ethanporcaro/eric-fulltext-meta huggingface dataset:
Centres for Teaching and Learning across Canada: What&apos;s Going On?
Author: Forgie, Sarah E.
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Centers,Educational Development,Faculty Development,Research Directors,Qualitative Research,Semi Structured Interviews,Coding,Educational Objectives,Educational Trends,College Administration,College Faculty,Postsecondary Education,Educational Change,Strategic Planning,Technology Uses in Education,Research,Teaching (Occupation),Teacher Improvement,Educational Practices,Credibility,Budgets,Research Universities

Post-secondary institutions, especially those with a research focus, face a challenge in ensuring consistent and high-quality teaching, in part because many members of the teaching faculty have backgrounds in research instead of teaching. A common part of meeting this challenge is the presence of Centres for Teaching and Learning (CTLs) on university campuses. This study examines the situations of CTL directors at research and teaching-intensive post-secondary institutions across Canada, with an aim to develop an understanding of the current context in which Canadian CTLs are operating, as well as the experiences of those who lead the CTLs. The qualitative study consisted primarily of 60- to 90-minute individual semi-structured interviews. The findings of these interviews were coded into four main categories: the evolving purpose of CTLs, key drivers of change, common challenges, and future trends. The implications for this research are two shifts: one mirroring a shift in education development to embracing Boyer's work and secondly moving from a service to a leadership orientation. A thriving CTL is an indication of a university culture that values teaching, learning and scholarship.
Cognitive Presence in FYC: Collaborative Learning That Supports Individual Authoring
Author: Stewart, Mary K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Freshman Composition,College Freshmen,Case Studies,Debate,Collaborative Writing,Internet,Class Activities,Group Activities,Comparative Analysis,Group Discussion,Peer Relationship,Interaction,Communities of Practice,Learning Processes,Sense of Community,Semi Structured Interviews,Observation,Writing Assignments,Conventional Instruction,Blended Learning,Qualitative Research,Grounded Theory

Collaborative learning theory points to knowledge construction as an outcome of peer interaction, justifying widespread implementation of collaborative activities (like small group discussion) that scaffold toward individual writing projects. This article offers a qualitative investigation into the process of collaborating with peers and the extent to which peer interaction facilitates knowledge construction. More specifically, I present two case studies from FYC courses, one of a debate activity that successfully facilitated knowledge construction and the other of a Google document activity that was not successful. The methodology--triangulating interviews, observations, and an analysis of student writing--presents a replicable strategy for measuring knowledge construction as a result of peer interaction in FYC. I analyze these findings in light of the Community of Inquiry Framework, arguing that the knowledge construction (cognitive presence) that resulted from the collaborative activities I observed was supported by the instructor emphasizing multiple perspectives in the activity design (teaching presence) and establishing a strong sense of community (social presence).
&quot;We Learn by Doing&quot;: Teaching and Learning Knowledge Translation Skills at the Graduate Level
Author: Breen, Andrea V.
Date: 2018-04-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Learning Experience,Decision Making,Interdisciplinary Approach,Graduate Students,Cooperative Learning,Skill Development,Refugees,Land Settlement,Values,Food,Purchasing,Course Descriptions,Evidence Based Practice,Student Attitudes,Consumer Science,Foreign Countries

Knowledge Translation (KT) is increasingly a requirement for scholars and non-academics working in applied settings. However, few programs provide explicit training in KT. In this article we systematically explore our experiences as a multi-disciplinary group of course facilitators and students in a newly redeveloped graduate course in Evidence Based Practice and Knowledge Translation. The course was designed to emphasize hands on learning, collaboration and community engagement. We reflect on the challenges we faced and the skills, knowledge and opportunities that students gained as they developed and implemented community-based KT strategies relating to refugee resettlement, young carers, and consumer attitudes, behaviour and values around food purchasing decisions. We conclude by providing recommendations for instructors and institutions for implementing learning experiences in KT that are designed for real-world impact.
Clarifying the Multiple Dimensions of Monolingualism: Keeping Our Sights on Language Politics
Author: Watson, Missy
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Variation,Nonstandard Dialects,Standard Spoken Usage,Language Attitudes,Writing Instruction,Monolingualism,Teaching Methods,Multilingualism,Higher Education,English Only Movement,Educational Policy,English (Second Language),Second Language Learning,Misconceptions,Politics of Education,Attitude Change

While we in composition studies may have grown more sensitive to and welcoming of cultural and linguistic differences in the classroom, we remain far from united in pursuits to combat explicitly in our pedagogies the politics of standardized English. To move toward linguistic justice, we call for unified intention and action across our field to explicitly combat the very monolingualist ideologies so many of us, no matter our good intentions, uphold and perpetuate in our classrooms and institutions. One issue preventing unified approaches in contesting monolingualist ideologies, as we see it, is that we do not forefront in our minds and our practices the material consequences of monolingualist ideology, nor have we come to a holistic consensus on the monolingualism paradigm. With this article, we hope to clarify just what it is we are rejecting when we contest monolingualism, and, in so doing, be better prepared to combat more explicitly the harms of linguistic hierarchies.
Implementing Writing Intensive Gen Ed Seminars at a Small, Catholic University
Author: Chaptin, Lisbeth
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Workshops,Seminars,General Education,Undergraduate Students,Small Colleges,Church Related Colleges,Catholics,Program Implementation,Writing Across the Curriculum,Content Area Writing,Writing (Composition),Required Courses

This profile describes the first three years of initiating new writing-intensive seminars for the General Education curriculum at a small, career-focused, Catholic University. The primary reason for implementing the program was to initiate new writing-intensive seminars to replace existing writing-intensive General Education introductory courses that were not achieving hoped-for results of improving student writing skills, based on a faculty survey. It explains the strategies and theories used for involving faculty across the disciplines to teach theme-based courses each faculty member designs, the workshops that supported faculty efforts, and the administrative details of incorporating new seminars into the General Education program for students earning Associate or Bachelor degrees. Seminars are designed to be discipline-based and include writing-in-the-disciplines as well as writing-across-the-curriculum components.
Sparking SoTL: Triggers and Stories from One Institution
Author: Klodiana Kolomitro
Date: 2018-04-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Educational Research,Postsecondary Education,Case Studies,Semi Structured Interviews,Focus Groups,Teacher Attitudes,Capacity Building,Research Universities,College Faculty,Foreign Countries,Online Surveys,Teacher Surveys,Coding,Educational Quality,Reflective Teaching,Ethics,Personal Narratives

With the growing interest in educational research across post-secondary campuses, it is useful to identify the specific supports that best enable Scholarship of Teaching and Learning (SoTL) initiatives. This paper documents a picture of SoTL interests and supports at one institution through survey and semi-structured collaborative interview data. Both the survey data (289 respondents) and three semi-structured group interviews (8 participants total) provide a picture of participants who have completed or are interested in completing a SoTL study; the events and experiences that triggered an interest in SoTL; and their perceptions of the importance of SoTL in their own teaching, student learning, in their department, and within the institution as a whole. Based on these two datasets, we propose four lenses that are defined in terms of SoTL triggers and which we name a Scholarship Window. We conclude with a number of recommendations as a way to build capacity for SoTL at the institutional level.
Teaching and Learning Threshold Concepts in a Writing Major: Liminality, Dispositions, and Program Design
Author: Hall, R. Mark
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,Fundamental Concepts,Writing (Composition),Majors (Students),Curriculum Development,Laboratories,Practicums,Program Design,Cognitive Style,Learning Processes,Prior Learning,Barriers,Writing Evaluation,Reflection,Writing Processes,Case Studies,Curriculum Design

In this article, we discuss what it means to learn troublesome &quot;threshold concepts&quot; about writing that cannot be adequately grappled with in a single course or assignment. Here, two faculty members and a graduate of a writing major reflect on elements of the writing curriculum, the writing center practicum, and the learning dispositions and experiences the student brought to the program in order to consider what ongoing, deep learning of writing threshold concepts can look like, as well as how programmatic and pedagogical elements may afford and constrain such learning.
Towards a Model of Building Writing Transfer Awareness across the Curriculum
Author: Fraizer, Dan
Date: 2018-00-00
Type: Journal Articles
Subjects: Transfer of Training,Writing Instruction,Writing Assignments,Course Content,Teaching Methods,Writing Attitudes,College Students,College Faculty,Intellectual Disciplines,Content Area Writing,Cues,Teacher Attitudes,Health Services,Health Insurance,United States History,Reflection,Prior Learning,Athletics,Injuries,Case Studies,Rehabilitation,Physical Therapy,Student Surveys

Writing transfer research often illuminates the writing abilities, attitudes, and assumptions college writers bring to a writing assignment, but faculty members across the disciplines may not have the tools for understanding what the students in their particular classes bring to their particular writing assignments. In this proposed model, students respond to a series of reflective prompts before, during, and after completion of a major upper-division writing assignment. Faculty members then reflect on how these responses might change the way they assign writing and teach course content. The disciplinary and course-based threshold concepts emerging from this process suggest a dynamic and situated approach that both facilitates faculty understanding of transfer and offers a method for responding to it.
The Politics of Academic Language: Towards a Framework for Analyzing Language Representations in FYC Textbooks
Author: Russell, Alisa LaDean
Date: 2018-00-00
Type: Journal Articles
Subjects: Politics of Education,Academic Discourse,Discourse Analysis,Language Usage,Freshman Composition,Textbooks,Ideology,Textbook Content,Content Analysis,Scholarship,Social Justice,Inclusion,Comparative Analysis

This article argues that composition studies' professional artifacts and pedagogical materials can perpetuate tacit ideologies about academic language that are in conflict with our field's larger goals toward social justice and inclusion in FYC. In order to exemplify a systematic analysis of our artifacts and materials for their tacit language ideologies, the author compares how three popular FYC textbooks--&quot;The Norton Field Guide to Writing,&quot; &quot;Everyone's An Author,&quot; and &quot;They Say, I Say&quot;-- represent academic language in seven major categories: name, placement, definition, characterization, features, examples, and instruction. This textbook analysis illuminates how no representation or discussion of academic language can be neutral, and it also illuminates the obvious gaps that still exist between scholarship on academic language and textbooks' representations of academic language. The author ultimately advocates for this kind of systematic and proactive analysis across our professional artifacts and pedagogical materials so they might be revised to better align with social justice and inclusion initiatives.
We Cannot Teach Composition in Isolation; Anything We Say Is Culturally Shaped: An Interview with Shirley Wilson Logan
Author: Hijazi, Nabila
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Instruction,Interviews,College Faculty,Women Faculty,African American Teachers,College Administration,Women Administrators,United States History,African American History,Females,Social Justice,Feminism

In this interview, Shirley Wilson Logan reflects on her major roles as a scholar, teacher, and an administrator. She describes her journey as chair of the Conference on College Composition and Communication, only one of a few black women to do so. Logan is also credited with launching the study of African American women's rhetoric as a field, writing one of the early books on African American women rhetors. Logan discusses her motivations for writing this book, &quot;With Pen and Voice: A Critical Anthology of Nineteenth-Century African American Women&quot;, and makes connections between her scholarly focus and her work as both a teacher and an administrator.
Professional Development for Data-Based Instruction in Early Writing: Tools, Learning, and Collaborative Support
Author: Lembke, Erica S.
Date: 2018-05-00
Type: Journal Articles
Subjects: Faculty Development,Individualized Instruction,Writing Instruction,Data,Decision Making,Elementary School Teachers,Curriculum Based Assessment,Teacher Workshops,Coaching (Performance),Teacher Effectiveness,Teacher Characteristics,Teaching Skills,Fidelity,Outcomes of Education,Elementary School Students,Feasibility Studies,Pilot Projects,Program Effectiveness,Pretests Posttests,Surveys,Statistical Analysis

Few teachers receive adequate preparation to provide effective individualized instruction for children with intensive early writing needs. In this article, the authors describe an attempt to close this learning gap, by developing Data-Based Instruction-Tools, Learning, and Collaborative Support (DBI-TLC), a comprehensive professional development (PD) system that provides tools, learning opportunities, and ongoing collaborative supports for teachers to implement DBI in early writing. They describe the theoretical framework that has guided this work, the teacher population with whom they worked, their approach to assessing important teacher outcomes, and their development process. They highlight key findings that align with their theory of change, and discuss implications for further research and teacher preparation.
&quot;Prime Online&quot;: Exploring Teacher Professional Development for Creating Inclusive Elementary Mathematics Classrooms
Author: Griffin, Cynthia C.
Date: 2018-05-00
Type: Journal Articles
Subjects: Elementary School Teachers,Faculty Development,Elementary School Mathematics,Inclusion,Online Courses,Inservice Teacher Education,Special Education Teachers,Mathematics Teachers,Elementary School Students,Disabilities,Mathematics Achievement,Teacher Attitudes,Satisfaction,Program Effectiveness,Achievement Tests,Standardized Tests,Teacher Surveys,Pretests Posttests,Statistical Analysis

Enhancing all students' academic performance continues to be a national priority, and although achievement gains have been made overtime, shortfalls in mathematics learning for students with disabilities (SWD) remain. Research reveals that a substantial portion of the variability in students' mathematics achievement gains is due to the teacher. To address the need for teacher professional development (PD) in mathematics for SWD and other struggling mathematics learners, we designed and studied &quot;Prime Online&quot;--a yearlong, online, PD program with support from an Institute of Education Sciences (IES) Goal 2 Development and Innovation research grant. In this article, the development process and an exploratory study are discussed. Study findings suggest that &quot;Prime Online&quot; positively influenced general and special education teachers' reported beliefs and practices, and their learning of mathematics content for teaching, and generated high teacher satisfaction ratings. No difference in the performance of SWD on a state accountability measure of mathematics was found. Implications for further research are discussed.
Introducing the Content Acquisition Podcast Professional Development Process: Supporting Vocabulary Instruction for Inclusive Middle School Science Teachers
Author: Kennedy, Michael J.
Date: 2018-05-00
Type: Journal Articles
Subjects: Middle School Teachers,Science Teachers,Vocabulary,Faculty Development,Inclusion,Multimedia Instruction,Telecommunications,Intervention,Instructional Effectiveness,Pilot Projects,Teacher Attitudes,Teacher Improvement,Disabilities,Middle School Students,Achievement Gains,Observation

Improving inclusive middle school science teachers' vocabulary instruction is a critical step toward helping those professionals support the learning needs of all students. In this Institute of Education Sciences (IES)-funded project, inclusive science teachers received professional development using elements of a multimedia-based approach called the Content Acquisition Podcast Professional Development (CAP-PD) intervention process. In this article, the authors discuss the three iterative pilot studies conducted as a part of this project and how each contributed to its development. Drawing on a theoretical framework that considers the characteristics of effective professional development, CAP-PD has three elements: (a) use of instructional videos that highlight the steps of practices and embed modeling videos to demonstrate practice, (b) preproduced instructional materials that support the implementation of evidence-based practices, and (c) feedback for teachers using data outputs from a classroom observation tool developed as a part of this project. Across studies, teachers who engaged in the CAP-PD process made important gains in terms of how much time they spent delivering evidence-based vocabulary instruction and the number of different practices implemented with fidelity. Future research should address questions of the lasting impact of this process on student learning and how to adapt the CAP-PD to help teachers do more than improve their vocabulary instruction.
The Interconnectedness between Experience and Intelligence to English Language Teaching
Author: Philominraj, Andrew
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Intelligence,Experience,Experiential Learning

In today's globalized world the importance of English language is beyond discussion. The thrust and focus of all the existing English language teaching theories, approaches and methods is to enable teachers and learners attain optimum success in the teaching and learning of English language. In spite of using all these resources in teaching, English language learning seems a difficult task to be mastered by learners. The contemporary models of communicative competence show that there is much more to the learning of a language and that include the vital component of learners cultural knowledge and awareness. Hence, this article by means of a qualitative descriptive approach aims to explore two concepts: intelligence and experience, and their interconnectedness, which opens new avenues to the teaching of English language.
System Development and Data Modeling for Stevens&apos; Wholesale Health Supplies
Author: Schwieger, Dana
Date: 2018-04-00
Type: Journal Articles
Subjects: Systems Development,Data Processing,Health Services,Allied Health Occupations Education,Distributive Education,Case Method (Teaching Technique),Vignettes,Database Design,Purchasing,Design Preferences,Information Technology,Information Science Education,Database Management Systems,Management Systems

The case provides a realistic scenario that can be used in a systems analysis and design, accounting information systems or graduate level management information systems course. The case details the steps in the revenue and expense cycle processes of a health supply wholesale company providing students with the opportunity to map the business process data flows. Multiple assignment options are provided allowing instructors to select an assignment based upon course material coverage. Suggested assignments include the development of data flow diagrams, swimlane diagrams, a request for proposal and a response to the request for proposal, and database design and development artifacts. Instructor materials are available.
The Role of e-Learning in Studying English as a Foreign Language in Saudi Arabia: Students&apos; and Teachers&apos; Perspectives
Author: Mutambik, Ibrahim
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Role,Electronic Learning,Cultural Context,Interviews,Student Attitudes,Teacher Attitudes,Foreign Countries,Teaching Methods,Independent Study,Skill Development,Computer Assisted Instruction,Qualitative Research,Language Proficiency,Gender Differences

Over the past few decades, there have been tremendous increase in technology advancement and the significance of this in the field of education cannot be overemphasised. The adoption and use of E-learning in studying EFL, in particular, is one such areas that has experienced such fast-paced development for some time now. As a result, the government all over the world are committing a lot of resources to keep up with this technology advancement. In this light, the government of Saudi Arabia through its Ministry of Education has recently made commitment, both as the practical and policy levels, with the hope to also benefit from using E-learning in studying EFL in Saudi Schools. However, little is known about the perception of students and teachers regarding the role of E-learning is studying EFL in the Saudi context. In an attempt to contribute to this research base, this paper draws on an empirical investigation using group interviews with students and teachers in order to gain insight into their perception about the role of E-learning in studying EFL in Saudi Arabia. The findings are presented and discussed in four thematic areas: promoting key learning skills, independent learning, flexible learning and interactive learning. The paper also highlights the limitations of the research and concludes by making a number of recommendations.