ethanporcaro/eric-fulltext-meta huggingface dataset:
Juggling and the Art of the Integrative Assignment
Author: Dunlap, Lynn
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,College Faculty,Assignments,Classroom Techniques,Communities of Practice,Intellectual Disciplines,Pedagogical Content Knowledge,Philosophy,Religion,Films,Introductory Courses,Prompting,Standards

When faculty study samples of student work, assignment prompts typically become part of the review. Two experienced learning community faculty from Skagit Valley College examined their students' work with three questions in mind: whether the work was grounded in disciplinary insights; whether the work leveraged disciplinary knowledge to develop new understanding; and, whether the work was purposefully and critically aware. The analysis that emerged reaffirmed the complex nature of integration: disciplinary knowledge needs to be used, not possessed, and students need to first learn the fundamentals of integration followed by lots and lots of practice. These insights led the teaching team to make simple shifts in emphasis in assignment design and classroom practices that are described in the article. The original integrative assignment for their Philosophy of Religion and Introduction to Film learning community, &quot;Sacred Space/Sacred Time/Silver Screen,&quot; is included, along with the newly tweaked assignment and students' self-reflections on the intellectual challenges associated with integrating two disciplines. [This article originally published in: &quot;Journal of Learning Communities Research,&quot; 3(3). (Dec. 2008/Jan. 2009).]
Sparking Passion: Engaging Student Voice through Project-Based Learning in Learning Communities
Author: Ball, Christy L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Learner Engagement,Student Participation,Communities of Practice,Student Projects,Culturally Relevant Education,Student Motivation,Academic Persistence,College Students

How do we confront entrenched educational practices in higher education that lead to student demotivation, poor retention, and low persistence? This article argues that project-based learning that situates student voice and capacity at the center of culturally-responsive curriculum has the potential to spark student passion for problem-solving real world issues that directly affect them, their family, and/or their community, especially when combined with other key component student-centered strategies found in learning communities. The article asserts that we learn more when we are doing something we care about, and project-based learning (a.k.a. Passion Projects) that responds to students in the room not only sends the message that we value their experiences and points of view, which in hand, leads to a more inclusive, positive environment, it also provides experience for the kind of thinking and skills students need to integrate for 21st century careers.
Curriculum on Resident Education in Care of Older Adults in Acute, Transitional and Extended Care Settings
Author: Kumar, Chandrika
Date: 2016-09-00
Type: Journal Articles
Subjects: Older Adults,Geriatrics,Hospitals,Medical Education,Curriculum Development,Pretests Posttests,Patients,Internal Medicine,Family Practice (Medicine)

Most geriatric care is provided in non-hospital settings. Internal Medicine and Family Medicine residents should therefore learn about these different clinical sites and acuity levels of care. To help facilitate this learning, a geriatrics training curriculum for internal medicine residents was developed that focused on cognition, function, goals of care and medication management in both in-hospital and non-hospital settings. Residents rotated through both in-hospital and non-hospital settings as one block rotation. They took a test of geriatric learning before the rotation and then took the same test at the end of the rotation. Residents showed an improvement in several geriatric domains on completion of a combined in-hospital and non-hospital rotation curriculum. We concluded that the development and implementation of a combined rotation curriculum has practical application to resident learning and the potential to improve geriatrics care outside of hospital settings.
The Effect of Performance Feedback Provided to Student-Teachers Working with Multiple Disabilities
Author: Safak, Pinar
Date: 2016-00-00
Type: Journal Articles
Subjects: Feedback (Response),Multiple Disabilities,Student Teachers,Teacher Education Programs,Visual Impairments,Quasiexperimental Design,Statistical Analysis,Pretests Posttests,Observation,Scores,Foreign Countries,Video Technology,Teaching Skills,Classroom Observation Techniques,Teaching Methods

The aim of the study was to investigate the effect of performance feedback (PF) provided to student teachers working with students with multiple disabilities and visual impairment (MDVI) on their teaching skills. The study group of the research was composed of 11 student teachers attending to the final year of the Teaching Students with Visual Impairments Program at a university in Ankara, Turkey. A quasi-experimental design, was used in the study. These student teachers recorded their classes for pretest and posttest and these video-recorded classes were thereafter watched by the observer, who completed semi-structured observation forms for each student teacher. The results of the analysis suggested a statistically significant difference between the pretest and posttest scores of the student teachers involved in the study before and after the performance feedback. The findings of the study were discussed in the light of the relevant literature and practical recommendations were included.
Facilitative Learning and Students' Engagement in Electrical Technology for Developing Critical Reasoning and Lifelong Learning Skills in the University of Uyo, Akwa Ibom State, Nigeria
Author: Emmanuel, Caleb
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learner Engagement,Student Centered Learning,Thinking Skills,Lifelong Learning,Vocational Education,College Students,Student Attitudes,Correlation,Gender Differences,Active Learning,Student Surveys

Research has found that active student engagement in classroom activities can enhance academic achievement, promote retention and application of knowledge. This study investigated the relationship between students' engagement and facilitation in a student-centred learning environment. The study was conducted at the University of Uyo, Akwa Ibom State, Nigeria. 307 Vocational Education students formed the population, from where 174 were drawn to form the sample. The results of the study indicated that facilitation is positively related to students' engagement. It was concluded that facilitative learning environment is positively related to student engagement as quality instruction mediates students' engagement.
The Relationship between the Amount of Learning and Time (The Example of Equations)
Author: Kesan, Cenk
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,Problem Solving,Equations (Mathematics),Learning Problems,Gender Differences,Time on Task,Scores,Models,Mathematics Tests,Secondary School Students,Foreign Countries,Mathematics Instruction,Factor Analysis,Statistical Analysis

The main purpose of this study is to determine the amount of time-dependent learning of &quot;solving problems that require establishing of single variable equations of the first order&quot; of the seventh grade students. The study, adopting the screening model, consisted of a total of 84 students, including 42 female and 42 male students at the seventh grade. Data was collected using an assessment tool consisting of 10 open-ended questions. The findings show that the learning group of 84 students were behind the value closest to the full learning level by a score of 0.013. While the female students reached the lower limit of 0.987 specified for the full learning level in a period of 3.2 course hours, the male students reached this limit in 4.0 course hours. The learning amount of 0.999, which is the closest value to the full learning level, was reached by the learning group in a period of 9.7 course hours, the female students in 8.5 course hours, and the male students in 11.3 course hours. In addition to this, the data obtained showed that learning difficulties among to the learning groups decreased as the space below the curve of time and learning amount decreased. As a result of the study, it was recommended that it is possible to determine the closest course periods for the full learning level for each of the gains found in all levels of education and all teaching programmes, which define certain learning outcomes within a certain time.
Model Debate for the Yellow Book Learning in Islamic Boarding School
Author: Apdoludin
Date: 2016-00-00
Type: Journal Articles
Subjects: Boarding Schools,Islamic Culture,Debate,Critical Thinking,Thinking Skills,Control Groups,Experimental Groups,Teaching Methods,Teaching Models,Learning Theories,Quasiexperimental Design,Pretests Posttests,Learning Activities,Foreign Countries

This study aimed to determine the effect model of debate in the yellow book learning in schools to improve students' critical thinking skills so they can find a new science. This study was an experimental study with a control group. The study was conducted in classes XI Islamic Boarding School Al-Hidayah Jambi. This study uses two parallel classes, two classes as the control group and three other classes as the experimental class. In a grade control applied to conventional learning models and models applied experimental class debate. Results are expected in this study is a model debate can enhance students' critical thinking abilities of conventional learning models. It can be concluded that the model of the debate in the yellow book learning can increase the effective, critical thinking skills so that students can discover new knowledge for each study. Through the model is expected to debate helped teachers in the classroom so that learning takes place more systematically implemented and significantly improved comprehension and critical thinking skills of students.
Female Teachers' Professional Development through Action Research Practice
Author: Hassen, Rukya
Date: 2016-00-00
Type: Journal Articles
Subjects: Teachers,Action Research,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Research Methodology,Teacher Attitudes,Secondary School Teachers,College Faculty,College Bound Students,Private Schools,College Preparation,Faculty Development

This is a study on teachers' professional development through action research practice. The participants of the study were 23 English Language Teachers (ELT) who teach in high schools, preparatory schools and colleges in Debre Markos, in Dessie and around in 2014. The methods of data collection were teacher reflection, and in-depth interview. The ELT teachers felt that the Action Research (AR) involvement helped them develop their profession. Because of their involvement in the inquiry, they changed their perception of research and their role as teachers and researcher. Their interest towards action research develops as they do the research. Their consciousness about EFL teaching rises when they research on their own classroom and environment in relation to English language teaching. The teachers felt that AR brings opportunity especially for female teachers who have other responsibilities at home and in the surrounding. The teachers' perception shows that they are comfortable with doing action research. In-service action research is an economical, effective and efficient method of professional development. The teachers read and explore literature to enrich their research. This implies that some push factor should be there to break the silence of teachers who have developed comfort with what they have. Researching pushes teachers to read the academic literature, update themselves, write and contribute to the intellectual world by adding knowledge backed with experience and expertise.
The Language Teaching Methods Scale: Reliability and Validity Studies
Author: Okmen, Burcu
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Teaching Methods,English Teachers,English (Second Language),Test Construction,Likert Scales,Factor Analysis,Construct Validity,Test Reliability

The aim of this research is to develop a scale to determine the language teaching methods used by English teachers. The research sample consisted of 300 English teachers who taught at Duzce University and in primary schools, secondary schools and high schools in the Provincial Management of National Education in the city of Duzce in 2013-2014 academic Year. Data collected were subjected to Exploratory and Confirmatory Factor Analysis and the Cronbach Alpha reliability coefficient was computed. The Exploratory Factor Analysis results showed that the scale consisted of 5 factors. These factors were named as Active Teaching Method, Listening Based Teaching Method, Four Basic Skills Based Method, Speaking Based Method and Grammar Based Method. The total variance explained by the 5 factors was determined to be 54.69%. The Confirmatory Factor Analysis results confirmed the 5-factors structure. The Cronbach Alpha reliability coefficient was computed as 0.89. It is thought that this scale can be used to identify language teaching methods that English teachers use as a reliable and valid scale.
Effects of Experiential Learning Approach on Students' Mathematical Creativity among Secondary School Students of Kericho East Sub-County, Kenya
Author: Chesimet, M. C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Experiential Learning,Secondary School Students,Foreign Countries,Creativity,Secondary School Mathematics,Thinking Skills,Creative Thinking,Problem Solving,Experimental Groups,Control Groups,Teaching Methods,Quasiexperimental Design,Pretests Posttests,Mathematics Teachers,Statistical Analysis,Mathematics Education,Comparative Analysis

Mathematics is a subject which seeks to understand patterns that permeate both the world around us and the mind within us. There are many ways of thinking and the kind of thinking one learns in mathematics is an ability to handle abstraction and solve problems that require knowledge of mathematics. Mathematical creativity is essential for scientists. Creativity is one of the goals of teaching mathematics in schools. This study investigated the Effects of Experiential Learning Approach on students' mathematical creativity in Kericho East Sub-County. The topic Statistics I was taught to Form Two since it is one of the topics that is poorly performed according to KNEC reports on KCSE. Solomon Four Non Equivalent Control Group Design under the quasi-experimental research was used. A random sample of four co-educational district secondary schools was drawn from schools in Kericho East Sub-County. Each school provided one Form Two class. This translated to a total of 168 students. In the experimental groups Experiential Learning Approach (ELA) was used while Conventional Teaching Methods (CTM) was used in the control groups. One experimental and one control group was pre tested. At the end of the treatment all the four groups were post tested using Mathematical Creativity Test (MCT). The instruments were validated with the help of experts in the Department of Curriculum Instruction and Education Management of Egerton University and mathematics teachers from selected secondary schools. MCT was pilot tested to estimate its reliability coefficient using Cronbach alpha which was found to be 0.778. Descriptive as well as inferential statistics were used in data analysis. These included mean score and ANOVA. All statistical tests were subjected to test of significance at alpha (a) level of 0.05. The results revealed that ELA had a significant effect on students' mathematical creativity. The findings of the study are expected to assist mathematics teachers to adjust their instructional strategies and also teacher trainers may use the information from the study to sensitise in-service and pre-service mathematics teachers on the importance of Experiential Learning strategies in enhancing Mathematical Creativity. The findings may also be used as a basis for future research in Mathematics Education.
Linking Classes: Learning Communities, &quot;High&quot; Culture, and the Working Class Student
Author: Rodriguez, Ginger G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Communities of Practice,Student Needs,Humanities,Working Class,Fuels,College Freshmen,Teaching Methods,First Year Seminars,Writing Instruction,First Generation College Students,Academic Persistence,School Holding Power,Knowledge Level,Interdisciplinary Approach,College Preparation,Hispanic American Students,Pretests Posttests

How do you teach the humanities to working class students living in the shadow of a BP oil refinery? Calumet College uses freshman learning communities that link humanities, social justice, and English composition classes to provide a foundation for college success to predominantly first-generation students who are often underprepared for college-level courses. This article describes the program, including the curricular linkages between the classes. Retention results between students who took stand-alone classes are compared to students who participated in loosely linked learning communities and closely linked learning communities. In addition, data from a pre- and post-course assessment of students' knowledge of general humanities concepts is included. A notable finding was the consistently higher performance of cohorts enrolled in closely linked learning communities, those in which the instructors shared assignments, responded to ideas raised in their colleagues' classes, and met regularly to discuss students' needs.
Exploring the Classroom: Teaching Science in Early Childhood
Author: Dejonckheere, Peter J. N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Control Groups,Pretests Posttests,Play,Preschool Education,Preschool Children,Thinking Skills,Abstract Reasoning,Teaching Methods,STEM Education,Science Process Skills,Intervention,Inquiry,Multivariate Analysis,Outcomes of Education,Learning Activities,Foreign Countries,Statistical Analysis

This study tested and integrated the effects of an inquiry-based didactic method for preschool science in a real practical classroom setting. Four preschool classrooms participated in the experiment (N = 57) and the children were 4-6 years old. In order to assess children's attention for causal events and their understanding at the level of scientific reasoning skills, we designed a simple task in which a need for information gain was created. Compared to controls, children in the post-test showed significant learning gains in the development of the so-called control of variables strategy. Indeed, they executed more informative and less uninformative explorations during their spontaneous play. Furthermore, the importance of such programmes was discussed in the field of STEM education.
Inventing and Implementing LLCs at an HBCU in One Year: Lessons Learned
Author: Ericksen, Kirsten S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Communities of Practice,Black Colleges,Partnerships in Education,Cooperation,Teacher Attitudes,College Faculty,Attitude Measures,Faculty Development,Program Effectiveness,Student Personnel Workers,Administrator Role,Academic Persistence

Living-Learning Communities (LLCs) have proven to be a successful high impact practice at institutions across the nation. Norfolk State University (NSU), a Historically Black University, recently established a formal LLC program as a part of the University's Quality Enhancement Plan (QEP). Through a strong partnership with Academic and Student Affairs, NSU implemented and invented LLCs all within one academic year. Similar to the collaborative nature of LLCs, this paper examines the lessons learned from various perspectives (LLC director, teaching dean, faculty liaison, faculty) during the rapid inventing and implementing of LLCs.
Sustained Faculty Development in Learning Communities
Author: Graziano, Janine
Date: 2013-00-00
Type: Journal Articles
Subjects: Community Colleges,College Faculty,Faculty Development,Sustainability,Communities of Practice,Teacher Collaboration,Reflective Teaching,Models,Assignments,Teacher Workshops

While it is common for learning community programs to provide professional development to support their faculty, such support may not be sustained. This article reports on a professional development framework instituted at Kingsborough Community College, CUNY, that includes activities for faculty teams before, during, and after the semester. This cyclical practice grew out of administrators' recognition of the need for faculty not only to create shared assignments for students, but also to assess their students' work in response. Based on the principles of: (1) supporting collaboration, (2) promoting reflective teaching to encourage integrative thinking and learning, and (3) respecting faculty members' agency, we present a professional development model that aims to equip learning community faculty with tools to transform their teaching and their students' learning.
Community Policing in South-West Nigeria: Finding a Nexus between the Police and the People
Author: Olusegun, Omowunmi J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Police,Police Community Relationship,Community Cooperation,Crime,Prevention,Community Attitudes,Geographic Regions

The joint efforts of the police and the communities in south-west Nigeria to tackle the alarming rates of crime in various societies has over the year been adopted as a strategic way of curbing crime in Nigeria. This paper examines the divergent views of community policing in south-west Nigeria. The paper is empirical in nature though related textbooks, journals, and other publication were consulted. The perception of the police and the community remain the fact that the police force alone given their observable inadequacies cannot successfully tackle crimes in the society without adequate supports of the members of the community.
Aerobic Exercise Responses and Blood Pressure Measurement of Individuals with Intellectual Disability in Ibadan
Author: Angba, Tessy Onogimesike
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Exercise,Physical Activities,Metabolism,Evaluation Methods,Measurement,Intellectual Disability,Down Syndrome,Autism,Cerebral Palsy,Special Schools,Experimental Groups,Control Groups,Statistical Analysis,Physiology,Physical Education,Hypothesis Testing,Comparative Analysis,Response to Intervention

The benefits of physical activities are universal for all, including those with intellectual disability. Individuals with intellectual disability are mostly neglected and hardly exercised. Hence, the opportunities for improved health and wellness are limited. Paucity of data that could guide ameliorative measures also presents another challenge. Participants were 65 individuals with intellectual disability drawn from four schools for the handicap in Ibadan and were assigned into three experimental groups (Down syndrome, Autism and Cerebral palsy) and control group. Data were analysed using Analysis of Covariance, Analysis of Variance, and Scheffe post-hoc test. There were significant differences in the physiological variables of systolic blood pressure (F[subscript (2, 62)] = 15.3; p &lt; 0.05), between the experimental and control groups. Therefore continuous exercise for the intellectually disabled individuals should be an integral part of the physical education curriculum.