ethanporcaro/eric-fulltext-meta huggingface dataset:
Organizational Culture Barriers and Facilitators for Instructional Innovations at the Faculty of Education
Author: Çaliskan, Aysun
Date: 2021-00-00
Type: Journal Articles
Subjects: Organizational Culture,Barriers,Instructional Innovation,Teacher Educators,Teacher Attitudes,Student Centered Learning,Cooperative Learning,Educational Technology,College Administration,Centralization,Leadership Styles,Public Colleges,Rewards,Professional Recognition,Publish or Perish Issue,Middle Management,Foreign Countries

Purpose: Organizational culture influences instructional innovations at universities by either allowing or hindering the development of innovations. Therefore, this study aims to demonstrate the organizational culture barriers and facilitators for instructional innovations at Turkish universities. Research methods: Using the qualitative method, this study draws upon 20 interviews with academic staff members to uncover the details regarding organizational culture barriers and facilitators for instructional innovations at four Turkish public universities. Findings: Based on the results concerning organizational culture barriers to instructional innovations, the analysis resulted in the over-centralized higher education structure where academic staff members lack professional practice at schools coupled with being pressured to increase their output of publications. Based on the results concerning organizational culture facilitators for instructional innovations, the results show that bottom-up management features in the university with mid-level leaders using the power of their expertise as part of collaborative research groups is an avenue to instructional innovation. Based on the perceptions, the organizational culture barriers and facilitators are identified as separate factors for instructional innovations in terms of positive and negative aspects. Implications for Research and Practice: This study lays the groundwork for future research into using appropriate methods and tools to measure the performance of academic staff members to conceptualize the development of teacher education positively.
Minding the Gap: Comparing Student and Instructor Experiences with Critical Reflection
Author: Arend, Bridget
Date: 2021-00-00
Type: Journal Articles
Subjects: Reflection,Critical Thinking,Undergraduate Students,College Faculty,Student Attitudes,Teacher Attitudes,Foreign Countries

Critical reflection (CR) is regarded as essential for learning in higher education. Many instructors want students to reflect deeply and critically, but lament perceived deficiencies in students' value and understanding of CR. This qualitative study explored four undergraduate courses across disciplines to appraise how instructors' perceptions of CR compared to the perceptions of their students. We uncovered similarities and differences in how instructors and students define, engage, identify, and value CR. Our findings reveal tensions around how to explain CR to students, and around different methods and meanings across disciplines and contexts with implications for practice. The findings suggest that although facilitating CR remains a challenging and often-nebulous endeavor, both instructors and students value the process and the gap may not be as insurmountable as commonly perceived.
Repositioning SoTL toward the T-Shaped Community
Author: Eady, Michelle J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Lifelong Learning,Educational Research,Student Development,College Students,Models,Higher Education,College Faculty,College Instruction

Amongst a range of changes that have taken place within tertiary education, perhaps the most revolutionary has been a shift to student-centred approaches focused on lifelong learning. Accompanying this approach to holistic higher education (HE) has been a growing interest in, and understanding of, the Scholarship of Teaching and Learning (SoTL). SoTL has, at its core, a deep concern with student learning, and is therefore well-aligned with HE's renewed focus on its students. In this conceptual paper, we examine the impact of the 'T-shaped person' which many tertiary institutions are using as a concept to inform and connect the development of students' deep disciplinary knowledge with non-academic and employment readiness skills (such as communication, problem-solving, teamwork, and critical thinking). Importantly, we argue for a repositioning of SoTL to complement and support this model, with SoTL forming both the fulcrum and the fluid, multiple threads of discourse that are intricately entwined around the structure of the T-shaped model. We encourage our colleagues to strive to be T-shaped practitioners, and we cast a vision of a T-shaped community. Here, all stakeholders within HE connect both their academic knowledge and holistic skills in collaborative ways to produce learners who flourish in modern society. The SoTL community plays a pivotal role in achieving this vision and is well-positioned to expand the current notion of SoTL to allow it to play a more holistic, interconnected, central role in HE.
Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy
Author: Maurer, Trent W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Learning,College Instruction,Information Dissemination,College Students,College Faculty,Research Utilization,Teacher Student Relationship

This paper critically examines the reasons for and processes of sharing SoTL findings with students. Framed by our commitment to SoTL's role to make teaching &quot;community property,&quot; we interpret sharing SoTL findings with students as an act of knowledge mobilization, where SoTL might be disseminated, translated, or co-created with the student as a legitimate knowledge broker. We connect these knowledge mobilization processes with four primary reasons why faculty might want to share SoTL findings with students. Finally, we provide examples of knowledge mobilization that use different &quot;voices&quot; found in contemporary communication settings and that reach various student audiences in micro, meso, macro, and mega contexts.
Supporting Development through Child Nutrition
Author: Schanzenbach, Diane Whitmore
Date: 2020-00-00
Type: Journal Articles
Subjects: Nutrition,Child Health,Public Policy,At Risk Persons,Federal Programs,Low Income Groups,Child Development,Health Promotion,Food,Dietetics,Young Children,Family Characteristics,Program Effectiveness,Infants,Toddlers,Poverty,Participation,Obesity

Nutrition is vitally important both during pregnancy and during a child's early years. Inadequate nutrition during this critical period can harm children's health and developmental outcomes throughout childhood and into adulthood. Thus, write Diane Whitmore Schanzenbach and Betsy Thorn, it's particularly important that young children have adequate nutrition and resources. Yet many young children in the United States lack adequate nutrition. In this article, Schanzenbach and Thorn lay out the extent of the problem and review what the research tells us about inadequate nutrition's detrimental effects on young children's development. They report on the effectiveness of policies and programs that aim to improve nutrition among young children--especially the Supplemental Nutrition Assistance Program (SNAP) and the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC)--as well as supplementation of nutrients (both mandatory and voluntary) by the manufacturers of food products, primarily grains. Finally, they suggest how policy makers and others could help more young children, especially the most vulnerable, get the nutrition they need.
Responsive Mobile Learning (M-Learning) Application Design and Architecture in Fog Computing
Author: Parlakkiliç, Alaattin
Date: 2019-12-00
Type: Journal Articles
Subjects: Computer Software,Computer Science Education,Internet,Information Technology,Telecommunications,Handheld Devices,Online Courses,Usability,Aesthetics,Instructional Design,Teaching Methods,Technology Uses in Education,Computer Networks,Technical Assistance,Decision Making

Today, digital transformation is changing the educational and social life rapidly. In contrast, organizations and educational institutions, developers, and end users do not benefit from cloud-based mobile technologies to the desired level. Mobile systems are used extensively for educational purposes in the Internet of Things (IoT) environment, and the number of online students is increasing. The real problem is how user-friendly, aesthetic mobile learning courses can be effectively delivered on different mobile devices in the desired performance and manner. The responsive design developed with fog computing should be able to provide the ability to design and use mobile learning lessons with sufficient performance, automatically adapted to any browser or device. This should ensure that every person of the target audience can benefit from the lessons without worrying about screen size, resolution, speed and even security. In this study, the fog informatics teaching strategies of mobile learning sensitive teaching design are discussed. The fog computing architecture that can be used with responsive mobile learning, utilizing mobile computing to provide seamless and low latency mobile devices, is described. Finally, a fog-based, responsive designed mobile learning education architecture has been compiled with a better understanding of the lessons and a suitable structure for the use of mobile devices in education.
Time On with Baby and Time Off from Work
Author: Rossin-Slater, Maya
Date: 2020-00-00
Type: Journal Articles
Subjects: Leaves of Absence,Fringe Benefits,State Programs,Family Programs,Program Effectiveness,Child Health,Family Income,Employee Absenteeism,Employers,Cost Effectiveness,Employed Parents,Public Policy,Mothers,Fathers,Barriers,Labor Market,Foreign Countries,Child Development

Compared to unpaid leave, paid family leave may better help working parents balance the competing needs of job and family early in a child's life, among other advantages. Yet the United States remains one of only two countries in the world without a statutory national paid maternity leave policy, and one of the only high-income countries that doesn't provide access to paid paternity leave for new fathers at the federal level. In theory, Maya Rossin-Slater and Jenna Stearns write, paid leave can benefit families in two ways: by changing the amount of income available in the household (and the amount of resources available for the child), and by increasing the amount of time parents spend with their children. Despite the lack of paid leave at the federal level, several US states have their own paid family leave programs, all of which provide partial wage replacement during leave to care for a newborn or newly adopted child, and aim to cover a broad segment of the workforce through minimal eligibility requirements. Rossin-Slater and Stearns review research about the effects of these state-level programs, as well as paid leave programs in other countries. The authors find that paid family leave has a number of benefits. For one, compared to unpaid leave, paid family leave increases leave-taking rates and leave duration, especially among disadvantaged parents. Paid leave programs that range from a few months to up to a year in length also appear to improve both infants' health and mothers' outcomes in the job market. At the same time, the research finds that existing paid leave programs have minimal impacts on businesses, suggesting that these programs confer benefits to workers and their families at little to no cost to their employers. Finally, because rising economic inequality in the United States is in part driven by disparities in early childhood, the authors argue that paid family leave may be one way to level the playing field for children from all backgrounds and help improve intergenerational mobility.
Teaching Race and Racial Justice: Developing Students&apos; Cognitive and Affective Understanding
Author: Bandy, Joe
Date: 2021-00-00
Type: Journal Articles
Subjects: College Instruction,Race,Social Justice,Cognitive Development,Emotional Development,Evidence Based Practice,Undergraduate Students,Sociology,Student Development,Instructional Design,White Students,Minority Group Students,Teaching Methods,Instructional Effectiveness

Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental justice in which the instructor intentionally adopted holistic pedagogical principles of teaching race. Analyzing student responses from a pre- and post- course survey, course assignments, and instructor observations of student participation, we find that both white students and students of color experienced significant growth in their cognitive and affective understanding of the complexities of race and work toward racial justice. However, results also show how challenging it can be to create the conditions for productive multiracial dialogues that produce extensive affective development, particularly interpersonal skills of racial reconciliation. Reflecting on the limitations of the case, we conclude that more holistic teaching approaches are necessary to develop both students' cognitive and affective abilities to navigate race and work against racism, and we make suggestions for faculty development and administrative support.
Strategies to Improve English Vocabulary and Spelling in the Classroom for ELL, ESL, EO and LD Students
Author: Alshahrani, Haya Ali
Date: 2019-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Instructional Effectiveness,Vocabulary Development,Spelling,Native Speakers,Students with Disabilities,Learning Disabilities,Reading Strategies,Writing Strategies,Story Reading,Direct Instruction,Memorization,Elementary Secondary Education,Higher Education,Educational Research,English Language Learners

Vocabulary and spelling are two of the most important skills to achieve success in an academic setting. This review of 15 articles highlights classroom interventions that successfully enhanced vocabulary and spelling skills among ESL, English Only, English language learners (ELL), and learning disabled (LD) students. The strategies that enhanced vocabulary skills were reading strategies, story book reading strategies, and memorization strategies. The strategies that enhanced spelling skills were Cover, Copy, Compare (CCC) and writing strategies. Results showed that the strategy of storybook reading enhanced the vocabulary skills among both English Only and ESL students. Writing strategies resulted in spelling skill improvement for students with LD. Future research should focus on the CCC strategy application to improve their vocabulary skills for ESL students who also have LD.
Student Perceptions of an Online Ungraded Course
Author: Guberman, Daniel
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Online Courses,Grading,Grades (Scholastic),Student Evaluation,Self Evaluation (Individuals),History Instruction,Student Motivation,Self Determination,Elective Courses,Higher Education

What do grades mean? What purpose do they serve? What role do they play in the learning process? Teachers and scholars have recently begun to re-examine these questions central to our current grading system. As a result, many have started to re-assess how grades are assigned in their classes. In this case study, I examine the effectiveness of ungrading, an approach centered around students assigning their own grades through reflecting on the learning process. After contextualizing and describing the approach developed for this fully online, asynchronous history class, I share quantitative and qualitative data regarding student perceptions, motivation, and information usage to argue that systems such as ungrading have potential for contributing to the construction of highly effective and meaningful learning environments.
The Courage to SoTL
Author: Godbold, Nattalia
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,College Instruction,Learning,Educational Researchers,Professional Identity,Integrity,Ethnography,Cooperation,College Faculty,Individual Power,Relationship,Community

Using Parker Palmer's &quot;The Courage to Teach,&quot; and in particular the notion of the undivided life, to guide reflections through the process of collaborative autoethnography, we reflect on our lived experiences with the Scholarship of Teaching and Learning (SoTL). The central question being: How does Palmer's idea of the undivided life enable SoTL scholars to explore notions of identity and integrity that are intertwined with our academic practice? Ultimately, we found that Palmer's insights provoked us to think deeply about our identities, and while perhaps we did not always see ourselves on the paths he illuminates, his work, and our collaborative ethnographic process, helped us to illuminate our own paths. More specifically, we share five themes arising from our collaborative autoethnography related to the importance of context and positionality, defining a SoTL scholar, the power to diminish, the importance of relationships and community, and collaborative autoethnography as method and process. Our stories highlight the need for us to see our community as complex, messy, and deeply human, and we remind readers of the need to think about the ethics of all methods and the power in our everyday practice to include or exclude.
Ability and Responsibility: Need for Cognition and Study Habits in Academic Achievement
Author: Hawthorne, Melissa J.
Date: 2021-01-00
Type: Journal Articles
Subjects: Study Habits,Academic Achievement,Cognitive Processes,Positive Attitudes,Student Responsibility,Undergraduate Students,Grade Point Average,Predictor Variables,Learning Motivation,Measures (Individuals)

Student success is an ongoing area of interest to educators and researchers alike. The current study seeks to expand the literature on what factors help or hinder students by examining the roles of Need for Cognition (NfC), academic motivation, and student study habits in academic success. The results indicated that NfC scores, Personal Responsibility, and Bad Study Habits are predictors of student success as measured by grade point average (GPA). In addition, students with high scores on the NfC scale had higher GPAs than did students with lower scores. Students who had lower scores on Bad Study Habits tended to do better than students with higher scores. Overall, the results indicate that both innate and external factors are important for success and can be used as guides to craft interventions for struggling students.
SoTL in the Margins: Teaching-Focused Role Case Studies
Author: Simmons, Nicola
Date: 2021-00-00
Type: Journal Articles
Subjects: College Instruction,Educational Research,College Faculty,Organizational Culture,Teacher Role,Learning,Foreign Countries,Financial Support,Professional Isolation,Faculty Workload,Teacher Motivation

The number of teaching-focused faculty (TFF) continues to increase, raising concerns about opportunities to engage in the Scholarship of Teaching and Learning (SoTL) for academics who are hired to focus on teaching rather than research. Various names for these teaching-focused positions include, but are not limited to: instructional, limited-term faculty; permanent, but not eligible for tenure; equivalent to tenure-track (eligible for tenure); and casual teaching-focused. Regardless of title, TFF face a unique challenge: hired for excellence in teaching and committed to improving teaching and learning, they are often not granted support to engage in professional development or research related to teaching and learning. These and other challenges are associated with their academically marginalized positions. The authors are members of the Advocacy Committee of the International Society for the Scholarship of Teaching and Learning (ISSOTL). This paper builds on a session we offered at the ISSOTL conference in Calgary in 2017 where we invited TFF to contribute narrative examples of institutional SoTL challenges and their strategies for overcoming them. We describe potential solutions to creating institutional cultures that are supportive of TFF engaging in SoTL. We finish by offering recommendations for creating a SoTL teaching-focused community within ISSOTL to provide social and professional support.
A Conceptual Model for Academic Success of Military Nursing Students of Color
Author: Tontz, Paul A.
Date: 2021-01-00
Type: Journal Articles
Subjects: Models,Academic Achievement,Military Personnel,Veterans,Nursing Students,Minority Group Students,College Environment,Student Attitudes,Diversity,Identification (Psychology)

Veterans continue to enter the nursing landscape, diversifying the nursing workforce. However, it is unclear as to best practices for supporting these prior military, medical professionals in their academic success. At one, private, not-for-profit institution, Gasman and Arroyo's (2014) HBCU-centered student support framework was applied to the case of a military student of color. The student, key faculty, and mentors that interacted with the student of color were interviewed. Mentoring activity logs were also reviewed to corroborate interview data. The findings indicated that not all of Gasman &amp; Arroyo's original factors seemed relevant to the student of color, with additional ones more applicable to a non-traditional, prior military veteran with medical experience. Recognition of military medical background, program diversity, and opportunity for mentoring from cultural-competent faculty and mentors are crucial to academic success, graduation, and NCLEX-RN passage and transition to practice.
COVID-19 Student Mental Health Check
Author: Blankenship, Dianna
Date: 2021-01-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Mental Health,Student Attitudes,Hispanic American Students,Minority Serving Institutions,Student Employment,Employment Level,Job Layoff,School Closing,Online Courses,Adjustment (to Environment),Graduation,Scheduling,Barriers,Coping,Family Environment,Positive Attitudes,Food,Retailing,Disease Control

The COVID-19 pandemic has produced many changes in the lives of our students and families. In this article, the responses of students in criminal justice classes at a Hispanic serving institution in south Texas were collected and synthesized. The 252 responses were divided into seven frequently observed and repeated themes: jobs and job related, school and courses, graduation, routine, family, positivity, and groceries/shopping. Findings for this time period matched what much of what the national and international news and reports have all reported. It indicates that, as teaching professionals, we must be mindful to provide the added support to assist our students as they navigate this changing time.