ethanporcaro/eric-fulltext-meta huggingface dataset:
Microteaching as a Self-Learning Tool. Students' Perceptions in the Preparation and Exposition of a Microlesson in a Tissue Engineering Course
Author: Campos-Sánchez, Antonio
Date: 2013-00-00
Type: Journal Articles
Subjects: Microteaching,Lesson Plans,Engineering Education,Questionnaires,Likert Scales,Preferences,Teaching Methods,Independent Study,Self Management,Self Evaluation (Individuals),Statistical Analysis,Foreign Countries,Undergraduate Students,Medical Students

Microteaching is a didactic tool of recent application to undergraduate and postgraduate students as a way to promote self-learning. In this work we compared the perceptions of the students who provide instruction in tissue engineering using microteaching and the perceptions of the same students when they receive such instructions. Two similar questionnaires with items related to the preparation and exposition of a microlesson were used to investigate the perception of 56 students before and after the microteaching session. In our results, students significantly prefer to use specific objectives, textbooks and Internet information when they are preparing a microlesson as compared to the situation when they receive it. On the other hand, the use of a pre-programmed index during the exposition and the reduction of the use of slides are significantly more preferred by the students after receiving the microlesson. No statistical differences were found for the rest of the options analyzed. These results show that the self-assessment generated in the microteaching session, which is linked to the feedback related to the self-learning process, makes microteaching a technique not only useful for self-learning but also an important tool to promote self-regulation across the curriculum.
Relationships between the School-Level and Classroom-Level Environment in Secondary Schools in South Africa
Author: Aldridge, Jill M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Science Education,Classroom Environment,Outcome Based Education,Grade 8,Student Surveys,Teacher Surveys,Questionnaires,Educational Environment,Performance Factors,Multiple Regression Analysis

We report research into associations between the school-level and classroom-level environment in science classrooms in South Africa. An instrument, developed to assess students' perceptions of their classroom learning environment as a means of monitoring and guiding changes towards outcomes-based education, was administered to 2,638 Grade 8 science students from 50 classes in 50 secondary schools in Limpopo province. In addition, the teachers of each of the 50 classes responded to a questionnaire developed to assess factors in the school-level environment (such as the adequacy of resources, parental involvement and collegiality). The data collected using the two questionnaires were analysed to examine whether the environment created at the school level was linked to the likelihood of teachers successfully implementing outcomes-based education at the classroom level.
A Student's Guide to Navigating the IRB: How to Successfully Navigate a Potentially Overwhelming Process
Author: Murphy, Corinne M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Graduate Students,Research Projects,Student Research,Degree Requirements,Research Proposals,Proposal Writing,Best Practices,Research Administration,Research Committees,Compliance (Legal)

Graduate students must complete a research project to receive their degree. In addition to this basic requirement, the student may be required to submit a research proposal and application to the governing Institutional Review Board (IRB) for approval prior to beginning the research project. This article describes the IRB process and offers tips for successful navigation of the procedure.
High Anxiety: Addressing Family Issues in the Transition of Students with Disabilities from Middle Grades to High School
Author: Brigham, Nancy
Date: 2011-00-00
Type: Journal Articles
Subjects: Transitional Programs,Anxiety,Disabilities,Middle School Students,High School Students,Family Relationship,Special Education,Special Needs Students,Family (Sociological Unit),Family School Relationship

This article documents the development of a protocol that addresses the anxieties and tensions felt by the families of students with disabilities when they face the daunting transition from middle grades to high school. The tool grew out of a study of schools that form meaningful partnerships with diverse families of students with disabilities, funded by the U.S. Department of Education, Office of Special Education Programs (OSEP). The article details the process of developing the transition protocol, which is based on the real life experiences of families involved in the study and their experiences with transition. It expresses the families' fears for the social and academic success of their children and how schools can help to counter these. The complete protocol, including assistance with logistics, a sample list of topics for the session and a scripted guide for facilitators are available free of change from the Inclusive School Network.
Identifying and Helping Struggling Readers
Author: Hairston, Antonio
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Special Needs Students,Intervention,Reading Skills,Reading Comprehension,Reading Instruction,Reading Achievement,Reading Improvement,Reading Strategies,Elementary School Students

How do children excel in learning if they struggle with the basics of reading? The question of helping struggling readers shows progress and broadening their minds with intelligent information is being researched every day. Research suggests that there are many strategies and interventions for students achieving below their reading grade level that can be utilized to promote reading effectiveness and mastery. Research also underscores that students must have a strong foundation in reading in order to adequately progress from grade level to grade level. There is an enormous amount of emphasis bestowed on our nation regarding the importance of reading; however, there are still many struggling readers in our country today. Teachers must recognize signs of struggling readers and provide relevant interventions and strategies that lead to quality reading.
A Veteran Special Education Teacher and a General Education Social Studies Teacher Model Co-Teaching: The CoPD Model
Author: Thomas-Brown, Karen A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Regular and Special Education Relationship,Social Studies,Team Teaching,Experienced Teachers,Ethnography,Faculty Development,Academic Accommodations (Disabilities),Disabilities,Teacher Role,Teacher Responsibility,Models

This research explores using participant ethnography, the theoretical and practical underpinnings of the combination pedagogical approach of co-teaching and embedded professional development within the Co-teaching Professional Development Approach (CoPD). The structure of this approach is presented and the research findings examine the outcomes of this approach within the context of two general education social studies classrooms. The findings indicate that CoPD offers a suitable approach to accommodating with students with disabilities in a specific general educational setting while demonstrating the potential content knowledge benefits to special educators, the pedagogical benefits to the general educators and the academic and social benefits to students with disabilities.
Research in Reading Interventions for Students with Emotional and Behavioral Disorders
Author: Hoang, Thienhuong
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Instruction,Intervention,Emotional Disturbances,Behavior Disorders,Reading Difficulties,Reading Skills,Disabilities,Special Education,Elementary School Students,Middle School Students,High School Students,Curriculum Based Assessment,Research Design,Regular and Special Education Relationship,Databases,Journal Articles,Literature Reviews

The purpose of this study is to examine research trends in reading intervention research for students with emotional and behavioral disorders (EBD). Thirty studies published between 1990 and 2010 that met all pre-established criteria were included in the descriptive analyses. The authors examined the literature to assess the following variables across time: (a) participant characteristics, (b) participant placements, (c) study type used, (d) outcome measures, and (e) intervention areas. Results indicated that researchers mostly used single-subject designs; the main intervention area in most of the studies was fluency; most of the studies were conducted with participants from resource room models and the number of studies on reading interventions for students with EBD was overall very limited.
The Acceptance of Microblogging in the Learning Process: The µBAM Model
Author: Rejón-Guardia, Francisco
Date: 2013-00-00
Type: Journal Articles
Subjects: Models,Learning Processes,Electronic Publishing,Social Networks,Teacher Student Relationship,Student Motivation,Validity,Web Based Instruction,Electronic Learning,Questionnaires,College Students,Foreign Countries,Structural Equation Models,Factor Analysis,Goodness of Fit,Student Attitudes,Teaching Methods,Statistical Analysis,Maximum Likelihood Statistics

Microblogging social networks (µBSNs) provide the opportunity to communicate worldwide while using a small number of characters; this is an apparent limitation that forces users to share only essential information when linking to the world with which they interact. These platforms can serve to motivate students by narrowing the physical and psychological distances separating teachers and students, thus increasing their confidence and engagement in the learning process. The main thrust of this paper is the notion that µBSNs open a window to informal knowledge, self-directed learning and the creation of knowledge-based networks for use in a classroom setting. To examine this issue in greater depth, an experiment was carried out using a µBSN before, during and after face-to-face class sessions. In this study we used the Technology Acceptance Model (TAM), incorporating some of the constructs commonly found in the scientific literature. These constructs refer to the effect of subjective norms and social images on the use of web-based social networks. The analysis gave rise to a robust and parsimonious model of social network usage behavior that confirmed the proposed research hypotheses. The findings demonstrated that the extended TAM model is suitable for explaining the acceptance of web-based teaching tools as well as the validity of microblogging networks in combination with traditional classes.
The Reciprocal Determinism of Online Scaffolding in Sustaining a Community of Inquiry in Physics
Author: Bautista, Romiro G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Correlation,Computer Mediated Communication,Questionnaires,Electronic Learning,Formative Evaluation,Classroom Communication,Summative Evaluation,Physics,Science Instruction,College Students,Outcomes of Education,Communities of Practice,Socialization,Social Theories,Student Attitudes,Online Courses,Foreign Countries

This study investigated the learning impact of online scaffolding in sustaining a community of inquiry in Physics instruction. The students' a-priori e-learning activities in online discussion were used in leveraging the learning behaviors of the students. Online learning segments were included in the process of developing classroom tasks vis-à-vis with the course intended learning outcomes. This was done in a collegial, constructive and democratic learning towards classroom efficacy through online scaffolding techniques. Two sections of 34 students enrolled in NATSC1D (University Physics 1) were used in this study. A questionnaire was adopted in determining the perceived relative magnitude of advantages of the online discussion. Pearson-r correlation results showed a very-highly positive correlation between the students' a-priori e-learning experiences in online discussion and their success in online scaffolding, and a highly to very-highly positive correlation to their performance in classroom interaction, formative assessment and summative evaluations.
The Integrated Project as a Learning Experience
Author: Antequera Caplliure, M. Ángeles
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Experience,Integrated Activities,Competency Based Education,Program Descriptions,Program Development,Program Evaluation,Business Administration Education,Achievement Rating,Achievement Gains,Program Effectiveness,Foreign Countries,College Students

Florida Universitaria is a higher education centre specialising in technical and business training among other specialist areas. Postgraduate programmes, graduate programmes, vocational training, secondary education, further education, occupational training and languages are taught at Florida. An educational model in accordance with the requirements of the European Higher Education Area has been designed, focussing on teaching for professional competencies. We have chosen to use a methodology which enhances the development of skills and abilities as well as collaborative learning. Also, it is student-oriented as students must search for knowledge by themselves thus connecting the educational and the real world. In the different university degrees taught in our centre, each year students carry out a project which is set in a real context. This project integrates specific competencies from the course subjects and also, it develops transversal competencies associated with the project which are the purpose of planning and progressive learning: team work, effective communication, conflict resolution, leadership skills, innovation and creativity. The integrated project (&quot;IP&quot;) accounts for 25% of each course in terms of objectives, scheduling and final assessment. The grade achieved by every student in the &quot;IP&quot; is also part of the student's final grade for every subject involved in the project (i.e. the above-mentioned 25%). The results presented here show that the &quot;IP&quot; has not benefited the &quot;bad&quot; students and penalised the &quot;good&quot; ones, as a significant number of students and teachers might have thought at first. The added value of this methodology is the transversal competencies and skills that students can acquire.
A New Learning Experience: Voluntary Preparatory Course for the Bachelor's Degree in Engineering
Author: Botey, Muriel
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Experience,Bachelors Degrees,Engineering Education,Foreign Countries,Integrated Learning Systems,Physics,College Preparation,Science Education,Mentors,Vocational Education

This paper reports on a new experience carried out at school associated with the Technical University of Catalonia, Universitat Politècnica de Catalunya (UPC) in September 2010. The aim is to describe the organization, funding and results of a preparatory course in Physics for a bachelor's degree in Engineering. We assess the students' opinions about the experience and whether it should be repeated. We also analyze the profile of the students who access this School, estimating their initial knowledge of physics. The results obtained provide solid evidence that 70% of new students coming from Vocational Education Schools do not meet the required minimums.
The Role of Scholarship of Teaching in Faculty Development: Exploring an Inquiry-Based Model
Author: Adams, Pamela
Date: 2009-01-00
Type: Journal Articles
Subjects: Scholarship,Faculty Development,College Faculty,College Instruction,Teacher Effectiveness,Active Learning,Inquiry,Teaching Experience,Behaviorism,Constructivism (Learning),Teaching Methods,Critical Thinking,Semi Structured Interviews,Comparative Analysis,Feedback (Response)

This paper describes a study in which professors explored and refined their perspectives about pedagogy and university teaching. Results show that collaborative, inquiry-based faculty development influenced their growth as effective educators. More frequent feedback from students and colleagues was seen as a major factor in helping professors improve, while a sustained focus on professional inquiry was seen to contribute to professors' deeper understanding of the intricacies and complexities of effective university teaching.
Beyond Lines on the CV: Faculty Applications of Their Scholarship of Teaching and Learning Research
Author: McKinney, Kathleen
Date: 2009-01-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Barriers,Incidence,Qualitative Research,Statistical Analysis,Questionnaires,Focus Groups,College Faculty,Teacher Surveys,Attitude Measures,Program Effectiveness

This paper reports on a study focusing on a key issue in the field of the scholarship of teaching and learning (SoTL). The goal of our research was to examine the frequency, types, supports, and barriers for the practical application of SoTL results. In this paper we report on quantitative and qualitative results from a study assessing the level and forms of concrete applications of SoTL to improve teaching and learning. We obtained data from a self-administered questionnaire and a focus group with respondents drawn from 20 faculty/staff recipients of internal SoTL grants at a large Midwestern university as well as data from a larger survey project on SoTL with 152 faculty and staff members at the same institution. We found positive attitudes about the practical value of SoTL and that most of the faculty/staff respondents reported they regularly applied their own and/or others' SoTL work to their teaching and students' learning. They also reported that application is less likely at other levels (e.g., department). Supports for greater application included time, funding, collaboration, and situational factors. Finally, we provide brief, concrete examples of application.
Integrating Discipline-Based Reading to Improve Intercultural and International Learning
Author: Maldoni, Anna
Date: 2009-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Foreign Students,Language Proficiency,Undergraduate Students,Reading Programs,Content Area Reading,Program Effectiveness,Student Surveys,Focus Groups,Student Attitudes,Reading Tests,Writing Tests,Grades (Scholastic)

With the number of alternative pathways now available for entry into Australian universities, the number of international students is steadily increasing. This article reports on the undergraduate results of a teaching project at the University of Canberra, Australia, and explored whether the introduction of a discipline-based reading program into an existing university preparation course would result in an improvement in international students' learning in the discipline and increase their proficiency in the English language. Using data drawn primarily from results of written feedback from students and lecturers, in-depth interviews with students, comparison of student grades in both English and content subjects, and ongoing assessment data, this article found that the introduction of the discipline-based reading program during the length of the project was highly beneficial in that it facilitated improved learning outcomes for international students. This article advocates that discipline-based reading instruction positively benefits international students in their first year of study.
Academic Skill Development - Inquiry Seminars Can Make a Difference: Evidence from a Quasi-Experimental Study
Author: Justice, Christopher
Date: 2009-01-00
Type: Journal Articles
Subjects: Skill Development,Inquiry,Quasiexperimental Design,Evidence,First Year Seminars,Research Skills,Questionnaires,Intervention,Academic Ability,Learning Experience,Learning Processes,Sustainability,Active Learning,Critical Thinking,Information Skills,Self Evaluation (Individuals),College Freshmen,Foreign Countries

This paper examines whether a single first-year inquiry-based seminar can have a lasting impact on students' academic skills. Fifty-four Inquiry students and 71 comparable students participated in three performance tests: a research skills exercise; an evaluation of oral presentation ability; and a test of critical reasoning and teamwork skills. In addition, participants completed a questionnaire focusing on learning approaches and experiences. The study demonstrates the feasibility of measuring long-term effects of relatively small educational interventions. Findings indicate that although universities may not be developing the skills they assume, a single first-year inquiry seminar can have far reaching effects on academic skill development and these skills are typically lasting.
Teaching Social Justice through Community Engagement
Author: Closson, Rosemary
Date: 2009-01-00
Type: Journal Articles
Subjects: Social Justice,Community Involvement,Teaching Methods,Grounded Theory,Adult Education,Focus Groups,State Universities,Housing,Construction Programs,Nonprofit Organizations,Reflection,Student Attitudes,Individual Development,Experiential Learning,Social Change,Qualitative Research

This research was motivated by our desire for our students to achieve a deeper appreciation for the social justice aspect of our field, adult education, and also to engage them with the community. We sought to accomplish these ends as students at two different state universities volunteered to build a home with Habitat for Humanity. Data was collected using focus groups and reflective papers and analyzed using a constant-comparative method. We found that student engagement with Habitat for Humanity resulted in students' personal growth and to a lesser extent they learned something about the potential of adult education to contribute to a more equitable and just society.
Online Course Design: A Case Study
Author: Dole, Sharon
Date: 2009-01-00
Type: Journal Articles
Subjects: Online Courses,Instructional Design,Case Studies,Mentors,Problem Solving,Teacher Certification,Outcomes of Education,Faculty Development,Peer Relationship,Cooperative Learning,Special Education,Student Attitudes,Educational Environment,Student Centered Learning,Teacher Education,Undergraduate Students,Reflection

This case study uses the How People Learn (HPL) framework as the conceptual model to examine an online course in a teacher licensure program for evidence of high level learning outcomes that involve collaboration, reflection, mentoring, and problem solving. The HPL framework focuses on the learning environment and indicates that effective learning takes place to the extent that the learning environment is learner-centered, knowledge-centered, assessment-centered, and community-centered. Analysis of the data resulted in themes that coincide with the elements of the HPL framework: professional growth, peer learning, teaching presence, and collaboration. The design of the course appeared to have a positive impact on student learning as far as complex problem solving and collaboration with peers. Results of the study demonstrate that the HPL framework provides a powerful structure for creating and assessing environments conducive to the work of prospective professionals.