ethanporcaro/eric-fulltext-meta huggingface dataset:
University-School Partnerships for Clinical Experiences: Design, Implementation, Assessment, and Data Collection
Author: Sivakumaran, Thillainatarajan
Date: 2011-01-00
Type: Journal Articles
Subjects: Partnerships in Education,College School Cooperation,Data Collection,Program Design,Program Implementation,Program Evaluation,Teacher Education Programs,Field Experience Programs,Clinical Supervision (of Teachers),Case Studies,Teacher Surveys,Student Teacher Evaluation,Educational Cooperation,Group Dynamics,Program Attitudes

University teacher education programs establish partnerships with P-12 schools, in part to place their teacher education candidates in a learning environment that allows candidates to work with a diverse population of learners. The purpose of this study was to examine three universities in regard to the partnerships utilized for field and clinical preparation of teacher candidates. The study addressed the types of collaboration and partnerships that have been established between university teacher preparation programs and P-12 schools, the design and implementation of field experiences and clinical practices, teacher candidate evaluation, and the collection and dissemination of field and clinical data to stakeholders.
An Examination of Learning Formats on Interdisciplinary Teamwork Knowledge, Skills, and Dispositions
Author: Ivey, Carole K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Teamwork,Graduate Students,Special Education,Teaching Methods,Learning Processes,Conventional Instruction,Blended Learning,Student Characteristics,Student Improvement,Prior Learning,Self Evaluation (Individuals),Questionnaires,Likert Scales,Pretests Posttests

Although interdisciplinary teamwork is a recommended practice and important for coordinated interdisciplinary programming in special education, there is limited research on pedagogical practices to prepare professionals to work together effectively. This study examined the effectiveness of a graduate interdisciplinary teamwork course taught through two distinct learning formats (week-long face-to-face and hybrid) on graduate students' teamwork knowledge, skills, and dispositions. Using the How People Learn framework (National Research Council, 2000), further analysis was conducted to consider the relationship of students' prior teamwork experiences to their entry-level knowledge and satisfaction with course features. Results indicated that students in both learning formats reported improvements in teamwork knowledge and skills; however, differences in learners' prior experiences and their satisfaction with the course, course structure, assignments, and activities was found. Further examination of pedagogy is needed to characterize how professionals are prepared with knowledge, skills, and dispositions for effective teamwork.
Filmmaking: A Video-Based Intervention for Developing Social Skills in Children with Autism Spectrum Disorder
Author: LePage, Pamela
Date: 2011-00-00
Type: Journal Articles
Subjects: Asperger Syndrome,Autism,Pervasive Developmental Disorders,Inclusion,Children,Adolescents,Films,Intervention,Video Technology,Program Effectiveness,Student Recruitment,Educational Environment,Program Implementation,Parent Participation,Parents,Academic Achievement,Self Esteem,Identification (Psychology),Socialization

Video production can be easily used as a way to develop social skills in older children with higher-level autism and Asperger syndrome. The program described in this article is an inclusive program that employs a reverse inclusion strategy to teach social skills to children and adolescents with autism utilizing filmmaking. We discuss some of the social challenges faced by these children, the importance of addressing social skills, the program that we implement for developing social skills in children on the spectrum, and our experiences and observations with this program. We provide strategies that should be considered during filmmaking to help children on the spectrum develop social skills in integrated settings, share our perspectives of filmmaking, and our observations of the impact of filmmaking groups on learning.
An Act of Translation: The Need to Understand Students' Understanding of Critical Thinking in the Undergraduate Classroom
Author: Chenault, Tiffany Gayle
Date: 2008-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Critical Thinking,Sociology,Questionnaires,Interdisciplinary Approach,College Faculty,Definitions,Measures (Individuals),Introductory Courses,Instructional Improvement,Qualitative Research,Departments,Student Attitudes,Language Usage,Student Evaluation,Teacher Attitudes,American Studies,Rating Scales

This article extends and expands the existing literature on critical thinking (CT) by both establishing the need for more student-centered research on the topic and reporting on the findings of a CT research project with two central, related goals: 1) To record and analyze undergraduate students' definition of CT and 2) To create an easy-to-use instrument that can assist faculty members across many disciplines identify and understand their students' use of the term so as to improve both teaching and learning. In this article an overview of the limits of existing CT research is followed by a discussion of the project's three, related phases and the initial findings of each. Central to our task is improved classroom teaching. In Phase I an open-ended two-question questionnaire was given to students enrolled in sociology and interdisciplinary courses in two departments during the 2005-2006 academic year (N = 157). In the first question, students were asked simply to &quot;define CT&quot;. A qualitative analysis of the data revealed not only wide variation in undergraduate students' use and understanding of the term generally but also wide variation among students in any single classroom. Using the most common student-generated definitions of CT from the survey data, in Phase II we developed and piloted a classroom-ready instrument designed to allow faculty to quickly and simply assess their students' understanding of the term &quot;CT&quot;. Faculty who piloted the instrument in Phase III generally found it to be user-friendly and pedagogically valuable. Our overall findings suggest both the need to continue student-centered research in the area of CT and the potential pedagogical value of a student-centered classroom instrument such as the one we created.
Student Engagement in Two Countries: A Comparative Study Using National Survey of Student Engagement (NSSE) Data
Author: Kandiko, C. B.
Date: 2008-11-00
Type: Journal Articles
Subjects: National Surveys,Comparative Analysis,Comparative Education,Learner Engagement,Global Approach,Data Analysis,Hierarchical Linear Modeling,Active Learning,Cooperative Learning,Teacher Student Relationship,Student Characteristics,College Students,Student Surveys,Student Attitudes,Foreign Countries,Statistical Analysis

To compare college and university student engagement in two countries with different responses to global forces, Canada and the United States (US), a series of hierarchical linear regression (HLM) models were developed to analyse data from the 2006 administration of the National Survey of Student Engagement (NSSE). Overall, students in the U.S. are more engaged, particularly in areas of active and collaborative learning and student-faculty interaction. This study identified areas of student engagement in both countries that administrators and researchers should investigate more thoroughly: Canadian and U.S. students in education and professional fields of study were more engaged generally, whereas Canadian students in the arts and humanities, and life and social sciences were less engaged than their peers. This large-scale quantitative comparative study provides insights and recommendations for future crossnational comparisons in higher education.
University of Western Sydney Students at Risk: Profile and Opportunities for Change
Author: Grebennikov, Leonid
Date: 2008-11-00
Type: Journal Articles
Subjects: Foreign Countries,At Risk Students,Profiles,Educational Change,English (Second Language),Second Language Learning,Socioeconomic Status,Intervention,Academic Achievement,Academic Failure,School Holding Power,Undergraduate Students,Academic Persistence,Adult Students,Part Time Students,College Admission,Grade Point Average,Indigenous Populations,Regression (Statistics),Prediction

Many studies have acknowledged a shift from elite to mass participation in Australian higher education over the last decade. As the diversity of the student intake rises there is a growing interest in the factors predicting their success or failure. This article identifies a set of variables predicting University of Western Sydney (UWS) student academic performance and retention in various data on 8,896 undergraduate students commencing at the university in 2004. The study then integrates a number of characteristics associated with low probability of success in a profile of UWS students. This means that such students either had relatively poor academic achievements or did not complete their studies or both. These characteristics include: part-time attendance type, mature age, non-English speaking background and low socioeconomic status. Further, the study discusses a range of targeted pro-active interventions and support services to be focused on the discipline areas with high concentrations of students at risk.
Why Are We Doing This? Preservice Science Teachers' Interpretations of the Role of Open Inquiry in Understanding Teaching
Author: Qablan, Ahmad
Date: 2008-11-00
Type: Journal Articles
Subjects: Inquiry,Preservice Teachers,Preservice Teacher Education,Knowledge Level,Knowledge Base for Teaching,Beliefs,Science Instruction,Learning Experience,Value Judgment,Educational Change,Teaching Methods,Participant Observation,Student Journals,Semi Structured Interviews,Student Research,Ambiguity (Context),Individualism,Collectivism,Role Perception,Student Teacher Attitudes,Teamwork,Educational Practices,Educational Research,Science Education,Elementary Secondary Education,Qualitative Research,Statistical Analysis,Surveys,Questionnaires

Echoing the current emphasis on examining changes in teacher beliefs, combined with the central role of inquiry in reform, this article argues that science &quot;education&quot; research experiences should hold promise in shaping preservice teachers' beliefs about the role of inquiry in understanding classroom science teaching. The aim of this research was to explore the beliefs of preservice teachers that shaped their interpretations of and actions within open inquiry in science teaching. In this research three prominent beliefs emerged as central in shaping the participants' interpretations: division of research and teaching, disdain for ambiguity and primacy of the individual. In this research we came to understand that these beliefs played such a central role in shaping participants' interpretations of their experiences that the act of researching science teaching was not recognised nor valued, as they often left this experience asking, '&quot;Why are we doing this?&quot;
A Discipline-Specific Factor Analysis Approach to Using Student Surveys for Improvement
Author: Patrick, Kate
Date: 2008-11-00
Type: Journal Articles
Subjects: Factor Analysis,Student Surveys,Intellectual Disciplines,Educational Improvement,Action Research,Factor Structure,Item Analysis,Student Experience,Course Evaluation,College Students,Likert Scales,Access to Information,Evaluation Utilization,Foreign Countries

Like other universities, RMIT recognises the significance of graduates' ratings of their experience and has had a long-term commitment to improving student learning. As at other universities, RMIT's standard subject-level survey (the Course Experience Survey [CES]) incorporates items from the national Course Experience Questionnaire, with the aim of eliciting student views and prompting improvements that will take effect before the students graduate. The university has been seeking strategies to make the results of these surveys more accessible to academic staff, so that staff can use them as a starting point for change. The current project is part of this work. The starting point is discipline-based analysis of the university's CES data. Surveys were stratified into fifty disciplines, and categorical factor analysis applied to ascertain common interpretable factors. The results have been presented to staff for discussion in the context of planning for improvement. This article explores the results of the factor analysis and its potential for providing academics with useful information on students' experiences.
Clients, Colleagues or Experts? Defining Identities in an Action Research Project
Author: Coco, Angela
Date: 2007-11-00
Type: Journal Articles
Subjects: Action Research,Participatory Research,Self Concept,Interviews,Problem Solving,Higher Education,Desktop Publishing,Researchers,Administrators,Profiles,Cooperation,Work Environment,Communities of Practice,Human Resources,Interaction Process Analysis

This article examines how discourses shaped and were shaped by participants' identities in a participatory action research (PAR) project in a tertiary education environment. The primary researcher and the director of the university's desktop publishing team explored the idea of working together to help the newly formed team to develop strategies and procedures for setting up their workplace profile and related activities. Through informal, &quot;getting to know you&quot; sessions, researchers and team members discussed how the collaboration would proceed. Researchers introduced the idea of PAR and discussed with team members their questions and observations as to how it would work. One aspect of the knowledge generating aspect of the PAR process was for researchers to feed information gained from confidential interviews, with both team members and academic and administrative university staff, into the joint problem-solving and action process. The proposal seemed agreeable to team members. However, during the course of attempting to develop the partnership, various discursive motifs emerged which militated against the possibility of team members and academic researchers functioning as a collaborative partnership. This article examines these motifs, arguing that while participants may &quot;agree&quot; on ways of proceeding, there may be culturally entrenched ideas and behaviours that are much more difficult to negotiate and overcome in a PAR process.
Providing Faculty iPods to Explore Innovative Teaching and Learning
Author: Hargis, Jace
Date: 2008-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Learning Strategies,Handheld Devices,College Faculty,Access to Computers,Technology Uses in Education,Teaching Methods,Pretesting,Active Learning,Program Effectiveness,Program Evaluation,Educational Practices,Educational Strategies,Change Strategies,Barriers,Capacity Building,Faculty Development

The iPod digital music player has been available since late 2001, and even in higher education, its presence has been seen, although mostly in the hands of students and rarely for outcomes-based educational purposes. In 2004, Duke University provided free iPods to all 1,650 first year students, which subsequently enabled faculty to create learning opportunities, which actively engaged students to integrate digital audio and more into their lessons. Our study takes an alternate approach in which the Center for Teaching and Learning provided a small group of faculty (n = 11) from different disciplines with a free iPod, microphone, training, support and collaboration opportunities. The faculty members were asked to create innovative instructional methods and then use the tool in their classes for the 2008 spring semester. In return, faculty agreed to share their outcomes, which would become part of a resource showcase to assist other faculty. So, instead of distributing the technology to a wide audience, where only some may participate, and our goal was to identify those who would actively engage in the project, develop specific applications, and ultimately assist faculty and subsequently students, in integrating functional instructional technology. The primary purpose of this study is to share another model for using and distributing electronic media tools in higher education and secondarily to provide the results of this model in the form of varied and successful uses of the device in teaching and learning.
Establishing Baseline Data: Using Institutional Data to Learn More about Completion Factors at One New Zealand University
Author: Clark, Austina
Date: 2008-11-00
Type: Journal Articles
Subjects: Foreign Countries,Data,Institutional Research,Universities,Influences,Graduation Rate,Comparative Analysis,Statistical Analysis,Regression (Statistics)

This paper discusses demographic and study-related factors that contribute to completion of degrees in one university in New Zealand. Although much can be learned from nationwide and cross-institutional studies, it is important that each institution comes to an understanding of its own particular student population and the factors that impact on retention and completion in its own context. Institutions have different student populations and different contextual factors that impact on completion rates. Understanding institutional data will enable strategies and interventions that are relevant to its particular context. In this initial project we sought to replicate, as closely as possible, a nationwide study with a similar focus. Using a similar statistical approach enabled us to compare the results. The main questions the authors sought to answer, therefore, were: (1) do completion rates within one institution differ between years; (2) what are the differences in completion rates and factors between the overall national data and the single institution data, and what can be learned from that for possible interventions? The results suggest that although there are similarities between the two studies, there were significant differences as well. These differences could be used to inform institutional interventions that would enhance completion rates.
Assuring Quality in Higher Education: The New Zealand Experience
Author: Weir, Annie
Date: 2009-11-00
Type: Journal Articles
Subjects: Educational Quality,Quality Assurance,Foreign Countries,Higher Education,Knowledge Economy,Educational Change,Reputation,National Surveys,Interviews,Standards,Public Agencies,Institutional Evaluation,Educational Policy,Global Approach,Accountability,Questionnaires

With the expansion of higher education across the globe in response to the creation of knowledge economies and learning societies, governments have become increasingly interested in ensuring value for money from their investments. In determining their comparative economic advantage, nation states have increasingly focused on the &quot;quality&quot; of their education provision and knowledge production. Quality assurance has become standard practice and an &quot;output&quot; of universities. However, it is not clear that there are standards of good practice in quality assurance, or that quality assurance processes are internally consistent, and there is some evidence that quality assurance processes are applied without sufficient attention to context. This article describes a study conducted in New Zealand that illustrates the ways institutions have attempted to satisfy both internal and external quality assurance requirements in an era of considerable change in the status, significance and management of higher education. The methodological approach used combined literature review, document analysis, face-to-face interviews and data gathering through a national survey of institutional managers in order to elicit views on internal and external processes of quality assurance. The research showed that increased surveillance by quasi-state quality agencies contributes to a mismatch between established quality assurance processes of educational institutions and those required by quality agencies. In conclusion, quality is an enigmatic notion, challenging the interpretations and implementation strategies of government agencies and tertiary institutions.
Teaching for the Millennial Generation: Student and Teacher Perceptions of Community Building and Individual Pedagogical Techniques
Author: Kraus, Sue
Date: 2008-00-00
Type: Journal Articles
Subjects: Teaching Methods,Student Attitudes,Teacher Attitudes,Undergraduate Students,College Faculty,Psychology,Teacher Student Relationship,Learner Engagement,Comparative Analysis,Age Groups,Generational Differences,Instructional Effectiveness,Teacher Effectiveness,Student Surveys,Teacher Surveys,Rating Scales,Technology Uses in Education,Lecture Method

As a new generation of learners enters higher education classrooms, effective teaching strategies must adapt to match their learning styles. This research explored student and teacher perceptions of effectiveness of teaching methods, with particular comparison between techniques emphasizing community versus individual learning. Fifteen psychology teachers and 120 undergraduate students rated how interesting and effective they found 17 pedagogical techniques ranging from lecture to simulation gaming. Results suggested that students perceived techniques that connected them to the classroom community, such as discussion and sharing stories from teachers' and students' lives, as more effective than did teachers. Teachers gave higher effectiveness ratings to techniques emphasizing individual learning, such as papers and quizzes. Findings suggest that teachers may want to spend more time on activities that build connections between students and linking academic material to students' lives.
Institutionalising Interdisciplinary Work in Australia and the UK
Author: Kandiko, C. B.
Date: 2008-11-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Interviews,College Faculty,Tenure,Faculty Promotion,Researchers,Research Administration,Teacher Attitudes,Foreign Countries,Qualitative Research,Public Policy,Faculty Evaluation,Leadership,Correlation,Research Universities,Leadership Role,Financial Support,Quality Assurance,Futures (of Society),Research

This study adopted Jarzabkowski's (2005) qualitative, activity-based strategy as practice method to investigate leadership and management of interdisciplinary work. Interviews were conducted with 10 academics in Australia and the United Kingdom. Challenges raised by leaders of academic work can be grouped at various levels according to which problems arose. First, faculty in both countries spoke of the influence of national policy context on facilitating and impeding interdisciplinary research, particularly how interdisciplinary research is quantified under assessment schemes. At the institutional level, policies related to promotion and tenure greatly affected researchers' attitude towards interdisciplinary research, particularly for junior academics. Third, leaders at the department level and in research centres had a significant influence on the ability to create management structures to foster and promote interdisciplinary research. This study provides indicators of effective practices, suggests a number of key institutional challenges and proposes a future research agenda.