ethanporcaro/eric-fulltext-meta huggingface dataset:
What Is Learner-Centered Education? A Quantitative Study of English Language Teachers&apos; Perspectives
Author: Bremner, Nicholas
Date: 2021-08-00
Type: Journal Articles
Subjects: Student Centered Learning,Teacher Attitudes,Language Teachers,English (Second Language),Experienced Teachers,Elementary Secondary Education,Higher Education,Knowledge Level,Self Efficacy,Concept Formation,Definitions,Value Judgment,Theory Practice Relationship,Foreign Countries

The concept of 'learner-centered education' (LCE) continues to be defined inconsistently across the literature, and very little research has examined LCE from the perspectives of the teachers themselves. This study addressed this gap by conducting a quantitative survey with 248 English language teachers. The study sought to examine 1) whether or not participants had heard of LCE; 2) how confident they felt explaining the concept; 3) how they would define LCE; and 4) how useful they felt the concept was to their practice. Teachers were asked to rate the extent to which they agreed with 10 potential aspects of LCE that had emerged from a metaanalysis of the literature. The study found that the teachers interpreted LCE in a broader way than is typically found in definitions in the literature, generally agreeing that all 10 aspects should be included in a multi-faceted definition of LCE. Some aspects (such as 'Active participation') were considered important by a larger number of teachers. Moreover, certain variations were noted based on factors such as participant nationality, further reinforcing the idea that a more flexible, context-led approach to defining LCE might be more useful than the numerous contradictory definitions found in the literature.
The Use of Mobile Applications in Higher Education Classrooms: An Exploratory Measuring Approach in the University of Aveiro
Author: Oliveira, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,College Students,Computer Use,Social Media,Student Behavior,Foreign Countries,Student Attitudes,Program Effectiveness,Intellectual Disciplines,Time

The proliferation of mobile devices and mobile applications has changed the way people communicate, work, and study, namely in higher education contexts. However, users have very different application usage habits from each other, and the data collecting instruments that typically support the studies usually rely on the perception that users report on their use. Hence, the reported user perception may not match the actual usage. Based on an exploratory approach, this article aims to analyze the use of mobile applications by students at the University of Aveiro. The study has a mixed approach that contemplates non-participant observation, the application of a survey, and log analysis. The triangulation between log records, the obtained data from the non-participant observation, and the surveys allows for a more objective assessment of the user profiles and will help to identify potential discrepancies between self-perception and actual use of mobile devices. The main conclusions show that the usage is quite significant and there is a huge tendency for the use of social media during classes. The most used applications are social networks which had a more intensive use than reported in the surveys. The methodology is also an important output of this study.
Disrupting the Big Lie: Higher Education and Whitelash in a Post/Colorblind Era
Author: Whitehead, Melvin A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Whites,Behavior Standards,Social Behavior,Racial Relations,Racial Discrimination,Educational Research,Minority Groups,Higher Education,Critical Theory,Race

James Baldwin (1998) described whiteness as &quot;the big lie&quot; of American society where the belief in the inherent superiority of white people allowed for, emboldened, and facilitated violence against People of Color. In the post-Civil Rights era, scholars reframed whiteness as an invisible, hegemonic social norm, and a great deal of education scholarship continues to be rooted in this metaphor of invisibility. However, Leonardo (2020) theorized that in a post-45 era of &quot;whitelash&quot; (Embrick et al., 2020), &quot;post-colorblindness&quot; is more accurate to describe contemporary racial stratification whereby whiteness is both (a) more visible and (b) increasingly appealing to perceived injuries of &quot;reverse racism.&quot; From this perspective, we offer three theoretical concepts to guide the future of whiteness in education scholarship. Specifically, we argue that scholars critically studying whiteness in education must explicitly: (1) address the historicity of whiteness, (2) analyze the public embrace of whiteness, and (3) emphasize the material consequences of whiteness on the lives of People of Color. By doing this, we argue that critical scholars of race in higher education will more clearly understand the changing nature of whiteness while avoiding the analytical trap of invisibility that is decreasingly relevant.
Reimagining Writing Instruction during Pandemic Times: A First Grade Teacher&apos;s Journey Creating A Digital Writing Workshop
Author: Loewenstein, Melanie
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Instruction,Web Based Instruction,Educational Change,Electronic Learning,Computer Assisted Instruction,Elementary School Teachers,Grade 1,Virtual Classrooms,Online Courses,Writing Workshops,Teacher Workshops,Brainstorming,Editing,Revision (Written Composition),Electronic Publishing,Writing Assignments,Affordances,Time Factors (Learning),Faculty Development

The onset of the COVID-19 pandemic forced teachers to shift teaching and learning from face-to-face in brick-and-mortar classrooms to online learning platforms. For many teachers, this abrupt change was not an easy transition, particularly when working with students in early childhood who are reading and writing in the early years of literacy development. Yet, using digital tools during writing instruction was not an entirely new concept in education. This article describes a first grade teacher's journey teaching writing to culturally and linguistically diverse young writers through online instruction. Despite the challenges she faced in forging this new experience alone, her shift to online writing instruction demonstrates that a digital writing workshop is both possible and effective with young writers under some conditions. Implications from this study call for professional development that emphasizes process-oriented writing instruction in both face-to-face and online education across grade levels.
Rethinking the Traditional Textbook: A Case for Open Educational Resources (OER) and No-Cost Learning Materials
Author: Cozart, Deanna L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Textbooks,Open Educational Resources,Electronic Learning,Cost Effectiveness,Student Attitudes,Undergraduate Students,Preservice Teachers,Preservice Teacher Education,Instructional Effectiveness,Value Judgment,Grades (Scholastic),Academic Failure,Withdrawal (Education),Correlation

As college costs have continued to rise, textbooks now average more than $1,200 per student per academic year as of 2020. Traditional textbooks are not only expensive, but also have fixed and frequently outdated content. In this study, we compared pre-service teacher-student outcomes and perceptions of a traditional textbook versus no-cost, online materials such as open educational resources (OER) in an undergraduate Foundations of Education course. Outcomes were measured by comparison of final course grades. Perceptions were determined through quantitative and qualitative survey questions added to existing end-of-course evaluations. Results revealed students found OER and no-cost online materials more useful to their success in the course and more engaging than a traditional textbook. Qualitative analysis further revealed that while students appreciated there was no cost for the online materials, they preferred them to a traditional textbook because of the customized content. Results suggest students find instructor-curated, no-cost online readings more useful and preferable to a traditional textbook without compromising student academic performance.
Shaping a Critical Study Abroad Engagement through Experiential Arts-Based Inquiry
Author: Moreno, Rhia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Inquiry,Undergraduate Students,Active Learning,Art Activities,Experiential Learning,Reflection,Cultural Education,Intervention

Study abroad (SA) is often equated to cultural learning, which is problematic when culture is presented as a fixed concept free of context. To challenge cultural labeling and develop students' critical consciousness, this study implemented an arts-based inquiry intervention within a United States (US) SA program in Italy. Using a Deweyan experiential frame it incorporated arts-based pedagogy, which refers to the artistic tools and strategies used to support and stimulate students' reflective learning. This qualitative case study describes the process of 13 undergraduate US students' participation in a multi-phase inquiry project as a scaffold for educators and illuminates the complexity of learning through participants' art and reflections. Findings suggest the inclusion of arts-based inquiry can support the development of critical consciousness of &quot;cultural hybridity&quot; and can decenter students' assumptions and perspectives to feature the voices of those around them. Additionally, the article highlights that the learning process is both complex and continual. It indicates that scholar practitioners must be aware of the potential for essentialization through representation, and therefore the need to continue to address cultural stereotypes while also guiding students to examine their own understandings of self and culture. The paper concludes with recommendations for continued improvement and implications for both the international field of SA and for educators in general who seek to expand critical thinking and meaning-making in the classroom.
SoTL and the Humanities: Navigating Tensions, Realizing Possibilities
Author: Little, Deandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Humanities,Portfolios (Background Materials),Intellectual Disciplines,Epistemology,Writing Processes,Educational Practices,College Faculty,Inquiry,Teacher Collaboration,Curriculum Design,Writing for Publication

In this article, we share themes and tensions experienced by humanities faculty undertaking a scholarship of teaching &amp; learning (SoTL) project as part of a multi-campus, grant-funded initiative. Faculty participants in the project iteratively transformed a course to improve one or more aspects of their students' learning over a three-year period and documented the process and results in a course portfolio. To support their individual and collaborative work, each of the four campuses had a local leader, and participants met regularly with campus teams, convening with the full group annually for cross-campus knowledge exchange and peer review. At the project conclusion campus leaders gathered participant reflections and discovered a pattern of tensions that included: disciplinary ways of knowing, ways to represent knowing, and ways of writing and sharing. These tensions are similar to those identified elsewhere and can be potential impediments to this work for some in the humanities. Explicitly addressing those potential tensions while helping faculty see how their own disciplinary approaches can help them investigate their course practices is a useful first step toward more contributions from humanities scholars.
Using a Self-Determination Theory Approach to Understand Student Perceptions of Inquiry-Based Learning
Author: Zhao, Fangfang
Date: 2021-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Competence,Interpersonal Relationship,Psychological Needs,Student Attitudes,Student Motivation,Nonmajors,Undergraduate Students,Introductory Courses,Biology,College Science,Science Activities,Hands on Science,Laboratory Procedures,College Faculty,Active Learning,Inquiry

Inquiry-based laboratory activities, as a part of science curricula, have been advocated to increase students' learning outcomes and improve students' learning experiences, but students sometimes struggle with open-inquiry activities. This study aims to investigate students' perceptions of inquiry-based learning in a set of laboratory activities, specifically from a psychological (i.e., Self-Determination Theory) perspective. Students' ratings of the level of inquiry in these activities indicate that students' perceptions of inquiry align with the instructor-intended amount of inquiry in each exercise. Students' written responses, explaining their ratings, indicate that students' perceptions of the amount of inquiry in a given lab exercise relate to their feeling of freedom (or autonomy), competence, and relatedness (or support), during the inquiry-based learning activities. The results imply that instructors implementing inquiry-based learning activities should consider student motivation, and Self-Determination Theory can be a useful diagnostic tool during teaching development.
Molecular Orbital Theory--Teaching a Difficult Chemistry Topic Using a CSCL Approach in a First-Year University Course
Author: Hauck, David Johannes
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,College Science,Science Instruction,Chemistry,Educational Technology,Technology Uses in Education,Cooperative Learning,Group Activities,Concept Mapping,Program Effectiveness,Student Attitudes,Difficulty Level,Cognitive Processes,Interactive Video,Molecular Structure,Scientific Concepts,Concept Formation,Foreign Countries,COVID-19,Pandemics,School Closing

Collaboration is regarded as one of the core competences of the 21st century when it comes to complex problem solving. In response to high dropout rates among STEM students, we developed a digital-collaborative intervention on a difficult topic, MO theory, for first-year chemistry students. First, students work independently in a Digital Learning Environment (DLE). Afterwards, they collaborate in small groups and create Concept Maps on MO theory. We evaluate this intervention through knowledge tests, tests of attractiveness, cognitive load, and usability during the DLE and concept mapping process, as well as audio and screen recordings during the collaborative group processes. This paper presents the detailed study design together with results from a first study in January 2021, focusing on the practicability of the intervention and students' feedback. Overall, each small group succeeded in creating a Concept Map. Students rated all phases of the intervention as attractive, with high usability and low cognitive load, although the interactive videos scored better for attractiveness and usability than the concept mapping process. On that basis, first adjustments for a second cycle of the intervention, which will be conducted in January 2022, were derived.
The Ontology of Becoming: To Research and Become with the World
Author: Bergstedt, Bosse
Date: 2021-00-00
Type: Journal Articles
Subjects: Philosophy,Research Design,Research Methodology,Acoustics,Human Body,Perception,Mobility,Tactual Perception

This article aims is to explore a perspective of the ontology of becoming, that makes it possible to study the emergence of phenomena and thereby broaden the understanding of how knowledge is created. It is written in close connection with research in posthumanism and new materialism. What hat has been lacking in these perspectives has been a clearer connection to ontological points of departure. It is therefore the purpose of this article to describe, based on ontological positions, both philosophical points of departure and methodology and research practice. The article is structured in three parts, where the introductory part describes basic ontological starting points. The second part describes how a research apparatus can be constructed and used to carry out analyses based on the ontology of becoming. A research apparatus where the body's senses and mobility are given a prominent role through a haptic sensorium. The third part describes examples of phenomena that can be explored with an onto-analysis of becoming. Among these, special focus is placed on the border phenomenon of sound. The result of the article is a perspective that can contribute to renewed insights into how phenomena are created with the world.
Quantitative Comparison between the Smartphone Based Experiments for the Gravity Acceleration Measurement at Home
Author: Anni, Marco
Date: 2021-00-00
Type: Journal Articles
Subjects: Handheld Devices,Technology Uses in Education,Electronic Learning,Physics,Scientific Concepts,Science Experiments,Home Study

Smartphones are currently proposed as potential portable laboratories to perform a wide variety of physical experiments for teaching purpose. However, the frequent lack of clarity about the ease of replication of the experiments and on their accuracy often limits their effective use. In this work we deeply compare several smartphone-based experiments to determine the gravity acceleration g by only using cheap materials easily available at home. The experiment and the data analysis complexity are progressively increased, starting from fast and easy to replicate methods. The advantages and possible limits of all the methods are deeply discussed in order to allow an evaluation of the most suitable method for any particular teaching scenario.
Teaching toward the Construction of Literacy Identities: Transforming an Undergraduate Literacy Methods Course Using Authentic Literacy Practices
Author: Kerbs, Macie
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Preservice Teacher Education,Preservice Teachers,Literacy,Methods Courses,Instructional Design,Online Courses,Diversity,Culturally Relevant Education,Reading,Writing (Composition),Workshops

The literacy classroom is a powerful context for students to learn about their own lives and the lives of others. By integrating lessons on identity and diversity in the literacy classroom, the learning experiences become more relevant and engaging. Not only is this the case for K-12 students, but also for the preservice teachers in teacher preparation programs. This article shares the transformation of one undergraduate literacy methods course in designing instruction focused on identity work in an online environment. Intentional pedagogical shifts put reading, writing, and talking about identity at the center of the literacy methods course in Spring 2021. Through reading diverse texts and using writing as a tool for self-discovery, one literacy professor shares potential for the future of literacy teacher education, whether taught in-person or online.
(Re)assembling Anti-Oppressive Practice Teachings in Youth and Community Work through Collective Biography (2)
Author: Bowler, Rick
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Biographies,Universities,Racial Bias,Youth Programs,Community Programs,Teaching Methods,Memory,Foreign Countries,Writing Assignments

This article draws on research undertaken as part of a Collective Biography project generated by a group of activists and lecturers teaching and researching in youth and community work (YCW). Collective Biography (CB) is an approach to research in which participants work productively with memory and writing to generate collective action orientated analysis. The emphasis on collectivized approaches to CB work acts as a potential strategy to disrupt and resist the reproduction of power in academic knowledge-making practices and the impact of powerful policy discourses in practice. The article explores the current context and contemporary challenges for teaching anti-oppressive practice in UK based universities before briefly scoping out the methodology of CB. Extracts from a memory story are used as an example of the process of collective analysis generated through the process of CB in relation to racism, the role of anti-oppressive practice, and as the basis for YCW educators to think collectively about implications for teaching going forward. The article goes on to explore the role of concepts that were worked with as part of the CB process and considers the potential significance for teaching anti-oppressive practice in YCW. The article concludes by starting to scope out key considerations relating to the potential role of CB as a grass roots strategy to open spaces of possibility alongside young people and communities in reassembling the teaching of anti-oppressive practice in YCW.
Capstone Experience Purposes: An International, Multidisciplinary Study
Author: Kirkscey, Russell
Date: 2021-00-00
Type: Journal Articles
Subjects: Capstone Experiences,Course Descriptions,Public Colleges,Private Colleges,Research Universities,Undergraduate Study,Independent Study,Internship Programs,Skill Development,Employment Potential,Foreign Countries

Capstone experiences (CEs) serve a variety of purposes in higher education as opportunities to apply academic skills, explore post-graduate life and employment, and achieve a meaningful undergraduate event. This study investigated the purposes of CEs through a content analysis of institutional course syllabi/course outlines/module outlines and catalog/calendar descriptions at five institutions of higher education: a large public research university in Canada, a large public teaching university in the United Kingdom (UK), a college of a large public research university in the United States (US), and two medium-sized private liberal arts universities in the US. Using the CE purposes found in a review of scholarly literature as a research guide, the authors analyzed 84 institutional documents. CE purposes that appeared in the sample at lower percentages when compared with published studies included oral communication, a coherent academic experience, preparation for graduate school, preparation for life after college, and civic engagement/service learning. Implications for practice include the need for instructors and administrators to consider revising CE documents to better reflect the content and goals of the courses and to address the requirements of other audiences (e.g., program reviewers, accreditation evaluators). Moreover, the results of this study may assist educators in considering reasons for omitting explicit purposes from CE documents and/or justifying the inclusion of previously omitted purposes.
From Assistants to Partners: A Framework for Graduate Students as Partners in SoTL Research
Author: Lock, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,College Faculty,Partnerships in Education,Scholarship,Instruction,Learning,Professional Identity,Educational Researchers,Goal Orientation,Ethics,Outcomes of Education

Student-faculty partnerships are a growing practice in scholarship of teaching and learning (SoTL) projects. They can foster greater student engagement in higher education and help advance teaching and learning experiences. For graduate students, in particular those pursuing academic careers, such partnerships can offer opportunities for development of their professional identities as emerging SoTL scholars. In this article, we expand upon previous theorizations of partnerships to include the unique attributes of graduate student partnerships, such as in terms of longer timeframes, increased complexity, and long-term goals. Drawing on a two-year SoTL study, we present a three-layer framework characterizing key attributes for a successful graduate student-faculty partnership: 1) individual attributesin a partnership, 2) collective attributes for a partnership, and 3) outcomes of a partnership. The framework is grounded in literature and illustrative examples from our experiences as graduate students and faculty members working together in partnership with a SoTL project. This framework offers a structured mechanism to inform, create, and enhance the capacity of student-faculty partnerships in SoTL research.