ethanporcaro/eric-fulltext-meta huggingface dataset:
Nurturing Supportive Learning Environments in Higher Education through the Teaching of Study Skills: To Embed or Not to Embed?
Author: Allan, Jo
Date: 2007-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Metacognition,Study Skills,Phenomenology,Learning Activities,Educational Objectives,Curriculum Design,Student Experience,Learning Modules,Reflection,Educational Strategies,Educational Environment,Academic Support Services

The transnational widening of participation in higher education (HE) and the concomitant emphasis on promoting successful progression and high retention are focusing attention on how best to create supportive learning environments in HE. Using a phenomenographic approach, we explore variance in how first year undergraduate students experience the learning of generic, subject-related and metacognitive skills within a study skills module integrated into education programs. The findings suggest responses ranging from a lack of engagement in the module to evidence of increased confidence, criticality, self-reflection and change as a learner. The conclusion posits alternative ways of promoting the learning of study skills, which, whilst potentially including all learners, bring significant ramifications for the professional development of university lecturers.
Opening up Thinking: Reflections on Group Work in a Bilingual Postgraduate Program
Author: Bowering, Margaret
Date: 2007-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Student Evaluation,Group Activities,Foreign Countries,Instructional Leadership,English (Second Language),Teaching Methods,Reflection,Bilingual Education Programs,Student Attitudes,Teamwork,Cooperative Learning,Chinese,Learning Strategies,Formative Evaluation

As the number of off-shore content-based courses presented by Western universities increases, the issue as to the suitability of elements of constructivist pedagogy arises. This paper reports on mainland Chinese student views of two different types of collaborative work conducted bilingually within a Master of Education program specializing in Educational Leadership. Despite the fact that the literature is divided on the appropriateness of such activity within Confucian-Heritage contexts, initial student evaluations voted the two group activities as the most valuable of all the course components. This encouraged the team to investigate the phenomenon by gathering both quantitative and qualitative evidence relating to the value, the organization and the contribution of individuals in each case. The extent and the nature of the generally positive responses are reported in the paper before a discussion reflecting on what the comparison of &quot;think, pair, share&quot; with &quot;team activities&quot; reveals for future courses. The conclusion is drawn that the study underscores confidence that group work can be very effective in such bilingual, content-based courses in China and elsewhere. (Contains 5 tables.)
Perceived Impact of Peer Observation of Teaching in Higher Education
Author: Donnelly, Roisin
Date: 2007-00-00
Type: Journal Articles
Subjects: Observation,Experiential Learning,Program Effectiveness,Learning Processes,Professional Continuing Education,Participant Satisfaction,Peer Evaluation,Foreign Countries,Postsecondary Education as a Field of Study,Teacher Certification,Faculty Development,Educational Philosophy

This paper explores participant perceptions of the impact of a Peer Observation of Teaching scheme offered as part of an accredited Postgraduate Certificate in Teaching for academic staff and faculty members in higher education. The Postgraduate Certificate Program has been designed to support the continuing professional development of academic staff and faculty members through integration of peer learning. Inherent in the design and delivery of the Peer Observation of Teaching scheme is the belief by all involved that learning about teaching in higher education--and heightening a sense of professionalism--stems from a continuous process of transforming and constructing personal meaning in a variety of related ways. This program has its theoretical basis in the Experiential Learning Cycle (Kolb, 1983), and the perceived impact of the scheme has been evaluated based on this cycle; participants over the past 5 years on the program have provided valuable insights into the demands of active engagement with abstract pedagogical theory, purposeful critical refection on classroom practice, and a challenging of assumptions through shared reflective dialogues with colleagues. Of particular interest are the ways that the scheme aids the integration of theory and practice, the value of interdisciplinary learning, and the benefits for new teachers. (Contains 1 table and 3 figures.)
A Transactional Model of College Teaching
Author: Dees, David M.
Date: 2007-00-00
Type: Journal Articles
Subjects: College Instruction,Reflective Teaching,Higher Education,Models,Case Studies,Aesthetics,Aesthetic Education,Teaching Experience,Educational Strategies

College teaching is a complex endeavor, which can be difficult to understand. Teacher reflection has become one means of comprehending the intricacies associated with teaching and learning. An abundant literature base examines individual elements of teaching, but looking at individual elements may encourage reflection on just a part of the process. The Teaching/Learning Transactional (T/LT) model provides a framework to guide reflection. This paper outlines the components of the model and provides a case study that represents its application. The T/LT model encourages teacher reflection that views teaching holistically. It is designed to encourage dialogue that frames teaching as a complex encounter of the human experience. Changing the language we use to discuss teaching may serve to deepen our understanding of this complex act, and in turn, improve our overall practice. (Contains 1 figure.)
Adoption of Educational Technology: How Does Gender Matter?
Author: Zhou, George
Date: 2007-00-00
Type: Journal Articles
Subjects: Females,Educational Technology,Gender Differences,Males,Teaching Methods,Technology Integration,College Faculty,Postsecondary Education,Surveys,Self Esteem,Computer Literacy,Faculty Development,Experiential Learning,Student Participation,Teacher Influence,Attendance Patterns,College Students,Academic Achievement,Computer Uses in Education,Teacher Attitudes,Barriers,Foreign Countries

Gender differences have attracted attention in today's educational research and practice. Very few studies, however, explore the gender differences in the use of technology in higher education. The authors conducted a study on technology adoption at a large Canadian university. One of its purposes was to inform our understanding of how gender matters in the process of technology adoption in post-secondary teaching. A survey was administered to all full-time faculty and sessional instructors. Results suggest that females were more likely to use student-centered pedagogical approaches in teaching than males. Females had lower confidence and less experience in the use of computers in teaching. They tended to learn how to use technology from others, whereas males were more likely to learn from their own experience. Based on these findings, the paper recommends that professional development for females should involve more showcases and interactions while training  for males would be more appropriate when it provides many hands-on activities. (Contains 14 tables and 1 figure.)
Learning to Become Researching Professionals: The Case of the Doctorate of Education
Author: Taylor, Alexis
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Programs,Researchers,Postsecondary Education as a Field of Study,Professional Education,Comparative Analysis,Interviews,Theory Practice Relationship,Epistemology

This study investigates how learning to become a &quot;researching professional&quot; (Bourner, Bowden, &amp; Laing, 2000) is understood by students undertaking a professional Doctorate of Education in one university in the United Kingdom (U.K.). This research is apposite given the present context for doctoral education both internationally and in the U.K. However, a literature review shows this is a relatively under-explored area. The study was designed within a phenomenological and descriptive/interpretive paradigm using case study methodology. Data was collected using semi-structured interviews with 12 students. The analysis was guided by research in other disciplines within higher education which has revealed qualitatively different conceptions of student learning. In this study, three ways of understanding learning to become a &quot;researching professional&quot; were identified: &quot;conformity,&quot; &quot;capability,&quot; and &quot;becoming and being.&quot; Each is characterized by an internal relationship between how the learning context, research, and professional identity are understood. Each of these ways of understanding is discussed in relation to the literature. The complexity of professional learning at the highest level for students who are &quot;on the cusp&quot; between the university, the work context, and the profession is highlighted. Although no generalizations are made from this study, it may be useful to others in similar contexts as it highlights implications for university tutors regarding student learning. (Contains 2 tables.)
Research Experiences of Undergraduate Students at a Comprehensive University
Author: Tan, Emily B.
Date: 2007-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Mentors,Focus Groups,Student Experience,Interviews,Participant Satisfaction,Inquiry,Personal Narratives,Theses,Research Methodology,Methods Courses,Supervisory Methods,Supervisor Supervisee Relationship

Narrative inquiry was utilized to allow undergraduate students involved in an undergraduate research course to narrate their experiences in their research undertakings under the guidance of their respective mentors. A total of four focus groups representing the Bachelor of Arts and Letters, Bachelor of Commerce, Bachelor of Secondary Education, and Bachelor of Science in Pharmacy were interviewed. The present study describes the research experiences of a select group of undergraduate students who had defended their research outputs. The findings reveal that undergraduate students who were under competent, motivating, and supportive research mentors undertook the rigorous research process and experienced various activities and mixed feelings in the following stages: Groping, Developing, and Accomplishing. Only a few teams disseminated their outputs in refereed journals, educational conferences, and/or public poster exhibits.
Identifying Research Priorities and Needs in Mobile Learning Technologies for Distance Education: A Delphi Study
Author: Kurubacak, Gulsun
Date: 2007-00-00
Type: Journal Articles
Subjects: Electronic Learning,Delphi Technique,Research Needs,Distance Education,Educational Technology,Needs Assessment,Technology Uses in Education,Research Problems,Mail Surveys,Specialists,Research Opportunities,Program Attitudes,Trend Analysis

The main purpose of this study was to identify, categorize and rank the future research priorities and needs for mobile learning technologies. The key research inquiries were the following: (a) What are the major research issues and challenges identified by online workers for mobile learning technologies over the next ten years?, (b) What are the major research categories identified by online workers for mobile learning technologies over the next ten years?, (c) What are the major research priorities identified by online workers for mobile learning technologies over the next ten years?, and (d) What are the major research needs identified by online workers for mobile learning technologies over the next ten years? A Delphi study was used to represent a constructive communication device among a group of experts. A total of 72 participants (24 female and 48 male) were selected for participation. These experts identified top research issues and challenges, categories, priorities, and  needs for mobile learning technologies. (Contains 4 tables.)
Teaching West in the East: An American University in China
Author: Ozturgut, Osman
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Background,Natural Resources,English (Second Language),Cultural Differences,Asian Culture,Cultural Awareness,Western Civilization,Educational History,Politics of Education,Student Attitudes,Costs,Teaching Methods

Having closed its door to Western ideas for centuries, China has always presented itself as a puzzle both for academicians and politicians. Westerners, though, have always been attracted by the natural resources and human power that China offers to the capitalistic world. This study explores the entrance of Western ideas in China from an educational perspective. The researcher spent 2005-2006 in China researching a Sino-U.S. Joint venture campus, exploring the academic challenges when teaching Chinese students. While being independent learners, Chinese students maintained their cultural roots and were proud of their long historical and cultural background. Chinese students were receptive and appreciative of American education, and Western capitalistic ideas did not cause any concern among the students.
Perception of Teacher Support and Reaction towards Questioning: Its Relation to Instrumental Help-Seeking and Motivation to Learn
Author: Kozanitis, Anastassis
Date: 2007-00-00
Type: Journal Articles
Subjects: Help Seeking,Structural Equation Models,Teacher Response,Self Efficacy,Learning Motivation,Student Motivation,Student Attitudes,Teacher Influence,Teacher Student Relationship,Goal Orientation,Academic Achievement,Questionnaires,Undergraduate Students,Teacher Attitudes,Foreign Countries

The present study was conducted to determine the effects of students' perception of both teacher support and students' reaction to questioning on the instrumental help-seeking strategy used by students. The researchers also examined the relationships between these three variables and the motivational components of achievement goal theory. A self-report questionnaire was administered to 1558 undergraduate university students, and structural equation modeling (SEM) was used to explore relations between the variables. Overall, the fit of the base model was reasonably good. Results indicate that perception of teacher reaction had a direct and positive effect on students' instrumental help seeking, as well as indirect and positive effects on self-efficacy, and task value. Perception of teacher support had an indirect, positive effect on task value. Furthermore, results revealed that motivational components have important mediating effects on instrumental help-seeking. (Contains 2 tables and 2 figures.)
Peer and Faculty Mentoring in Doctoral Education: Definitions, Experiences, and Expectations
Author: Noonan, Mary Jo
Date: 2007-00-00
Type: Journal Articles
Subjects: Andragogy,Mentors,Definitions,Focus Groups,Doctoral Programs,Adult Learning,Learning Processes,Expectation,Individual Differences,Cohort Analysis,Educational Experience,Supervisory Methods,Formative Evaluation,Grounded Theory,Peer Groups,College Faculty

Mentoring has long been recognized as an effective strategy for retaining and supporting doctoral students in their programs of study. In this qualitative investigation, we conducted three focus groups of proteges, peer mentors, and faculty mentors to explore definitions, experiences, and expectations of mentoring. Results indicated that the three groups had meaningful differences in all three areas of interest. These differences were consistent with emerging conceptual frameworks explaining adult learning processes and perceived needs. The frameworks involved "stages" of mentoring and classifying the student's preferred mentoring style along dimensions of pedagogy and andragogy. These frameworks suggest the need for clarifying protege and mentor roles/expectations early and throughout the doctoral program. (Contains 4 tables.)
Connected Learning in Co-Operative Education
Author: Jones, Jeela
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Education,Research Design,Qualitative Research,Educational Experience,College Students,Theory Practice Relationship,Learning Strategies,Cooperative Learning,Epistemology,Work Experience,Interpersonal Relationship,Mentors,Student Costs,Time,Attribution Theory

This qualitative research study explored the experiences of students who had attended a co operative (co-op) education program, with a focus on what makes the experience meaningful to them. Utilizing a basic interpretive research design, students who graduated from a co-op program were interviewed using an open-ended interview protocol. Both male and female students were selected based on graduation date and came from a wide range of program types. Findings for this study were examined through the lens of connected learning, a learning method that places emphasis on discussion, collaboration, and acceptance for knowledge development. Several themes emerged including experience, relationships, time, fees, and luck. Findings suggest that co-operative education is beneficial, but it is made meaningful by more than securing paid work terms. (Contains 1 table.)
Islands of Empowerment: Facilitating Multicultural Learning Communities in College
Author: Chavez, Alicia Fedelina
Date: 2007-00-00
Type: Journal Articles
Subjects: Interviews,Classroom Observation Techniques,Group Dynamics,Educational Environment,Multicultural Education,Student Empowerment,Culturally Relevant Education,Teaching Methods,Educational Strategies,Collegiality,Sensitivity Training,Minority Groups,Foreign Countries,Educational Practices

Multiculturally congruent classroom learning environments have remained elusive in United States higher education as colleges strive to recruit, retain, and educate an increasingly diverse population. Frustrations run high amongst domestic and international students of color who find collegiate classrooms in the United States difficult to negotiate and often pedagogically incongruent with their own ways of learning and interacting. This article offers findings from a qualitative research study of four professors identified as multiculturally empowering by minority and international students in their college. Results are derived from three qualitative methods of data collection including faculty interviews, student interviews, and classroom observations. Findings suggest six elemental dynamics necessary for college professors to develop and facilitate empowering multicultural learning communities: (a) climate of safety, (b) spirit of risk taking, (c) congruence, (d) reciprocal relationships and roles, (e) multiplicity, and (f) reciprocity. Implications for teaching in cross-cultural  collegiate environments are included. (Contains 1 figure.)
Student Assessment: A Comparison of Solitary, Cooperative, and Competitive Testing
Author: Desrochers, Marcie N.
Date: 2007-00-00
Type: Journal Articles
Subjects: Student Evaluation,Evaluation Methods,Alternative Assessment,Group Testing,Individual Testing,Comparative Analysis,Self Esteem,Knowledge Level,Cooperative Learning,Genetics,Multiple Choice Tests,Introductory Courses,Comparative Testing,Academic Achievement

Alternatives to a solitary testing format can involve students working in teams to arrive at the correct answer. We compared two group assessment methods, cooperative and competitive, to a solitary testing approach. In most comparisons examining the undergraduate respondents' (N = 77) performance, the two group-testing methods were equivalent. Both group methods were superior to the solitary testing format in determining students' knowledge of the course material and confidence in their answers. Moreover, rather than one person generating the team's answer, most team members actively participated in the decision-making. The cooperative group surpassed the solitary testing group in terms of preference for their format of assessment. (Contains 1 figure.)
Career Aspirations of Women in the 20th Century
Author: Domenico, Desirae M.
Date: 2006-00-00
Type: Information Analyses
Subjects: Females,Career Development,Occupational Aspiration,Womens Education,Womens Studies,Participation,Literature Reviews,Labor Force,Barriers,Heads of Households,Performance Factors,Technical Education,Career Education

Women have increasingly become more involved in the workforce following World War II. Paid employment of women has shifted from primarily traditional female-oriented jobs to more non-traditional, and previously male-oriented careers. Women's participation in the workforce has lead to the study of career aspirations of women. Career aspirations are influenced by factors such as gender, socioeconomic status, race, parents' occupation and education level, and parental expectations. This review of literature presents an overview of women's participation in the workforce and the progress of women's career development and career aspirations in the latter half of the 20th century.
Competencies and Traits of Successful Agricultural Science Teachers
Author: Roberts, T. Grady
Date: 2006-00-00
Type: Journal Articles
Subjects: Focus Groups,Agricultural Education,Content Analysis,Science Teachers,Agriculture,Program Development,Literature Reviews,Personality Traits,Teacher Competencies,Success,Teacher Effectiveness,Experienced Teachers,Teacher Characteristics

The purpose of this mixed-methods study was to identify the required competencies and traits of successful agricultural science teachers. Data was collected from focus groups of agricultural science teachers and a content analysis of existing research. Results identified 47 unique traits or competencies that were divided into the categories of Instruction; Student Organization; Supervised Experience; Program Planning and Management; School and Community Relations; Personal Traits; and Professionalism. One newly discovered competency, "working with diverse groups," transcended categories. A model depicting the traits and competencies was developed. (Contains 7 tables and 1 figure.)
Examining Latinos Involvement in the Workforce and Postsecondary Technical Education in the United States
Author: Maldonado, Cecilia
Date: 2006-00-00
Type: Journal Articles
Subjects: Labor Market,Job Skills,Technical Education,Proprietary Schools,Hispanic Americans,Postsecondary Education,Employment Level,Educational Attainment,Participation,Two Year Colleges,Labor Force Development,Minority Groups,Access to Education,Enrollment Trends,Career Development,High School Graduates

In this article, the authors report the results of two studies examining the participation rates of Latino students in postsecondary technical education (CTE) programs in community colleges and two-year proprietary institutions in the United States in 1994 and 2000. It is believed that the quality of the future U.S. Labor market will depend, to a great extent, on this group's education and job skills. Although Latinos are the fastest growing minority group in the United States, they are also the poorest and most undereducated when compared to other minority groups. Results of both studies show that few Latino students enroll in and graduate from postsecondary CTE programs. Of those students that do enroll in and complete CTE programs at the postsecondary level, very few complete programs that are considered high-skill, high-wage. (Contains 4 tables.)