ethanporcaro/eric-fulltext-meta huggingface dataset:
Formative Evaluations in Online Classes
Author: Peterson, Jennifer L.
Date: 2016-01-00
Type: Journal Articles
Subjects: Formative Evaluation,Online Courses,Information Management,Course Evaluation,Student Evaluation of Teacher Performance,Action Research,Instructional Improvement,Distance Education,Feedback (Response),Health Sciences,Vocabulary,Physiology,Case Studies

Online courses are continuing to become an important component of higher education course offerings. As the number of such courses increases, the need for quality course evaluations and course improvements is also increasing. However, there is not general agreement on the best ways to evaluate and use evaluation data to improve online courses. While summative student evaluations are commonly used, these may not be the most effective for online course evaluation and quality improvement. Formative evaluation is one method of providing course evaluation and feedback to the instructor during the course while course improvements can be made to benefit the students currently in the course as well as future students. This method of evaluation not only provides for an effective course evaluation but also continuous improvement in the course. This case study reviews formative evaluations done in two online courses in a Health Information Management program. These formative evaluations were found to be quite effective for the identification and development of needed course improvement throughout the semester as well as for use as input into overall course evaluations. These evaluations demonstrate the value of formative evaluations and provide a methodology for implementing such evaluations into an online course.
The Middle School Philosophy: Do We Practice What We Preach or Do We Preach Something Different?
Author: Edwards, Susan
Date: 2014-00-00
Type: Journal Articles
Subjects: Middle Schools,Educational Philosophy,Educational Practices,Theory Practice Relationship,Statistical Analysis,Beliefs,Teacher Surveys,Educational Objectives,Educational History,Progressive Education,Active Learning,Democratic Values,Learner Controlled Instruction,Ideology,Likert Scales,Teacher Attitudes,Factor Analysis,Monte Carlo Methods

This quantitative study examined the beliefs of middle grades education faculty from universities across the United States about the purpose of education. The results of a survey of 144 respondents who identified themselves as university faculty that taught middle level courses as a specialty will be discussed. The survey included 23 statements, representing four philosophical orientations: progressivism, essentialism, perennialism, and social reconstructionism. The results of the survey were compared to the central tenets of the middle school philosophy. The findings indicate that of the study participants who prepare middle grades teachers, the majority do believe in ideas that align with key components of the middle school concept.
Why Story Circle Matters
Author: Lyon, George Ella
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Aloud to Others,Story Reading,Attention,Time Management,Attention Control,Technology Uses in Education,Social Media,Story Telling,Teaching Methods,Popular Culture,Reading Motivation,Student Attitudes,Virtual Classrooms,Handheld Devices,Parent Student Relationship

If adult attention is screen scrambled, what about kids, whose brains are still developing? In a world where we are over stimulated and hyperlinked-in we are deprived of the kind of time with a person or experience that deepens and sustains us. Here, poet laureate George Ella Lyon writes that the story circle can be such an experience. A school child can empathize and imagine in response to the language, character, and emotion in the story she is hearing. This pleasure is offered through the voice, the presence, of the reader. If the child's home doesn't include this ritual--and many do not it's all the more important that she be drawn into the circle at school. The ability to engage with a story in this way is essential to our humanity, for it teaches us to see and feel beyond our own limited lookout. The first gift of the library is the one from which all the rest flow. Our circle widens, but it stays centered in this shared experience. While it is easier to give children a screen that to give them a part of ourselves, Lyon warns that it may change childrens' brains and erode their ability to pay the kind of attention that sustains a fully human life. Lyon is not suggesting that we switch off the screen but rather advocates for a thoughtful balance, one in which the story circle holds the children, the grown-up, and the book. The article closes by warning us that we musn't let the virtual world rob us of what's real.
Do Visual Aids Really Matter? A Comparison of Student Evaluations before and after Embedding Visuals into Video Lectures
Author: Fish, Kristine
Date: 2016-01-00
Type: Journal Articles
Subjects: Visual Aids,Comparative Analysis,Student Evaluation,Learning Experience,Video Technology,Computer Mediated Communication,Electronic Learning,Online Courses,Blended Learning,Web Based Instruction,Technology Uses in Education,Instructional Effectiveness,Educational Technology,Undergraduate Students,Instructional Materials,Higher Education,Likert Scales,Online Surveys

Educational webcasts or video lectures as a teaching tool and a form of visual aid have become widely used with the rising prevalence of online and blended courses and with the increase of web-based video materials. Thus, research pertaining to factors enhancing the effectiveness of video lectures, such as number of visual aids, is critical. This study compared student evaluations before and after embedding additional visual aids throughout video lectures in an online course. Slide transitions occurred on average every 40 seconds for the pre-treatment group with approximately 600 visuals total, compared to slide transitions every 10 seconds for the post-treatment group with approximately 2,000 visuals total. All students received the same audio recordings. Research questions addressed are: (1) Are student perceptions of the effectiveness of examples used to illustrate concepts affected by number of visual aids? (2) Is the extent to which students feel engaged during the lectures affected by number of visual aids? (3) Are students' perceived overall learning experiences affected by number of visual aids? Surprisingly, results indicate that for questions #1 and #3, student ratings of those who viewed videos with &quot;fewer&quot; visuals rated their experiences &quot;higher&quot; than students who viewed more visuals. There was no significant difference found for question #2. Conclusion: Although some visuals have been shown to enhance learning, too many visuals may be a deterrent to learning.
Collaborative Assessment: Middle School Case Study
Author: Parkison, Paul T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Middle Schools,Case Studies,Participant Observation,Research Methodology,Formative Evaluation,Hypothesis Testing,Learning Motivation,Student Motivation,Motivation Techniques,Achievement Need,Self Evaluation (Individuals),Educational Practices

Utilizing a participant observer research model, a case study of the efficacy of a collaborative assessment methodology within a middle school social studies class was conducted. A review of existing research revealed that students' perceptions of assessment, evaluation, and accountability influence their intrinsic motivation to learn. A collaborative assessment methodology was developed to provide a means to involve the students in the decision-making processes of instruction: lesson planning, goal and objective identification, assessment, and evaluation. Changing extrinsic motivators like assessment and evaluation into intrinsic motivators was the ultimate goal of the collaborative assessment methodology. The collaborative assessment methodology utilized a cyclical information flow so that all assessments and evaluations became formative. The study was highly influenced by the instructor's belief in constructivist curriculum tradition and existentialist philosophy.
Parallels between a Collaborative Research Process and the Middle Level Philosophy
Author: Dever, Robin
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Principles,Educational Philosophy,Cooperation,Middle Schools,Educational Researchers,Certification,Teacher Researchers,Teacher Collaboration,Faculty Development

The characteristics of the middle level philosophy as described in This We Believe closely parallel the collaborative research process. The journey of one research team is described in relationship to these characteristics. The collaborative process includes strengths such as professional relationships, professional development, courageous leadership, and a shared vision. Barriers to the process were also evident, including physical factors such as time and weather, differences in back-grounds and perspectives, and lack of support from respective universities. Despite these barriers, the researchers were able to use the characteristics of the middle level philosophy to guide their research.
A Comparison of Passion and Teaching Modality
Author: Greenberger, Scott
Date: 2016-01-00
Type: Journal Articles
Subjects: Teaching Methods,Distance Education,Comparative Analysis,Online Courses,Electronic Learning,Motivation,Learner Engagement,Teacher Behavior,Learning Theories,Teacher Student Relationship,Synchronous Communication,Teacher Characteristics,Outcomes of Education,Computer Mediated Communication,Faculty,Statistical Analysis,Online Surveys,Likert Scales

Research exists that applies the dualistic model of passion to face-to-face teaching, but no research has applied this model to online instruction. Distance education theories imply a need to discover factors contributing to online faculty motivation to engage students. Although there has been extensive exploration of intrinsic and extrinsic motivation to teach online, factors contributing to consistent and optimal teaching behavior has received less attention. There is evidence that the passion construct is independent of both intrinsic and extrinsic motivation. A stratified random sample of online and face-to-face faculty (n = 92) were surveyed using the Passion Scale. The results showed that 95 percent of the sampled online faculty self-identified as passionate for their online instruction. In the between-groups analysis, there were no significant differences in the variables of passion orientation, harmonious passion, and obsessive passion by modality. This research provides a basis for future research of passion in online instruction. In addition, this study adds another dimension for research within distance education theory, providing increased evidence for what motivates online instructors to consistently and effectively engage students.
Teacher Research at the Middle Level: Strengthening the Essential Attributes of Education for Young Adolescents
Author: DiLucchio, Connie
Date: 2014-00-00
Type: Journal Articles
Subjects: Adolescent Development,Teacher Researchers,Participatory Research,Action Research,Middle School Teachers,Classroom Research,Teaching Methods,Student Centered Learning,Learning Experience,Grade 5,Teaching Experience,Research Projects,Research Methodology

Teacher research (practitioner inquiry) is an effective form of professional development for middle level teachers. Through teacher research, classroom teachers develop the skills needed to demonstrate mastery of the performance standards for middle level master teacher candidates. Using well-established research methods, middle level educators conduct classroom inquiry projects to investigate their teaching and their students' experiences and learning. This article explains the work of 4th to 9th grade teacher researchers who investigated: (a) new teaching methods or curriculum, (b) approaches to teaching that allow for teachers to meet the needs of all learners, (c) transitions for young adolescents or teachers, and (d) experiences that support young adolescents' thinking and development. In order to describe the teacher research model, two middle level educators share their experiences of conducting research in their 5th grade classrooms. Throughout the article, the authors draw connections between middle level teachers' research experiences, student and teacher learning.
A Comparison of Reading Response Methods to Increase Student Learning
Author: Davis, Cheryl J.
Date: 2016-01-00
Type: Journal Articles
Subjects: Reader Response,Comparative Analysis,Academic Achievement,Scores,Feedback (Response),Outcome Measures,Electronic Learning,Reading Assignments,Reading,Graduate Students,Higher Education,Questioning Techniques,Reading Achievement,Predictor Variables,Research Design,Reading Materials

It is common in college courses to test students on the required readings for that course. With a rise in online education it is often the case that students are required to provide evidence of reading the material. However, there is little empirical research stating the best written means to assess that students read the materials. This study experimentally compared the effect of assigned reading summaries or study questions on student test performance. The results revealed that study questions produced higher quiz scores and higher preparation for the quiz, based on student feedback. Limitations of the study included a small sample size and extraneous activities that may have affected general knowledge on a topic. Results suggest that study questions focusing students on critical information in the required readings improve student learning.
How Can We Help Students Who Are English Language Learners Succeed?
Author: Ziegenfuss, Robert G.
Date: 2014-00-00
Type: Journal Articles
Subjects: English Language Learners,Adolescent Development,Educational Strategies,Educational Practices,Educational Opportunities,Educational Environment,Educational Resources,Evaluation Methods,Teaching Methods,School Community Relationship,Change Strategies,Success

To attain the most academic success among adolescent English Language Learners (ELL), the efforts of all the people associated with them must be combined along with multiple resources. Integration of curriculum content, instructional strategies, assessment, cultural responsiveness, and community resources are all critical components of success. During instruction, strategies and supportive techniques must follow the steps adolescents go through when attaining conversation and academic language. Learning strategies to be used by teachers, students, parents and community members are offered in this paper to keep your English Language Learners from falling behind academically, and ultimately lead to academic success.
The Effects of Instructor Control on Critical Thinking and Social Presence: Variations within Three Online Asynchronous Learning Environments
Author: Costley, Jamie
Date: 2016-01-00
Type: Journal Articles
Subjects: Asynchronous Communication,Critical Thinking,Electronic Learning,Educational Environment,Instructional Design,Learner Engagement,Foreign Countries,English (Second Language),Second Language Learning,College Students

In a world in which online interactions are becoming the norm, an understanding of how three fundamental aspects of online learning (teaching presence, social presence and cognitive presence) interact is important. This paper will look at how these three presences interact with each other in an online forum. More specifically it will describe the effects of instructional design on learners' levels of critical thinking and social presence. The research involved taking 900 learner posts from differing experimental conditions and analyzing those posts for social presence and critical thinking. The experimental conditions varied in three different ways in regards to the level of instructor control over the learning environment. The first learning environment had a low level of instructor control while the second and third had progressively high levels of instructor control over the learners' contributions to the forum. The results showed that increasing the amount of control an instructor has over a learning environment increases the amount of cognitive presence but decreases the amount of social presence within the learners' posts. In general, these results are important because instructors must be aware of how their behavior may affect how learners interact (and therefore learn) online. More specifically, many instructors are interested in the types of discourse their learners create. Therefore, the ways instructors can manipulate learner discourse is of great importance.
The Impact of Service Learning on Middle Level Pre-Service Teachers
Author: McMurtrie, Deborah H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Preservice Teacher Education,Preservice Teachers,Middle School Teachers,Adolescent Development,Student Characteristics,Student Surveys,Professional Identity,Likert Scales,Student Teacher Attitudes,Child Advocacy,Cultural Awareness,Correlation,Academic Standards,Beliefs,Program Effectiveness

In this study, candidates at two universities in the southeastern United States engaged in service-learning projects that investigated the effects of service learning on pre-service teachers' understanding of the unique characteristics of young adolescents from diverse backgrounds and knowledge of middle level professional roles. Data were collected through a survey that included Likert scale and open-ended items. The data were used to determine the pre-service teachers' under-standing of young adolescents and the professional role of middle level educators. The data are organized into four themes: (a) knowledge of young adolescent development, (b) advocacy for young adolescents, (c) family and cultural diversity, and (d) dispositions and professional behaviors. Within each theme, correlations are made to Association for Middle Level Education (AMLE) standards and then specific data are provided to support the pre-service teachers' relationship to each theme. The data provide insight into university students who changed majors to middle level education and comments related to the experience being a life-changing event. Pre-service teachers reveal increased knowledge and under-standing of the nature and needs of young adolescents, which is critical to becoming an effective middle school teacher. They exhibit positive dispositions such as confidence and embracing opportunities to grow professionally. They indicate increased awareness and appreciation for diverse students from various cultural and socioeconomic backgrounds.
Middle Level Best Practice and Student Achievement in Texas
Author: Williams, Dawn Michelle
Date: 2015-00-00
Type: Journal Articles
Subjects: Middle Schools,Best Practices,Academic Achievement,Educational Strategies,Program Implementation,Administrator Surveys,Mathematics Achievement,Reading Achievement,Fidelity,Regression (Statistics),Principals

The purpose of this study was to determine the implementation level of best practice strategies for middle level education in the state of Texas described by This We Believe (AMLE, 2010) and to determine the relationship of those practices with the schools' academic achievement in math and reading. A survey was distributed to principals of all intermediate, middle schools, and junior highs in the state of Texas to determine what middle school practices are actually implemented. Additionally an OLS regression was utilized to determine the relationship of middle level best practice to student achievement in math and reading. Varied rates of implementation were reported and the number of students living in poverty was determined to be the most significant relationship, a negative one, with student achievement. Parental involvement was shown to have a moderate positive relationship with student achievement in both reading and math.
The Symposium Project: Implementing a Shared Middle Level Teacher Education Program Library
Author: Hurd, Ellis
Date: 2014-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Teacher Education Programs,Middle School Teachers,Communities of Practice,Curriculum Development,Educational Change,Program Descriptions,Teacher Collaboration,Program Improvement,Interviews,Collegiality,Achievement Gains,Instructional Materials,Student Surveys,Teacher Surveys,Preservice Teacher Education,Program Attitudes,Program Implementation

Teaching institutions with middle grades-specific teacher preparation programs remain a cornerstone for improving the condition of the nation's middle schools. Yet such programs scarcely exist as the heartbeat of excellence for middle grades schools or for preservice teachers seeking middle grades licensure (Jackson &amp; Davis, 2000). Moreover, educators within such programs which do exist may seldom engage in the very work they encourage, even thrust upon preservice teachers. This article describes the Symposium Project, how the author engaged a community of middle level professionals in order to develop a larger network for collaborations on middle level teacher education course redesigns. The result was the realignment of courses within the university's Middle Level Teacher Education (ML) Program and the adoption of a shared, middle-grades specific library. Gains were seen in students' performance and in the understanding of middle level philosophy, concepts, and structures. Overall, the Symposium Project resulted in a model of enhanced teaching and learning within the ML program from which others may benefit.
Instructing the Instructors: Training Instructors to Use Social Presence Cues in Online Courses
Author: Paquette, Paige
Date: 2016-01-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Cues,Learner Engagement,Motivation,Student Motivation,School Holding Power,Teachers,Writing (Composition),Statistical Significance,Interpersonal Relationship,English Teachers,English (Second Language),Social Psychology,Social Environment

Online learning has become an ever-evolving opportunity for students in all stages of life to achieve their educational goals while also participating in all of the other aspects of their lives. With all of the changes in online learning in the last decade, it is unfortunate that many online instructors have been left behind (Lackey, 2011). Instructors are hearing words like motivation, persistence, and retention, yet they do not know how to develop online courses that encourage their students to engage and interact with their classmates. They are unaware that assuring that they interject social presence into their online courses could change the entire atmosphere of a course. This study provided participating instructors with an online English composition course that encouraged participant interaction and engagement. Two of the instructors received an extra day of training, including details about social presence cues and using them in their online courses. The results demonstrated that &quot;instructing the instructor&quot; may help create a more inviting and engaging course for the participants, which further research may prove lends to the motivation, persistence, and retention most institutions are seeking today.