ethanporcaro/eric-fulltext-meta huggingface dataset:
College--We Want In!
Author: Probst, Carolyn
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Aspiration,College Bound Students,Comprehensive Guidance,Educational Attitudes,Achievement Gap,Educational Practices,Change Strategies,College Preparation,Low Income Students

How do school leaders help students and parents, especially those from low-income families, understand the value of a college education? Engaging students and families early and often and using a continuum of strategies enables school leaders to close aspiration gaps, thus creating and sustaining a college-going culture for all students. Typically, college counseling initiatives begin in the middle of eleventh grade. Waiting until this late stage in a student's academic career guarantees missed opportunities. For students who do not see themselves in college, or who are unaware of the significance of their early academic work, the eve of senior year is simply too late. According to ACT (2008), &quot;…the level of academic achievement that students attain by eighth grade has a larger impact on their college and career readiness by the time they graduate from high school than anything that happens academically in high school&quot; (p. 2). In response to these conditions, school leaders in Oyster Bay and Westhampton Beach High Schools, (Long Island, New York), have created programs for students that jump-start college awareness beginning in eighth grade. In this article, the authors demonstrate how their schools used a continuum approach to close aspiration gaps, and in the process, close achievement gaps, thus create a college-going culture for all students.
Ask Me about ISON: The Risks and Rewards of Teaching an Interdisciplinary Honors Course on a Scientific Event Unfolding in Real Time
Author: Vanderburgh, William L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Risk,Rewards,Honors Curriculum,Interdisciplinary Approach,Assignments,Astronomy,Course Descriptions,Science Instruction,College Faculty,Teaching Methods,Universities

On September 21, 2012, two astronomers using a telescope in the International Scientific Observing Network (ISON) near Kislovodsk, Russia, discovered a comet that came to be formally known as C/2012 S1 and was popularly called Comet ISON. Just a year later, two honors instructors in Wichita, Kansas, found themselves teaching a course on Comet ISON that came to be formally known as Fire in the Sky and was popularly referred to as &quot;the comet course.&quot; In this article, the authors discuss preliminary considerations for the course, sample topics and approach, and major assignments for the course.
Personal Safety and Teacher/Student Relationships Viewed through Black/White Framework in a Suburban Middle School, an Exploratory Study
Author: Mester, Dana C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Safety,Teacher Student Relationship,Middle School Students,Middle School Teachers,Racial Differences,African American Students,White Students,Student Attitudes,Educational Environment,Surveys,Questionnaires,Statistical Analysis,Teacher Behavior

This study explored the perceptions of teacher-student relationships and personal student safety differences between Caucasian and African-American middle school students. The research was conducted using a survey in a suburban middle class school on Long Island, New York. Twenty-eight of 176 Caucasian students were chosen through random sampling to contrast with the 15 African- American students who participated in this study. An independent sample T-test was used. It showed a significant difference between African-American and Caucasian students in teacher-student relationships (p = 0.05) and approaching significance on personal safety significance (p&lt;0.10). Caucasian students in the sample tended to feel safer in their school, and the Caucasian students showed better student-teacher relationships than the African-American students.
Program Excellence versus Program Growth: Must These Goals Conflict?
Author: Goodstein, Lynne
Date: 2013-00-00
Type: Journal Articles
Subjects: Program Development,Excellence in Education,Honors Curriculum,Case Studies,Universities,Educational Quality,Educational Improvement,Educational Planning,Student Recruitment,College Presidents

New England University (NEU) provides a case study of the risk that change might undermine an existing university asset in the context of growth in honors; it is a story about the efforts of faculty, students, and staff committed to evoking and sustaining excellence in one honors program to respond to the vision of a new president who placed growing the honors program as one of his highest priorities. Examination of the personalities, process, pitfalls, strategies, and successes in this case study contributes to the scholarly tradition of studying and documenting change in higher education. In the case of NEU, the author argues that the past ten years have witnessed a gradual and palpable advancement of the quality of honors education despite the fact that the program is now twice the size and has received significantly fewer resources than requested. The combination of careful planning, clear vision, good will, reasonable support from above, and a lot of hard work demonstrate that growth in honors and quality improvement can go hand in hand.
The Role of 21st Century Skills in Two Rural Regional Areas of Public Education
Author: Fox, Sean B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Public Education,Rural Areas,Educational Innovation,Effective Schools Research,Comparative Analysis,Case Studies,Investigations,Governance,Administrative Organization,Accountability,Instructional Innovation,Position Papers,Focus Groups,Observation,Interviews,Best Practices,Evidence Based Practice,Qualitative Research

Budgetary shortfalls and excessive layoffs have left public schools with a deficiency of professional innovation as well as modern theory and practice. It is imperative that educators identify the exemplary school systems that are engaging students and adults in 21st century education, and broadcast those patterns of success to schools in need of reform. These researchers presented comparative, qualitative case studies on engagement in work in two regional areas in Suffolk County, New York. The purpose of these studies was to investigate how school systems and educators engage students and adults in 21st century education.
An Approach to Engaging Students in a Large-Enrollment, Introductory STEM College Course
Author: Swap, Robert J.
Date: 2015-10-00
Type: Journal Articles
Subjects: STEM Education,Learner Engagement,Student College Relationship,Large Group Instruction,Case Studies,Constructivism (Learning),Blended Learning,Teaching Methods,Instructional Effectiveness,Ecology,Biodiversity,Student Characteristics,College Students,Instructional Materials,Student Evaluation,Context Effect

While it is clear that engagement between students and instructors positively affects learning outcomes, a number of factors make such engagement difficult to achieve in large-enrollment introductory courses. This has led to pessimism among some education professionals regarding the degree of engagement possible in these courses. In this paper we challenge this pessimistic outlook through a case study involving a large-enrollment introductory, general education, STEM college course. Several pedagogical approaches related to social constructivist theory offer possibilities for increasing student engagement in the learning process, but they may be difficult to implement, particularly in environments yielding little or no reward for classroom innovation. Here, we present an approach to developing an engaging learning environment by hybridizing aspects from a range of pedagogical approaches varying from the didactic (e.g. traditional lecture) to the more constructivist (e.g. peer instruction, project-based learning). We describe the course in question and our pedagogical approach, provide evidence for its effectiveness, and discuss contextual factors affecting the development of our approach and its adoption to other subjects and institutions. We also discuss important remaining challenges regarding the adoption of our approach and similar practices.
Incorporating the Principles of Critical Pedagogy into a Teacher Efficacy Measure
Author: Izadinia, Mahsa
Date: 2011-06-00
Type: Journal Articles
Subjects: Critical Theory,Teaching Methods,Construct Validity,Teacher Effectiveness,Measures (Individuals),Locus of Control,Teacher Attitudes,Self Efficacy,Culturally Relevant Education,Interpersonal Competence,Factor Analysis,Reliability,Foreign Countries,Questionnaires

Although critical pedagogy has defined new roles for teachers through which they can step beyond classroom concerns, there seems to be little attention to these roles in the conceptualization and measures of teacher efficacy. This study was an attempt to review the available literature and measures of teacher efficacy to find out whether the principles of critical pedagogy have been incorporated into operational and theoretical aspects of teacher efficacy. The absence of these principles called for including such items in one of the most recent and valid teacher efficacy measures and construct validating the new scale.
Student Deep Learning in Bachelor English Programs within Pakistani Universities
Author: Tahir, Khazima
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Teaching Methods,English Literature,English (Second Language),Second Language Learning,Second Language Instruction,Educational Improvement,Undergraduate Students,Learning Processes,Student Surveys,Student Attitudes,Transformational Leadership,Factor Analysis,Statistical Analysis,Teacher Characteristics,College Faculty,Language Teachers

The purpose of this study was to contrast undergraduate students' descriptions about transformational teaching practices, and student deep learning in bachelor English programs in selected universities within Pakistan. This study utilized a survey to gather responses from five hundred and twenty three students. A paired sample t test was utilized to examine student differences on these variables in the English language and literature classes. The findings of this study revealed that there were significant differences among undergraduate students on deep learning in the English language and literature classes. The implications for the improvement of English education are considered.
Professionalize Sudanese Teachers' Conception of Work through Action Research
Author: Bashir, Ishraga
Date: 2011-06-00
Type: Journal Articles
Subjects: Action Research,Teacher Attitudes,Statistical Analysis,Workshops,Foreign Countries,Teacher Role,Time Management,Faculty Workload,Knowledge Level,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Models,Inservice Teacher Education

Teacher action research is in the emergent stages in Sudanese schools and needs to be well disseminated and actively supported from the Ministry of education. Although the teacher-as-researcher movement has been in existence for some twenty years, there is a reason to think that the majority if not all, of Sudanese class teachers remain uninvolved. What lies behind their reluctance? This paper looks at the complexities in the role of a teacher engaging in action research. This includes the need to explore further the principles and practice of action research. This study puts forward explanations in four main areas: teachers' perception of action research; teachers' professional status, teachers' confidence, and teachers' difficulty engaging in action research. For this purpose a workshop was held and representatives from seven Universities and 25 school teachers participated in a thorough discussion and further investigation was carried out based on the workshop discussion. The data was analyzed statistically and the results showed that the Sudanese teachers have no idea about action research it is not part of their culture as well as the institutions culture. Teachers are reluctant to do an action research and that due to the lack of knowledge which was an important factor. Teachers are not certain about the adequacy of doing an action research. There are other factors such as time and the over load. Based on these findings recommendations are drawn, it is suggested that classroom teaching is an all-demanding and all-involving task which is excluding of an activity as exacting as research. However, it is argued that with appropriate support more teachers may become involved in an action research.
Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes
Author: Chang, Ming
Date: 2011-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Communicative Competence (Languages),College Students,College Faculty,Barriers,Teaching Conditions,Foreign Countries,Semi Structured Interviews,Attitude Measures,Teacher Education,Student Characteristics,Teacher Characteristics,Curriculum,Educational Resources,Teacher Attitudes,Teaching Methods

Foreign language teaching in many Asian-Pacific countries in recent decades has shifted toward communicative-focused instruction. However, researchers have reported a gap between policy and practice. To incorporate teachers' voices in adopting the communicative approach in the curriculum, this study explores factors that promote or hinder EFL teachers' implementation of Communicative Language Teaching (CLT) in Taiwanese college English classes. The findings indicated that the factors that impacted implementation of CLT related to teachers, students, the educational system, and suitability of CLT in the local context. Also, certain situational constraints were found to hinder the implementation of CTL. The article provides practical recommendations for teachers, educators, and policy makers to further improve teacher training, curriculum design, and situational constraints to ensure success in implementing the CLT approach.
A Traditional Educational Practice Adapted for the Digital Age
Author: Nix, Elizabeth
Date: 2014-00-00
Type: Journal Articles
Subjects: Civil Rights,Blended Learning,Online Courses,Seminars,Conventional Instruction,Citizen Participation,Honors Curriculum,College Instruction,College Students,Credits

This article describes the development of The King Years, a weekly seminar taught at the University of Baltimore (UB) by Taylor Branch, the scholar who won the Pulitzer Prize for the first volume of his trilogy on the Civil Rights era. The King Years represents a foot in the water for a campus seeking a slow yet innovative entry into the world of massive online offerings. The King Years team did not want simply to follow the established Massive Open Online Course (MOOC) model by filming a series of lectures and posting them to a web site. The team wanted broad distribution of the civil rights history, but at the same time they valued the traditional practice of the seminar, which recognizes the essential importance of in-class discussion. Even as they planned to reach an audience beyond the walls of UB, the team hoped to achieve the intimacy and in-depth exchange that only a seminar offers. The team's insistence on these two goals produced the final structure of the course: a face-to-face seminar held in a classroom studio and simultaneously available via the web in a secure online community for auditors.
The Effectiveness of Explicit and Implicit Corrective Feedback on Interlingual and Intralingual Errors: A Case of Error Analysis of Students' Compositions
Author: Falhasiri, Mohammad
Date: 2011-09-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Teaching Methods,Grammar,Pragmatics,Taxonomy,Error Analysis (Language),English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Essays,Indo European Languages,Interference (Language),Native Language,College Students

This study intends to shed light on the most occurring grammatical and lexical (pragmatic) errors which students make in their compositions. For this purpose, 23 male and female undergraduate students from different majors were asked to take part in the present study. Each week, for four weeks, students were asked to write 4 compositions on predetermined topics. Students' writings were analyzed for errors based on a linguistic Category Taxonomy and the frequency of errors for each category was calculated. Two kinds of corrective feedback were devised based on the type of errors observed, deductive (explicit) explanation of interlingual errors and inductive (implicit) clarification of intralingual errors. After the treatment, students wrote four more compositions and the frequencies of errors for the two sets of writings were compared to see if any significant changes had occurred. It was found that the most errors were of interlingual category (71%). It was also concluded that in 22 out of 26 categories, the frequency of errors decreased. Deductive (explicit) teaching of interlingual and also inductive (implicit) teaching of intralingual erroneous points decreased the error frequency of students. Moreover, interlingual errors were more affected than intralingual in case of error reduction.
There and Back Again: Learning from the History of a Freshman Seminar Sequence
Author: deLusé, Stephanie R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Honors Curriculum,College Freshmen,Seminars,Sequential Approach,Case Studies,Classics (Literature),Humanities,Natural Sciences,Social Sciences,Interdisciplinary Approach

The evolution of The Human Event, a course sequence at Barrett, The Honors College at Arizona State University, provides a case study of using a program's history to understand its present and improve its future. While Barrett is situated at a public university with 76,000 students, and is now a large college in itself with 4,803 honors students, it grew out of a much smaller program. From the beginning, The Human Event sequence has been a part of Barrett, and has contributed to its health and growth. This article highlights the experience and insights drawn from considering the history of The Human Event, which might be of interest to honors programs and colleges of any size, and at any institution, as an example of what can be gained from studying the origin and development of signature classes.
Using Real-Life Activities in an Interactive Engagement Manner in the Teaching and Learning of Newton's First Law of Motion in a Ghanaian University
Author: Antwi, Victor
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Motion,Scientific Concepts,Concept Formation,Physics,College Science,Mechanics (Physics),Teaching Methods,Active Learning,Video Technology,Interaction,Science Instruction,Science Tests,Reflection,Discussion (Teaching Technique)

Most Ghanaian university physics students depend on rote learning and rote problem solving, without having the conceptual knowledge of concepts that are being studied. This is so because the Ghanaian style of setting and answering of questions favour those students who have the ability to do rote memorization of learning. The instructors start physics (mechanics) teaching by first introducing the topic and lecturing on general principles. They then use the principles to derive mathematical models, show illustrative applications of the models and give students some practice question(s) in similar derivations and finally test their ability to do the same during examination. Little or no attention is paid to the question why any of that is being done, what real world phenomena the models can explain and which practical problems can be used to solve them. Ghana cannot afford to follow this trend, where the youth seem to lose their interest for understanding the concepts of physics and other science subjects in our universities and schools. The advances in physics provide human beings with the ability to achieve greater and more in-depth understanding of nature. In this study, real-life activities were used in an interactive engagement manner in the teaching and learning of Newton's first law of motion in a Ghanaian lecture room. The analyses of teaching and learning processes that were videoed and transcribed showed that students' involvement or interactive engagement in class led to enhance their conceptual understanding of the concepts of Newton's first law of motion.
Lecturers' Perceptions of the Implementation of the Revised English Language Nigeria Certificate in Education Curriculum
Author: Tom-Lawyer, Oris Oritsebemigho
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,English (Second Language),Certification,Teacher Education Curriculum,Program Implementation,Curriculum Development,Barriers,Mixed Methods Research,Case Studies,Schools of Education,Questionnaires,Interviews,Field Studies,Notetaking,Observation,Check Lists,Content Analysis,Statistical Analysis,Training,Professional Development,Academic Ability,Admission Criteria,English Curriculum

This paper examines the perceptions of English language lecturers from three colleges of education on the factors that inhibit the implementation process of the revised English Language Nigeria Certificate Education Curriculum. The study which is underpinned by the CIPP Evaluation model is part of a larger study on the evaluation of the curriculum. The Nigeria Certificate in Education is the minimum qualification for teaching in Nigeria (National Policy Brief, 2005). The concern for the quality of teachers in Nigeria is crucial as the Nigerian government recognized the problem of inadequate training of teachers at the NCE level in 2010 and proposed to obliterate the colleges of education and phase out the Nigeria Certificate in Education (The Nigerian Voice Online, 2010). The recent review of the Nigeria Certificate in Education is a laudable feat; however, the effective implementation of the provisions of the revised curriculum may be a source of apprehension (Tom-Lawyer, 2014) as there are factors that limit its implementation. Therefore, this paper views the perspectives of the lecturers on the factors that impede the implementation process of the curriculum and proposes measures to enhance its implementation. The study adopted a mixed study approach, within the framework of the CIPP model while utilizing a case study. The sample comprised twenty lecturers from three colleges of education in the country drawn through purposive sampling. The instruments used were questionnaires, interviews, field notes and observation checklists and documentary analysis. The methods of analysis were descriptive/inferential and thematic content analysis. The findings showed that the views of the lecturers on the implementation of the curriculum were that in-service training was not available for lecturers; the abilities of the students influenced their teaching. It recommends among other things, an immediate review of the admission policy and an extensive involvement of the lecturers in the future review of the curriculum.