ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of the Position of Assistant Principal of the Year in Indiana: An Analysis of What Is Really Important
Author: Mercer, Stephen D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Assistant Principals,Academic Achievement,High Stakes Tests,Educational Improvement,Statistical Analysis,Correlation,Achievement Gains,Instructional Leadership,Leadership Effectiveness

This work is an analysis of the alignment between schools associated with an Indiana Assistant Principal of the Year, as selected by the Indiana Association of School Principals, and increases in academic performance of those schools on state mandated &quot;high stakes&quot; academic tests. The focus was on school improvement using annual school report card data. Using a design looking for association and a Chi Square analysis, a significant positive correlation was identified. The results shed some light on the potential excellent practices of assistant-principals and student academic achievement gains. Although a positive correlation was found, the results can only give ideas for leadership consideration. They are not considered predictive because of the ex-post facto nature of the data allowing for no manipulation of variables.
Effective Use of Group Projects in Online Learning
Author: Ekblaw, Robert
Date: 2016-00-00
Type: Journal Articles
Subjects: Group Activities,Student Projects,Electronic Learning,Group Dynamics,Cooperative Learning,Distance Education,Online Courses,Teamwork,Teaching Methods,Higher Education,Synchronous Communication,Group Membership,Active Learning

Group projects have long been used in face-to-face instruction to improve cognitive learning among its students. Group projects not only provide practical experience and allow students to practice the concepts they have learned, but also teach the students creative construction and group dynamics. As important as group projects have proven in conventional learning, they are rarely used in online education courses. This paper examines the foundations of effectively using group projects, and then demonstrates how to integrate them into online learning courses.
Point-Counterpoint: Should Attendance Be Required in Collegiate Classrooms?
Author: Pinto, Jo Ann M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Attendance,College Students,Federal Regulation,Academic Freedom,School Policy,Higher Education,Class Size,Campuses

This paper examines two divergent viewpoints about whether or not class attendance should be mandatory in higher education. The authors, both accounting professors at the same institution, delineate their respective viewpoints citing school policy, federal regulations and academic freedom as factors which motivate their attendance policy.
Teachers' Misunderstanding: The Concept of Inclusive Education
Author: Sanagi, Tomomi
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Attitudes toward Disabilities,Inclusion,Misconceptions,Multivariate Analysis,Questionnaires,Knowledge Level,Classification,Group Structure,Foreign Countries,Accuracy,Group Dynamics,Special Education Teachers,Junior High Schools,High Schools,Elementary Schools

Teachers' misunderstanding the concept of inclusive education will not lead to good practices, rather make an exclusive environment for pupils with special educational needs in mainstream schools. This study clarified teachers' attitudes towards the image of inclusive education with conjoint analysis and cluster analysis. The participants for this study were 182 teachers who were from both mainstream schools and special schools. Their image about inclusive education was mainly dependent upon the organization of group and size of a group. The subfile summary of the conjoint analysis indicated that the teacher's views of inclusive education as images of &quot;expanding school environment to include a child&quot;, withdrawal to &quot;resource room&quot;, &quot;small groups&quot;, and &quot;a pupil with disability in a mainstream group.&quot; On the other hand, images of &quot;repudiation of segregated learning opportunities&quot;, &quot;homogeneous group&quot;, &quot;a large size group&quot;, and &quot;various attributes in a group&quot; were perceived as &quot;non-inclusive.&quot; The author has divided the participants into two groups by cluster analysis. The factors in dividing were discussed as not depend on their teaching experience nor school type, but local school environment - such as enrollment ratio of foreign pupils.
Physical Attacks: An Analysis of Teacher Characteristics Using the Schools and Staffing Survey
Author: Williams, Thomas O., Jr.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Aggression,Elementary Secondary Education,National Surveys,Public School Teachers,Violence,Incidence,Victims,Teacher Surveys,Teacher Attitudes,Teaching Experience,Teacher Student Relationship,Special Education Teachers

This study investigated physical attacks as reported by public school teachers on the most recent Schools and Staffing Survey (SASS) from the National Center for Education Statistics administered by the Institute of Educational Sciences. For this study, characteristics of teachers who responded affirmatively to having been physically attacked in the past 12 months were examined. Teacher characteristics associated with being physically attacked appeared to be proportionate to those found in the general population of teachers who were not physically attacked. Several notable exceptions were gender, school type, years of experience, and school location. The mean number of physical attacks varied greatly within all characteristics examined. Of the twelve teaching areas, special education had the highest percentage of teachers who reported being physically attacked in the past 12 months and the highest mean number of physical attacks per teaching area.
A Perception Study of Computer Science and Information Systems Students on Bullying Prevalence in the Information Systems Profession
Author: Lawler, James
Date: 2016-00-00
Type: Journal Articles
Subjects: Bullying,Knowledge Level,Information Systems,Computer Science Education,College Students,Student Surveys,Likert Scales,Student Attitudes,Statistical Analysis,Student Characteristics,Gender Bias,Minority Groups,Racial Bias,Educational Environment

Bullying is considered to be omnipresent in business firms and prevalent in entrepreneurial firms in information systems and in departments of information systems in industry. Entrepreneurialism and narcissism of personalities in the information systems profession may be perceived as especially predisposed to bullying. The authors of this paper evaluate the knowledge of bullying by students in a leading school of computer science and information systems and learn that the students are essentially knowledgeable of bullying as a concern in industry. They learn that the knowledge of the students implies the importance of requisite sensitivity and professional standards in the profession and in the school. The paper may benefit educators in illuminating the issue of bullying for information systems students desiring to be in the profession.
Gamification in Science Education: Gamifying Learning of Microscopic Processes in the Laboratory
Author: Fleischmann, Katja
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Laboratories,Science Education,Educational Games,Design,Web Based Instruction,Electronic Learning,College Students,Student Surveys,Program Effectiveness,Visualization,Teaching Methods,Feedback (Response),Questionnaires,Statistical Analysis,Foreign Countries,Qualitative Research

Understanding and trouble-shooting microscopic processes involved in laboratory tests are often challenging for students in science education because of the inability to visualize the different steps and the various errors that may influence test outcome. The effectiveness of gamification or the use of game design elements and game-mechanics were explored in a year-long research project which saw the development of a web based learning tool that visualized Enzyme Linked Immunosorbent Assays (ELISAs) in a digital laboratory. A cohort of 30 students from the Bachelor of Medical Laboratory Science trialed the first prototype and provided feedback in a survey on their learning experience and the extent to which the learning tool enhanced their learning. This article provides additional insights into likely future trends of substituting traditional learning modes such as lecture and practical laboratory classes with gamified content.
Student Preference of a Customized, Open-Access Multi-Touch Digital Textbook in a Graduate Education Course
Author: Mills, Michael S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Publishing,College Students,Interaction,Preservice Teacher Education,Graduate Students,Student Attitudes,Learner Engagement,Technology Uses in Education,Quasiexperimental Design,Handheld Devices,Textbooks,Experimental Groups,Control Groups,Comparative Analysis,Questionnaires,Statistical Analysis

The purpose of this article is to add to the collective body of research regarding the use of digital books (or eTexts) and their preference by students in higher education. Although there have been many studies in this area, the findings are not necessarily consistent. One reason for this inconsistency is the rapid evolution of e-reading capabilities through recent advances in tablet computing. No empirical studies currently exist to describe the impact of multi-touch interactive eTexts, which are only accessible on these latest tablet computers. The purpose of this study was to determine how graduate pre-service teacher education students perceive the interactivity, engagement, and value of customized course eTexts. Participants in this quasi-experimental study rated the level of interactivity, engagement, and value of three eText formats: page fidelity (Adobe PDF), reflowable text (Kindle ePub), and multi-touch (Apple iBooks). Users of the multi-touch eText reported a significantly more interactive and engaging experience with their text than the other eText users. The experiment also revealed that students overwhelmingly prefer a free, customized open-access text for use in their course, no matter what eText format is used.
Cartooning as a Creative Classroom Response: Picturing Emily Dickinson and Her Poetry
Author: Myers, Mary Anne
Date: 2016-00-00
Type: Journal Articles
Subjects: Military Schools,Literature Appreciation,Poetry,Teaching Methods,Cartoons,United States Literature,Learning Activities,Freehand Drawing,Lesson Plans,Instructional Effectiveness,College English,Class Activities

As a college literature teacher, the goal of the author is to enable students to create their own meaning from their encounter with a text, respecting the text's sources, limits, contexts, and possibilities as well as their own. Fostering this creative response is among the greatest challenges and rewards of the profession. While teaching EN102: Literature to first-year cadets at the United States Military Academy (West Point) in the spring of 2015, the author found one path to that reward through a two-part exercise that invited them to cartoon their responses to a poem by Emily Dickinson. The results not only fulfilled several of the course's objectives as well as her own, it also taught something about icons and closure in Dickinson's work. For students who were more inclined to resist poetry than to embrace it, the results also provided tangible proof of their encounter with a given Dickinson poem and the meaning they made in the process. Before sharing the exercise and its results, the author will first provide some background on the unique teaching and learning environment at West Point, on the institutional vision for EN102, and on her individual experience of the course.
English Education and the Teaching of Literature
Author: Buchanan, Jeffrey M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Literature,English Instruction,Teaching Methods,Preservice Teacher Education,Secondary Education,Methods Courses,Poetry,Majors (Students),Interdisciplinary Approach

This article discusses ways literature is taught at the university. It describes a gap in the way English is often taught in literature programs and the way future teachers are taught to teach English to secondary students. It argues for teaching literature in ways that might be good for majors in both fields, ways that support the work valued by each sub-discipline.
Digital Liminality and Cross-Cultural Re-Integration in the Middle East
Author: Stephens, Gregory
Date: 2016-00-00
Type: Journal Articles
Subjects: Influence of Technology,Information Technology,Handheld Devices,Telecommunications,Student Role,Muslims,English (Second Language),Second Language Learning,Ethnography,Linguistic Theory,Student Attitudes,Student Journals,Foreign Countries,Teacher Student Relationship,College Faculty,Second Language Instruction,Addictive Behavior,College Freshmen,Teacher Attitudes,Language Teachers

This essay develops a theory of &quot;digital liminality&quot; as a way to analyze the role of technology in the classroom and in students' lives. It is also a report on the English as a Second Language (ESL) classroom as a site of intercultural exchange between instructors and Muslim students. The role of digital media in higher education was a question the author had to confront at a Middle Eastern University, where students exhibited a strong cell phone addiction. He theorized Saudi students' immersion in their cell phones as a liminal phase during a university rite of passage. Digital technology exposed them to things that would be inadmissible when they were later reintegrated into a deeply conservative society. His students wrote about living between Western freedoms and a world of submission, where most of them would work and raise families. In his Freshman English courses, a temporary cell-free zone was established, enabling students to defamiliarize their use of digital technologies. Students investigated their own role as threshold people on the verge of a new way of life, critically examining their own digitally mediated liminality. Students then did presentations about the challenges of re-incorporation in a Saudi context. Combining ethnographic fieldwork and ESL theory and practice, the author integrates excerpts from student journals, providing a personal perspective on his analysis of digital liminality and ESL classrooms as intercultural crossroads. Contains notes, works cited, and further readings.
From Candy Crush to Catan: One Student's Perspective on the Benefits of Gaming in Academia
Author: Ebbs, Morgan
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Attitude Change,Games,Student Experience,Course Selection (Students),Transformative Learning,Cooperative Learning,Active Learning,Design,Educational Benefits,Outcomes of Education,Case Studies

In the spring semester of 2015, Morgan Ebbs made the bold decision to take a class called &quot;The Rhetoric of Gaming.&quot; Having only really played games during childhood, Ebbs now thinks that choice was a bit naive. He is not ashamed to admit that he was the definition of what some like to refer to as &quot;casual,&quot; &quot;plebe,&quot; or even &quot;newb,&quot; depending upon the decade in which you spent your teen years, but Ebbs says that he was in fact even below that. He was a hater, actively dismissive of gaming and the surrounding culture as a whole. Not only did he feel like games were solely for entertainment, but he also thought that even as modes of entertainment, gaming ultimately had little to no value. All it took was one class period to convince Ebbs that the gamified classroom was an infinitely unique, innovative, and effective alternative to the traditional classroom. He writes that even if he couldn't resolve his distaste for gaming, he quickly understood that this experience was one he would regret missing if he chose to drop the course, so he didn't.
&quot;I Can't Relate&quot;: Refusing Identification Demands in Teaching and Learning
Author: Barnard, Ian
Date: 2016-00-00
Type: Journal Articles
Subjects: English Instruction,English Literature,Writing (Composition),Reader Text Relationship,Theories,Identification (Psychology),Resistance (Psychology),Social Distance,Ethnocentrism,Ideology

In literature, composition, and other areas of English Studies, relateability can be an important tool to inscribe marginalized subjects as academic citizens. However, its larger arc reproduces ethnocentric and individualistic ideologies at the national and personal levels that foreclose the true understanding of and engagement with Otherness that defines learning. What are the particular intellectual and other challenges, pleasures, and rewards of refusing the pedagogical imperative to engage and understand through identification? I conclude the article by deploying theorists of difference to ask what it means to understand difference as difference, how this understanding might be facilitated, and what the value of such an understanding might be.
A Self-Study Investigation of Using Inquiry Groups in a Professional Development School Context
Author: Garin, Eva
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Strategies,Partnerships in Education,Professional Development Schools,Communities of Practice,Observation,Transcripts (Written Records),Change Strategies,Preservice Teacher Education,Learning Experience,Developmentally Appropriate Practices

Inquiry Group participation for PDS teachers and teacher candidates is one of the signature programs of the Bowie State University PDS Network and provides PDS teachers and teacher candidates the opportunity to collaborate on teaching strategies and methodologies to use in their classrooms. This article uses self-study methodology to explore the process for developing and implementing inquiry groups and suggests a research-based guide for implementing inquiry groups in a PDS setting. It also describes the experiences of PDS teachers and teacher candidates as they participate in site-based inquiry groups and provides insight into the impact of inquiry groups on the partnerships. Inquiry groups are also explored as a developmentally appropriate form of teacher research for PDS teachers and teacher candidates to use before they engage in more formal collaborative action research. This article provides a rationale for the use of self-study research methodology to investigate PDS partnerships.
Trailblazing Partnerships: Professional Development Schools in Partnership with Emporia State University
Author: Jones, Jill
Date: 2016-00-00
Type: Journal Articles
Subjects: Professional Development Schools,College School Cooperation,Partnerships in Education,Elementary Education,Clinical Supervision (of Teachers),Preservice Teacher Education,Group Membership,Program Effectiveness,Technology Integration,Professional Development,Educational Practices

Emporia State University is committed to preparing future elementary education teachers through the collaborative efforts and ongoing reflective practice between the university and school districts. The Professional Development School is the vehicle behind the structured involvement in the process of immersing student-teacher in a clinical model with the application and analysis of academic rigor experienced in the university classroom. The Nine Essentials of the Professional Development Schools are exemplified in the partnership between Emporia State University and 45 Kansas schools. It is the synthesis of such culture of practical experiences with theoretical framework that creates the dedicated and informed educational professional.
University of Georgia and Clarke County School District: Creating a Dynamic and Sustainable District-Wide Partnership
Author: Dresden, Janna
Date: 2016-00-00
Type: Journal Articles
Subjects: County School Districts,College School Cooperation,Partnerships in Education,Sustainability,Educational Practices,Faculty Development,Models,Clinical Supervision (of Teachers)

The UGA/CCSD Professional Development School District (PDSD) partnership began in 2009 with one school, and has grown to serve all schools in the district. The premise of the PDSD is that equity is achieved by providing high quality education for all students through programs and processes that are emergent, organic, dynamic and collaborative. All stakeholders share the goal of long-term sustainability and have developed a creative cost-sharing model towards this end. The PDSD partnership has fostered the use of clinically-rich practices that support teacher candidates. In addition, several innovative extensions have grown out of the on-going collaboration between UGA and CCSD.
Dreher High School and the University of South Carolina College of Education: A Long-Standing PDS Relationship That Works
Author: Smoak, Kimberly
Date: 2016-00-00
Type: Journal Articles
Subjects: High Schools,College School Cooperation,Professional Development Schools,Partnerships in Education,Preservice Teacher Education,Inservice Teacher Education,Teacher Empowerment,Student Diversity,Culturally Relevant Education,School Culture

Dating back to 1990, the PDS relationship between the University of South Carolina and Dreher High School in Columbia, South Carolina, has had a persistent dedication to a partnership that not only benefits pre-service teacher candidates but also empowers early career teachers to actively engage in their school. This article describes how this long-standing PDS partnership has created a framework for preparing teacher candidates to work with diverse populations of students, improving ideas of self-efficacy among early career teachers, and professional development driven by teacher-identified needs all for the central purpose of enhancing student achievement.
Teaching a Student to Read through a Screen: Using SKYPE to Facilitate a Field Experience
Author: Gunther, Jeanne
Date: 2016-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Reading Strategies,Methods Courses,Preservice Teacher Education,Clinical Supervision (of Teachers),Technology Uses in Education,Pilot Projects,Elementary School Curriculum,Student Teaching,Electronic Learning,College School Cooperation

The Distance Clinical Connecting Candidates and Children (DC4) is an innovative new model for providing a clinical experience in a reading methods course. Pre-service teachers used this model to implement assessments and lessons via SKYPE with local elementary students. I designed this model to provide a clinical experience when faced with university scheduling constraints. Positive outcomes for preservice teachers involved in the piloting of the DC4 were noted in terms of growth as a teacher, planning and attitudes toward teaching reading. This type of model may hold potential for the inclusion of rural schools into university-public school partnerships involving clinical experiences of pre-service teachers, otherwise made impossible by geographic location.
Implementing Action Research and Professional Learning Communities in a Professional Development School Setting to Support Teacher Candidate Learning
Author: Shanks, Joyce
Date: 2016-00-00
Type: Journal Articles
Subjects: Action Research,Communities of Practice,Professional Development Schools,Preservice Teacher Education,Field Experience Programs,Lesson Plans,Teaching Methods,Classroom Techniques,Student Evaluation,Feedback (Response),Change Agents,Ethnography,Observation

The paper reviews teacher candidates' use of action research and the Professional Learning Community (PLC) concept to support their work in their pre-student teaching field experience. In this research study, teacher candidates are involved in a professional development school relationship that uses action research and PLCs to support candidate growth as teachers. The candidates use action research and PLCs to improve their lesson planning, classroom instruction, and assessment. The action research and PLCs are helpful avenues for teacher candidates to prosper under the high pressure of their teaching responsibilities and learn more about their practice.