ethanporcaro/eric-fulltext-meta huggingface dataset:
Increasing the Diversity of Teachers in Mathematics and Science Partnerships
Author: Moyer-Packenham, Patricia S.
Date: 2009-00-00
Type: Journal Articles
Subjects: Inservice Education,Diversity (Faculty),Science Teachers,Researchers,Partnerships in Education,Federal Programs,Qualitative Research,Statistical Analysis,Preservice Teacher Education,Program Implementation,Mathematics Education,Science Education,Mathematics Teachers,Teacher Recruitment,Teacher Persistence,Labor Turnover

This study examines teacher diversity in a federally-funded mathematics and science partnership program. Each of the partnerships in the program provided preservice and/or inservice education for teachers in mathematics, science, or both. Researchers used qualitative and quantitative methods to examine the effect of strategies implemented by the partnerships to influence teacher diversity and the relationship of strategy implementation to changes in teacher diversity. There were no significant changes in teacher diversity for the program overall; however, there were significant changes in individual partnerships. Researchers identified categories of strategies for increasing teacher diversity among the partnerships and found that some partnerships employed numerous strategies in a comprehensive manner. While there were no significant relationships between strategies implemented and changes in teacher diversity, the findings suggest the potential for relationships to be revealed with further longitudinal study. Particularly useful among these findings is the identification of a typology of specific strategies known to influence changes in the diversity of mathematics and science teachers. (Contains 1 figure and 3 tables.)
Comparison of MSP and Non-MSP Schools in Six States
Author: Wong, Kenneth K.
Date: 2009-00-00
Type: Journal Articles
Subjects: Standardized Tests,Academic Achievement,Comparative Analysis,Cohort Analysis,Predictor Variables,Scores,Achievement Gains,Mathematics Achievement,Science Achievement,Science Education,Mathematics Education,Program Evaluation,Program Effectiveness,Teacher Effectiveness,Partnerships in Education,Demography

This pilot study proposes a set of analytical steps for comparing schools that participate in the National Science Foundation's Math and Science Partnership (MSP) Program and their intrastate non-participating peers. This pilot is part of a larger effort to evaluate the MSP Program's role in student achievement, along with two companion analyses. While our pilot study uses a comparative approach, the paper by Dimiter Dimitrov (this volume) follows a within-group design. The third analysis by Robert K. Yin (this volume) covers the varied designs used by the MSPs themselves in their own evaluations. As this pilot study has progressed, there has emerged three distinct phases of analysis. Phase I focused on the participating schools within four Math and Science Partnerships (MSPs) located in three states. Phase II expanded Phase I to focus on three more MSPs in three additional states. The Phase III study was conducted using six cohort I MSPs in four states, and will eventually include the nine cohort I MSPs in all six states from Phase I and Phase II. For each phase, the MSP participating schools were carefully matched with the non-participating schools on eight demographic variables to form a comparison group. This paper offers detailed documentation on how we operationalize matching methods for comparative purposes. We conclude that carefully executed matching methods are promising for large-scale comparative analysis on the effects of the MSP Program across all involved states. The study draws on publicly accessible school-level standardized test data from six states and from data available at the National Center for Education Statistics' Common Core of Data (NCES CCD). In addition, the study uses documents available via MSPnet, and Web site information reported by the individual MSPs in the MSP Program accessible through the school year 2005-06. (Contains 7 tables and 3 endnotes.)
Intermediate Trends in Math and Science Partnership-Related Changes in Student Achievement with Management Information System Data
Author: Dimitrov, Dimiter M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Program Evaluation,Management Information Systems,Effect Size,Mathematics Achievement,Science Achievement,Partnerships in Education,Gender Differences,Racial Differences,Special Education,English (Second Language),Program Effectiveness,Middle Schools,Elementary Schools,High Schools,Teacher Participation

This substudy in the evaluation design of the Math and Science Partnership (MSP) Program Evaluation examines student proficiency in mathematics and science for the MSPs' schools in terms of changes across three years (2003/04, 2004/05, and 2005/06) and relationships with MSP-related variables using Management Information System data with the Annual K-12 District Survey. First, changes in percentages of students at or above proficient on state assessments in math and science were investigated by gender, ethnicity, special education, and students with limited English proficiency across the targeted three-year period (2003/04-2005/06). The classification of MSP schools with and without focus on math or science during this time period was also taken into account. The results indicated that the MSP-related schools demonstrate sustained increase in percent of students at or above proficient in both math and science at the elementary and middle school levels, but not quite so at the high school level. Second, schools were examined by frequency and effect size of increase, decrease, or no change in student math and science proficiency. The schools with positive changes were in much higher numbers and higher mean effect size of change compared to schools with negative (or no) changes in student math and science proficiency. Third, the relationship between the schools' targeted teacher participation in MSP-related activities over the entire period of three years and the student math and science proficiency at the "end" year of this period (2005-06) was also investigated. This relationship was positive, yet small, at all school levels for mathematics, and also positive, yet much better pronounced, at the high school level for science. Fourth, longitudinal growth trajectories in math and science proficiency across the three years were also investigated. The results showed that the schools with MSP focus on math (or science) increase at higher rate in math (or science) proficiency compared to those without MSP focus on math (or science) at the middle school level. (Contains 11 figures and 13 tables.)
Student Achievement Data and Findings, as Reported in Math and Science Partnerships' Annual and Evaluation Reports
Author: Yin, Robert K.
Date: 2009-00-00
Type: Journal Articles
Subjects: Program Evaluation,Elementary School Mathematics,Secondary School Mathematics,Academic Achievement,Program Effectiveness,Partnerships in Education,Mathematics Education,Science Education,Mathematics Achievement,Science Achievement,Faculty Development,Teacher Influence,College School Cooperation,Achievement Gains,Mathematics Skills,Science Process Skills

A primary feature of the Math and Science Partnership Program Evaluation (MSP PE) is the examination of K-12 student achievement changes associated with the National Science Foundation's (NSF) Math and Science Partnership (MSP) Program. This article describes one of three complementary assessments of K-12 student achievement being conducted by the MSP-PE, and consists of a synthesis of student achievement findings reported by the MSP projects themselves (the other two assessments also are described in this volume). The assessment described in this article covers 39 of the 48 MSP project awards made by NSF from 2002 to 2004. Data sources included the MSP projects' annual and evaluation reports submitted to NSF through 2006-07 and research manuscripts developed by the MSPs for presentation at three MSP evaluation conferences. A two dimensional cross-MSP matrix was developed to reveal the disparate research efforts undertaken by the MSPs and present a cross-MSP perspective. The article describes a number of challenges faced by the MSPs as revealed by the current assessment, including: a) many of the MSPs report districtwide data even though the MSPs may not have implemented activities at the district level; b) MSPs that have chosen to define pre-established benchmarks for later comparison to actual performance have not usually discussed any rationale for selecting their particular numeric benchmarks; c) many MSPs report scores for multiple grade levels for both science and mathematics, making an overall interpretation difficult; d) the MSPs should endeavor to identify the amount of professional development that appears to make a discernable difference in student achievement outcomes; and e) most of the evaluation frameworks reported by the MSPs are not poised to go beyond establishing concurrent trends and testing more strongly the actual efficacy of an MSP's activities. (Contains 4 figures, 3 tables and 8 endnotes.)
What Do University Teachers Do All Day (and Often into the Night)?
Author: Arnold, Josie
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Student Experience,Personal Narratives,Teaching Methods,Teaching Experience,College Faculty,Creativity,School Business Relationship,College Administration,Educational Research,Teacher Researchers,Learning Activities,College Curriculum,Curriculum Development,College Instruction,Lifelong Learning

Teaching and the student experience are interlocked. This paper takes a personal look at the pleasures and pressures of teaching in contemporary higher education. In doing so it adds to the definition of teachers' work in higher education, surveys some of the creative and positive sides of University teaching and shines a light upon the impact of increased commercialisation and managerial approaches upon academic work. It focuses upon the teaching and learning activities that academics undertake in the service of the university, including the research that adds to and updates their own knowledge, and hence underpins their teaching, so as to enable and enrich the learning journeys of their students. This paper has been written as a personal narrative, as what I have come to call a "subjective academic narrative". The "subjective" refers to acknowledgement of the inevitability of the personal being an integral part of research; the "academic" refers to the analytical and the intellectual ambience in which university research takes place; and the "narrative" refers to the story, that is, the way in which we re-tell all of our research. Above all, this paper contributes to a sense of understanding some of the elements of teaching that are involved in student engagement.
Digital Technology Education and Its Impact on Traditional Academic Roles and Practice
Author: Sappey, Jennifer
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Technology,Figurative Language,Delivery Systems,Influence of Technology,Technology Education,Context Effect,Teacher Role,Educational Practices

This paper explores the interface between digital technologies and the teaching labour process in Australian higher education. We develop an adaptation of the seminal Clark (1983, 1994, 2001) and Kozma (1991, 1994) debate about whether technology merely delivers educational content unchanged--technology as the &quot;delivery truck&quot;--or whether education is changed as a result of using different technologies--education as &quot;groceries&quot;. Our adaptation is an extension of this metaphor to include the academic teacher as the driver of the grocery truck. With the implementation of new educational technologies, the human resource management aspects of job design, motivation, skilling and work identity are often overlooked, with critical debate about the impact on the teaching labour process seldom considered. In this argument, we will unpack the Clark-Kozma dichotomy of the education/technology interface by looking beyond the embedding of Information and Communication Technologies (ICT) in Australian higher education to examine more broadly the changes to the traditional academic role as the creator, developer and delivery agent of the educational groceries. This has been reinforced by the marketisation of the sector and the concomitant reconfiguration of the traditional teaching process. All this has led to changes in the sense of work identity for academics (McShane, 2006). While we embrace ICT as a potential benefit for both students and academic teachers, we seek to ensure that the &quot;truck driver's&quot; evolving role is acknowledged in scholarly debates and included in models of learning and teaching if long-term sustainable work practices are to be achieved. One such model is offered. (Contains 1 figure.)
Addressing Student Cynicism through Transformative Learning
Author: Duarte, Fernanda
Date: 2010-00-00
Type: Journal Articles
Subjects: Business Administration Education,Transformative Learning,Ethics,Student Attitudes,College Students,Foreign Countries,Critical Thinking,Learning Activities,Reflection

This paper reflects on insights that emerged from the findings of a qualitative study conducted by the author in 2007 with third year management students from an Australian university on their perceptions in relation to business ethics. The findings revealed an attitude of cynicism with regard to the application of ethical principles beyond university years--in &quot;the real world of business&quot;. This led the author to engage in more systematic efforts to address this problem, and to this end, she found Mezirow's notion of transformative learning inspiring and valuable. It is contended that reflection and critical thinking are crucially important skills to enable consciousness shifts that will lead to a deeper understanding and greater appreciation of the importance of ethical conduct in management. They can act as antidotes to attitudes of cynicism which make students feel powerless and dejected, disinclined to apply the knowledge gained during their training beyond university years. A selection of examples of class activities and assessments to foster transformative learning is provided. (Contains 1 footnote.)
The Experience of Implementing an Interprofessional First Year Course for Undergraduate Health Science Students: The Value of Acting on Student Feedback
Author: Surjan, Yolanda
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Evaluation,Student Attitudes,Focus Groups,Sciences,Foreign Countries,Higher Education,Information Technology,Undergraduate Study,Undergraduate Students,Allied Health Occupations Education

This paper reports on the experiences gathered as a result of the foundation, implementation and on-going development of an interprofessional course for undergraduate health science students in The School of Health Sciences (SHS) at The University of Newcastle. The purpose of the course was to provide commencing students (n=600) with a transitional period, inclusive of academic, social and administrative support. The course also provided fundamental health related content relevant to all health science professions. Data in the form of student evaluations was collected over the three years of implementation through questionnaires, focus groups, university based student evaluations and unsolicited student feedback. A feedback loop was implemented annually and evaluations of the data applied upon reflection of student perceptions of the course. Findings suggest that despite some initial difficulties, the majority of students reported the provision of basic course and program specific information coupled with course coordinator support through immediate responses to questions assisted them to reduce their initial first year experience anxieties. Furthermore, students suggested that the student-centred changes made within this course be applied to other university courses. In conclusion, it is evident that the value of student feedback and the implementation of adaptations and rigorous change as a result of the feedback is highly significant in the improvement of courses and the ultimate satisfaction of student cohorts. (Contains 4 figures.)
Is This the Past? The Place of Role-Play Exercises in Undergraduate History Teaching
Author: Beidatsch, Cedric
Date: 2010-00-00
Type: Journal Articles
Subjects: History Instruction,Role Playing,Teaching Methods,Historiography,Learning Activities,Educational Practices,Participant Satisfaction,Concept Teaching,Teacher Attitudes,Student Attitudes,Educational Games,Aptitude Treatment Interaction,Case Method (Teaching Technique),Instructional Effectiveness

Increasingly, academic teachers are exploring the learning opportunities offered by student-centred participatory classroom and web-supported exercises. Role-play and gaming activities have been highlighted as fora which provide development of a range of personal and social skill sets in students, as well as understanding of subject content. This paper reports on research exploring how such exercises in an undergraduate history unit can be used to deliver core historical content and generic skills, and to develop students' knowledge of the professional historian's craft and historiographical practice. (Contains 2 tables.)
Innovations in Co-Ordinating Undergraduate Students' Oral Tutorial Presentations
Author: Harman, Kristyn E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Academic Achievement,Social Sciences,Humanities,Innovation,Higher Education,Undergraduate Study,Interviews,Tutorial Programs,Outcomes of Education,Models,Attendance,Formative Evaluation,Summative Evaluation,Foreign Countries,Lecture Method

Individual oral tutorial presentations have been utilised in numerous undergraduate courses to develop and assess students' skills in organising and communicating ideas and information to a select audience. However, evidence from the literature, interviews with academics (n=5), and the author's own experiences have demonstrated that these presentations have been plagued with issues ranging from poor quality presentations to non-attendance on the part of students and boredom for both academics and undergraduates alike. This article highlights these issues, then details a variety of successful ways in which academics have innovated to improve the level of student engagement and facilitate a higher achievement of learning outcomes. Some of these innovations pertain to individual presentations, yet interview data gathered indicated a strong trend towards replacing these with small group and whole group exercises, models for which are also explicated in this article. These models have been drawn from the Social Sciences and Humanities and provide templates that may be adapted for use in a range of different contexts. The resultant improvements in co-ordinating undergraduate students' tutorial presentations may contribute towards a more satisfying experience for lecturers, tutors, and students, and improved learning outcomes.
Undertaking the Journey Together: Peer Learning for a Successful and Enjoyable PhD Experience
Author: Stracke, Elke
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Applied Linguistics,Doctoral Programs,Peer Groups,Supervisors,Cooperative Learning,Peer Relationship,Supervision,Foreign Countries,Research Methodology,Cooperation,Student Research,Group Discussion,Supervisor Supervisee Relationship

This paper deals with the challenge of supervising PhD students. Any supervision is likely to constitute a challenging experience for the supervisor, even more so when they are a new academic staff member with little experience in PhD supervision in the Australasian context. This paper shows how one supervisor addressed the challenge by fostering a more collaborative research culture in her programme (Applied Linguistics) through peer group work, and can serve as a starting point for action for supervisors who are looking for possibilities to integrate their students into learning communities. The paper provides the theoretical rationale for peer learning in doctoral education and emphasizes the desirability for its implementation into supervisory practice from an educational perspective. The description of practice of one particular peer group allows for interesting insights into the genesis, activities, and self-evaluation of this group that emphasized the value of learning with and from each other through exchange, insight into the PhD process, feedback, moral support in a friendly, supportive environment, and research training. The paper concludes by discussing implications, and challenges of this study for practice, policy, and research, as well its limitations. (Contains 1 table and 1 footnote.)
Laggards, Morons, Human Clinkers, and Other Peculiar Kids: Progressivism and Student Difference in Shaping Public Education in the United States
Author: Osgood, Robert L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational History,United States History,Public Education,Social Change,School Administration,Student Diversity,Attendance,Dropouts,Progressive Education,Special Education,Disabilities,Urban Schools

The year was 1909. The United States was in the throes of tremendous social and institutional changes: a rapidly diversifying population, dramatic shifts in political and economic structures, the rise of Progressivism as a paradigm for social reform and social control, and the intense and often grating sounds of a public education system really beginning to come into its own across the nation. During that year, Leonard P. Ayres and the Russell Sage Foundation published a book that fit the times perfectly. &quot;Laggards in Our Schools: A Study of Retardation and Elimination in City School Systems&quot; took a detailed and often harsh look at public school development in the United States, paying particular attention to the growing pains all bureaucratic systems face at some point and relying heavily on the use of basic but revelatory quantitative data and Progressivist perspectives to critique the efficiency of large urban school operations. Ayres' basic thesis was that for school systems to function efficiently, school officials had to acknowledge, confront, and address the fact that significant numbers of children were not attending, performing, or behaving in ways that contributed to effective school administration and operation. (Contains 19 footnotes.)
A (Partial) Rehabilitation of Ayres
Author: Levinson, Natasha
Date: 2010-00-00
Type: Journal Articles
Subjects: Academic Achievement,Special Needs Students,Academic Ability,Accountability,Children,Learning Disabilities,Disabilities

In "Laggards, Morons, Human Clinkers, and Other Peculiar Kids," Robert Osgood takes the readers back to a pivotal moment in the development of American public schools, a time when schools were just starting to be held accountable for seeing to it that children progressed through the system efficiently. As a result of Ayres study, which was sponsored by the Russell Sage Foundation, schools were asked to find ways to reduce the numbers of "laggards" in the system by identifying and tracking the progress of children who were regarded as "overage." Ayres regarded the problem of overage children as a sign of inefficiency, but he also worried that the phenomenon of being labeled a "laggard" would hound these children for the remainder of their lives. Ayres emphasizes something had to be done to guard their sense of self-worth. Osgood's paper speaks to the continuing salience of Ayres' study for one's own era of accountability. As Osgood portrays the progressive movement in education, the administrative progressives were on a different side of the fence when it came to children with special needs than the pedagogical progressives, who were by and large more tolerant of differences in student ability and had a broader sense of the purposes of education. (Contains 14 footnotes.)