ethanporcaro/eric-fulltext-meta huggingface dataset:
Toward a Caring Curriculum: Can Occupational Therapy Be Taught in a Caring Context?
Author: Battaglia, James
Date: 2016-00-00
Type: Journal Articles
Subjects: Caring,Occupational Therapy,Medical Education,Medical Students,Curriculum Development,Affective Objectives,Social Theories,Emotional Experience,Service Learning,Experiential Learning,Praxis

Caring is often cited as the central component of many health care professions. It is also identified as an equally important factor in patient physical and emotional recovery. In examining health care education, however, curriculum is becoming increasingly focused on the development of technical competence and skill with little focus on the affective aspects of providing care in a caring context. In the field of occupational therapy, little is written regarding facilitation of caring behaviors in occupational therapy students. Through examination of the educational philosophies of Paulo Freire and Nel Noddings, a framework for a caring curriculum can be developed. Through use of signature pedagogies in occupational therapy, the author utilizes fundamental aspects of a caring curriculum put forth by Freire and Noddings to develop a curriculum that not only develops the individual's technical skill, but makes them emotionally competent as well. Though the work of Freire and Noddings was not explicitly intended for higher learning or health care professional education, the principles put forth are not only relevant but provide a viable framework for the development of caring professionals. The benefit of this proposal will ultimately be to patients whom these emotionally competent occupational therapists serve.
Quantifying the Value of Service-Learning: A Comparison of Grade Achievement between Service-Learning and Non-Service-Learning Students
Author: Brail, Shauna
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Outcomes of Education,Research Universities,Introductory Courses,Urban Studies,Student Participation,Grades (Scholastic),College Students,Gender Differences,Foreign Students,Academic Achievement,Foreign Countries,Correlation,Statistical Analysis

This study evaluates whether students who participate voluntarily in a service-learning activity achieve higher learning outcomes, measured by grades, than students who voluntarily choose not to participate in service learning. Analysis is based on a study of an introductory urban studies course at a large North American research university over a four-year period. Findings indicate that, overall, students achieve higher grades as a result of participation in service learning, and additionally that females, international students, and students who are enrolled in either the Urban Studies minor program or who are non-Urban Studies students benefit most from optional participation in service learning in terms of grade achievement.
The Impact of Feedback as Formative Assessment on Student Performance
Author: Owen, Leanne
Date: 2016-00-00
Type: Journal Articles
Subjects: Feedback (Response),Formative Evaluation,Academic Achievement,Research Methodology,Methods Courses,Assignments,Student Projects,Student Evaluation,Scoring Rubrics,Active Learning,Scaffolding (Teaching Technique),Instructional Design,College Students

This article provides an evaluation of the redesign of a research methods course intended to enhance students' learning for understanding and transfer. Drawing on principles of formative assessment from the existing academic literature, the instructor introduced a number of increasingly complex low-stakes assignments for students to complete prior to submitting their final project. Concrete, constructive feedback from either the instructor or peers or both was offered at each stage of the project so that students could have the opportunity to review their work and improve particular aspects prior to moving on to the next assignment. Student performance on each subsequent submission was assessed through the use of a scoring rubric. Although there was significant improvement from one draft of a given assignment (T1) to the next (T2), the instructor's decision not to require a preliminary draft of the final project ultimately yielded mixed results at the end of the course (T3); this serves to highlight the importance of providing multiple active learning opportunities for students by using a progressive scaffolding approach.
Weaving Intergenerational Engagement into ESL Instruction: Case Study of a University-Based Program in Hong Kong
Author: Lai, Alan
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Second Language Learning,Foreign Countries,Learning Experience,Second Language Instruction,College Students,Volunteers,Intergenerational Programs,Program Descriptions,Teacher Student Relationship,Language Proficiency,Self Esteem,Learning Motivation,Teaching Skills,Language Tests,Scores,Program Effectiveness,Older Adults,Questionnaires,Interviews,Qualitative Research,Statistical Analysis

This article aims to address the practical question of whether there is educational value to embedding second-language (L2) learning experiences in intergenerational contexts. In particular, a case study was conducted of a novel, university-based ESL program in Hong Kong in which a group of older adult volunteers with a high level of English language proficiency skills engaged a group of college students with beginner to mid-level English language skills for an intensive three-month period of English language instruction, language practice, and intergenerational relationship building activities. The intergenerational context was reflected in the curricular activities designed to stimulate intergenerational (teacher-learner) sharing of real-life interests, stories, experiences, and perspectives. According to data from open-ended questions and IELTS-based English proficiency tests, the college students exhibited improved ESL skills and enhanced motivation to practice and extend their learning, while the older adult volunteers earned a valued teaching credential, improved their teaching abilities, and gained confidence and motivation for expanding their social linkages in the community. Implications for framing intergenerational encounters in ways that enhance meaningful ESL learning in real world contexts are considered.
Developing a Teacher Identity: TAs' Perspectives about Learning to Teach Inquiry-Based Biology Labs
Author: Gormally, Cara
Date: 2016-00-00
Type: Journal Articles
Subjects: Professional Identity,Teaching Assistants,Inquiry,Teaching Methods,Biology,Science Instruction,Laboratory Experiments,Interviews,Case Studies,Teacher Education,Student Attitudes,Beliefs,Science Teachers,State Universities,Writing (Composition),Reflection,Semi Structured Interviews

Becoming a teacher involves a continual process of identity development and negotiation. Expectations and norms for particular pedagogies impact and inform this development. In inquiry based classes, instructors are expected to act as learning facilitators rather than information providers. For novice inquiry instructors, developing a teacher identity may be fraught with contradictions. Inquiry-based learning approaches have been widely adopted in university biology laboratory courses. Teaching assistants (TAs) teach the majority of these labs. Despite TAs' importance in university science instruction, we know little about their teacher identity development. This study analyzes interviews and written reflections to explore how teaching science as inquiry figures into TAs' teacher identity formation. Through five case studies, the study characterizes the trajectories of TAs who made or did not make inquiry teaching practices their own. Most TAs made progress toward developing an inquiry-oriented teacher identity by shifting their focus to student learning. These TAs came to see their students as doing science rather than simply participating in a lab class. Findings also highlight beliefs that conflict with inquiry practices in order to inform strategies to support TAs' changing conceptions about science teaching and the development of inquiry teacher identities.
Faculty-Student Partnerships in Assessment
Author: Abdelmalak, Mariam Mousa Matta
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Graduate Students,Student Attitudes,Case Studies,Cooperative Learning,Assignments,Interviews,Observation,Instructional Design,Student Centered Learning,Student Responsibility,Student Motivation,Self Esteem,Power Structure,Partnerships in Education,College Faculty,Student Evaluation,Qualitative Research,Student Participation,Student Developed Materials

The purpose of the current comparative multiple-case study was to understand graduate students' perceptions of the collaborative construction of course assignments. Data were gathered from the graduate student interviews, class observations, and relevant student artifacts. With this collected data, six case studies were generated. The study revealed that being able to design assignments based on student perceived goals gave these participants a sense of control over their own learning. This in turn encouraged them to take responsibility for their own learning and motivated their involvement. However, some participants expressed that their previous experiences of being dependent on teachers to make decisions for them made it difficult to be fully involved in the assessment process. The current study also claims that student lack of self-confidence in their knowledge and power relations between students hindered some participants from giving feedback to their peers on the assignments. The study draws attentions to the need for a partnership between faculty and graduate students in assessment. In such partnership, the instructor and students jointly own assessment.
Use of Open Educational Resources: How, Why and Why Not?
Author: Islim, Omer Faruk
Date: 2016-00-00
Type: Journal Articles
Subjects: Open Education,Access to Education,Student Attitudes,Undergraduate Students,Resource Units,Computer Uses in Education,Shared Resources and Services,Multimedia Materials,Physics,Science Laboratories,Science Instruction,Influence of Technology,Courseware,Foreign Countries,Laboratory Experiments,Instructional Materials,Independent Study

Open Educational Resources (OER) and OpenCourseWare (OCW) target barriers of education and learning by sharing knowledge for free to benefit self-learners, educators, and students. This study aims to investigate the use of OER both as a supplementary resource for a traditional course and as a resource for self-learners. First, the attitudes and perceptions of undergraduate students toward using a General Physics Laboratory OER and about how those resources contributed to the outcomes of the course were determined. Second, public usage of resources was assessed by analyzing OER access statistics. Resources were designed to encourage students to review experiments before laboratory sessions. Results indicated that students who used the OER experienced benefits to their learning processes. In line with their aim, the resources facilitated preparedness for the course. More than half of the respondents deemed supplementary resources unnecessary. On the other hand, self-motivated learners found, reviewed, and benefited from the resources.
Active Learning via Student Karaoke Videos
Author: Grossman, Gary D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Adult Learning,Interactive Video,Singing,Music Activities,Active Learning,Undergraduate Students,Graduate Students,Natural Sciences,History,Wildlife,Ecology,Student Attitudes,Seminars,Majors (Students),Questionnaires,Interviews,Teaching Methods,Statistical Analysis,Outdoor Education,Film Production

We evaluated students' perceptions and reactions to an active learning Karaoke Video project in both a large (104 student) undergraduate class in Natural History of Georgia and a small graduate seminar in Fish Ecology. Undergraduate responses were evaluated with both questionnaires and triangulation interviews and graduate student responses evaluated with interviews alone. There was a slight majority of first and second year students (64%) in the undergraduate class. Students' majors/proposed majors were dominated by non-science categories, with 76% reporting non-science and 11% reporting science (13% no response). The overwhelming response of students to the 10 question Karaoke Video project questionnaire was positive (p &lt;&lt; 0.0001), and 83% responded that the project aided in learning class material. Triangulation interview responses from undergraduate students supported questionnaire results, and graduate students also generally perceived the exercise as positive. Our results indicate that both undergraduate and graduate students responded positively to the Karaoke Video project and that these responses did not vary over several potential inter-student biases. This project was completed with the approval of the Institutional Review Board of the University of Georgia.
Connection and Commitment: How Sense of Belonging and Classroom Community Influence Degree Persistence for African American Undergraduate Women
Author: Booker, Keonya
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Females,Academic Persistence,Student Attitudes,College Environment,Competence,Focus Groups,Interviews,Peer Relationship,Teacher Student Relationship,Minority Group Students,African American Students,Student Experience,Learner Engagement,Group Membership,Interpersonal Communication,Group Unity,Qualitative Research

In this study, six African American female college students were interviewed to explore perceptions about their college learning environment and the beliefs they have about their own competence and value with regard to others in the college community. Focus group and individual interviews were conducted over the course of the academic year to examine insights about classroom dynamics and peer interactions. Findings revealed that their decision to persist at the college was based on faculty being accessible, approachable, and providing authentic instruction. While this was encouraging, undergraduate women of color still described challenges such as experiencing microaggressions from professors and classmates and feeling a need to &quot;represent their race&quot; when asked to provide commentary on specific course topics. The results show that African American college women have experiences that are unique and faculty must be aware of the need to create a safe space in which these students can engage and participate fully.
Promoting Academic Socialization through Service Learning Experiences
Author: Behar-Horenstein, Linda S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Socialization,Service Learning,Higher Education,Learner Engagement,Mentors,Electronic Journals,Graduate Students,Doctoral Programs,Questionnaires,Writing for Publication,Case Studies,Student Attitudes,Qualitative Research,Editing,Interviews

This study explores the narratives of eight students who served as journal reviewers on a non-course-related service activity. The aim of this study was to develop an understanding of their experiences. The review board was multi-disciplinary in composition; the majority of its student and faculty members were from communities historically excluded from, and marginalized within, structures of U.S. higher education. Student engagement in learning how to manage an online journal fostered academic socialization through collaboration and collective learning. Students' perceptions of the benefits of working on the journal were categorized across five themes: Academic Career Enhancement, Practicing Faculty Work, Illuminating Faculty Roles, Demystifying Writing for Publication, and Grappling with Prioritization. The benefits and challenges of promoting academic socialization through service learning and mentorship, as well as showing how service engagement can be integrated in academic and personal identities, are discussed.
Reflection for Learning: Teaching Reflective Practice at the Beginning of University Study
Author: Pretorius, Lynette
Date: 2016-00-00
Type: Journal Articles
Subjects: Reflective Teaching,College Students,Reflection,Foreign Countries,Mixed Methods Research,Nursing Students,Student Attitudes,Questionnaires,Student Surveys,Likert Scales

Reflective practice is a key skill in many professions and is considered an essential attribute of healthcare practitioners. Healthcare students are often expected to develop reflection skills through their assignments, and this is frequently expected to occur with little explicit instruction, practice or guidance about how to reflect. Currently, there is limited guidance in the literature on how teachers can help students develop these reflective skills effectively. In this study, we describe a process for embedding reflective skills into a transition program for new healthcare students about to enter university. By allowing students to explore reflection through a method of self-discovery supported by peer discussion, we found that students were likely to recognize and value reflection as a learning tool (a concept we term &quot;reflection for learning&quot;). Additionally, these students were more likely to continue to practice reflection in their studies than students who had not participated in the training. In summary, this paper demonstrates that students are able to make meaningful deductions about reflective practice and their own learning through use of a basic framework in which to self-reflect, from the very start of their tertiary studies.
The Strategy Project: Promoting Self-Regulated Learning through an Authentic Assignment
Author: Steiner, Hillary H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Strategies,College Freshmen,Teaching Methods,Assignments,First Year Seminars,Instructional Effectiveness,Time Management,Teacher Student Relationship,College Faculty,Reading Strategies,Active Learning,Reflection,Study Skills,Content Analysis,Change,Academic Achievement,Self Efficacy,Educational Benefits,Metacognition

Success in college requires the development of self-regulated learning strategies that move beyond high school skills. First-year students of all ability levels benefit when given instruction in how to use these strategies in an authentic context. This paper presents an instructional method that requires deliberate practice of self-regulated learning strategies including active reading, management of study time and achievement goals, proactive interaction with faculty, and metacognitive reflection within the context of a student-selected course. Four instructors implemented the assignment in their first-year seminar courses, and student reflection papers were analyzed for emerging themes. These themes suggest the positive impact of applying pedagogy that requires intentional within-course application of self-regulated learning strategies, suggesting the strategy project may be a viable way to teach and encourage college-level strategic behavior.
Differential Item Functioning: Its Consequences. Research Report. ETS RR-10-01
Author: Lee, Yi-Hsuan
Date: 2010-02-00
Type: Journal Articles
Subjects: Test Bias,Item Response Theory,Test Items,Scores,Test Reliability,Test Length,Sample Size,Responses,Comparative Analysis

This report examines the consequences of differential item functioning (DIF) using simulated data. Its impact on total score, item response theory (IRT) ability estimate, and test reliability was evaluated in various testing scenarios created by manipulating the following four factors: test length, percentage of DIF items per form, sample sizes of different examinee groups, and types of responses. The results indicate that the greatest score difference was observed between the examinee groups on forms with DIF items, and the magnitude was less than 2 points on the 0-60 total score scale and 0.15 on the IRT ability scale. The influence on reliability was rather limited.
An Empirical Comparison of Methods for Equating with Randomly Equivalent Groups of 50 to 400 Test Takers. Research Report. ETS RR-10-05
Author: Livingston, Samuel A.
Date: 2010-02-00
Type: Journal Articles
Subjects: Equated Scores,Accuracy,Sample Size,Sampling,Test Items,Teacher Certification,Graphs

A series of resampling studies investigated the accuracy of equating by four different methods in a random groups equating design with samples of 400, 200, 100, and 50 test takers taking each form. Six pairs of forms were constructed. Each pair was constructed by assigning items from an existing test taken by 9,000 or more test takers. The criterion equating was the direct equipercentile equating in the full group. Accuracy was described in terms of the root-mean-squared deviation (over 1,000 replications) of the sample equatings from the criterion equating. The equating methods investigated were equipercentile equating of smoothed distributions, linear equating, mean equating, and circle-arc equating; they were compared with each other and with the identity. Circle-arc equating produced the most accurate results for all sample sizes investigated, particularly in the upper half of the score distribution.
The Role of Noncognitive Constructs and Other Background Variables in Graduate Education. ETS GRE® Board Research Report. ETS GREB-00-11. GRE Board Research Report No. 03-01. ETS Research Report No. RR-11-12
Author: Kyllonen, Patrick C.
Date: 2011-04-00
Type: Journal Articles
Subjects: Predictor Variables,Student Characteristics,Graduate Students,Graduate Study,College Faculty,Teacher Characteristics,Personality Traits,Cognitive Ability,Attitudes,Correlation,Measurement Techniques,Interests,Evaluation Methods,Student Attrition,Time to Degree,Creativity,Emotional Intelligence,Metacognition,Self Esteem,Cognitive Style,Self Efficacy,Motivation,Social Bias,Ethnic Groups,Racial Differences,Gender Differences,Interest Inventories,Literature Reviews

This report reviews the literature on noncognitive and other background predictors (e.g., personality, attitudes, and interests) as it pertains to graduate education. The first section reviews measures typically used in studies of graduate school outcomes, such as attrition and time to degree. A review of qualities faculty members and administrators say they desire and cultivate in graduate programs is conducted. There appears to be a divergence between the qualities faculty members say are important and the measures researchers typically use in validity studies. The second section reviews three categories of noncognitive variables that might predict outcomes (general personality factors, quasi-cognitive factors, and attitudinal factors) and the definitions, measures, correlates, and the validity of those measures. The role of background factors, both environmental and group, is part of this review.