ethanporcaro/eric-fulltext-meta huggingface dataset:
The Scholarship of Teaching and Learning: Help for Academic Tour Guides
Author: Saathoff, Rachael
Date: 2013-00-00
Type: Journal Articles
Subjects: Scholarship,Teacher Effectiveness,Instructional Effectiveness,Educational Strategies,Learning Strategies,Educational Resources,Classroom Techniques,Teaching Methods

The presence of scholarship of teaching and learning (SoTL), or its absence, has greatly impacted my undergraduate studies. While professors are experts in their subject matter, they do not always know how to reach students. SoTL provides resources to address such disconnects. Just-in-time teaching (JiTT) is one example of a SoTL-informed teaching assignment that can help students learn more effectively. Because SoTL helps professors understand how students learn, it can encourage excellence in the classroom.
From Lessons Learned the Hard Way to Lessons Learned the Harder Way
Author: Schwegler, Andria Foote
Date: 2013-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Transformative Learning,Educational Practices,Best Practices,Student Participation,Teaching Experience,Teacher Effectiveness,Instructional Innovation,Teaching Methods,Pedagogical Content Knowledge,Teaching Skills

My departure from traditional methods of teaching and assessment (i.e., lecture and close-ended exams) was prompted years ago by a &quot;gut feeling&quot; that has morphed into an explicit examination of my teaching practice and students&apos; reactions to it. The scholarly approach and empirical evidence in &quot;Teachers and Learning&quot; (Hutchings, Huber &amp; Ciccone, 2011, Chapter 2) provided me with the scientific and social support I needed to publicly challenge existing norms regarding teaching practices, reevaluate my data collection efforts, and advocate for change based on best practices, not on tradition, both inside my classroom and beyond.
A Student&apos;s Experience and View on College Teaching and Learning
Author: Atkinson, Kristin
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,College Faculty,College Students,Teacher Role,Student Role,Teacher Student Relationship,Feedback (Response),Transitional Programs,Scholarship,Evidence,Learning Processes,Teaching Methods,Academic Achievement

Through my college experience and my reflection on The Scholarship of Teaching and Learning Reconsidered, I have come to recognize several ideas that have greatly impacted me, my views on learning, and my actual learning. My overall experience in college has been beneficial because of the teachers who approached teaching with a more conscious effort and taught me to approach learning and my role as learner in the same way. This essay highlights many of the aspects of the chapter, &quot;Teachers and Learning,&quot; that have been beneficial for me throughout my educational career, and a few notes on changes that may have helped.
Expanding the Teaching Commons: Making the Case for a New Perspective on SoTL
Author: Case, Kim A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Faculty Development,Program Effectiveness,Scholarship,Educational Practices,Educational Strategies,Instructional Innovation,Communities of Practice,Institutional Characteristics,Instructional Improvement,Organizational Culture

As a reflection on O&apos;Meara, Terosky, and Neumann&apos;s (2011) work on scholarship of teaching and learning (SoTL) faculty development, this essay describes the benefits of SoTL to individual faculty and university goals. In support and expansion of arguments advanced by O&apos;Meara et al., this work calls for the use of SoTL faculty development to promote the shared teaching commons, active recruitment of new SoTL scholars, institutionalization of SoTL values, and integration of SoTL initiatives in both teaching centers and research-focused development offices.
Improving SoTL Programs: The Impact of a Student Sector
Author: Miller, Angela
Date: 2013-00-00
Type: Journal Articles
Subjects: Faculty Development,Scholarship,Program Improvement,Educational Change,Student Participation,Pedagogical Content Knowledge,Educational Practices,Educational Strategies,Instructional Effectiveness,Integrated Activities

O&apos;Meara, Terosky, and Neumann (2011) revealed a need to integrate faculty teaching and learning centers with research development programs to further both individual professors&apos; goals of creating innovative pedagogical practices and institutional goals for faculty publication and effective decision making regarding funding allocation. This article suggests that universities implement a scholarship of teaching and learning (SoTL) or teaching-learning enhancement center (TLEC) student sector within these integrated faculty development programs. This will foster more pedagogical ideas and a more democratic institution by giving students a voice in their education while enriching the knowledge of students, faculty, and administrators.
Institutional Assessment and the Intellectual Work of Teaching and Learning in First-Year Composition
Author: Donnelli-Sallee, Emily
Date: 2013-00-00
Type: Journal Articles
Subjects: Freshman Composition,Scholarship,Instructional Effectiveness,Educational Practices,Context Effect,Outcome Measures,Course Evaluation,Evaluation Methods,Program Effectiveness,Student Evaluation,Writing (Composition)

Institutional assessment initiatives can provide opportunities to make the intellectual work of teaching and learning in composition studies more visible. Reciprocally, the scholarship of teaching and learning&apos;s situatedness within disciplinary norms and values can enhance institutional assessments, providing a check on the tendency to rely on singular, overly generalized mechanisms for capturing course- or program-level data. This article shares one example of the reciprocal relationship that can occur between disciplinary and institutional assessment initiatives.
When Rubrics Collide: One Undergraduate Writing Tutor&apos;s Experience Negotiating Faculty and Institutional Assessments
Author: Martin, Kelli
Date: 2013-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Writing Evaluation,Undergraduate Students,Tutors,Peer Teaching,Conflict,Student Evaluation,Educational Cooperation,Teacher Administrator Relationship,College Faculty,College Administration,College Outcomes Assessment

This article recounts one undergraduate writing tutor&apos;s experience helping a fellow peer navigate an institutional assessment rubric that seemed to contrast the assessment criteria provided by the student&apos;s instructor. This article presents a reflection on that experience, framed by Hutchings, Huber, and Ciccone&apos;s (2011) work on institutional assessment and the scholarship of teaching and learning.
The Scholarship of Teaching and Learning: Transformation and Transgression
Author: Bolf-Beliveau, Laura
Date: 2013-00-00
Type: Journal Articles
Subjects: Scholarship,Research Methodology,Educational Strategies,Educational Practices,Instructional Innovation,Knowledge Base for Teaching,Educational Research,Instructional Effectiveness,Teacher Researchers,Critical Thinking

Chapter Five of &quot;The Scholarship of Teaching and Learning Reconsidered&quot; (2011) suggests that traditional research scholarship methodology can inform and reform the ways in which we value and evaluate teaching. The authors discuss applying research methodology as way to complete this process. This article suggests that using theoretical frames, often used in qualitative methodology, creates another way to transform perceptions of the scholarship of teaching and learning. Two theoretical frames, transformative learning and critical consciousness, are explored and applied to the author&apos;s own teaching experiences and discipline mandates.
The Friction between Faculty Evaluations and Rewards: Reconsidering Teaching&apos;s Rhetoric and Recognition
Author: Womack, Nicole
Date: 2013-00-00
Type: Journal Articles
Subjects: Rewards,Teacher Evaluation,Professional Recognition,Scholarship,Teacher Effectiveness,Evaluation Methods,Evaluation Needs,Best Practices,Evaluation Problems

Educators know the reality and the inadequacies of current evaluation systems--there are gaps between what is defined as good teaching, how faculty members are assessed, and how they are rewarded (or not) for their work in the scholarship of teaching and learning. Student evaluations are ineffective tools to assess teachers. Educators must be given the opportunity to show their work and achievements and to develop a rich community of support, but they also must be evaluated in various formats to provide the best learning opportunities for students.
Utopia University: A Faculty Member Reflects on Recommendations for the Future of SoTL
Author: Forrest, Krista D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Reflection,Change Strategies,Scholarship,Organizational Change,Organizational Culture,Educational Practices,Educational Strategies,Integrated Activities,Educational Opportunities,Alignment (Education),Rewards,Teacher Responsibility

The author, Krista D. Forrest, Professor of Psychology, University of Nebraska at Kearney, reports on what it would take to create a &quot;Utopian university,&quot; a campus of the future where faculty members&apos; scholarship of teaching and learning (SoTL) has gone on to change departments and as the departments changed, so did the institution. The goal at Utopia U is to assist students in becoming &quot;expert learners.&quot; The University does this through first year seminars, capstone courses taken by juniors, and ongoing programs designed to help each student understand the learning process that best works for him or her. Faculty also strive to learn by conducting research in their own classes. These outcomes are then used in changing courses to best respond to current and even future students. Those same faculty feel encouraged to conduct this research because they know that, if published, it will count toward promotion and tenure. The administration at Utopia U is happy to financially support this work because they know that one way to guarantee the accreditation crucial to their existence is to have excellent, productive faculty who inspire their students to perform at their best. Recommendations are provided that assume some individuals on campus are doing work in SoTL and if enough faculty interested in the topic band together, they have the ability to change the campus, including institutional requirements for promotion and tenure. As long as these individuals or departments serve as the gatekeepers in charge of hiring new faculty (and not promoting or granting tenure to faculty within the department), Utopian University will always be 10 years down the road.
Accepting the Utopian Challenge: A Student Perspective
Author: Carman, Breanna R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,College Students,Student Attitudes,Communication Skills,Teaching Methods,Scholarship,Learning Processes,Academic Achievement,College Faculty,Educational Objectives,Goal Orientation,Teacher Role,Student Evaluation,Teacher Student Relationship,Professional Continuing Education,Continuing Education,Progress Monitoring,School Culture,Student Participation,Social Networks

The scholarship of teaching and learning (SoTL) allows institutions to achieve the goals required for student learning and success. The purpose of this paper is to address recommendations for the implementation of SoTL that should have relevant input from students. These include, but are not limited to, better communication, evaluation, continuing education, and learning networks. With the proper implementation of these recommendations, professors can effectively teach the next generation of leaders.
Effective Professional Development of Teachers: A Guide to Actualizing Inclusive Schooling
Author: Nishimura, Trisha
Date: 2014-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Teaching Methods,Inclusion,Literature Reviews,Individualized Programs,Program Effectiveness,Teacher Collaboration,Team Teaching,Attitudes toward Disabilities,Knowledge Base for Teaching,Teacher Surveys,Pretests Posttests,Attitude Measures,Comparative Analysis,Faculty Development,Quasiexperimental Design

This article examines how inclusive education activities can be facilitated through coaching as a means of professional development. A review of literature on effective professional development practices is discussed, and a recent study focused on individualized peer coaching is examined.
Building Inclusion from the Ground up: A Review of Whole School Re-Culturing Programmes for Sustaining Inclusive Change
Author: McMaster, Christopher
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Evidence,Sustainability,Educational Indicators,Educational Assessment,Disabilities,School Culture

This paper suggests that whole school re-culturing programmes can potentially assist in the creation of more inclusive value orientated schools. The relationship between school culture and successful inclusion has been demonstrated in the literature. Furthermore, the structure of whole school programmes in inculcating inclusive values and practices reflect evidenced based research for sustainability in professional learning and development. Research indicates that change is more sustained when teachers, with the support of school leaders, are given time to explore ideas and integrate them into their practice. This paper reviews whole school inclusive re-culturing programmes developed throughout the world that incorporate best evidence practice. It concludes with a recommendation that whole school reculturing frameworks can be an effective way to build sustainable inclusive change within our schools.
Setting Sail for that Country: The Utopian Urge behind Inclusion
Author: McMaster, Christopher
Date: 2013-00-00
Type: Journal Articles
Subjects: Inclusion,Educational Change,Social Change,Social Influences,Educational Philosophy,Social Justice,Democratic Values,Praxis

The vision for the future embedded in inclusive values has fuelled educational reform. This paper will explore the utopian drive behind inclusion. The contributions of thinkers as diverse as John Dewey, Antonio Gramsci, and Paulo Freire give impetus to efforts to create a better tomorrow. They, and those who have previously struggled for educational reform, urge that through imagination, hope, method and agency a sustainable and meaningful future can be created. The views of Dewey, Gramsci, and Freire will be explored in turn. At a time when imagining beyond the status quo is difficult, this paper is a reminder of the importance of utopia in the movement for inclusion.
Hypothetical: The Case for an Australian &quot;Group of Seven&quot;
Author: Turner, Michael
Date: 2013-00-00
Type: Journal Articles
Subjects: Research Universities,Organizational Change,Foreign Countries,Consolidated Schools,Cost Effectiveness,Operating Expenses,Institutional Characteristics,College Administration,College Planning,Shared Resources and Services,Centralization,Financial Audits

This paper examines the hypothetical cost-savings that might ensue from a merger of most of Australia's major research universities. The results of the textual analysis show that a merger of these universities has the potential to reduce expenses and professional and support staff salaries, increase comprehensive income returns and improve accountability. The use of combination reporting also helps unify the presentation of the financial accounts of these prestigious universities which could greatly assist its stakeholders in making key financial decisions.
A Blueprint for Success. Aligning Our Targets: Proficiency, Learning, Assessment--The Memphis City School's Story
Author: Villarreal, Alyssa
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: School Districts,Second Language Instruction,Second Language Learning,Language Proficiency,Cultural Awareness,Standards,Thematic Approach,Second Language Programs,Program Development,Language Tests,Testing,Elementary School Students,FLES

This article peers through the lens of one district's journey of World Languages program refinement, and identifies a blueprint for success by aligning targets. The author begins by proposing the following questions: (1) Is your program where you want it to be? (2) Is it producing desired results? and (3) Are students yielding the greatest results possible? Alyssa Villarreal recommends yet another series of questions that school leaders might consider asking themselves such as: (1) Are the goals of the program realistic? (2) Does the program have enough time for sufficient language exposure to meet the targeted proficiency levels? (3) Is the curriculum standards-based and thematically organized? (4) Does the curriculum make connections to the target culture? (5) Is there a balance of languages being offered or is only one language being offered? (6) Is local funding available so that the program does not have to depend on the vagaries of grant funding? (7) Are the instructional activities intrinsically interesting, cognitively engaging, and culturally connected? and (8) Is professional development for the teachers an ongoing part of the program? Outlined are a few simple steps to create or reinvent a successful language learning program. The author then walks through each step and examines each one more closely, making suggestions along the way. The article concludes with the author commenting that this description is just one example of how programs across the country are engaged in providing effective professional instruction, and making world language studies worthwhile for students.
Secondary Pupils' Perceptions and Experiences towards Studying in an Inclusive Classroom
Author: Tsang, Kwan Lan Vicky
Date: 2013-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Inclusion,Mainstreaming,Questionnaires,Foreign Countries,Social Attitudes,Mixed Methods Research,Peer Relationship,Special Needs Students,Attitudes toward Disabilities

The primary aim of this research study was to investigate and compare the attitudes and perceptions of secondary pupils, with and without Special Education Needs, towards studying together on the same campus. Both qualitative and quantitative data were gathered from the use of the &quot;On the Same Campus&quot; questionnaire by surveying 216 secondary pupils in Hong Kong. The results were analyzed using independent sample t-test analysis. Qualitative data in the form of experience sharing were analyzed using theme identification. This paper proposes that peer support in the form of pupils' social participation plays an important role in the promotion of social inclusion in regular classrooms. Teachers in regular schools can assume more roles as social participation mediators among pupils in the classroom by facilitating social participation opportunities for all pupils on the school campus.
Social Interaction and Cooperative Activities: Drawing Plans as a Means of Increasing Engagement for Children with ASD
Author: Peters, Brenda
Date: 2013-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Freehand Drawing,Learner Engagement,Interaction,Social Behavior,Cooperation,Play,Interpersonal Competence,Social Development,Cognitive Development,Social Cognition,Problem Solving,Elementary School Students,Foreign Countries,Interviews

A substantial amount of learning in schools takes place within social contexts and class-based group activities; however, social learning situations, communication and social cognition development for children with ASD can be a challenge for the children and their teachers. This paper explores what happens when children with ASD draw activity-plans about cooperation and play, and how ideas about collaboration with peers can be introduced and developed. Initial qualitative data from video and the children's hand drawn pictures reveal their prior experiences of working with others, however, through drawing plans about engaging in intentional social communication and cooperation activities, the children change their ideas about working together. This study finds that children's illustrations portray their concepts of play with others, communication, conflict, and humour, as well as eventually the inclusion of others in constructive activities.
Whole School Initiative: Has Inclusive Education Gone Astray?
Author: Agbenyega, Joseph
Date: 2013-00-00
Type: Journal Articles
Subjects: Refugees,Foreign Countries,Social Theories,Inclusion,Holistic Approach,Early Childhood Education,Family School Relationship,Identification (Psychology),Equal Education,Preschool Teachers,Democratic Values,Role of Education,Interviews,Parent Attitudes,Social Attitudes,Educational Environment,Racial Bias,At Risk Students

Drawing on the social theory concepts of Bourdieu (Field, Capital and Habitus) we explored and gained insights into the perspectives of sub-Saharan African refugee families and preschool educators regarding inclusive education of young children in the South Eastern suburbs of  Melbourne, Australia. The study is informed by two curriculum frameworks: The Australian Early Years Learning Framework (EYLF) and the Victorian Early Years Learning and Development Framework [(VEYLDF) (0-8 years)]. These documents support a whole school approach to early childhood inclusive education and professional relationship with families to achieve common outcomes for all children in Australia. The findings point to marginalized identities which are induced by capital, field and habitus differentials, and have resulted in putting astray the achievement of successful early childhood inclusive education for the children of these families. We concluded with a call for teacher educators to engage preservice educators in what Freire called an &quot;epistemological curiosity&quot; to help them reconstruct their profession to facilitate the empowerment and development of all children and their families.
Understanding and Dismantling Barriers for Partnerships for Inclusive Education: A Cultural Historical Activity Theory Perspective
Author: Waitoller, Federico R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Inclusion,Barriers,Partnerships in Education,College School Cooperation,College Faculty,Regular and Special Education Relationship,Elementary Schools,Mainstreaming,Teacher Education Programs,Urban Schools,Politics of Education,Educational Environment

Increasingly, universities and school districts share responsibility for teacher and student learning. Sharing responsibility demands that both institutions work to develop closer relationships through ongoing engagement, dialogue and negotiation. Drawing from Cultural Historical Activity Theory (CHAT), we examined one school/university partnership to identify potential barriers to the close relationships that shared responsibility demands. We illustrate these barriers from the point of view of university-based site faculty, recognizing that a full understanding requires multiple perspectives. However, our study offers useful insights about the work and tensions that merge for individuals who serve in boundary crossing roles when two communities with different core missions engage in a common activity intended to produce mutual benefits. We offer some recommendations to anticipate and reduce barriers to active, engaged school/university partnerships.