ethanporcaro/eric-fulltext-meta huggingface dataset:
Linking Action Research to Response to Intervention (RtI): The Strategy Implementation Project
Author: Hoppey, David
Date: 2013-00-00
Type: Journal Articles
Subjects: Action Research,Response to Intervention,Preservice Teacher Education,Teacher Education Programs,Decision Making,Preservice Teachers,Special Education,Assignments,Student Research,Research Projects

This paper showcases how one teacher preparation program embedded action research within the Response to Intervention (RtI) model. This integration helped preservice teachers gain a deeper knowledge of RtI key concepts and pedagogical decision making for meeting diverse students' needs. Examples from a course assignment are provided to demonstrate how an action research framework helped cultivate the professional knowledge and skills needed to understand and successfully implement the RtI decision-making process. A brief discussion and implications for teacher preparation programs are also shared.
What I Learned from Being a Beginning Language Student Again
Author: Underwood, Jan
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Learning,Learning Processes,German,Notetaking,Spanish,Language Teachers,Second Language Instruction,Introductory Courses,Teaching Methods,Learning Experience,Transfer of Training,Study Habits,Vocabulary Development

A 20-year veteran teacher of college Spanish, the author decided to take an intensive First-Year German course during one summer. The author found the German class was not only a great opportunity to acquire another language, but a rich source of insight about the language teaching and the learning process itself. Not only did she take German notes, she also filled a notebook with observations about this process, some of which affirmed what she had already knew, and some of which have altered the way she taught. In this article she describes some of these insights.
Drawings as a Component of Triangulated Assessment
Author: Otto, Charlotte A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Freehand Drawing,Action Research,Preservice Teachers,Elementary Education,Mixed Methods Research,Student Evaluation,Elementary School Students,Student Research

Action research (AR) in an educational setting as described by Tillotson (2000), is an approach to &quot;classroom-based problems&quot; or &quot;specific school issues&quot;. This process involves identification of the issue or problem, development and implementation of an action plan, gathering and interpreting data, sharing the results within the community, and &quot;action planning&quot; as a cyclical endeavor. AR is utilized as a key component of developing pre-service teachers in the University of Michigan-Dearborn certification program. Illustrating the five components of Tillotson's approach, pre-service elementary teachers develop and analyze pre-assessments of K-8 student knowledge about a specific science topic to identify prior student understanding; they create and teach two lessons to provide applicable scientific content, post-assess to determine the impact of their teaching and write a research journal style report describing their project. The AR assignment is more structured than a typical action research project in order to support the pre-service teachers, many of whom have never conducted a literature review, created assessments linked to research, or completed an AR project (Luera &amp; Otto, 2005). This article provides an action research study of the capstone course, 24 final AR reports from capstone courses offered between Fall 2009 through Winter 2011 were examined to determine the kinds of pre-assessments administered. The AR projects covered in these final reports included all grade levels, kindergarten to sixth grade; each project was conducted in a different local school. All of these schools are located within a large, diverse metropolitan area with correspondingly diverse socio-economic levels. Pre-service teachers who connected their assessments to prior research were able to obtain deeper insights into K-8 student understandings and their analyses were more robust and thoughtful. Rich information was obtained from the pre-assessments that included drawings but more guidance from course instructors would improve both the preassessment itself and the subsequent analyses. For in-service teachers, the recommendation is to not only measure student knowledge by use of multiple methods, (i.e., triangulating assessment data) but also to employ drawings as a means of assessment. For many, drawings are typically thought of as &quot;art&quot; rather than as a cognitive task. Drawings in science are useful for students, in particular young children and ELL students, as a way to convey their understanding or their mental models of a science topic in a way that words cannot.
The Value of Why for Student and Teacher Learning
Author: Guarino, Jody
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Mathematical Logic,Cognitive Processes,Inferences,Questioning Techniques,Discussion (Teaching Technique),Mathematical Concepts,Concept Formation,Preservice Teacher Education,College Faculty,Elementary School Mathematics

The authors believe teaching for understanding begins with the development of a few essential orientations. Teachers must have an appreciation for student centered mathematics teaching, valuing an approach that builds on student thinking. In addition, teachers must appreciate the complexity of students' mathematical thinking and ideas. Once these orientations are in place teachers can attend to student thinking in ways that draw inferences about their understanding (Carpenter, Fennema, Peterson &amp; Carey, 1988; Ma, 1999) and use those inferences to further probe, uncover and extend the complexities of student thinking. The authors contend this is possible through the value of &quot;why.&quot; Asking &quot;why?&quot; when teaching mathematics has benefits for both students and teachers. Asking &quot;why?&quot; when teaching mathematics has benefits for both students and teachers. The benefits for students have been highlighted by several authors (Hufferd-Ackles, Fuson, &amp; Sherin 2004; Lampert 2001; Stein, Engle, Smith, &amp; Hughes 2008; Stein, Smith, Henningsen, &amp; Silver 2000). Among others, Hiebert and colleagues (1997) discuss how through the verbalization of their thinking students reach deeper understanding of the mathematical ideas they are working with. When students are asked to reflect on their thinking they form new relationships among mathematical ideas and check old ones. In addition, when student thinking is made visible in the classroom, opportunities are created for students to challenge each other's ideas and ask for clarification. In this paper, the authors illustrate these benefits through a classroom example.
The Impact of Blogging on Student Communication about Books
Author: Albaugh, Brittany M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Diaries,Language Arts,Computer Mediated Communication,Technology Uses in Education,Educational Technology,Web Sites,Novels,Student Motivation,Teaching Methods,Elementary School Students,Elementary School Teachers,Grade 5,Student Surveys,Internet,Assignments,Special Education

The purpose of this research was to investigate how the use of blogging in the language arts classroom influences student communication about independent reading novels. I was motivated to do this study by witnessing the enthusiasm with which my students discussed technology as well as their eagerness to use those resources to create technologically sound learning experiences. That inspired me to investigate socially-driven technology. Our classroom blog and accompanying blog comments were the primary sources of data collection for this study. Theories that helped frame this study include Social Constructivism and Transactional/Reader Response. The results of this study indicated that blog conversations benefitted students on academic and social levels.
Finnish Mathematics Teachers Talk about Restructuring Practice
Author: Röj-Lindberg, Ann-Sofi
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Educational Change,Teacher Attitudes,Foreign Countries,Educational Policy,Swedish,Teacher Education,Teaching Methods,Secondary School Students,High Achievement,Language of Instruction,Elementary Secondary Education,Action Research,Educational History,Curriculum Implementation,Student Evaluation,Teacher Role

Finnish 15-year olds have been among the top overall performers in international student assessment studies during the last decade; metaphors like &quot;miracle&quot; and &quot;paradox&quot; have emerged, especially related to school mathematics. The goal of this article is to situate the good results in the Finnish educational policy in the 1990s, as well as in accounts from five Finnish Swedish-speaking mathematics teachers in a teacher training school who set out to restructure their teaching and learning practices.
Traversing the Design-Language Divide in the Design and Evaluation of Physical Learning Environments: A Trial of Visual Methods in Focus Groups
Author: Lee, Nicolette
Date: 2013-00-00
Type: Journal Articles
Subjects: Physical Environment,Educational Environment,Focus Groups,Foreign Countries,Visual Aids,Evaluation,Design

When gathering data for the design and evaluation of physical learning environments, there is a significant challenge in traversing, or translating, architect/designer language and stakeholders' verbal accounts of their expectations, preferences and experiences. In a series of studies used to provide data for both the evaluation of existing spaces and the design of future spaces, the authors utilized three focus group methods that incorporated elements of participatory design and visual play in activities. This paper describes these methods and the efficacy of each method in the context of physical learning environment evaluation and design.
Leveraging a New Building to Overcome First and Second-Order Barriers to Faculty Technology Integration
Author: Alleman, Nathan F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Schools of Education,School Buildings,Barriers,Technology Integration,Instructional Innovation,Adult Learning,College Faculty,Administrators,Semi Structured Interviews

This study uses the context of a School of Education's transition from an old adapted building to a new dedicated structure to explore ways in which that occasion created an opportunity to address first and second-order barriers to faculty technology integration and pedagogical innovation. Barriers were address through the convergence of a purposeful application of an adult learner model to technology support and planning, and the opportunities provided by the move to a new building. Findings from pre and postmove faculty and administrator interviews highlight intended and unintended strategic, symbolic, and functional outcomes, as well as the unique aspects of faculty professional work life that complicate these efforts.
Collaborations beyond the Cave: A Consideration of the Sacred in the Creation of Collaborative Library Spaces
Author: Turner, Ralph Lamar
Date: 2013-00-00
Type: Journal Articles
Subjects: Libraries,Library Facilities,Cooperation,Library Role,Institutional Mission,Architecture,Aesthetics

This article examines the tensions and risks inherent in implementing new technologies and collaborative spaces while maintaining the library's critical role as a &quot;civic temple&quot; and knowledge center that inspires and facilitates contemplation and deep thought. New technologies present &quot;disruptive&quot; challenges, having already broken the library's monopoly as an information center and now infiltrating what has been a more cerebral environment with the constant and chronic distractions of a &quot;plugged-in&quot; society. The loss of the physical book presents an additional test to both library identity and library mission, robbing the institution of a vital symbol as well as a tactile gateway to a dialogue with the eternal. Sacred architecture and library architecture share parallels of purpose, and the exploration of sacred architecture may offer clues to how to transition the library into the new technologically and collaboratively rich age.
Classroom Seating Considerations for 21st Century Students and Faculty
Author: Harvey, Eugene J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Classroom Design,Furniture,Statistical Analysis,Student Attitudes,Urban Universities,Rating Scales,Undergraduate Students,Learner Engagement,Interaction,Student Surveys,Psychometrics

This quantitative, cross-sectional research study explored students' perceptions of five different seating styles within typical classrooms in an urban public higher education institution. The five seating styles included: modern mobile chairs, tablet arm chairs, fixed tiered seating with tablet arms, rectangle tables with standard chairs, and trapezoid tables with chairs on casters. To operationalize measurement of student perceptions, the Classroom Seating Rating Scale for Students (CSRS-S) was developed from the classroom and seating design literature to measure the dimensions of Comfort &amp; Space, Learning Engagement, and Interactivity. Across all dimensions, students rated significantly highest the modern mobile chairs and trapezoid tables with chairs on casters, while traditional tablet arm chairs and fixed tiered seating with tablet arms scored lowest. Results indicate the need for campuses to (re)consider the purposes and roles of seating styles within the 21st century classrooms, with seating selection based on principles of universal design.
Culture War in the Collaborative Learning Center
Author: James, Robert
Date: 2013-00-00
Type: Journal Articles
Subjects: College Libraries,Learning Resources Centers,College Faculty,Teacher Attitudes,Program Effectiveness,Research Libraries,Cooperative Learning,Ideology,Space Utilization,Library Services,Observation,Librarians

The transformation of the first floor of Joyner Library into the Collaborative Learning Center produced significant changes to collection and user spaces. Collaboration, in this context, refers to students engaged in teamwork with technology and support services. A Culture War emerged when some faculty, displeased with the loss of the traditional library ethos, voiced their concerns about the future of the library at East Carolina University. This study is an analysis of the implementation of a collaborative commons in an academic research library with a focus on faculty criticism and lessons learned from the experience.
Faculty and Academic Staff Perceptions, Experiences and Expectations of the PASS Program: A Case Study
Author: Huang, Tairan K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Case Studies,Supplementary Education,Academic Support Services,Expectation,Teacher Attitudes,Teaching Experience,Teacher Surveys,Semi Structured Interviews,Peer Groups,Questionnaires,Familiarity,Teacher Administrator Relationship,Program Attitudes,College Programs,Program Effectiveness,Foreign Countries

Current research largely explores the evaluation and perceptions of Peer Assisted Study Sessions (PASS) from the student perspective. The purpose of this study was to identify and evaluate institutional, faculty, and academic staff perceptions, experiences, and expectations of an established PASS program in the Faculty of Business in an Australian University. A survey and semi-structured interviews were used to collect responses from participants from each level of the university, including the PASS program coordinators, Dean of Faculty, Head of School, and subject coordinators. Results highlight the importance of &quot;closing the communication loop&quot; between PASS leaders and academics to maintain the efficacy of such programs and aid in their continuous improvement. This research contributes to the literature concerning peer learning. The findings may be used in the future development of programs such as PASS to further inform the engagement of academic staff to enhance the student learning experience in such programs.
Helping Students with Difficult First Year Subjects through the PASS Program
Author: Sultan, Fauziah K. P. D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Action Research,Graduate Surveys,Relevance (Education),Student Surveys,Student Satisfaction,Reflection,Content Analysis,Social Integration,Study Skills,Supplementary Education,Academic Support Services,College Programs,Program Effectiveness,Foreign Countries

The purpose of this action research was to find out if participants of a pilot PASS program found it to be helpful. The program was implemented for the first time in an institute of higher learning in Malaysia. An action research design guided the study, with surveys, documents, and reflections as primary data sources. The findings were largely positive, with participants citing PASS sessions to have helped them in the study of difficult first year subjects and in the development of some study skills. PASS also improved social integration. The collaborative and facilitated structure of PASS sessions were reported to be key aspects that improved student learning. Some issues were also highlighted and discussed, such as misconceptions of the role of PASS leaders.
Peer Assisted Study Sessions for Postgraduate International Students in Australia
Author: Zaccagnini, Melissa
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Foreign Students,Peer Teaching,Academic Support Services,Cohort Analysis,Student Experience,Student Satisfaction,Student Attitudes,Educational Benefits,Student Educational Objectives,Interaction,Interpersonal Relationship,Online Surveys,Semi Structured Interviews,Masters Programs,Leadership Role,Cooperative Learning

Peer Assisted Study Sessions (PASS), a peer led academic support program that has multiple documented academic, social, and transition benefits, is increasingly being utilised in Australian institutions. Whilst PASS has been evaluated from multiple angles in regard to the undergraduate cohort, there is limited research regarding the benefits of PASS for postgraduate students, particularly international postgraduate students. This specific cohort's perspective is significant as international students constitute a large proportion of postgraduate students in Australian universities. This study investigates the role of PASS in contributing to the experience of international postgraduate coursework students at an Australian university through an investigation of its perceived benefits by this cohort of students.
Student Acceptance and Application of Peer Assessment in a Final Year Genetics Undergraduate Oral Presentation
Author: Verkade, Heather
Date: 2013-00-00
Type: Journal Articles
Subjects: College Freshmen,Observational Learning,Peer Evaluation,Scoring Rubrics,Scientific Literacy,Teaching Methods,Reflection,Student Motivation,Student Participation,Learner Engagement,Genetic Disorders,Task Analysis,Statistical Analysis,Student Attitudes,Questionnaires,Likert Scales,Correlation,Interrater Reliability,Behavior Change

Undergraduate students benefit from observation of each other's oral presentations through both exposure to content and observation of presentation style. In order to increase the engagement and reflection of final year students in an oral presentation task, a peer assessment component was introduced using a rubric that emphasised scientific skills over presentation quality. This study investigated the effect of peer assessment on students' reported motivation and reflection, and their level of acceptance of peer evaluation of an oral presentation. As a result of peer assessment, students reported being more engaged, feeling a sense of responsibility, and many felt that they reflected more on their own talk. Students considered presentation style over scientific quality and demonstrated a strong reticence to award low marks. The impact on the final marks was mitigated by using a 20% weighting on the peer assessment, a level that the majority of students considered acceptable. This analysis suggests that peer assessment can achieve the intended learning outcomes. This paper provides a suggested process for using peer assessment in oral presentations with a strong science component and discusses approaches to examine and mitigate the observed student reticence to award low marks.
A Comparative Study of African-American Males vs Females at a Minority Institute of Higher Learning and the Role of Supplemental Instruction
Author: Rafi, Fawad
Date: 2013-00-00
Type: Journal Articles
Subjects: Comparative Analysis,African American Students,Males,Females,Supplementary Education,Black Colleges,Undergraduate Students,Statistical Analysis,Gender Differences,Academic Failure,Academic Achievement,Remedial Programs,School Holding Power,Minority Group Students,Remedial Instruction

The purpose of this paper is to draw a comparison of high attrition rates among African-American males versus African-American females in higher education and examine the role of Supplemental Instruction (SI). The study was conducted at a minority institution (Winston-Salem State University) where African-American students are in the majority. For this study, data was utilised from Cooperative Institutional Research Program (CIRP) surveys, Accuplacer placement test scores of incoming freshmen populations, and academic assistance pursued through the SI Program by African-American male and African-American female students. Primary sources and available statistical information were also used. Comparisons were made between the study habits of African-American male and African-American female students and their implications for the retention rates of these students. These comparisons are presented in the findings section of the paper. Brief conclusions end the paper.