ethanporcaro/eric-fulltext-meta huggingface dataset:
Interteaching: Its Effects on Exam Scores in a Compressed-Schedule Format
Author: Zayac, Ryan M.
Date: 2014-02-00
Type: Reports - Research
Subjects: School Schedules,Behavior Modification,Teaching Methods,Course Descriptions,Tests,Scores,Lecture Method,Summer Schools,Instructional Effectiveness,Comparative Analysis,Educational Research,Undergraduate Students,Student Attitudes,Active Learning,Interrater Reliability,Validity,Statistical Analysis

Although previous research has found interteaching to be an effective form of instruction, all of the currently published data have been collected in courses that have allowed for a minimum of 48 hours between class sessions. In the current study, we examined the effectiveness of interteaching compared to traditional lecture during a six week summer session of a behavior modification course. Two non-concurrent sections of the behavior modification course were taught during which the instructor alternated between interteaching and traditional lecture. These courses were counterbalanced, such that when material from one section was covered using an interteaching approach, the same material in the other section was presented using a traditional lecture. Unlike previous studies, students did not score higher on exams following interteaching sessions. Nevertheless, students did indicate that they found interteaching to be beneficial. Interpretations of these results, the social validity responses, practical implications, and recommendations for additional research are discussed.
Student Perspectives on Self-Directed Learning
Author: Douglass, Carolinda
Date: 2014-02-00
Type: Reports - Research
Subjects: Independent Study,Student Attitudes,Undergraduate Students,Focus Groups,Barriers,Facilitators (Individuals),Curriculum Design,Classroom Environment,Teacher Attitudes,Educational Resources,Incentives,Performance Factors

Undergraduate student perspectives regarding specific factors associated with self-directed learning were collected through eight focus groups. A total of 80 upperclassmen provided input revealing three emergent themes in the focus groups responses: (1) Student-Controlled, (2) Faculty-Controlled, and (3) Administration-Controlled Facilitators and Barriers to promoting self-directed learning. Students acknowledged much of their learning was within their control. However, they did note that faculty and administrators have a significant impact on their desire and ability to learn. In an effort to empower students to direct their own learning processes the results of this study have been integrated into campus assessment initiatives including the development of a student organization to provide a consistent, student-led forum for students to voice their opinions and concerns about their learning processes and assessment.
Public Deliberation as a Teaching Andragogy: Implications for Adult Student Learning from a Doctoral Higher Education Policy Course
Author: Johnson, Matthew
Date: 2014-02-00
Type: Reports - Research
Subjects: Andragogy,Critical Thinking,Educational Policy,Doctoral Programs,Decision Making,Case Studies,Ownership,Student Attitudes,Teaching Methods,Qualitative Research

Public deliberation provides an inclusive and robust mechanism for making shared decisions in community and political settings; however, its application to teaching and learning remains underutilized (McMillan &amp; Harriger, 2007). This manuscript reports on a case study of the use of public deliberation as a teaching andragogy in a graduate level course in higher education policy, which showed that public deliberation creates greater ownership of the course, fosters critical thinking and student agency, and implicates taking action.
Examining the Literacy Histories of Doctoral Students in an Educational Studies Program through Surveys and Interviews: A Mixed Methods Study
Author: Adams-Budde, Melissa
Date: 2014-02-00
Type: Reports - Research
Subjects: Literacy,Correlation,Graduate Students,Doctoral Programs,Qualitative Research,Student Attitudes,Case Studies,Self Concept,Interviews,College Faculty,Statistical Analysis,Teacher Education,Surveys,Mixed Methods Research,Visual Aids

The purpose of this mixed methods sequential explanatory study was to explain the relationship between literacy experiences over time and the literacy identities of the doctoral students in a teacher education and higher education program. The quantitative phase, surveying 36 participants, revealed a positive correlation between participant's present and past literacy experiences, suggesting that past literacy experiences impacted their present perception of themselves as successful doctoral students. In the qualitative follow up multiple case study analysis, four major themes emerged from the interviews and participants' visual representations: (1) past literacy experiences; (2) present literacy experiences; (3) support systems; and (4) social experiences. The findings suggest that early feelings of success in literacy contribute to strong literacy identities in higher education programs. Implications for the faculty of higher education will be discussed.
Promethean Summer: Professional Development Boldly Focuses on the Classics
Author: Dubin, Jennifer
Date: 2014-00-00
Type: Journal Articles
Subjects: Faculty Development,Classics (Literature),Western Civilization,Inservice Teacher Education,Teacher Improvement,Summer Programs,Intellectual Development,Humanities,Lifelong Learning

This article describes the Sue Rose Summer Institute for Teachers at the Dallas Institute of Humanities and Culture, which, for 30 years, has treated teachers as intellectuals. To that end, the nonprofit educational organization offers teachers from all grade levels and all disciplines an experience that either reacquaints them with or introduces them to the literature of Western civilization. The classic works studied are taught at the level of a graduate-school course and do not resemble typical professional development. Educators who attend this program rise to the challenge of engaging in insightful discussions about these complicated texts. The three-week summer program reinvigorates their teaching and renews their passion for lifelong learning. A companion article, &quot;Teaching and Its Spiritual Power,&quot; by Louise Cowan, posits the teacher as a &quot;shaman&quot; who guides students toward the dark wood of shared human memory, a conduit for the past that is insufficiently recognized in our time. Cowan concludes that teachers are the bearers of something they consider more significant than themselves, more important than any method, something of enormous value to the culture.
Preservice Mathematics Teachers' Personal Figural Concepts and Classifications about Quadrilaterals
Author: Erdogan, Emel Ozdemir
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Teachers,Preservice Teachers,Mathematical Concepts,Concept Formation,Questionnaires,Knowledge Level,Mathematics Skills,Teacher Competencies,Geometric Concepts,Classification,Elementary School Mathematics

The aim of this study was to determine preservice mathematics teachers' personal figural concepts and hierarchical classifications about quadrilaterals and to investigate the relationships between them. The participants were 57 preservice primary mathematics teachers in their senior year at a state university in Turkey. The preservice mathematics teachers were administered a questionnaire that consisted of 13 questions extracted from studies on the descriptions and images of quadrilaterals, identification of quadrilateral families among given images, and identification and classification of the relationships between quadrilaterals. The results showed that the preservice mathematics teachers' knowledge of quadrilaterals learnt at primary-secondary school level and prototypical images were dominant in their personal figural concepts. Also, the teachers didn't use the hierarchical definitions of quadrilaterals and were not able to establish relationships among quadrilaterals due to the effect of prototypical images in choosing a family category among the given images. On the other hand, the majority of the participants gave correct answers to the questions about the dual relationships among quadrilaterals. The study concluded that although the preservice teachers possessed formal definitions of quadrilaterals, their prototypical images affected their personal figural concepts.
&quot;Inside-out Pedagogy&quot;: Theorising Pedagogical Transformation through Teaching Philosophy
Author: Scholl, Rosie
Date: 2014-06-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Change,Educational Philosophy,Elementary School Teachers,Teacher Attitudes,Grounded Theory,Instructional Effectiveness,Learning Theories,Adult Learning,Foreign Countries,Reflection,Student Role,Principals,Teacher Student Relationship,Communities of Practice,Semi Structured Interviews

This retrospective interview study focused on the impact that training and implementation of Philosophy, in Lipman's tradition of Philosophy for Children, had on the pedagogy of 14 primary teachers at one school. Semi-structured interviews were conducted to document the impact of teaching Philosophy on pedagogy, the resources required to facilitate and sustain such change, including the necessary dispositions required to teach Philosophy, and the critical junctures in pedagogical change associated with teaching Philosophy. Interview data were coded and analysed to generate a grounded theory regarding the efficacy of teaching Philosophy in terms of its impact on the pedagogy of the teachers interviewed. This pedagogical transformation is then theorised in terms of Vygotsky's Zone of Proximal Development re the learning of the adults in this study. This study formed the pilot for a larger empirical study.
Play as Self-Realization: Toward a General Theory of Play
Author: Henricks, Thomas S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Play,Teaching Methods,Self Actualization,Theories,Psychology,Skill Development,Social Influences,Child Development

In a wide-ranging essay that reviews the major theories of plays and relates them to significant notions of the self, the author addresses the question of why we play. He does so to argue that play is a biologically driven project of self-understanding and self-realization, one that humans--although they also share the experience with other creatures--have developed most fully as a part of their psychological and social life.
The Elements of Play: Toward a Philosophy and a Definition of Play
Author: Eberle, Scott G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Play,Definitions,Child Development,Emotional Development,Physical Development,Intellectual Development

Scholars conventionally find play difficult to define because the concept is complex and ambiguous. The author proffers a definition of play that takes into consideration its dynamic character, posits six basic elements of play (anticipation, surprise, pleasure, understanding, strength, and poise), and explores some of their emotional, physical, and intellectual dimensions. He argues for a play ethos that recognizes play is evolution based and developmentally beneficial. He insists, however, that, at its most elemental, play always promises fun. In this context, any activity that lacks these six elements, he contends, will not fully qualify as play.
Well Played: The Origins and Future of Playfulness
Author: Gordon, Gwen
Date: 2014-00-00
Type: Journal Articles
Subjects: Play,Attachment Behavior,Infant Behavior,Well Being,Behavior Development,Play Therapy,Adults,Child Development,Social Development,Developmental Stages,Parent Child Relationship

In this article, the author synthesizes research from several disciplines to shed light on play&apos;s central role in healthy development. Gordon builds on research in attachment theory that correlates secure attachment in infancy with adult well-being to demonstrate how playfulness might be a lifelong outcome of secure attachment and a primary factor in well-being. She discusses infants enacting the two primary attachment behaviors, attachment and exploration, as protosocial and exploratory play, then shows how these form a foundation for lifelong play and development. She reviews several metaphors for world views that arise from different attachment styles and endure throughout life in ways she claims either enhance or inhibit playfulness. She explores the notion that adults can earn secure attachment through attuned play and restore what she sees as their innate playfulness and well-being.
Deep Play. Rationality in the Life World with Special Reference to Sailing
Author: Goold, Patrick
Date: 2014-00-00
Type: Journal Articles
Subjects: Play,Philosophy,Personal Autonomy,Aquatic Sports,Integrity,Competence,Self Efficacy,Cooperation,Friendship,Values,Experience,Athletics,Logical Thinking

In an essay on the rationality of play, the author characterizes rationality by the three distinct demands it makes on the individual--demands for autonomy, solidarity, and integrity. He develops each of these as they apply to the sport of sailing, using the example of two deep-ocean expeditions to arrive at a concept of deep play he sees as one solution to the existential problem of living rationally. In the course of doing so, he suggests why so many disparate activities fall under this concept of deep play and concludes with a reflection on how deep play transcends sports.
One Piece of the Whole: Teacher Evaluation as Part of a Comprehensive System for Teaching and Learning
Author: Darling-Hammond, Linda
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Faculty Development,Total Quality Management,Teacher Improvement,Teacher Education,Standards,Evidence,Evaluators,Teacher Effectiveness,Feedback (Response),Mentors,Performance Based Assessment,Teacher Certification,Academic Achievement,Correlation,Teacher Collaboration

As a major policy focus, teacher evaluation is currently the primary tool promoted to improve teaching quality. But evaluation alone is not enough. What will most transform teaching quality--and the profession--is the creation of a larger system that supports teaching and learning through on-the-job evaluation and professional development, and that ultimately focuses on continuous improvement.
Survey Says: Using Teacher Feedback to Bolster Evaluation
Author: Wiener, Ross
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Feedback (Response),Teachers,Principals,Administrator Evaluation,Teacher Improvement,School Culture,Stakeholders,Surveys,Confidentiality

Many of the leading private sector organizations have for years embraced a survey approach to improving products, services, and internal policies and processes. Like these successful private sector businesses, school systems can utilize a similar survey-based approach to improving teacher evaluation. Here, the authors provide and outline some overarching benefits of thoughtful, intentional use of surveys in the teacher evaluation process.
Minding the Knowledge Gap: The Importance of Content in Student Learning
Author: Christodoulou, Daisy
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Objectives,Teaching Methods,Knowledge Level,Learning,Short Term Memory

In this article, author Daisy Christodoulou, a former teacher in the United Kingdom, debunks the myth that teaching facts prevents understanding, and she explains why teaching content knowledge is part of the primary mission of education. Throughout this article, she tries to stress that she shares the aims of many of the people whose methods she disagrees with. She does however say that she is concerned about the current education system because she thinks that the methods currently being used to achieve educational improvement simply do not work. She believes that the main reason they do not work is because of a misguided, outdated, and pseudoscientific stigma against the teaching of knowledge. She shares a strong conviction that there is strong empirical evidence about the success of curricula that teach knowledge, and that there is strong evidence about the success of pedagogy that promotes the effective transmission of knowledge. She argues the points that knowledge is at the heart of cognition, and if educators fail to teach knowledge, pupils fail to learn.
The Professional Educator: A Fine Balance
Author: Cicarella, David
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Role,Personal Narratives,Change Strategies,Educational Change,Teacher Evaluation,Accountability,Unions,School Community Relationship,Evaluation Methods,Educational Quality,Teacher Competencies,Academic Achievement,Performance Based Assessment,Committees,Standards

Professional educators in the classroom, library, counseling center, or anywhere in between share one overarching goal: ensuring all students receive the rich, well-rounded education they need to be productive, engaged, citizens. This regular feature explores the work of professional educators--their accomplishments and their challenges--so that the lessons they have learned can benefit students across the country. In this article, a local union president shares how his members worked with the school district to create an evaluation system focused on supporting struggling teachers and helping those already strong in their craft continue to improve.
The Mind Shift in Teacher Evaluation: Where We Stand--and Where We Need to Go
Author: Minnici, Angela
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Faculty Mobility,Job Satisfaction,Faculty Development,Teacher Participation,Misconceptions,Trust (Psychology),Interpersonal Communication,Teachers,Principals,Administrator Responsibility,Time Management

While often cited as one of the most rewarding professions, teaching is demanding, technically challenging, and more closely scrutinized by the public than ever. Although research has helped the education community better understand how children learn and how to support and develop educators, teachers report more dissatisfaction with their jobs and are less likely to stay in the profession beyond five years. This article takes stock of teacher evaluation by exploring the successes and challenges of implementing evaluation systems. It also offers recommendations that the author and colleagues have gleaned from their work with states and districts in designing and implementing systems that support and develop teachers.
Exploring Non-Native English Speaker Teachers' Classroom Language Use in South Korean Elementary Schools
Author: Rabbidge, Michael
Date: 2014-02-00
Type: Journal Articles
Subjects: Elementary School Teachers,Language Usage,English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries,Student Motivation,Teaching Methods,Teacher Attitudes,Learning Motivation,Educational Policy,Observation,Korean,Classroom Communication,Native Language,Semi Structured Interviews,Scaffolding (Teaching Technique),Classroom Environment

The teaching of English as a foreign language in South Korean public schools has seen the implementation of a number of new innovations. One such innovation, the teaching of English through English, dubbed TETE, is a government-initiated policy that requires public schools to teach English by only using English. Nevertheless, studies reveal that teachers are not implementing the policy. The current study, through a series of observations and interviews, ascertained that teachers were not implementing the government policy at the elementary-school level due to a conflict in government decrees, making it difficult for them to teach English by only using English while maintaining student motivation to learn English. The study reveals the importance that teachers place on the belief that motivation needs to be maintained at all costs, even superseding the need to maximize target language exposure. The paper calls for further studies of teachers who have established techniques to maintain student motivations for learning the target language while teaching exclusively in the target language, as well as touching upon the idea of the need for an alternative to the TETE policy.
Understanding Changes in Chinese Immigrant Language Learners' Beliefs in New Zealand
Author: Zhong, Qunyan Maggie
Date: 2014-02-00
Type: Journal Articles
Subjects: Case Studies,Asians,Foreign Countries,Immigrants,Second Language Learning,Teaching Methods,Longitudinal Studies,Second Language Instruction,Student Attitudes,Attitude Change,Psychological Patterns,Self Efficacy,Teacher Student Relationship,Measures (Individuals),Student Characteristics,College Students,Questionnaires,Classification,Rating Scales,Interviews,Qualitative Research

In recent years, there has been increasing interest in language learners' beliefs in second language acquisition (SLA). Nonetheless, few studies to date have investigated the extent to which learners' beliefs develop, and the factors that contribute to this development have not been examined seriously. Employing a naturalistic inquiry, this longitudinal study investigates the development of five Chinese immigrant learners' beliefs in a new learning context, New Zealand. Using a multi-case study design, this study identified three major changes in the learners' beliefs and the factors that led to these changes. Cognitive dissonance was the first and the most important factor. Another factor stemmed from the teaching methods the learners were exposed to. Finally, the learners' own language progress, their positive learning experiences, and the encouragement from their teachers also contributed to the change in their self-efficacy beliefs. The study reveals that apart from these three noticeable changes, the majority of the learners' beliefs remained relatively stable over the observed period, which suggests a duality of their beliefs. The findings of this study have important theoretical and practical implications, particularly in terms of advancing our understanding of the nature of learner beliefs in SLA.
The Amount of English Use: Effects on L2 Speech
Author: Vo, Son Ca
Date: 2014-02-00
Type: Journal Articles
Subjects: Language Usage,English (Second Language),Second Language Learning,Reading Comprehension,Speech Communication,Vietnamese People,Adults,Vietnamese,Native Language,North Americans,Graduate Students,Second Language Instruction,Language Teachers,Pronunciation,Task Analysis,Oral Language,Native Speakers,Comprehension,Likert Scales

The amount of second language (L2) use has significant influence on native speakers' comprehension of L2 learners' speech. Nonetheless, few empirical studies examine how differences in the amount of language use affect the intelligibility and comprehensibility of nonnative speakers' reading and spontaneous speech. This study aims to contribute to this gap. Participants included 100 adult Vietnamese native speakers, who were asked to read five sentences and a 100-word passage and provide a one-minute oral description of their daily activities. Then, 20 American students in a graduate TESL program at Northern Arizona University, U.S.A., rated the speech samples for intelligibility and comprehensibility. Results show that the degree of L2 use contributed to considerable variance in predicting performance ratings of only L2 spontaneous speech. This study provides evidence that variation in the amount of L2 use affects L2 intelligibility. This study also challenges the well-established view that English language use best predicts the degree of L2 perceived comprehensibility, regardless of nonnative reading ability or spontaneous speech.