ethanporcaro/eric-fulltext-meta huggingface dataset:
Mystery Montage: A Holistic, Visual, and Kinesthetic Process for Expanding Horizons and Revealing the Core of a Teaching Philosophy
Author: Ennis, Kim
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Attitudes,Teacher Attitudes,Holistic Approach,Reflective Teaching,Self Evaluation (Individuals),Beliefs,Position Papers,Teaching (Occupation)

Revealing the core of a teaching philosophy is the key to a concise and meaningful philosophy statement, but it can be an elusive goal. This paper offers a visual, kinesthetic, and holistic process for expanding the horizons of self-reflection, self-analysis, and self-knowledge. Mystery montage, a variation of visual mapping, storyboarding, and collage, is utilized to uncover the core of a teaching philosophy and to challenge teachers to expand their horizons within a more holistic context. We share our personal reflections and experiences and conclude by discussing possible applications of this process to other areas of teaching and learning.
Using Technology for Tutor and Student Learning Exchange
Author: Hewlett, Katherine
Date: 2012-00-00
Type: Journal Articles
Subjects: Tutoring,Technology Uses in Education,Teacher Student Relationship,Learning Disabilities,Instructional Development,Instructional Innovation,Partnerships in Education,Teaching Methods,Mixed Methods Research,Questionnaires,Statistical Studies,Learning Strategies,Cognitive Style,Student Experience,Feedback (Response),Educational Practices,Educational Policy,Educational Change,Participant Satisfaction,Student Attitudes,Art Education,Design,Foreign Countries,College Programs,Action Research,Program Effectiveness

This project built upon the AchieveAbility initiative, which develops materials and training for teaching specific learning difference learners in schools and colleges. AchieveAbility devised the concept for the &quot;InCurriculum&quot; Project and brought together a consortium of United Kingdom higher education institutions to deliver the practice: Norwich University College of the Arts, the University of Westminster, and De Montfort University. All partners delivered a range of art and design courses, using a variety of complementary learning techniques. The project was set up to investigate how changing teaching and assessment practice could be beneficial to different learning styles. The contextual justification for this action research project was to investigate effective practice to retain students within their higher level courses and to support their successful attainment. The project was funded by the Higher Education Academy for a three year period, during which the United Kingdom educational landscape changed rapidly from a widening access perspective to a more business-orientated model of delivery. To make these changes, technology was shown to be essential to the negotiation that evolved for the learning exchange between the student and staff.
Referencing and Citation for Graduate Students: Gain without Pain
Author: Krol, Ed S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Citations (References),Graduate Students,Teaching Methods,Educational Practices,Formative Evaluation,Research Skills,Writing Assignments,Barriers,Foreign Countries,Literature Reviews

The objective of this paper is to share with other educators a teaching method that was developed to help graduate students, and potentially undergraduate students, understand how to properly reference and cite academic papers. In an attempt to teach rather than reprimand, a new teaching practice was developed for a graduate class at the University of Saskatchewan. The innovative assignment gave graduate students a short literature review to complete independently. The project then became a formative assessment of their referencing and citation skills. Student response was overwhelmingly positive. Upon successful completion, the instructor was assured of the students' understanding of appropriate referencing and citation practices.
Exhilarated Learning and the Scholarship of Engagement: From Here (the University) to the Horizon (the Community)
Author: Strean, William Ben
Date: 2012-00-00
Type: Journal Articles
Subjects: Scholarship,Instructional Effectiveness,Learning,Undergraduate Study,Classroom Environment,Classroom Techniques,Models,Learner Engagement,Teacher Student Relationship

In this paper, I explain the components of &quot;exhilarated learning,&quot; a model for effective classroom environments, and show how this model can be applied to the broader context of community-university engagement. I describe the following three dimensions: human connection, whole body engagement, and linking content to context; and I explore how this model relates to the Scholarship of Teaching and Learning and Scholarship of Engagement.
Wider Horizons: Fostering a Culture of Undergraduate Research
Author: Harde, Roxanne
Date: 2012-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Essays,Organizational Culture,Educational Practices,Student Research,Grade Point Average,Scaffolding (Teaching Technique),Scholarship,Research Projects,Financial Support,Program Administration,Foreign Countries

This essay synthesizes our roundtable discussion about how to develop a campus culture of undergraduate research. Our discussion began with descriptions of the University of Alberta, Augustana's initiatives: Independent Studies courses, the Student Academic Conference, and summer research assistantships. Common concerns from roundtable participants included whether or not student access to undergraduate research should be limited by grade point average, how to implement undergraduate research from first to final year of student degree programs, how to fund undergraduate research, and finally how to approach undergraduate research across the academy.
Multidisciplinary Collaboration through Learning Communities: Navigating Anxiety
Author: DeLathouwer, Erin
Date: 2012-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Anxiety,Cooperation,Communities of Practice,Workshops,College Faculty,Power Structure,Higher Education,Discussion,Persuasive Discourse,Teacher Student Relationship,Foreign Countries,College Freshmen

A problem common to university faculty and students is an implicit sense of inadequacy regarding institutional hierarchies and disciplinary boundaries. Through a focus on multidisciplinarity, learning communities enable members to navigate multiple points of view within, between, and beyond apparent institutional boundaries. After having led a workshop that placed participants in the positions of both students and faculty members negotiating multidisciplinarity through learning communities, we conclude that learning communities' methodological leveling of traditional hierarchies implicit in higher education leads to a sense of belonging that enables students and faculty to take risks essential for authentic learning. Anxiety over participation in academic discussions both inside and outside the classroom, and from within and beyond one's disciplinary expertise, thus becomes productive rather than debilitating.
Discovery, Integration, Communication, Engagement: Learning through Scaffolds in a Field-Based Course
Author: Yates, Thomas
Date: 2012-00-00
Type: Journal Articles
Subjects: Field Instruction,Scaffolding (Teaching Technique),Undergraduate Students,Environmental Education,Courses,Course Organization,College Instruction

A field-based course in an applied science program can have numerous learning outcomes. These are typically addressed through demonstration, active participation by the students, communication between students and instructor and amongst students, and independent work by students individually or in small groups. Such courses are also opportunities for students to develop their critical thinking. The author's experience is that teaching techniques used to deliver field courses are generally inherent and based on the experience of the instructor and the teaching culture within the academic unit. These techniques are typically not drawn from the pedagogical literature, although they do have similarities to such established concepts such as scaffolds. Recognition of teaching concepts drawn from the pedagogical literature and their application to the design and teaching of field-based courses may improve the delivery of course material and provide a better student experience. Thinking and teaching in terms of the support that scaffolds represent may also smooth the transition from classroom to outdoors back to classroom. Supported learning based on established teaching methods will improve a student's opportunity for Discovery, Integration, Communication and Engagement.
Using Arts-Based Activities to Foster Transformative Learning during a Teaching Practicum in Kenya
Author: Black, Glenda
Date: 2012-00-00
Type: Journal Articles
Subjects: Transformative Learning,Art Education,Foreign Countries,Teacher Education,Practicums,Preservice Teachers,Teaching Methods,College Faculty,Teacher Attitudes,Reflection,Critical Thinking,Learning Processes,Student Attitudes

This essay explores and presents strategies we, as Canadian faculty facilitators of a teaching practicum in Kenya, used to foster the pre-service teachers' knowledge and understanding of critical reflection and transformative learning processes by using arts-based activities. Participation in the arts-based activities while in Kenya encouraged the pre-service teachers to reflect upon and make sense of their cultural, social, and pedagogical experiences, and provided opportunities for them to gain insights that perhaps would not have been revealed using more traditional reflection formats. The transformational learning experienced by the pre-service teachers as they were immersed in arts-based pedagogical activities was evident on a personal and professional level.
Using Creativity and Collaboration to Develop Innovative Programs That Embrace Diversity in Higher Education
Author: Robinson, A. Helene
Date: 2012-00-00
Type: Journal Articles
Subjects: Creativity,Teacher Educators,Teacher Education Programs,Teacher Collaboration,Intercollegiate Cooperation,Program Development,College Faculty,Universities,Needs Assessment,Grantsmanship,Strategic Planning,Interdisciplinary Approach,Art Education,Professional Development,Productive Thinking

This paper provides an example of an innovative solution to program development that addresses the diverse needs of teacher educators throughout various geographical locations in Florida, through a collaborative multi-university, multi-agency teacher training program funded by one collaborative grant. In this time of economic uncertainties, institutions of higher education must become creative and emphasize interdisciplinary collaborative efforts both internally and externally in order to develop cost-effective, innovative programs that embrace diversity. Innovation is driven out of need. My teaching experience, in the K-12 public school and in the university setting, fostered my awareness of the need for professional collaboration, and this awareness ignited my creativity. I will discuss how I identified the needs at my university and then utilized creativity and collaboration to network and obtain the grant, which then facilitated, developed, and taught in a new Masters of Education program in Arts and Academic Interdisciplinary Education. Program content and delivery were both planned around the diverse student population within the multi-university collaboration, with each university designing diverse programs to address the specific needs of their population but with the same concept of arts integration. Collaboration also occurred within each university: the College of Arts and Science and the College of Education. In addition, teachers were required to collaborate as coaches in their schools to train and support others in increasing arts integration in their schools.
Teaching for Epistemological Difference: Decentring Norms in Environmental Studies
Author: Barrett, M. J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Epistemology,Environmental Education,Educational Philosophy,Graduate Study,Course Descriptions,Course Content,Decision Making,Foreign Countries,Focus Groups,Sustainability,Interdisciplinary Approach,Ethics,Feedback (Response),Student Attitudes

Many environmental educators and philosophers have identified anthropocentrism and the socially constructed separation between humans and &quot;the more-than-human world&quot; (Abram, 1996) as primary root causes of current ecological devastation. This separation is embedded in Western schooling content and structures and is often unintentionally reinscribed by educational content and practices. This paper describes three ways I work to disrupt this artificial separation between humans and the non-human &quot;nature&quot; within a graduate level course: 1) attention to discourses; 2) offering counternarratives; and 3) provision of experiences that support ways of knowing and being introduced in course readings and class lectures.
Transcribe Your Class: Using Speech Recognition to Improve Access for At-Risk Students
Author: Bain, Keith
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Speech,Transcripts (Written Records),Automation,Access to Education,At Risk Students,Disabilities,College Students,Academic Accommodations (Disabilities),Notetaking,Multimedia Materials

Through a project supported by Canada's Social Development Partnerships Program, a team of leading National Disability Organizations, universities, and industry partners are piloting a prototype Hosted Transcription Service that uses speech recognition to automatically create multimedia transcripts that can be used by students for study purposes. This paper focuses on the accessibility and educational impacts of receiving complete and accurate lecture transcripts for students with disabilities.
Digital Storytelling and Diasporic Identities in Higher Education
Author: Benick, Gail
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Story Telling,Immigration,Student Diversity,Racial Differences,Ethnic Groups,Cultural Differences,Technology Uses in Education,College Students,Teaching Methods,Educational Technology,Postsecondary Education,Acculturation

The increase in global migration to Canada has changed the demographic profile of students in Canadian higher education. Colleges and universities are becoming increasingly diverse by race, ethnicity, and culture. At the same time, the process of teaching and learning is on the cusp of transformation with technology providing the tools to alter the way post-secondary educators teach and how students learn. What pedagogical approaches have emerged to maximize educational benefit from these twin forces of migration and technology? This paper explores the use of one method that has attracted global interest: digital storytelling. Specifically, the article considers student-generated digital stories as a means to authenticate the multiple perspectives of learners and create space for their diverse voices in post-secondary education. A list of resources is included.
Five Steps for Developing Effective Transition Plans for High School Students with Autism Spectrum Disorder
Author: Szidon, Katherine
Date: 2015-00-00
Type: Journal Articles
Subjects: Federal Legislation,Educational Legislation,Disabilities,Equal Education,Autism,Pervasive Developmental Disorders,Transitional Programs,High School Students,Postsecondary Education,Individualized Education Programs,Skill Development,Goal Orientation,Educational Objectives,Teamwork,Student Participation,Progress Monitoring

The Individuals With Disabilities Education Act (IDEA; 2006) requires schools to develop transition plans for students with disabilities, beginning at age 16, if not before. For students with autism spectrum disorder (ASD), the transition planning process includes unique considerations. This article describes five steps for developing effective transition plans for high school students with ASD: (1) identify transition goals; (2) link postsecondary goals with individualized education plan (IEP) goals; (3) troubleshoot and adjust transition and IEP goals; (4) provide opportunities to teach skills; and (5) evaluate progress.
Reliability and Validity Study of the Mobile Learning Adoption Scale Developed Based on the Diffusion of Innovations Theory
Author: Celik, Ismail
Date: 2014-10-00
Type: Journal Articles
Subjects: Electronic Learning,Measures (Individuals),Adoption (Ideas),Likert Scales,Reliability,Construct Validity,Factor Analysis,Innovation,Pretests Posttests,Correlation,Decision Making,Scores

In this study, a mobile learning adoption scale (MLAS) was developed on the basis of Rogers' (2003) Diffusion of Innovations Theory. The scale that was developed consists of four sections. These sections are as follows: Stages in the innovation-decision process, Types of m-learning decision, Innovativeness level and attributes of m-learning. There is one question at the level of classification regarding the investigated characteristics of the participants in the first three sections of the scale. The last section of the scale is composed of 18 items and 5 sub-dimensions in the 7-item Likert type. MLAS was developed in three stages. In the first stage, a detailed review of literature was performed and an item pool was formed. In the second stage, explanatory factor analysis was performed to determine the factor structure of the scale while confirmatory factor analysis was performed to test whether the factors formed confirmed the theory or not. In the final stage of the study, the reliability of the scale was determined through item, test-retest reliability and internal consistency (Cronbach Alpha) analyses. In conclusion, the scale developed within the scope of this study was shown to yield valid and reliable scores.
Primary School Students' Spatial Orientation Strategies in an Outdoor Learning Activity Supported by Mobile Technologies
Author: Peng, Aihui
Date: 2014-10-00
Type: Journal Articles
Subjects: Elementary School Students,Mathematics Instruction,Spatial Ability,Problem Solving,Outdoor Education,Grade 6,Orientation,Questionnaires,Qualitative Research,Statistical Analysis,Student Attitudes,Teaching Methods,Telecommunications,Handheld Devices,Mathematical Concepts,Cooperative Learning,Educational Technology,Foreign Countries,Interviews

Students' different learning performance on mathematical problem solving across contexts has attracted a number of researchers' interest. The study investigates the spatial orientation ability of primary school students in an outdoor situation, where six pairs of grade six students are asked to coordinate themselves physically in terms of given distances with respect to two given points. Their spatial orientation performance is evaluated quantitatively, in terms of the number of attempts needed to reach the target points, as well as qualitatively by analyzing their strategies as described in their answers to a questionnaire. According to our findings the students enjoy and perform remarkably well in the outdoor setting, an observation that leads us to suggest that engaging students in outdoor activities may enhance their learning of mathematics.
Students' Experiences of Learning in a Virtual Classroom
Author: Gedera, Dilani S. P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Educational Technology,Online Courses,Technology Uses in Education,College Students,Case Studies,Interviews,Observation,Documentation,Content Analysis,Synchronous Communication,Student Participation,Active Learning,Foreign Countries,Social Theories,Qualitative Research,Coding,Computer Mediated Communication

Online learning environments can offer learners opportunities for flexibility, interaction and collaboration distinctly different from face-to-face learning environments. However, the integration of educational technologies also presents challenges and concerns in relation to students' learning. This article attempts to develop a better understanding of students' experiences of learning with the specific online learning technology of Adobe Connect virtual classroom. The study was conducted in a university in New Zealand using a case study method. With Activity Theory as its research framework, the research methods of this study include individual interviews, online observation and analysis of other relevant documents. This article includes some of the findings of the research and a discussion on how the synchronous technology--Adobe Connect virtual classroom, used in an online learning environment affected students' active participation in e-learning activities. The article also offers some suggestions that can be of use to instructors who teach online courses.
Technology-Supported Classroom for Collaborative Learning: Blogging in the Foreign Language Classroom
Author: Domalewska, Dorota
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Cooperative Learning,Second Language Learning,Second Language Instruction,Computational Linguistics,Electronic Publishing,Teaching Methods,Web 2.0 Technologies,College Students,Foreign Countries,Language Proficiency,English (Second Language),Content Analysis,Web Sites

This study examined the phenomenon of blogging as a technologically enhanced support to develop interaction and interrelatedness among learners in a foreign language course. A corpus of 62 blog entries and 30 comments the bloggers left on each other's blogs were analysed to find out whether blog may be used to promote connectivity and collaboration among students. The findings of the study revealed interaction between bloggers was limited; thus, the study indicates the restricted use of blog as a tool promoting collaboration in the foreign language classroom. Furthermore, the results identified some of the problems related to technology-based learning and teaching.
Anakuran: A Proposed Path to Education for Children of Migrant Construction Workers in India
Author: Pal, Satarupa Dutta
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Migrant Workers,Building Trades,Construction Industry,Information Technology,Urban Areas,Compulsory Education,Education,Partnerships in Education,Educational Legislation,Federal Legislation,Educational Innovation,Elementary Education,Children

&quot;If you cannot go to school, the school comes to you.&quot; Project Anakuran (the Hindi word for germination) is an innovative design which seeks to provide formal education through Information and Communication Technology (ICT) to the children of migrant construction labourers based at medium and large construction sites in urban locales. The study addresses the right to free and compulsory education for Indian children between the ages of 6 and 14 years in purview of the implementation of the Right to Education Act 2009. It is also an initiative to promote public-private partnership to fulfil the second Millennium Development Goal aiming to achieve universal primary education by the year 2015.