ethanporcaro/eric-fulltext-meta huggingface dataset:
Read, Baby, Read: Developing Content Knowledge to Positively Impact the Practice of Teaching Nonfiction Reading
Author: Sugarman, Sarah
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Instruction,Nonfiction,Pedagogical Content Knowledge,Self Evaluation (Individuals),Metacognition,Reading Strategies,Elementary School Teachers,Grade 3,Reflective Teaching,Action Research,Journal Writing,Professional Development,Lesson Plans,Cognitive Psychology

The field of teacher research is increasingly including self-study as a valid and reliable method with which teachers can study and improve practice. In this self-study, I develop knowledge of myself as a nonfiction reader and use it to inform my instruction. Guided by the work of Schoenbach, Greenleaf, Cziko, and Hurwitz (1999), I use metacognitive reading logs to examine how I think when I read and to select reading strategies around which to develop lessons for my third-grade students. In three cycles of action research, I teach the lessons and analyze them through journaling and dialoging with two critical friends. I find that empathizing with a novice experience of reading helps my lesson content become more rigorous and my pedagogy become more authentic and inclusive of my students as co-constructors of knowledge. These findings have implications for my practice, for teacher professional development, and for the field of teacher cognitive psychology.
Student Perceptions of Cheating in Online Business Courses
Author: Watters, Michael P.
Date: 2011-09-00
Type: Journal Articles
Subjects: College Students,Accounting,Business Administration Education,Student Attitudes,Cheating,Majors (Students),Online Courses,Prevention,Student Surveys,Credibility,Tests,Test Construction

Accounting majors enrolled in business courses at two different universities were asked to complete a survey questionnaire pertaining to cheating in online business courses. Specifically, students majoring in Accounting were asked about their awareness of cheating in online business courses as well as their opinions regarding the credibility of online courses and the effectiveness of different techniques that may be used to prevent cheating. Forty-six percent of students indicated that they had knowledge of students receiving help with an online exam/quiz. Overall, 75 percent of respondents indicated that the most effective technique to prevent cheating on online exams/quizzes is the use of random question generation so every exam is uniquely different. Forty-two percent of respondents disagreed with the statement &quot;Online courses are less credible than traditional courses.&quot; While the potential for cheating in online courses seems to be well perceived, the perception of actual cheating in online courses seems to vary considerably among the students covered in the study.
Teaching Computer Science Courses in Distance Learning
Author: Huan, Xiaoli
Date: 2011-09-00
Type: Journal Articles
Subjects: Computer Science Education,Teaching Methods,Distance Education,Technology Uses in Education,Educational Technology,College Students,Video Technology,Online Courses,Instructional Design,Asynchronous Communication,Synchronous Communication,Programming,Reading

As the success of distance learning (DL) has driven universities to increase the courses offered online, certain challenges arise when teaching computer science (CS) courses to students who are not physically co-located and have individual learning schedules. Teaching CS courses involves high level demonstrations and interactivity between the instructor and students. For example, dropout and failure rate is high in introductory programming classes. Algorithmic thinking is a complex multi-step process. More advanced concepts are layered on top of others which should be learned previously in mathematics and other science areas. The commonly used formats of course contents and methods of communication delivered in distance learning environment such as Microsoft PowerPoint (ppt) and Word, Adobe Portable File Format (PDF), phones or emails are possible to have some level of interactivity. However, better demonstration and interactivity can be achieved by using flash technologies and animated simulations, and employing synchronous communication technology which works as the collaborative platform to allow the instructor and students to have real time application sharing. In this paper, examples of using flash videos and collaborative tools to teach online CS courses are presented. In addition, findings in terms of instructional strategies and suggestions to other educators who may face similar situations to teach online CS courses are discussed.
A Study of Factors Affecting Online Student Success at the Graduate Level
Author: Kupczynski, Lori
Date: 2011-05-00
Type: Journal Articles
Subjects: Online Courses,Performance Factors,Student Surveys,Questionnaires,Distance Education,Participant Satisfaction,Student Attitudes,Statistical Significance,Grade Point Average,Feedback (Response),Intermode Differences,Caring,Cognitive Mapping,Multivariate Analysis,College Students

This study examines the effect of variables related to student satisfaction with particular attention to student expected GPA. The study questionnaire included items related to instructor presentation, feedback, caring and instructor rating. The research design used in this study was causal-comparative so that a cause-and-effect relationship could be ascertained. The study surveyed 1438 students taking various courses at a university in southern Texas who completed the study questionnaire over two semesters. Preliminary data in this study pointed towards significant relationships between the variables of presentation, feedback, caring and instructor rating. However, subsequent data pointed toward a single relationship in which students with expectations for a grade of (A) demonstrated higher levels of satisfaction. The data also showed an inclination towards increased satisfaction with increased GPA expectations. This development may point toward an issue of student self efficacy as it relates to both expectations and satisfaction.
Using VITA Service Learning Experiences to Teach Hypothesis Testing and P-Value Analysis
Author: Drougas, Anne
Date: 2011-09-00
Type: Journal Articles
Subjects: Service Learning,Hypothesis Testing,Statistical Analysis,Student Projects,Online Surveys,Student Surveys,Learning Experience,Business Administration Education,Introductory Courses,Assignments,Instructional Effectiveness,College Instruction,Undergraduate Students

This paper describes a hypothesis testing project designed to capture student interest and stimulate classroom interaction and communication. Using an online survey instrument, the authors collected student demographic information and data regarding university service learning experiences. Introductory statistics students performed a series of hypothesis tests on data from those respondents who had participated in a voluntary income tax assistance (&quot;VITA&quot;) program as their exclusive service learning activity. Students then generated p-values using a predetermined a value to assess the impact of VITA service on variety of established service learning benefit categories. The class focused on the relative experience of males and females, and various sub-groupings.
Math CAMMP: A Constructivist Summer Camp for Teachers and Students
Author: Green, Michael
Date: 2012-02-00
Type: Journal Articles
Subjects: Summer Programs,Mathematics Instruction,Elementary School Teachers,Teaching Methods,Developmentally Appropriate Practices,Mathematical Concepts,Student Evaluation,Teamwork,Cooperative Planning,Teacher Collaboration,Computer Software,Elementary School Students,Faculty Development,Robotics

A summer session, math methods course for elementary teachers incorporates 30 hours of instruction that emphasizes (1) developmentally appropriate instructional strategies, (2) hierarchical levels of increasingly abstract manipulatives, (3) ongoing assessment of student learning, (4) integrated thematic instructional modules, (5) team planning and teaching, and (6) web- and server-based math software. The course culminates in a math camp for rising first through sixth grade students who come to the university campus. The student part of math camp is a week long, full day math and robotics camp, with the math portion delivered each morning by master's level teachers enrolled in the graduate course. The integration of pedagogical components with supervised teaching comprises a type of &quot;guided constructivism&quot; not found in other graduate classes in the master's program.
Using and Assessing an Experiential Learning Project in a Retail Marketing Course
Author: Maskulka, Therese A.
Date: 2011-09-00
Type: Journal Articles
Subjects: Undergraduate Students,Experiential Learning,Retailing,Marketing,Distributive Education,Student Projects,Consultation Programs,Strategic Planning,Program Implementation,Program Evaluation,Student Educational Objectives,Course Descriptions,Business Administration Education,Business Schools

Business educators have been challenged recently to provide increased experiential learning opportunities for students. Proponents of experienced-based learning subscribe to the view that such experiences engage students actively in the learning process, and because of the linkage between practice and theory, better prepare students for the &quot;real world.&quot; At the same time, there are major impediments to using experiential learning projects in the context of a university system with a formal curriculum. Significant time commitments, uncertainty of educational outcomes of such experiences, and potential negative end-of-term evaluations associated with the use of innovative teaching methods may collectively dissuade faculty from using active-learning projects in practice. This paper provides a descriptive account of the process used to develop and implement an experiential learning project, in the form of a student consultancy project in an upper-level retail marketing course. This process consisted of three primary phases or steps: pre-course planning (including development of project objectives), project implementation, and project assessment. The project in question dealt with decisions associated with an impending relocation of a retail establishment and was completed by students on a small-group basis. Assessment data, from various stakeholder groups, suggests that the project was successful in terms of a pre-specified set of educational objectives. As such, this paper should be of interest to those who would like to develop a similar project in a retail marketing course or to those interested in developing consulting-based projects in other business courses.
Becoming Socially Just Disciplinary Teachers through a Community Service Learning Project
Author: Bussert-Webb, Kathy
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Justice,Service Learning,Literacy,Social Differences,Power Structure,Case Studies,Mexican Americans,Preservice Teachers,Secondary School Teachers,English (Second Language),Second Language Learning,Methods Courses,Literacy Education,Diaries,Participant Observation,Reflection,Focus Groups,Gardening,Tutoring,After School Programs,Self Efficacy,Teacher Motivation,Student Attitudes,Intellectual Disciplines,Second Language Instruction

This case study explores community service learning, disciplinary literacy, and social justice. Participants were seven Mexican American preservice secondary teachers in science, math, and language arts who tutored and gardened with children in a South Texas after-school tutorial agency as part of an ESL literacy methods course. Data gathering tools consisted of participant observations, written reflections, learning logs, visual metaphors, and a focus group discussion. Social justice themes were: respondents' realizations of structural inequalities and their actions to counteract hegemonic inequalities. Disciplinary literacy themes were: participants' learning more about their disciplines and disciplinary literacy, increased motivation and efficacy to teach their subjects, and the importance of the colonia, or unincorporated neighborhood, as an intersection between social justice and disciplinary literacy.
Who's an Old Lady?
Author: Nicholson, Lindsey
Date: 2012-07-00
Type: Journal Articles
Subjects: Story Telling,Children,Reading Comprehension,Creativity,Self Expression,Oral Language,Language Skills,Learning Strategies,Outcomes of Education,Reading Aloud to Others

Story retelling can be a great experience for most children. It gives children opportunities to express their creativity through retelling their favorite stories. Many children do not like to present their retellings in front of a classroom, so it is important that a teacher allows a certain space in his/her classroom for children to share their retellings with a smaller group of kids. Story retelling can be used as an assessment to evaluate a child's comprehension level. When a child is exposed to oral language at an early age, then he/she will more likely have a better grasp on language skills as he/she gets older. Many students are not exposed to correct oral language skills at home, so it is very important that teachers offer as many examples and strategies to make up for their deficiency in language. Retelling offers a great deal of creative use of language skills and opportunities for children to express their individuality.
Learning to Teach in Second Life: A Novice Adventure in Virtual Reality
Author: Ellis, Maureen
Date: 2011-09-00
Type: Journal Articles
Subjects: Simulated Environment,Technology Uses in Education,Educational Technology,Teaching Methods,Higher Education,Web 2.0 Technologies,College Faculty,Technology Integration,Online Courses,Integrated Learning Systems

Second Life (SL) is a social virtual world, which emphasizes the general use of immersive worlds for supporting a variety of human activities and interactions, presenting a plethora of new opportunities and challenges for enriching how we learn, work and play (Boulos, Hetherington &amp; Wheeler, 2007; Prasolova-Førland, Sourin &amp; Sourina, 2006). SL has opened new opportunities for real time collaboration in immersive, three-dimensional (3D) rich environments regardless of a user's geographical distance, allowing the user to more readily engage with the experiences as disclosed in real time (Gazzard, 2009). In SL, the avatar facilitates movement, choice, and interaction within the virtual environment, which is the key to an immersive experience (Gazzard, 2009). As higher education faculty members explore options to design and create meaningful methods of instruction to improve the teaching and learning process while meeting the needs of traditional and non-traditional learners, they are faced with many challenges to increase retention and decrease costs. Integrating Web 2.0 technology tools offers options for faculty who are considering adopting an innovative approach to instruction by teaching through an emerging technology such as SL via an In-World environment. This article describes the experience of two faculty members at the university-level adapting their traditional online courses taught in Blackboard into Moodle and the SL environment. By blending their technology skills and pedagogical knowledge to promote a collaborative, interactive and innovative teaching experience in-world, they focus on the process of adaptation to encourage faculty to explore alternative methods to the traditional online format.
Does Reflective Learning Take Place in Online MBA Introductory Quantitative Courses?
Author: Frank, Blake A.
Date: 2012-02-00
Type: Journal Articles
Subjects: Reflection,Introductory Courses,Business Administration Education,Online Courses,Teaching Methods,Masters Programs,Grades (Scholastic),Student Attitudes,Graduate Students,Statistical Analysis,Vocabulary

Online education has grown dramatically over the past 15 years. At the university level, researchers have shown that online education has both its advantages--greater flexibility and access to student--and disadvantages--like disconnection with other students and faculty. Another possible drawback for the students enrolled in an online course is the inability to engage in reflective learning, or deep thinking. Some critics of online courses (Rahm and Reed, 1997 and Somer, 1999) suggest that online courses only offer passive learning and &quot;one-way&quot; information flows from teacher to student, significantly limiting a student's ability to make connections within the material and critical apply the material to new situations. Alternatively, other researchers (Hay et al., 2005, for example) find no difference in reflective learning between an online versus on campus course, but also argue that students engagement in reflective thinking is much more instructor-dependent on line than on campus. This study extends the Hay et al. 2005 study by examining whether students who earned a good grade display more reflective thinking ability in an online course than mediocre or poor students. Students are asked at course-end the open-ended question &quot;What advice would you give to a student just entering this course?&quot; The results of this study suggest that reflective learning can take place within an online course--specificially a quantitative MBA course. But like the Hay, et al. 2005 paper which labeled it dependent on the instructor, this study finds reflective thinking dependent on the student's grade within the course.
Teachers as Researchers of New Literacies: Reflections on Qualitative Self-Study
Author: Kew, Bryan
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Researchers,Qualitative Research,Multiple Literacies,Beginning Teachers,Experienced Teachers,Reflection,Transformative Learning,Teacher Educators,Teaching Experience,Literacy,Language Acquisition,Theory Practice Relationship,Learning Experience,Educational Principles,Electronic Publishing,Field Studies,Social Media

In this article, a beginning teacher, experienced teacher, and teacher educator reflect upon their experiences with qualitative self-studies of language and literacy in teacher education courses. The goal of these course projects was to introduce teachers to sociocultural theories, qualitative research, and &quot;new&quot; literacies. Sharing excerpts from teachers' self-studies of blogging and a massively multi-player on-line role-playing game, we illustrate how small-scale self-studies may help teachers begin to develop notions of language and literacy as social practices, demystify educational research, and bridge perceived &quot;theory&quot; and &quot;practice&quot; divides in teacher education. We offer individual and collective reflections on our work to help teacher educators consider how qualitative self-study might make sociocultural perspectives and new literacies more accessible and tangible to practicing teachers.
Learning to Play a Musical Instrument with a Digital Portfolio Tool
Author: Upitis, Rena
Date: 2012-10-00
Type: Journal Articles
Subjects: Teaching Methods,Musical Instruments,Music Education,Technology Uses in Education,Educational Technology,Self Management,Electronic Publishing,Portfolios (Background Materials),Case Studies,Musical Composition,Music Activities,Teacher Attitudes,Student Attitudes,Feedback (Response),Test Construction,Foreign Countries,Music Teachers,Interviews

The body of research examining deliberate practice and self-regulation in musical instruction has grown extensively over the past decade. Compelling evidence indicates that students with higher levels of self-regulation develop superior performance skills and experience more fulfillment as musicians. But in order to develop the self-regulatory behaviours that are the hallmarks of skilled and expressive musical musicians, students need to be supported and guided as they learn to explicitly set goals and monitor and reflect on their progress. Developing these behaviours involves the incorporation of strategies that presuppose a certain level of discipline and organization on the part of the student. One way of supporting students is through digital tools, including electronic portfolios designed specifically to enhance self-regulation. The research reported in the present paper describes how a web-based electronic portfolio, called ePEARL, served to enhance the experiences of students and teachers working in music studios, and in turn, how ePEARL was then adapted to reflect music teaching and learning in a new electronic portfolio called iSCORE. The paper describes a three-phase research and development study that took place over a 22-month period. First, we used case-study methodology to examine the use of ePEARL with one teacher and student. Findings demonstrated the value of the tool in supporting student learning as well as for linking weekly lessons to include composition and school music activities. In the next phase of the study, four teachers and 15 students used ePEARL over a five-month period, when it was determined how ePEARL could be modified to more fully support both students and their studio teachers. On the basis of this second phase of research, we developed a design and development plan to create iSCORE, and then tested it with music students, teachers, and university educators. Features of iSCORE will be described and demonstrated during our presentation, featuring some of the most powerful aspects of iSCORE that support the development of self-regulation in young musicians.
Precious' Story: Learning to Use Language and Literacy for Her Own Purposes
Author: Jackson, Precious
Date: 2011-00-00
Type: Journal Articles
Subjects: African American Teachers,Reflection,Teacher Attitudes,English Teachers,Secondary School Teachers,Literacy,Language Usage,Educational Experience,Black Dialects,Metalinguistics,Teaching Methods

In this reflective essay, we explore key life experiences of one African American teacher--(the first author of this paper)--who has taught kindergarten, fifth grade, and is presently a 9th grade English teacher in the high school from which she graduated. We couch the first author's story in the professional literature to analyze and illustrate what happened in her life when her teachers worked effectively with her to help her learn to use language and literacy for her own purposes. The overall story about the first author's memories of her most powerful school experiences serves as a vehicle for sharing ideas that teachers can implement in their own classrooms to foster the language and literacy learning of children.
A Look at Problem-Based Learning in High School Classrooms to Promote Student Activism
Author: Baker, Anne-Rose L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Problem Based Learning,High School Students,Student Participation,Activism,Teaching Methods,Public Education,Student Role,Active Learning,Public Service,Civics

Problem based learning has more recently become a common term in public education. There is much positive potential when implementing problem based learning at the high school level. Here I review positives while not completely ignoring some of the negatives associated with implementing a problem based learning model at the high school level. More importantly, I will move beyond a look at the model of problem based learning and focus on how the model encourages students to take an active role in their learning as well as in the community. With the support of Ernest Morrell's (2003) theories of promoting students activism, I will combine personal implications from researching the background of the model holistically as well as examples of successful practices. My research will create an understanding on how students benefit from problem based learning by increasing critical thinking skills as well as literacy skills and also how the community in which the students reside also has the potential to benefit.