ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Instructional Model on Student Attitude in an Introductory Biology Laboratory
Author: Rybczynski, Stephen M.
Date: 2013-07-00
Type: Journal Articles
Subjects: Student Attitudes,Introductory Courses,Science Instruction,Biology,Grades (Scholastic),Teaching Methods,Self Esteem,Learning Motivation,Attitude Change,Teaching Assistants,Role,Educational Change,Reflective Teaching,Undergraduate Students,Course Descriptions,Mixed Methods Research,Online Surveys,Student Surveys,Student Characteristics,Workshops,Likert Scales

This study assessed student attitude towards reformed laboratories featuring a factorial design of inquiry (IN) and explicit/reflective (ER) pedagogy to foster nature of science understanding. Students in thirty-one lab sections responded to pre and post semester assessments of their confidence, perception of usefulness, and effectance motivation toward the laboratories. Relative change in attitude (RCA) was not significantly different (p&gt;0.05) among the treatments or their interaction for confidence, usefulness, or effectance motivation. Student self-reports (n = 137) of factors that affected their attitude suggested that grades and TAs played a larger role in determining student attitude than the laboratory treatments. This hints at the complex interactions that impact student attitude, and which should be considered when implementing course reforms.
Preparing Elementary Educators to Teach Reading: An Exploratory Study of Preservice Teachers' Evolving Sense of Reading Efficacy
Author: Kent, Andrea M.
Date: 2013-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Self Efficacy,Self Concept Measures,Reading Instruction,Quasiexperimental Design,Pretests Posttests,Cohort Analysis,Methods Courses,Field Experience Programs,Classroom Techniques,Educational Practices,Learner Engagement

Teacher educators must acknowledge and consider the nature of reading efficacy and its developmental progression if they are to design and deliver programs that produce individuals moving toward being competent and confident teachers of reading. Ninety-two candidates in varying stages of a K-6 teacher education program responded to the Reading Teachers' Sense of Efficacy Scale. Data analysis using ANOVA and Fisher's LSD post-hoc comparisons revealed student teachers (Tier 4) had higher overall perceived reading teacher efficacy (M = 131.96, SD = 12.45) than those in the first semester methodology courses (Tier 2) (M = 117.68, SD = 16.43), p = 0.001 and the second semester of methodology courses (Tier 3) (M = 121.52, SD = 13.61), p = 0.005. Additionally, Tier 4 preservice teachers had significantly higher perceived reading teacher efficacy than those in both Tier 2 and Tier 3 for 9 individual scale items (p&lt; 0.05). The perceived increased efficacy is largely credited to positive mastery experiences during the final internship semester.
Students' Responses to Application Quests: A Case-Based Learning Activity
Author: Brackenbury, Tim
Date: 2013-07-00
Type: Journal Articles
Subjects: Student Reaction,Learning Activities,Qualitative Research,Class Activities,Student Satisfaction,Student Attitudes,Undergraduate Students,Formative Evaluation,Feedback (Response),Case Method (Teaching Technique),Essay Tests,Writing Assignments,Difficulty Level,Affective Behavior,Student Improvement,Learning Readiness

Application Quests are case-based learning activities that emphasize issues in professional practice and are given as part of the classroom learning process. This qualitative investigation examined students' views regarding the perceived impacts that Application Quests had on their learning. A phenomenological analysis of written assignments from 44 undergraduate students revealed six prevalent themes. The Application Quests were described as being unlike previous experiences, difficult and time consuming, and an emotive process. They were further identified as helpful for learning and integrating course material, improving learning across courses, and increasing readiness for professional practice. These themes are discussed in relation to Astin's input-environment-outcome model of student development during college and potential improvements to future Application Quests.
Examining the Role of Facilitated Conflict on Student Learning Outcomes in a Diversity Education Course
Author: Ross, Sabrina N.
Date: 2013-07-00
Type: Journal Articles
Subjects: Conflict,Outcomes of Education,Multicultural Education,Transformative Learning,Females,Writing (Composition),Student Surveys,Group Discussion,Social Justice,Case Studies,Womens Studies,Feminism,Undergraduate Students,Qualitative Research,Interpersonal Communication,Individual Characteristics,Student Attitudes,Reflection

Building on the Piagetian concept of disequilibrium (i.e., cognitive conflict) and empirical research documenting relationships between cognitive conflict and transformative learning, this article explores the influence of facilitated conflict (i.e., intentional efforts by the instructor to help students reflect on and work through the intergroup conflict they experienced in the course) on the learning outcomes of female students enrolled in an exploratory diversity education course. Various forms of student writing including free-writing exercises and reflective papers were used in addition to two survey response questions to identify sources of cognitive conflict and assess student learning outcomes. Findings revealed that strategies of working through conflict like small and large group discussions were helpful to students. Student reflective papers and survey responses indicated that working through intergroup conflicts in the course encouraged support for working together for social justice.
Japanese and Korean Kindergartners' Perspectives of Play Using Photos
Author: Izumi-­Taylor, Satomi
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Photography,Pictorial Stimuli,Kindergarten,Play,Interviews,Student Attitudes,Beliefs,Interaction,Peer Relationship,Imagination,Playgrounds,Toys,Cross Cultural Studies,Cultural Differences,Social Influences,Comparative Analysis,Qualitative Research

The purpose of the study was to examine Japanese and Korean kindergarteners' perspectives by asking them to photograph play and explain why their photos represent play (photo elicitation interviews). The participants consisted of 50 kindergarteners on Japan's main island and 50 kindergarteners in South Korea. Japanese and Korean kindergartners were provided with digital cameras and were asked to photograph their views of play without adult accompaniment. Afterwards, the children were asked to describe why their photos represented play. &quot;Can you tell me why this means play to you?&quot; The data were analyzed using content and thematic analyses and the photos were reviewed along with children's responses. The thematic analysis of results revealed that Japanese and Korean kindergartners' perceptions were related to interactions with other children, pretend play, schoolyards, and toys or props. The findings of this study indicated the ways in which Japanese and Korean children's play perceptions were related to cultural and social contexts. Implications for early childhood education were also discussed.
Employing Concept Mapping as a Pre-Writing Strategy to Help EFL Learners Better Generate Argumentative Compositions
Author: Al-Shaer, Ibrahim M. R.
Date: 2014-07-00
Type: Journal Articles
Subjects: Concept Mapping,Persuasive Discourse,English (Second Language),Second Language Learning,Second Language Instruction,Open Universities,Control Groups,Writing Instruction,Experimental Groups,Scores,Prewriting,Pretests Posttests,Essays,Writing Skills,Teaching Methods,Foreign Countries,Learning Strategies,Statistical Analysis,College Students

The purpose of this research was to examine the impact of employing concept mapping at a pre-writing stage on English as a foreign language (EFL) students' ability to generate better argumentative essays. Thirty-eight participants were randomly assigned to two groups participating in Writing II course at Al-Quds Open University (QOU). Both groups had the same teacher. The control group received instruction as required in the textbook only, and the experimental group were additionally required to construct concept maps at the pre-writing stage and compose essays based on the constructed maps. All participants were required to sit for pre- and post-tests to track their writing performance before and after the experimental group took a tutorial on how to create concept maps. After the implementation of the intervention, comparison of the students' mean scores of the pre- and post-tests showed a statistically significant improvement in the experimental students' ability to generate better argumentative essays in terms of point of view, unity and coherence, development, organization, and thinking. The results highlight the effectiveness of employing concept mapping as a focused instructional strategy at the pre-writing stage in developing EFL students' writing skill. Pedagogical implications for using concept mapping in EFL writing classes are considered.
Content, Affective, and Behavioral Challenges to Learning: Students' Experiences Learning Statistics
Author: McGrath, April L.
Date: 2014-07-00
Type: Journal Articles
Subjects: Learning Experience,Statistics,Psychology,Introductory Courses,Affective Behavior,Barriers,Teacher Student Relationship,Undergraduate Students,College Faculty,Student Attitudes,Content Analysis,Course Content,Reading Difficulties,Mathematics Skills,Behavior Problems,Foreign Countries

This study examined the experiences of and challenges faced by students when completing a statistics course. As part of the requirement for this course, students completed a learning check-in, which consisted of an individual meeting with the instructor to discuss questions and the completion of a learning reflection and study plan. Forty psychology students enrolled in two sections of an introductory statistics course volunteered for the research study. The types of questions raised by students during their meetings and the themes found in their learning reflections are presented. Results from this study provide information about the content, affective, and behavioral challenges faced by students learning statistics.
Creating a Transformational Learning Experience: Immersing Students in an Intensive Interdisciplinary Learning Environment
Author: White, Shelley K.
Date: 2014-07-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Program Descriptions,Teaching Methods,Transformative Learning,Student Leadership,Learning Theories,Sense of Community,Student Attitudes,College Students,Learning Experience,Pretests Posttests,Student Surveys,Program Development,Statistical Analysis,Likert Scales

The Simmons World Challenge is a unique, interdisciplinary program recently developed at Simmons College. It immerses students in an intensive winter-session course that challenges them to tackle a pressing social issue, such as poverty or hunger, and create actionable solutions to the problem. The program was conceived and designed to harness the strengths of pedagogical theories on transformational teaching and learning. This article describes the Simmons World Challenge and presents assessment findings from the program's third iteration in 2013, as well as on the long-term impact of the program based on follow-up assessments with the first two cohorts of students. These assessment findings demonstrate the deep and positive impact of the program on students' engagement with learning, personal growth, academic habits and attitudes, student leadership and initiative, and sense of community at Simmons College.
A Sense of Belonging: How Student Feelings Correlate with Learning about Race
Author: Kernahan, Cyndi
Date: 2014-07-00
Type: Journal Articles
Subjects: Group Unity,Group Membership,Student Attitudes,Racial Attitudes,Race,Racial Bias,Racial Discrimination,Attitude Change,Learning Processes,Correlation,Sense of Community,Undergraduate Students,Pretests Posttests,Attitude Measures,Peer Relationship,Racial Relations,Regression (Statistics)

Learning about race and racism can be a difficult process. Previous work has shown that courses in this area can help to increase awareness of racial bias and discrimination, but less work has focused on how that change occurs. We hypothesized that feelings of belonging within the classroom could correlate with student learning and our results indeed showed a strong correlation among these factors. Across three courses, all focused on race and diversity, feelings of belonging predicted not only perceptions of learning, but also graded forms of learning and increases in racial awareness. Results are discussed in terms of the larger literature on feelings of belonging.
Personal Reflection: Reflections on a Family Health History Assignment for Undergraduate Public Health and Nursing Students
Author: Rooks, Ronica N.
Date: 2013-01-00
Type: Journal Articles
Subjects: Undergraduate Students,Public Health,Nursing Students,Problem Based Learning,Nursing Education,Health Sciences,Family (Sociological Unit),Assignments,Student Needs,Access to Health Care,Case Records

This personal reflection describes our experiences with incorporating the scholarship of teaching and learning and problem-based techniques to facilitate undergraduate student learning and their professional development in the health sciences. We created a family health history assignment to discuss key concepts in our courses, such as health disparities, culture, and cultural competency in patient, provider, and health care team interactions. In this essay we share how we were able to listen to students' needs regarding the assignment and make improvements based on their feedback. This was an iterative process where we learned as much as our students by remaining flexible and receptive to students' unique circumstances.
Students' Perceptions of Volunteering during the First Two Years of Studying a Social Work Degree
Author: Gaston, Sherryl
Date: 2014-07-00
Type: Journal Articles
Subjects: Student Attitudes,Social Work,Volunteers,Foreign Countries,Counselor Training,Theory Practice Relationship,Student Surveys,Curriculum,College Students

There are benefits to volunteering for both the community and the student undertaking the volunteering, it can help to enhance the students understanding of the area they are moving into, or it can show them where they do not want to work. It can assist the student to connect with the community and develop an awareness of the society around them. In most social work programs in Australia there is no practical experience until the last half of the program. This study wanted to identify if social work students undertaking volunteer work during the first two years of their course, found it helped to enhance their understanding of their studies, as well as human service work in general. The findings support that volunteering in the first two years of the degree would to enhance student learning.
A Cross-­Cultural Validation of the Music® Model of Academic Motivation Inventory: Evidence from Chinese-­ and Spanish- Speaking University Students
Author: Jones, Brett D.
Date: 2017-02-00
Type: Journal Articles
Subjects: Student Motivation,Cross Cultural Studies,Chinese,Spanish,Translation,Psychometrics,Student Surveys,Foreign Countries,Undergraduate Students,Factor Analysis,Measures (Individuals),Correlation,Student Attitudes,Rating Scales,Questionnaires,Learner Engagement,Statistical Analysis,Goodness of Fit

The purpose of this study was to examine the extent to which Chinese and Spanish translations of the College Student version of the MUSIC® Model of Academic Motivation Inventory (MUSIC Inventory; Jones, 2012) demonstrate acceptable psychometric properties. We surveyed 300 students at a university in China and 201 students at a university in Colombia using versions of the MUSIC Inventory that were translated into Chinese and Spanish, respectively. To assess the psychometric properties of the inventory, we examined: (a) the internal consistency reliabilities for all of the scales, (b) the fit indices and factor loadings produced from confirmatory factor analysis, and (c) correlations between the MUSIC Inventory scales and behavioral and cognitive engagement. The results provide evidence that the Chinese and Spanish translations of the MUSIC Inventory demonstrate acceptable psychometric properties for use with undergraduate students. Therefore, instructors and researchers can use the translated inventories to assess students' perceptions of the five MUSIC® Model of Motivation components.
&quot;So, You Think You Can Teach?&quot; - Reflection Processes That Support Pre-Service Teachers' Readiness for Field Experiences
Author: McDonald, Denise
Date: 2014-07-00
Type: Journal Articles
Subjects: Field Experience Programs,Reflection,Preservice Teachers,Career Readiness,Multicultural Education,Student Writing Models,Self Evaluation (Individuals),Classroom Techniques,Teaching Skills,Qualitative Research,Pedagogical Content Knowledge,Beliefs,Professional Development,Teaching Methods,Grade 6

This paper discusses and examines the effectiveness of course assignments designed to promote reflection processes and critical thinking of pre-service teachers. Specifically, the study explores and identifies the range of students' level of reflectivity and critical examination of their own developing pedagogy, with foci on content knowledge, dispositions and teaching skills. In general, initial findings indicate students' levels of reflectivity ranged from &quot;self &quot; to &quot;outside of self &quot; to &quot;beyond self &quot; concerns or focus. Analysis further revealed that the students' existing epistemological beliefs possibly mediate their level of reflectivity by either inhibiting the reflective process (most evident with those focused on task, grade, time, procedures and some performance concerns), or supported the reflective thinking flow (most evident through focus on interest, identity, expectations, relevancy, development, personal and student impact concerns).
Fostering Significant Learning in Sciences
Author: Deksissa, Tolessa
Date: 2014-07-00
Type: Journal Articles
Subjects: STEM Education,Minority Group Students,Disproportionate Representation,Teaching Methods,Learning Strategies,Pretests Posttests,Formative Evaluation,Summative Evaluation,Science Interests,Cognitive Ability,Instructional Effectiveness,Environmental Education,Problem Based Learning,Feedback (Response),Critical Thinking,Water Quality,Likert Scales,College Students,Qualitative Research,Statistical Analysis,Student Surveys

The new global economy depends on workforce competencies in science, technology, engineering and mathematics more than ever before. To prepare a strong workforce, attracting and educating underrepresented minority students in science is a challenge within our traditional American educational approach. To meet this challenge, fostering significant learning in science that nurtures 21st Century skills in students is crucial. The purpose of this study was to analyze the effectiveness of a set of teaching and learning approaches that foster significant learning in sciences. Using a new introductory environmental science course in urban water quality management, the effect of a set of learner-centered teaching approaches, including hands-on learning, scientific inquiry, frequent feedback, and critical thinking exercises, was analyzed. The results of the pre- and post-course survey questions together with formative and summative assessments showed that our students' cognitive learning skills and interests in learning science were significantly improved.
Introductory Biology Course Reform: A Tale of Two Courses
Author: Shuster, Michele I.
Date: 2014-07-00
Type: Journal Articles
Subjects: Introductory Courses,Biology,Science Education,Teaching Methods,Workshops,Peer Teaching,Gender Differences,Minority Group Students,Case Studies,Science Achievement,Curriculum Development,Lecture Method,Audience Response Systems,College Science,Grades (Scholastic),Student Evaluation,Student Attitudes,Science Tests

Over the past eight years we have undertaken iterative cycles of course reform in two introductory biology courses: Biology 111 and Biology 211. Our revisions of these formerly &quot;traditional&quot; lecture courses have included in-class case studies with and without peer facilitators and peer-facilitated small-group workshops. Based on analyses of overall pass rates, as well as pass rates by gender and by underrepresented minority (URM) status, we have found that there are differences in the effectiveness of alternative course models in the two courses. In Biol 111, required peer-facilitated workshops improved overall student performance, especially for URM and female students (Preszler, 2009). Here we report that similar workshops were not as successful in Biol 211, but that in-class case studies facilitated by peer instructors have improved student performance and reduced the performance gap. Clearly, what is the &quot;best practice&quot; for one course is not the best practice for the other.
Instructor Presence in Online Courses and Student Satisfaction
Author: Ladyshewsky, Richard K.
Date: 2013-01-00
Type: Journal Articles
Subjects: Student Satisfaction,Online Courses,Teacher Role,Educational Quality,Feedback (Response),Case Studies,Course Evaluation,Qualitative Research,Statistical Analysis,Incidence,Social Networks,Instructional Effectiveness,Interaction,Higher Education

This case study explores the role of the online instructor and how they influence student satisfaction. While there has been a substantial body of literature on what impacts on student satisfaction when students study online, there is far less literature focussing on how the instructor mediates this satisfaction, in particular satisfaction related to quality of feedback and teaching. This case study addresses this gap by exploring the performance of two instructors across six fully online courses in a post graduate managerial leadership course. Course evaluation data (quantitative and qualitative) frequency and content of instructor postings, and social network maps were considered in exploring what influenced student satisfaction with feedback and quality of teaching in a fully online unit. The outcomes of the case study corroborate with what is beginning to appear in the literature, that is, the central role the instructor plays in influencing student satisfaction. The importance of teaching and social presence, driven by the instructor, appears to be an important factor driving learning quality. This has implications for recruitment and retention as well as for training and development of online instructors.
&quot;Read the Text, as if!&quot;The Reading Retention Strategy
Author: Divoll, Kent
Date: 2013-01-00
Type: Journal Articles
Subjects: Reading Strategies,Retention (Psychology),Mnemonics,Intervention,Teaching Methods,Undergraduate Students,Mixed Methods Research,Pretests Posttests,Questionnaires,Scores,Achievement Gains,Reading Habits

Students do not always read what is expected in college courses (Berry, Cook, Hill, &amp; Stevens, 2010; Phillips &amp; Phillips, 2007; Sikorski et al., 2002) or they read to cram for an exam or quiz (Clump, Bauer, &amp; Bradley, 2004). The Reading Retention Strategy (RRS) is designed to motivate students to read and assist students in understanding the main points of the readings. The RRS includes students interacting with peers to reinforce and check their responses to prompting questions. Participants included two education professors and their 54 students enrolled in two sections of a four week summer course. The results of the study indicate that when the RRS was employed students recalled more information on essay and short answer questions than when the strategy was not implemented. In addition, only 2% of students reported that they did not complete the course readings.