ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation and Revision of an Introduction to Experiential Rotations Course
Author: Dy, Eliza A.
Date: 2014-08-00
Type: Journal Articles
Subjects: Introductory Courses,Medical Students,Clinical Experience,Experiential Learning,Course Evaluation,Curriculum Development,Student Attitudes,Hands on Science,Pharmaceutical Education,Student Surveys,Statistical Analysis,Improvement

The objectives of this study were to evaluate the perceived student value of topics taught in Butler University's Introduction to Experiential Rotations (RX500) course, implement course revisions to address any perceived weaknesses, and to reassess the course following implementation of those course revisions. Advanced Pharmacy Practice Experience (APPE) students from Butler University's 2012 doctorate of pharmacy class were initially surveyed to assess the perceived usefulness and design of RX500. Based on the findings of the initial data, course revisions were developed and implemented for the following semester's RX500 course. In order to assess for potential changes in the perceived value of the course following implementation, a follow-up survey was sent to students completing the revised course in the fall of 2012. Fifty-eight students completed the initial survey in the fall of 2011, and 34 completed the follow-up survey in the fall of 2012. The majority of students in both groups had completed at least four APPE experiences at the time of survey completion. Both of the study groups rated hands-on activities and visual presentations as their most beneficial learning styles within the classroom setting. Based on the initial survey findings, two topics were removed from the course, two topics were revised within the course, and three topics were added to the course. The follow-up survey results indicated an increased perceived usefulness of the two revised topics; however, the three new topics added to the course had mixed results. Faculty can continue to work on delivery of newer topics being added to the APPE preparation course.
Exploration of Undergraduate Preservice Teachers' Experiences Learning Advocacy: A Mixed-Methods Study
Author: Massengale, Kelley
Date: 2014-08-00
Type: Journal Articles
Subjects: Undergraduate Students,Preservice Teachers,Teaching Experience,Advocacy,Mixed Methods Research,Teaching Methods,Letters (Correspondence),Pretests Posttests,Focus Groups,Correlation,Transformative Learning,Teacher Education,Measures (Individuals),Likert Scales,Social Justice,Student Attitudes,Beliefs

Applying transformational critical advocacy research in college instruction can be a powerful way to engage students in challenging inequity in society and promoting positive changes. Few studies systematically measure the impact of such pedagogy on the development of college students' beliefs about advocacy. In this mixed methods study, we worked with 21 preservice teachers through advocacy letter writing activities and collected data from pre/post surveys and focus group discussions to explore the impact of such pedagogy. The findings indicated that advocacy letter writing was a meaningful activity for preservice teachers, allowing them a professional opportunity to voice their concerns about personally meaningful issues to entities in power. A significant correlation was found between baseline advocacy experiences and baseline advocacy beliefs, suggesting that the teaching of advocacy, when combined with opportunities for meaningful practice, can contribute to shifts in belief about the importance of advocating.
Learner-Centered Environments: Creating Effective Strategies Based on Student Attitudes and Faculty Reflection
Author: Bishop, Catharine F.
Date: 2014-08-00
Type: Journal Articles
Subjects: Student Centered Curriculum,College Students,Learning Processes,Comprehension,Learning Modalities,Expectation,Visual Aids,Focus Groups,Interviews,Group Dynamics

Learner-centered environments effectively implement multiple teaching techniques to enhance students' higher education experience and provide them with greater control over their academic learning. This qualitative study involves an exploration of the eight reasons for learner-centered teaching found in Terry Doyle's 2008 book, &quot;Helping Students Learn in a Learner Centered Environment.&quot; Doyle's principles were investigated through the use of surveys, student focus group interviews, and faculty discussions to discover a deeper understanding of the effects a &quot;learner-centered&quot; teaching environment has on long term learning in comparison to a &quot;teacher-centered&quot; learning environment. These data revealed five primary themes pertaining to student resistance to learner-centered environments. The results assisted in the development of strategies educators can adopt for creating a successful learner-centered classroom.
College Textbook Reading Assignments and Class Time Activity
Author: Aagaard, Lola
Date: 2014-08-00
Type: Journal Articles
Subjects: Undergraduate Students,Textbooks,Reading Assignments,Preferences,Time on Task,Educational Strategies,Tests,Grading,Study Guides,Group Discussion,Relevance (Education),Multivariate Analysis,Use Studies,User Satisfaction (Information),Student Surveys

A convenient cluster sample of 105 undergraduate students at a regional university in the midsouth completed a survey regarding their use of college textbooks, what strategies might increase the likelihood of their reading textbook assignments, and their preference for how class time was used. Descriptive analysis was conducted on the results and chi-square was run on 25 selected comparisons, with a Bonferroni correction of the resulting alphas. About half the students reported that they do read the assigned textbook readings. Freshmen were significantly more likely to report that outside reading should not be required of students prior to coming to class, and less likely to report having used or known about e-textbooks. Strategies reported to most likely prompt reading the textbook included in-class quizzes over text material, assigning graded study-guides to complete while reading; testing over material found in the textbook but not covered in class; and assigning shorter reading assignments. Preferences for use of class time varied by experience in college, but the majority of students preferred group discussion and application of material to real life rather than just lecture over the textbook content.
Professor-Student Rapport Scale: Psychometric Properties of the Brief Version
Author: Ryan, Rebecca
Date: 2014-08-00
Type: Journal Articles
Subjects: College Faculty,Undergraduate Students,Teacher Student Relationship,Interpersonal Relationship,Psychometrics,Measurement Techniques,Attitude Measures,Cognitive Processes,Student Empowerment,Student Attitudes,Student Motivation,Predictor Variables,Regression (Statistics),Formative Evaluation,Statistical Analysis

The original Professor-Student Rapport Scale contained 34 items and predicted several single-item student outcomes. A high level of internal consistency encouraged the development of a shorter measure in order to address apparent redundancy. Our goals in the current study were to provide psychometric data for the brief version of the scale and to evaluate its ability to predict student outcomes based on more rigorous student-outcome assessments. We found the brief version of the scale demonstrated reliability and validity and significantly predicted rigorous assessments of student outcomes. We suggest that the brief version of the Professor-Student Rapport Scale, with only 6 items, can be used for formative assessment. Instructors can address issues concerning rapport and potentially enhance student outcomes.
Perceived Learning Outcomes from Participation in One Type of Registered Student Organization: Equestrian Sport Clubs
Author: Mikulec, Erin
Date: 2014-08-00
Type: Journal Articles
Subjects: Outcomes of Education,Student Participation,Student Organizations,Horses,Youth Clubs,College Students,Student Surveys,Student Attitudes,Skill Development,Likert Scales,Work Ethic,Qualitative Research,Statistical Analysis,Questionnaires

Learning takes place both inside and outside of the classroom. While there are a few studies that focus on the professional, developmental, and learning outcomes of participation in student organizations, there has been insufficient research on these outcomes in sport clubs. The paper reports on the results of an online, primarily qualitative questionnaire study conducted with members of collegiate student Equestrian sport clubs. Data come from 50 club members participating in such organizations at 15 institutions in the U.S. The respondents completed a survey in which they were asked about their motivation for joining the organization and what they believed they learned as a result of their participation. The respondents reported equestrian and interpersonal reasons for joining, and that participation increased their development in a number of academic and professional areas, especially in terms of work ethic or time management or balance, collaboration or communication or teamwork, and leadership.
A Curricular Reform Viewed through Bolman and Deal's Organizational Frames
Author: Lyon, Lucinda
Date: 2014-08-00
Type: Journal Articles
Subjects: Curriculum Development,Educational Change,Professional Development,Models,Dental Schools,Organizational Theories,Qualitative Research,Case Studies,Institutional Research,Administrative Organization,Human Resources,Integrated Curriculum,Organizational Change,Institutional Mission

Professions exist to serve the needs of society and, in the case of the dental profession, patients. Academic dental institutions strive to help meet these needs by educating and developing future practitioners, educators, researchers, and citizen leaders who serve the community and shape the changing environment in which they provide care. As patient needs, practice patterns, scientific evidence, and economic conditions evolve, dental education must respond with self-assessment and innovation. Guiding any institution through authentic reform requires a number of strategies. Lee Bolman and Terrance Deal suggest four organizational constructs, or frames, through which to observe and navigate a complex organization: Structural, Human Resource, Political and Symbolic. This qualitative case study examines a major curricular reform initiative in a North American school of dentistry through Bolman and Deal's organizational frames.
Reforms to Funding Education in Four Canadian Provinces
Author: Garcea, Joseph
Date: 2014-06-16
Type: Journal Articles
Subjects: Foreign Countries,Financial Support,Primary Education,Elementary Schools,Educational Change,Taxes,Boards of Education,State Government,Administrative Organization,School Funds

This article provides an analysis of the features, determinants, and effects of a series of reforms to funding the primary and secondary education systems in Alberta, Ontario, Saskatchewan, and Manitoba during the past two decades. The principal focus is on the reforms that have shifted the authority for setting property tax mill rates for education and responsibility for funding the education system between school boards and provincial governments. The article reveals that, whereas Alberta, Ontario, and Saskatchewan have followed the lead of six other provinces in centralizing such authority and responsibility in the provincial ministry of education, Manitoba has moved slightly in the opposite direction by reducing its role in setting property taxes for some classes of property and reducing its level of responsibility for funding the education system. The article concludes with some questions regarding potential future trends in relation to alignment of authority for funding education between provincial governments and school boards.
Snakes or Ladders? An Examination of the Experiences of Two Teacher Leaders Returning to Classroom Teaching
Author: Munroe, Elizabeth
Date: 2014-07-21
Type: Journal Articles
Subjects: Foreign Countries,Teacher Leadership,Social Influences,Career Development,Teacher Role,Teacher Attitudes,Case Studies,Interviews,Expectation,Leadership Role,Elementary School Teachers,Secondary School Teachers

Teachers who have held leadership roles at the school, district, or provincial level have the potential to contribute to student and school success when they return to classroom teaching. The contrasting experiences of two teacher leaders who returned voluntarily to classroom teaching are analyzed using Owens's (2004) social constructivist theory of role definition. These case studies offer insight into a teacher career transition that has been considered infrequently in current research. As such, they may inform the decisions of district personnel, school administrators, and returning teacher leaders so that such transitions feel less like sliding down a snake and more like climbing a ladder.
Curbing Early-Career Teacher Attrition: A Pan-Canadian Document Analysis of Teacher Induction and Mentorship Programs
Author: Kutsyuruba, Benjamin
Date: 2014-08-06
Type: Journal Articles
Subjects: Faculty Mobility,Beginning Teacher Induction,Mentors,Content Analysis,Administrator Role,Beginning Teachers,Federal Programs,State Programs,Teacher Associations,Unions,Teacher Effectiveness,Foreign Countries,Qualitative Research

Over the past two decades, the phenomenon of teachers abandoning the profession has been noted internationally, and has increasingly caught the attention of policy makers and educational leaders. Despite this awareness, no pan-Canadian statistics or comprehensive reviews are available. This paper reports on the exploratory, pan-Canadian document analysis study that examined a) the organization and mandates of teacher induction programs in each jurisdiction; b) the role of mentorship as an aspect of teacher induction programs; and c) the mandated roles, duties, and responsibilities of school administrators in teacher induction and mentorship processes in each jurisdiction.
New Methods for an Undergraduate Journal Club
Author: Clark, Jordan M.
Date: 2014-05-00
Type: Journal Articles
Subjects: Clubs,Science Process Skills,Scientific Research,Models,Hypothesis Testing,Reference Materials,Group Discussion,Feedback (Response),Undergraduate Students,Student Attitudes,Science Education,College Science,Teaching Methods,Critical Thinking,Periodicals,Journal Articles

Journal clubs have been used to advance students' scientific skills beyond basic knowledge and comprehension, but students often view the traditional format of analyzing reported data and experimental design as laborious and intimidating. As such, the traditional approach can diminish student engagement and enthusiasm for the value of scientific research and literature. In order to overcome this hurdle, we developed a novel journal club format that engages students in discussions of research literature while fostering attitudes of excitement and enthusiasm towards science. The semester begins with a broad discussion of a provocative, mysterious or even controversial central topic. During the course of the semester, students develop a research model about the topic utilizing a wide range of reference materials. Each session consists of developing, evaluating and refining hypotheses, engaging in group discussions, and determining potential directions of investigation. Herein we present (a) the details of this format including an example topic, (b) a discussion of student feedback and (c) observations following the conclusion of the inaugural undergraduate journal club.
Readability, Logodiversity, and the Effectiveness of College Science Textbooks
Author: Burton, Rebecca S.
Date: 2014-05-00
Type: Journal Articles
Subjects: Textbooks,College Science,Readability,Textbook Content,Vocabulary,Biology,Scientific Concepts,Science Instruction,Scores,Science Tests,Comparative Analysis,Reading Comprehension,Statistical Analysis

Textbooks are required in most introductory college science courses, but students may not be benefitting from the textbooks as much as their instructors might hope. Word use in the textbooks may influence textbook effectiveness. I tested whether either the amount of technical vocabulary or the readability had a significant effect on students' ability to learn general biology concepts. I provided different versions of the same reading, then tested students on the content. On the topic with the lowest overall post-reading quiz scores, students who received readings with less technical vocabulary outperformed their peers (P = 0.03). Textbooks did not appear to be an important source of learning for students in this study; fewer than half the students reported that they were reading the assigned chapters near the start of the semester, and this number declined sharply. Students had difficulty correctly answering questions immediately after reading brief selections, indicating a low level of comprehension. Changes in textbooks and teaching strategies may improve student learning and reading compliance.
Nora Virus Transmission in &quot;Drosophila Melanogaster&quot;: An Investigation to Teach Viral Infection and Prophylaxis to Biology Students
Author: Weatherred, Wayland
Date: 2014-05-00
Type: Journal Articles
Subjects: Microbiology,Science Instruction,Hygiene,Entomology,Science Experiments,Disease Control,Inquiry,Correlation,College Science,College Students

Proper hand hygiene accompanied with environmental surface disinfection provides a comprehensive approach to control and prevent respiratory and gastrointestinal illness in schools, hospitals, work environments, and the home. The persistent non-pathogenic Nora virus common in &quot;Drosophila melanogaster&quot; provides a horizontally transmitted virus that students can research and design an experiment testing prophylaxis techniques for viral infection and pathogenic diseases. Students use inquiry-based methods to perform an experiment, analyze data, and draw conclusions on viral inactivation from disinfectant use on Nora virus in &quot;D. melanogaster.&quot;
Pervasive Learning--Using Games to Tear down the Classroom Walls
Author: Pløhn, Trygve
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Design,Educational Technology,Interviews,College Students,Student Attitudes,Problem Solving,Technology Uses in Education,Educational Games,Computer Games,Simulation,Questionnaires,Online Surveys,Foreign Countries

Pervasive gaming is a new and emerging gaming genre where the physical and social aspects of the real world are integrated into the game and blends into the player's everyday life. Given the nature of pervasive games, it may be possible to use that type of game as a tool to support learning in a university course by providing a gameplay where the students, by playing the game, expands the area of learning beyond the lecture hall and lectures and into the students everyday life. If this is possible, the area for learning will also become pervasive and be everywhere and anywhere at any time. To address this research area, a prototype of a playable pervasive game to support learning in university studies has been designed. This paper presents the experimental pervasive game &quot;Nuclear Mayhem&quot; and how the game was designed to be pervasive and support the curriculum of the course. Analysis of log files showed that 87% of the logins in the game client was done outside of the time period that was allocated to lectures and lab exercises and that logins where registered in all the 24 hours of a day. These numbers indicate that the game became pervasive and a part of the students/players everyday life. Interviews with the players indicate that they found the game exciting and fun to play, but that the academic tasks and riddles that they had to solve during the game were too easy to solve. The paper concludes that games such as &quot;Nuclear Mayhem&quot; are promising tools to support learning and transform the area for learning to become pervasive relative to the players everyday life and suggest improvements in the game for the next versions.
Games as a Platform for Student Participation in Authentic Scientific Research
Author: Magnussen, Rikke
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Games,Student Participation,Scientific Research,Active Learning,Inquiry,High School Students,Secondary School Science,Science Instruction,Observation,Interviews,Qualitative Research,Statistical Analysis,Student Motivation,Learning Experience,Questionnaires,Physics,Foreign Countries

This paper presents results from the design and testing of an educational version of Quantum Moves, a Scientific Discovery Game that allows players to help solve authentic scientific challenges in the effort to develop a quantum computer. The primary aim of developing a game-based platform for student-research collaboration is to investigate if and how this type of game concept can strengthen authentic experimental practice and the creation of new knowledge in science education. Researchers and game developers tested the game in three separate high school classes (Class 1, 2, and 3). The tests were documented using video observations of students playing the game, qualitative interviews, and qualitative and quantitative questionnaires. The focus of the tests has been to study players' motivation and their experience of learning through participation in authentic scientific inquiry. In questionnaires conducted in the two first test classes students found that the aspects of doing &quot;real scientific research&quot; and solving physics problems were the more interesting aspects of playing the game. However, designing a game that facilitates professional research collaboration while simultaneously introducing quantum physics to high school students proved to be a challenge. A collaborative learning design was implemented in Class 3, where students were given expert roles such as experimental and theoretical physicists. This significantly improved the students' feeling of learning physics compared to Class 1 and 2. Overall the results presented in this paper indicate that the possibility of participating in authentic scientific experiments, which this class of games opens, is highly motivating for students. The findings also show that the learning design in the class setting must be considered in order to improve the students' experience of learning and that various design challenges remain to be addressed even further.