ethanporcaro/eric-fulltext-meta huggingface dataset:
Benchmarking with the BLASST Sessional Staff Standards Framework
Author: Luzia, Karina
Date: 2013-00-00
Type: Journal Articles
Subjects: Benchmarking,Foreign Countries,Standard Setting,Educational Policy,Quality Assurance,Higher Education,Part Time Faculty,Knowledge Management,Case Studies,Educational Quality,Teacher Workshops,Pretests Posttests,Teacher Surveys,Feedback (Response),Adjunct Faculty,Faculty Development,Teacher Improvement

Benchmarking as a type of knowledge-sharing around good practice within and between institutions is increasingly common in the higher education sector. More recently, benchmarking as a process that can contribute to quality enhancement has been deployed across numerous institutions with a view to systematising frameworks to assure and enhance the quality of higher education. However, to date, sessional staff who are the majority of teachers in higher education, have been mostly excluded from or invisible in this process, both within individual institutions and across the sector. To ameliorate the effects of this exclusion and to acknowledge the contribution made to quality teaching by sessional staff, the Australian Government Office for Learning and Teaching (OLT) funded BLASST project is establishing a national sessional staff standards framework which sets in place standards to evaluate and support the quality of performance and outcomes in learning and teaching, and in management and administrative policy, procedure, and practices affecting sessional teachers in higher education. In this paper, we present four case studies of benchmarking across four Australian universities that piloted the sessional staff standards framework in order to enhance and support quality learning and teaching by sessional staff. We discuss some of the strengths and limitations of this approach to supporting sessional staff and show how the benchmarking process facilitates active engagement for and particularly by sessional staff in enhancing quality teaching and learning.
Examining the Silence of Academic Disappointment: A Typology of Students&apos; Reasons for Not Discussing Disappointing Grades with Instructors
Author: Wright, Courtney N.
Date: 2013-12-00
Type: Journal Articles
Subjects: Grades (Scholastic),Interpersonal Communication,Teacher Student Relationship,Interaction,Undergraduate Students,Student Attitudes,Student Characteristics,Grading,Barriers,Social Influences,Motivation,Power Structure,Questionnaires

Although student-teacher interactions about disappointing grades can  be beneficial, students do not always engage in them. The objective of this study  was to explore the domain of reasons undergraduate students report for not  discussing disappointing grades with their instructors. The data analysis yielded  six main categories of reasons: utility of grade conversations, judgment of the  evaluation, understanding of grade cause(s), instructor/relational considerations,  student characteristics, and situational factors. This study advances the first  typology of students&apos; reasons for not discussing disappointing grades and offers  implications for instructional practice, theory and research. Study limitations and  future research directions are also discussed.
Fostering Teacher Candidate Dispositions in Teacher Education Programs
Author: Cummins, Lauren
Date: 2013-08-00
Type: Journal Articles
Subjects: Higher Education,Teacher Education,Teacher Characteristics,Preservice Teachers,Pretests Posttests,Comparative Analysis,Intervention,Qualitative Research,Classification,Statistical Significance,Likert Scales,Early Childhood Education,Preschool Teachers,Teacher Education Programs,Cooperation,Teacher Behavior,Teacher Effectiveness

The role of teacher preparation programs is to ensure that candidates  are effectively prepared in the knowledge, skills and dispositions needed to be an effective educator. However, dispositions have always been a challenge to the field of teacher education, particularly in response to assessing dispositions and in answering the question; can dispositions be taught? Many professionals in education and career counseling believe that candidates come endowed with the dispositions needed to be an effective teacher and this &quot;endowment&quot; is the reason the candidate has chosen the career of teaching. Though, to a certain degree this premise may hold true, this article discusses a study done in an early childhood teacher preparation program with teacher candidates and demonstrated dispositions can be &quot;taught&quot; if there is intentionality with effective teaching methods related to dispositions. Pre and post assessment results of 99 teacher  candidates are compared in an introductory early childhood education course to measure candidates&apos; tendencies to act in ways conducive to appropriate professional dispositions. A teaching intervention related to dispositions is also discussed and provided the premise that with intentional and effective teaching, comes intentional and effective learning.
Learning Contracts in Undergraduate Courses: Impacts on Student Behaviors and Academic Performance
Author: Frank, Timothy
Date: 2013-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Contracts,Academic Achievement,Student Behavior,Student Motivation,Study Habits,Comparative Analysis,Low Achievement,Homework,Student Responsibility,Engineering Education,Help Seeking,Assignments,Goal Orientation,Teacher Student Relationship,Grades (Scholastic),Independent Study

This project studied the effect of individualized, voluntary learning contracts for 18 students who performed poorly in the first part of the semester. Contracts were hypothesized to increase commitment and motivation, and lead to changes in behaviors and course performance. Self-reported prioritization and learning-related behaviors (completion of homework and course readings),recorded office hour attendance, and exam performance were compared with low-performing students who had declined the contract offer, low-performing students in a control group, and high-performing students. Students who had signed contracts attended more office hours, were more likely to prioritize homework and reading, and showed a trend for more improvement on exam performance. Ultimately, learning contracts can be a low cost, low effort tool to increase student commitment, boost academic performance, and encourage self direction.
Who Says: &quot;No Fair!&quot;? What Personality and an Experiment in Educational Value Tell Us about Perceptions of Costs and Benefits of Research Pool Requirements
Author: Cromer, Lisa DeMarni
Date: 2013-08-00
Type: Journal Articles
Subjects: Psychological Studies,Undergraduate Students,Personality Traits,Cost Effectiveness,Individual Differences,Student Attitudes,Educational Benefits,Comparative Analysis,Assignments,College Curriculum,Degree Requirements,Student Participation,Quasiexperimental Design

Human subject pools (HSPs) are the basis for much psychological  research. There is an explicit assumption that participants receive benefits from their participation, however there is little empirical research about the  costs/benefits of participation. We conducted two studies with undergraduate psychology students to evaluate factors that can affect the cost/benefit ratio. Study 1 (N = 46) examined Big Five personality characteristics and number of psychology courses taken, in relation to perceived benefits. There were depreciating returns for on-going participation but no personality differences in ratings. Study 2 (N = 50) used a quasi-experimental design to manipulate educational value. Half of the participants completed an educational assignment that integrated their HSP research experience into course material. Students who completed the educational assignment had a strong sense of contributing to  scientific knowledge whereas students who had no such assignment did not.  Implications for increasing educational value in HSPs are discussed.
An Assessment of Reading Compliance Decisions among Undergraduate Students
Author: Sharma, Amit
Date: 2013-10-00
Type: Journal Articles
Subjects: Higher Education,Undergraduate Students,Time Management,Student Attitudes,Student Behavior,Qualitative Research,Focus Groups,Compliance (Psychology),Resistance (Psychology),Student Participation,Decision Making,Concept Mapping,Reading Assignments,Time Factors (Learning)

Research suggests that reading compliance among undergraduate  students is low. This study assesses the factors that influence students' decisions to comply with their assigned course readings using two theoretical underpinnings: students' self-rationing ability of time and construal effects on their decision process. Data collected through focus group discussions with undergraduate students and analyzed using qualitative methods suggest that both these behavioral economics theories may provide valuable insight into students' decision-making behavior related to reading compliance. The study found that students' decisions to read are influenced by both personal and external factors, several of which pertain to their instructors. Students also admit that lack of time and inability to self-ration time towards reading tasks are factors that negatively impact their reading compliance behavior. The study also found evidence of construal effects in the students' understanding of the potential benefits of  reading compliance, given that several of these benefits would occur beyond their immediate future. The conceptual mapping of the results leads to several propositions for future research.
Improving Student Performance in Organic Chemistry: Help Seeking Behaviors and Prior Chemistry Aptitude
Author: Horowitz, Gail
Date: 2013-08-00
Type: Journal Articles
Subjects: Organic Chemistry,Help Seeking,Undergraduate Study,Science Instruction,Action Research,At Risk Students,Urban Universities,State Universities,Metacognition,Learning Strategies,Minority Group Students,First Generation College Students,Academic Achievement,Teaching Methods,Regression (Statistics),Disproportionate Representation,Teacher Student Relationship

Organic Chemistry is perceived to be one of the most challenging of  undergraduate science courses, and attrition from this course may impact  decisions about pursuing a professional or academic career in the biomedical and related sciences. Research suggests that chemistry students who are strategic help seekers may outperform those students who avoid seeking help, and that encouraging self-regulated learning behaviors can benefit academically at-risk students. In the current study we present the results of action research conducted in an Organic Chemistry classroom at a large, urban, public university over the course of three semesters. Results suggest that encouraging academic help seeking, a type of self-regulated learning, improves student outcomes. Implications for other science courses and for similar student populations (underrepresented minorities and first generation to attend college) are discussed.
Physics Identity Development: A Snapshot of the Stages of Development of Upper-Level Physics Students
Author: Irving, Paul W.
Date: 2013-10-00
Type: Journal Articles
Subjects: Developmental Stages,Physics,Science Education,College Science,Occupational Aspiration,Scientists,STEM Education,Professional Development,Metacognition,Phenomenology,Semi Structured Interviews,Transcripts (Written Records),Video Technology,Identification (Psychology),Self Concept,Longitudinal Studies,College Students

As part of a longitudinal study into identity development in upper-level  physics students a phenomenographic research method is employed to assess the stages of identity development of a group of upper-level students. Three categories of description were discovered which indicate the three different stages of identity development for this group of students: Student, Aspiring Physicist, and Physicist. The stages of identity development were distinguishable by the variation in their career definitiveness, their metacognitive level, and their assessment of when has become a physicist.
Interdisciplinary Psychology and Law Training in Family and Child Mediation: An Empirical Study of the Effects on Law Student Mediators
Author: Holtzworth-Munroe, Amy
Date: 2013-08-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Law Students,Law Related Education,Psychology,Educational Experience,Program Effectiveness,Educational Benefits,Family (Sociological Unit),Conflict Resolution,Court Litigation,Divorce,Knowledge Level,Tests,Scores,Focus Groups,Student Attitudes,Teaching Methods

There is growing interest in interdisciplinary training programs for law  students. The goal of these programs is to prepare law students for the real world interdisciplinary settings they will face in their careers. However, there exists little research to provide evidence of the utility of such training. This study examined the effectiveness of an interdisciplinary psychology and law training program on law students using a multi-method approach (i.e., knowledge tests and focus group discussion). Findings suggest that interdisciplinary training of law students increased law students' knowledge of law and psychology, was enjoyed by law students, and had a beneficial impact on law students' educational experience.
The Impact of an Interdisciplinary Learning Community Course on Pseudoscientific Reasoning in First-Year Science Students
Author: Franz, Timothy M.
Date: 2013-12-00
Type: Journal Articles
Subjects: Logical Thinking,Critical Thinking,College Freshmen,Interdisciplinary Approach,First Year Seminars,Science Instruction,Pretests Posttests,Instructional Effectiveness,Course Evaluation,Beliefs,Student Attitudes,Writing (Composition),Active Learning,Scientific Methodology,Case Studies,Quasiexperimental Design,Questionnaires

This case study examined the development and evaluation of an interdisciplinary first-year learning community designed to stimulate scientific reasoning and critical thinking. Designed to serve the needs of scholarship students majoring in mathematics and natural sciences, the six-credit learning community course was writing-intensive and emphasized general scientific reasoning and critical thinking skills. Success of the course was measured using a pre-test/post-test design that assessed students' paranormal beliefs. Outcomes of the study indicated students' paranormal beliefs were significantly lower at the end of the semester than at the beginning, which was used as a surrogate measure of scientific reasoning that was directly relevant to course content. Supplementary analyses demonstrated that their (a) paranormal beliefs were significantly lower than other students and (b) students self-identified the importance of the scientific reasoning skills learned in the course without being prompted on their teacher course evaluations. The results of this study can inform the design of interdisciplinary, scientific reasoning courses.
Prevalence of Mind Mapping as a Teaching and Learning Strategy in Physical Therapy Curricula
Author: Zipp, Genevieve
Date: 2013-12-00
Type: Journal Articles
Subjects: Physical Therapy,Allied Health Occupations Education,Teaching Methods,Learning Strategies,Visual Aids,Incidence,Surveys,Department Heads,College Instruction,Delphi Technique

Background and Purpose: Regardless of our discipline educators seek  to create environments that actively engage students in their learning journey. One teaching and learning strategy that has emerged in higher education is mind mapping (MM). The purpose of this exploratory study was to determine the prevalence of MM usage in a health science professional curricula &quot;physical therapy&quot; and to determine if a relationship exists between faculty knowledge of mind maps and their use of the technique. Subjects/Methods: All Commission on Accreditation in Physical Therapy Education (CAPTE) accredited US physical therapist education program chairs (191) were emailed a request to participate in an on-line survey exploring the use of and knowledge of mind maps. The link to  the survey was embedded in the email for direct access by the participants and was anonymous. Results: Of the 191 physical therapist program chairs surveyed, 55 completed responses were received. Of the 55 respondents only 10.9% (n = 6) reported using MM within their curriculum while 89.1% (n = 49) did not. For the 49 programs not using MM, 56.4% stated that their program faculty would be interested in using MM. Participants open ended responses support four major themes regarding faculty lack of MM utilization, with limited awareness identified as the greatest barrier. Discussion/Conclusion: The findings from this exploratory study support that MM is not used in many physical therapist education programs  primarily due to faculty&apos;s lack of awareness. Interestingly, faculty would be  interested in exploring its utility if they understood MMs tenets and relevance as a teaching and learning strategy.
New English Cultures and Learner Autonomy for Intrinsic Motivation and Democratic Empowerment in the Chilean Context
Author: Glas, Katharina
Date: 2013-12-00
Type: Reports - Research
Subjects: Personal Autonomy,Foreign Countries,Indigenous Populations,Indigenous Knowledge,English (Second Language),Language Teachers,Second Language Instruction,Second Language Learning,Teacher Education Programs,Case Studies,Metacognition,Educational Technology,Cultural Context,Cultural Background,Teaching Methods,Course Content,Electronic Publishing,Computer Mediated Communication,Empowerment,Democratic Values,Futures (of Society),Qualitative Research

Chilean youth are currently demanding access to better-quality education for all: greater democracy and curricula that respect the country's indigenous cultural roots form part of their petitions. This article puts forward a twofold pedagogical proposal for English Language Teaching intended to foster intrinsic motivation and democratic empowerment through a combination of meaningful cultural content taken from the New English cultures and autonomous learning, including technology-supported student participation and self-reflection. Rather than alienating learners by presenting &quot;traditional&quot; English-speaking cultural content, emphasis is placed on cultural expressions originating from indigenous and postcolonial contexts, many of which parallel the Latin American experience. A case study based on a first-year course of an Initial English Teacher Education program at a Chilean university shows that learners participate actively, make immediate connections to their own country's reality and arrive at powerful conclusions for their own future as teachers.
Navigating in Stormy Waters
Author: Lopez, Ann E.
Date: 2013-07-08
Type: Journal Articles
Subjects: Social Justice,Case Studies,Cultural Relevance,Leadership Styles,School Administration,Team Training,Leadership Effectiveness,Principals,Secondary Schools,Student Diversity,Case Method (Teaching Technique),Learning Activities

This case study examines the tensions of social justice and culturally relevant  leadership. It also examines the challenges of school administration and  building cohesive teams. This case engages readers in theorizing about social  justice and culturally relevant school leadership as well as thinking about  practical ways to make the endeavour of school leadership and administration  more effective. We present the challenges faced by Arlene, a principal in her  second year at a large diverse secondary school and some of her challenges  building a cohesive team, dealing with the union, and within the construct of  social justice leadership.
Languaging and Visualisation Method for Grammar Teaching: A Conceptual Change Theory Perspective
Author: Rattya, Kaisu
Date: 2013-12-00
Type: Journal Articles
Subjects: Foreign Countries,Grammar,Visualization,Student Teachers,Instructional Design,Teaching Methods,Language Teachers,Finno Ugric Languages,Teacher Education,Educational Quality,Writing (Composition),Oral Language,Freehand Drawing,Learning Strategies,Metalinguistics,Misconceptions,Language Processing,Teacher Educators,Code Switching (Language)

Conceptual grammatical knowledge is an area which causes problems at different levels of education. This article examines the ideas of conceptual change theory as a basis for establishing a new grammar teaching method. The research strategy which I use is educational design research and the research data have been collected from teacher students in two Finnish universities in 2011-2013. When learning the concepts of grammar, problems appear in the form of reduced definitions of concepts and misuse or mixing of different grammatical categories. The languaging and visualisation method induces learners to make the meanings clear and express their grammatical thinking through different modes: speaking, writing and drawing. The categories of grammatical concepts are made visible by charts and hierarchies, which helps students to apprehend the ontological differences between the categories. By following students' languaging processes, a teacher gains a deeper understanding of their conceptual grammatical knowledge.
The Novice Principal: Change and Challenges
Author: Northfield, Shawn
Date: 2013-07-08
Type: Reports - Research
Subjects: Novices,Principals,Educational Improvement,Administrator Role,Foreign Countries,Rural Areas,Females,Accreditation (Institutions),Case Studies,Instructional Effectiveness,Women Administrators,Case Method (Teaching Technique)

Rachel Wilson is a novice principal and new school leader of a large English  junior-senior high school located in a rural township of a maritime province in  Canada. Upon her appointment, she was challenged with having to establish  herself as a credible leadership choice for the venue in addition to having to  engage in new role learning as a first-time principal. Immediately, Rachel was  charged with having to attain to provincial accreditation for her school while  she faced leadership resistance from an informal veteran power group within  the school. This case focuses on the challenges a beginning principal must  manage in developing different dimensions of early-phase leadership, while,  at the same time, achieving school improvement goals.
Revising Identities as Writers and Readers through Critical Language Awareness
Author: Huang, Shin-Ying
Date: 2013-12-00
Type: Journal Articles
Subjects: Metalinguistics,Discourse Analysis,Writing (Composition),Discourse Communities,Teaching Methods,English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries,College Freshmen,Language Proficiency,Self Concept,Reading Materials,Critical Reading,Qualitative Research

This study investigated how the critical language awareness (CLA) framework can be implemented with an emphasis on writing and how  English-language learners respond to CLA. The findings suggest that the  students directed their attention away from the sole emphasis on reading for learning vocabulary and grammar to other dimensions of texts and identity possibilities as readers. In addition, the students responded favorably to the identity positions of writers made available through the writing implemented in this research. Furthermore, they were able to understand linguistic features as more than vocabularies and grammatical structures but also serve ideological purposes. However, the results also showed that the students considered the constructed nature of texts in relation to author intentionality and ignored how writers and readers both function within Discourse communities. These findings reveal the necessity for a more explicit discussion with students of the consequences of a critical awareness of texts for them as writers. The pedagogical implications from the research are discussed.