ethanporcaro/eric-fulltext-meta huggingface dataset:
Generalist Pre-Service Teacher Education, Self-Efficacy and Arts Education: An Impossible Expectation?
Author: Collins, Anita
Date: 2016-07-31
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Art Education,Prior Learning,Self Efficacy,Expectation,Teacher Competencies,Elementary School Teachers,Measures (Individuals),Pretests Posttests,Faculty Development

Generalist teacher educators in Australia are struggling with an impossible expectation in the area of arts education. This is due to a cascading trio of systemic issues. Firstly generalist teachers are entering their teacher education courses with variable and often minimal personal arts training. Secondly they are ill supported to improve their arts discipline knowledge through a lack of time given to each arts discipline during their courses. Finally they are expected to deliver the arts curriculum, often without extensive professional support, to their classes at the same quality and level as a specialist arts educator. At present, the research has focused on individual arts disciplines, not the effect of these cascading systemic issues on the confidence and competency of pre-service teachers across multiple arts disciplines. This paper reports on the findings of a study that tracked the levels of self-efficacy across four arts disciplines and suggests new approaches to this impossible expectation.
The Art Teacher and Multi-Age Homeroom Teachers: Qualitative Observations and Comparisons
Author: Broome, Jeffrey L.
Date: 2016-07-31
Type: Journal Articles
Subjects: Art Teachers,Observation,Comparative Analysis,Mixed Age Grouping,Teaching Experience,Interviews,Teacher Collaboration,Elementary School Teachers,Elementary School Students,Kindergarten,Grade 1,Grade 2,Teaching Methods,Classroom Environment

Multi-age classrooms feature the intentional grouping of students from consecutive grade levels for the purpose of fostering a nurturing classroom atmosphere. While an abundance of research on multi-age education has been produced throughout the past 50 years, only recent efforts have seen researchers turn their attention to the experiences of art teachers working with mixed-age groups. The purpose of this article is to characterize the qualities of mixed-age instruction for an art teacher and a group of homeroom teachers through the collection of qualitative observations and interviews at a selected school site, with the intent of describing the congruities and incongruities in their instructional practices and organizational strategies. The results detail subtle organizational differences, yet congruent practices related to thematic instruction and cooperative learning, and emergent findings related to the importance of forming communities of multi-age practice and adopting an ethic of caring.
Scholarly Teaching through Action Research: A Narrative of One Professor's Process
Author: Hunzicker, Jana
Date: 2016-00-00
Type: Journal Articles
Subjects: Action Research,Narration,Teaching Methods,Early Adolescents,Adolescent Development,Instructional Effectiveness,Assignments,Learning Activities,Preservice Teacher Education,Undergraduate Students,Student Surveys,Reflection,Educational Practices

This article shares a first-hand account of an action research project conducted in a college-level early adolescent development course to better understand written and verbal reflection as learning tools, improve the author's teaching effectiveness, and foster reflective habits in pre-service teachers. The article includes a brief overview of related literature and a description of several reflective activities and assignments used in the course before presenting and discussing the project's results based on Ferrance's (2000) 6-step action research process.
Cross-Disciplinary Exploration and Application of Reflection as a High Impact Pedagogy
Author: Summers, Sarah E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Reflection,Interdisciplinary Approach,Teaching Methods,Educational Practices,Case Studies,Communities of Practice,Technical Writing,Communication Skills,Prediction,Engineering Education,Academic Achievement,Instructional Development,Higher Education

Reflection is a high-impact practice in education. This paper explores the premise, approach, and outcomes of a learning community centered on scholarly engagement with the literature of reflection. Using the reflection model operationalized by a national consortium, we developed, implemented, and assessed reflection activities designed to create opportunities for transfer of skills and conceptual change. Two case studies reveal commonalities in using reflection in a college setting. We explore the questions that emerged as a result of our experiences, and connect this work to the importance of engaging with colleagues in a community of learners.
Exit Tickets Open the Door to University Learning
Author: Danley, Angela
Date: 2006-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Teacher Attitudes,Student Attitudes,Curriculum Implementation,Cues,Journal Writing,Teacher Surveys,Student Surveys,Educational Practices,College Programs,Teaching Methods,Likert Scales

Four instructors from a mid-western university implemented exit tickets in their university courses. The exit tickets were based on Marzano's (2012) four types of exit tickets and were analyzed for patterns. Faculty completed a journal to reflect on what was learned examining the exit tickets. A survey was completed by both instructors and university students to determine the benefits of the use of exit tickets as a formative assessment at the university. Researchers share the processes used for implementing exit tickets and the results of the data collected along with implications for the use of exit tickets at the university.
Teaching Small Group Communication: The Do Good Project
Author: Minei, Elizabeth M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Small Group Instruction,Communication Skills,Teamwork,Group Dynamics,Program Administration,Conflict Resolution,Decision Making,Problem Solving,Leadership,Service Learning,Outreach Programs,Theory Practice Relationship,Cooperative Learning

This paper focuses on the parameters of a semester-long project called the &quot;Do Good&quot; project, geared towards developing small group communication skills in undergraduate students. This project highlights participation in a social engagement project that allows students to bridge concepts learned in small group communication lectures (e.g., team dynamics, project management, conflict resolution, decision making, leadership) with community outreach. Included are an overview of the project, and examples for how each component both challenges students' ability to communicate in groups and provides motivation that foster students' ability to link in-class knowledge with practical, real world application.
&quot;I Hate Group Work!&quot;: Addressing Students' Concerns about Small-Group Learning
Author: Allan, Elizabeth G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Small Group Instruction,Cooperative Learning,Architectural Education,Participant Observation,Semi Structured Interviews,Instructional Materials,Content Analysis,Ethnography,Case Studies,Problem Based Learning,Models,Classification,Group Dynamics,Teacher Role,Student Role,Blended Learning

This article identifies the strategies used by architecture professors and their undergraduate students to mitigate common issues that students raise about group work. Based on participant-observation, interviews with students and faculty, and analysis of instructional materials and student work, this IRB-approved ethnographic case study complicates the separation of collaborative, cooperative, and problem-based learning into distinct pedagogical models. Rather than viewing students' concerns as a form of resistance that can be avoided with the right approach to small-group learning, this article explores how the hybrid model operating in design studio pedagogy confronts the problems inherent in any form of group work.
Reaching Resisters in a Teaching Assistant Training Program
Author: Brown, Carolyn I.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Assistants,Preservice Teacher Education,Resistance (Psychology),Educational Strategies,Action Research,Teacher Certification,Longitudinal Studies,Student Participation,Practicums,Semi Structured Interviews,Observation,Student Teacher Evaluation,Reflection,Student Teacher Attitudes,Qualitative Research

In the past decade, there has been limited longitudinal qualitative research examining the effects of training programs on graduate students' teaching performance. One gap in this research is a discussion of Teaching Assistants (TAs) who resist such programs and an examination of strategies for overcoming this resistance. This action research study attempts to fill that gap by evaluating the relationship between TAs' participation in one university's Certificate in University Teaching (CUT) program and their resistance to its pedagogical strategies. The study defines the types of resistance and analyzes the reasons behind it. Findings address ways to more effectively reach resisting TAs and improve our own teaching practices.
Dividing Practices: Preservice Teacher Quality Assessment and the (Re)production of Relations between General and Special Education
Author: Pugach, Marleen C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Disabilities,Regular and Special Education Relationship,Inclusion,Mainstreaming,Cultural Differences,Social Theories,Learning Theories,Preservice Teachers,Teacher Competencies,Evaluation Methods,Educational Policy,Educational Practices,Professional Identity,Guides,Language Usage,Educational History,Equal Education,Federal Legislation,Educational Legislation,Teacher Education,Content Analysis,Literacy,Planning

Promoting the education of children with disabilities in general education classrooms has been a clear and consistent goal of federal education policy since the enactment of the Individuals With Disabilities Education Act (IDEA) over forty years ago. However, among the many challenges to achieving this goal, one of the most persistent has been the ambiguous, uneasy, and oftentimes conflictual quality of working relationships between special and general educators. One way to interpret the ongoing tensions between the fields of general and special education is to understand them as manifestations of cultural conflict between different ways of knowing and doing things. Ironically, separate cultures of professional practice, each operating within the affordances and constraints of its own conceptual and material tools, also function as processes of induction into the profession, thus reproducing the tensions between professional cultures and communities of practice that have been so problematic in achieving the goals of IDEA. In this article, the authors draw on ideas from several streams of sociocultural learning theory to examine some of the concrete ways in which contemporary--and even &quot;cutting-edge&quot;--practical tools used to evaluate preservice teacher quality may unintentionally contribute to the reproduction of cultural tensions between general and special education. The underlying assumption is that policy, practice, and professional identity mutually construct one another--such that divisions in preparation for practice, whether explicitly or implicitly, become reified as essential and may then be enacted as conflict between members of the general and special education communities. It is important to note that these sociocultural dynamics can operate across licensure options, that is, whether students are seeking stand-alone licensure in general or special education or one of the varied types of dual-licensure options, for example, demonstrated how deeply the divisions between the fields remained entrenched, even in a credential program explicitly designed to integrate general and special education teacher preparation.
An Assessment of the Scholarship of Teaching and Learning in Public Administration from 2009-2013
Author: Stuteville, Rebekkah
Date: 2016-00-00
Type: Journal Articles
Subjects: Public Administration Education,Case Studies,Educational Practices,Educational Trends,Interdisciplinary Approach,Content Analysis,Teaching Methods,Learning Processes,Curriculum Research,Instructional Materials,Evaluation Research,Foreign Countries,Higher Education

The acceptance of the Scholarship of Teaching and Learning (SoTL) as a legitimate form of scholarly investigation and the shape that it takes in post-secondary education are inherently discipline-specific. This paper examines how the character and heritage of public administration influence the acceptance of SoTL, and the form that it takes. It argues that the applied nature of public administration and its interdisciplinary character have influenced SoTL in the discipline. This study concludes systematic self-reflection by disciplines may be needed to identify potential factors that limit the acceptance and/or direction of SoTL in a discipline.
Hybrid Learning: An Effective Resource in University Education?
Author: Alducin-Ochoa, Juan Manuel
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Higher Education,Correlation,Use Studies,Educational Resources,Educational Technology,Academic Achievement,Questionnaires,Technology Uses in Education,Web 2.0 Technologies,Task Analysis,Incidence,Student Evaluation,Self Evaluation (Individuals),Computer Assisted Testing,Computer Mediated Communication,Foreign Countries,Statistical Analysis,College Students,Likert Scales

The organisation of university education in Europe is undergoing profound changes as a consequence of the establishment of the European Higher Education Area (EHEA). This transformation entails methodological changes that are focused on student work. The student is now considered to be an autonomous individual who is able to choose a path of study and capable of self-regulation. These objectives are believed to be achievable with hybrid learning models. The economic cost of including these methods makes it necessary to demonstrate whether the investment can be profitable in terms of improved academic results and increased acceptability among students. We analyse whether the use of two tools by students (assessments and forums) influences their grades and whether there are correlations between performance and the evaluation of the tool by students and between the evaluation and the degree of use. The sample consists of 176 students. We follow an ex post facto methodological design, with descriptive and correlational techniques. We found significant differences in the grades received according to the degree of use of the tools studied. Additionally, we found a correlation between grades and student evaluation.
Theoretical Overview on the Improvement of Interest in Learning Theoretical Course for Engineering Students
Author: Xiao, Manlin
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering Education,Student Interests,Student Attitudes,Scientific Concepts,Learning Theories,Barriers,Teacher Role,Teaching Methods,Educational Practices,Concept Teaching,College Students

The phenomenon that engineering students have little interest in theoretical knowledge learning is more and more apparent. Therefore, most students fail to understand and apply theories to solve practical problems. To solve this problem, the importance of improving students' interest in the learning theoretical course is discussed firstly in this paper. The definitions and essence of interest are also studied and discussed. Secondly, the challenges that most teachers have to face when they carry out teaching activities are analyzed. Then, the theorem of Kolb educator role are discussed and applied to solve the challenges. Finally, the corresponding role that teachers should play when they face the different challenge is presented and some effective approaches on improving students' interest are provided
Investigating University Students' Preferences to Science Communication Skills: A Case of Prospective Science Teacher in Indonesia
Author: Suprapto, Nadi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communication Skills,Majors (Students),Science Education,Questionnaires,Statistical Analysis,Student Attitudes,Teaching Methods,Test Validity,Test Reliability,Test Construction,Preservice Teachers,Self Esteem,Learning Modalities,Instructional Program Divisions,Correlation,Undergraduate Students,Student Surveys,Factor Analysis

The purpose of this study was to investigate Indonesian university students' preferences to science communication skills. Data collected from 251 students who were majoring in science education program. The Learning Preferences to Science Communication (LPSC) questionnaire was developed with Indonesian language and validated through an exploratory factor analysis (EFA) of participants' responses. The differences between student levels were also explored for their significance using ANOVA test in order to draw a clear line among different learning preferences. The results indicated that, &quot;first&quot;, the instrument used in this study had satisfactory in validity and reliability. The construct validities of the LPSC were vary from 0.48 and 0.83 and explained 64.54% of the variance. Overall, the Cronbach alpha coefficient of the instrument was 0.91. &quot;Second&quot;, university students as prospective teacher in junior and freshman level performed higher preference in visual (V) and aural (A) than others. Moreover, senior student depicted higher confident in read or write (R/W) than junior and sophomore level. However, university student in sophomore level performed less confident in both visual and aural. &quot;Third&quot;, the results also showed the significant intra-relationships among dimensions of learning preferences. The implications delineated contribute to the improvement of science teacher education program in Indonesia.
Improvement of Human Resources Quality through Vocational Training in Tourism in Karimunjawa Islands (Central Java, Indonesia): A Pro-Economical Tourism Approach
Author: Putro, S. Eko
Date: 2016-00-00
Type: Journal Articles
Subjects: Human Resources,Vocational Education,Tourism,Foreign Countries,Poverty,Qualitative Research,Statistical Analysis,Interviews,Focus Groups,Surveys,Agricultural Occupations,Economic Development,Rural Areas,Indigenous Populations

The effort to improve human resource quality is not easy to be implemented. This effort becomes more complicated to do when implemented to the group of poor community, especially in this case marginal community of small island. This research analyzes the characteristic of poor household in small island as well as the strategy of poverty eradication through the improvement of human resource quality. This is a qualitative research supported by quantitative approach. Data was collected through in-depth interview, focus group discussion, and survey. Research result indicates that the groups of traditional farmers and fishermen spread out of Karimunjawa islands who are categorized extremely poor and having limited human resource. In one side, Karimunjawa apparently has a potential to be a tourist spot. Karimunjawa inhabitants are interested to take part in economical tourism activity. This study recommends a strategy to eradicate poverty and improve human resource quality through Pro-Poor Tourism (PPT) Approach which is based on vocational tourism training.
Examining the Effects of Financial Aid on Student Persistence in Taiwanese Higher Education
Author: Lin, Ching-Hui
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Financial Aid,Academic Persistence,Undergraduate Students,High School Students,Academic Achievement,Student Participation,Academic Aspiration,Parent Influence,Parent Background,Educational Attainment,Teacher Student Relationship,Employment Qualifications,Peer Relationship,Structural Equation Models,Focus Groups,Qualitative Research,Online Surveys,Statistical Analysis,Likert Scales,Maximum Likelihood Statistics

The purpose of this study was to examine the effects of financial aid policies on student persistence between the first and second year at a private four-year postsecondary institution in Taiwan. A two-phase sequential research design was employed with priority was given to the quantitative data-structural equation modeling (SEM). While the conceptual framework of this study was drawn from multiple research antecedents in relation to student persistence the major perspective guiding it was based on St. John's (1992) analysis of the research. Overall, the greatest effects on persistence were the measures of high school academic performance, followed by campus work, academic integration, social aspiration for attending college, financial aid, and parental supports, while neither parental educational attainments, faculty-student interactions, the practical value for future employment, nor peer relations were associated with students' decision to remain enrolled in college, results which merit further investigation. In sum, this study provides a necessary beginning step, more institutional research is needed in Taiwan to improve policy makers' and institutional researchers' understanding of the complex interplay between student financial aid and college experiences in students' decisions to persist in college as well as to develop a longitudinal database to identify ways to increase student success.
The Investigation of the Effects of Authentic Assessment Approach on Prospective Teachers' Problem-Solving Skills
Author: Kinay, Ismail
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Performance Based Assessment,Preservice Teachers,Problem Solving,Scientific Research,Methods Courses,College Students,Experimental Groups,Control Groups,Pretests Posttests,Comparative Analysis,Statistical Significance,Essay Tests,Lecture Method,Discussion (Teaching Technique),Self Evaluation (Individuals),Portfolio Assessment,Student Evaluation,Student Journals,Curriculum Design,Quasiexperimental Design,Factor Analysis,Statistical Analysis

The purpose of this study was to investigate the effect of authentic assessment, an approach used in Scientific Research Methods, on problem solving skills of prospective classroom teachers. The participant groups of the study consisted of sophomore prospective teachers who study at Dicle University in the Ziya Gökalp Education Faculty Classroom Teaching Department during 2013-2014 academic spring term. The two classrooms in the department were randomly assigned as experimental group (Group B) and control group (Group A). The experimental group was given authentic tasks and asked to do them group work. The authentic tasks fulfilled by prospective teachers were analyzed in accordance with the authentic assessment approach. Authentic assessment tools such as self-assessment, group assessment, portfolio assessment, teacher-peer assessment, weekly performance assessment, and student journals were used in the experimental group. Meanwhile, control group activities were based on a subject-oriented curriculum design and teacher-centered traditional practices and assessment were carried out. Methods like verbal lectures, discussions, and question-answers were used. In addition, the evaluation process was conducted on the mid-term exam essay in traditional sense. While the pre-test and post-test results of the experimental group indicate a statistically significant positive difference for the post-test, the difference between pre- and post-test results for the control groups were not found to be statistically significant. Moreover, a comparative analysis of adjusted post-test results based on pre-test results of experimental and control groups indicated a statistically significant positive difference in favor of experimental group.