ethanporcaro/eric-fulltext-meta huggingface dataset:
Googling Allusions: Teaching Eliot to the Net Generation
Author: Hoff, Ann K.
Date: 2009-00-00
Type: Journal Articles
Subjects: Generational Differences,Influence of Technology,Age Groups,Hypermedia,Teaching Methods,Web Sites,Undergraduate Students,Higher Education,Multimedia Materials,Electronic Publishing,Poetry

For years, 20th century American poetry professor Ann Hoff resisted digital pedagogy. However, for students of the Net Generation electronic communication is their main mode of interaction with peers and often with their professors. Further, their instinct when seeking information, is to seek it online. They are not merely computer proficient and they are computer fluent. In this article, Hoff offers some of the theory behind her pedagogical change of heart, the sources and resources that enabled such a shift, and the results her students were able to achieve because of it. She also addresses the merits and drawbacks to teaching with a hypertext version of T.S. Eliot's &quot;The Waste Land&quot;; the efficacy of permitting students to read web-based editions of the texts to which Eliot alludes; and the results achieved by establishing and supporting &quot;healthy&quot; digital research techniques.
Goal Setting as an Explicit Element of Metacognitive Reading and Study Strategies for College Reading
Author: Paulson, Eric J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,College Students,Goal Orientation,Learning Theories,Teaching Methods,Classroom Techniques,Educational Practices,Educational Strategies

An understanding of the role of metacognition--thinking about thinking--is a fundamental aspect of the theoretical base of most textbooks for college reading and study strategies courses today (e.g.,Veenman, Van Hout-Wolters, &amp; Afflerbach, 2006). The theme we seek to develop in this article is that elements of what make a reading and study strategy &quot;metacognitive&quot; on a theoretical level need to be made explicit to college students enrolled in reading and study strategies courses. In particular, this article examines one aspect of metacognition: goal setting. We first establish its importance as a central theoretical aspect of metacognition. We then argue that goal setting must be included as an explicit element of instructional and procedural descriptions whenever metacognitive reading and study strategies are taught. We end with suggestions for making goal setting explicit in the classroom.
Diversity of Authors &amp; Illustrators in First Grade Core Reading Series
Author: Buescher, Eileen M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Authors,Illustrations,Reading Materials,Textbooks,Multicultural Education,Elementary School Students,Grade 1,Content Analysis,Disproportionate Representation,Gender Bias,Racial Bias,Reading Programs,Beginning Reading,Coding

The purposes of this study were to examine the diversity of the authors and illustrators in core reading series and to evaluate the opportunities and limitations of these texts in relation to the goals of multicultural education. The authors began their research concerned about whose stories are told in core reading series, and who gets to tell those stories. Buescher, Lightner and Kelly conducted a text analysis of four popular core reading series to determine the representation of gender and race of the authors and illustrators whose works are present in these series. Although diversity entails much more than just race and gender, the authors chose to focus on these two tenets because they are visible from the pictures of authors and illustrators printed along with the stories used in core reading series. This article examines the issues that are the basis of the research and presents the methodology and results of their analysis.
Cultivating College Success among Underprepared Students
Author: Carter, Judith Corbett
Date: 2010-00-00
Type: Journal Articles
Subjects: Success,College Readiness,Developmental Programs,Academic Support Services,Educationally Disadvantaged,Grade Point Average,Academic Persistence,Graduation Rate,Educational Practices,College Programs,Developmental Studies Programs

The Brooklyn College, City University of New York (CUNY), Search for Education Elevation and Knowledge (SEEK) Program, a higher education opportunity program, provides special assistance to students who are entering college for the first time. SEEK students are from educationally disadvantaged backgrounds, and receive financial support as well as remedial and supplemental instruction, so that they will develop the skills needed to succeed in college. Success is measured by students' grade point averages, retention rates, and graduation rates. Elements of the SEEK model can be used by developmental educators in other academic support models and settings.
Effects of Computer-Based Programs on Mathematical Achievement Scores for Fourth-Grade Students
Author: Ravenel, Jessica
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Grade 4,Pretests Posttests,Comparative Analysis,Teacher Researchers,Scores,Academic Achievement,Student Attitudes,Learner Engagement,Mathematics,Mathematics Instruction,Educational Technology,Technology Uses in Education,Computer Assisted Instruction,Multiplication,Elementary School Students,Elementary School Mathematics,Intervention,Check Lists,Standardized Tests

The purpose of the research study was to identify the effects of computer-based programs on mathematical achievement, perceptions, and engagement of fourth-grade students. The 31 student participants were divided into two intervention groups, as a hands-on group and a computer-based group. Student achievement was measured by comparing the pretest and post test data. Students' perceptions of mathematics were determined using students' perception survey that was administered prior to implementation of the intervention and at the end of the seven-week intervention period. Student engagement was monitored using an &quot;engagement checklist&quot; that was completed by the teacher-researcher within three times a week during the seven-week intervention period. The research findings showed that, there is no significant difference in the academic achievement among the intervention groups. All student participants showed a positive attitude related to mathematics. There was a significant difference in engagement among students in the computer-based group compared to the students in the hands-on group.
PBL: Future Challenges for Educational Practice and Research
Author: Roopashree, B. J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Educational Practices,Experiential Learning,Teaching Methods,Problem Solving,Independent Study,Learning Strategies,Constructivism (Learning),Cooperative Learning,Student Evaluation,Self Evaluation (Individuals),Self Efficacy,Teacher Student Relationship,Scaffolding (Teaching Technique)

Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that, by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-Based Learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem, that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in Self-Directed Learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The aim of this paper is to demonstrate that PBL has the potential to prepare students more effectively for future learning because it is based on four modern insights into learning such as Constructive, Self-Directed, Collaborative and Contextual. In addition, available research is reviewed and solutions for educational practices are described.
Assessing Academic Language in an Elementary Mathematics Teacher Licensure Exam
Author: Castellano, Katherine E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Mathematics Teachers,Teacher Certification,Language Usage,Knowledge Level,Teacher Evaluation,Test Validity,Item Response Theory,Models,Feedback (Response),Teacher Qualifications,Elementary School Teachers,Scoring Rubrics,Teacher Education Programs,Preservice Teachers,Statistical Analysis,Qualitative Research

With the adoption by most states of the Common Core State Standards (CCSS) for English language arts and literacy and for mathematics (CCSS Initiative, 2010a, 2010b) comes major changes in public education that will affect instructional practice, curriculum, and assessment across the nation. Heritage, Walqui, and Linquanti (2015) argued that the success of these policy changes will depend, in part, on several important shifts in educators' perspective on language use and language learning, such as from an individual to a socially engaged activity, from a linear process aimed at correctness and fluency to a developmental process on comprehension and communication, and from a separate area of instruction to an embedded component of subject-area activities. This relationship between language and any discipline is generally referred to as &quot;academic language&quot; (AL). The Performance Assessment for California Teachers (PACT) is the first assessment of teaching to include mastery of AL knowledge by teachers not specializing in teaching English Language Learners (ELLs). The PACT has not only moved from pilot to full implementation in California but has also inspired the birth of a nationwide teaching licensure exam called &quot;edTPA&quot; (edTPA, 2014; Sato, 2014; Stanford Center for Assessment, Learning, and Equity [SCALE], 2015). In this study, the authors investigated the validity of the internal structure of the PACT with operational data for Elementary Mathematics using multidimensional item response theory (MIRT) models. In particular, they aimed to determine which and how many distinct constructs the Elementary Mathematics PACT instrument assesses, with a particular interest in how the evolving AL domain behaves in relation to the other domains. The authors addressed this aim by determining the extent that various MIRT models fit and provide meaningful feedback about teacher candidate performance. The goal of the study is learn more about the meaning of the AL construct, and thus they focus on a single but important aspect of validity evidence, namely, the internal structure of the Elementary Mathematics PACT, which allows them to answer critical questions about the assessment of AL for elementary mathematics teacher candidates: What does it mean to be AL proficient on the PACT? Which AL tasks are more difficult than others? How, if at all, are AL tasks on the PACT related to those in other content domains?
Silenced by Religion: Reflections on Situations from College English
Author: Johnson, Margaret E.
Date: 2008-00-00
Type: Journal Articles
Subjects: Student Diversity,Religion,Religious Factors,College Students,Student Participation,Identification (Psychology),College English,Teaching Methods,Classroom Environment,Writing Instruction

The social constructivist and cultural studies bent of so many writing and rhetoric classes emphasizes inclusivity, encouraging students to share their ideas and to broaden their understanding of a range of cultural concerns. Most often, the students professors strive to include are those from ethnic subcultures that have been historically marginalized, and their work as instructors assists in the creation of more progressive learning experiences. What happens, however, when the population that is in need of voice is one that sometimes resists these diverse, inclusive tendencies? About 50% of the student population at the public university where Margaret Johnson works are members of the same religion--a specific Christian denomination. Many students from this particular religious group who attend the university often assume that instructors and other students might have a negative response to their particular religious beliefs, due mainly to their understanding (or misunderstanding) of academic expectations. Conscious of the marginalization of their beliefs in the larger academic world, these students usually refrain from making comments in class that would indicate their particular religious orientation. Working to develop a serious academic identity is difficult for all students, but when students with strong religious identities work to alter their public identity for the college classroom, the process of identity formation becomes particularly challenging. What challenges instructors, though, is working with students whose identities are in flux, who are learning how much to share about themselves and how much to hold back. In encouraging their students to share their personal experiences, including religious ones, in classroom contexts--through discussion and writing--it seems instructors are potentially achieving the free and open participation of each student and the validation of each student's experience and beliefs, though at the same time placing students in moments of potential conflict or discomfort. In this article, Johnson discusses the effects of this conflict on students, both those who subscribe to a common religion and those who do not, and on their work in class, and she addresses the challenges of developing an effective inclusive classroom within such an academic environment. Though some of the circumstances she shares in this article may be specific to her university, the issues they raise are relevant to any academic institution located where a large part of the population belongs to a common religious organization.
Constructivist Learning Environments and Defining the Online Learning Community
Author: Brown, Loren
Date: 2014-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Educational Environment,Electronic Learning,Community,Teacher Role,Student Role,Student Centered Learning,Cooperative Learning

The online learning community is frequently referred to, but ill defined. The constructivist philosophy and approach to teaching and learning is both an effective means of constructing an online learning community and it is a tool by which to define key elements of the learning community. In order to build a nurturing, self-sustaining online learning community, teachers who follow the constructivist philosophy allow students to self-discover, to evaluate and reflect on the progress innate to their own learning, while providing the function of a guide and a coach during the learning process. A constructivist learning environment is evident by students who take charge of their own learning outcomes in a student-centered environment, by students who work collaboratively with other students to create their own goals and learning parameters, and by the demonstration of respect for other learners whose approaches and experiences are extensively different. The online learning community is defined by the idea that effective learning and the presence of a community are intrinsically linked. Community is established and reinforced when staff and other students interact in a manner that demonstrates genuine caring for each other, which in turn translates into increased learning and teaching efficacy. The constructivist approach creates effective learning environments by forming, fostering, and maintaining the presence of community in the distance learning venue.
Rubrics and Evaluations
Author: Skelton, J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Self Evaluation (Individuals),Scoring Rubrics,Feedback (Response),Teacher Motivation,Accountability,Academic Achievement,Reflective Teaching,Criticism,Barriers,Educational Benefits

The authors' discussion will describe how classroom leaders at every academic level can use rubrics as a means of self-assessment. This strategy and the use of the rubric as a tool can help to provide effective feedback that can develop into a constant reflection of how effectively a teacher focuses on student success by means of their instructional success. There are many theories on pedagogy but many do not tie leadership and self-evaluation at the end of the day or week. The authors look to expose a gap in literature that could assist teachers in staying motivated in their instruction and bridge the gap of status-quo instruction with the need to set goals and exceed those self-created goals with student success.
&quot;I'm the Author of This Paper&quot;: Collaboration and the Construct of Authorship in a First-Year English Course
Author: Stratman, Jacob
Date: 2008-00-00
Type: Journal Articles
Subjects: Freshman Composition,Collaborative Writing,Cooperative Learning,Teaching Methods,Educational Practices,Learning Activities,College English,Curriculum Implementation

It is the scope of this article to present a theoretical framework for successful collaboration and our ideas on how it might be implemented in a first-year college composition classroom. We began by creating a collaborative assignment for our composition classes based on a very cursory understanding of successful collaboration. In light of this experience and our exploration of the theory, we argue that collaboration can be effective in the freshman writing course; however, conventions of successful collaboration must be taught and not just assigned. This article offers a means of doing just that.
Understanding Modular Learning--Developing a Strategic Plan to Embrace Change
Author: Friestad-Tate, Jill
Date: 2014-00-00
Type: Journal Articles
Subjects: Strategic Planning,Learning Modules,Electronic Learning,Organizational Change,Innovation,Andragogy,Educational Technology,Employees,Technology Uses in Education,Leadership,Computer Assisted Instruction,Meta Analysis,Qualitative Research,Literature Reviews,Languages,Language Patterns

The purpose of this descriptive paper was to explore and synthesize literature related to understanding modular learning and how it can be implemented effectively so faculty members embrace its use. An in-depth review of literature addressed topics including, Educational Theories supporting modular learning, the development of modular learning, and innovations in education and technology. Researchers analyzed language patterns used in the literature to develop a common language for and understanding of the concept. Analysis and recommendations as well as a proposed definition of modular learning are included.
An Integrated Approach to the Teaching and Learning of Science and Mathematics Utilising Technology--The Teachers' Perspective
Author: Johnston, Jennifer
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Science Instruction,Mathematics Instruction,Teacher Attitudes,Technology Integration,Graphing Calculators,Foreign Countries,Case Studies,Secondary School Students,Qualitative Research,Interviews,Observation,Technological Literacy,Focus Groups

The concept and importance of curriculum integration in Science and Mathematics has come to the fore in the recent years (Czerniak, 2007). Ireland's Science and Mathematics performance is well documented and extensively reported in the media and elsewhere (e.g. Expert Group on Future Skills Needs, 2008; Task Force on the Physical Sciences, 2002). Concern primarily lies with the post-primary students' underperformance in science and mathematics, coupled with a failure to make a successful transition to third level scientifically and mathematically orientated undergraduate courses. The aim of this study was to design, develop, implement and evaluate an integrated approach to the teaching and learning of Science and Mathematics in second level schools in Ireland. This was undertaken through the integration of a handheld graphic calculator known as &quot;TI-Nspire™&quot; into first year classes (age 12-13 year olds) of science and mathematics. This integration was assisted by the development and implementation of a unit of learning on distance, speed and time, with specific lesson plans which integrated the teaching and learning of both subjects by utilising the TI-Nspire™. The methodology of this research project was an exploratory year-long case study of three second level schools in Ireland and their implementation of the unit of learning in their respective schools. This paper focuses on the teachers' perspective of the integration of mathematics and science teaching and learning utilising technology. The study was qualitative in nature and was evaluated through a teacher's perspective where a teacher focuses on group interviews and independent lesson observations. The key finding emerging from the data is that the integration of mathematics and science was lost in coping with the technology demands required in implementing the unit of learning.
Convergence of Information and Communication Technology (ICT) Tools in Project Based Learning (PBL)
Author: Thamarasseri, Ismail
Date: 2014-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Computer Uses in Education,Technology Integration,Blended Learning,High Schools,Educational Innovation,Multimedia Instruction,Career Readiness,Feedback (Response),Cooperative Learning,Computer Simulation,Science Laboratories

Rapid technological advancement influences the communication and information management as well as knowledge construction. Within the context of new challenges, lifelong learning emerges a fundamental element for the constant development of professionals. So that it dynamically adapts to change and retain a state-of-the-art identity. At present, Computer Science Education, Information and Communication Technology (ICT) are becoming one of the most important elements which are defining the basic competencies of students. Information technology integrates medial, informative and computer science education, but also all the educational subjects mentioned in the curriculum basis of general education. In Science education, there is an increasing concept of integrated teaching, which shows the students, the world in a holistic manner. The principle of universal activity of students in cognitive, emotional and motivation, as well as in practical sphere is preferred. More and more often attention is paid to the fact that the contemporary problem is not so much lack of information, as its surplus and crowd of information as well as its unnecessary excess of details may be an effective tool of disinformation. Hence it forms such skills with students as selection, evaluation and organizing of information and forming its structure seems to be justified. So that, they can serve the drawing conclusion. In this article, the author has briefly outlined and taken into account the various manners of didactic transformation of teaching contents. Selected ICT tools have been presented in the light of teaching principles and cognitive activities model.