ethanporcaro/eric-fulltext-meta huggingface dataset:
Evidence of Co-Learning through a Relational Pedagogy: Indigenizing the Curriculum through MIKM 2701
Author: Root, Emily
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Countries,Native Language Instruction,Teaching Methods,Indigenous Knowledge,Student Attitudes,College Students,Culturally Relevant Education,Blended Learning,American Indian Languages,Canada Natives,Language Maintenance,Older Adults,Ethnicity,Identification (Psychology),Cultural Maintenance,Emotional Response

In the winter term of 2016, Cape Breton University launched a revised version of a second year Mi'kmaw Studies course entitled Learning from the Knowledge Keepers of Mi'kmaki (MIKM 2701). This course was designed to be led by local Elders and Knowledge Keepers with facilitation support from university faculty. It was designed by course facilitators as a dual-mode course, with the opportunity for students to participate face-to-face and online, and the excitement it generated quickly went &quot;viral.&quot; In this paper, we describe the experiences of the participants in the course through an analysis of their own reflections on the 13 weeks of instruction. The aim of this analysis is to share course design considerations for post-secondary institutions attempting to &quot;Indigenize the academy&quot; at a course level, but also to evaluate the process of co-learning as it was evidenced in the course as a means to address educational complexity and decolonization efforts in the classroom.
Complementary Learning: Piloting a Blended Format for Canadian Composition Courses
Author: Stouck, Jordan
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Freshman Composition,College Freshmen,Writing Skills,Pilot Projects,Large Group Instruction,Instructional Materials,Writing Assignments,Writing Improvement,Instructional Effectiveness,Experimental Groups,Control Groups,Outcomes of Education

This paper describes a pilot blended learning format for a first-year genre-based Canadian composition course. It measures responses to the online learning materials and hybrid class schedule by comparing student writing skill perception questionnaires, teaching evaluation questionnaires, and written assignments for control and experimental groups. Findings suggest that a blended approach can offer flexibility for a wider range of learners, address larger class size concerns, and provide additional learning materials, all of which add options for composition delivery in the as-yet sparsely researched Canadian context.
SunBay Digital Mathematics: A Scalable Collaboration
Author: Fueyo, Vivian
Date: 2013-01-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Mathematics Instruction,Teaching Methods,Faculty Development,Teacher Competencies,Pedagogical Content Knowledge,Technological Literacy,Middle Schools,Secondary School Mathematics,Grade 6,Grade 7,Grade 8,Program Effectiveness,College School Cooperation,Urban Schools

By leveraging the strengths and commitments of each of the partners, a university, a private nonprofit, and a middle-sized urban school district, collaborated to impact student learning of key concepts in middle-grade mathematics and to change mathematics teaching. The project targeted middle grades mathematics because success in it is the greatest predictor of later school achievement. In well-researched learning modules, students visualize, interact with, and analyze mathematical representations connected to dynamic simulations of real-life phenomena in a curricular learning system comprising dynamic technologies, curriculum replacement units, and professional development. Through planned professional development, teachers have the technological skills, pedagogical skills and mathematical content knowledge required to engage their students in an interaction between the software, the curriculum materials, and the mathematics. Student learning gains and changes in teacher pedagogical, technological, and mathematical content knowledge provide evidence of the project's continued success after three years. Concomitant institutional changes in each of the partnering organizations attest to the project's sustainable impact.
Facilitating Social Interactions with Peers in Specialized Early Childhood Settings for Young Children with ASD
Author: Hume, Kara
Date: 2019-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Interaction,Preschool Education,Peer Relationship,Preschool Children,Student Behavior,Inclusion,Peer Teaching,Program Implementation,Interpersonal Competence,Play,Environmental Influences,Class Activities,Adults,Teacher Role

Young children on the autism spectrum have minimal social interaction with their peers in inclusive preschool settings, thus limiting opportunities to build social relationships. Research indicates that explicitly training peers how to interact with classmates with autism spectrum disorder (ASD) can increase the likelihood of peer-directed behavior; however, less is known about other strategies that can be used to support the peer-related social interactions of children with ASD and how those strategies may be used in conjunction with trained peers. Video data were analyzed from 23 classrooms using the Learning Experiences and Alternative Program for Preschoolers and Their Parents model (an inclusive preschool program that emphasizes peer training and peer support) to provide a snapshot of environmental features and the role of implementation fidelity that may enhance or inhibit the social interaction of 52 children with ASD. Findings indicate that social interaction is most likely to occur when an adult is not present, during small group activities, pretend play, and large motor activities. Implications for practice are discussed.
U.S. Department of Education&apos;s Teacher Education Reform: How Does Your Program Rate?
Author: Marshall, James E.
Date: 2012-08-00
Type: Journal Articles
Subjects: Federal Government,Teacher Education,Educational Change,Program Effectiveness,Teacher Education Programs,Performance Based Assessment,Educational Quality,Educational Indicators,Teacher Placement,Teacher Persistence,Outcomes of Education,Criticism,College Students,Credentials

Secretary of Education Arne Duncan and President Barack Obama's plan for teacher education reform and improvement was described in the document &quot;Our Future, Our Teachers&quot; (2011). The rationale for reform is that &quot;many of our teacher preparation programs fall short&quot; (p. 5). The measures of this are stated as &quot;only 23% of all teachers come from the top third of college graduates,&quot; &quot;only 50% of current teacher candidates receive supervised clinical training,&quot; and &quot;more than three in five education school alumni report that their education school did not prepare them for classroom realities' (p. 5). An added criticism is the teacher work force does not reflect the communities they teach. It was reported that 14% of the teachers come from diverse groups while 38% of students do so. In other venues, Secretary Duncan has repeatedly stated that the majority of teachers say their university preservice education left them unprepared for the classroom and added that 67% to 82% of principals say they are dissatisfied with the preparation their teachers have received through university programs (U.S. Department of Education, 2011). The recommendations of the report to &quot;reform&quot; teacher education include performance-based indicators of quality, tracking job placement and retention rates, surveying program graduates and their principals, and examining academic growth of elementary and secondary students taught by program graduates. While the evidence presented for the need of reform may be questionable and misleading, as will be explained, the recommendations have potential worth. We posit that the other &quot;reforms&quot; are largely standard operating procedure and the attacks on teacher preparation &quot;credential mills&quot; should be separated by the Department of Education from attacks on the field in general.
Thinking beyond Writing Development in Peer Review
Author: Chaktsiris, Mary G.
Date: 2019-05-00
Type: Journal Articles
Subjects: Writing (Composition),Peer Evaluation,Student Writing Models,Student Attitudes,Self Control,Time Management,Resilience (Psychology),Anxiety,Writing Improvement,Stress Management,Writing Teachers,Undergraduate Students,Foreign Countries

The benefits of a peer review process tend to be evaluated in terms of improvements to students' writing. But are there reasons why instructors might want to implement peer review into their courses over and above writing development? In this study, we collected data from 30 university students on their perceptions of a peer review process. Although we found little revision of student work from draft to final paper, we were surprised to learn that students found the process useful. We found that the peer review process helped students develop non-cognitive skills. In particular, it helped them to develop (a) self-discipline, which helped with their time management, and (b) resilience in overcoming anxiety, which helped them to integrate in a social network.
Ask the Cognitive Scientist: Should Teachers Know the Basic Science of How Children Learn?
Author: Willingham, Daniel T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Science,Learning Processes,Children,Educational Practices,Misconceptions,Learning Theories,Generalization,Epistemology,Evidence Based Practice

There's no doubt that research bearing directly on classroom practice is crucial. In this article Daniel Willingham maintains that it's useful for educators also to know the basic science around children's cognition, emotion, and motivation, because beliefs about what children are like inevitably influence teaching practice. The purpose of learning the science would be to broaden and deepen that knowledge, and to disabuse teachers of any misconceptions they might have. Still, not everything of concern to scientists is valuable to educators. The author makes the point that some statements concerning children's learning are perfectly sound scientifically but should not influence educational decisions. That includes some statements that seem like they ought to have a direct bearing on classrooms. In this article, Willingham describes three types of statements scientists make, only one of which he thinks ought to influence teaching practice, but he points out that even that type of statement, can be misapplied.
Oral Language Competence: How It Relates to Classroom Behavior
Author: Ashman, Greg
Date: 2019-00-00
Type: Journal Articles
Subjects: Oral Language,Behavior Problems,Teacher Education Programs,Preservice Teacher Education,Teacher Competencies,Classroom Techniques,Student Behavior,Language Impairments,Language Skills,Program Implementation,Developmental Disabilities,Students with Disabilities,Cognitive Ability,Short Term Memory,Teaching Methods

Classroom behavior is a source of anxiety, stress, and distraction for many teachers and is a key reason teachers give for leaving the profession. This often raises questions regarding the extent to which teacher preparation programs and initial teaching placements prepare pre-service teachers for working with students who display challenging behavior, regardless of its basis. In fact, teachers have a broad range of widely applicable strategies they may use in the classroom, such as moving toward a misbehaving student or positively reinforcing appropriate behaviors. Strategies such as these are an essential part of a teacher's toolkit, but some students require more specific, tiered interventions. One of the more dangerous myths about teaching is that if teachers plan lessons that are engaging enough, students will behave well. This leads to teachers blaming themselves for student misbehavior and ignores all the other influences that affect a child, such as conflict at home, poor nutrition, and previous school experiences. It also neglects the fact that some children have a specific developmental disorder that affects their processing of information, and hence their learning and behavior. Some developmental disorders, such as attention deficit hyperactivity disorder (ADHD), are widely known, albeit possibly overdiagnosed and subject to ongoing debate regarding optimal management strategies. Less widely known and understood, however, is the impact of developmental language disorder (DLD) on behavior and learning. Based on the statistics, the odds are good that this is an issue that at least a few students are dealing with. The good news is that knowledge of difficulties associated with DLD may help teachers not only better deal with challenging behaviors but also improve learning outcomes for students with language disorders, as well as those outside the clinical range who nevertheless display difficulties processing and using oral language. Before considering DLD more closely, the author defines language skills and explains why they are relevant to school success. The following steps are suggested for implementation in the classroom: (1) Consider establishing a number of routines for the start of class; (2) Keep in mind the working memory constraints that apply to students and provide only a small amount of new information at any given time; and (3) Seek the advice of professionals, such as speech-language pathologists, who can offer advice on specific student needs. Although the steps provided will not resolve every problem that arises, they can help teachers develop a more preventive approach working with DLD students.
Investigating Student Engagement in First-Year Biology Education: A Comparison of Major and Non-Major Perception of Engagement across Different Active Learning Activities
Author: Hymers, Devin
Date: 2019-05-00
Type: Journal Articles
Subjects: Learner Engagement,Majors (Students),Student Attitudes,Active Learning,Learning Activities,Biology,Science Instruction,Student Interests,College Freshmen,Comparative Analysis,Foreign Countries,Predictor Variables,Introductory Courses,Lecture Method,Audience Response Systems,College Science,Discussion (Teaching Technique),Interdisciplinary Approach,Laboratories

Educational techniques that improve student engagement have repeatedly been shown to improve performance at the class level at many institutions and in multiple disciplines. However, knowledge of engagement in individual activities in large first-year classes, where there may be several subpopulations of students in different programs reflecting varied interests, is limited. In this study, we examined two large, lecture-based, introductory first-year biology classes to determine whether there were any relationships between specific learning activities and student engagement and performance, both at the class level and as broken down by program of study. Surveys were used to quantify the level of student engagement through four activities: (a) student response systems (clickers), (b) in-class discussions and activities, (c) lab and seminar activities, and (d) interdisciplinary learning. Engagement scores were then compared to students' final grades. Students in all majors who reported higher levels of participation in most activities studied also reported feeling more engaged overall and achieved higher grades than their less-engaged peers; however, students in non-biology majors demonstrated notably weaker relationships between their engagement and performance in biology courses, where such relationships existed at all. In this paper, we discuss the learning activities which are associated with the greatest performance increases in both biology and non-biology majors and suggest how these results may be used to inform instructional techniques to benefit all students, regardless of major, in future course offerings.
Clinically Based Models of Teacher Preparation: A Snapshot of Three Systems
Author: Dietrich, Sylvia L.
Date: 2015-12-00
Type: Journal Articles
Subjects: Models,Teacher Education Programs,Teacher Effectiveness,Preservice Teachers,Feedback (Response),Middle School Teachers,Elementary School Teachers,Secondary School Teachers,Mathematics Teachers,Science Teachers,Educational Cooperation,College Faculty,Master Teachers,English Teachers,Language Arts,Social Studies,High School Teachers,STEM Education,Cooperating Teachers,Clinical Supervision (of Teachers),Teaching Experience,Academic Achievement

A teacher preparation institution critically reviewed current programs and began moving toward a clinically based model. One focuses on Middle Grades/Secondary Math and Science, another focuses on Secondary English Language Arts, and a pilot project focuses on Elementary with a minor in either English/Language Arts or STEM (science, technology, engineering, and mathematics).
Innovative PDS Partnerships for Effective Teaching and Learning
Author: Balch, Bradley
Date: 2013-01-00
Type: Journal Articles
Subjects: Professional Development Schools,Partnerships in Education,College School Cooperation,Teacher Education Programs,Elementary Secondary Education,Collegiality,Teacher Collaboration

Would you like to breathe energy into your university-school district partnership? At Indiana State University (ISU), two clinical immersion imperatives and four partnership contexts provide an innovative focus that adds deeper meaning and intentionality to educator preparation.
Trauma Care in Schools: Creating Safe Environments for Students with Adverse Childhood Experiences
Author: Dombo, Eileen A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Trauma,Safety,Stress Variables,Experience,Child Behavior,Child Abuse,Caregiver Child Relationship,Children,Adolescents,Behavior Disorders,Emotional Disturbances

Exposure to traumatic events in childhood and adolescence can have lasting negative social, emotional, and educational effects. For schools, or any environment that serves children, to be truly trauma-informed, they must address three crucial areas: safety, connection, and emotional and behavioral regulation. This article, which is excerpted from the authors' book &quot;Creating Trauma-Informed Schools: A Guide for School Social Workers and Educators,&quot; explores these three areas as the foundational pillars of a trauma-informed school environment.
Overcoming Barriers for Implementing International Online Collaborative Assignments in Chemistry
Author: McCollum, Brett
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Countries,Organic Chemistry,College Students,Barriers,Cooperative Learning,Teaching Methods,Educational Technology,Technology Uses in Education,Assignments,Problem Solving,Resilience (Psychology),Video Technology,Homework,Scientific Concepts,Concept Formation,Interaction

Organic chemistry students at two universities, one in Canada and the other in the United States, connected using video conferencing software as learning partners for six online collaborative assignments. Mixed-methods analysis of interviews, surveys, and student-written reflections was used to identify barriers that students encountered during the international online collaborative assignments. Students described the barriers of their experience with online collaborative assignments in terms of course pedagogy or chemistry concepts, social interactions, and technology. Results were compared and supported by additional data sources. Students were successful at overcoming most barriers, demonstrating real-world problem-solving and a high degree of resiliency. Persistent barriers were identified and resolved by faculty through revisions to design and implementation.
TRG/Western Kentucky University: All University Collaboration Model
Author: Burch, Barbara
Date: 2013-01-00
Type: Journal Articles
Subjects: Partnerships in Education,Models,Teacher Collaboration,Educational Legislation,State Legislation,Court Litigation,College School Cooperation,School Community Relationship,Elementary Secondary Education

As an institution built on the foundation of a Normal School, collaboration among faculty members and across program areas and academic units has been part of Western Kentucky University's (WKU) heritage since 1906. In addition to the various collaborative initiatives across campus, there are a variety of initiatives that involve various agencies across the community, including ongoing partnerships with local and area school districts, P-16 Councils, and the Green River Region Educational Cooperative. These collaborations have been enhanced, especially since the court decision resulting in Kentucky's Educational Reform Act (KERA) in 1990 (Rose v. Council, 1989). In the early 1990's the College of Education and Behavioral Sciences created the Task Force on Education Reform -- High Schools and the Task Force on Research Based Instructional Strategies to facilitate institutional work relative to KERA. Both Task Forces involved faculty from what is now the Ogden College of Science and Engineering and the Potter College of Arts and Letters. In addition to the added focus on collaborative initiatives with the onset of KERA, WKU has had a tradition of hiring faculty members in content areas who have pedagogical backgrounds. Not only has this facilitated collaborative efforts across the university, it has also strengthened our ability to bridge theory and application and to connect the on-campus learning opportunities with teacher candidate experiences in P-12 clinical settings. The various collaborative initiatives are designed and implemented from a win-win perspective with credit going to the group rather than an individual unit or person. Promotion and tenure expectations convey the value placed on collaborative initiatives and work with our P-12 and community partners. Collaboration involves opportunities for success along with potential risks, with the absence of success often resulting in new ways of looking at our work and the creation of new collaborative efforts. This article describes three collaborative efforts that have involved three colleges at WKU and community partners.
Winthrop University -- School Partnership Network
Author: Johnson, Lisa
Date: 2013-01-00
Type: Journal Articles
Subjects: Partnerships in Education,Faculty Development,Preservice Teachers,Preservice Teacher Education,Communities of Practice,College School Cooperation,Elementary Secondary Education,Academic Achievement,College Faculty,Social Support Groups,Teacher Education Programs,Program Improvement

The Winthrop University-School Partnership Network is a dynamic, diverse, and growing partnership of educators from nine school districts, thirty schools, and Winthrop University. As a Network, they have a vision of shared responsibility for student achievement through clinically-based teacher preparation, sustained collaborative professional learning, and inquiry and research-based practice. Moving from an &quot;I&quot; to a &quot;we&quot; perspective, their work is a model of how to not just blur, but to remove the lines between university and school for the purpose of supporting learners. This article begins with a description of the Partnership Network's mission, system of shared governance, four-tiered structure, and collaborative professional learning. It goes on to discuss how the Winthrop University-School Partnership Network has been working to develop a transformational teacher preparation program that is clinically-based and how they use an annual performance template to measure the effect initiatives are having towards achieving the four Network goals.