ethanporcaro/eric-fulltext-meta huggingface dataset:
A Pilot Study of a Criminal Justice Service-Learning Course: The Value of a Multicultural Approach
Author: Hirschinger-Blank, Nancy
Date: 2013-00-00
Type: Journal Articles
Subjects: Service Learning,Law Enforcement,College Students,Low Income,Cultural Awareness,Goal Orientation,Delinquency,Juvenile Justice,Course Descriptions,Course Evaluation,Minority Groups,At Risk Persons,Qualitative Research,Social Differences,Intercultural Communication,Urban Areas,Case Studies

This article provides a description and evaluation of a service-learning juvenile justice course designed to broaden university students' attitudes toward diversity issues. Diversity service learning integrates academic learning with community service by providing students with opportunities to learn about social disparities associated with diverse communities. University students participated in service learning with at-risk or justice-involved youth from a predominantly low-income, minority community. The goals of the service-learning course were to broaden university students' multicultural attitudes and to enhance knowledge and skills. Using qualitative analysis, our goal attainment evaluation indicated success in the following areas: the majority of university students experienced a reduction of stereotypes, found learning about differences valuable, developed attitudes for addressing delinquency that were sensitive to the youths' experiences, learned to communicate and interact cross-culturally, and bonded with the service recipients. In some cases, however, the program appeared to reinforce students' stereotypes of the inner city.
Glocalization as an Alternative to Internationalization in Higher Education: Embedding Positive Glocal Learning Perspectives
Author: Patel, Fay
Date: 2013-00-00
Type: Journal Articles
Subjects: International Education,Global Approach,Higher Education,Learning Experience,Teaching Methods,Local Issues,Political Issues,Social Problems,Economics,Sustainability,Futures (of Society),Social Responsibility,Social Justice,Ethnocentrism,Cultural Relevance,Heuristics,Instructional Design,Learning Activities,Study Abroad,International Educational Exchange,Cultural Awareness,Holistic Approach

The notion of internationalization in higher education is understood as the recruitment of international students, marketing of academic programs and courses, and teaching English as a Second Language to student cohorts from Asia, Africa, and Latin America. Various models of internationalization (Knight, 2004, 2006; Leask, 2009; Pimpa, 2009; Welikala, 2011) have been explored and promoted in Canada, the United Kingdom, Australia, and New Zealand. Often, as noted in the literature, these models emphasize the acculturation of international students into the host country culture rather than a respectful exchange of academic and cultural knowledge and ideas. The central thesis of this critical reflective discussion paper is that &quot;glocalization&quot; in higher education is an appropriate alternative to internationalization. Glocalization advocates a positive learning experience and encourages the enhancement of learners' &quot;glocal&quot; experience through a critical academic and cultural exchange of global and local socio-economic and political issues. Instructional strategies supporting glocalized learning curricula are recommended. The glocalization pedagogical framework for higher education, introduced in this paper, embraces the principles of social responsibility and justice with a firm commitment to sustainable futures for local and global societies.
Development of Contemporary Leadership Capacity through Teamwork in an Online Environment: A Pilot Study
Author: Stupans, Ieva
Date: 2013-00-00
Type: Journal Articles
Subjects: Teamwork,Online Courses,Internet,Educational Technology,Computer Uses in Education,Web Sites,Cooperative Learning,Interpersonal Communication,Leadership,Foreign Countries,Qualitative Research

The Internet has emerged as a mainstream communication medium, resulting in the development of new educational opportunities for teaching and learning. This article describes and evaluates a learning opportunity which used a Wiki technology to support an aligned assessment activity which was focused around teamwork and students construction of learning materials. One of the learning outcomes in the unit in which the activity sits is to develop teamwork; consequently, the team product and the team process was the unit of analysis, not individual student product or process. Analysis of student to student communications and individual student reflections identified that students enjoyed the work and that during the exercise they identified aspects such as planning, communication and shared leadership--working to areas of individual strengths--were important in the process. The activity indicates that online technologies such as Wikis may facilitate assessment of affective outcomes such as teamwork and underpin development of students' leadership capacity.
Professional Development for Adjunct Teaching Faculty in a Research-Intensive University: Engagement in Scholarly Approaches to Teaching and Learning
Author: Webb, Andrea S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Faculty Development,Adjunct Faculty,College Faculty,Foreign Countries,Strategic Planning,Graduate Study,Undergraduate Study,Teaching Methods,Learning Experience,Communities of Practice,Educational Research,Research Universities,Dental Schools,Program Descriptions

Research-intensive universities around the world are increasingly drawing upon leading practitioners in professional fields as adjunct faculty to deliver high quality student learning experiences in diverse undergraduate and graduate program contexts. To support effective professional development in these contexts, many universities have developed flexible and responsive initiatives in order to meet the specific needs and circumstances of adjunct teaching faculty. However, very little has been documented about these initiatives. This paper is a reflective examination of the development and impact of strategic professional development initiatives for field practitioners in the Faculties of Education and Dentistry at The University of British Columbia (UBC), Canada. Our experiences suggest that professional development programs designed to meet the specific needs and circumstances of adjunct teaching faculty can enhance scholarly approaches to university teaching and learning practices. Specifically, strategically led, situated and flexible communities of practice (e.g., mentoring, post-teaching reflective debriefs, blended and distance learning professional development opportunities) were critical supports for engaging adjunct teaching faculty in research-informed and inquiry-based pedagogical methods (e.g., learning-centered assessment practices, peer review).
Meaningful Sustainability Learning: A Study of Sustainability Pedagogy in Two University Courses
Author: Burns, Heather
Date: 2013-00-00
Type: Journal Articles
Subjects: Sustainability,Course Descriptions,Sociocultural Patterns,Educational Change,Teaching Methods,Interdisciplinary Approach,Learning Processes,Models,Transformative Learning,Critical Theory,Citizenship Responsibility,Pollution,Environmental Education,Foreign Countries,Writing Skills,Skill Development,Knowledge Level,Surveys,Food,Discussion (Teaching Technique),Student Attitudes,Undergraduate Students,Mixed Methods Research,Focus Groups

Educators are increasingly aware of the importance of sustainability and the need to educate for sustainable change within higher education. This article addresses the growing need to focus on how teaching and learning can be re-oriented towards sustainability, and more specifically how educators can effectively address increasingly well-known sociocultural and ecological problems in ways that transform learners and empower them to make change based on a sense of civic responsibility and sustainability. This research study draws on the Burns Model of Sustainability Pedagogy, which integrates ecological design, systemic and interdisciplinary learning, multiple perspectives, an active and engaged learning process, and attention to place-based learning. Focusing on the implementation of sustainability pedagogy within two different university courses, this study highlights the importance of sustainability learning that is thematic, introduces diverse and non-dominant perspectives, and is experiential. Pedagogical implications and practical suggestions for teaching sustainability in higher education are discussed.
Higher Education and Nonprofit Community Collaboration: Innovative Teaching and Learning for Graduate Student Education
Author: Lucas, Chris M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Nonprofit Organizations,Graduate Students,Instructional Innovation,Human Services,Teaching Methods,Urban Universities,Course Descriptions,Outcomes of Education,Consultants,Work Experience,Work Environment,Experiential Learning,Partnerships in Education

Current graduate student models of education reflect both traditional and contemporary pedagogical strategies. For professional degree programs centered on leadership and human services providing traditional instruction combined with experience-based and real-world learning is necessary. This paper shares a brief overview of graduate education pedagogy and a more in-depth description and review of a graduate course at a mid-sized private urban university. The course, Institutional Planning and Evaluation, marks a stark difference from most graduate courses: emphasizing practice-based learning and front-loading the materials so students can serve as consultants for a local nonprofit agency. The intentional design, based on accomplishing specific learning outcomes, was a positive learning experience for all constituents and is applicable to other graduate courses and programs.
Reflective Journal Writing and the First-Year Experience
Author: Everett, Michele C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Reflection,Journal Writing,Academic Achievement,College Freshmen,Undergraduate Study,Educational Benefits,Educational Strategies,School Holding Power,First Year Seminars,Educational Experience,Qualitative Research,Student Attitudes,Teacher Attitudes,Liberal Arts,Program Descriptions,Management Systems,Questionnaires,Outcomes of Education

In recent years, great emphasis has been placed on student success and retention in higher education. To address this issue, many universities' strategic retention programs include first-year seminars. A variety of pedagogical strategies have been employed in these seminars to help students succeed personally, socially and academically. This article reports findings from a qualitative study that explored the teaching/learning outcomes and benefits derived from the experience of reflective journal writing during a first-year seminar from the perspectives of students and the instructor. The findings document how journaling in a first-year seminar can be used to support institutional action to improve the quality of the undergraduate experience and student success.
What Was Your Best Learning Experience? Our Story about Using Stories to Solve Instructional Problems
Author: Dunlap, Joanna C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Experience,Story Telling,College Students,Instructional Design,Educational Technology,Computer Uses in Education,Prior Learning,Learner Engagement,Values

&quot;Theory? What does this have to do with anything we're doing?&quot; Sound familiar? Students may not always verbalize this, but they often think it, especially in courses where the emphasis is on the development of technical skills and the application of those skills to the building of products. Presenting theory in a way that is relevant and engaging can be challenging under these circumstances. This article describes how we addressed this challenge by involving students in an analysis of their &quot;best learning experiences&quot; stories, and then helped them apply their discoveries to the products they built.
Professional Dialogue, Reflective Practice and Teacher Research: Engaging Early Childhood Pre-Service Teachers in Collegial Dialogue about Curriculum Innovation
Author: Simoncini, Kym M.
Date: 2014-01-00
Type: Journal Articles
Subjects: Preschool Teachers,National Curriculum,Foreign Countries,Interviews,Teacher Attitudes,Dialogs (Language),Teacher Education Programs,Teacher Supervision,Supervisors,Reflection,Writing (Composition),Faculty Development,Curriculum Development,Educational Innovation,Preservice Teachers,Student Attitudes,Sustainability,Educational Benefits,Standards

While embedded in teacher professional standards and assumed aspects of teacher professionalism, willingness and ability to engage in professional dialogue about practice and curriculum initiatives are rarely examined or explicitly taught in teacher education programs. With this in mind, the authors designed an assessment task for pre-service teachers that required them to interview their supervising teachers about the implementation of sustainability as cross-curriculum priority in the Australian national curriculum, and to write a reflective account of the process. Forty-seven early childhood pre-service teachers and their supervising teachers consented to the interview transcripts and reflective accounts being used as  research data. Analysis of the reflective accounts highlights what enabled and constrained the dialogue across professional experience settings and the benefits of having pre-service teachers engage in such an assessment task. The authors discuss implications for pre-service teacher education and on-going teacher professional learning.
Problematising the Role of Personal and Professional Relationships in Early Career Teacher Resilience
Author: Papatraianou, Lisa H.
Date: 2014-01-00
Type: Journal Articles
Subjects: Beginning Teachers,Resilience (Psychology),Teacher Education Programs,Qualitative Research,Teacher Attitudes,Social Networks,Social Support Groups,Foreign Countries,Work Environment,Teacher Persistence

Formal processes such as ongoing induction, mentoring and professional development are commonly recorded as factors that can enhance early career teacher resilience. Yet, informal processes, including the support provided by personal and professional networks are not often acknowledged nor made explicit. Drawing on two qualitative studies, we examine teachers' informal significant relationships as these appeared to play a particularly key role for their resilience. We argue that it is problematic to represent early career teachers' support providers in two distinct categories--personal and professional, as has often been perpetuated in the literature. The article explores the various types of support provided to groups of early career teachers and concludes with implications for further research and for schools and teacher education programs.
Building Connections in the First-Year Undergraduate Experience
Author: Countryman, June
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Freshmen,College Faculty,Core Curriculum,Feedback (Response),Learner Engagement,Student Attrition,Music Education,Metacognition,Teacher Student Relationship,Reflection,Interviews,Interdisciplinary Approach,Self Efficacy,Cooperative Learning,Participatory Research,Qualitative Research,Student Surveys

Concerned about the success rate of new students in our program we designed and implemented a compulsory set of experiences which aim to support students in their transition from high school to university by (1) developing their sense of belonging to a community of learners and by (2) articulating with them the interrelationships among their first year core courses. We initiated various strategies which we have refined in response to student feedback over the past three years. In this paper we describe the pedagogical moves that constitute our initiative and the lessons we learned. We explore essential academic and personal issues that first-year students in all programs face. We share our research findings and address the big ideas that could be applied to any discipline or multi-disciplinary program.
Developing Deep Understanding about Language in Undergraduate Pre-Service Teacher Programs through the Application of Knowledge
Author: Fenwick, Lisl
Date: 2014-01-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Teaching Methods,Curriculum Design,Questionnaires,Linguistics,Units of Study,Foreign Countries,Learning Experience,Knowledge Level,Student Attitudes

The development of deep understanding of theoretical knowledge is an essential element of successful tertiary-programs that prepare individuals to enter professions. This study investigates the extent to which an emphasis on the application of knowledge within curriculum design, teaching strategies and assessment methods developed deep knowledge about language within the first year of a tertiary-based teacher education program in Australia. Concepts of application from literature on tertiary-based learning informed the design of curriculum, teaching strategies and assessment within a unit on linguistics for preservice teachers. Questionnaires, provided to students at the end of the unit, and analysis of a final assessment task, provided insight into the extent to which the strategies designed to develop deep understanding were successful. The results indicate that an emphasis on the application of knowledge, within a discipline context, can support the development of understanding in units that do not have immediate links with professional practice.
Crossing Thresholds: Identifying Conceptual Transitions in Postsecondary Teaching
Author: Wilcox, Susan
Date: 2013-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Higher Education,Concept Formation,College Faculty,Teaching (Occupation),Teacher Competencies,Educational Development,Transformative Learning,Beginning Teachers,Teacher Education,Reflection,Master Teachers,Faculty Development,Comparative Analysis,Thinking Skills

In this paper we report on research we conducted to begin the process of identifying threshold concepts in the field of postsecondary teaching. Meyer &amp; Land (2006) propose that within all disciplinary fields there seem to be particular &quot;threshold concepts&quot; that serve as gateways, opening up new and previously inaccessible ways of thinking and practicing. We developed a series of questions focusing on the &quot;troublesome&quot; and &quot;transformative&quot; characteristics of threshold concepts and asked these questions of several constituent groups, including those who are new to practice and the body of knowledge in postsecondary teaching and those who are already knowledgeable and/or experienced in the field. Based on our interpretation of participants&apos; responses, we identified four recognized concepts in the field of postsecondary teaching as potential threshold concepts in this field: Assessment &quot;for/as&quot; learning; Learning-centred teaching; Accommodation for diversity; and, Context-driven practice. Our findings suggest that threshold concepts are relevant to the field of postsecondary teaching. Through this work, we hope to help educational developers and faculty members consider what is involved in learning to teach and developing teaching expertise, and to encourage critical discussion about the teaching development &quot;curriculum&quot; in postsecondary settings. Threshold concepts arise as a field develops and are defined as practitioners and scholars in the field define their field. At this stage, we believe the real value of threshold concepts for postsecondary teaching lies in the discussion that arises in the process of identifying and naming the concepts.
A Guide for Educators to Move beyond Conventional School Playgrounds: The RE-AIM Evaluation of the Lunchtime Enjoyment Activity and Play (LEAP) Intervention
Author: Hyndman, Brendon P
Date: 2014-01-00
Type: Reports - Research
Subjects: Playgrounds,Recreational Activities,Intervention,Focus Groups,Observation,Program Effectiveness,Social Environment,Physical Activity Level,Recess Breaks,Program Implementation,Sustainability,Elementary Schools,Foreign Countries,Teacher Education Programs,Cost Effectiveness,Play,Teacher Attitudes,Student Participation,Creativity,Cooperation,Problem Solving,Skill Development,Interpersonal Competence,Maintenance,Content Analysis

Despite an increase in the provision of effective school-based interventions in recent times, there is an absence of literature for teachers focusing on the translation of promising interventions into real-world practice. The aim of this research was to provide a social-ecological guide for teachers of the external validity of implementing the Lunchtime Enjoyment Activity and Play (LEAP) school playground intervention. This research presents the process evaluation of a school playground intervention using RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) as the theoretical evaluation framework. Data collection consisted of a mixed methods approach for two and a half years including a teacher focus group, direct observations and field notes. The process evaluation confirms the LEAP intervention as cost-effective, sustainable and transferable that is capable of enhancing multiple social-ecological factors within a school playground.
Walking the Integration Talk: An ArtSci Project
Author: Steele, Astrid
Date: 2013-00-00
Type: Journal Articles
Subjects: Integrated Activities,Art Education,Science Education,Preservice Teacher Education,Grounded Theory,Assignments,Reflection,Student Attitudes,Qualitative Research

As teacher educators, we help prepare elementary generalist teacher-candidates (TCs) for traditional classrooms. In those classrooms, subjects are often taught in isolation rather than as integrated concepts and this practice is reflected in the program at the university where we teach art and science education. Because the world is multidimensional, interconnected, and complex, we created a project that integrates art and science learning as a way to prepare future teachers to provide relevant educational experiences for their students. Data, in the form of reflection papers prepared by the TCs, were analyzed using a grounded theory approach. Emergent topics resulted in four propositions that summarize the findings. They all speak to the value of an integrated education experience for TCs. This experience provides different opportunities for learning, offers cognitive &quot;disruption&quot;, enables TCs to articulate pedagogy of integration, and can impact practice and program positively. In addition, three elements essential to an integration project at the tertiary level are identified.