ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Noticing and Reasoning about Student Thinking in Classrooms as a Result of Participating in a Combined Professional Development Intervention
Author: González, Gloriana
Date: 2020-00-00
Type: Journal Articles
Subjects: Intervention,Thinking Skills,Mathematics Instruction,Video Technology,Lesson Plans,Teacher Student Relationship,Faculty Development,Clubs,Problem Based Learning,Generalization,Teaching Methods,Animation,High School Teachers,Mathematics Teachers,Disadvantaged Schools,Geometry,Teacher Characteristics

The study reported in this article addresses the question of how professional development can increase teacher noticing of student thinking over time. The data come from five teachers' participation in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions. The analysis focuses on whether and how teachers attended to student thinking during study group discussions and when implementing problem-based lessons that they designed collaboratively. The study applies a mixed methods approach to the examination of transcriptions from the video clubs and the classroom implementation of the lessons. The findings reveal that the teachers restated students' ideas and provided examples of how to inquire into student thinking upon the facilitators' request during the video clubs. There was a statistically significant difference in the teachers' use of students' ideas for generalising and synthesising showing that teachers used higher levels of reasoning in the 14 lessons taught over two consecutive years. The intervention supported growth in the teachers' abilities to reason using students' ideas and to make the lessons' goals explicit.
Building Relationships for Critical Service-Learning
Author: Harkins, Debra A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Teacher Student Relationship,Partnerships in Education,Peer Relationship,Mentors,Student Participation,Citizenship Education,Undergraduate Students,Student Attitudes,Correlation,Peer Teaching,College Faculty,Competence,Student Satisfaction,Social Justice,Diversity,Interpersonal Relationship

Service-learning is a pedagogical approach that higher education can use to promote civic engagement among students, but it has not fully realized its original civic purpose. Butin (2010) argues that to meet its civic mission, service-learning must move toward a more justice-oriented pedagogy that empowers stakeholders to bring about social change. To that end, we worked toward a more critical model of service-learning, first proposed by Mitchell (2008), that encourages a social change approach to service-learning. We propose that students' relationships with their professors, community partners, and peer mentors help facilitate this goal. We examined how these three types of relationship impacted students' civic engagement. Results demonstrated that each type of relationship had a different impact on students' developing civic engagement attitudes. This article discusses how such relationships can help achieve critical service-learning's goal of developing more participatory and transformational citizens.
Community-Based Learning for International Graduate Students: Impact and Implications
Author: Guo-Brennan, Linyuan
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Foreign Students,School Community Relationship,Service Learning,Foreign Countries,Outcomes of Education,Student Development,Citizenship,Student Needs,Student Attitudes,Social Development,Professional Development,Barriers,Academic Achievement

Integrating community-based learning (CBL) into graduate education has gained attention in higher education during the past decade because CBL allows students to inculcate professional values and ethics, situate academic knowledge and understanding in contexts, and practice academic citizenship through serving communities with disciplinary knowledge and skills. In a North American higher education context, about half of the graduate student population are international students, who have needs in several areas. However, their experiences in CBL are under-investigated and scarcely documented in existing literature and scholarship in either community-based learning or international education. Drawing on international students' experiences in a graduate program infused with CBL components in Canadian higher education, this mixed methods case study examined the impact of CBL on international students' developments in five areas: academic, sociocultural, personal, professional, and global citizenship. Through discussions on the benefit, barriers, and implications of providing CBL to international graduate students, this article offers recommendations for improved higher education policy, programs, and praxis to make CBL more inclusive and responsive to international graduate students.
Uncovering the Quality of STEM Service-Learning Course Implementation and Essential Elements across the California State University System
Author: Botelho, Judy
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Service Learning,State Universities,Curriculum Implementation,Educational Quality,College Faculty,College Students

With 23 campuses serving nearly 500,000 students, the California State University (CSU) is the largest and most diverse university system in the country. Annually, 3,500 service-learning (SL) courses are offered to more than 67,000 students, 17% of whom are science, technology, engineering, and mathematics (STEM) majors. However, there is little data on the landscape of these courses and the extent to which they are implemented with fidelity and quality across campuses. This article will summarize the first system-wide, multi-year research study assessing SL in STEM courses and address key gaps in the literature. Specifically, the article will explore how SL is implemented in STEM disciplines across a sample of CSU institutions, common underlying elements in course implementation, and the overall quality of those SL elements within courses. In addressing these questions, this article will also discuss the development of study instruments and the resulting codification of essential SL elements.
Discussion-Case Analysis for Facilitating Pre-Service Teachers&apos; Exploration of Play in the Early Childhood Classroom
Author: Resnick, Meredith
Date: 2020-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Early Childhood Education,Young Children,Value Judgment,Knowledge Level,Play,Classroom Techniques,Educational Research,Developmentally Appropriate Practices,Cooperative Learning,Communities of Practice,Group Discussion,Case Method (Teaching Technique),Vignettes,Change Agents,Student Teachers,Student Teacher Attitudes

This study sought to examine the experience of early childhood pre-service teachers participating in facilitated research analysis with discussion-case application. Specifically, we were interested in the impact on teachers' knowledge of and attitude towards the role and value of play in the classroom. This study describes the qualitative phase of a sequential explanatory mixed method research project. Eight participants were interviewed after participating in an in-class activity of analyzing a piece of research on play and applying it to a hypothetical discussion-case in a small group. Four key findings emerged from this study: participants viewed play as inextricably connected to learning; participants were committed to the incorporation of play in their future classrooms, many articulating a resolve to become agents of change; participants found that working in small collaborative groups to be advantageous, creating a community of practice; finally, participants found that the process of applying research to a discussion-case to be beneficial due to its feasibility. The findings from this study are encouraging because they demonstrate the potential of facilitated research analysis with discussion-case application as a strategy for fostering a deep understanding of the purpose and importance of play in the early-childhood classroom, as well as potentially cultivating a commitment to preserving play in the early childhood classroom. Discussion-cases may also serve as a tool for exploring other key concepts with prospective teachers. The findings have implications for teacher-educators as they prepare early childhood preservice teachers.
Implementing Personal Devices in Math
Author: McDaniel, Jamie W.
Date: 2020-09-00
Type: Journal Articles
Subjects: Technology Uses in Education,Grade 5,Elementary School Students,Geometry,Pretests Posttests,Learner Engagement,Mathematics Instruction,Technology Integration,Mathematics Achievement,Teacher Attitudes,Attention

This study examined the effect of implementing personal devices into a fifth-grade mathematics classroom. Thirty-eight fifth graders participated in this eight-week project with a focus on six students to track their growth. During this study, students engaged in technology-based stations that pertained to our geometry unit and coordinate unit. Students took pre and post tests on paper to track progress. In addition, students completed online assessments within their practice websites to track comprehension and growth of the content. Furthermore, students were observed to ensure they were staying engaged in the online activities and to track student engagement about using personal devices within math.
Lessons from Freire: Towards a Pedagogy for Socio-Ecological Transformation
Author: Slevin, Amanda
Date: 2020-00-00
Type: Journal Articles
Subjects: Adult Learning,Power Structure,Teaching Methods,Climate,Change,Creativity,Critical Thinking,Social Change,Sustainability,Futures (of Society),Innovation

Climate breakdown is one of the greatest challenges our world faces. Driven by social, economic, political, environmental and ideological forces, the climate crisis necessitates critical, creative, inclusive and impactful action across multiple levels of society. Adult learning is a core element of societal transitions to a more sustainable future and this article explores Paulo Freire's &quot;Pedagogy of the Oppressed&quot; as a valuable resource for understanding processes of, and barriers to, multi-level changes. Drawing on our innovative 'Creating our Vision for a Greener Future' project, we situate Freirean pedagogy as a cornerstone of teaching, learning and action for socio-ecological transformation.
Spanning Third-Level Institutions and Boundaries: The Higher Education Institutions Further Education and Training (HEI FET) Forum
Author: Walsh, Anne
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Adult Education,Preservice Teacher Education,Adult Educators,Foreign Countries,Faculty Development,Educational Cooperation

The HEI FET Forum was established in 2012 for the eight Higher Education Institutions who provide initial teacher education qualifications for those wishing to work as accredited teachers in the Further Education and Training (FET) Sector. Its remit is to advance teaching, learning and research in the FET sector and to widen the Forum's engagement with stakeholders across FET. The article describes the origin and purpose of the Forum and its aims amongst others to promote and strengthen the professional development of practitioners, and design and conduct relevant and useful research for the sector.
After-School Mathematics Tutorials in Ghana: A Qualitative Study on Senior High Students&apos; Psychosocial Experiences
Author: Adusei, Henry
Date: 2020-00-00
Type: Journal Articles
Subjects: After School Education,Mathematics Instruction,Foreign Countries,High School Students,Psychological Patterns,Student Experience,Mathematics Achievement,Stress Variables,Costs

Mathematics is an important subject in senior high education as it forms the basis for most taught subjects. In Ghana, it is a common practice to find parents enrolling their children in private after-school mathematics tutorials. Teachers who teach after-school tutorials usually organize class after school hours or during the weekends for a fee. Also, teaching can take the form of one-to-one private tuition or group tuition. Although after-school mathematics tuition has become a common practice, little is known regarding the experiences of these senior high students who receive this tuition in Ghana. We purposively sampled 35 senior high students from public schools for both individual and group interviews. Using interpretative phenomenological analysis, we observed that private tutorial learning in mathematics increased students' understanding of the subject. Students who had this extra tuition also expressed a dramatic improvement in their performance in mathematics. Nevertheless, we observed that students felt bored when there was a repetition of topics that had already been taught in class. Furthermore, we observed that participants perceived this additional tuition as an additional academic stressor as it prevented them from having adequate rest and extra-curricular activities. We recommend that the Ministry of Education, Ghana Education Service, and other stakeholders should regulate the private after-school mathematics tutorials in Ghana.
Attitudes towards Social Responsibility among Faculty Members of the Hashemite University
Author: Al-batayneh, Omar T.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Social Responsibility,Teacher Characteristics,Departments,Teaching Experience,Academic Rank (Professional),Moral Values,Religious Factors,Foreign Countries

The study aimed to identify the level of social responsibility among the faculty members of the Hashemite University, from their point of view, and also aimed identify if there any statistically significant differences in the level of social responsibility due to faculty (humanities and science), academic rank (tutor, assistant professor, associate professor, and professor), and years of experience (less than 5 years, 5-10 years, 11-20 years, and more than 20 years). The sample consisted of 274 faculty members, and the study was conducted in the academic year 2018/2019. The methodology was a questionnaire containing a total of 44 items under the headings of self-responsibility, collective responsibility, religious moral responsibility, and national responsibility. After analyzing the data, the results showed that the level of social responsibility among the faculty members was ranked as 'average', with the order of the four dimensions as follows: moral and religious responsibility was ranked highest, followed by national responsibility, self-responsibility, and finally, collective responsibility all with an average level. The results also showed that there were no statistically significant differences in the level of social responsibility by faculty, academic rank, or years of experience. The authors' recommendation to benefit from faculty members' consultancy in the university and in different disciplines.
Application of Blockchain Technology in Higher Education
Author: Fedorova, Elena P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Competence,Productivity,Technology Uses in Education,Educational Technology,Large Group Instruction,Online Courses,Intellectual Disciplines,Artificial Intelligence,Information Storage,Information Security,Information Management,Research

Emergence and development of the blockchain technology, which is able to transform into &quot;a most powerful disruptive innovation&quot;, shall definitely concern universities. Moreover, nowadays the blockchain technology meets the challenges that both the system of higher education and the entire society are currently facing. Advantages of the blockchain technology are decentralized open data, absence of forgeries, safe storage of information, and reduction of transaction expenses related to data checkup, control, and verification. This paper provides a critical analysis of application of the blockchain technology considering with its applicability opportunities and restrictions in education; it also aims to identify the consequences of its influence upon the development of education. The article analyzes real cases when this technology was applied, with the Massachusetts Institute of Technology (MIT) as an example. The MIT applied it to protect and validate the certificates that it issued. Another example is the Sony Global Education that forms individual data on its trainees' competencies and productivity; a third one relates to the University of Nicosia, which was the first to use smart contracts and accept cryptocurrency as a form of payment. The paper also considers the elements of the blockchain technology at universities (both in Russia and outside it), which participate in massive open online courses. It determines the scope of application of this technology in the Russian educational system. In addition, this article provides a literature review related to application of the blockchain technology; the review includes works by such renowned researchers as D. Tapscott, B. Bleir, A. Watters, A. Grech, A. Camilleri, M. Swan, A. Zaslavsky, etc. The paper analyzes the obtained findings of the survey that its authors have conducted among experts, professors, and specialists involved in accreditation. Thus, the paper provides an analysis of opportunities and restrictions related to application of the blockchain technology in higher education.
The Importance and Challenges of Outcome-Based Education -- A Case Study in a Private Higher Education Institution
Author: Sun, Poi Hun
Date: 2020-07-00
Type: Journal Articles
Subjects: Outcome Based Education,Higher Education,Private Colleges,Educational Quality,Quality Assurance,Alignment (Education),College Curriculum,Curriculum Design,Foreign Countries,Accreditation (Institutions)

Purpose: Given the importance of quality assurance and the enhancement of curriculum in higher education institutions, it is vital to have a systematic process that measures students' performance objectively and effectively for continuous improvement of the programme/curriculum. The purpose of this study is to analyse the process of establishing an Outcome-Based Education (OBE) system in a business school of a private higher education institution in Malaysia. The importance and challenges of the OBE system are discussed, with some recommendations proposed for common issues. Methodology: Document analyses and observations were conducted on ten undergraduate programmes in the business school of a private higher education institution from the year 2015 to 2019. This methodology was employed to assess and discuss the processes needed for the implementation of OBE, and highlights the importance and challenges of having an OBE system in the business school. Findings: To ensure effective functioning of the process for implementing an OBE system, proper planning is required. Data from the OBE system and its utilisation are essential to achieve continuous quality improvement to the curriculum, and to offer assurance to the relevant stakeholders on the quality of graduates. Several steps were discussed in this study that provided guidance to other education institutions on the implementation of the OBE process. However, it is clear that the investment of time and effort is needed to ensure the smooth-running of OBE establishment and maintenance. Significance: This study provided essential guidelines to relevant parties for the implementation of an OBE system in education institutions. The OBE system is needed to measure students' performance objectively and effectively, while enriching the students' learning experiences. This study highlighted some recommendations to the management of the education institution, policy makers, accrediting bodies and academics on the implementation of an OBE system in the education institutions.
Bare Feet in the Ballroom: The First Demonstration in Australia of Dalcroze Eurhythmics, 1919
Author: Oam, Joan Pope
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Movement Education,Music Education,Educational History,Dance,Dance Education,Teaching Methods

The &quot;West Australian&quot; of June 1919 contains a detailed account of a 'novel educational method'. It was the first public demonstration of the Eurhythmics of Jaques-Dalcroze in Australia. It was held in Government House Ballroom, under the patronage of His Excellency, the Governor of Western Australia, and Lady Ellison-MacCartney. It was presented by Geraldton-born, Irene Wittenoom, who was the first Australian to graduate from the three-year course at the London School of Dalcroze Eurhythmics. The program included rhythmic movement and musical examples, shown by young children, school children, kindergarten teacher training students and adults whom Wittenoom had been teaching during the past months. Modelled on the demonstrations given by M. Emile Jaques-Dalcroze in which Wittenoom had participated in England and Europe, this paper poses the question whether it created a pathway for others in Australia to follow. The &quot;West Australian&quot; noted that, from first to last it was impossible not to be influenced by the beautiful purpose running through all the harmony of movement and music. Each exercise of their limbs and minds and senses, for all were brought into vital play, gave them a positive joy. The Address was given to a large gathering of distinguished Western Australians, by Cecil Andrews, the Director of Education. The only recorded copy of the program is now held in the State Library of Western Australia.
Evolutionary Psychology and the Necessity for Music Education for All
Author: Bannan, Nicholas
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Education,Genetics,Role of Education,Child Development,Creativity,Evolution,Biology,Singing,Language Acquisition,Teacher Education,Music Teachers

The initial application of evolutionary theory to the universal practice of music-making in humans was at best marginal and at worst dismissive of non-Western musics. Darwin's biography defines an agenda for musicality in the emergence of human culture that is receiving considerable attention in several disciplines, presenting a robust case for the contribution which collective and individual musical experience makes to the education of the young, and to the lifelong capacity for musical participation. Natural Selection conveys how the anatomical prerequisites for musicality may have evolved. These conferred a voice that is fundamentally musical in its capacity for the meaningful control of pitch, duration, volume and timbre. This can be attributed to upright posture and bipedal locomotion, their consequences for rhythmic co-ordination, and the independent role in music-making of the feet and hands. Sexual Selection illustrates the means by which musical response and participation pass from parent to child, allied to the clear difference in range between women's and men's voices, a further aspect of the musical landscape prefigured in Darwin's work. This paper presents accumulating evidence in setting out an agenda for the proper role of music in schools. If music was, in Cross's words 'The most important thing we ever did' (1999), the communicative achievement that forms the basis for the subsequent development of language, then it should not remain a luxury available only to those students we select as gifted. Rather, it must take its place as the developmental basis for social organisation, mental integration, and rational thought.