ethanporcaro/eric-fulltext-meta huggingface dataset:
Demonstrating Empathy: A Phenomenological Study of Instructional Designers Making Instructional Strategy Decisions for Adult Learners
Author: Vann, Linda S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Empathy,Phenomenology,Instructional Design,Educational Strategies,Decision Making,Adult Learning,Interviews,Questionnaires,Data Analysis,Audience Awareness,Barriers,Electronic Learning,Online Courses,Relevance (Education),Transformative Learning,Models,Learning Theories,Andragogy,Constructivism (Learning)

Instructional designers are tasked with making instructional strategy decisions to facilitate achievement of learning outcomes as part of their professional responsibilities. While the instructional design process includes learner analysis, that analysis alone does not embody opportunities to assist instructional designers with demonstrations of empathy for learners. The purpose of this phenomenological study was to investigate the influence of empathy on instructional strategy decisions made by instructional designers for adult learners. Twelve expert instructional designers, having at least five years of experience, participated in the study (six females, six males). Telephone interviews provided the method for data collection to arrive at the essence of participants' lived experiences with the phenomenon. A brief questionnaire, which also collected demographics, established criteria for study participation. Findings indicated that empathy for adult learners was an important concept used by participants to identify and mitigate educational challenges faced by adult learners. Six themes emerged from data analysis: criticality/importance of empathy in instructional design, instructional strategies that should reflect empathy, knowledge of the audience/learners, hindrances to demonstrations of empathy vary, the understanding that online learning requires different considerations, and relevancy. Findings may extend discussions about empathy for adult learners in the instructional design process.
Black and Latino Fathers of Students with Autism: Culturally Responsive Support
Author: Hannon, Michael D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Fathers,Autism,African Americans,Hispanic Americans,Cultural Relevance,Qualitative Research,School Counselors,Semi Structured Interviews,Case Studies,Social Support Groups,School Counseling,Counseling Techniques

Perspectives from five Black and Latino fathers of students with autism are shared from this qualitative pilot study. The fathers were asked to describe the most helpful forms of support from school counselors. One-time, semi-structured interviews were conducted and interpreted with the thematic analysis method. Results suggest support from other parents, and specifically from other fathers, with shared experiences is most helpful. Recommendations for school counseling practice and research are shared.
Capturing Student Perspectives through a &quot;Reggio&quot; Lens
Author: Boyd, Diane
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Reggio Emilia Approach,Preschool Education,Ethnography,Difficulty Level,Units of Study,Creativity,Cooperative Learning,Student Centered Learning,Cognitive Style

This research considers the views and perspectives of a group of students on an Education Studies and Early Years course in an English university that took part in an arts project inspired by the philosophy and pedagogy of the Reggio Emilia preschools in Italy. This ethnographic study included semi-structured interviews and a questionnaire which provided further themes for discussion. The intention of the research was to explore why the students perceived this style of learning as so difficult in order to support future pedagogical development on the course. Findings suggest that there is more preparatory work needed before students can comfortably engage with this approach to study.
Teaching of History of 19th Century Russia in the Visegrád Group Countries
Author: Kmet, Miroslav
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,European History,History Instruction,Textbook Content,Accuracy,International Relations,Historical Interpretation,Information Sources,Textbook Evaluation

The study focuses on the content and extent of teaching of Russian history, or history of Russian culture and civilization, in the teaching of history in the states of the Visegrád Group (i.e. in Hungary, the Czech Republic, Poland and Slovakia). In each of these states, the subject of history (sometimes in different names) has a different status, time subsidy, and content in the framework programs. The study therefore examines the extent to which content and performance standards--concerning the history of Russia in the 19th century--are set out in state educational programs (plans) and their presentation in selected secondary school textbooks. The author comes to the conclusion that the history textbooks in the states of Visegrád Group reflect the basic facts of Russian history of the 19th century, but it is evident that since the 1990s, more and more facts from general history have gradually disappeared in favour of national history. Research shows that the greatest space is devoted to Russian history in secondary school textbooks in the Czech Republic. It is noteworthy that the Polish textbook minimized Russian history at the most, although neutral observers would not have expected it because of the common fates of Poland and Russia. Although the history of 19th century Russia partly disappears from textbooks, on the other hand, history of the 20th century is much more represented, which corresponds to the development of international relations and the situation in Europe.
Emancipation in Educational System: Formation of Women's Higher Education in Russia
Author: Kornilova, Irina V.
Date: 2017-00-00
Type: Journal Articles
Subjects: Womens Education,Higher Education,Foreign Countries,Educational Development,Educational History,Recordkeeping,Archives,Social Change,Gender Differences,Equal Education,Civil Rights,Females,Urban Areas,Rural Areas,Sociocultural Patterns

The focus of the article is on one of the turning points in the education development in Russia of the late imperial period, i.e., the establishment of women's higher education in the second half of the 19th century. The researchers involved various sources, including periodicals, ego-documents, documents of management and record keeping obtained from regional archives, regulatory documents and directories for a systematic study of the formation process of women's higher education against the backdrop of the socio-political life of the Russian empire going through modernization. The combination of macro- and micro approaches in the context of the theory of modernization and gender-based history made it possible to consider the first women's higher courses as one of the most outstanding achievements made by the progressive public in the struggle for the equality of women as well as the development of women's education. The subject of the study was the women's higher courses, opened in the capital cities (Moscow and St. Petersburg) as well as provincial ones (Kazan and Kiev). The issues under study, being covered in the article, are the ones related to the socio-cultural aspects of the Russian movement for the right to obtain higher education and pedagogical profession up to the beginning of the 20th century. It is shown that Russian women in the struggle for equality with men initially demanded equal rights in the field of education in order to gain the opportunity to expand their professional activities and, consequently, to use their abilities for the benefit of society and achieve economic independence. Instability and constant attack on women's higher courses by the government, concerned about the growth of the revolutionary movement among women and inability to exercise their rights prevented students of women's higher courses from becoming full-fledged students, while the degree they got after graduating from the courses failed to provide them with equal civil and political rights with men. The results of the research can be applied in the practice of modernization of higher education and in studies on the history of Russian education.
Myths and Misconceptions about LGBTQ Youth: School Counselors' Role in Advocacy
Author: Abreu, Roberto L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Homosexuality,Sexual Orientation,Sexual Identity,Educational Environment,Misconceptions,Counselor Role,School Counselors,Advocacy,Well Being,Student Rights,Parent Participation,School Safety,At Risk Students,School Policy,Legislation,Sex Education

Although schools are thought to be safe environments for all students, sexual minority and gender expansive (i.e., LGBTQ) students often feel unsafe and unwelcome as a result of misconceptions about their identity. This paper explores eight commonly held myths and misconceptions about LGBTQ youth. The role of professional school counselors (PSCs) in debunking these myths and advocating for these students will be discussed. Implications for practice and future research will be addressed.
Higher and Secondary Education of the Don Cossacks in the Context of the Epoch: The Time of the Great Reforms
Author: Peretyatko, Artyom Yu.
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Secondary Education,Educational Change,Educational History,Social Class,Males,Educational Attainment,Institutional Characteristics,Reputation,Foreign Countries,Military Schools,Self Determination,Ethnic Groups

The article is devoted to the peculiarities of higher and secondary education of the Don Cossacks in 1850-1860 and the influence of these peculiarities on the public discussion between the &quot;progressists&quot; and &quot;Cossack men&quot;. The author shows that a significant part of the educated Cossacks, including those of non-noble origin, studied outside the Don Host Land, using special openings for the Don natives in higher and secondary educational institutions, that were covered by public and state. The openings in Kharkov University were of particular importance. Its graduates were the pioneers of the Don journalism and founded the first scientific institution in the Don region, the Novocherkassk Statistical Committee. The author also criticizes the opinion, according to which poorly educated people prevailed among the &quot;Cossack men&quot; (supporters of preserving the traditional Cossack way of living) in the 1860's. He shows that the general level of education wasn't the determining factor, but the place of studying.
Peer/Self Assessment and Student Learning
Author: Ndoye, Abdou
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Evaluation,Peer Evaluation,Self Evaluation (Individuals),Student Responsibility,Cooperative Learning,Graduate Students,Student Surveys,Coding

Effective and durable learning achievements can result from students' engagement in their own learning. This study explored students' perceptions of the mechanisms and processes through which peer and self-assessment can contribute to their learning. More specifically, the study investigated students' perceived ways in which peer and self-assessment can help engage them in their own learning, make them take responsibility for it, and develop their collaborative learning skills by promoting a positive and supportive learning environment. Students in a graduate class participated in this study. Results indicate that, according to students' perceptions, peer and self-assessment contribute to their learning through effective feedback, a supportive learning environment, and collaboration among learners. A higher level of awareness of course expectations and requirements, combined with abilities to identify learning gaps and develop strategies to fill those gaps, are the mechanisms through which students perceived that peer and self-assessment promote their sense of responsibility towards their own learning. Students' dispositions to work in groups can impact the benefits of peer and self-assessment.
A Randomized Controlled Study Evaluating a Brief, Bystander Bullying Intervention with Junior High School Students
Author: Midgett, Aida
Date: 2017-00-00
Type: Journal Articles
Subjects: Randomized Controlled Trials,Bullying,Junior High School Students,Knowledge Level,Self Esteem,Student Role,Intervention,Victims,Depression (Psychology),Comparative Analysis,Program Effectiveness,Questionnaires,Pretests Posttests,Child Behavior,Rating Scales,Anxiety,Training,Statistical Analysis

A randomized controlled study evaluated a brief, bystander bullying intervention for junior high school students. Students in both groups reported an increase in knowledge and confidence to act as defenders and to utilize strategies to intervene on behalf of victims of bullying. Findings suggest possible carry-over effects from the intervention group to control group. Students in the intervention group, however, reported a significantly greater ability to identify of bullying and a decrease in anxiety (p = 0.06) relative to the control group. There were no differences in reported depression between the two groups. Implications for school counselors are discussed.
Motivational Interviewing, the Transtheoretical Model of Change, and Academic Development
Author: Kolbert, Jered B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Motivation Techniques,Interviews,Models,School Counseling,School Counselors,Counseling Techniques,Academic Achievement,Case Studies,Behavior Change

Motivational interviewing (Miller &amp; Rollnick, 2012) and the transtheoretical model of change (Prochaska, Norcross, &amp; DiClimente, 2007) offer potential considerable benefits to professional school counselors' efforts to promote academic development. We describe how these models can be used by professional school counselors in the provision of what are referred to as responsive services in the ASCA National Model (ASCA, 2012), which includes individual counseling, individual student planning, and the indirect services of collaboration and consultation with parents and teachers as they strive to support student academic achievement. We offer two case studies to illustrate the adaptation and employment of the approaches discussed in the paper.
Higher Education Faculty Perceptions of Open Textbook Adoption
Author: Jung, Eulho
Date: 2017-06-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Textbooks,Shared Resources and Services,Electronic Publishing,Open Source Technology,Cost Effectiveness,Outcomes of Education,Educational Quality,Textbook Evaluation,Academic Achievement,Access to Information,Teacher Surveys,Data Analysis,Educational Change,Use Studies,Intention,Academic Accommodations (Disabilities),Foreign Countries

The high cost of tuition and textbooks can have a negative impact on potential students from lower socioeconomic backgrounds. Open Educational Resources (OER) offers students a way to save educational costs while utilizing high-quality open textbooks. Up until now, there have been few studies focused on a specific provider of open textbooks. This study investigates open textbooks provided by OpenStax. Specifically, this study uses the COUP framework to examine: (1) cost reduction, (2) outcomes, (3) uses, and (4) the faculty perceptions of the quality of OpenStax textbooks. Additionally, we expanded the framework to address (5) the relationship between the perceived quality of the OpenStax textbook and the faculty perception of student performance, (6) the faculty's intention to continue to adopt OpenStax textbooks, and (7) the perceived importance of accessibility to faculty who use OpenStax textbooks. Overall, the findings suggest that a significant amount of financial savings and a number of pedagogical shifts can be supported by the use of OpenStax textbooks.
Open Educational Resources and Student Course Outcomes: A Multilevel Analysis
Author: Winitzky-Stephens, Jessie
Date: 2017-06-00
Type: Journal Articles
Subjects: Educational Resources,Outcomes of Education,Community Colleges,Open Enrollment,Grades (Scholastic),Academic Achievement,Withdrawal (Education),Academic Persistence,Comparative Analysis,Hierarchical Linear Modeling,Predictor Variables,Correlation,Resource Units,Shared Resources and Services

Salt Lake Community College (SLCC) is Utah's largest open enrollment college, and as an institution, is concerned about the expense associated with attaining a degree. All students face challenges in paying for their education, but SLCC students tend to have fewer resources to dedicate to school than students at other institutions in the state. While faculty and administrators have little control over the rising cost of tuition, they are able to offer students open educational resources (OER) to cut down on textbook costs. Salt Lake Community College's OER initiative was implemented in Summer 2014, and has since expanded to include 125 sections in Spring 2016. We examine OER's impact on three measures of student success: course grade, likelihood of passing, and likelihood of withdrawing. We use a multilevel modeling (MLM) approach in order to control for student, instructor, and course effects, and found no difference between courses using OER and traditional textbooks for continuing students. For new students, there is evidence that OER increases average grade. However, student-level differences such as demographic background and educational experience have a far greater impact on course grade and likelihood of passing or withdrawing than an instructor's use of an OER text. Future research should focus on longer-term impacts of OER on retention, completion, and transfer.
Tracking the Money for Open Educational Resources in South African Basic Education: What We Don't Know
Author: Goodier, Sarah
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Resources,Benchmarking,Cost Effectiveness,Funding Formulas,Resource Allocation,Content Analysis,Financial Policy,Evidence,Delivery Systems,Expenditures,Elementary Secondary Education,Resource Units,Shared Resources and Services,Public Support,Financial Support

Limited research has been done to date on the extent of public funding of Open Educational Resources (OER) within basic education (K-12 equivalent) in South Africa. As claims have been made about the potential cost reductions that come with using OER, this study aimed to establish a benchmark of public spending on educational resources, uncover how much is being spent on OER and assess cost-savings of OER adoption. A desk review and document analysis of official information sources on South African basic education was conducted to develop a conceptual understanding of funding allocations the South African government uses for educational resources. A review of publicly available government reports and budgets showed that there is insufficient information at this time to determine how much is being spent on OER specifically or to act as a benchmark for potential cost savings of OER. This study highlights the information gaps which would need to be filled in order to make claims about OER and their potential as cost savers.
Exploring Open Educational Resources for College Algebra
Author: Chiorescu, Marcela
Date: 2017-06-00
Type: Journal Articles
Subjects: Educational Resources,Algebra,College Students,Costs,Case Studies,Expenditures,College Faculty,Blended Learning,Mathematics Instruction,Mathematics Achievement,Grades (Scholastic),Statistical Analysis,Resource Units,Shared Resources and Services,College Mathematics

It is estimated that the average student spends around 1200 USD on books and supplies every school year; thus, textbook affordability has become more and more of a challenge for students. Replacing traditionally expensive learning resources with open educational resources (OER) can have a great impact in the reduction of cost for post-secondary education and student learning. With these benefits as a backdrop, this article describes a case study in which one college instructor adopted OER for College Algebra, offered as a hybrid learning model. This paper discusses this experience with adopting such materials and their impact on student success.
A Preliminary Exploration of the Relationships between Student-Created OER Sustainability, and Students Success
Author: Wiley, David
Date: 2017-06-00
Type: Journal Articles
Subjects: Student Developed Materials,Shared Resources and Services,Sustainability,Academic Achievement,Online Courses,Charter Schools,Secondary School Students,Photography,Computer Uses in Education,Incentives,Credits,Grades (Scholastic),Resource Units

This article explores the relationship between open educational resources (OER) created by students for use by other students, the long-term sustainability of the movement toward OER, and the success of students who use OER created by other students as part of their core curricular materials. We begin by providing definitions and a broader context for thinking about the possibility of student-created OER. We then describe a course context in which student-created OER have been slowly integrated into an online class over several years and examine the impact on student learning associated with their introduction.
Incentivizing the Production and Use of Open Educational Resources in Higher Education Institutions
Author: Annand, David
Date: 2017-06-00
Type: Journal Articles
Subjects: Resource Units,Computer Uses in Education,Shared Resources and Services,Multimedia Materials,Higher Education,Educational Finance,Costs,Foreign Countries,Undergraduate Students,Case Studies,Outcomes of Education,Textbook Preparation,Introductory Courses,Accounting,Teacher Developed Materials,Electronic Publishing,Educational Benefits,Business Administration Education

Substituting open educational resources (OER) for commercially-produced textbooks results in demonstrable cost savings for students in most higher education institutions. Yet OER are still not widely used, and progress toward large-scale adoption in most colleges and universities has been slow. This article reviews the literature informing financial and other issues that affect OER adoption. It describes the outcome of an ongoing, financially self-sustaining project at Athabasca University that has produced significant cost savings for the institution, maintained equivalent student learning outcomes and persistence rates, and enhanced aspects of the student learning experience. Based on the success of the project to date, broadly-applicable recommendations are suggested to reduce organizational impediments to the adoption of OER in higher education institutions.
Khan Academy as Supplemental Instruction: A Controlled Study of a Computer-Based Mathematics Intervention
Author: Kelly, Daniel P.
Date: 2017-06-00
Type: Journal Articles
Subjects: Resource Units,Computer Uses in Education,Shared Resources and Services,Supplementary Education,Mathematics Education,Mathematics Achievement,Intervention,Middle School Students,Grade 7,Control Groups,Mathematics Tests,Scores,Comparative Analysis,Statistical Significance,Access to Information,Quasiexperimental Design,Progress Monitoring,Correlation,Charter Schools

Khan Academy is a large and popular open educational resource (OER) with little empirical study into its impact on student achievement in mathematics when used in schools. In this study, we examined the use of Khan Academy as a mathematics intervention among seventh grade students over a 4-week period versus a control group. We also compared differences between students who had supplemental mathematics instruction and those who had not. In both cases, we found no statistically significant differences in student test scores. Khan Academy has several internal metrics used to track student performance and use. We found significant relationships between these metrics and student test scores in this study. Khan Academy and other OER provide access to information and knowledge to large numbers of the population. This research adds to the discourse methods by which Khan Academy and other OER may affect learners.