ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Role of the Scholarship of Teaching and Learning in the Context of the Professional Identities of Faculty, Graduate Students, and Staff in Higher Education
Author: Mathany, Clarke
Date: 2017-06-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Professional Identity,College Faculty,Graduate Students,Foreign Countries,Qualitative Research,Focus Groups,Professional Personnel,Semi Structured Interviews,Barriers,Motivation,Higher Education

Developing an identity as a Scholarship of Teaching and Learning (SoTL) researcher is associated with tensions of expanding on one's disciplinary identity and often traversing the liminal space between disciplines that result in a newfound perception of professional self. This study explores the differences that emerged in SoTL identity formation among three different groups of researchers. Focus groups of faculty, graduate students, and professional staff who identified as SoTL researchers were conducted at one comprehensive research institution. Using thematic analysis, the differences and similarities for each of these groups in terms of barriers to SoTL identity formation and motivations for developing a SoTL identity are shared. Reflecting on these barriers and opportunities, a variety of implications for practice for Educational Developers are suggested as they look to support the SoTL identity development of researchers at their institutions.
Implementation of Unified English Braille by Teachers of Students with Visual Impairments in the United States
Author: Hong, Sunggye
Date: 2017-00-00
Type: Journal Articles
Subjects: Braille,Teaching Methods,Visual Impairments,Teacher Surveys,Online Surveys,Workshops,Self Efficacy,High Stakes Tests,Mathematics Education,Science Education,Written Language,Symbols (Mathematics),Transitional Programs,Educational Resources

Introduction: This study analyzed survey responses from 141 teachers of students with visual impairments who shared their experiences about the implementation of Unified English Braille (UEB). Methods: Teachers of students with visual impairments in the United States completed an online survey during spring 2016. Results: Although most respondents knew if their state had a UEB transition plan, few participated in its development. Half attended workshops to learn about word-based UEB, but few attended workshops about math-based UEB. They believed their students would be successful in transitioning to word-based UEB but were less sure about their transition to math-based UEB. Discussion: The teachers believed they were more confident in their own skills and their students' future success with word-based UEB compared to math-based UEB. Additional clarification on the relationship between math-based UEB and the Nemeth Braille Code for Mathematics and Science Notation (hereafter, Nemeth code), an increased capacity of math-based UEB training, and clear instruction for high-stakes testing were considered to be urgent issues among these teachers. Implications for practitioners: Issues concerning the implementation of UEB in the United States will continue to challenge the field of visual impairment for the next several years. Although many teachers of visually impaired students had knowledge of word-based UEB and resources for its implementation, as of January 4, 2016, few were prepared to teach math-based UEB. As the United States is maintaining the Nemeth code, future studies, workshops, and the development of resources are needed to ensure braille users have the knowledge and materials they need in order to be literate in all aspects of UEB.
Learning How to Learn: A Student Success Course for at Risk Students
Author: Bowering, Elizabeth R.
Date: 2017-06-00
Type: Journal Articles
Subjects: Learning Strategies,At Risk Students,Questionnaires,Undergraduate Students,Experimental Groups,Control Groups,Measures (Individuals),Study Skills,Foreign Countries,Student Motivation,Grade Point Average,Academic Probation,Pretests Posttests,Intervention

It is well known that university students with ineffective learning strategies and low motivation are at risk for lowered grades and stress. Given the needs of these students, Mount St. Vincent University developed the Student Success Course (SSC), a 14-week intervention that offers instruction in learning strategies, selfmanagement, and motivation. The purpose of this study was to evaluate the effectiveness of the SSC for 100 undergraduates on academic probation. From pre- to post-test, participants reported a significant increase in cognitive strategies, study skills, and motivation as well as a significant decrease in test anxiety and procrastination (ps &lt; 0.05). Over time, participants also demonstrated a significantly improved GPA (p &lt; 0.0001). These results support the hypothesis that the SSC is an effective intervention, at least in the shortterm, for improving learning and motivational strategies in at risk students.
Changes in First-Year Students&apos; Use of Research Resources: Impacts of an Interdisciplinary Seminar Program on Research and Literacy Learning Outcomes
Author: Murray, Jacqueline
Date: 2017-06-00
Type: Journal Articles
Subjects: College Freshmen,Foreign Countries,Questionnaires,Internet,Seminars,Active Learning,Outcomes of Education,Comparative Analysis,Information Literacy,Search Engines,Student Surveys,Research Skills,Educational Research,Statistical Analysis

The Internet, which has made information ubiquitous and seemingly infinite, has transformed education. Universities are challenged to educate students to navigate and evaluate critically the undifferentiated information of the Internet so that students gain the ability to transform it into knowledge. To better understand the effects of taking a First-Year Seminar we examined the types of research resources students consulted before and after taking an interdisciplinary graded for-credit First-Year Seminar at a midsize comprehensive public university in Canada. We analyzed 2,576 anonymous questionnaires collected across 102 first-year seminars. After completing a first-year seminar, students consulted more reliable and scholarly resources, irrespective of the semester of enrollment. Generally, there were some improvements noted between first and second semester students. However, comparisons between students who had just completed a seminar in semester one with students who were about to begin a seminar in semester two, reveal that the improved results are not solely attributable to the normal transition and maturation process experienced by students in their first semester of university.
Listening to Their Lives: Learning through Narrative in an Undergraduate Practicum Course
Author: Cairney, Kristen
Date: 2017-06-00
Type: Journal Articles
Subjects: Listening,Undergraduate Students,Practicums,Reflection,Community Education,Service Learning,Semi Structured Interviews,Learner Engagement,Individual Development,Social Development,Foreign Countries

Experiential community-based learning is used for academic purposes, as well as to promote students' civic education, moral development, and the development of identity. Recent advancements in narrative identity theory may have important implications for enriching our understanding of how learning occurs in the context of community-based learning. In this study we examine students' learning in a third year undergraduate practicum course in the human services through the lens of narrative identity theory. Nine students (ages 20-26) who had recently completed the practicum course completed a semi-structured interview focusing on the story of their practicum experience and their changing conceptions of self and others. Results of thematic analyses suggest that students experienced important shifts in their understanding of self and others and their learning occurred through engagement with others' stories. Students who worked with vulnerable populations reflected on the biases and stereotypes they held prior to their practicum experience and described developing new insights into the experiences and social realities of marginalized others. Experiences of discomfort/disorientation and active-engagement in reflective meaning-making were critical to students' learning. We discuss implications for incorporating narrative in teaching and learning.
Survey Results for Training and Resource Needs Cited by Early Intervention Professionals in the Field of Visual Impairment
Author: Ely, Mindy S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Early Intervention,Visual Impairments,Disabilities,Educational Legislation,Federal Legislation,Equal Education,Teacher Attitudes,Teacher Surveys,Special Education Teachers,Infants,Toddlers,Faculty Development,Professional Training

Introduction: Professionals working with infants and toddlers with visual impairments (that is, those who are blind or have low vision) were surveyed regarding their preservice training and their awareness and use of 29 resources related to young children who are visually impaired. Methods: Early intervention visual impairment professionals (n = 109) from 11 states completed a survey called the &quot;Early Intervention Visual Impairment Self-Efficacy Evaluation.&quot; The online tool was distributed to all professionals in each target state. Results: Thirty-eight percent of respondents indicated that the preservice program at which they received training as teachers of visually impaired students or orientation and mobility (O&amp;M) specialists did not include content or experiences related to infants and toddlers with visual impairments. In addition, given three types of resources including books and curriculum (n = 12), websites (n = 5), and online or &quot;eLearning&quot; courses (n = 12), websites were rated as most frequently used, and eLearning resources were least frequently used for professional development. Resources on the topic of cortical or cerebral visual impairment (CVI) were more frequently rated as used, compared to resources on topics such as multiple impairments. Discussion: Results demonstrate that some training programs for teachers of visually impaired students and O&amp;M specialists do not include content that prepares professionals to work with infants and toddlers with visual impairments, leaving professionals with a need for additional training to serve this population. In addition, workshops and web-based resources were respondents' preferred means of professional development. Implications for practitioners: As they consider future professional training efforts, individuals responsible for workforce preparation and development in the field of visual impairment need to take into account the training needs and preferred training formats of early intervention professionals.
Pre-Service Teachers with Disabilities: Challenges and Opportunities for Directors of Student Teaching in Western Canada
Author: Sokal, Laura
Date: 2017-06-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Disabilities,Administrator Attitudes,Practicums,Program Effectiveness,Foreign Countries,Educational Legislation,Federal Legislation,Equal Education,Academic Standards,Barriers,Surveys,Academic Accommodations (Disabilities),Self Disclosure (Individuals)

In response to the lack of Canadian research about the practicum experiences of pre-service teachers with disabilities, a survey of ten Directors of Student Teaching in Western Canadian universities was conducted and revealed both strengths and challenges in current practices. Recommendations for teacher education are explored, and several future research directions are highlighted.
A Critical Approach to Teaching about, through, and for Human Rights
Author: Cranston, Jerome
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Civil Rights,Teaching Methods,Critical Thinking,Reflection,Instructional Innovation,Cooperative Learning,Inquiry,Partnerships in Education,Teacher Education,Graduate Study

This paper presents the findings from a collaborative inquiry research study that explored instructors' perspectives and students' perceptions of an innovative ten-day graduate level human rights education course for educators. The course was the result of a partnership between the Faculty of Education at the University of Manitoba and the Canadian Museum for Human Rights. The purpose of the course was to encourage students to critically examine human rights; specifically, whose human rights stories get told, how they get told, and by whom. The findings suggest that while there were worthwhile insights gained when considering on teaching about, through, and for human rights, there were also significant challenges that can inform other courses that encourage students to adopt a critical stance with topics, like human rights, that seem unassailable.
Learning to Work with Immigrant Families: An Experiment in Experiential Learning
Author: Ali, Mehrunnisa A.
Date: 2017-06-00
Type: Journal Articles
Subjects: Nursing Students,Social Work,Early Childhood Education,Immigrants,Experiential Learning,Focus Groups,Ethics,Caring,Individual Characteristics,Interaction,Interpersonal Relationship,Cultural Influences,Behavior,Preservice Teacher Education,Undergraduate Students,Interviews,Grounded Theory,Self Concept,Consciousness Raising,Foreign Countries

This study examined what students in three professional programs--Nursing, Social Work, and Early Childhood Studies--could learn about working with immigrant families using narrative inquiry as a heuristic device. Data collected from the students in focus groups demonstrated their capacity for ethical caring by recognizing individual characteristics of immigrant families, becoming more self-aware in interactions with them, and noticing institutional practices from the families' perspectives. The students also began to realize the uncertainties of professional practice, which could help promote the habit of reflection. Findings suggest that the experiment was worthwhile, albeit limited by self-reported data, a small sample, and a short duration.
Intersecting Interests: Qualitative Research Synthesis on Art in the Social Work Classroom
Author: Wehbi, Samantha
Date: 2017-06-00
Type: Journal Articles
Subjects: Qualitative Research,Synthesis,Art,Social Work,Interdisciplinary Approach,Instructional Design,Assignments,Class Activities,Social Problems,Scholarship,Transformative Learning,Social Justice,Educational Research,Teacher Role,Foreign Countries,College Students,College Faculty,Literature Reviews,Search Strategies

This paper reports on a qualitative research synthesis that explored the intersections between art and social work. The scholarship notes a rise in interest in integrating creative arts practices in social work classrooms from assignment design to classroom activities. Also highlighted are the potential contributions of these artsinformed practices to teaching about topics related to oppression. The synthesis presented in this paper explored this potential through an interpretivist analysis of articles on the intersection of art and social work. Findings highlight the contribution of this approach to enhancing student engagement and critical reflexivity; creating a sense of collectivity and solidarity in the classroom; as well as transforming the role of the educator. Findings suggest the need for further research to explore the potential contributions of arts-informed approaches in social work education beyond a single classroom.
Relationships in the Flipped Classroom
Author: McCollum, Brett M.
Date: 2017-06-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Video Technology,Homework,Chemistry,Science Instruction,Peer Relationship,Student Attitudes,Instructional Effectiveness,Science Achievement,Interviews,Teaching Methods,Peer Teaching,Foreign Countries,College Students,College Science,Qualitative Research,Grounded Theory,Coding,Tests,Grades (Scholastic),Group Activities

This study examines the effectiveness of flipped classrooms in chemistry, and identifies relationships as a major factor impacting the success of flipped instruction methods. Examination of student interview data reveals factors that affect the development of peer-peer, peer-peer leader, and peer-expert relationships in firstyear general chemistry and second-year organic chemistry flipped classrooms. Success was measured in terms of student perceptions of the effectiveness of the instruction, as well as student academic development. Furthermore, analysis of research participant interviews reveals that academic reading circles, open-response multiple-attempt group quizzes, and peer leaders are important elements of a text-centric flipped approach at a small-classroom, commuter-campus university. Student reflections and classroom observations provide further support for these conclusions.
Writing Goes Back to School: Exploring the &quot;Institutional Practice of Mystery&quot; in a Graduate Education Program
Author: Stooke, Rosamund K.
Date: 2017-06-00
Type: Journal Articles
Subjects: Writing Instruction,Graduate Students,Qualitative Research,Case Studies,Writing Teachers,Teacher Role,Teacher Responsibility,Foreign Countries,Masters Programs,Semi Structured Interviews,Student Attitudes,College Faculty,Teacher Attitudes,Academic Discourse,Content Area Writing,Curriculum

Drawing on a qualitative case study of writing practices and pedagogies in one Canadian graduate Education program, this article discusses roles and responsibilities of course instructors for teaching and supporting academic writing at the master's level. Data were collected through individual, semi-structured, in-depth interviews with 14 graduate students and eight professors and they were analyzed thematically. The discussion is framed by the academic literacies pedagogical framework (ACLITS). The data suggest that academic writing expectations can be sources of extreme stress for graduate students. The students and instructors lacked a common language to discuss student texts. In the absence of explicit academic writing pedagogies, students and instructors sometimes turned to simplistic advice received at school. The paper also discusses pedagogical challenges associated with the teaching of disciplinary writing genres in multi-perspectival fields such as Curriculum Studies.
SoTL Research Fellows: Collaborative Pathfinding through Uncertain Terrain
Author: Marquis, Elizabeth
Date: 2017-06-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Foreign Countries,Focus Groups,Fellowships,Surveys,Research,Ethnography,College Faculty,Higher Education

From 2014-2016, Scholarship of Teaching and Learning (SoTL) Research Fellows at a mid-sized Canadian research-intensive, medical-doctoral university undertook to study their own formation as scholars of teaching and learning, as well as benefits and challenges of their cross-appointment to our central teaching and learning institute from their home academic departments. Findings from surveys and focus groups identified themes such as identity, community, access, transfer, and structural elements (each with benefits and challenges to practice). Our autoethnographic work confirms assertions in the literature about the uneasy relation between SoTL and traditional scholarship, while also bearing out the need for departmental support, and for key interventions along the path from novice to practitioner identity. Some discussion of the ambassador or translator role that can flow from such arrangements is included.
By Their Pupils They&apos;ll Be Taught: Using Critical Incident Questionnaire as Feedback
Author: Jacobs, Mary Ann
Date: 2015-00-00
Type: Journal Articles
Subjects: Questionnaires,Feedback (Response),Critical Incidents Method,Action Research,Preservice Teachers,Teacher Educators,Self Evaluation (Individuals),Teacher Competencies,Student Evaluation of Teacher Performance,Teaching Methods,Learner Engagement,Teacher Improvement,College Freshmen,College Seniors,National Surveys,Student Surveys

Can students teach their professors? The purpose of this study was to determine if students provided more immediate feedback to the professor on what engaged them and what distanced them in their learning and if the professor made changes to course delivery based on that feedback, would students become more engaged in their learning. In this action research study, a cohort of thirteen teacher education students responded bi-weekly using Critical Incident Questionnaires identifying what engaged them and what distanced them in the course. The sooner, rather than later, feedback to their professor allowed the professor to make changes to course delivery throughout the semester and thus helped students become more engaged in their own learning. The study found that the use of Critical Incident Questionnaires helped the professor assess her own teaching, make adjustments to class delivery based on student feedback to engender greater student engagement, and encourage future teachers to engage in the process of self-reflection.
Creating Optimal Learning Environments through Invitational Education: An Alternative to Control Oriented School Reform
Author: Fretz, Joan R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Environment,Educational Change,Self Concept,Self Determination,Theory Practice Relationship

Understanding what motivates people to put forth effort, persevere in the face of obstacles, and choose their behaviors is key to creating an optimal learning environment--the type of school that policy makers desire, but are unknowingly sabotaging (Dweck, 2000). Many motivation and self-concept theories provide important insight with regard to the negative consequences of control-oriented reforms. This article proposes sharing the key concepts of motivation and self-determination theory (Deci &amp; Ryan 1985) and invitational theory (Purkey &amp; Novak, 1996) with policy makers to highlight the negative impact of control-oriented reforms and make the case for a more positive approach to transforming schools by applying these theories of practice. As a viable and more positive alternative, the invitational framework provides strategies to create a high challenge/low threat school climate that helps both staff and students realize their full potential.
One School&apos;s Journey along the Inviting School Path
Author: Hansen, Barbara
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Qualitative Research,Focus Groups,Interviews,Intermediate Grades,Teacher Surveys,Elementary School Teachers,Middle School Teachers,Statistical Analysis

Nearly ten years ago, Park Street Intermediate School began the journey of instituting processes, policies, and programs intended to support the development of a learning environment based on trust, respect, optimism, caring, and intentionality as described in the literature of Invitational Education. The purpose of this case study is to trace the development of that journey, from inception to the present, searching for those attitudes and actions that either promoted or presented barriers for the implementation of Invitational Education or its continued development. The theoretical basis for this research lies in the Invitational HELIX, set forth by William Purkey and John Novak in their ground-breaking work Inviting School Success (Purkey &amp; Novak, 1996). The HELIX depicts the movement of an inviting school from initial exposure to transformation as a series of stages that begins with awareness, moves to understanding and application, and then to adoption.