ethanporcaro/eric-fulltext-meta huggingface dataset:
Common Core: Victory Is Yours!
Author: Fink, Jennifer L. W.
Date: 2012-00-00
Type: Journal Articles
Subjects: State Standards,Program Implementation,Academic Standards,Classroom Techniques,Benchmarking,Class Activities,Educational Practices

In this article, the author discusses how to implement the Common Core State Standards in the classroom. She presents examples and activities that will leave teachers feeling "rosy" about tackling the new standards. She breaks down important benchmarks and shows how other teachers are doing the Core--and loving it!
No Gym Required
Author: Adams, Caralee
Date: 2012-00-00
Type: Journal Articles
Subjects: Physical Education,Physical Activities,Parent Participation,Comprehensive School Health Education,Physical Fitness,Health Promotion,Program Descriptions

After a decade of budget cutbacks for physical education, teachers have noticed a negative impact on their students' academic performance. And they're doing something about it. The author discusses how teachers and parents are launching programs to get kids on their feet and back into shape.
Ten Ways to Turn Stress into Success
Author: Strom, Erich
Date: 2012-00-00
Type: Journal Articles
Subjects: Stress Management,Teaching Conditions,Coping,Behavior Problems,Student Behavior,Teacher Role,Classroom Techniques,Student Participation,Failure,Emotional Response,Teacher Expectations of Students,Student Role,Trust (Psychology)

Every teacher hits a patch where each day seems to bring the same struggles, sometimes with the same kids, sometimes with different ones. At these moments, teachers may feel like everything is about to derail. How they cope with these behavioral problems, especially at the start of the year, can set the tone for success or failure in the months ahead. In this article, the author presents ten tips from master educators that summarize new ways of thinking about frustrating situations.
Common Core: Solve Math Problems
Author: Strom, Erich
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Problem Solving,Academic Standards,Concept Formation,Comprehension,Teaching Methods,Elementary School Mathematics

The new common core standards for mathematics demand that students (and teachers!) exhibit deeper conceptual understanding. That's music to the ears of education professor John Tapper, who says teachers have overemphasized teaching procedures--and getting right answers. In his new book, "Solving for Why," he makes a powerful case for moving beyond right and wrong and exploring what students understand, where they are struggling, and most important, why they are struggling. The author talked with Tapper about concrete-representational abstract assessments, or CRA, a tool that does just that. It's easy to do, and it provides a sophisticated portrait of kids' models for mathematical concepts. That ties in with the Core, and with Tapper's call for teachers to focus on the learner.
Essential Questions
Author: Wilhelm, Jeffrey D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Inquiry,Questioning Techniques,Teaching Methods,Learner Engagement,Student Motivation,Academic Standards,Units of Study

The secret to teaching may be as simple as asking students good questions--and then giving them the opportunity to find the answers. The author shares how he uses essential questions that set the class off on an inquiry. Rather than consuming information that he distributes and then repeating it on a test, students carry out their own investigations and construct their own understandings--through traditional kinds of writing as well as through other forms that express what they have learned and want to communicate. Launching students on an inquiry that matters apprentices them in a way that promotes deep understanding and animated learning. In this article, the author describes essential questions, what makes an essential question effective, and what an inquiry unit looks like. He, then, describes how inquiry gets to the heart of the common core standards.
How to Ask Your Principal for Anything
Author: Adams, Caralee
Date: 2012-00-00
Type: Journal Articles
Subjects: School Personnel,Principals,Teacher Administrator Relationship,Interpersonal Competence,Interpersonal Communication

Often teachers do not think through how to ask for what they want, or they are too busy to even try. That attitude can result in missed opportunities. And grumbling in the faculty lounge, rather than raising the issue with the boss, will not get the results. In this article, the author talks about the importance of the ask and describes how to ask a principal for anything. She points out that all it takes is the right time, the right place, and a little forethought.
Post Neo-Liberalism and the Humanities: What the Repressive State Apparatus Means for Universities
Author: Hyslop-Margison, Emery J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Humanities Instruction,Political Attitudes,Social Change,Democracy,Humanities,Neoliberalism,Universities,Higher Education,Postsecondary Education,College Faculty,Police,Social Systems,Foreign Countries

In this article we explore how neo-liberal and post neo-liberal policies threaten the humanities in post-secondary education as a potential site of democratic dialogue and social transformation. We distinguish between neo-liberalism and post neo-liberalism on the basis of the latter's increased police suppression of democratic dissent. We are especially concerned with the impact of the repressive state apparatus on the critical public spaces traditionally provided by a humanities education. In response to this threat, we propose encouraging university faculty to assume a far more active political role in educating the general public on the relationship between the humanities and democratic societies.
A 24/7 Public Possession: Understanding the Dissonance and Grace of Being a Post-Secondary Leader
Author: Davison, Phil L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Influences,Presidents,Leaders,Leadership,Postsecondary Education,Higher Education,Interviews

This study explores the perspectives and understandings of post-secondary leaders and their contexts as described through the qualitative experiences of 12 Maritime Canadian leaders (presidents and vice-presidents) who work in contemporary, publicly funded, post-secondary institutions. Four themes emerge: balancing daily dissonance, learning experientially to lead, creating learning spaces, and needing moments of grace. The research reveals that leaders seek deeper understandings of their work and their characterization.
Safety in the Classroom: Safeguarding Liberal Arts Education from the Neo-Liberal Threat
Author: Dylan, Arielle
Date: 2012-00-00
Type: Journal Articles
Subjects: Liberal Arts,Safety,Social Work,School Safety,Adult Education,Critical Thinking,Foreign Countries,Higher Education,Social Justice,Adult Learning,Neoliberalism

This article examines the elusive concept of safety in liberal arts classrooms which are often contoured by a plurality of social, cultural, political, psychological, historical, and discursive forces and performances. Using select principles from adult education and social work with groups as an organizing metaphor, the article discusses the classroom as a large group, the changing student body, and, especially, the impact of diversity and inclusivity in liberal arts settings. Because the aim of liberal arts education is usually to promote independent and critical thinking, open-mindedness, and greater communication and decision-making skills, its goals foster, to a great degree, citizen engagement that empowers persons to participate in collective actions toward greater equality and justice in communities both locally and globally. Classroom safety is essential to these aims because it increases opportunity for free, critical, and independent thought necessary for progressive, egalitarian, and justice pursuits. The article explores safety, including dialogic practices and reflection on relations of power within the classroom, for its significant role in fulfilling liberal arts aspirations.
Derrida in the University, or the Liberal Arts in Deconstruction
Author: Kelly, Colm
Date: 2012-00-00
Type: Journal Articles
Subjects: Natural Sciences,Humanities,Higher Education,Universities,Liberal Arts,Foreign Countries,Intervention,Core Curriculum,Educational Change,College Faculty

Derrida's account of Kant's and Schelling's writings on the origins of the modern university are interpreted to show that theoretical positions attempting to oversee and master the contemporary university find themselves destabilized or deconstructed. Two examples of contemporary attempts to install the liberal arts as the guardians and overseers of the contemporary university are examined. Both examples fall prey to the types of deconstructive displacements identified by Derrida. The very different reasoning behind Derrida's own institutional intervention in the modern French university is discussed. This discussion leads to concluding comments on the need to defend pure research in the humanities, as well as in the social and natural sciences, rather than elevating the classical liberal arts to a privileged position. (Contains 10 notes.)
Disenchantment and the Liberal Arts
Author: Lathangue, Robin
Date: 2012-00-00
Type: Journal Articles
Subjects: Liberal Arts,Philosophy,Critical Thinking,Religion,Role of Religion,Religious Factors,Higher Education,Foreign Countries,Political Attitudes

This paper is an enquiry into the unpredictability of the liberally educated mind. We are all familiar with the value placed on the word &quot;critical&quot; when it figures prominently in justifications for liberal arts pedagogy, as in &quot;a liberal arts education should foster the capacity for critical thinking.&quot; However, depending on the milieu in which &quot;critical thinking&quot; is habituated, the meaning of the term may degrade into a theoretical conformity and passive assent to established routines which are inevitably expressions of disapproval. This trajectory is described as &quot;disenchantment&quot;. Its origins are traced to representations of the intellectual as a distinctly secular creature and, in contemporary philosophical developments, associated with political liberalism--both of which, it is argued, are dominated by fear. Drawing on the recent Catholic &quot;Communio&quot; theology of David Schindler as a way to unveil the repressed theologies and hidden ontologies of liberal neutrality, the paper concludes with a brief examination of liberal arts scholarship that is increasingly open to various models of enchantment.
More than Words: Investigating the Format of Asynchronous Discussions as Threaded Discussions or Blogs
Author: Clarke, Lane W.
Date: 2012-00-00
Type: Journal Articles
Subjects: Learner Engagement,Teaching Methods,Electronic Learning,Online Courses,Web Sites,Electronic Publishing,Teacher Education,Comparative Analysis,Higher Education,Teacher Educators,Course Content,Discourse Analysis,Models

As more courses in teacher education are offered online, it is imperative that we thoughtfully consider how we structure learning activities. This study turned a critical gaze on a common element of online courses--asynchronous discussion. The authors compared two models of discursive interaction--discussion boards versus blogs--to better understand if the way discussions were structured affected the virtual learning community. Through this comparative mixed-method research and layered analysis, the authors discovered that the format of the discussions altered the patterns of discourse, affected student engagement, and contributed differently to the development of learning communities. Having this awareness can enable us to create more effective online learning experiences for students. (Contains 4 tables.)
Using Live Dual Modeling to Help Preservice Teachers Develop TPACK
Author: Lu, Liangyue
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Research Methodology,Modeling (Psychology),Technology Integration,Qualitative Research,Preservice Teachers,Researchers,Knowledge Base for Teaching,Pedagogical Content Knowledge,Technology Uses in Education,Teaching Experience,Teacher Education Programs,Interviews

To help preservice teachers learn about teaching with technology--specifically, technological pedagogical content knowledge (TPACK)--the researchers designed and implemented a Live Dual Modeling strategy involving both live behavior modeling and cognitive modeling in this study. Using qualitative research methods, the researchers investigated whether Live Dual Modeling was effective in helping preservice teachers develop TPACK in a technology integration course. The findings showed that the preservice teachers demonstrated the initial ability to transfer what they learned in the modeling to classroom teaching. When Live Dual Modeling is used, attention should be paid to the conditions that influence the effectiveness of the strategy due to the preservice teachers' limitation in their overall knowledge base, practical experience, and ability to transfer learning to other contexts. (Contains 3 tables.)
Designing and Incorporating Mathematics-Based Video Cases Highlighting Virtual and Physical Tool Use
Author: Kurz, Terri L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Video Technology,Multivariate Analysis,Mathematics Education,Preservice Teachers,Mathematics,Elementary School Teachers,Special Education Teachers,Teacher Education Programs,Mathematics Instruction,Technology Uses in Education,Higher Education,Elementary Secondary Education

As there has recently been an onslaught of video cases being developed and implemented with preservice teachers, it is important to evaluate how we should use these cases. This research investigates the features elementary preservice teachers consider valuable when using video cases in mathematics education. The researchers used hierarchical cluster analysis to create a dendrogram that displayed statistically significant features. The study revealed two primary clusters--(a) cross-subject lessons emphasizing adaptations and techniques to reach a variety of learners and (b) problem-based lessons with students in groups supported by lesson analysis--as well as (c) a small third cluster of collection and distribution of materials. Ultimately, such findings can be used to guide the design and incorporation of tools for using mathematics-based video cases. (Contains 2 tables and 1 figure.)
Reflecting on Literacy Practices: Using Reflective Strategies in Online Discussion and Written Reflective Summaries
Author: Pedro, Joan
Date: 2013-00-00
Type: Journal Articles
Subjects: Evidence,Literacy,Teaching Methods,Preservice Teachers,Computer Mediated Communication,Discussion,Literacy Education,Reflection,Reflective Teaching,Information Technology,Teacher Education

Within the context of an undergraduate literacy methods course, preservice teachers received opportunities to read engaging and meaningful text that challenged their thinking (McVee, Baldassarre, & Bailey, 2004) and respond to specific prompts through an online dialogue discussion and written reflective summaries. This article describes the process these preservice teachers engaged in as they discussed and reflected on their experiences in a language arts class. In the online dialogue, the preservice teachers engaged in reflective strategies that included clarifying, enhancing, providing evidence, challenging, and different thinking. As they dialogued and wrote reflective summaries, these students deepened their comprehension of literacy instruction and enhanced their meta-cognitive awareness of instructional practice as teachers of literacy. (Contains 2 tables.)
Preservice Teacher Education Benchmarking a Standalone Ed Tech Course in Preparation for Change
Author: Foulger, Teresa S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Faculty,Computer Uses in Education,Educational Technology,Teaching Methods,Student Teaching,Teacher Education Programs,Educational Change,Benchmarking,Preservice Teacher Education,Technology Integration,Focus Groups,Pedagogical Content Knowledge,Pretests Posttests,Professional Development,Technology Uses in Education,Preservice Teachers

In an effort to reform a teacher education program by strengthening content-area preparation and adding opportunities to practice by extending the time for student teaching, Arizona State University's Mary Lou Fulton Teachers College eliminated a group of teacher education courses, including the standalone educational technology course. Educational technology faculty members were charged with developing an alternative approach of infusing technology into methods courses. Our first step was to conduct this benchmarking study of the standalone course to determine the successful lessons and practices that should be incorporated into the new program design. Results from analysis of pre- and post-course survey results and focus-group data indicated that candidates' confidence and TPACK scores increased in the standalone course. We will share benchmarks that arose from the study with program developers for adoption or adaptation to the new technology-infused courses where appropriate. Findings may also be useful to other teacher credentialing institutions that are changing to a technology-infused instructional approach. (Contains 1 table and 1 figure.)
Assessing NETS.T Performance in Teacher Candidates: Exploring the Wayfind Teacher Assessment
Author: Banister, Savilla
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Teacher Education Curriculum,Elementary Secondary Education,Preservice Teacher Education,Teacher Evaluation,Preservice Teachers,Teacher Education,Teacher Education Programs,Inservice Teacher Education,Technology Uses in Education,Technology Integration,Higher Education

To effectively integrate digital technologies in K-12 schools, teachers must be provided with undergraduate experiences that strongly support these integration resources and strategies.  The National Educational Technology Standards for Teachers (NETS.T) provide a framework for teacher candidates and inservice teachers to identify their accomplishments in this realm. Using the NETS.T to deliver undergraduate teacher education curriculum, and requiring teacher candidates to document their abilities related to the NETS.T can support meaningful development for the candidates. This study examines the use of the Wayfind Teacher Assessment as a tool for determining the proficiencies of teacher candidates in their final year of preparation in relationship to the NETS.T. (Contains 2 tables and 2 figures.)
The Role of Emotional Engagement in Lecturer-Student Interaction and the Impact on Academic Outcomes of Student Achievement and Learning
Author: Sagayadevan, Vathsala
Date: 2012-09-00
Type: Journal Articles
Subjects: Role,Academic Achievement,Questionnaires,Interaction,Psychology,Teacher Student Relationship,Outcomes of Education,Affective Behavior,Measures (Individuals),Undergraduate Students,Learner Engagement,Student Attitudes

Engagement has been studied as a multidimensional construct consisting of three subtypes: behavioral, cognitive, and emotional (Fredricks, Blumenfeld, & Paris, 2004). Among these, behavioral engagement has received the most and emotional engagement, the least attention (Fredricks et al., 2004). The current study thus aimed to examine the relationship between lecturer-student interaction, emotional engagement (specifically affective reactions expressed within the classroom), and academic outcomes (such as, student achievement and learning) in a sample of 140 undergraduate psychology students (M = 24, F = 116). Participants were randomly assigned to one of the experimental conditions (i.e., good vs. poor lecturer-student interaction) and completed the Lecturer-Student Interaction (LSI) questionnaire, Class-related Emotions Questionnaire (CEQ), Perception of Learning (POL) Questionnaire, and two measures of academic achievement. Individuals who shared a good interaction with their lecturer reported higher levels of emotional engagement compared to those who shared poor interactions with their lecturers. In addition, while emotional engagement failed to mediate the pathway between lecturer-student interaction and academic achievement, it was found to partially mediate lecturer-student interaction and student learning. The present findings highlight the significance of emotional engagement in enhancing learning outcomes in students. (Contains 4 figures and 2 tables.)
Analyzing a College Course That Adheres to the Universal Design for Learning (UDL) Framework
Author: Smith, Frances G.
Date: 2012-09-00
Type: Journal Articles
Subjects: Access to Education,Faculty,Action Research,Teaching Methods,Research Methodology,Student Interests,Learning Theories,Graduate Students,Course Content,College Faculty,Higher Education,Graduate Study,Models,Academic Achievement,Educational Practices,Learner Engagement,Feedback (Response),Expertise,Educational Strategies

Universal design for learning (UDL) offers an educational framework for a college instructor that can maximize the design and delivery of course instruction by emphasizing multiple representations of materials, varied means for student expression, content and knowledge, and multiple ways to motivate and engage student learning. Through a UDL lens, learner variability is anticipated and considered as a strength in the instructional planning process. The present study examined the reflective practice of one faculty member as she applied the UDL framework to her graduate class. Study participants were engaged in action research that both explored the faculty's use of the UDL framework to design and deliver an introductory graduate research methods course and, student perspectives of the application of this approach. Both faculty and student responses were favorable towards the implementation of the UDL instructional practice. Results suggest that when faculty use the UDL framework to help design courses, goals are more clearly aligned with instructional practices; there is a positive relationship to student interest and engagement; and students are positively engaged in the course. (Contains 2 figures and 6 tables.)
Students' Misconceptions in Psychology: How You Ask Matters...Sometimes
Author: Taylor, Annette Kujawski
Date: 2012-09-00
Type: Journal Articles
Subjects: Student Attitudes,Psychology,Misconceptions,Introductory Courses,Concept Formation,College Students,Questionnaires,Responses,Objective Tests,Measurement Techniques,Evaluation Methods

Misconceptions about psychology are prevalent among introductory students. Just how prevalent and what can be done to change these misconceptions depends on valid methods of assessment. The most common method of assessment, the true/false questionnaire, is problematic. The present study compared true/false with forced choice formats to determine whether the formats give different estimates of student misconceptions. Introductory psychology students (N = 165) answered 39 misconceptions in both the true/false and forced choice formats. Students differed in accuracy when assessed with the different formats, with 33.05% accuracy for true/false and 41.29% accuracy for forced choice. In the analyses of individual items we observed that some items did not differ in level of accuracy across formats and other items did differ. We conclude that the true/false method of assessing misconceptions may overestimate students' level of misconception and recommend continued attention to how researchers assess misconceptions. (Contains 1 table.)