ethanporcaro/eric-fulltext-meta huggingface dataset:
Peer-Reviewed Exploration in Teaching: A Program for Stimulating and Recognizing Innovations in Teaching
Author: Simha, Rahul
Date: 2017-01-00
Type: Journal Articles
Subjects: Peer Evaluation,Instructional Innovation,College Faculty,College Instruction,Case Studies,Recognition (Achievement),Feedback (Response),Faculty Development,Tenure,Faculty Promotion

In an academic world driven by student ratings and publication counts, faculty members are discouraged from exploring new pedagogical ideas because exploration takes time and often goes unrecognized. The contrast with research is striking: everyone is expected to explore and innovate in research, whereas very few make exploration in teaching their norm. This paper presents a case study illustrating a program, the &quot;Peer-Reviewed Exploration in Teaching&quot; (PRET) program, designed to encourage and recognize faculty when they implement teaching innovations. The program provides feedback during all stages of a teaching innovation, including outside-classroom activities, and incorporates a rigorous peer review process so that successive such PRETs can accumulate into a record for tenure and promotion. The paper describes the program's rationale, initial implementation, and lessons learned. Perhaps one of the most interesting lessons is that faculty explorations often go beyond a standard inventory of active learning techniques when they are encouraged and supported to explore.
Students' Perspectives on the First Day of Class: A Replication
Author: Eskine, Katherine E.
Date: 2017-01-00
Type: Journal Articles
Subjects: Student Attitudes,Preferences,Private Colleges,Black Colleges,Comparative Analysis,African American Students,Undergraduate Students,Statistical Analysis

Research has shown that first-day practices affect students' motivation, grades, and end of the semester ratings of the professors. However, research on student preferences of first day practices has been conducted at public, predominantly white institutions and has not investigated if first day preferences differ at a private or historically Black university. Therefore, to investigate consistency in preferences across generations and possible differences in preferences at a private Historically Black College or University (HBCU) we assessed first day preferences and compared our results to the original study (Perlman &amp; McCann, 1999). We sampled 230 predominantly Black students from a small private HBCU. Our findings are similar to Perlman and McCann's results, indicating that students desire a general overview, details about grading, and getting to know the professor. Students also disliked poor use of class time and beginning course material on the first day. Analyses revealed differences in the preferences of third and fourth year students compared to first and second year students. Analyses also indicated that in our sample a smaller proportion of students cared about first day information being presented in an understandable contest, and that a higher proportion of our sample cared about setting a fun tone and disliked an uncaring or intimidating environment in contrast to Perlman &amp; McCann's original study.
The Potential Use of Mobile Technology: Enhancing Accessibility and Communication in a Blended Learning Course
Author: Mayisela, Tabisa
Date: 2013-02-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Technology Uses in Education,Educational Technology,Blended Learning,Case Studies,Mixed Methods Research,Interviews,Cooperation,Social Media,Programming,Questionnaires,Foreign Countries,College Students

Mobile technology is increasingly being used to support blended learning beyond computer centres. It has been considered as a potential solution to the problem of a shortage of computers for accessing online learning materials (courseware) in a blended learning course. The purpose of the study was to establish how the use of mobile technology could enhance accessibility and communication in a blended learning course. Data were solicited from a purposive convenience sample of 36 students engaged in the blended learning course. The case study utilized a mixed-methods approach. An unstructured interview was conducted with the course lecturer and these data informed the design of the students' semi-structured questionnaire. It was found that students with access to mobile technology had an increased opportunity to access the courseware of the blended learning course. Mobile technology further enhanced student-to-student and student-to-lecturer communication by means of social networks. The study concludes that mobile technology has the potential to increase accessibility and communication in a blended learning course. Recommendations, limitations of the present study, and suggestions for future research were made.
Examining Students' Self-Perceived Competence and Comfort in an Experiential Play Therapy Counseling Course: A Single Group Pretest-Posttest Investigation
Author: Flasch, Paulina
Date: 2017-01-00
Type: Journal Articles
Subjects: Play Therapy,Counselor Training,Self Efficacy,Competence,Pretests Posttests,Graduate Students,Masters Programs,Statistical Analysis,Student Experience,Experiential Learning

The current study utilized a single-group pretest-posttest design to evaluate students' self-perceived competence and comfort of using a variety of play therapy techniques and interventions with a range of client populations as a result of taking a one-week intensive course in Play Therapy. In an effort to conduct course evaluation and explore student's self-perceived comfort and competence related to play therapy the researchers created the &quot;Play Therapy Comfort and Competency Survey&quot; based on the content of the course. The results indicated statistically significant scores between the pre- and posttest measures, as measured by participants' self-perceived higher competence and comfort levels after taking the course. Results from this preliminary study are promising as students' self-perceived competence and comfort using play therapy was greater as a result of taking the one-week intensive MHS 6421 Foundations of Play Therapy and Play Process course. Limitations of the study and implications for future research are discussed.
Reflecting on Reflecting: Scholarship of Teaching and Learning as a Tool to Evaluate Contemplative Pedagogies
Author: Franzese, Alexis T.
Date: 2017-01-00
Type: Journal Articles
Subjects: College Instruction,Heuristics,Undergraduate Study,Reflection,Transformative Learning,Instructional Design,Educational Research,Metacognition,Evaluation Methods

Although interest in contemplative pedagogies has grown considerably in higher education, faculty have relatively few resources available to help them make evidence-based choices about the use of different contemplative pedagogies in particular disciplinary or course contexts. We propose adapting a framework from the Scholarship of Teaching and Learning (SoTL) to serve as a heuristic for assessment of the design and implementation of these practices. After outlining this framework, we provide concrete examples from undergraduate courses to explore how a SoTL-informed design, implementation, and assessment process could be applied to the utilization of contemplative pedagogies. The examples suggest that there are many ways in which practices can be incorporated in support of deepening student learning and creating transformative learning opportunities for our students. We conclude with reflections on the potential and the limitations of this approach.
Analog Tools in Digital History Classrooms: An Activity-Theory Case Study of Learning Opportunities in Digital Humanities
Author: Craig, Kalani
Date: 2017-01-00
Type: Journal Articles
Subjects: History Instruction,Case Studies,Humanities Instruction,Technology Uses in Education,Geographic Information Systems,Network Analysis,Instructional Materials,College Instruction,Cartography,Outcomes of Education

Digital humanities is often presented as classroom savior, a narrative that competes against the idea that technology virtually guarantees student distraction. However, these arguments are often based on advocacy and anecdote, so we lack systematic research that explores the effect of digital-humanities tools and techniques such as text mining, Geographical Information Systems (GIS) and network analysis have on learning outcomes. This study applies activity theory in a case study of a history classroom in order to understand how introducing digital-history methodology using analog tools like posters and whiteboards can improve student appropriation of history-specific disciplinary skills. The end goal is to provide clear direction for humanities instructors with varied access to technology as they seek to understand how digital humanities tools might still fit within the larger pedagogical practices of higher education classrooms and within the push toward digital methodologies in traditional humanities classrooms.
Examination of Student Outcomes in Play Therapy: A Qualitative Case Study Design
Author: Dillman Taylor, Dalena L.
Date: 2017-01-00
Type: Journal Articles
Subjects: Play Therapy,Outcomes of Education,Qualitative Research,Case Studies,Design,Research Design,Counselor Educators,Counselor Training,Constructivism (Learning),Tests,Teaching Methods,Pretests Posttests,Program Effectiveness,Higher Education

Outcome research examining the effectiveness of teaching methods in counselor education is sparse. The researchers conducted a qualitative investigation utilizing an instrumental case study to examine the influence of a constructivist-developmental format on a play therapy counseling course in a large CACREP accredited university in the Southeastern United States. Results indicated that the constructivist-developmental lens was effective in promoting the professional development of counselors-in-training. The researchers offer course-specific recommendations as well as areas of future research.
Designing Learning Environments to Foster Affective Learning: Comparison of Classroom to Blended Learning
Author: Schaber, Patricia
Date: 2010-07-00
Type: Journal Articles
Subjects: Blended Learning,Affective Behavior,Professional Identity,Learning Activities,Student Attitudes,Online Surveys,Comparative Analysis,Higher Education,Professional Education,Conventional Instruction,Teaching Methods,Discussion,Learning Processes,Occupational Therapy,Allied Health Personnel,Statistical Analysis,Masters Programs,Qualitative Research,Focus Groups,Pretests Posttests

Affective learning is a key dimension of health professional education and involves teaching topics such as empathy or grief that impact student attitudes and beliefs to prepare them to be novice practitioners. The move in higher education toward online and &quot;blended&quot; learning (a mix of online and traditional, classroom based learning) disrupts traditional approaches to teaching professional affect, which is heavily reliant on instructor modeling. This paper documents insight into the redesign process of a course, &quot;Professional Identity: Behaviors and Attitudes,&quot; from a traditional to a blended learning format, with a focus on affective learning. This study employed a survey approach to compare classroom and online student perceptions of learning across the seven affective topics of the course. The study also examined the contribution of various technology-enhanced learning activities to the students' perceptions of learning. Twenty-five classroom students and 64 blended learning students indicated that while both formats increased students' perceived understanding of topics related to affective learning, the blended learning group perceived a significantly greater understanding in four affective topic areas. Furthermore, blended learning students cited reading, online discussions, and unstructured out-of-classroom discussions as contributing to their learning significantly more than the classroom group.
Inspirational Teaching in Higher Education: What Does It Look, Sound and Feel Like?
Author: Derounian, James G.
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Teaching Methods,Educational Quality,Quality Assurance,Literature Reviews,College Faculty,Undergraduate Students,Student Surveys,Teacher Effectiveness,Student Motivation,Teacher Attitudes

This article discusses the qualities of inspirational teaching in higher education (HE). It starts by arguing how topical this subject is, given emphasis world-wide on quality assurance measures, such as the UK Government's 2016 &quot;Teaching Excellence Framework&quot; TEF. The paper then moves to review the academic and practice literature in order to outline what comprises inspirational teaching in HE institutions. These components--in the form of key words - are extracted from the literature and then tested through primary research. Lecturers, at an English University, agreed to circulate a short survey to final year social sciences undergraduates. Fifty-two student returns from 2010 were analysed. A comparative survey of 25 undergraduates--from the same disciplines--was repeated in 2016. Three clear elements of inspirational undergraduate teaching emerge: First and foremost, undergraduates believe it to be motivating; second, and related--inspirational teaching is deemed encouraging and third such teaching flows from teachers' passion for their subject. The paper presents exploratory and illustrative data and sets down a forward agenda for further research to explore aspects of inspirational university teaching linked to differing cultural expectations, potential impacts of gender, age and ethnicity.
The Triple Flip: Using Technology for Peer and Self-Editing of Writing
Author: Hojeij, Zeina
Date: 2017-01-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Peer Evaluation,Self Evaluation (Individuals),English (Second Language),College Students,Second Language Instruction,Telecommunications,Handheld Devices,Writing (Composition),Foreign Countries,Interviews,Observation,Student Surveys,Student Attitudes,Qualitative Research

Many teachers consider themselves digital immigrants who struggle to keep up with student digital natives. Whether or not this dichotomy still holds true, in a 21st Century context of teaching and learning, is debatable not least of all because of the exponential development of apps and mobile learning technology. Nevertheless, it is sometimes difficult for educators to know where to begin and for students to know how best to use it to advance their studies and improve their writing. Focusing on university students at a pre-university English as Second Language (ESL) program in Dubai, this paper discusses how mobile learning and the use of a range of apps can foster peer and self-editing, aid noticing and enhance ownership of the writing process. It is argued that flipping corrective feedback helps students to notice their errors and spend more time developing their writing.
Examining Classroom Negotiation Strategies of International Teaching Assistants
Author: Williams, Gwendolyn M.
Date: 2011-01-00
Type: Journal Articles
Subjects: Foreign Students,Teaching Assistants,Professional Identity,Undergraduate Students,Interpersonal Relationship,Interpersonal Communication,Cross Cultural Training,Communication Skills,Persuasive Discourse,Intercultural Communication,Cultural Awareness,Barriers,Classroom Communication,Teacher Student Relationship,Scaffolding (Teaching Technique),Cultural Differences,Problem Solving,Communication Strategies,Interviews,Personal Narratives

From a constructivist point of view teacher identity evolves as the teacher interacts and negotiates with others. However, before negotiation can occur, instructors must establish their own teacher identity as a starting position. This narrative study analyzes how international teaching assistants negotiated with their American undergraduate students. Twenty participants engaged in two individual interviews and a videotaped classroom observation where the negotiation strategies were discussed and observed. Findings revealed that although experience improved their negotiation skills, many international teaching assistants struggled with negotiating with students because they did not understand the students' background. Furthermore, cultural norms influenced how participants approached the negotiating process. The implications of cultural norms in cross-cultural teacher negotiation are discussed.
Adopting Team-Based Learning for In-Service Teachers: A Case Study
Author: Walker, Zachary M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teamwork,Cooperative Learning,Inservice Teacher Education,Case Studies,Teaching Methods,Program Implementation,Program Effectiveness,Foreign Countries,Learning Experience,Teacher Attitudes,Scores,Statistical Analysis,Coding,Correlation,Comparative Analysis

Team-based learning (TBL) is an instructional pedagogy that has gained recent popularity due to its effectiveness in disciplines such as medicine and business. However, TBL has not been widely adopted in teacher education based on reviews of research and practitioner based literature. The purpose of this case study was to assess the implementation and effectiveness of TBL in a Singapore teaching institute with thirty in-service teachers. Quantitative and qualitative data was collected from teachers about their experience learning through TBL. Research findings revealed that 1) teachers generally perceived TBL to be a positive experience, although several areas for improvement were suggested; 2) quality of scores through TBL was high, with team scores being significantly higher than individual scores. The findings from this study have the potential to guide the design of future TBL courses in education.
Engineering Research Teams: The Role of Social Networks in the Formation of Research Skills for Postgraduate Students
Author: Sampson, Kaylene
Date: 2011-01-00
Type: Journal Articles
Subjects: Foreign Countries,Skill Development,Doctoral Programs,Graduate Students,Engineering Education,Qualitative Research,Student Experience,Student Research,Relevance (Education),Research Skills,Social Networks,Focus Groups,Semi Structured Interviews,Coding

This study explores learner experiences regarding skills acquisition of a cohort of engineering doctoral students enrolled in a New Zealand university. Employing a qualitative methodology, we interviewed 28 PhD students about the range of experiences and exchanges that comprised their pathways to skill acquisition. Students reported that research projects with application enabled the development of &quot;real world problem solving&quot; by drawing on bonding and bridging network ties. Indeed, informal structures and disciplinary norms operating in the culture of postgraduate engineering research are principle contributors to successful progression, degree completion and outputs. Research practices emphasising repetition and doability establish productive environments for postgraduates, enhancing support for collective endeavours and increased outputs. In the absence of formalised skills development programmes, the approaches discussed in this paper contribute to postgraduates' timely acquisition of skills. This research can assist supervisors, academic developers and administrators from a range of disciplines in improving postgraduate research environments.
Applying Graduate Student Perceptions of Task Engagement to Enhance Learning Conditions
Author: Caulfield, Johnette
Date: 2010-01-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Learner Engagement,Masters Programs,Student Surveys,Likert Scales,Predictor Variables,Multiple Regression Analysis,Cognitive Objectives,Affective Objectives,Teaching Methods,Correlation

Under what conditions are graduate students most likely to learn? How do we, as teachers, best create those conditions? The answer to these questions was the focus of this study whereby 91 masters' students identified learning tasks that were most and least engaging. A model utilizing affective, behavioral and cognitive attributes was developed to measure graduate student engagement in learning tasks. Student survey data demonstrated a direct relationship between perceived value of the learning task, perceived effort put forth in achieving the learning task and perceived student engagement in learning. Multiple regression was used to predict engagement; two attributes, value and effort, predicted 93.2% of the variance in student learning task engagement. Results derived from a repeated measures t-test indicated that students performed significantly better, as measured by grades (p = 0.003), on learning tasks identified as most engaging when compared to learning tasks identified as least engaging.
Made in America? Assumptions about Service Learning Pedagogy as Transnational: A Comparison between Ireland and the United States
Author: Iverson, Susan V.
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,Teaching Methods,Cross Cultural Studies,Cultural Differences,Qualitative Research,Social Influences,Barriers,History,Economic Factors,Political Issues,Citizenship Education,Higher Education,School Personnel,College Faculty,Semi Structured Interviews

Using exploratory, qualitative interviews, the authors studied conceptions of academic service-learning in the United States and the Republic of Ireland in order to elucidate the ways in which culture and social context shaped practitioners' perceptions and practices regarding service-learning pedagogy. Participants articulated a shared understanding of service-learning, identified similar barriers to utilizing service-learning and institutionalizing its practice, and discussed tensions surrounding the purpose of service-learning. However, Irish participants distanced their practice from the historical and cultural context of U.S. service-learning, demonstrating the process of localization. We conclude that the overarching tenets of service-learning may be transferable but the social, cultural, economic, historical, and political conditions of individual countries define how these are to be achieved.
Reader's Response: What Is a SoTL?
Author: Griebenow, Kai
Date: 2010-01-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Teaching Methods,Science Instruction

In this response to, &quot;SoTL Commons Conference: A Spirit of Inquiry&quot; (Margaret Davis, Kera Watkins, and Deborah Allen, &quot;International Journal for the Scholarship of Teaching and Learning,&quot;v3 n2 Jul 2009), Griebenow adds his personal impressions as an &quot;SOTL newbie.&quot; He states that many scientists have an idea of scholarship, but not of SoTL, and that it cannot be overestimated what exposure of SoTL to new faculty can do to improve their teaching and learning.
Thinking Critically about Critical Thinking in Higher Education
Author: Lloyd, Margaret
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Higher Education,Preservice Teacher Education,Student Teacher Attitudes,Knowledge Level,Definitions,Undergraduate Students,Student Surveys,Teacher Surveys,Online Surveys

The literature on critical thinking in higher education is constructed around the fundamental assumption that, while regarded as essential, is neither clearly nor commonly understood. There is elsewhere evidence that academics and students have differing perceptions of what happens in university classrooms, particularly in regard to higher order thinking. This paper reports on a small-scale investigation in a Faculty of Education at an Australian University into academic and student definitions and understandings of critical thinking. Our particular interest lay in the consistencies and disconnections assumed to exist between academic staff and students. The presumption might therefore be that staff and students perceive critical thinking in different ways and that this may limit its achievement as a critical graduate attribute. The key finding from this study, contrary to extant findings, is that academics and students did share substantively similar definitions and understandings of critical thinking.