ethanporcaro/eric-fulltext-meta huggingface dataset:
Undue Certainty: Where Howard Zinn's "A People's History" Falls Short
Author: Wineburg, Sam
Date: 2013-00-00
Type: Journal Articles
Subjects: Historians,History Instruction,Books,Historical Interpretation,World History,War

Howard Zinn's "A People's History" of the United States has few peers among contemporary historical works. With more than 2 million copies in print, "A People's History" is more than a book. It is a cultural icon. While most historians aim to examine the full historical record, Zinn picks and chooses from it. Writing persuasively, he hides the fact that many of his claims are unsubstantiated, presents his views as the truth, and leaves students with a distorted sense of historical reasoning. (Contains 53 endnotes.)
Are Sleepy Students Learning?
Author: Willingham, Daniel T.
Date: 2013-00-00
Type: Journal Articles
Subjects: Adolescents,High School Students,Sleep,Cognitive Science,Attention,Behavior,Executive Function,Psychological Patterns,Puberty,Biological Influences,Intervention,School Schedules

Cognitive science is an interdisciplinary field of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology who seek to understand the mind. This paper considers findings from this field that are strong and clear enough to merit classroom application. Although many teachers and parents worry that high school students don't sleep enough, research shows that the impact of sleep deprivation on learning is not as dramatic as typically thought. Even so, research does show that teenagers can learn to get more shuteye, and that doing so can improve their mood and behavior. (Contains 51 endnotes.)
The Magic of Science through the Science of Magic
Author: Lasry, Nathaniel
Date: 2012-00-00
Type: Journal Articles
Subjects: Science Education,Science Teachers,Science Instruction,Misconceptions,Scientific Concepts,Sciences,Observation

Magic tricks produce awe and wonderment. Why not use magic as a pedagogical approach? This paper presents the magic of science through the science of magic. (Contains 2 figures.)
Taking Responsibility for Academic Integrity: A Collaborative Teaching and Learning Design
Author: East, Julianne
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Curriculum Development,Foreign Countries,Educational Change,Team Teaching,Integrity,Responsibility,Higher Education,Teaching Methods,Plagiarism,College Students,Integrated Curriculum,Cooperation,Alignment (Education),Ethics,Feedback (Response),Stakeholders,Cheating,Focus Groups,Systems Approach

La Trobe University, like many Australian universities, states that it values honest academic endeavour (Academic Integrity Policy 2011), and it can provide examples of good teaching practice in the areas of academic integrity, proper acknowledgment and avoiding plagiarism. Rather than relying on the chance that individuals will just develop good practices, this university has recently taken a more systematic approach to teaching students and staff about academic integrity and providing resources to ensure a consistent message and application of acknowledgment conventions. This systematic approach was made possible through the University's curriculum reform program, the &quot;Design for Learning.&quot; By positioning academic integrity and acknowledgment as issues of curriculum, La Trobe has created an educational opportunity and reduced the focus on punishment. Furthermore, the mandate to deliver academic integrity programmes to all commencing students and staff and to provide consistent guidelines supports the development of awareness that academic integrity is a whole of university responsibility--everybody's responsibility. This paper reviews one university's progress towards aligning academic integrity, with the intention to inform those who are interested in developing an integrated academic integrity education. (Contains 4 figures.)
Collaborating to Embed Academic Literacies and Personal Support in First Year Discipline Subjects
Author: Chanock, Kate
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Discourse,Feedback (Response),Tutors,Academic Achievement,Intellectual Disciplines,Tutorial Programs,Comparative Analysis,Foreign Countries,Assignments,Learner Engagement,College Freshmen,College Faculty,Intervention,Curriculum Design,College Curriculum

This article discusses a Design for Learning project in the Faculty of Humanities and Social Sciences, where academic and personal support for students was interwoven in their first semester. Staff of the Academic Language and Learning Unit (ALLU) worked with discipline staff to develop their students' capabilities across a range of disciplines, while the Faculty's First Year Coordinator organised dedicated tutors to identify and support students who struggled to engage with their first semester's work. ALLU staff, consulting with subject coordinators, designed extra tutorials focussing on the subjects' readings for four weeks, and working towards the first marked assignment. Using ALLU's design, subject tutors showed students what is characteristic of thinking at university; how that is embodied in the structures and styles of academic texts; and how sources are used. Feedback from students, tutors, and coordinators was mainly favourable, and a comparison of students' entrance scores and first semester marks with those of previous cohorts found that As and Bs rose in most subject groups, while Ds and Fails decreased, despite lower entrance scores overall. The article situates this initiative within the movement towards &quot;embedding&quot; development of students' academic literacies into their disciplines' curricula. It looks at the educational advantages of this method, as well as some difficulties of acceptance, ownership, and organisation. It focusses, in particular, on the benefits of involving ALLU staff, with their expertise in Applied Linguistics, in designing activities to focus both students and subject lecturers on the particular discourses used in their discipline subjects. (Contains 1 table and 5 figures.)
Transforming Information Literacy Conversations to Enhance Student Learning: New Curriculum Dialogues
Author: Salisbury, Fiona A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Information Literacy,Teaching Methods,Educational Change,Foreign Countries,Constructivism (Learning),Outcomes of Education,Cooperation,Alignment (Education),Intellectual Disciplines,Learner Engagement,Skill Development,Models,Interviews,Academic Libraries,Librarians,Curriculum Design,College Curriculum,College Students,Higher Education

Information literacy is an essential component of the La Trobe University inquiry/research graduate capability and it provides the skill set needed for students to take their first steps on the path to engaging with academic information and scholarly communication processes. A deep learning approach to information literacy can be achieved if students have an opportunity to build awareness of generic skills followed by practice in their discipline context. This article describes a collaborative model for developing and embedding information literacy resources within disciplines, that is based on Biggs and Tang's (2007) concept of constructive alignment, and that is suitable for implementation on an institutional scale. The article explores the application of the model through interviews with academics and concludes by providing a set of reflections on the importance of librarians taking an educationally theorised approach to both teaching and learning conversations related to information literacy and to the development of curriculum resources. All of which, need to be focused on collecting evidence of student learning outcomes. (Contains 1 table, 2 figures, and 6 footnotes.)
Actively Promoting Student Engagement within an Online Environment: Developing and Implementing a Signature Subject on &quot;Contemporary Issues in Sex and Sexuality&quot;
Author: Fletcher, Gillian
Date: 2012-00-00
Type: Journal Articles
Subjects: Sexuality,Learner Engagement,Electronic Learning,Online Courses,Educational Change,Student Reaction,Foreign Countries,Synchronous Communication,Asynchronous Communication,Teacher Student Relationship,College Freshmen,Interpersonal Relationship,Higher Education

La Trobe University is committed to improving the first year experience, and to developing its online teaching portfolio in response to increasing student demand. This article will acknowledge that these two objectives will remain contradictory if online learning systems are used predominantly as repositories of information with little thought given to their specific pedagogic possibilities. The article will then present a case study of an &quot;Signature Subject&quot; that was developed to actively promote learner-material, learner-learner and learner-lecturer engagement in an entirely online environment, through use of synchronous and asynchronous sessions. Background to subject development will be provided, followed by discussion of challenges faced, responses to challenges and outcomes in terms of student response. The article will conclude by arguing that, as universities increase their use of online learning due to the changing university environment, this does not have to lead to reduced student engagement or poorer first year experiences. (Contains 1 figure.)
Using Capstones to Develop Research Skills and Graduate Capabilities: A Case Study from Physiology
Author: Julien, Brianna L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Physiology,Feedback (Response),Skill Development,Job Skills,Career Development,Science Curriculum,Research Skills,Health Sciences,Science Education,Higher Education,Foreign Countries,Student Evaluation,Student Centered Curriculum,Writing Skills,Teamwork,Problem Solving,Inquiry,Student Attitudes,Academic Achievement,Student Surveys,College Students

In 2011, the Department of Human Biosciences introduced two physiology capstone subjects as part of the Design for Learning Project at La Trobe University. Consistent with the project, the aims of these subjects were to provide an effective culmination point for the Bachelor of Health Science course and to offer students orientation to opportunities for further study, employment and career development. The aim of this paper is to provide an overview of the skills-related assessment tasks of the newly introduced capstone program and an evaluation of the capstone program based on student performance and feedback scores in conjunction with staff perceptions. The skills-related assessment tasks were designed to facilitate the development of research skills and graduate capabilities such as writing, speaking, creative problem-solving, inquiry/research and team work. Student performance determined by mean scores on the skills-based assessment tasks ranged from A to C. Final grades were significantly higher (p less than 0.01) in 2011 when compared with final grades in 2010 and 2009. Students reported that the skills-based assessments contributed to their learning and skill development and satisfaction level was high. Staff noted a higher degree of student-centred learning, a vastly increased workload and a greater need for infrastructure services and support staff. Universities and departments should therefore consider staff and resource requirements when implementing curriculum that has a student-centred approach. In conclusion, the revised curriculum successfully promoted the development of research skills and graduate capabilities, thereby leading to work-readiness and/or entry to graduate studies in the Health and Biological Sciences. (Contains 4 tables and 3 figures.)
Champions or Helpers: Leadership in Curriculum Reform in Science
Author: Johnson, Elizabeth D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Administrators,Leadership,Curriculum Development,Educational Change,Science Instruction,Higher Education,Power Structure,Participative Decision Making,Science Curriculum,Administrator Attitudes,Surveys,Foreign Countries

This study describes the perceptions of embedded teaching and learning leadership teams working on curriculum reform in science teaching departments. The teams combined a formally recognised leader, School Director of Learning and Teaching, with a project-based, more junior academic, Curriculum Fellow, to better leverage support for curriculum reform. Teams were established on the principles of localizing support and maximising credibility with discipline staff. The core teams were supported by a larger Faculty team of Associate Dean Academic, academic developer, educational designer, first year coordinator and project manager. Key themes emerging from the collected data were the complementary roles of members of the team, different perceptions of leadership between the School Directors of Learning and Teaching and the Curriculum Fellows, the importance of acting locally within the disciplines and the synergistic value of working in a team. The combination of formal and informal leadership aggregated into the FSTE School teams offers a model to support sustainable improvement in science teaching and learning in higher education. (Contains 3 figures.)
Commentary: Curriculum Alignment and after: Prompts, Positions and Prospects at La Trobe University
Author: Jones, Adrian N.
Date: 2012-00-00
Type: Journal Articles
Subjects: Alignment (Education),Higher Education,Foreign Countries,College Curriculum,Universities,Educational History,Access to Education,Active Learning,Curriculum Design,Evidence

The move to align curriculum has been an important aspect of endeavours to improve and reform higher education. This article places alignment reform at La Trobe University in its institutional context. The reform of generalist degrees programmes is emphasised. The article first traces a problem of curriculum anarchy which La Trobe shared with many other institutions. The paths and foundations of La Trobe's move to align its curriculum are then described, with a focus on their implications for generalist (i.e., non-vocational) programmes. The article concludes by suggesting and sketching a new agenda for reform after alignment: a focus on what students are actually doing now that their academics think they have everything properly aligned.
Himie Voxman: His Contributions Music Education
Author: Gleason, Bruce
Date: 2012-09-00
Type: Journal Articles
Subjects: Music Education,Music,Music Teachers,Biographies,Higher Education

Himie Voxman is a name few instrumental teachers and students of the past fifty years would fail to recognize. His method books and arrangements are in school districts and private studios across the United States, serving as a testimony to his influence as a teacher, scholar, editor and arranger. His life and career as a prominent U.S. music educator is certainly worthy of the attention of anyone with an interest in the history of American music education. (Contains 25 endnotes.)
How Participants Envision Community Music in Welsh Men's Choirs
Author: Rohwer, Debbie
Date: 2012-09-00
Type: Journal Articles
Subjects: Music Education,Recruitment,Music,Foreign Countries,Males,Singing,Interviews,Focus Groups,Music Activities,Nationalism,Beliefs,Economic Factors

The purpose of this study was to describe choristers' perceptions of Welsh men's choir participation. Four choirs were observed in concert and rehearsal settings across Wales. Focus group interviews were conducted with between 4 and 10 members in each of the 4 choral settings for a total of 24 total interview respondents. The interviewees had a spread of years of male choir participation, from 4 months to 47 years, and a spread of ages, with members ranging in age from 32 to 89. The interview questions were designed to be flexible, yet focused. An interview guide was organized with a set of predetermined, open-ended semi-structured prompts, dealing with the topics: enjoyment, organizational structure, recruitment, language, music, challenges, and future directions. Results highlighted the musical and social benefits as well as nationalistic benefits that participants perceived. The singers also noted certain challenges that their groups needed to work through, such as recruitment, economic issues, health of the members, and a decrease of social time available. Conclusions address the results in terms of general community music issues, including the potential impact of community issues on the future of music making in the United States.
Preferences of and Attitudes toward Treble Choral Ensembles
Author: Wilson, Jill M.
Date: 2012-09-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Music Education,Music Teachers,Bias,Surveys,Interviews,Singing,Gender Differences,Music Activities

In choral ensembles, a pursuit where females far outnumber males, concern exists that females are being devalued. Attitudes of female choral singers may be negatively affected by the gender imbalance that exists in mixed choirs and by the placement of the mixed choir as the most select ensemble in a program. The purpose of this research was to determine student and choral educator perceptions of and attitudes toward treble clef choral ensembles. Results support the existence of a stigma toward treble clef choirs as second-place ensembles. A majority of students who were surveyed and interviewed chose the mixed choir as their preferred ensemble in which to sing. Auditioned choir members saw the treble clef choir as being even less prestigious than did the non-auditioned choir members. Though almost all girls agreed that the competition for females to be members of mixed ensembles is far greater, well over half saw their male counterparts as musical equals. Choral educators and both male and female students agreed that a lack of focus and effort from males exists in the choral rehearsal. Still, no female subjects mentioned feeling ignored or taken for granted. No subjects felt as though choral educators placed higher expectations for behavior and performance on females.
Composition Instruction and Cognitive Performance: Results of a Pilot Study
Author: Bugos, Jennifer
Date: 2012-09-00
Type: Journal Articles
Subjects: Program Effectiveness,Arithmetic,Music,Creative Activities,Skill Development,Music Reading,Music Education,Musical Composition,Academic Achievement,Grade 6,Elementary School Students,Standardized Tests,Pretests Posttests,Statistical Analysis,Control Groups,Experimental Groups,Vocabulary Development,Cognitive Ability,Cognitive Processes

The purpose of this study was to evaluate the effects of a composition program, Composers in Public Schools (CiPS), on cognitive skills essential for academic success. The underlying hypothesis is that composition instruction will promote creative expression and increase performance on music-specific skills such as music reading, as well as foster general analytical/aural skill development associated with vocabulary, arithmetic, and processing speed abilities. Two sixth-grade classes assigned to the experimental (n = 15) and control (n = 13) groups completed a series of standardized neuropsychological and cognitive assessments pre and post-instruction. Results of a Repeated Measures ANOVA (Group X Time) indicate significant (p less than 0.05) enhancements in arithmetic performance by the CiPS group compared to controls. These results suggest that creative experiences with musical notational symbols, sequence creation, and analytical compositional concepts may broadly impact student performance in subject areas depending upon analysis and symbolic manipulation such as arithmetic. (Contains 2 tables and 2 figures.)
Spirituality and Synagogue Music: A Case Study of Two Synagogue Music Ensembles
Author: Shansky, Carol
Date: 2012-09-00
Type: Journal Articles
Subjects: Music Education,Music,Singing,Clergy,Religious Factors,Educational Experience,Musicians,Correlation,Music Activities,Groups,Qualitative Research,Interviews

Participation in community music ensembles is an important and popular form of music education--with members of ensembles that perform within religious services having the opportunity of experiencing a possible extra dimension of a spiritual experience. Thus the intent of this study was to survey adult choir and band members at Temple Emeth in Teaneck, New Jersey, USA in terms of connections between music performance, educational experiences and spirituality. Thoughts and reflections of the participants as well as those of the clergy and choir director were gained through qualitative, open-ended interviews. Overall, it was found that participating in a synagogue musical ensemble, in addition to music education, lent itself to spiritual connection as well as providing the congregation with enhancement and education of the worship service. The results of this study were presented at the Spirituality and Music Education Conference in Birmingham, England in June 2010.
An Evaluation of the Assessment of Graphical Education at Junior Cycle in the Irish System
Author: Delahunty,  Thomas
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geometry,Knowledge Level,Problem Solving,Student Behavior,Evaluation Methods,Summative Evaluation,Educational Assessment,Outcomes of Education,Graphic Arts,Secondary Education,Design

Junior Certificate Technical Graphics was introduced in Ireland in 1991 and aimed to develop innovative problem solving aptitudes and knowledge of plane and descriptive geometry (NCCA 1991). Despite the philosophy of breadth and balance (NCCA 2004) associated with educational outcomes in the Junior Certificate curriculum, many subjects, Technical Graphics included, employ a summative assessment strategy (Griffin 1998). The summative measurement model portrays a limited view of student learning (Lin and Dwyer 2006, Williams 2011) and has been found to exert significant influence on teaching and learning throughout the course of study (Bloxham and Boyd 2007). This research study aims to evaluate the types of approach to assessment of two different year groups at different stages of the Junior Cycle. The core hypothesis being investigated is whether there is a more sophisticated approach to the assessment evident among the older year groups. In order to achieve this aim a visual protocol similar to Middleton (2008) and Lane et al. (2010) was employed to capture the approach in solving a prescribed graphical task among first and second year students in the Technical Graphics classroom. Findings indicate that the use of a traditional summative approach to assessment has significant limitations within the subject of Technical Graphics. There are also notable trends occurring in students' approach to the assessment, which seem to rely on a low level of graphical knowledge and problem solving skills. The findings confirm that the older year group adopted a more efficient approach to the assessment but displayed unsophisticated approaches to the application of graphical principles. Some limitations of the summative measurement model are supported by the results of this paper. (Contains 10 figures.)