ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Exam Reviews: A Comparison of Exam Scores and Attitudes
Author: Hackathorn, Jana
Date: 2012-09-00
Type: Journal Articles
Subjects: Student Attitudes,Attitude Measures,Test Reviews,Scores,Academic Achievement,Confidence Testing,Self Efficacy,Test Coaching,Review (Reexamination),Test Wiseness,Intermode Differences,Achievement Gains,Achievement Rating,Comparative Testing,Comparative Analysis,Teaching Methods,Instructional Effectiveness,Learning Strategies,Undergraduate Students,Social Psychology

Instructors commonly use exam reviews to help students prepare for exams and to increase student success. The current study compared the effects of traditional, trivia, and practice test-based exam reviews on actual exam scores, as well as students' attitudes toward each review. Findings suggested that students' exam scores were significantly higher for the exams following both a traditional review and a trivia review than for the exam following the practice test review. Immediately after the review, three attitude measures (i.e. confidence, feeling prepared, and helpfulness of review) were lowest after the traditional review. Finally, immediately after taking the exam, students reported higher ratings (i.e. confidence, feeling prepared, and helpfulness) after the trivia review. Implications of these results are discussed. (Contains 1 figure and 2 tables.)
Team-Based Learning in a Subsection of a Veterinary Course as Compared to Standard Lectures
Author: Malone, Erin
Date: 2012-09-00
Type: Journal Articles
Subjects: Learner Engagement,College Students,Lecture Method,Veterinary Medical Education,Veterinary Medicine,Comparative Analysis,Teamwork,Peer Evaluation,Feedback (Response)

Team-Based Learning (TBL) maximizes class time for student practice in complex problems using peer learning in an instructor-guided format. Generally entire courses are structured using the comprehensive guidelines of TBL. We used TBL in a subsection of a veterinary course to determine if it remained effective in this format. One section of the class was taught the material using PowerPoint based lectures. The other group was taught the same material by the same instructor using TBL. All students took the same examination on the material at the end of the course and again 18 months later. There were no differences in the course examination or course grades but grade distributions differed; TBL grades were more widely distributed and female TBL students outperformed male TBL students. TBL students scored significantly higher on the repeat examination. Objective student engagement was high and students were positive about the experience. (Contains 4 figures.)
Examining Service-Learning in a Graduate Physical Education Teacher Education Course
Author: Meaney, Karen S.
Date: 2012-09-00
Type: Journal Articles
Subjects: Physical Education,Physical Activities,Teaching Methods,Teacher Education,Teacher Education Programs,Content Analysis,Physical Education Teachers,Service Learning,Epistemology,Graduate Students,Social Theories,Higher Education,Experiential Learning,Self Efficacy,Educational Strategies

This study was designed to explore the impact of service-learning on graduate physical education teacher education students. Social-Cognitive Theory (Bandura, 1986; 1999) served as the framework to examine graduate student's experiences in a service-learning program. Participants were graduate students (N =16) enrolled in a curriculum and instruction in physical education course at a major university in the southwest United States. The course's service-learning component provided graduate students opportunities to teach physical activity to Hispanic-American and African-American children from low-socioeconomic backgrounds. Participant's described their experiences through weekly reflections and discussions. Content analysis of data sources indicated that participation in the service-learning program strengthened graduate student's efficacy for teaching, contributed to their acquisition of varied teaching strategies, and enhanced graduate students understanding of children living in low-income, minority households. Findings suggest service-learning can be a valuable pedagogy to infuse into graduate teacher education programs. (Contains 2 figures and 1 table.)
A Multicultural Personal Growth Group as a Pedagogical Strategy with Graduate Counseling Students
Author: Johnson, Jennifer M.
Date: 2012-09-00
Type: Journal Articles
Subjects: Ethnicity,Cognitive Development,Group Experience,Counselor Training,Graduate Students,Educational Strategies,Multicultural Education,Individual Development,Investigations,Social Cognition,Facilitators (Individuals),Attitude Change,Sensitivity Training,Program Effectiveness,Instructional Effectiveness,Teaching Methods

The present study investigated a six-week multicultural personal growth group as a pedagogical strategy to support first-year graduate counseling students' (N = 20) levels of ethnic identity development (Phinney & Ong, 2007) and social-cognitive maturity (Hy & Loevinger, 1996). Students' levels of ethnic identity and social-cognitive development did not change; however, 90% (n = 18) of the students reported valuing the group experience and appreciated the group leaders facilitation of the pedagogical strategy. Implications for the scholarship of teaching and learning are discussed. (Contains 1 table.)
Looking Deeper than the Gradebook: Assessing Cultural Diversity Attitudes among Undergraduates
Author: Lake, Robert
Date: 2012-09-00
Type: Journal Articles
Subjects: Educational Strategies,Cultural Pluralism,Action Research,Item Response Theory,Student Attitudes,Teaching Methods,Attitude Measures,Homosexuality,Personal Narratives,Undergraduate Students,Higher Education,Preservice Teachers,Surveys,Pretests Posttests,College Students,Multicultural Education,Course Content,Teacher Education,Likert Scales,Effect Size

Identification of college students' attitudes about diversity issues is an important part of the assessment of student development across many fields of study. This article discusses an action research approach and classroom application strategies stemming from a survey of 88 pre-service teacher candidates on their attitudes toward homosexuality, race, social class, and women's equality, following a university course on diversity. Data were examined using a Rasch model approach to determine and compare linear attitude measures and resulting change from pretest to posttest. Findings included endorsement difficulty changes among diversity issues as well as changes in student attitudes, primarily though not exclusively in concert with the course curriculum. Teaching approaches including the use of personal narratives were considered relative to findings. Areas for enhancement of instructional strategies were identified. Implications for teacher-scholars on examining linear measures of student attitudes and improving instruction on diversity issues in higher education were discussed. (Contains 4 tables and 2 figures.)
The Influence of Involvement with Faculty and Mentoring on the Self-Efficacy and Academic Achievement of African American and Latino College Students
Author: DeFreitas, Stacie Craft
Date: 2012-12-00
Type: Journal Articles
Subjects: Hispanic American Students,Academic Achievement,Self Efficacy,African American Students,Mentors,College Students,Surveys,Student Attitudes,College Faculty,Teacher Student Relationship,Predictor Variables

African American and Latino college students were surveyed to examine the influence of involvement with faculty and mentoring on self-efficacy and academic achievement. It was hypothesized that involvement with faculty and mentoring were related to greater academic achievement. It was suggested that the relationship of these factors was mediated by self-efficacy. Involvement with faculty and self-efficacy were significantly related to academic achievement. The relationship between involvement with faculty and better academic achievement was partially explained by higher self-efficacy. Possible explanations for mentoring not being predictive of academic achievement in this sample were provided and the significance of faculty-student interactions was discussed. (Contains 4 tables.)
A Qualitative Examination of Connections between Learner-Centered Teaching and Past Significant Learning Experiences
Author: Brackenbury, Tim
Date: 2012-12-00
Type: Journal Articles
Subjects: Teaching Methods,Student Responsibility,Phenomenology,Student Centered Curriculum,Learning Experience,College Faculty,Higher Education,Essays

Learner-centered teaching is a collection of instructional practices that shift the emphasis of courses from the instructors' goals and methods of delivery to the knowledge and skills that the students develop. This study examined potential commonalities between features of learner-centered teaching and the past significant learning experiences of current faculty. A phenomenological analysis of written essays revealed eight dominant themes: 1) Student responsibility for learning, 2) Learning through direct experience or example, 3) Responsive instructors, 4) Difficult activities that took time, 5) Connections to previous knowledge and experiences, 6) Direct research experience, 7) Challenging initial ideas and assumptions, and 8) Rich in content. These themes are discussed in terms of their connections to features of learner-centered teaching and potential implications for educators. (Contains 2 tables.)
Application Essays as an Effective Tool for Assessing Instruction in the Basic Communication Course: A Follow-Up Study
Author: Mazer, Joseph P.
Date: 2012-12-00
Type: Journal Articles
Subjects: Mass Media,Content Analysis,Education Courses,Essays,Followup Studies,Writing Assignments,Academic Achievement,Higher Education,Course Content

The assessment of student learning in general education courses is of critical importance in higher education. This study examines the utility of a writing assignment (application essays) in a basic communication course as an effective assessment tool. The authors conducted a content analysis of student portfolios to determine the extent to which application essays provide evidence of student learning in the basic course. The present study extends the findings from recent assessment efforts (Jones, Simonds, & Hunt, 2005) to explore types of mass media events students address in application essays and assess the revisions made to the assignment based on findings from Jones et al. (2005). Results reveal (a) the various communication events that students write about in application essays, (b) the communication concepts that students address, (c) that students typically, but not always, make appropriate connections when they write application essays, and (d) after revising the assignment based upon data from recent assessment efforts, more students made appropriate connections between the communication event and concept. Implications for classroom pedagogy and course management are discussed. (Contains 5 tables.)
Measuring Learning through Cross Sectional Testing
Author: Lovett, Steve
Date: 2012-12-00
Type: Journal Articles
Subjects: Testing,Student Evaluation,Evaluation Methods,Measurement Techniques,Measurement Objectives,Selection Criteria,Maturity (Individuals),Longitudinal Studies,Evaluation Problems,Hispanic American Students,College Freshmen,College Seniors,Cognitive Structures,Correlation,Regression (Statistics),Achievement Gains

The measurement of student learning is becoming increasingly important in U.S. higher education. One way to measure learning is through longitudinal testing, but this becomes especially difficult when applied to cumulative learning within programs in situations of low persistence. In particular, many Hispanic Serving Institutions (HSIs) find themselves in such situations. Cross sectional testing is a pragmatic alternative, so long as maturity and selection effects can be estimated. The purpose of this paper is to demonstrate the utility and mechanics of measuring learning through cross sectional testing. (Contains 3 tables.)
Civic Engagement in the Field of Psychology
Author: Chenneville, Tiffany
Date: 2012-12-00
Type: Journal Articles
Subjects: Majors (Students),Learning Activities,Teaching Methods,Ethics,Psychology,Service Learning,Undergraduate Students,Undergraduate Study,Educational Objectives,Goal Orientation,Citizen Participation,Outcomes of Education,Cultural Awareness,Cultural Pluralism,Multicultural Education,Research

The purpose of this article is to describe the importance of, and recommendations for how best to promote, civic engagement among undergraduate psychology majors. In this article, we will describe how the goals of civic engagement are consistent with the specific curricular goals of undergraduate psychology programs. We also will (a) review the empirical support for civic engagement in the field of psychology and describe the implications of this method for teaching students about diversity; (b) discuss some of the challenges associated with incorporating civic engagement in psychology courses as well as provide strategies for overcoming these challenges; (c) discuss some of the unique ethical issues related to civic engagement in the field of psychology; and (d) provide recommendations, using specific examples, for how to incorporate service-learning activities as a means of encouraging civic engagement in psychology courses.
From Herb Garden to Wiki: Responding to Change in Naturopathic Education through Scholarly Reflection
Author: Grant, Airdre
Date: 2012-12-00
Type: Journal Articles
Subjects: Teaching Methods,Ethnography,Foreign Countries,Web 2.0 Technologies,Reflective Teaching,Interviews,College Faculty,Educational Innovation,Educational Technology,Health Education,Medicine,Internet,Plants (Botany),Nutrition,Computer Uses in Education

The study of naturopathy in Australia has undergone a number of significant changes that have impacted dramatically on scholarly and academic practice. Naturopathic education has shifted from apprenticeship style with a charismatic teacher, to several private colleges offering advanced diplomas/degrees with Government accreditation, and into the university system. In the university context, reflective practice and scholarship have been key to effective responses to change. These changes include the introduction of new models of technology and delivery, access to greater resources and collegial networks and adoption of innovative teaching approaches; all of which have had a significant impact on a developing pedagogy in naturopathy. Utilising a ethnographic methodology, interviews were conducted with ten naturopathy lecturers to investigate their scholarly reflective approaches to decision making and pedagogy. Some of the changes to academic practice within this context and the innovations arising are discussed. These innovations, whilst increasingly common in higher education, are new pedagogical approaches within the contexts of naturopathy, a discipline that traditionally has sat outside formal learning structures.
Enhancing Students' Scientific and Quantitative Literacies through an Inquiry-Based Learning Project on Climate Change
Author: McCright, Aaron M.
Date: 2012-12-00
Type: Journal Articles
Subjects: Climate,Active Learning,Scientific Research,Social Sciences,Social Science Research,Environmental Education,STEM Education,Inquiry,Student Participation,Sociology,Literacy,College Science,Interdisciplinary Approach

Promoting sustainability and dealing with complex environmental problems like climate change demand a citizenry with considerable scientific and quantitative literacy. In particular, students in the STEM disciplines of (biophysical) science, technology, engineering, and mathematics need to develop interdisciplinary skills that help them understand the social dynamics of environmental problems and solutions. To this end, this study examines how participation in a semester-long inquiry-based learning project that involves sociological research on climate change beliefs, attitudes, and behaviors enhances the scientific and quantitative literacies of STEM students. The results suggest that participation in a sociological inquiry-based learning project helps STEM students to (a) improve their knowledge of scientific and statistical principles and processes, (b) hone their scientific research skills, and (c) gain respect for sociology specifically and social science more generally. While the inquiry-based learning project described here deals with climate change, educators can adapt it to deal with other environmental social science research topics (e.g., water use, energy conservation, food security, sustainability). (Contains 1 figure and 5 tables.)
Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants Teaching Self-Efficacy
Author: DeChenne, Sue Ellen
Date: 2012-12-00
Type: Journal Articles
Subjects: STEM Education,Teaching Assistants,Graduate Students,Self Efficacy,Self Concept Measures,Teaching Experience,Professional Development,Correlation,Factor Structure,Comparative Analysis,Test Validity,Test Reliability,Social Theories,Epistemology

The graduate experience is a critical time for development of academic faculty, but often there is little preparation for teaching during the graduate career. Teaching self-efficacy, an instructor's belief in his or her ability to teach students in a specific context, can help to predict teaching behavior and student achievement, and can be used as a measure of graduate students' development as instructors. An instrument measuring teaching self-efficacy of science, technology, engineering, and mathematics (STEM) graduate teaching assistants (GTAs) was developed from a general university faculty teaching instrument to the specific teaching context of STEM GTAs. Construct and face validity, measurement reliability, and factor structure of the instrument were determined from survey data of 253 STEM GTAs at six universities. STEM GTA teaching self-efficacy correlated to various measures of GTA professional development and teaching experience. Implications and applications for faculty involved in GTA professional development, supervision, and research are discussed. (Contains 2 tables and 1 figure.)
Factors Affecting Timely Completion of a PhD: A Complex Systems Approach
Author: Pitchforth, Jegar
Date: 2012-12-00
Type: Journal Articles
Subjects: Doctoral Degrees,Time to Degree,Bayesian Statistics,Network Analysis,Systems Approach,Influences,College Mathematics,Statistics,Graduate Students,Supervisors,Administrators,Foreign Students,Probability,Foreign Countries

Completing a PhD on time is a complex process, influenced by many interacting factors. In this paper we take a Bayesian Network approach to analyzing the factors perceived to be important in achieving this aim. Focusing on a single research group in Mathematical Sciences, we develop a conceptual model to describe the factors considered to be important to students and then quantify the network based on five individual perspectives: the students, a supervisor and a university research students centre manager. The resultant network comprised 37 factors and 40 connections, with an overall probability of timely completion of between 0.6 and 0.8. Across all participants, the four factors that were considered to most directly influence timely completion were personal aspects, the research environment, the research project, and incoming skills. (Contains 2 figures and 3 tables.)
Understanding the &quot;How&quot; of Quality Improvement: Lessons from the Rhode Island Program Quality Intervention
Author: Devaney, Elizabeth
Date: 2012-00-00
Type: Journal Articles
Subjects: Administrators,Educational Quality,Total Quality Management,After School Programs,Individual Development,Program Evaluation,Personnel Selection,Employees,Adolescents,Intervention

Over the past 10 years, afterschool and youth development programming has moved from providing childcare for working parents to being an integral component of the learning day, supporting the academic, social, and emotional development of young people. An important part of that transition has been a growing emphasis on improving program quality. Many communities around the country have begun to create site-level continuous improvement models. Aligned performance measures help program administrators evaluate the quality of young people's experience and give them a framework for improvement. The authors' study looks at how participation in a continuous quality improvement initiative produces higher-quality practice in Rhode Island's afterschool community by fostering change in program management practices. Among other findings, the authors discovered that quality improvement begins with program managers, who then lead the process of change. (Contains 1 figure and 1 note.)
Exploring Self-Esteem in a Girls' Sports Program: Competencies and Connections Create Change
Author: Markowitz, Ellen
Date: 2012-00-00
Type: Journal Articles
Subjects: Females,After School Programs,Researchers,Athletics,Athletes,Self Esteem,Measures (Individuals),Adolescents,Surveys,Semi Structured Interviews,Adolescent Attitudes,Competence,Career Development,Hierarchical Linear Modeling

Self-esteem has been problematic for researchers because it is complex, stable, and hard to measure. When assessing the self-esteem of out-of-school time (OST) program participants, some researchers may think their instruments will not detect changes, either because the program does not last long enough to make a difference or because self-esteem is multidimensional and difficult to change. Some may respond to high-stakes testing and the pressure to demonstrate program outcomes by assessing concepts or behaviors with the strongest potential to show change, regardless of how they fit with program objectives. These responses can create a chasm between practitioners and researchers. Practitioners see firsthand that participants change how they feel about themselves, but researchers either have trouble capturing this phenomenon or are substituting other attributes for self-esteem. This article attempts to address these gaps by reviewing research about self-esteem and adolescent girls, presenting findings from a study exploring girls' experiences in a sports-based youth development program, and attempting to engage practitioners and researchers in new conversations about self-esteem and how they assess it. (Contains 3 figures.)