ethanporcaro/eric-fulltext-meta huggingface dataset:
Maintaining the Connection: Story Sharing as a Function of Home Institution Support for Study Abroad Students
Author: Jarrett, Kendall
Date: 2020-00-00
Type: Journal Articles
Subjects: Study Abroad,Educational Experience,Decision Making,Undergraduate Students,Student Attitudes,Electronic Publishing,Story Telling,Teacher Student Relationship,Student Motivation,Student School Relationship,Social Media

Study abroad programmes are often reported by students to be the pinnacle of their university life experiences (Curtis &amp; Ledgerwood, 2018). Once abroad though, the challenges of decision-making (and how a home institution can support a student's decision-making) rarely abate. This article reports on three undergraduate students' storied experiences of studying abroad. Shared stories uploaded onto a dedicated communal blog site reflected a growing desire for adventure at the expense of formal educational commitment. The challenges of decision-making for students and the use of story sharing as a means for academic staff to stay 'connected' to students are explored along with discussion of home institution support for students throughout the study abroad experience.
Online Discussion Boards: Improving Practice and Student Engagement by Harnessing Facilitator Perceptions
Author: Douglas, Tracy
Date: 2020-00-00
Type: Journal Articles
Subjects: Discussion Groups,Instructional Improvement,Learner Engagement,Facilitators (Individuals),Asynchronous Communication,Electronic Learning,Student Participation,Health Sciences,College Students,Foreign Countries,Professional Identity,Allied Health Personnel

This research explores the perceptions of facilitators in asynchronous online discussion to improve practice and student engagement in Higher Education. Traditional didactic delivery of learning content may fail the expectations of student and academic stakeholders. The pressure to teach within constrained resources presents challenges, but also provides stimulating opportunities for optimising use of educational technology. Fostering student engagement requires rethinking traditional classroom and online delivery. The study explores the challenges and benefits experienced, resulting in the identification of key themes from which implications for practice are discussed. In doing so, it broadens conceptual understandings, while offering recommendations for university teachers, administrators and leaders. The impact of facilitated online discussion boards on student engagement and participation was investigated from the experiences and perceptions of facilitators of online discussion boards in a Health Science subject at the University of Tasmania. After the semester was completed, all facilitators were invited to participate in one-to-one, semi-structured interviews. Interview questions were grouped to produce both descriptive and reflective responses about roles as a facilitator, and about preparation, training and support. Findings suggest that, with appropriately trained and prepared facilitators, online discussion can improve student engagement, enhance learning outcomes and satisfy stakeholder expectations.
Designing Behavioral Interventions That Work: The Triple T-Triple R Competing Pathways Model
Author: Gischlar, Karen L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Behavior Modification,Student Behavior,Behavior Problems,Applied Behavior Analysis,Models,Intervention,Preschool Children,Teacher Competencies,Functional Behavioral Assessment

Increasing numbers of children are entering our nation's schools with mental or behavioral health problems. Although many of these children are included in general education programs, teachers report feeling under- or unprepared to manage problematic behaviors. This is not surprising given that reviews of teacher training programs have evidenced limited coursework in classroom management. Within this paper, we present a framework, the Triple T-Triple R Competing Pathways Model, that is grounded in the tenets of Applied Behavior Analysis (ABA). ABA has decades of empirical evidence to support its use in the classroom. Triple T-Triple R simplifies the competing pathways chart frequently utilized within ABA, rendering our model accessible to teachers who might not have previous training or experience with application of behavioral tenets.
Losing As and Fs: What Works for Schools Implementing Standards-Based Grading?
Author: Townsley, Matt
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Standards,Educational Assessment,Grading,Educational Change,Student Evaluation,Elementary Secondary Education,Educational History,Competency Based Education,Teacher Attitudes,Parent Attitudes,Instructional Leadership

Learning goals such as the Common Core State Standards are helping educational leaders to better understand the critical role assessment and grading plays in the teaching and learning process. In response to the growing body of empirical research on the topic of accurate grading practices, a number of schools are moving away from letter grades and adopting standards-based grading which separately report learning goals from work habits. The purpose of this essay is to document what works when K-12 schools implement standards-based grading through a deep dive into related literature and to suggest areas for future consideration. With this improvement to educational systems on the horizon, K-12 teachers and administrators in the early stages of redesigning their grading practices will benefit from understanding the successes and struggles of early adopters in order to successfully reform grading in their own context.
Developing Professional Communication Skills: Perceptions and Reflections of Domestic and International Graduates
Author: Sonnenschein, Katrine
Date: 2020-00-00
Type: Journal Articles
Subjects: Communication Skills,Skill Development,College Graduates,Professional Development,Job Skills,Foreign Countries,Foreign Students,Intercultural Communication,Writing Skills,Employment Potential,Work Experience,Career Readiness,Asians,Education Work Relationship

Communication is considered a crucial skill set by employers who require universities to develop students' communication skills, to meet their requirements in the workplace. This study focuses on graduates' perceptions of their skill in professional communication; its development during their studies; and its value when making the transition to employment. The paper is based on two studies undertaken in Australia with interviews with graduates. The graduates are both of Australian and Chinese origin working in Australia and China across various industries. Presentation skills, writing, and intercultural skills were considered most important. Although most participants were satisfied with the way they had developed these skills at the Australian university, some international graduates needed more help from university to attain these skills. Recommendations regarding structured interventions for intercultural communication, work-integrated learning, and professional training of academic staff were provided.
Divergence and the Use of Digital Technology in Learning: Undergraduate Students&apos; Experiences of Email Feedback in a South African University
Author: Nnadozie, Victor
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Experience,Feedback (Response),Electronic Mail,Foreign Countries,Prior Learning,Business Administration Education,Integrated Learning Systems,Computer Literacy,Access to Information,Verbal Communication,Preferences

South African universities' use of digital technologies in learning has increased in recent years. Given that social exposure, the context and pedagogic uses of technology influence learning expectations and learner involvement, it is important to understand students' experiences of the use of different technological tools. This article employs activity theory as a lens to explore how students with different levels of prior knowledge experienced the use of e-mail feedback. The feedback involves content discussion and comments on assessment drafts in a modular learning environment of a unit of undergraduate study at one of the country's universities. The students reported mixed experiences of the level of personal control and responsibility for their learning. The article explores the findings' implications for teaching and learning praxis in the university and makes suggestions for further research.
&quot;Music Is Special&quot;: Specialist Music Teachers Navigating Professional Identity within a Process of Arts Curriculum Reform
Author: Dwyer, Rachael
Date: 2020-07-28
Type: Journal Articles
Subjects: Music Education,Music Teachers,Specialists,Professional Identity,Educational Change,Foreign Countries,National Curriculum,Curriculum Development,Art Education

Processes of curriculum reform are often a period of upheaval for teachers and schools. As values and priorities change and new knowledge and skills are required, teachers find themselves occupying new positions upon the school landscape. In the case of the Australian Curriculum: The Arts, some of the concerns emerging from recent reforms include insufficient class time to cover the new content, inadequate support and resources for planning, and challenges stemming from five distinct arts subjects being grouped into a single curriculum, without a shared experience as &quot;the arts&quot;. This paper explores the impacts of this particular curriculum reform on three music teachers' work, specifically the ways in which they position themselves and their work as music teachers in relation to the arts curriculum. Their stories highlight the importance of professional networks and relationships in developing new curriculum knowledge, and point to possibilities for developing shared understandings as teachers of the arts.
Socially Engaged Art Education: Exploring Issues of Homelessness in an Elementary Art Classroom
Author: Chung, Sheng Kuan
Date: 2020-07-28
Type: Journal Articles
Subjects: Social Justice,Art Education,Homeless People,Elementary School Students,Student Attitudes,Art Activities,Art Products,Visual Arts,Student Projects,Active Learning

Over the past two decades, the field of art education has emphasized visual culture art education for developing visual literacy. More recently, social justice art education has come into focus since there have been many unresolved social justice issues in American society. Underprivileged groups such as persons experiencing homelessness have not yet gained public attention, nor have they evoked from the government a true sense of urgency. Homelessness often occurs at the intersection of unemployment, poverty, domestic violence, substance abuse, and mental health disorders. The impact on families, especially young children, can be profound. The essential part of social justice art education is to provide a safe learning place for students to voice unjust social conditions through art. A case study was conducted in a large urban city in the southwestern United States to explore elementary students' perceptions about homelessness and how contemporary activist art inspires students to envision a more just society. The article begins with a literature review of socially-engaged art education and discusses homelessness issues in art education, first by describing several art examples by a contemporary mural artist, Skid Robot, who has addressed homelessness in his art. Inspired by Robot's art, elementary students in a relevant art lesson expressed their views on various issues regarding homelessness and &quot;drew&quot; a home for homeless persons through a printmaking exercise. Students' artwork and their implications for social justice art education were provided.
More than Words: Performance Ethnography as a Research Method That Values a Sustained Ethnographic Orientation and Imaginative Theatre-Making
Author: Bird, Jane
Date: 2020-08-14
Type: Journal Articles
Subjects: Performance,Ethnography,Participant Observation,Theater Arts,Researchers,Leadership Training,Foreign Countries,Faculty Development,Women Faculty,Teacher Workshops,College Faculty,Program Descriptions,Audiences

Performance ethnography is a form of performed research that creates a theatrical representation of ethnographic inquiry. Walford (2009) proposes that frequently performance ethnographers neglect traditional ethnographic practices such as participant observation and substantial time in the field. This paper draws on research which investigated the practices of a performance ethnographer who adopted a sustained ethnographic orientation throughout the interconnecting phases of fieldwork, analysis, interpretation and representation (Wolcott, 1995). The paper considers how these practices influenced, shaped and enhanced the researcher's theatre making practices. The research revealed that the embodied and tacit knowledge generated through a performative approach to ethnographic inquiry lends itself to a layered and rich style of theatre making that involves more than a transference of verbatim text into a script. This paper documents the performance ethnographer's commitment to sustained ethnographic processes as she synthesizes detailed and complex insights into an action-based, artistic theatrical representation.
Swan Song
Author: Digby, Joan
Date: 2020-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Professional Recognition,Occupations,Ethics,Educational Change,Commercialization,Certification

Patricia J. Smith's argument for professionalism based on Caplow's outdated model is inappropriate for honors administration. The steps outlined are misleading, and the use of the perennially controversial Basic Characteristics as a prescription for professionalizing honors is historically inaccurate and has no place in framing the future of honors education, which needs to remain individual and idiosyncratic to institutions. Professionalization would move honors toward a business model that is antithetical to the spirit of honors.
Exploring Collaboration in Online Group Based Assessment Contexts: Undergraduate Business Program
Author: Paterson, Terrie
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Education,Online Courses,Student Evaluation,Undergraduate Students,Business Administration Education,Instructional Design,Group Dynamics,Foreign Countries,Synchronous Communication,Asynchronous Communication,Teaching Methods,Accountability,Teacher Student Relationship,Skill Development,Interpersonal Competence,Experiential Learning

Focussing on a specific higher education online learning environment (OLE), this study aims to investigate and analyse instructional designs that employ Positive Interdependence, Individual Accountability, Teaching Presence, Authenticity and Group Skills Development as educational strategies to mitigate group work issues and subsequently encourage collaborative group work. Group work is a challenging learning space for both participants and facilitators in the higher education sector. Known issues such as free riding, unfair marking and a lack of existing group work skills in the student cohort, create a catalyst for conflict which can lead to negative perceptions and avoidance of group work. Isolation and the resulting independent learning culture typifying online study contexts further challenge collaborative and active learning pedagogies required in contemporary online adult learning and assessment contexts.
Owning Honors: Outcomes for a Student Leadership Culture
Author: Watkins, Adam
Date: 2020-00-00
Type: Journal Articles
Subjects: Honors Curriculum,College Students,Student Leadership,Peer Teaching,Mentors,Educational Innovation,Leadership Styles

The author provides an overview of a peer mentorship program within an honors curriculum and an assessment of its leadership culture. This culture is based on the values of servant leadership and an inclusive community of learners, and it is promoted through an orientation, training, and robust extracurricular component. The author explores the efficacy of leadership culture, considering its influence on peer mentors' identification with the honors community and its influence on their learning outcomes.
The Body of Honors: Certification as an Expression of Disciplinary Power
Author: Badenhausen, Richard
Date: 2020-00-00
Type: Journal Articles
Subjects: Certification,Honors Curriculum,Program Evaluation,Standards,Ideology

Using Michel Foucault's writing on discipline and training, the author suggests that processes like certification ultimately serve as covert normalizing activities that run counter to the spirit and practice of honors education. The author argues for an open, fluid, generative approach to honors program review.
Guiding Students to Success: A Systematic Review of Research on Guided Notes as an Instructional Strategy from 2009-2019
Author: Biggers, Bryan
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Notetaking,Higher Education,College Students,Self Management,Metacognition,Foreign Countries,Student Attitudes,Program Effectiveness,Instructional Materials

Guided notes were introduced decades ago, but there is still debate over their efficacy in improving student outcomes. The purpose of this study is to examine peer-reviewed research on guided notes for adult learners in general populations since 2009, understanding the effects of guided notes on student learning, the knowledge and content areas supported by guided notes, and the impact of modality. Results of the 22 included studies indicate that students perceive guided notes in a positive light, and guided notes improve results in certain knowledge domains especially with complex content. However, modality does not influence the efficacy of guided notes. Implications for practice in teaching and learning and recommendations for research were provided.
&apos;It Was Fun&apos;: Exploring the Pedagogical Value of Collaborative Educational Games
Author: Cooney, Adeline
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Benefits,Cooperative Learning,Educational Games,Teamwork,Problem Solving,Simulation,College Freshmen,Instructional Effectiveness,Student Attitudes,Transfer of Training

This qualitative descriptive study explored the value of games as pedagogical tools to teach team working and foster collaborative learning in a higher education classroom. Groups of three or four students (n = 181) were asked to participate in a simple low-tech serious game which required them to solve a puzzle. The puzzle simulated 'good' teamwork practices. Subsequently, participants were asked to complete an open-ended qualitative questionnaire about their experiences. The game was found to enhance learners' understanding of the attributes of effective team working. It was concluded that team-based collaborative games have value in experientially 'teaching' team working skills. Moreover, simple low-tech games were found to have good capacity for generating high-quality collaborative learning experiences. In this context it is argued that simple low-tech games should not be forgotten in the rush to develop computer-supported collaborative learning environments. Not least because they generate opportunities for face-to-face interaction.
Programmatic Assessment Condensed: Introducing Progress Testing Approaches to a Single Semester Paramedic Subject
Author: Thompson, James
Date: 2020-00-00
Type: Journal Articles
Subjects: Allied Health Personnel,Allied Health Occupations Education,Certification,Evaluation Methods,Progress Monitoring,Test Construction,Undergraduate Study,Knowledge Level,Undergraduate Students,Foreign Countries,Test Items,Student Attitudes

The paramedic profession is rapidly evolving and has witnessed significant expansion in the scope of practice and the public expectations of the paramedic role in recent years. Increasing demands for greater knowledge and skills for paramedics has implications for the university programs tasked with their pre-employment training. The certification of paramedic student knowledge typically occurs incrementally across degree programs with aggregate results used to determine student qualification. There are concerns regarding learning sustainability of this approach. The narrowed focus of assessment practices within siloed subjects often neglects the more holistic and integrated paramedic knowledge requirements. Programmatic assessment is becoming increasingly common within medical education, offering more comprehensive, longitudinal information about student knowledge, ability and progress, obtained across an entire program of study. A common instrument of programmatic assessment is the progress test, which evaluates student understanding in line with the full broad expectations of the discipline, and is administered frequently across an entire curriculum, regardless of student year level. Our project explores the development, implementation and evaluation of modified progress testing approaches within a single semester capstone undergraduate paramedic topic. We describe the first reported approaches to interpret the breadth of knowledge requirements for the discipline and prepare and validate this as a multiple-choice test instrument. We examined students at three points across the semester, twice with an identical MCQ test spaced 10 weeks apart, and finally with an oral assessment informed by student's individual results on the second test. The changes in student performance between two MCQ tests were evaluated, as were the results of the final oral assessment. We also analysed student feedback relating to their perceptions and experiences. Mean student correct response increased by 65 percent between test 1 and 2, with substantial declines in numbers of incorrect and don't know responses. Our results demonstrate a substantial increase in correct responses between the two tests, a high mean score in the viva, and broad agreement about the significant impact the approaches have had on learning growth.
Being and Becoming in Nature: Defining and Measuring Connection to Nature in Young Children
Author: Beery, Thomas
Date: 2020-00-00
Type: Journal Articles
Subjects: Young Children,Natural Resources,Animals,Peer Influence,Adults,Childrens Attitudes,Preferences,Psychological Patterns,Experience,Interests,Emotional Response,Empathy,Motion,Sensory Experience,Context Effect,Social Influences,Cultural Influences

This paper examines the meaning, assessment, and development of connection to nature (C2N) in two- to five-year-old children. It grows out of a Connection to Nature Workshop organized by the University of Florida, Stanford University, the North American Association for Environmental Education, and the Children and Nature Network to evaluate instruments that measure C2N. Defining and measuring C2N in young children emerged as a current research gap. The workshop was followed by the formation of an Expert Advisory Panel on Early Childhood Nature Connection to address this need. Through semi-structured interviews and narrative responses to a survey, panel participants provided insight on early childhood connection to nature and reviewed existing measures of nature connection for this age group. This paper presents a synthesis of panel ideas. One outcome of the analysis was a detailed description of C2N, highlighting the importance of both quantity and quality of time in nature. Quality time in nature includes opportunities for self-directed exploration, multisensory engagement with nature places, the presence of animals, and the supportive influence of peers and adults. Research implications include recommendations for mixed-method assessment strategies for young children as well as the importance of access to nature for all children.