ethanporcaro/eric-fulltext-meta huggingface dataset:
Recognising Emotional Intelligence in Professional Standards for Teaching
Author: Pugh, Eamonn Victor
Date: 2008-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Standards,Semi Structured Interviews,Check Lists,Teacher Educators,Student Teachers,Feedback (Response),Mentors,Lesson Plans,Communities of Practice,Modeling (Psychology),Teaching Methods,Teacher Education Programs,Elementary School Teachers,Observation,Foreign Countries

A project conducted in a primary school explored the hypothesis that student teachers could reflect upon feedback to improve their use of emotional intelligence in the classroom, thereby making consequent improvements to their teaching as defined by the required professional teaching standards. The small body of literature on the emotional intelligence of teaching is reviewed, informing a definition of the term &quot;emotional intelligence&quot; and the project's research methodology. Four student teachers and their teacher mentors participated with a teacher educator to provide two data sets--joint lesson observations records and semi-structured interviews. The joint observations were conducted with the teacher educator, using an observational checklist based on an emotional intelligence competencies framework, and the mentor, assessing demonstration of the required professional standards. Two lessons per student were observed with a four week interval. Shortly after the second observation, student teachers and mentors were interviewed in peer pairs. The outcomes show linked improvements in terms of emotional intelligence and the professional standards, with the mentor and student teacher participants confirming the value and relevance of assessment through an emotional intelligence filter. The findings have implications for emergent and established teachers in school and higher education settings. They call for a learning community to share good practice and support each other's development through observation, discussion and modelling of emotionally-intelligent teaching and conduct. The study concludes that higher education programmes and partner schools would benefit from time, curriculum provision and government agency support to recognise, reflect upon and develop emotional intelligence in teaching.
Mathematics Anxiety in Student Teachers
Author: Jackson, Elizabeth
Date: 2008-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Preservice Teachers,Elementary School Teachers,Preservice Teacher Education,Literature Reviews,Questionnaires,Foreign Countries,Mathematics Instruction,Student Attitudes

This study was undertaken in a British initial teacher education institution by a lecturer working with students on a primary teacher training course. Its aim was to explore the existence of mathematics anxiety in students and how such anxiety may affect their learning for primary teaching. Investigation was carried out through review of literature and consideration of questions subsequently arising, linked to collection and analysis of questionnaire data from a sample of primary teaching students.
Capturing Creativity Using Digital Video
Author: Toyn, Mike
Date: 2008-00-00
Type: Journal Articles
Subjects: Creativity,Video Technology,Creative Activities,Student Teachers,Graduate Students,Cooperative Planning,Cooperative Learning,Elementary School Curriculum,Student Developed Materials,Influence of Technology,Relevance (Education),Educational Practices,Production Techniques,Foreign Countries

This paper evaluates the use of a creative learning activity in which postgraduate student teachers were required to collaboratively make short digital videos. The purpose was for student teachers to experience and evaluate a meaningful learning activity and to consider how they might reconstruct such an activity within their own teaching practice in their placement schools. Within UK primary schools (children aged 4 to 11 years) there is currently an increasing focus on creativity within teaching and learning and a desire to use ICT to enhance learning. This led the teacher educator in this case study to introduce a learning activity in which students created a short advert using digital video. The nature of creativity is considered, as is the collaborative element that frequently forms an element of creative learning activities. This collaboration was an integral element of the digital video activity. An existing framework of &quot;meaningful learning&quot; is used to inform the analysis of the students' responses to the learning activity. Student responses show that they valued the experience and developed a desire to use digital video in their own classroom practice on school placements. The combination of positive student responses, the collaborative nature of the activity and the scope for it to support meaningful learning make digital video a powerful tool for supporting creative teaching and learning
Does the Seen Examination Promote or Constrain Student Learning?
Author: Whelan, Alison
Date: 2011-00-00
Type: Journal Articles
Subjects: Nursing Education,Rote Learning,Retention (Psychology),Qualitative Research,Semi Structured Interviews,Phenomenology,Student Evaluation,Test Format,Theory Practice Relationship,Student Attitudes,Teacher Attitudes,Higher Education

Composite evaluation by one group of student nurses undertaking a pre-registration diploma nursing course within one university setting highlighted a general perception among respondents that they only participated in &quot;rote&quot; learning to pass the examination. It appeared that little knowledge was retained or used in their nursing practice. Views of students and lecturers were sought on whether the prescribed assessment strategy of a &quot;seen&quot; examination does in fact restrict student learning. A qualitative research methodology which adapted a phenomenological approach was used. Tape recorded semi-structured interviews were undertaken from a purposive sample of four university lecturers and six pre-registration nursing students. Data was analysed using thematic analysis. The themes generated during analysis were: the advantages of the &quot;seen&quot; examination, superficial learning, linking theory to practice, and the usefulness of other assessment strategies. There was an assumption made by lecturers that a number of students retained knowledge and information long enough to pass the &quot;seen&quot; examination but not long enough to use it in their nursing practice. The overall impression from the majority of respondents interviewed in this study was that the assessment strategy of a &quot;seen&quot; examination is valuable to enhance knowledge and skills. However, most lecturers who participated in the study felt sitting a &quot;seen&quot; examination did not encourage &quot;deep&quot; learning among students. They believed this form of assessment encouraged students to &quot;rote&quot; learn and therefore learn in a &quot;shallow&quot; way.
Do Podcasts and Screencasts Enable or Hinder Independent Learning?
Author: Hurford, Donna
Date: 2011-00-00
Type: Journal Articles
Subjects: Independent Study,Web 2.0 Technologies,Multimedia Materials,Preservice Teachers,Preservice Teacher Education,Feedback (Response),Student Satisfaction,Instructional Material Evaluation,Educational Technology,Technology Uses in Education,Foreign Countries

Bespoke podcasts and screencasts were introduced to initial teacher training students to offer flexible support for specific assignments and aspects of classroom practice. However, tutors were concerned that these resources offered prescriptive guidance rather than encouraging more critical engagement. Feedback on the resources, collected from students using a variety of data collection methods, is analysed and discussed with reference to the findings from relevant research to clarify whether student responses to the resources reflect tutor concerns. Some students valued the bespoke nature of the tutor-designed online resources; for some, engagement with the online resources led to further critical engagement with their learning. The need to collect more diverse student responses is discussed, with a practical suggestion for improving the reliability of the study's findings. The study is relevant to course designers interested in exploring strategies, in particular the use of technology, to deepen student engagement.
Dilemmas in Measuring the Impact of Subject-Specific Mentoring on Mentees' Learners in the Lifelong Learning Sector
Author: Eliahoo, Rebecca
Date: 2011-00-00
Type: Journal Articles
Subjects: Mentors,Lifelong Learning,Barriers,Outcome Measures,Achievement Gains,Preservice Teachers,Teacher Educators,Program Effectiveness,Program Evaluation,Case Studies,Action Research,Semi Structured Interviews,Teaching Methods,Student Improvement,Foreign Countries

This article examines dilemmas in measuring the impact of mentoring on teacher trainees and on their learners in the lifelong learning sector (LLS). In this small-scale research project, five mentors and five mentees were asked how they might evaluate the impact that mentoring might have, not just on trainees, but on their learners. The research participants, who were from different London colleges which all run a University accredited initial teacher education course, were asked: how might they measure mentoring impact? To what extent might these forms of evaluation be considered valid and reliable? The implementation of formal mentoring for teacher trainees in the lifelong learning sector has increased the need for systematic evaluation of mentoring schemes by universities and colleges in initial teacher education. The mentors' and mentees' suggestions for evaluating the impact of mentoring comprised quantitative and qualitative methods and also illustrated the significant challenges to evaluating, with any precision, the benefits of mentoring in hard statistical terms.
Are We All Agreed It's a 2.i? Making Assessment Criteria Explicit
Author: Beattie, Darrin
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Evaluation,Evaluation Criteria,Interrater Reliability,Educational Theories,Evaluators,Teacher Qualifications,Teacher Orientation,Teacher Selection,Alignment (Education),Foreign Countries,Higher Education

Using our experience of a work-related learning project, run jointly between Newcastle and Northumbria Universities, in which 600 students annually undertake work placements, this paper focuses on the inherent challenges of using over 30 assessors to assess students. The assessors come from a wide variety of backgrounds and we have had to find solutions to the issue of consistency of marking across all assessors. Inevitably this has led to a process designed to make explicit the tacit assumptions which underlie our individual experiences of assessment and forge a common, clearly articulated understanding across all the assessors. We also recognise that this is an ongoing activity which needs continual attention to maintain and develop the community of practice and adapt to the changing environment in which we operate. [Note: The volume number (2) shown on the PDF is incorrect. The correct citation is v3 n1.]
High Velocity--A Capacity Building Approach to Learning
Author: Hurford, Grace
Date: 2007-00-00
Type: Journal Articles
Subjects: Capacity Building,Learning Strategies,Teaching Methods,Student Satisfaction,Achievement Gains,College Students,Foreign Countries,Student Motivation,Emotional Intelligence

Many teaching and learning strategies are based on a deficit/gap analysis approach to student needs. Our capacity-building approach is a modest attempt to focus on what students already know and can do, and concentrates on building on that knowledge and skill in order to accelerate learning that becomes, deep, meaningful and enjoyable. Student comments bore out the importance of paying attention not merely to prior knowledge, but particularly context, emotions and strengths. By concentrating on areas where students had some knowledge and skills, not only did students progress very quickly to a higher level, but they found that this also gave them confidence to tackle other areas of work where there was less initial certainty and knowledge.
Promoting Independent Learning by Curriculum Design and Assessment
Author: Marshall, Gill
Date: 2007-00-00
Type: Journal Articles
Subjects: Independent Study,Curriculum Design,Student Evaluation,Delivery Systems,Portfolio Assessment,Achievement Gains,Teacher Role,Radiology,Instructional Development,Instructional Effectiveness,Teaching Methods,Masters Programs,Foreign Countries

Purpose: This paper evaluates whether the revalidated Magnetic Resonance Imaging (MRI) programme encourages independent learning by its curriculum design, delivery and assessment. Results: Evidence regarding the promotion of independent learning was gained from learners and external examiners. The scientific publications, presentations and posters that the learners contributed in the professional arena during or subsequent to programme completion were seen as indicators of independent learning, as this lay beyond the remit of the course. Conclusion: The ethos of the programme to promote independent learning has been successful.
Student Assignment Feedback
Author: Plater, Mark
Date: 2007-00-00
Type: Journal Articles
Subjects: Feedback (Response),Action Research,Undergraduate Students,Preservice Teachers,Intervention,Writing Assignments,Student Satisfaction,Instructional Effectiveness,Teaching Methods,Foreign Countries

This paper presents the results of a small scale action research project in which a group of seven Year 2 undergraduate initial teacher education (ITE) students experienced three interventions which were concerned with feedback on essay assignments--provision of traditional written tutor feedback; completion of a tutor feedback analysis worksheet; and an experience of peer marking, with an opportunity for resubmission of work. After each intervention students were asked to reflect on the effectiveness of the intervention. The paper presents a brief overview of recent research on the topic of assignment feedback, and the results of this project are considered in the context of this.
Improving the Quality of a Satisficing Approach to Learning (Making a Good Enough Approach Better)
Author: Lee, David
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Quality,Student Satisfaction,Learning Processes,Learning Strategies,Student Behavior,Student Motivation,Goal Orientation,Student Improvement

The word satisficing relates to finding a satisfactory rather than optimal solution to a problem situation. In an educational context, the adoption of a &quot;pass will do&quot; or satisficing approach to learning has always been a behavioural factor for some students. This might be attributed to things like lack of motivation, personal aspiration levels or the pressures that come to bear on available study time. This paper posits that satisficing at some level is a reality for all learners and that a main challenge for teachers should be to focus on finding ways to improve the quality of that satisficing behaviour.
A Literature Review Analysing Current Research into Undergraduate Interprofessional Learning in the Health and Social Care Context
Author: Yearsley, Shirley
Date: 2007-00-00
Type: Journal Articles
Subjects: Literature Reviews,Undergraduate Students,Health Education,Social Work,Interdisciplinary Approach,Public Policy,Student Experience,Student Attitudes

This literature review analyses current health and social care literature regarding interprofessional learning in undergraduate curricula. It is based on search of academic data bases for published research written in English over the last ten years. It also includes review of government policy documents regarding interprofessional learning in undergraduate curricula of health and social care students. The literature reviewed suggests that interprofessional learning is received most positively by undergraduates when introduced later in the undergraduate experience, during practice placements and with a clear link to assessment, be this formative or summative.
Using External Live Projects with Final Year Undergraduates
Author: Greenwood, Tony
Date: 2007-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Information Technology,Learning Modules,Behavioral Objectives,Curriculum Implementation,Research Projects,Student Research,Foreign Countries,Questionnaires

This paper examines a group project module on the final year of an Information Technology degree programme at St. Martin's College, now the University of Cumbria. The paper outlines the nature and purpose of the module and then discusses a research project that has been scrutinising different aspects of the work. It offers some further reflections on how the module is implemented and managed. The paper provides an informal case study of a module that has a clear and explicit employability dimension. It also provides a case study of novice researchers becoming involved in the publication process through reflecting on an aspect of their teaching.
Assessing Student Contributions to Online Discussion Boards
Author: Smith, Helen
Date: 2008-00-00
Type: Journal Articles
Subjects: Discussion Groups,Electronic Learning,Virtual Classrooms,Student Evaluation,Summative Evaluation,Preservice Teachers,Feasibility Studies,Statistical Analysis

The use of online learning is prevalent in higher education, in particular the use of Blackboard and other similar virtual learning environments (VLEs). Students' participation in online discussion forums is a common activity and the online threaded discussion tool provides opportunities for students to: (1) form collaborative groups for problem-based learning; (2) discuss learning experiences; (3) ponder over assessment issues; and (4) debate topics of interest. There is no shortage of research on the perceived effectiveness of online discussion forums; however, this paper evaluates the potential for assessing the content of online discussions as a means of contributing to summative assessment.
Enquiry-Based Learning and Formative Assessment Environments: Student Perspectives
Author: Sambell, Kay
Date: 2010-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Inquiry,Active Learning,Student Attitudes,Case Studies,College Freshmen,Semi Structured Interviews,Student Projects,Student Experience,Learning Strategies,Teaching Methods,Learning Activities,Student Participation,Educational Environment,Interpersonal Relationship,Student Research,Foreign Countries

This paper outlines case study research into first-year students' experiences of enquiry-based learning (EBL) on a year-long introductory theory module. Students were supported to carry out a series of authentic small-scale enquiries involving: (1) working in research teams; (2) gathering, disseminating and analysing data from the field; (3) sharing their interim findings as &quot;work-in-progress&quot; reports; and (4) becoming involved in peer communities via a student conference. Semi-structured interviews investigated students' experiences of EBL and its relationship to formative assessment environments. The paper reports the findings under key themes, with illustrative quotations. It illuminates the relationship between EBL and the students' shifting ideas about studentship in the early stages of their university careers. Conceptual links between EBL as &quot;research-based teaching&quot; and the literature on &quot;assessment for learning&quot; are highlighted, together with implications for practice development.
Integrating Student Voice: Assessment for Empowerment
Author: Bain, Jennifer
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Empowerment,Student Evaluation,Student Participation,Models,Critical Theory,Educational Practices,Evaluation Methods,Feedback (Response),Critical Thinking,Participatory Research,Higher Education

This paper charts the development of a conceptual model for student involvement in assessment practice. This development seeks, through an exploration of literature in the field, to locate pedagogy that: (1) supports partnerships in assessment that lead to empowered autonomous learners; and (2) provides opportunities for student voice that support the students' growing ability to think critically about--and take responsibility for--their own assessment. Accordingly, this paper uncovers a conceptual model located in critical pedagogy that might be argued to move away from a dominant discourse of assessment that illuminates the role of students as passive recipients, toward a discourse that supports the development of student autonomy and more effective student/academic partnerships. It puts forward a critical pedagogy of assessment that might involve an entirely new orientation, one that embraces a number of principles that may not be familiar in generic higher education assessment practice. These principles are rooted in dialogic interactions so that the roles of teacher and learner are shared and teacher and, particularly, student voices are validated. The paper goes on to suggest that by closely examining what is meant by the term student voice, it is possible to begin to envisage a conceptual model for integrating student voice into higher education assessment practice. Through this model, we might juxtapose the transformative goals of critical pedagogy with the transformative possibilities of student voice.
An Analysis of Pre-Service Science Teachers' Moral Considerations about Environment and Their Attitudes towards Sustainable Environment
Author: Alpak-Tunç, Gizem
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Sustainability,Moral Values,State Universities,Student Attitudes,Statistical Analysis,Correlation,Scores,Environment,Attitude Measures,Foreign Countries,Ethics,Environmental Education

This study aims at analysing the moral considerations of pre-service science teachers about environment and their attitudes towards sustainable environment. It was carried out during the school year of 2014-2015 with 1438 pre-service science teachers attending public universities in the Aegean region of Turkey. The data of the study were collected using two tools: &quot;the scale of ecocentric, anthropocentric and hostile attitudes towards environment&quot; and &quot;Sustainable Environmental Attitude Scale&quot;. The data collected were analysed using descriptive statistics. In addition, in order to determine the correlation between participants' scores in the scale of ecocentric, antropocentric and hostile attitudes towards environment and their scores in the sustainable environmental attitude scale the Spearman Brown rank order correlation analysis was employed. The findings showed that the participants had a ecocentric attitude and their attitudes towards sustainable environment was high. It was also found that when the scores of the participants in the scale of ecocentric, antropocentric and hostile attitudes towards environment increased, their scores in the sustainable environmental attitude scale increased. However, when their scores in the hostile attitude dimension increased, their scores in in the sustainable environmental attitude scale decreased. Based on the findings obtained several suggestions were developed in regard to future studies.