ethanporcaro/eric-fulltext-meta huggingface dataset:
Reflections on the Historical Narrative of Jessica Park, an Artist with Autism
Author: Furniss, Gillian J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Creative Activities,Autism,Artists,Adults,Interviews,Personal Narratives,Art Products,Art Therapy,Individual Development,Child Development,Adolescent Development,Psychological Patterns,Social Influences

This viewpoint discusses the history of Jessica Park, a professional artist who is an adult with autism. The narrative was constructed from historical descriptive research conducted by the author using published accounts and interviews with the artist, her mother, and two childhood companions. Examples of artwork produced in elementary through high school reflect the young artist's unique thoughts, feelings, life experiences, and ways of understanding her world. The historical record shows that the ability to establish relationships with others based on the underlying presence of affect, on shared common interests, and on creative activity contributed significantly to the artist's developmental progress as a person with autism. (Contains 5 figures.)
Using Teaching Observations to Reflect Upon and Improve Teaching Practice in Higher Education
Author: Atkinson, Douglas J.
Date: 2010-11-00
Type: Journal Articles
Subjects: Action Research,Teaching Methods,Educational Practices,Instructional Improvement,Reflective Teaching,Classroom Observation Techniques,Peer Evaluation,College Faculty,Clinical Supervision (of Teachers),Questionnaires,Communities of Practice,Professional Development,Active Learning,Intervention

In order to improve teaching and learning within a faculty, an action research intervention involving peer observation of teaching staff via an expert was designed and implemented. A total of ten staff (including the first author) were observed over the year. The process consisted of observation at class, a written report, discussion between teacher and observer, and a group debrief. A follow-up written questionnaire was emailed to the ten participants and the qualitative responses were analyzed. Key findings for practice were: that staff recommended the process be continued; that it remain voluntary; that an external expert be retained; that the group processes were important; and that there be ongoing follow-up.  (Contains 1 table.)
Evidence-Based Narratives to Reconcile Teaching Practices in Academic Disciplines with the Scholarship of Teaching and Learning
Author: Quinnell, Rosanne
Date: 2010-11-00
Type: Journal Articles
Subjects: Scholarship,Teaching Methods,Educational Practices,Intellectual Disciplines,Evidence,Models,Trend Analysis,Professional Development,Alignment (Education),Learning Processes,Theory Practice Relationship,Concept Mapping,Organizational Development,Communities of Practice,Educational Research

Connecting discipline scholars with the scholarship of teaching and learning (SoTL) is accepted as an essential part of professional academic practice across the higher education sector irrespective of discipline. To connect meaningfully with teaching practice, SoTL needs to be translated by the discipline scholar and narratives related to the discipline context constructed. Previous work on disciplinary diversity suggests that there is a need to take a more grounded approach to the development of discipline-based educational scholarship. How SoTL is defined is critical to how SoTL is interpreted within discipline contexts and some of the numerous models and definitions of SoTL transcend disciplinary boundaries, but there is no single agreed definition of what is meant by SoTL. This paper reviews some of the models of scholarly teaching and raises some questions about how the links between pedagogical theory and discipline teaching practice are made by discipline scholars. We advocate that by providing discipline scholars with ways to map and then collectively view their practices within disciplines that this is likely to provide information essential for exploring SoTL in each discipline and reconciling SoTL with academic disciplines. (Contains 3 footnotes and 1 figure.)
The Student-Authored Essay as a Teaching Tool
Author: Slade, John R., Jr.
Date: 2010-11-00
Type: Journal Articles
Subjects: Freshman Composition,Essays,Teaching Methods,College Freshmen,Writing Instruction,Student Attitudes,Writing (Composition),Textbooks,Required Courses

Students who enter college dreading their &quot;required&quot; courses are understandably skeptical of their ability to succeed in first-year writing. Their lack of preparation added to their skepticism results in students with too little confidence that their writing will ever resemble the models used in textbooks. As a tool of engagement, student-authored essays provide writing models students readily identify with, thereby promoting confidence. This analysis examines student perceptions of the student-authored essay as a writing tool and the implications of its use to improve learning outcomes in first-year writing courses. (Contains 3 tables.)
Applied and Transformed Understanding in Introductory Psychology: Analysis of a Final Essay Assignment
Author: Clark, Kevin M.
Date: 2010-11-00
Type: Journal Articles
Subjects: Course Content,Program Effectiveness,Psychology,Case Studies,Introductory Courses,Experience,Comprehension,Writing Assignments,Essays,Concept Formation,Critical Thinking,Undergraduate Study,Health Behavior,Social Influences,Psychological Patterns,Children,Child Rearing

This paper describes a case study of the impact of the introductory psychology course on students' understanding of their life experiences and course-related ideas. Student responses to a final essay assignment were analyzed to construct composites for areas of applied and transformed understanding. Results are important for psychology teachers and general educators seeking to better understand the potential applicability of course concepts to students' lives. The study also has broader cross-disciplinary relevance in demonstrating the use of the final essay assignment for promoting concept application and reflection and for assessing the impact of our courses on student understanding. (Contains 1 table.)
Inscriptional Practices in Undergraduate Introductory Science Courses: A Path toward Improving Prospective K-6 Teachers' Understanding and Teaching of Science
Author: Kindfield, Ann C. H.
Date: 2010-11-00
Type: Journal Articles
Subjects: Majors (Students),Biology,Geology,Course Content,Scientific Literacy,Science Instruction,Preservice Teachers,Elementary School Science,Observation,Teaching Methods,Interviews,College Faculty,Scientific Concepts,College Science,Pedagogical Content Knowledge,Visual Aids,Visualization

Inscriptions play a critical role in the creation and communication of scientific knowledge, yet are afforded little status in traditional science education research and practice. In the vast majority of science classrooms, K-12 and university alike, inscriptions are treated as transparent, unproblematic illustrations of the "content" rather than complex, nuanced renderings of natural phenomena that are part and parcel of the content itself. In an effort to better understand the science preparation of pre-service K-6 teachers, we observed lectures and labs in two introductory non-majors science courses, biology and geology, paying particular attention to instructors' inscriptional practices with an awareness of the constraints under which instructors in such classes do their teaching. Based on these observations as well as formal interviews and informal conversations with course instructors, we present four episodes from course instruction to illustrate both the nature of instructors' inscriptional practices in situ and how one might build on these practices in ways that would support the development of deeper understandings of what it means to do science. We argue that expanding the purview of the science lecture to include inscriptional practices (and other practices in which scientists regularly engage) will better prepare pre-service teachers to support their students development of deeper understandings of the scientific enterprise and more broadly contribute to increased scientific literacy in the general population. (Contains 17 footnotes, 3 tables, and 10 figures.)
ESL Student Perspectives on University Classroom Testing Practices
Author: Teemant, Annela
Date: 2010-11-00
Type: Journal Articles
Subjects: Testing,Interviews,Test Anxiety,English (Second Language),Language Proficiency,Educational Practices,Student Attitudes,Test Format,Second Language Learning,Testing Problems,Testing Accommodations,Test Wiseness,Foreign Students,Classroom Environment

ESL students struggle to represent accurately on tests what they know. Understanding what constitutes equitable testing practices in university settings for ESL students poses a significant challenge to educators. This study reports on the content analysis of semi-structured interview data obtained from 13 university-level ESL students on their opinions, concerns, strategies, and preferences in testing. ESL students provide evidence that language proficiency, test anxiety, and preferences for particular test formats, such as multiple-choice over essay questions, affect their ability to demonstrate content knowledge. Students describe context, culture, and seven language-related problems in testing, and show awareness of various test-taking strategies. The results suggest practical implications for making testing outcomes more equitable for ESL students.
Supporting Student Learning: Improving Performance on Short-Essay Exams Using Realistic Practice Opportunities
Author: Dotson, Wesley H.
Date: 2010-11-00
Type: Journal Articles
Subjects: Student Evaluation,Essays,Evaluation Methods,Novelty (Stimulus Dimension),Generalization,Tests,Drills (Practice),Program Effectiveness,Comprehension,Undergraduate Students,Test Wiseness

The present manuscript reports an attempt to support students in learning to apply knowledge from class to novel situations on course exams. Students took short-essay exams at the end of each unit. Students were offered two practice opportunities during each unit: answering practice questions and participating in a mock exam study session. On average, exam performance improved when students completed more practice questions accurately and when they took mock exams. The improved performance suggests that efforts to support student learning succeeded in helping them develop a deeper, application-based understanding of course materials. (Contains 2 tables and 3 figures.)
Validating the Differences between Associate and Bachelor Students by Comparing Performances in a Combined Class Setting
Author: Porr, Dean
Date: 2010-11-00
Type: Journal Articles
Subjects: Transfer Students,Academic Achievement,Associate Degrees,Bachelors Degrees,Intelligence Differences,Cohort Analysis,Business Administration Education,Introductory Courses,Comparative Analysis,Comparative Testing,Peer Evaluation,Average Daily Attendance

Observed differences between Associate and Bachelor students are often justified by citing the comparative poorer performance of 2-year students that continue into 4-year programs. This research offers a different approach by investigating introductory-level management courses taught as a combined class at a regional campus of a state university. Results indicated noted differences between the two groups in regard to exam grades, peer reviews and attendance. This analysis of combined sophomore-level management courses supports prior findings of transfer student performance in upper-level courses. (Contains 2 tables.)
Students' Perspectives on Problem-Based Learning in a Transitional Doctorate of Physical Therapy Program
Author: Larin, Helene M.
Date: 2010-11-00
Type: Journal Articles
Subjects: Feedback (Response),Problem Based Learning,Physical Therapy,Teaching Methods,Student Attitudes,Transitional Programs,Student Journals,Reflection,Phenomenology,Student Experience,Graduate Students,Social Psychology,Familiarity,Student Development,Information Literacy

Doctor of physical therapy (DPT) graduates are expected to be competent in professional behaviors, communication, critical inquiry, clinical decision making, and evidence-based practice. The purpose of this qualitative study was to describe the experience of students enrolled in a single, problem-based learning (PBL) course within a conventional lecture based transitional DPT (tDPT) program. Students wrote weekly entries in a reflective journal. Three investigators identified significant statements in the journal entries, clustered the statements, and developed themes. Five themes were identified: 1) accessing and applying information, 2) value of giving and receiving feedback, 3) value of and commitment to the group, 4) awareness and appreciation of the PBL process, and 5) personal and professional growth. A single PBL course within a tDPT conventional curriculum was well accepted by students in this study. Students appreciated the benefits of learning in a group, and gained knowledge, skills, and attitudes consistent with characteristics desired of DPT graduates.
The Search for Sustainable Girls
Author: Pabst, Anne
Date: 2010-00-00
Type: Journal Articles
Subjects: Daughters,College Admission,Females,High School Students,Single Sex Schools,Higher Education,Selective Admission,School Counselors,School Counseling,Academic Aspiration,College Choice,College Bound Students,Admissions Counseling,College Applicants,Academic Achievement

The girls of girls' schools, the author believes, are a kind of Platonic Form of American girl, an ideal to which most of the rest of society, of the country's meritocratic system, aspires for their daughters, a reflection of one's deepest values. She believes girls all over the country, in all high schools, want The Dream. They want to achieve and succeed in major ways unheard of in the past. What the author finds worrisome about young women is that in the quest to develop talents and aspirations, they have carved for themselves a frightening new territory where there is no concept of enough. The chance to become anything has become an impulse to become everything. When counselors get together, especially those from girls' schools, they concur that their girls seem to have a mechanism that leaves them without sufficient boundaries. Girls just keep adding... and adding... expectations, creating an endless list of chores and goals. In this article, the author presents some of the symptoms she sees of girls at risk, threatened by unsustainable dreams, including hyper-selective college admission at the climax, symptoms of nearly impossible day-to-day existences. A wilderness of girl-children losing pieces of themselves each year to their own overdevelopment.
Increasing the Capacity of College Counseling through Video Game Design
Author: Mathis, Jonathan D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Strategies,Counseling Techniques,Video Games,Experiential Learning,College Admission,School Counseling,Cultural Capital,Social Capital,School Counselors,High School Students,College Bound Students,Urban Schools,Access to Computers,Disadvantaged,Enrollment,Electronic Learning,Educational Games,Technology Integration

This article discusses game design concepts suggested to foster engagement while considering the needs of underserved high school students preparing for the college admission process. The contextual nature of college counseling efforts in urban secondary school settings provides a backdrop for consideration of the manner in which game design and engagement might enhance current capacity of college counseling. The discussion focuses on two categories of game design--multimodal gaming environment and instructional strategies--with a focus on effective learning principles, experiential learning and narratives. To conclude, this article discusses the rationale informing the use of games as tools to increase college counseling efforts. Since the focus is on use of an online college access video game, addressing the concept of the digital divide becomes essential. (Contains 1 table.)
Latinos and College Access: Trends and Future Directions
Author: Zarate, Maria Estela
Date: 2010-00-00
Type: Journal Articles
Subjects: Public Schools,Gender Differences,Enrollment,White Students,Hispanic American Students,College Admission,Dropout Rate,Disproportionate Representation,Community Colleges,Two Year Colleges,Student Financial Aid,State Universities,Transfer Rates (College),College Transfer Students,Undocumented Immigrants,High School Students,College Bound Students

President Barack Obama has called education &quot;the economic issue of our time&quot;, explaining that the rise in unemployment among those without a college education is growing and eight of 10 new jobs created in the US are more likely to hire people with higher education degrees. Indeed, change is what the educational system needs to increase opportunities to access higher education for Latino students who are among the most underrepresented racial groups in higher education. Latinos are the largest non-white ethnic group in the United States, estimated to comprise 15.4 percent of the population, and are growing at a much faster rate than the rest of the nation. Latinos' youthful presence is visible in the nation's public schools, with Latinos projected to comprise 25 percent of all students enrolled in US public schools in 2025. This demographic shift is associated with a widening gap in college enrollment between Latino and white students. Unfortunately, this association is often mistakenly interpreted as a causal relationship between being Latino and not going to college. In reality, there are discernible differences in schooling experiences between students who enroll in college and those that do not. This article provides a general overview of trends in Latinos' educational pathways to higher education, highlights barriers to a baccalaureate degree, and provides suggestions for increasing access to higher education for Latino students. Access to higher education is a broad research field, so emphasis is placed on specific emerging issues that merit the attention of practitioners: (1) transferring from community college; (2) gender differences in college enrollment; (3) access to financial aid; and (4) undocumented students. (Contains 1 table and 2 footnotes.)
The Shoemaker's Knife
Author: Thomson, Ian
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Graphing Calculators,Teaching Methods

Archimedes, the famous Greek mathematician, lived from 287 BCE until approximately 212 BCE. He thought that the figure of two semi-circles on a straight line enclosed by a larger semi-circle resembled a shoemaker's knife. Archimedes called this figure an "arbelos" since arbelos is the Greek word for a shoemaker's knife. The author describes the properties of the arbelos and how the arbelos continues to fascinate mathematicians.
Templates in Action
Author: Serow, Penelope
Date: 2010-00-00
Type: Journal Articles
Subjects: Computer Software,Geometry,Secondary School Mathematics,Mathematics Instruction,Computer Uses in Education,Educational Technology,Teaching Methods,Sequential Approach

Circle Geometry, a senior mathematics topic, is often regarded as time-consuming and associated relational concepts difficult for students to grasp. Units of work that introduce students to circle geometry theorems are frequently described as a string of tedious constructions. This article explores teacher-designed dynamic geometry software templates to maintain student ownership of circle geometry theorems. It presents a strategy for using Dynamic Geometry Software (DGS) templates within a theoretical framework. The teaching sequence is embedded within the van Hiele Teaching Phases and includes sample materials for teachers. (Contains 3 figures and 1 table.)
Are Raelene, Marjorie and Betty Still in the Race?
Author: Leder, Gilah C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Education,Gender Differences,Males,College Faculty,Foreign Countries,Competition,Secondary School Students,Secondary School Mathematics,Gender Bias,Problem Solving,Mathematics Skills

Over the past four decades, gender differences in mathematics learning have continued to attract attention from both the research and broader communities, in Australia and internationally. In this article, the authors briefly summarise key and persistent findings. They argue that the findings warrant a further investigation of the performance in mathematics by Australian students. Data from a large national data base, the long running Australian Mathematics Competition [AMC], is a fruitful source for doing this. The AMC is conducted under the auspices of the Australian Mathematics Trust [AMT] and is open to students of all standards. The AMC papers are prepared by a specially convened committee, drawn from teachers and university academics. The authors conclude that there is much overlap between the scores of boys and girls on the AMC papers. Nevertheless, when differences are found they are generally in favour of boys. The authors note that the persistent performance difference in favour of males is seemingly in contrast to what is reported in various state grade 12 public examination results where females, on average, are often reported to perform better than males. (Contains 1 table and 3 footnotes.)
A Lakatosian Encounter with Probability
Author: Chick, Helen
Date: 2010-00-00
Type: Journal Articles
Subjects: Definitions,Literary Devices,Probability,Mathematics Instruction,Validity,Mathematical Logic,Geometry,Educational Games,Teaching Methods,Secondary School Mathematics,Elementary School Mathematics

There is much to be learned and pondered by reading "Proofs and Refutations" by Imre Lakatos (Lakatos, 1976). It highlights the importance of mathematical definitions, and how definitions evolve to capture the essence of the object they are defining. It also provides an exhilarating encounter with the ups and downs of the mathematical reasoning process, where conjectures are proposed, countered, and justified. The main part of the book has its mathematical home in the domain of three-dimensional geometry, and Lakatos uses the literary device of presenting, in script form, the dialogue of a cast of Greek-letter-named characters as they debate definitions, proofs, and counterexamples in a classroom. Recently, however, this author observed a probability game that raised a number of interesting issues about how probability is learned, understood, and reasoned with. The author describes a Lakatosian encounter with probability, and presents the probability game she uses in her class, which begins with Lakatosian characters. (Contains 2 footnotes and 1 note.)
Disability Documentation, the Americans with Disabilities Act Amendments Act, and the Summary of Performance: How Are They Linked?
Author: Shaw, Stan F.
Date: 2010-00-00
Type: Journal Articles
Subjects: Disabilities,Documentation,Accessibility (for Disabled),Academic Accommodations (Disabilities),Eligibility,Disability Identification,Alignment (Education),Educational Legislation,Federal Legislation,Policy Analysis,Special Needs Students,Public Policy,Related Services (Special Education),Barriers,Articulation (Education)

Disability documentation has been an ongoing challenge for Office for Students with Disabilities personnel. Initial lack of consistency and inadequate documentation data resulted in the promulgation of detailed documentation guidelines in the 1990s. Discontinuity between approaches to transition assessment and disability documentation in secondary and postsecondary schools has been exacerbated by court decisions and divergent legal requirements. The recently implemented Americans with Disabilities Act Amendments Act (2008) significantly impacts the postsecondary disability documentation process. The Summary of Performance (SOP) requirement of IDEA 2004 is discussed in regard to the range of data it adds to the review of functional performance and determination of reasonable accommodations. Recommendations regarding the application of the SOP to the new reality of disability documentation are presented.