ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching for Engagement: Part 1--Constructivist Principles, Case-Based Teaching, and Active Learning
Author: Hunter, Bill
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Constructivism (Learning),Teaching Methods,Guidelines,Case Studies,Business Administration Education,Educational Theories,Active Learning,Cooperative Learning,Problem Based Learning,Higher Education

In the Winter, 2015, issue of the &quot;College Quarterly,&quot; Donovan McFarlane provided some guidelines for the use of case studies in college teaching based in part on his own experience and in part on the published literature. This was not the first time that case-based teaching was the focus of work in the &quot;College Quarterly.&quot; Skliarenko &amp; Bhardwaj (2004) provided a very brief introduction to case-based teaching, but their article was primarily focused on providing a highly detailed business teaching case focused on Bombardier Inc. The case was meant to be of value in teaching about market research and market analysis. The article really did not deal with the way that case (or cases in general) would/could/should be used in teaching. Part of McFarlane's (2015) concern was that many college and university faculty might make ineffective use of cases due to insufficient understanding of the process. He particularly noted that the available cases, including some of those from Harvard, were too long and/or too complex to work well in many classrooms. His paper included suggestions for how to make more effective use of cases in teaching. In the present article, Bill Hunter builds upon and extends the advice that McFarlane provided. He does this in a series of articles dealing with research on and resources for a variety of active learning models, including case-based teaching. Herein, Hunter provides relevant theory and research on constructivist learning, the principles of which underlie all of the active learning models.
Revisiting Constructivist Teaching Methods in Ontario Colleges Preparing for Accreditation
Author: Schultz, Rachel A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Accreditation (Institutions),Community Colleges,Quality Assurance,Educational Philosophy,Educational Policy,Academic Standards,Educational Practices,College Administration,Alignment (Education)

At the time of writing, the first community colleges in Ontario were preparing for transition to an accreditation model from an audit system. This paper revisits constructivist literature, arguing that a more pragmatic definition of constructivism effectively blends positivist and interactionist philosophies to achieve both student centred learning and predetermined outcomes. Relevant Ontario College Quality Assurance Service (OCQAS) and College Quality Assurance Process (CQAAP) standards and requirements are presented along with their implications for college policy and constructivist teaching methods. This paper provides practical suggestions for integrating both constructivist philosophies and policies translated from accreditation standards into instructional methods.
Participatory Democracy: Beyond Classical Liberalism
Author: Doughty, Howard A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Democracy,Political Attitudes,Citizen Participation,Voting,Neoliberalism,Authoritarianism,Foreign Countries,Citizen Role,Citizenship Responsibility,Elections,Knowledge Level

As a postsecondary educator with most of my experience teaching in colleges, but with some also in undergraduate and postgraduate studies both in Canada and the United States, I have been teaching politics and government for close to fifty years. That time has been spent not only undertaking empirical analyses of political behaviour and the normative analysis of political theory, but also in the practical activity of promoting understanding of what is frequently called &quot;civic life&quot;. The authorities who develop broad educational goals seem to have it in mind that promoting ideas of good citizenship and suggesting ways in which this citizenship can be enacted should be among the several goals of faculty members involved in &quot;general education.&quot; As we live in a liberal democracy, it follows that a good part of that mission should involve the both cognitive knowledge (how governments work, issues of policy development, elements of the political process, etc.) and what are sometimes called affective and behavioural traits--habits of attitude and action that encourage and exemplify good citizenship. Specifically, we are expected to teach something about democracy.
Encouraging Scholarly Teaching and Learning
Author: Janzen, Katharine
Date: 2015-00-00
Type: Journal Articles
Subjects: Scholarship,Praxis,Instruction,Publications,Constructivism (Learning),Educational Principles

From its inaugural issue in 1993, &quot;The College Quarterly&quot; (&quot;CQ&quot;) has been &quot;devoted to the examination of college and further education issues, and the professional development of college educators.&quot; Its focus has always been on the enhancement of the efficacy and effectiveness of teaching and learning at the college level. The &quot;CQ&quot; was born out of a recognized need for college educators to discuss the pedagogical processes of teaching (i.e., practice) in the college context, and the thoughtful application of scholarly thought, critical analysis and theory (i.e., praxis). With this issue the &quot;CQ&quot; seeks to contribute more purposefully than usual to the scholarship of teaching and learning through a series of discussion papers that focus on teaching and learning praxis. This issue includes the first of three articles by Bill Hunter on the topic of Teaching Engagement: Part 1: Constructivist Principles.
Reflection on Multicultural Education under the Background of Globalization
Author: Geng, Lihua
Date: 2013-00-00
Type: Journal Articles
Subjects: Multicultural Education,Global Approach,Educational Trends,Foreign Countries,Criticism,Educational Theories,Reflection,Teacher Role,Teaching Methods

As one of the development trends in world education, multicultural education has been confronted with a lot of difficulties in the globalization tide that becomes more and more open. On the basis of making an analysis of the background and connotation of generation of multicultural education, this paper reflects on multicultural education in China. In addition, the author of this paper expounds how a teacher ought to adapt to the trend of multicultural education in China by combination of her own professional background and proposes new requirements.
An Analysis of Questionnaire Survey on Online Evaluation of Teaching by University Undergraduates
Author: Sun, Dongyun
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Student Surveys,Teacher Effectiveness,College Faculty,Student Evaluation of Teacher Performance,College Students,Online Surveys,Response Rates (Questionnaires)

This paper takes into consideration of the problems discovered in the teaching evaluation data statistics over the years in Changchun University of Science and Technology and cooperates with related departments to conduct a questionnaire survey on an online evaluation of teaching, with the purpose of detecting cognition of students in evaluation of teaching at present, the effect and problems existing, facilitate and improve online evaluation of teaching and enhance education and teaching quality in the university.
The Analysis on Systematic Development of College Microlecture
Author: Liu, Xiaohong
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Lecture Method,College Instruction,Instructional Design,Computer Software,College Faculty,College Students

In order to apply micro lectures to college education successfully, construct new teaching and learning strategies and teaching model, this paper proposes characteristics of college microlecture based on the college education features and construct microlecture structure model based on the definitions by the experts and scholars. Microlecture's design philosophy and principles are also discussed here and production strategies and methods are introduced specifically while some companying assessment indicators are set in this paper.
Get Me to the Meet on Time: Challenges of High School Coaching
Author: Jenny, Seth E.
Date: 2015-10-18
Type: Journal Articles
Subjects: Coaching (Performance),Athletes,Competition,Scheduling,Administrative Policy,Extramural Athletics,Coping,Time Management,Physical Education Teachers,High School Students,Phenomenology,Change Strategies,Teacher Administrator Relationship

In order to achieve success, there is little doubt that sport coaches must overcome a plethora of challenges beyond simply designing and implementing effective training schedules and competition strategies. The United States high school interscholastic sports environment is no different. The purpose of this short essay is to provide a personal coaching narrative from a United States high school boys and girls cross country coach as he discusses the challenges confronted in overcoming administrative obstacles to successfully prepare his student-athletes for competition. In particular, this paper chronicles how the coach successfully negotiated the political landscape of having his team being permitted to be dismissed from school in adequate time to arrive at away weekday cross country meets in order to adequately warm-up and prepare for competition. Oftentimes, these coaching stories exist, but are rarely recorded. It is the hope of the author that other coaches in similar situations may glean ideas on how to best handle these situations within their their own programs. This essay may be of interest to all coaches, but high school coaches in particular, as many of whom may be able to relate to the administrative issues that have to be negotiated for a sport program to thrive. Moreover, further commentary and discussion on this topic is invited.
Lessons in Effective Practical Chemistry at Tertiary Level: Case Studies from a Chemistry Outreach Program
Author: Shallcross, D. E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Science Instruction,College Science,Case Studies,Secondary School Students,Adults,Visual Impairments,Summer Schools,Student Evaluation,Skill Development,Interviews,Science Laboratories

Two summer schools focused on practical chemistry, one involving secondary school students and one involving visually impaired adults (i.e., not involving undergraduates) have produced students that appeared to be on the way to achieving the basic criteria set out by Buckley and Kempa (1971) in terms of practical skills. These criteria being that laboratory work should aim to encourage students to gain: (1) Manipulative skills, (2) Observational skills, (3) The ability to interpret experimental data, and (4) The ability to plan experiments. Extensive pre-laboratory work, blocking of laboratory time to ensure that a series of practicals could be worked through and continuity of the course, where ideas are built upon, were identified as key aspects that contributed to the students development during the summer school. Assessment is often seen as the driver for either surface level or deep level learning, here these summer schools did not have formal assessments but the emphasis was on assessing practical skills rather than assessing a long practical write-up. Follow-up interviews after 2-5 years of the school students showed that the chance to experience University, meet like-minded students and make friends is as strong a motivation as learning new practical skills.
Confronting the Need for Conceptual Change in Pre-Service Science Education
Author: Schwartz, Marc S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Science Education,Scientific Principles,Concept Formation,Scientific Literacy,Masters Programs,Preservice Teachers,Graduate Students,Questionnaires,Science Experiments,Models,Demonstrations (Educational),Science Instruction

During a five-year period the authors taught over 100 students in a graduate course (The Nature of Science) counting toward teacher certification at the Harvard Graduate School of Education. Despite the fact that students had undergraduate degrees in the sciences, most of them found the application of models in science challenging and the epistemological consequences unsettling. Moreover, students found it especially difficult to use a model to correctly generate predictions, which was starkly illustrated with the application of Archimedes' principle during our unit on floating and sinking. We examine the deceptive belief that student success with algorithms and word problems leads to conceptual understanding as well as the conceptual change necessary to understand the relationship between evidence and inference as explored in the nature of science. Considering the apparently strong science backgrounds of our students, we doubt that typical pre-college students can achieve the goals described in the National Science Education Standards in the short time typically allotted for their science studies. We explore the issues students face in &quot;understanding&quot; science as well as the impact of science education on students and teachers, and implications for policy makers and pre-service programs.
Perceived Benefits and Attitudes of Student Teachers to Web-Quest as a Motivating, Creative and Inquiry-Based Learning Tool in Education
Author: Aina, Samuel Ayobami
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Benefits,Student Teacher Attitudes,Preservice Teachers,Preservice Teacher Education,Computer Uses in Education,Web Sites,Teaching Methods,Required Courses,Education Courses,Student Motivation,Motivation Techniques,Gender Differences,Age Differences,Hypothesis Testing,Influences,User Satisfaction (Information),Inquiry,Learning Strategies,Teamwork,Thinking Skills,Cooperative Learning,Cost Effectiveness,Educational Philosophy,Questionnaires,Likert Scales,Statistical Analysis,Foreign Countries

This study discussed how the Department of Teacher Education, University of Ibadan utilized Web-Quest as a motivating and creative tool to teach a compulsory and large pre-service teachers' Course (TEE 304) The study also investigated the attitude and perception of pre-service teachers to the use of Web-Quest. The results showed that the sample perceived Web-Quest as a useful creative, motivating pedagogical tool for learning. Student teachers perceived Web-Quest as interesting and highly beneficial to their learning. Gender was also a factor in the utilization of Web-Quest. Furthermore, students' age and gender had positive influence on their attitude to Web-Quest. The student teachers saw Web-Quest as an Inquiry-based pedagogical tool and learning strategy that enhanced team spirit, high level thinking, collaboration and that it saved costs and time.
Case Study of How Turkish University Students Improve Their Biochemistry Achievement
Author: Sadi, Özlem
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Biochemistry,Science Achievement,Learning Strategies,Questionnaires,Interviews,College Faculty,College Students,Metacognition,Student Attitudes,Student Motivation,Student Surveys,Reliability,Predictor Variables,Likert Scales,Observation,Semi Structured Interviews,Statistical Analysis

Biochemistry courses have an important place as a common subject in faculties of medicine, food engineering, biology and chemistry. MSLQ, Metacognitive Awareness Inventory and Learning Approach Questionnaire were used. The study also involves repeated observations of the same instructor in a biochemistry class over eight weeks to describe students' academic performance, instructor practice, teaching methods and generally, learning environment in the biochemistry class. Students achieving the two highest scores, two average scores and the two lowest scores from biochemistry exams were selected for in-depth interviews and results demonstrated that self-efficacy, intrinsic goal orientation, task-value, cognitive strategies such as critical thinking ability and elaboration, metacognitive self-regulated strategies and effort regulation may have a considerable importance in students' biochemistry achievement. Results of the study also revealed that levels of students' awareness of what and how they monitor in their biochemistry learning process has an important effect on their biochemistry success.
Pedagogical Implications of Using Discussion Board to Improve Student Learning in Higher Education
Author: Alghamdi, Amani
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Computer Mediated Communication,Group Discussion,Integrated Learning Systems,Undergraduate Students,Undergraduate Study,Females,Academic Achievement,Correlation,Statistical Analysis,Pretests Posttests,Questionnaires,Control Groups,Experimental Groups,Comparative Analysis,Blended Learning,Test Validity,Test Reliability,Multiple Regression Analysis

This study reports on the pedagogical implications of using the Blackboard feature Discussion Board (DB) to improve students' learning in higher education. The study sample included three sections of female students--a total of 155 students--in an undergraduate course at an international university in Saudi Arabia. The impact of using DB on first-year female students' achievement was assessed through quantitative analyses of pre- and post-tests. The effect of DB on students' attitudes was ascertained by means of qualitative analyses of students' responses to a post-treatment questionnaire. The results indicated that students in the experimental group showed a greater degree of improvement in test scores than those in the control group, and that posting to Blackboard was positively related to improvement among those in the control group but not among those in the experimental group.
Exploring Non-Instructional Factors in Student Evaluations
Author: Ali, Holi Ibrahim Holi
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation of Teacher Performance,College Students,Semi Structured Interviews,Teacher Attitudes,College Faculty,Teacher Effectiveness,Grading,Grade Inflation,Bias,Gender Differences,Expectation,Qualitative Research

The use of student ratings to measure instructors' teaching performance and effectiveness in tertiary education has been an important but controversial tool in the improvement of teaching quality during the past few decades. This is an attempt to explore non-instructional factors of student evaluations by discussing and reviewing relevant literature with regard to the most common non-instructional factors in student ratings. Moreover, semi-structured interviews were used with 14 college instructors. The findings show that most of the teachers support the use of student evaluations as a means of quality control and teaching improvement. However, the great majority of teachers expressed their concerns about the non-instructional factors which affect student ratings and make them meaningless. They reported that gender, time of evaluation, expected grades, nationality of the instructor, and other factors can affect student ratings. The study proposes some recommendations which might make student evaluation practices more useful and informative.
The Perspective of Women Managing Research Teams in Social Sciences
Author: Tomas, Marina
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Science Research,Social Sciences,Females,Researchers,Research Administration,Administrators,Interviews,Gender Differences,Teamwork,Universities

This article presents a research study that focuses on how women manage research teams. More specifically, the study aims to ascertain the perception of female researchers who are leaders of research groups in social sciences with regard to the formation, operation and management of their research teams. Fifteen interviews were carried out, eight at the Universitat Autònoma de Barcelona and seven at the Universidad de Barcelona, representing one quarter of women responsible for research teams in the field of social sciences. Findings suggest that female researchers seek to build highly cohesive teams that engender a good working atmosphere and good interpersonal relationships, with the capacity to generate high academic and scientific performance closely linked to other international groups.
The African Educational Evolution: From Traditional Training to Formal Education
Author: Mosweunyane, Dama
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Land Settlement,Learning,African Culture,Daily Living Skills,Religious Factors,Indigenous Knowledge,Nonformal Education,Teacher Role,Global Approach

This paper attempts to critically examine the approaches that were employed by Africans in their knowledge, skills and attitudes acquisition before, after and during colonialisation of the continent. The paper looks at three distinctive epochs from which the perfect understanding of how learning in Africa transformed could be concluded. It is notable that there was a period before Africa got colonised, which was followed by the period during colonisation, before the independence of the continent. The position that is strongly advanced through this paper is that even before colonialism the African societies offered training to their members, which was characterized by the provision of survival skills to individuals who were supposed to selflessly serve their societies. Members of African societies learnt through their interaction with their physical and spiritual milieus, as evidenced by their design of tools which they used mostly in their agro activities and in fighting for resources. The other area in which learning took place was that of spirituality or mysticism, as some superstitious members of African communities were believed to have powers of communicating with their ancestors. As noted by Westerlund (1991), the belief in the ancestors is widespread in many African agricultural areas and like divinities and nature spirits, the spirits of ancestors are thought to be intermediaries between God and humankind. The main problem that this paper is intended to advance is that Africa is regarded by some people as having not had any form of education before the arrival of the colonialists and their educational establishments or organisations. This paper therefore raises an argument against this position.