ethanporcaro/eric-fulltext-meta huggingface dataset:
"That's What Really Helped Me Was Their Teaching": Instructor Impact on the Retention of American Indian Students at a Two-Year Technical College
Author: Schmidtke, Carsten
Date: 2009-00-00
Type: Journal Articles
Subjects: Technical Institutes,Two Year College Students,American Indians,Student Attitudes,Teacher Student Relationship,Teacher Influence,School Holding Power,Teaching Methods,Evaluation Methods,Teacher Role,Cultural Awareness,Cognitive Style,Holistic Approach,Cooperative Learning

Instructors have often been pegged as the major factor in the success of American Indian college students. In addition to personal and academic relationships, instructional methods and design play a pivotal role in student retention, and instructors must be sensitive to their students' needs when designing and delivering instruction. Given that American Indian students at the South Central Institute of Technology graduated at a rate five times higher than the reported national average for programs from which students planned to enter directly into the workforce, interviews were conducted with American Indian students to learn about their perceptions of how their instructors may have played a role in their success. To help improve American Indian student retention, implications for practice and research based on student responses are being offered.
Integrating Engineering Design into Technology Education: Georgia's Perspective
Author: Denson, Cameron D.
Date: 2009-00-00
Type: Journal Articles
Subjects: Middle Schools,High Schools,Engineering,Secondary School Teachers,Technology Education,Teaching Methods,Educational Needs,Guidelines,Design,Engineering Education,Secondary School Curriculum,Industrial Arts Teachers,Teacher Surveys,Curriculum Implementation,Instructional Innovation,State Surveys

This descriptive research study reported on Georgia's secondary level (grades 6-12) technology education programs capability to incorporate engineering concepts and/or engineering design into their curriculum. Participants were middle school and high school teachers in the state of Georgia who currently teach technology education. Participants completed a Likert-type online-survey which reported on technology education teacher's (a) current instructional practices to teach engineering-based instruction, (b) curricular value placed on engineering-based instruction, and (c) instructional needs to teach engineering-based topics. General demographic information was collected from all participants. The results from the study aided in informing the educational community on the perspective of the values, needs, and instructional practices associated with an engineering design focus for technology education. A summary of the five main recommendations are reported. (Contains 10 tables.)
Job Tasks Performed by Career Preparation System Administrators in One Midwestern State: Implications for Leadership Development
Author: VanderMolen, Julia
Date: 2009-00-00
Type: Journal Articles
Subjects: Employment Qualifications,Vocational Education,Leadership,Principals,High Schools,Elementary Secondary Education,Teacher Educators,Task Analysis,Surveys,Feedback (Response),Administrators

There is a need to prepare new leaders in Career and Technical Education due to retirements and because the job demands have changed over the years. In order to verify the curriculum for leadership development programs, a study was conducted to measure the importance and frequency of job tasks performed by Career Preparation System administrators in the state of Michigan. A mailed survey based on a previous Developing a Curriculum (DACUM) study generated a 72% response rate. The analysis illustrates the job priorities and time commitments of these leaders. Significant differences were observed in the perceptions among administrators from various types of organizations. A relationship between the frequency and importance of job tasks was also revealed. The results of the study support the need for structured leadership development programs for Career and Technical Education administrators. (Contains 1 figure and 7 tables.)
Examination of Assessment Practices for Engineering Design Projects in Secondary Technology Education (Second Article in 3-Part Series)
Author: Kelley, Todd R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Engineering,Technology Education,Evaluation Methods,Mathematical Concepts,High Schools,Design,Engineering Education,Educational Assessment,Student Evaluation,Secondary School Curriculum,Secondary School Teachers,Industrial Arts Teachers,Teacher Surveys,Curriculum Implementation,Educational Change,Educational Innovation,Teaching Methods,Problem Solving,School Schedules

Based on the efforts to infuse engineering practices within the technology education curriculum it is appropriate to now investigate how technology education teachers are assessing engineering design activities within their classrooms. This descriptive study drew a full sample of high school technology teachers from the current International Technology Education Association (ITEA) membership list (September 2007). The sample consisted of all high school technology teachers regardless of whether they indicated they were teaching engineering design in their classroom. Results of this study show that secondary technology education teachers place the lowest emphasis on assessing the use of mathematics to optimize and predict design results. These results are strong indicators that the engineering analysis phase of the engineering design process is not emphasized very much in assessment practices. This is a major concern considering a number of leaders in technology education have indicated that a major difference between the technological design process and the engineering design process is "analysis" and "optimization". Without a strong and consistent emphasis on the analytical process to solve technological problems students and teachers are limited in their ability to utilize a comprehensive engineering design process therefore defaulting to the standard trial and error methodology to solve problems. It can be argued that the mathematical modeling and analysis is the heart of engineering design and that without this focus on the design process little or no actual engineering is taking place. This is an important issue to consider especially when it has ramification of damages to the reputation of the technology education field. (Contains 1 figure and 4 tables.) [See EJ868616, for Part 1.]
Contextual Problem Solving Model Origination
Author: Ernst, Jeremy V.
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Problems,Identification,Problem Solving,Technology Education,Models,Preservice Teacher Education,Critical Thinking,Universities

Problem solving has become a central focus of instructional activity in technology education classrooms at all levels (Boser, 1993). Impact assessment considerations incorporating society, culture, and economics are factors that require high-level deliberation involving critical thinking and the implementation of problem solving strategy. The purpose of this study was to analyze components, sequencing, and challenges associated with technology education student identification and development of problem solving models that factor societal, cultural, and economic considerations. Additionally, this study investigated individual problem solving strategies concerning methods, solutions, and abilities. This study identified that there is no apparent effect on initial component selection of problem solving modeling whether challenged with environmental or manufacturing issues. Students highlighted problem identification as the initial phase of the developed models. Perception of technology education student problem solving ability is high, but students tend not to vary from prescribed categorical stage models that are commonly demonstrated and used in the teacher preparation program. (Contains 6 tables.)
The Relationship between Personality Type and Learning Style: A Study of Automotive Technology Students
Author: Threeton, Mark D.
Date: 2009-00-00
Type: Journal Articles
Subjects: Cognitive Style,Personality,Educational Experience,Vocational Education,Teacher Educators,Teaching Methods,Auto Mechanics,Classification,Participant Characteristics,Measures (Individuals),Questionnaires

In an effort to provide career and technical education (CTE) professionals with additional insight on how to better meet the individual education needs of the learner, this study (a) sought to identify the predominant personality type of postsecondary automotive technology students and (b) examined whether there was a relationship between the participants' predominant personality classifications and learning styles. The findings suggested that the majority of participants had a predominantly Realistic personality classification, and identified a relationship between personality type and learning style. Findings may be useful to CTE teachers and teacher educators interested in diversifying curriculum and instruction via strategies to enhance the educational experience for the student learner. (Contains 4 figures and 5 tables.)
A Calculus of Occupational Skill Attainment: Building More Validity into a Valid Assessment System
Author: Munyofu, Paul
Date: 2009-00-00
Type: Journal Articles
Subjects: Employment Qualifications,Achievement,Program Effectiveness,Correlation,Cutting Scores,Calculus,Validity,Evaluation,Vocational Education,Legislation,High Schools,Community Colleges

This study investigated several aspects of occupational skill assessment as implemented in one state: (1) What is the extent to which student achievement on the cognitive component was related to their achievement on the psychomotor component of the technical skill assessments? (2) How efficiently was their overall composite attainment calculated? And (3) How well did this attainment predict student productivity on the job as determined by the employer's customer satisfaction? A sample of 118 student attainment scores on the written and performance components showed positive correlation. Further, this attainment was positively correlated with employers' customer satisfaction ratings. The panel of 16 national experts who participated in this study concluded that the Nedelsky (1974) method used to set the cut score needed to be re-evaluated. They also recommended that the scheme of calculation for determining one composite achievement level from the two test components should be modified. (Contains 16 tables.)
Portfolios in Context: A Comparative Study in Two Preservice Teacher Education Programs
Author: Fiedler, Rebecca L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Case Studies,Accreditation (Institutions),Interviews,Student Attitudes,Preservice Teacher Education,Preservice Teachers,Teacher Education Programs,Educational Policy,Educational Environment,Program Implementation,Curriculum Implementation,Portfolios (Background Materials),Portfolio Assessment,Comparative Analysis,Evaluation Methods,Evaluation Criteria,Student Evaluation,Constructivism (Learning),Educational Technology,Technology Integration,Computer Uses in Education,Computer Software,Programming,Internet

Portfolio authoring tools within teacher preparation institutions have changed dramatically as portfolios have moved from paper to electronic formats and now to the Web. This study used Engestrom's Cultural-Historical Activity Theory (1987) to examine how portfolio tools, along with external influences and institutional contexts, mediate the experiences of preservice teachers creating program-required portfolios. The analysis revealed the networked nature of portfolio authorship and tensions arising from the network of activity. The findings can help accreditation officials, college administrators, and portfolio leaders better understand the impact of these programs on preservice teachers in order to inform policy and implementation. (Contains 2 tables and 1 figure.)
Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers
Author: Schmidt, Denise A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Factor Analysis,Educational Technology,Data Analysis,Longitudinal Studies,Pedagogical Content Knowledge,Test Construction,Test Validity,Surveys,Test Reliability,Elementary Education,Early Childhood Education,Questionnaires,Student Evaluation,Technology Integration,Computer Uses in Education,Measurement

Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The paper describes survey development process and results from a pilot study on 124 preservice teachers. Data analysis procedures included Cronbach's alpha statistics on the TPACK knowledge domains and factor analysis for each domain. Results suggest that, with the modification and/or deletion of 18 of the survey items, the survey is a reliable and valid instrument that will help educators design longitudinal studies to assess preservice teachers' development of TPACK. (Contains 9 tables and 1 figure.)
Learning History in Middle School by Designing Multimedia in a Project-Based Learning Experience
Author: Hernandez-Ramos, Pedro
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Documentaries,Grade 8,Learning Experience,Thinking Skills,Middle School Students,History Instruction,Units of Study,Constructivism (Learning),Pretests Posttests,Social Studies,Primary Sources,United States History,Comparative Analysis,Student Evaluation,Educational Technology,Technology Integration,Computer Software,Instructional Effectiveness,Computer Assisted Instruction,Multimedia Materials

This article describes a study in which eighth grade students in one school learned to create multimedia mini-documentaries in a six-week history unit on early 19th-century U.S. history. The authors examined content knowledge tests, group projects, and attitude and opinion surveys to determine relative benefits for students who participated in a technology-assisted project-based learning experience, and contrasted their experiences to those of students who received a more traditional form of instruction. Results from content knowledge measures showed significant gains for students in the project-based learning condition as compared to students in the comparison school. Students' work in the intervention condition also revealed growth in their historical thinking skills, as many were able to grasp a fundamental understanding that history is more than presenting facts. Implications and suggestions for technology-enhanced project-based learning experiences are indicated. (Contains 5 tables and 2 figures.)
Student Teachers' Intentions and Actions on Integrating Technology into Their Classrooms during Student Teaching: A Singapore Study
Author: Choy, Doris
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teachers,Technology Integration,Educational Technology,Teacher Attitudes,Computer Assisted Instruction,Intention,Elementary Education,Surveys,Longitudinal Studies,Student Attitudes,Foreign Countries

The purpose of the study is to explore student teachers' intentions and actions in technology integration in their classrooms. A postgraduate teacher education cohort of 118 Singapore student teachers participated in the study. The results suggested that student teachers in Singapore showed positive intentions to integrate technology to facilitate student-centered learning in their future teaching. However, they reported that they were more likely to use technology as a supporting and instructional tool during their student teaching rather than using technology to promote student-centered learning. Qualitative findings from 10 purposefully selected participants showed consistency with the quantitative results. The results of the study helped to better exemplify the student teachers' intentions and their actions in integrating technology into their classrooms. (Contains 4 tables.)
Commercial Software Programs Approved for Teaching Reading and Writing in the Primary Grades: Another Sobering Reality
Author: Lovell, Meridith
Date: 2009-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Needs,Computer Software,Reading Instruction,Problems,Writing Instruction,Elementary Schools,Reading Programs,Program Evaluation,Program Effectiveness,Educational Policy,Evaluation Criteria,Instructional Effectiveness,Educational Technology,Technology Integration,Computer Assisted Instruction,Computer Software Evaluation,Computer Interfaces,Instructional Design,Foreign Countries

This article reports the results of a systematic and comprehensive evaluation of the suitability of 13 commercially available, authorized software programs for teaching reading and writing in the primary grades. These programs were assessed on interface design, content, instructional design, whether manufacturers' educational claims were supported by the programs, and appropriateness to supplement reading and writing instruction. Regardless of date of publication, most software programs were judged to be noninstructional, in that they did not track student progress, provide feedback, or adapt to suit student needs. Many used decade-old interface design and program functions as well as content features, thereby limiting their usefulness as educational tools. (Contains 1 table.)
Caught in the Betwixt-and-Between: Visual Narrative of an Asian Artist-Scholar
Author: Kan, Koon Hwee
Date: 2009-12-13
Type: Journal Articles
Subjects: Artists,Asians,College Faculty,Personal Narratives,Visual Aids,Self Concept,Racial Identification,Empowerment,Scholarship

Juxtaposing visual images with stories, this work addresses the formation of my transnational identity and my experience in the "betwixt-and-between," illustrating my struggles as artist, scholar, and international faculty member at an Anglo American university. I exacerbate tensions between my professional and attributed identities to complicate and problematize my other identity--neatly constructed as a faculty member of color by the corporate management of U.S. higher education. Recontextualizing within colonialized discourse as inquiry mode, my visual narrative conveyed as photocollage-cum-essay shows how I came to accept rootlessness as a form of empowerment. The substantive findings include strategies to maintain integrity in such an existence: cherishing the vitality of the senses, preserving the vernacular in the voice, and summoning volition from my Asianity. Drawn from the visual narrative that helped me come to terms with my "out-of-placeness," some suggestions to expand the scholarship of teaching learning by combining it with personal creative works and research interest are offered. (Contains 20 figures.)
Placement Tools for Developmental Mathematics and Intermediate Algebra
Author: Donovan, William J.
Date: 2008-00-00
Type: Journal Articles
Subjects: Placement,Algebra,College Students,Mathematics Education,Predictor Variables,Enrollment,Gender Differences,School Readiness,Scores,Correlation,Student Evaluation,Student Placement

This paper investigates the placement of students at an urban Ohio college campus in developmental mathematics and Intermediate Algebra courses. We have found that the ACT Mathematics and COMPASS Domain I (Algebra) Placement scores both correlate well with success in the Intermediate Algebra course and that, although females have lower placement test scores than males, they have a higher success rate in the course. We determined that the existing cutoff for placement in the Intermediate Algebra course is accurate in predicting students to be more likely to succeed than fail the Intermediate Algebra course at this institution. (Contains 6 tables and 1 figures.)
Community College Library Practices in Developmental Education
Author: Roselle, Ann
Date: 2008-00-00
Type: Journal Articles
Subjects: Assignments,Community Colleges,College Libraries,Library Skills,Librarians,Developmental Studies Programs,Two Year Colleges,Interviews,Academic Achievement,Librarian Teacher Cooperation,Library Services,Library Role,Case Studies,Academic Libraries,Library Instruction

This qualitative study examines current community college library practices in developmental education. Based on semistructured telephone interviews with 27 librarians across the United States, analysis of the results shows that there are librarians who proactively integrate basic library skills into developmental education and academic success courses, collaborate with developmental educators in designing library sessions and class assignments, interact with learning assistance and tutoring centers, and help reduce library anxiety and build student confidence.
Critical Thinking: Strategies for Improving Student Learning, Part II
Author: Paul, Richard
Date: 2008-00-00
Type: Journal Articles
Subjects: Critical Thinking,Teaching Methods,Learning Processes,Concept Formation,Metacognition,Problem Solving,Language Tests,Vocabulary,Oral Language,Listening Skills,Peer Teaching,Group Instruction

In the last column we focused (as a primary goal of instruction) on the importance of teaching so that students learn to think their way into and through content. We stressed the need for well-designed daily structures and tactics for fostering deep learning, offering three strategies as examples. In this column, we provide four additional strategies. There is no perfect technique for fostering critical thinking, no ideal method for engaging the intellects of students. The strategies detailed in this column suggest some possible ways for helping students take command of what they are learning, integrate and apply what they are learning, and appropriately question what they are learning. These approaches to teaching and learning can be modified in any number of ways. And of course, any one strategy, if used, would need to be integrated into a well-designed course plan. Most importantly, each strategy presupposes the use of critical thinking concepts and principles to be effective. Each strategy presupposes that the only way to learn content deeply and truly is to think it into individual thinking, to connect it with other important ideas, and to apply it to everyday life issues and problems. [For Part III, see EJ868672.]
Techtalk: Wikis and Collaborative Knowledge Construction
Author: Caverly, David C.
Date: 2008-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Social Networks,Higher Education,Remedial Instruction,Teaching Methods,Intervention,College Students,Definitions,Classroom Environment,Computer Oriented Programs

In the last column, we began discussing Web 2.0 applications. In this column, we'll review participatory, social networking software called "wikis." We'll define wikis, discuss their use in college classrooms, explore benefits provided for collaborative knowledge construction, and explain five types of wikis with applications to developmental education (DE).