ethanporcaro/eric-fulltext-meta huggingface dataset:
A Desire for the Personal: Student Perceptions of Electronic Feedback
Author: Budge, Kylie
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Postsecondary Education,Student Attitudes,Computer Mediated Communication,Feedback (Response),Preferences,Proximity

An earlier study conducted into tertiary student perceptions of feedback on their work revealed a mixed response to the idea of electronic feedback. This result was surprising considering the attention given to Generation Y and the preference for digital technology in their lives. This paper reports on the results of a follow-up study exploring a 2010 cohort of Australian tertiary students and their perceptions of electronic formats for providing feedback on their work. Student preferences, experiences, feedback clarity, teacher feedback and feedback from others were all investigated within the overarching context of &quot;electronic feedback&quot; on students' work. A survey was used to collect data about this topic via a combination of qualitative open-ended and closed questions. The findings continue to generate surprise as young, tech-savvy students revealed a preference for the personal via face-to-face and hand written feedback, while seeming to just tolerate electronic formats as a back-up form of feedback. In considering these findings, this paper argues that we cannot make assumptions about how students want to use technology in all aspects of their lives, including the learning environments in which they are engaged. In this hyper-technology aware period, there is a human aspect to feedback that is conveyed through non-electronic forms that students value very highly. (Contains 4 tables.)
Modern Measurement Information Graphics for Understanding Student Performance Differences
Author: Rittschof, Kent
Date: 2011-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Evaluation Methods,Measures (Individuals),Visual Aids,Investigations,Item Response Theory,Performance Based Assessment,Differences,Spatial Ability,Undergraduate Students

We present an example analysis and corresponding information graphics of data from a cognitive ability assessment as a means to illustrate the use of a Rasch measurement approach and advantages inherent in such an approach for a wide variety of teaching and learning investigations. The importance of placing measurements of student performances and measurements of assessment item difficulties on the same scale is demonstrated through the use of the information graphics. The possibilities for teacher-scholars to begin including basic Rasch analysis and graphics within studies of students are highlighted. Improved understanding of the relationships between student performances and the validity of instruments used to assess those performances is emphasized. The importance of key measurement principles, as illustrated with an ability assessment, is discussed in relation to potential application with classroom assessment of learning and survey assessment. (Contains 2 tables and 6 figures.)
From the Classroom to the Coffee Shop: Graduate Students and Professors Effectively Navigate Interpersonal Boundaries
Author: Schwartz, Harriet L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Graduate School Faculty,Graduate Students,Teacher Student Relationship,Interpersonal Competence,Communication Skills,Grounded Theory,Power Structure,Ethics,Human Dignity,Social Attitudes,Student Attitudes

Determining and maintaining interpersonal boundaries with students is an ever-present yet rarely-discussed element of teaching graduate students. Where to meet students for advising appointments, how much to self-disclose in the classroom, and whether to collaborate with students on community projects--these are typical of the challenges that graduate school faculty encounter regularly as classroom teachers, and program, thesis, and practicum advisors. This article is based on a grounded theory study of relational practice between master's students and professors; while the study was not designed to explore interpersonal boundaries per se, participants discussed power, position, and boundaries, thus providing significant data to explore this topic. With positive relationship scholarship and relational cultural theory as sensitizing concepts, this study included in-depth interviews of 10 matched pairs of master's alumni and professors wherein each member of the dyad considered the relationship to be meaningful. Grounded theory dimensional analysis methods were used to analyze the data and identified categories including the following: professors' awareness of positionality, professors establishing boundaries, students' awareness of positionality, and students and professors working close to the boundaries. These categories were used to examine extant literature and propose an expanded understanding of interpersonal boundaries between students and teachers.
Internationalization of Higher Education: Preparing Faculty to Teach Cross-Culturally
Author: Gopal, Anita
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Culturally Relevant Education,Change Strategies,Educational Strategies,Faculty Development,Teacher Competencies,Teacher Effectiveness,Global Education,Intercultural Programs,Cultural Awareness,Teaching Skills,Cross Cultural Training,International Schools,Knowledge Base for Teaching

The need to effectively prepare faculty to teach in a cross-cultural environment has become imperative in the context of globalizing higher education (Deardorff, 2009; Verbik, 2007). Many higher education institutions around the world have internationalized their degrees and programs, and they have established foreign branch campuses to provide their intellectual resources in other countries (Altbach, 2010; Armstrong, 2007). In this paradigm, faculty members are contracted from the home campus or from an outside organization to teach in the foreign branch, but they receive little formal preparation to teach in this type of environment (Lewin, 2008; McBurnie & Ziguras, 2007). Faculty members are unaware of culturally competent pedagogical strategies on how to respond in culturally sensitive ways, and thus they lack the ability to successfully communicate and work with learners from other cultures (Paige & Goode, 2009). This paper focuses on preparing faculty to teach cross culturally at international branch campuses. Using Darla Deardorff's process model of intercultural competency, I will develop a framework that focuses on three core elements of Deardorff's process model--attitudes, knowledge and comprehension, and skills--that will help faculty members to teach internationally. In the paper's conclusion, I will suggest best practices and discuss the implications of intercultural competency for transnational teaching.
Changing General Education Perceptions through "Perspectives" and the Interdisciplinary First-Year Seminar
Author: Vander Schee, Brian A.
Date: 2011-00-00
Type: Journal Articles
Subjects: General Education,First Year Seminars,Student Attitudes,Course Selection (Students),Required Courses,Interdisciplinary Approach,Educational Attitudes,Change Strategies,Educational Change,Student Surveys,Participant Satisfaction,Curriculum Development,Attitude Change

Introducing the general education curriculum in a required first-year seminar can be challenging. However, it provides a great opportunity to influence students' perceptions. The results of this study indicate that doing so increases student appreciation for general education and increases student confidence in general education course selection. This should enhance the classroom learning environment for all as students approach general education classes with greater interest and understanding. (Contains 1 table.)
Internationalization of the Higher Education Classroom: Strategies to Facilitate Intercultural Learning and Academic Success
Author: Crose, Brian
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Teacher Effectiveness,Cultural Awareness,Cultural Pluralism,Teaching Methods,Change Strategies,Educational Strategies,Intercultural Programs,Intergroup Education,Educational Practices,Global Education,Academic Achievement,Classroom Environment,Class Activities

The number of students studying abroad is continuing to grow, which allows for intercultural learning to take place while forming cross-cultural relationships. This intercultural understanding plays a vital role as businesses begin operating in the global marketplace where cross-cultural relationships and understanding are needed. International students bring differing cultural experiences, expectations, and learning styles to the higher education classroom that allow for new perspectives to be introduced. How can faculty effectively leverage this cultural diversity in the classroom while addressing the academic needs of both the host and international students? Through effective teaching practices in a globalized classroom and an awareness of the cultural diversity present in the classroom, faculty members can provide learning opportunities, both academic and socially, that meets the needs of host and international students while preparing them for effective interactions in a globalized society.
Encouraging Students to Read: What Professors are (and Aren't) Doing about It
Author: Starcher, Keith
Date: 2011-00-00
Type: Journal Articles
Subjects: College Students,Textbooks,Reading Assignments,Low Achievement,Student Motivation,Time Management,Study Habits,College Faculty,Teacher Influence,Cost Effectiveness,Visual Aids,Class Activities,Reading Skills

Reasons are examined as to why students are reluctant to complete assigned textbook readings on a timely basis. Prior research suggested that lack of student motivation, lack of student knowledge of effective study habits, competing demands on student time, and lack of congruency between student objectives for the course and professor objectives for students could be the cause. Our empirical research indicated that both the textbook and the professor can impact student willingness to complete assigned readings. Students (n = 394) suggested that a good textbook be reasonably priced ($50 or less), concise (short chapters), loaded with great graphics, and easy to understand. Business faculty (n = 77) shared ideas on how they encourage students to prepare for class by completing their assigned textbook reading. The authors divided the responses into one of two general categories: (1) requiring additional student preparation prior to class, or (2) incorporating in class activities designed to measure the degree of student preparation. These responses were then categorized as reflections of professorial assumptions (Theory X or Theory Y) regarding their students. One author shared his success with the use of Thoughtful Intellectually Engaging Responses (TIERs) and Reading Logs. The authors conclude that an effective approach will require professors to develop course pedagogy that will attack multiple reasons for lack of preparation simultaneously so that we can reach all students who would otherwise remain unprepared. Suggestions on how to continue the dialog on this topic as well as suggestions for future research are provided. (Contains 4 tables and 1 figure.)
Talent Development in STEM Disciplines: Developing Talent That Leads to Innovation
Author: Roberts, Julia Link
Date: 2011-00-00
Type: Journal Articles
Subjects: Science Careers,Talent,Innovation,Talent Development,STEM Education,Science Education,Secondary Schools,Mathematics Education,Technology Education,Gifted

Innovation fuels the economy by creating jobs rather than just filling them. Merriam Webster's Collegiate Dictionary (2009) says that innovation is (1) "the introduction of something new" and (2) "a new idea, method, or device." "Preparing the Next Generation of STEM Innovators: Identifying and Developing Our Nation's Human Capital" (2010) describes STEM innovators as: those individuals who have developed the expertise to become leading STEM professionals and perhaps the creators of significant breakthroughs or advances in scientific and technological understanding. In this article, the author discusses how to prepare students to be innovators. She stresses that the importance of innovation cannot be overestimated, and specialized STEM secondary schools of math, science, and technology can play an essential role in preparing young people to be innovators. (Contains 1 figure and 3 resources.)
Bringing Mission to Practice: It's a Matter of Ethics
Author: Joseph, Thomas
Date: 2011-00-00
Type: Journal Articles
Subjects: Ethics,Mathematics Education,Science Education,Seminars,Biology,Patients,STEM Education,Academically Gifted,Moral Development,Ethical Instruction,High Schools,Secondary Education

In an evening seminar held in the Illinois Math and Science Academy (IMSA) auditorium, Lisa Anderson-Shaw, Director of Clinical Ethics Consulting Service at the University of Illinois Medial Center, posed a scenario that inspired a thirty-minute discussion of contemporary bioethics, during which speaker and students untangled issues of patient autonomy, utilitarianism, and the Kantian notion of a human's right to unconditional truth. The rich discussion was part of IMSA's &quot;Considerations in Ethics (CinE)&quot; program--a series of nine lectures and small-group discussions designed to advance the ethics component of IMSA's mission. In this article, the author provides background on and describes the Considerations in Ethics course taught at the Illinois Math and Science Academy.
Lessons Learned from Starting a STEM School
Author: Gott, Tim
Date: 2011-00-00
Type: Journal Articles
Subjects: High Schools,Residential Programs,Residential Schools,High School Students,Science Instruction,Science Education,Mathematics Instruction,Mathematics Education,Academically Gifted,Technology Education,STEM Education,High School Seniors

As Director of the Carol Martin Gatton Academy of Mathematics and Science in Kentucky for the past four and a half years, the author has had the distinct pleasure of leading an amazing group of students and staff in a residential program for high school juniors and seniors interested in advanced STEM careers. The years he has at the Gatton Academy have been one of the most significant and life-altering periods of his professional and personal career. In this article, the author discusses what he learned in opening a new residential school and shares core ideas that have influenced his life.
Teaching and Learning: Web Engagement--Are We at the Next Level?
Author: Lindeman, Cheryl A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Talent,STEM Education,Internet,Teaching Methods,Technology Uses in Education,Lesson Plans,Web Sites,Learner Engagement

The challenge for those who are working with talented STEM students is to engage them with like-minded science leaders through direct contact and by using meaningful web resources. The author discovered new web resources by attending a workshop and by reading an alumni magazine. She introduced both web resources to her senior classes and immediately received very favorable responses. In this article, she provides some teaching insights from her experiences with GapMinder and N-Print, getting students to another level of use of the Internet.
Assessing Admission Interviews at Residential STEM Schools
Author: Jones, Brent M.
Date: 2011-00-00
Type: Journal Articles
Subjects: State Schools,Standardized Tests,Validity,Interviews,STEM Education,Residential Schools,Mathematics Education,Science Education,Scores,Reliability,Predictive Validity,Academic Achievement,Residential Programs,Medical Schools,College Admission,Medical Education

Seventeen state-sponsored residential math and science schools have been created across the country to direct talented teens toward STEM careers. Admission is selective, based on competitive grades, standardized test scores, and references. Most of the schools also require preadmission interviews. However, selection interviews may be challenged as being both unreliable and invalid based on rater biases and unstructured protocols. A questionnaire was returned by nine of the eleven interviewing state schools. Results indicate unfamiliarity with selection research, unaddressed interviewer biases, and failure to conduct reliability or validity studies. Reasons schools continue to interview despite such omissions and recommendations for improvement are discussed. (Contains 3 tables.)
Start It up: Flywheel Energy Storage Efficiency
Author: Dunn, Michelle
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Methods,Energy,Power Technology,Equipment,Electronic Equipment,Technology,Science Education,Engines,Technology Education

The purpose of this project was to construct and test an off-grid photovoltaic (PV) system in which the power from a solar array could be stored in a rechargeable battery and a flywheel motor generator assembly. The mechanical flywheel energy storage system would in turn effectively power a 12-volt DC appliance. The voltage and current of different steel flywheel thicknesses were measured versus time for two different load settings on a 12-volt DC fan. The energy efficiencies of the system for each flywheel size were then calculated by integrating the power versus time scatter plots. The off-grid PV system was found to be functional in storing and discharging power, especially during quick discharges. Although not the most efficient method of energy storage, this apparatus shows great promise for energy storage when further tested and improved. (Contains 3 figures and 1 table.)
STEM Leaders Roundtable: Part I--Research and the Curriculum
Author: Hutchison, Donna
Date: 2011-00-00
Type: Journal Articles
Subjects: Scientific Research,Talent,Educational Innovation,STEM Education,Leaders,Teachers,Professional Associations,High Schools,Secondary Education,Science Education,Mathematics Education

Recognizing the potential of talented students, dedicated educators, and innovative leaders, NCSSSMST and Sigma Xi, the Scientific Research Society, convened a Roundtable for NCSSSMST STEM Leaders at Research Triangle Park, North Carolina on April 28-29, 2011. The product of the Roundtable will be a blueprint for STEM research in high schools that highlights innovative research programs within Consortium schools, explores ways to extend that research into an array of collaborative settings, and hopefully generates momentum that will inform the local, state, and national leaders. This article, on what a school needs to have in place for students to do viable research, is the first of two that summarize the work of the Roundtable's Working Groups. (Contains 4 online resources.)
Factors Associated with School Teachers' Perceived Needs and Level of Adoption of HIV Prevention Education in Lusaka, Zambia
Author: Henning, Margaret
Date: 2011-00-00
Type: Journal Articles
Subjects: Grounded Theory,Acquired Immunodeficiency Syndrome (AIDS),Teacher Response,Prevention,Sexually Transmitted Diseases,Foreign Countries,Program Development,Teaching Methods,Teacher Attitudes,Health Promotion,Social Influences,Cultural Influences,Interviews,Surveys,Teacher Influence,Public Schools,Private Schools

Objective: The purpose of this study was to evaluate the socio-cultural variables that may influence teachers' adoption of classroom-based HIV/AIDS education within the school setting and among school types in Zambia's Lusaka Province. Method: Mixed methods were used to collect original data. Using semi-structured interviews (n=11) and a survey (n=720), data were collected and analyzed using a socio-cultural constructionist approach and an abridged version of grounded theory. Results: In 2008, a sample of 720 teachers completed surveys within 123 schools, 226 (31%) from 62 community, 270 (38%) from 36 government, and 223 (31%) from 25 private/church schools, equating to a 91% teacher response rate and a 100% response rate for schools sampled. Three main themes emerged from this research. First, insight was gained into the current activities used to teach HIV prevention within each school type. Second, we found that structural factors have a stronger association with HIV-education adoption than individual factors. Third, analysis indicated an association between HIV policy and hours teachers spent on HIV prevention in the classroom. Conclusion: The survey and interviews provided insight into factors that are suggested to influence teachers' HIV-education dissemination as well as potential areas of program development. (Contains 4 tables and 2 footnotes.)
Exploration of Health Concerns and the Role of Social Media Information among Rural and Urban Adolescents: A Preliminary Study
Author: Lariscy, Ruthann
Date: 2011-00-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Heredity,Smoking,Focus Groups,Economically Disadvantaged,Drug Use,Adolescents,School Districts,Information Sources,Grade 7,Rural Areas,Urban Areas,Marijuana,Drinking,Cancer,Diabetes,Social Bias,Heart Disorders,Death,Credibility,Information Seeking,Social Networks,Internet,Role

The aims of this study are to identify health concerns and behaviors, to understand why some concerns are more worrisome than others, and to learn what information sources are relied on for a young age cohort--7th grade students--in two poor and near-poor school districts. Focus groups--one each of girls and boys--in each of two public school districts were held. Health concerns and their rationale for why some are of greater concern than others are remarkably similar among rural and urban participants, and include illegal drug use, smoking marijuana, smoking cigarettes, HIV/AIDS, drinking liquor, becoming a young parent, being hurt in a fight, cancer, diabetes, and having a bad heart. Five over-arching themes emerged accounting for why certain health issues command their concern, and these were remarkably consistent across groups. These include: (1) desire to avoid dying at a young age, (2) social stigma, (3) choices that have negative legal and health ramifications, (4) choices that eliminate youth activities, and (5) avoiding the "heredity is destiny" syndrome. Findings on used and trusted information sources suggest that online social media (MySpace, Facebook) provide a parasocial experience and should be examined as future components of primary socialization theory (PST). If online social media can overcome some wariness regarding credibility they may become important sources for adolescents seeking health information. (Contains 4 figures.)