ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptions of the Students toward Studio Physics
Author: Gok, Tolga
Date: 2011-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Student Attitudes,Models,Interviews,College Science,Teaching Methods,Learner Engagement,Interaction,Homework,Science Laboratories,Cooperative Learning,Teacher Student Relationship,Active Learning,Educational Technology,Blended Learning,Student Surveys,Qualitative Research

The purpose of this study was not only to report the development process of the studio model, but also to determine the students' perceptions about the studio model. This model retains the large lecture component but combines recitation and laboratory instruction into studio model. This research was based on qualitative analysis. The data of the study was collected with survey and interview done about studio model during two semesters in Colorado School of Mines, U.S. The results of the study showed that the students found the interactive engagement method of learning physics to be a positive experience. They liked the integration of homework and laboratory activities, working in groups, and having the opportunity to interact, individually, with lecturers. In short, the teaching-learning method presented here, studio model had made a positive impact on students' perceptions about the physics course.
A Conversation with Sharan Merriam: Globalization and Adult Education
Author: Saudelli, Mary Gene
Date: 2012-00-00
Type: Journal Articles
Subjects: Adult Education,Global Approach,Biographies,Labor Force Development,Adult Educators,Language

On September 22, 2011, Sharan Merriam visited Brock University to give a Distinguished Speaker Lecture. Based on her research about the future of adult education within a global context, Merriam's lecture sets the tone for this special issue on the impact of globalization for adult education and higher education. Subsequently, the authors of this article interviewed Merriam seeking to understand her background, how she became a specialist in adult education, her understanding of adult education as a field, and her perspective with respect to globalization and adult education.
Quantum-Classical Connection for Hydrogen Atom-Like Systems
Author: Syam, Debapriyo
Date: 2011-00-00
Type: Journal Articles
Subjects: Quantum Mechanics,Mechanics (Physics),Scientific Principles,Molecular Structure,Science Instruction,Equations (Mathematics),Measurement

The Bohr-Sommerfeld quantum theory specifies the rules of quantization for circular and elliptical orbits for a one-electron hydrogen atom-like system. This article illustrates how a formula connecting the principal quantum number &quot;n&quot; and the length of the major axis of an elliptical orbit may be arrived at starting from the quantum mechanical description and how in the limit when &quot;n&quot; is large one gets the expected classical result.
What Can We Take Home? Action Research for Malaysian Preservice TESOL Teachers in Australia
Author: Neilsen, Rod
Date: 2014-12-00
Type: Journal Articles
Subjects: Action Research,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Language Teachers,Elementary School Teachers,Foreign Countries,Practicums,Teaching Experience,Social Theories,Teacher Educators,Educational Theories,Professional Identity,Knowledge Base for Teaching,Interviews,Assignments,Teacher Role,Cultural Differences,Institutional Cooperation,Cross Cultural Training,Student Attitudes

Action Research (AR) is recognised as an effective way for language teachers to extend teaching skills and gain more understanding of teaching, learning and the classroom environment (Burns, 2010). It can also be a useful but challenging experience for trainee language teachers. This paper reports on the experiences of Malaysian trainee primary TESOL teachers who undertook an AR project during their practicum in Brisbane schools as part of a joint Bachelor of Education programme with an Australian University. The experience was demanding, as the trainees learned about AR methodology in the context of a practicum which was not only their first experience of teaching, but also took place in an unfamiliar cultural environment. The experience appeared useful in terms of developing habits of flexibility and reflexivity, yet some of the group expressed reservations on how useful the classroom pedagogies taught in the course would be in their home context. Findings contribute to the limited literature on language teacher development in cross-cultural environments and raise an important question for teacher educators: should AR be part of a larger field that we know as social theory or should the focus be more narrow and limited to the development of educational theory?
EAL Assessment: What Do Australian Teachers Want?
Author: Davison, Chris
Date: 2014-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Questionnaires,Focus Groups,Language Teachers,Classroom Observation Techniques,Specialists,Public Schools,Private Schools,Catholic Schools,Student Evaluation,Teacher Attitudes,Evaluation Methods,Interviews

Assessing English as a second or an additional language (ESL/ EAL) learners in schools is a particularly challenging area for most teachers. With so many students requiring systematic and regular EAL support, all teachers need access to appropriate and useful assessment tools and advice, but most assessment systems are imposed on teachers, rather than negotiated with them based on a contextualised and detailed understanding of their needs. Drawing on questionnaire, focus group and teacher-based classroom observation data, this paper provides a snapshot of the views of more than 30 EAL specialist teachers drawn from with a representative range of teachers from selected government, Catholic and independent schools in Victoria and NSW. The paper concludes with a discussion of the key criteria needed for more effective EAL assessment.
Teachers&apos; Awareness and Use of Scales to Map the Progress of Children Who Speak English as an Additional Language or Dialect
Author: de Courcy, Michele
Date: 2014-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Interviews,Surveys,Foreign Countries,Dialects,Standards,Refugees,Immigrants,Online Surveys,Teacher Attitudes,Educational Needs,Outcomes of Education,National Curriculum,Educational Resources,Mixed Methods Research,Evaluation Methods,Rating Scales,Student Evaluation,Language Teachers,Knowledge Level

With the development of the English as an Additional Language or Dialect (EAL/D) Teacher Resource, the educational needs and outcomes of refugee and immigrant children have been placed on the national mainstream teaching agenda. This new national resource sits alongside a plethora of other resources, known as scales and standards, which have been developed and mandated for use by various state and territory governments. Six months after the release of the national resource, this project was initiated to identify the extent of teachers' knowledge and use of scales and standards available for EAL/D learners, including the national resource, and the ways in which these resources are used. The project was initiated in two phases. The first one was conducted through a web-based survey of 105 teachers from the Australian Capital Territory (ACT), Queensland and South Australia. On the basis of preliminary findings from the survey, the second phase was undertaken through in-depth interviews with seven teachers from the states and territories who had been involved in the web-based survey. Results from this project corroborate research from almost twenty years ago that found that resources for EAL/D learners are underused. The position of the new national resource in relation to other available resources is unclear. The research also indicates that unless measures are taken by educational authorities, such as stronger commitment in developing the capacity of teaching staff to use the EAL/D resources, the efficacy of the resources remains a desire.
NAPLaN Test Data, ESL Bandscales and the Validity of EAL/D Teacher Judgement of Student Performance
Author: Creagh, Sue
Date: 2014-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Student Evaluation,Foreign Countries,Evaluation Methods,Academic Discourse,Accountability,Scores,Academic Achievement,Validity,Qualitative Research,Teaching Methods,Statistical Analysis,Literacy,National Programs,Testing Programs,Multiple Regression Analysis,Elementary School Students,Secondary School Students

Teachers are now experiencing the age of quantitative test-driven assessment, in which there is little weight accorded to teacher-based judgement about student progress. In the Australian context, the NAPLaN test has become a driving force in school and teacher accountability. The language of NAPLaN is one of bands and numerical scores and comparative performance, measuring schools against other &quot;similar&quot; schools and against a national average. The consequences of this are troubling for all teachers. For EAL/D teachers whose specialised professional knowledge relates to building the academic English language of EAL/D learners, NAPLaN is highly problematic because it takes no account of second language factors which might impact on test performance. Yet, NAPLaN data do offer rich yet largely unexploited opportunity to highlight the validity of teacher judgement in the classroom. This paper will use ESL Bandscale data in an analysis of the NAPLaN performance of EAL/D students to show how teacher judgement (captured by the ESL Bandscales) is valid and aligned with NAPLaN performance. I will demystify the power and the fallibility of large-scale assessment like NAPLaN: to identify in which contexts large-scale data analysis is useful, and its limitations in micro-settings which include the classroom. The second goal of this paper is to stress the utility of teacher data, measured quantitatively, but based on qualitative observation, when it is grounded in teacher professional knowledge. Ultimately, such arguments serve to highlight the importance of remaining grounded in strong TESOL pedagogy, despite the intense pressure to follow mainstream English (as first language) literacy responses to NAPLaN testing.
Library Outreach: Introducing Campus Childcare Providers to the Academic Library
Author: Edwards, Melissa Maxwell
Date: 2013-00-00
Type: Journal Articles
Subjects: Outreach Programs,Library Services,Academic Libraries,Child Caregivers,Case Studies,Library Instruction,Library Materials,Self Efficacy,Workshops,Qualitative Research,Statistical Analysis,Participant Satisfaction,Campuses,Educational Attainment,Employee Attitudes,Program Descriptions,Surveys

This case study describes a library outreach effort to university staff members employed by the campus child care center. Authors planned an instructional session to introduce child care staff members to library resources, focusing on the curriculum collection as a source of supplemental materials for classrooms. Surveys were administered before and after the workshop to gauge changes in participants' awareness of library resources and comfort level using the library. Results based on descriptive statistics and qualitative data indicated a significant increase in participants' awareness of and comfort using campus library resources and services. The authors encourage similar efforts within other academic communities and provide examples of potential partnerships.
Marketing the Library in an On-Line University to Help Achieve Information Literacy
Author: Murphy, Jennifer
Date: 2013-00-00
Type: Journal Articles
Subjects: Library Services,Institutional Advancement,Outreach Programs,Information Literacy,Online Courses,Virtual Universities,Electronic Libraries,Library Development,Library Policy,Access to Information

An entrepreneurial librarian takes the embedded librarian concept one step further at a completely on-line university and markets the virtual library to students, faculty and administration rather than wait for customers to come to the library. York and Vance (2009) make the observation that &quot;one obstacle to marketing an embedded librarian service is that there is no consensus on what to call this practice&quot; (p. 206). This librarian agreed and as her goal was to &quot;win favor and confidence by imperceptible degrees&quot; (Merriam-Webster, 2013) she chose to call it &quot;insinuation of the library&quot;.
Classroom Management and the Librarian
Author: Blackburn, Heidi
Date: 2014-00-00
Type: Journal Articles
Subjects: Librarians,School Libraries,Classroom Techniques,Skill Development,Library Education,Communication Skills,Course Content,Classroom Environment,Role,Teaching Skills

As librarians take on more instructional responsibilities, the need for classroom management skills becomes vital. Unfortunately, classroom management skills are not taught in library school and therefore, many librarians are forced to learn how to manage a classroom on the job. Different classroom settings such as one-shot instruction sessions and for-credit courses require different management techniques. Also, individuals are often more comfortable with certain strategies compared to other strategies for managing a classroom. With different course settings and personalities of instructors the need to learn classroom management strategies must be recognized for its importance in successful classes taught by librarians.
Information Literacy in the 21st Century Multicultural Classroom: Using Sociocultural Literacy
Author: Blas, Elise A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Classroom Environment,Classroom Techniques,Information Literacy,Library Instruction,Culturally Relevant Education,Teaching Methods,Educational Practices,Cultural Awareness

Sociocultural literacy guides an instructor's pedagogy in the multicultural university classroom. By employing sociocultural literacy in the information literacy classroom, the instruction librarian can better teach students from all cultures including international students, first generation students, or students from a wide array of socio-economic status. Sociocultural literacy goes beyond cultural sensitivity and awareness. Through small changes in the classroom environment, communication behaviors, and ways to teach information literacy, students are encouraged to relate the presented material to their own lives. Such changes require effort on the part of the sociocultural literate instructor to learn more about each student and teach in a wider perspective
Mao Was My Neighbour: Yao Zhongda and the &quot;Opening&quot; of Chinese Adult Education
Author: Boshier, Roger
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Biographies,Adult Educators,Asian History,Social Systems,Lifelong Learning,Educational Change,Illiteracy,Educational Policy,Social Change,Asian Culture,Interviews

After Deng Xiaoping's 1978 reform and opening, foreigners had a chance to see adult education in China. As a result, many met Yao Zhongda, Chief of the Bureau of Workers' and Peasants Education. From 1921 onwards, adult education has been a vital corollary of Communist revolution. Although Yao's biography was extremely relevant to what foreigners saw, few knew much about their host. Yao made enthusiastic responses to Roby Kidd's efforts to &quot;open&quot; China to the Toronto-based International Council of Adult Education. By 2013, he was 88 years old. The primary purpose of this paper was to capture his biography and reflect on what it means for 21st century China. A secondary purpose was to alert Beijing scholars to the importance of this key actor in the colourful drama of globalization and adult education in China.
The Impact of Globalization on Adult Education in a Have-Not Province
Author: Benjamin, Amanda J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Global Approach,Neoliberalism,Knowledge Economy,Educational Change,Content Analysis,Government Role,Public Education,Private Education

This study examines the state of contemporary adult education in New Brunswick. New Brunswick is currently experiencing an increase in unemployment as well as the loss of traditional employment bases. Concurrently, there are greater numbers of adults who are finding themselves with no clear employment direction. One of the places they are ending up is in formal and non-formal adult education programs. Our belief is that the purpose of adult education in the province of New Brunswick has undergone a shift, moving away from an ethic of adult education for personal, social, and political change towards a neo-liberal skills agenda.
Eating as if It Really Matters: Teaching the Pedagogy of Food in the Age of Globalization
Author: Sumner, Jennifer
Date: 2013-00-00
Type: Journal Articles
Subjects: Food,Eating Habits,Global Approach,Cultural Influences,Adult Education,World History,Social Influences,Foreign Countries,Agriculture,Assignments,Curriculum Development,Masters Degrees

To survive, we need to eat. And yet eating is much more than just ingesting fuel to keep our bodies going. Besides being a source of sustenance, food is a cause for celebration, an inducement to temptation, a weapon for wielding power, an indicator of well-being, a catalyst for change, and a vehicle for learning. In the age of globalization, these characteristics are magnified and obscured--magnified by the complexities of globalization and obscured by the powerful interests that drive this process forward. Within this global context, this paper describes the development and teaching of an adult education course called &quot;The Pedagogy of Food.&quot; Born out of the recent upsurge in interest in food-related issues, the course focused on eating as a pedagogical act, and invited students to become part of the global dialogue on food.
Global Connectedness and Global Migration: Insights from the International Changing Academic Profession Survey
Author: McGinn, Michelle K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Surveys,Global Approach,International Programs,College Faculty,Migration,Immigrants,Foreign Workers,Foreign Countries,Comparative Analysis,Faculty Workload,Tenure,Job Satisfaction

The Changing Academic Profession (CAP) international survey was designed in part to consider the effects of globalization on the work context and activities of academics in 19 countries or regions around the world. This paper draws from a subset of these data to explore the extent to which academics are globally connected in their research and teaching, and the ways this connectedness relates to global migration. Across multiple measures, immigrant academics (i.e., academics working in countries where they were not born and did not receive their first degree) were more globally connected than national academics (i.e., those working in the countries of their birth and first degree). Global migration by academic staff is clearly a major contributor to the internationalization of higher education institutions, yet there was no evidence these contributions led to enhanced career progress or job satisfaction for immigrant academics relative to national academics. The international expertise and experience of immigrant academics may not be sufficiently recognized and valued by their institutions.
Negotiating the Confluence: Middle-Eastern, Immigrant, Sexual-Minority Men and Concerns for Learning and Identity
Author: Eichler, Matthew A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Males,Homosexuality,Sexual Identity,Sexual Orientation,Minority Groups,Interviews,Qualitative Research,Case Studies,Expectation,Adjustment (to Environment),Transformative Learning,Social Attitudes,Civil Rights

Sexual-minority male immigrants re-locating from the Middle East to the United States and Canada have particular experiences upon entry and integration into their new societies. The needs of learning and identity are highlighted through a multiple case approach involving three men. Interviews were conducted with the three participants, which were analyzed by the authors using qualitative case analysis. The data highlights the unmet expectations for life as a new immigrant, as well as the complexities of becoming involved in sexual-minority settings. Their learning experiences may be explained using a theoretical framework of transformative learning. These findings suggest that sexual-minority immigrants have complex needs, such as identifying with appropriate communities and deconstructing false representations of &quot;gay rights&quot; and citizenship in popular culture. Educational and social programs could address these needs when considering what might be important for immigrant adult learners.
Improving Student Interest in Engineering Curricula--Exciting Students about Their Classes
Author: Khalid, Adeel
Date: 2013-00-00
Type: Journal Articles
Subjects: Engineering,Engineering Education,Student Interests,College Curriculum,Science Curriculum,Learner Engagement,Student Motivation,Learning Activities,Teaching Styles,College Faculty,Student Projects,Caring,Discussion (Teaching Technique),Context Effect,Feedback (Response)

In this paper, we explore what events, activities, and teaching styles invoke student interest in engineering courses. The research is based on inputs from some of the best and award winning faculty members across disciplines. The activities that professors use to keep students engaged are highlighted. Similarly, the actions that professors take to turn students away are discussed.
To Adapt MOOCs, or Not? That Is No Longer the Question
Author: North, Sarah M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,Large Group Instruction,Integrated Learning Systems,Higher Education,Motivation,Enrollment,Academic Persistence,Student Diversity,Feedback (Response),Plagiarism,Cheating,Experiments,College Students,Student Attitudes,Difficulty Level,Outcomes of Education

Massive Open Online Courses (MOOCs) are the next logical phase of distance learning rapidly appearing on the horizon. A recent worldwide survey shows that the adoption of MOOCs is on the rise. This study focuses on identifying and emphasizing the unique advantages of MOOCs and provides possible insights to better understanding of MOOCs as an evolutionary product of classical distance learning. Two simple preliminary experiments were designed and conducted to investigate approaches for strengthening trust in MOOCs adaptation. While this is a work-in-progress, the authors provide several preliminary recommendations to assist in the decision making process for gradual adaptation of MOOCs in conjunction with complementary in-house components.