ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Face-to-Face Exam Viewing on Future Exam Performance in a First Term Anatomy and Physiology Course
Author: Rompolski, Krista L.
Date: 2018-08-00
Type: Journal Articles
Subjects: Science Tests,Student Evaluation,Performance Factors,Performance,Introductory Courses,Anatomy,Physiology,Predictor Variables,High School Students,Grade Point Average,Test Reviews,Scores,College Students,Prior Learning,Nursing Students,Health Sciences,Majors (Students)

The purpose of this investigation was to determine if attending a face-to-face midterm exam review with the instructor predicts final exam performance in an Anatomy and Physiology I course. Students were invited to attend office hours in small groups to review their midterm exams. Multiple linear regression was used to test whether attendance at an exam review appointment, midterm exam score, and/or high school grade point average (GPA) significantly predicted the final exam score. Alpha levels were set &quot;a priori&quot; to p&lt;0.05. Attendance at an exam review appointment and high school GPA significantly predicted final exam grades (Beta=0.081, p=0.042; Beta=0.126, p=0.002, respectively) but midterm exam scores explained most of the model variance in final exam scores (Beta=0.736, p&lt;0.000). Taken together, the three predictors in the model explained 58% of the variance in final exam scores (adjusted R[superscript 2]=0.58). The results of this study suggest that exam review appointments should be continued but enhanced to include a more structured analysis of the midterm exam. Follow up with students on the implementation of new study strategies should occur prior to the final exam.
Co-Design for Curriculum Planning: A Model for Professional Development for High School Teachers
Author: Kelly, Nick
Date: 2019-07-00
Type: Journal Articles
Subjects: Curriculum Design,Models,Faculty Development,High School Teachers,21st Century Skills,Facilitators (Individuals),Teacher Collaboration,National Curriculum,Individualized Instruction,Technological Literacy,Active Learning,Student Projects,Pedagogical Content Knowledge,Public Schools,Foreign Countries,Educational Technology

This paper describes a model for teacher professional development as co-design for curriculum planning in which facilitators with design and pedagogical expertise iteratively work with groups of secondary school teachers, one school at a time, to plan whole terms of work, as a form of teacher professional development. It contains preliminary results from a design-based research study involving co-design with digital technologies teachers in two Australian secondary schools. It describes two phases of design involving workshops, strategies and instruments that work to facilitate effective co-design with teachers. Results from this pilot study suggest that the co-design for curriculum planning model leads to high quality teacher professional development for 21st century learning.
Cross Faculty Collaboration in the Development of an Integrated Mathematics and Science Initial Teacher Education Program
Author: Fraser, Sharon P.
Date: 2019-07-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Teacher Education Programs,Program Development,Mathematics Education,Science Education,Scientists,Professional Identity,Teacher Educators,Secondary School Teachers,Foreign Countries,Pedagogical Content Knowledge,Universities,Bachelors Degrees,Professional Personnel,Institutional Cooperation

This paper describes a collaborative project involving mathematicians, scientists and educators at an Australian university where an innovative initial teacher education (ITE) degree in mathematics/science was developed. The theoretical frameworks of identity theory and academic brokerage and their use in understanding the challenges associated with the early stages of collaborative projects is described. Data from reflections and interviews of the participants after involvement in the project from one to three years are presented to illustrate these challenges. The paper concludes with a description of the importance of the academic broker in overcoming identity challenges and facilitating cultural change for academics involved in cross-disciplinary collaborations and the time and resource requirements to achieve a successful outcome.
Dimensions of Agency in New Generation Learning Spaces: Developing Assessment Capability
Author: Charteris, Jennifer
Date: 2019-07-00
Type: Journal Articles
Subjects: Instructional Design,Administrator Attitudes,Educational Change,Teaching Methods,Curriculum Development,Evaluation Methods,Educational Policy,Educational Facilities Design,Foreign Countries,Innovation,Personal Autonomy,Professional Autonomy,Case Studies,Urban Schools,Elementary Schools,Middle Schools,Principals,Space Utilization,Teacher Responsibility,Student Responsibility,Learning Processes

In new generation schooling contexts, the interaction of human activity, space, and objects, co- produce spatialised practices. There is the fluid use and continuous re-design of learning spaces, where dynamic socio-material practices support the ongoing and negotiated development of curriculum, pedagogy and assessment. Links are forged in this article between spatialised practice and student agency. In Aotearoa/New Zealand there is a national policy impetus for all schools to move towards re-designed learning spaces. School leaders are challenged with a mandate to lead pedagogic change to develop assessment capability, in alignment with the redesign of education facilities. Informed by theories of space, the case study research investigates how school leaders conceptualise student agency within flexible learning spaces. School leader interview data are used to generate dimensions of socio-material agency with consideration given to practice. Assessment practices in flexible learning spaces can enable 'dialogic', 'curriculum', and 'spatial' dimensions of agency. Pedagogical practices that support agency in flexible learning spaces are a focal area for ongoing investigation.
Early Childhood Teachers&apos; Perception of the Professional Self and in Relation to the Early Childhood Communities
Author: Chong, Sylvia
Date: 2019-07-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Teacher Attitudes,Professional Identity,Self Concept,Communities of Practice,Undergraduate Students,Part Time Students,Foreign Countries,Inservice Teacher Education,Experienced Teachers,Professionalism

Early childhood teachers face many challenges as they interact with children, their parents, fellow teachers and the early childhood community. The responsibility to meet the needs of a diverse group of people is critical to the teacher's development as a professional. This paper discusses the quantitative findings of a survey that examined the perceptions of the professional self of early childhood teachers. The population sample comprised of 88 early childhood teachers in a part-time undergraduate early childhood education programme with at least 2 years of teaching experience. Factor analysis was applied to identify and explore six factors of early childhood teachers' sense of professional self. The study found that participants rated themselves significantly lower in the latent variable of Professional Self with EC Communities and that the more experienced early childhood teachers rated themselves significantly higher.
Inside Mentor-Mentee Meetings in Pre-Service Teacher School-Based Teaching Practice in Zimbabwe
Author: Mukeredzi, Tabitha Grace
Date: 2019-07-00
Type: Journal Articles
Subjects: Mentors,School Districts,Student Teachers,Practicums,Student Teaching,Teacher Student Relationship,Pedagogical Content Knowledge,Teacher Workshops,Educational Practices,Teaching Methods,Knowledge Base for Teaching,Foreign Countries,Teacher Qualifications,Preservice Teacher Education,Universities,Rural Schools,Elementary School Teachers,High School Teachers,Student Attitudes

Mentor-mentee meetings are a critical aspect of student teacher mentoring during teaching practice (TP)as they significantly contribute to the success of the whole mentoring process and consequently to the positive accomplishment of the entire practicum. This study contributes to debates on mentor-mentee meetings given the limited research on this phenomenon. By investigating the kinds of knowledge student teachers gain from such meetings, the findings may influence researchers to investigate other aspects of mentor-mentee meetings. The study sought to explore from the student teachers' perspectives, the domains of knowledge that they gain from mentoring meetings during residential TP. A qualitative approach which employed openended questionnaires was used to generate data from 16 student teachers: seven men and nine women in two education districts. Students indicated that they had good relationships with their mentors, and held formal meetings weekly, fortnightly or monthly. They also reported gaining general pedagogical knowledge, pedagogical content knowledge, curriculum knowledge, knowledge of learners, and knowledge of educational contexts. Three students experienced ineffective mentoring, as such had limited benefits from mentoring processes and most likely from the practicum. Knowledge of what to teach, how to teach it as well as appropriate strategies for particular topics, the kinds of students and their specific settings often merge into what student teachers are expected to learn in teacher preparation inclusive of residential practicum. Comprehensive, prolonged, ongoing mentor training workshops would expose mentors to the entire essence of mentoring and the centrality of formal mentor-mentee meetings not only for student teacher TP mentoring, but also for mentor growth and rejuvenation in their practice.
Teacher Adaptive Practices: A Key Factor in Teachers&apos; Implementation of Assessment for Learning
Author: Loughland, Tony
Date: 2019-07-00
Type: Journal Articles
Subjects: Teaching Methods,Program Implementation,Formative Evaluation,Foreign Countries,Educational Practices,Teachers,Measures (Individuals),Faculty Development,Communities of Practice,Classroom Techniques

The Assessment for Learning disposition has been long established in the literature as a desirable attribute for teachers. To use the biological metaphor of adaptation, assessment for learning has been argued to be a key base pair on the teacher genome. We argue that the selection of the correct genotype for teachers is not enough. What is needed is empirical confirmation that these genotypes are expressed in the appropriate phenotypes, or teacher practices. The data in this study were generated from interviews that explored the phenotype, or practices, of six teachers who self-selected for the favoured genotype using the Teacher Assessment for Learning Literacy Tool. The findings indicate that the Assessment for Learning genotype was not always expressed in the phenotype, or practices of these six teachers. The selective environmental pressure of the Teacher Assessment for Learning Literacy Tool was not enough to activate plasticity in all the teachers. The implications are that there may need to be a combination of environmental pressures in the form of teacher professional learning interventions using the Teacher Adaptive Practice scale in concert with the Teacher Assessment for Learning Literacy Tool as well as an internal mechanism like a teacher selection tool that discriminates between rigidity and plasticity in a teacher's disposition.
The Social Status of the Teaching Profession: A Phenomenological Study
Author: Mutluer, Özgül
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Status,Teaching (Occupation),Phenomenology,Teacher Attitudes,Foreign Countries,Teacher Education

This qualitative, phenomenological study aims to determine teachers' perceptions of the social status of the teaching profession in Turkey, and the factors have shaped this perception over time. The data were obtained through semi-structured interviews with 26 teachers, 16 of whom were retired. The findings of the study reveal that teachers have negative opinions about the social status of the teaching profession. Teachers base their views on a variety of professional and non-professional factors. The most effective factors are financial gain, relations between the Ministry of National Education and teachers, the teacher education system, and teacher employment.
Preservice Teachers&apos; Use of Elementary Literacy Teacher Performance Assessment to Plan, Implement, and Analyze Metacognitive Strategies
Author: Iwai, Yuko
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Metacognition,Performance Based Assessment,Teacher Evaluation,Literacy,Field Experience Programs,Lesson Plans,Educational Strategies,Reading Instruction,Elementary Schools,Rural Schools

This study examined 18 preservice teachers' use of literacy performance assessment to plan, implement, and analyze metacognitive strategies used in literacy lesson plans delivered for elementary students in field experience classrooms. In a literacy methods course, they learned about metacognitive strategies. They also developed literacy lesson plans and taught them in their field experience classrooms while completing the educational teacher performance assessment (edTPA) in the elementary literacy field. Data were collected from pre- and postsurveys on knowledge of metacognitive strategies and literacy, lesson plans, and edTPA commentaries. Results revealed that: (1) preservice teachers carefully selected and used appropriate metacognitive strategies based on their students' needs and lesson objectives; (2) they analyzed their use of metacognitive strategies critically and planned to use them more in their future teaching; and (3) they increased their awareness, knowledge, and skills of using metacognitive strategies.
The Needs Analysis of Supporting Beginning Teachers in Schools in Remote Rural Areas
Author: Erawan, Prawit
Date: 2019-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Rural Schools,Geographic Isolation,Faculty Development,Beginning Teacher Induction,Foreign Countries,Teacher Competencies,Needs Assessment,Teacher Attitudes

This paper analyzes the need to support beginning teachers in schools in remote rural areas. An exploratory mixed-method design was used to gather data through affinity diagram technique and surveys. The results showed that the teachers need to upgrade and develop themselves personally, socially, and professionally. Many of the challenges facing the beginner teachers are beyond the reach of the pre-service classroom and preparation program in universities. Thus, the induction program designed from this study can be customized and applied to help the teachers. Beginning teachers should take it as a priority to attend seminars, train-ing sessions or workshops as they are in much need of more knowledge and skills.
Relationship between Classroom Management Beliefs and Ethical Sensitivity Levels of Prospective Elementary Mathematics Teachers
Author: Özyildirim, Gülnar
Date: 2019-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Correlation,Ethics,Preservice Teachers,Mathematics Teachers,Student Attitudes,Gender Differences,Instructional Program Divisions,Social Bias,Public Colleges,Elementary School Teachers,Foreign Countries,Interpersonal Relationship

This correlational survey study aims to determine classroom management beliefs and ethical sensitivity levels of prospective elementary mathematics teachers, to examine them in terms of various variables and to find out the relationship between these two concepts. Data were collected through the Attitudes and Beliefs on Classroom Control Scale and Ethical Sensitivity Scale from a convenience sample of 169 prospective elementary mathematics teachers. According to the results, both female and male prospective teachers are closer to the interactionalist approach in terms of classroom management. However, female prospective teachers tended to be more interactionist in the people management dimension. There were also significant differences in terms of grade level. Additionally, the participants reported a high ethical sensitivity, except for &quot;preventing social bias&quot; dimension. Finally, some relations were observed between the dimensions of two scales at the end of the study. These relations can guide educators in training effective and ethical teachers.
Technology-Enabled Learning and the Benefits and Challenges of Using the Community of Inquiry Theoretical Framework
Author: Cleveland-Innes, Martha
Date: 2019-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Online Courses,Communities of Practice,Blended Learning,Conventional Instruction,Educational Benefits,Computer Mediated Communication,Asynchronous Communication

The Introduction to Technology-Enabled Learning (TEL)MOOC was intended to engage teachers worldwide who work in any level of education and are interested in technology-enabled learning and Open Educational Resources. This paper investigates the response by participants from post-secondary educational institutions to the content presented in week one of the (TEL)MOOC on the Community of Inquiry (CoI) model, in particular, the benefits and challenges of using the CoI framework in the classroom, whether it is online, blended or face-to-face.
Does the Quality of Student Crib Cards Influence Anatomy and Physiology Exam Performance?
Author: Shaw, Joyce A.
Date: 2018-04-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Scores,Undergraduate Students,Science Tests,Student Developed Materials,Science Achievement,College Science

This study examined the relationship between quality of student prepared crib cards and exam scores in Anatomy and Physiology I and II. We hypothesized that students with better quality crib cards would have higher exam scores. Measured crib card attributes were: number of sections, number of colors used, and amount of the card utilized. Two hundred fifty four crib cards from 118 students who took four exams in undergraduate Anatomy and Physiology I and II courses were analyzed. We found correlations between the amount of the crib card used and exam scores, and between the numbers of colors used on the crib card and exam scores. There was no correlation between the number of sections used on the crib card and exam scores. These results could be used to help students make better crib cards for Anatomy and Physiology exams.
Alphabet Soup of Active Learning: Comparison of PBL, CBL, and TBL
Author: Hopper, Mari K.
Date: 2018-08-00
Type: Journal Articles
Subjects: Active Learning,Problem Based Learning,Case Method (Teaching Technique),Cooperative Learning,Teaching Methods,Higher Education

Faculty in higher education strive to prepare students who have mastered discipline specific content, are adept at using &quot;soft skills&quot; required in the workplace, and have the ability and motivation to pursue life-long learning. A variety of methods including problem, case, and team-based learning have been developed to achieve these outcomes. These three approaches have similar acronyms, share common elements, and have been vastly modified to achieve various outcomes. As a result, a great deal of confusion has arisen. The aim of this paper is to provide clarity by contrasting and comparing these three methods. Additionally, brief reports from the literature will be discussed, as well as guidance for use of each method. Faculty are encouraged to choose methods that are best suited to the characteristics of their students and their own personal skill-set and preferences. Furthermore, faculty are encouraged to follow best practice in establishing clear objectives, assessing outcomes, and sharing successes and failures through publication. This article contrasts and compares problem-based (PRL), case-based (CBL), and team-based learning (TBL).
Bring Your Own Device Initiative to Improve Engagement and Performance in Human Anatomy and Physiology I and II Laboratories
Author: Hillhouse, Kelsey C.
Date: 2018-04-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Laboratory Equipment,Science Laboratories,Handheld Devices,Telecommunications,Photography,Learner Engagement,Science Achievement,Technology Uses in Education,College Students,College Science,Science Instruction

In an informal survey, just 4.93% (2014) and 6% (2015) of Human Anatomy and Physiology students stated that their favorite lab activity was using a microscope. Additionally, performance on lab practical microscopy questions was low with the average percent correct between 31.85% and 41.94%. To increase student interest, engagement and performance, we purchased microscope adapters that allow students to take photomicrographs with their smartphones. Likert surveys were used to assess student engagement, and the percent of correct answers on histology questions on lab practicals. Comparisons were made between semesters where adapters were used and not used. Results show that lab practical scores were higher in semesters where microscope adapters were used compared to semesters where they were not used, but the increase in student performance was not significant. The use of smartphones along with microscope adapters has the potential to improve student engagement, but the role that smartphones play in student performance is unclear.
Hips Don&apos;t Lie: Expert Opinions Guide the Validation of a Virtual 3D Pelvis Model for Use in Anatomy Education and Medical Training
Author: Meyer, Edgar R.
Date: 2018-08-00
Type: Journal Articles
Subjects: Computer Simulation,Visual Aids,Anatomy,Models,Evaluation Criteria,Validity,Science Education,Medical Education,Delphi Technique,Content Validity,College Faculty,Expertise,Opinions,Reliability

Virtual three-dimensional (3D) anatomical models have become popular in the education of students in graduate and undergraduate-level anatomy courses, including anatomy and physiology. There is a need for more research on the effectiveness of these models on student learning, especially in anatomy and physiology, and on the validation of the models implemented in anatomy education. This study focuses on the development of a list of criteria for validating 3D models of the pelvis, using a four-round Delphi method. The Delphi method successfully confirmed the validity of the final list of pelvic criteria, each item with an item content validity index (I-CVI) = 0.83. The average scale content validity index (S-CVI/Ave) of the entire list was calculated to be rigorously valid (0.92). These valid pelvic criteria will be used in future studies to inform additions to an existing virtual 3D model of the pelvis and validate completed virtual 3D pelvic models.
Assuming a Leadership Role: Exploring Situational Leadership Strategies for Supporting and Mentoring Graduate Student Teaching Assistants in Anatomy and Physiology
Author: Nobles, Mia
Date: 2017-12-00
Type: Journal Articles
Subjects: Leadership Role,Mentors,Graduate Students,Teaching Assistants,Anatomy,Physiology,Teacher Leadership,College Faculty,Professional Identity,Science Laboratories,Teacher Competencies,Leadership Effectiveness,Skill Development

Although literature posits the invaluable role of educators as both teachers and leaders in cultivating meaningful student learning experiences, many educators do not identify themselves as leaders (Barth, 2001). This paper explores leadership strategies for cultivating teacher-leader identity in Anatomy and Physiology educators. Due to large student enrollment numbers, faculty must often rely on student teaching assistants (TAs) to deliver the laboratory portion of their course. As teacher-leaders, faculty can assume leadership roles as both mentors and resource providers to course TAs and create a course culture of purposeful and deep learning.