ethanporcaro/eric-fulltext-meta huggingface dataset:
Facebook and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program
Author: Paris, Lisa F.
Date: 2015-09-00
Type: Journal Articles
Subjects: Social Networks,Social Support Groups,Preservice Teachers,Standards,Art Education,Science Education,Student Attitudes,Practicums,Beginning Teachers,College Faculty,Outcomes of Education,Teacher Education Programs,Foreign Countries,Professional Isolation,Social Isolation,Questionnaires,Intervention,Communities of Practice,Mixed Methods Research

Australian pre-service teachers (PST) frequently report feeling isolated and vulnerable during the high stakes Assistant Teacher Program (ATP) final practicum. Mentoring and online learning communities have been shown to offer effective support during periods in which pre-service and beginning teachers feel challenged. As social media progressively infiltrates all aspects of contemporary life, individuals and organisations are opting to use technology in highly adaptive ways; as a result, they have to navigate both the positive aspects and pitfalls of the medium. In this paper we examine whether university Facebook© support groups, coupled with professional standards training and moderator involvement by university staff, enhanced ATP outcomes for preservice teachers in art and science.
Measuring Student Preferences for Stimulus-Response (Rote) Learning
Author: Peters, Robert A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Students,Rote Learning,Stimuli,Responses,Student Surveys,Problem Solving,Teaching Methods,Learning Processes,Higher Education,Student Attitudes,Questionnaires,Public Administration Education,Statistical Analysis,Statistical Significance

The study developed and distributed a survey to measure students' preference for stimulus-response learning. The responses of undergraduate and graduate students suggest the desire to maximize grades fosters a strong preference for instructors who tell students what they need to know and exam questions that incorporate terms and keywords similar to those used in course materials. Although graduate students exhibit a strong partiality for additional elements of stimulus-response learning, they are less likely than undergraduates to prefer courses in which complex assignments are accompanied by step-by-step instructions and most of the required readings are covered by lectures. They also are less prone to focus their exam preparation on items discussed in class. Given the students' predisposition to replicate information and problem solving strategies conveyed to them, the development of creativity and critical thinking is dependent on students assuming greater responsibility for learning. Instructional strategies for achieving the outcome are discussed.
Peer Learning Strategies: Acknowledging Lecturers' Concerns of the Student Learning Assistant Scheme on a New Higher Education Campus
Author: Kodabux, Adeelah
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Peer Teaching,Learning Strategies,Cooperative Learning,Tutoring,Social Support Groups,Teaching Assistants,Teacher Attitudes,Qualitative Research,Program Evaluation,Focus Groups,Questionnaires,Action Research

The Student Learning Assistant (SLA) scheme was introduced in 2010 at Middlesex University Mauritius Branch Campus (MUMBC). The scheme is similar to traditional peer learning strategies, such as Peer Assisted Learning (PAL) and Peer Assisted Study Sessions (PASS), which are widely operated in higher education environments to motivate student engagement with their learning. Different departments at MUMBC employ the SLA scheme as a student-to-student support mechanism. General feedback from students receiving SLA support reveals benefits of the scheme in terms of students' active engagement with course materials and deeper understanding of their subject area. However, within these departments, lecturers' perceptions of the scheme are surprisingly varied. Since the 1970s, a comprehensive range of research has been undertaken on the expansion of peer learning and the welcome benefits it affords to students. Yet, the focus on student experience has been at the expense of overlooking lecturers' views of the scheme. This paper seeks to bridge this gap. It aims to examine lecturers' experience of the scheme and to recommend actions to overcome some of their apprehension with the project.
Epistemological Considerations for Approaching Teaching in an On-Line Environment Aboriginal and Torres Strait Islander Teacher Education Program: Reconsidering TPACK
Author: Lewthwaite, Brian Ellis
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Indigenous Populations,Pacific Islanders,Phenomenology,Interviews,Online Courses,Knowledge Level,Web Based Instruction,Educational Technology,Teacher Educators,Technology Uses in Education,Pedagogical Content Knowledge,Technological Literacy,Preservice Teachers,Cultural Influences,Teacher Role,Attitude Measures

This research inquiry explores teacher educator knowledge, understandings and beliefs informing their teaching in a web-based Australian teacher education program for Aboriginal and Torres Strait Islander students. Through the use of a phenomenologically aligned interview process, the study investigates instructors' consideration of practice for teaching in an on-line environment. Using the TPACK framework (Mishra &amp; Koehler, 2006) as a lens for analysis, what emerges from the data is how lecturers' knowledge and beliefs about students influences the roles they adopt as educators, and how this influences, in turn, what and how technology is used to support student learning. The study ends by critiquing and re-conceptualizing TPACK and providing insights that program developers and teacher educators need to consider in the conceptualization and enrichment of web-based learning, especially those which engage with minority students, such as Aboriginal and Torres Strait Islander learners.
Peer Assisted Study Sessions for Research Trainees
Author: Cusick, Anne
Date: 2015-00-00
Type: Journal Articles
Subjects: Peer Teaching,Researchers,Trainees,Program Development,Program Implementation,Program Evaluation,Graduate Students,Honors Curriculum,Student Research,Role,Foreign Countries,Health Sciences,Program Descriptions,Attendance Patterns,Outcomes of Education,Student Attitudes,Satisfaction,Student Participation,Student Motivation,Socialization,Statistical Analysis

Research training should facilitate effective researcher role development. While researcher roles require the performance of specialised knowledge and skill, they also require development of personal research identities within social contexts. Interaction with research peers can provide opportunities for reflective role development. Ad-hoc cohort-specific peer interventions are relatively common in research training, but these can lack standardisation and clear conceptual frameworks to underpin strategies. Peer Assisted Study Sessions (PASS) provide a structured approach to peer support for learning. As such, we aimed to develop, implement and evaluate a PASS program for research trainees. Participants (N = 21; (9 male, 12 female; exercise science n = 5, biomedical science n = 7, science n = 2, public health n = 4, nutrition n = 3) were post-bachelor honours students and PASS was provided on a weekly basis. Demographic, academic, and PASS data were collected from institutional records. Students completed standardised PASS satisfaction evaluations. Standard undergraduate PASS administrative, funding, and reporting strategies were successfully applied. Leader selection, training, and PASS resource development processes were adapted for the research training context. Attendance and student satisfaction was high as was timely completion of research related assessments. PASS has been shown to provide methodological consistency and a transparent conceptual framework to frame expectations about the process, leader and participant roles, and mechanisms to evaluate impact. PASS enables institutionally sanctioned but peer driven opportunities for social exchange wherein reflective interpretive approaches to research role development can be considered.
The Relationship between English Language Arts Teachers' Use of Instructional Strategies and Young Adolescents' Reading Motivation, Engagement, and Preference
Author: Varuzza, Michelle
Date: 2014-00-00
Type: Journal Articles
Subjects: Language Arts,English Teachers,Teaching Methods,Early Adolescents,Reading Motivation,Learner Engagement,Preferences,Correlation,Teacher Influence,Grade 6,Grade 7,Student Surveys,Questionnaires,Check Lists,Pretests Posttests,Scores,Age Differences,Student Attitudes,Oral Language,Student Characteristics,Telecommunications,Handheld Devices,Teacher Surveys,Quasiexperimental Design

Conducted at 10 schools in four communities, this study investigated relationships of young adolescents' reading motivation, reading preference, and reading engagement as influenced by their English Language Arts teachers' use of instructional strategies. Students in eight sixth grade (N = 196) and nine seventh grade (N = 218) classes completed a post Reading Behavior Survey and the Motivation to Read Questionnaire (MRQ) and a Class Strategies Checklist at the beginning and end of the academic year. The 17 teachers also completed a pre/post Strategies Checklist and a Survey. Mean MRQ difference scores were averaged by ELA class group. Scores in nine MRQ dimensions revealed a decline except for Challenge with a slight positive increase for seventh graders. These results confirm prior research findings that as adolescents move along in grade level their reading motivation decreases. However, 11 of the 17 class groups indicated some positive change in one or more MRQ dimensions with five classes revealing positive reading motivation growth in four dimensions. Enjoyable reading activities noted by all students involved receptive and expressive oral language. Such preference may have been due to large class populations of Hispanic, subsidized lunch, and limited English proficient students who found that oral language interaction helped them understand and enjoy the readings. The most preferred reading activity during out-of-school time was that of a social nature involving text messaging. Both this current and prior research suggest that successful teachers motivate their students through classroom interaction, challenging literacy activities and discussion about what was read.
The Invisible Barrier to Integrating Computer Technology in Education
Author: Aflalo, Ester
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Barriers,Teacher Attitudes,Positive Attitudes,Technology Integration,Educational Change,Science Teachers,Elementary Schools,Elementary School Teachers,Questionnaires,Statistical Distributions,Correlation,Instructional Effectiveness,Computer Literacy

The article explores contradictions in teachers' perceptions regarding the place of computer technologies in education. The research population included 47 teachers who have incorporated computers in the classroom for several years. The teachers expressed positive attitudes regarding the decisive importance of computer technologies in furthering teaching, learning and their professional advance. However they mainly incorporated basic computer applications in their teaching, and hardly utilized computer mediated communication. It was further found that most teachers are convinced that meaningful learning can be attained without the need for computer technology. This position, together with the partial use of these technologies, exposes a rooted attitude according to which the teachers do not believe in the pedagogic advantages of computer technologies. The contradictions in their perceptions inhibit the process of change in attitude needed for the full assimilation of computer technologies in education.
Developing an Embedded Peer Tutor Program in Design Studio to Support First Year Design Students
Author: Zamberlan, Lisa
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Teaching,Tutorial Programs,Mentors,Studio Art,Design,Architectural Education,Action Research,Undergraduate Students,Best Practices,Models,Focus Groups,Student Educational Objectives,Feedback (Response),Student Attitudes,Program Evaluation

An improved first year student experience is a strategic focus for higher education in an increasingly competitive marketplace. A successful peer tutoring program creates a visible community of practice, supports the student learning experience, elevates senior students as ambassadors of the program, and reinforces an emphasis on learning through collaborative exchange. The Interior Architecture program at the Faculty of Built Environment, University of New South Wales, has supported a peer mentor program for several years, predominantly based on an anecdotal understanding of student needs. Using an action research framework, this study reviews the current peer mentor program and develops a best practice model of peer tutoring in the first year design studio setting. This review is based on current scholarship on peer learning particularly in relation to design studio, the student voice from focus groups and exemplars from design programs in higher education.
Online Peer Assisted Learning: Reporting on Practice
Author: Watts, Helen
Date: 2015-00-00
Type: Journal Articles
Subjects: Peer Teaching,Higher Education,Online Courses,Technology Uses in Education,Synchronous Communication,Program Implementation,Foreign Countries,Educational Technology,Asynchronous Communication,Teaching Methods,Instructional Leadership,Leadership Qualities,Student Leadership,Scheduling,Program Evaluation

Peer Assisted learning (PAL) in-class is well-established and flourishing in higher education across the globe; nevertheless, interest is growing in online versions and is reflected by a number of pilot schemes. These programs have responded to perceived and actual needs of students and institutions; they have explored the available software packages and have begun to create a bank of learning through academic publications, institutional reports, evaluations, and SINET listserv discussions. This paper examines existing online PAL practice from Australia, Canada, the UK and the USA, and focuses on synchronous modes. We discuss (a) the context, mode, and scope of online PAL, and (b) implementation considerations. Despite some &quot;teething problems&quot; of these pilots we are convinced by the early and so far limited explorations highlighted here that online PAL can make a significant contribution to learners in higher education by improving engagement through the flexibility afforded by the online space.
The Healthy School Approach: Different Perspectives of Students and Educators
Author: Rivard, Marie-Claude
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Health Promotion,Qualitative Research,Student Attitudes,Teacher Attitudes,Focus Groups,Interviews,Life Style,Nutrition,Health Education,Models,Elementary Schools,Elementary School Students,Elementary School Teachers

The issue of health occupies a central place in the official texts on education. In Quebec, the Healthy School Approach (HSA), situated at the crossroads of education and health, stands out for its comprehensive and integrated health promotion in schools. This qualitative study aims to describe the perceptions and involvement of 19 participants (students and educators) on health issues within the context of the HSA in a low socioeconomic school in Quebec. The use of focus groups revealed that the participants interviewed generally associate health with lifestyle, particularly physical activity and nutrition, while the educators demonstrate their involvement in a differentiated manner. The importance of a shared vision of health among students and educators in the pursuit of concerted and complementary health education in disadvantaged environments is highlighted.
What's Wrong with Learning for the Exam? An Assessment-Based Approach for Student Engagement
Author: Ito, Hiroshi
Date: 2014-00-00
Type: Journal Articles
Subjects: Learner Engagement,Feedback (Response),Learning Processes,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Creative Thinking,Course Descriptions,Business Schools,Thinking Skills,Course Objectives,Sociolinguistics,Student Attitudes,Writing Skills,Communication Skills,Skill Development,Foreign Countries,Active Learning,Summative Evaluation,Formative Evaluation,Qualitative Research

It is now widely recognized that assessment and the feedback play key roles in the learning process. However, assessment-based learning approaches are not yet commonly practiced in Japan. This paper provides an example of an assessment-based approach to teaching and learning employed for a course entitled &quot;English as an International Language&quot; offered at the Nagoya University of Commerce and Business in Japan. The course objective was to help develop critical thinking, analytical reasoning, creative thinking, writing, and communication skills through examining the sociolinguistic landscape surrounding the English language in Japan. ICE (Idea-Connection-Extension) methodology was used to assess the course. Students actively engaged in the coursework and their feedback to the course was positive.
Developing Student Mentor Self-Regulation Skills through Formative Feedback: Rubric Development Phase
Author: Hammill, Jackie
Date: 2015-00-00
Type: Journal Articles
Subjects: Mentors,Professional Development,Affective Behavior,Cognitive Development,Feedback (Response),Interviews,Workshops,Observation,Supervisors,Role,Reflection,College Students,Foreign Countries,Metacognition,Program Descriptions,Computer Mediated Communication,Student Attitudes,Scoring Rubrics,Task Analysis

Research into Peer Assisted Study Sessions (PASS) in Higher Education has largely focused on the positive effects of PASS on student motivation, retention and engagement. Less attention has been given to the cognitive, affective and professional development of the PASS Student Mentors through their engagement with students and academic staff. At Victoria University, learning and development for Student Mentors begins at training and continues during the semester, supported by several methods of formative feedback: weekly reflective posts through an online platform, weekly development workshops, observations, progress interviews, and evaluations. Despite ongoing training and development throughout the semester, PASS supervisors have observed that some Student Mentors do not have a clear understanding of the role expectations. This paper describes the processes undertaken to develop a rubric that clarifies PASS facilitation objectives for Student Mentors and their PASS supervisors.
A Note on Evaluating Supplemental Instruction
Author: Paloyo, Alfredo R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Supplementary Education,Evaluation Problems,Program Evaluation,Selection Criteria,Instructional Effectiveness

Selection bias pervades the evaluation of supplemental instruction (SI) in non-experimental settings. This brief note provides a formal framework to understand this issue. The objective is to contribute to the accumulation of credible evidence on the impact of SI.
Interpersonal Process Group Counseling for Educationally Marginalized Youth: The MAGNIFY Program
Author: Slaten, Christopher D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Mental Health,Youth Programs,Nontraditional Education,Behavior Problems,At Risk Students,School Counseling,Graduate Students,Interpersonal Relationship,Group Therapy,Program Development,Program Implementation,Social Development,Emotional Development,Well Being,Facilitators (Individuals),Financial Support,School Counselors,Barriers

Youth mental health is an area of profound disparity between the demand and supply of services, particularly in schools that serve students at risk of school dropout. This article describes the conceptual foundations and implementation of &quot;MAGNIFY&quot;, a program that provides free group counseling to small alternative schools with students who have a history of behavioral problems in school or have been labeled at risk of dropping out of school. MAGNIFY is a non-structured program that uses school counseling graduate students to facilitate weekly school-based interpersonal process groups and is financially supported by local businesses and donors. Program components, finances, limitations, and implications are discussed.
Promoting College Access among Latina/o English Language Learners: Implications for Professional School Counselors
Author: Cook, Amy L.
Date: 2015-00-00
Type: Journal Articles
Subjects: English Language Learners,Hispanic American Students,Access to Education,Academic Achievement,Literature Reviews,Intervention,Pupil Personnel Services,Barriers,College Readiness,Achievement Gap,Counselor Role,Acculturation,Racial Discrimination,College Preparation,Partnerships in Education,Racial Attitudes,Paying for College,School Counseling

According to the U.S. Department of Education (2010), Latina/o English language learners (ELL students) are less likely to complete high school and attend college compared to their White non-Latina/o peers. Numerous factors affect Latina/o ELL students' academic achievement, including insufficient resources, acculturation issues, attitudinal barriers, immigration factors, and English-language proficiency. Through a literature review, we identify particular school counselor interventions that address these barriers and promote college access among Latina/o ELL students.
Test-Based Teacher Evaluations: Accountability vs. Responsibility
Author: Bolyard, Chloé
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Accountability,Teacher Responsibility,Teacher Discipline,Educational Policy,State Policy,Power Structure,Ethics,Program Effectiveness

Gert Biesta contends that managerial accountability, which focuses on efficiency and competition, dominates the current political arena in education. Such accountability has influenced states' developments of test-based teacher evaluations in an attempt to quantify teachers' efficacy on student learning. With numerous state policies requiring the use of student test data to influence decisions regarding teacher pay, tenure, and contract renewals, the significance of this discussion should not be overlooked. During the 2013-2014 school year, Ohio implemented the Ohio Teacher Evaluation System (OTES), linking half of a teacher's evaluation to student growth. This paper briefly summarizes OTES and discusses its implied notions of accountability and responsibility, and critiques OTES as a form of disciplinary power with various consequences and potential responses for educators. The purpose of this paper is to examine the notions of accountability and responsibility as related to current teacher evaluation policies in an attempt to stimulate a conversation about two questions: (1) What does a discourse of high-stakes accountability within OTES imply about a teacher's responsibility in education?; and (2) What are the consequences and subsequent implications for educators?