ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing of Student Learning Achievement Evaluation
Author: Savickiene, Izabela
Date: 2011-00-00
Type: Journal Articles
Subjects: Academic Achievement,Evaluation Criteria,Evaluation Methods,Student Evaluation,Formative Evaluation,Summative Evaluation,Grading,Instructional Effectiveness,Higher Education,Group Testing

This article aims to solve the following problematic issue: how the most essential elements of student learning achievement evaluation should be properly designed? The answers are pursued by the validation of identification of evaluation types, formulation of evaluation criteria and choice of assessment methods. Designing of the most essential elements of student learning achievement evaluation is illustrated by examples that could be applied in practice when developing and renewing study programmes. (Contains 4 tables.)
Qualitative Parameters of Practice during University Studies
Author: Stasiunaitiene, Egle
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Education Work Relationship,Theory Practice Relationship,Relevance (Education),Educational Principles,Educational Quality,Workplace Learning,Educational Assessment,Curriculum Development,Outcomes of Education,Instructional Development,Instructional Design,College Instruction,Curriculum Design,Program Effectiveness,Evaluation Criteria,College Curriculum,Alignment (Education),Educational Objectives,Program Design,Educational Policy,International Education,Work Experience Programs,Cooperative Education

In this article, relevance of practice during university studies is highlighted, as well as the main stages of its organisation, qualitative parameters, as well as criteria and indicators that  validate them are defined. Discussion on the idea that taking into consideration qualitative  parameters of organising practice as a component of studies in the system of higher education helps achieving quality of studies and closer cooperation between the labour world and universities is provided. (Contains 2 figures and 4 tables.)
Iranian University Teachers' and Students' Views on Effectiveness of Students' Evaluation of Teaching
Author: Shirbagi, Naser
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Student Evaluation of Teacher Performance,Faculty Evaluation,Likert Scales,Program Effectiveness,Foreign Countries,Evaluation Methods,Teaching Experience,Student Attitudes,Teacher Attitudes,Questionnaires,Statistical Significance,Evaluation Research,Evaluation Problems,Robustness (Statistics),Teacher Effectiveness,Error of Measurement,Program Attitudes

The main purpose of this research is to examine the effectiveness of Student Evaluation of Teaching (SET) from a sample of university teachers' and students' view. The study adopts exploratory descriptive design. Participants of this research were 300 teachers and 600 graduate students from 3 Iranian higher education institutions. A 30-item format questionnaire was the main instrument for data collection. Responses to the items were made on a five-point &quot;Likert&quot; scale anchored with &quot;strongly agree&quot; and &quot;strongly disagree.&quot; Results show that &quot;Cronbach alpha&quot; coefficients of measures are in satisfactory level (0.86 for teachers' version and 0.88 for students' version). There are statistically significant differences among teachers and students based on gender, teaching experience, tenure and major. The teachers highly agreed with using different evaluation methods (e.g., peers evaluation, self-evaluation, and administrators) instead of merely relay on Student evaluation of teaching method. The study presents a challenge to the use of SET in higher education system in Iran and, in particular, raises questions about fairness if such ratings are to be used in decisions relating to employment issues. The findings suggest that SET should be applied cautiously in faculty performance evaluation. (Contains 6 tables and 2 footnotes.)
Stakeholders' Cooperation in the Study Programme Quality Assurance: Theory and Practice in Lithuania
Author: Pileicikiene, Nora
Date: 2011-00-00
Type: Journal Articles
Subjects: Expertise,Labor Market,Quality Control,Foreign Countries,Theory Practice Relationship,Stakeholders,Quality Assurance,Educational Quality,Partnerships in Education,Education Work Relationship,School Business Relationship,Educational Cooperation,College Programs,Role Perception,Semi Structured Interviews,Administrator Attitudes,Employer Attitudes,Group Dynamics,Program Attitudes

The cooperation of various stakeholders' groups is a prerequisite to develop and realise high-quality study programmes, i.e. during studies to develop skills that are relevant to the labour market and social life. In order to achieve effective stakeholders' cooperation, it is necessary to identify stakeholder's groups relevant to a study programme and to ascribe activity (expertise) functions according to the fields of their competence. Data from the research of the managers' experience of 15 Lithuanian higher education institutions and 15 Lithuanian employer companies/organisations reveal various problems related to stakeholders' cooperation when assuring quality of learning outcomes based study programmes. (Contains 1 table and 1 footnote.)
How Do Teacher Students for Compulsory School Learn Compared to Music Teacher Students in Sweden? A Comparative Study of Two Different Student Teacher Groups in Sweden
Author: Bostrom, Lena
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teachers,Cognitive Style,Music Education,Foreign Countries,Comparative Analysis,Music Teachers,Teacher Education Programs,Preservice Teachers,Public Schools

The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods. The teacher education systems are currently undergoing reforms in Sweden. Hence, it is importance for educational institutions to be aware of the different ways that their student teachers learn and it is importance for prospective teachers to become aware of their own learning styles. The purpose of this research was to explore the learning styles preferences for two groups of prospective teachers: music teachers and regular compulsory classroom teachers and to analyze their differences in the light of international research on learning styles. If these groups of prospective teachers differ, this would have an impact on higher education, students' learning strategies and teachers' teaching strategies. The study involved 65 randomly selected student teachers. 33 were student teachers for compulsory school and 32 were music student teachers. Twenty subscales of the Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn &amp; Price, 1984, 1991, 2000; Annex 1) were used to identify the learning-styles preferences of the participants. The results showed statistically significant differences between the two teacher student groups. Based on the results, it can be concluded that in comparison to music teacher students, compulsory teacher students differed in their choice of more formal designs, routine, and the times of the day when they would prefer to learn. The findings suggested the need for widely diverse teaching approaches in higher education for teachers. (Contains 1 figure, 2 tables, and 3 footnotes.)
Evaluating the Study Guide as a Tool for Increasing Students' Accountability for Reading the Textbook
Author: Vandsburger, Etty
Date: 2011-00-00
Type: Journal Articles
Subjects: Qualitative Research,Textbooks,Study Guides,Social Work,Accountability,Reading,Lecture Method,College Students,Reading Instruction,Higher Education,Control Groups,Undergraduate Study,Undergraduate Students,Homework,Academic Achievement,Assignments

A successful lecture that includes meaningful class discussions requires students to be familiar with the topics covered in the assigned reading. However, because college students frequently do not complete such reading prior to class, instructors are faced with the challenge of finding methods that would encourage students to do so. The purpose of this study was to evaluate one method, a study guide, of holding students accountable for the reading. Forty-one students in two social work courses participated in this qualitative research. Students overall had a positive response to the study guide assignment and reported that it was a helpful tool to increase their reading of the textbook throughout the semester. (Contains 2 tables.)
Service Learning at Community Colleges: Synthesis, Critique, and Recommendations for Future Research
Author: Taggart, Amanda
Date: 2011-00-00
Type: Journal Articles
Subjects: Campuses,Community Colleges,Service Learning,Synthesis,Learning Experience,Literature Reviews,Experiential Learning,Program Descriptions,Performance Factors,Research Needs,Research Problems,Criticism,Educational Practices,College Outcomes Assessment

The purpose of this paper is to review and critique empirical work done, to date, specific to service learning experiences at the community college level. A review of the literature was conducted in order to examine the empirical work that has been developed regarding service learning, a form of experiential learning, at community colleges. The narrative defines service learning, describes types of service learning taking place on community college campuses, and synthesizes and critiques the service learning empirical work done to date. The review closes with specific recommendations for both researchers and practitioners regarding future research.
Communication Patterns that Define the Role of the University-Level Tutor
Author: Schmidt, Hans
Date: 2011-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Tutors,Higher Education,Ethnography,Observation,Interviews,Academic Achievement,Tutoring,Mentors,Reading

This study considers how communication patterns shape the university tutor role. A combination of ethnographic observations and interviews were used to determine the communication behaviors of university tutors and tutees, which help to define what is, otherwise, an ambiguous role. Specifically, the communicative behaviors engaged in by tutors are relational questioning, content questioning, content explaining, and relational disclosure. Drawing on a relational perspective of communication, the uniqueness of the tutoring role, in comparison to other personal and educational roles, is discussed.
Strengthening College Students' Success through the RAC
Author: Anderson, Trela
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Language Skills,Success,Models,Literacy,Improvement Programs,Student Improvement,Instructional Improvement,Faculty Development,Reading Programs,Reading Strategies,Program Descriptions,Reading Improvement,Reading Skills,College Students,Pretests Posttests,Achievement Gains,Program Effectiveness

This article describes how Fayetteville State University's Reading Across the Curriculum (RAC) model developed for use with underprepared students can effectively improve the literacy and academic language skills of those students. The primary goals and objectives of the RAC program are to train faculty members from various disciplines to create more reading comprehension-centered courses and to decrease &quot;aliteracy&quot; among students by increasing the amount of reading and thereby improving their students' reading comprehension skills. This study demonstrates clearly that the RAC Faculty Course Revision Project results in significant improvement in students' performance outcomes. The purpose of this article is to describe the components of the RAC Faculty Course Revision Project, an ongoing research project developed to improve the reading comprehension skills of students at Fayetteville State University. Seven university courses met the program requirements, and subsequent findings indicated that the RAC Faculty Course Revision Project provided a model for focusing attention on students' lack of reading comprehension skills and helped faculty members to implement effective reading comprehension strategies in their courses in an effort to address this problem. (Contains 2 tables and 3 figures.)
The Appreciative Tutor
Author: Grogan, Jenna
Date: 2011-00-00
Type: Journal Articles
Subjects: Tutors,Tutoring,Change Strategies,Educational Strategies,Individual Characteristics,Individualized Education Programs,Diagnostic Teaching,Academic Advising,Sequential Approach,Teaching Methods,Educational Practices

Maximizing student potential requires explicit (yet flexible) guidelines for tutors and advisors. Many tutors enhance student potential by utilizing an effective process known as the "The Tutoring Cycle," which promotes content knowledge and facilitates independent success (MacDonald, 2000). Similarly, when students attend advising sessions in various emotional states, seeking degree changes and help in making life-altering decisions, some advisors respond by using the techniques of Appreciative Advising--an approach that celebrates the unique differences of students, embraces their wildest dreams, and designs a plan of action. This article proposes merging MacDonald's Tutoring Cycle with the six phases of Appreciative Advising to create a new Appreciative Tutoring Cycle. In order to better understand the rationale behind this new framework, a general overview of both the Tutoring Cycle and Appreciative Advising will be discussed. Individually, the Tutoring Cycle and Appreciative Advising are powerful frameworks. Put together, a more powerful framework emerges for tutoring professionals.
College Student Academic Online Reading: A Review of the Current Literature
Author: Sandberg, Kate
Date: 2011-00-00
Type: Information Analyses
Subjects: College Students,Literature Reviews,Electronic Learning,Electronic Journals,Electronic Libraries,Electronic Publishing,Reading Strategies,Reading Skills,Reading Improvement,Preferences,Reading Comprehension,Performance Factors,Definitions

Teaching college students how to read online effectively is an important area of concern. Libraries have become digitized with online articles and e-books; e-textbooks are available and used; and instructors routinely assign online articles of some length. It is critical that instructors who teach reading at the college level understand the theory and practice of academic online reading. This article offers a review of the current literature on college student online reading for academic purposes. The review includes an explanation of important terms used in the field; studies of student online reading preferences, comprehension, and strategies; and problems with online reading for students.
Investigating Perceived vs. Medical Weight Status Classification among College Students: Room for Improvement Exists among the Overweight and Obese
Author: Duffrin, Christopher
Date: 2011-00-00
Type: Journal Articles
Subjects: College Students,Obesity,Body Composition,Nutrition,Scientific Concepts,Classification,Nutrition Instruction,Body Weight,Health,Standards,Gender Differences,Body Height

The American College Health Association estimated that 31% of college students are overweight or obese. It is important that students have a correct perception of body weight status as extra weight has potential adverse health effects. This study assessed accuracy of perceived weight status versus medical classification among 102 college students. Perceived weight status was determined by responses to these questions, as part of a health questionnaire, "Are you overweight?" and "Which of the following best describes you?" (obese, overweight, normal weight, under weight). Medical classification was indicated from body mass index (using researcher-recorded weight and height) based on World Health Organization standards. Seventy eight percent of participants (n = 80) correctly assessed their weight status with significantly more females (79%, n = 45 of 57) than males (53%, n = 24 of 45) correctly assessing their status (p less than 0.01). All participants who misclassified their weight (n = 33) under classified their status as compared to the medical classification. Participants who correctly classified their status were, on average, 0-10 pounds overweight whereas those who misclassified were 11-20 pounds overweight. Among college students, nutrition education strategies should focus on students correctly identifying their weight status and health implications associated with an overweight/obese condition. (Contains 2 tables and 3 figures.)
Health Education Films of the Silent Era: A Historical Analysis
Author: Sofalvi, Alan
Date: 2011-00-00
Type: Journal Articles
Subjects: Health Education,Traffic Safety,Dental Health,Films,Teaching Methods,Diseases,Nutrition,Child Health,Allied Health Occupations Education

Films have been used to present health messages throughout the history of the medium. The purpose of this article is to describe pictures from the silent film era that were designed to educate people about health issues. Films still available in at least one format were reviewed. Published reviews were also used to obtain information about these films. Films described here dealt with tuberculosis, hookworms, breastfeeding, traffic safety, dental care, and children's health. Suggestions for how these films might be used in a professional preparation setting are provided.
You Tube: An International Medium for Sharing Videos about Hookah Smoking
Author: Seitz, Christopher M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Video Technology,Smoking,Health Personnel,Public Health,Peer Acceptance,Global Approach,Internet,Health Education,At Risk Persons,Males

The hookah pipe is an ancient tool for smoking tobacco and is a growing public health concern at the global level. YouTube is a website that allows its members to post videos for people to watch and to share comments about the videos in an online forum. The purpose of the study was to investigate the types of videos about hookah on YouTube, their popularity, and the demographics of those who post and view the videos. YouTube was searched using the terms &quot;hookah&quot; and &quot;shisha.&quot; Two independent reviewers watched each video and created categories based upon content, being Instructional, Review, Trick, Comedy, Commercial, or Health. Popularity was measured by viewer ratings and by the number of times each video was viewed in a 30-day period. Demographic information was obtained from YouTube. Findings suggested that hookah videos are viewed frequently, rated positively, most often feature and are viewed by young males in nearly every nation in the world, meaning, these videos are an international phenomenon and provides evidence of hookah's growing popularity across the globe. Health professionals should consider creating and posting videos that provide the YouTube audience with evidence-based information about the harmfulness of smoking hookah. (Contains 2 tables and 1 figure.)
The Development of Kidney Stone Dietary Plans for Patient Education
Author: Dennison, Darwin
Date: 2011-00-00
Type: Journal Articles
Subjects: Patient Education,Health Education,Nutrition,Public Health,Dietetics,Patients,Food,Adults,Health Behavior,Health Promotion,Eating Habits,Water,Community Health Services,Allied Health Personnel,Older Adults,Human Body

Currently patient education programs and urology practices provide individuals with "lists of foods to avoid" for dietary management of kidney stones. However, "planned diets" that include daily meal plans and recipes provide structure and specificity for diet management and are preferred by many individuals. This article describes the development of planned diets to assist individuals with treatment and prevention of calcium oxalate kidney stones. The literature does not include planned diets available for individuals with kidney stones; the "list of foods to avoid" approach is the standard of practice. Results from studies using the Dietary Approaches to Stop Hypertension (DASH) diet with modifications for patients with kidney stones served as the foundation for the planned diets developed in this study. Foods identified in the literature that reduced the development of kidney stones were included in the meal plans. Nutrient analysis was conducted on all foods to ensure nutrient adequacy and compliance with the dietary management of kidney stones. Foods were grouped for meal planning purposes and two sample one-day 2000 calorie planned diets were distributed to 13 patients in an adult urology practice. Adjustments were made in the diets to accommodate for food preferences and caloric levels. Planned diets can provide a useful alternative for community health education specialists in patient health education programs to assist individuals with diet management to reduce the incidence and recurrence of kidney stones. (Contains 2 tables.)
Developing Technology-Supported, Evidence-Based Writing Instruction for Adolescents with Significant Writing Disabilities
Author: Wollak, Barbara A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Disabilities,Cognitive Processes,Writing Instruction,Epistemology,Special Needs Students,Assistive Technology,Educational Technology,Web 2.0 Technologies,Computer Assisted Instruction,Technology Integration,Social Networks,Computer Mediated Communication,Electronic Mail,Web Sites,Electronic Publishing,Computer Software,Novices,Program Development,Student Reaction,Special Education,Writing Difficulties,Writing Processes,Instructional Design,Curriculum Implementation,Preservice Teacher Education,Methods Courses,College School Cooperation,Case Studies,Scoring Rubrics,Inclusion,Multiple Literacies,Outcomes of Education,Instructional Effectiveness,Junior High School Students

Writing is a recursive and complex set of cognitive processes that can be taught effectively to students with disabilities. Employing an adapted cognitive theory of writing, a broad view of what constitutes evidence, and the support of a variety of assistive and internet-based technologies, we developed a writing instructional program to meet the needs of novice adolescent writers with significant disabilities. In this paper, we share the principles and processes we engaged in to develop and implement a writing instructional program as well as how students responded to the program. (Contains 1 table and 2 figures.)
Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story Writing to Students with Autism
Author: Pennington, Robert C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Prompting,Training,Writing Skills,Teaching Methods,Urban Schools,Writing Instruction,Elementary School Students,Males,Intervention,Special Needs Students,Special Education,Assistive Technology,Educational Technology,Computer Assisted Instruction,Computer Software,Instructional Design,Instructional Effectiveness,Story Telling,Creative Writing,Writing Strategies,Writing Difficulties,Pretests Posttests,Autism,Pervasive Developmental Disorders,Laptop Computers

In the current study, the researchers evaluated the effects of simultaneous prompting and computer-assisted instruction on the story-writing responses of 3 males with autism, 7 to 10 ears of age. Classroom teachers conducted all probe and training sessions. The researchers used a multiple baseline across participants design to evaluate the efficacy of the intervention. In addition, they used pre-posttest measures to assess the generalization of acquired skills across untrained story topics and different response topographies. The data indicated that simultaneous prompting and computer-assisted instruction were effective in improving the story-writing skills of all 3 participants. Two of the participants demonstrated maintenance and generalization of trained responses. (Contains 1 table and 2 figures.)