ethanporcaro/eric-fulltext-meta huggingface dataset:
Baccalaureate Accounting Student Mentors' Social Representations of Their Mentorship Experiences
Author: Roy, Vicky
Date: 2016-00-00
Type: Journal Articles
Subjects: Accounting,Mentors,Semi Structured Interviews,Undergraduate Students,Student Attitudes,Qualitative Research,Interpersonal Competence,Communication Skills,Skill Development,Transfer of Training,Student Motivation,Work Environment,Leadership,Foreign Countries

Mentorship has been shown to enhance engagement, participation, and understanding of the workplace through the development of soft-skills and leadership capacity. This research identifies and describes the social representations of second and third year Baccalaureate accounting students relating to their experiences in mentoring first year accounting students. We used an exploratory research method based on a qualitative analysis of 34 semi-structured interviews. Our research intends to answer these question: To what extent is a mandatory Student Peer Mentorship Project useful for second and third year Baccalaureate accounting students in developing their interpersonal and communication skills and leadership capacity?; and How can this experience be transferable to the workplace? The main results show that the mentoring experience has provided Baccalaureate students' with the opportunity to develop their soft-skills, both interpersonal and communication skills, and has improved their leadership capacity. They took diverse actions to motivate their mentees to succeed, drawing on their own past experience of the school, program, courses, and their professors. They provided mentees with information on what to expect in the first semester in their courses as well as where, how, and when to study. These students mentioned that their intrinsic motivation, their personal satisfaction, and their leadership capacity had increased by helping and supporting their mentees. Also, they felt that they improved their communication skills through the ability to provide information and meet and support new accounting students. Finally, their experience seems as valuable for them as for their mentees and is transferable to the workplace.
Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem- Based Learning Experience in a Large First Year Undergraduate Class
Author: Fukuzawa, Sherry
Date: 2016-00-00
Type: Journal Articles
Subjects: Learner Engagement,Problem Based Learning,Teaching Methods,Grades (Scholastic),Undergraduate Students,Independent Study,Anthropology,Large Group Instruction,Case Studies,Computer Mediated Communication,Computer Assisted Instruction,Comparative Analysis,Computer Simulation,Active Learning,Vignettes,Student Attitudes,Foreign Countries

Large first year undergraduate courses have unique challenges in the promotion of student engagement and self-directed learning due to resource constraints that prohibit small group discussions with instructors. The Monthly Virtual Mystery was developed to increase student engagement in a large (N = 725) first year undergraduate class in anthropology at the University of Toronto Mississauga. The teaching challenge was to develop a participation component (worth 6% of the final grade) that would increase student engagement without incurring any additional resource costs. The goal of the virtual mystery was to incorporate the principles of problem-based learning to engage students in self-directed learning through an online medium. Groups of approximately 50 students collaborated on a series of &quot;virtual&quot; case studies in a discussion board. Students submitted comments or questions each week to identify the information they needed to solve the mystery. A facilitator oversaw the discussion board to guide students in collaboration and resource acquisition. The final grades of students who participated in the virtual mystery (N = 297) were compared to students who participated in a passive online learning exercise that involved watching weekly online videos and answering questions in a course reader (N = 347). Student self-selection determined group participation. Participation completion for both the virtual mystery and the course reader were high (78.8% and 91.6% respectively). There were no significant differences in the distribution of final grades between the participation options. The high completion rate of the virtual mystery demonstrated that an active learning project can be implemented using problem-based learning principles through an online discussion board; however, the large online group collaborations were problematic. Students were frustrated with repetition and inequitable participation in such large groups; however, students evaluated the monthly mystery as a valuable learning tool that engaged them through the practical nature of the case scenarios.
Post-Secondary Educators' Perceptions of Students' Test Anxiety
Author: Connon, Hannah A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Test Anxiety,College Students,College Faculty,Teacher Attitudes,Teacher Surveys,Foreign Countries,Age Differences,Gender Differences,Student Needs,Questionnaires,Factor Analysis

Student test anxiety (TA) is a far-reaching concern in many post-secondary institutions as it can have a negative impact on student performance and retention. Educator perceptions of TA may influence the incidence of TA as well as treatment success. As such, we surveyed educators at a medium-sized Canadian university about their perceptions and experiences with TA. In total, 90% of surveyed educators (n = 50) were willing to accommodate students with TA, and 69% of educators were aware of TA support services on campus, whereas only 40% could identify symptoms of TA. Two principal components were extracted from survey responses: the importance of TA on campus, and the importance of institutional commitment to managing TA. Perceived importance of TA varied by educator age and sex, with female and older educators perceiving TA as a more serious condition than male and younger educators. Educators that were aware of TA services had a more positive view of institutional commitment to TA. In addition, 42% of educators felt limited in their ability to assist students with TA, and only 40% believed their classes were structured in such a way as to minimize or address TA. Providing information to educators about the symptoms and treatability of TA, as well as available support services is recommended.
Five Windows and a Locked Door: University Accommodation Responses to Students with Anxiety Disorders
Author: Sokal, Laura
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Needs,Anxiety Disorders,College Students,Accessibility (for Disabled),College Faculty,Interviews,Justice,Power Structure,Role,Academic Accommodations (Disabilities),Equal Education,Foreign Countries

Increasing enrolments of post-secondary students with disabilities are resulting in accessibility services offices reaching capacity levels. This trend has created the &quot;perfect storm&quot; in terms of meeting these students' needs. While collaboration between accessibility services staff and professors seems a logical solution to maximizing resource management and ameliorating this issue, additional tensions arise when issues of fairness, authority, and roles come into play. Using the constructionist model of disability as a lens, I analyzed the viewpoints of faculty members and accessibility services staff members in order to contribute to our understanding about these tensions as well as to make recommendations for their resolution.
Meeting the Needs of Unaccompanied Child Refugees
Author: Pierce, Sarah
Date: 2016-00-00
Type: Journal Articles
Subjects: Refugees,Migrant Children,Childhood Needs,Need Gratification,Individual Needs

Unaccompanied child migrants have been entering the United States for years, but the recent spike in their arrivals has made the issue more pressing. Though the unaccompanied child population has been characterized as temporary in nature, it is likely that a large number of these children will live in the United States for a long period, perhaps even permanently. As the primary institution that unaccompanied minors are entitled to access under U.S. law, schools offer a venue for providing needed services to these children. They bear this responsibility with very little federal support. Communities, service providers, and local schools need to know more about their arrival and stay, in order to allocate resources appropriately to best meet their needs.
True Teaching Expertise: The Weaving Together of Theory and Practice
Author: Mascio, Bryan
Date: 2016-00-00
Type: Journal Articles
Subjects: Expertise,Theory Practice Relationship,Teacher Effectiveness,Clinical Supervision (of Teachers),Teacher Improvement,Teacher Qualifications,Teacher Education,Teacher Empowerment,Educational Practices

How do we strengthen the teaching profession? This question weighs on many educators, researchers, politicians, and parents. The public discourse around teaching often feels very negative; it does not clearly define teaching expertise, but it does reflect a very clear belief that many teachers just do not have it. In this article, a former classroom teacher offers this compelling answer to the question of how to strengthen the teaching profession: prepare teachers with clinical expertise that mixes theory and practice and empowers them to make the best decisions possible.
Leadership for Teaching and Learning: How Teacher-Powered Schools Work and Why They Matter
Author: Berry, Barnett
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Change Agents,Teacher Empowerment,Educational History,Teacher Collaboration,Educational Change,Change Strategies,Participative Decision Making,Institutional Autonomy,Case Studies,Educational Improvement,Teacher Role

Over the past 20 years, federal and state reforms have drawn on heavy-handed attempts to close the achievement gap through top-down management of teachers. Such approaches have often included high-stakes accountability systems that mandate what to teach and how to teach it and that evaluate teachers on the basis of annual standardized test scores. In short, policymakers have focused on fixing teachers more than on maximizing their expertise and leadership potential. One of teachers' greatest sources of frustration is their lack of authority to determine how to meet those demands in ways that will benefit students. There is a growing movement to transform the profession with teachers serving as the agents of change--rather than being the targets of it. Simultaneously, growing numbers of policymakers are becoming aware that deeper learning outcomes for all students will only be achieved with their teachers leading the transformation of schooling. A convergence of research also supports the benefits to students when teachers can make significant schoolwide decisions. This article presents teacher-powered schools as one notable school governance model that supports student learning and enhances the leadership, engagement, and professionalism of educators.
Mountains to Climb: A Union-Led Partnership to Revitalize Education in McDowell County, West Virginia
Author: Dubin, Jennifer
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Improvement,Partnerships in Education,Community Schools,Mentors,Unions,Educational Opportunities,Educational Resources,Global Education,Change Strategies

For more than four years, the AFT has guided the efforts of a public-private partnership to bring much-needed resources and services to McDowell County, West Virginia, a geographically isolated area in the heart of Appalachia. Known as Reconnecting McDowell, the initiative has also encouraged a renewed emphasis on improving education by focusing on mentoring students and establishing community schools.
Ask the Cognitive Scientist: &quot;Grit&quot; Is Trendy, but Can It Be Taught?
Author: Willingham, Daniel T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Persistence,Personality Traits,Student Behavior,Goal Orientation,Evaluation Needs,Educational Needs,Cognitive Psychology

A newly identified character trait defined as &quot;passion and perseverance for long-term goals,&quot; grit adds to our understanding of student behavior. While certain parts of grit can be taught, research is only beginning to examine how educators can do so.
Looking Back, Looking Ahead: A Reflection on Paraprofessionals and the AFT
Author: Johnson, Loretta
Date: 2016-00-00
Type: Journal Articles
Subjects: Reflection,Paraprofessional School Personnel,Unions,Activism,Negotiation Agreements,Collective Bargaining,Labor Conditions,Profiles,Change Agents,Change Strategies

In this article, secretary-treasurer of the American Federation of Teachers (AFT) Lorretta Johnson reflects on her early work as a paraprofessional at Liberty Elementary School (Baltimore, Maryland) and what sparked her union activism nearly 50 years ago in 1966. It was that year that she and her colleagues joined the Baltimore Teachers Union (BTU), an AFT affiliate. They negotiated their first contract in September 1970 and achieved the right to due process, to challenge the action, and to have their voices heard. A few years later, there was a change in their union constitution, which set up two chapters: one for teachers and one for paraprofessionals. Each group voted for their president, and Johnson was elected copresident of the BTU, a position she held for 35 years before becoming president of AFT-Maryland for 17 years. Johnson goes on to describe how she became a negotiator for the paraprofessionals, the bargaining sessions she attended and how she learned to demand respect, the toughest contract she negotiated for paraprofessionals (1974), and the toughest contract she helped negotiate for teachers (2010). An opportunity presented itself in 1979, when then-AFT President Al Shanker asked her to represent the AFT on the National Task Force on Paraprofessional Certification, whose purpose was to establish criteria for employment and training of paraprofessionals. The task force focused on paraprofessionals working with special needs students, but Johnson sough to expand this focus to &quot;all&quot; paraprofessionals. More than 30 years later, No Child Left Behind finally set paraprofessional qualification requirements for all instructional paraprofessionals (and such certification is still required today under the Every Student Succeeds Act). In 2008, Randi Weingarten, who was then the president of the United Federation of Teachers and running for president of the AFT, asked Johnson to run as executive vice president. As an AFT Officer, she chaired the AFT's Racial Equity Task Force, which last year published the report &quot;Reclaiming the Promise of Racial Equity in Education, Economics and Our Criminal Justice System.&quot; As the AFT celebrates its 100th anniversary this year, Johnson is grateful for all that the labor movement has done for her. The AFT has helped not just Johnson but millions of people in the workplace obtain both job security and the dignity that comes from work. But the AFT can't do it alone. That's why for 40 years she has been actively involved in the The American Federation of Labor-Congress of Industrial Organizations (AFL-CIO).
A Powerful Tool: Writing Based on Knowledge and Understanding
Author: Ginty, Eloise
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Instruction,Writing Processes,Process Approach (Writing),Best Practices,Lesson Plans,Writing Ability,Writing Achievement,Educational Practices,Educational History,National Competency Tests

The National Writing Project (NWP) has contributed enormously and consistently to the effort to help teachers help students learn to write. In the early 1970s, researchers such as Donald Graves and Janet Emig began studying the ways writers go about the task of thinking and producing polished writing. The NWP's book &quot;Because Writing Matters&quot; further chronicles the development of the field of composition pedagogy as well as the understanding of writing as a process, not only a product. This work evolved into what has become known to teachers as the &quot;writing process,&quot; an approach that has stressed the importance of stages in writing: prewriting, drafting, revising, editing, and publishing. Over the past 30-plus years, many teachers and schools have instituted various incarnations of process writing, often in the form of writing workshops. However, more than 30 years since the &quot;writing process,&quot; the need for help for teachers is clear: teaching the writing process, as it has been understood, is not enough. For students to write well, they must learn content knowledge and the essential elements of effective writing, such as focus, organization, and appropriate voice and tone. [This article was authored by the Vermont Writing Collaborative. Founded by Eloise Ginty, Joanna Hawkins, Karen Kurzman, Diana Leddy, and Jane Miller, the Vermont Writing Collaborative is a nonprofit organization dedicated to helping all students become powerful thinkers, readers, and writers. This article is adapted from their book &quot;Writing for Understanding: Using Backward Design to Help All Students Write Effectively&quot; (Vermont Writing Collaborative, 2008).]
Distributed Educational Influence and Computer-Supported Collaborative Learning
Author: Coll, César
Date: 2013-12-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Cooperative Learning,Case Studies,Outcomes of Education,Content Analysis,Learning Processes,Online Courses,Teaching Methods,Feedback (Response),Models

This article introduces a line of research on distributed educational influence (DEI) that has recently been developed by the research group to which the authors belong. The main hypothesis is that in computer-supported collaborative learning contexts, all participants are potential sources of educational influence (EI). According to this hypothesis, the success of collaboration and its outcomes depend on the extent to which participants take responsibility for being both providers and recipients of aid, such that EI becomes adequately distributed among the group as a whole. The paper is organized into four sections that deal respectively with: (1) the concept of DEI, its origin and its characteristics, with special attention being paid to the demands inherent to the exercising of EI in online collaborative learning; (2) an empirical approach to the study of DEI, based on case studies and a multimethod perspective that combines structural analysis of participants' activity with content analysis of their contributions; (3) a review of some interesting results obtained so far and some questions that remain open; and (4) proposals for how the study of DEI could help to enrich research on online collaborative learning.
Bringing in Professional Experience to a Discussion Mediated by a Blended-Learning Environment: &quot;How&quot; and &quot;What&quot; Do Teachers Learn?
Author: da Luz Correia, Maria
Date: 2013-12-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Teacher Education,Inservice Teacher Education,Blended Learning,Professional Development,Tutors,Virtual Classrooms,Lesson Plans,Diaries,Reflection,Case Studies,Foreign Countries,Classroom Observation Techniques,Feedback (Response),Peer Relationship,Teaching Methods,Teaching Experience,Teacher Collaboration,Peer Mediation,Secondary School Teachers,Language Teachers,Instructional Design,Naturalistic Observation,Data Collection,Data Analysis,Video Technology,Teacher Education Programs,Personal Narratives,Intervention

We discuss the results of a study aimed at shedding light on the influence that the sharing of professional teaching experiences may have on teachers' professional learning. The focus is on the uses that participants make of their notes about their lesson planning experience in an in-service blended learning course, and the mediation strategies undertaken by the tutor in the virtual sessions. The study suggests that bringing in professional experience, which is generally well accepted, appears to be irrelevant, or may show a modest impact on professional learning development. Specific expertise is necessary for tutors to be able to support the meaning making process and effectively help in-service teachers to move from the mere exchange of experiences towards the appropriation of the target concepts.
Scaffolding Learner Autonomy in Online University Courses
Author: Ribbe, Elisa
Date: 2013-12-00
Type: Journal Articles
Subjects: Online Courses,Personal Autonomy,College Students,Teacher Role,Student Characteristics,Dropouts,Academic Persistence,Teacher Student Relationship,Computer Mediated Communication,Self Evaluation (Individuals)

This paper deals with the question in what ways teachers and course designers can support the development and exertion of learner autonomy among online university students. It advocates that a greater attention to learner autonomy could help more students to complete their course successfully and thus contribute the decrease of the high dropout rates in e-learning. To illustrate this position, the paper defines three principles of scaffolding learner autonomy and discusses them in relation to the specific challenges of e-learning settings. Drawing on relevant literature on course design, as a result the paper presents exemplary design aspects that can serve the scaffolding of learner autonomy.
Standing to Preach, Moving to Teach: What TAs Learned from Teaching in Flexible and Less-Flexible Spaces
Author: Chen, Victoria
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Assistants,Classrooms,Undergraduate Students,Classroom Design,Teacher Student Relationship,Space Utilization,Motion,Student Teacher Attitudes,Teacher Effectiveness,Educational Quality,Student Attitudes,Video Technology,Observation,Classroom Environment,Furniture,Teacher Behavior,Online Surveys

This paper examines the effect of the architectural layout of two classrooms (one flexible and one less-flexible) on Teaching Assistants' (TAs) movement and interactions with students. Four TAs from a first-year undergraduate introductory course were chosen for the two studies. In study 1, the TAs taught the same lesson twice to two groups of students on the same day but in different classrooms, thereby controlling for content differences. Study 2 investigated the impacts that flexible and non-flexible spaces have on the same cohort of students, as the TAs continued to teach the same students but the students switched classrooms for the second half of the course, thereby controlling for differences in student participants. From the video analyses, there was a clear difference in how the TAs moved in the classroom and the interactions they had with students. Both TAs and students reported in surveys that there was a difference in their movement in the respective rooms that had an impact on their teaching and learning quality. This finding starts the conversation on how space can affect TAs, in order for TAs to consider how their movement is affected by classroom configurations, and how this change in movement can affect teaching strategies and impact their students' learning