ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Research in Teacher Education for Sustainability: UN DESD via the &quot;Journal of Teacher Education for Sustainability&quot;
Author: Pipere, Anita
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Research,Teacher Education,Sustainability,Periodicals,Bibliometrics,Literature Reviews,Qualitative Research,Statistical Analysis,Journal Articles,Higher Education

This study marks the end of the UN Decade of Education for Sustainable Development that coincides with the 10th anniversary of the Baltic and Black Sea Circle Consortium on Educational Research (BBCC), and aims to analyse the research output performance of BBCC members and other scholars published in the &quot;Journal of Teacher Education for Sustainability&quot; (JTEFS) during this last decade. Using the methodology of bibliometric study and literature review, the authors describe the main bibliographic indicators of JTEFS and provide a qualitative and quantitative analysis of the research paradigms and their developmental changes in the papers published by JTEFS (2005-2014). The results of the study show that in general the journal has evolved in line with the advanced trends in educational research, research in teacher education, research in sustainability education and sustainability studies in higher education. The analysis of published papers indicates both the progress and issues of research in teacher education for sustainability. The authors conclude with some visionary insights into the further development of JTEFS and this research field in general.
An Investigation of the Relationship between In-Class and Out-of-Class Efforts on Student Learning: Empirical Evidence and Strategy Suggestion
Author: Lin, Tin-Chun
Date: 2016-08-00
Type: Journal Articles
Subjects: Investigations,Learner Engagement,Classroom Environment,College Environment,Correlation,Underachievement,High Achievement,Business Administration Education,Microeconomics,Attendance Patterns,Scores,Grade Point Average,College Entrance Examinations,Time on Task,Questionnaires,Student Attitudes,Time Factors (Learning),Predictor Variables,Hypothesis Testing,Gender Differences,College Students

In this paper we explore and discuss an important research question in higher education--is there a trade-off relationship between in-class and out-of-class efforts for students? We used an empirical model to test the trade-off hypothesis between these two efforts. We identified a trade-off between in-class and out-of-class efforts, especially for those students who do not perform well on examinations. We clarified possible reasons for this relationship in a lower-performing student group and noted potentially harmful implications for higher education. We recommended that instructors work individually with students in setting appropriate goals for each exam and frequently offering feedback. Doing so can strengthen rapport between students and faculty, thereby enhancing students' motivation to learn and confidence in utilizing faculty as a learning resource. We also recommended a classroom-based gameplay strategy to promote students' motivation to learn and encourage their participation.
Brightening the Mind: The Impact of Practicing Gratitude on Focus and Resilience in Learning
Author: Wilson, Jane Taylor
Date: 2016-08-00
Type: Journal Articles
Subjects: Resilience (Psychology),Learning Processes,Psychological Patterns,Psychology,Positive Attitudes,Teaching Methods,Correlation,Diaries,Questionnaires,Student Attitudes,Stress Variables,College Students

A growing body of groundbreaking research shows that gratitude has the power to heal, energize, and transform lives by enhancing people psychologically, spiritually, physically, and cognitively. This study contributes to the study of gratitude by exploring its impact on focus and resilience in learning. Specifically, this study examines the impact that practicing gratitude has on college students' ability to focus in class and remain resilient in the face of difficulties while learning.
Using Indirect vs. Direct Measures in the Summative Assessment of Student Learning in Higher Education
Author: Luce, Christine
Date: 2016-08-00
Type: Journal Articles
Subjects: Undergraduate Students,Psychology,Methods Courses,Student Evaluation,Evaluation Methods,Summative Evaluation,Pretests Posttests,Knowledge Level,Correlation,Grades (Scholastic),Scores,Confidence Testing,Accuracy,Self Evaluation (Individuals),Likert Scales,Statistical Analysis,Hypothesis Testing,Online Surveys

Contradictory results have been reported regarding the accuracy of various methods used to assess student learning in higher education. The current study examined student learning outcomes across a multi-section and mult-iinstructor psychology research course with both indirect and direct assessments in a sample of 67 undergraduate students. The indirect method measured student perceived knowledge and abilities on course topics, while the direct method measured actual knowledge where students answered test questions or solved problems reflecting course content. Both measures independently demonstrated increases from pretest to posttest; however only the direct measure correlated with final course grades. Results also showed respondents scoring lower on the direct measure were overconfident (as measured by indirect score) in their perceived knowledge and ability, the Dunning-Kruger Effect. Based on our findings, we concluded that the indirect method was not an accurate measure of student learning, but may have benefits as an instructional tool.
Moving beyond Assessment to Improving Students' Critical Thinking Skills: A Model for Implementing Change
Author: Haynes, Ada
Date: 2016-08-00
Type: Journal Articles
Subjects: Educational Change,Critical Thinking,Thinking Skills,Skill Development,Models,Scoring,Workshops,College Faculty,Teacher Attitudes,Grades (Scholastic),Faculty Development,Tests,Focus Groups,Evaluators,Teaching Methods,Case Studies,Computer Software,Student Surveys

This research examines how the use of the CAT (Critical thinking Assessment Test) and involvement in CAT-Apps (CAT Applications within the discipline) training can serve as an important part of a faculty development model that assists faculty in the assessment of students' critical thinking skills and in the development of these skills within their courses. Seventy-five percent of faculty participating in a CAT scoring workshop at their institution reported greater understanding of students' strengths and weaknesses in critical thinking and 45% reported that CAT scoring had changed their teaching practices and/or assessment. In addition, participants attending a training session on CAT-Apps reported a greater willingness to place more emphasis on critical thinking assessments and less on factual knowledge assessments in their courses as a result of participation in training.
Against the Odds: The Impact of the Key Communities at Colorado State University on Retention and Graduation for Historically Underrepresented Students
Author: Nosaka, Taé
Date: 2014-00-00
Type: Journal Articles
Subjects: Communities of Practice,Academic Persistence,Minority Group Students,Low Income Students,Ethnic Groups,First Generation College Students,College Preparation,Program Effectiveness,Program Evaluation,Graduation Rate,Quasiexperimental Design,Educational Principles,Program Design,Demography,Student Participation,Predictor Variables,Educational Practices

Learning communities are a high impact activity that can influence students' likelihood for success. Colorado State University (CSU) created the Key Communities (Key) program, which is open to all students but targets students that have persistently lower graduation and retention rates. The majority of Key students are under-represented (ethnically diverse, low-income, and/or first generation to college) and/or students with lower levels of academic preparation. This paper describes the structure and purpose of Key and shares the results of an institutional level assessment of Key's impact on graduation and retention. Since participation in Key is not randomly assigned, this analysis utilizes propensity score matching to estimate Key's treatment effect. Results show that Key has a positive impact on graduation and retention for all students, but Key is incredibly effective for students who come to CSU with characteristics that have historically put them at risk for attrition.
What Campuses Assess When They Assess Their Learning Community Programs: Selected Findings from a National Survey of Learning Community Programs
Author: Lardner, Emily
Date: 2014-00-00
Type: Journal Articles
Subjects: National Surveys,Campuses,Program Evaluation,Evaluation Methods,Educational Practices,Online Surveys,Success,Academic Achievement,Learner Engagement,Information Utilization,Interdisciplinary Approach,Integrated Activities,Faculty Development,School Effectiveness,College Programs,Communities of Practice

In spring 2013, the Washington Center administered a national survey to find what campuses assessed when they assessed their learning community programs, how they assessed those outcomes, and what they did with the results. Sixty-six campuses responded to the survey. Most campuses assess at least one measure of student success (pass rates, course completion, GPA) during students' learning community enrollment. Some campuses track student success after their learning community enrollment, and more campuses would like to if they had the means to do so. Nearly all campuses assess student engagement, and the few campuses that do not would like to. About half the campuses responding to the survey assess integrative and interdisciplinary learning. Most campuses associate teaching in learning communities with professional development benefits, and nearly all associate the learning community program with achieving key institutional outcomes. Discussion of these results highlights potential areas for further work in order to strengthen practice across the field of learning community practice.
Students Connecting with the University Community: The Learning Community as Bridge
Author: McDowell Marinchak, Christina L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,School Community Relationship,Experiential Learning,Learning Experience,Praxis,Interpersonal Communication,Classroom Environment,Story Telling,Classroom Communication,Teaching Methods,Educational Practices,Place Based Education,College Freshmen,Communities of Practice

The purpose of this piece is to call attention to learning conversations--to bring forth an understanding of the power of storytelling, and how it functions to make communicative connections possible, thus helping students learn. I want to highlight the value of an embodied way of engaging students during service learning. I begin this perspective by telling the story behind the story of this &quot;learning conversation.&quot; Following that, I provide a rationale for building a communicative connection--a relationship--between the classroom and the community through service learning. Kolb's (1984) &quot;Experiential Learning Theory&quot; is introduced as a means of building this relationship or bridge to connect the instructional environment of the classroom and the practices of the community through conversational learning. The final section describes a pedagogical praxis grounded in the experience of the learning community, its service learning initiative, and the power of organizing conversations through story.
Measuring the Effects of Problem-Based Learning on the Development of Postformal Thinking Skills and Engagement of First-Year Learning Community Students
Author: Wynn, Charles T., Sr.
Date: 2014-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Thinking Skills,Skill Development,College Freshmen,First Year Seminars,History Instruction,Learner Engagement,Relevance (Education),Metacognition,Reflection,Communities of Practice,Outcomes of Education,Models,Teaching Methods,Achievement Gains,Piagetian Theory,Problem Solving,Cognitive Ability,Intervention,Instructional Effectiveness,Questionnaires,Likert Scales,Statistical Analysis,Hypothesis Testing,Pretests Posttests

This article presents an instructional model for teaching a gateway history course that affects students by: 1) improving their ability to think at higher levels; 2) increasing engagement; and 3) enhancing their perception of the relevancy of the course material in comparison to traditional lecture and discussion. The model includes problem-based learning, a metacognitive reflection inducing approach to discussion, and integration into a learning community (PBL LC). The researchers conducted an evaluation of the outcomes of PBL LC and compared them to the outcomes of the same course taught by model methods without the learning community (PBL History) and by traditional lecture and discussion (TLD). We used a neo-Piagetian framework for developing the metacognitive reflection approach that also identified our target for higher level thinking and adult complex problem solving ability, i.e. postformal thinking dynamics. Change in cognitive ability, engagement and perception of relevancy of the content were measured using both quantitative and qualitative techniques. The results indicated that students taught with PBL LC had the highest levels of postformal thinking change, engagement, and perception of content relevancy, with both PBL LC and PBL resulting in higher levels than TLD.
Now You See It: Using Documentation to Make Learning Visible in LCs
Author: Mino, Jack J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Documentation,Communities of Practice,Heuristics,Learning Processes,Reflection,Instructional Design,Assignments,Scaffolding (Teaching Technique),Educational Practices,Evaluation Methods,Research Methodology,Data Collection,Metacognition,Educational Research,Faculty Development,Interdisciplinary Approach,College Faculty,College Students

The practice of documentation is discussed as a means of making learning visible in the LC classroom. A documentation heuristic consisting of a four-stage cycle was used to capture, analyze and report what Bass and Eynon (2009) refer to as the &quot;visible evidence of invisible learning&quot; (p. 5). A variety of documentation samples are presented and examined in terms of what and how students integrated their learning individually and collectively over time. Documentation can prove to be a challenging pedagogy and professional development activity, however, due to the time and effort required to enact the process. Despite these challenges, the author concludes that documentation can deepen student learning through revisiting and reflection. It can also improve assignment design and teaching through more precise scaffolding relative to the integrative moves students make as they construct knowledge. Finally, documentation can fulfill multiple functions, including that of a pedagogical practice, assessment strategy, and research method.
An Integrated Approach to Learning Communities: Designing for Place-Based, Communication- Intensive Learning
Author: Rosen, Jody R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Communities of Practice,Place Based Education,Writing (Composition),Public Speaking,Integrated Curriculum,Teaching Methods,Educational Strategies,Assignments,Flexible Scheduling,Communication Skills,Communication Strategies,Undergraduate Students,Educational Practices,Curriculum Design

This article describes the design of a learning community that paired an English Composition and a Public Speaking course at the New York City College of Technology (City Tech) and explains the embedded teaching strategies: flexible scheduling, integrated assignments, and a place-based (Brooklyn) focus. These tactics, developed with the aim of engaging first-semester students in their general-education communication courses, served to orient students to City Tech and its neighboring environment. Flexible scheduling helped avoid making concessions due to time constraints and allowed for greater fairness and efficiency, while also expanding opportunities for classroom and out-of-classroom activities. Designing overlapping assignments helped students by scaffolding coursework throughout the semester, building toward increasingly challenging course objectives. The place-based focus on Brooklyn oriented students to the campus, supported their ability to find nearby places that expanded their campus experience, and gave them tools for interacting critically with their surroundings. Grounded in maker pedagogy, the semester's final project asked students to make a shared Google Map that included their videos and summaries of their research, creating a virtual tour of downtown Brooklyn. Ultimately, these strategies supported better student success and engagement in the courses while providing a creative outlet for successful college work.
Artful Reading, Spontaneous Design: Integrating Philosophy, English, and Art in a Creativity Cluster
Author: Albrecht, Vera
Date: 2014-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,College Freshmen,Cultural Background,Urban Schools,Philosophy,College English,Art Education,Integrated Curriculum,Creativity,Reading Comprehension,Reading Instruction,Poetry,Literary Genres,Drama,Films,Music,Art Products,Aesthetics,Critical Thinking,Writing Skills,Skill Development,Creative Activities,Writing Assignments,Learning Activities,Student Needs,Communities of Practice

This article informs about a multidisciplinary learning community targeting first year students from diverse cultural backgrounds at an urban community college. The combination of English, art, and philosophy of art in a &quot;Creativity Cluster&quot; offers an excellent opportunity for great teaching and learning experiences. Yet, how can faculty address the multiple challenges faced by inexperienced student readers who have little time to reflect on difficult texts or make thoughtful connections across disciplines? The authors find that students' reading comprehension can be deepened and reinforced by dovetailing such manifold sources as poetry, short stories, plays, film, music, artworks, and readings in aesthetic theory. Further, students' critical thinking and analytical writing skills can be improved with related creative activities and integrative paper assignments. Moreover, through improvised activities, faculty can respond effectively to students' needs, nurture their creativity, and enable them to make meaningful connections across disciplines and artforms.
Recommendations from the Field: Creating an LGBTQ Learning Community
Author: Jaekel, Kathryn S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Homosexuality,Communities of Practice,Controversial Issues (Course Content),Sexual Identity,Success,Change Strategies,College Students,Group Dynamics,Assertiveness

This article details the creation of a lesbian, gay, bisexual, transgender, and queer (LGBTQ) learning community. Created because of research that indicates chilly campus climates (Rankin, 2005), as well as particular needs of LGBTQ students in the classroom, this learning community focused upon LGBTQ topics in and out of the classroom. While overall the learning community was successful, recommendations of increasing partnerships with other campus offices is detailed. In addition, critical questions of reframing learning communities as being essential for identity are outlined.
Mindset about Intelligence and Meaningful and Mindful Effort: It's Not My Hardest Class Any More!
Author: Wiersema, Janice A.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Intelligence,Learning Experience,Communities of Practice,Educational Attitudes,Metacognition,Learning Strategies,Questionnaires,Likert Scales,Pretests Posttests,Attitude Change,Cognitive Ability,Behavior Change,Academic Achievement,Learning Motivation,Learning Activities,Cognitive Development

College students' implicit theories (or mindsets) about intelligence can affect not only their motivations toward learning, but also their cognitive habits and behaviors while learning thus impacting academic achievement. In this paper we describe learning experiences we used with our learning community to 1) introduce students to the concept of implicit theories (mindsets) about intelligence, 2) encourage them to move toward growth mindsets rather than fixed mindsets about their abilities to learn, 3) challenge them to identify learning as more than memorization and recall, and 4) hold them accountable for doing the work of the mind (meaningful and mindful effort) required for learning. Questionnaires given at the beginning and again at the end of the semester revealed increases in students' self-reported knowledge of mindset about intelligence and the effect it has on their abilities to learn, about the impact meaningful and mindful effort has on learning, and about the meaning of effort. More important, students also reported positive changes in behaviors as they took more responsibility for their own growth and development by practicing the work of the mind. Leaders of learning communities can use this set of learning experiences to help their students achieve even more academic success.
The Right Time: Building the Learning Community Movement
Author: Mutnick, Deborah
Date: 2015-00-00
Type: Journal Articles
Subjects: Communities of Practice,College Faculty,College Freshmen,College Students,College Libraries,Archives,Student Research

The author argues that the current conjuncture is a kairotic moment for their own learning community program as well as the national movement to support the development of learning communities in universities and colleges and the array of pedagogical approaches associated with them. With Barbara Leigh Smith (2013), they recognize a link between the social justice movements of the 1960s and the learning community movement both in their commitments to democracy and their organizing strategies. Through relating the story of their own experience as co-directors of the LIU Brooklyn Learning Community program, specifying different inventions, audiences, and purposes driving that initiative, they further suggest that learning communities have the potential not only to reinvigorate teaching and learning but also to contribute to struggles for a more democratic, compassionate society.
Promoting a Culture of Engaged Scholarship and Mentoring Junior Faculty in the Reappointment, Tenure, and Promotion Process at a &quot;Teaching First&quot; University
Author: Boehm, Lisa Krissoff
Date: 2016-00-00
Type: Journal Articles
Subjects: College Faculty,Mentors,Faculty Promotion,Tenure,State Universities,Scholarship,Organizational Culture,Case Studies,Strategic Planning,Community Programs,School Community Relationship,Public Health,Theater Arts,Municipalities

This paper analyzes the processes and outcomes involved with mentoring junior faculty in the reappointment, promotion, and tenure (RPT) process at a comprehensive state university and creating a culture supportive of engaged research. Although the university in this case study is governed by a collective bargaining agreement that prohibits the development of new written policies on RPT, the deans and other academic leaders can promote significant change through cultural means. The article will examine: the place of engaged scholarship within the reappointment, tenure, and promotion processes of the university; the university's commitment to a cross-institutional research approach; the mentoring of faculty conducting innovative community projects; the university's recent strategic plan initiative funding of collaborative cross-college and community projects; partnership with the city of Worcester's Department of Public Health on applied scholarship related to five domains of public health currently established as the focus of efforts by the city and the region; and the innovative CitySpeak devised theater project. At this state university, strong leadership helped support a deepening culture of engaged teaching and scholarship and helped faculty negotiate the road of RPT.