ethanporcaro/eric-fulltext-meta huggingface dataset:
Dissertation 101: A Research and Writing Intervention for Education Graduate Students
Author: Switzer, Anne
Date: 2011-00-00
Type: Journal Articles
Subjects: Graduate Students,Graduate Study,Intervention,Seminars,Information Sources,Information Seeking,Literature Reviews,Librarian Teacher Cooperation,Information Needs,Search Strategies,Information Literacy,Technical Writing,Theses,Research Skills

The vast breadth of information sources available in the field of education and the dearth of institutional resources for native graduate writers have left many graduate students overwhelmed, struggling to conduct an exhaustive review of the literature and to compose their literature reviews. To remedy this concern, collaboration between library and writing center faculty resulted in Dissertation 101, a seminar designed for graduate education students who are about to commence research for this high-stakes document. Bolstering the connections between academic librarians, writing center faculty, and graduate students has proven effective in refining the information seeking, evaluation, and synthesis skills of graduate education students. The seminar, now in its second year, is presented as a model intervention, a first step toward greater institutional accountability for graduate student writers. (Contains 1 table.)
The Role of Multicultural Information in Experiential Learning
Author: Shen, Lan
Date: 2011-00-00
Type: Journal Articles
Subjects: Immersion Programs,Experiential Learning,Multicultural Education,Librarian Teacher Cooperation,Educational Principles,Information Dissemination,Access to Information,Library Materials,Cultural Literacy,Cultural Education,Electronic Libraries,Library Role

This paper is based on the author's empirical experience in assisting cultural immersion programs through developing multicultural collections, promoting diversity resources, and creating a supportive information environment for faculty and students. After summarizing the significance, goals, learning objectives, and program models of cultural immersion, this paper discusses the principles of selecting multicultural materials, cultural immersion information, and practical tips on designing and maintaining web-based sources. This paper also addresses the issues of developing an effective mechanism to build collaboration between librarians and faculty members with respect to cultural immersion curricula and to create an open information environment for disseminating multicultural resources for experiential learning courses.
Selecting Diverse Resources of Native American Perspective for the Curriculum Center: Children's Literature, Leveled Readers, and Social Studies Curriculum
Author: Meyer, Nadean
Date: 2011-00-00
Type: Journal Articles
Subjects: Childrens Literature,Tribal Sovereignty,American Indians,Social Studies,American Indian Education,Curriculum Study Centers,Educational Resources,Misconceptions,Cultural Education,Reading Material Selection,Curriculum Development,Media Selection

Biased and inaccurate information about Native Americans continue in children's resources and remain in many of today's curriculum centers. While Native American students remain a minority in schools, accurate information is vital for understanding contemporary society and our history by both Native and non-Native students. Many states including Washington State are creating tribal sovereignty curriculum and adding tribal perspectives to their state curriculum. Valuable print and digital resources and sources of continuing selection assistance are suggested to increase the holdings of today's curriculum center in three areas: children's literature, leveled readers and social studies curriculum. (Contains 25 resources.)
Identifying Information Behavior in Information Search and Retrieval through Learning Activities Using an E-learning Platform Case: Interamerican School of Library and Information Science at the University of Antioquia (Medellin-Colombia)
Author: Tirado, Alejandro Uribe
Date: 2011-00-00
Type: Journal Articles
Subjects: Electronic Learning,Information Science Education,Learning Activities,Online Courses,Information Science,Information Literacy,Information Retrieval,Guidelines,Course Descriptions,Search Strategies,Learning Modules,Foreign Countries,Behavior Theories,Cognitive Style

This text presents the future of librarian education as exemplified by the Interamerican School of Library and Information Science at the University of Antioquia (Medellin-Colombia), using an online learning platform-LMS (Moodle) and through different personalized and collaborative learning activities and tools that help students identify their own information search and retrieval models as well as compare, adapt and improve their own information behaviors, taking into account Information Behavior Models (Wilson, Ellis, Kuhlthau) and Information Literacy Standards (ACRL/ALA, CAUL, ANZIL) that have been established in the academic and scientific literature. This learning methodology has been applied to several academic courses since 2007 with excellent results. (Contains 10 figures, 2 tables and 9 endnotes.)
A Comparative Analysis of the CABAS Model of Education at the Fred S. Keller School: A Twenty-Year Review
Author: Singer-Dudek, Jessica
Date: 2010-00-00
Type: Journal Articles
Subjects: Expertise,Learning Modules,Comparative Analysis,Teaching Methods,Academic Achievement,Models,Teacher Education,Mentors,Criterion Referenced Tests,Scientists,Instruction,Outcomes of Education,Educational Strategies,Preschool Children

The Comprehensive Application of Behavior Analysis to Schooling or CABAS[R] model is characterized by an organizational system of teacher training and mentoring by those with more expertise in the science of behavior analytic teaching. At the center of the system are the students, whose data drive the system. Decades of research support the CABAS[R] model as a whole as well as its components, which include a fundamental unit of measure and analysis, a criterion-referenced assessment that is also a curriculum, and the incorporation of teacher training modules created to develop teachers who are strategic scientists of pedagogy. When the CABAS[R] system was first analyzed in 1989, data across one school year reflected the increased effectiveness of instruction as measured by student outcomes. Twenty years later, we provide a comparative analysis of data from a similar school where the CABAS[R] model has been faithfully implemented for over two decades. Our data reflect an evolution of the CABAS[R] model, as a function of increased teacher expertise, more accurate and valid measurement and analyses of relevant data, and more effective assessment and teaching strategies, all of which have lead to improved student outcomes. (Contains 1 table and 3 figures.)
Integrating Frequency-Based Mathematics Instruction with a Multi-Level Assessment System to Enhance Response to Intervention Frameworks
Author: Moors, Alison
Date: 2010-00-00
Type: Journal Articles
Subjects: Intervention,Curriculum Based Assessment,Federal Legislation,Educational Improvement,Federal Programs,Educational Change,Educational Indicators,Evaluation Methods,Mathematics Instruction,Academic Achievement,Data Collection

The American government set new standards mandating States to demonstrate adequate yearly progress for all students with the inception of the No Child Left Behind Act. To be eligible for the more recent Race to the Top funds, states must show, in part, a commitment to &quot;building data systems that measure student growth and success, and inform teachers and principals how to improve instruction&quot; (DOE, 2009, p.2). This sweeping education reform focuses on the need for formative data collection systems. Many states are meeting this challenge by implementing a Responsiveness to Intervention (RtI) model. As such, the demand for effective progress monitoring systems and powerful instructional interventions has never been greater. This paper illustrates how a multi-level assessment system assessment aligns annual normative measures with daily frequency building practice and curriculum-based measurement probes within an RtI framework to drive academic outcomes. (Contains 1 footnote, 2 tables, and 4 figures.)
The Importance of Fluency Outcomes in Learners with Autism
Author: Weiss, Mary Jane
Date: 2010-00-00
Type: Journal Articles
Subjects: Autism,Motor Reactions,Outcomes of Education,Responses,Reaction Time,Research,Pervasive Developmental Disorders,Psychomotor Skills,Intervention

Many learners with autism exhibit fluency deficits that manifest in several ways including laborious motor responses, long response durations and long latencies in responding. Such deficits can result in poor learning and social outcomes. This article discusses the application of rate-building instruction and key fluency concepts to remediate such deficits and achieve fluency outcomes in learners with autism. While these outcomes appear achievable in theory, more rigorous, empirically-based research is needed to validate them.
On the Effectiveness of Interteaching
Author: Arntzen, Erik
Date: 2010-00-00
Type: Journal Articles
Subjects: Lecture Method,Teaching Methods,Comparative Analysis,Pretests Posttests,Bachelors Degrees,Undergraduate Students,Functional Behavioral Assessment,Student Behavior,Well Being,Psychology

Interteaching is a dyadic activity or a type of peer learning. In the last ten years this teaching pedagogy has been described in the behavior analytic literature (e.g., Boyce & Hineline, 2002). In the current study, we wanted compare the effect of interteaching with traditional lectures in a group of Bachelor students. We found that interteaching was more effective in giving the students more knowledge, i.e., self-rated, on a specified number of issues compared to traditional lectures. Results from a pre- and post-test are presented and discussed. (Contains 4 figures.)
Questions on Verbal Behavior and Its Application to Individuals with Autism: An Interview with the Experts
Date: 2010-00-00
Type: Journal Articles
Subjects: Expertise,Verbal Stimuli,Autism,Classification,Intervention,Functional Behavioral Assessment,Research,Interviews,Feedback (Response),Questioning Techniques

The use of Skinner's Verbal Behavior (VB) classification system has been increasingly applied to learners with autism. In this interview, several of the best known behavior analysts were asked to answer some key questions regarding this practice, the state of research regarding the advantages of this approach, and the confusion that exists regarding the application of VB to this population of learners. The responses were structured to follow each question separately, indicating the responder in each case.
Building Fluent Performance: Measuring Response Rate and Multiplying Response Opportunities
Author: Binder, Carl
Date: 2010-00-00
Type: Journal Articles
Subjects: Natural Sciences,Precision Teaching,Educational Principles,Feedback (Response),Measurement,Student Behavior,Evaluation Methods,Academic Achievement,Functional Behavioral Assessment,Discussion,Educational Research

Precision teaching emerged from O.R. Lindsley's pristine application of Skinner's natural science of behavior, with a focus on response rate measurement and free operant procedures. When applied with human learners in instructional settings, these first principles led to a series of developments framed in this paper as four kinds of ceilings that constrain or limit performance. Measurement-defined ceilings are the limits imposed on measurement sensitivity by use of percent correct and absence/presence methods of evaluation that lack standard units of measurement and ignore the time dimension. Removing measurement ceilings by using time-based measures leads to discovery of limitations imposed by procedures or materials that limit the pace at which behavior can occur, referred to in this article as procedure-imposed (or teacher-imposed) ceilings. By changing materials and procedures to allow more self-paced, unconstrained behavior, teachers encountered limits on the pace at which learners could perform, below those count per minute levels shown by people judged to be competent in the particular behavior being measured. These deficit imposed ceilings were remediated by identifying and building the frequencies of behavior components that must be combined and applied in more complex repertoires. Finally, the history of precision teaching has been, to a large degree, a search for behavior components which, if accelerated, could enable learners to break through what have been called handicap-imposed ceilings to achieve competent levels of count per minute performance. This article suggests a shift in the discussion among applied behavior analysts about precision teaching and fluency-based instruction from a focus on specific instructional procedures and recipes to the issue of measurement sensitivity and adherence to the underlying characteristics of Skinner's natural science, including response-rate measurement and free operant procedures.
Learning through Writing: Reconceptualising the Research Supervision Process
Author: Wolff, Leon
Date: 2010-00-00
Type: Journal Articles
Subjects: Supervision,Doctoral Programs,Linguistic Theory,Writing Instruction,Writing (Composition),Self Management,Research,Student Centered Curriculum,Apprenticeships,Feedback (Response),Writing Skills,Writing Processes,Writing Improvement

This paper seeks to re-conceptualize the research supervision relationship. The literature has tended to view doctoral study in four ways: (a) as an exercise in self-management, (b) as a research experience, (c) as training for research, or (d) as an instance of student-centred learning. Although each of these approaches has merit, they also suffer from conceptual weaknesses. This paper seeks to harness the merits, and minimize the disadvantages, by re-conceptualizing doctoral research as a "writing journey." The paper utilizes the insights of new rhetoric in linguistic theory to defend a writing-centered conception of supervised research and offers some practical strategies on how it might be put into effect.
Psychological Comparisons of Undergraduate and Graduate College of Education Students
Author: Illovsky, Michael E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Graduate Students,Psychology,Psychological Patterns,Teacher Education Programs,Personality Traits,Student Characteristics,Achievement,Interpersonal Relationship,Interpersonal Competence,Comparative Analysis

This is a study of 57 graduate students and 229 undergraduate students in classes preparing them to be teachers. The survey extended over a period of five years, involving 14 classes in a college of education. Using the Personality Research Form scales to compare the psychological aspects of undergraduate and graduate college of education students, t-test results indicated that graduate students scored higher on Achievement, Harmavoidance, Understanding, and Desirability. All other comparisons were not significant using the present criteria. (Contains 1 table.)
Enhancing Visibility in Graduate Education: Black Women' Perceptions of Inclusive Pedagogical Practices
Author: Tuitt, Franklin
Date: 2010-00-00
Type: Journal Articles
Subjects: Grounded Theory,Graduate Students,Graduate Study,Qualitative Research,Student Attitudes,Educational Environment,Teaching Methods,African Americans,Females,Inclusion

Qualitative research methods were used to develop a deeper understanding of how nine Black female graduate students described and understood the pedagogical practices they perceived as enhancing their visibility in the learning environment. Framed through Ralph Ellison's concept of invisibility, a modified grounded theory analytic approach was used to capture the complexity in the data. The findings from this study provide insight to educators for enhancing student visibility in the learning environment.
Learning Assistants Program: Faculty Development for Conceptual Change
Author: McHenry, Nadine
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Pilot Projects,Learning Modules,Educational Change,Learning Experience,Faculty Development,College Faculty,Teaching Methods,Higher Education,Undergraduate Students,Educational Improvement,Instruction,Course Content,Academic Achievement,Coaching (Performance),Community Colleges,Workshops,Case Studies

The purpose of this study was to investigate the effects of a student-centered faculty development model on the conceptions of teaching of participating US Arts and Sciences faculty members. &quot;Student-centered learning models are widely accepted as catalysts for improved learning and psychosocial outcomes, and their use is especially important in the critical early years of an undergraduate education&quot; (Miller, Groccia, &amp; Miller, 2001, p. xv). In 2007-2008, Widener University implemented a pilot program to investigate student-assisted teaching, an instructional process where undergraduates are given responsibility by faculty for portions of their fellow undergraduates' learning experience. This Learning Assistant Program (LAP) investigated a faculty development model that could improve educational effectiveness by increasing student involvement in course design, student learning, and pedagogy. In this study, two faculty collaborated with three student learning assistants (LAs), under the direction of two pedagogy coaches to redesign courses and monitor progress of those courses during one semester. Findings from this qualitative study indicate increased satisfaction of faculty with their course designs, accompanied by increased knowledge about course design strategies and pedagogical teaching methodologies; a broadening of both the faculty and LA conceptions about teaching and learning; and the development of an academic collaborative culture. The success of this program has initiated a LAP in the University's School of Human Service Professions and another iteration was implemented at a local community college.
Sounds for Study: Speech and Language Therapy Students' Use and Perception of Exercise Podcasts for Phonetics
Author: Knight, Rachael-Anne
Date: 2010-00-00
Type: Journal Articles
Subjects: Phonetics,Lecture Method,Therapy,Internet,Handheld Devices,Surveys,Audio Equipment,Technology Uses in Education,Virtual Classrooms,Foreign Countries,Speech,Language,Higher Education,Undergraduate Students

Currently little is known about how students use podcasts of exercise material (as opposed to lecture material), and whether they perceive such podcasts to be beneficial. This study aimed to assess how exercise podcasts for phonetics are used and perceived by second year speech and language therapy students. Eleven podcasts of graded phonetics exercises were produced and made available to the 36 students in the cohort, who then took part in two voluntary surveys. Surveys were completed by 26 and 30 students respectively. Responses show that students tend to listen to the podcasts on a computer at home, rather than on an mp3 player when on the move. Many students also listen to the podcasts with family and friends. Students report that they found the exercise podcasts very useful for their learning. They liked the ability to repeat the recordings many times and felt that there was improvement in their confidence in transcription and in their test scores due to using them. For this subject they would prefer exercise podcasts to recordings of lectures. (Contains 2 tables.)
Reality-Based Learning: How to get Business Students down to Business
Author: Knutsson, Hans
Date: 2010-00-00
Type: Journal Articles
Subjects: Business Administration,Educational Change,Educational Policy,Models,Pedagogical Content Knowledge,Evaluation,Higher Education,Outcomes of Education,Teaching Methods,Professional Development,Transformational Leadership,Teacher Participation,Decision Making

Reality-Based Learning, RBL, is a teacher-driven initiative introducing the core business administration subjects to first-year business students by means of making business plans. This paper empirically accounts for the development of RBL over three years. RBL is scrutinized for pros and cons by a proposed education development framework. When the educational change is dissected and related to prevailing teaching contexts, areas prone to further development are identified. Results indicate that RBL has been developed by a few teachers, both in spite of and due to the lack of longterm pedagogical strategy and development incentives at the department and school levels. This paper concludes with the suggestion that the education development framework is apt for both exante design stages and ex-post evaluation of course parts, courses and entire programs. (Contains 4 tables.)
Developing a Conceptual Model for Career Support for New Academics
Author: Adcroft, Andy
Date: 2010-00-00
Type: Journal Articles
Subjects: Interviews,Career Development,Foreign Countries,Business Administration Education,Expectation,Mentors,Professional Development,Higher Education

The aim of this paper is to develop a conceptual model which allows for an understanding of the general and discipline specific support needed by academics new to the profession. The approach taken is qualitative in nature and centers around a series of semi-structured interviews carried out with new academics and senior managers in two research-intensive business schools in the UK. The research suggests that there are four crucial dimensions to successful career support for new academics: managing expectations, career management, mentoring, and professional development. While it is important to offer good practice in each of these dimensions, this paper argues that it is the relationship between them, which determines the quality of career support offered. This paper offers a number of original insights into this issue and contributes to both the scant literature on career support for new academics and to practice with a model that may have applicability across a number of different settings. (Contains 1 table and 1 figure.)
Technology for Teaching and Learning: Moodle as a Tool for Higher Education
Author: Wood, Shaunda L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Higher Education,Educational Psychology,Teaching Methods,Foreign Countries,Web Based Instruction,Educational Technology,Computer Uses in Education,Teacher Education Programs,Student Attitudes,Internet,Computer Software

Many Canadian Educational Psychology classes currently emphasize and model constructivist teaching practices in addition to integrating the notion of connectivity and Web 2.0 into educational theory. This study examines &quot;Moodle&quot; as a technological tool to further enhance participation and performance in addition to the regularly used &quot;semiotic tools&quot; and social-dialogical activities found in a teacher education program. Similarly, discourse and narrative are described as a mode of thinking, as a structure for organizing our knowledge, and as a vehicle in the process technology and higher education. How can a program of learning be assisted with structuring the delivery and organization of knowledge? (Contains 4 notes and 1 table.)