ethanporcaro/eric-fulltext-meta huggingface dataset:
ePortfolios and Interdisciplinary Adult Degree Programs
Author: Bryant, Layne Ray
Date: 2017-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Interdisciplinary Approach,Goal Orientation,Introductory Courses,Online Courses,Educational Benefits,Universities,Curriculum,Student Evaluation,Undergraduate Students,Educational Technology,Required Courses

This article discusses the use of ePortfolios in interdisciplinary online adult degree programs at two universities. Whereas one university uses the ePortfolio only in a capstone course, the other institution introduces the ePortfolio in an introductory course that focuses on goal setting and then has students add content to the ePortfolio in the final course of their program of study. Additionally, one institution implemented the ePortfolio for assessment purposes, while the other did not. The study of these cases explores the different approaches to ePortfolio use in two interdisciplinary adult degree programs, as well as the benefits of ePortfolio use within this student population.
From Gap to Debt: Rethinking Equity Metaphors in Education
Author: Vavrus, Frances K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Figurative Language,Symbolic Language,Discourse Analysis,Achievement Gap,Equal Education,Foreign Countries,Comparative Education,Ideology,Disadvantaged

This article draws upon my keynote address delivered at the 44th Oceania and Comparative and International Education Society (OCIES) Conference held at the University of Sydney. It examines how metaphors and other forms of symbolic language used to describe educational dilemmas shape the responses that are imaginable in addressing them. In particular, it argues for a shift from the metaphor of equity gaps to one of education debt so as to recognize more fully the political, temporal, and spatial dimensions of inequity and inequality. The article uses examples from the US and Tanzania but suggests that the metaphor of debt has relevance for countries across Oceania and in other world regions.
Global Design and Local Histories: Culturally Embedded Meaning-Making for Inclusive Education
Author: Mukherjee, Mousumi
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Policy,Educational History,Policy Analysis,Criticism,Western Civilization,Inclusion,Technology Transfer,Developing Nations,Indigenous Knowledge,Cultural Influences,Cultural Context,Foreign Countries,Educational Practices,Educational Philosophy

This article provides an account of the recent literature on inclusive education, addressing its meaning and significance for school education in postcolonial India. I engage with the major theoretical debates in the academic literature on inclusive education and examine their historical trajectories globally through policy documents. I then examine the conceptual, political, and practical dilemmas associated with the concept within the local Indian context. Scholars, such as Chakrabarty (2007) and Connell (2007), have argued about the contextual limitations of theoretical accounts arising out of specific historical, social, economic, and political circumstances of Euro-American societies. Drawing on Chakrabarty and Connell's critiques, my discussion attempts to illuminate some of the problematic aspects of the Western &quot;provincial&quot; understandings and theorizing of the concept of inclusive education and its transfer to the global South through narrowly-defined policy texts. In doing so, the paper discusses the work of scholars who argue for the need to examine indigenous historic and cultural traditions to identify a commitment towards inclusivity as a way of broadening meaning-making and theoretical understanding of the concept of inclusive education. This paper makes a case for particularly engaging with Rabindranath Tagore's &quot;Southern Theory&quot; of Inclusive Education for contextual meaning-making of inclusive education within the Indian context.
Influence over Time: Community-Driven Development and the Changing Nature of the World Bank&apos;s Impact in Indonesia
Author: Edwards, D. Brent, Jr.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Development,Economic Development,Foreign Countries,Educational Policy,Governance,International Organizations,Banking,Financial Support,School Administration,Administrative Organization,Educational Change,Rural Areas,Role,Social Change,Interviews

Much literature has focused on the influence of the World Bank with regard to policy reform in low-income countries. While this literature has been produced over the course of many decades, the underlying studies have not tended to take a multi-decade approach to examining the way that World Bank influence changes in a given country. Put differently, studies tend to examine specific periods of time rather than looking at influence over time. This article seeks to contribute to scholarship on World Bank influence by looking at a twenty-year period of World Bank engagement in Indonesia. The purpose is (a) to map the nature and influence of the World Bank as it engaged with the government of Indonesia (GOI) around education and development policy, (b) to reflect on how and why that engagement changed over time, and (c) to consider the implications of the study in relation to the broader literature on the evolution and current status of World Bank influence. The focus of this article is in the area of governance, where the World Bank has pushed and experimented with decentralization, community-driven development, and school-based management. While the article focuses on education policy, reforms in this area have been impacted by governance reforms more broadly.
Blending Individual and Group Assessment: A Model for Measuring Student Performance
Author: Reiser, Elana
Date: 2017-10-00
Type: Journal Articles
Subjects: Models,Academic Achievement,Cooperative Learning,Questionnaires,Mathematics Instruction,College Mathematics,Teaching Methods,Alternative Assessment,College Students,Mathematics,Statistical Analysis,Interviews

Two sections of a college discrete mathematics class were taught using cooperative learning techniques throughout the semester. The 33 students attending these sections were randomly assigned into groups of three. Their final examination consisted of an individual and group blended examination where students worked in their groups and discussed questions, but each student had a different version of the examination and their own questions to answer. Afterwards, students were given a questionnaire and one group from each section was interviewed to see how they rated blended assessment. The majority of students preferred the blended examination over an individual examination, however not every student felt this way. One benefit of the blended examination was being able to verbalize test questions, which led to a better understanding of them. Concerns about the blended examination such as time, fairness, and difficulty concentrating were raised.
Assessing the Development of Civic Mindedness in a Cohort of Physical Therapy Students
Author: Palombaro, Kerstin M.
Date: 2017-10-00
Type: Journal Articles
Subjects: Citizenship Education,Physical Therapy,Graduate Students,Service Learning,Likert Scales,Pretests Posttests,Statistical Analysis,Program Effectiveness,Leadership,Student Surveys,Altruism,Accountability,Caring,Success,Social Responsibility

Introduction and Background: Colleges and universities have an obligation to educate graduate students who demonstrate civic literacy and who can engage in civic inquiry and action. Service-learning and community engagement courses are highly effective in developing civic-mindedness. Graduate professional programs may have additional reasons for focusing on development of civic mindedness. The purpose of this paper is 1) to measure the development of civic-mindedness increased in a cohort of physical therapy students exposed to a variety of civic engagement programs and service-learning courses and 2) to determine if there is a difference in civic-mindedness between students serving on a pro bono clinic Student Board and their classmates in a graduate physical therapy program. Methods: The Civic-Minded Professional Scale (CMP) is a 23-item, 7-point Likert-scale survey designed to measure the domains of self-identity; work, career and profession; and civic attitudes, civic action, and public purpose to measure the construct of civic-mindedness. The CMP was administered to a cohort of graduate physical therapy students at the beginning of the professional curriculum and at the end of each of three years of didactic coursework. Results: Friedman's repeated measures ANOVA with post hoc testing revealed that civic mindedness increased in our students throughout the course of the graduate physical therapy curriculum. Analysis also supports a difference on civic mindedness between those that participated in leadership of a pro bono clinic compared with students who did not. Discussion and Conclusion: Students involved in service-learning coursework imbedded throughout a graduate physical therapy program had increases in civic-mindedness. Service-learning coursework may be an effective way to develop civic mindedness in graduate students.
Awakening the Learner Within: Purposeful Prompts and Lifelong Learning Measures in a First-Year Composition Course
Author: Moore, Tara
Date: 2017-10-00
Type: Journal Articles
Subjects: Lifelong Learning,Academic Achievement,Freshman Composition,College English,College Freshmen,Writing Assignments,Comparative Analysis,Control Groups,Experimental Groups,Statistical Significance,Qualitative Research,Statistical Analysis

Lifelong learning skills have been shown to benefit students during and after college. This paper discusses the use of the Effective Lifelong Learning Inventory (ELLI) in a first-year composition course. Reflective writing assignments and pre- and post-semester ELLI data were used to assess student growth as lifelong learners over the course of a semester. Statistically significant gains in lifelong learning dimensions were made by students in the study as compared to those in a control group who received no direct instruction. The authors reflect on the outcomes of the project for students and instructors and question the general assumptions often made about the outcomes of a college education, namely, whether students gain lifelong learning skills simply by virtue of attending college, or is more instruction on these &quot;intangible&quot; qualities needed?
Connecting the Dots for English Language Learners: How Odds-Beating Elementary School Educators Monitor and Use Student Performance Data
Author: Wilcox, Kristen Campbell
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Elementary Schools,Elementary School Students,Progress Monitoring,Language Proficiency,English Language Learners,Institutional Characteristics,Regression (Statistics),Documentation,Interviews,Focus Groups,Observation,Cooperation,Relevance (Education),Success,At Risk Students,Case Studies,Statistical Analysis

This article reports on findings from a multiple case study investigating the nature of educators' approaches toward monitoring English language learners' (ELLs) performance and using data to improve instruction and apply appropriate interventions. Six New York elementary schools where ELLs' performance was better than predicted (i.e. odds-beating) based on student assessment data were studied. The analysis revealed that several strategies were common among the schools studied and were associated with the schools' better ELL performance outcomes. These include: 1) connecting instruction and interventions to &quot;real time&quot; data based on multiple measures of student performance including benchmark and formative assessments; 2) communicating performance via technology among teachers and with family members and legal guardians; 3) collaborating through routines among teaching and support staff as well as school and district leaders. Implications for district and school leaders and teachers are discussed. Implications for district and school leaders as well as teachers and other instructional specialists are offered.
A Model of Effective Teaching in Arts, Humanities, and Social Sciences
Author: Tahir, Khazima
Date: 2017-00-00
Type: Journal Articles
Subjects: Art Education,Humanities,Social Sciences,Teacher Effectiveness,Teacher Student Relationship,Graduate Students,Graduate School Faculty,Undergraduate Study,Likert Scales,Student Surveys,Predictor Variables,Structural Equation Models,Regression (Statistics),Statistical Analysis

The purpose of this study was to examine how graduate students with undergraduate majors in arts, humanities, and social sciences perceived individualized consideration, Student-Professor Engagement in Learning (SPEL), intellectual stimulation, and student deep learning, and how these variables predict effective teaching. A sample of 251 graduate students responded to a survey posted in two professional associations, and four universities in the United States and other countries. A structural equation model analyzed the influence of the independent variables on the dependent variable, effective teaching. A multiple regression analysis indicated that individualized consideration, SPEL, and deep learning were significant predictors of effective teaching. Intellectual simulation was a predictor of deep learning, which in turn influenced effective teaching.
Education Funding Crisis in the Suburbs: The Impact of the 2007-09 Recession Recovery Policies and the New York State Tax Levy Cap on School District Financial Planning Practices
Author: Galligan, John J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Finance,Financial Support,Suburban Schools,Economic Factors,Taxes,State Aid,Resource Allocation,Financial Problems,Budgets,Expenditures,Fringe Benefits,Employees,Expenditure per Student,Costs,Enrollment Trends,Statistical Analysis,Educational Policy,State Legislation

This article examines the impact of the fiscal recovery policies stemming from the 2007-09 economic recession and the implementation of the 2011 New York State Property Tax Levy Cap on the budgets of school districts located within a Long Island, New York suburban township. The research basis of this paper is based on two studies conducted by the New York State Council of School Superintendents and the New York State Council of School Business Officials and data collected from the Office of the New York State Comptroller and the New York State Education Department. The quantitative budget data utilized for this study was collected from the Office of the New York State Comptroller and the New York State Department of Education and categorized three years prior to the enactment of the Property Tax Levy Cap (2008-09 to 2010-11) and three years after its enactment (2011-12 to 2013-14). This data encompasses the timeframe of the 2007-09 Great Recession government recovery policies and, the Gap Elimination Adjustment and the 2011 Enactment of the N.Y.S. Property Tax Levy Cap. The recommendations of this study are separated into three parts, including the (1) the use of financial forecasting, strategic planning and fiscal tolerance assessment, (2) the recommendation for an adjustment to the New York State Tax Levy Cap modeled after other states, to provide districts with the ability to address mandated cost drivers in fiscally difficult times and (3) recommendations for further research.
Enhancing Student Altruism Using Secure Attachment Messages (SAM) in Lecture
Author: Campbell, Kelly
Date: 2017-10-00
Type: Journal Articles
Subjects: Altruism,Helping Relationship,Attachment Behavior,Lecture Method,Racial Bias,College Students,Probability,Student Behavior,Vignettes,Audience Response Systems,Hypothesis Testing,Ethnicity,Computer Software,Technology Uses in Education,Scores,Handheld Devices,Telecommunications,Statistical Analysis

In this brief report, we examine whether students' (N = 230) willingness to help individuals in distress (altruism) would be augmented after viewing Secure Attachment Messages (SAM) during lecture in a college racism course. Students were presented with SAM in alternating weeks as part of the PowerPoint presentation slides. In each of the weeks, their likelihood of engaging in altruistic behaviors was assessed using hypothetical scenarios and a student response system, Top Hat Monocle. We predicted that the SAM would prompt students to think of their attachment figures and enhance their feelings of security, which would increase their willingness to engage in altruistic behaviors. Our hypothesis was statistically supported in that students reported greater altruism towards individuals of various ethnic backgrounds on days for which SAM were shown in lecture. The results suggest that SAM may promote prosocial tendencies, particularly in courses with sensitive subject matter.
Elementary Principal Wisdom: Teacher Perceptions of Leadership
Author: Peterson, Christopher
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Principals,Leadership Qualities,Leadership,Altruism,Emotional Response,Teamwork,Structural Equation Models,Predictor Variables,Knowledge Level,Leadership Responsibility,Empathy,Cognitive Ability,Persuasive Discourse,Correlation,Teacher Surveys

The purpose of this study is to evaluate how the five variables that measure servant leadership (Altruistic Calling, Emotional Healing, Persuasive Mapping, Organizational Stewardship, and Team Learning) impact on teachers' perception of principal Wisdom. Participants were from fifteen moderate-need elementary schools located in southern New York State counties. One hundred and sixty-two teachers responded to a 36 item survey instrument. A structural equation model was used to evaluate which of the variables influenced wisdom. It was found that Altruistic Calling served as a mediator of Team Learning and Emotional Healing. Wisdom is predicted by Altruistic Calling (ß = 0.331), Persuasive Mapping (ß =0.195), and Organizational Stewardship (ß = 0.424). The three variables accounted for 81.4% of teachers' perception of principal wisdom. It is recommended that organizations that are interested in developing principal wisdom invest their developmental efforts into Altruistic Calling and Organizational Stewardship.
Exploring Professors&apos; Engaging Instructional Practices: A Collective Case Study
Author: Arghode, Vishal
Date: 2017-10-00
Type: Journal Articles
Subjects: College Faculty,Educational Practices,Case Studies,Qualitative Research,Learner Engagement,Interviews,Grounded Theory,Instructional Effectiveness,Teacher Role

Professors use various strategies to improve learning. To explore what professors perceived as critical aspects of engaging instruction, we conducted a qualitative case study with seven professors in the United States. Data was collected through individual face-to-face interviews. The conversations were audio-taped and transcribed verbatim. The analyses of the transcriptions were conducted using the constant comparative method. Findings from the study varied. Yet, participants agreed that an engaging instructor must focus on learning; consider various aspects of students' personal development including their cognitive, social, and emotional development; and take care of different student learning styles, for example, visual, auditory, and kinesthetic. Participants stressed the importance of student engagement. Body language, verbal and non-verbal cues, and eye contact were the main parameters used by the participants to evaluate student engagement. Participants also emphasized the importance of asking questions and assessing instructional effectiveness by evaluating the questions asked by students.
Improving Teaching and Learning Using the Keeping Learning on Track Professional Development Program and Strategies
Author: Dobish, Melisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Faculty Development,Instructional Improvement,Rural Schools,Teacher Surveys,Administrator Surveys,Program Implementation,Program Effectiveness,Program Evaluation,Models,Educational Practices,Likert Scales,Formative Evaluation,Classroom Techniques,Elementary Secondary Education,Mixed Methods Research

This study examines the impact of implementing the professional development program, Keeping Learning on Track (KLT), on teaching and learning in a rural school in a Midwestern state. KLT was a program developed by Dylan William and his colleagues at the Educational Training Service and published by the Northwest Evaluation Association (NWEA). Teachers and administrators in the district were surveyed after using the KLT model for one to two years to determine the effectiveness of the program on teaching and learning. Survey results indicated that teachers felt that KLT improved their instructional practice and that KLT has improved student learning for students in their classrooms. In addition, teachers agreed that formative assessment is valuable for improving teaching and learning.
Concept Maps: A Tool to Prepare for High Fidelity Simulation in Nursing
Author: Daley, Barbara J.
Date: 2017-10-00
Type: Journal Articles
Subjects: Concept Mapping,Nursing Education,Simulated Environment,Nursing Students,Undergraduate Students,Video Technology,Audio Equipment,Student Behavior,Skill Development,Job Skills,Coding,Technology Uses in Education,Educational Technology,Program Effectiveness,Observation

In this study, the use of concept mapping as a method to prepare for high fidelity simulated learning experiences was investigated. Fourth year baccalaureate nursing students were taught how to use concept maps as a way to prepare for high fidelity simulated nursing experiences. Students prepared concept maps for two simulated experiences including; 1. caring for patients with diabetes, and, 2. caring for patients with heart failure. Simulated learning experiences were video recorded and debriefing sessions were audio recorded. Following the simulation, three data analysis strategies were employed including analysis of the videos of the simulation, analysis of the audio recordings of the debriefing sessions and analysis of the concept maps. Additionally, videos from previous semesters where students did not create concept maps prior to simulations were reviewed. When comparing student behaviors to Tanner's (2006) Clinical Judgment Model, findings indicated that students who created concept maps prior to simulation demonstrated an increase in noticing behaviors, but that interpreting, responding and reflecting behaviors did not appear to increase. Students also reported a need to have concept maps introduced earlier in their curriculum and that the maps facilitated their learning most in complex, hard to understand clinical cases. This study has implications for simulation, curriculum and the role of concept mapping in the creation of student knowledge structures.
Getting an Honest Answer: Clickers in the Classroom
Author: Levy, Dan
Date: 2017-10-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Audience Response Systems,Student Participation,Feedback (Response),Reliability,Student Behavior,Graduate Students,College Faculty,Responses,Influences,Regression (Statistics)

Asking students to raise their hands is a time-honored feedback mechanism in education. Hand raising allows the teacher to assess to what extent a concept has been understood, or to see where the class stands on a particular issue, and then to proceed with the lesson accordingly. For many types of questions, as the evidence here demonstrates, the tally from a public show of hands misrepresents the true knowledge or preferences of the class. The biases are predictable and systematic. Specifically, students raising their hands tend to herd and vote with the majority answer. Beyond impeding the teacher's ability to assess her class, such herding threatens to diminish learning by limiting the level to which a student engages with the questions posed by the teacher.