ethanporcaro/eric-fulltext-meta huggingface dataset:
Introducing the Co-Teaching Model in Teacher Education Clinical Practice
Author: Murley, Lisa D.
Date: 2014-12-00
Type: Journal Articles
Subjects: Team Teaching,Teacher Education,College Faculty,Elementary School Teachers,Secondary School Teachers,Preschool Teachers,Models,Student Teachers,Clinical Supervision (of Teachers),Outcomes of Education,Universities,Student Teacher Attitudes,Scores,Teacher Education Programs

With national and state regulatory changes related to clinical practice within teacher education programs a reality, one university examined the outcomes of co-teaching model trainings required for stakeholders, both higher education faculty and P-12 educators. The training participants indicated the co-teaching model could increase student teacher preparedness while also positively impacting P-12 student learning. Nearly a year after the co-teaching training, one university surveyed student teachers on their co-teaching experience prior to and during student teaching. While there were increase mean scores of all the co-teaching models, results pointed to questions of whether teacher candidates were engaged in lower-level impact co-teaching models, which involved teacher candidates observing and assisting.
Stoking the Fire: What Makes a Teacher Inspirational?
Author: Powell-Brown, Ann
Date: 2014-12-00
Type: Journal Articles
Subjects: Teacher Characteristics,Teacher Effectiveness,Preservice Teachers,Student Attitudes,Teacher Influence,Teaching Methods,Teaching Styles,Teacher Student Relationship,Teacher Expectations of Students

This essay uses qualitative elements to examine characteristics of inspirational teachers through the eyes of teacher candidate autobiographical essays. Based on narratives written by 35 college students, three teacher educators examined the responses through several lenses, including: the characteristics the inspirational teachers had in common, and the impact the teachers had on the students. Seven emerging themes indicate that truly inspirational teachers go beyond the normal call of their duties, sometimes in intangible ways. Also indicated is the notion that knowledge and instructional strategies are not sufficient for making a teacher inspirational. Implications for teacher education are discussed.
A Work in Progress: Unraveling the Lessons Learned in a Co-Teaching Pilot
Author: Hartnett, Mary Joanie
Date: 2014-12-00
Type: Journal Articles
Subjects: Team Teaching,Pilot Projects,College Faculty,Preservice Teachers,Models,Program Effectiveness,Cooperating Teachers,Student Teachers,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Special Education Teachers,Reading Achievement,Mathematics Achievement,Low Income Students,Achievement Gains,Learning Motivation,Mentors,Administrators,Data Collection,Reflective Teaching,Educational Strategies,Educational Benefits,Observation

Colleagues at a midwestern university implemented a multi-semester co-teaching pilot for student teaching, and based on the data collected, are moving toward full implementation in the spring of 2015 for all pre-service teachers in the College of Education (COE). Part of the study replicated work conducted by St. Cloud University (Bacharach &amp; Heck, 2011) and utilized that university's evaluation instruments. However, the lessons learned in the pilot reveal some of the still &quot;unanswered&quot; questions as to how to ensure the quality and effectiveness of the co-teaching model during student teaching. Researchers share results and insights, and suggest action steps for full implementation of the co-teaching model.
Technology-Infused Instructional Framework: Improving Pre-Service Teacher Lesson Planning
Author: Stobaugh, Rebecca
Date: 2015-12-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Comparative Analysis,Lesson Plans,Educational Quality,Elementary School Teachers,Thinking Skills,Teaching Methods,Student Teachers,Scores,Authentic Learning,Measurement Techniques,Student Evaluation,Taxonomy,Technology Integration,Learner Engagement,Educational Technology

The focus of this research is to examine the impact of an instructional instrument to improve the quality of pre-service teachers' lesson plans. The HEAT instrument focuses on four components essential to high-quality lesson plans: &quot;H&quot;igher-Order Thinking, &quot;E&quot;ngaged Learning, &quot;A&quot;uthentic Learning, and &quot;T&quot;echnology. The research study examined a) data from elementary education classes for two semesters to measure the impact of the HEAT instrument on instructional planning during the semester and b) these pre-service teachers' subsequent performance on the Teacher Work Sample compared to a control group of student teachers to measure the impact of the instrument on pre-service teacher performance. In the treatment group, pre-service teachers' scores on the HEAT instrument were lower each successive semester of the study; however, during the student teaching semester the teacher candidates had higher scores on the Teacher Work Sample which measured the four components embedded in the HEAT instrument.
From Perception to Practice: A Qualitative Exploration into Institutional Teaching Culture
Author: Shaw, Lindsay
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Practices,Teaching Methods,Learning Processes,Foreign Countries,Instructional Effectiveness,Evaluation Methods,Barriers,Universities,Educational Attitudes,Educational Philosophy,College Faculty,College Students,School Culture,Teacher Attitudes,Strategic Planning,Teacher Effectiveness

Teaching culture is the product of a dynamic interplay among the embedded patterns, behaviours, values, beliefs and ideologies about teaching and learning within and across the many microcultures that make up a university. Educational researchers from across Canada developed a set of Institutional Teaching Culture Perception Surveys (ITCPS) to gain insight to an institution's teaching culture at a particular point in time. Staff, faculty, and students from two institutions provided comments through an open-ended survey and focus groups, answering the question &quot;What would indicate to you that teaching matters at your institution?&quot; Aligning with the six ITCPS levers, the results identified both barriers and pathways to a strong institutional teaching culture, highlighting strategic priorities, assessment methods, effective pedagogy, supportive infrastructure, engagement opportunities and public recognition.
Moving Multicultural Education Forward in Teacher Education: Integration of Cognitive Learning Theory
Author: Alvarado, Jose Luis
Date: 2014-12-00
Type: Journal Articles
Subjects: Multicultural Education,Preservice Teacher Education,Learning Theories,Cognitive Processes,Definitions,Role of Education,Culturally Relevant Education,Cognitive Development

Multicultural Education as a field of study in education is intimately connected to Teacher Education. Most frameworks in Multicultural Education are primarily centered on the inclusion of cultural and linguistic diversity in schools. This often results in the integration of heroes and holidays within the curriculum, however this orientation can present a simplistic aspect of culture and does not address the process of learning. The purpose of this article is to explain why cognitive learning theory must be an essential element in frameworks of Multicultural Education and Multicultural Teacher Education. Teachers need to understand the principles of learning theory to create classrooms where students become self-regulated, successful learners.
The Evolution of Promising Practices for University Supervisors of Candidates in Yearlong Clinical Experiences
Author: Strieker, Toni
Date: 2016-01-00
Type: Journal Articles
Subjects: Supervisors,College Faculty,Video Technology,Goal Orientation,Preservice Teacher Education,Educational Practices,Team Teaching,Student Teaching,Teacher Collaboration,Universities,Reflection,Program Descriptions,Teacher Effectiveness,College School Cooperation,Partnerships in Education,Coaching (Performance)

This paper describes the exploration of a team of university supervisors and faculty who were charged with identifying effective practices for university supervisors who evaluated teacher candidates enrolled in yearlong co-taught clinical experiences. The paper discusses the need for greater collaboration in reflective dialogue among the candidate, the collaborating teacher and the supervisors. In addition, the paper discusses the exploration of GROW, a candidate goal-setting structure, as well as 3-way conversations and video-elicited reflections as promising practices for university supervisors.
Lived Experiences of Online and Experiential Learning Programs in Four Undergraduate Professional Programs
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Learning,Experiential Learning,Professional Education,Undergraduate Students,College Faculty,Teacher Attitudes,Nursing Education,Teacher Education,Business Administration Education,Curriculum Design,Community Study,Foreign Countries,Science Education,Elementary School Teachers,Teaching Methods,Canada Natives,Elementary School Students,Blended Learning,Occupational Safety and Health,Reflection,Social Work,Police Education,Skill Development

This paper presents the observations and reflections of four faculty members who developed experiential online learning pathways for students in diverse professional programs. In relation to programmatic expectations of Nursing, Education and Business, the challenges and opportunities for experiential online learning design are discussed. In addition, the scaffolding and development of online learning within an undergraduate degree, which ladders into professional programming, are presented. Using Kolb's Experiential Model of learning design to structure the discussion, the faculty members reflect on the success of implementation from their various positions as leaders and instructors of programs. They seek to answer questions for themselves and their faculties in relation to the feasibility of designing experiential learning opportunities online and how this can contribute to deepening professional practice. The paper closes with implications for practice for other post-secondary educators who may be considering experiential online learning.
Student Anxiety and Evaluation
Author: Hull, Kerry
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Test Anxiety,Student Evaluation,Self Efficacy,Evaluation Methods,Expectation,Grades (Scholastic),Nonmajors,Biology,Physical Education,Philosophy,Religion,Intellectual Disciplines

The increased prevalence and severity of academic-related distress is of significant concern on college campuses. Of particular relevance to instructors is the anxiety relating to classroom teaching and evaluation practices. Sources of evaluation anxiety include student uncertainty about the nature of the expected demands as well as their ability to meet these demands. This report presents work from a pilot study investigating correlations between evaluation anxiety and perceived evaluation accuracy for different evaluation techniques across four different disciplines. We also examined the potential mediating role of academic self-efficacy in the relationship between anxiety and expected grade. Our results provide insight into methods to reduce anxiety and increase performance. We try to answer the question: &quot;Should instructors focus their efforts on modifying their evaluation tools or increasing academic self-efficacy?&quot;
Train Wrecks: 3M National Teaching Fellows Explore Creating Learning and Generative Responses from Colossal Failures
Author: Strean, William B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Failure,Teaching Experience,College Faculty,College Instruction,Reflective Teaching

We all fail. We also like to look good and avoid looking bad. So, even though we know that taking risks and trying new approaches are important for enhancing our teaching and students' learning (Strean, 2017), we rarely talk about our failures. Our claim in this paper is that our insecurities create a substantial barrier to improving and enriching our teaching practices. If we do not find time to take big risks, and then to explore and critically reflect on failures that result sometimes from those risks, we lose out on the chance to become better teachers; more fundamentally, we deprive our students of the chance to have extraordinary opportunities to learn.
The Effects of Task-Based Instruction Using a Digital Game in a Flipped Learning Environment on English Oral Communication Ability of Thai Undergraduate Nursing Students
Author: Rachayon, Suphatha
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Nursing Education,Private Colleges,Foreign Countries,Medical Services,Tourism,Oral Language,Teaching Methods,Task Analysis,Blended Learning,Computer Games,Instructional Effectiveness,Pretests Posttests,Scores,Communication Skills

The growth of Thailand's medical tourism industry has inevitably made English oral communication skills become increasingly important to Thai medical personnel, especially to nurses who have to act as medical mediators between doctors and patients. Thus, in order to prepare nursing students for their future career, it is necessary that English teachers find a way to help students improve their oral communication ability. Thus, in this study, as a means to overcome the students' difficulties in learning English and to enhance their English oral communication ability, the task-based instruction using a digital game in a flipped learning environment (TGF) was developed by integrating three language learning approaches, namely task-based language teaching, flipped learning, and digital game-based language learning. The development of the instructional framework for the TGF was described first. Then, to investigate its effectiveness in improving the students' oral communication ability, an experimental study, using a one-group pretest posttest design, was conducted with 23 second-year nursing students at a private university in Thailand for 11 weeks. The effects of the TGF on the students' oral communication ability were assessed by the participants' pre- and post-test. The finding revealed that the participants' average post-test score was statistically significantly higher than their average pre-test score (p &lt; 0.05), indicating that the TGF was successful in enhancing the students' oral communication ability. Lastly, the factors contributing to this success were discussed.
A Metaphor Analysis Study Related to STEM Subjects Based on Middle School Students&apos; Perceptions
Author: Idin, Sahin
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Middle School Students,Grade 7,Grade 8,Figurative Language,Foreign Countries,Student Attitudes,Beliefs

The aim of this study is to determine what metaphors seventh and eighth grade students have when they identify STEM subjects. For this purpose, a form was developed to provide students to write their own metaphors related to STEM subjects. Qualitative research method was used and this research was conducted as a phenomenological study. 94 seventh and eighth grade students participated in this study from two different middle schools, which are located in the center of Ankara, Turkey. Students were encouraged to write their metaphors to identify STEM subjects. It has been seen that both seventh and eighth grade students had complexity while they were identifying science and technology subjects. Students used technology metaphor eleven times while they identified science, and they used science metaphor five times while they identified technology. It has also been learnt from students' metaphors that students have not had enough information on math and engineering since the metaphors could not explain these subjects. It is recommended that some courses might be given to students within STEM subjects to provide them to learn those subjects.
Reflections on Experiential Learning in an Undergraduate Global Health Course: Bringing the Workplace into the Classroom
Author: Ezezika, Obidimma
Date: 2019-00-00
Type: Journal Articles
Subjects: Experiential Learning,Education Work Relationship,Global Approach,Public Health,Course Content,Curriculum Enrichment,Curriculum Design,Educational Objectives,Alignment (Education),Expectation,Student Projects,Undergraduate Students,Curriculum Implementation,Integrated Curriculum,Outcomes of Education,Feedback (Response),Problem Based Learning,Expertise,Foreign Countries,Relevance (Education),World Problems

Experiential learning has the potential to enhance students' success and prepare them for the job market, including through class experiences that mirror experiences in the workforce. In this article, I lay out the process of incorporating experiential learning in a global health course. I have derived three key lessons from the design and implementation of this course: focus on one overarching goal, align learning activities with real world expectations, and help students understand connections between their projects and course content. These lessons provide insights to integrate experiential learning activities in the classroom.
Relation of Personality to Grades and Grading in Undergraduate Peer Review
Author: Shaw, Jenessa Louise
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Personality,Grades (Scholastic),Grading,Undergraduate Students,Peer Evaluation,Personality Traits,Introductory Courses,Psychology,Foreign Countries,Academic Achievement,Predictor Variables

Peer reviews offer a unique assessment of post-secondary students' writing, wherein students grade fellow students' (or peers') essay submissions according to a provided rubric. Previous research found that students' personality dimensions were related to the grades that students both gave and received through peer assessment. The present study examined the association between personality factors on grader leniency and grades received during a peer review assignment in an introductory psychology course. Participants completed an online survey to assess academic entitlement, learning/grade orientation, narcissism, and the 5-factor personality traits; these were later joined to peer review grades received and given. Results showed that rater leniency was negatively related to learning orientation, conscientiousness, and grade orientation. Moreover, the strongest predictors of grades received included academic entitlement, conscientiousness, and narcissism. Implications of these findings, plus directions for future research, are discussed.
School-University Partnerships: A Model for Supporting Transition and Persistence from K-16
Author: Hondzel, Catharine Dishke
Date: 2019-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Elementary Secondary Education,Higher Education,Academic Persistence,Transitional Programs,Foreign Countries,Models

The reasons why students persist in their post-secondary learning are complex. This paper proposes a model for the development of K-16 partnerships that promote student success through the transition from secondary school to post-secondary, supported by teachers, faculty members, and educational developers. This model proposes that each of the partners engage in developing sustainable, collaborative projects. These projects have at their core a focus on students' transition from one educational institution to the next, with the intended outcome of increasing rates of persistence, while reducing rates of attrition. Not all students may have post-secondary education as their personal goal, but for those that do, this support model aims to provide a framework to scaffold the transition so that learners are successful, and teachers and faculty are prepared to support learners as they move from one institution to another.
Strategies for Cultivating Non-English Majors&apos; Autonomous Learning Ability
Author: Peng, Yuanzhen
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Nonmajors,Learning Activities,Independent Study,Teaching Methods,Foreign Countries,Constructivism (Learning),Learning Motivation

Faced with the rapid development of Internet, it has become not inconvenient to be immersed in English environment. This paper attempts to explore the cultivation of non-English major students' English autonomous learning ability. Some practical strategies have been proposed based on observations over genuine English teaching and learning activities.
Adapting Curriculum for a Changing Context: Place-Based Pedagogies in Tourism
Author: Reid, Robin Elizabeth
Date: 2019-00-00
Type: Journal Articles
Subjects: Place Based Education,Tourism,Foreign Countries,Multicultural Education,Curriculum Development,College Curriculum,Assignments,Undergraduate Students,Student Attitudes

Changing demographics at post-secondary institutions in Canada provide opportunities for intercultural learning. Curricular design that engages domestic and international students can result in new ways of knowing, seeing, and understanding multiple perspectives of and connections to place. This paper draws on students' reflections to highlight the effectiveness of place-based and intercultural pedagogies in cultivating a deeper understanding of multiple perspectives of local landscapes, including those of indigenous, nonindigenous, domestic and international students. This is particularly relevant to the study of tourism, an inherently place- based discipline.
A Decade of Outdoors Experiential Workshops: Facilitator Reflections and Tips
Author: Bornais, Judy A.K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Experiential Learning,Workshops,Facilitators (Individuals),Place Based Education,Outdoor Education,Professional Development,Reflection,Interdisciplinary Approach,Teamwork,Space Utilization,Identification (Psychology)

Though much literature describes the value of experiential and place-based learning experiences for participants, we have found little comparable literature regarding the facilitator experience. This paper provides current and future facilitators of workshops, especially those that take place outdoors, our reflections and ideas as facilitators, including tips for success. Our findings reinforce the conclusion that experiential learning can be as beneficial and transformative for facilitators as for participants, and that what we encounter during workshops parallels what students may go through in our classrooms as they learn. We identify five clear themes from facilitator reflections and encourage readers to consider leading an outdoor experiential learning sessions.