ethanporcaro/eric-fulltext-meta huggingface dataset:
Self/Portrait of a Basic Writer: Broadening the Scope of Research on College Remediation
Author: Schnee, Emily
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Student Development,Basic Writing,Developmental Studies Programs,Remedial Programs,Remedial Instruction,College English,Personal Narratives,Writing (Composition),Academic Achievement,Bachelors Degrees,Outcomes of Education,Mixed Methods Research,Longitudinal Studies,Participant Observation,Ethnography,Case Studies,Student Motivation

This article explores one basic writer's evolution as he moves from the lowest level of developmental English at a community college to graduate with a Bachelor's degree. Combining personal narrative, essay excerpts, and textual analysis, this piece aims to expand the borders of scholarship in composition studies to include basic writers as co-authors. In painting an intimate and detailed portrait of one student and his writing, we hope to broaden the scope of what counts as research on college remediation, add texture and complexity to the debate over what it means for basic writers to journey towards academic success, and contest the notion that developmental education is a detriment to students. We conclude with reflections on the lessons learned from paying close attention to the college experiences of one basic writer.
Re-Writing Interpersonal Communication: A Portfolio-Based Curriculum for Process Pedagogy and Moving Theory into Practice
Author: Cunningham, Summer
Date: 2017-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Writing Processes,Theory Practice Relationship,Classroom Techniques,Critical Theory,Writing Instruction,Teaching Methods,Interpersonal Communication,Teacher Attitudes,College Faculty,Writing Assignments,Student Attitudes,Teacher Student Relationship,Undergraduate Students,Letters (Correspondence),Management Systems,Workshops,Grading,Essays,Process Approach (Writing)

How does one create a class where the theoretical concepts emerge through classroom practice and engagement? This is the question that Mariaelena posed to herself when taking over the position of Director of the Interpersonal Communication course at the University of South Florida. In this essay we describe how we worked through a new way of teaching--and doing--interpersonal communication that captures Carey's (1989) focus on the centrality of process over product. We did so by way of some important tools of what is alternatively known as critical or process pedagogy (e.g., Elbow, 1986; 2013): an interpersonal dynamic that includes ongoing grading, writing to learn, and the portfolio method. This semester-long, process-oriented portfolio assignment is effective and beneficial because it facilitates an important shift in the power dynamic of the classroom by disrupting students' expectations for evaluation and shifting the learner's orientation from product to process. We share our portfolio method because we believe it can be adapted to fit the unique cultures and needs of other humanities and social sciences courses, instructors, and institutions.
Storyboarding for Invention: Layering Modes for More Effective Transfer in a Multimodal Composition Classroom
Author: Balzotti, Jon
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Writing (Composition),Educational Technology,Technology Uses in Education,Essays,Writing Assignments,Video Technology,Learning Modalities,Production Techniques,Story Telling,Visual Aids,High School Students,Intervention,College Readiness,Summer Programs

This article describes an innovative pedagogical technique for multimodal composition courses: the use of storyboarding as an invention tool across multiple composition platforms. Student response data and our textual analysis of their multimodal texts over a two-year period reveal some challenges when new media projects are taught alongside traditional essay writing. Our research also shows that basic writing students were more likely to see similarities between the two assignments when they were asked to use a similar process of invention. Utilizing composition concepts in tandem to compose two similar but different products (essay and video) that ostensibly reside in different spaces and times provides unique opportunities for teachers and students in the basic writing classroom to discuss conventional compositional moves--context, style, evidence, warrants--and to discuss argumentation more broadly. Reemphasizing the role of invention in multi-modal instruction as a critical component in the process of new media instruction may help students' ability to transfer writing knowledge from one assignment to another.
Exploring Student Teachers' Views on ePortfolios as an Empowering Tool to Enhance Self-Directed Learning in an Online Teacher Education Course
Author: van Wyk, Micheal M.
Date: 2017-06-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Electronic Publishing,Portfolios (Background Materials),Student Empowerment,Independent Study,Online Courses,Preservice Teacher Education,Phenomenology,Data Analysis,Knowledge Level,Pedagogical Content Knowledge,Technological Literacy,Student Centered Learning,Foreign Countries,Professional Identity,Outcomes of Education,Open Universities,Distance Education,Web 2.0 Technologies

This paper explores Economics student teachers' views on ePortfolios as an empowering tool to enhance self-directed learning in an online teacher education course. An interpretive phenomenological research approach was employed for data collection and a purposive convenient sampling technique was selected to collect data. Only Postgraduate Certificate of Education (PGCE) and Batchelor of Education (BEd) Senior Phase/Further Education and Training Economics Subject Methodology (SDEC00N) student teachers registered on myUnisa for the modules were targeted. Multiple sections from the ePortfolios that had been considered for the purpose of this study were taken from their creative writing assignments, a research projects, lesson plans, reflective journal entries, podcasts, blog postings. Data were collected and analysed on a weekly basis to create a plethora of information. Student teachers felt that they were empowered with different subject content knowledge, technological pedagogical content knowledge (TPCK) and other technologies, student-centred methods and techniques through the ePortfolio project.
A Game Approach to Teach Environmentally Benign Manufacturing in the Supply Chain
Author: Qualters, Donna M.
Date: 2008-07-00
Type: Journal Articles
Subjects: Engineering Education,Game Theory,Qualitative Research,Statistical Analysis,Teamwork,Generational Differences,Environment,Environmental Influences

Multidisciplinary models of education are needed to prepare students for their role in a global work environment. Combined with this need is the reality of the new Millennial Generation entering the educational system with a different approach to learning. This paper introduces an interactive, educational engineering game designed to appeal to the Millennial Generation's learning preferences. &quot;Shortfall&quot; is a prototype board game with a team approach and a trial and error methodology to introduce students to environmentally benign manufacturing in the supply chain using the automobile industry as a model. After playing the game, quantitative analysis showed that on average, students gained new knowledge and a changed perception of their confidence in their answers. Qualitative analysis of data demonstrated that students felt the game also helped them with the teamwork/communication aspects of supply chain. Future plans involve converting the game to a computer format to streamline its effectiveness for multi-institutional participation.
Narrative Inquiry: A Dynamic Relationship between Culture, Language and Education
Author: Chan, Esther Yim Mei
Date: 2017-06-00
Type: Journal Articles
Subjects: Correlation,Stereotypes,Foreign Countries,Language of Instruction,Cultural Influences,Student Teacher Attitudes,Reflection,Teacher Education,Teaching Methods,Personal Narratives,English (Second Language),Foreign Policy,Sino Tibetan Languages,Second Language Learning,Mandarin Chinese,Language Planning,Language Attitudes,Native Language,Educational Policy,Qualitative Research,Cultural Background,Learning Processes,Elementary Secondary Education

Human development is a cultural process, and language serves as a cultural tool is closely related to virtually all the cognitive changes. The author addresses issues of language in education, and suggests that changing the medium of instruction should not be understood as purely a pedagogical decision. The connection between culture and language is examined for understanding why Hong Kong Chinese learners are stereotyped as passive learners. Through exploring personal experience with a student teacher, the author exemplifies how narrative inquiry is found to be a pragmatic approach to support teachers to become reflective thinkers. This study argues that narrative methods can serve as pedagogical strategies in teacher education since narrative can help both teachers and learners reflect on, question, and learn from their storied experiences.
Co-Operating Teachers, School Placement and the Implications for Quality
Author: Roofe, Carmel G.
Date: 2017-06-00
Type: Journal Articles
Subjects: Cooperating Teachers,Educational Quality,Practicum Supervision,Student Teacher Attitudes,Student Placement,Questionnaires,Specialization,Gender Differences,Supervisor Supervisee Relationship,Teaching Experience,Performance Factors,Student Evaluation of Teacher Performance,Preservice Teacher Education,Elementary Secondary Education,Student Teachers,Foreign Countries,Student Surveys,Statistical Analysis

It is widely understood by teacher educators and administrators responsible for the practicum of student teachers that co-operating teachers play a critical role in student teacher development. This research sought to examine student teachers perception of their co-operating teachers during practicum and ascertain the extent to which subject specialisation, gender and school placement influenced their perception. Through the use of a questionnaire, data were collected from 195 student teachers during the final week of their practicum. The results indicated that student teachers had a positive perception of their co-operating teachers and perceived their co-operating teachers to be providing developmental and instructional supervision. Additionally a significant finding was that student teachers perception of their co-operating teachers was based on the type of school at which they were placed. In light of these findings, attention needs to be given to the establishment of policies regarding student teacher placement and training of cooperating teachers as means of positively influencing quality teaching practicum experience.
Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning in a Teacher Education Programme
Author: Howard, Jocelyn M.
Date: 2017-06-00
Type: Journal Articles
Subjects: Teacher Education Programs,Electronic Learning,Teaching Methods,Educational Technology,Distance Education,Conventional Instruction,Language Proficiency,Second Language Learning,Cultural Awareness,Preservice Teacher Education,Student Attitudes,Second Language Instruction,Self Efficacy,Instructional Effectiveness,Learning Experience,Language Teachers,Malayo Polynesian Languages,Foreign Countries,Workshops,Lecture Method,Program Descriptions

Ongoing developments in e-learning, improved internet accessibility and increased digital citizenry provide exciting opportunities to integrate effective classroom pedagogies with online educational technologies, creating mixed-mode courses to enhance student engagement and facilitate greater autonomous learning. This research examines pre-service teacher education students' perceptions of the effectiveness of experiential and digitally-mediated tools which take them beyond the constraints of traditional lecture-type delivery. Quantitative and qualitative results from distance and face-to-face cohorts show the value the students ascribe to tools employed in a modified language course. These are discussed in relation to reported changes in students' proficiency in the target language and culture, and their teaching confidence, using principles for effective instructed language learning as an interpretive lens. The data provide valuable insights into features that enhanced the students' digitally-mediated learning experiences in this blended delivery course, including the impact of when, where and how they could engage with course material.
Exploring the Value of Service-Learning on Preservice Teachers
Author: Mergler, Amanda
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Service Learning,Program Effectiveness,Student Diversity,Inclusion,Teacher Competencies,Experiential Learning,Surveys,Questionnaires,Statistical Analysis,Attitude Change,Factor Analysis,Maximum Likelihood Statistics

Service-learning as a transformative pedagogy within university education is becoming increasingly popular in Australia. Advocates of service-learning indicate that the practice of combining community based voluntary work with theoretical in-class academic knowledge leads to a greater awareness about diversity and difference in students. While such claims are enticing, particularly in pre-service teacher education where there is a need for teachers to understand and embrace diversity, it is important to determine the veracity of such claims. The current study used a repeated measures design to explore whether engaging in service-learning as part of an inclusive education unit resulted in changes in pre-service teachers' willingness to support diverse students and their sense of confidence and preparedness when teaching such students. Results revealed that fourth year pre-service teachers self-reported significantly higher levels of willingness to include diversity, confidence to support diversity, and preparedness to teach diverse students after service-learning than before. These results indicate that undertaking a service learning experience as part of an inclusive education unit in a teacher education degree may result in positive changes in students that support an inclusive approach to education.
A Collaboration-Mediated Exploration of Nonnative L2 Teachers' Cognition of Language Teaching Methodology
Author: Tajeddin, Zia
Date: 2017-06-00
Type: Journal Articles
Subjects: Schemata (Cognition),English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Role,Student Role,Teacher Educators,Teaching Methods,Inservice Teacher Education,Teacher Collaboration,Class Activities,Communicative Competence (Languages),Group Discussion,Instructional Effectiveness,Foreign Countries,Indo European Languages,Teacher Attitudes,Comparative Analysis,Native Language,Focus Groups

The present study sought to investigate nonnative L2 teachers' cognition of teaching methodology based on their collaborative talks. Participants were 12 nonnative EFL teachers categorized into three collaborative discussion groups by their teaching experience. Collaborative discussions were aimed at exploring the participants' cognition of language teaching methodology, including the criteria for the evaluation of teaching methodology, classroom activities, teaching language skills and subskills, teachers' roles, and learners' roles in general and communicative language teaching (CLT) in particular. Analysis of the data indicated that the teachers participating in each discussion group held largely similar cognition about most of the issues in teaching methodology and CLT. In addition, there were similarities between the High-experience and Mid-experience groups regarding their cognition of the advantages of CLT, teachers' roles, and learners' roles. The results of this study can help teacher educators design more effective teacher education courses and in-service programs to enhance EFL teachers' cognition of teaching methodology.
Formal Abstraction in Engineering Education--Challenges and Technology Support
Author: Neuper, Walther A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Engineering Education,Technology Uses in Education,Educational Technology,Models,Concept Formation,Abstract Reasoning,Mathematics Instruction,Teaching Methods,Mathematical Concepts,Foreign Countries

This is a position paper in the field of Engineering Education, which is at the very beginning in Europe. It relates challenges in the new field to the emerging technology of (Computer) Theorem Proving (TP). Experience shows, that &quot;teaching&quot; abstract models, for instance the wave equation in mechanical engineering and in electrical engineering, is difficult. This paper suggests novel technology to support &quot;learning&quot; in a novel way such that abstract models are better understood eventually. Such support acknowledges learning and mastering abstraction as a long-term process, which requires revisiting physical and mathematical concepts again and again, which in turn continuously raises the level of abstraction at an individual pace and fosters students' familiarity with formal descriptions capturing essential properties of models and respective elements. The paper discusses the potential of TP to support students' process of abstraction and expected impact on teaching mathematics at engineering faculties.
Issues in Combining the Use of Various Tools in Solving Mathematical Problems--Why Is Copy-Paste Often Useless
Author: Lokar, Matija
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Computer Uses in Education,Educational Technology,Mathematical Formulas,Computer Software,Foreign Countries,Homework,Student Attitudes,College Students

Mathematical formulae are information objects that can be entered in a computer, visualized, and evaluated. Thus, by the majority of (mostly occasional) users it is also expected that they are transferable through the simple copy-paste procedure. This transfer is particularly interesting when users are involved in tasks that span different mathematical activities or domains. For example, when performing computations and writing a report about them, or when performing algebraic computations from geometric constructions. Essentially, using copy-paste also allows users to use a particular mathematical software for the tasks that it does best. To uncover the possible difficulties within this process, we approached students who are beginning to learn the use of mathematical tools. Through analysing their home-work where they report on the usage of various tools we observed their use of the copy-paste transfer procedure, both from their reports and from the dialogue they had with the teachers. Their attempts show a multitude of issues which we try to explain. It appears that the copy-paste procedure is often useless, especially for inexperienced users.
Laboratories for Teaching of Mathematical Subjects
Author: Berežný, Štefan
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Laboratories,Computer Software,Educational Technology,Computers,College Mathematics,Computer Uses in Education,Programming,Foreign Countries

We have adapted our two laboratories at our department based on our research results, which were presented at the conference CADGME 2014 in Halle and published in the journal. In this article we describe the hardware and software structure of the Laboratory 1: LabIT4KT-1: Laboratory of Computer Modelling and the Laboratory 2: LabIT4KT-2: Laboratory of Numerical Mathematics. We explain the functionality of these laboratories in teaching mathematics courses at our faculty with priority given to usage of freely available software. We describe why we have made some changes in the laboratories and how these changes assist in their operation. We focus mainly to teach the following mathematical subjects at these laboratories: Operational Analysis, Linear and Quadratic Programming, Numerical Mathematics, Applied Statistics, Queuing Theory, Software Computing Resources, Software tools for modeling processes, Applications of Differential Equations, Optimization Methods, and Fundamentals of the TeX, (LaTeX).
The Vernier System at the Faculty of Aeronautics
Author: Budajová, Kristína
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Improvement,Technology Integration,Technology Uses in Education,Aviation Education,Engineering Education,Physics,Laboratory Experiments,College Science,Foreign Countries

This article describes an educational challenge which was prepared for students at the faculty of Aeronautics, Technical University of Košice. Our goal is to improve the methods of the practical training by introducing modern automation and information technologies to the experiments and to the processing of acquired data. We have updated our physics laboratory with this system and have automated respective experiments.
Transition from Realistic to Real World Problems with the Use of Technology in Elementary Mathematical Education
Author: Budinski, Natalija
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Mathematics Instruction,Relevance (Education),Computer Software,Computer Uses in Education,Educational Technology,Teaching Methods,Foreign Countries,Preadolescents,Elementary School Students

The availability of technology has a big impact on education, and that is the main reason for discussing the use of technologies in mathematical education in our paper. The availability of technology influences how mathematical contents could be presented to students. We present the benefits of learning mathematical concepts through real life situations in elementary mathematical education. Particularly, we will analyze classroom examples which will give students a clearer picture of the connection between the real world and learned mathematics. For that purpose we will use technology in the form of Geogebra.
Exploring the Interpretative Platform: Composer and Pianist Thinking on Greenbaum's &quot;First Light&quot;
Author: Blom, Diana
Date: 2016-00-00
Type: Journal Articles
Subjects: Music Education,Musical Composition,Learning Processes,Interviews,Role,Musical Instruments,Classical Music,Musicians,Cultural Pluralism,Foreign Countries,Human Body,Teaching Methods

This study investigates the compositional and contextual thinking of composer, Stuart Greenbaum, and the preparatory thinking, and teaching experience of pianist, Yvonne Lau, in the preparation of the solo piano work, &quot;First Light&quot;. Adopting a practice-informed interview approach with questions drawn from the researcher's own preparation of the work, the study discusses information the composer would like the performer to know and issues the pianist encountered while preparing the work. It also places the findings in relation to seven stages of learning a new piano work identified in the literature (Chaffin &amp; Imreh, 2002; Viney &amp; Blom, 2014). The paper ends with reflections on how both composer and performer intuitively discuss music elements as a whole, emphasizing their connections; how teaching (and being interviewed) offer opportunities for reflection; what can be revealed by different methodologies; the role of score instructions and program notes; and what engaging with new repertoire brings to learning about preparation of a piano work.