ethanporcaro/eric-fulltext-meta huggingface dataset:
Selecting Student-Authored Questions for Summative Assessments
Author: Huang, Alice
Date: 2021-00-00
Type: Journal Articles
Subjects: Summative Evaluation,Student Developed Materials,Test Construction,Multiple Choice Tests,Item Banks,College Students,Chemistry,High Stakes Tests,Foreign Countries,Academic Achievement,Item Response Theory

Production of high-quality multiple-choice questions (MCQs) for both formative and summative assessments is a time-consuming task requiring great skill, creativity and insight. The transition to online examinations, with the concomitant exposure of previously tried-and-tested MCQs, exacerbates the challenges of question production and highlights the need for innovative solutions. Several groups have shown that it is practical to leverage the student cohort to produce a very large number of syllabus-aligned MCQs for study banks. Although student-generated questions are well suited for formative feedback and practice activities, they are generally not thought to be suitable for high-stakes assessments. In this study, we aimed to demonstrate that training can be provided to students in a scalable fashion to generate questions of similar quality to those produced by experts and that identification of suitable questions can be achieved with minimal academic review and editing. Second-year biochemistry and molecular biology students were assigned a series of activities designed to coach them in the art of writing and critiquing MCQs. This training resulted in the production of over 1000 MCQs that were then gauged for potential by either expert academic judgement or via a data-driven approach in which the questions were trialled objectively in a low-stakes test. Questions selected by either method were then deployed in a high-stakes in-semester assessment alongside questions from two academically authored sources: textbook-derived MCQs and past paper questions. A total of 120 MCQs from these four sources were deployed in assessments attempted by over 600 students. Each question was subjected to rigorous performance analysis, including the calculation of standard metrics from classical test theory and more sophisticated item response theory (IRT) measures. The results showed that MCQs authored by students, and selected at low cost, performed as well as questions authored by academics, illustrating the potential of this strategy for the efficient creation of large numbers of high-quality MCQs for summative assessment.
SOTL under Stress: Rethinking Teaching and Learning Scholarship during a Global Pandemic
Author: Cruz, Laura E.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Educational Research,College Instruction,Research Needs,Learning

This essay considers how the current age of multiple crises is leading to changes in questions we ask of teaching and learning, questions we ask in SoTL, and the role of SoTL scholars.
What Do SoTL Practitioners Need to Know about Learning?
Author: Steiner, Hillary H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning,Educational Research,College Instruction,Research and Development,Theory Practice Relationship,Resources

What does someone embarking on a scholarship of teaching and learning (SoTL) project need to know about how students learn? And how can the SoTL novice reconcile their goals to improve teaching and learning with the vastness of the literature on the science of learning? In this article, we consider the complexity of this literature and its intersection with SoTL. We also review several popular books and websites that might be used by the SoTL novice as entry points for grounding their SoTL studies, informing the questions they ask and narrowing the literature they read. In these brief reviews, we offer practical tips and advice on how to use these resources effectively so that one does not have to become an expert in the science of learning to perform outstanding SoTL research.
Two Groups Separated by a Shared Goal: How Academic Managers and Lecturers Have Embraced the Introduction of Digital Technologies in UK Higher Education
Author: Zhou, Xue
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,College Administration,Higher Education,Information Technology,College Students,Teacher Attitudes,Administrator Attitudes,Performance Based Assessment,Foreign Countries,Universities,Comparative Analysis,Barriers,Technology Integration,Educational Benefits,Goal Orientation,Teaching Methods,Learning Processes,Learning Experience,Faculty Workload,Technological Literacy,Communities of Practice

Digital technologies have been widely used in higher education (HE) for years, and the benefits have been recognised by both students and academics. Although many universities have developed their own digital technology strategies, many do not share either their vision or implementation strategies with staff. This research explores differences and similarities in the perception of digital technology by lecturers and academic managers. The purpose of this paper is to compare and contrast motivations, barriers and support systems required for the use and adoption of digital strategies. Interviews were conducted with a group of 20 lecturers and academic managers in the HE sector. The results reveal that both groups shared a common view that the introduction of digital technology can have a clear set of benefits to students; however, their motivations for introducing new approaches differed significantly. Whilst it is important not to generalise too much given the lack of homogeneity in the two groups and also the crossover between managers and lecturers, managers tended to take a performance goal-based approach to its introduction whilst lecturers were more learning goal orientated. This difference can cause significant difficulties in the implementation of new approaches to learning.
Demographic and Transition Service Predictors of Employment Outcomes for Youth Receiving Supplemental Security Income
Author: Hartman, Ellie C.
Date: 2021-05-00
Type: Journal Articles
Subjects: Welfare Services,Disabilities,Youth Programs,Predictor Variables,Federal Programs,State Programs,Youth Employment,Vocational Rehabilitation,Individualized Transition Plans,Program Effectiveness,Age Differences,Racial Differences

Racially and ethnically diverse youth with disabilities receiving Supplemental Security Income (SSI) benefits were randomly assigned to usual services, including available school and vocational rehabilitation (VR) transition services, or enhanced case management and transition services through the Wisconsin Promoting Readiness of Minors in SSI (PROMISE) federal demonstration grant. A hierarchical logistic regression analysis demonstrated increased age, being African American, having a psychiatric disability, and transition services predicted higher youth employment rates. However, enhanced PROMISE transition services were no longer significant in the presence of VR services, suggesting the effect of enhanced services was mediated by increasing engagement in VR. Limitations and implications are discussed regarding the relationship between school and state VR transition services and postsecondary competitive integrated employment outcomes.
Staff Capacity Building and Accountability in Transition Services
Author: Crane, Kelli
Date: 2021-05-00
Type: Journal Articles
Subjects: Capacity Building,Accountability,Transitional Programs,Program Effectiveness,Professional Development,Coaching (Performance)

Transition services, particularly those that feature work-based learning experiences, often require designated staff to spend the majority of their time in the field. They also require that staff have the skills and supports to properly and effectively deliver these services. Training and monitoring these staff is critically important to ensure youth with disabilities experience strong employment outcomes. Maryland PROMISE was a statewide experimental, multicomponent, and community-based transition project that served 997 youth receiving Supplemental Security Income and their families. To ensure that staff effectively delivered services, Maryland PROMISE provided carefully designed professional development activities that included training, field-based coaching, and performance monitoring. This article reports on the Maryland PROMISE capacity building activities for project staff, provides data on the results of that process, and offers implications for the effective delivery of community-based transition services.
Reading Contemporary Art: Comparative Art History Education through Themes
Author: Bolat, Kibar Evren
Date: 2021-00-00
Type: Journal Articles
Subjects: Art,Art History,Art Education,Action Research,Art Products,Comparative Analysis,Teaching Methods,Preservice Teachers,Lesson Plans,Student Attitudes,Preservice Teacher Education,Instructional Design,Art Teachers,Foreign Countries

Purpose: Conducting contemporary art lessons with a traditional art history view and a chronological approach leads to misinterpretations - and even to prejudices - of contemporary art as it is not progressing chronologically, cannot be assessed within specific stylistic forms and defined with strict lines, unlike previous traditional art disciplines. Based upon this problem, in this study, a new course process was planned in which contemporary art pieces are compared to traditional pieces focusing on the five major themes contemporary art differs from traditional art. Within the scope of this research dealing with this process, answers have been sought to the questions how comparative art history education through themes influences the perception of art, professional, personal, social progress of pre-service teachers and what sort of changes this method creates. Methodology: Research findings designed as action research were obtained by reviewing activity forms prepared for the lesson and semi-structured focus group interview. Gathered data were interpreted by the descriptive analysis method. Findings: The findings obtained in this study suggest that this method helps pre-service teachers define art with a broader perspective, better understand and embrace contemporary art, develop awareness about social issues conveyed through contemporary pieces, explore different expression possibilities for art practices and to form new opinions about art education in a professional sense. Implications for Research and Practice: Pre-service teachers expressed positive views for the comparison technique and providing an environment for expressing oneself freely. Within this context, it is suggested to design discussion-based art history lesson plans around specific themes.
Soft Skill Integration for Inspiring Critical Employability Skills in Private Higher Education
Author: Tan, Cheng Yoke
Date: 2021-00-00
Type: Journal Articles
Subjects: Soft Skills,Job Skills,Employment Potential,Communication Skills,Teamwork,Ethics,Professionalism,Problem Solving,Critical Thinking,Interpersonal Competence,Private Colleges,College Seniors,Late Adolescents,Business Administration Education,Skill Development,Foreign Countries

Purpose: The study aims to examine the influence of soft skill integration on the interpersonal soft skill levels of diploma business students in the private higher education institutions based in the northern region of Peninsular Malaysia. Research Methods: The study was guided by the Soft Skill Development Model (2006) and the Soft Skill Integration method, according to Devadason, Subramaniam and Daniel (2010). This paper applied a descriptive quantitative survey method to assess the levels and relationships between the variables. A set of self-administered questionnaires were adapted based on Devadason, Subramaniam and Daniel's (2010) instruments. The questionnaires were distributed through a proportionate stratified random sampling method to 429 respondents from 12 private higher learning institutions in three northern states of Peninsular Malaysia. Descriptive analysis, correlation, and regression analyses were applied in the findings. Findings: The results revealed a significant influence of the overall soft skill integration towards communication and teamwork levels. The study also advocated the significant impact of soft skill integration in problem-solving and critical thinking on all of the four essential soft skills elements. Implications for Research and Practice: Despite decades of emphasis on soft skill development, soft skill integration in Malaysia is still not at an optimal level. Embedding soft skills would lead to more real-life experiences, and they will horn students' skills, especially their problem-solving ability. The empirical evidence of soft skill integration contributes towards innovative teaching and learning experiences, social innovation, and the impact on school policies to develop what is required in the industry.
Pursuing Graduation: Differences in Work Experience Supports for Young SSI Recipients Pursuing Diplomas or Certificates
Author: Guillermo, Mari S.
Date: 2021-05-00
Type: Journal Articles
Subjects: Work Experience,Social Services,Federal Aid,Individualized Education Programs,Student Certification,Students with Disabilities,Outcomes of Education,Work Experience Programs,High School Graduates,Expectation

Students with Individualized Education Programs (IEPs) or Section 504 Plans may earn a diploma or a certificate of completion when leaving secondary education. This study examined differences in career- and work-based learning services and work experiences of students who earned a high school diploma or a certificate of completion upon exiting high school. Case service data of 969 students with disabilities were analyzed. Results suggested groups differed in the number and types of career- and work-based services, work experiences, post-high school expectations, and work-related concerns expressed by parents. Differences between groups were observed by types of career and work experiences. Significantly greater proportions of diploma-earners expressed expectations to work and attend college. Parents of both groups expressed concerns about their youth losing Supplemental Security Income (SSI) benefits and about their youths' safety and ability to work independently. Limitations and implications for research, policy, and practice are provided.
Azerbaijan and European Higher Education Area: Students&apos; Involvement in Bologna Reforms
Author: Mammadova, Lala
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Change,Universities,College Students,Academic Degrees,Quality Assurance,Educational Quality,Student Mobility,Student Participation,International Cooperation,Educational Strategies,Educational Finance,Barriers,Inclusion,Access to Education,National Standards

This study explores the progress of the 14-year old Bologna reform in major Azerbaijani public universities. The focus of the study was to investigate the level of student involvement in the transformation process of the European Higher Education Area. The data for the research were collected from a survey conducted among 2,400 bachelor's and master's students, as well as through semi-structured interviews with university administrators and experts. The study mainly examines the key elements of Bologna process -- degree structure, quality assurance, mobility, and social dimension. The study found that despite the remarkable progress in the development of higher education system in the country, much work still needs to be done at the institutional level to involve students in all stages of the reform process. Huge discrepancies and shortages are observed with respect to the role of students in the quality assurance process both at the external and internal level. In terms of the internationalization of institutions, formal strategies and targets, as well as sufficient funding, are not yet fully existent in higher education institutions. Meanwhile, students in the chosen universities are either unaware of student support services or unsatisfied with the provision of those services.
The Need for Cross-Cultural Exploration of Teacher Leadership
Author: Webber, Charles F.
Date: 2021-03-00
Type: Journal Articles
Subjects: Teacher Leadership,Cross Cultural Studies,Educational Indicators,School Culture,Educational Improvement,Faculty Development,Leadership Qualities,Group Dynamics,Political Attitudes

This article describes the need for additional cross-cultural study of teacher leadership. A rationale for researching teacher leadership is presented based on the need to provide clarity to the definition of the concept and to understand better how to facilitate teacher leadership development. A primary research question is shared: &quot;How is teacher leadership conceptualized and enacted and what are the implications for educational stakeholders?&quot; A set of attributes and indicators of teacher leadership is provided based on a review of literature focusing on teacher leadership. Then four additional concepts related to teacher leadership are described--formal and informal influence, school culture, school improvement, and professional development--followed by a summary of cautionary considerations. Finally, a multi-stage research design is presented in support of the International Study of Teacher Leadership, a cross-cultural examination of teacher leadership.
The Key Role of Administrators in Supporting Teacher Leadership and Professionalism in Southern Mexico
Author: Cisneros-Cohernour, Edith J.
Date: 2021-03-00
Type: Journal Articles
Subjects: Administrator Role,School Supervision,Teacher Leadership,Professionalism,Professional Development,Educational Research,Science Education,Special Education,Educational Improvement,School Effectiveness,Secondary Schools,Foreign Countries,Principals

This work uses the results of three research studies conducted in southeastern Mexico to identify critical issues for teacher leadership and professionalism. The results indicate that educational reforms during more than twenty years have not always considered the sociocultural and economic context of the schools, nor the preparation needs of the main actors at the school level. Likewise, the traditional power structure in schools has influenced the success of educational reforms promoting teacher participation and leadership. It was also found that, although there are challenges and limited resources, it is necessary to improve the preparation of school administrators and supervisors, since they have a high influence on the training of in-service teachers, as well as on the implementation of new educational practices and policies It is also necessary to improve the preparation of in-service teachers, to increase their possibilities for teacher leadership. Moreover, findings from the study identified important aspects that can facilitate teacher leadership and professionalism in effective secondary schools: a sense of ownership among stakeholders at the school level, leadership that supports change, strong discipline policies, emphasis on student success, not only in academics but also in music and sports, teacher professional development focused not only on improving teaching and learning, but also on how to support student personal development. Lessons from the three studies indicate the important role of the context as well as the key role of authorities, administrators and school supervisors in facilitating or inhibiting teacher leadership and professionalism.
Telling Students It&apos;s O.K. to Fail, but Showing Them It Isn&apos;t: Dissonant Paradigms of Failure in Higher Education
Author: Feigenbaum, Paul
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Failure,Student Attitudes,Emotional Response,Neoliberalism,Competition,Social Bias,Intervention,Higher Education,Ideology

Educators increasingly extol failure as a necessary component of learning and growth. However, students frequently experience failure as a source of fear and anxiety that impedes risk-taking and experimentation. This essay examines the dissonance between these &quot;generative&quot; and &quot;stigmatized&quot; paradigms of failure, and it offers ideas for better negotiating this dissonance. After conceptualizing the two paradigms, I examine various factors that reinforce failure's stigmatization. I emphasize &quot;precarious meritocracy,&quot; a neoliberal ethos driven by hypercompetitive individualism that makes success a zero-sum game, and that causes especially significant harms on students who are already socially stigmatized. Efforts to ameliorate paradigm dissonance tend to focus on changing student dispositions or lowering the stakes of failure. I instead propose &quot;wise interventions&quot; that include analyzing the systemic roots of stigmatized failure and making failure a more communal experience. I then briefly address the systemic transformations necessary to cultivate generative failure more broadly.
Teacher Leadership in the South African Context: Areas, Attributes and Cultural Responsiveness
Author: van der Vyver, C. P.
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Leadership,Cultural Awareness,Culturally Relevant Education,Leadership Qualities,Leadership Styles,Participative Decision Making,School Culture,Faculty Development,Educational Improvement,Social Justice,Accountability,Inclusion,Professionalism,Change,Reflection,Risk,Teamwork,Educational Environment,Teacher Role,Caring,Classroom Techniques,Mentors,Teacher Researchers,Lifelong Learning

The purpose of this interpretive qualitative study was to determine how teacher leadership is conceptualised in official documentation in South Africa. Document analysis of national official documentation was performed, using the attributes of teacher leadership as indicated by Webber (2018) in a priori coding in the content analysis. The document analysis revealed that some of the attributes of teacher leadership corresponded with those identified by Webber; attributes that may be unique to the South African context also emerged. The findings revealed that attributes of teacher leadership in South Africa are embedded within cultural responsiveness, which is determined by the unique context of the country. Attributes of teacher leadership feature within specific leadership areas in which teachers act as leaders in formal and informal dimensions.