ethanporcaro/eric-fulltext-meta huggingface dataset:
Emotional Intelligence in the Classroom: A Student Wellness Learning Community
Author: Hammett, Elizabeth
Date: 2010-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Wellness,Communities of Practice,Developmental Studies Programs,College Faculty,College Freshmen,Educational Methods,Learning Activities,Competence,Planning,Comparative Analysis,Program Effectiveness

Developmental educators are often familiar with the benefits of learning communities and with the importance of incorporating research-based best practices into their developmental studies courses. Faculty may be less familiar with the educational applications based on the concepts of emotional intelligence (EI). Faculty at College of the Mainland created a learning community for incoming developmental freshman that incorporated the concepts of EI from the work of Golman along with principles from Chickering's (1991) &quot;Seven Principles of Good Practice&quot; and Boylan's (2002) &quot;What Works: A Guide to Research-Based Best Practices in Developmental Education.&quot; Faculty found that the EI strategies provided a common language and a useful framework for planning instructional materials and activities.
Paper Review Revolution: Screencasting Feedback for Developmental Writers
Author: Boone, Joni
Date: 2011-00-00
Type: Journal Articles
Subjects: Developmental Programs,Feedback (Response),Writing Assignments,Writing Evaluation,Writing Instruction,Multimedia Instruction,Computer Mediated Communication,Grade Point Average,Student Surveys,Online Surveys,Teaching Methods,College Students

Researchers from Kaplan University present findings from a media-rich feedback pilot program that targets students from developmental writing courses. One study of student reactions reveals how screencasting feedback encouraged more formative, holistic feedback and students' awareness of writing process, audience, and revision. A second study comparing grades shows how media-rich feedback had a positive effect on student performance.
Play as a Method of Engaging Students in Developmental Writing
Author: Mageehon, Ali
Date: 2011-00-00
Type: Journal Articles
Subjects: Developmental Programs,Play,Writing Strategies,Writing Instruction,Educational Theories,Teaching Methods,Grammar,Figurative Language,Classroom Techniques,Poetry,Course Evaluation,Learner Engagement

The article focuses on using creative play in the developmental writing classroom to enhance student engagement. Theories that support the use of play in the classroom are briefly described. Several teaching techniques are shared, including developing metaphors as part of teaching a grammar unit, acting out readings from novels, and using poetry to enhance the student learning experience. The author's experiences of using each of these methods are discussed as is a description of strategies for using students' creative work as part of formative assessment.
College Online Developmental Reading Instruction: Creating a Path to Independent and Active Learning
Author: Johnson, E. Janet
Date: 2010-00-00
Type: Journal Articles
Subjects: Online Courses,Reading Instruction,Developmental Studies Programs,Remedial Reading,Active Learning,Reading Habits,College Students,Reading Skills,Independent Study,Web Based Instruction,Technology Uses in Education,Metacognition,Asynchronous Communication,Self Evaluation (Individuals)

Online courses require students to be independent readers and efficient learners. College students who need developmental reading lack these qualities; consequently, faculty do not generally view developmental reading courses as appropriate for an online format. However, an effectively designed online course based on best practices can engage less confident students and also promote active learning. The goal is to provide ways to enhance students' college-level reading skills and to develop independent learning. This paper discusses one instructor's online reading course that uses Web tools to create an active learning environment.
Advances in Online Developmental Education: An Accelerated, Synchronous Approach at Rasmussen College
Author: Doherty, Brooks
Date: 2016-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,College Instruction,Program Development,Reading Instruction,Writing Instruction,Mathematics Instruction,Algebra,Geometry,Success,Online Courses,Synchronous Communication,Blended Learning,Educational Change,Acceleration (Education),Formative Evaluation

Driven by faculty-based action research, redesigned residential and online courses, and changes to placement testing, Rasmussen College increased its developmental education pass rates by double digits while decreasing the number and percentage of students who require remedial coursework. Like many institutions of higher education, Rasmussen College prioritizes developmental education given its impact on new-student experience, graduation, and overall institutional health. In 2012, the college committed to an overhaul of developmental education in an effort to improve outcomes. At the time, Rasmussen College's developmental education experience included four courses into which student were placed through examination: (1) integrated reading and writing; (2) pre-algebra; (3) intermediate algebra; and (4) geometry. Pass rates fluctuated by term, but often hovered around 50 percent, meaning the other half of the student population were either failing or withdrawing. This required reform. Rasmussen College is a regionally-accredited college founded in 1900 near Saint Paul, Minnesota. A career-focused, baccalaureate institution, Rasmussen College offers online, on-ground, and blended courses, though most of its learning seats--including approximately 85 percent of those in developmental education coursework--are online. Thus, the challenge was not only to improve the developmental education experience, but to do so in a largely online environment. This article discusses the changes made for the improvement of online developmental education at Rasmussen College through an accelerated, synchronous approach.
Independent and Interdependent Remedial/Developmental Student Learners
Author: DeBraak, LaRonna
Date: 2008-00-00
Type: Journal Articles
Subjects: Remedial Programs,Developmental Programs,Independent Study,Cooperative Learning,Group Activities,Student Educational Objectives,Learning Experience,Instructional Design,Learning Activities,Teaching Methods,Assignments,Classroom Communication,College Students

As scholars continue to debate over the specific skills underprepared students need in order to complete their course of study, perhaps the focus should be on how to tap into students' independent thought processes and encourage students to utilize independent thought to contribute to interdependent groups. Placing value on students' independent (self-directed or autonomous) contributions and encouraging interdependent (group) activities greatly enhances students' ability to obtain their educational goals. The six-step process guides faculty through the process of creating and implementing a strong independent and interdependent learning experience.
Student Evaluation of Instruction: A Primer for Developmental Educators
Author: Preuss, Michael
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Developmental Programs,Higher Education,Reliability,Validity,Teacher Effectiveness,Teacher Characteristics,Evaluation Methods

The use of student evaluation of instruction (SEI) is common place in American higher education. However, there is an open and continuing debate regarding SEI, its reliability and its validity. It is important for developmental educators to be aware of the concerns that exist regarding SEI in order for them to make wise decisions regarding the use of these instruments in their programs and the areas in which they will seek to apply the results of SEI.
A Tale of Two Adult Learners: From Adult Basic Education to Degree Completion
Author: Johnson, Carrie
Date: 2010-00-00
Type: Journal Articles
Subjects: Adult Basic Education,Educational Attainment,Academic Degrees,Action Research,Case Studies,Social Support Groups,Nontraditional Students,Academic Persistence,Literacy Education,Foreign Countries,High School Equivalency Programs,Student Experience,Student Empowerment,Self Concept

This action research study sought to understand what contributed to the success of two adult learners who had previously been left behind by the educational system. The findings revealed the importance of supportive educators, as well as a personal support system. In addition, their participation in this study was an empowering experience for the students.
The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students
Author: Khan, Muhammad Saleem
Date: 2016-00-00
Type: Journal Articles
Subjects: Native Language,Language Usage,English (Second Language),Second Language Learning,Second Language Instruction,Intensive Language Courses,Community Colleges,Language Tests,Semitic Languages,Vocabulary Development,Second Language Programs,Language Proficiency,Semantics,Translation,Accuracy,Foreign Countries,Teaching Methods,College Students

This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners' language proficiency. The use of native language as a semantic tool for assessing second language learners' understanding shouldn't be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by the majority of the students of Buraydah Community College. It is recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.
Partnering to Prepare Teachers for Urban Indigenous Communities: St. Kateri Center of Chicago Partnering with Teaching, Learning, &amp; Leading with Schools &amp; Communities
Author: Lees, Anna
Date: 2016-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Community Relationship,Teacher Educators,Teacher Education,Teacher Education Programs,Teaching Methods,Indigenous Populations,Academic Achievement,School Community Programs,Stakeholders

Improving the quality of education for Indigenous students in the United States (U.S.) requires meaningful and purposeful collaboration between stakeholders in schools, communities, and universities (Clare &amp; Sampsel, 2013; National Center for Educational Statistics, NCES, 2012b). However, scant literature addresses collaboration between Indigenous organizations and university-based teacher preparation. Existing partnerships include tribal organizations located on reservation lands, mainly in the Southwest or Plains regions of the U.S. (Belgarde, Mitchell, &amp; Arquero, 2002; Castagno, 2012; Jacobs et al., 2001; Stachowski, &amp; Mahan, 1998; White, Bedonie, de Groat, Lockard, &amp; Honani, 2007) and several programs that focus on preparing Indigenous teachers for Indigenous students. Whereas the Midwestern portion of the U.S. (i.e., Midwest) is home to numerous tribes with Indigenous lands and communities, university and community partnerships for teacher preparation in that region have not been deeply explored in the scholarly literature. Seeking to fill a gap in the literature and share innovative practice from the field, thse authors focus this conceptual piece on improving education for Indigenous students through the development and implementation of culturally responsive curricula for teacher preparation (Castagno &amp; Brayboy, 2008; Gay, 2010; Pewewardy &amp; Hammer, 2003; Reyhner, 1993). They discuss Loyola University Chicago's teacher preparation program that acknowledges the historical complexities of Indigenous education and incorporates promising practices to prepare teachers through community collaboration in the city of Chicago. This article begins with a brief history of Indigenous education, acknowledging that past policies and practices impact the current educational landscape. The authors then address the struggles of Indigenous children in U.S. public schools to identify a gap between teacher preparation and the realities of classroom practices. In response to these challenges, they share how one university bridges the gap between teacher preparation and community needs through university, school, and community collaboration--showcasing the developmental phases of a sustainable, mutually beneficial partnership between an urban Indigenous community organization and a university. The articles closes with recommendations for community-university partnerships to prepare teachers for urban Indigenous students.
Motherlove, Initiation, Poverty, and Pride: Teaching &quot;Getting the Facts of Life&quot; by Paulette Childress White and &quot;The Sky Is Gray&quot; by Ernest Gaines
Author: Pollard, Deborah Smith
Date: 2009-00-00
Type: Journal Articles
Subjects: Poverty,Fiction,African Americans,African American Literature,Black Studies,Story Telling,Civil Rights,Social Change,Literary Styles,Literary Genres,Racial Segregation,Welfare Services

In his frequently anthologized short story &quot;The Sky Is Gray,&quot; Ernest J. Gaines presents a fictionalized account of a series of events that occurred in 1940s Louisiana when he was a mere boy suffering with a bad toothache. This physical ailment serves as a narrative catalyst, both driving the action and pulling the readers into a world where poverty co-exists with pride, and in which a mother who appears to be cold and unfeeling is revealed to be a loving parent teaching her male child to negotiate the often harsh realities of the segregated South. Gaines's ability to recreate the Louisiana parish that was the backdrop for his initiation into manhood is impeccable. However, in a lesser-known work, &quot;Getting the Facts of Life,&quot; Paulette Childress White is equally impressive in her ability to evoke the streets of metropolitan Detroit, the challenges faced by a welfare-assisted Black family in the 1960s, and a young girl's encounter with the various challenges impending womanhood could hold for her. This article explores the pedagogical rationale and strategies for teaching these stories as companion pieces. Placing these two stories in tandem provides an excellent opportunity to underscore differences in male and female literary voices and issues and to explore the contrasts between the concerns of a child in the rural South of the 1940s and a child in the industrial North in the 1960s, while expanding the general notion of what constitutes a coming of age story.
Effects of Collaborative Online Learning on EFL Learners' Writing Performance and Self-Efficacy
Author: Tai, Hung-Cheng
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Electronic Learning,Foreign Countries,English (Second Language),Second Language Learning,Writing Achievement,Self Efficacy,Nursing Students,Undergraduate Students,Student Attitudes,Beliefs,Educational Experiments,College Freshmen,Questionnaires,Likert Scales,Computer Mediated Communication,Vocational Education,Multivariate Analysis,Factor Analysis,Structural Equation Models,Teaching Methods,Writing Improvement,Pretests Posttests,Correlation,Hypothesis Testing,Writing Instruction,Models

This study explored the effects of collaborative writing instruction on undergraduate nursing students' writing performance and self-efficacy beliefs within an online learning system. A single-group experimental study utilized two instruments, the NCEEC (National College Entrance Examination Center) writing grading criteria (the SRCT) and a modified writing self-efficacy questionnaire (the WSQ), was conducted. The intervention was applied in the context of a four-month freshmen semester at the beginning of a two-year vocational education program conducted in fall 2010. Two hundred and nine learners were recruited through convenience sampling from four classes at a nursing vocational university in southwestern Taiwan. Quantitative data were analyzed using descriptive statistics, repeated measures MANOVA, explorative factor analysis (EFA), and structural equation modeling (SEM). The results showed that this instructional method effectively improved the learners' writing performances and also influenced the latent structures of the learners' self-efficacy from theoretical constructs toward pedagogical meanings, with the learners' writing self-efficacy beliefs being altered by the instruction and becoming consistent with the assessment criteria. In addition, both the learners' pre- and post-test self-efficacy levels had significant causal relationships with their individual learning progressions. These correlations between self-efficacy and writing performance suggest further teaching implications.
Vietnamese EFL Students' Perceptions of Noticing-Based Collaborative Feedback on Their Writing Performance
Author: Dang, Trang Thi Doan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Feedback (Response),Writing Skills,Questionnaires,Cooperative Learning,Evaluation Methods,High School Students,Grade 11,Writing Assignments,Revision (Written Composition),Error Correction,Group Activities,Student Attitudes

It has been theoretically and empirically acknowledged that collaborative feedback is beneficial to learning achievement. However, feedback research remains relatively contentious due to learners' differing viewpoints on how feedback is best given. Although a large number of studies have explored learners' perspectives on collaborative feedback, little classroom-based research has promoted noticing through collaborative feedback. To address this, this study aims to infuse noticing-based collaborative correction into secondary classrooms to explore students' perceptions of such feedback practice on their written output. Forty-one students' responses to the list of close-ended questionnaires revealed a strong consensus about this potential approach although there are indications that the participants' dependent learning styles had influenced these findings. An obvious implication of this is that students might benefit from various scaffolding sources, and thus there is a need for teachers to be aware of the influence of reciprocal learning among learners so that the quality of feedback practices may be enhanced.
Preparing Pre-Service Secondary Teachers in Arizona: Using Culturally Responsive Approaches to Learn from Diverse Secondary English Learners
Author: Ramirez, Pablo C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,English Language Learners,Preservice Teachers,Urban Schools,Teaching Methods,Student Teaching,Student Teacher Attitudes,High School Students,Culturally Relevant Education,Teacher Education,Teacher Effectiveness,English (Second Language),Second Language Learning,Case Studies,Interviews,Observation

The purpose of this study was to chronicle the manner in which a cohort of pre-service teachers, during their one-year residency, used an English learner (EL) project to better understand secondary ELs, thus informing their emerging teaching practices and promoting reflexivity in their praxis and ideologies. This one-year study documented the journey of six pre-service teachers working in an urban high school in Arizona. The research questions guiding this study were: (1) What factors influence pre-service teachers' understandings of secondary English learners? and (2) How do these factors inform pre-service teachers' practices? The results of the study can potentially support teacher educators, teachers, and schools with respect to secondary ELs and teacher development, preparation, and attitudes.This article involves first a review of the literature associated with secondary EL teachers, second a discussion of the theoretical lenses used to examine pre-service teachers, third a demonstration of the methodology guiding this study, and fourth the findings which illustrates the four themes that emerged. Finally, the study is synthesized and is accompanied with recommendations for future research.
The Affordances of Using a Teacher Leadership Network to Support Leadership Development: Creating Collaborative Thinking Spaces to Strengthen Teachers' Skills in Facilitating Productive Evidence-Informed Conversations
Author: Nicholson, Julie
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Teacher Leadership,Leadership Training,Networks,Faculty Development,Teacher Collaboration,Teacher Responsibility,Evidence Based Practice,College School Cooperation,Urban Schools,Elementary Schools,High Schools,Meetings,Content Analysis,Audio Equipment,Video Technology,Group Discussion,Observation,Case Studies

School reform policies and school administrators are increasingly positioning teacher leaders (TLs) with the responsibility to facilitate professional learning for their colleagues. Although ample evidence exists to suggest the need for facilitators to be highly skilled for teachers' learning to be optimized, there is a dearth of research describing how TLs act as effective instructional leaders with their colleagues in professional learning communities. The have been no empirical studies describing effective models for supporting the leadership development of the TLs who are charged with learning to take on the role of instructional leader at their school sites. The research presented in this article intends to address this gap in the literature by documenting a teacher leader network (TLN) that is part of the Mills Teacher Scholars (MTS), a professional development program that supports teachers to develop as TLs. In this study, the authors describe one TLN meeting at which 21 teachers convened to learn how to develop as teacher instructional leaders responsible for facilitating substantive data conversations with their colleagues. They analyze the affordances this learning community provides for TLs, with a goal of making visible how the TLs were supported in strengthening the skills and dispositions required to be effective facilitators of evidence-informed conversations that would move their colleagues' thinking and learning forward.
Effective Teaching Circles: Support for Math Anxious Students
Author: Powell, Mary Ann
Date: 2011-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Teaching Methods,Faculty Development,Case Studies,Educational Practices,Educational Strategies,Educational History,Communities of Practice,College Mathematics,Affective Objectives,Instructional Innovation

Teaching circles are an innovative mechanism to support faculty and improve student learning. This article describes the use of instructor teaching circles to support math-anxious students at a mid-sized urban university, including the purposes, formation, and sometimes surprising outcomes associated with using this method. Teaching circles for supporting math-anxious students provide a specific case study exemplifying potential uses of circles to solve other types of instructional problems.