ethanporcaro/eric-fulltext-meta huggingface dataset:
The Conflicts between Science Research and Teaching in Higher Education: An Academic's Perspective
Author: Karagiannis, Sophia N.
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Experience,Educational Philosophy,Foreign Countries,College Faculty,Conflict,Academic Achievement,Government School Relationship,Universities,Science Education,Undergraduate Study,Undergraduate Students,Researchers,Evaluation,Science Curriculum,Scientific Research,Higher Education,Student Attitudes

Academics are now expected to manage increasingly demanding research, administrative, and teaching obligations. These demands in practice mean that the pressures to balance teaching and research duties render cultivating links between the two activities a less-than-intuitive process. The author describes the difficulties faced by academics in the United Kingdom, students' learning experiences and perceptions of quality higher education, and the ways these issues relate to modern society's expectations of what University education should achieve. The author also considers how these issues are currently received and managed by Universities. To provide good quality higher education to the next generation, government and Universities should work together to address disparities and fill gaps in the research-teaching nexus. The evidence points to an urgent need to confront issues in a way that will benefit students, academics, Universities, and society. A non-exhaustive list of proposals described here aims to reverse the current trends that pull research and teaching apart. Such policies should be implemented, either on a national basis, or by individual Universities and should reflect the educational philosophy and cultural outlook of each institution. Ultimately a positive &quot;nexus&quot; may have potential benefits for both science research and teaching in the United Kingdom.
Priorities and Understanding of Faculty Members regarding College Students with Disabilities
Author: Cook, Lysandra
Date: 2009-00-00
Type: Journal Articles
Subjects: College Students,Educational Experience,Faculty,Teacher Attitudes,Attitudes toward Disabilities,Special Needs Students,College Faculty,Legal Responsibility,Student Rights,Academic Accommodations (Disabilities),School Policy,Access to Education,Individual Characteristics,Educational Environment,Federal Legislation,Student Characteristics,Racial Differences,Gender Differences,Employment Level,Tenure,Nontenured Faculty

As a result of legal protections and the effects of inclusive reforms (e.g., improved academic skills, heightened expectations), more students with disabilities are entering higher education than ever before. The priorities and understanding of university faculty members directly shape the educational experiences and success of the rapidly growing group of college students with disabilities. Previous research in this area has focused primarily on faculty members' knowledge of legal issues, general attitudes toward students with disabilities attending college, and willingness to make accommodations. This study expands the extant knowledge base by examining the priorities and understanding of 307 faculty members at an 8-campus university system regarding university students with disabilities in the following areas: &quot;Legal,&quot; &quot;Accommodations-Willingness,&quot; &quot;Accommodations-Policy,&quot; &quot;Universal Design for Instruction,&quot; &quot;Disability Characteristics,&quot; and &quot;Disability Etiquette.&quot; Participants' ratings indicated that (a) accommodation policies and disability etiquette were viewed as highly important and were being addressed satisfactorily; (b) issues related to law, Universal Design for Instruction, and disability characteristics were important but were not being addressed satisfactorily; and (c) issues related to willingness to provide accommodations were neither highly important nor being addressed satisfactorily. Implications for faculty training are discussed. (Contains 5 tables.)
Understanding Tertiary Student Learning: Are They Independent Thinkers or Simply Consumers and Reactors?
Author: Tait, Kathleen
Date: 2009-00-00
Type: Journal Articles
Subjects: Cognitive Style,Student Attitudes,Learning Strategies,Prior Learning,Learning Processes,Foreign Countries,Misconceptions,Teaching Methods,Postsecondary Education,Academic Achievement,Educational Environment,Higher Education,Evaluation,College Students,Preservice Teacher Education

The central place of the learning environment and the personal characteristics of the learner in influencing whether students adopt deep or surface approaches to learning is well evidenced in the literature (for example, Marton &amp; Saljo, 1976; Biggs, 1987; Entwhistle, 2001; Ramsden, 2003). For this reason, tertiary educators are constantly seeking opportunities to provide best practice in their university classrooms. Yet simply motivating students to participate in class does not necessarily alter overall learning styles (Herington &amp; Weaven, 2008). Although the term &quot;learning style&quot; is somewhat problematic (Richardson, 2000), previous research has shown that students' tendency towards a particular learning strategy affects their learning-related performance (Heikkila &amp; Lonka, 2006). This suggests that the process of &quot;unlearning&quot; previous learning styles may pose a significant problem for academics if they hope to change their students' learning processes from surface to deep learning. As a profession, teaching at the tertiary level obviously draws upon a formal knowledge base. An important step in the translation of the formal knowledge base to enlightened practice is to draw upon tertiary students' experiential and informal knowledge. What learning-related concepts, and misconceptions do they hold? What is going on in the students' minds? Specifically, this paper will provide information on how three pre-service students currently enrolled in a Bachelor of Arts (Primary) course at the Sultan Hassanal Bolkiah Institute of Education (SHBIE), Univeristi of Brunei Daurssalam, Brunei Darussalam, approach study and how this approach can affect their concepts of learning. (Contains 2 tables.)
Group Peer Review as an Active Learning Strategy in a Research Course
Author: Odom, Sue
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Research,Learning Strategies,Active Learning,Research Methodology,Research Skills,Peer Evaluation,Curriculum Implementation,Scoring Rubrics,Research Projects,Criticism,Teaching Methods,Grouping (Instructional Purposes),Cooperative Learning

The faculty of an undergraduate research course with a diverse student body recognized that many students struggled with the concept of how to critique a research article. The traditional assignment method used to teach the critique process did not maximize student learning outcomes. The active learning strategy of peer review was used to enhance student understanding and engagement in the critique process. This active learning strategy involved small groups of students who worked together as a team to evaluate the work of other student groups using a critique-rubric. This article describes the development and incorporation of a peer review activity into an undergraduate research course.
Scaffolding the Science: Problem Based Strategies for Teaching Interdisciplinary Undergraduate Research Methods
Author: Keebaugh, Alaine
Date: 2009-00-00
Type: Journal Articles
Subjects: Research Methodology,Interdisciplinary Approach,Social Sciences,Problem Based Learning,Teaching Methods,Science Instruction

Previous research has highlighted the effectiveness of Problem-Based Learning (PBL) in multiple disciplinary settings, including medicine, teacher education, business, allied health, and the social sciences. Yet interdisciplinary educators have very little information about how to implement PBL in classrooms where multiple disciplines are represented. This paper offers practical strategies for the successful implementation of PBL in an interdisciplinary context in which learners have a limited knowledge base. In this paper we will a) highlight challenges to interdisciplinary teaching, b) demonstrate how PBL and traditional teaching techniques can be used in an interdisciplinary context, and c) discuss strategies to engage students in making scientific discoveries of their own. (Contains 1 table and 2 figures.)
Critical Reading: Using Reading Prompts to Promote Active Engagement with Text
Author: Tomasek, Terry
Date: 2009-00-00
Type: Journal Articles
Subjects: Reading Assignments,Undergraduate Students,Discussion,Critical Reading,Discussion (Teaching Technique),Teaching Methods

The assignment of pre-class reading is a common practice in higher education. Typically, the purpose of this reading assignment is to expose students to background knowledge that will be useful in an upcoming class discussion or to introduce a topic that will be presented more directly by the instructor. However, numbers of undergraduates actually completing these assignments are very low (Ruscio, 2001). The purpose of this article is to describe a variety of reading/writing prompts that can be used to promote critical out-of-class reading by undergraduate students. Critical reading involves the art and science of analyzing and evaluating text while maintaining a view towards improving the nature of thought and one's subsequent actions (Paul & Elder, 2008). The prompts are organized into six categories: (1) identification of problem or issue, (2) making connections, (3) interpretation of evidence, (4) challenging assumptions, (5) making applications, and (6) taking a different point-of-view. The specific context of how to use and assign these reading/writing prompts and the subsequent benefits from their use will also be discussed.
Developing a Culture of Assessment through a Faculty Learning Community: A Case Study
Author: Schlitz, Stephanie A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Training,Educational Technology,Internet,Faculty Development,Case Studies,Evaluation,Models,Performance Based Assessment,Computer Software,Academic Achievement,Scoring Rubrics,Higher Education,Workshops,Technology Integration,Outcomes of Education,Accreditation (Institutions)

This article describes how a diverse, interdisciplinary team of faculty formed a topic-based faculty learning community. Following an introduction to faculty learning communities and a brief discussion of their benefit to faculty engaged in the process of adopting new technology, we explain how our team, through a competitive mini-grant application process and intensive training workshop, complemented by a series of follow-up training sessions, formed a faculty learning community that collectively adopted a web-based rubric model for performance evaluation, began implementing it, and, in doing so, developed a culture of assessment. We describe the web-based rubric software we adopted and provide short reports authored by seven members of the faculty learning community to exemplify how the implementation of web-based rubrics can enhance student performance, augment instructor evaluation of student performance, and facilitate outcomes assessment. The article includes a &quot;lessons learned&quot; section which synthesizes what we learned from the endeavor and emphasizes what we considered critical to the group's success. (Contains 10 figures.)
Hispanic College Students' Perceptions of Characteristics of Effective Elementary School Teachers: A Multi-Stage Mixed Analysis
Author: Slate, John R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Graduate Students,First Generation College Students,Student Attitudes,Elementary School Teachers,Hispanic American Students,Teacher Characteristics,Teacher Effectiveness,Teacher Qualifications,Gender Differences,Undergraduate Students,Teacher Attitudes

In this multi-stage mixed analysis study, the views of 437 Hispanic students enrolled at two Hispanic-Serving Institutions in the Southwest were obtained concerning characteristics of effective elementary school teachers. Through the method of constant comparison (qualitative phase), 20 dominant themes were determined to be present in respondents' characteristics of effective elementary school teachers. A factor rotation revealed the presence of five meta-themes: Student-centered and Transmitter; Responsive; Enthusiastic, Empathetic, and Communicative; Professional and Director; and, Expert and Connector. Then these themes (quantitative phase), quantitized into an inter-respondent matrix that consisted of a series of 1s and 0s, were analyzed to determine whether participants differed in their themes as a function of gender, college status, and first-generation/non-first-generation status. Statistically significant differences were present between undergraduate and graduate students in their emphases on effective elementary school teachers, as well as between first-generation and non-first-generation college students. Implications are discussed. (Contains 6 tables.)
Preservice Teachers' Perceptions of an Electronic Portfolio as a Tool for Reflection and Teacher Certification
Author: Yao, Yuankao
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Portfolios (Background Materials),Preservice Teachers,Teacher Attitudes,Teacher Education Programs,Interviews,Teacher Certification,Reflective Teaching,Teacher Competencies

This study explored preservice teachers' perceptions of an electronic portfolio intended to develop their reflective skills and to serve as a basis for initial teacher certification. Eight preservice teachers in a teacher education program participated in a semi-structured interview. Most participants thought that the portfolio served as a record keeping mechanism and helped them develop their reflective skills to some extent. At the same time, they thought more work was needed to make the portfolio reflection more meaningful. The participants did not think the portfolio provided sufficient evidence of their teaching competencies. (Contains 2 tables.)
What Will Teachers Do to Involve Parents in Education?: Using a Theory of Reasoned Action
Author: Pryor, Brandt W.
Date: 2009-00-00
Type: Journal Articles
Subjects: Parent Participation,Parent School Relationship,Teacher Attitudes,Parent Teacher Cooperation,Questionnaires,Elementary School Teachers,Secondary School Teachers,Intention,Theories,Motivation,Decision Making

Parents' involvement in their children's education is associated with a variety of benefits, including higher achievement, yet teachers are not uniformly supportive and encouraging. Teacher attitudes and beliefs about parental involvement are a predictive factor which schools, and preservice programs, could influence, yet little is known about how to influence those attitudes and beliefs. This study used the proximal variables of a theory of reasoned action to investigate both the intentions of teachers to perform eight parental involvement behaviors, and how those intentions were formed. Data were collected by questionnaire and analyzed primarily by multiple regression. The expected differences were found between elementary and secondary teachers. Teachers' intentions varied widely, depending on the behavior, and the theory's predictors accounted for large percentages of the variance in intention, suggesting the theory's utility for research in this domain. The objective of this study is to contribute to research on parental involvement in education by empirically determining the strength of teachers' motivations to promote parental participation in eight specific ways, and by using a well-tested theory of decision making to determine how those decisions were made, and therefore, how they can most effectively be influenced in the desired direction. (Contains 3 tables.)
No Child Left behind: Giving Voice to Teachers of Young Children
Author: Dever, Martha T.
Date: 2009-00-00
Type: Journal Articles
Subjects: Federal Legislation,Focus Groups,Academic Achievement,Accountability,Teaching Experience,Interviews,Federal Regulation,Reading Achievement,Educational Policy,Policy Analysis,Teacher Attitudes,Politics of Education,Phenomenology,Educational Research

No Child left Behind (NCLB), now being considered for reauthorization, may be one of the most significant education policies ever enacted by the federal government. The purpose of this inquiry was to understand the lived experiences of K-3 teachers since NCLB was signed into law in 2002. The data source was focus group interviews with 39 K-3 teachers, from seven school districts in four states. Data were analyzed inductively; verification strategies were employed. The findings suggest that participants felt the intent of NCLB was admirable, but that the law was not achieving its intended goal. Teachers noted the positive impact of increased resources for teaching reading. They raised concerns related to meeting the needs of young children given curricular mandates, and the negative effects of high-stakes testing. While they deemed accountability to be important, they felt restricted control over their actions in their own classrooms created an unfair condition for accountability. (Contains 1 table.)
When Measures Change over Time: A Workable Solution for Analysing Change and Growth across Multiple Waves
Author: Lloyd, Jennifer E. V.
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Research,Measures (Individuals),Educational Change,Statistical Analysis,Time Perspective,Regression (Statistics)

In the past 20 years, the analysis of individual change has become a key focus in educational research. There are several parametric analyses that centre upon quantifying change. Some researchers state that such analyses should only occur if the measure itself remains completely unchanged across waves, arguing that it is not possible to link or connect the scores, either methodologically or conceptually, of measures whose content, wording, response categories, or response formats vary across waves. Because it is not always possible or warranted to use the exact same measure over time, however, it is vital to explore more fully the problem of analysing change and growth with measures that vary across waves. To this end, the primary objective of this paper is to expand upon the statistical work of Lloyd and Zumbo (2007) by introducing the non-parametric hierarchical linear model (NPAR-HLM), a workable solution to the problem of analysing change/growth with measures that change over multiple waves. An example of the implementation of the solution is provided, as is a discussion of the solution's assumptions, strengths, and limitations. (Contains 2 figures, 4 tables and 4 endnotes.)
Understanding the Role of Partnership Configuration in the NSF MSP Program
Author: Scherer, Jennifer
Date: 2009-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Partnerships in Education,Institutional Cooperation,Interviews,Cohort Analysis,Content Analysis,Position Papers,Group Dynamics,Mathematics Activities,Science Activities,Group Activities,Learning Activities,Agency Cooperation,Public Agencies,Private Agencies

The National Science Foundation's (NSF's) Math and Science Partnership Program (MSP) promotes the development, implementation, and sustainability of exemplary partnerships to produce high-quality math and science education at all K-12 levels. The MSP Program anticipates that the partnerships will be instrumental in improving student achievement, as well as reducing achievement gaps among student populations differentiated by race/ethnicity, socioeconomic status, gender, or disability, a strategy advocated by Haycock, Hart, and Irvine (1991). This paper explores how different configurations influence the types of partnering and educational activities undertaken by partnerships. It further provides illustrative examples of education partnerships from the National Science Foundation's (NSF's) Math and Science Partnership (MSP) Program, which calls for inter-institutional partnerships among institutions of higher education (IHEs), local education agencies (LEAs), state education agencies (SEAs), and other for-profit and nonprofit entities. The study examines partnerships awarded in three cohorts during FY2002, 2003, and 2004 in three categories: Comprehensive Partnerships, Targeted Partnerships, and Institute Partnerships (Teacher Institutes for the 21st Century). Data sources include interviews conducted with the MSPs, archival data submitted by the awardees as part of the MSP Program's Management Information System (MSP-MIS), available extant literature, awardees' annual reports, awardees' evaluation reports, documents available through the awardees' learning network (www.MSPnet.org), and Web site information reported by the individual partnerships in the MSP Program accessible through 2007. Preliminary results indicate that the particular type of configuration of the MSP partnership does not appear to significantly impact the quantity and types of activities the MSPs carry out and accomplish. Those partnerships configured with multiple IHEs did, in some instances, show an enhanced capacity to conduct a greater number and richer array of activities. (Contains 6 tables and 4 endnotes.)
Research Mathematicians' Participation in the MSP Program
Author: Alligood, Kathleen T.
Date: 2009-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,College Faculty,Teacher Researchers,Educational Research,Teacher Participation,Teacher Characteristics,Awards,Annual Reports,Observation,Mathematics Education,Mathematics Activities,Public Schools,Organizational Change,Organizational Culture,College School Cooperation

The purpose of this study was to examine the involvement of higher education STEM faculty in disciplinary departments with pre-K-12 public schools. In particular, the study focused on 15 nationally funded awards, targeted at education in mathematics, in the National Science Foundation's Math and Science Partnership (NSF MSP) Program. One important goal of the MSP Program is to further cultural change in the STEM departments. Other studies have analyzed the effectiveness of efforts to engage STEM faculty in education activities; however, the groups studied previously included those faculty whose primary research field was STEM education. Taking the view that achieving cultural change in disciplinary departments may require an attitudinal shift among disciplinary research faculty, this analysis selected only the faculty group self-identified as "mathematics researchers" for study. Various research questions were pursued, including: How many mathematics researchers have participated in these projects; How many have worked directly with pre-K-12 teachers; How directed are they toward management activities; What is their tenure status; and, How have partnerships with a high rate of participation by mathematics researchers achieved this goal? The findings show that those projects with a high percentage of involved mathematics researchers are likely to be those with a large total number of participants. Results also indicated that mathematics researchers were more likely to be engaged directly in activities with pre-K-12 teachers, and less likely to be engaged in management activities, than other faculty participants in the projects. (Contains 3 figures and 2 tables.)