ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Issues: Making Them Relevant and Appropriate to Undergraduate Student Designers
Author: Lofthouse, Vicky
Date: 2013-00-00
Type: Journal Articles
Subjects: Sustainability,Design,Social Problems,Relevance (Education),Information Dissemination,Foreign Countries,Undergraduate Students,Workshops

Sustainable design education is now considered a core issue for industrial/product design courses, however research has shown that the predominant focus tends to be on environmental issues, as social issues are much harder to tackle. Similarly, social issues are rarely considered in industrial practice. If student designers are to become responsible practitioners, they need to be made aware of social issues that they are in the position to effect. In order to do this it is critical that students are encouraged to consider issues which are relevant to their skill sets and within their sphere of influence. A review of the literature did not reveal a definitive list of social issues for designers to consider. In addition to this the majority of well-known tools used to support sustainable design teaching in UK/Europe, tend to have an ecodesign rather than a sustainable design focus. The few which do exist have their limitations. The paper reports on the findings of an ADM-HEA sponsored project. It presents the latest thinking with regards to social issues student designers should be considering. Drawing on a tools analysis and theory review, a set of Social Issues cards are developed and tested to determine their suitability for disseminating social issues to design students. The paper concludes that the tool offers a design oriented perspective of social issues (which has not been provided before) and is a valuable resource for raising awareness about social sustainability in undergraduate design students.
Mathematical Representation by Students in Building Relational Understanding on Concepts of Area and Perimeter of Rectangle
Author: Anwar, Rahmad Bustanul
Date: 2016-11-10
Type: Journal Articles
Subjects: Geometric Concepts,Case Studies,Grade 7,Problem Solving,Interviews,Visual Aids,Concept Formation,Mathematics Education,Students

Representation is an important aspect of learners in building a relational understanding of mathematical concepts. But the ability of a mathematical representation of students in building relational understanding is still very limited. The purpose of this research is to description of mathematical representation of students who appear in building relational understanding on concept of area and perimeter of a rectangle. This research is a case study. The research instrument is tests and interviews. The participants in this study were Grade seven students. Two students are selected based on the characterization of the mathematical representations that appear. The study results a visual and symbolic representation used by students in building relational understanding on the concept of area and perimeter of a rectangle. Visual and symbolic representation suggests students to build relational understanding.
A Study on Creating Writing Strategy and Evaluation Tool for Book Summary
Author: Konuk, Sümeyye
Date: 2016-11-10
Type: Journal Articles
Subjects: Foreign Countries,Writing Strategies,Skill Development,Writing Skills,Writing Evaluation,Scoring Rubrics,Preservice Teachers,Grounded Theory,Qualitative Research,Semi Structured Interviews,Observation,Student Attitudes

Summarizing is restating the most important ideas from an original text briefly. Students often need summary writing skill along the education life since it provides understanding and remembering the reading material. This study aims to apply book summary writing strategy which is based on in-class implementations, and to develop the students book summary writing skill with education. With this aim, to determine students' book summary writing skill and analyze the development of their book summary writing skill, researchers have developed a book summary writing strategy and also a rubric to evaluate the written summaries. While developing the book summary writing strategy, researchers have conducted the study with 44 university students studying at Turkish language teaching department in the third grade. The study lasted for 11 weeks, and the education period is implemented as one week education and one week summary writing implementation. The strategy and rubric have been updated with the students' views, feedbacks and researchers' notes during the education process. In the study, of the qualitative research methods, grounded theory was used. At the end of the study, it is stated that students have been successful in writing a book summary, tagging and taking notes, isolating from trivial details and also, they could write the summaries in a shorter time. The study findings revealed the usable book summary writing strategy and the rubric for book summary evaluation.
Beyond Error Patterns: A Sociocultural View of Fraction Comparison Errors in Students with Mathematical Learning Disabilities
Author: Lewis, Katherine E.
Date: 2016-11-00
Type: Journal Articles
Subjects: Learning Disabilities,Mathematics Instruction,Neurological Impairments,Statistical Analysis,Fractions,Error Patterns,Qualitative Research,Video Technology,Tutoring,Adult Students,Mathematical Concepts,Concept Formation,Middle School Students,High School Students,Two Year College Students,Pretests Posttests,Comparative Analysis,Case Studies,Semi Structured Interviews

Although many students struggle with fractions, students with mathematical learning disabilities (MLDs) experience pervasive difficulties because of neurological differences in how they process numerical information. These students make errors that are qualitatively different than their typically achieving and low-achieving peers. This study builds upon a quantitative study of fraction comparison errors and a qualitative study of students' understandings to explore why students with MLDs make errors on the easiest fraction comparison problems. A detailed analysis of videotaped individual tutoring sessions with two adult students with MLDs revealed that both students understood mathematical representations in atypical ways, which may help explain the unique and persistent error patterns identified in students with MLDs. This study illustrates how building upon both quantitative and qualitative studies can provide a more nuanced understanding of student errors, which in turn can directly connect to implications for instructional interventions.
Languaging Everyday Life in Classrooms
Author: Bloome, David
Date: 2016-11-00
Type: Journal Articles
Subjects: Language Usage,Classroom Communication,Interpersonal Relationship,Values,Epistemology,Ethnography,Educational Philosophy,Self Concept,Alienation,Advanced Placement,High School Students,Essays,English Instruction,Persuasive Discourse,Peer Evaluation,Grade 12

We explore how the languaging of everyday life in classrooms promulgates conceptions of personhood. We use the term &quot;languaging&quot; to argue for a shift from conceptions of language as a noun to languaging as a verb, a view of language as inseparable from and constitutive of the actions and reactions of people in response to each other. It is through languaging that people act on each other, performative and commissive acts through which people establish their and others' personhood. All parties are involved (including students, teachers, parents, administrators, and researchers) in the languaging of daily classroom life. This languaging occurs in a dialectical process. It occurs not only in the events of daily classroom life but also in how researchers act on the classroom by languaging the classroom and in turn how this acting upon influences values, epistemologies, and the happenings of daily life in classrooms. Grounded in the microethnographic analysis of a classroom writing event, and building on the philosophy of Buber, we argue that it is through languaging that people negotiate conceptions of what it means to be human--oscillating between personhood defined as I-Thou and as I-It, with the later implying a state of alienation. We conclude with a discussion of the implications of languaging and the conceptions personhood inherent to any languaging on daily classroom life.
Unexpected Arrivals: The Spillover Effects of Mid-Year Entry on Stable Student Achievement in New York City
Author: Whitesell, Emilyn Ruble
Date: 2016-12-00
Type: Journal Articles
Subjects: Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Public Schools,Transfer Students,Time,Mathematics Achievement,Language Arts,Academic Achievement,Scores,At Risk Students,Low Income Groups,Minority Group Students,Racial Differences,Student Characteristics,Student Records,Limited English Speaking,Student Mobility,Longitudinal Studies

Across the country and in urban areas in particular, many students change schools during the academic year. While much research documents the impact of changing schools on the academic achievement of mobile students themselves, less research explores whether new arrivals have negative spillovers on stable classmates. The lack of research on impacts of mid-year entry is problematic, as poor, minority, and low-achieving students are disproportionately exposed to mid-year entry. In this study, we use a rigorous causal identification strategy and rich longitudinal data on fourth- through eighth-grade students in the New York City (NYC) public schools to estimate the impact of exposure to mid-year entry on the achievement of stable students. We analyze heterogeneous effects of mid-year entrants by origin (arriving from other NYC public schools, from other U.S. school systems, or from other countries), determine the extent to which mid-year entrants' characteristics mediate the impact of mid-year entry, and explore the moderating influence of stable students' characteristics. We find small negative effects of mid-year entry on both math and English language arts test scores in the short run. These impacts are not driven by mid-year entrant characteristics and are somewhat larger for Asian students and those who do not qualify for free or reduced-price lunch. Finally, results suggest mid-year entry continues to negatively influence the math performance of stable students beyond the year of exposure. We discuss the relevance of results and conclude with recommendations for future research.
To Be or Not to Be EL: An Examination of the Impact of Classifying Students as English Learners
Author: Umansky, Ilana M.
Date: 2016-12-00
Type: Journal Articles
Subjects: English Language Learners,Classification,Social Bias,Labeling (of Persons),Barriers,Regression (Statistics),Kindergarten,Immersion Programs,Bilingual Education Programs,Academic Achievement,Scores,Standardized Tests,Mathematics Achievement,Language Arts,Urban Schools,Elementary School Students,Middle School Students,High School Students

Across the United States, students who are deemed not to be proficient in English are classified as English learners (ELs). This classification entitles students to specialized services but may also result in stigmatization and barriers to educational opportunity. This article uses a regression discontinuity design to estimate the effect of EL classification in kindergarten on students' academic trajectories. Furthermore, it explores whether the effect of EL classification differs for students in English immersion versus bilingual programs. I find that among language-minority students who enter kindergarten with relatively advanced English proficiency, EL classification results in a substantial negative net impact on math and English language arts test scores in Grades 2 through 10. This effect, however, is concentrated in English immersion classrooms.
Designerly Well-Being: Implications for Pedagogy That Develops Design Capability
Author: Stables, Kay
Date: 2014-00-00
Type: Journal Articles
Subjects: Design,Well Being,Teaching Methods,Preferences,Pilot Projects,Adolescents,Cooperative Learning,Outcomes of Education,Program Descriptions

This article presents the concept of &quot;designerly wellbeing,&quot; identifying the value for individuals and society of the development of the design capability inherent in all humans. The concept builds on ideas more generally of capability, well-being and democratic design and is characterised as the satisfaction, pride, confidence and competence of being able to engage in designerly thought and action with criticality and capability. (Stables, 2012) This article explores pedagogic issues, particularly in relation to the development of an individual's understanding of themselves as a designer, how they engage effectively in the processes of designing and how they develop the confidence and confidence to positively exploit their own designerly capability in their personal life, social and community life or professional life. Key to this is the stance of the educator on the processes of designing. The paper will present research that make the case for an iterative, dynamic view of process, responsive to the changing demands within any design or design related task. This research illustrates the importance of recognising the preferred approaches to design activity of individuals and the importance of supporting individual preferences whilst building new strengths to establish a repertoire of design methods, processes, knowledge and skills. An initial exploration of designerly well-being is presented through a small-scale pilot study that enabled 14 year olds to work in groups to take on big design challenges and prototype ideas. The pilot study indicated the positive effects on both the learners and the learning that took place as well as providing insights into the challenges for the teachers. It also indicated the need for further research.
Liminal Moments: Designing, Thinking and Learning
Author: Taboada, Manuela
Date: 2014-00-00
Type: Journal Articles
Subjects: Best Practices,College Freshmen,Teaching Methods,Design,Delivery Systems,Curriculum,Theories,Cognitive Processes,Creativity,Thinking Skills

This paper provides a contextual reflection for understanding best practice teaching to first year design students. The outcome (job) focussed approach to higher education has led to some unanticipated collateral damage for students, and in the case we discuss, has altered the students' expectations of course delivery with specific implications and challenges for design educators. This tendency in educational delivery systems is further compounded by the distinct characteristics of Generation Y students within a classroom context. It is our belief that foundational design education must focus more on process than outcomes, and through this research with first year design students we analyse and raise questions relative to the curriculum for a Design and Creative Thinking course--in which students not only benefit from learning the theories and processes of design thinking, conceptualisation and creativity, but also are encouraged to see it as an essential tool for their education and development as designers. This study considers the challenges within a design environment; specifically, we address the need for process based learning in contrast to the outcome-focused approach taken by most students. With this approach, students simultaneously learn to be a designer and rethink their approach to &quot;doing design&quot;.
Towards an Understanding of the Social Aspects of Sustainability in Product Design: Teaching HE Students in the UK and Ireland through Reflection and Peer Learning
Author: Watkins, Matthew
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainability,Design,Manufacturing,Workshops,Cooperative Learning,Discovery Processes,Reflection,College Students,Cognitive Style,Diaries,Transformative Learning

This paper presents findings from a doctoral study, which investigated effective methods for teaching social sustainability within product design courses in British and Irish universities. This paper explores approaches for encouraging students to explore the social aspects of sustainable product design through workshops specifically designed to foster deep learning through collaboration, discovery and critical reflection. The importance of deep learning is reflected in both the sustainable design education (O'Rafferty et al., 2008, Griffith and Bamford, 2007) and education for sustainability literature (Warburton, 2003) as important to an understanding of the holistic and complex nature of sustainability. Three &quot;Rethinking Design&quot; workshops were designed and developed as part of the doctoral main study to introduce students to the wider social aspects of sustainability and these were conducted in five universities in Britain and Ireland. The workshops were developed to foster principles that encourage students to adopt deep learning methods, taking into account the specific learning preferences of the current generation of students to enhance motivational factors such as relevance, appropriate teaching materials and opportunities for collaborative learning. The workshops were tested amongst 150 undergraduate and postgraduate students and found to be successful in fostering deep learning by facilitating learning through discovery, critical reflection, peer learning and creativity leading to an exploration of design thinking solutions.
Sketching Design Thinking: Representations of Design in Education and Practice
Author: Gray, Colin M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Design,Educational Research,Teaching Methods,Freehand Drawing,Course Descriptions,Business,Teamwork,Models,Expertise,Educational Change,Guidelines,Reflection,Interaction,Decision Making,Holistic Approach,Graduate Students,Student Attitudes,Masters Programs,Computers

Research on design pedagogy has shown that students progress through a variety of barriers on the path to becoming a successful design practitioner, and that frameworks for explicit reflection can be beneficial to the development of design students. Schön uses the concept of reflection-on- action to describe one form of reflection on design practice, with the eventual goal of improving design processes and judgment. In this study, sketching is used as a form of reflection-on-action in a first semester intensive course in interaction design (IxD). This sketch reflects the student's current understanding of the &quot;whole game&quot; or holistic view of design in IxD. Current practitioners in IxD companies were asked to draw the &quot;whole game&quot; sketch as well. Parallels among the sketches and areas of divergence are discussed. In summary, students shifted from abstract, linear representations of process early in the semester to more concrete, iterative representations by the end of their first semester. Practitioner sketches were more abstract and linear, but also included representations of business terminology and design teams. We propose a preliminary model of change in expertise, which documents the shift in a designer's visual representation of their process as their expertise increases over time. Implications for changes in design pedagogy and avenues for future research are discussed.
Developing &quot;Design Minds&quot; for the 21st Century through a Public Sector Initiated Online Design Education Platform
Author: Duell, Christian
Date: 2014-00-00
Type: Journal Articles
Subjects: Design,Online Courses,Educational Change,Rural Areas,Geographic Regions,Innovation,Curriculum,Teaching Methods,Program Design,Elementary Secondary Education,Information Technology,Foreign Countries,Case Studies,Creativity,Social Change,Distance Education,State Government,Feedback (Response),Partnerships in Education

Education in the 21st century demands a model for understanding a new culture of learning in the face of rapid change, open access data and geographical diversity. Teachers no longer need to provide the latest information because students themselves are taking an active role in peer collectives to help create it. This paper examines, through an Australian case study entitled &quot;Design Minds,&quot; the development of an online design education platform as a key initiative to enact a government priority for statewide cultural change through design-based curriculum. Utilising digital technology to create a supportive community, &quot;Design Minds&quot; recognises that interdisciplinary learning fostered through engagement will empower future citizens to think, innovate, and discover. This paper details the participatory design process undertaken with multiple stakeholders to create the platform. It also outlines a proposed research agenda for future measurement of its value in creating a new learning culture, supporting regional and remote communities, and revitalising frontline services. It is anticipated this research will inform ongoing development of the online platform, and future design education and research programs in K-12 schools in Australia.
The Effects of Structured Transfer Pathways in Community Colleges
Author: Baker, Rachel
Date: 2016-12-00
Type: Journal Articles
Subjects: Community Colleges,College Transfer Students,Transfer Policy,Transfer Programs,Intervention,Transfer Rates (College),Program Effectiveness,Program Evaluation,Educational Policy,Policy Analysis,Quasiexperimental Design,Academic Persistence,Student Records

Most of the students who set out to earn degrees in community colleges never do. Interventions that simplify the complex organizational structures of these schools are promising solutions to this problem. This article is the first to provide rigorous evidence of the effects of structured transfer programs, one such intervention. Leveraging the phased rollout of transfer programs in California, I find large effects of the policy on degrees earned in treated departments. In the first 2 years, this growth was not coupled with growth in total degrees granted or in transfers, but in the third year, there is evidence of increased transfer. The analyses also show that the policy could affect equity; departments that offer transfer degrees became more popular and there is suggestive evidence that the highest achieving student groups enrolled in these classes at higher rates.