ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Friendly Racism&quot; and White Guilt: Midwifery Students' Engagement with Aboriginal Content in Their Program
Author: Thackrah, Rosalie D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Obstetrics,Health Sciences,Indigenous Populations,Racial Bias,Cultural Awareness,Student Attitudes,Classroom Observation Techniques,Medical Students,Questionnaires,Mixed Methods Research,Females,Critical Thinking,Reflection,Required Courses,Undergraduate Students

Since 2011, all first year students in a health sciences faculty at a university in Western Australia complete a compulsory (half) Unit titled Indigenous Cultures and Health. The Unit introduces students to Aboriginal and Torres Strait Islander history, diversity, cultural protocols, social structures, patterns of communication, contemporary policies and their implications for health professionals. It also invites students to reflect on the own social and cultural backgrounds and consider factors that shape their worldviews. The broader intent of the Unit is for students to commence the journey towards &quot;Indigenous cultural competency&quot;. This paper focuses upon findings from 12 weeks (24 hours) of classroom observations conducted in July-October 2012 with midwifery students enrolled in this Unit. It also explores data from comprehensive pre-and post-Unit questionnaires, together with findings from student and staff interviews. Observations, survey and interview data form part of a larger, mixed method study investigating culturally secure practice in midwifery education and ultimately service provision for Aboriginal women. Findings draw attention to strategies employed by teaching staff and students to create a safe learning environment, emotional responses and indicators of receptivity and resistance by students to Aboriginal content, the development of sophisticated critical thinking, and the uneasy, unnamed tension that hovered in the classroom and remained unresolved throughout the semester.
&quot;Free Imaginative Variation&quot; and the Idealization of Meaning: The Loss of &quot;Wisdom&quot; in Reductive Definitional Teaching
Author: Roemischer, John
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Philosophy,Educational Quality,Imagination,History,Biblical Literature,Religion,Religious Factors,Mathematics Education,Educational Methods

The process of enculturation, initially a mimetic matter, was raised to the level of 'the art of teaching' when methodology made its first appearance. As R. G. Collingwood noted in his 1933 &quot;An Essay on Philosophical Method,&quot; it was Aristotle who first proclaimed that &quot;Socrates was essentially the inventor of method.&quot; Socrates' philosophical method was his &quot;dialectical/dialogical teaching method&quot;; his interest in unfolding &quot;meanings&quot; through an expansive idealization of presented concepts, and his ironic declaration of personal ignorance, precluded any involvement with Sophistic &quot;teaching-as-debate.&quot; However, with Plato's preference for &quot;truth&quot; over &quot;meaning&quot; hanging over Socrates, Socrates used mathematics as a model; he settled for &quot;definability&quot; rather than &quot;expansive conceptual idealization.&quot; Instead of expanding his use of the allegorical story form, he resorted to a more mechanical teaching method, as in his Geometry lesson demonstrated in Plato's Dialogue, &quot;Meno.&quot; This more mechanical approach to teaching haunts Western Education-the preference for conceptually underdeveloped definitional learning. It was the later teacher, the non-aristocratic Jesus of Nazareth, who attempted to invest teaching with meaning by an expansive idealization process: his Parable of the Vineyard embraced an implicit critique of the institutionalization of religion and education. Locking &quot;teaching&quot; into a language of restrictive definitions limits the imagination and restricts the unfolding of Wisdom (&quot;Sophos&quot;)-the recognition that, ultimately, &quot;irrationality is non-existent.&quot; Pervasive school phobia is due to a superimposed demand for unimaginative rationality. As Mary Warnock (1994) noted: &quot;I believe that the current insistence on the primacy of problemsolving in education may lead to a marginalizing of what ought to be at the centre, the imaginative grasp of the continuity of history.&quot;
The Influence of Film and Experiential Pedagogy on Multicultural Counseling Self-Efficacy and Multicultural Counseling Competence
Author: Greene, Jennifer H.
Date: 2014-12-00
Type: Journal Articles
Subjects: Counselor Training,Cultural Awareness,Cross Cultural Training,Competence,Self Efficacy,Experiential Learning,Films,Intervention,Educational Philosophy,College Students,Measures (Individuals),Rating Scales,Likert Scales,Statistical Analysis,Student Characteristics,Social Desirability,Comparative Analysis,Multivariate Analysis,Pretests Posttests

Scholarly discourse has emphasized the need for culturally competent practices. Additionally, multicultural self-efficacy has been found to be critical in working with clients from diverse backgrounds, however, there is a relative paucity of literature on how to teach counselor trainees to be culturally competent and self-efficacious (Kim &amp; Lyons, 2003). The use of experiential education is one pedagogical tool that has been supported in effectively connecting multicultural theory to practice (Arthur &amp; Achenbach, 2002; Coleman, 2006). In this study, researchers investigated the influence of experiential pedagogical strategies with an emphasis on film on multicultural counseling competence (MCC) and multicultural counseling self-efficacy (MCSE). Results indicated that both MCC and MCSE increased as a result of one semester in a multicultural counseling class. Additional findings and limitations are discussed.
The Prisoner's Dilemma and Economics 101: Do Active Learning Exercises Correlate with Student Performance?
Author: Byun, Chong Hyun Christie
Date: 2014-12-00
Type: Journal Articles
Subjects: Active Learning,Learning Activities,Correlation,Performance Based Assessment,Academic Achievement,Economics Education,Educational Games,Game Theory,Microeconomics,Regression (Statistics),Predictor Variables,Scores,Educational Practices,Control Groups,Experimental Groups,Comparative Analysis,Comparative Testing,Achievement Gains,Teaching Methods

The importance of active learning in the classroom has been well established in the field of Economic education. This paper examines the connection between active learning and performance outcomes in an Economics 101 course. Students participated in single play simultaneous move game with a clear dominant strategy, modeled after the Prisoner's Dilemma. The hypothesis is that if a student understands the Prisoner's Dilemma and the relevant assumptions in Economic theory, he will choose the dominant strategy in the game. But will his choice be correlated with his performance on two important metrics? Empirical evidence indicates that there is a correlation between a student's performance on the Prisoner's Dilemma game and his performance on the subsequent in-class exam and in the course overall.
Cold Calling and Web Postings: Do They Improve Students' Preparation and Learning in Statistics?
Author: Levy, Dan
Date: 2014-12-00
Type: Journal Articles
Subjects: Graduate Students,Study Habits,Assignments,Computer Mediated Communication,Internet,College Faculty,Student Participation,Learner Engagement,Teacher Student Relationship,Qualitative Research,Statistics,Public Policy,Program Effectiveness,Educational Research,Academic Achievement,Tests,Information Technology,Instructional Effectiveness,Program Implementation,Incentives,Student Attitudes,Teacher Attitudes,Regression (Statistics)

Getting students to prepare well for class is a common challenge faced by instructors all over the world. This study investigates the effects that two frequently used techniques to increase student preparation--web postings and cold calling--have on student outcomes. The study is based on two experiments and a qualitative study conducted in a statistics course that Masters in Public Policy (MPP) students take in their second semester at the Harvard Kennedy School. When used together, web postings and cold calling seem to increase the amount of time that students devote to reading before class by about an hour. This effect is both statistically and practically significant. However this increase in pre-class reading did not translate into increased learning (measured by average test scores on the midterm exam). Neither of the two techniques seems to be better than the other one at increasing reading time, test scores, and other student outcomes.
Bringing Adam Smith's Pin Factory to Life: Field Trips and Discussions as Forms of Experiential Learning
Author: Galizzi, Monica
Date: 2014-12-00
Type: Journal Articles
Subjects: Undergraduate Students,Experiential Learning,Field Trips,Labor Economics,Cognitive Style,Economics Education,Discussion (Teaching Technique),Group Membership,Questionnaires

Educators are often aware of the need to implement a variety of teaching techniques to reach out to students with different learning styles. I describe an attempt to target multimodal learners by bringing classical economic texts and concepts to life through discussions, field visits and role playing exercises. In my Labor Economics class I analyze the relationship existing between demand for labor, technological advances, and trade. As a foundation for such analysis, I assign the reading of Adam Smith's The Wealth of Nations chapters regarding the division of labor. To increase students' interest toward the topics, I precede the text discussion with a field visit to a museum of industrial revolution. Here students are asked to participate also as &quot;factory workers&quot; to an assembly line exercise that brings Smith's description of a pin factory to life. They are then asked to reflect on this experience and to use it as a foundation to inform the following class discussions about Smith's chapters. In this paper I describe the main learning and retention objectives of this exercise, its implementation, challenges, and students' learning outcomes and feedback about enjoyment and recollection. Field trip participants performed significantly better when tested on the relevant concepts. I also discuss the rewards and institutional challenges associated with making use of community resources to increase the understanding of the concrete applications of the economics concept we teach.
Enhancing the Impact of Quality Points in Interteaching
Author: Rosales, Rocío
Date: 2014-12-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,Lecture Method,Feedback (Response),Discussion (Teaching Technique),Discussion Groups,Tests,Pretests Posttests,Scores,Undergraduate Students

Interteaching is a classroom instruction approach based on behavioral principles that offers increased flexibility to instructors. There are several components of interteaching that may contribute to its demonstrated efficacy. In a prior analysis of one of these components, the quality points contingency, no significant difference was reported in student exam scores when quality points were made available. The purpose of the present study was to further evaluate the impact of the quality points component of interteaching, and to enhance the immediacy of feedback provided to students on this contingency via delivery of an answer key upon submission of post-discussion quizzes with the opportunity to review the answer key with their interteaching partner during class. We hypothesized that student quiz scores would be higher when this quality points contingency was in place. An alternating treatments design was employed to compare student performance on post-discussion quizzes during two conditions: quality points vs. no quality points with all other components of interteaching in effect. Eleven undergraduate students enrolled in an introduction to applied behavior analysis course served as participants. Results indicate average quiz performance was higher following class sessions with the quality points contingency. Discussion is focused on the implications of delivering immediate feedback to students during classroom instruction and future directions of interteaching research.
Extending the Flipped Classroom Model: Developing Second Language Writing Skills through Student-Created Digital Videos
Author: Engin, Marion
Date: 2014-12-00
Type: Journal Articles
Subjects: Second Language Learning,Video Technology,Feedback (Response),Accuracy,Academic Discourse,English (Second Language),Writing Skills,Second Language Instruction,Teaching Methods,Models,Peer Teaching,Foreign Countries,Questionnaires,Student Attitudes,Females,Native Speakers,Semitic Languages,Blended Learning,Trust (Psychology),College Students

This paper describes a project that aimed to leverage the students' interest and experience of technology and multimodal environments to develop their academic writing skills and second language learning. Students were expected to follow a model, research a topic, and craft a digital video tutorial on an aspect of academic writing which would form part of the already established flipped classroom model. Feedback from students suggests that there was tension between students as producers, and students as consumers. Student-created videos promoted second language learning through research, simplification, explanation, and encouraged more focus on form, promoting accuracy in English. However, it was also noted that students prefer a teacher explanation than a peer explanation and there were concerns over the &quot;trustworthiness&quot; of a peer-produced video tutorial.
Preparing Students for Community-Based Learning Using an Asset-Based Approach
Author: Garoutte, Lisa
Date: 2014-12-00
Type: Journal Articles
Subjects: Service Learning,Student Participation,School Community Relationship,Student Role,College Students,Catholic Schools,Church Related Colleges,Social Capital,Skill Development,Power Structure,Maps,Sociology,General Education,Questionnaires,Surveys,Learning Experience,Instructional Effectiveness,Statistical Analysis,Pretests Posttests

One goal of service and community-based learning is to produce students who are more tightly engaged in the larger communities surrounding their institutions. Drawing on data from three courses, we argue that an asset-based approach plays a role in creating authentic campus-community partnerships that strive to engage students as members of the community from the outset and throughout their service learning courses. Asset-based activities help students come to understand the value of relationships amongst community members while also underscoring the value of their individual role in this group. As such, students are more prepared for future work within the community.
Failure, the Next Generation: Why Rigorous Standards Are Not Sufficient to Improve Science Learning
Author: Bair, Mary Antony
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Achievement,Science Course Improvement Projects,Educational Improvement,Improvement Programs,Academic Standards,School Policy,Case Studies,Program Implementation,Interviews,Science Teachers,Administrators,Administrator Attitudes,Teacher Attitudes,Classroom Observation Techniques,Curriculum Evaluation,Position Papers,State Policy,College Preparation,Compliance (Legal),Alignment (Education),High Schools,Secondary School Science,Performance Factors,Science Instruction,Delivery Systems,Teacher Expectations of Students,Program Effectiveness,Program Evaluation,Ethnography

Although many states in the United States are adopting policies that require all students to complete college-preparatory science classes to graduate from high school, such policies have not always led to improved student outcomes. There is much speculation about the cause of the dismal results, but there is scant research on the processes by which the policies are being implemented at the school level, especially in schools that enroll large numbers of historically non-college-bound students. To address this gap in the literature, we conducted a four-year ethnographic case study of policy implementation at one racially and socioeconomically diverse high school in Michigan. Guided by the structuration theory of Anthony Giddens (1984), we gathered and analyzed information from interviews with administrators and science teachers, observations of science classes, and relevant curriculum and policy documents. Our findings reveal the processes and rationales by which a state policy mandating three years of college-preparatory science for all students was implemented at the school. Four years after the policy was implemented, there was little improvement in science outcomes. The main reason for this, we found, was the lack of correspondence between the state policy and local policies developed in response to that state policy.
Separating Wheat from Chaff: How Secondary School Principals' Core Values and Beliefs Influence Decision-Making Related to Mandates
Author: Larsen, Donald E.
Date: 2014-10-00
Type: Journal Articles
Subjects: Principals,Secondary Schools,Values,Administrator Attitudes,Decision Making,Federal Legislation,State Legislation,School Districts,Cognitive Processes,Educational Change,Organizational Change,Instructional Leadership,Administrator Behavior,Mixed Methods Research,Online Surveys,Measures (Individuals),Interviews,Teacher Evaluation,Discipline

Research conducted by Larsen and Hunter (2013, February) identified a clear pattern in secondary school principals' decision-making related to mandated change: more than half of participants' decisions were based on core values and beliefs, requiring value judgments. Analysis of themes revealed that more than half of administrative decisions require secondary principals to make value-based judgments by filtering issues through their core values and beliefs. This ethics-based decision-making is evident in both black and white issues, and in more complex and nuanced circumstances. The research presented in this article extends the initial examination (Larsen &amp; Hunter, 2013, February), confirming that decision-making must consider non-rational variables, and that political and structural variables complicate what may at first look like a straightforward decision. The research questions that guided this study were: • How are principals' core values and beliefs manifested in their descriptions of thought processes that attend decision-making? • To what extent, or in what circumstances, may those espoused values be modified or displaced by mandates that emanate from the district, state, or federal level? • How, if at all, do principals resolve the cognitive disequilibrium that a mandate creates when it conflicts with their espoused core values? The current study documents how secondary principals weigh mandates, compare those against their core values, and then consider how to meet the prescribed requirement while maintaining their commitment to their core values.
Superintendents' Perceptions of the Effectiveness of Newly Hired Principals
Author: Lehman, Lynn E.
Date: 2014-10-00
Type: Journal Articles
Subjects: Principals,Standards,Interpersonal Relationship,Content Analysis,Superintendents,Budgets,Administrator Effectiveness,Administrator Attitudes,Instructional Leadership,Coding,Classification,Surveys,Administrator Education

This study investigates the frequency of research-based leadership strategies utilized by newly hired school principals in the workplace. Public school superintendents in Indiana were asked to respond to two open-ended research questions. Through the use of content analysis, their comments were coded for the occurrence of effective leadership practices. The Educational Leadership Constituent Council (ELCC) standards were used as classification categories. The findings revealed that collaboration and skills in instruction, curriculum, and evaluation were the most frequently observed leadership skills. Management skills were identified as the area in greatest need of improvement, especially a noted lack of budgetary skills. The content analysis identified categories of responses in addition to the ELCC standards. Superintendents repeatedly commented on new principals' strong interpersonal skills and suggested that additional years of experience would enhance the principals' development of the most influential leadership skills.
EnvironMentors: Mentoring At-Risk High School Students through University Partnerships
Author: Monk, Melissa H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mentors,At Risk Students,Scientists,High School Students,Place Based Education,Environmental Education,Undergraduate Study,College Preparation,Informal Education,Urban Areas,Qualitative Research,STEM Education,Prediction,School Community Relationship,Science Education,College Faculty,Program Evaluation

Informal place-based environmental education is a proven approach for increasing environmental awareness for students in urban cities. This article describes and qualitatively evaluates the first two academic years of the EnvironMentors program at Louisiana State University (LSU-EM), which is part of a national network of EnvironMentors programs. Despite its short history, LSU-EM has already proven successful as an after-school science, technology, engineering, and mathematics (STEM) mentoring and college-access program predicated on a nearby campus and community partnerships. LSU-EM partners with the Gaining Early Awareness and Readiness for Undergraduate Programs (Gear Up) in the College of Education and the Louisiana Sea Grant program for support and to foster the relationships among scientists, educators, and high school students. Each high school student is paired with two science mentors from the university. Students and their mentors spend the school year conducting an environmental science-based research project to be presented at the LSU-EM Science Fair. Program evaluations indicated students enjoyed forming a bond with their mentors, increased their environmental awareness, and had a better understanding of the scientific method after participating in LSU-EM. Mentors improved their science communication skills, benefited personally by giving back to the community, and took pride in their student's work. Program success was also measured based on the number of students completing their EnvironMentors projects, graduating high school and enrolling in postsecondary educational institutions.
Leadership for All Students: Planning for More Inclusive School Practices
Author: Black, William R.
Date: 2014-10-00
Type: Journal Articles
Subjects: Educational Policy,Instructional Leadership,Inclusion,Disabilities,Educational Change,Educational Objectives,Faculty Development,Educational Legislation,Federal Legislation,Alignment (Education),Capacity Building,Risk,Educational Innovation

Educational policies and leadership practice has evolved to support efforts for inclusive education for students with disabilities. This article focuses on how leaders support and develop inclusive practices for students with disability through engaging institutional norms and inertia; developing inclusive practice as a planned organization-wide reform; making meaning and developing purpose; aligning structures with purpose; supporting a culture of learning as an organizational feature; planning for teacher capacity and professional development; and sustaining commitment to risk, innovation, and learning.