ethanporcaro/eric-fulltext-meta huggingface dataset:
Unveiling Opportunities for Hope: Is It Too Much to Ask for a Compassionate University?
Author: Boyd, Bill
Date: 2019-00-00
Type: Journal Articles
Subjects: Universities,Institutional Characteristics,Politics of Education,Empathy,Educational Change,Ethics,College Administration,Educational Administration,Transformational Leadership,Educational Practices,Foreign Countries

The paper reflects whether it is too much to ask for a 'compassionate' university. It is an opinion piece as a response about how to make a shift against narratives that oppress, and how to respond positively to the 'compelling need for compassionate academic leadership in our universities' (Waddington, 2018, p.87). The authors draw on writers from more demanding educational circumstances -- from the socially charged environments of late twentieth century Brazil and the emergence of post-apartheid South Africa -- to provide inspiration that demonstrates change is possible in the academy.
Whose Future? Or Why We Need to Think More Expansively about the Future of Australian Higher Education
Author: Hil, Richard
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Trends,Trend Analysis,Role of Education,Neoliberalism,Education Work Relationship,Career Readiness,College Graduates,Universities,College Role

What sorts of skills and training will graduates need for the jobs of the future? Are universities equipped to deliver job-ready graduates? Where will the necessary funds come from? What role will academics play, and what sort of workplace conditions will they face? The paper reflects the role of the university sector to do its mandated duty as a feeder for the neoliberal economy? According to the author, it depends on 'the future'.
How Do Doctoral Students in STEM Fields Engage in Scientific Knowledge Practices?
Author: Vekkaila, Jenna
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,STEM Education,Science Process Skills,Student Research,Foreign Countries,Scientific Research,Research Projects,Learner Engagement,Active Learning

Knowledge creation is at the core of scientific endeavour. As early career researchers, doctoral students take part in knowledge creation through engaging in various knowledge practices and make their original contribution to knowledge, and become experts in their particular domain. However, our understanding of what doctoral knowledge practices entails is still insufficient. For this study, a total of 34 doctoral students from STEM fields, including natural sciences, bio- and environmental sciences and medicine were interviewed to gain a better understanding of the kinds of knowledge practices in which doctoral students in the sciences engage. The data were collected with semi-structured interviews, which were qualitatively content analysed. The results showed that the participants mostly described activities that were established everyday knowledge practices of the researcher community (75%), whereas practices that were innovative (25%), entailing transformation of the current practices and developing new ones, were less often reported. Moreover, the practices were typically collective, involving the students, their supervisors or other members of their research groups (67%). Further investigation showed that the participants were typically actively engaged in knowledge practices (79%) rather than just adapting existing ones (13%). Perceiving oneself as a bystander was even less typical (8%). The significance of this study lies in exploring doctoral students' self-reported knowledge practices in STEM fields, and demonstrates that they perceive themselves as actively and collaboratively engaged in creating knowledge.
Effects of Game-Based Learning on Attitude and Achievement in Elementary Mathematics
Author: White, Kyli
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Games,Elementary School Mathematics,Mathematics Achievement,Mathematics Instruction,Action Research,Elementary School Students,Grade 5,Student Attitudes,Pretests Posttests,Attitude Measures

Games-based learning involves instruction with realistic game experiences (Cicchino, 2015). This action research study explored game-based learning as fifth grade mathematics students completed a brief unit on ordered pairs utilizing game-based lessons. Attitude and achievement data were collected mainly by surveys, content tests, student interviews, and field notes. Additional information included in the teacher-researcher analysis consisted of classroom photographs, videos, and student work samples. Results revealed that student attitudes improved both toward the lessons and toward math in general. Similarly, achievement improved for all students across the unit. Analysis of the narrative data produced three themes. First, the students acquired a growth mindset (Boaler, 2016) that fostered a positive work ethic. Second, student partner work helped them to develop problem solving skills. And third, the games engaged the students. In summary, students showed significant improvements both in their attitudes about math and their achievement in ordered pairs.
Close Reading in the Urban Classroom: A Teacher&apos;s Introspection
Author: Nelson, Sharonica
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Strategies,Attention,Urban Schools,Teaching Methods,Reading Instruction,Ethnography,Autobiographies,Student Journals,Documentation,Semiotics,Middle Schools

The purpose of this action research piece was to discuss my experience with teaching close reading in the urban classroom using autoethnographic methods. It explains ideas and challenges that I encountered when teaching close reading in conjunction with close reading strategies. I detail close reading strategies and explain how they can be used advantageously. The article closes with ideas on how I learned the importance of promoting student self-application of strategies, incorporating strategies so that they are not time consuming, differentiating strategies, and ultimately, the idea of promoting reading for enjoyment.
Students&apos; Reasoning on Multiplication in the Context of a Primary School Classroom
Author: Kaufmann, Odd Tore
Date: 2019-02-00
Type: Journal Articles
Subjects: Thinking Skills,Elementary School Students,Multiplication,Elementary School Mathematics,Grade 3,Mathematics Instruction,Foreign Countries,Teaching Methods

This study examined third-grade students' reasoning and discussions on multiplication when they initially encounter it in the classroom. The aim of the study was to analyse the data from teaching and learning multiplication in 24 classrooms and, thus make a contribution to the research and conceptualisations about students' reasoning and strategy use in multiplication. The results revealed various features from previous findings, as well as new aspects which are helpful to characterise students' multiplication reasoning. Findings revealed students employed general reasoning about the concept and different characteristics of multiplication. They broadened the context by going beyond the actual example and focusing on mathematical relationships. They placed strong emphasis on using addition when working with multiplication; this could cause tension in teacher-student discussions. The results are discussed in relation to previous studies of students' multiplicative reasoning and implications for practice are elaborated upon.
Facilitating Collaboration through a Co-Teaching Field Experience
Author: Montgomery, Mark S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Teaching,Field Experience Programs,Teacher Collaboration,Student Teachers,Student Teacher Attitudes

This article describes an action research project in which two teacher educators implemented a co-teaching field experience with pre-service teacher candidates acting as co-teachers to facilitate collaboration among peers. The goal of the action research was to better meet the needs of pre-service teacher candidates and continually develop their ability to grow as reflective and collaborative future teaching educators. To increase collaboration, co-teaching models were implemented in an early field experience. Teaching activities and assignments provided opportunities for collaboration as co-teachers and as members of a teaching community. Data collection and observations indicate peer-to-peer co-teaching helped create a collaborative atmosphere for PTCs, while also revealing areas that need additional refinement in the field experience course.
The Pedagogical Design Capacity of a Lower Secondary Mathematics Teacher and Her Interaction with Curriculum Resources
Author: Matic, Ljerka Jukic
Date: 2019-02-00
Type: Journal Articles
Subjects: Mathematics Instruction,Secondary School Mathematics,Mathematics Teachers,Teaching Methods,Textbooks,Educational Resources,Interaction,Grade 5,Grade 6,Grade 7,Grade 8,Foreign Countries,Textbook Content,Creative Teaching,Planning,Course Content

Various curriculum resources have emerged over the last decades, but the textbook still remains the most used teaching and learning resource in mathematics classrooms. In this paper, we use a case study to analyse the teaching practice of one mathematics teacher. The aim of the study is to examine how the mathematics teacher interacts with the textbook and teacher guide, especially focusing on when the teacher offloads resources from the textbook, adapts resources, or improvises in the classroom. The study was conducted using lesson observations and semistructured interviews. The results showed that the teacher does not favour a particular type of resource mobilization. Her interaction with the given resources can be characterized as a dynamic interplay, where the type of resource mobilization changes from lesson to lesson as well as within lessons. Moreover, the teacher's mobilization of the textbook and the teacher guide depends on the teacher's goals and her assessment of what provides the most pedagogically beneficial instruction for the students.
The Benefits of Providing Choice in Pre Service Teacher Education
Author: Morton, Tami B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Seminars,Assignments,Preservice Teachers,Critical Thinking,Student Participation,Constructivism (Learning),Visual Aids,Teacher Educators,Student Attitudes,Reading Instruction

Traditionally, teacher educators provide structured lectures for their pre service teachers to impart knowledge of what will be encountered in the field once they begin teaching in schools. However, in this paper, two reading professors who are proponents of constructivist teaching, decide to provide choice in their seminars. Allowing choices provided an opportunity for students to encourage motivation, maximize performance, help increase independence and self-management skills and provide a feeling of control with their learning situation. Choices are evident in both informal and formal assignments throughout the semester. Pre service teachers who were able to share new knowledge in their self-selected forms, were able to show more critical thinking in their responses.
A Multi-Faceted and Practical Analysis of Online Courses at UHCL
Author: Kelling, Angela
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,College Students,College Faculty,Student Attitudes,Teacher Attitudes,Educational Quality,Outcomes of Education,College Curriculum

Online courses are ubiquitous, but the research findings on student learning outcomes and opinions of these courses are mixed. Therefore, this research comprehensively investigated online courses at UHCL by analyzing them from the perspective of both user groups, students who consume the courses and faculty who deliver the courses. For this study, the examination was performed through questionnaires and archival data to achieve as complete a picture of online courses at the University of Houston-Clear Lake as possible. Face-to-face courses tended to be favored in terms of both student performance measures and faculty and student opinions. However, the advantages of online courses resulted in equality in terms of student preference to take and faculty effort to teach these courses. Suggestions for supporting online students are discussed.
Caring about Success: Students&apos; Perceptions of Professors&apos; Caring Matters More than Grit
Author: Buskirk-Cohen, Allison A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Caring,Student Attitudes,Teacher Attitudes,College Students,College Faculty,Academic Achievement,Academic Persistence,Student School Relationship,Resilience (Psychology),Grade Point Average,Social Influences

Retention in higher education has become an important area of focus in recent years; however, much of the research has been conducted on large, research-intensive universities, leading to questions of whether these findings apply to institutions with different characteristics. In the current study, forty four students at a small, teaching-focused university completed self-report measures on their academic success (performance and commitment), sense of belonging, and grit. Participants were classified as belonging to one of four groups: HPHC (high performing, high commitment), HPLC (high performing, low commitment), LPHC (low performing, high commitment), or LPLC (low performing, low commitment). ANOVAs and post-hoc tests revealed that LPLC students were significantly lower than all other groups on self-reported professors' pedagogical caring. Interestingly, no group differences emerged for grit, social acceptance, or global university belonging. Implications for prevention and intervention programs are discussed.
Can L2 Less-Proficient Adult Learners Become Skilled Readers?
Author: Chin, Mei-Hui
Date: 2019-00-00
Type: Journal Articles
Subjects: Adult Learning,Adult Students,Reading Skills,Student Attitudes,Teaching Methods,Reading Strategies,Metacognition,Direct Instruction,Second Language Learning,Reading Instruction,Foreign Countries,English (Second Language)

This study explored whether second-language (L2) less proficient adult learners can become skilled readers by investigating the effect on students' attitudes to strategy use when explicit instruction of metacognitive reading strategies is combined with an extensive reading approach. Studies have shown that proficient learners employ a wider range of metacognitive strategies than less proficient learners and use the strategies more efficiently and frequently. Teaching metacognitive strategies explicitly develops L2 learners into independent practitioners. Yet, little is known about the extent to which L2 less proficient students can incorporate metacognitive reading strategies in their reading. This paper addresses this issue by investigating students' attitudes towards, and the use of, metacognitive strategies. The study was designed as a case study, and interview data and reflective journals were collected. The results show that L2 less proficient adult learners can become skilled readers through explicit instruction of metacognitive reading strategies combined with an extensive reading approach. The findings of the study reflect on explicit teaching of metacognitive strategies and extensive reading. The researcher suggests the value of introducing metacognitive strategies into L2 reading classrooms to broaden the learning skills of less proficient learners.
Cohort Learning: Supporting Transdisciplinary Communication and Problem-Solving Skills in Graduate STEM Researchers
Author: O'Neill, Megan
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Graduate Students,Student Research,STEM Education,Problem Solving,Evaluative Thinking,Metacognition,Cooperative Learning,Communities of Practice,Communication Skills,Student Educational Objectives,Grouping (Instructional Purposes)

The 21st century STEM researcher is increasingly called upon to work collaboratively on large-scale societal challenges. In this setting, disciplinary methods and methodologies may function as starting points, but they lack a focus on the metacognition and inquiry-based thinking required to analyze, evaluate, and synthesize diverse global problems. Transdisciplinary theories of learning push researchers and students to make just such a move beyond the boundaries of disciplinarity and toward the co-creation and co-use of knowledge that is the result of interactions between the academic disciplines and society: government, industry, and civil society. For graduate programs with limited financial resources, faculty resources, and collaborative working spaces, cohort learning models may ameliorate the practical &quot;costs&quot; of transdisciplinary research and education while providing precisely the environment in which it may flourish. This article presents the rationale, structure, and assessment plan for one such STEM cohort learning community.
Differentiated Impact of Flipped Instruction: When Would Flipped Instruction Work or Falter?
Author: He, Wenliang
Date: 2019-00-00
Type: Journal Articles
Subjects: Homework,Video Technology,Technology Uses in Education,Educational Technology,Student Motivation,Gender Differences,Student Attitudes,Student Satisfaction,Active Learning,Tests,Scores,College Students,Chemistry,Student Characteristics,Teaching Methods,Program Effectiveness

This study assessed the impact of flipped instruction on study effort, exam performance, motivation, and perceived class quality in two sections of an introductory chemistry course. Giving frequent assignments and quizzes provided enough incentive to ensure pre-class study compliance, and flipped instruction did not appreciably increase overall study time. However, technology failures early in the class show an important lesson of what can occur when a teaching modality dependent on technology is used. Unlike in our previous study, flipped students underperformed their control counterparts in the final exam. Differentiated treatment effects were identified, as sophomores and females benefited more from flipped instruction. Similar trends were also observed with student letter grades from a subsequent chemistry course. Flipped instruction did not increase student general motivation. Flipped females, however, exhibited stronger end-of-quarter motivation than flipped males. Flipped students perceived the class to be of lower quality and expressed discontent with in-class technology failures and active learning techniques. We reflect upon the resilience of the traditional lecture format and suggest that new pedagogical methods be implemented at a conservative rate to preserve student learning outcomes in the face of implementation issues.
Evaluating Graduate Student Out-of-Class Learning: The Professional Field Trip
Author: Achen, Rebecca M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Field Trips,Student Experience,Academic Achievement,Learner Engagement,Teacher Expectations of Students,Student Attitudes,Outcomes of Education,Pretests Posttests

Out-of-class experiences provide important learning opportunities for students; however, limited research has explored the value of these experiences to graduate students. The purpose of this study was to evaluate graduate sport management students' professional field trip experiences to determine if they met student expectations and achieved trip learning objectives. Results from pre- and post-trip surveys, a student focus group, and industry professional interviews suggested the trip exceeded expectations overall. Specifically, it improved students' professional preparation, helped them connect to course content, and increased their connection to the academic program. Students perceived the trip to be a valuable educational and social experience. Sport management faculty should consider coordinating field trips for graduate students, as they perceive them to be beneficial to their learning and graduate student experience. Also, evaluating out-of-class experiences is valuable for improving institutional support and providing evidence of student learning outcomes.
Teaching and Learning Inquiry Framework
Author: Molebash, Philip E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning,Inquiry,Models,STEM Education,Interdisciplinary Approach,Active Learning,Student Projects,Access to Education,Instructional Design,Elementary Secondary Education

This article describes the development of the Teaching and Learning Inquiry Framework (TLIF) and applications for its use. For decades teacher preparation and support has been dictated by a narrow mindset in which academic disciplines have been taught in isolation. This landscape, however, is evolving to align with the view that the world is rarely experienced in disciplinary silos. Interdisciplinary approaches to teaching and learning can enable students to make more holistic connections to the world around them and be better prepared for college and career. With the recent publication in the USA of four related standards-based reform documents across each of the core subject areas, teacher preparation and professional development programs are evolving to offer teachers opportunities to examine the implications of the new standards. To address these complexities, a guiding conceptual framework is needed that focuses in on how inquiry can serve as an entry point to frame the integration of content within and across disciplines. The TLIF was developed out of the hypothesis that teachers need to be prepared to teach in a more interdisciplinary way using inquiry methods. There are six recursive stages to the TLIF: 1) stage and engage, 2) ask and pose, 3) plan and monitor, 4) search and gather, 5) analyze and create, and 6) communicate and apply.
Partnering for a Field-Based Residency: Challenges and Possibilities
Author: Sarvis, Josephine
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Preservice Teachers,Preservice Teacher Education,Partnerships in Education,Elementary Education,Elementary Schools,Mentors,Outcomes of Education,Program Implementation,Hispanic American Students,Disadvantaged,Power Structure

Much effective teacher education literature supports engaging pre-service teacher candidates (PST's) in a process of learning about teaching by preparing for and rehearsing the practice with guided instruction, implementing the practice with students in a classroom, and analyzing the experience to better understand ways to improve and become more effective moving forward (McDonald, Kazemi, &amp; Schneider Kavanagh, 2013). To achieve this, there is a need for continuing collaboration with a partner school to provide candidates with mentoring and supervision. This article presents information about the successful implementation of the first two years of a re-designed field-based residency model aimed at increasing positive student outcomes for Hispanic and other historically marginalized students in teacher education. Reflective data from faculty, teacher candidates, and school administrators provide insight into ways partnerships can be reciprocal for both candidates and mentor teachers. Data also reveal gaps in our initial planning and the need for greater understanding of the complexities of building relationships. Information includes lessons learned and insights that have informed plans for change moving forward as we have gained deeper understanding of partnering with elementary schools, as well as ways to structure teaching and professional preparation to best support PST candidates.