Education Consortium (RTEC), a three-year project funded by the National Science Foundation Advanced Technological Education program and designed to develop articulation agreements, influence the development of new curricula, provide faculty development opportunities, share curricula through distance education, and provide collaboration in student advising and career placement.
Reading for Fun and Profit
Author: McCarter, William S.
Date: 2005-00-00
Type: Journal Articles
Subjects: Inferences,English Instruction,High Schools,Rural Areas,Reader Text Relationship,Reading,Teaching Methods,Inquiry

In 1988, the author taught remedial Senior English reading at a rural high school. None of the students intended to go to college. Instead, they all planned to be homemakers, farmers, or watermen. On the second day of class, he assigned a short story from the cumbersome literature book. The classroom was quiet for a moment, and then one of the boys spoke up. "I don't want to read any stupid story," he said. "I'm gonna drive a tractor. What's that got to do with made-up people in a made-up story?" The author remembers those words so clearly because it was such a defining question, and he has spent spent much of the last 16 years working on the answer. Although he now teaches developmental reading and writing in a community college, the author still encounters a similar problem. Many of his students do not read for pleasure and, even more significantly, do not see any tangible link between reading literature and living their lives. This article shares the value of using humor and everyday documents in the teaching of reading analysis and inferences in the developmental English classroom.
Meeting Our Obligations to International Students
Author: Natali, Jeanne
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Students,Foreign Student Advisers,Second Language Programs,Educational Opportunities,Educational Responsibility,Community Colleges

The presence of international students on a campus enriches the collegiate experience of other students. International students bring with them a wealth of diverse ideas, challenging their classmates to see the world from a variety of perspectives. As a result, students enrolled in courses from art and literature, social sciences, math, or natural science will consider global perspectives on subjects they may in the past have only considered from their own familiar cultural vantage points. Although colleges in the Virginia Community College System (VCCS) recognize the value of enrolling international students on their campuses, they must also recognize that they have an ethical obligation to provide a range of support services that enhance their international students' chances of success. In this article, the author recommends three services that VCCS colleges must provide to international students. First, VCCS colleges must employ a &quot;professional international student advisor&quot; and provide funds to support the advisor's continuous professional development. Second, the colleges must provide a &quot;full range of services&quot; for students whose first language is not English. Finally, the colleges must provide international students with &quot;opportunities to engage in co-curricular activities.&quot;
Packing a Bag for the Journey Ahead: Preparing Nursing Students for Success
Author: Worrell, Mary Mullaly
Date: 2005-00-00
Type: Journal Articles
Subjects: Nursing Students,Nursing Education,Nursing,Academic Ability,Educational Strategies,Change Strategies,Success,College Preparation,School Orientation

Never has it been more important to nurture and support students pursuing a nursing education. Nursing shortage in the U.S. is a well-documented problem that is worsened by demographic factors such as the aging nursing workforce, the aging of the general population, and a declining number of young people in the workforce. The nursing profession continues to fail to attract a large percentage of minorities or men. Some schools of nursing now have to admit smaller classes of students due to a shortage of nursing faculty. According to the National Student Nurses' Association, academic ability, responsibility, acceptance and caring, eagerness to learn, confidence, and determination are the keys to a successful student nursing experience. While these qualities form the foundation, college counselors and nursing faculties need to find creative ways to provide information, support, and encouragement to traditional and non-traditional nursing students. In this article, the author describes a creative method to support and to educate nursing students about strategies for success.
Comparing Success Rates of Developmental Math Students
Author: Woodard, Teresa
Date: 2005-00-00
Type: Journal Articles
Subjects: Nontraditional Students,Developmental Studies Programs,At Risk Students,Exit Examinations,Credits,College Environment,Mathematics Anxiety,Mathematics Instruction,Academic Achievement,Comparative Analysis

Developmental mathematics students are generally students who are at risk of dropping out of school because of various factors. Many are nontraditional students who have jobs and families; others are traditional students who lack the skills needed to succeed in the college environment. Math anxiety, fear, and intimidation often affect developmental math students, who tend to be afraid of technology, math, and college in general. The authors conducted a study on the success rates of developmental math students and examined the effects of the change from three to five credit math courses and of implementing an exit exam. There was no significant difference found in the success rates of any of the developmental courses after they were offered for five credits. This indicates that three-credit courses are just as effective as five-credit courses for developmental math students. When comparing the success rates of all three courses for all students before and after the exit exam, results showed no significant difference in success although success did increase modestly after the exit exam was in place. (Contains 8 tables.)
Strengthening Academic Freedom by Nurturing Academic Responsibility
Author: Downey, John A.
Date: 2005-00-00
Type: Journal Articles
Subjects: Tenure,Academic Freedom,Community Colleges,Politics of Education,College Administration,Educational Responsibility,Accreditation (Institutions),Professional Autonomy,Intellectual Freedom

When the American Association of University Professors (AAUP) decided to remove the Virginia Community College System (VCCS) from its list of censured colleges, an opportunity was created for VCCS colleges to examine anew the status of academic freedom. The 1972 decision to abolish tenure within the VCCS had been viewed by some faculty as a direct and visible attack on the cause of academic freedom, even years after the decision was entrenched in policy. However, other VCCS faculty had perceived the abolition of tenure with less rancor and even indifference, while VCCS administrators considered the ultimate impact of the AAUP censure to be slight. This historical skirmish on tenure masks a more fundamental failure of both administrative and teaching faculty within the VCCS to perceive how academic freedom is so intimately related to academic responsibility in higher education. In this article, the author reflects on the controversial issue of academic freedom and its tenuous position in today's community college classroom.
What's Wrong with that Kid?
Author: Bausch, Denise M.
Date: 2005-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Brain,Neurological Impairments,Special Needs Students,Student Needs,Teacher Role,Community Colleges,College Students

Current brain research shows that there are observable differences in the brain functions of people with attention deficit/hyperactivity disorder (ADHD) and those without it. The ADHD brain demonstrates impaired functioning in certain specific areas (executive functions) that control memory, time awareness, motivation, and attention. No amount of "willpower" can overcome this sort of brain functioning. So the unsuccessful ADHD student becomes caught up in the terribly destructive cycle of exerting effort, falling short of the goal, giving up, and feeling defeated and powerless to break out of the cycle. In this article, the author discusses how educators can help this group of capable and deserving students. She explains the importance of recognizing and assisting students with ADHD so that they can succeed in college.
Beliefs about Learning, Instruction, and Technology among Elementary School Teachers
Author: Kurz-McDowell, Nicole J.
Date: 2004-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Grade 4,Grade 2,Elementary School Teachers,Teacher Attitudes,Teaching Methods,Suburban Schools,Beliefs,Elementary School Curriculum,Interviews,Correlation,Educational Technology,Technology Integration,Computer Uses in Education,Teaching Styles,Teacher Surveys

The current study investigated six teachers, three in second grade and three in fourth grade, and their beliefs about learning, instruction, and technology. The first significant finding was that the teachers who held objectivist notions about learning and instruction also held objectivist views concerning technology, and the teachers who possessed constructivist beliefs about learning and instruction also had constructivist beliefs about technology. The second major finding was that these second-grade and fourth-grade teachers differed in their beliefs about learning and instruction, as well as their beliefs concerning technology. The second-grade teachers placed greater emphasis on student-centered concerns while their fourth-grade colleagues were more teacher-centered. The difference in the beliefs and approaches to teaching at the primary and upper elementary grades may have implications for teacher preparation and inservice training efforts. (Contains 2 figures.)
Implications of Ubiquitous Computing for the Social Studies Curriculum
Author: van Hover, Stephanie D.
Date: 2004-00-00
Type: Journal Articles
Subjects: Social Studies,Educational Policy,Policy Analysis,Curriculum,Educational Trends,Educational Change,Educational Environment,Pilot Projects,Educational Research,Educational Technology,Technology Integration,Computer Uses in Education,Teacher Education Programs,Teaching Methods,Technology Planning,Handheld Devices,Computer Software,Instructional Design,Influence of Technology,Internet

In March 2002, members of the National Technology Leadership Initiative (NTLI) met in Charlottesville, Virginia to discuss the potential effects of ubiquitous computing on the field of education. Ubiquitous computing, or "on-demand availability of task-necessary computing power," involves providing every student with a handheld computer--a situation with enormous repercussions for education and teacher education. Over a two-day period, participants engaged in intensive discussion of the issue of ubiquitous computing and developed seven conclusions. This paper, written by the representatives from social studies organizations, seeks to examine the specific implications of these seven conclusions for the field of social studies education. The paper discusses the concept of ubiquitous computing and the impact this technology shift may have on social studies curricula, teacher preparation, software development, and research agendas.
Teaming with Technology: A Case Study of a Faculty Design Team Developing Electronic Portfolios
Author: Waddoups, Gregory L.
Date: 2004-00-00
Type: Journal Articles
Subjects: Curriculum Design,Teacher Education Programs,Technology Integration,Organizational Change,Educational Technology,Faculty,Portfolios (Background Materials),Portfolio Assessment,Partnerships in Education,College School Cooperation,Teamwork,Educational Change,Educational Principles,Change Strategies,Elementary Education,Summer Programs,Grants,Federal Programs,Standards,Student Evaluation,Teacher Evaluation,Computer Uses in Education,Preservice Teacher Education,Teacher Education Curriculum,Teacher Educators,Preservice Teachers,Case Studies,Instructional Design

To better prepare preservice candidates for teaching in the information age, the International Society for Technology in Education (ISTE) has defined National Educational Technology Standards (NETS) to guide technology integration into teacher education programs. Based on these standards, Brigham Young University (BYU) has implemented strategies for technology integration into their teacher education program by creating curriculum design teams composed of School of Education faculty, public school personnel, and instructional design and technology specialists. From our analysis of the initial activities of the faculty design teams, we have developed basic principles that have led to successful personal and institutional change. To demonstrate the realization of these six principles, we provide a detailed case study in highlighting the formation, development, and support of faculty design teams. (Contains 2 footnotes.)