ethanporcaro/eric-fulltext-meta huggingface dataset:
Connecting, Creating and Composing: A Shared Multimodal Journey
Author: Krause, Margaret B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary Education,Multimedia Instruction,Multimedia Materials,Journal Writing,Reading Material Selection,Media Selection,Informal Education,Writing (Composition),Parent Child Relationship,Parents as Teachers,Illustrations,Intermode Differences,Literacy Education,Learning Activities

Given the dynamic nature of our society, literacy conceptualizations are constantly being redefined. While print literacy continues to be the primary literacy within elementary classroom, the growing nature of technological capabilities, social networking, and multimodal affordances require educators to delve into explorations of how children can be successful in negotiating meaning in our world. As an elementary educator, university instructor, and mother of three children, the author explores personal views of literacy through a shared multimodal journal experience with her children. This article highlights the experiences of her son through the journaling process and how he selects material for a multimodal composition. Through this experience, the author highlights shifts in her personal beliefs about what constitutes literate behaviors and how these conceptualizations could potentially translate into authentic classroom practice.
Digital Media Literacy in a Sports, Popular Culture and Literature Course
Author: Fortuna, Carolyn
Date: 2015-00-00
Type: Journal Articles
Subjects: Popular Culture,Media Literacy,High School Seniors,English Instruction,Learning Modules,Athletics,Communication Skills,Reading Skills,Literature,Theory Practice Relationship,Electronic Publishing,Race,Sex,Gender Issues,Teaching Methods,Educational Practices,Multimedia Instruction

This article considers how media sports culture is an apt space for digital media literacy instruction. Describing a senior year high school English course that requires students to deconstruct and compose with sports media texts, the author outlines how learning modules, analysis of curated collections of texts through heuristics, and mentor texts help students achieve higher literacy levels. The author argues that sports media literacy, due to its authenticity and relevance, can be a model for traditional literacy classrooms as ways to infuse multimodal texts and help students to gain both enhanced communication skills and critical distance from media rhetoric.
Peer Teaching Experiences of Final Year Paramedic Students: 2011-2012
Author: Williams, Brett
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Experience,Peer Teaching,Allied Health Occupations Education,Medical Students,Pilot Projects,Program Effectiveness,Program Evaluation,Achievement Gains,Achievement Rating,Comparative Analysis,Control Groups,Experimental Groups,Questionnaires,Participant Satisfaction,Student Characteristics,Teaching Methods,Instructional Effectiveness,Foreign Countries,Statistical Analysis,Qualitative Research

Peer assisted learning (PAL) is one method of teaching which involves peers, or people from similar social groups, in reciprocal learning where one peer educates another and in return learns through the teaching experience. There have been many reported benefits of PAL programs. PAL has a long history of use in healthcare education; however, for paramedic education there is a paucity of literature. A pilot PAL project was undertaken in the Bachelor of Emergency Health (BEH) course at Monash University in Melbourne, Australia. This study had two aims: i) to evaluate the effectiveness of the pilot PAL program, and ii) to compare academic grades between peer teachers and those not involved in the PAL program over 2011-2012. Forty-one students volunteered, with 23 students in 2011 and 18 in 2012. At the completion of their peer teaching, all students were asked to complete the 14-item Peer Teaching Experience Questionnaire (PTEQ). Of the 41 students, 63.4% were female, 73.2% were under 25, 82.9% had been taught by peers previously, 31.7% had taught peers previously, and 51.2% had undertaken previous tertiary studies. Students strongly agreed teaching and leadership were important to the paramedic role. Students also strongly agreed that their peer teaching experience was personally rewarding, increased their knowledge and skills, and would be of direct benefit to them as a graduate paramedic. Moreover, students who participated in the PAL project as peer teachers obtained higher clinical marks on their final clinical examination than their non-PAL counterparts (2011 76.5% vs. 71.0%, p &lt; 0.001, and 2012, 75.2% vs. 72.7%, p &lt; 0.001). This study suggests PAL programs have a great potential to provide a wide range of benefits in paramedic courses. As this was a pilot program, there were many limitations and caution should be used in making any generalisations. However, the overwhelmingly positive response from the students strongly suggests PAL programs should continue to be implemented in paramedic education.
Higher Education and Disability: Past and Future of Underrepresented Populations
Author: Leake, David W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,Disabilities,Disproportionate Representation,Educational Legislation,Educational Policy,Federal Legislation,Compliance (Legal),Equal Education,Accessibility (for Disabled),Access to Education,Social Integration,Student Diversity,Educational Research,Student Personnel Services,Activism,Change Strategies,Inclusion,Educational Practices,Literature Reviews

Over the past half century higher education in the United States has been challenged to develop and implement policies and practices that effectively promote the access, retention, and graduation of diverse underrepresented populations. One of these populations is comprised of individuals with disabilities, whose equal access to higher education is mandated by Federal legislation, notably Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. One unintended consequence of this legislation appears to be that institutions may be content with only meeting the letter of the law by providing accommodations and supports for equal access to the physical plant and to academic instruction, while neglecting the social sphere. However, leading theories of persistence in higher education highlight both academic integration and social integration, as reflected in having a sense of &quot;belonging&quot; on campus, as key factors for student success. Emerging trends suggest that the next phase of progress for students with disabilities in higher education will be establishing and implementing shared norms about what it takes to make a campus barrier-free and welcoming--a place where disability is not seen as a marker of membership in a &quot;special&quot; group virtually nobody wants to be a part of but is, rather, accepted and appreciated as an element in a valued range of diversity.
The First Year Experience of a Peer Assisted Learning Program in Two Institutes of Technology in Ireland
Author: Ginty, Carina
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Peer Teaching,Program Descriptions,Learning Experience,Qualitative Research,Statistical Analysis,Focus Groups,Student Leadership,Likert Scales,Online Surveys,Test Preparation,Friendship,Student Adjustment,Academic Achievement,Educational Environment,Feedback (Response),Learning Activities,Student Attitudes

This paper describes a collaborative action research study in which peer assisted learning was deployed simultaneously across a range of disciplines in two institutes of technology in Ireland. The aim of the research was to determine if peer assisted learning enhances the learning experience of first year participants. An action research approach was selected and involved three phases between 2009 and 2011. The implementation of each phase was informed by a review of the previous phase. The third phase also incorporated the rollout and evaluation of a new peer assisted learning student leadership module (an elective 5 ECTs European Credit and Accumulation Transfer System) in both institutes. This paper focuses on both quantitative and qualitative data from the first year experience student survey, which was designed and deployed in phase one and repeated in phase two. The survey is supplemented by data from focus groups with student leaders and session reviews. Qualitative data was analysed using both the constant comparison method and text analysis. Our findings illustrate the challenges associated with implementing and embedding a long-term peer assisted learning program as part of the first year student experience. In addition, we found wide ranging benefits for the two institutes of technology that collaborated on the development, rollout, and evaluation of the program. An evidence based model emerged, which involved a partnership between management, academic staff, student services, and learning and teaching advocates. These partners continue to work together to sustain the program.
Participation in Peer-Led Academic Support Services: One Adaptation of a Natural Sciences Peer Learning Model to Enrichment in the Humanities
Author: Cheng, Stephen
Date: 2014-00-00
Type: Journal Articles
Subjects: Peer Teaching,Academic Support Services,College Faculty,Student Participation,Case Studies,Supplementary Education,Academic Achievement,Risk,College Students,Best Practices,Study Skills,Foreign Countries,Science Education,Program Descriptions,Liberal Arts,Pilot Projects

Supplemental instruction (SI) has proven highly effective at improving success rates in high-risk first and second-year courses, in part because peerled SI sessions inculcate best-practice study skills in a specific learning context which provides opportunities for skill mastery. A successful SI program in the Faculty of Science at the University of Regina, Canada, was adapted to support high-risk classes in the Faculty of Arts. A number of challenges around student participation in SI sessions for arts emerged. This paper provides a brief case study of the adaptation and outlines factors which impact student participation in academic support sessions.
Academic Skills Rovers: A Just in Time Peer Support Initiative for Academic Skills and Literacy Development
Author: Copeman, Peter
Date: 2014-00-00
Type: Journal Articles
Subjects: Literacy,Program Descriptions,Foreign Countries,Peer Teaching,Academic Support Services,Student Attitudes,Educational Experience,Program Effectiveness,Futures (of Society),Intellectual Disciplines,Learning Theories,Academic Discourse,Databases,Online Surveys,Change Agents,College Students

In 2013 the University of Canberra (UC) initiated a program of peer-assisted academic skills help, the Academic Skills Rovers program, with the goal of providing drop-in peer learning support to students at campus locations where they congregate to study. The Academic Skills Rovers were initially recruited from the teacher education discipline, but the pool was subsequently extended to include students with high-level literacy skills from other fields. The program has proven to be a successful addition to the scope of learning development support offered at UC, as measured by a rapid increase in the number and reach of consultations, enthusiastic evaluations by students, and the positive experiences of the Rovers themselves. This article outlines and analyses the features of the program to provide a road map for other institutions contemplating the introduction of a similar service and proposes possible further directions for the future. [This program was pioneered by the following Academic Skills Rovers: Sarah Crawford, Lucy Ellen, Reuben Fox, Tania Hadlow, Kimberley Hall, Sharee Hodge, Katherine Kemp, Jayde Kominiarski, Alidia Lee, Kirra Lehman, Lisa Parsonage, Kentaro Takagi, and Rebecca Tedeschi.]
Digital Technology, Learning, and Postsecondary Students with Disabilities: Where We've Been and Where We're Going
Author: Fichten, Catherine S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Postsecondary Education,College Students,Disabilities,Student Needs,Assistive Technology,Technology Uses in Education,Access to Computers,Foreign Countries,Educational History,Electronic Learning,Telecommunications,Internet,Computer Software,Information Management,Online Courses,Large Group Instruction,Electronic Publishing,Video Games,Textbooks,Social Networks,Notetaking,Shared Resources and Services

This article briefly reviews the history of assistive technologies in American and Canadian postsecondary education starting in the 1990s, discusses the accessibility of e-learning and information and communication technologies (ICTs) currently popular in postsecondary education, and highlights emerging trends. Increasing use of universal design principles--in particular, ensuring the accessibility of digital technologies in the emerging stages, at the inception of development--continues to be recommended.
Persistent and Pernicious Errors in Algebraic Problem Solving
Author: Booth, Julie L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Misconceptions,Mathematical Concepts,Error Patterns,Problem Solving,Incidence,Arithmetic,Equations (Mathematics),High School Students,Middle School Students,Assignments,Mathematics Tests,Word Problems (Mathematics),Standardized Tests

Students hold many misconceptions as they transition from arithmetic to algebraic thinking, and these misconceptions can hinder their performance and learning in the subject. To identify the errors in Algebra I which are most persistent and pernicious in terms of predicting student difficulty on standardized test items, the present study assessed algebraic misconceptions using an in-depth error analysis on algebra students' problem solving efforts at different points in the school year. Results indicate that different types of errors become more prominent with different content at different points in the year, and that there are certain types of errors that, when made during different levels of content, are indicative of math achievement difficulties. Recommendations for the necessity and timing of intervention on particular errors are discussed.
Methodological Trends in Disability and Higher Education Research: Historical Analysis of the Journal of Postsecondary Education and Disability
Author: Faggella-Luby, Michael
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,Disabilities,Trend Analysis,Educational Research,Research Methodology,Postsecondary Education,Periodicals,Literature Reviews,Journal Articles,Statistical Analysis,Qualitative Research,Data Analysis,Educational Practices

In order to assess the status of the research base that informs &quot;what works&quot; for students with disabilities in higher education, it is necessary to conduct an examination of the methodologies used in the literature. The authors of the current study analyzed the methodological trends across the thirty-year lifespan of the &quot;Journal of Postsecondary Education and Disability,&quot; spanning the years 1983 to 2012. Every article published by &quot;JPED&quot; was coded using an electronic tool comprised of four domains and corresponding subdomains. The authors concluded that data-based studies constitute more than half of all studies published in the &quot;Journal,&quot; with the majority of articles being descriptive and quantitative in nature. Only six studies used a control or comparison condition. Additional findings and implications are discussed.
Activation of Operational Thinking during Arithmetic Practice Hinders Learning and Transfer
Author: Chesney, Dana L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Thinking Skills,Arithmetic,Undergraduate Students,Interference (Learning),Control Groups,Mathematics Skills,Multiplication,Transfer of Training,Hypothesis Testing,Algebra,Mathematical Concepts,Mathematics Instruction,Pretests Posttests,Concept Formation,Children

Many children in the U.S. initially come to understand the equal sign operationally, as a symbol meaning &quot;add up the numbers&quot; rather than relationally, as an indication that the two sides of an equation share a common value. According to a change-resistance account (McNeil &amp; Alibali, 2005b), children's operational ways of thinking are never erased, and when activated, can interfere with mathematics learning and performance, even in educated adults. To test this theory, undergraduates practiced unfamiliar multiplication facts (e.g., 17-times table) in one of three conditions that differed in terms of how the equal sign was represented in the problems. In the operational words condition, the equal sign was replaced by operational words (e.g., &quot;multiplies to&quot;). In the relational words condition, the equal sign was replaced by relational words (e.g., &quot;is equivalent to&quot;). In the control condition, the equal sign was used in all problems. The hypothesis was that undergraduates' fluency with practiced facts and transfer problems would be hindered in the operational words condition compared to the other conditions. Results supported this hypothesis, indicating that the activation of operational thinking is indeed detrimental to learning and transfer, even in educated adults.
Fostering Self-Determination in Higher Education: Identifying Evidence-Based Practices
Author: Getzel, Elizabeth Evans
Date: 2014-00-00
Type: Journal Articles
Subjects: Disabilities,Postsecondary Education,College Students,Special Education,Educational Environment,Teaching Methods,Educational Research,Research Needs,Self Determination,Predictor Variables,Correlation,Academic Persistence,Graduation Rate,Outcomes of Education,Mentors,College Faculty,Peer Teaching,Teacher Role,Coaching (Performance),Academic Accommodations (Disabilities),Cooperation

Research on the transition of students with disabilities and their post-school outcomes continues to move the field of special education in the direction of evidence-based practices. As special education professionals work to better recognize the impact of instructional and environmental characteristics to prepare youth for their transition, so must postsecondary education professionals. There is a need for a unified research agenda in the field of higher education and disability to conduct rigorous studies on evidence-based practices in the college environment that support self-determination and to identify evidence-based predicators that correlate with improved outcomes in retention, graduation, and further education or employment.
The Journal of Postsecondary Education and Disability: From Past to Present
Author: Madaus, Joseph W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Disabilities,Bibliometrics,Literature Reviews,Periodicals,Journal Articles,Taxonomy,Classification,Trend Analysis,Demography,Participant Characteristics

To recognize the 30th anniversary of the &quot;Journal of Postsecondary Education and Disability&quot; (&quot;JPED&quot;), every journal publication was analyzed to determine topics covered and characteristics of the samples studied. This article describes the development of a taxonomy to classify the topical areas examined in the field of postsecondary education and disability, as well as within &quot;JPED.&quot; Results indicate that most articles were concentrated at the program or institution level, followed by articles on students, then articles focused on the development of new constructs in the field, and, last, articles about faculty and non-disability support staff members. Trends over time and implications for future researchers are presented.
Universally Accessible Instruction: Oxymoron or Opportunity?
Author: McGuire, Joan M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Access to Education,Postsecondary Education,Design,Educational Resources,Space Utilization,Accessibility (for Disabled),Federal Legislation,Educational Legislation,Disabilities,Equal Education,Instructional Design,Educational Facilities Design,Inclusion,Educational Environment

The movement to extend universal design from physical to instructional environments has escalated in the past two decades. Frameworks to guide the field of postsecondary education in its efforts to intentionally build accessibility features into college teaching and course materials include Universal Design in Education, Universal Design for Instruction, Universal Design for Learning, Universal Design of Instruction, and Universal Instructional Design. Implementation activities advanced in part by federal funding have generated numerous resources including journal articles, websites, professional development materials, and thematic conferences and training. Yet, impediments that must be addressed if practices are to expand and evolve in creative ways for diverse audiences in postsecondary settings include a dearth of empirical evidence about the efficacy of various approaches as well as confusion in terminology. This article includes a description of various frameworks, factors that have played a role in advancing the concept at the postsecondary level, resources associated with implementation efforts, and calls for collaborative action across administrative units to promote an inclusive campus culture through efforts to intentionally design and deliver accessible instruction.
Musings of Someone in the Disability Support Services Field for Almost 40 Years
Author: Goodin, Sam
Date: 2014-00-00
Type: Journal Articles
Subjects: Disabilities,Related Services (Special Education),Vocational Rehabilitation,Parents,Civil Rights,Assistive Technology,Academic Accommodations (Disabilities),Educational Practices,Phenomenology

As the title states, this article is a collection of musings with only modest attempts at establishing an order for them or connections between them. It is not quite &quot;free association,&quot; but it is close. This structure or perhaps lack of it reflects the variety of things we do in our work. Many of the things we do have little in common with each other than providing access. Topics discussed include working with Vocational Rehabilitation Agencies, parents of students with disabilities, and the Office for Civil Rights. Suggestions for professional training are offered. Support/ service animals and technology are discussed as well.
Beyond Blackboards: Engaging Underserved Middle School Students in Engineering
Author: Blanchard, Sarah
Date: 2015-00-00
Type: Journal Articles
Subjects: Engineering,Engineering Education,Learner Engagement,Disproportionate Representation,Alignment (Education),Questionnaires,Statistical Significance,Science Careers,School Culture,Technical Occupations,Focus Groups,Robotics,After School Programs,Design,Mixed Methods Research,Middle School Students,Intervention,Demography,Student Attitudes

&quot;Beyond Blackboards&quot; is an inquiry-centered, after-school program designed to enhance middle school students' engagement with engineering through design-based experiences focused on the 21st Century Engineering Challenges. Set within a predominantly lowincome, majority-minority community, our study aims to investigate the impact of &quot;Beyond Blackboards&quot; on students' interest in and understanding of engineering, as well as their ability to align their educational and career plans. We compare participants' and nonparticipants' questionnaire responses before the implementation and at the end of the program's first academic year. Statistically significant findings indicate a school-wide increase in students' interest in engineering careers, supporting a shift in school culture. However, only program participants showed increased enjoyment of design-based strategies, understanding of what engineers do, and awareness of the steps for preparing for an engineering career. These quantitative findings are supported by qualitative evidence from participant focus groups highlighting the importance of mentors in shaping students' awareness of opportunities within engineering.