ethanporcaro/eric-fulltext-meta huggingface dataset:
Problematizing Videogames: Teaching Students to Be Critical Players
Author: Love, Mark
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Video Games,Educational Games,Critical Literacy,Second Language Learning,Second Language Instruction,English (Second Language),Media Literacy,Rhetoric,Semiotics,Holistic Approach

This contribution aims to familiarize educators with the unique ways in which videogames convey meaning as a media form and to provide an instrument, based on videogame theory, that educators can easily employ in intermediate and advanced English as a Foreign Language (EFL) classrooms to teach critical media literacy. In order to equip teachers with the skills needed to teach the critical media literacy of videogames, the author reviews relevant videogame theory, including Bogost's procedural rhetoric (2008a) and Consalvo and Dutton's (2006) holistic analysis. Important concepts from these schools of videogame criticism are combined with Freire's (2010) notion of problematizing to create an instrument that can be productively employed by educators to teach students to be critical players of videogames. It is found that the approach offered bridges the gap between theory and student concerns, results in greater personalization on the part of students when they analyze videogames, and is able to help students raise emergent issues that the researcher could not anticipate. It is hoped that educators will share these emergent issues and continue the discussion.
The Use of &quot;Socrative&quot; in ESL Classrooms: Towards Active Learning
Author: El Shaban, Abir
Date: 2017-00-00
Type: Journal Articles
Subjects: Active Learning,English (Second Language),Second Language Instruction,Computer Software,Educational Technology,Technology Uses in Education,Web 2.0 Technologies,Teaching Methods,Audience Response Systems,Learner Engagement,Critical Thinking,Cooperative Learning,Reading Comprehension,Foreign Students,Language Proficiency,Late Adolescents,Young Adults

The online student response system (SRS) is a technological tool that can be effectively implemented in English language classroom contexts and be used to promote students' active learning. In this qualitative study, &quot;Socrative&quot;, a Web 2.0 software, was integrated with active learning activities and used as an SRS to explore English second language learners' (ESL) perceptions of the use of this tool. The results showed that both techniques (SRS and active learning activities) contributed to increasing the students' level of engagement, promoted their critical thinking, and stimulated their collaboration. This current research describes the benefits of SRS in supporting ESL students' active learning.
Carving a Space for Clinical Practice Supervisors: Perspectives from Colored Lenses
Author: Isik-Ercan, Zeynep
Date: 2017-00-00
Type: Journal Articles
Subjects: Clinical Experience,Case Studies,Qualitative Research,Longitudinal Studies,Professional Identity,Supervisor Qualifications,Early Childhood Education,Supervisory Methods,Females,Interviews,Journal Writing,Teacher Background,Clinical Supervision (of Teachers),Student Teaching,Supervisor Supervisee Relationship,Social Influences,Cultural Influences,Foreign Countries

In this three-year longitudinal qualitative case study, the authors investigate a) the emergence of the professional supervisor identity, and b) the dynamics of evolving supervision practices by analyzing the case of two female supervisors from international backgrounds working within an early childhood education (P-3) program in a large Midwestern university. Based on an interpretive paradigm and grounded theory methodology, qualitative data consists of interviews, reflective journals, transcribed debriefing sessions, and reconstruction of personal histories. Results indicate that four concepts defined supervisor practices for the two participants: a struggle to move beyond &quot;the evaluator,&quot; negotiating sociocultural lenses, student teacher dispositions, and navigating triad relationships. In addition, by challenging the assumption that supervisors are an artificial addition to the student teaching experience, the study demonstrates the ways in which the subjects went beyond the limited scope of traditional student teaching supervision practices. The findings suggest that in order to fulfill more productive roles in fostering the growth of student teachers, university supervisors should be provided professional growth opportunities that highlight their professional identity.
Multicultural Teacher Education as a Community of Practice: M.Ed./PDS Graduates&apos; Perceptions of Their Preparation to Work with Diverse Students
Author: Lee, Young Ah
Date: 2017-00-00
Type: Journal Articles
Subjects: Multicultural Education,Communities of Practice,Student Diversity,Qualitative Research,Case Studies,Social Justice,Equal Education,Interviews,Focus Groups,Graduate Surveys,Preservice Teacher Education,Preservice Teachers,Masters Programs,Semi Structured Interviews,Interpersonal Relationship,Teamwork,Barriers,Training Methods

This study used qualitative case study methods to investigate how a particular community of practice located in a Midwest university influenced the M.Ed./PDS graduates' perceptions of working with diverse students. We use the term multicultural education to refer to the orientations and practices of the M.Ed. program and how the graduates thought about equity, diversity, and social justice. The data for the current study included exit interviews and focus group interviews after graduation, and a case study of three of the graduates. Through an analysis of the graduates' perceptions of their preparation to work with diverse students, we aimed to explore the influence of the purposes and practices of the program as a particular kind of community of practice on its graduates.
Inner-City Teachers&apos; Perceptions in a Lesson Study for Critiquing Mathematical Reasoning
Author: Won, Noelle
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematical Logic,Mathematics Skills,Teacher Attitudes,Common Core State Standards,Underachievement,Lesson Plans,Educational Practices,Urban Schools,Faculty Development,Teacher Collaboration,Communities of Practice,Interviews,Mathematics Instruction,Elementary Secondary Education,Criticism,Thinking Skills

This manuscript focuses on practical questions in a study that describes the perceptions of four teachers at the beginning stages of Common Core Mathematics implementation in a historically underperforming school district. The overarching goal was to understand the collaborative inquiry experience in a lesson study that focused on teaching the mathematics practice of critiquing reasoning. Focusing the lesson plan on the mathematics practice of critiquing reasoning required teachers to first develop their own understanding and definition of this practice. This article describes the planning, debriefing, and revision of the lesson, while examining teachers' perspectives and rationales for instructional decisions during the lesson study. Different teaching mindsets affected teachers' understanding of the learning goal as more product oriented (students will define critiquing in mathematics; students will make a mathematical critique) or more process oriented (students will develop their understanding of critique; students will work toward making a mathematical critique). Teachers engaged in a continued process of disequilibrium and reflection as they clarified learning objectives and determined effective instructional strategies.
Engaging Students: An Authentic Undergraduate Research Experience
Author: Alderton, Elizabeth
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Student Experience,Methods Courses,Preservice Teachers,Preservice Teacher Education,Service Learning,Emergent Literacy,Reflection,Student Participation,Data Collection,Student Teacher Attitudes,Attitude Change,Student Surveys,Likert Scales,Student Interests,Cognitive Ability,Individual Development,Theory Practice Relationship,Qualitative Research

Engaging students in valuable undergraduate research can be an arduous task to craft outside of the regular schedule of both staff and students. This paper describes a successful research experience that was part of an ongoing methods class for undergraduate pre-service education students. Participants simultaneously engaged in community service while experiencing firsthand learning about emergent literacy as companion learning to their ongoing coursework. Self-reflection targeting the student's future in higher education as researchers and students was an intentional part of their experience, as was reflection about their authentically acquired new learning about emergent literacy.
Searches of Students&apos; Cell Phones: Case Analysis and Best Practices
Author: Nowak, Benjamin
Date: 2017-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Privacy,Expectation,Student Attitudes,Legal Responsibility,Guidelines,Student Rights,College Students,Educational Technology,Technology Uses in Education,Court Litigation

Lower courts are beginning to grapple with challenges to students' Fourth Amendment right to be free from unreasonable search and seizure as it relates to the digital environment, cell phones in particular. Recently, lower courts in several states have applied standards set forth decades ago to decide cases involving searches of students' mobile devices. Given the absence of guidance from the Supreme Court, this study aims to: (1) identify and analyze trends in the current application of legal standards related to search and seizure in the digital age; (2) synthesize these findings into a set of essential guidelines for school officials to use as they navigate a legal landscape that has yet to be well defined; and (3) make recommendations to further develop the body of law. Findings indicate that students possess reasonable expectations of privacy in their personal mobile devices and password-protected private Web 2.0 communications. T.L.O governs searches of students' personal mobile devices, so the reasonableness of the search is the key consideration. Substantive suspicion at the outset, carefully tailored searches, and a clear governmental interest will keep school officials from violating students' Fourth Amendment protections.
You Be the Judge: When Competitions Employ an Engineering Design Rubric
Author: Goldberg, Gail Lynn
Date: 2017-00-00
Type: Journal Articles
Subjects: Engineering,Engineering Education,Design,Scoring Rubrics,Judges,Competition,Portfolio Assessment,STEM Education,Online Surveys

This article examines the use of an engineering design rubric by judges for three different student competitions--one regional, one national, and one global--to evaluate portfolios posted on the Innovation Portal, a free online resource available to students, teachers, and others engaged in STEM education across instructional levels. Judges responded to an online survey on the Engineering Design Process Portfolio Scoring Rubric (EDPPSR) following each competition. From close examination of survey responses and analysis of judges' independently assigned scores for various elements (or score categories) under which e-portfolio contents were organized, the author determines that a complex rubric can be used to evaluate competition entries both efficiently and with moderate consistency--even without more than cursory training--by those lacking familiarity with that scoring tool from an instructional context. The author identifies rewards in using rubrics like the EDPPSR for more than teaching and testing and presents some considerations regarding rubrics--not only engineering design rubrics but those intended to evaluate other processes and products common to STEM disciplines.
Updating Assessment Styles: Website Development Rather than Report Writing for Project Based Learning Courses
Author: Brown, Nicola
Date: 2017-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Web Sites,Evaluation Methods,Foreign Countries,Teaching Methods,Questionnaires,Feedback (Response),Engineering Education,College Freshmen,Likert Scales

While teaching methods tend to be updated frequently, the implementation of new innovative assessment tools is much slower. For example project based learning has become popular as a teaching technique, however, the assessment tends to be via traditional reports. This paper reports on the implementation and evaluation of using website development as an assessment tool for a project based learning course. A questionnaire was used to gain student feedback in a first year engineering course where the website based assessment tool was introduced. It was found that developing a website rather than writing a report was not an onerous task for the majority of students, it allowed the students to be more creative and the students enjoyed the experience. Initial concerns with potential bias towards those that were studying computing were unfounded and in fact the students not studying computing reported that it was easier than those with a computing background. The website allowed the students to apply their visual communication skills, be more creative and practise communicating with a more general audience. The use of a website as an assessment tool could easily be adapted to a range of courses aimed to enhance communication (both written and visual) and encourage creativity.
Influence of End Customer Exposure on Product Design within an Epistemic Game Environment
Author: Markovetz, Matthew R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Epistemology,Teaching Methods,Games,Engineering Education,Entrepreneurship,Focus Groups,Chemical Engineering,Correlation,Statistical Analysis,Undergraduate Students

Engineering product design requires both technical aptitude and an understanding of the nontechnical requirements in the marketplace, economic or otherwise. Engineering education has long focused on the technical side of product design, but there is increasing demand for market-aware engineers in industry. Market-awareness and customer-focus are also associated with entrepreneurship, which has been given increased focus in engineering education. A common tool for gauging customer interest in industry is the focus group. Herein we examine the effect of customer voice as presented in a focus group for influencing engineering product design generated by students as part of the virtual internship and epistemic game Nephrotex. We find that customer exposure is related to decreased product cost without a change in product quality. Therefore, we suggest that the injection of customer voice into the engineering curriculum is a valid method by which to improve engineering design pedagogy.
Large Lecture Transformation: Improving Student Engagement and Performance through In-Class Practice in an Electrical Circuits Course
Author: Russell, Jae-Eun
Date: 2017-00-00
Type: Journal Articles
Subjects: Lecture Method,Engineering Education,Outcomes of Education,Student Centered Learning,Teaching Methods,Electronics,Learner Engagement,Academic Achievement,Educational Change,Student Surveys,Student Attitudes,Student Motivation,Course Descriptions,Computer Software,Telecommunications,Handheld Devices,Computer Assisted Instruction,Undergraduate Students,Physics,Majors (Students),Scores,Statistical Analysis,Feedback (Response)

Post-secondary educators are increasingly experimenting with the possibility of blending or replacing traditional lecture-based instruction with student-centered instruction. Although some studies have been completed, much remains to be learned about when and why student-centered instruction works and the effectiveness of specific approaches. The goal of this study was to investigate the effectiveness of a student-centered instructional approach on students' engagement and achievement in a transformed electrical circuits course compared to the same course taught in a traditional lecture-based format. Two hundred and forty-three students participated in the study. Three surveys were administered during the semester, and participants' demographic information, prior learning outcomes, and course outcomes were collected after the semester was over. The results indicated that students in the student-centered section were significantly more engaged and achieved higher learning outcomes than students in the lecture-based section. The specific instructional strategies and technologies used in the student-centered section are discussed.
Utilizing Civil Engineering Senior Design Capstone Projects to Evaluate Students&apos; Sustainability Education across Engineering Curriculum
Author: Dancz, Claire L. A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Sustainability,Engineering Education,Curriculum,Mixed Methods Research,Taxonomy,Design,Scoring Rubrics,Mentors,Course Descriptions,Student Evaluation,College Students

While many institutions express interest in integrating sustainability into their civil engineering curriculum, the engineering community lacks consensus on established methods for infusing sustainability into curriculum and verified approaches to assess engineers' sustainability knowledge. This paper presents the development of a sustainability rubric and application of the rubric to civil engineering senior design capstone projects to evaluate students' sustainability knowledge at two institutions. The rubric built upon previous assessment approaches to evaluate student reports for nine different factors including dimensions of sustainability, Bloom's taxonomy, sustainability links, drivers for including sustainability, location of sustainability within report, qualitative/quantitative incorporation, sustainability source/reference, and sustainability topics. The sustainability content within Spring 2014, Fall 2014, and Spring 2015 senior design capstone projects from university A (UA, n = 181 students, n[subscript p] = 28 projects) and university B (UB, n = 106 students, n[subscript p] = 15 projects) was evaluated using a mixed-methods approach. The mixed-methods assessment included observation of student project presentations and evaluation of student reports via rubric. Rubric evaluation of student reports revealed that students' performance in senior design projects is primarily driven by their instructor's expectations; if sustainability is not a major deliverable, then students are less likely to integrate sustainability concepts that they learned from prior classes in their reports. To make sustainability a priority, senior design project requirements should be updated to explicitly require holistic sustainability applications. Instructors could approach raising sustainability expectations by engaging a sustainability expert as an advisor to the senior design course and/or utilizing a sustainability expert as project mentor, as demonstrated in the success of one senior design project at each institution during this study.
Right of Knowing and Using Mother Tongue: A Mixed Method Study
Author: Ozfidan, Burhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Native Language,Language Usage,Native Language Instruction,Attendance,Mixed Methods Research,Surveys,Interviews,Equal Education,Language Role,Educational Quality,Social Integration,Bilingual Education Programs,Turkish,Second Language Learning,Foreign Countries,Student Attitudes,Language Minorities,Elective Courses,Self Esteem,Self Concept,Thinking Skills

Language is a crucial factor for the academic achievement of minority people. Speaking the mother tongue in school increases self-confidence and thinking skills, and conveys freedom of speech. Mother tongue is an inseparable element of his or her culture and that everyone has the right to learn his or her mother tongue. The main objective of this current study is to illustrate the need for a language curriculum and to investigate what parameters will influence the development of a mother tongue. This study used an explanatory sequential mixed method, conducted in two phases: a quantitative phase followed by a qualitative phase. For quantitative data collection, 140 participants responded the survey instrument. For qualitative data collection, 12 participants were interviewed. The results indicated that everyone has the right to be taught in their mother tongue. Mother tongue education is necessary for a student to have an equal access to education and gain benefits from education as do others. Mother tongue education has a crucial role in ensuring school attendance, raising the quality of education, and integrating children into society. Therefore, the findings reflected that a bilingual education program is necessary to be educated in mother tongue.
Comparative Rhetorical Organization of ELT Thesis Introductions Composed by Thai and American Students
Author: Wuttisrisiriporn, Niwat
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Models,Language Styles,Comparative Analysis,Text Structure,Thai,Native Language,North Americans,Masters Theses,Computational Linguistics,Databases,Coding,Reliability,Guidelines,Writing (Composition),English for Academic Purposes,Language Teachers,Teaching Methods,Classification,Graduate Students

Genre analysis is today's dominant approach for textual analysis, especially in the ESP learning and teaching profession. Adopting this approach, the present study compares the Introduction chapters of MA theses in ELT (English Language Teaching) written by Thai students to those written by American university students based on the move-step analysis. Two sets of corpora comprise 30 TSI (Thai student Introduction) and 30 ASI (American student Introduction) Introduction chapters from the theses that followed the traditional five-chapter pattern or ILrMRD. All the TSI and ASI datasets were purposively collected from two electronic databases of graduate theses and dissertations, publicly known ThaiLis Digital Collection and ProQuest Dissertations and Theses. These were subsequently analyzed using genre analysis approach. The modified CARS model introduced by Bunton (2002) guides the move-step analysis. To ensure the coding reliability and consistency, the coding analysis of a subset of the entire datasets between the researcher and an expert coder was checked, and the coding agreement was at a highly satisfactory level. The findings demonstrated that both Thai and American MA students followed the moves and steps proposed in the framework to construct their Introduction chapters rhetorically. Both similarities and differences were discovered in the Introduction chapters investigated, in terms of the communicative purpose, the frequency of move-step occurrences, and the move-step classification. Pedagogical implications drawn from the present study are useful for EAP practitioners and research writing instructors, allowing ESL/EFL teachers to equip their graduate students with an appropriate rhetorical outline for thesis Introduction composition.