ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Supervision of Part-Time Instructors
Author: Eney, Patricia R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Part Time Faculty,Teacher Supervision,Educational Improvement,Teacher Improvement,Supervisory Methods,Best Practices,College Faculty,Beliefs,Personality,Supervisor Qualifications,Compensation (Remuneration),Professional Development,Learning Activities,Educational Resources,Teacher Participation,Goal Orientation,Teacher Evaluation

With an increasing number of colleges and universities turning to part-time instructors to teach courses at their institutions, developmental education professionals are faced with the task of finding appropriate ways to train, serve, and evaluate these instructors. Unfortunately, there is little published information on how to accomplish these tasks. Therefore, the authors have drawn on best practices and research in the field to develop recommendations for supervising part-time instructors.
Feedback on Developmental Writing Students' First Drafts
Author: Gulley, Beth
Date: 2012-00-00
Type: Journal Articles
Subjects: Special Needs Students,Feedback (Response),Writing Instruction,Statistical Significance,Instructional Effectiveness,Teaching Methods,Writing Strategies,Writing Processes,Experimental Groups,Control Groups,Community Colleges,Pretests Posttests,Intermode Differences,Communication Strategies,Writing Improvement

Many writing teachers provide feedback to their students through writing conferences; however, the existing literature indicates teachers may unintentionally harm their weaker students by using this strategy. To better understand the effect of the writing conference on developmental writing students, the researcher created a mixed design ANCOVA to answer the research question: What is the effect of oral feedback delivered via student teacher conferences on significant revisions to content, structure, grammar, and style for developmental writing students? The study found no statistically significant difference among treatment groups. Therefore, the researcher concluded that students improved their drafts regardless of the feedback method.
Designing Educational Games for Computer Programming: A Holistic Framework
Author: Malliarakis, Christos
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Science Education,Educational Games,Computer Games,Programming,Computer Literacy,Student Participation,Interaction,Design,Teaching Methods,Experiential Learning,Models

Computer science is continuously evolving during the past decades. This has also brought forth new knowledge that should be incorporated and new learning strategies must be adopted for the successful teaching of all sub-domains. For example, computer programming is a vital knowledge area within computer science with constantly changing curriculum and its teaching remains a difficult endeavour. On the other hand, students start from a very early age to interact with computers through games and other entertaining multimedia software. Therefore, they seem to be keen on environments with impressive special effects and graphical interfaces where they interact with the environment&apos;s elements. In response, teachers are trying to connect computer programming learning with computer operations that students are familiar with, which does not include textual editors for programming lines of code with no other interaction. Educational games used in computer programming courses are considered to benefit learning, because they motivate students towards actively participating and interacting with the game&apos;s activities. Thus, we have developed an educational multiplayer game that aims to further enhance computer programming education by addressing occurring problems. This process, however, requires proper planning during the design of educational games, and thus the availability of adequate guidelines that include all characteristics that should be incorporated in such games. This paper aims to introduce and elaborate on a holistic framework that has been constructed as a guide towards the development of this game. To this end, we study existing frameworks that have been proposed for the design of educational games and document features currently supported by educational games that teach computer programming. We conclusively propose the framework we have constructed for the design of our game. This framework can be used for the design of other computer programming-specific educational games and extended for other educational domains.
Refocusing Developmental Education
Author: Brothen, Thomas
Date: 2012-00-00
Type: Journal Articles
Subjects: Developmental Programs,Remedial Instruction,Program Effectiveness,College Preparation,College Students,Educational Principles,Educational History,Success,Literacy Education,Skill Development,Student Placement,Teaching Methods,Theories,Mainstreaming,Delivery Systems

Dissatisfaction with student success has caused a crisis in developmental education. Critics from both inside and outside the field question whether remedial courses really prepare students for future college work or even if they are properly part of the college mission. In this article, we review research and present information that suggests developmental educators should redefine core principles and key concepts to reinvigorate theory and practice in the field.
Strategies to Increase Enrollment, Retention, and Graduation Rates
Author: Talbert, Patricia Y.
Date: 2012-00-00
Type: Journal Articles
Subjects: Graduation Rate,School Holding Power,Academic Persistence,Enrollment Management,Enrollment Influences,Postsecondary Education,Social Integration,Educational Resources,African American Students,Change Strategies,Administrator Attitudes,Qualitative Research,High School Graduates,Achievement Gap,Critical Thinking,Performance Factors,Educational Practices,Strategic Planning,Transfer Policy

Student retention in postsecondary institutions continues to be a vexing problem, as graduation rates have continued to decline over the last decade. To be a competitive force in the global economy, it is crucial to keep students in school. This research uses a conceptual data model to introduce academic leaders' (N = 104) perspectives to increase enrollment, retention, and graduation rates in higher education. The study is composed of two different facets. First, a review was conducted on a subsegment of the Minnesota Measures data regarding student enrollment and performance in two- and four-year degree programs in higher education in the state of Minnesota. Second, strategic methods are introduced from academic leaders involved in planning and developing programs to increase enrollment, retention, and graduation rates; findings provide special attention to reaching out to the minority population, first-generation students, and new attendees.
Pilot Program of Online Learning in Three Small High Schools: Considerations of Learning Styles
Author: Garthwait, Abigail
Date: 2014-00-00
Type: Journal Articles
Subjects: Pilot Projects,Online Courses,Educational Technology,High School Students,Small Schools,Cognitive Style,Questionnaires,Semi Structured Interviews,Coding,Rural Schools,Qualitative Research,Distance Education,Teacher Student Relationship,Group Activities,Case Studies,Educational Practices,Computer Literacy,Access to Computers

This case study was conducted in three schools in Maine, United States. The goal of this qualitative research was two-fold: to describe the process used by a small educational consortium as it initiated formal online education, and to view this experience through the lens of students' preferred learning styles. The United States does not have a national curriculum. While the government of Maine offers some state-level support for schools, many educational issues and initiatives are controlled at the local level. Additionally, Maine is one of the most rural states in the country and the isolated nature of these schools adds to the dearth of curricular opportunities for students ages 14-18. Data was collected using the Felder &amp; Solomon (1993) Learning Styles Questionnaire and semi-structured, bi-semester interviews with ten students. Open and axial coding was used to identify themes, which were subsequently triangulated with a document review and the two sets of interviews with the three adult coordinators. Findings fell within two groupings: data that substantiated prior research, and data that offer contradictory conclusions. Learning styles have an important place in online learning. However transactional distance, teacher response time, group work, and school filtering issues also emerged as critical. Conclusions carry implications for online educators, school administrators, and policy makers
Improving Virtual Collaborative Learning through Canonical Action Research
Author: Weber, Peter
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Learning,Cooperative Learning,Action Research,Online Courses,Social Networks,Teamwork,Web 2.0 Technologies,International Cooperation,Communities of Practice,Student Motivation,Course Evaluation,Student Attitudes,Participant Satisfaction

Virtual collaboration continues to gain in significance and is attracting attention also as virtual collaborative learning (VCL) in education. This paper addresses aspects of VCL that we identified as critical in a series of courses named &quot;Net Economy&quot;: (1) technical infrastructure, (2) motivation and collaboration, and (3) assessment and evaluation. Net Economy is an international online setting, focusing on the business impact of new technologies and is highly notable for the divergent educational and cultural backgrounds of its participants. Having been subject to research from the onset in 2008, in which approximately 10 students were analysed and evaluated, the course has continued to gain significant success as a learning tool, with over 150 students currently enrolled throughout the various course cycles. In this paper we focus on how we implemented changes with regard to the above mentioned critical elements as part of canonical action research between the last course cycles. We outline the general learning scenario behind our VCL-courses, describe problems that we identified with the help of evaluation results and explain solution approaches and the impact of their implementation. The paper aims to provide a comprehensive example for virtual collaborative learning as well as explaining and exemplifying a systematic approach of improving complex e-learning settings through a series of steps, developed to ease the transition between each stage.
A &quot;Common&quot; Vision of Instruction? An Analysis of English/Language Arts Professional Development Materials Related to the Common Core State Standards
Author: Hodge, Emily
Date: 2014-05-00
Type: Journal Articles
Subjects: State Standards,Core Curriculum,English,Language Arts,Teaching Methods,Literacy,Educational Change,Professional Autonomy,Teacher Attitudes,English Teachers,Faculty Development,Educational Resources

The purpose of this article is to describe the stances put forward by a selection of professional development resources interpreting the Common Core State Standards for English Language Arts (ELA) teachers, and to analyse where these resources stand in relation to research in ELA. Specifically, we analyse resources written by English educators and/or literacy scholars and by the lead authors of the ELA standards, David Coleman and Susan Pimentel. The visions of &quot;Common Core instruction&quot; forwarded by these resources are sometimes similar, but frequently different. These differences illustrate key tensions between the Common Core authors&apos; interpretation of what current instructional practices are-and how they need to be changed-and the perspectives of others from ELA and literacy. We also consider what these materials imply for teachers&apos; voice and autonomy in educational reform.
Horses--Haulers, Racers, and Healers
Author: McIntosh, Phyllis
Date: 2014-00-00
Type: Journal Articles
Subjects: Horses,Therapy,Pervasive Developmental Disorders,Attention Deficit Disorders,Emotional Disturbances,Physical Disabilities,Popular Culture

Providing healing support for everyone from an autistic child to a wounded veteran is just the latest addition to the horse&apos;s 5,000-year-old résumé. No animal has played a greater role in human history. Horses have carried us into war, pulled our loads, plowed our fields, and transported us over all kinds of terrain. Freed of such drudgery by motorized devices, horses now provide companionship and entertainment. This feature article traces the history of horses in North America, highlights American horse breeds, and describes the many ways Americans interact with horses including trail rides, horse shows, and equine therapy. The traditions of the Triple Crown of Thoroughbred Racing (Kentucky Derby, Preakness Stakes, and Belmont Stakes) and the role of horses in popular culture are also discussed.
The Common Core State Standards and the &quot;Basalisation&quot; of Youth
Author: Sulzer, Mark
Date: 2014-05-00
Type: Journal Articles
Subjects: State Standards,Academic Standards,Alignment (Education),Core Curriculum,Educational Change,Textbook Content,Content Analysis,Grade 9,Secondary Education,Basal Reading

The Common Core State Standards (CCSS) were published by the Council of Chief State School Officers and the National Governors Association in 2010 as part of a widespread standards-based reform movement in the United States. The education marketplace has responded with CCSS-aligned products, including standardised tests, professional development training and curriculum materials. This essay examines the discourse of reading/readers that the CCSS promotes by analysing a CCSS- aligned textbook intended for 9th grade English/language arts students. In operating under a New Critical paradigm of textual interpretation, this CCSS-aligned textbook positions reading as an activity comprised of a discrete skillset allowing readers to extract meaning from a text. Reading skills are envisioned as objective, neutral and eternal--and importantly, conducive to measurement. In drawing on dominant views of youth, this CCSS-aligned textbook positions young readers as &quot;detectives&quot; undergoing a training regimen. Young readers are envisioned only in terms of their progress toward college and career readiness, which prioritises their future importance and discounts their importance in the present. Together, these views ignore the transactional properties of reading and the creative capacities of the reader. In this essay, I examine how these views become normalised through metaphors, marginal notes, questions/prompts, standardised goals, and testing practice in Holt McDougal&apos;s Literature (Common Core Edition). I argue that under the CCSS, the creative activity of reading becomes simplified, and the identities of young readers become homogenised. Added together, these views promote a style of reasoning I refer to as the &quot;basalisation&quot; of youth.
Teaching the Native English Speaker How to Teach English
Author: Odhuu, Kelli
Date: 2014-00-00
Type: Journal Articles
Subjects: Native Speakers,Teaching Methods,Volunteers,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Cultural Awareness,Teaching Experience,Knowledge Base for Teaching,Teacher Effectiveness

This article speaks to teachers who have been paired with native speakers (NSs) who have never taught before, and the feelings of frustration, discouragement, and nervousness on the teacher&apos;s behalf that can occur as a result. In order to effectively tackle this situation, teachers need to work together with the NSs. Teachers in this scenario have the opportunity to share their experience and knowledge, both of teaching and how English works in their country, with NSs in order to develop their teaching abilities for the benefit of the students. The benefits for the teachers are the increased use of English when interacting with these NSs and an increased knowledge of their culture. Granted, many NSs do have a great amount of English teaching experience, but this article focuses on the ones who do not. One resource for these NSs who now want to teach English is Snow&apos;s (2006) &quot;More Than a Native Speaker: An Introduction for Volunteers Teaching English Abroad.&quot; But what happens when the NSs must begin teaching right away? They may not be able to access this book in time. This article discusses two important aspects that an NS should know before teaching English in a school: cultural development and educational development. In this article, the term &quot;cultural development&quot; means the culture of English in one&apos;s own country; meanwhile, the author defines &quot;educational development&quot; as the most important assistance that teachers can give these NSs to help them quickly become effective teachers in the classroom. An appendix provides: &quot;Questioning Method to Help NSs Teach.&quot;
Avoiding the Blank Stare: Teacher Training with the Gradual Release of Responsibility in Mind
Author: Clark, Sandra
Date: 2014-00-00
Type: Journal Articles
Subjects: Learner Engagement,Attention,Teaching Methods,Models,Educational Strategies,Teacher Education,English (Second Language),Foreign Countries,Language Teachers

Most teachers have experienced the &quot;blank stare&quot; when after teaching a lesson implementing all their best strategies using their best language-learning English and at the moment of releasing responsibility--that is, moving from the teacher's responsibility to prepare students for the task to their responsibility to carry it out--the students are confused. Interestingly, in this moment it is not only the students who are puzzled. Often the teacher's confusion mirrors the students'. The teacher wonders, &quot;What wasn't clear about my instructions, and how do I reteach when I have already given it my best shot?&quot; For insight into solving the problem of the blank stare, the Gradual Release of Responsibility (GRR) model (Pearson and Gallagher 1983) provides teachers with a structure that can be used to strengthen classroom lessons. In this article, the author introduces the GRR model in the EFL context, with an emphasis on training teachers in communicative language teaching (CLT) strategies. First she defines the four steps of the GRR using a standard EFL grammatical topic--the contrast between the gerund and the infinitive--to compare the nature of traditional lessons with those guided by the GRR. She also provides concrete examples of how she incorporates the GRR in two fundamental EFL teacher-training activities: (1) the information-gap activity and (2) reflections on model lessons. She uses examples from her experiences working with public high school teachers in Pernambuco, Brazil, to show how implementing the GRR model can strengthen student-centered professional development programs for local EFL teachers around the world.
David Coleman and the Technologisation of the Common Core: A Critical Discourse Analysis
Author: Johnson, Lindy L.
Date: 2014-05-00
Type: Journal Articles
Subjects: Discourse Analysis,Sociocultural Patterns,Core Curriculum,State Standards,Reading Instruction,English Teachers,Educational Policy,Policy Analysis,Criticism,Heuristics,Teacher Educators,Lesson Plans,Teaching Methods,Ideology,Educational Theories

Drawing on sociocultural perspectives and New Literacies Studies this study uses Critical Discourse Analysis (CDA) as a tool to closely analyse one way the Common Core State Standards in the United States are being produced, disseminated and consumed. The analysis focuses on a section of the CCSS, a model lesson given by one of the primary architects of the Common Core State Standards, David Coleman, and a group of English teachers&apos; reactions to David Coleman&apos;s presentation. Analysing how the CCSS have been produced, disseminated, and consumed demonstrates how policy becomes normalised through discursive events. Coleman&apos;s lesson serves as an instantiation of the ideological underpinnings of the CCSS and is illustrative of the ways in which the CCSS is working to position teachers and the teaching of reading in particular ways. Coleman&apos;s presentation can be seen as a discursive event in that it shapes what counts as teaching reading. A CDA approach was valuable in that it showed a complex interdiscursivity at play in Coleman&apos;s model lesson. Specifically, Coleman&apos;s presentation begins by positioning teachers as in conversation with the Common Core, but ultimately condemns and critiques the way teachers approach the teaching of reading. A Critical Discourse Analysis framework can provide a helpful heuristic for both English teachers and English teacher educators to examine the ideological underpinnings of standardisation by considering the production, dissemination and consumption of texts such as the CCSS.
English, Literacy and Neoliberal Policies: Mapping a Contested Moment in the United States
Author: Brass, Jory
Date: 2014-00-00
Type: Journal Articles
Subjects: English Instruction,Educational Research,Teacher Education,Language Arts,Methods Courses,Teacher Educators,Neoliberalism,Educational Policy,Educational Change,Educational Assessment,National Standards,Free Enterprise System,Competition,Interdisciplinary Approach,Literacy Education,Accountability,Educational Trends

This essay maps some of the ways in which the professional knowledge of English teaching has been defined and positioned in the present moment in the United States. The first part of the essay traces multidisciplinary shifts in English education/literacy research that have expanded and shifted the discursive boundaries of teacher education and ordered new ways for English educators to understand the English language arts, to structure methods courses, and to fashion themselves as teacher educators. The second education through professional standards, national assessments, corporate managerialism, and free market competition. The essay then highlights some of the ways part of the paper traces neoliberal policies that aim to reform teaching and teacher in which these discourses and practices have worked together to create new conditions of possibility in English education, to intensify old divisions in the field, and constitute new forms of professional knowledge and subjectivity. My goal is to heighten English educators&apos; sense of this contested moment to provoke more informed and strategic engagements with the possibilities, constraints, tensions and transformations facing the English teaching professions.