ethanporcaro/eric-fulltext-meta huggingface dataset:
Case-Based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students
Author: Vinney, Lisa
Date: 2019-06-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Perspective Taking,Metacognition,Thinking Skills,Undergraduate Students,Speech Language Pathology,Clinical Diagnosis,Cancer,Small Group Instruction,Independent Study,Outcomes of Education,Student Improvement

This case study addressed the authors' efforts to design an 8-week small-group independent study (IS) experience that facilitated undergraduate speech-language pathology students' (n=19) higher-level thinking and overall metacognitive awareness. We hoped to encourage both in order to improve students' overall cognitive growth while enhancing their reflection about and knowledge of professional perspectives regarding the assessment and treatment of laryngeal cancer. To take on this challenge, we combined case-based learning (CBL) and perspective-taking (PT) pedagogies across the IS. Students completed the Metacognitive Awareness Inventory (MAI) pre- and post-IS, and written reflections after each of eight weekly discussion meetings. The MAI was quantitatively analyzed, while reflections were qualitatively coded using Bloom's taxonomy. Findings indicated that metacognitive awareness significantly improved and that higher-level cognitive processing was increasingly evidenced across students' IS experience. Results indicate the potential to maximize metacognition and cognitive processing by combining CBL and PT by the methods used here. Applications of combined CBL and PT to other disciplines and teaching and learning situations will be discussed along with the implications of our findings.
Enhancing the Emotional Intelligence of Students: Helping the Critical Few
Author: Wolfe, Kara
Date: 2019-06-00
Type: Journal Articles
Subjects: Emotional Intelligence,Hospitality Occupations,Social Behavior,Teaching Methods,Transformative Learning,Emotional Development,Social Development,Gender Differences,Majors (Students),Self Concept,Self Control,Stress Management,Interpersonal Competence,Problem Solving,College Students

Research has shown that students' emotional intelligence (EI) can be enhanced with time intensive instructional method, nevertheless some studies are inconclusive. This study looked at the impact of including short EI lessons in an introductory hospitality management class. Results showed that students who started with low EI increased their scores significantly; however, those with medium and high EI did not. More intensive EI lessons may be needed for those who started with higher levels of EI. Scholarship of Teaching and Learning (SoTL) reflections were used and the results of the current study were also compared to other similar studies to identify EI teaching methods among faculty in other disciplines. Recommendations are included for those who want to incorporate EI lessons into their classes to enhance students' emotional and social competencies.
One Size Doesn&apos;t Fit All: Students&apos; Perceptions of FYE Approaches
Author: Reynolds, Dahliani
Date: 2019-06-00
Type: Journal Articles
Subjects: First Year Seminars,Student Attitudes,Transitional Programs,Achievement Gains,Interpersonal Relationship,Educational Benefits,Intellectual Disciplines,General Education,Intention,Goal Orientation,Sense of Community,Private Colleges,College Freshmen,College Readiness,School Holding Power,Models

First-Year Experience (FYE) programs have become a focal point for efforts to transition and retain all students, as numerous studies suggest that such initiatives deepen students' academic preparation for college and support their emotional investments in the campus community. Using quantitative and qualitative data gathered from 842 students in 54 courses during Fall 2013 and 2014, this article considers the comparative merits of Living Learning Communities (LLC), &quot;habits of mind&quot; First-Semester Core (FSC) courses, a hybrid-model (LLC-FSC) initiative, and non-FYE courses by considering students' perception of their academic gains and social engagement. Survey results indicate that students perceive very different benefits across the various FYE models, especially when the FYE is housed in disciplinary rather than general education courses. The comparisons suggest the need for an intentional, goals-oriented approach to FYE programs, as a &quot;one-size fits all&quot; approach may not result in both academic growth and community engagement for students. For institutions with limited faculty and curricular resources, the choice of which type of FYE model to adopt is particularly important.
&quot;Do We Really Need This Class?&quot;: Former K-12 Teachers Transitioning to Teaching as University Faculty
Author: Jimenez-Silva, Margarita
Date: 2019-06-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,College Faculty,Pilot Projects,Teacher Education Programs,Doctoral Students,Self Concept,Knowledge Level,Self Efficacy,Program Effectiveness,Socialization,Student Attitudes,Career Change

The focus of many Ph.D. programs in research-intense universities across disciplines is to prepare its graduate students to enter the professoriate with the skills needed to be successful in meeting institutional research expectations. Although most tenure-track positions include teaching responsibilities, few programs prepare faculty for teaching at the post-secondary level. As faculty at a research-intensive university, we developed a pilot course focused on preparing future faculty to develop the knowledge, confidence, and understanding of usefulness of constructs related to teaching in university classrooms. Overall, all ten participants found the course useful and provided feedback that will inform future iterations of the course. Misalignment of course expectations are discussed as are constructs perceived as most helpful to their future teaching.
A Meta-Analysis on the Effect of Duration, Task, and Training in Peer-Led Learning
Author: Zha, Shenghua
Date: 2019-00-00
Type: Journal Articles
Subjects: Meta Analysis,Peer Teaching,Academic Achievement,Comparative Analysis,Teaching Methods,Correlation,Task Analysis,Problem Based Learning,Instructional Design,Online Courses,Elementary Secondary Education,Search Strategies,Foreign Countries,Cross Cultural Studies

This meta-analytic study compared the effect of peer-led learning versus non peer-led learning on students' cognitive achievement in post-secondary education. Twenty-eight studies published in English from six countries between 1993 and 2017 were identified and used in the analysis. Result of the analysis on the random-effect model showed a moderate but positive effect, meaning that peer-led learning was associated with higher cognitive achievement than non-peer-led learning. Three study characteristics were examined including duration, student leaders' training, and task type. Only the task type was found significant in moderating the effect of peer-led learning. Student leaders' facilitation of problem-based learning tasks outperformed other types of tasks. Results of this study not only provided suggestions for peer-led learning designers and coordinators but also called for future research of student leaders' readiness as well as online peer-led learning.
How Peer Mentoring Fosters Graduate Attributes
Author: Scott, Carole A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Teaching,Mentors,Foreign Countries,College Students,Thinking Skills,Communication Skills,Ethics,Skill Development,Cooperative Learning,Critical Thinking

The most common approach to foster graduate attributes is to teach them in the curriculum of a bachelor's degree. However, it is difficult to include every graduate attribute in every degree. In this article we consider how co-curricular peer mentoring might provide an additional approach. We examine a case study of the mentors of the Peer Assisted Study Sessions (PASS) programme at a research-intensive university in New Zealand, and we examine the process by which they developed graduate attributes. PASS mentors reported that they developed a range of graduate attributes such as communication, critical thinking, and ethical responsibility, due to the extra responsibility and leadership involved in being a mentor in an authentic work environment. We argue that co-curricular programmes such as PASS can provide useful additional opportunities for students to acquire and develop graduate attributes. While not all students will be able to participate as PASS mentors, we also argue that our findings can inform other programmes for fostering graduate attributes. If these programmes offer authentic responsibilities to participating students, they may be more effective at fostering graduate attributes.
Peer Learning for University Students&apos; Learning Enrichment: Perspectives of Undergraduate Students
Author: Zhang, Zuochen
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Teaching,Peer Influence,Undergraduate Students,Student Attitudes,Foreign Countries,Program Effectiveness,Mentors,Student Characteristics

Peer learning, which is supported by learning theories such as Behaviourism, Cognitivism, Social Constructivism, and Connectivism, is increasingly gaining the attention of researchers and practitioners with an emphasis on student-centered learning in educational settings. A review of relevant literature indicates that higher education institutions employ a variety of peer learning programs that potentially benefit both those who receive help and also those who provide help among peers. This study was designed to find out what peer learning programs are available at the University of Windsor, Canada, where the authors teach; how they are operated; and how undergraduate students from different academic programs at this university perceive such programs. Based on the findings, recommendations are made for faculty members as well as student service units to implement various types of peer learning so as to provide students with the best possible learning experience.
School Counselors Use of Social Emotional Learning in High School: A Study of the Strong Teens Curriculum
Author: Caldarella, Paul
Date: 2019-00-00
Type: Journal Articles
Subjects: School Counselors,Mental Health,Social Development,Emotional Development,High School Students,Symptoms (Individual Disorders),Intervention,Program Effectiveness,Adolescents,Student Attitudes,Resilience (Psychology),At Risk Students,Mental Disorders,Behavior Disorders,Coping,Stress Management

Student mental health problems often emerge in high school; however, such problems frequently go unaddressed. Using a time series design, we evaluated the effects of the Strong Teens social-emotional learning curriculum implemented by three school counselors and two school social workers with 28 high school students identified with internalizing symptoms. Decreases in students' self-reported levels of internalizing symptoms were statistically significant following the 12-week intervention, indicating moderate improvement. Participants rated the program as socially valid, though they also recommended ways to improve it. Results coincide with past studies indicating that Strong Teens may help reduce adolescents' self-reported internalizing symptoms.
Designing Flipped-Classes to Be Taught with Limited Resources: Impact on Students&apos; Attitudes and Learning
Author: Stover, Sheri
Date: 2019-06-00
Type: Journal Articles
Subjects: Blended Learning,Communities of Practice,Curriculum Design,Accounting,Introductory Courses,Student Attitudes,College Students,Active Learning,Student Satisfaction,Teaching Methods,Educational Resources

Flipped-classes in higher education are becoming increasingly widespread due to the appeal of replacing passive lectures with active-learning communities of inquiry. This mixed methods research study follows the efforts of a professor who had limited resources as she incorporated the flipped-class design in her introductory accounting class. Class designs (lecture vs flipped-class) were compared using the community of inquiry survey, satisfaction survey, opened-ended comments, and students' final exam scores. The study found the flipped-class design had a significant impact on students' attitudes with higher levels of community of inquiry (CoI) (p = .002), teaching presence (TP) (p = .002), social presence (SP) (p = .002), and improved satisfaction levels (SAT) (p = .003). Open-ended comments resulted in more positive comments in the flipped class design compared to the traditional lecture format (90% vs 37%). The higher levels of CoI predicted students' SAT score (65.4%). The study found no significant changes in students' learning as measured by their final exam or perceptions of cognitive presence (CP).
Becoming Relevant Again: Applying Connectivism Learning Theory to Today&apos;s Classrooms
Author: Utecht, Jeff
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Theories,Elementary Schools,Secondary Schools,Critical Thinking,Internet,Diversity,Opinions,Collaborative Writing,Information Sources,Artificial Intelligence,Information Literacy,Cooperation,21st Century Skills,Credibility,Decision Making,Universities,Learning Processes,Relevance (Education),Electronic Learning

This paper will examine the eight principles of Connectivism Learning Theory and provide examples of how institutions of learning--K-12 and higher education--may think about applying them. Engaging in such work will allow institutions to take advantage of technological platforms as they exist today and into the future. While the Internet has brought with it the opportunity for a connected, collaborative learning landscape, many classrooms and academic institutions today do not take full advantage of the value this connectedness can have for their learners. Using the eight principles as a frame, this paper will offer concrete techniques for K-12 and higher education institutions to engage their learners in the collaborative learning environment of today's technologically connected landscape.
Integrating Wellness within Group Counseling for Latinx Adolescents
Author: Cavazos Vela, Javier
Date: 2019-00-00
Type: Journal Articles
Subjects: Wellness,Middle School Students,Hispanic American Students,Scores,Life Satisfaction,Group Counseling,Mental Health,Health Needs,Psychological Patterns,School Counseling,Outcomes of Treatment,Student Characteristics,Measures (Individuals)

Latinx adolescents may begin middle school with lower levels of life satisfaction and hope. In the current study, we implemented a small-series (N = 4) single-case research design to evaluate the impact of a group counseling wellness experience to increase Latinx adolescents' life satisfaction and hope. Analysis of participants' scores on outcome measures yielded treatment effects indicating that the group counseling wellness experience may be effective for increasing hope and life satisfaction. Implications for school counselors are provided.
Tweeting from the Tower: Exploring the Role of Critical Educators in the Digital Age
Author: Anderson, Morgan
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Critical Theory,Teacher Role,Information Technology,Educational Change,Teaching Methods,Gender Differences,Racial Differences,Sexual Identity,Self Concept,Public Education,Higher Education,Inquiry,Scholarship,Power Structure

New developments in digital technologies have caused dramatic shifts in public education. The purpose of this paper is to address these tensions in order to explore the compatibility of critical pedagogy with digital scholarship. We ultimately argue that many of these new technologies, and the pedagogies they give rise to, tend to neutralize the corporeal presence of gender, race, and sexuality, among other identities that are integral to fostering dialogue that supports the process of critical inquiry and humanization.
On the Lived Experience of Truth in an Era of Educational Reform: Co-Responding to Anti-Intellectualism
Author: Kruger-Ross, Matthew
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Change,Anti Intellectualism,Hermeneutics,Phenomenology,Philosophy,Ethics,Democracy,Epistemology

The severity of the challenges made to traditionally and historically accepted understandings of truth, what is true, what is false and &quot;fake,&quot; and even what is real, continues unabated in American public discourse. Nevertheless, the primary argument in this paper does not aim to identify the causes of the breakdown of representation (i.e. in the Trump administration, within the education reform movement) and the correspondence-based conceptions of truth. Instead, the focus is on discussing the hermeneutic phenomenology of Martin Heidegger and offering a conceptualization of truth as lived and experienced. Challenges to truth are to be understood not as an attack on the foundations of Western rationality, but as built into the presuppositions that inform the taken for granted representational understanding of truth. Democracy requires a space whereby a multitude of ideas can flourish alongside one another. Truth as &quot;aletheia,&quot; a more pragmatic and phenomenologically-attuned conceptualization of truth, can serve as a way forward in honoring this key tenet of democracy. The results of this reflective analysis of truth as &quot;aletheia&quot; is a broadened description and tentative definition that can offer new insights for living into a more democratically-driven future than can reductive, correspondence-based conceptions of truth.
Disrupting Epistemic Injustice in Education Research through Digital Platforms and Public Scholarship
Author: Quantz, Mary
Date: 2019-00-00
Type: Journal Articles
Subjects: Epistemology,Social Justice,Educational Research,Scholarship,Social Media,Information Dissemination

Traditional education scholarship has historically excluded or silenced knowledges from disenfranchised communities that are deeply impacted by education research, policy, and practice, contributing to the epistemic injustice they experience. In this article we argue that research-intensive public universities should be committed to addressing epistemic injustice in education research by using digital platforms, such as fully open-access online journals for public scholarship on education, that uplift and center voices that are typically excluded from education research and discourse. We outline three principles of epistemically just practices by which a fully open-access online journals should be organized in order to promote educational equity informed by diverse contributors.
The Public Intellectual Is Dead, Long Live the Public Intellectual! The Postdigital Rebirth of Public Pedagogy
Author: Ford, Derek R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Theory,Influence of Technology,Social Change,Mass Instruction,Educational Philosophy,History

The figure of the public intellectual and the act of public pedagogy are fairly central to varieties of critical pedagogy. Public intellectuals have historically been those who speak truth to power and challenge dominant ways of thinking, and critical pedagogy argues that academics have to take up this call, leaving the ivory towers and entering the public sphere. Critical pedagogues are not alone in their concern about the retreat of intellectuals or academics from public life, yet to what extent are these notions of the public intellectual tied to a pre-digital age, and how might the digital age undermine these notions? In this paper, we argue that the digital has facilitated the death of the traditional public intellectual as the means of intellectual production have been dispersed throughout society. Turning to Paolo Virno's writing on potential and history, we examine the pedagogy of the public intellectual and present a new configuration of learning and studying that emphasizes the infinite potentiality of history and the present. Whereas most scholarship defines learning as the actualization of potential, we show that potential is never fully actualized. Such a configuration introduces the need to historically saturate political acts with meaning, which we argue is the new task of public intellectuals in the postdigital age. In order to do this, however, academics who wish to contribute to social movements must embed themselves and operate within social movements, joining the leadership of organic intellectuals and professional revolutionaries, and even viewing their own critical work not as the production of new knowledge but rather the amplification of existing knowledges generated through these struggles, shifting the educational register from epistemology to ontology, and the educational mode of operation from teaching to collective studying.
The Digitally Connected Academic: Public Scholarship and Activism in the Era of the Internet
Author: Brewer, T. Jameson
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Information Technology,College Faculty,Social Media,Electronic Publishing,Scholarship,Faculty Publishing,Social Values,Internet,Activism,Periodicals,Open Source Technology,Ethics,Deception,Phenomenology,Educational Policy,Hermeneutics

Inspired by a lively discussion during the Southeastern Philosophy of Education Society's annual meeting in 2017, this special issue explores the roles, purposes, possibilities, and caveats of leveraging digital communication technologies (e.g., blogs, social media, etc.) within the academy. As scholars continue to grapple with and integrate new forms of understanding and new methods of disseminating their work, what, then, becomes the role of the public scholar? This issue explores the purposeful engagement of scholarly work and insight in new and traditional media to disseminate knowledge into the public discourse as a potential evolution of academia's mores.
Making the Case for Academia&apos;s Engagement in Knowledge: Mobilization and Purposeful Public Scholarship in Social Media
Author: Heilig, Julian Vasquez
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Scholarship,Tenure,Research,Educational Change,Public Education,Privatization,Charter Schools,Educational Vouchers,Politics of Education,Elementary Secondary Education,Educational Policy,Writing for Publication,College Faculty

To make the case for academia's engagement in knowledge mobilization and public scholarship in social media, we begin by providing a justification for the use of new technological modes for integrating scholarly endeavors. As an example, Sun Tzu's Art of War philosophy is applied to academic scholarship within the present school reform discourse and education privatization landscape. Next, we discuss how public scholarship in social media can impact aspects of the profession such as peer-reviewed work, the tenure process and commitment to community-engaged research. We conclude that public scholarship and the mobilization of empirical work into social media is an important endeavor to address the persisting lack of scholarly influence and relevance of academics in the public discourse.