ethanporcaro/eric-fulltext-meta huggingface dataset:
Planning, Teaching, and Assessing Elementary Education Interdisciplinary Curriculum
Author: Campbell, Cynthia
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Methods Courses,Elementary Education,Interdisciplinary Approach,Clinical Experience,Conventional Instruction,Higher Education,Teacher Collaboration,Undergraduate Students,Social Studies,Comparative Analysis,Evaluation,Academic Achievement

This paper describes an innovative teaching collaboration between two university professors to prepare undergraduate preservice teachers for planning, designing, and assessing interdisciplinary curriculum. Specifically, we were interested in whether deliberate efforts to integrate social studies and assessment methods courses would facilitate our students' learning compared to when such courses are taught in isolation (traditional instruction). Fifty-nine undergraduate elementary education preservice teachers served as participants. Approximately half received integrated instruction, the other half traditional instruction. In both instructional formats, preservice teachers were required to design and implement interdisciplinary units (i.e., lessons, assessments) during their clinical experience. Examination of interdisciplinary units revealed that preservice teachers receiving integrated instruction outperformed their nonintegrated coursework peers in developing, assessing, and reflecting on interdisciplinary content.
Developing Skills for Effective Academic Presentations in EAP
Author: Bankowski, Elizabeth
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,English for Academic Purposes,Audiences,Rote Learning,Prior Learning,Speech Communication,Visual Aids,English (Second Language),Evaluation

This study focused on training students in skills essential to making oral presentations based on original and independent research work as part of their English for Academic Purposes (EAP) course. As a result of the training, students showed an increase in the successful use of research-related skills and a great improvement in their ability to present their findings in English. Students appeared to have a better grasp of their subject matter, to be more at ease, less reliant on their notes, and better able to address their audiences directly. Students' oral presentations not only illustrated a greater ability of students to use appropriate formats and structures in English but also a willingness and ability to adopt new methods of learning. This would seem to suggest that the preference for &quot;rote learning&quot; so commonly attributed to Hong Kong students is indeed the result of expectations and experiences in previous learning situations rather than the intrinsic and inherent characteristics of the learners themselves. (Contains 6 tables.)
Emotional Engagement through Drama: Strategies to Assist Learning through Role-Play
Author: Heyward, Paul
Date: 2010-00-00
Type: Journal Articles
Subjects: Classroom Environment,Learning Experience,Role Playing,Higher Education,Educational Environment,Preservice Teachers,Teacher Education

When students are involved in a classroom activity designed to promote the learning of specific concepts, it is more likely they will understand and retain these concepts when they engage emotionally in the learning experience. The difficulty for teachers involved in higher education is how to engage students in their learning in an emotionally challenging way while maintaining a classroom environment in which students feel safe. In the following instructional paper, the use of role-play as a pedagogical approach for enhancing learning through emotional engagement will be discussed. The paper highlights how the author makes use of role-play to provide genuine emotional challenges for students in a tertiary setting while still providing a safe learning environment.
Reflections on Learning in Interdisciplinary Settings
Author: Andersson, Asa
Date: 2010-00-00
Type: Journal Articles
Subjects: Figurative Language,Interdisciplinary Approach,Learning Processes,Teaching Methods,Content Area Reading,College Faculty,Undergraduate Study,Graduate Study

In the present article, we will reflect on some didactic challenges and possibilities that emerge when teaching in interdisciplinary settings, and we will use and discuss the journey as a metaphor for learning. We argue that teaching in interdisciplinary studies rests on movements between different understandings, and that it gives ample opportunities for beneficial learning processes. This does not only apply to interdisciplinary studies. The metaphor of taking a journey can be used to illustrate the learning process and the dimension of personal change associated with moving between different understandings and discourses of knowledge. Some of the questions we will raise are: In what ways can differing disciplinary backgrounds be of help or create a hindrance? What are the specific didactic challenges one faces? What happens to one's understanding of one's own subject after having been confronted with something new and different?
Promoting Noticing through Collaborative Feedback Tasks in EFL College Writing Classrooms
Author: Barnawi, Osman Z.
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Writing Instruction,Cooperation,English (Second Language),Higher Education,Models,Second Language Learning,Language Acquisition

Though the concept of noticing has been extensively addressed in the SLA literature, few studies suggest promoting noticing through collaborative feedback tasks (CFTs) in an EFL college writing classroom. To fill this gap, this paper attempts to provide a framework for promoting noticing through CFTs using three sequenced and interrelated CFTs: (I) "pre-noticing stage" that aims at instructing the students on how the feedback task functions and what its purposes are, (II) "while-noticing stage" that is based on two interrelated feedback tasks, namely "contrastive-critical framing" and "transformed practice," and (III) "post-noticing stage" that is aimed at helping students reflect on what they have learned during the entire feedback process. To begin with, the article provides definitions of noticing. It then discusses how noticing and feedback are closely related to facilitate second or foreign language writing learning. In what follows, it discusses how noticing and CFTs complement one another in order to facilitate critical and focused noticing to help students enhance their writing accuracy and fluency. Lastly, the article examines some challenges in promoting noticing through CFTs in an EFL writing classroom. (Contains 2 tables.)
Eliciting and Assessing Reflective Practice: A Case Study in Web 2.0 Technologies
Author: Parkes, Kelly A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Portfolio Assessment,Reflective Teaching,Case Studies,Scoring Rubrics,Higher Education,Evaluation,Teacher Student Relationship,Teacher Education,Pedagogical Content Knowledge,Feedback (Response)

This paper focuses on the role of multimodal technologies in facilitating reflective processes and the subsequent assessment of reflectivity for students in pre-professional programs. Reflective practice has been established as a critical tool for developing identity in and on practice. This paper will focus firstly on reviewing salient literature about reflective practice and its use with pre-professional teachers. It will then report the processes and outcomes of the authors' practices, as supported by the literature. Various reflective practices will be examined and explained. The role of the E-Portfolio (Electronic Portfolio) as the vehicle for housing student reflective practice will be briefly explored and the process for using author-developed rubrics for assessing levels of reflective practice will also be shared. Suggestions for replication in other disciplines, while being implicit, will also be made explicit. (Contains 2 figures.)
Comparison and Consolidation of Models of Personal Epistemologies
Author: Urman, Linda
Date: 2010-00-00
Type: Journal Articles
Subjects: Epistemology,Models,Comparative Analysis,Vocational Education,Beliefs,Students,Developmental Stages,Vocational Education Teachers

Assumptions that students and instructors have about their personal epistemologies have important effects on their expectations and performance in career and technical classrooms and laboratories. Personal epistemologies of career and technical education students influence their behaviors in classes and their interactions with instructors. The conceptual analysis of this research was based on three major theoretical frameworks of personal epistemology: qualitative developmental stages, quantitative belief systems, and practitioner epistemological resources. Seven models of personal epistemologies were compared, and a consolidated conceptual framework is presented to career and technical educators. This new conceptual matrix is intended to provide a roadmap for better understanding theoretical frameworks of personal epistemologies, and give career and technical education educators insights for further research and implications for practice. (Contains 1 table.)
More "Private" than Private Institutions: Public Institutions of Higher Education and Financial Management
Author: Adams, Olin L., III
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Finance,Money Management,Accounting,Private Colleges,Public Colleges,Audits (Verification),Educational Practices,Operations Research,Comparative Analysis,Likert Scales,School Surveys,Outsourcing,Budgeting,Cost Indexes,Organizational Culture,Educational Research

This research compares the status of managerial accounting practices in public four-year colleges and universities and in private four-year colleges and universities. The investigators surveyed a national sample of chief financial officers (CFOs) at two points in time, 1998-99 and 2003-04. In 1998-99 CFOs representing private institutions reported adoption of managerial accounting practices at a rate significantly higher than CFOs representing public institutions in pricing and performance measurement. In 2003-04 CFOs representing public institutions reported adoption of managerial accounting practices at a rate significantly higher than CFOs representing private institutions in budgeting, performance measurement, organization behavior, and outsourcing. (Contains 3 tables.)
Predictors of Assessment Accommodations Use for Students Who Are Deaf or Hard of Hearing
Author: Cawthon, Stephanie W.
Date: 2010-00-00
Type: Journal Articles
Subjects: Testing Accommodations,Test Items,Partial Hearing,Deafness,Accountability,Student Characteristics,Predictor Variables,Multiple Regression Analysis,State Standards,Teacher Attitudes,Educational Environment,Educational Practices,Accessibility (for Disabled),National Surveys

Current accountability reform requires annual assessment for all students, including students with disabilities. Testing accommodations are one way to increase access to assessments while maintaining the validity of test scores. This paper provides findings from an exploratory logistic regression analysis of predictors of four accommodations used with students who are deaf or hard of hearing: extended time, test directions interpreted, test items interpreted, and test items read aloud. Predicting factors included state policy, educational setting, teacher perspectives, and student characteristics. The paper discusses implications for assessment policies and practices with students who are deaf or hard of hearing, particularly during an era of accountability reform. (Contains 5 tables and 1 footnote.)
No Preschooler Left behind: Preschool Policies in the NCLB World
Author: DellaMattera, Julie
Date: 2010-00-00
Type: Journal Articles
Subjects: Preschool Curriculum,Preschool Children,Guidelines,Cognitive Development,Preschool Evaluation,Educational Policy,Policy Analysis,Child Development,Accountability,Educational Practices,State Standards,Educational Philosophy,Content Analysis,Educational Research

Current preschool learning guidelines, created in response to NCLB requirements, focus on three areas of human development in an effort to ensure that preschoolers are ready for kindergarten. This study examined four New England states' preschool learning guidelines, looking at how each detailed its support for preschoolers' development. The findings reveal that preschool learning guidelines have a primary focus on cognitive development, suggesting that the accountability movement has influenced preschool policy-making. This study is important for early educators, trainers of early educators, and policy makers as they strive to develop policy and practice that best supports early childhood growth and development. (Contains 2 tables and 1 figure.)
The Role of School Climate in School Violence: A Validity Study of a Web-Based School Violence Survey
Author: Hurford, David P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Violence,Student Attitudes,Bullying,Educational Environment,School Safety,School Surveys,Test Validity,Intermode Differences,Behavior Problems,Replication (Evaluation),Mail Surveys,Predictor Variables,Educational Research

The &quot;School Violence Survey&quot; (SVS) was developed as an instrument to investigate students' perceptions of school environment, their experiences and interactions within diverse social groups, and their views on school violence issues including bullying. A total of 806 students across four Midwest high schools and middle schools completed the paper version of the survey while at school. Of those students, 130 also completed the same survey online. The goal of utilizing two formats was to examine the validity of the relationship between the responses on the paper version versus the online version. The results indicated that the online SVS was a psychometrically valid instrument. In addition, an important factor emerged, Group Control, that indicated that as the adult administration and teachers allowed one group of students to maintain the behavior of other groups of students, the likelihood of violent behavior, such as bullying and witnessing students being threatened with weapons, increased. In addition, as the Group Control variable increased, so too did the students feelings that they were less safe at school, and that they were more likely to think of ways to make schools safer. The present study indicated that school environment and climate play a critical role in the development of violent behavior. (Contains 10 tables.)
Does Year Round Schooling Affect the Outcome and Growth of California's API Scores?
Author: Wu, Amery D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Academic Achievement,Statistical Analysis,Year Round Schools,Educational Assessment,Educational Indicators,Achievement Gains,School Effectiveness,School Statistics,Outcomes of Education,Scores,Program Effectiveness,Educational Research

This paper examined whether year round schooling (YRS) in California had an effect upon the outcome and growth of schools' Academic Performance Index (API) scores. While many previous studies had examined the connection between YRS and academic achievement, most had lacked the statistical rigour required to provide reliable interpretations. As a response, this study used data collected from 4,569 schools over six years and two integrated and more sophisticated statistical techniques--mixed analysis of covariance and latent growth model. Results showed that YRS did not affect either the outcome or the growth of API scores. (Contains 5 tables, 2 footnotes, and 4 figures.)
Understanding Incivility in Online Teaching
Author: Galbraith, Michael W.
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Antisocial Behavior,Electronic Learning,Online Courses,Teacher Student Relationship,Teacher Attitudes,Differences,Cheating,Plagiarism,Course Descriptions,Educational Environment,Socialization

This article addresses the issue of incivility in online teaching and learning. Incivility is defined within the context of face-to-face and online learning environments. Certain acts of incivility are explored as well as methods for prevention and reduction. Because academic dishonesty is becoming more prevalent, cheating and plagiarism are examined. Finally, the concept of developing and maintaining online culture is explored.
Basic Training and Resource Connections for Novice ESL Teachers
Author: Henrichsen, Lynn
Date: 2010-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Volunteers,Blended Learning,Video Technology,Delivery Systems,Instructional Materials,Feedback (Response),Beginning Teachers

A large number of teachers and tutors of English as a Second Language (ESL) lack professional-level preparation. The Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) program is being developed to prepare untrained, novice, volunteer ESL teachers to be more successful. In contrast with previous programs for providing basic training for novice English language teachers, the BTRTESOL program utilizes an instructional approach that is minimalist, connectivist, and problem-based. In other words, it teaches novices "the least they should know" and "where to go to learn more." In addition, this program employs a hybrid delivery system involving paper and Web-based text materials, video clips, and interactive activities. Trial users are invited to use the existing units (online at www.btrtesol.com) and to provide feedback on them.
Applications of Andragogy in Multi-Disciplined Teaching and Learning
Author: Chan, Sang
Date: 2010-00-00
Type: Journal Articles
Subjects: Andragogy,Learning Theories,Human Capital,Adult Learning,Adult Students,Comparative Analysis,Instruction,Children,Independent Study,Information Needs,Experiential Learning,Learning Readiness,Student Educational Objectives,Student Motivation

Arguments regarding the distinction between child and adult learning have existed for decades. Pedagogy has a long tradition of providing educational guidance in which there is little differentiation between child and adult education. The two groups of learners are assumed to learn under the same philosophy. Conversely, andragogy, advanced by Malcolm Knowles in the 1970s, is a well-known approach to address the distinct needs of adult learners. Knowles' concept of andragogy has been widely adopted by educators from various disciplines around the world. Andragogy is based upon six assumptions: (a) self-directedness, (b) need to know, (c) use of experience in learning, (d) readiness to learn, (e) orientation to learning, and (f) internal motivation. This paper presented a synthesis of research that discussed the applications of Knowles' andragogy in different settings.
Leading Online Learning Initiatives in Adult Education
Author: Olesen-Tracey, Kathy
Date: 2010-00-00
Type: Journal Articles
Subjects: Test Preparation,Electronic Learning,Distance Education,Online Courses,Adult Education,Adult Learning,Adult Students,Information Technology,Conventional Instruction,Internet,Higher Education,Curriculum Development,Professional Development,Benchmarking

Adult learners often face barriers to participation in traditional classroom instruction. As technology access grows and adults naturally incorporate technology into their daily lives, adult education programs are finding innovative ways to blend technology with instruction through quality online learning opportunities. This article highlights the tips, strategies, and best practices learned from the deployment of GED-i, a nationally recognized online GED test preparation curriculum developed at the Center for the Application of Information Technologies at Western Illinois University. However, the procedures presented are applicable to all online/distance learning options and are based on solid administrative leadership strategies such as determining benchmarks, establishing and communicating clear processes and procedures, and setting professional development goals.
An Automated Individual Feedback and Marking System: An Empirical Study
Author: Barker, Trevor
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Evaluation,Adaptive Testing,Objective Tests,Computer Science,Databases,Higher Education,Foreign Countries,Tutors,Computer Assisted Testing,Essay Tests,Electronic Learning,Scores,Questionnaires,Research,Educational Technology

The recent National Students Survey showed that feedback to students was an ongoing problem in Higher Education. This paper reports on the extension of our past research into the provision of automated feedback for objective testing. In the research presented here, the system has been further developed for marking practical and essay questions and providing automated feedback. Recent research at the University of Hertfordshire was able to show that learners and tutors accept and value our automated feedback approach based on objective tests and Computer Adaptive Testing. The research reported in this paper is an important extension to this work. The automated feedback system developed for objective testing has been extended to include practical testing and essay type questions. The automated feedback system, which can be used within any subject area, is based on a simple marking scheme created by the subject tutor as a text file according to a simple template. Marks for each option and a set of feedback statements are held within a database on a computer. As marks are awarded for each question by the teacher an individual feedback file is created automatically for each learner. Teachers may also add and modify comments to each learner and save additional feedback to the database for later use. Each individual feedback file was emailed automatically to learners. The development of the system is explained in the paper and testing and evaluation with 350 first year (1 final practical test), 120 second year (1 written and 1 practical tests) and 100 final year (1 final practical test) undergraduate Computer Science students is reported. It was found that the time to mark practical and essay type tests was reduced by more than 30% in all cases compared to previous years. More importantly it was possible to provide good quality individual feedback to learners rapidly. Feedback was delivered to all within three weeks of the test submission date. In end of module tests it was very beneficial indeed as it had proven difficult to provide feedback in the past after modules had ended. Examples of the feedback provided are presented in the paper and the development of the system using a user-centred approach based on student and staff evaluation is explained. The comments of staff teaching on these modules and a sample of students who took part in this series of evaluations of the system are presented. The results of these evaluations were very positive and are reported in the paper, showing the changes that were made to the system at each iteration of the development cycle. The provision of fast effective feedback is vital and this system was found to be an important addition to the tools available. (Contains 8 tables and 4 figures.)