ethanporcaro/eric-fulltext-meta huggingface dataset:
Closing the Loop: Engaging in a Sustainable and Continuous Cycle of Authentic Assessment to Improve Library Instruction
Author: Eastman, Teagan
Date: 2018-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Library Instruction,Information Literacy,Curriculum Development,College Curriculum,Sustainability,Scoring Rubrics,Citation Analysis,College Students,Writing (Composition)

This study demonstrates how a team of librarians sustained authentic assessment across multiple studies in order to inform changes to an information literacy curriculum. It demonstrates the cyclical and action-based nature of assessment, including closing one loop only to reopen another and begin the assessment process again, emphasizing the importance of sustainability and making changes that increase student learning. Researchers analyzed 79 English composition papers for evidence of information literacy skills, expanding upon a previous study which established information literacy skill benchmarks. Findings from the previous study led to the development of new library instruction lessons, which targeted skills students struggled with -- mainly topic refinement and information synthesis. To measure the impact of the modifications, the authors used two rubrics as well as a citation analysis to identify shifts in student learning. Findings indicate that the new lessons contribute to student improvements in synthesis, topic refinement, and source variety. This study illustrates the importance of engaging in an ongoing cycle of assessment and continually making improvements to instruction practices while implementing evidence-based decisions.
Understanding Financial Conflict of Interest: Implications for Information Literacy Instruction
Author: Perry, Heather B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Conflict of Interest,Information Literacy,Library Instruction,Power Structure,Financial Support,Deception

Libraries have long existed to assist users in accessing accurate information for their needs. Industry has long been motivated to spread disinformation to promote their industry's message to the public. Although corporate disinformation techniques perfected by the tobacco industry in the 1950's were exposed, instead of disappearing they have only grown more influential with the rise of the internet. Many industries from petroleum to pharmaceuticals use scientific research to promote their corporate message and have contributed to harming the public. Users need information literacy (IL) to provide them with the skills they need to critically evaluate information and reject the techniques of disinformation. This essay will argue that librarians should provide instruction about conflict of interest (COI) while instructing users in evaluation, and that the &quot;Framework for Information Literacy&quot; (2016) can provide a structure for this instruction. Libraries can help their patrons exercise critical skepticism when evaluating information to avoid becoming disinformed. It concludes with a call for librarians to be more cognizant of issues of money and power when evaluating information to assist users with making the choices that best meet their information needs.
Meeting Students Where They Are: Using Rubric-Based Assessment to Modify an Information Literacy Curriculum
Author: Markowski, Brianne
Date: 2018-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Performance Based Assessment,College Freshmen,Information Literacy,Student Research,Research Papers (Students),Student Evaluation,Library Instruction

The authors conducted a performance-based assessment of information literacy to determine if students in a first-year experience course were finding relevant sources, using evidence from sources effectively, and attributing sources correctly. A modified AAC&amp;U VALUE rubric was applied to 154 student research papers collected in fall 2015 and fall 2016. Study results indicate that students in the sample were able to find relevant and appropriate sources for their research papers; however, they were not using evidence to effectively support an argument or attributing sources correctly. The authors discuss changes to the library instruction curriculum informed by the assessment results.
Using Primary and Secondary Literature to Introduce Interdisciplinary Science to Undergraduate Students
Author: de Silva, Chamaree
Date: 2018-12-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,College Science,Science Instruction,Undergraduate Students,Primary Sources,Scientific and Technical Information,Biology,Physics,Scientific Literacy,Instructional Effectiveness,Student Attitudes

Undergraduate students often lack opportunities to comprehend, present, and produce scientific literature as part of their regular curriculum. In courses that have already been already developed, students either analyzed a few journal articles and/or studied disciplinary content typically with the assistance of a textbook. In this study, I have developed a course that primarily relies on scientific literature to introduce interdisciplinary science in the intersection of biology and physics. Here, students not only learned content knowledge through literature, but also how to thoroughly analyze about 20 journal articles published in top-tier journals in the field. Students demonstrate their understanding of the content matter through weekly assignments, oral presentations, and a written review article.
The Development of an Inquiry-Based Laboratory Module Exploring the Pathophysiology of Diabetes
Author: Belanger, Rachelle M.
Date: 2018-12-00
Type: Journal Articles
Subjects: Diabetes,Pathology,Physiology,Inquiry,Active Learning,Science Laboratories,Biomedicine,Hands on Science,Hypothesis Testing,College Science,Science Instruction,Undergraduate Students

Histotechnology is commonly used in medical research, pathological testing, and pharmaceutical development. We designed a three-week, inquiry-based laboratory module that helps prepare students for biomedical careers by teaching them tissue sampling, processing, and imaging. Rats were treated with streptozotocin (a known diabetogen) while control rats were injected with buffer solution. Rats were sacrificed one week following treatment. Pre- and post-injection weights were compared and blood samples were collected for glucose analysis and insulin determinations using an enzyme-linked immunosorbent assay (ELISA). Pancreatic tissue was collected, preserved in Bouin's fixative, embedded in paraffin, and sectioned using a microtome. Students then performed hematoxylin/phloxine staining. The number of islet beta cells were compared between control and treated rats. Blood glucose measurements demonstrated that treated rats had significantly higher blood glucose levels and lower beta cells numbers, while the ELISA tests indicated that treated rats had lower blood insulin concentrations. Following this module, students presented an individual poster with images and quantitative data analyses that included insulin concentrations, blood glucose levels, and histological images of pancreatic islets, in addition to beta cell quantification. Overall, students gained hands-on experience with hypothesis testing and an understanding of the pathology of diabetes.
Creating an Environment for Civil Discourse in the Classroom
Author: Byrners, Ronald S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Environment,Discussion,Cultural Awareness,Liberal Arts,Barriers,Preservice Teacher Education,Learning Activities,Study Abroad,Elementary Secondary Education,Multicultural Education

In this paper, we discuss how we attempt to build classroom environments that are conducive to positive civil discourse. Utilizing the framework of cultural proficiency (Lindsey, Robins, and Terrell, 2009), we argue for an inside-out approach through self-exploration to help deconstruct worldviews we develop through the years. In coupling this approach with the benefits of a liberal arts education, we are then able to provide preservice teachers with a deeper sense of how to move critical conversations forward within their work.
Fostering Civil Discourse within the Democratic Classroom
Author: Crosby, Kimberly D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Moral Values,Classroom Communication,Democracy,Prosocial Behavior,Cooperative Learning,Communication Skills,Critical Thinking,Teaching Methods,Ethics,Decision Making,Classroom Techniques,Personal Autonomy,Critical Literacy,Accountability

Educating 21st century students to participate in reasoned, civil discourse is a moral imperative. A strong democracy depends upon the ability of its citizens to hear and consider opposing views, to view others as partners rather than adversaries, to cooperate and compromise when addressing important issues, to collaborate in order to accomplish shared goals and solve problems, and to communicate skillfully and respectfully as a means of consensus building. These democratic habits of thought and behavior are unlikely to develop without careful, intentional nurturing. Teachers must create democratic classrooms in which students learn how to develop effective and respectful relationships, how to think critically about diverse ideas, how to make reasonable and ethical choices, and how to communicate civilly with those whose understandings or opinions differ from theirs. This article proposes a framework for creating such a classroom and suggests approaches which reinforce democratic principles and promote civil discourse.
An Action Research into Task-Based CLIL Applied to Education Majors: From Chinese Students&apos; Perspective
Author: Liu, Huiying
Date: 2019-00-00
Type: Journal Articles
Subjects: Action Research,Course Content,Second Language Learning,English (Second Language),Education Majors,College Students,Student Attitudes,Foreign Countries,Language Proficiency,Communication Skills,Skill Development,Task Analysis,Teaching Methods,Instructional Effectiveness,Outcomes of Education

An action research (AR) was implemented to see if the proposed Task-based CLIL model is effective in achieving the dual goals of content and language learning among Chinese education majors. A questionnaire and a focus group interview were conducted to collect data from the students to see how they perceived the model with their own experience of it. According to the collected data, students stated that they had improved themselves in both English proficiency and subject content knowledge in addition to communication skills. They also stated that tasks offered them more language use opportunities to interact with peers discussing the disparities around task processes and outcomes in class. However, some problems were also identified, such as task organization, cultural conflicts and the choice of the right task. Reflecting on these problems, the teacher revised the teaching method, in which tasks are organized around the teacher's lectures and arranged according to their specific functions. This study can shed light on how CLIL can be successfully implemented in Chinese collegiate settings, which are different from those studies in non-Chinese contexts.
Students&apos; Objects of Pride in a Learner-Focused School Setting: An Exploratory Study
Author: Fraenken, Judith
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Individualized Instruction,Student Centered Learning,Foreign Countries,Secondary School Students,Secondary Schools,Gender Differences,Student Attitudes

In the past decades, schools have become more autonomous and open learning environments. It therefore seems increasingly important for educational research to also consider contextual influences by including autonomous learning settings in its investigations. Studying the positive activating emotion of pride seems useful to learn more about the effects of this schooling as pride results from exactly those aspects promoted by autonomous learning: Self-evaluation, reflection, self-responsibility and attribution. Moreover, pride becomes relevant for a deeper understanding of students' learning and achievement as pride promotes the desire to repeat already performed achievements in the future. Regarding the growing support of individual learning in schools, the present study investigates objects of pride of students attending a school that promotes autonomous, non-competitive, individualized and cooperative learning. Students of this school plan their timetables and learning process individually and document it in learning logbooks in which they furthermore can state once a week what they are proud of. In total, 1063 pride statements from 134 students were collected from the learning logbooks. A complementary study, collecting students' pride statements detached from the learning logbooks, identified 254 pride statements. Results show that the pride focus of students at the examined school is learning-oriented. The findings indicate that the specific learning setting of the examined school provides specific school-based pride triggers and thus promotes the learning-oriented pride focus of the students. This paper shall serve as a basis for further research on students' pride and objects of pride and its potential effects on motivation, achievement and school life.
Competencies and Curricula: Two Case Stories of Two-Dimensional Curriculum Development
Author: Højgaard, Thomas
Date: 2019-00-00
Type: Journal Articles
Subjects: Curriculum Development,Secondary School Science,Secondary School Mathematics,Foreign Countries,Competency Based Education

Curricula around the world make more and more use of goals trying to capture different kind of processes for the students to master. In Denmark these ambitions have most recently been described in terms of subject specific competencies. However, bringing such ambitions into the actual teaching practices has proved challenging. KOMPIS was a longitudinal project aimed at developing and examining ways of dealing with some of these challenges in lower secondary Danish classrooms in collaboration with teachers. In this paper, we present aspects relevant to mathematics and science curricula. As a key point of this analysis we present a two-dimensional content model derived from KOMPIS that proved useful in supporting competence-based curriculum development and teacher planning. We argue that curriculum descriptions of competency objectives need to be clear and distinct as well as independent of subject matter to be operational.
Learning with and from Our Students: The Need for Humility in Race and Equity Work
Author: Huff, Emily
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Diversity,Equal Education,Inclusion,Language Usage,Power Structure,Teaching Methods,Learning Processes,Race,Racial Bias,College Faculty,Teacher Attitudes,Consciousness Raising,Student Attitudes,Teacher Education

This point of view paper explores the power of words to build respect and understanding around issues of diversity, equity and inclusion. As instructors in our courses who work to build self-awareness and unpack systems of power and privilege for ourselves and for our students, there are many lessons we can learn to make teaching and learning more powerful and inclusive for our learning communities.
Impact of Culturally Responsive Teaching Workshop on Preservice Teachers: How to Teach Columbus from Multiple Perspectiives
Author: Smith, Rebecca
Date: 2018-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Workshops,Preservice Teachers,Elementary Education,History Instruction,Instructional Effectiveness,Preservice Teacher Education,Teaching Methods

This qualitative case study examines the impact of a workshop on culturally responsive teaching on preservice elementary teacher candidates' ability to conceptualize and apply culturally responsive instruction. The &quot;Rethinking Columbus&quot; workshop teaches students to read critically as text detectives, asking questions such as, &quot;Whose voices are being heard, and whose are not, and what are the hidden messages in the text and illustrations?&quot; Overall, it appears that preservice teachers who participated in the workshop were able to generate numerous culturally relevant instructional strategies that directly aligned with the conceptual framework presented in the workshop. Students were also able to extend their learning by creating new and innovative strategies to engage elementary students in learning that were not discussed during the workshop. This paper describes the workshop model for teaching preservice teachers to be culturally responsive educators and includes numerous participant-generated examples of how to teach with a culturally responsive lens.
Social-Emotional Learning (SEL) in a Field Course: Preservice Teachers Practice SEL-Supportive Instructional Strategies
Author: Sugishita, Judy
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Preservice Teachers,Educational Strategies,Lesson Plans,Learner Engagement,Student Diversity,Individualized Instruction,Skill Development,Curriculum Implementation,Equal Education,Access to Education

This action research study examined social-emotional learning (SEL) strategies taught during a year-long elementary teaching credential field course to examine (a) what SEL strategies look like in practice, and (b) what training effects might be seen among twelve preservice student teacher (PST) participants. Part of a two-course clinical practice study, this paper focused solely on the research done in the field course during the 2013-2014 academic year. Drawing from program-based and integrated SEL literature, the strategies studied supported (a) active engagement in learning, (b) equitable access to instruction, including diversity and differentiated strategies, and (c) learner-centered classroom discipline. Frequency analysis of lesson plan data suggested that PSTs implemented positive disciplinary SEL strategies most frequently, followed by active engagement, diversity scaffolds, and differentiated accommodations. Coding and analysis of the PSTs' year-end written self-assessments also shed light on ways in which SEL instruction might have had positive effects on participants' developing SEL skills and professional habits of mind.
Data Diving into &quot;Noticing Poetry&quot;: An Analysis of Student Engagement with the &quot;I Notice&quot; Method
Author: Slaby, Scot
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,Poetry,Data Analysis,Poets,Grade 10,High School Students,English Instruction,Units of Study,Self Efficacy,Learning Activities,Foreign Countries,Student Attitudes,International Schools

This paper explores students' engagement in reading poems, examining data on their self-perceptions of their confidence and competence in reading poems before, during, and after using the &quot;I Notice&quot; methodology as adapted from The Academy of American Poets' unit plan, &quot;Noticing Poetry&quot; (Slaby, 2017). The data was collected over the course of a month from January 9 through January 30, 2018 and involved five classes of one hundred general English tenth grade students across three teachers' classrooms at Shanghai American School's Puxi High School Campus. Data indicates that the &quot;I Notice&quot; method and the &quot;Noticing Poetry&quot; unit and its activities increased student engagement in reading poems and fostered greater student self-efficacy as readers of poetry.
Conflicting Perspectives: A Comparison of edTPA Objectives to Actual Experiences of Teacher Candidates and Educators in New York City Schools
Author: Greenblatt, Deborah
Date: 2019-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Teacher Educators,Teacher Competency Testing,Teacher Certification,High Stakes Tests,Teacher Attitudes,Preservice Teachers,Individualized Instruction,Student Attitudes,Cooperating Teachers,Special Needs Students,Student Teaching,Teaching Experience,Costs,Equal Education,Teacher Education Programs,Elementary School Teachers,Bilingual Education,Web Sites,Comparative Analysis

The edTPA is a performance-based assessment of teacher candidates created by the Stanford Center for Assessment, Learning and Equity (SCALE) and nationally scored by Pearson Education. It is also promoted by American Association of Colleges of Teacher Educators (AACTE) as a &quot;standards-based assessment.&quot; As of the spring of 2018, the edTPA is used as a requirement for program accreditation or teacher candidate certification or program completion in 18 states. This article analyzes the stated goals, objectives, and benefits made by SCALE and AACTE and compares them to data collected from interviews and open-ended questions in a with teacher candidates and teacher educators in New York City who were sharing about their experience with the edTPA. Overall, evidence from these participants does not support that the goals, objectives, and benefits of the [edTPA] are being met. In fact, in several instances, they are contradicted. Although this data is not meant to be generalizable, it brings up concerns that warrant consideration and future study. Since in many states the edTPA is a high-stakes test for certification in many states in the U.S., it is important to investigate if the intended outcomes are being met.
Using the Cornell Note-Taking System Can Help Eighth Grade Students Alleviate the Impact of Interruptions While Reading at Home
Author: Evans, Bradley P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 8,Middle School Students,Notetaking,Study Skills,Student Attitudes,Social Studies,Reading Comprehension,Foreign Countries,Learning Strategies

A large group of eighth-grade social studies students (N=101) received instruction and practice using the Cornell note-taking system and were assigned to one of three note-taking groups or one non-note-taking group. Students were asked to read an article about persuasion and use their assigned note-taking system to take notes at home. A 10-question multiple choice reading comprehension test and questionnaire were given. A one-way ANOVA found a significance in the group's means and a Tukey HSD found significant differences between each note-taking group and the non-note-taking group. The students' self-reported feelings of preparedness, their time spent reading and taking notes, overall comments about their experience and their reporting of interruptions were analyzed using constant comparisons and questioning strategies. Two conclusions can be drawn from these results. First, middle school students must take some form of notes to benefit from the encoding process while reading. Secondly, middle school teachers should not fear giving their students reading and note-taking homework assignments. This study provides evidence that supports the idea that the Cornell system can be used to increase student confidence and alleviate the impact interruptions have on students' working memories while reading at home.