ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Barriers for Facilitating Work Experience Opportunities for Students with Intellectual Disabilities Enrolled in Postsecondary Education Programs
Author: Scheef, Andrew R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Barriers,Experiential Learning,Intellectual Disability,College Students,Postsecondary Education,Developmental Disabilities,Transportation,Employer Attitudes,Supported Employment,Scheduling,Job Training,Agency Cooperation,Vocational Rehabilitation,Student Characteristics,Family Attitudes,Social Services

There are a multitude of benefits associated with employment, which many individuals with intellectual and developmental disabilities (IDDs) are not afforded due to their struggles to find and maintain work. These poor employment outcomes are in part being addressed by the over 240 postsecondary education (PSE) programs for students with IDDs that exist on college and university campuses in the U.S., many of which include work experience as a program component. A sequential mixed methods study, featuring a quantitative survey and qualitative interviews, was conducted to explore barriers faced by PSE program staff when facilitating work experience engagements. Findings include the identification of common barriers to facilitating paid work experience for students in PSE programs as being: (a) &quot;transportation issues,&quot; (b) &quot;employer perceptions of the abilities of people with disabilities,&quot; (c) &quot;inadequate number of staff hours to support students in the workplace,&quot; and (d) &quot;finding time in the students' schedule.&quot; A discussion about these findings, including implications and recommendations for future research, has also been provided.
It&apos;s Okay to Teach People with an Intellectual Disability about Their Disability (Practice Brief)
Author: Spassiani, Natasha A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Intellectual Disability,College Students,Barriers,Curriculum,Student Needs,Educational Innovation,Course Content,Consciousness Raising

This paper introduces a newly accredited university programme for students with an intellectual disability (ID). The curriculum is largely based on disability studies pedagogy that creates awareness of the social, political, and economic factors that influence how individuals with a disability navigate society. The aim of the innovative curriculum is to provide students with an ID with a high quality postsecondary education that may better equip them when transitioning from the education sector to employment and independent living. The university programme demonstrates a potential framework for inclusive education and the promotion of a more equitable education system for students with an ID.
How Does Organisational Culture Influence the Process of Change towards PBL?
Author: Camacho, Heilyn
Date: 2018-00-00
Type: Journal Articles
Subjects: Organizational Culture,Problem Based Learning,Organizational Change,Program Implementation,Foreign Countries,Pedagogical Content Knowledge,Higher Education

With the growing demand to use pedagogical approaches to foster 21st-century skills such as problem solving, creativity, critical thinking, collaborative learning and innovation, many educational institutions have chosen to use the pedagogical approach of problem-based learning (PBL). Moving from traditional teaching to PBL, however, demands an organisational change. Although organisational culture is widely recognised as a critical success factor in the implementation of PBL, the literature provides limited insight into how it influences the implementation process of PBL. This paper provides an empirical analysis of the influence of organisational culture on PBL implementation. The research is based on the analysis of two groups involved in implementing PBL for several years. A focus group interview was conducted with each group to identify traits of organisational culture. The Organizational Culture Assessment Instrument (OCAI) was applied to identify the dominant type of culture in each group. The findings indicate that some cultural traits better support the implementation of PBL. In particular, traits of clan culture were identified to be more aligned with PBL principles. In addition, understanding the current culture of a given organisation enables people to be more aware of the level of change required to implement PBL in their organisations.
Learning the Ropes: The Influence of the Roundtable Classroom Design on Socialization
Author: Parsons, Caroline S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Design,Socialization,Undergraduate Students,College Faculty,Learner Engagement,Virtual Classrooms,Feedback (Response),Classroom Communication,Influence of Technology,Educational Technology

This study investigated the influence of physical and virtual learning spaces on students' socialization into future professions while attending a modern university. Qualitative analysis of an undergraduate liberal arts program that employs the use of roundtable classrooms was conducted. Findings revealed that the roundtable classroom promotes socialization by facilitating the exchange of elaborate feedback and intellectual talk between students and instructors. However, some students reported feeling exposed or uncomfortable and thus less likely to participate. Virtual learning spaces influenced socialization, and their effectiveness was heavily moderated by the instructor and by the frequency and use of educational technology. Recommendations and suggestions for future research are provided.
Lessons Learned Implementing Project-Based Learning in a Multi-Campus Blended Learning Environment
Author: Arantes do Amaral, Joao Alberto
Date: 2018-00-00
Type: Journal Articles
Subjects: Blended Learning,Student Projects,Active Learning,Teaching Methods,Foreign Countries,Course Descriptions,Undergraduate Students,Campuses,Management Development,Learning Motivation,Withdrawal (Education),Nongovernmental Organizations,Information Technology

In this article, we describe a project management course developed in a multi-campus, blended learning environment, with the participation of 14 NGOs. There were 70 undergraduate students involved, from three campuses of the Federal University of São Paulo, Brazil. We discuss how the course was conceptualized, provide an outline of its curriculum and online components, and analyze its successes and failures. To gather data, we used a convergent parallel mixed method approach, and we analyzed this data by means of a systemic analysis. We found that working with real clients on real projects, in a multi-campus blended learning environment, increases the students' motivation to learn, develop skills, and complete projects. However, the occurrence of students dropping out of the course is demotivating and stressful to the remaining students and to the community partners. We also found that the distances involved (between campuses and between campuses and NGO facilities), along with course schedule conflicts, make it difficult to establish rhythms between face-to-face activities and online activities. However, we also found that the intensive use of information technology can help overcome problems caused by distance and course schedule conflicts.
Belonging in Space: Informal Learning Spaces and the Student Experience
Author: Morieson, Lucy
Date: 2018-00-00
Type: Journal Articles
Subjects: Informal Education,Student Experience,College Students,Learner Engagement,Classroom Environment,Student Attitudes,Learning Resources Centers,Outcomes of Education

In the face of diverse challenges to traditional higher education (HE) models, creating and defining the value of an on-campus student experience has become a key concern for HE institutions. Originating in response to these challenges, The Belonging Project seeks to improve the student experience in the School of Media and Communication at RMIT University in Melbourne, Australia. As part of its pilot initiatives, we worked to refurbish an existing but underused space in the School, the Atelier. This paper documents the refurbishment and its outcomes, while situating the process within a broader literature on student engagement and transition.
Teaching Critical Thinking within an Institutionalised Problem Based Learning Paradigm -- Quite a Challenge
Author: Camacho, Heilyn
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Thinking,Problem Based Learning,Teaching Methods,Inquiry,Course Descriptions,Scientific Research,Universities,Conflict,Risk,Skill Development,Student Needs,Foreign Countries,Information Science Education,Graduate Students,Foreign Students,Peer Relationship,College Faculty,Teacher Attitudes

This paper reviews the design of a 'Professional Inquiry' course taught for four years to Information Studies students at Aalborg University, Denmark, within the pedagogical paradigm of Problem Based Learning (PBL). The course teaches students how to formulate research questions and scientific problems, and determine what is worthwhile knowing within the field of informatics. Assuming critical thinking to be an integral part of PBL, and PBL being an integral part of our university's pedagogy, we did not anticipate the conflicts which surfaced from our four years of teaching this course, conflicts which are putting students' cultivation of critical reflection skills at risk: (1) while project work revolves around real-world problem-solving, critical thinking requires inquiries into what we already know, the ways we know, and why we know and not know, hence implying continuous reformulation of the problem under research; (2) while making critical thinking the subject of a course gives this skill focal attention in a fixed period, it by the same time may give students the impression that it is something to get over with; (3) while to think critically require time to review past accomplishments, the continuous pressure to deliver on time invite students to shortcut reflection time; and (4) while teaching hours allocated to curriculum keeps being cut, students' needs for being meet where they are, keeps growing.
Written Teacher Feedback: Reflections of Year Seven Music Students
Author: Goh, Kimberley
Date: 2018-12-00
Type: Journal Articles
Subjects: Feedback (Response),Reflection,Music,Music Education,Foreign Countries,Formative Evaluation,Music Appreciation,Grade 7,Student Attitudes

Providing effective feedback to students is a significant issue for Australian educators. The ability to provide effective feedback comprises one of the Australian Professional Standards for Teachers and is seen as being a key element of quality teaching. Much research has been conducted into what constitutes effective feedback. Yet in spite of this existing knowledge, evidence suggests that feedback continues to be poorly received by students. The overall purpose of this research was to explore how ten Year Seven students (aged 12-13) reflected on and responded to written teacher feedback on a music history/appreciation project. Data from this pilot study revealed that students reflected on and responded to feedback based on personal features, task perceptions and individual choices. Findings from this study are relevant to teachers and teacher educators interested in improving classroom feedback practices.
Student Reflections on Teacher Identity Development in a Year-Long Secondary Teacher Preparation Program
Author: Hahl, Kaisa
Date: 2018-12-00
Type: Journal Articles
Subjects: Reflection,Professional Identity,Secondary Education,Teacher Education Programs,Foreign Countries,Student Teachers,Preservice Teacher Education,Mentors,Lifelong Learning,Practicums

This preliminary case study examines qualitatively the experiences of 20 participants enrolled in an international English-medium secondary teacher preparation program at a university in Finland and analyzes reflections on their teacher identity development. Multiple measures of data with triangulation were collected from course work, including reflection essays from 20 pre-service teachers and a focus group interview with four of the pre-service teachers. The data were analyzed with thematic analysis (Braun &amp; Clarke, 2006) in order to find categories of factors that influenced the pre-service teachers' teacher identity development. The results indicate that the support especially from mentors and positive feedback from pupils during two teaching practicum periods, and the student teacher's passion for their own subject, were incremental in building confidence in one's teaching abilities. The participants also realized that they were in the beginning of their teacher identity development and were committed to lifelong learning.
Participatory Design of Classrooms: Infrastructuring Education Reform in K-12 Personalized Learning Programs
Author: Kallio, Julie M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Classroom Design,Individualized Instruction,Educational Change,School Space,Public Schools,Affordances,Participation,Elementary School Students,Middle School Students,High School Students,Elementary School Teachers,Middle School Teachers,Secondary School Teachers

The redesign of the physical spaces of classrooms and schools has become a prominent feature in many K-12, personalized learning schools, though it is often dismissed as a peripheral aspect of change. Through observations and interviews at four public schools, I examine the affordances of these new spaces and the narrative of their design. I situate these spaces-turned-places as pedagogical artifacts in a participatory design process to examine how educators and students create functional and meaningful learning spaces. Reframing the physical spaces in this way suggests how the spaces may be supporting the sustainability of the reform.
Social Context Matters: Predicting Outcomes in Formal Learning Environments
Author: Walker, J. D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Environment,Predictor Variables,Classroom Environment,Undergraduate Students,Conventional Instruction,Active Learning,Cooperative Learning,Peer Teaching,Teacher Student Relationship,Informal Education,Interpersonal Communication,Outcomes of Education

Research on different types of classroom spaces indicates that innovative classrooms can improve student learning. This study explores one mechanism that may underlie this effect, namely the social context of teaching and learning. The validated Social Context and Learning Environments (SCALE) survey was administered to over 2000 undergraduate university students in both traditional and active learning classrooms, and multivariate mixed-model analyses were conducted to determine whether social context was predictive of student learning. The data indicated that two out of four social context subscales predicted student learning in both types of learning environment, while one subscale had no significant relationship with student learning, and one subscale was predictive of outcomes in active learning classrooms but not in traditional spaces. From a theoretical standpoint, these results show that social context may be one of the mechanisms through which different learning spaces impact student learning outcomes, while from a practical perspective, they indicate that instructors may be able to support their students' learning by working to improve the social context in their classrooms.
Foundation Biology Students&apos; Critical Thinking Ability: Self-Efficacy versus Actuality
Author: Rayner, Gerry M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Critical Thinking,Thinking Skills,Self Efficacy,Self Actualization,Foreign Countries,Undergraduate Students,College Science,Gender Differences

Critical thinking (CT) is a highly valued skill, based on feedback from a wide range of stakeholders, and thus academics have long sought to embed CT into undergraduate curricula. In this study, we investigated foundation biology students' self-efficacy of their CT skills (including three CT sub-elements), and whether such self-efficacies changed over a year of study. We also assessed students' actual CT ability, and whether there were differences in self-efficacy and actual ability between male and female students. While students' self-efficacy of their overall CT ability increased over the course of the year, this value was significantly lower than each of the CT sub-element efficacies, at both commencement and completion of the study. Conversely, students' actual CT skills did not change over the year, although females scored higher than males in the one of the two units of study. We conclude that (i) there is a disconnect between our students' self-efficacy of, and actual, CT ability; and (ii) there is a gender-based difference in their self-efficacy and actual CT ability. We recommend interventions to enhance foundation biology students' understanding of CT and through this, improve the concordance between their self-efficacy of their CT skills and their actual CT ability.
Integrated Co-Professional Evaluation? Converging Approaches to School Evaluation across Frontiers
Author: Brown, Martin
Date: 2018-12-00
Type: Journal Articles
Subjects: Accountability,Educational Improvement,Foreign Countries,Institutional Evaluation,Inspection,Models

This paper posits that almost all inspectorates are now following, if to varying degrees, a similar overarching ideology and methodology for school accountability and improvement. The first part of the paper provides an analysis of recent changes to school inspection policies across Frontiers. Using Ireland as a case example, the next part of the paper provides an analysis of Irish school inspection policies and practices that appear to mirror other school inspection systems. To test these assumptions, the paper then provides an analysis of a key informant interview with the Chief Inspector of schools in Ireland. The evidence suggests that there is an increasingly convergent approach to school evaluation discernible across all inspection frontiers. Among the many aspects of this changing landscape is the rapid pace at which schools have accepted school inspection frameworks and the emergence of a genuinely co-professional as opposed to co-existent mode of evaluation between the inspectorate and schools.
Aligning Information Literacy Assessment with Metacognitive Strategies
Author: Hostetler, Kirsten
Date: 2018-00-00
Type: Journal Articles
Subjects: Information Literacy,Metacognition,Thinking Skills,Performance Based Assessment,Psychometrics,Cognitive Ability,Achievement Tests,Cognitive Tests,Novices,Expertise,Needs Assessment,Academic Libraries

Despite the popularity of metacognitive research, and the inclusion of similar concepts in professional guidelines, librarians have not incorporated metacognitive tools into their assessment strategies. This systematic literature review found (1) metacognitive assessments can act as a learning aide in encouraging higher-order thinking; (2) metacognitive assessments can be effective measurements under proper conditions with experienced learners; and (3) librarians have limited options when selecting assessment tools even as the demand for demonstrating the library's value to stakeholders is increasing. The paper concludes with gaps in the literature and areas for future directions.
&quot;Professional Learning on Steroids&quot;: Implications for Teacher Learning through Spatialised Practice in New Generation Learning Environments
Author: Charteris, Jennifer
Date: 2018-12-00
Type: Journal Articles
Subjects: Educational Environment,Faculty Development,Teaching Methods,Cooperative Learning,Teacher Education,Foreign Countries

There is growing interest in innovative educational space design and the relationality of spatialised teaching practices. This paper addresses the characteristics of spatialised professional learning in newly redesigned or purpose built new generation learning environments (NGLE). The case study is situated within Aotearoa/New Zealand context, a country where there has been considerable policy focus and investment in NGLE. Data from principals who have established NGLE in their schooling settings is analysed, with consideration given to the preparation of teachers to take up spatialised practices. The study highlights key characteristics of spatialised PLD practice -- fostering spatial literacy; professional cross-pollination; co-teaching and peer coaching; deprivatisation and bespoke professional learning design. The value of this research lies in its contribution to researchers and practitioners in the schooling sector as they consider approaches to professional learning in NGLE.
Challenges and Opportunities in the Introduction of a Tertiary Education Program in Regional South Australia: A Case Study
Author: Harvey, Hannah
Date: 2018-12-00
Type: Journal Articles
Subjects: Postsecondary Education,Barriers,Educational Opportunities,Foreign Countries,Program Implementation,Case Studies,Models

This paper explores the implementation of a Bachelor of Education program in regional South Australia. Using a case study approach, this paper describes the site of implementation, with attention paid to the challenges regional locations experience in attracting and retaining suitably qualified staff. It will explore the program model and consider the challenges and opportunities associated with the implementation and sustainability. At the individual level, it has provided students with an additional study option that negates the costs and stresses of relocation. At an organisational and community level, there is benefit for local schools as the provision of students and future professionals, who already have demonstrated commitment to the region, may assist in reducing staff turnover. The model presented could be adapted to similar locations, and while it is not a panacea to address regional teaching staff shortages, it offers another educational model that can help alleviate the issue.
Connecting Practice &amp; Research: From Tacit to Explicit Disciplinary Writing Instruction
Author: Lampi, Jodi P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,Teaching Methods,Academic Discourse,Writing (Composition),Content Area Writing,College Students,Direct Instruction,College Faculty,Teacher Attitudes

In this &quot;Connecting Practice &amp; Research&quot; column, we present a brief glimpse of the challenges and issues on the writing side of disciplinary literacy. A quick review of literature on academic and disciplinary writing provides an understanding of how the view of academic writing as a rudimentary and technical practice led the way into expanding views of learning to include social and situated learning; these are now present in the view of and issues about disciplinary writing. However, students' struggles transferring writing composition processes from composition courses to content-area courses require more explicit instruction of writing in college.
Imbalanced Researcher-Practitioner Relationships: Biasing the Data
Author: Burk, Cheryl
Date: 2018-00-00
Type: Journal Articles
Subjects: Community Colleges,College Faculty,Educational Research,Partnerships in Education,Educational Researchers,Teacher Researchers,Evidence Based Practice,Research Methodology,College Readiness,Barriers,Time,Writing Assignments,Reading,Essays,Scoring,Developmental Studies Programs

As part of the Community College Research Center's (CCRC) Analysis of Statewide Developmental Education Reform Learning Assessment Study, Wake Technical Community College's partner team believes the recommendation and implications in the CCRC's Developmental Reading and English Assessment in a Researcher-Practitioner Partnership. Working Paper No. 85 (Perin, Raufman, &amp; Kalamkarian, 2015) are biased as a direct result of an imbalanced researcher-practitioner partnership. In this first-hand account, we provide insight into how valuable a mutually respectful researcher-practitioner partnership is to the design of research methodologies and subsequently the authenticity of a study's data.