ethanporcaro/eric-fulltext-meta huggingface dataset:
Rethinking the Problem of Faculty Resistance to Engaging with Students as Partners in Learning and Teaching in Higher Education
Author: Matthews, Kelly E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,Partnerships in Education,College Faculty,Resistance to Change,Teacher Student Relationship,Scholarship,Instruction,Learning,Higher Education

Engaging students as partners in the scholarship of learning and teaching (SoTL) is a principle guiding good practice. Enthusiasm for student-faculty partnerships in learning and teaching continues to grow. In this essay, I want to invite readers to reflect with me about concerns of resistance to partnership practices. I interweave stories from my experiences with selected literature that is shifting the conversation about the 'challenge of resistance' in partnership work in learning and teaching. Positioning students as partners work as a values-based practice and in the context of 'scaling-up' partnership programs, I argue that our pre-occupation with resistance is problematic. Instead, we should accept resistance as part of a natural sense-making process that allows us to think together about the complexity of genuine pedagogical partnership.
Are Autonomously Motivated University Instructors More Autonomy-Supportive Teachers?
Author: Yasué, Maï
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Autonomy,College Faculty,Class Size,Faculty Workload,Publish or Perish Issue,Teaching Conditions,Barriers,Psychological Needs,Teacher Motivation,Teaching Methods,Undergraduate Students,Foreign Countries,Teaching Styles,Tenure,Mentors,Teacher Role,Job Satisfaction,College Administration,School Culture,Teacher Student Relationship,Value Judgment

We extended the research on autonomy-supportive teaching to universities and examined the relationships between autonomous motivation to teach and autonomy-supportive teaching. Autonomously motivated university instructors were more autonomy-supportive instructors. The freedom to make pedagogical decisions was negatively correlated with external motivation towards teaching. Participants indicated that large class sizes, high teaching loads, publication pressures, and a culture that undervalues effective undergraduate teaching undermined both student learning and their feelings of autonomy. Together these results presents a picture of a subset of university instructors who remained autonomously motivated to teach, irrespective of barriers they experienced from university administrators or policies.
Enhancing Academic Self-Efficacy and Performance among Fourth-Year Psychology Students: Findings from a Short Educational Intervention
Author: Foulstone, Alexis R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Academic Achievement,Psychology,Intervention,Honors Curriculum,Student Attitudes,Theses,Research Skills,Foreign Countries,Low Achievement,Grade Point Average,Learning Strategies,Questionnaires,Student Motivation,Supervisor Supervisee Relationship,Attitude Change,Social Media,Writing Ability,Group Instruction,Program Length,Outcome Measures,Undergraduate Students

Academic self-efficacy is the degree to which students believe they are capable of learning or accomplishing an academic task within a specific area of education. High academic self-efficacy has been associated with positive education outcomes such as enhanced learning, motivation, self-determination, and ultimately academic performance. The current study designed, implemented and evaluated an educational intervention to enhance the academic self-efficacy and performance of 21 psychology students enrolled in a group supervised Honours course, the outcome being a thesis dissertation. Students completed pre-intervention surveys in class half way through the course and then another survey after the 8-week intervention. Measures of self-efficacy (based on student responses) were similar over the two assessments. Furthermore, self-efficacy did not predict academic outcomes as determined by two independent examiners' final marks on their thesis. Findings are discussed in relation to limitations of the data and challenges faced when implementing interventions aimed to enhance academic self-efficacy
Learning Preferences Instead of Learning Styles: A Case Study of Hospitality Management Students&apos; Perceptions of How They Learn Best and Implications for Teaching and Learning
Author: Deale, Cynthia S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preferences,Cognitive Style,Student Attitudes,Hospitality Occupations,Teaching Methods,Tourism,Undergraduate Students,Scholarship,Instruction,Active Learning,Case Studies

This study focused on understanding more about how hospitality and tourism students prefer to learn and considers the implications that these preferences have for teaching methods. The case is made that learning preferences matter even though critics indicate that there is no evidence for the use of learning styles. Perceptions of students' learning preferences were gathered from students in six face-to-face undergraduate hospitality and tourism classes at a university in the southeastern United States. In accordance with previous research, hospitality students in this sample tended to prefer active learning opportunities. Implications, suggestions for teaching and further research, and limitations are presented.
Personality and Cognitive Factors Related to Completing Extra Credit Assignments
Author: Myers, Charlsie A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,Undergraduate Students,Grades (Scholastic),Student Motivation,Assignments,Self Efficacy,Metacognition,Student Surveys,Personality,Cognitive Processes,Psychology,Biology

We explored the differences in academic achievement, personality, and cognitive factors among students who did and did not do extra credit. A total of 276 undergraduate students enrolled in introductory or upper-level psychology and biology courses were surveyed following their final exams to determine levels of academic self-efficacy, metacognitive ability, and a variety of other demographic factors. We conducted a 2 (Extra Credit: Completed or Not Completed) x 2 (Course Level: Introductory or Upper-level) x 4 (Final Course Grade: &quot;A&quot;, &quot;B&quot;, &quot;C&quot;, or &quot;D/F&quot;) between-subjects MANOVA with academic self-efficacy and measures of metacognitive ability as dependent variables. Our results indicated that Academic self-efficacy and Regulation of Cognition metacognition scores differed based on these factors. The implications for how course-specific feedback and improved awareness of metacognition can improve student achievement related to our findings and future research directions are discussed.
Patterns of Interaction on Peer Feedback: Pair Dynamics in Developing Students&apos; Writing Skills
Author: Kuyyogsuy, Sirikarn
Date: 2019-00-00
Type: Journal Articles
Subjects: Interaction,Feedback (Response),Peer Groups,Writing Skills,Foreign Countries,English (Second Language),Second Language Learning,Undergraduate Students,Interpersonal Relationship,Writing Processes,Critical Thinking,Thinking Skills,Cooperative Learning,Video Technology,Recall (Psychology)

The study investigated students' patterns of interaction and their viewpoints toward incorporating peer feedback in L2 writing class, making use of a video stimulated recall (VSR) interview and the compositions. Data were analyzed qualitatively; two groups of six students with mixed English proficiency were analyzed in terms of the language-related episodes (LREs). The participants of the study were 21 undergraduate students, majoring in English in a university in the three southernmost border provinces of Thailand. For data analysis, peer dialogues were recoded, transcribed and coded to identify students' patterns of interactions in terms of collaborative, expert/novice, dominant/dominant and dominant/passive patterns, based on Storch's (2002) scheme. Moreover, the findings revealed that the students' English proficiency level did not influence the LREs and their writing ability. Additionally, students' writing performance was improved in the identified patterns of the collaborative and expert/novice instances. Specifically, students perceived the writing process, developed affective strategies, reinforced their critical thinking ability and enhanced their social interaction skills. Besides, it encouraged them to become more effectively autonomous learners. Hence, peer feedback should be implemented in L2 writing.
A Review on Diagnostic Vocabulary Tests
Author: He, Chunxiu
Date: 2019-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Language Tests,Validity,Test Format,Teaching Methods,Diagnostic Tests,Test Items,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Profiles,Vocabulary Skills

Given the practical significance of vocabulary testing in language teaching and the theoretical foundations of developing a vocabulary test, four well-established vocabulary tests are introduced for diagnostic purpose together with their corresponding validation studies, with a focus on the designed purpose, the selection of the items, the presentation of the task and the test response format.
More Schools, Larger Schools, or Both? Patterns of Enrollment Growth in K12 Catholic Schools Globally
Author: Wodon, Quentin
Date: 2019-00-00
Type: Journal Articles
Subjects: Catholic Schools,Churches,Elementary Secondary Education,Enrollment Trends,School Size,Trend Analysis,Strategic Planning,Foreign Countries,Educational Trends,Preschool Education,School Construction,Comparative Analysis,Geographic Regions,Cross Cultural Studies

After the governments of China and India, the Catholic Church is probably the third largest provider of K12 education in the world. How has growth in enrollment in K12 Catholic schools varied across countries over the last two decades? Which countries have accounted for most of the growth at the regional and global level? What has been the role of the number of schools and the size of schools in enrollment growth, or in the decline observed in some countries? Given trends towards higher enrollment in the developing world due to population growth and higher educational attainment, has enrollment growth in Catholic schools enabled them to maintain their market share over time? Finally, what do the data suggest for some of the constraints and strategic choices faced by Catholic schools in various countries? The objective of this paper is to answer these questions with a focus on trends in Catholic school enrollment and market shares across countries from 1995 to 2016.
The Impact of Reflective Practice on Teacher Candidates&apos; Learning
Author: Slade, Mary L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Preservice Teacher Education,Teaching Methods,Decision Making,Student Attitudes,Critical Thinking,Skill Development,Field Experience Programs,Metacognition,Poverty,Models,Undergraduate Students,Transformative Learning,Teaching Skills,Preservice Teachers,Course Descriptions,Content Analysis,Child Development,Disadvantaged Environment,Classroom Environment,Lesson Plans,Pedagogical Content Knowledge,Standards,Teacher Student Relationship

Reflection is a high impact practice that develops teacher candidates' learning. Critical reflection requires teacher candidates to continually examine their own thoughts, perspectives, biases, and actions. Reflective practice facilitates the development of new knowledge, skills, and dispositions in teacher candidates by fostering critical contemplation of actions in a real-world environment. Reflective practice is specifically used as teacher candidates study education in a university course and apply what they learn in a related field experience in a K-12 school.This study was conducted in order to determine the impact of reflective practice on teacher candidates enrolled in a course focused on developmental sciences in a context of poverty. Results demonstrate what level of reflection is required to prepare teacher candidates to make instructional decisions as well as become self-aware of their perspectives and attitudes in teaching.
Developing as a College Science Teacher: Using Identity to Examine Transformation
Author: Ceglie, Robert J., Sr.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Science Teachers,Science Instruction,Faculty Development,Biology,Professional Identity,Role,Teacher Attitudes,Conflict,Transformative Learning,Educational Quality,Departments,Psychological Patterns

Guided by identity theory, this study investigated how a college biology professor's early career experiences contributed to the transformation of his identity as a college science teacher. This study showcases the four components of identity as described by Gee as a lens and it specifically focuses on the emergent role of institutional identity and its associated conflicts with incompatible belief systems. This qualitative study illustrated the utility of Gee's theory to study how various components of identity can be useful to examine the transformation of a college faculty member. The participant's position as a non-tenured faculty member created dissonance between his developing beliefs concerning quality science instruction and those imposed on him by his department.
Changing Future Faculty&apos;s Conceptions of SoTL
Author: Reano, Darryl
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Scholarship,Instruction,Learning,Teacher Attitudes,Workshops,Teaching Methods,Faculty Development,Intervention

Preparing Future Faculty (PFF) programs provide graduate students across all disciplines with professional development that addresses a range of faculty responsibilities.The scholarship of teaching and learning (SoTL) combines education research with the practice of teaching by implementing, disseminating, and applying research on educational practice and interventions. During a PFF program at a public university, we used a pre-post writing prompt to examine changes in future faculty's conceptions of SoTL. Pre-workshop responses included misconceptions that indicated unfamiliarity with SoTL. Post-workshop responses had an increased emphasis on sharing outcomes from educational interventions. Only 8% of pre-workshop responses included all main elements of SoTL, and this increased to 44% for post-workshop responses. We suggest that graduate programs should include training in SoTL so that future faculty are prepared to develop and advance their teaching programs using both existing pedagogical research as well as scholarly approaches to research in to their own teaching.
Strong Families and Successful Students: A Qualitative Study of Families Involved in a Strength-Based Community Program
Author: Sanguiliano, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: Family Involvement,Family Programs,Academic Achievement,Parent Attitudes,Correlation,Economically Disadvantaged,Extracurricular Activities,Accountability,Access to Education,Educational Resources,Family Environment,Social Capital,School Community Relationship,Program Descriptions,Preschool Education,Elementary Secondary Education,Parent Child Relationship

Although researchers have found that family involvement impacts educational outcomes for children, there remains a dearth of knowledge regarding the connection between strengthening families and children's academic success. This study examined what parents' perceptions regarding the internal and external factors that strengthen families who face economic disadvantage are and how parents' perceptions of what strengthens families relate to children's academic outcomes. Using thematic analysis, this qualitative study explored the perceptions of economically disadvantaged parents (n = 33) regarding the internal and external factors that strengthen families and how this relates to children's academic achievement. Strong families communicate respectfully with each other, spend time together, and are active in the community. Further, participating in extracurricular activities strengthens families. In addition, the inclusion of agency/organizational oversight and accountability of student progress, along with access to educational resources, are important for economically disadvantaged families. As education begins in the home, families who encourage communication, extracurricular activities, quality family time, and social capital are setting their children up for success in schools.
Early Childhood Pre-Professionals&apos; Experience in a Study Abroad Program to Finland: Evaluation of Professional Growth, and Personal and Cultural Gains
Author: Zhang, Bingbing
Date: 2019-00-00
Type: Journal Articles
Subjects: Study Abroad,Teacher Education Programs,Student Attitudes,Preservice Teachers,Foreign Countries,Cultural Awareness,Diaries,Phenomenology,Preschool Teachers,Outcomes of Education,Individual Development,Professional Development,Social Systems,Learning Experience

The present study explores the experiences of fifteen Early Childhood pre-professionals on a University lead short-term study abroad program to Finland. The purpose of the study was to investigate the impact of the 10-day-long experience on students' attitudes and perceptions particularly on their professional growth, personal, and cultural gains. Daily reflective journals entries and questionnaires were used to capture insights of the phenomena. Data were collected prior to, during, and after the program. This phenomenological study also employed audio taped interviews to provide summaries of their experiences in Finland. Horizontalization was used and three emerging themes were explained. Conclusions and recommendations are provided for future studies.
The Perceived Impact of Educational Management Organization Mentors among Former High School Dropouts Who Subsequently Graduated High School
Author: Hickman, Greg
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Dropouts,Mentors,Educational Administration,Organizations (Groups),Graduation Rate,Prevention,At Risk Students,Case Studies,Interpersonal Relationship,Hispanic Americans,Whites,Student Motivation,Caring,Educational Experience,High School Graduates,Program Descriptions,Teacher Student Relationship

The high school dropout problem has been the focus of educational leaders and researchers for several decades. Despite efforts, students continue to drop out of high school. In an effort to prevent at-risk youth from dropping out of school, educators have paired mentors with youth in hopes of increasing graduation rates. These efforts have produced mixed results at best. Given such, Educational Management Organizations (EMOs) have surfaced in recent years to provide educational support to help students who once dropped out to graduate high school. A major component of EMOs is pairing employed mentors with students. The purpose of this qualitative case study was to gain an understanding of how mentors employed by EMOs helped former high school dropouts graduate high school. Using survey sampling, 34 participants responded to open-ended questions regarding their experiences with their mentors. The sample included 27 females and 7 males ages 18-24 of Hispanic and Caucasian ethnic backgrounds. The open-ended questions were analyzed using thematic analysis. The resulting themes were (a) communication, (b) encouragement, (c) motivation, (d) understanding, and (e) caring. Findings from this study may help inform educators how to improve communications with youth at risk for dropping out of school.
Understanding the Physical Health Status, Health Literacy, and Health-Related Interventions in School-Base Samples of Youth with Learning Disorders and Emotional Disturbance
Author: Huscroft-D'Angelo, Jacqueline
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Emotional Disturbances,Physical Health,Literacy,Intervention,At Risk Persons,Educational Environment,Health Education,Health Needs,Databases,Search Strategies

School environments provide an opportunity to address health-related topics and ensure students graduate prepared to manage health needs, including populations at risk for poor physical health or low health literacy, such as those with disabilities. Presently, little is known about the physical health status, health literacy, or approaches to address these topics in school environments for youth with high-incidence disabilities. The purpose of this study was to conduct a comprehensive review of the literature from 1994-2014 to understand the physical health status and health literacy of youth with Learning Disabilities (LD) and Emotional Disturbance (ED) as well as identify approaches to address these topics in school environments. A two-phase systematic process was used to examine the literature in each respective topic. This included identifying search parameters, an electronic database search, ancestor search, and coding of relevant articles. The initial search yielded 130 articles. After coding, 11 articles remained. Eight focused on physical health status, two on health literacy, and one on interventions related to health literacy. Although study results are tentative, youth with LD and ED are likely at risk for poor health outcomes and low health literacy. A need exists to develop school-based approaches that will contribute towards improving these outcomes.
&quot;It&apos;s More than Just Religion:&quot; Teaching History in a Catholic School
Author: Fitzpatrick, Colleen
Date: 2019-00-00
Type: Journal Articles
Subjects: Religious Education,Catholic Schools,History Instruction,Institutional Mission,Religious Factors,Identification (Psychology),Middle School Teachers,World History,Teacher Attitudes,Teaching Methods,Social Studies,Curriculum

Research in Catholic schools has focused on how the promotion of Catholic identity influences the leadership of the school (Wallace, 2000; Scanlan, 2011) and how the leadership of the school influences the Catholic identity of the school (Fuller &amp; Johnson, 2014), but little attention has been given to how this purpose influences the classroom and pedagogical decisions of teachers in any subject. History classrooms provide an interesting lens for exploring how Catholic identity is incorporated into content of the class because of the interconnectedness of religion and history. History is potentially the content area that students would most likely interact with issues relating to religion and Catholicism, outside of their religion course. This study examines the day-to-day instructional choices of one history teacher in a Catholic School setting and explores how these decisions relate to the expressed purpose of the mission of Catholic schools. The question is important because of the connection between religion and history and whether (and how) teachers enact the purpose of Catholic identity has the most immediate and significant impact on students.