ethanporcaro/eric-fulltext-meta huggingface dataset:
Second Language Writing and Bidialectalism: A Case for African American Student Writers
Author: DePolo, Jason
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing (Composition),English (Second Language),Black Dialects,African American Students,Social Theories,Second Language Instruction,Bilingualism,Identification (Psychology),Cultural Influences

There has been much research conducted on second language writing. In addition, there exists a significant amount of studies conducted with African American student writers. However, the fields of Second Language Writing and Composition Studies rarely if ever dovetail in the research literature. The purpose of this article is to argue how English language learners and bidialectal (English as a second dialect) learners share similar learning experiences and how sociocultural theories of English language pedagogy can inform composition theory, specifically as it relates to African American student writers. The study of writer identity provides insights into both bilingual and bidialectal learners' authorial identity constructions and their experiences in English language learning contexts. Based on these similarities, I argue the need for composition theory to integrate sociocultural theories of second language learning and identity to better address the needs of bidialectal learners.
Aligning Best Practices to Develop Targeted Critical Thinking Skills and Habits
Author: Heft, Ilea E.
Date: 2017-07-00
Type: Journal Articles
Subjects: Habit Formation,Critical Thinking,Thinking Skills,Best Practices,Alignment (Education),Hypothesis Testing,Active Learning,Feedback (Response),Questioning Techniques,Inferences,Incidence,Barriers,Nutrition Instruction,Learning Experience,Questionnaires,Likert Scales,Skill Development,Investigations,Higher Education

This project evaluated the effectiveness of a course design within an upper-level biology course that incorporated what prior scholarship of teaching and learning (SoTL) research has suggested to be best practices for developing critical thinking skills while also managing the grading load on the instructor. These efforts centered on the development of a clearly articulated subset of skills identified by the Critical Thinking Assessment Test (CAT) and also incorporated learning experiences designed to instill what we refer to as a &quot;habit of critical investigation.&quot; In this study, we tested the hypothesis that a single semester of an aligned course utilizing active learning and multiple opportunities for practice and feedback would: (a) increase the extent to which students agreed with the importance of questioning the credibility of claims across the semester, (b) increase the frequency at which students reported personally questioning the credibility of claims across the semester, (c) increase the number of students reporting investigation techniques consistent with critical investigation across the semester and (d) result in significantly greater student performance on the CAT questions that assessed the sub-skills practiced in the course when compared to the performance of a representative group of senior students at our institution. We observed substantial and statistically significant gains in both the frequency at which students reported questioning claims and the degree to which their reported investigative actions were consistent with critical investigation. Furthermore, on the critical thinking sub-skills most aligned with what was practiced in the course, the experimental group significantly outperformed the comparison group.
Grand Rounds: A Method for Improving Student Learning and Client Care Continuity in a Student-Run Physical Therapy Pro Bono Clinic
Author: Black, Jill D.
Date: 2017-07-00
Type: Journal Articles
Subjects: Physical Therapy,Teaching Methods,Medical Education,Service Learning,Clinical Experience,Student Projects,Program Implementation,Mentors,Peer Teaching,Caregivers,Student Leadership,Student Surveys,Pretests Posttests,Program Evaluation,Program Effectiveness,Training Methods,Undergraduate Students,Interviews

Background and Purpose: Grand Rounds is a teaching methodology that has existed in various forms in medical education for centuries. When a student-run pro bono clinic identified a growing challenge of providing continuity of care for clients and a lack of preparedness in students, they implemented a Grand Rounds model of case presentation within the curriculum. The purpose of this paper is to describe the implementation and assessment of Grand Rounds as it attempts to improve both the continuity of care for the clients and the learning experience for the students involved in a student-run pro bono clinic. Case Description and Evaluation: The Student Board divided the student physical therapists and the clients into three teams. Each team of students would meet every three weeks to discuss the clients on their caseload. More advanced students helped to mentor the more novice students and a faculty member would facilitate the discussions. Outcomes: After eight months of implementation, the Student Board gathered evaluative data from students, supervisors and client. The Widener University Institutional Review Board approved the program evaluation. Analysis of the data collected revealed that the students grew more confident and effective in their ability to implement and advance the physical therapy program. Discussion and Conclusion: The program evaluation confirmed that the implementation of teams and Grand Rounds positively impacted students' confidence and ability to collaboratively treat and advance clients and their physical therapy program in the student-run pro bono clinic. The program evaluation was not effective in thoroughly assessing the impact that the model had on clients and their recovery. Further evaluation should be conducted with client outcomes measures. Recommendations for the modification and improvement of Grand Rounds emerged.
Does Team Formation Impact Student Performance, Effort and Attitudes in a College Course Employing Collaborative Learning?
Author: Pociask, Sarah
Date: 2017-07-00
Type: Journal Articles
Subjects: Teamwork,Cooperative Learning,Student Attitudes,Undergraduate Students,Group Membership,Selection Criteria,Grouping (Instructional Purposes),Performance Based Assessment,Student Diversity,Preferences,Outcome Measures,Educational Practices,Achievement Need

The literature on team-based learning emphasizes the importance of team composition and team design, and it is recommended that instructors organize teams to ensure diversity of team members and optimal team performance. But does the method of team formation actually impact student performance? The goal of the present study was to examine whether different team formation methods would affect individual and team performance outcomes and student attitudes in an undergraduate general education course. Across three different sections of the same course, teams were either designed by the instructor, by the students, or randomly by a computer program. We found that teams designed by the course instructor were more diverse, but that students in these teams performed no better than their peers in self-selected or randomly assigned teams. Because student performance was similar regardless of team formation method, these findings suggest that student formed teams can be a reasonable option for instructors to consider when planning a team-based course.
Layered Learning, Eustress, and Support: Impact of a Pre-Service-Learning Training on Students&apos; Self-Efficacy in Teaching in the Community
Author: Cooke, Natalie K.
Date: 2017-07-00
Type: Journal Articles
Subjects: Self Efficacy,Preservice Teachers,Preservice Teacher Education,Service Learning,Nutrition Instruction,Community Education,Skill Development,Learning Activities,Qualitative Research,Interviews,Teaching Skills,Capacity Building,Anxiety,Student Satisfaction

Service-learning programs provide students with opportunities to gain discipline-specific skills, while providing community organizations with a steady pool of volunteers. However, because students may lack the skills needed to effectively serve the community, skills-based training may need to be incorporated into service-learning courses. Students in a community nutrition service-learning course engaged in 7 weeks of training before teaching a 6-week-long nutrition education course to community members. The training included three layers of activities: (1) basic activities, which introduced the students to material necessary to build skills for their service-learning experience; (2) directed activities, which allowed them to refine a targeted skillset; (3) and collective activities, which allowed for the application of multiple skills. Through qualitative interviews with 12 of the 19 students who had been enrolled in the course, we determined the impact of a pre-service-learning training program on the development of the skills necessary to successfully teach a nutrition education course. Thematic analysis of the data revealed two major themes: (1) &quot;layered learning&quot; activities facilitate skill building and (2) a stressful, yet supportive, environment facilitates growth. Together, these aspects of course design allow students to develop skills and their self-efficacy in those skills. Therefore, instructors who plan to incorporate servicelearning into their nutrition courses may benefit from designing a pre-servicelearning training to improve student learning outcomes.
Implementing Collaborative Learning across the Engineering Curriculum
Author: Ralston, Patricia A. S.
Date: 2017-07-00
Type: Journal Articles
Subjects: Engineering Education,Curriculum Implementation,Cooperative Learning,Teaching Methods,Faculty Development,Teacher Motivation,Case Studies,Barriers,Instructional Innovation,Educational Change,Communities of Practice,Intervention,Semi Structured Interviews,Lesson Plans,Transcripts (Written Records),Educational Practices,Higher Education,Learning Strategies,College Faculty

Active and collaborative teaching methods increase student learning, and it is broadly accepted that almost any active or collaborative approach will improve learning outcomes as compared to lecture. Yet, large numbers of faculty have not embraced these methods. Thus, the challenge to encourage evidence-based change in teaching is not only how to educate faculty about collaborative learning techniques, but how to support them as they attempt to implement paradigmatic changes in how they deliver their courses. This paper presents a multiple case study detailing the approach the University of Louisville's J. B. Speed School of Engineering used to encourage faculty in all departments to embrace the use of collaborative learning techniques, and then analyzes the impact of the approach on faculty participants. Support structures to enable faculty to implement collaborative teaching techniques, as well as the benefits participants experienced from pedagogical shifts, are discussed.
The Guilded Classroom: Using Gamification to Engage and Motivate Undergraduates
Author: Gressick, Julia
Date: 2017-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Educational Games,Educational Practices,Classroom Techniques,Psychological Studies,Play,Learning Motivation,Classroom Environment,Educational Psychology,Case Studies,Learning Experience,Instructional Innovation,Teaching Methods,Best Practices,Virtual Classrooms,Student Surveys,Student Evaluation,Questionnaires,Feedback (Response),Intervention,Student Attitudes

There is a breadth of psychological research that points to potential cognitive benefits of game play. Games engage and motivate learners while promoting mastery of skills and content knowledge. Further, thoughtfully applying gaming elements and structures to classroom environments, an approach called gamification, has the potential to optimize learning. This paper discusses theory-driven classroom gamification innovations implemented in an undergraduate educational psychology course and uses a case study approach to understand how these changes impacted students' in-class learning experiences in positive ways. We will discuss specific interventions, students' perceptions of these interventions, instructor reflection of the effects on student learning outcomes, and implications for classroom practice.
Learning to Learn: Lessons from a Collaboration
Author: Chadha, Anita
Date: 2017-07-00
Type: Journal Articles
Subjects: Communities of Practice,Group Discussion,Electronic Learning,Online Courses,Educational Benefits,Comparative Analysis,Mixed Methods Research,Computer Mediated Communication,Content Analysis,Transcripts (Written Records),Predictor Variables,Online Surveys,Pretests Posttests,Classroom Techniques,Cooperative Learning,Usability,Intermode Differences,Teaching Methods,Higher Education,Undergraduate Students

E-learning has become one of the primary ways to deliver education around the globe. Research is keeping pace with the use of various techno-aids as educators evaluate how to effectively use these aids in an ever-changing e-classroom. Adding to this body of work, and in assessing the effectiveness of techno-tools, this study evaluates meaningful and deliberative exchanges of online discussions towards building an inclusive online classroom. Unknown to each participant were the gender, race, ethnicity, religious beliefs, course level, and mode of instruction of the other students in the study. These unknowns are important in determining how civically engaged participants are in their discussions with each other. Are they creating dialogue and being reflective irrespective of differing instruction types or levels? A secondary focus of this study, is to provide suggestions in constructing purposefully created online elearning communities. This project's outcomes have important implications in the everdemanding need to design effective online communities.
Personality and Attitude towards Teaching Profession: Mediating Role of Self Efficacy
Author: Üstüner, Mehmet
Date: 2017-09-00
Type: Journal Articles
Subjects: Teaching (Occupation),Personality,Self Efficacy,Personality Traits,Foreign Countries,Preservice Teachers,Student Attitudes,Correlation,Path Analysis,Structural Equation Models,Multivariate Analysis,Statistical Analysis

The objective of the present study is to examine the correlation between the five factor personality traits of pre-service teachers and their attitudes towards the teaching profession and to test the mediating role of the pre-service teachers' self-efficacy beliefs. The study population included pre-service teachers that attended the &quot;pedagogical formation course&quot; instructed/applied in Inönü University, Faculty of Education, Department of Educational Sciences in 2015-2016 academic year. The survey sample included 382 pre-service teachers who voluntarily responded to the measurement instruments utilized in the study. The study data were collected with the &quot;five factor personality scale,&quot; &quot;attitudes towards the teaching profession scale&quot; and &quot;teacher self-efficacy scale.&quot; The obtained data were analyzed with path analysis of structural equation modeling. In conclusion, it was observed that there was a significant positive correlation between the five factor personality traits of extraversion, conscientiousness, openness and agreeableness and teacher self-efficacy belief, and there was a significant negative correlation between neuroticism personality trait and teacher self-efficacy belief. It was observed that the self-efficacy beliefs of pre-service teachers played a full mediating role between their neuroticism, openness and extraversion personality traits, and the same played a partial mediating role in the correlation between conscientiousness and agreeableness personality traits and the attitude towards the teaching profession. The implementation of a curriculum in pre-service teacher training that would increase the self-efficacy beliefs on teaching would also improve their attitudes towards the profession positively.
A Study of Rural High School Principals&apos; Perceptions as Social Justice Leaders
Author: Albritton, Shelly
Date: 2017-00-00
Type: Journal Articles
Subjects: Rural Schools,High Schools,Principals,Social Justice,Administrator Attitudes,Instructional Leadership,Preservice Teachers,Inservice Teacher Education,Case Studies,Qualitative Research,Semi Structured Interviews,Homosexuality,Sexual Identity,Sexual Orientation,Social Attitudes,Interviews

This multisite case study explores how rural principals in high poverty schools in a Southern state that had identified themselves as social justice leaders perceived student diversity, specifically LGBTQ students, and how they sustained a socially-just school climate for all students. Using a qualitative approach lent itself to understanding the principals' descriptions of themselves as social justice leaders in their respective school and community contexts through their conversations (Creswell, 2007; Marshall &amp; Rossman, 2016). The investigators drew from Theoharis' (2007, 2009) and Bishop's (2012) studies to serve as the theoretical framework guiding this study. The results indicated that the principals in this case study struggled with recognizing LGBTQ students' needs and well-being. The findings in this study contain implications for preservice preparation and in-service professional development programs to draw upon social justice leadership theory and research to inform leadership practices when addressing external and internal resistance. Moreover, this study recognizes the need for leadership preparation programs to integrate critical self-consciousness (Freire, 2000) with purposeful reflection (Webster-Smith, 2011) as essential to the development of the social justice leader.
A Faculty Woman of Color and Micro-Invalidations at a White Research Institution: A Case of Intersectionality and Institutional Betrayal
Author: Carroll, Doris
Date: 2017-00-00
Type: Journal Articles
Subjects: Women Faculty,Minority Group Teachers,Females,Whites,Racial Composition,Research Universities,College Faculty,Critical Theory,Race,Barriers,Racial Bias,Gender Bias,College Environment,Aggression

Faculty Women of Color should be able to thrive and grow at our best research and teaching institutions. Assuring their academic and professional success requires that an institution's academic culture shift from a White, male-dominated, meritocratic environment to a global enrichment campus, one that values the richness and diversity of talent that Faculty Women of Color can contribute as scholars. Using CRT and Institutional Betrayal Theory as a context for understanding their experiences, this paper presents a personal narrative regarding the microinvalidations that Faculty Women of Color face at America's White research institutions. The outcome of this discussion offers systemic recommendations for eradicating institutional betrayal elements that plague Faculty Women of Color on a daily basis.
Color-Blind Racial Attitudes: Microaggressions in the Context of Racism and White Privilege
Author: Edwards, Jared F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Racial Bias,Social Bias,Aggression,Whites,Minority Groups,Social Influences,Cultural Influences,Organizational Climate,Barriers,Teacher Education Programs

Interest in institutional racism, White privilege, and microaggressions appears to be growing. We are living in times when the impact of race and racism are debated--when even the existence of racism is debated along with the appropriateness of examining the worst parts of U.S. history. This special-issue invited article includes a brief examination of historical information and current context in which racism and microaggressions exist, leading to their connections to Color-Blind Racial Attitudes (CoBRAs). Reviewed research on CoBRAs addresses teacher training, educational practices, experiences on college campuses, and organizational management.
A Systems Theory Approach to the District Central Office&apos;s Role in School-Level Improvement
Author: Mania-Singer, Jackie
Date: 2017-00-00
Type: Journal Articles
Subjects: Systems Approach,School Districts,Central Office Administrators,School Administration,Administrator Role,Educational Improvement,Qualitative Research,Case Studies,Social Networks,Network Analysis,Principals,Elementary Schools,Urban Schools,Decision Making,Feedback (Response),Centralization,Educational Change,Statistical Analysis,Content Analysis,Surveys,Interviews

This qualitative case study used General Systems Theory and social network analysis to explore the relationships between the members of a district central office and principals of elementary schools within an urban school district in the Midwest. Findings revealed sparse relationships between members of the district central office and principals, more opportunities for higher performing schools to participate in decision making, and few opportunities for all schools to provide feedback to the district, resulting in a centralized network structure that may inhibit the transfer of knowledge and communication, and ultimately, hinder school-level improvement efforts.
Do Leaders&apos; Experience and Concentration Area Influence School Performance?
Author: Sturgis, Kimberlin
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,Leaders,Principals,Assistant Principals,Statistical Analysis,Instructional Leadership,Tenure,Standardized Tests,Achievement Tests,Educational Background,Small Schools,Disadvantaged Schools,Minority Group Students,Poverty

The purpose of this study was to examine the educational background of leaders in small, high poverty, high minority schools in an effort to determine if the leader's concentration area and background were related to the academic success of the students. Through a causal comparative design, a modified version of the Interstate School Leaders Licensure Consortium (ISLLC) SelfAssessment (CCSSO, 2000) was used to collect data from principals and assistant principals to answer the following research questions: Is there a difference between the leader's concentration area (counseling, mathematics, language arts, science, etc.) and school rating? Is there a difference between the number of years of experience and school rating? This study used the Chi Square Test of Independence, a one-way analysis of variance (ANOVA), and a post-hoc comparison to identify differences between the variables and research questions. The findings revealed that two or more years of experience at the same school had a significant impact on the academic rating of the school, while concentration area did not significantly impact the overall academic school rating.