ethanporcaro/eric-fulltext-meta huggingface dataset:
The Kinesiology Curriculum: Using Student Responses to Evaluate Course Content
Author: Grewal, Eshleen Kaur
Date: 2017-00-00
Type: Journal Articles
Subjects: Kinesiology,Course Evaluation,Course Content,Student Attitudes,Public Health,Science Curriculum,Undergraduate Students,Bachelors Degrees,Health Promotion,Physical Activities,Curriculum Development,Evidence Based Practice,Medicine,Epidemiology,Leadership

The academic discipline of kinesiology is relatively new (1960s) and is devoted to the study of human movement. The knowledge base and subject of study continues to develop and now includes inquiry regarding the impact of physical activity on health, society, and quality of life. The purpose of this course content evaluation was to identify kinesiology students' views on the addition of public health content in the curriculum. A lecture addressing the background history of public health, with supported reading, was given to forty students enrolled in an upper level Bachelor of Kinesiology-health course. Students were advised of the inclusion of this topic on the final exam and that their responses would be used to inform future direction of the course material. Students were asked to provide their opinion, through a written response to the question: Does public health belong in the Faculty of Kinesiology? A content analysis was employed and seven themes were identified from students' responses. The themes highlighted professional experience, enhanced leadership, and health promotion and physical activity's contribution to health. In summary, students positively evaluated the inclusion of public health within the kinesiology curriculum and perhaps this is not surprising given the scoring associated with the question. Despite this limitation, students provided insightful responses worthy of reflection that should be considered in a dialogue about the inclusion of public health content in the kinesiology curriculum.
The Role of Interactive Digital Simulations in Student Conversations about Visualizing Molecules
Author: Carpenter, Yuen-ying
Date: 2017-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Spatial Ability,Geometric Concepts,Visual Aids,Cooperative Learning,Educational Technology,Computer Simulation,College Science,Undergraduate Students,Learning Activities,Scientific Concepts,Concept Formation

The visualization of chemical compounds in three-dimensions is a foundational skill in the study and practice of chemistry and related fields, and one which has the potential to be supported by interaction with virtual models. Here, we present a collaborative learning activity piloted in first-year chemistry which investigates if inquiry-driven interactive technology can contribute meaningfully to student conversations around this topic, and how students' conversations and practices may shift when driven by feedback from an interactive simulation. Our initial observations from this pilot project suggest that students engaged in collaborative sense-making and discussion around key ideas throughout this activity. Students' post-activity reflections also highlighted their positive experiences and increased confidence with the topic afterwards. The unique dynamics of these interactions lead us to propose a novel framing of interactive visualizations as participants rather than merely as resources in student learning conversations.
Addressing Grief in the Classroom: A Complicated Equalizer
Author: Eftoda, Kristyn
Date: 2021-00-00
Type: Journal Articles
Subjects: Grief,Death,Mental Health,School Counseling,Play,Music Therapy,Emotional Response,Self Management,Children,Misconceptions,Teacher Education,Anxiety,Metacognition,Classroom Techniques,Peer Relationship,Social Support Groups

Grief is a complicated equalizer and a personal reaction to loss. Losing a loved one is a universal experience, but fear keeps grief quiet and misunderstood. When teachers not trained in death education, it can affect children's grieving process. When grief is not processed in a healthy way, the parasympathetic nervous system is activated, affecting a child's learning and mental health. Anxiety, depression, and other mental health concerns can present themselves without the help of practices that support emotion regulation and personal grief expression. Schools need bereavement-trained teachers, death education, emotion regulation practices, and counsellors trained in play-based therapies to support grieving children.
Let&apos;s Talk about Power: How Teacher Use of Power Shapes Relationships and Learning
Author: Reid, Leslie Frances
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Power Structure,Antisocial Behavior,Prosocial Behavior,Problem Solving,Teacher Student Relationship,Reflective Teaching,Feedback (Response)

Teachers' use of power in learning environments affects our students' experiences, our teaching experiences, and the extent to which learning goals are met. The types of conversations we hold or avoid with students send cues regarding how we use power to develop relationships, influence behaviour and entice motivation. Reliance on prosocial forms of power, such as referent, reward, and expert, have a positive impact on outcomes such as learning and motivation, as well as perceived teacher credibility. Overuse of antisocial forms of power that include legitimate and coercive powers negatively affect these same outcomes. In this paper, we share stories from our teaching experiences that highlight how focusing on referent, reward and expert power bases to connect, problem solve, and negotiate challenges with our students has significantly enhanced our teaching practice. We provide resources that can be used by teachers to become aware of and utilize prosocial power strategies in their practice through self-reflection and peer and student feedback.
Barriers to Indigenous Perspectives in Education
Author: Wilson, Penny
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,Indigenous Knowledge,Educational Policy,Barriers,Racial Bias,Minority Group Teachers,Teacher Selection,Faculty Development,Cultural Awareness,Curriculum

Educational outcomes for Indigenous students in Manitoba are poor. In response, educational policy across Canada is evolving to incorporate Aboriginal, Metis and Inuit perspectives into curriculum to support positive change. Years into this effort, we can identify common barriers. Undoing generations of cultural suppression will be a slow process. Implicit bias, fueled by a lack of awareness of complex and interconnected Indigenous issues creates racial blindness, a crippling obstacle in understanding Indigenous issues. Changing the English Canadian narrative of today's education system will involve difficult conversations around privilege and viewpoint. Hiring and empowering Indigenous educators enables internally proliferated resources. Access to regional professional development on Indigenous issues needs to expand.
Using Mental Health and Wellness as a Framework for Course Design
Author: Dyjur, Patti
Date: 2017-00-00
Type: Journal Articles
Subjects: Mental Health,Wellness,Curriculum Development,Postsecondary Education,Course Organization,Educational Policy,Expectation,Educational Environment,Student Evaluation,Resilience (Psychology)

Mental health and wellness is a concern, not only for students, but for instructors in higher education as well. Course design can have a positive or negative impact on both student and instructor wellness, especially around stress and anxiety with assessments, workload, and due dates. Factors of course design such as policies and values, academic expectations, learning environment and learning experiences, student assessment, and reflection and resilience can play an important role in supporting wellness. In this paper we provide examples of how each factor can affect wellness, and offer questions that an instructor can consider when designing a course with wellness in mind.
An Educational Paradigm in the Midst of Shifting: Students&apos; and Professors&apos; Attitudes toward Classroom Technology
Author: McSpadden, Emalinda L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Undergraduate Students,College Faculty,Community Colleges,Social Sciences,Classroom Environment,Technology Integration,Technological Literacy,Instructional Effectiveness,Creativity,Student Diversity

Many community college educators struggle with the notion of technology as integral to classroom learning, concerned about changing the very nature of what classroom learning means. For students, there are similar concerns regarding classroom experience, especially if students come from different educational backgrounds, generations, or levels of technological expertise. This qualitative research study compares student and professor experiences of classroom-specific technology use, and findings indicate convergent and divergent themes among students and professors specific to their classroom technology experiences. Students and professors agree that technology should be used in classrooms, despite sometimes hindering creativity and becoming a distraction. Students and professors disagreed in their satisfaction with amounts of classroom technology use and assurance in the efficacy of that technology use. These findings provide valuable insights and fundamental guiding principles for assessing goodness-of-fit between users and classroom technology.
The People in the Room: Convening Interdisciplinary Communities of Practice in an Institution of Higher Education
Author: Wilson-Mah, Rebecca
Date: 2017-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Communities of Practice,Universities,Program Implementation,Program Effectiveness,Socialization,Organizational Learning,Higher Education,Educational Trends,Women Administrators,Leadership Role,Action Research,Participatory Research,Foreign Countries

Communities of practice (CoP) are rich learning spaces that support knowledge creation, social engagement and practice improvement. In some university settings, there is a buoyant interest in creating and supporting interdisciplinary knowledge and practice. The purpose of the study was to apply an action research approach to explore the emergence of interdisciplinary communities of practice in a university context and to reflect on the practice of convening a CoP. How do communities of practice emerge and what approaches and practices nourish these groups? The authors of this study share a reflection on their role as convenors of CoP and on their work facilitating the emergence of these interdisciplinary groups.
Dismantling Barriers to Anti-Racist Education
Author: Williams, Sonya
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,Teaching Methods,Racial Bias,Racial Discrimination,Equal Education,Social Justice

Teachers desiring to address inequity within education must acknowledge the inconsistencies experienced by students who belong to historically marginalized or oppressed communities. Antiracist education addresses conventions rooted in systemic or structural racism, colourblindness, and implicit bias, creating an environment that facilitates equity in education for all students regardless of race, ethnicity, or culture.
Immigrant Mothers with Preschool Children in Northern Cyprus and Their Attitudes towards Their Children
Author: Kuset, Sermin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Mothers,Preschool Children,Parent Attitudes,Teacher Attitudes,Preschool Education,Preschool Teachers,Interpersonal Communication,Discipline,Adjustment (to Environment),Barriers,Expectation,Child Behavior

This study examined the attitudes of immigrant mothers with preschool children in Northern Cyprus towards their children from the points of view of mothers and teachers. The results were categorized under three main themes, which were &quot;communication,&quot; &quot;discipline,&quot; and &quot;adaptation.&quot; The study employed the case study method, which is one of the qualitative research methods. It was conducted with 35 immigrant mothers with preschool children and seven classroom teachers working in the preschool attended by the children. The researcher assumed the role of an observer in addition to collecting data. The mothers included in the study had lived in Northern Cyprus for eight years or less and were not citizens of the Turkish Republic of Northern Cyprus. The data, obtained through face-to-face interviews and observations, were analyzed using the descriptive analysis technique. The study concludes that immigrant mothers with preschoolers living in Northern Cyprus need support in terms of how to communicate effectively with and discipline their children and how to adapt to society. Also, our findings indicate that mothers are open to improvement when they receive support. On the other hand, it was observed that the support they received was only from their school. Therefore, the experience and qualifications of school administrators and teachers affect the support that parents receive, and if the administrators and teachers are not well equipped or interested, immigrant parents needing support may fail to improve themselves and to develop effective parenting skills.
Kuwaiti Social Studies Teachers&apos; Expectations for the Futures of Students Ordinarily Sit near the Teacher
Author: Alhajri, Abdullah J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Teacher Expectations of Students,Student Behavior,Teaching Experience,Gender Differences,Classroom Techniques,Space Utilization,Classroom Environment,Student Participation,Academic Achievement,Communication Skills,Student Characteristics,Job Skills

The current study aimed to reveal Kuwaiti social studies teachers' expectations for the future conduct of the students who ordinarily sit close to the teacher. These expectations are related to academic, behavioral, social, and vocational conduct domains. A descriptive, analytical method was used. A questionnaire was used to collect data. The study was applied to a random sample of social studies teachers in Kuwaiti schools in six educational districts. The sample consisted of 224 social studies teachers. The study revealed that the level of social studies teachers' expectations about the future conduct of students sitting in locations close to the teacher was closely aligned with both the scientific and behavioral domains and moderately aligned with both the social and vocational domains. It was also found that there were no statistically significant differences in teachers' expectations due to years of experience, and there were no statistically significant differences in teachers' expectations due to gender in all study domains except for the academic domain, in which male teachers showed higher future academic expectations than the females. It is recommended to provide training courses for teachers on classroom management, emphasizing the importance of rotating students' seating locations and encouraging teachers to use other seating arrangements that provide equal opportunities for all students to be close to the teacher.
Overcoming Learning Barriers of Hutterian Students
Author: Knoll, Tara
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Barriers,Teaching Methods,Literacy Education,Mixed Age Grouping,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Best Practices,Reading Skills,Direct Instruction,Elementary School Students,Reading Comprehension,Foreign Countries,English Language Learners,Religious Cultural Groups

English Language Learners, such as my Hutterian students, struggle to overcome a variety of learning barriers. I examined a variety of instructional methods to determine what would help them. The first aspect I explored was how English Language Learners acquire literacy skills. I also investigated how to expand my students' background knowledge. Furthermore, I studied how to minimize the consequences of teaching kindergarten to grade 4 in a multigrade classroom. The final learning barrier was how to obtain beneficial instructional methods on my school's inadequate budget. I am developing my understanding of the best teaching practices to help Hutterian students.
Lifelong Learning, Certification, and Registered Nursing Practice: Their Interrelationship
Author: Hirst, Sandra
Date: 2017-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Certification,Standards,Skill Development,Nurses,Nursing,Professional Associations,Competence,Correlation,Foreign Countries,Professional Continuing Education

A legislatively regulated and self-regulating profession, such as nursing, holds its members (registered nurses) accountable to the public it serves for the continuous development of the competencies they profess to hold. A requirement for competency is lifelong learning and can be evidenced through certification. In this paper, the interrelationship of lifelong learning, certification, and registered nursing practice is examined. Strategies used to support certification through a lifelong learning approach are described.
The Impact of A Level Subject Choice and Students&apos; Background Characteristics on Higher Education Participation
Author: Vidal Rodeiro, Carmen
Date: 2019-00-00
Type: Journal Articles
Subjects: Course Selection (Students),Student Characteristics,Background,Foreign Countries,Enrollment,Higher Education,Secondary School Students,Two Year College Students,College Freshmen

Policy makers and the general public have become increasingly concerned about the extent to which different qualifications/subjects prepare young people for Higher Education. Despite policy efforts and claims of equivalence, progression might differ depending on the qualifications/subjects studied, even after controlling for background characteristics. In England, the principal measure of academic attainment for 18 year-olds is the A Level. Choosing A Levels, however, is not straightforward as some subjects are seen as providing better grounding for Higher Education than others. Furthermore, many courses require particular subjects and there is a disparity in the attitudes of admissions staff towards certain A Levels. This research provides a better understanding of how useful A Level subjects are for gaining admission to Higher Education. In particular, it investigated the A Levels (and combinations of A Levels) that students who enrolled in Higher Education institutions in 2016/17 took and how students' background interacted with their A Level choices to influence the type of Higher Education institution attended.
Which Is Better: One Experienced Marker or Many Inexperienced Markers?
Author: Benton, Tom
Date: 2019-00-00
Type: Journal Articles
Subjects: Examiners,Scoring,Predictive Validity,Scores,Foreign Countries,Accuracy,Experimenter Characteristics

For many practical purposes, it is often assumed that the quality of a marker is directly related to their seniority. At its extreme, the assumption is that the most senior marker (the Principal Examiner) is always right even in cases where large numbers of junior markers have a collectively different opinion regarding the mark that should be awarded to a given script. To investigate this assumption, this article compares the predictive value of marks provided by the most senior marker to those made by simply taking the mean mark awarded by many junior markers. Predictive value was estimated via the correlation of the scores assigned to scripts with the overall achievement of the same candidates in other exam papers taken within the same month. By looking at the relative predictive value of the two different sources of marks, we can begin to make some inferences about the extent to which senior markers are genuinely more accurate than their junior colleagues.
New Strategies for New Literacies: Digital Strategy Backpack Samplers
Author: Strause, Shufang
Date: 2018-00-00
Type: Journal Articles
Subjects: Communication Skills,Communication Strategies,Technology Integration,Technology Uses in Education,Preservice Teacher Education,Educational Technology,Literacy Education,Common Core State Standards,Pedagogical Content Knowledge,Technological Literacy,Learning Activities

The skills and strategies of effective communication are at the heart of literacy teaching and learning; engaging with digital technologies to communicate puts new demands on teachers and students. The communication tools of the 21st century require a rethinking of our 19th century educational approach to fully integrate digital tools into the classroom. We must help pre-service teachers learn how to leverage technology to build students' communication skills across the curriculum. The authors describe two different Digital Strategy Backpacks that were integrated into a pre-service teacher education instructional technology class. The backpacks illustrate how learners apply communication skills and strategies with a range of technologies. The authors acknowledge that the Digital Strategy Backpacks are just a taste of this technique, however, we contend that they demonstrate how teachers and teacher educators can put communication goals at the front and center of teaching with technology.
Preservice Teachers&apos; Comfort Levels with Technology in an Online Standalone Educational Technology Course
Author: Graziano, Kevin J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Preservice Teachers,Student Attitudes,Technological Literacy,Telecommunications,Teaching Methods,Online Courses,Technology Integration

While some researchers and teacher educators recommend the integration of technology throughout a teacher preparation program, it may not be realistic for all teacher preparation programs to comply with this recommendation. A lack of training, a lack of interest from faculty, limited faculty or facilities, and/or a lack of vision from educational leaders may prevent some teacher preparation programs from successfully integrating technology throughout the curriculum. For various reasons, colleges and schools of education may rely on standalone educational technology courses. The purpose of this study was to examine technology comfort levels of preservice teachers who completed an online standalone educational technology course with pedagogy and content integrated into the course curriculum. Findings reveal there were no statistically significant mean differences between students' comfort levels using technology for personal communication and to teach academic content. The findings have implications for teacher preparation programs and teacher educators.
Self-Regulation and Feedback in an Educational Statistics Course
Author: Williams, Amanda S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Management,Self Evaluation (Individuals),Formative Evaluation,Computer Assisted Instruction,Instructional Effectiveness,Student Attitudes,Graduate Students,Statistics Education,Introductory Courses,Electronic Learning,Homework,Time Factors (Learning),Feedback (Response),Learning Strategies,Educational Technology

The purpose of the study was to evaluate the effects of feedback timing and quality on student self-regulatory behavior. Using a non-equivalent control-group design, students were assigned to either an immediate-detailed or delayed-grade-only feedback condition within the online statistics homework program, Aplia. The groups were then compared on levels of self-regulation and ratings of perceived homework effectiveness. Results indicate no significant differences between groups. Implications and the need for updated measurements are discussed.