ethanporcaro/eric-fulltext-meta huggingface dataset:
Innovative Application &amp; Enrollment Processes for More Informed Students: Reflections on the Benefits of This Innovative Process through the Analytical Lens of Behavioural Science
Author: Creaner, Gerard
Date: 2021-00-00
Type: Journal Articles
Subjects: Job Skills,Skill Development,Job Training,Manufacturing Industry,Professional Development,Pharmaceutical Education,Adult Students,Educational Innovation,Enrollment,Admission (School),School Orientation,Foreign Countries,Program Effectiveness

This paper examines the practical experience and research background of one private training provider with over 10 years' experience reskilling and upskilling mid-career workers with academic qualifications for employment in a growing technical and highly regulated pharmaceutical manufacturing industry. This paper offers insights into how to maximise the efficiency and effectiveness of the admissions, enrollment, induction and orientation process for adult learners looking to commence studies on university accredited continuous professional development (CPD) courses. This process is based on and analysed through the lens of Behavioural Science, while also building upon the work of Dirksen, Colvin Clark, Stolovitch, and Keeps. The data set has been gathered during 2020 and 2021, from 425 adult learner applicants, coming from a variety of educational and employment backgrounds, with 5 to 25 years of work experience.
Personal Impacts of the Undergraduate Teaching Assistant Experience
Author: Felege, Christopher J.
Date: 2022-06-00
Type: Journal Articles
Subjects: Teaching Experience,Undergraduate Students,Teaching Assistants,Student Experience,Biology,Self Esteem,Sense of Community,Student Attitudes

The use of undergraduate teaching assistants (UTAs) has increased in recent years at a number of institutions, especially in active-learning and high-enrollment introductory courses. Currently, there is research demonstrating their benefit to the departments they work in, the students, and the short-term impacts of the experience on the UTAs. However, no study to date has investigated the long-term impacts of the UTA experience on the participants themselves, and a number of studies call for such an investigation. This research sought to fill that gap in understanding by utilizing a Grounded Theory approach to investigate the perceptions of participants who had served as an UTA in the biology department at a large research institution in the upper Midwest. This research found strong consensus among participants that the UTA experience offers overwhelmingly positive personal benefits including improved self-confidence, a sense of personal reward, and a sense of community that resulted from working with faculty members, and the ability to balance and self-regulate a variety of time commitments.
Integrating Metaliteracy into the Design of a Collaborative Online International Learning (COIL) Course in Digital Storytelling
Author: Mackey, Thomas Patrick
Date: 2021-00-00
Type: Journal Articles
Subjects: Information Literacy,Curriculum Development,Cooperative Learning,Electronic Learning,Global Approach,Electronic Publishing,Story Telling,Foreign Countries,Team Teaching,Learning Activities

This paper explores the redesign of a course in &quot;Digital Storytelling&quot; that integrates metaliteracy to advance Collaborative Online International Learning (COIL). Students from the United States and Prague, Czech Republic are active participants in this fully online global course as they learn to produce digital stories. The metaliteracy framework encourages metacognitive reflection and the active participation in social information environments. A collaborative teaching team from the United States and Europe redesigned this course to integrate metaliteracy into the learning activities and self-assessments. As students learn to become digital storytellers, they self-identify with specific metaliterate learner roles (producer, collaborator, researcher, etc.), assess their learning through four domains of metaliterate learning (affective, behavioural, cognitive, and metacognitive), and lastly reflect on their work in the course through the metaliteracy characteristics (collaborative, open, reflective, civic-minded, etc.). The internationalization of education in this COIL course is enhanced by the novel combination of metaliteracy and digital storytelling.
Innovative School-University Partnerships: Insights and Understandings from a Year-Long Internship
Author: Putman, S. Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Partnerships in Education,College School Cooperation,Professional Development Schools,Elementary Secondary Education,Urban Schools,Interpersonal Communication,COVID-19,Pandemics,Elementary Schools,School Closing,Online Courses,Program Effectiveness,Resource Allocation

As educator preparation programs (EPPs) seek to enact programmatic innovations to effectively prepare candidates to enter the profession, they must create structures that empower teacher candidates (TCs) to apply their knowledge in increasingly complex situations within authentic contexts, i.e., the classroom (Cochran-Smith &amp; Villegas, 2015). These opportunities, or clinical experiences, represent an important vehicle for TCs to develop pedagogical skills as they observe and learn from clinical educators (CEs) while enacting the methods and strategies learned within university coursework (Cochran-Smith &amp; Villegas, 2015; Zeichner, 2021). When delivered within school-university partnerships, opportunities to define, implement, and refine clinical experiences for TCs are maximized, thus enabling EPPs to systematically examine key elements to increase TCs readiness to teach (Snow et al., 2016; Zeichner, 2021). This article describes the multi-year development and implementation of an intensive year-long clinical experience delivered within the context of a school-university partnership. Subsequently, key findings and lingering questions are presented to provide stakeholders, including other EPPs, with sources of information to consider within the development and delivery of clinical experiences.
The Common Problems Project: An Interdisciplinary, Community-Engaged, Problem-Based Pedagogy
Author: Liszka, James
Date: 2022-06-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Interdisciplinary Approach,Community Involvement,Problem Based Learning,College Faculty,Problem Solving,Participative Decision Making

The Common Problems Project (CP2) is an interdisciplinary, problem-based pedagogy that was launched in 2015 by four partner colleges in the State University of New York (SUNY) system (Cortland, Oneonta, Oswego, and Plattsburgh). Since its inception, 100 faculty have participated in CP2 and integrated the pedagogy into 134 courses to implement 47 collaborative projects. CP2 is based on a simple but innovative approach in which instructors from different disciplines identify a real-world problem they have in common. They pair their relevant existing classes so that students can work in interdisciplinary teams to propose solutions to the problem. This paper describes CP2 and its theoretical underpinnings, provides the results of a three-pronged approach to assessment, and outlines recommendations for faculty and institutions who may be interested in replicating CP2 on their campuses. CP2 model holds promise for a future of collaborative problem solving as a pedagogical approach, and, as such, this article will be of interest to a wide range of scholars, practitioners, educators, and administrators.
An Evaluation of the Approaches to Text Modification Used by Lower Secondary CLIL Teachers in Finland
Author: Zi, Yu
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Grade 7,Grade 8,Grade 9,Language of Instruction,English (Second Language),Content and Language Integrated Learning,Instructional Materials,Vocabulary Development,Language Usage,Reading Comprehension,Material Development

This study sets two main objectives to address this research gap in CLIL materials design: to identify and to evaluate teachers' approaches to text modification. The study focuses on four secondary teachers who teach non-language subjects to grades 7-9 in Finland, in English. The qualitative data consist of interviews and teaching materials designed by the participants. A review of over 60 studies is conducted in order to provide a framework for the evaluation of input modification strategies. The studies indicate that elaboration devices seem to enhance L2 comprehension and vocabulary development. The same cannot be as confidently stated about the effect of simplification. This study identifies all three main approaches to text modification in the participants' teaching materials. Regardless of their previous teaching experience, most teachers use elaboration strategies when adjusting the linguistic and cognitive level of texts. More experienced teachers seem to avoid using simplification strategies, whilst less experienced teachers adopt a wide range of strategies. All participants use some types of rediscursification strategy. This study can provide the professionals in the field of CLIL education with an insight into the reality of how CLIL practitioners modify materials. The results may also contribute to CLIL teacher education and in-service training by informing teachers of the commonly used input modification strategies and raising awareness of the effectiveness of these techniques.
Content and Language Integrated Learning (CLIL) in a Medicine Program in Colombia: Results of a Perception Survey in Students
Author: Cabrales Vega, Rodolfo Adria´n
Date: 2021-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Medical Education,Foreign Countries,Student Attitudes,Attitude Measures,College Students,English (Second Language),Second Language Learning

This study collected the perception of medical students about the use of English for teaching through the use of a strategy based in Content and Language Integrated Learning (CLIL) approach at Universidad Tecnológica de Pereira (UTP) Colombia. A descriptive observational quantitative research was conducted in a group of 128 students of medicine who agreed to participate in the strategy called &quot;Strategy for Paper's Bilingual Presentation (SPBP)&quot; in the subjects of Surgical Clinic I and II. Of this group, 98.5% (126) considered learning English important in their training and 86% (110) essential to advance without difficulties in their studies. In addition, there was a 52.3% (67) of students who stated that the University should foster the use of English integrated with contents in specific programs. In reference to the teaching of English at the University, 85.9% (110) of the students considered that it should be integrated into the content of the academic programs. The didactic strategy was positively evaluated by 86.7% (111), and 61% (78) used English exclusively or preferentially. Scenic fear and lack of knowledge of technical language were arguments for the preferential use of Spanish in the session. Among the recommendations made by the students were the extension of the preparation time for the activity, the inclusion of clinical cases, and the selection of the assigned topics with the teacher. The didactic strategy used proved to be very useful and replicable in other semesters and training levels of the Medicine program. It is imperative to design and promote bilingual spaces that allow the use of English as a strategy to integrate contents and language in the teaching of Medicine.
Exploring the Implementation of CLIL in an EFL Virtual Learning Environment
Author: Yaguara, Jhon Alexander
Date: 2021-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,English (Second Language),Electronic Learning,Foreign Countries,COVID-19,Pandemics,Distance Education,Second Language Learning,High School Students,Teaching Methods,Game Based Learning

This paper reports an exploratory sequential mixed-methods and action research study of the Content and Language Integrated Learning (CLIL) methodology at a state institution in Florencia (Colombia). The study aimed to explore the implementation of CLIL in a virtual learning environment and its implications for English as a Foreign Language (EFL) learning during the health emergency caused by COVID-19. The data collection instruments were a single interview, observations, reflective journals, classroom artefacts, and a questionnaire. The findings reveal that the CLIL methodology contributes to English learning. Thus, the results show the significant role of keywords and content vocabulary, contextualized lessons, assignments, and virtual games in fostering the students' listening skills, oral production, motivation, critical thinking, and development of cultural awareness. Hence, the outcomes demonstrate that the integration of virtual tools benefits the CLIL methodology in the virtual learning environment. Finally, the paper contains evidence supporting the implementation of CLIL, the contributions to EFL learning, and suggestions for further studies.
&quot;I Wouldn&apos;t Say There Is Anything Language Specific&quot;: The Disconnect between Tertiary CLIL Teachers&apos; Understanding of the General Communicative and Pedagogical Functions of Language
Author: Fürstenberg, Ulla
Date: 2021-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,College Faculty,Teacher Attitudes,Language Usage,Teaching Methods,Teacher Education,Foreign Countries,Language of Instruction,Second Language Instruction,English (Second Language),Language Skills

CLIL teachers, particularly in tertiary &quot;hard&quot; CLIL settings, tend to underestimate the role of language for developing conceptual understanding of new content. Nevertheless, they consistently engage with English outside the classroom and even report a variety of activities that they carry out in English with the explicit hope that this will improve their language skills. However, they do not seem to develop transfer strategies that would allow them to benefit from this language engagement in their teaching. The results of a nation-wide study on CLIL teacher wellbeing in Austria confirmed this disconnect, prompting our present follow-up study, which aims to combine teacher training and research and to raise tertiary CLIL teachers' levels of Teacher Language Awareness (TLA). By means of an online questionnaire, class observations and stimulated recall interviews, we explored teachers' conceptualization of language, specifically their awareness of the language needed for effective content teaching. Results suggest that research-based TLA coaching must be part of CLIL teacher training to resolve the disconnect between the general communicative functions of language, on the one hand, and the pedagogical functions of language, on the other hand. This can help teachers unlock the potential of their existing language engagement for improving their classroom discourse and practices.
A Case Study Approach to Exploring Resilient Pedagogy during Times of Crisis
Author: Clum, Katie
Date: 2022-06-00
Type: Journal Articles
Subjects: Online Courses,COVID-19,Pandemics,School Closing,Higher Education,Distance Education,Coping,Foreign Countries,Adjustment (to Environment),Educational Practices,Natural Disasters

In response to the COVID-19 pandemic of 2020 and the ensuing public health crisis, thousands of higher education institutions (HEIs) worldwide have had to grapple with rapid pivots to emergency remote online learning modalities with relatively little time to prepare, and the need to maintain these modalities continues to extend longer than most institutions anticipated. However, this is not the first time HEIs have had to enact an emergency switch to online learning in a time of crisis, and there is perhaps much to be learned from examining the experiences of institutions that have been through this before. Resilient pedagogy is an emerging field in education, but it is intrinsically tied to online learning in a crisis insofar as it describes the ability to intentionally and effectively shift instructional tactics given a change in environment or context. Using a case study approach, this paper explores indicators of resilient pedagogy in emergency pivots to online learning following crisis situations--including the COVID-19 pandemic--in the United States, New Zealand, and South Africa. The data informing this research are qualitative, derived from interviews with faculty members and students in each higher education context.
A Comparison of Three Assessment Types on Student Engagement and Content Knowledge in Online Instruction
Author: Randall, Lynda E.
Date: 2022-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Video Technology,Online Courses,Retention (Psychology),Student Attitudes,Independent Reading,Knowledge Level,Preservice Teachers,Evaluation,Learner Engagement

The research described in this article focuses on determining the effectiveness of Bongo in promoting student retention of concepts in online learning. This study used both quantitative and qualitative measures to examine the effectiveness of student video presentation assignments on student retention of learning and perceptions of the assignment's contributions to learning. The quantitative methods compared the effects of three treatment conditions (independent reading, Bongo video presentation, and Bongo video presentation with Auto Analysis) on retention of concepts (quizzes administered two weeks after the presentation recordings). Qualitative analysis of student perceptions of the perceived value of Bongo in general, and specifically the Auto Analysis tool, were accomplished through video surveys, transcription, and analysis. Analysis of the data provided strong support for the use of Bongo to increase student retention of concepts, and also revealed that students held favorable perceptions of the value and utility of the tool.
Digital Storytelling Workshop: A PDS Community Collaboration
Author: McIntyre, Christina
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Story Telling,Professional Development Schools,Workshops,Partnerships in Education,Communication Skills,Middle School Students

Literacy skill development was identified as an area of need for underprivileged students in a school district. A digital storytelling workshop was conceived as a way to strengthen university ties with the Professional Development School (PDS) and the local library, while providing an engaging, essential, skills-focused summer literacy workshop for under-served youth in the community. To examine the efficacy of the workshop and to determine whether participants gained valuable skills, researchers examined the following questions: (1) Do students who participate in the creation of digital stories develop enhanced communications skills by learning to organize their ideas, ask questions, express opinions, and construct narratives?; and (2) Do students benefit from digital storytelling to learn to create stories for an audience, and present their ideas and knowledge in an individual and meaningful way? From the data presented, it is evident that the participants greatly benefitted from the workshop; however, that was not the only success resulting from the workshop. The collaboration between the university, the PDS and the library was a resounding success and has laid the foundation for many more successful collaborations in the future.
The Bowie State University PDS Network -- We Are Bowie Bold!
Author: Garin, Eva
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Black Colleges,State Universities,Partnerships in Education,College School Cooperation,COVID-19,Pandemics,Barriers,School Closing,Online Courses,Elementary Secondary Education,Student Projects,Preservice Teacher Education,Faculty Development

As a two-time winner of the Exemplary Professional Development School (PDS) Achievement Award and the only historically Black college and university (HBCU) to be presented with this award, Bowie State University offers a unique perspective on the power of partnership. This year's honor is particularly special, given the obstacles many educators and student interns faced with a shift to virtual learning during the COVID-19 pandemic. Solid relationships within Bowie State's PDS network, built over more than 20 years, eased the move to online instruction. Bowie State's PDS network (PDSN) is a collaborative partnership among seven elementary schools, two secondary schools (Middle and High schools) spanning two school districts; the Maryland State Department of Education (MSDE); the College of Education; and the College of Arts and Sciences who work closely with the yearlong interns. This article covers the network's history of both human and financial shared resources, unique partner features, inquiry groups as a signature program, project-based learning, and boundary spanning roles.
Empowering Black Mathematics Students through a Framework of Communalism and Collective Black Identity
Author: Ortiz, Nickolaus A.
Date: 2022-05-00
Type: Journal Articles
Subjects: Blacks,Mathematics Education,Racial Identification,Educational Quality,Equal Education,Parent Participation,Political Attitudes,Preservice Teachers,Whites,Culturally Relevant Education,Racial Factors,African American Students,Students,Empowerment,Racial Attitudes

In this paper, we speak to the ways that Black people have consistently strategized and advocated for rights and the education of their children through communal efforts related to a collective Black identity. We use a framework of Black X Consciousness and ontological Blackness to nuance the ways that Blackness is internalized and taken up by members of this group and assert that although Blackness is a unifying factor, diversity in ideologies and goals exist. The ways that Black people have historically worked through these issues in hopes of achieving better education for their children is especially highlighted, along with the ways that these communal ideals may be utilized as forms of capital for Black children learning mathematics. Given this understanding, we also assert that what is generally culturally relevant for the collective may not be as prominent or relevant among various Black identities. In addressing the question of how to cultivate a mathematics education that is culturally relevant for Black children in particular, we discuss how our predecessors taught us that communal ontologies are instrumental in a) shaping the curriculum of a mathematics education worthy of Black children and b) shaping the facilitation of teaching and learning to which Black children are exposed.