ethanporcaro/eric-fulltext-meta huggingface dataset:
Rubric Authoring Tool Supporting Cognitive Skills Assessment across an Institution
Author: Simper, Natalie
Date: 2018-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Thinking Skills,Foreign Countries,College Outcomes Assessment,Reliability,Validity,Problem Solving,Critical Thinking,Pilot Projects,Comparative Analysis,Correlation,Student Evaluation,Creative Thinking,Assignments,Undergraduate Students

This paper explores a method to support instructors in assessing cognitive skills in their course, designed to enable aggregation of data across an institution. A rubric authoring tool, &quot;BASICS&quot; (Building Assessment Scaffolds for Intellectual Cognitive Skills) was built as part of the Queen's University Learning Outcomes Assessment (LOA) Project. It provides a workflow for assessment choices and generates an assessment rubric that can be tailored to individual needs based on user input. The dimensions and criteria in BASICS were adapted from the Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics, and drew on annotations from over 900 work samples from the LOA project. This paper summarizes the development of the tool, and presents initial reliability and validity data from a pilot study. The pilot found that the BASICS developed rubric was consistent for the assessment of critical thinking and problem solving. The pilot compared assessment data derived from course Teaching Assistants with that of trained Research Assistants. Analysis found moderate intraclass correlation coefficients between the BASICS rubric and corresponding VALUE rubric dimensions, suggesting that the BASICS rubric aligned with the VALUE criteria. Preliminary findings suggest that BASICS is an effective tool for instructors to author rubrics, tailored to their own specifications for assessment of cognitive skills in a course. It is also promising as a method for aggregation of data across the institution. Researchers are conducting further investigation to evaluate the reliability of BASICS rubrics over multiple work samples from a range of disciplinary contexts.
Public Pedagogy and Representations of Higher Education in Popular Film: New Ground for the Scholarship of Teaching and Learning
Author: Johnstone, Katelyn
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Films,Higher Education,Humanities,College Students,College Faculty,Teacher Student Relationship,Self Concept,Learning Processes,Intimacy,Antisocial Behavior

Constructions of teaching, learning, and the university within popular culture can exert an important influence on public understandings of higher education, including those held by faculty and students. As such, they constitute a rich site of inquiry for the scholarship of teaching and learning. Drawing on the notion of film as 'public pedagogy,' this article analyses representations of higher education within 11 top grossing and/or critically acclaimed films released in 2014. We identify three broad themes across these texts--the purpose of higher education, relationships between students and professors, and the creation of academic identities--and consider the implications and functions of these representational patterns for teaching, learning, and SoTL. Particular attention is given to the difference between the framing of science and arts and humanities disciplines, and to how this might resonate with the contemporary 'crisis of the humanities.'
First-Year Cadets&apos; Conceptions of General Education Writing at a Senior Military College
Author: Rifenburg, J. Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: College Freshmen,Military Training,Military Schools,Student Attitudes,Writing Attitudes,General Education,Mixed Methods Research,Semi Structured Interviews,Required Courses,Student Interests,Curriculum Design,Freshman Composition,Student Surveys

This study investigates conceptions first-year cadets at a US senior military college bring to general education writing courses, often termed first-year composition (FYC). Using a mixed methods research design, we received survey responses from 122 cadets and conducted semi-structured in-person interviews with four first-year cadets. Our data suggest cadets stress orality, credibility, and clarity when writing for FYC. These conceptions are largely influenced by the cadet's interest and immersion in the Army yet are also strongly influenced by their brief introduction to college-level writing within this compulsory class. We conclude by arguing for two specific avenues of future research into gleaning students' conceptions of courses, specifically arguing both for exploring how conceptions all students bring to the classroom impact moments of transfer and for engaging all students in course design.
Student Engagement and Assessment Modes: A Study
Author: Pathak, Anil
Date: 2018-03-00
Type: Journal Articles
Subjects: Student Evaluation,Self Evaluation (Individuals),Peer Evaluation,Graduate Students,Undergraduate Students,Speeches,Factor Analysis,Evaluation Criteria,Comparative Analysis,Learner Engagement

The aim of this project is to attempt a factorial analysis of the congruence amongst three layers of assessments of Oral Presentation: &quot;Expert, Self, and Peer&quot;. Participants included graduate and undergraduate students of Asian background studying Research Writing at a technological university. The research instrument consisted of a set of assessment checklists with weighted and specified criteria for Expert, Self and Peer assessment of research presentations. Broader criteria were based on the following four factors: Use of spoken media, Use of visuals, Interrelationships, and Communicative Effect. Participants received training and were involved in a practice session on self and peer assessment before engaging in the assessment tasks. While the pilot study is unable to conclusively establish congruence among the modes of assessment, it is expected that results from a wider database would indicate the nature of well-defined assessment criteria and the ways they can be effectively communicated to assessors. The present study suggests that the differences in ratings given by peers and experts are not due to a lack of capability on the part of students, but due to lack of orientation and training. It is necessary to evolve criteria that are well-documented to enable students to evaluate their own performance as well as the performance of their peers as effectively as done by experts.
The Impact of Different Missing Data Handling Methods on DINA Model
Author: Sünbül, Seçil Ömür
Date: 2018-03-00
Type: Journal Articles
Subjects: Data,Test Items,Sample Size,Statistical Analysis,Classification,Accuracy,Computation,Cognitive Measurement,Models

In this study, it was aimed to investigate the impact of different missing data handling methods on DINA model parameter estimation and classification accuracy. In the study, simulated data were used and the data were generated by manipulating the number of items and sample size. In the generated data, two different missing data mechanisms (missing completely at random and missing at random) were created according to three different amounts of missing data. The generated missing data was completed by using methods of treating missing data as incorrect, person mean imputation, two-way imputation, and expectation-maximization algorithm imputation. As a result, it was observed that both s and g parameter estimations and classification accuracies were effected from, missing data rates, missing data handling methods, and missing data mechanisms.
Teacher Perspectives on Literacy and Mathematics Professional Development
Author: Martin, Christie
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Faculty Development,Literacy Education,Mathematics Instruction,Comparative Analysis,Teacher Surveys,Elementary School Teachers,Middle School Teachers,Online Surveys,Pedagogical Content Knowledge

This study examines teacher's perspectives of the most beneficial professional development they have participated in over the last three years in the content areas of literacy and mathematics. It also investigates teachers views on how professional development influences student learning. Specifically, this study is grounded in the following research questions: (1) What focus areas for literacy professional development do teachers identify as beneficial? (2) What focus areas for mathematics professional development do teachers identify as beneficial? (3) How do professional development experiences in literacy and mathematics compare to one another? and (4) How do teachers believe professional development influences students' learning? The study included survey responses from teachers in elementary and middle schools in two southeastern states. The study included primarily teachers in elementary and middle school. There were 98 survey responses collected over the 2015-2016 academic year. The survey was designed online in SurveyShare by the research team to gather teachers' experiences and reactions to participating in professional development opportunities. In regards to both literacy and mathematics, teachers reported deepening content knowledge and learning engaging strategies. Their responses showed an interest in gathering greater understanding, connecting theory, and moving toward deeper thinking about applying pedagogies that they learned during professional development. In regards to the impact of professional development on students, multiple teachers reported that, when offered, their professional development experiences had a positive influence on student learning. The data also indicated some negative responses, in which teachers reported that professional development had a negative impact on student learning, since they left their classroom to participate in experiences that were not beneficial.
The Distortion of Discussion
Author: Backer, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Discussion (Teaching Technique),Teaching Methods,Definitions,Classroom Communication,Interaction,Student Participation,Teacher Student Relationship,Dialogs (Language),Grade 8,Grade 9,Observation

Classroom discussion is an essential pedagogy for teachers across grade levels and age groups. But what is a discussion, exactly? Are teachers really using discussion when they say they are? Recent research has examined this question and the results are unsettling. Martin Nystrand et al's (2001) massive study of classroom discourse (hereafter &quot;the Nystrand Report&quot;) found that, out of 872 observations in 200 eighth and ninth grade classrooms in the Midwestern United States, &quot;less than 7% of 1,151 instructional episodes...in English and Social Studies&quot; had even one discussion. Where the word &quot;discussion&quot; is uttered, either by teachers vocally, in their syllabi, school-generated standards, or state-mandated standards, Nystrand et al's data demonstrate two things: first, that there is very little discussion happening in the observed classrooms, and second that this dearth occurs in spaces where the word &quot;discussion&quot; is uttered. Are educators fulfilling their promises of discussion in United States schools? This article interprets the Nystrand Report's findings and these questions they generate. The claim is somewhat modest: discussion in the United States is distorted. To make that claim the article first defines the term distortion as an inconsistency between the meaning of a word and what goes by its name. Next the paper surveys the meaning of the word &quot;discussion,&quot; the generally-articulated idea of discussion, arguing that it denotes a certain kind of interactional pattern in educational contexts and connotes participation, dialogue, openness, equality and freedom, as well as other values associated with democracy. Third, the paper presents Nystrand et al's understanding of discussion as &quot;in-depth exchanges of ideas in the absence of either questions or teacher evaluation&quot; (p.36) following a &quot;dialogical spell,&quot; summarizing the authors' empirical conclusions. Finally, the paper recommends concrete teaching techniques from the literature on educational discussion to promote (rather than distort) classroom discussion.
Considerating the Prospect of Cultivating Mindfulness in Teacher Education
Author: Zimmerman, Aaron
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education,Metacognition,Beginning Teachers,Resilience (Psychology),Stress Variables,Teaching Methods

In this article, the author argues that mindfulness--a metacognitive strategy used to regulate thoughts and emotions--is a powerful tool that can improve novice teacher resilience in the face of the stress, tension, and vulnerability that accompanies the endeavor of learning to teach. He will advance two theses: First, mindfulness cultivates in-the-moment awareness, an ability that helps novice teachers to navigate the complexity of the classroom. Second, mindfulness invites novice teachers to exercise nonjudgmental acceptance of their own thoughts and feelings. He argues that while the former aim (in-the-moment awareness) aligns with current frameworks of teacher education, the latter aim (nonjudgmental acceptance) presents current frameworks of teacher education with a challenge. Cultivating both components of mindfulness, however, can be considered to be promising approaches towards strengthening novice teachers' expertise and resilience.
Cooperating Teachers: Stakeholders in the edTPA?
Author: Seymour, Clancy A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Performance Based Assessment,Beginning Teachers,Readiness,Cooperating Teachers,Teacher Role,Stakeholders,Teacher Attitudes,Beliefs,Student Teaching,Mixed Methods Research,Program Implementation,Looping (Teachers),Likert Scales,Data Analysis,Focus Groups,Teacher Certification,Surveys

The educative Teacher Performance Assessment (edTPA) is a performance-based assessment designed for beginning teachers to demonstrate their readiness to teach (SCALE, 2014). As more states come to adopt this assessment, many facets of its implementation need to be reviewed. One component is the role of the cooperating teacher in the implementation of the edTPA. Since the assessment is completed during the culminating clinical experience for teacher candidates, it seems logical to assume that the cooperating teachers who host student teachers during this field experience are &quot;stakeholders&quot; in the edTPA. Cooperating teachers are also members of the teaching profession and may feel that they have a stake in determining who is ready to enter their profession. The purpose of this study was to examine the role of cooperating teachers as stakeholders in the edTPA, to determine their beliefs about the edTPA, to discuss ways to support cooperating teachers with the edTPA, and to examine how the edTPA has influenced the student teaching experience from the cooperating teachers' perspectives. The researchers also sought advice from cooperating teachers about how best to structure the student teaching experience given the addition of the edTPA.
Teachers for Inclusive, Diverse Urban Settings
Author: Reese, Leslie
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Credentials,General Education,Special Education,Regular and Special Education Relationship,Urban Education,Inclusion,Specialists,Mild Disabilities,Moderate Intellectual Disability,Student Diversity,Elementary Education,Dual Enrollment,Response to Intervention,Program Design,Educational Planning,Decision Making,Methods Courses,Language Arts

In this article, the authors discuss the creation of an Urban Dual Credential Program (UDCP) at a large, comprehensive state university in California, a program meant to prepare dually-certified teachers in general education (California Multiple Subject Credential) and special education (California Education Specialist Credential in mild/moderate disabilities) to work with and meet the needs of culturally and linguistically diverse students, including those with special needs, in urban settings. In California alone, according to December 2012 figures, approximately 700,000 of California's school-age population were identified with a disability, and of these children, 73% were from culturally and linguistically diverse backgrounds (CBEDS, 2014). Through coursework and clinical practice in local elementary school sites, participating candidates in the UDCP acquire the knowledge and skills to implement research-based,culturally responsive,and inclusive instructional practices, specifically multi-tiered systems of support (MTSS; See National Center for Intensive Intervention; http://www.intensiveintervention.org/ncii-glossary-terms#MTSS). The focus here is on the design of language arts methods courses in the program.
Students&apos; Critical Thinking Skills in Chemistry Learning Using Local Culture-Based 7E Learning Cycle Model
Author: Suardana, I. Nyoman
Date: 2018-04-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Chemistry,Science Process Skills,High School Students,Grade 11,Foreign Countries,Experimental Groups,Control Groups,Learning Strategies,Discovery Learning,Cognitive Tests,Statistical Inference,Scores,Cultural Influences,Statistical Analysis

This research aimed at describing the effectiveness of the local culture-based 7E learning cycle model in improving students' critical thinking skills in chemistry learning. It was an experimental research with post-test only control group design. The population was the eleventh-grade students of senior high schools in Singaraja, Indonesia. The sample included 111 students; 57 students as the experimental group and 54 students as the control group. The students in the experimental group learned through the local culture-based 7E learning cycle model, whereas the ones in the control group learned through the discovery learning model. The data on the students' critical thinking skills were collected through the critical thinking skills test. The data were analyzed through descriptive and inferential analysis, namely: Independent Sample T-Test for normal and homogeneous data, but Mann-Whitney U-Test for not normal and/or not homogeneous data. The results showed that the average score of students' critical thinking skills on the experimental and control groups were 64,5 and 55,3 respectively. The average score of the students' critical thinking skills on the experimental and control groups in the high-level school were 70.0 and 58.4, respectively, but in low-level school, they were 58.7 and 50.8 respectively.
Teacher Education and Posthumanism
Author: Howlett, Caitlin
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education,Humanism,Humanities,Humanization,Educational Theories,Role of Education,Neoliberalism,Educational Change,Resistance to Change

Education faces a tenuous future, straddling a growing divide between a no-longer-relevant past and an uncertain future, a future that calls into question the future of humanity altogether. In the face of such a future, posthumanism stands as a reminder that the divides we make in education are unstable, that things could and likely will be otherwise, and that our education ought to be held accountable to the world beyond as it exists to and for humans. Here, the author aimed to disrupt the social and political implications of posthumanism for education, calling into question the &quot;beyond&quot; it seeks by being attentive to the raced, gendered, and sexual stakes of such an aim. Situating this critique within a conversation about teacher education, the need for critical and speculative imagination comes to the forefront, demanding a release from traditional educational discourse for the sake of dismantling current regimes of knowledge or modes of thought and being that keep in place a view of the human that reproduces gender, sexual, or race based exclusions. In reclaiming the practice of radical imagination of the non-human, the monstrous, the demon through the use of speculative fiction in teacher education courses, we are able to reorient our students towards the future critically and disruptively, challenging the dominance of neoliberalism in education through an unsettling of one's sense of self, one's relationship to others, and one's place in the world. Doing so would, at the very least, make visible the extent to which education, especially in teacher education, continues to resist existing for all.
A Case Study on Mathematical Literacy of Prospective Elementary School Teachers
Author: Suharta, I. Gusti Putu
Date: 2018-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary Education,Numeracy,Case Studies,Gender Differences,Qualitative Research,Mathematics Skills,Algebra,Probability,Statistics,Numbers,Foreign Countries,Geometry,Mathematics Tests,Interviews

The purpose of this study is to describe Mathematical Literacy (ML) of Prospective Elementary School Teachers with attention to aspects of mathematical skills and gender. The type of research is qualitative with the research design of Case Study. Respondents are assigned 12 Prospective Elementary School Teachers, consisting of 6 men and 6 women. The instruments used to collect data on ML are tests, and interview guidelines. The collected data were analyzed descriptively. The results of this study are: (1) ML of Prospective Elementary School Teachers which can be seen from the aspect of mathematical skills and gender is categorized as low, respondents having strong mathematical skills indicate a better ML than respondents having weak mathematical skills, and female respondents indicate better ML than male respondents; (2) in terms of Content, the highest score is achieved on the Numbers Content, the weakest Content is in terms of Algebra and Function, while the strongest content is in the field of Probability and Statistics; (3) in terms of Context, the highest and lowest average Personal Context is in the Scientific Context and the maximum score achievement is obtained for Occupational and Scientific Contexts
A Conversation-Analytic Perspective on the Organization of Teacher-Led Clarification and Its Implications for L2 Teacher Training
Author: Atar, Cihat
Date: 2018-04-00
Type: Journal Articles
Subjects: Second Language Instruction,College Second Language Programs,Foreign Students,English (Second Language),Qualitative Research,Teaching Methods,Conversational Language Courses,Communicative Competence (Languages),Discourse Analysis,Transcripts (Written Records),Educational Strategies,Foreign Countries,Observation,College Students

This study analyses teacher-led clarification sequences in a university second language classroom setting from a conversation-analytic perspective. In the literature, there are many studies of clarification requests, but the focus is on individual categories and quantification. No previous study has examined clarification, as reconceptualised in this study, as a social action using Conversation Analysis methodology. The study draws on 14 hours of L2 classroom data from Newcastle University Corpus of Academic Spoken English database involving international students studying English as a second language. The data is analysed using Conversation Analysis by specifically focusing on sequential organization and the repair mechanism. The findings offer a qualitative and detailed account of clarification from an emic perspective. The analysis suggests that teachers use three types of initiation in clarification and the selection of these types is shown to be strongly related to the extent of epistemic gaps. The analysis also shows that teachers use two further resources when students fail to clarify. These findings have implications for the organization of the repair mechanism in L2 classrooms and for training L2 teachers.