ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Process Writing Activities on the Writing Skills of Prospective Turkish Teachers
Author: Dilidüzgün, Sükran
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Writing Skills,Essays,Writing Processes,Writing Instruction,Pretests Posttests,Writing Strategies,Research Design,College Freshmen,Scoring Rubrics,Writing Evaluation,Questionnaires

Problem statement: Writing an essay is a most difficult creative work and consequently requires detailed instruction. There are in fact two types of instruction that contribute to the development of writing skills: Reading activities analysing texts in content and schematic structure to find out how they are composed and process writing activities. The reading activities in Turkish textbooks are thought to be insufficient in this aspect, and although process writing is adopted, it is not put into practise with such activities as writing on the text read or a proverb giving students a list of writing rules. Purpose of Study: This study aims to determine the effect of process writing activities on the writing skills of prospective Turkish teachers as well as to equip them with the writing strategies to apply when teaching writing and to propose several activities in this context. Methods: One-group pretest-posttest experimental design was used. Thirty-four first-year students at Istanbul University Education Faculty Turkish Department taken as sample wrote essays as pretest on a topic of their choosing from a presented list. They were then asked to write essays on the same topic as posttest after a 24-lesson process writing instruction. The pretests and posttests were evaluated by three experts using the &quot;Writing Assessment Rubric&quot; developed from the criteria for assessing written texts in the field and the activities done in the class as a base. The Cronbach's alpha reliability factor is found to be 0.953 for the rubric. The students were also asked to answer a questionnaire with open-ended questions to support the research in a qualitative aspect. Findings and Results: The results of paired samples t-test are found significant at (p&lt;0.01) level in all writing skills constituting &quot;Writing Assessment Rubric&quot;. Conclusions and Recommendations: The activities are especially important for prospective Turkish teachers since in addition to improving their writing skills, they also learn how to teach writing. In the questionnaire the students claimed that they learned a planned method of writing, they could understand and evaluate the texts more easily analysing how they have been written, they gave more importance to title, unity, and coherence and they knew what to write and how to write. One student's comment, &quot;I have learned to look not only at the texts I read but also at current events from different perspectives&quot;, indicates that process writing also improves thinking.
The Squeaky Wheel &quot;Needs&quot; the Grease: Perceptions of Teaching and Learning in Graduate Education
Author: Economos, Jennifer
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Study,Student Attitudes,Pedagogical Content Knowledge,Teacher Student Relationship,Learner Engagement,Stimulation,Critical Thinking,Business Administration Education,Teacher Education,Student Surveys,Comparative Analysis,Transformative Learning,Measures (Individuals),Statistical Analysis

The purpose of this international study was to contrast the differences in graduate student perceptions of professor pedagogical content knowledge, individualized consideration, Student-Professor Engagement in Learning, professor intellectual stimulation, and student deep learning. Sixty-seven graduate business and 70 graduate education students from two professional associations and four universities responded to the survey. The results indicated there was a significant difference between business and education students' perceptions on Student-Professor Engagement in Learning and deep learning.
Teaching Evolution: From SMART Objectives to Threshold Experience
Author: Wolf, Alexander
Date: 2014-00-00
Type: Journal Articles
Subjects: Evolution,Biology,Science Instruction,Teaching Methods,Educational Technology,Video Technology,Technology Uses in Education,Homework,Learning Modules,Community Colleges,Urban Schools,Blended Learning,College Science,Science Tests,Summative Evaluation,Computer Mediated Communication,Discussion (Teaching Technique)

Despite the centrality of evolution to the study of biology, the pedagogical methods employed to teach the subject are often instructor-centered and rarely embedded in every topic throughout the curriculum. In addition, students' prior beliefs about evolution are often dismissed rather than incorporated into the classroom. In this article we describe the use of SMART (specific, measurable, attainable, relevant and time-sensitive) guidelines to &quot;flip&quot; our classroom in order to create and maintain a supportive learning environment that addresses these concerns. This environment consisted of at-home learning modules deployed at specific times throughout the semester. We found that students responded well in the environment and generally achieved our benchmarks for performance. We observed that many students struggled both with conceptual understanding as well as their conflict between deeply held personal beliefs and evolutionary theory. Our observations also appear to support the view that evolution through natural selection is a threshold concept in biology.
Enhancing Teaching Effectiveness and Student Learning Outcomes
Author: Paolini, Allison
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Effectiveness,Student Evaluation,Teaching Styles,Teacher Improvement,Teacher Competencies,Feedback (Response),Teacher Influence,Best Practices,Classroom Techniques,Teacher Student Relationship,Educational Quality,Thinking Skills,Interaction,Individualized Instruction,Planning,Curriculum Development,Communication Skills,Classroom Environment,Student Behavior,Culturally Relevant Education,Teaching Methods,Instructional Materials,Evaluation Methods

This manuscript addresses how post-secondary educators can enhance their teaching effectiveness and student learning outcomes through student assessment. Highlights will include evidence-based practices, teaching style, methodology, and the use of assessment data for university instructors. Primary focus will be data obtained from key stakeholders to improve teaching practices to better meet the needs, expectations, and goals of their students, programs, and institutions, including consideration of implications for institutional program assessment on a broader scale.
Complicated Spaces: Negotiating Collaborative Teaching and Interdisciplinarity in Higher Education
Author: Bryant, Lauren H.
Date: 2014-00-00
Type: Journal Articles
Subjects: College Faculty,Research Universities,Teacher Collaboration,Team Teaching,Interdisciplinary Approach,Focus Groups,College Students,Grants,Statistical Analysis,Surveys,Coding,Comparative Analysis,Models,Qualitative Research

This study focused on the socially-constructed meanings, implications, and institutional factors that influence the extent to which faculty members engage in collaborative teaching at a research university. Drawing upon theoretical foundations of interdisciplinarity and collaborative teaching and in-depth findings from faculty focus groups, we illustrate the various models of collaborative teaching currently in use by faculty and the structural conditions governing these teaching experiences. Findings suggest that while collaborative teaching experiences are emerging as teaching innovation and are potentially beneficial to students, they are institutionally challenging and often incongruent to the dominant culture of the research university.
Digital Storytelling: Conveying the Essence of a Face-to-Face Lecture in an Online Learning Environment
Author: Baim, Susan A
Date: 2015-00-00
Type: Journal Articles
Subjects: Story Telling,Teaching Methods,Lecture Method,Online Courses,Educational Technology,Computer Mediated Communication,Video Technology,Multimedia Instruction,Learning Modules,Undergraduate Study,Mentors,Leadership Training,Leadership Qualities

As the percentage of university-level courses delivered online continues to increase, instructors who rely on storytelling approaches to convey key concepts in lecture-based coursework will likely face the need to translate their oral storytelling modules into one or more formats that are suitable for use in an online learning environment. While in simple cases it may be sufficient to supply text-based transcriptions of stories and narratives or straightforward &quot;talking head&quot; style videos to online learners, more elaborate storylines may require the application of advanced multimedia presentation technologies, often referred to as digital storytelling. In this paper, the selection and preparation of video-based digital storytelling learning modules is discussed in the context of meeting the self-directed learning preferences of students enrolled in a senior-level undergraduate leadership course. An example video produced on the topic of mentorship illustrates how the gap between personalized face-to-face storytelling in a lecture-based course and the less personal asynchronous learning in an online section of the same course may be bridged to maintain student comprehension of the key concepts involved.
Who Is White? Assessing Students' Perceptions of Whiteness through Active-Learning Effectiveness and the Construction of Racial Doubt
Author: Cherry, Stephen M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Whites,Student Attitudes,Active Learning,Racial Factors,Ethnic Stereotypes,Ethnicity,Undergraduate Students,Race,Critical Thinking,Sociology,Pretests Posttests,Surveys,Comparative Analysis,Identification (Psychology),Self Concept,Control Groups,Experimental Groups,Instructional Effectiveness

Building on previous studies on action-oriented strategies for teaching race-related courses, we explore the general effectiveness of teaching about racial stereotypes and racial/ethnic identity construction in two undergraduate race and ethnicity courses. Given that race and the term &quot;White&quot; are culturally constructed and serve to maintain racial power in the U.S., this study focused on student conceptions of the categorization of whiteness. Specifically, we ask to what degree students' general perceptions of race, their confidence in identifying the percentage of Whites or non-Whites from a list of twenty-seven countries, can change after exercises in critical thinking and active learning. We found that students' generalized perceptions of people from other countries were in fact radically different after going through the lessons and projects. Students who received the materials were less confident in who was White or not and thus overwhelmingly answered that they were &quot;not sure&quot; when prompted to classify the racial/ethnic backgrounds of each of the twenty-seven different national groups.
Class Room Seminar and Journal Club (CRSJC) as an Effective Teaching Learning Tool: Perception to Post Graduation Pharmacy Students
Author: Dahiya, Sunita
Date: 2015-00-00
Type: Journal Articles
Subjects: Pharmacy,Graduate Students,Seminars,Clubs,Teaching Methods,Theory Practice Relationship,Conventional Instruction,Curriculum Implementation,Teaching Models,Primary Sources,Search Strategies,Qualitative Research,Statistical Analysis,Questionnaires,Comparative Analysis,Journal Articles,Research Reports,Pharmaceutical Education,Instructional Effectiveness

Theory and practicals are two essential components of pharmacy course curriculum; but in addition to appearing and passing examination with good score grades, pharmacy post graduation (PG) pursuing students are essentially required to develop some professional skills which might not be attained solely by conventional class room programs. This article aims to propose a contemporary Class Room Seminar and Journal Club (CRSJC) model and explains potential benefits of implementing the use of various review and research articles published in reputed journals and periodicals through this model in order to study the syllabus topics in depth and upgrade the knowledge, quality and standards of postgraduate pharmacy students.
The Relationship among Transformational Teaching and Student Motivation and Learning
Author: Noland, Aaron
Date: 2014-00-00
Type: Journal Articles
Subjects: Correlation,Transformative Learning,Prediction,Teacher Leadership,Learning Processes,Student Motivation,Learning Motivation,Transformational Leadership,Models,Undergraduate Students

Transformational leadership is a well-documented and validated leadership perspective studied in management and organizational contexts that has recently been applied to the instructional context. The current study predicted a positive relationship between teacher transformational leadership and learning, and motivation. A population of 273 college students was surveyed and these hypotheses were supported. Transformational leadership significantly predicted student state motivation, learning indicators and affective learning. The study ends with an analysis of the transformational leadership model in the instructional context, and directions for future research extending the application of the transformational leadership model in the classroom.
Student Perceptions of Dual-Listed Courses
Author: Balassiano, Katia
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Programs,College Credits,Statistical Analysis,Qualitative Research,Land Grant Universities,Undergraduate Students,Graduate Students,Course Evaluation,Online Surveys,Interaction,Academic Ability,Change Strategies,Educational Policy,Educational Practices,Enrollment,Grouping (Instructional Purposes)

Academic departments regularly offer dual-listed courses in which one course has two course numbers, yet are taught in the same place, at the same time, by a single instructor, and in one department to undergraduate and graduate students. While universities discourage their use by subjecting such courses to more rigorous approval processes, academic departments often offer these courses to solve logistic and resource concerns. Little empirical research has examined students' perceptions of dual listed courses. This pilot study presents quantitative and qualitative findings (n = 781) of a survey sent to students enrolled at a Midwestern, land-grant University. The findings reveal that students perceive many benefits of dual-listed courses. Undergraduate students benefitted from exposure to graduate school expectations through interaction with graduate students. Graduate students benefitted from refreshing their knowledge of basic material and learning how to structure undergraduate courses for their future academic careers. Recommendations for improving dual-listed courses are provided.
Pedagogical Strategies Used by Selected Leading Mixed Methodologists in Mixed Research Courses
Author: Frels, Rebecca K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Teaching Methods,Methods Courses,Curriculum Design,Methods Research,Student Educational Objectives,Educational Strategies,Critical Thinking,Social Science Research,Educational Research

The teaching of research methods is common across multiple fields in the social and educational sciences for establishing evidence-based practices and furthering the knowledge base through scholarship. Yet, specific to mixed methods, scant information exists as to how to approach teaching complex concepts for meaningful learning experiences. Thus, the purpose of this mixed research study was to examine strategies used by selected U.S.-based leading mixed methodologists in mixed research courses as related to significant learning goals for course design. In addition, we examined the extent that their philosophical stances influenced teaching and course objectives for student learning. Participants were 12 leading mixed methodologists who were instructors of mixed research courses from various institutions representing multiple conceptual stances applicable to the teaching of mixed research. Instructional practices are presented for instructors to consider when designing and teaching mixed research and general research methodology courses across disciplines.
Designing a Course in Statistics for a Learning Health Systems Training Program
Author: Samsa, Gregory P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Statistics,Physicians,Constructivism (Learning),Professional Continuing Education,Health Services,College Faculty,Graduate Study,Statistical Analysis,Curriculum Development,Concept Mapping,Case Studies

The core pedagogic problem considered here is how to effectively teach statistics to physicians who are engaged in a &quot;learning health system&quot; (LHS). This is a special case of a broader issue--namely, how to effectively teach statistics to academic physicians for whom research--and thus statistics--is a requirement for professional advancement. A distinguishing feature of these students is the degree of imbalance between high levels of scientific maturity and relatively low levels of training in mathematics and computer programming. Using a constructivist framework, the curriculum is organized around a set of model cases and an explicit conceptual map of how those cases are related. When teaching LHS physicians, the model cases should be different from those used to teach statisticians: they must be simple, clinically relevant, and developed by example. To create such cases, the discipline of statistics must not only be deconstructed but must also then be reconstructed in a framework that is accessible to its students. This is a principle that should also be generally applicable to teaching statistics to non-statisticians from other disciplines.
The Art of Giving Online Feedback
Author: Leibold, Nancyruth
Date: 2015-00-00
Type: Journal Articles
Subjects: Feedback (Response),Computer Mediated Communication,Best Practices,Electronic Learning,Online Courses,Teacher Student Relationship,College Students,College Faculty

The cultivation of providing online feedback that is positive, effective, and enhances the learning experience is a valuable educator skill. Acquisition of the art of providing feedback is through education, practice, and faculty development. This article provides information about the best practices for delivering online feedback to learners. An examination is given of the concept, importance, purpose, and types of online feedback. A deliberation includes the best practices for giving online feedback to learners, such as prompt, frequent, personalized, detailed, clear, specific, and balanced. Additionally, a discussion of the various avenues of delivering online feedback, such as the written word, audio file, video recording, pre-set automated feedback, and live web-based conferencing. The &quot;art&quot; and scientific evidence of providing online feedback are coupled in this article to provide helpful tips for the online educator.
Revisiting the Art of Undergraduate Teaching in Higher Education: One Person's Journey towards Enlightenment
Author: Douglas, Max E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Educational Practices,Teaching Methods,Teaching Styles,Educational Philosophy,Teaching Experience,Experiential Learning,Learner Engagement,Student Motivation,Discussion (Teaching Technique),Classroom Techniques,Trust (Psychology),Story Telling,Educational Technology,Phenomenology

The purpose of this article is to offer reflections regarding teaching undergraduate students spanning a forty-five year career in higher education. The author discusses his teaching philosophy coupled with his perspective focusing on the &quot;best&quot; pedagogical practices that he has used to enhance student learning. The selected methods are grounded in over ninety semesters of classroom teaching experience much of which is empirically supported by scholarly literature. Hopefully the author's sharing of his life-long journey and commitment to undergraduate education will help sustain dialogue about the importance of pedagogical excellence.
&quot;Friending&quot; Vygotsky: A Social Constructivist Pedagogy of Knowledge Building through Classroom Social Media Use
Author: Churcher, Kalen M. A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Mass Media Use,Classroom Techniques,Web 2.0 Technologies,Higher Education,Communities of Practice,Case Studies,Social Networks,Learning Strategies,Educational Environment,Teaching Methods,Media Literacy,Student Participation,Cooperative Learning,Program Implementation,Student Surveys,Technology Uses in Education,Instructional Effectiveness

Social media and web 2.0 technologies are an attractive supplement to the higher education experience and are embraced as a way to foster intra-and extracurricular knowledge generation among a class community. However, these collaborative media require a rethinking of the theoretical framework through which we engage student communities of practice. This paper offers a social media-age rethinking of Vygotsky's (1978) conceptualization of social constructivism within learning communities by presenting two case studies of instructor uses of social media platforms through a Facebook community of practice and a wiki-based, student-generated exam. Each examines the pedagogical advantages and disadvantages of incorporating social media in course curricula through the development of social constructivist-based best practices in Web 2.0 course environments.
A Conceptual Framework for Teaching Statistics from a Distance
Author: Mills, Jamie
Date: 2015-00-00
Type: Journal Articles
Subjects: Statistics,Distance Education,Teaching Methods,Blended Learning,Online Courses,Teaching Experience,Curriculum Guides,Undergraduate Study,Instructional Design,Course Organization,Course Content,Curriculum Implementation,Performance Factors

This article discusses important considerations for teachers who teach or may be thinking about teaching statistics online or in a hybrid/blended format. Suggestions from previous research and practical teaching experiences are examined. Moreover, the latest recommendations from the literature are considered in the context of teaching from a distance, which includes the 2014 curriculum guidelines published by the American Statistical As-sociation (ASA Curriculum Undergraduate Guidelines Workgroup, 2014) and the Guide-lines for Assessment and Instruction in Statistics Education (GAISE) College Report (2005; 2012). The paper concludes with suggestions about essential next steps to further advance our understanding of teaching and learning in this environment.