ethanporcaro/eric-fulltext-meta huggingface dataset:
Models for Building Knowledge in a Technology-Rich Setting: Teacher Education
Author: MacKinnon, Gregory R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Concept Mapping,Educational Technology,Models,Preservice Teacher Education,Portfolios (Background Materials),Educational Principles,Constructivism (Learning),Action Research,Science Education,Education Courses,Secondary School Science,Coding,Foreign Countries,Internet,Electronic Learning,Technology Integration,Computer Software,Computer Assisted Instruction,Computer Mediated Communication,Discussion Groups,Asynchronous Communication,Laptop Computers

Technology offers promising opportunities for creating new types of classroom learning environments. This paper describes three technology models used by teacher education interns: electronic portfolios, negotiative concept mapping, cognote-supported electronic discussions. As implemented in the current study, these models invoke graduated attributes of knowledge building and as such serve as a useful continuum of examples of the potential of technology to assist in promoting progressive knowledge construction. A description of the models is followed by a discussion of the relationship of these classrooms to Knowledge-Building principles. (Contains 2 tables and 2 figures.)
Exploring Students' Use of ICT and Expectations of Learning Methods
Author: Littlejohn, Allison
Date: 2010-00-00
Type: Journal Articles
Subjects: Information Technology,Learning Strategies,Expectation,Use Studies,Technology Uses in Education,Social Networks,Network Analysis,Computer Mediated Communication,College Freshmen,Technological Literacy,Electronic Learning,Questionnaires,Trend Analysis,Foreign Countries

This study investigates changing patterns in students' use of electronic tools over a four year period, mapping changes in social communications with expectations in formal learning. The data, collected from 2001 to 2004, reflect the views of 2215 university entrants, the majority of whom were aged between 17 and 20 years across a range of disciplines (Business, Science and Engineering) on their first day at university. Although the data was collected prior to the emergence of the contemporary social technologies, it tests an underlying assertion that students' expectations of learning are strongly influenced by their prior experiences. Results show no correlation between the extent of university entrants' use of Information and Communications Technologies (ICT) and their expectations of how they will learn. Despite a dramatic increase in students' use of ubiquitous technologies over a four-year period, their expectation of how they might learn at university remained relatively static over the same timeframe. (Contains 7 tables.)
Collaborative e-Learning: e-Portfolios for Assessment, Teaching and Learning
Author: Luchoomun, Dharmadeo
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Portfolios (Background Materials),Portfolio Assessment,Blended Learning,Delivery Systems,Foreign Countries,Teaching Methods,Virtual Classrooms,Program Development,Program Implementation,Educational Practices,Educational Policy,Technology Uses in Education,Cooperative Learning

This paper presents an innovative approach to e-learning by exploring a number of initiatives where there is a move towards collaborative use of Personal Development Plans (PDPs) integrated with e-portfolios as mechanisms for delivering such plans. It considers whether such a move towards more product orientated assessment might enhance student learning experiences. Outcome based assessment and the use of e-portfolios also implies that a course may be delivered in a blended learning format and whether this change of culture in the higher education sector has an impact on tutors' course delivery and students' learning. The transition towards collaborative use of e-portfolios is presented in this paper. It addresses specifically the development of the Virtual Learning Environment (VLE) and the use of e-portfolios and how collaborative e-learning is achieved at the School of Education, Social Work and Community Education (SESWCE) of the University of Dundee (UoD). This transition is eventually assessed by listening to students. Their views have supported the e learning experience achieved at SESWCE. Opportunities have been generated for collaborative e-learning and it has allowed UoD to work towards the national targets in this particular field. (Contains 2 tables and 2 figures.)
Sharing e-Learning Innovation across Disciplines: An Encounter between Engineering and Teacher Education
Author: Pan, Nicol
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Preservice Teacher Education,Student Teachers,Engineering Education,Educational Technology,Technology Uses in Education,Program Descriptions,Program Evaluation,Instructional Design,Interdisciplinary Approach,Instructional Effectiveness,Student Teaching,Professional Education,Teaching Methods

One of the major teaching challenges of higher education is helping students to bridge knowledge with real life practice. This is especially important in applied fields including medicine, social science, education and engineering. Traditionally, practicum and internship programs are the only means for students to step outside of classroom learning and to connect with the outside world, and a chance to apply what they learn to real life problems. Increasingly, information and communication technology (ICT) is being used to create yet another dimension for authentic learning beyond the boundaries of the classrooms, and in addition afford collaborative and flexible learning mode. This paper details a collaborative effort between the engineering and the education disciplines, in using ICT to support students' professional growth in teacher education. An eLearning platform was created as a result of the joint effort for the training of student teachers in developing their professional knowledge in teaching and learning and gaining understanding of the work of a teacher. Through the platform, student teachers gain understanding about the teaching profession from different people of the education sector; and they can reflect and share their teaching practicum experiences with each other using the online communication tools. (Contains 2 figures.)
A Case Study: Developing Learning Objects with an Explicit Learning Design
Author: Watson, Julie
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Research and Development,Behavioral Objectives,Online Courses,Study Skills,Modern Languages,Material Development,Native Speakers,English for Academic Purposes,Case Studies,Blended Learning,Foreign Countries,Academic Achievement,Higher Education,Virtual Classrooms,Feedback (Response)

In learning object design an emphasis on visual attractiveness and high technological impact has seemed to persist while content frequently reflects a lack of clear pedagogical basis for the application of learning objects for online learning. Most apparent is the absence of supportive scaffolding for the student user; interactivity built on an &quot;exploratory&quot; approach can fall short of achieving its learning objective if support and guidance are missing for the student user who fails to grasp the learning point being offered. Research into developing an effective learning design for learning objects, undertaken by a research and development group in Modern Languages at the University of Southampton, has evolved an explicit pedagogic design for learning objects in English for Academic Purposes and study skills for international students and English native speaker students. These separable learning objects can be aggregated into resource sets or &quot;toolkits&quot; with multiple usage options for students and teachers. Moreover, this approach to designing effective online language learning materials is based in a defined pedagogy, which also has applicability in developing discipline-specific learning objects. It seeks to draw on key elements and processes identified in Laurillard's &quot;Conversational Framework&quot; for teaching and learning (Laurillard, 2002). This paper will present a case study of the development of a toolkit of learning objects with an explicit learning design. It will present the pedagogic basis for the development of these learning objects; outlining how they operate both as micro learning contexts and as components within the wider teaching and learning framework of a face-to-face or online course. It will also describe research findings showing how learning objects have been received by students and tutors. (Contains 5 figures.)
Self-Regulation across Time of First-Generation Online Learners
Author: Barnard-Brak, Lucy
Date: 2010-03-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Instructional Effectiveness,Educational Environment,Self Management,First Generation College Students,Time Factors (Learning),Skill Development,Student Surveys,Questionnaires,Virtual Classrooms,Integrated Learning Systems,Pretests Posttests,Outcomes of Education

Self-regulatory skills have been associated with positive outcomes for learners. In the current study, we examined the self-regulatory skills of students who are first-generation online learners over the course of their first semester of online instruction. The purpose of this study is to determine whether the online self-regulatory skills of learners changed across time as associated with being immersed in their first online learning environment. The results of the current study indicate no significant differences in the online self-regulatory skills of learners across time. Results suggest that environmental factors such as being immersed in an online learning environment for the first time is not, in and of itself, associated with the development of self-regulatory skills of online learners. We conclude that the design of online courses needs to consider ways of developing self-regulatory skills as these skills are not automatically developed with students' online learning experiences. (Contains 3 tables.)
The Current Status of Behaviorism and Neurofeedback
Author: Fultz, Dwight E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Teaching Methods,Models,Behaviorism,Behavior Change,Epistemology,Intervention

There appears to be no dominant conceptual model for the process and outcomes of neurofeedback among practitioners or manufacturers. Behaviorists are well-positioned to develop a neuroscience-based source code in which neural activity is described in behavioral terms, providing a basis for behavioral conceptualization and education of neurofeedback providers and their clients.
Dialectical Behaviour Therapy: Description, Research and Future Directions
Author: Swales, Michaela A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Personality Problems,Therapy,Cognitive Restructuring,Behavior Modification,Suicide,Outcomes of Treatment,Counseling Techniques

Dialectical Behaviour Therapy (DBT) is a cognitive behavioural treatment initially developed for adult women with a diagnosis of borderline personality disorder (BPD) and a history of chronic suicidal behaviour (Linehan, 1993a; 1993b). DBT was the first treatment for BPD to demonstrate its efficacy in a randomised controlled trial (Linehan , Armstrong, Suarez, Allmon & Heard, 1991). Adaptations of the treatment (Dimeff & Koerner, 2007) and further randomised trials followed this initial study. This paper provides an overview of the theoretical and philosophical foundations of DBT and how these inform the major treatment strategies. Next, structural aspects of the treatment are described, and how the treatment structure allows for the adaptation of the treatment to different clinical settings. Finally, the paper reviews research evidence for the efficacy and effectiveness of the treatment and considers future research directions. (Contains 1 table.)
A Relational Frame Theory Account of Empathy
Author: Vilardaga, Roger
Date: 2009-00-00
Type: Journal Articles
Subjects: Perspective Taking,Empathy,Child Development,Theories,Autism,Role,Intervention,Bias,Behavior Patterns,Psychological Patterns,Social Cognition,Adults

The current paper proposes a Relational Frame Theory (RFT, Hayes, Barnes-Holmes, & Roche, 2001a) conceptualization of empathy and perspective taking that follows previous literature outlining a relationship between those phenomena and general functioning. Deictic framing, a relational operant investigated by RFT researchers, constitutes the behavioral core of perspective taking and empathic concern towards other individuals. Given (a) the recent evidence supporting the importance of deictic framing in the areas of child development and autism and (b) the reported success of several studies in implementing perspective-taking procedures, it is reasonable to conclude that deictic framing is a psychological process that can play an important role in the development of new interventions that can be extended to the adult population and to other human phenomena, such as social coordination, helping behaviors, stigma/prejudice reduction, and clinical problems.
Recent Trends in Conducting School-Based Experimental Functional Analyses
Author: Carter, Stacy L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Behavior Problems,Functional Behavioral Assessment,Rating Scales,Interviews,Models,Intervention,Autism

Demonstrations of school-based experimental functional analyses have received limited attention within the literature. School settings present unique practical and ethical concerns related to the implementation of experimental analyses which were originally developed within clinical settings. Recent examples have made definite contributions toward addressing the problems related to incorporation of experimental functional analyses in school settings. The advances made in these areas are reviewed and discussed in an effort to further the potential use of these procedures with school settings.
Patterns of Coping Preference among Persons with Schizophrenia: Associations with Self-Esteem, Hope, Symptoms and Function
Author: Lysaker, Paul H.
Date: 2009-00-00
Type: Journal Articles
Subjects: Schizophrenia,Coping,Multivariate Analysis,Profiles,Depression (Psychology),Self Esteem,Self Concept,Symptoms (Individual Disorders),Barriers,Mental Disorders,Comparative Analysis,Quality of Life

Maladaptive styles of coping are believed to be a barrier to recovery from schizophrenia. In this study we obtained measures of coping for 133 persons with schizophrenia or schizoaffective disorder. A cluster analysis was then performed based on those scores and produced five distinctive coping profiles. These five groups were then compared on concurrent assessments of hope, self-esteem, symptoms and social function. Multivariate and univariate ANOVA revealed that the group with a coping profile that involved a preference for both considering and acting had significantly greater levels of hope and self-esteem than groups with the other four coping profiles (p less than 0.05). The group with a preference for resigning had lesser hope, self-esteem and more depressive symptoms than another other group (p less than 0.05). (Contains 5 tables.)
Keeping the Focus on Clinically Relevant Behavior: Supervision for Functional Analytic Psychotherapy
Author: Vandenberghe, Luc
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Strategies,Supervision,Psychotherapy,Skill Development,Functional Behavioral Assessment,Supervisor Supervisee Relationship,Vignettes,Behavior Modification,Cognitive Restructuring,Beliefs,Allied Health Personnel,Intervention

The challenges in supervising an experiential-interpersonal treatment like FAP are complex. The present paper addresses this complexity by describing three different supervision contexts. Each of these is defined in relation to specific supervisee needs: skills development; therapist difficulties and skills integration. Each context supports different strategies to keep the therapist adequately focused in-session. Vignettes are used to illustrate the usefulness of separating the three contexts. Specific instructional strategies are suggested for the context of skills development. In the context of therapist difficulties, supervisors may identify and challenge dysfunctional patterns in the therapist's behavior that compete with an adequate focus. In the context of skills integration, experiential work may be done to enhance therapists' sensitivity to client behavior and to the impact their style has on the client.
Beyond Grades in Online Learning: Adaptive Profiles of Academic Self-Regulation among Naval Academy Undergraduates
Author: Artino, Anthony R., Jr.
Date: 2009-00-00
Type: Journal Articles
Subjects: Electronic Learning,Undergraduate Students,Military Schools,Student Motivation,Psychological Patterns,Academic Achievement,Self Efficacy,Learning Strategies,Satisfaction,Metacognition,Profiles,Adjustment (to Environment)

This study examined students' motivational beliefs, negative achievement emotions, and several measures of academic success in an online course. Naval Academy undergraduates (N = 481) completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration); and a collection of outcomes that included their use of self-regulated learning strategies (elaboration and metacognition), course satisfaction, continuing motivation, and final course grade. Results reveal that students with more adaptive profiles (i.e., high motivational beliefs/low negative achievement emotions) exhibited statistically significantly higher mean scores on all five outcomes than their less-adaptive counterparts. Implications for the theory, research, and practice of academic self-regulation and online learning are discussed. (Contains 3 tables.)
An Investigation of the SOAR Study Method
Author: Jairam, Dharma
Date: 2009-00-00
Type: Journal Articles
Subjects: Study Skills,Teaching Methods,Undergraduate Students,Tests,Instructional Effectiveness,Instructional Materials,Testing,Statistical Analysis

Students are rarely taught how to study. When study strategy instruction occurs, weak strategies are often advocated or strategies are presented in a hodgepodge leaving students without a systematic study plan. This experiment investigated a systematic study plan called SOAR that includes the components of "S"election, "O"rganization, "A"ssociation, and "R"egulation. College students read a text about wildcats and then studied provided materials using their preferred study method, the systematic SOAR method, or parts of the SOAR method in preparation for fact and relationship tests. For relationship learning, the integrated SOAR study method was superior to preferred study methods or methods using parts of the SOAR system. For fact learning, the combination of Selection and Organization proved best. Association and Regulation processes somehow disrupted fact learning. (Contains 4 tables and 4 figures.)
Getting Ahead: Current Secondary and Postsecondary Acceleration Options for High-Ability Students in Indiana
Author: Peters, Scott J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Advanced Placement Programs,Corporations,High School Students,Surveys,College Credits,Enrollment,Academically Gifted,School Size,Access to Education,Acceleration (Education)

The International Baccalaureate and concurrent enrollment programs are both options available for high-ability high school students. Their value lies in their potential to provide greater depth and breadth of curriculum than is traditionally possible in public high schools. This study surveyed public school corporations in Indiana to examine the number and type of dual credit and International Baccalaureate programs currently being offered. All school corporations were surveyed, with 87% reporting their practices. Despite the fact that most corporations reported offering some secondary high-ability services, the majority took the form of Advanced Placement courses, with 55% and 8% reporting plans to begin or add to current dual credit or International Baccalaureate programs respectively. (Contains 5 tables.)
Describing Students Involved in the Search Phase of the College Choice Process: A Cluster Analysis Study
Author: Shaw, Emily J.
Date: 2009-00-00
Type: Journal Articles
Subjects: College Preparation,College Choice,College Applicants,Enrollment Management,Multivariate Analysis,Predictor Variables,Cluster Grouping,Performance Factors,College Bound Students,Academic Aspiration,Academic Achievement,Student Characteristics

The media communicates the existence of two distinct types of college applicants: the frenzied, overachieving, anxious student who applies to many institutions, and the underprepared, less advantaged student whose parents are not at all familiar with the application process. The purpose of this study is to more realistically describe distinct groups of college applicants by creating clusters based on relevant demographic, academic, and aspirational variables. An understanding of these descriptive clusters, comprised of students with similar backgrounds and goals for higher education, is a necessary first step in developing more thoughtful and inclusive college preparation and enrollment management practices. (Contains 6 tables and 3 endnotes.)
Academic and Affective Profiles of Low-Income, Minority, and Twice-Exceptional Gifted Learners: The Role of Gifted Program Membership in Enhancing Self
Author: VanTassel-Baska, Joyce
Date: 2009-00-00
Type: Journal Articles
Subjects: African American Students,Academically Gifted,Low Income,Alternative Assessment,Affective Behavior,Profiles,Minority Groups,White Students,Special Needs Students,Role,Classification,Vignettes,Interviews,Identification,Self Concept,Communication Skills,Thinking Skills,Skill Development,Program Effectiveness,Outcomes of Education

This study examined the academic and affective profiles of gifted students who were classified under five prototypes, including low-income White students, low-income African American students, low-income other minority students, high nonverbal and low verbal students, and twice-exceptional students. A total of 37 vignettes were developed and analyzed based on interviews with selected students, their teachers, and parents. Within and cross-prototype themes were derived. The results suggested a long-term gifted program impact on special needs students identified through both traditional and alternative assessment. Both cognitive and affective impacts were found, suggesting the power of gifted program membership on enhancing self-confidence and building higher level skills of communication and thinking. (Contains 4 tables.)
Student Engagement in an Independent Research Project: The Influence of Cohort Culture
Author: Conner, Jerusha O.
Date: 2009-00-00
Type: Journal Articles
Subjects: High School Seniors,Learner Engagement,Research Projects,School Activities,Case Studies,Cohort Analysis,School Culture,Essays,Performance Factors,Longitudinal Studies,Student Surveys,Measures (Individuals),Predictor Variables,Cultural Influences

Student engagement is widely viewed as an important antecedent to learning and achievement; however, research finds that engagement declines sharply as students advance through school. This article uses a mixed-methods approach to examine the engagement of high school seniors working on the IB Diploma Program's extended essay. Average engagement levels differ widely across the 8 school programs studied; however, school and programmatic features, including structure and support practices, do not explain these results. Qualitative analyses in two case study schools suggest that the culture of the cohort may be the most important contextual factor shaping students' engagement in the project. (Contains 5 tables, 1 figure, and 1 endnote.)