ethanporcaro/eric-fulltext-meta huggingface dataset:
Mode of Delivery: A Classroom Assessment Technique Comparison between Verbal and Non-Verbal Communication
Author: Hogan, Andrea
Date: 2014-00-00
Type: Journal Articles
Subjects: Verbal Communication,Nonverbal Communication,Telecommunications,Formative Evaluation,Summative Evaluation,Student Evaluation,Assignments,Active Learning,Distance Education,Teaching Methods,Introductory Courses,College Students,Comparative Analysis,Statistical Analysis

This study explores how using Classroom Assessment Techniques (CATs) in phone conversations with students may help to clarify learning objectives and encourage active learning in distance education. For this study, research was collected from introductory undergraduate online courses at a university in the Southwest. Data was collected from three classes where the instructor delivered a CAT during a phone conversation and in three classes where the instructor delivered the CAT in the section discussion forums. Both CATs were delivered during the first week of class and used as a formative assessment technique to increase the student's comprehension of the formatting required in the weekly summative assignment. The results of this study showed that the students who received the CAT verbally had a slight increase in demonstrating correct formatting on the assignment; however, both modes of delivery lead to an increase in the student's understanding of this element. Further studies regarding the use of phone conversation to assess student learning is suggested.
Classroom Assessment Techniques: A Conceptual Model for CATs in the Online Classroom
Author: Bergquist, Emily
Date: 2014-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Evaluation Methods,Online Courses,Formative Evaluation,Teaching Guides,Teaching Models,Curriculum Implementation,Teaching Methods,Educational Practices,Educational Strategies

Formative assessments are an important part of the teaching and learning cycle. Instructors need to monitor student learning and check for understanding throughout the instructional phase of teaching to confirm that students understand the objective before embarking on the summative assessment. Typically, online classrooms are developed with weekly learning modules that end with a summative assessment in the form of an assignment or quiz. This leaves instructors with the task of constructing formative assessments each week. This article establishes a conceptual model for online classes that demonstrates the steps for implementing Angelo and Cross's (1993) Classroom Assessment Techniques (CATs) in this modality. Steps to implement CATs in the online classroom will be discussed.
Who Am I Here? Disrupted Identities and Gentle Shifts When Teaching in Cyberspace
Author: Johnson, Holly
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Professional Identity,Teacher Educators,Online Courses,Case Studies,Teacher Attitudes,Teacher Characteristics,Computer Mediated Communication

Teacher identity has most often been studied in reference to preschool through grade 12 (P-12) teachers' professional development (Day, Kingston, Stobart, &amp; Sammons, 2006; Trevitt &amp; Perera, 2009; Watson, 2006), pre-service teacher development (Beauchamp &amp; Thomas, 2009; Franzak, 2002; Freese, 2006; Hoban, 2007; Murrell, Diez, Feiman-Nemser, &amp; Schussler, 2010; Sachs, 2005), and literacy and teacher identity (Moje, 2008; Spitler, 2009, 2011). Little research on teacher identity and professional development at the higher education level exists. This study addresses the disruption in teacher educator identity that four teacher educators went through as they moved from physical, on campus identities toward a more virtual presence. Drawing on four reflective case studies, the authors document various identity shifts each faculty member experienced while learning to teach in online formats. The study concluded that it is advisable and worthwhile to challenge our sense of identity, question ourselves as teachers and learners, and re-conceptualize what it means to be an educator--regardless of, or perhaps in light of--instructional delivery.
The Impact of Using Lesson Study with Pre-Service Mathematics Teachers
Author: Mostofo, Jameel
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Teaching Methods,Communities of Practice,Secondary School Teachers,Practicums,Teacher Education Programs,Cooperative Planning,Reflection,Instructional Effectiveness,Teacher Effectiveness,Action Research,Semi Structured Interviews

This study examines the effects of using Lesson Study with pre-service secondary mathematics teachers as they moved from the methods classroom to the field experience classroom (practicum). The participants were pre-service teachers who were enrolled in a mathematics methods course in an undergraduate teacher preparation program at a private university. Lesson Study engaged the pre-service teachers in collaboratively crafting lessons, as well as field testing, revising, and re-teaching the lessons in their field placement classroom. Data were collected from weekly reflections and summative interviews of the pre-service teachers. The findings indicate that Lesson Study for pre-service teachers was an effective methodology for enhancing the efficacy of pre-service teachers due to the collaborative nature of the process, the practice teaching opportunities, and the observation of others' teaching. The pre-service teachers successfully transitioned from teaching in the methods classroom to their field experience classroom which enhanced their confidence as they entered student teaching.
Servant Leadership Theory and the Emergency Services Student
Author: Russell, Eric James
Date: 2014-00-00
Type: Journal Articles
Subjects: Leadership Styles,Leadership Training,Allied Health Personnel,Emergency Programs,Undergraduate Students,Case Studies,Leadership Role,State Universities,Majors (Students),Knowledge Level,Pretests Posttests,Outcomes of Education,Questionnaires,Qualitative Research,Coding,Attitudes,Interpersonal Relationship,Capacity Building,Cooperation

This present case study explores the influence a servant leadership class had on a group of emergency service students' understanding of the roles and characteristics of a leader. The setting for the study was a state university in the Western United States. The six participants were undergraduate emergency services majors that underwent a 15-week servant leadership class. After completing the 15-week class, the six participants demonstrated a shift in their understanding of leadership based on their responses collected from pre-tests and post-tests. The findings of the study demonstrated that the students' understanding of the roles and characteristics of a leader was more aligned with servant leadership attributes after the 15-week class. As such, this study's findings add to the existing body of knowledge associated with servant leadership pedagogy within emergency service academia.
Longitudinal Perspectives: Expanding the Efficacy of End of Course Surveys in Higher Education
Author: Wright, Lawrence
Date: 2014-00-00
Type: Journal Articles
Subjects: Surveys,Higher Education,Qualitative Research,Case Studies,Longitudinal Studies,Electronic Learning,Online Courses,Academic Achievement,Student Attitudes,Teaching Styles,Teacher Effectiveness,Teaching Methods,Research Methodology,Research Design,Feedback (Response)

This qualitative case study examines the use of end of course surveys in higher education and the value of student perceptive data to improve the delivery of online curriculum. The study presents four research questions that examine (1) whether a longitudinal analysis of end of course survey data can improve the delivery of curriculum; (2) how student reflected characteristics and attributes of instructors inhibit or contribute to student learning; (3) how student perceptions provide insight into the teaching styles of instructors; (4) the efficacy of qualitative analysis using end of course survey data. Ten end of course surveys are used in this study capturing the comments of 114 doctoral students. The survey data are coded revealing themes that address perceptions about online instructor characteristics and attributes, perceptions about instructor competence, and perceptions about how the instructor delivers curriculum. An analysis of longitudinal data demonstrates that a qualitative research design can be effective in capturing best practices for the self-studied instructor, as well as consideration for expanded studies at the institutional level to evaluate the efficacy of program administration, curriculum development, and delivery.
Using Multimedia to Build a Sense of Community with Online Distance Learners
Author: Ashton, Jennifer
Date: 2014-00-00
Type: Journal Articles
Subjects: Distance Education,Sense of Community,Online Courses,Multimedia Materials,Multimedia Instruction,Videoconferencing,Video Technology,Computer Mediated Communication,Supplementary Education,Pretests Posttests,Feedback (Response),Learning Processes,Student Surveys,Undergraduate Students,Predictor Variables,Teacher Student Relationship,Student School Relationship,Online Surveys,Schools of Education,Student Attitudes

Online students often experience feelings of isolation and a lack of a sense of community from the institutions they attend (Palloff &amp; Pratt, 1999). However, by implementing a variety of multimedia tools into the online classroom, students can hear and possibly even see their instructors. In this present study, a combination of live video chat, text messaging, and recorded videos were integrated as supplemental learning options in a student teaching course for future educators. These students, who were in the last course of their program, offered pre- and post-survey feedback describing the degree to which select multimedia tools had an impact on their learning process.
Classroom Assessment Techniques: A Literature Review
Author: DiCarlo, Kristen
Date: 2014-00-00
Type: Journal Articles
Subjects: Literature Reviews,Classroom Techniques,Online Courses,Program Effectiveness,Educational Practices,Change Strategies,Evaluation Methods,Formative Evaluation

Effective classroom assessment techniques are directly linked to course objectives and proposed outcomes. Results within formative and summative assessments have been studied in the online learning environment as educators seek to meet objectives with respect to student success in the non-traditional setting. Online classroom assessment techniques should reflect pedagogy, while measuring the application of new knowledge and learning objectives set forth by the curriculum. The purpose of this literature review is to present the goals, findings, limitations, and recommendations associated with various studies regarding classroom assessments techniques and their effectiveness in the online classroom. The question posed is whether or not classroom assessment techniques in the online classroom can be effective. Included herein is a literature review of existing studies to provide insight on the effectiveness of classroom assessment techniques in the online environment.
Adding Rigor to Classroom Assessment Techniques for Non-Traditional Adult Programs: A Lifecycle Improvement Approach
Author: Thomas, Jason E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Nontraditional Education,Adult Education,Formative Evaluation,Evaluation Methods,Test Construction,Test Format,Design Preferences,Test Reliability,Test Validity,Higher Education

Formative Classroom Assessment Techniques (CAT) have been well-established instructional tools in higher education since their exposition in the late 1980s (Angelo &amp; Cross, 1993). A large body of literature exists surrounding the strengths and weaknesses of formative CATs. Simpson-Beck (2011) suggested insufficient quantitative evidence exists on the utility of CATs for increasing the quality of student learning. Two quantitative studies by Simpson-Beck (2011) and Cottell and Harwood (1998) indicated no such correlation. We suggest that these deficiencies as applied to adult non-traditional programs may be due to a lack of rigor in the construction of many formative CATs, as well as a failure to properly match assessments to real learning objectives. In this article, we propose a nine-step framework to facilitate proper selection of formative CATs with appropriate rigor and implementation in the classroom.
Webquest 2.0: Best Practices for the 21st Century
Author: Levin-Goldberg, Jennifer
Date: 2014-00-00
Type: Journal Articles
Subjects: Best Practices,Classroom Techniques,Teaching Methods,Skill Development,Skill Analysis,Educational Needs,Web Based Instruction,Labor Needs,Active Learning,Inquiry,Cooperative Learning,Teamwork,Problem Solving,Critical Thinking,Communication Skills,Integrated Activities,Technology Integration,Formative Evaluation,Summative Evaluation,Learning Strategies,Problem Based Learning,Accountability,Task Analysis,Web 2.0 Technologies

Over the last decade, WebQuests have grown in popularity in educational environments. In order to effectively implement a WebQuest in the classroom, best pedagogical practices must be employed; however, these best WebQuest practices should reflect the exigent 21st century skills students need to be successful, productive members of the global community. A number of surveys have been conducted to identify what these skills are and, much to the chagrin of some members of the business community, new entrants to the workforce are gravely deficient in these skills. This article will identify and explore the 21st century skills employers are soliciting for in the 21st century workforce and proffer eight best practices WebQuests should apply to serve as a powerful pedagogical tool, helping prime students for the workforce.
Students' Perceptions of Journaling in Undergraduate Classes
Author: Fritson, Krista K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Journal Writing,Undergraduate Study,Self Efficacy,Undergraduate Students,Content Analysis,Reflection,Student Journals

Students' perceptions of journaling are examined with the hypothesis that students perceive reflective journaling as a beneficial tool that aids in their overall success in their courses. Students completed seven, one-page journals throughout the semester. A content analysis of the final journal reveals that students enjoy the process of journaling, find journaling helpful and beneficial, and state journaling aids in life application of course material. Results suggest journaling may be received well by students and assist them in the classroom; further exploration of journaling is warranted.
Experience with Online and Open-Web Exams
Author: Gehringer, Edward F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Online Surveys,Teacher Attitudes,Student Attitudes,Test Format,Delivery Systems,Usability,Grading,Testing,Integrity,Handwriting,Coding,Testing Problems,Test Validity,College Students,College Faculty

As homework and other aspects of education migrate to a computer-based format, on-paper exams are beginning to seem like an anachronism. Online delivery is attractive, but comes with a myriad of implications not apparent at first glance. It affects the kinds of questions that can be asked and complicates administration of the exam, but it may make grading quicker. An online exam does not necessarily make cheating easier, though it demands new approaches to preventing cheating. An open-web exam is a special kind of online exam, in which students are allowed to use the Internet while taking the exam. It has its own set of advantages and disadvantages. For example, it provides a more authentic experience, but may make it hard to tell if students have done their own work. The authors report on a research study of online exams, based on the observations of hundreds of students and faculty who filled out two online surveys. Results will guide instructors in choosing the format that is right for their class.
Using Emotional Intelligence as a Basis for Developing an Online Faculty Guide for Emotional Awareness
Author: McKnight, Jodi
Date: 2013-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Online Courses,Social Development,Emotional Development,College Faculty,Futures (of Society),Teacher Surveys,Teacher Attitudes,Emotional Response,Psychological Patterns,Anxiety,Symptoms (Individual Disorders),Teacher Student Relationship

Online learning is integrated into nearly every type of college, university or workplace. It is more difficult for online instructors to assess the social-emotional components of learning due to a lack of face-to-face interaction. The following concept paper explores the emotional awareness levels of faculty teaching online courses and discusses its implications for the future of online education.
Transformative Learning Theory and Spirituality: A Whole-Person Approach
Author: Piercy, Gary
Date: 2013-00-00
Type: Journal Articles
Subjects: Transformative Learning,Learning Theories,Religious Factors,Learning Strategies,Spiritual Development,Adult Students,Emotional Development,Adult Learning,Educational Strategies,Change Strategies

Spirituality is gaining popularity within academics as discussions regarding the importance of spirituality within leadership and education increases. A biblical anthropology embraces human nature as physical, emotional, cognitive, and spiritual with recognition that adults are capable of learning within each of those realms. Embracing humans are spiritual beings necessitates the inclusion of spirituality in discussions related to how humans come to know. Mezirow's transformative learning theory provides an understanding the nature of adult learning and serves as the foundation upon which to build a whole-person approach to adult learning that includes spirituality. Defining spirituality as the quest for life-meaning and self-awareness for a higher purpose demonstrated through efforts to achieve the common good for all, offers a working definition by which to establish learning goals. Creating learning strategies that touch the human spirit allows educators greater opportunities for transformative learning to occur.
Counselor Education Curriculum and Online Counseling
Author: Pipoly, Laura
Date: 2013-00-00
Type: Journal Articles
Subjects: Counselor Training,Counseling Techniques,Career Choice,Distance Education,Online Courses,Student Attitudes,Emotional Response,Counselor Client Relationship,Teaching Methods,Role Playing,Modeling (Psychology),Social Support Groups,Computer Mediated Communication,Curriculum,Mentors

Research has demonstrated that the online counseling field is a growing industry. It has now become a viable career choice for beginning counselors entering the field, yet it remains to be covered in traditional counselor education programs. Current instructional modalities are explored and recommendations are made on how these can be incorporated into a distance education counseling program.
Overt and Null Subject Pronouns in Jordanian Arabic
Author: Al-Momani, Islam M.
Date: 2015-08-00
Type: Journal Articles
Subjects: Semitic Languages,Language Variation,Form Classes (Languages),Foreign Countries,Morphology (Languages),Sentences,Language Research

The paper aims at examining the role that morphology plays in allowing and/or motivating sentences in Jordanian Arabic (hereafter JA) to be formed with or without subject pronouns. It also aims at giving a comprehensive and descriptive presentation of the distribution of overt and null subject pronouns in JA, and tries to determine to what extent there is optionality in its system.
Stylistic Analysis of Robert Browning's Poem &quot;Patriot into Traitor
Author: Ahmed, Mumtaz
Date: 2015-08-00
Type: Journal Articles
Subjects: Poetry,Language Styles,Phonology,Morphology (Languages),Syntax,Language Patterns,Poets,Phonetics,Discourse Analysis,Form Classes (Languages)

The stylistic analysis of Robert Browning's poem &quot;Patriot into Traitor&quot; is done by using graphological, phonological, morphological and lexico-syntactic patterns. This analysis is helpful in decoding the underlying meanings of the poem. It clearly brings to surface what the poet really wants to impart.
&quot;Fugitive without Knowing It&quot;: Language, Displacement and Identity in Assia Djebar's Autobiographic Narratives
Author: Ben Salem, Lobna
Date: 2015-08-00
Type: Journal Articles
Subjects: Self Concept,Autobiographies,Personal Narratives,French,Muslims,Females,Semitic Languages,Second Language Learning,Native Language,Oral Language,Written Language,Anxiety,Correlation,Family Environment,Role,Literary Genres,Language Skill Attrition,Authors,Foreign Countries

If in Edward Said's words, &quot;everyone lives life in a given language; everyone's experiences therefore are had, absorbed, and recalled in that language&quot; (&quot;Out of Place&quot;, 1999: 217), a writer who chooses to write in a language other than the mother-language is inevitably a victim of displacement. In a geography-decentred world, being linguistically out of place is usually accompanied with a physical displacement, issuing into a problematic interplay between language, self and identity. In Assia Djebar's autobiographic narratives, the role of the written word is made more complex, not only because Djebar is a Muslim woman, but also due to the conflict between her oral &quot;maternal&quot; Arabic/Berber language, and the written &quot;paternal&quot; language which is French. Djebar has a complex relationship with these two languages in and between which she lived; two languages that worked in tandem, but also &quot;Othered&quot; each other in a shifting myriad of experiences and forms of being and becoming. This paper aims at discussing the intersectionality of language, identity and displacement. It starts with the view that the written word separates the writer from her maternal language, and her expression in French has become a source of anxiety. Knowing that her association of language and home underlies her double displacement both linguistically and geographically, how does Djebar come to terms with the anxiety of a double exile? At what point was she able to proclaim that writing in &quot;the enemy's language&quot; heralds the self's plurality, positionality, alterity and uniqueness. What role has the autobiographic genre played in this self-fulfilment? The paper postulates that linguistic hybridity is the only possible venue for Djebar when it comes to escaping the alienation inherent in her expression in the enemy's language. The integration of orality in Djebar's (written) autobiographies allows the author to surmount her linguistic exile, to properly mourn the loss of the maternal tongue, enhancing a linguistic and cultural reconciliation.