ethanporcaro/eric-fulltext-meta huggingface dataset:
Instructional Coaching at Selected Middle Schools in South Texas and Effects on Student Achievement
Author: Garcia, SantaPaula Gama
Date: 2013-05-00
Type: Journal Articles
Subjects: Coaching (Performance),Instructional Improvement,Statistical Analysis,Control Groups,Experimental Groups,Mathematics Achievement,Reading Achievement,Science Achievement,Social Studies,Program Effectiveness,Achievement Gains,Writing Achievement,Middle School Teachers,Faculty Development,Multivariate Analysis

The purpose of this study was to compare two middle schools in one school district in south Texas to determine if presence or absence of instructional coaches has an effect on student achievement. The research design was a quantitative pre experimental study: a nonequivalent (posttest only) control group design in which the experimental group and the control group are selected without random assignment. While only the experimental group received the treatment, both groups were given a posttest, the Spring 2011 Texas Assessment of Knowledge and Skills Test (TAKS) (Creswell, 2003). Comparisons were made between the two groups' performances in the area of student achievement. The scores for the two groups in the content areas of math and reading for 6th; math, reading and writing for 7th; and math, reading, science and social studies for 8th grade students, was analyzed using a multivariate analysis of variance (MANOVA) statistical analysis. Results of the study demonstrate that there are significant results associated with the presence or absence of instructional coaches in specific content areas at the two middle schools in the grades indicated, particularly in 6th grade math and reading, 7th grade writing and 8th grade science and social studies.
Using a Multimedia Mix to Teach Concepts of Business Administration
Author: Dunphy, Steve
Date: 2013-04-00
Type: Journal Articles
Subjects: Business Administration Education,Concept Teaching,Undergraduate Students,Student Interests,Delivery Systems,Learning Activities,Multimedia Instruction,Multimedia Materials,Teaching Methods,Music

An exercise is proposed which the author believes more carefully aligns contemporary undergraduate student interest with a faculty pedagogical delivery mechanism that meets the educational needs of both. The exercise involves the mixing of a piece of popular music synchronized to a slide show constructed using Microsoft's PowerPoint for the purpose of illustrating a concept, theory or idea as delineated by the business administration textbook. An example based on the song &quot;Vincent&quot; and synchronized with the paintings of Vincent Van Gogh is provided in the appendix.
A Little Knowledge Goes a Long Way: Student Expectation and Satisfaction with Hybrid Learning
Author: Pinto, Mary Beth
Date: 2013-04-00
Type: Journal Articles
Subjects: Expectation,Student Satisfaction,Blended Learning,Student Surveys,Business Administration Education,Influences,Statistical Analysis,Correlation,Undergraduate Students,Likert Scales

The research in this study answers the following questions: (1) What are students' preconceived and informed expectations regarding hybrid learning? (2) How satisfied are students with the hybrid course? (3) What factors are related to satisfaction with this hybrid course? Secondary research was conducted and primary data was collected in the form of survey responses from 44 students that were enrolled in an upper level marketing course that was modified and transitioned into a hybrid learning format. Students were given three surveys; the first was a pre-course survey that focused on &quot;preconceived expectations&quot; and was given before the students were made aware of the hybrid delivery format, the second focused on &quot;informed expectations&quot; and was given after students were informed about the hybrid format for the course and had reviewed the syllabus, the third survey was given at the end of the course and measured perceived performance. T-tests were run to test for significant differences between preconceived and informed expectations; the results showed significant difference for 11 expectation items. Twenty-one expectation items were found to have significant correlation with satisfaction.
Teaching College Microeconomics: Online vs. Traditional Classroom Instruction
Author: McCarty, Cynthia
Date: 2013-05-00
Type: Journal Articles
Subjects: Microeconomics,Economics Education,Online Courses,Conventional Instruction,Introductory Courses,Intermode Differences,Gender Differences,Ethnicity,Majors (Students),Academic Achievement,Academic Aptitude,Achievement Gains,College Students,Grade Point Average,College Entrance Examinations

The use of online course offerings in college has grown sharply in recent years. Previous research, while limited, is inconclusive in determining expected student performance in online versus a traditional lecture format. This paper focuses specifically on student performance in introductory microeconomics classes, analyzing learning differences between those in online and traditional lecture classes. In addition to comparing overall performances, the researchers tested further to determine if gender, ethnicity, major, and levels of achievement and aptitude are factors in explaining differences in performance between lecture and online classes. They then studied the differences between the groups within lecture and online classes to determine if there was a gap in performance due to gender, ethnicity, major, effort, or aptitude. One objective for this study is to better predict student performance in online versus traditional lecture course formats.
Supporting the Development of Students' Academic Writing through Collaborative Process Writing
Author: Mutwarasibo, Faustin
Date: 2013-05-00
Type: Journal Articles
Subjects: Academic Discourse,Process Approach (Writing),Collaborative Writing,Undergraduate Students,Interviews,Student Experience,Writing Difficulties,College English,English (Second Language),Intervention,Writing Exercises,Achievement Gains,Student Attitudes,Foreign Countries

The study examines how undergraduate university students in Rwanda experience collaborative process writing as an instruction method capable of helping them improve their academic writing abilities in English. It involved 34 second-year students, divided into 12 small working groups. The data were collected by means of group interviews carried out in English after all groups finished writing an argumentative essay using the collaborative process writing method. In their responses, students maintained that they still experienced some writing difficulties in English in connection with planning, organization, cohesion and coherence and grammar. However, by combining collaborative process writing with the reflective exercises and classroom reporting strategies introduced by their instructor, students were enabled to spot persistent writing difficulties and plan a course of action to tackle them. Given the tangible learner-focused benefits that are likely to accrue from the implementation of the method, the study suggests that more practice be initiated by the instructors so that students become aware of those benefits.
So You Want to Be an English Teacher? Technology, Literacy, and Language Arts
Author: Denecker, Christine
Date: 2006-00-00
Type: Journal Articles
Subjects: English Teacher Education,Language Arts,Technology Integration,Technological Literacy,Pedagogical Content Knowledge,Preservice Teacher Education,Teacher Competencies,Integrated Activities,Educational Practices,Relevance (Education),Teaching Skills,Literacy

The integration of technology into education, in particular, secondary English education, challenges that notion of wanting to become an English teacher. Today, it is not enough to be a &quot;teacher of English&quot;; instead, 21st-century English teachers must utilize and impart a number of literacies in their classrooms. It is challenging to adequately prepare pre-service language arts teachers to work in technology-enriched classrooms. In particular, teacher preparation programs must provide strategies that enable pre-service language arts teachers to develop and increase both traditional and digital literacies among their future students. Studies conducted by both the National Council for the Accreditation of Teacher Education Task Force on Technology and Teacher Education (1997) and the International Society for Technology in Education (ITSE) (1999) indicate that many pre-service teachers are receiving inadequate instruction in the use of technological pedagogies. A step in the right direction can be seen in that recent standards issued by ITSE (2000) delineate specific competencies pre-service teachers should master before graduation in order to obtain digital literacy (Pianfetti 257). As a former high school English teacher and current educator of pre-service teachers, the author is re-evaluating her own use of technological pedagogies and examining the possibilities of how technological instruction can enhance both her teaching as well as that of her students. This article is a result of such introspection and strives to meet that challenge of improving the technological aspects of language arts teacher preparation.
Transitioning to Secondary School: The Case of Mathematics
Author: Carmichael, Colin
Date: 2015-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Secondary School Students,Mathematics Achievement,Mathematical Aptitude,School Readiness,Transitional Programs,Gender Differences,Family Influence,Institutional Characteristics,State Action,Predictor Variables,Student Records,Data Analysis,School Effectiveness,International Assessment,Foreign Countries,Multivariate Analysis,Regression (Statistics)

At a time when Australia's international competitiveness is compromised by a shortage of skilled workers in Science, Technology, Engineering and Mathematics (STEM) related careers, reports suggest a decline in Australian secondary school students' performances in international tests of mathematics. This study focuses on the mathematics performance of students in the first year of secondary school and in particular the impact, if any, that the move to secondary school has on this performance. Utilising current state differences in the structure of schools and population data, the study identifies a small effect associated with the transition to secondary school that is comparable to similar international studies. It then explores this effect through a multivariate analysis of data from the Longitudinal Study of Australian Children (LSAC). Results suggest that even after controlling for known predictors of mathematical performance, the transition from primary school to secondary school is associated with a small effect that is not apparent when students change from one primary school to another. These findings confirm a number of qualitative studies that suggest the need for a closer focus on the early secondary mathematics classroom. Implications for researchers and policy makers are also discussed.
Teaching the Social History of the Book
Author: Meiman, Meg
Date: 2006-00-00
Type: Journal Articles
Subjects: Social History,History Instruction,Books,Historiography,Educational History,Educational Practices,Social Influences,Reading,Library Role

Teaching book history as the story of its development as an artifact is undoubtedly important. However, placing that history more prominently within the social contexts of reading and libraries seems crucial to one's understanding of book history, since books are both the continuing means of social practices (such as reading), and since they comprise larger social institutions (such as libraries) intrinsic to such practices. In the course of this essay, the author will examine how studying the history of the book within these contextual frameworks allows one to gain a greater understanding of the book not only as an artifact, but also as a form of technology that continues to evolve and to influence both the social practice of reading and the social institution of the library. This approach to book history pedagogy also reveals the ways in which the book's social histories inform its present status and its importance for the future.
Dude, How's My Class?
Author: Telep, Peter
Date: 2005-00-00
Type: Journal Articles
Subjects: English Instruction,College Students,Student Attitudes,Instructional Effectiveness,Student Evaluation,Student Needs,Surveys,Attitude Measures,Confidentiality

In this article, Peter Telep, an English instructor at the University of Central Florida, discusses the reasons behind his decision to poll students in order to make his English courses more effective. Originally, he assumed that asking for student input regarding a course or even on a particular assignment would damage his credibility. Frustration ensued, and student evaluations were not available until semester's end. He would pour over student evaluations, note common strengths and weaknesses, and become more determined to improve the following semester. After developing a polling system that allowed students to discuss the course anonymously every week, course adjustments were made to better meet the students' needs without sacrificing his credibility. Engaging in this polling process allows teachers to address challenges early on and avoid shocking surprises come course evaluation time. Additionally, the process empowers students by making them active participants in how they will be taught and graded. They begin to own the course, trust in the teacher and the materials, and consider the process fair.
Teaching Illinois: Developing a Course on State Literature
Author: Capo, Beth Widmaier
Date: 2006-00-00
Type: Journal Articles
Subjects: Authors,United States Literature,Courses,College Curriculum,Interdisciplinary Approach

What makes someone an &quot;Illinois Author&quot;? What role do these writers play in American literature? How has Illinois been presented as a setting in literature? These were a few of the questions prominent on a promotional brochure last Spring semester for a new course the author would be offering in the Fall. Now that the course has been successfully completed, the author would like to share why developing a course on state literature is valuable, and how to go about doing so. Thus this article is structured around answering questions that she had. While this essay is specific to a course on Illinois, the author believes that useful information can be extrapolated to other situations and may help the reader to develop a course on the literature of their own state.
A Story of Promises and Pitfalls in Whole-Class Peer Review
Author: Engbers, Susanna Kelly
Date: 2006-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Freshman Composition,Teaching Methods,Criticism,Feedback (Response),Essays

The author values peer feedback in her freshman composition class, largely because it helps students to develop confidence and ability in analyzing various texts, including, of course, their own. Like most instructors who use peer review, the author recognizes that although she is capable of, and quite comfortable with, offering students detailed feedback at the global and local levels, that is not the best means by which to develop students' abilities in writing. Better--and far more difficult--is to build into the course ways through which students may develop their skills as critics. Better--and far more difficult--for her to stand out of the way. In this article, the author offers a teaching strategy that she uses to help her students become more self-sufficient and less reliant on her feedback. It is a form of peer-review, in which one essay from each student receives criticism from the whole class at one particular session during the semester. The author calls it a &quot;publishing day,&quot; a term she borrowed from Donald Murray's &quot;A Writer Teaches Writing.&quot; The author shares it not as a model of a strategy fully realized but one in process, in hopes that readers might find something to try, something to avoid, something to adapt.
Factors and Strategies That Influence Faculty Involvement in Public Service
Author: Holland, Barbara A.
Date: 2016-00-00
Type: Journal Articles
Subjects: College Environment,College Faculty,Higher Education,National Surveys,Organizational Climate,Outreach Programs,Public Service,Teacher Motivation,Teacher Participation

Data from several national research and evaluation projects involving 32 diverse institutions offer insights into what motivates college-faculty involvement in public service and outreach efforts, what faculty find to be obstacles to involvement, and what institutions can do to facilitate involvement. One salient policy supporting faculty participation is consistency across institutional policies and priorities. [This article was originally published in: &quot;Journal of Public Service &amp; Outreach&quot; v4 n1 p37-43 Spr 1999 (EJ589785). For an updated commentary on this article, &quot;Factors Influencing Faculty Engagement--Then, Now, and Future,&quot; see EJ1097181.]
Factors Influencing Faculty Engagement--Then, Now, and Future
Author: Holland, Barbara A.
Date: 2016-00-00
Type: Journal Articles
Subjects: College Environment,College Faculty,Higher Education,National Surveys,Organizational Climate,Outreach Programs,Public Service,Teacher Motivation,Teacher Participation,Data Collection

In this commentary, author Barbara Holland reflects on her 1999 &quot;Journal of Public Service &amp; Outreach&quot; article, &quot;Factors and Strategies That Influence Faculty Involvement in Public Service&quot; (EJ589785) reprinted in this 20th anniversary issue of &quot;Journal of Higher Education Outreach and Engagement.&quot; In the late 1990s, Holland participated as a team member in the evaluation processes of several multi-institutional grant programs. This work provided the opportunity to gather similar data across 32 diverse institutions, using the same protocols and methods. Those processes systematically collected data across faculty, students, community partners, and institutional leaders. After the evaluations were completed, Holland analyzed specific data gathered from faculty participants across those projects to inform the 1999 article reprinted in this issue and examined factors that influence faculty participation. What rings as relevant today? What progress has been made in the field--what has changed? What are contemporary trends and directions? In this reflective essay, Holland explores answers to these questions. She concludes now that community-engaged scholarship has gained considerable ground as a valued element of faculty work and culture and as a powerful strategy to advance major change goals for institutions, we must especially frame rigorous and large-scale studies of the impact higher education has on public issues, aims, and conditions through engaged partnerships. The current emphasis on developing systematic schemes for collecting institutional and national data on higher education's individual and collective impact on local and global questions should inform a great leap forward in the quality and rigor of the study of engagement practices and their effects. [For &quot;Factors and Strategies That Influence Faculty Involvement in Public Service&quot; (2016), see EJ1097178.]
Can We Establish an Effective Collaborative Learning Environment Teaching Professional Writing via WebCT?
Author: Murillo, Cindy
Date: 2006-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Writing Instruction,Online Courses,Group Discussion,Peer Evaluation,Collaborative Writing,Teacher Role,College Students,College Faculty,Brainstorming

Although collaborative learning in the traditional classroom has faced criticism and resistance by students and teachers, most studies suggest that if it is implemented and facilitated properly, shared learning through collaboration can be an effective tool in how students learn. However, as more and more classes are being taught online, the concept of collaboration as a learning tool becomes problematic, especially in online professional writing courses where collaboration is a significant factor in this genre of writing. Beginning with a history of collaborative learning and its characteristics, this article applies the necessity for collaboration to the professional writing class. The author then explores and critiques some of the interactive techniques used in online instruction in previous WebCT classes. This article then outlines some important features necessary in creating an effective collaborative environment for the online professional writing student, which requires a synthesis of group discussion, peer review, collaborative invention and collaborative writing.
The Centrality of Engagement in Higher Education
Author: Fitzgerald, Hiram E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Land Grant Universities,Democracy,Expertise,Scholarship,Administrators,Community Involvement,Public Colleges,Citizenship,School Community Relationship,Partnerships in Education,Evaluation

The centrality of engagement is critical to the success of higher education in the future. Engagement is essential to most effectively achieving the overall purpose of the university, which is focused on the knowledge enterprise. Today's engagement is scholarly, is an aspect of learning and discovery, and enhances society and higher education. Undergirding today's approach to community engagement is the understanding that not all knowledge and expertise resides in the academy, and that both expertise and great learning opportunities in teaching and scholarship also reside in non-academic settings. By recommitting to their societal contract, public and land-grant universities can fulfill their promise as institutions that produce knowledge that benefits society and prepares students for productive citizenship in a democratic society. This new engagement also posits a new framework for scholarship that moves away from emphasizing products to emphasizing impact. [This article was originally published in: &quot;Journal of Higher Education Outreach and Engagement,&quot; v16 n3 p7-27 Sep 2012 (EJ1001357). For an updated commentary on this article, &quot;The Centrality of Engagement in Higher Education: Reflections and Future Directions,&quot; see EJ1097202.]
An Integrated Model for Advancing the Scholarship of Engagement: Creating Academic Homes for the Engaged Scholar
Author: Sandmann, Lorilee
Date: 2016-00-00
Type: Journal Articles
Subjects: Models,Scholarship,Participation,College Faculty,Higher Education,College Environment,Organizational Change,Intellectual Disciplines,Departments,Socialization,Doctoral Programs,Graduate Students

A new integrated model is offered for the preparation of future faculty that addresses the transformation of institutions of higher education into supportive environments for the next generation of engaged scholars. Drawing on the knowledge bases of the scholarship of engagement, institutional change, preparing future faculty, the role of disciplinary associations, and promising practice for institutional engagement, the model provides a framework for approaches that would prepare individuals (primarily doctoral students and early career faculty) as learners of engagement while instigating and catalyzing institutions as learning organizations. [This article was originally published in: &quot;Journal of Higher Education Outreach and Engagement&quot; v12 n1 p47-64 2008. For a commentary on this article, &quot;An Integrated Model Recontextualized,&quot; see EJ1097198.]