ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Quality Elements in a High Education Fully Online Doctoral Program: Doctoral Students&apos; Perceptions
Author: Thompson, J. Ray
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Quality,Higher Education,Online Courses,Doctoral Programs,Graduate Students,Student Attitudes,Electronic Learning,Curriculum Design,Teacher Student Relationship,Student Satisfaction,Case Studies,Peer Relationship,Computer Interfaces,Educational Strategies,Student Centered Learning

The purpose of this descriptive qualitative study was to examine the quality elements of online learning in a regional doctoral program. Utilizing the six quality dimensions of Hathaway's (2009) theory of online learning quality as a framework, the study investigated instructor-learner, learner-learner, learner-content, leaner-interface, learner-instructional strategies, and social presence in order to explore the frequency and importance of these elements. The study's findings were in alignment with the review of literature. Course design, instructor's facilitation, and student interaction were factors impacting learning outcomes (Eom, Wen, &amp; Ashill, 2006). Faculty participation was found to dramatically improve the performance and satisfaction of students (Arbaugh &amp; Rau, 2007; Hrastinski, 2009). Subsequently, three conclusions emerged from the study. Conclusion one revealed the importance of doctoral students and faculty interaction. Conclusion two revealed that instructor to learner interaction is intentional. Conclusion three revealed that instructor to learner interaction was an important factor in increasing doctoral student performance in the online learning environment.
A Comparative Analysis of the Education Policy Shift to School Type Diversification and Corporatization in England and the United States of America: Implications for Educational Leader Preparation Programs
Author: Storey, Valerie A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Educational Change,Educational Policy,Leadership Training,Speeches,Cross Cultural Studies,Foreign Countries,Policy Analysis,Institutional Characteristics,Neoliberalism,Academic Standards,Commercialization,School Choice,Elementary Secondary Education,Educational Vouchers,School Administration,Administrator Education,School Districts,Educational Legislation

The purposes of this paper were to undertake a comparative analysis of policy shifts in England and the United States of America relating to school type diversification and corporatization, and the implications for educational leader preparation programs. Whilst the school delivery landscape seems to be one of turbulence, over the last four decades there has been a consistent drive in both countries for school-type diversification due to bi-partisan consensus regarding the appropriateness of neoliberal solutions to the problem of raising educational standards. This study involves an intellectual mapping of education provision in England and the United States of America, drawing on a range of primary and secondary data sources, including policy speeches, and for the latter, scholars' interpretations of these. The documents were located initially through keyword searches of databases, archival material and legislation, and subsequently through following up references.
High Quality Professional Development in Charter Schools: Barriers and Impact
Author: Kimbrel, Laurie A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Charter Schools,Barriers,Faculty Development,Evidence Based Practice,Best Practices,Teacher Behavior,Outcomes of Education,Educational Practices,Job Satisfaction,Learner Engagement,Financial Problems,Time Management,Teacher Attitudes,Educational Planning,Program Implementation,Suburban Schools

This case study examines how a charter school overcame obstacles to offer professional development aligned with research based best practices and how that program impacted teacher behavior and student outcomes. Staff interviews were conducted and documents were analyzed in order to determine the characteristics and impacts of professional development. Data analysis revealed the presence of a teacher driven, best practice aligned program that had positively impacted teacher practice and job satisfaction as well as student engagement. Unique barriers to planning and delivery of the program due to the charter school environment were identified as: (1) financial constraint;, (2) time constraints; and (3) teacher attitude.
Developing a National Model for Principal Preparation through Service Leadership
Author: Holloman, Hal L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Administrator Education,Service Learning,Evidence Based Practice,Teamwork,Partnerships in Education,Value Added Models,Program Design,Program Evaluation,Educational Objectives

This paper describes the redesign process for a Principal Preparation Program (PPP) that is grounded in strong service-learning elements and evidence-based outcomes. The PPP design team developed the Service Leadership Framework for Leadership Preparation (SLF4LP) which blends research-based service learning and servant leadership principles (Felten &amp; Clayton, 2011; Greenleaf, 1990; Henderson &amp; Mapp, 2002). The PPP and its faculty have a rich tradition of excellence in teaching, scholarship, and service. To preserve this legacy, the redesign process maintained a positive culture of teamwork, partnership, and collaboration among candidates, colleagues, administrators, and external stakeholders. An overview of the value-added SLF4LP components will be provided and the impact of each component will be discussed.
Teaching Health Disparities Awareness in Undergraduate Public Health Courses
Author: Njoku, Anuli
Date: 2018-00-00
Type: Journal Articles
Subjects: Public Health,Undergraduate Students,Rural Areas,Knowledge Level,Student Attitudes,Feedback (Response),Health,Race,Ethnicity,Income,Faculty Development,Course Evaluation,College Faculty,Faculty Evaluation,Outcomes of Education,Teaching Methods,Course Content

Disparities in health outcomes between U.S. population subgroups, related to factors like race/ethnicity, income, and geographic location, are alarming. By integrating health disparities awareness content into the curriculum, academic institutions can play an important role in developing conscious health practitioners to help close gaps in health outcomes. This paper presents the implementation, results and feedback of efforts to incorporate health disparities awareness content into two undergraduate public health courses at a rural Midwestern U.S. university. Throughout this process, the author's work was supported by a faculty development program. Students completed pre- and post-surveys to report health disparities knowledge and attitudes and online course evaluations to rate instructor and curriculum elements. A statistically significant increase in mean scores occurred for survey items pre- to post-survey. Online course evaluation ratings revealed student progress on related outcomes and positive student experience. Findings suggest promise for teaching health disparities content in public health courses.
Building Collaboration in the Flipped Classroom: A Case Study
Author: Gomez-Lanier, Lilia
Date: 2018-00-00
Type: Journal Articles
Subjects: Blended Learning,Cooperative Learning,Critical Thinking,Time Management,Productivity,Outcomes of Education,Interior Design,Teaching Methods,Nutrition Instruction,Course Descriptions,Food,Pilot Projects,Student Attitudes,Lecture Method,Student Projects,Active Learning,Undergraduate Students,Conventional Instruction,Comparative Analysis

The flipped classroom pedagogy offers opportunities for students by having the majority of class time spent on discussions and group work that enable students to take risks and make mistakes while gaining experience in collaboration and expertise in content. This research study explores students' perceptions of whether student collaboration in a flipped classroom affects learning outcomes, such as critical thinking, time management, and productivity. The mix methods research study involved an interior design history course and a food nutrition course that were adapted in the fall of 2016 to be flipped classroom pilots. Both courses divided the semester into two instructions--flipped classroom and the prevailing traditional lecture format. An online 22 question survey was completed at the beginning and end of the semester that provided quantitative and qualitative data on student perceptions.
Classroom Teacher Candidates&apos; Comprehension Levels of Key Concepts of the Life Science Curriculum
Author: Akyildiz, Salih
Date: 2018-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Scientific Concepts,Science Instruction,Biological Sciences,Science Curriculum,Foreign Countries,Teacher Education Programs,Misconceptions,Curriculum Implementation,Curriculum Development,Case Studies,Elementary School Teachers,Science Teachers,Grade 4

This study aims to investigate the comprehension levels of classroom teacher candidates about the key concepts of Life Science Curriculum. The study was carried out within the qualitative research approach and descriptive survey model was adopted. The sample of study consists of final year 114 classroom teacher candidates who are studying Primary Teacher Education Program at two different Education Faculties in Turkey. As a result of analyzing the primary Life Science curriculum, 18 foundational concepts were identified. In order to determine teachers' comprehension levels and conceptual misconceptions about these concepts, &quot;concept definition form&quot; consisting of short answer and open ended semi-structured questions prepared by researchers was used. The data obtained by the application of this form have been analysed through descriptive analysis method. The answers in the explanation section of the concept description form were evaluated in five categories as &quot;comprehension,&quot; &quot;partial comprehension,&quot; &quot;incomprehension,&quot; &quot;miscomprehension&quot; and &quot;no response.&quot; According to the findings obtained in the study, it was concluded that teacher candidates understand some of the concepts in the Life Science curriculum at a &quot;good&quot; level, mostly understand at &quot;partially&quot; level, &quot;incomprehension&quot; some concepts or have &quot;miscomprehension.&quot; In order to increase curriculum literacy, it is suggested that the primary teacher candidates should be given training about the main concepts related to the Life Science curriculum.
Critical Thinking Criteria for Evaluating Online Discussion
Author: Bernstein, Arla G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Thinking,Computer Mediated Communication,Scoring Rubrics,Online Courses,Thinking Skills,Teacher Attitudes,College Faculty,Factor Analysis,Skill Development,Student Evaluation,Foreign Countries

A 21st-century challenge for educators is to promote meaningful engagement in online courses, and student development of critical thinking skills is an essential aspect of higher order learning. Evaluation of critical thinking in online discussions is often facilitated by the use of rubrics; however, it is not unusual for rubrics to either omit critical thinking as a component of the rubric or to reference it in a vague way. For the purposes of this study, quantitative and qualitative data were collected from faculty to identify their attitudes about critical thinking attributes as performance measures for evaluation rubrics. Factor analysis revealed that the response patterns clustered for each factor represented the themes (1) &quot;demonstrates logic and reasoning&quot; (described as offering accurate supporting evidence and strategies and solutions); and (2) &quot;creative critical thought processes&quot; (described as novel perceptions, bias refutation, and alternative-seeking). From this study, we would suggest that faculty should use an evaluation rubric that encompasses these two dimensions.
Facilitating Undergraduate Learning through Community-Engaged Problem-Based Learning
Author: Rooks, Ronica N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Problem Based Learning,Teaching Methods,Experiential Learning,Public Health,Public Policy,Scores,Pretests Posttests,Food,Security (Psychology),Assignments,Student Attitudes,Peer Evaluation

We used problem-based or experiential learning in our undergraduate Health Policy course to examine food deserts via a health impact assessment (HIA) assignment. An HIA evaluates potential effects on population health before a policy/program is implemented, to improve health and reduce adverse outcomes. We investigated if the HIA assignment facilitated student learning using mixed-methods to descriptively analyze students' pre-/post-test and peer group assessment surveys, guest lecture reflections, mid-semester evaluations, and HIA research paper reflections. Quantitatively, students' pre-/post-test ratings of their learning decreased from positive to neutral Likert scale scores, but they rated their group work positively over time. Qualitatively, students learned from community speakers and their research about the challenges of health policy as a pluralistic process and solutions to reducing food insecurity. But, they needed more detailed instructions for their HIA assignment earlier in the semester.
Exploring Differences in Decisions about Exams among Instructors of the Same Introductory Biology Course
Author: Wright, Christian D.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Faculty,Science Teachers,Science Tests,Teacher Made Tests,Decision Making,Introductory Courses,Biology,Test Construction,Test Items,Test Format,Difficulty Level,Testing,Test Selection,Best Practices

College instructors in the United States usually make their own decisions about how to design course exams. Even though summative course exams are well known to be important to student success, we know little about the decision making of instructors when designing course exams. To probe how instructors design exams for introductory biology, we conducted an exploratory interview study with seven instructors teaching the same introductory biology course at a large university. We found that despite designing exams for the same course, instructor exam decisions differed with regard to what content was assessed, the exam format, the cognitive difficulty of exam questions, the resources used when crafting exams, and how exams were administered. We hope that this work can initiate conversations about how college instructors should design exams and lead to more uniformity in how student learning is assessed across the same courses taught by different instructors.
Students as Partners in the Scholarship of Teaching and Learning
Author: Bonney, Kevin M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Participation,Scholarship,Instruction,Learning,Case Method (Teaching Technique),Introductory Courses,Biology,Student Research,Undergraduate Students,Writing for Publication,Educational Research,Information Dissemination,Research Design,Authors,Active Learning,Inquiry,Data Analysis,Science Process Skills,Outcomes of Education

This essay reflects upon lessons learned from engaging students as partners in the scholarship of teaching and learning (SoTL). The pedagogical research question addressed by this project was: Does the case study teaching method promote student engagement and learning in an introductory biology course? Student partners were actively involved in synthesis of course materials, discussion of research methods, and the peer review and publication process. Although largely successful, a number of challenges involving communication issues, time constraints, and project management were encountered. Based on the lessons learned from working through these challenges, tips are provided here that may be useful for in a variety of educational and research scenarios.
Directed Consultation and Supported Professionalism: Promoting Adaptive Evidence-Based Practices in Rural Schools
Author: Farmer, Thomas W.
Date: 2018-09-00
Type: Journal Articles
Subjects: Consultation Programs,Professionalism,Evidence Based Practice,Rural Schools,Educational Research,Partnerships in Education,Intervention,Faculty Development,Disabilities,Special Education,Special Education Teachers,Preservice Teachers,Program Implementation,Research and Development,Theory Practice Relationship

Although there have been several advances in the development of evidence-based practices (EBPs) to support students with disabilities, many rural schools struggle to use EBPs. Rural schools may experience challenges that constrain their potential to provide support for the implementation of EBPs. Furthermore, there may be a mismatch between EBPs and the circumstances, resources, and needs of many rural schools. Directed consultation is an intervention support framework designed to adapt the use of EBPs by using local data and stakeholders' insights to align strategies to the unique features and needs of rural schools, teachers, and students. This article considers the use of directed consultation to support the individualization and intensification of intervention for students with disabilities in rural schools. The establishment of rural research-practitioner partnerships is also discussed with the goal of developing a broad range of directed consultation content and delivery approaches.
Leave Them to Their Own Devices: Healthcare Students&apos; Experiences of Using a Range of Mobile Devices for Learning
Author: Attenborough, Julie A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Health Sciences,Interviews,Focus Groups,Teaching Methods,Student Attitudes,Undergraduate Students,Value Judgment,Access to Information

Given recent advances in mobile technologies, there has been a shift from e-learning to mobile learning in UK universities, yet there are few data about how students select and use mobile devices, and whether e-learning systems and materials are fully compatible. Healthcare students have placements in clinical practice where they use mobile devices to access university course information and learning materials. This study investigated student use of devices in the School of Health Sciences, City, University London. Eight final-year students from different disciplines participated: they were issued with a device and reported on how they used it via a personal blog, interviews and focus groups. Thematic analysis was applied to the data. Two groups of themes were identified: factors relating to the devices themselves (strengths and weaknesses; learning to use them; enjoying them) and to the course (university work; in clinical placement). Students had similar observations and experiences of the different devices, both at the university and in clinical practice, and this paper reports on their perceptions. The importance of Wi-Fi access, suitable learning spaces and permissions to use devices were important findings, as was evidence of the enjoyment students found in using the devices.
How Novice Researchers See Themselves Grow
Author: Bhattacharyya, Prajukti
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Novices,Student Attitudes,Research Skills,Skill Development,Achievement Gains,Student Characteristics,Mentors,Research Projects,Self Efficacy,Outcomes of Education,Apprenticeships

Engaging in undergraduate research is identified as a High Impact Practice (HIP), an experience that improves student learning outcomes. In this paper, we report the differences in the relative rates of increase in skill and knowledge gains associated with early engagement in undergraduate research from students who have little to no prior research experience. We studied the relative rates of changes in novice researchers' perceptions of the progressive development of different research-related skills and conceptual understandings of their own projects, as well as how their attitudes, such as confidence in their own abilities as researchers, develop with continuous participation in mentored research. Knowing the progression timeline for various skills may help program administrators and faculty mentors plan for &quot;just in time&quot; provision of relevant resources and supports.
New Perspective on TPACK Framework in the Context of Early Childhood Education: The &quot;A&quot; Stands for Affective
Author: Park, Elizabeth K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Early Childhood Education,Case Studies,Affordances,Handheld Devices,Low Income,Preschool Education,Affective Objectives

The purpose of this exploratory single-case study is to investigate the affordances of iPad transpired within a technological pedagogical and content knowledge (TPACK) framework by four early childhood educators with varying Technological Knowledge (TK) at a low-income preschool. Pre/post and follow-up survey, group and follow-up interviews, classroom observations and document of iPad workshop data were analyzed using coding methods in two cycles. The exploration in how teachers discovered the iPad affordances indicated parallel progression in TK and change in their value system. The exploration in the progression of TK and change in their value system suggest a relationship between progression of TK towards TPACK and of affective-valuing (AV) towards affective-characterization (AC).
Peers and Instructors as Sources of Distraction from a Cognitive Load Perspective
Author: Frisby, Brandi N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Attention Control,Cognitive Processes,Difficulty Level,Classroom Environment,College Students,Student Behavior,College Faculty,Teacher Behavior,Behavior Problems,Classroom Techniques,Peer Relationship

Framed by literature regarding classroom interactions that affect students' cognitive processing, this study provided an integrative approach to understanding distracting instructor and student communication. Participants qualitatively reported on either a distracting peer (n = 90) or instructor (n = 127). The responses were coded using anti-citizenship behaviors and instructor misbehaviors. One additional category emerged that extends the instructor misbehavior literature. Participants completed a new distraction scale and a cognitive load scale. Our results revealed differences in frequencies for each behavior, but all instructor and student behaviors were equally distracting and had similar negative influences on students' cognitive load. Implications for instructors to manage these distracting behaviors are discussed.