ethanporcaro/eric-fulltext-meta huggingface dataset:
Slaying the Writing Monsters: Scaffolding Reluctant Writers through a Writing Workshop Approach
Author: Gair, Marina
Date: 2015-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Authors,Writing Workshops,Feedback (Response),Writing Instruction,Childrens Literature,Books,Process Approach (Writing),Writing Processes,Student Writing Models,Preservice Teachers,Teaching Methods,Common Core State Standards,Conferences (Gatherings)

Drawing on four years of anecdotal data and student feedback on course evaluations, this paper provides a retrospective account of the author's experience with teacher candidates in an elementary writing instruction course as first-time authors of children's books, in particular focusing on a writing workshop approach as an effective pedagogical orientation to scaffold reluctant writers through the writing process. The primary diagnostic &quot;tool&quot; or form of assessment of student writing within the writing workshop model of instruction is accomplished through writing conferences. In the practice of conferring as a primary form of assessment, a constructive literacy approach is embraced within which the assessment of student writing is designed to offer ongoing targeted feedback and incremental goals for improvement, as well as guide subsequent re-engagement lessons. In the process, students' stamina as writers is built, the assessment stance and overall effectiveness as an instructor of writing instruction is improved, and the learning outcomes of the course are better met. The paper serves a paradigmatic or illustrative purpose that may inform other education professionals and contribute to their repertoire of pedagogical skills or assessment practices, encourage conversations about honing our craft as educators, and generate questions for future empirical analysis.
Qualitative-Based Methodology to Teaching Qualitative Methodology in Higher Education
Author: Katz, Sara
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Case Studies,Foreign Countries,Data Collection,Observation,Student Teachers,Grounded Theory,Qualitative Research,Statistical Analysis,Inquiry,Self Efficacy,Epistemology,Researchers,Research Methodology,Schools of Education,Feedback (Response),Teacher Student Relationship,Comparative Analysis

There is no defined theory for teaching Qualitative Inquiry, and very few studies have focused on the topic. This study is a qualitative case study focused on the Qualitative Methods course that I teach at a college of education in Israel. The aim of the study is to explore and describe the course, to provide a true picture of my pedagogy, and to learn from it. The participants are 30 student-teachers, aged 25-46, who teach in elementary schools and have no previous research experience. Research tools used for data collection are 10 observations of the course lessons by a colleague; 10 open self-reflections written by participants; 10 self-reflections of the researcher who is, in this case, also the teacher; participants' feedback for the course; participants' responses to the researcher's routine comments written on students' papers; and field notes. The constant comparative method and the grounded theory techniques are used for analysis. Results show a qualitative research-led pedagogy model which is consistent with the conventional systematic outlook while fostering post-modern epistemological views, high levels of student's self-efficacy, high performance, self-direction, and integrity in conducting research. I hope my description would encourage other researchers to continue exploring new pedagogic strategies for teaching Qualitative Inquiry.
Developing a Lecturer Workshop for Using Tablets in the Classroom
Author: Louw, Arno
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Lecture Method,Workshops,Handheld Devices,Technology Uses in Education,Heuristics,Social Theories,Instructional Design,Needs Assessment,Formative Evaluation,Skill Development,Research Design,Research Methodology,Scaffolding (Teaching Technique),Guides,Educational Objectives

This paper is about a framework as heuristic to design and develop a workshop for academic teaching staff to use tablets for teaching and learning in the classroom at the University of Johannesburg (UJ). Theories of Cultural-Historical Activity and Engeström's activity systems are also incorporated, as are a critique and a critical analysis of the progressive development of a workshop focusing on tablets in the classroom. Currently, mostly first-year student lecturers are involved: 150 participants attended six workshops over six months. The research question incited the following design-based research: how is a workshop developed for lecturers to use tablets for teaching and learning in the classroom? The phases of this include a review of the needs analysis, formative development, evaluation of effectiveness, and documentation, which serve as the outline of this report. Findings and conclusions are presented around interactions, collaboration, use of open spaces, formative assessment, progressive skills development, and a short evaluation.
Ideas and Approaches for Teaching Undergraduate Research Methods in the Health Sciences
Author: Peachey, Andrew A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Research Methodology,Teaching Methods,Allied Health Occupations Education,Methods Courses,Literature Reviews,Assignments,Evidence Based Practice,Teamwork

Training in research methodology is becoming more commonly expected within undergraduate curricula designed to prepare students for entry into graduate allied health programs. Little information is currently available about pedagogical strategies to promote undergraduate students' learning of research methods, and less yet is available discussing the challenges and benefits of such approaches for students and faculty. The present article provides a brief review of literature of pedagogically descriptive articles, provides two further examples of possible approaches, and discusses the challenges and benefits of using the described approaches to teach research methods to undergraduates in the health sciences.
Learning Online: A Case Study Exploring Student Perceptions and Experience of a Course in Economic Evaluation
Author: Skordis-Worrall, Jolene
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,Economics Education,Mixed Methods Research,Feedback (Response),Teaching Methods,Online Courses,Course Content,Learning Experience,Cognitive Style,Educational Improvement,Instructional Design,Online Surveys,Graduate Students,Foreign Countries,Focus Groups,Questionnaires

This study explored the perceptions and experiences of a group of students enrolled in an online course in Economic Evaluation. A mixed methods approach was adopted for the data collection, and thematic analysis was used to synthesize the data collected and highlight key findings. The participants identified several positive and negative perceived attributes of online learning, many of which are well documented in the literature. In addition, after exposure to the course, participants reported several factors that affected their learning experience on this course, some of which have not yet been reported in the wider literature. The five main factors affecting learning on this course include: 1) pace of learning in an online environment, 2) learning style, 3) immediacy of feedback, 4) method of content delivery, and 5) issues around navigating content. These findings could help improve online teaching practice and learning quality in future courses.
North-South Collaborations: Learning from a Decade of Intercultural Experiences for Teachers and Faculty in One Mexican and US University Partnership
Author: Thomas-Ruzic, Maria
Date: 2015-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Partnerships in Education,Foreign Countries,Teachers,College Faculty,Higher Education,Intercultural Programs,International Cooperation,International Educational Exchange,Teacher Exchange Programs,Teacher Education,Student Mobility,Faculty Mobility,International Education,Comparative Education,Teacher Student Relationship

This paper focuses on an ongoing international collaboration between two large public universities, one in the US and one in Mexico, through projects in program development, faculty exchange, graduate student/teacher field experiences, student mentoring and joint research in the area of a foreign/second language teaching and teacher development. Insights from the literature on higher education collaboration and teacher exchange are presented, along with an analysis of the characteristics and conditions that have contributed to this particular network of collaborations over a ten-year period from 2004-2014 and still continues today. Consideration is given to ways in which collaborating across diverse cultures is complex and how networks can contribute to teacher learning. We conclude with implications for collaboration, especially in intercultural teacher education, among diverse higher education participants across geopolitical and cultural boundaries.
Collaborative Note-Taking: The Impact of Cloud Computing on Classroom Performance
Author: Orndorff, Harold N., III.
Date: 2015-00-00
Type: Journal Articles
Subjects: Internet,Computer Software,Computer Use,Users (Information),Information Technology,Computers,Information Management,Delivery Systems,Information Storage,Notetaking,Telecommunications,Handheld Devices,Social Sciences,Interviews,Control Groups,Experimental Groups,Higher Education,College Students,Statistical Analysis,Pretests Posttests,Likert Scales

This article presents the early findings of an experimental design to see if students perform better when taking collaborative notes in small groups as compared to students who use traditional notes. Students are increasingly bringing electronic devices into social science classrooms. Few instructors have attempted robustly and systematically to implement this technology to facilitate student learning. This study examines the efficacy of using technology to improve student note-taking. Cloud-based collaborative software makes it possible for the first time to break down the most basic walls that separate students during the process of taking and encoding notes. Collaborative note participants used Google Drive under direction of an instructor to assess performance differences. Strong evidence is found that such groups improve grades and related learning outcomes.
Curriculum Integration: The Experience of Three Founding Faculty at a New Community College
Author: Saint-Louis, Nicole
Date: 2015-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Community Colleges,Curriculum Design,Curriculum Implementation,Interdisciplinary Approach,First Year Seminars,Barriers,College Programs,Review (Reexamination),Educational Experience,Course Descriptions,Educational Practices

This article explores the design and implementation of the curriculum for City Seminar, an integrated course in the first-year experience at a new community college. This interdisciplinary course focuses on a critical issue that provides content and context for quantitative reasoning (QR), reading, and writing (RW) to strengthen students' developmental skills. This integrated curriculum is taught in a learning community. Its goals include greater information retention, better transfer of knowledge and developmental skills-building while students earn college credit. These tie in with the College's overarching goals of improving retention and graduation rates. Early results from this curriculum are encouraging.
Instructional Strategies to Improve College Students' APA Style Writing
Author: Mandernach, B. Jean
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Strategies,College Students,Higher Education,College Faculty,Writing (Composition),Error Patterns,Standards,Grammar,Teaching Methods,Surveys,Undergraduate Study,Citations (References),Psychology,Feedback (Response),Scoring Rubrics

The purpose of this study was to identify areas of APA formatting that college instructors view as most problematic in student writing. Using a Likert-style survey, the greatest areas of reported concern were problems with documentation, specifically, citations, references, and quoting; of lesser concern were various style and formatting errors in student work. Respondents included 135 primarily undergraduate faculty members at institutions where APA style is the required documentation style across disciplines. While the Publication Manual of the American Psychological Association is the definitive source, there are a number of tools, resources, and strategies that may facilitate students' mastery of APA style guidelines. In addition to identifying instructors' concerns, we offer a number of instructional aids (i.e., teaching strategies, support resources, feedback bank, and a sample rubric) to help faculty address the main areas of concern.
Where Cultural Competency Begins: Changes in Undergraduate Students' Intercultural Competency
Author: Sandell, Elizabeth J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Undergraduate Students,Cultural Awareness,Teacher Education,Teacher Education Programs,Teacher Educators,Accreditation (Institutions),Undergraduate Study,College Students,Cultural Differences,Data Analysis,Statistical Analysis,Teaching Methods,Student Diversity,Diversity (Faculty),Preservice Teachers,Multicultural Education,Higher Education,Data Collection

Teacher preparation programs and accreditation organizations have acknowledged need for educators to demonstrate intercultural knowledge, skills, and abilities. Teacher educators are responding to emphasis in higher education to assure that graduates achieve intercultural competence (NCATE, 2008). This study compared the cultural competency of university students before and after participation in domestic intensive and intentional cross-cultural undergraduate courses. Data analysis showed that undergraduate students began their classes at the same levels of intercultural competence, with ethnocentric views that minimize cultural differences between themselves and others. Students usually began with over-estimating their intercultural competence. However, their actual developmental orientation toward cultural differences was more ethno-centric. Due to their lack of experience among people of cultures different than their own, they were more likely to minimize cultural differences and emphasize cultural commonalities. During this investigation, after the first semester, data analysis showed no statistically significant change in students' cultural competence. After a semester with higher-impact activities (e.g., cultural partnerships), subjects showed statistically significant positive gains in their orientations to cultures different than their own. Investigators concluded that domestic inter-cultural experiences may encourage university students to not only learn about others, but also learn from and with others.
Helping Students to Succeed in General Education Political Science Courses? Online Assignments and In-Class Activities
Author: Jozwiak, Joseph
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Achievement,General Education,Political Science,Introductory Courses,Assignments,Electronic Learning,Class Activities,Learning Activities,Learner Engagement,Test Preparation,College Students,Scores,Instructional Effectiveness

The inclusion of supplemental online assignments and in-class active learning activities can lead to greater levels of student engagement and learning. Students reported that they were more engaged in the classroom and felt that both helped them in exam preparation. Both were also shown to have positively affected student performance and, perhaps most hearteningly, seemed to have had the greatest impact on lower achieving students.
Comparative Analysis of Pedagogical Strategies across Disciplines in Open Distance Learning at Unisa
Author: Ramdass, Kemlall
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Educational Strategies,Intellectual Disciplines,Open Education,Distance Education,Universities,Competition,Access to Education,Equal Education,Educational Quality,Qualitative Research,Case Studies,Educational Improvement,Online Courses,Focus Groups,Blended Learning,Educational Innovation

Re-engineering technological strategies in teaching and learning in an open distance learning (ODL) environment is paramount as the demand for access to quality higher education escalates drastically on a year to year basis. The organisational framework requires change in order to accommodate the increasing number of students. In view of the changing higher education landscape and the increase in the number of students qualifying for higher education acceptance, open distance education has been opened to residential institutions. Despite the fact that demands is greater than supply in the higher education sector, the University of South Africa (Unisa), in reaction to the &quot;competitive threat,&quot; has embarked on the re-evaluation of ODL as a component of its teaching and learning methodology. Unisa focussed on its pedagogical approaches as a primary means of maintaining its competitive edge. The challenges in the higher education sector are also attributed to the basic education sector that does not prepare students sufficiently for higher education. ODL, if applied appropriately, could be a strategy to address the issues of access, equality, and equity in a democratic South Africa. Pedagogical strategies that are functional and appropriate need to be applied in the higher education sector. Hence the research question is to determine what ODL strategies can be implemented to ensure that students are on par with traditional universities. Therefore, this paper explores the pedagogical strategies that colleges may use with the intent to improve delivery of teaching and learning in an ODL environment.
Evaluation of Intelligent Grouping Based on Learners' Collaboration Competence Level in Online Collaborative Learning Environment
Author: Muuro, Maina Elizaphan
Date: 2016-02-00
Type: Journal Articles
Subjects: Grouping (Instructional Purposes),Cooperative Learning,Competence,Online Courses,Grade Point Average,Group Dynamics,Cooperation,Integrated Learning Systems,Heterogeneous Grouping,Scores,Barriers,Undergraduate Students,Foreign Countries,Experimental Groups,Control Groups,Comparative Analysis,Pretests Posttests,Questionnaires,Statistical Analysis

In this paper we explore the impact of an intelligent grouping algorithm based on learners' collaborative competency when compared with (a) instructor based Grade Point Average (GPA) method level and (b) random method, on group outcomes and group collaboration problems in an online collaborative learning environment. An intelligent grouping algorithm has been added in a Learning Management System (LMS) which is capable of forming heterogeneous groups based on learners' collaborative competency level. True experiment design methodology was deployed to examine whether there is any association between group formation method and group scores, learning experiences and group problems. From the findings, all groups had almost similar mean scores in all group tests, and shared many similar group collaboration problems and learning experiences. However, with the understanding that GPA group formation method involves the instructor, may not be dynamic, and the random method does not guarantee heterogeneity based on learner's collaboration competence level, instructors are more likely to adopt our intelligent grouping method as the findings show that it has similar results. Furthermore, it provides an added advantage in supporting group formation due to its guarantee on heterogeneity, dynamism, and less instructor involvement.
Factors Influencing Teachers' Use of Multimedia Enhanced Content in Secondary Schools in Tanzania
Author: Mtebe, Joel S.
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Multimedia Instruction,Secondary Education,Secondary School Teachers,Teaching Methods,Pedagogical Content Knowledge,Science Teachers,Mathematics Teachers,Faculty Development,Teacher Attitudes,Technology Integration,Educational Technology,Regression (Statistics),Teacher Surveys,Technology Uses in Education,Questionnaires,Information Technology

Tanzania is faced with a severe shortage of qualified in-service school science and mathematics teachers. While science and mathematics account for 46% of the curriculum, only 28% of teachers are qualified to teach these subjects. In order to overcome this challenge, the Ministry of Education and Vocational Training (MoEVT) implemented a project to use multimedia-enhanced content to upgrade subject content knowledge of science and mathematics teachers in secondary schools. A total of 70 topics and 147 subtopics were developed and enhanced with various multimedia elements. The content was used to train 2,000 in-service science and mathematics teachers from secondary schools in 19 selected centers countrywide. However, the presence and availability of this content does not automatically guarantee that teachers will use them. For this content to improve teachers' subject content knowledge, they must be accepted and used by teachers in secondary schools. This study examines factors affecting teachers' acceptance and prolonged use of developed multimedia-enhanced content using the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) as a research framework. A sample of 1,137 teachers out of 2,000 was collected and tested against the research model using regression analysis. With exception of &quot;performance expectancy,&quot; all other factors had a statistically significant effect on teachers' acceptance and use of the developed content. The government and other stakeholders can use these findings to develop strategies that will promote acceptance and use of the developed content in secondary schools in Tanzania.
Dyads versus Groups: Using Different Social Structures in Peer Review to Enhance Online Collaborative Learning Processes
Author: Pozzi, Francesca
Date: 2016-02-00
Type: Journal Articles
Subjects: Cooperative Learning,Online Courses,Peer Evaluation,Feedback (Response),Preservice Teachers,Interaction,Program Effectiveness,Group Activities,Computer Mediated Communication,Foreign Countries,Statistical Analysis,Qualitative Research,Coding,Collaborative Writing,Essays

The Peer Review (PR) is a very popular technique to support socio-constructivist and connectivist learning processes, online or face-to-face, at all educational levels, in both formal and informal contexts. The idea behind this technique is that sharing views and opinions with others by discussing with peers and receiving and providing formative feedback enriches the quality of learning. In this study, a class of trainee teachers conducts an online PR. The resulting interactions are analyzed and evaluated by the researchers through the application of an evaluation model based on both quantitative and qualitative data. In particular, two conditions are studied, namely the PR in groups versus the PR in dyads. Results show that students who carried out the PR in groups were less active from the cognitive point of view, while they devoted more effort to deal with organizational matters and discourse facilitation.