ethanporcaro/eric-fulltext-meta huggingface dataset:
Directing a Study Skills Course as a Graduate Student Develops Flexible, Autonomous, Student-Centered Educators
Author: Boothe, Casey
Date: 2022-00-00
Type: Journal Articles
Subjects: Study Skills,Undergraduate Students,Anatomy,Science Instruction,Teaching Methods,Personal Autonomy,Student Attitudes,Student Centered Learning,Teacher Qualifications,Science Teachers,College Faculty,Postdoctoral Education,Phenomenology,Teaching Experience,Outcomes of Education,Teacher Student Relationship,Skill Development,Doctoral Students,Doctoral Programs,Integrated Learning Systems

The historical dearth of qualified anatomy educators has been thoroughly discussed in the literature. In recent years, several graduate, postdoctoral, and continuing education programs focused on anatomy education have emerged at various institutions specifically designed to meet the growing demand for qualified anatomy faculty. While these programs provide students with courses and experiences that facilitate the transition to faculty, many graduate students do not get the opportunity to be a course director during their time as a graduate student, despite the fact that many of these individuals will enter into teaching-intensive faculty positions upon graduation. This phenomenological study seeks to describe the experiences of individuals who taught a study skills course at a large midwestern university to undergraduate anatomy students. The individuals were interviewed to discuss their experiences directing the course, which ranged anywhere from one to six semesters. The interviews were recorded and transcribed, and thematic analysis of the transcripts revealed four primary themes: flexibility, autonomy, student-centered, and broader pedagogical impacts. This opportunity allowed them to structure their own course, helped them interact and communicate with students better, and allowed them to implement activities in the classroom based on their personal pedagogical and research interests. It also promoted the development of skills and knowledge needed by aspiring educators and better prepared them for their future faculty positions. Such an experience is worth offering graduate students, when possible, to facilitate the transition from student to faculty member.
Enhancing Active Learning of Anatomy and Physiology with the Use of I&gt;clickers
Author: Popescu, Daniela C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Anatomy,Physiology,Teaching Methods,Audience Response Systems,Active Learning,Lecture Method,Cost Effectiveness,Science Achievement,Learner Engagement,Student Attitudes,Feedback (Response),Positive Attitudes,Undergraduate Students

One of the most challenging aspects of teaching anatomy and physiology is using teaching tools that enhance active learning and keep students actively engaged during the lecture courses. This study explored the use of a student response system that was easy to use, cost-efficient, and re-usable for multiple anatomy and physiology courses. More specifically, the impact of i&gt;clickers on student performance in anatomy and physiology courses was investigated by comparing exam scores before and after the introduction of i&gt;clickers. This study showed that the use of i&gt;clickers during the lecture courses increased student engagement and improved the performance of students on the lecture exams covering the respiratory, digestive, urinary, reproductive, lymphatic, and immune systems. The overall performance of students in the anatomy and physiology lecture courses had also a tendency to increase. Furthermore, student feedback regarding i&gt;clicker use was highly positive.
Deliberating Complicated Conversations in Curriculum Discourse for Social Justice
Author: Jatuporn, Omsin
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Studies,Social Justice,Hermeneutics,Curriculum Development,Educational Philosophy,Educational Experience,Personal Narratives,Political Influences,Social Influences,Teaching Methods,Educational History,Attitude Change,Transformative Learning,Foreign Countries,Educational Change,Teacher Researchers,Elementary Secondary Education

Taking inspiration from Dewey's (1998) writing on experience and education and Pinar's (1981) conception of &quot;currere,&quot; dealing with autobiographical reflections of individuals regarding their educational experiences, I would like to problematize the curriculum studies as a broad education studies field in Thailand, and social studies education in particular. Locating my own positionality as a curriculum worker, I perceive curriculum as an educational text that opens diverse possibilities for critical-reflective and deliberative thoughts about my educational experiences throughout my life. Shifting the personal conception from curriculum development to curriculum understanding discourse, I have gained insights that curriculum is a hermeneutic journey through one's lived experiences grounding on the socio-cultural, historical, and political economy of each specific society. The field of curriculum studies and social studies education is still under the various forms of technical-instrumental rationality at all levels of education. I have come to recognize the reason why curriculum development becomes a mainstream educational narrative in curriculum history and theory and is currently still the powerful hegemonic discourse for conceptualizing curriculum in Thailand. Critical reflection on such discourse, therefore, has the potential to cause individuals to change their recurrently entrenched normative beliefs about curriculum and knowledge production as well as educational praxis, and to augment transformative knowledge and deliberative actions.
Learning Anatomy &amp; Physiology Virtually: Student Performance during COVID-19
Author: Ediger, Tracy L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Science Instruction,Distance Education,Synchronous Communication,Laboratory Experiments,Assignments,Teaching Assistants,Computer Simulation,COVID-19,Pandemics,Family Environment,Formative Evaluation,Summative Evaluation,Science Achievement,Lecture Method,Dropouts,Course Descriptions,Undergraduate Students,Comparative Analysis

Delivering Anatomy &amp; Physiology (A&amp;P) labs online became necessary in the spring of 2020 due to the COVID-19 pandemic. For four semesters (Summer 2020 through Summer 2021), our A&amp;P1 and A&amp;P2 labs were instructed in a virtual format. Each lab session included a one-hour synchronous session led by teaching assistants followed by at-home lab activities performed independently by students. Formative lab practice assignments were provided, and summative lab assessments were conducted weekly. Student performance in these online A&amp;P1 labs was similar to performance during in-person labs, although more students failed or withdrew from the combined A&amp;P1 lecture and lab course in the online environment compared to in-person. A&amp;P2 performance data were very similar online versus in-person for both the A&amp;P2 lab and the combined A&amp;P2 lecture and lab course. Overall, our experience supports the conclusion that course modality is not the central factor in determining student success.
What Is Politically-Economic Modern? World Sub-Orders in a Social Science Educator&apos;s Take on History Pedagogy
Author: Barry, Todd J.
Date: 2022-00-00
Type: Journal Articles
Subjects: History Instruction,Social Studies,Teacher Attitudes,Political Science,Economics Education,Teaching Methods,Social Change,Futures (of Society),World History,Age Groups,Social Systems,War,Terrorism,International Relations,Global Approach,Social Sciences

At the dawn of the 21st century--when your author, who is now an educator, was in college--the United States was the sole global superpower. But the world changed with the terrorist attacks of September 11, 2001, as well as other events that remade the world in which current students now study. As an educator, I can explain that the structure of the world, termed &quot;world orders,&quot; can subsist of underlying world &quot;sub-orders,&quot; and &quot;suborder traits&quot; which even underlie them historically, and how students can outline them. In this way, while political-economic history looks to be constantly repeating itself, with the alignment of &quot;traits&quot; changing, what is considered &quot;modern&quot; and how we go about teaching it in history, political, and economic courses is the research aim of this article. Unlike the historian, whose job it is to identify such &quot;traits,&quot; the social scientist should attempt to measure their importance; as educators, we need to point this difference out to students. These new ideas come from an educator with a background in both history and the social sciences. The article summarizes the current world order and concludes with a discussion of what &quot;future&quot; world orders might be, based on sub-orders, while offering ideas for educators to use for students, many of whom will be future scholars, on how to measure which world orders and &quot;sub-orders&quot; are generationally and empirically &quot;modern.&quot;
The Relationship between Success in A&amp;P and Completing an Early Online Academic Orientation
Author: Loscko, Kimberly K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,School Orientation,Anatomy,Physiology,Nursing Students,College Freshmen,Private Colleges,Predictor Variables

The current study examines if participants completing an early online academic orientation display significantly higher levels of achievement in anatomy and physiology (A&amp;P) compared to those who do not complete this orientation. The study involves a sample of first year nursing students in a private Catholic college in a major midwestern city in the United States. A bivariate model indicates that success in A&amp;P is significantly associated with composite test of essential academic skills scores (TEAS scores) and composite ACT scores. The bivariate model reflects those students who attend an early online academic orientation have significantly higher levels of achievement in an A&amp;P course relative to those that do not. Future research may benefit from a mixed-methods design that might include a qualitative piece incorporating student perspectives regarding why attending an early academic orientation might be associated with higher achievement outcomes in A&amp;P relative to those who do not attend such an orientation.
Usefulness of a Cadaver-Based Dissection Course as Perceived by Matriculants in a Professional School
Author: Dennis, Jennifer F.
Date: 2022-00-00
Type: Journal Articles
Subjects: Laboratory Procedures,Biology,Human Body,Anatomy,Undergraduate Students,Course Evaluation,Student Attitudes,Advanced Courses,Educational Benefits

We examined the perceived adequacy and effectiveness of BIO 0475, Advanced Human Dissection, in preparing undergraduate students for the transition into gross anatomy (or equivalent) during their first year of professional school. A 16-item, electronic survey was distributed to course graduates (n=18) that evaluated (1) the importance of BIO 0475 as it related to gross anatomy, (2) student preparedness as provided by their undergraduate training, and (3) perceived level of comfort with adapting to the increased demands of professional school. Students reported the course as beneficial to their professional studies and improving their perceived preparedness for the demands of gross anatomy at the professional level. The development of the Advanced Human Dissection course is reported as a benefit to the students as they matriculate into their professional studies.
Writing Intensive High Impact Practice along with Transparency in Learning and Teaching Promote Critical Thinking in Writing Assignments in Two Community College Science Courses
Author: Cronmiller, James
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing (Composition),Critical Thinking,Writing Assignments,Community Colleges,Science Education,Two Year College Students,Teaching Methods,Scoring Rubrics

Writing Intensive (WR) High Impact Practice (HIP), which incorporates Transparency in Learning and Teaching (TILT), was applied to written assignments in Human Biology and Anatomy and Physiology II (A&amp;P II) courses. As part of our study sponsored by the Association of American Colleges and Universities (AAC&amp;U), certified AAC&amp;U Valid Assessment of Learning in Undergraduate Education (VALUE) Institution rubric scorers assessed 100 assignments from students in two science courses for critical thinking using the critical thinking VALUE rubric. Students in A&amp;P II, who had completed on average 75% of degree credits, had statistically significant higher distributions of critical thinking scores than those in Human Biology who will have completed on average 25% of degree credits at completion of the course. The distribution of scores between race and gender did not reveal any statistical differences. WR with TILT in written assignments promotes learning, equity and critical thinking.
Engage, Empower, Evolve: Developing an Institutional Teaching Philosophy to Engage Staff
Author: Humphreys, Pamela
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Professional Development,Guides,Educational Objectives,Teachers,Beliefs,Values,Instruction

Writing a personal Teaching Philosophy Statement (TPS) can be useful for articulating espoused beliefs related to teaching and learning. In this paper, general approaches to the writing of a TPS are first explored, and the range of possible uses are examined. The article then goes on to consider the development and implementation of an institutional philosophy, outlining the approach taken at one college, along with the outcomes and resulting benefits. Pointers are provided for others who might wish to replicate the process in order to positively engage teachers at all stages of the teaching career lifecycle. The experience indicated that the process is as important as the final product, and that a TPS can have broad institutional application. It was recommended that a staff-facing TPS might work better than attempting to also make it student-facing.
Interactive Multimedia Based on Cultural Diversity to Improve the Understanding of Civic Concepts and Learning Motivation
Author: Sartono, E. Kus Eddy
Date: 2022-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Diversity,Civics,Citizenship Education,Student Motivation,Elementary School Students,Instructional Effectiveness,Foreign Countries

This study aims to produce appropriate interactive multimedia for elementary school students and determine the effectiveness of interactive multimedia to improve understanding of civic concepts and learning motivation of elementary school students. This study applies the research and development steps of the Borg and Gall model. The subjects in this study were fourth-grade elementary school students. Data collection in the initial study was carried out through interviews, observations and questionnaires. Product validation was carried out by material experts and media experts, as well as teacher and student responses. Data analysis used independent samples t-test and paired samples t-test with prerequisite tests, namely normality and homogeneity tests, and continued with the MANOVA test with multivariate normality test prerequisites and covariance variance homogeneity test, with a significance level of 0.05. The results showed that interactive multimedia was feasible to use, based on the results of validation by material and media experts as well as the results of teacher and student response questionnaires. Interactive multimedia is effective in increasing the understanding of civic concepts and learning motivation of elementary school students.
Integrating Intercultural Competence in Course Curricula in a Tailored Way
Author: Bodis, Agnes
Date: 2020-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Cultural Awareness,Audits (Verification),Guidelines,International Education,Global Approach,Models,Teaching Methods,Curriculum Design,College Preparation,English (Second Language),Second Language Learning,Second Language Instruction,Content and Language Integrated Learning,Cultural Differences,Student Diversity,English for Academic Purposes,Foreign Countries

This concept paper outlines the steps in a process to integrate intercultural competence (IC) into course curricula in a way that is tailored to the program and course outcomes. The paper also provides guidelines and examples for how this could be implemented on the level of teaching, task and text design, and sequencing. Internationalised education has prompted an increased focus on developing global citizenship, a main tenet of which is a move from a one-sided integrative model of education to an inclusive one that values students as participants. One component of this is enhancing IC. With the help of Deardorff's (2006) model of IC conceptualised as a process, this paper identifies the aspects of IC (e.g., awareness, behaviour) relevant to a course to audit its existing curriculum, and it provides examples for task development to address various levels of cognitive engagement. Through a focus on a university pathway context, the paper presents the steps used to identify the salient aspects of IC relevant to the given curriculum, provides guiding questions to audit an existing curriculum, gives examples for staged task design and considers potential assessment areas. The process outlined is applicable for English as a Second Language (ESL), English as a Foreign Language (EFL), Content and Language Integrated Learning (CLIL) and discipline-specific curricula for student cohorts with or without Culturally and Linguistically Diverse (CALD) students.
Opinions of Postgraduate Students in Northern Cyprus towards Distant Education during COVID-19 Pandemic
Author: Üstün Aksoy, Yesim
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,COVID-19,Pandemics,School Closing,Distance Education,Online Courses,Synchronous Communication,Asynchronous Communication,Graduate Students,Barriers

In this research, the &quot;case study&quot; model was used to determine the views of university students in Northern Cyprus on distance education during the COVID-19 pandemic process. The population of this research consists of students studying in the districts of Nicosia, Famagusta, Girne and Lefke in Northern Cyprus. The study group was used as an easily accessible case sample and 20 students were studied in the study group. As a data collection tool in this study, a semi-structured interview form consisting of 6 open-ended questions was used, developed by the researchers regarding the views of higher education students in Northern Cyprus on distance education during the COVID-19 pandemic process. In the study, &quot;content analysis&quot; was used in the evaluation of the data. The collected data were organized within the framework of themes and concepts and presented in the findings. According to the results of the research, it has been determined that the online teaching of the courses during the pandemic process has various advantages and disadvantages that the students have some difficulties while using the online education system and some suggestions have been developed to make the system more useful by eliminating the disadvantages and difficulties.
Learner Diversity in the Adult ESL Classroom: Teachers&apos; Principles and Practices
Author: Greenup, Cait
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Diversity,Adult Education,English (Second Language),Second Language Learning,Teacher Attitudes,Teaching Methods,Foreign Countries,Language Proficiency,Cultural Background,Educational Background

Learner diversity is a common feature of the adult English as a second language (ESL) classroom and can manifest itself in many ways including different ethnic backgrounds, first languages (L1), educational experiences, cultural values, and current English proficiency. There is, however, limited empirical research examining teachers' principles and practices relating to learner diversity in the classroom, a phenomenon which poses a challenge for novice ESL teachers. To address this gap, this study examined how experienced ESL teachers understood their pedagogic principles and practices when addressing learner diversity in their classrooms. The research recruited ESL teachers within the Adult Migrant English Program (AMEP), a large-scale and extremely important program that provides English training to eligible migrants and refugees in Australia. A qualitative case study design was employed recruiting two experienced teachers teaching different level classes within the AMEP. Using a combination of semi-structured interviews and classroom observations, four significant aspects of diversity across the learner groups were identified, only one of which -- English proficiency level -- was common to both groups. While the participants did share some principles relating to this common aspect of diversity, they also held several different principles. Notably, the study found that the participants' practices were not aligned with any particular teaching method but instead, were determined by the specific nature of their teaching context and the pedagogic principles applicable to that context.
Fun with Phonological Awareness
Author: Hilliker, Ashley
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Teachers,Phonological Awareness,Reading Instruction,Reading Strategies,Reading Skills,Learning Activities,Rhyme,Syllables,Sentences,Phonemes,Repetition

In today's primary grades, school districts are focused on having students reading on grade level by the end of the school year. To help support this goal, there are a range of strategies school districts use to attempt to meet this goal. These strategies may not promote joy in reading instruction. Primary grade teachers want students to fall in love with reading. Students can fall in love with reading and make academic advances when the instruction provided is both fun and engaging. Students will never be bored in school or fall behind if they have opportunities to participate in highly engaging lessons that promote reading skills and their playful mindset. Phonological awareness is one of the earliest reading skills students develop. There are a range of ways to make the six subcategories of phonological awareness fun and engaging to young learners. This article explores a second-year teacher's experience teaching phonological awareness and strategies to promote reading skills, engagement, and joy in primary classrooms.
Growing Strong Writers
Author: Franks, Stephanie
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Workshops,Writing Instruction,Writing Skills,Writing Tests,Elementary School Students,Teaching Guides

Writing is a mighty way to communicate, express, question, synthesize, persuade, and teach (Fletcher &amp; Portalupi, 2001). Hence, growing strong writers is crucial for all students. A writing workshop approach allows teachers and students the essential elements needed to perfect their writing. The author seeks to provide relief to teaching professionals by sharing many of the main components of the writing workshop, a research-based instructional method that can be implemented quickly and is highly effective. In a writing workshop, the focus is creating conditions where our students can thrive as writers (Fletcher &amp; Portalupi, 2001). The author describes how choice, minilessons, freewriting, sharing, and conferring help create a successful writing workshop environment. It is important that teachers establish a writing workshop early in the year and focus on short-term goals. The author also explains that the writing workshop model supports, rather than distracts from, helping students write effectively in statewide writing test conditions. Throughout, the author supports the idea that the writing workshop has one primary goal in mind: growing students into strong writers.