ethanporcaro/eric-fulltext-meta huggingface dataset:
Learner-Centered Use of Student Response Systems Improves Performance in Large Class Environments
Author: Pond, Samuel B., III
Date: 2010-00-00
Type: Journal Articles
Subjects: Introductory Courses,Audience Response Systems,Regression (Statistics),Class Activities,Technology Uses in Education,Achievement Gains,Large Group Instruction,Teaching Methods,College Programs,Instructional Effectiveness

At the college level, students often participate in introductory courses with large class enrollments that tend to produce many challenges to effective teaching and learning. Many teachers are concerned that this class environment fails to accommodate higher-level thinking and learning. I offer a brief rationale for why a student-response system (a computer-assisted polling tool), when well incorporated into lectures, can effectively address the basis of some of these concerns and should improve teaching and learning. An empirical assessment reveals that when used to engage students in lecture, this technology can help many of them achieve higher test scores.
&quot;Mind the Gap&quot; in the Classroom
Author: Ginsberg, Sarah M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Prior Learning,Teaching Methods,Instructional Development,Discussion (Teaching Technique),Classroom Communication,Instructional Effectiveness,Educational Practices,Educational Strategies

This reflective essay describes a teacher's development of a student-centered approach to teaching which bridges the gap between students' knowledge before and after a course. In &quot;mind the gap teaching,&quot; students' prior knowledge leads the conversation and, in turn, the teaching, allowing them to integrate new information more effectively.
Inquiry Teaching in the College Classroom
Author: Neuby, Barbara
Date: 2010-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,College Instruction,Teaching Methods,Learner Engagement,College Students,College Faculty,Teacher Surveys,Statistical Analysis,Correlation,Instructional Effectiveness

Discussions among professors often center on the topic of how to get students involved, how to enable them, and motivate them to learn more and to learn it better. The standard lecture format leaves most of us-teachers and students alike-wanting more. What can we do to accomplish these goals? A teaching method known as &quot;inquiry teaching&quot; has been adapted to the college classroom where followers claim the method builds analytic skills, improves students' knowledge base, and promotes student engagement. Inquiry students are more likely to build hypotheses, integrate, and apply new knowledge more than students in traditional lecture-format classrooms. Although inquiry-based learning may be beneficial, in a study of 77 faculty members at two universities, students' grades in inquiry- based classes were not significantly higher than grades in standard lecture classes. Inquiry methods are not a panacea for college student learning.
Strength in Numbers: A Multidisciplinary, Project-Based Course in Introductory Statistics
Author: Dierker, Lisa
Date: 2012-00-00
Type: Journal Articles
Subjects: Statistics,Introductory Courses,Active Learning,Student Projects,Interdisciplinary Approach,College Mathematics,Mathematics Instruction,Undergraduate Students,Student Surveys,Pretests Posttests,Surveys,Longitudinal Studies,Adolescents

This paper describes a multi-disciplinary, project-based course. The course is aimed at providing greater curricular access to applied statistics for students across both divisional and departmental boundaries and includes lecture and laboratory components as well as intensive individualized instructor and peer support. Learning materials and teaching strategies were designed to be structured enough to allow students to consistently move forward with their research projects, yet broad enough to encourage them to creatively and independently explore their questions by actively driving the decisions involved in inquiry. In this way, the support each student receives is dictated by their own research question and the results at each stage of their project. We describe the course around the six recommendations of the ASA-endorsed Guidelines for Assessment and Instruction in Statistics Education (GAISE) which foster opportunities for project-based work through an emphasis on the use of real world data, active learning, conceptual understanding rather than memorization, and the use of technology.
Toward a Measure of Professional Development for Graduate Student Teaching Assistants
Author: DeChenne, Sue Ellen
Date: 2012-00-00
Type: Journal Articles
Subjects: Graduate Students,Teaching Assistants,Professional Development,Pilot Projects,Factor Analysis,Factor Structure,STEM Education,Self Efficacy,Program Validation,Test Construction,Correlation,Test Reliability,Test Validity,Knowledge Base for Teaching,Outcome Measures,Questionnaires

This study describes the development and validation of an instrument to measure graduate teaching assistants' (GTAs) learning about teaching during professional development. In the pilot study, exploratory factor analysis of data from 239 graduate students indicates a single factor structure. The second study, involving 177 science, technology, engineering, and mathematics (STEM) GTAs, confirms the single factor structure of the instrument. The instrument is highly reliable with both populations. The instrument is correlated to the hours STEM GTAs spend in professional development and their self-efficacy in teaching. It is sensitive to departmental differences between GTAs perceptions of their professional development. This instrument has multiple possible users including university faculty involved in GTA professional development as well as educational researchers. University faculty can use it for needs assessment during GTA program development, comparisons among departmental programs, and in improving current GTA programs. It also provides a sensitive measurement of the quality of GTA professional development in multiple program research studies.
A Handy Interactive Class for Teaching Introductory Cell Biology
Author: Hande, Shyamala
Date: 2009-00-00
Type: Journal Articles
Subjects: Introductory Courses,Cytology,Teaching Methods,Premedical Students,College Science,Student Attitudes,Learner Engagement,Active Learning

In this paper we share the experience of an interactive method of teaching that involves every student in the learning process in the classroom. We describe an interactive class conducted over a two year period for premedical students. The process involved three stages namely a study session, a test-yourself session and a review session. Through student feedback we have found that 96% of the students approved the method and found it highly useful. The method has been found to have advantages like uniform reach of content, opportunities for group learning, and involvement of visual aids as teaching-learning method and enhances interest among teachers and learners. By creating a lively learning environment in the classroom, student involvement in the educational process is increased. By increasing students' involvement, academic performance is improved. In addition, by actively involving the students in the educational process, students may recognize and accept their responsibility for lifelong learning and continued professional development (Cross 1987).
Service Learning as an Instructional Strategy for the Preparation of Teachers
Author: Bates, Alisa J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Service Learning,Teaching Methods,Instructional Effectiveness,Teacher Education Programs,Preservice Teachers,Elementary School Teachers,Social Studies,Methods Courses,Social Responsibility,Social Justice,Student Surveys,Student Attitudes,Interviews,Longitudinal Studies,Case Studies

This paper addresses the strengths and challenges of university-based service learning projects, using preservice elementary teachers in an undergraduate social studies methods course as a model for implementing service learning in university courses. The goal of the project was to provide future teachers with the motivation and experience in facilitating service learning projects as a means of promoting student equity, social responsibility, and social justice. The carryover of this attitude and response to the first year of the teaching career is considered. Three cases of teachers are presented to share findings that focus on issues of context, teacher characteristics, understanding of the service learning pedagogy, and the responsiveness of students to the approach. Implications and recommendations for including service learning pedagogy in university courses are discussed.
I Agree, but Do I Know? Privacy and Student Data
Author: Abilock, Rigele
Date: 2016-00-00
Type: Journal Articles
Subjects: Privacy,Parent Rights,Federal Legislation,Safety,Internet,Computer Security,Student Records,Public Policy,Web Based Instruction,Technology Uses in Education,Accountability,Educational Legislation,Student Rights

In April 2015, U.S. House Representatives Luke Messer and Jared Polis introduced the bipartisan Student Digital Privacy and Parental Rights Act of 2015, designed to significantly restrict how online education vendors can exploit the personal data of students who use their products. For some, the bill does not go far enough. It is evident that future prospects for student online privacy regulation hinge on many political debates to come--and encompass innovation, education, society, corporations, and democracy. News reports, parent concerns, and information from professional organizations like the International Society for Technology in Education (ISTE) and the Consortium for School Networking (CoSN) have raised the bar on online student privacy protection. Common Sense Media reports that there is bipartisan national support among adults, even those without children in school, for &quot;tighter regulations on student data…to ensure their private information is not exploited for commercial purposes and stays out of the hands of the wrong people&quot; (2014). With U.S. policy in flux--and schools, vendors, and parents all responsible parties, this article provides information about current federal regulations governing school data privacy.
Madrasahs as Vocational Educational Institutions in the Regions of Pre-Revolutionary Russia
Author: Khuziakhmetov, Anvar N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Muslims,Educational History,Islam,Institutional Characteristics,Educational Practices,Religious Education,Educational Development

The importance is determined by insufficient knowledge of the problem while undergoing serious changes in the system of Muslim education not only in Russia but all over the world. Hence, the purpose of this article is to identify the experience of madrasahs--professional Muslim educational institutions of pre-revolutionary Russia, as its reflection, critical analysis and possible extrapolating will contribute to further improvement of the system of Islamic education and science. A leading approach to solving this problem is the author's concept of historical and pedagogical research, which was based on the logic and structure of pedagogical process in its modern sense. Following the named concept allows a logical and consistent way to identify, analyze, synthesize, and extrapolate historical and pedagogical experience in modern educational theory and practice. The results of the study illustrate that the madrasah of prerevolutionary Russia were prominent professional institutions. The organization of their pedagogical process in general contributed to the preparation of competent professionals. The article can be useful to teachers--the teachers of not only religious but also secular educational institutions, historians and culture experts.
Trainers Attitudes towards the Teaching of AIDS Education in a Kenyan Teachers' College
Author: Nzau, K. A.
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Acquired Immunodeficiency Syndrome (AIDS),Teaching Methods,Health Education,Curriculum,Teacher Attitudes,Student Attitudes,Elementary School Teachers,Teacher Education Programs,College Faculty,Preservice Teachers,Questionnaires,Teacher Competencies,Teacher Education,Case Studies,Knowledge Base for Teaching,Administrator Role

The purpose of this study was to examine the teaching of AIDS education. The study was mainly concerned with the implementation of the AIDS education curriculum. In particular the study sought to investigate the attitudes held by trainers and trainees towards the subject and make suggestions to improve its teaching. The study was conducted in a public primary teacher training college in Kenya. Three hundred and sixty five respondents participated in the study. They included; the principal, 30 lecturers and 334 second year students. The data was collected through questionnaire. The study established that the concepts of integration and infusion in the teaching of AIDS education were not clearly understood; lecturers lacked adequate training in the subject. The respondents' attitudes towards teaching of AIDS education were found to be positive. Thus they wished the subject be taught to trainers and trainees. It was also found that there was need for improved support to the teaching of AIDS education by the government and the college management. From the findings and conclusions it was recommended that the college develops a HIV and AIDS policy, trainers get more training on teaching AIDS education and more resources be availed to support teaching of AIDS education. Lastly, it was recommended that more management support by the Ministry of Education and the Kenya Institute of Education be accorded to trainers and trainees in the implementation of AIDS education syllabus. [The year on the pdf is incorrect. The correct year is 2012.]
Problems of Students Identity Development in the Educational Environment of the University for Humanities
Author: Gabdrakhmanova, Rashida G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Concept,Humanities,Universities,Educational Experience,Vocational Education,Educational Environment,Role,Observation,Interviews,Individual Development,Self Determination,Foreign Countries,Socialization

The objective of the article is to determine the importance of students' identity development and self-development in the course of vocational training and identification of opportunities that the educational environment of a university for humanities may provide to develop the identity of subjects of vocational training. The leading methods of the research were: retrospective analysis, pedagogical modeling and projecting, study and synthesis of pedagogical experience in students' identity development in the educational environment, observation, interviewing, questioning, study of documentation. The role of educational environment provided by the university for humanities for students' identity development has been revealed; its structure that includes subject, spiritual, content-methodical, spatial-subject components the integrity and interrelation of which may have essential impact on students' identity development have been presented; problems connected with the creating of favorable conditions for students' identity development and self-development have been brought out; dependence of individual, personal and subject components of identity development on characteristics of subject, spiritual, content-methodical, spatial-subject components of the environment has been proved.
Formation of Future Pre-School Teachers' Readiness to Work in the Conditions of Educational Inclusion
Author: Biktagirova, Gulnara F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Career Readiness,Inclusion,Knowledge Base for Teaching,Capacity Building,Special Needs Students,Teacher Competency Testing,Competency Based Teacher Education,Experimental Programs,Preservice Teacher Education,Statistical Analysis,Qualitative Research,Foreign Countries

Inclusive education becomes a social reality and needs to ensure its quality. Preschool age is a sensitive period of the process of personality's socialization and the formation of moral qualities, providing interaction and communication between people pattern, among which are: respect for &quot;otherness&quot;, cooperation, support and mutual aid. Training preschool teachers to work in conditions of educational inclusion is an important determinant of the success in educational process in the new environment and socialization of students. Strategic direction in solving this problem is the formation of such an inclusive readiness (Khitryuk, 2013) at the stage of formation of professional thinking and professional competence of a teacher, that is, in a higher education institution. The article analyzes the results of testing of complex pedagogical conditions of the future teachers' readiness to work in the conditions of educational inclusion formation (Khitryuk, 2014; Sharifzyanova, Shtreter &amp; Nauryzbayeva, 2015; Akhmetzyanova, 2014, Nigmatov, 2014, Nigmatullina, 2014), created at the stage of the teaching profession acquisition. The basis of the experimental work were the universities of Belarus (Baranovichi State University, Brest State University named after A.S Pushkin) and Russia (Kazan Federal University), implementing educational programs for future pre-school teachers training. The results of the pilot study confirmed the advanced hypothesis and effectiveness of pedagogical conditions in the formation of the inclusive readiness.
Education Reform at the Science University and the New Strategy for Training Science Teachers
Author: Gabdulchakov, Valerian F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Change,Science Teachers,Training Methods,Educational Strategies,Instructional Innovation,Instructional Improvement,Teacher Education Programs,Experimental Programs,College Programs,Educational Practices,Instructional Design,Foreign Countries

The urgency of the problem of designing a new strategy of teacher training due to the reform of education in universities: decrease of pedagogical disciplines, strengthening fundamental (subject) training, etc. The goal of the article lies in identification of the main components of the new strategy of teacher training. A leading approach to the study of this problem was personological. The result was a new model of teacher training. Undergraduate students are deepening their knowledge of the core subjects (be it Mathematics and Physics or Chemistry and Biology), while graduate students are making a choice: whether to be an engineer, researcher, scientist (which means keep deepening one's knowledge) or be a teacher (which means master psychology, pedagogics, and the methodology of teaching a chosen discipline). The new approach has helped identify the indicators and determinants of pedagogical craftsmanship. The results of the study can be useful in designing new strategies for training teachers.
Foreign Language Professional Communicative Competence as a Component of the Academic Science Teacher's Professional Competence
Author: Valeeva, Roza A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Specialists,Communicative Competence (Languages),Teaching Methods,International Cooperation,Instructional Innovation,Science Teachers,Researchers,College Faculty,International Education,Theory Practice Relationship,Individual Characteristics,Skill Development,Foreign Countries

The urgency of the problem raised in the article is explained by the increasing demand for qualified specialists who have a good command of a foreign language. The communicative competence of an academic science teacher under the conditions of international cooperation development is of great importance. The article discusses the problem of developing the foreign language communicative competence of academic science researchers and lecturers within the framework of international education and integration into the united European educational area. The research methods are studying and summarizing innovative pedagogical experience, reviewing the results of educational activities of academic science teachers in the sphere of improving the foreign language communicative competence which allow to reveal the status of this scientific problem in the pedagogical theory and practice. The article describes a project aimed at development of the foreign language communicative competence--a system of personal characteristics and skills--which creates perfect conditions to encourage educational and scientific activities of academic science teachers. The materials of this article may be of use to higher school lecturers and researchers who are interested in mastering their foreign language skills to develop their foreign language communicative competence.
Psychological and Pedagogical Support for Students' Adaptation to Learning Activity in High Science School
Author: Zeleeva, Vera P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Secondary School Science,High School Students,Foreign Countries,Teaching Methods,Learning Activities,Cooperative Learning,Psychological Needs,Student Needs,Tutoring,Hypothesis Testing,Questionnaires,Interviews,Self Esteem,Motivation,Control Groups,Experimental Groups,Models,College Freshmen,Biology,Statistical Analysis

The relevance of the study is due to the importance of psychological and pedagogical support for students in university that would prevent difficulties in learning activities and increase adaptive capacity through the development of relevant personal traits. Therefore, this article is aimed at solving the problem of arranging psychological and pedagogical support for first-year students' entry to a new system of educational activity. The key approach to the study of this problem is the system-activity approach, which allows to introduce training activities as a collaborative work with one of its members (the student) gaining experience and others creating facilities for it. The article describes the developed and implemented model of psychological and pedagogical support for student adaptation to educational activity in high school with a key role of tutoring program. The empirical data on the results of program approbation are also under consideration. With the help of system-activity approach the courses &quot;Training activities technology&quot; and &quot;Life science&quot; were adopted, the content of which is revealed in this article. The article may be useful to teachers and tutors, working within the framework of vocational training of students.