ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Design and Management Skills for Senior Industrial Engineering Students
Author: Urbanic, R. J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,Interaction,Teamwork,Interpersonal Competence,Skill Development,Design,College Students,Student Projects,Time Management,Workshops,Engineering,Industrial Education,Manufacturing Industry,Relevance (Education),School Business Relationship,Course Descriptions,College Curriculum,Problem Solving,Program Effectiveness

In Canadian engineering institutions, a significant design experience must occur in the final year of study. In the Department of Industrial and Manufacturing Systems at the University of Windsor, unsolved, open ended projects sponsored by industrial partners from a variety of sectors are provided to the student teams in order for them to apply appropriate design principles to generate original, feasible, working design solutions. Students may be engaged in systems design, facilities layout, optimization or other discipline related projects. To facilitate their progress, a series of interactive workshops have been designed to expose the students to team work and people skills, time management challenges, and so forth. They were designed to be fun and to support the student project activities regardless of the project type and industry sector The course structure, an overview of the workshops, and a detailed description of the &quot;problem definition&quot; workshop is presented in this work. (Contains 6 tables and 7 figures.)
Teaching Alternative Licensed Literacy Teachers to Learn from Practice: A Critical Reflection Model
Author: Ajayi, Lasisi
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Education,Methods Courses,Literacy,Theory Practice Relationship,Reflective Teaching,Reading Instruction,Teaching Methods,Educational Practices,Teaching Experience,Alternative Teacher Certification,Reflection,Teaching Models,Educational Principles,Transformative Learning,Teaching Skills,Transcripts (Written Records),Journal Writing,Microteaching

Critical reflection is defined as an educational imagination that allows candidates to look at themselves and their situations with new eyes, and in the process, become conscious of the multiple ways they can interpret, critique, challenge, confront, and reconstruct teaching. This study examines the effectiveness of using explicit instruction in methods courses to increase the capacity of alternative licensed literacy teachers (ALLTs) to develop critical reflective practice. This study makes important contributions to bridging the theory-practice gap in reflection between teacher education and the specific field of literacy teacher education. A study of critical reflection from interdisciplinary perspectives between the wider field of teacher education and the specific field of literacy teacher education offers useful insights and strengthens literacy education programs. This study also demonstrates how literacy methods professors can use an explicit instruction model to support ALLTs' critical reflection. Explicit instruction involves a framework for organizing teaching/learning where the professor "explicitly includes declarative, procedural, and conditional understandings within a gradual release of responsibility, or heavily scaffolded format." The goal of explicit instruction is to facilitate critical, deliberate, purposeful, pre-planned, shared, and regular reflective practice. (Contains 1 figure and 1 table.)
Teacher Learning through National Board Candidacy: A Conceptual Model
Author: Hunzicker, Jana
Date: 2011-00-00
Type: Journal Articles
Subjects: National Standards,Alternative Teacher Certification,Learning Experience,Teacher Competencies,Professional Development,Teacher Improvement,Program Effectiveness,Elementary School Teachers

Since 1987, nearly 82,000 teachers nationwide have become National Board certified (National Board for Professional Teaching Standards [NBPTS], 2009a). National Board certification is a voluntary process that recognizes teachers who demonstrate accomplished teaching practice as defined by the National Board for Professional Teaching Standards (NBPTS). Most teachers who have experienced National Board candidacy describe it as the best professional development they have ever experienced--even when they do not achieve the certification. However, as this article will explore, some studies find that teacher learning through National Board candidacy varies significantly from teacher to teacher. This conceptual article presents an original model of teacher learning, called learning leverage. Characterized by the interactive dynamics of rigor, reward, and risk, learning leverage creates uncomfortable yet positive pressure that usually results in substantial teacher learning. The model, which offers a graphic for understanding teacher learning through National Board candidacy useful to National Board candidates, NBPTS mentors, and others interested in teacher learning through the NBPTS certification process, helps explain why many teachers consider National Board candidacy a powerful learning experience and provides insight as to why some teachers learn much and others learn little through the experience. With general understanding of National Board certification established, the remaining pages of the article build readers' understanding of learning leverage by summarizing the study from which the model originated, reviewing five studies that influenced the author's thinking about teacher learning during National Board candidacy, describing the model itself, and illustrating what learning leverage might "look" like through the different certification experiences of three teachers. Throughout the article, the author articulates the sequencing, research, and thought processes that supported the model's conception to strengthen its credibility. (Contains 4 figures.)
Sustainable Assessment for Large Science Classes: Non-Multiple Choice, Randomised Assignments through a Learning Management System
Author: Schultz, Madeleine
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Student Evaluation,Large Group Instruction,Science Instruction,Integrated Learning Systems,Computer Assisted Testing,Multiple Choice Tests,Sustainability,Test Construction,Adaptive Testing,Intelligent Tutoring Systems,Science Tests,Chemistry,Thinking Skills,College Students,Student Surveys,Computer Software Evaluation

This paper reports on the development of a tool that generates randomised, non-multiple choice assessment within the BlackBoard Learning Management System interface. An accepted weakness of multiple-choice assessment is that it cannot elicit learning outcomes from upper levels of Biggs' SOLO taxonomy. However, written assessment items require extensive resources for marking, and are susceptible to copying as well as marking inconsistencies for large classes. This project developed an assessment tool which is valid, reliable and sustainable and that addresses the issues identified above. The tool provides each student with an assignment assessing the same learning outcomes, but containing different questions, with responses in the form of words or numbers. Practice questions are available, enabling students to obtain feedback on their approach before submitting their assignment. Thus, the tool incorporates automatic marking (essential for large classes), randomised tasks to each student (reducing copying), the capacity to give credit for working (feedback on the application of theory), and the capacity to target higher order learning outcomes by requiring students to derive their answers rather than choosing them. Results and feedback from students are presented, along with technical implementation details. (Contains 2 tables and 3 figures.)
Integration of Medical Images to the Teaching of Systematic Pathology: An Evaluation of Relevance
Author: Starkey, Deborah
Date: 2011-00-00
Type: Journal Articles
Subjects: Pathology,Visual Aids,Medicine,Radiology,Diseases,Health Occupations,Focus Groups,Group Discussion,Student Evaluation,Foreign Countries,Relevance (Education),Tutorial Programs

A sound knowledge of pathological disease processes is required for professional practice within health professions. The project described in this paper reviewed the resources currently available for the delivery of systematic pathology tutorials. Additional complementary resources were developed and the inclusion of these additional learning resources in practical tutorial sessions was evaluated for their impact on student learning. Student evaluation of the learning resources was undertaken across one semester with two different cohorts of health profession students using questionnaires and focus group discussion. Both cohorts reported an enhancement to their understanding of pathological disease processes through the use of the additional resources. Results indicate student perception of the value of the resources correlates with staff perception and is independent of prior experiences. (Contains 2 figures.)
Teaching Oral Communication in Undergraduate Science: Are We Doing Enough and Doing it Right?
Author: Chan, Vincent
Date: 2011-00-00
Type: Journal Articles
Subjects: Speech Communication,Competency Based Education,Communication Skills,Undergraduate Students,Science Education,Science Instruction,Science Process Skills,Problem Sets,Course Descriptions,Teaching Methods,Learning Activities,Skill Development

Communication skills and insights form an important basis for employability and participation in society. Universities aim to produce graduates with effective communication skills. Effective oral communication is critical for the advancement and sharing of scientific knowledge. There is increasing recognition within tertiary institutions of the need for science graduates to develop better presentation skills, in particular. This paper addresses the importance of embedding, teaching and assessing oral communication in university science subjects. It also describes several simple and authentic oral learning/assessment exercises.
Classrooms as Complex Adaptive Systems: A Relational Model
Author: Burns, Anne
Date: 2011-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Classroom Environment,Knowledge Base for Teaching,Linguistic Theory,Theory Practice Relationship,Praxis,Teaching Methods,Teacher Role,Systems Approach

In this article, we describe and model the language classroom as a complex adaptive system (see Logan & Schumann, 2005). We argue that linear, categorical descriptions of classroom processes and interactions do not sufficiently explain the complex nature of classrooms, and cannot account for how classroom change occurs (or does not occur), over time. A relational model of classrooms is proposed which focuses on the relations between different elements (physical, environmental, cognitive, social) in the classroom and on how their interaction is crucial in understanding and describing classroom action. (Contains 5 figures, 2 tables, and 1 note.)
Use of Resources in Second Language Writing Socialization
Author: Nam, Miyoung
Date: 2011-06-00
Type: Journal Articles
Subjects: Graduate Students,Socialization,Writing (Composition),Second Language Learning,Korean,Native Language,Academic Discourse,English (Second Language),Peer Relationship,Educational Resources,Laboratories,Qualitative Research,Case Studies

This study investigated five Korean ESL graduate students' access to and utilization of professional and social resources in the process of socializing into American academic writing discourse. As a pilot study for a larger scale research study, data for the present study were collected during a four-month period through interviews. Findings suggest that socialization into American academic writing discourse was difficult, frustrating, and disempowering as well as restricted by lack of coordination among resources. Based on their prior experience and second-hand information provided by peers, the participants remained legitimate peripheral passive users of university resources such as the writing center, an ESL program, and research courses designed to help them. They were, however, active users of intertextual resources they sought out themselves. Peer advice appears to be more influential in Korean L2 graduate students' resource use choices than their advisors' and departments' recommendations. (Contains 1 note.)
Expressive Vocabulary Development of Immigrant Preschoolers Who Speak Somali, Spanish, and Hmong
Author: Estrem, Theresa L.
Date: 2011-06-00
Type: Journal Articles
Subjects: Afro Asiatic Languages,Speech Communication,Hmong People,Expressive Language,Vocabulary Development,English (Second Language),Second Language Learning,Preschool Children,Spanish,Individual Development,Measures (Individuals),Scores,At Risk Persons,Academic Achievement,Intervention,Sino Tibetan Languages

This research investigated the use of a measure of expressive vocabulary to monitor the development of preschoolers learning English. Over 1200 preschoolers whose primary language was Somali, Hmong, Spanish, or English were assessed three times during one year using an Individual Growth and Development Indicator (IGDI) for Picture Naming, a one-minute teacher-administered tool. Results of analyses indicated that this expressive language measure is sensitive to growth over one year for all groups learning English as another language. Average scores varied with the primary language spoken at home. Most notably, Somali-speaking children showed larger English expressive vocabularies than Spanish- or Hmong-speaking children. This research has implications for monitoring and intervening with English-learning skills for children most at risk for future academic challenges. (Contains 1 figure, 4 tables, and 3 notes.)
Perception, Curriculum, and Subject Matter: Reforming Instruction
Author: Hoang, Thienhuong
Date: 2008-00-00
Type: Journal Articles
Subjects: Professional Training,Educational Change,Literacy,Teacher Leadership,Reading Instruction,Teaching Methods,Interviews,Elementary Schools,Urban Schools,Educational Strategies,Mathematics Instruction,Models,Literacy Education,Leaders,Instructional Leadership,Academic Achievement,Mathematics,Scores

The purpose of this study is to illuminate the reciprocal relation between teacher leaders' perception and practice to subject matter. The researcher conducted interviews and observations of 30 teachers from 8 urban elementary schools. The data and results evidently identify those teachers' views of subject matter both shaped and were shaped by their teaching strategies. Teachers' strategies for improving math instruction focused on external supports such as professional training in mathematics and building skills through sequenced instruction and curriculum. In improving literacy instruction, teachers emphasized the school community as the locus for development of literacy programs and materials that applied to a variety of academic subjects. (Contains 2 tables.)
From Qualitative Data to Instrument Development: The Women's Breast Conflict Scale
Author: Thomas, Eileen
Date: 2011-07-00
Type: Journal Articles
Subjects: Qualitative Research,Females,Self Concept,Research Methodology,Conflict,Measures (Individuals),Screening Tests,Cancer,Guidelines,Human Body,Values,Family Characteristics

The purpose of this article is to describe the initial development of the Women's Breast Conflict Scale, a predictive instrument designed to identify women who may be least likely to follow recommended mammography screening guidelines. This new instrument incorporates self/body image, teasing, family norms and values, and societal/media influence--themes identified from three qualitative studies and five years of qualitative data collection. The themes aided in the development of a conceptual model (Breast Conflict), which provided the framework for this instrument. A description of the traditional steps involved in instrument development is provided to aid qualitative researchers in the development of meaningful instruments that incorporate the human experience as perceived by the people for whom the instrument is designed. (Contains 1 figure, 6 tables, and 3 footnotes.)
Self-Image and Physical Education--A Phenomenological Study
Author: Perrin-Wallqvist, Renee
Date: 2011-07-00
Type: Journal Articles
Subjects: Physical Education,Social Environment,Psychology,Teacher Student Relationship,Self Concept,Phenomenology,Interviews,Verbal Communication,Nonverbal Communication,Foreign Countries,Peer Influence,Social Influences,Interaction,Feedback (Response)

In this study our aim was to investigate (a) how the awareness of one's self-image reveals itself as a phenomenon, and (b) if self-image is influenced by physical education in a social context with teachers and pupils. Six pupils, aged 15 and 16 years, attending compulsory school were interviewed with the use of an empirical phenomenological psychological method. The Empirical Phenomenological Psychological (EPP) analysis of the interviews resulted in two main themes in terms of self-concepts: self-image as self-contemplation and the factors of influence upon a pupil's self-image in physical education each with three subthemes. We end with a discussion about the different aspects on the noetic and the noematic perspectives on self-image and self-contemplation.
Modifying the Body: Canadian Men's Perspectives on Appearance and Cosmetic Surgery
Author: Ricciardelli, Rosemary
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Males,Self Concept,Human Body,Attitudes,Surgery,Cosmetology,Economic Impact,Masculinity,Clothing,Identification (Psychology)

In postmodern scholarship there has been a temporal shift to thinking of the body as malleable rather than fixed, which has opened space for the remaking of the self via the remaking of the body (Featherstone, 1991; Giddens, 1991). Among men, this process is thought to interact with shifting understandings of masculinity. In this study, 14 interviews were conducted to investigate experiences of masculinity, physical appearance and cosmetic surgery among Canadian men who had undergone or were contemplating cosmetic surgery. Responses suggest that bodily presentations and experiences of masculinity continue to influence how people feel about themselves and their perspective toward cosmetic surgery. Findings are discussed in relation to contemporary constructions of masculinity, body, and identity. (Contains 1 figure, 1 table, and 1 footnote.)
Doctoral Students' Conceptions of Research
Author: Pitcher, Rod
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Programs,Graduate Students,Research,Definitions,Student Attitudes,Figurative Language,Content Analysis,Surveys,Internet,Computer Mediated Communication,Epistemology

In this paper I report a study of the conceptions of research held by a sample of doctoral students at an Australian research-intensive university. I take a unique approach by using metaphor analysis to study the students' conceptions. The students in this study were recruited for an on-line survey in which they answered questions relating to their conceptions of research. I arrived at four categories that I have labelled research is explorative, research is constructive, research is spatial, and research is organic.
Methodological and Ethical Dilemmas Encountered during Field Research of Family Violence Experienced by Adolescent Women in Buenos Aires
Author: Luxardo, Natalia
Date: 2011-07-00
Type: Journal Articles
Subjects: Family Violence,Females,Research Methodology,Pregnancy,Birth,Ethics,Foreign Countries,Adolescents,Early Parenthood,Questionnaires

The purpose of this article is to examine some obstacles and dilemmas related to methodological strategies and ethical considerations that arose during the fieldwork of research focused on family violence during the stages of pregnancy and childbirth in adolescent females in Buenos Aires during 2007. From this study, we are able to contribute some reflections in the arena of qualitative and mixed methods inquiries. Some of the problematic topics encountered were: institutional constraints, questionnaires with categories too abstract for the target population, lack of interest in participating, orthodox methods that did not work in the field and ethical protocols that only focused on informed consent. We conclude that optimizing a research endeavor is affected by the emergent components of fieldwork, and the reformulation and incorporation of new techniques of data collection should be suitable to the specific requirements of the population under study. (Contains 2 footnotes.)
Collecting International Merchant Seafarer Oral Histories: Experiences and Reflections
Author: Matyok, Tom
Date: 2011-07-00
Type: Journal Articles
Subjects: Migrant Workers,Semiskilled Workers,International Trade,Animals,Water,Global Approach,Life Style,Personal Narratives,Qualitative Research,Research Methodology,Adjustment (to Environment),Researchers,Mobility

Investigating highly mobile labor populations presents researchers with unique challenges and opportunities. In this paper, I share my experiences and reflections in collecting international merchant seafarers' oral histories and propose to move the dialogue forward regarding the use of hybrid qualitative research practices. Seafarers are constantly moving, at sea and in port, and traditional research methodologies are inadequate in determining the nature of modern-day seafaring. I suggest how qualitative research methods must be flexible enough to accommodate researchers' needs in a chaotic global milieu. Investigators researching highly mobile labor populations, as well as mobile immigrant and refugee communities, can gain insights into the challenges and methods available for meeting those challenges. (Contains 1 footnote.)
Visualizing the Intersection of the Personal and the Social Context--The Use of Multi-Layered Chronological Charts in Biographical Studies
Author: Hiller, Patrick T.
Date: 2011-07-00
Type: Journal Articles
Subjects: Charts,Biographies,Qualitative Research,Social Environment,Individual Characteristics,Visualization,Data Analysis,Genealogy,Computer Software

This paper outlines the theoretical reasoning and technical implementation of a particular approach to creating multi-layered chronological charts in qualitative biographical studies. The discussed method elucidates the interpretation of traditional life chronologies where the individual's "objective" life facts are reconstructed free from analysis. The novelty of multi-layered chronological charts lies in their ability to enrich the visualization of a temporal connection between personal and social contextual factors based on categories determined by the researcher. In doing so, such charts make existing interview data more accessible and processable. In-depth, thematic data analysis can be supported through the visualization of prominent life aspects or the presentation of integrative perspectives of individuals' lives. Case examples are presented to demonstrate how methodological and theoretical objectives are fulfilled through the customized use of genealogy software. Based on the underlying research problem, multi-layered biographical charts can be customized for different research purposes and connected to an array of complex linkage systems. (Contains 6 figures and 1 footnote.)