ethanporcaro/eric-fulltext-meta huggingface dataset:
Co-Teaching in a Year-Long Professional Development School
Author: Weilbacher, Gary
Date: 2015-00-00
Type: Journal Articles
Subjects: Professional Development Schools,College School Cooperation,Qualitative Research,Cooperating Teachers,Preservice Teachers,Faculty Development,Teacher Competencies,Teaching Methods,Middle School Students,Middle School Teachers,Junior High Schools,Semi Structured Interviews,Observation,Coding,Team Teaching,Teacher Collaboration,Student Teachers,Teacher Attitudes,Student Teacher Attitudes

While there is considerable research concerning co-teaching among special educators and regular classroom teachers, little work has been published regarding co-teaching that involves teacher candidates and their cooperating teachers. During the last three years, two middle level education faculty members involved in their University's Professional Development School (PDS) program made a concerted effort to promote co-teaching among cooperating teachers and their respective teacher candidates. This qualitative study used interviews with five pairs of cooperating teachers and teacher candidates to examine how co-teaching influenced their professional development and their instructional practices. Results of the study suggested that co-teaching was useful in meeting the needs of middle school students and seen as a strong form of both teacher preparation and professional development for cooperating teachers and student candidates alike.
Assessing the Work: An Exploration of Assessment in the Musical Theatre Arts
Author: Ozaki, C. Casey
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Evaluation Methods,Student Evaluation,Mixed Methods Research,Theater Arts,Music Education,Bachelors Degrees,Surveys,College Faculty,Course Content,Program Evaluation,Knowledge Level,Creativity,Mastery Learning,Performance,Expectation,Student Projects,Student Attitudes

The increased pressure in higher education to demonstrate evidence of student learning is prompting all sectors to develop clear assessment methods. This national conversation has also sparked the greater recognition and use of assessment as a process for the improvement of teaching and learning. Given the scant literature on assessment in the fine and performing arts, understanding the status of one subfield provides insight into the status of assessment in musical theatre and how assessment is conducted in an arguably nebulous area of study. This exploratory mixed methods survey study of 20 BA/BFA programs was designed to examine how musical theatre programs assess student learning within and across their programs. The qualitative and quantitative data are analyzed using Gale and Bond's framework for the assessment of learning in the fine arts.
Transfer Student Success: Educationally Purposeful Activities Predictive of Undergraduate GPA
Author: Fauria, Renee M.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,College Transfer Students,Grade Point Average,Regression (Statistics),Statistical Analysis,Feedback (Response),Tutoring,Peer Teaching,Student Participation,Study Habits,Racial Factors,Undergraduate Students,Predictor Variables,Student Behavior,National Surveys,Student Surveys,Standardized Tests,Academic Achievement,Educational Practices

Researchers evaluated the effects of Educationally Purposeful Activities (EPAs) on transfer and nontransfer students' cumulative GPAs. Hierarchical, linear, and multiple regression models yielded seven statistically significant educationally purposeful items that influenced undergraduate student GPAs. Statistically significant positive EPAs for transfer students were: (a) receiving prompt written or oral feedback from faculty on academic performance, (b) tutoring or teaching other students (paid or voluntary), (c) asking questions in class or contributing to class discussions, and (d) working harder than they thought they could to meet an instructor's standards or expectations. A negative statistically significant activity of transfer students was having serious conversations with students of a race different from their own. Overall, the effects of EPAs on undergraduate GPAs are somewhat more robust for transfer students. A recommendation to incorporate specific EPAs in transfer students' curriculum followed.
Effects of Motivational Prompts on Motivation, Effort, and Performance on a Low-Stakes Standardized Test
Author: Hawthorne, Katrice A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Motivation,Motivation Techniques,Standardized Tests,Cues,Student Motivation,Learner Engagement,Achievement Need,Performance Based Assessment,Academic Achievement,Quasiexperimental Design,Undergraduate Students,Intervention,Achievement Gains,Rating Scales

Increased demands for accountability have placed an emphasis on assessment of student learning outcomes. At the post-secondary level, many of the assessments are considered low-stakes, as student performance is linked to few, if any, individual consequences. Given the prevalence of low-stakes assessment of student learning, research that investigates the relationship between student motivation, effort, and performance on low-stakes tests is warranted as these tests are increasingly being used to make judgments about the quality of student learning. This quasi-experimental study was conducted at a public mid-sized university with 87 undergraduate students enrolled in four 100-level general education courses. The researchers examined the effects of motivational prompts on student motivation, effort, and performance on a low-stakes test. Results indicated that motivational condition had a significant effect on students' performance as measured by total mean scores on a low-stakes standardized test. Students in the personal motivational condition outperformed students in the other conditions. However, motivational prompts were not found to affect students' critical thinking subscores or self-reported effort and importance scores.
Practical Collaborations for Positive Impact
Author: Newton, Andrew R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Masters Programs,College Freshmen,Transfer Students,Transitional Programs,Residential Programs,Student Personnel Services,Student Personnel Workers,Mixed Methods Research,Program Effectiveness,Program Evaluation,Graduate Students,Outcome Measures,Intercollegiate Cooperation

Assessment has assumed an increasingly prominent place in academic and student affairs practice. Yet, in smaller student affairs departments with limited staffing and resources, how might a department identify the resources or time to thoroughly assess student learning outcomes? This Notes in Brief details the partnership between the University of South Carolina's Higher Education and Student Affairs Master's Program course EDHE 839: Assessment in Higher Education and the Gamecock Gateway program, a residential bridge pathway and access program for first time college students between the University of South Carolina and Midlands Technical College. Authors present the rationale for the partnership, its essential components, the impact the learning outcomes assessment made on the program's success rates, and the takeaways both the graduate instructor and graduate students gained from the hands-on assessment practice. Such work is a model for efficient, effective assessment practice with impacts on undergraduate and graduate student learning.
To Learn More about Learning: The Value-Added Role of Qualitative Approaches to Assessment
Author: Newhart, Daniel W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Qualitative Research,Learning Experience,Outcome Measures,Student Evaluation,Achievement Gains,Evaluation Methods,Accountability,Individual Differences,Higher Education,Evaluation Research,Research Methodology

As we face increasing accountability in higher education, how we measure student learning should exceed the calls for an account of learning that places students at the center. Qualitative approaches to assessment and theoretical underpinnings gleaned from the qualitative research tradition may provide a way that we can support a more holistic view of the student college experience, and in some cases, provide a more comprehensive narrative than quantitative assessment methods alone. We argue that as student populations change rapidly, no longer will large, indirect measures of student learning stand on their own as a comprehensive explanation; instead, we turn to philosophical and epistemological foundations of qualitative inquiry as one way to think about capturing the complexity within student learning experiences. Qualitative approaches to assessment could provide new possibilities for our own knowledge in regards to assessment, and also provide a space in which we learn more--about learning.
Guiding Principles to Impact an Institution-Wide Assessment Initiative
Author: Heinerichs, Scott
Date: 2015-00-00
Type: Journal Articles
Subjects: Guidelines,Educational Principles,Higher Education,Accreditation (Institutions),Qualitative Research,Case Studies,Institutional Evaluation,Quality Control,Scheduling,Resource Allocation,School Support,Evaluation Criteria,Program Administration

Institutions of higher education are faced with challenges when implementing an assessment initiative. These challenges include constraints on time and resources, the demands of specialized accreditation, and faculty motivation to comply. In addition, the communication of the expectations around assessment must be clear to all constituents in order for such initiatives to be successful. Communication begins with defining what the institution envisions to be the core elements that must be seen in a plan regardless of disciplinary uniqueness or specialized accreditation. When these core elements are developed and evaluated in a systematic and generalizable manner, institutions can move beyond the collection of quantitative data regarding the number of programs that are in compliance with the assessment mandate--i.e., merely counting the number of programs that report outcomes, measures, results, and action plans. Institutions can begin to conduct qualitative reviews of program-based assessment plans, identifying the clarity and value of plan components with regard to their usefulness for the improvement of student learning. Using the work of one regional comprehensive public university, this case study will demonstrate guiding principles for institutional success in both developing a generalizable assessment initiative and communicating this important work to institutional constituents.
Comparing Written Competency in Core French and French Immersion Graduates
Author: Lappin-Fortin, Kerry
Date: 2014-00-00
Type: Journal Articles
Subjects: French,Immersion Programs,Second Language Learning,Second Language Instruction,Comparative Analysis,Writing Skills,Statistical Analysis,College Freshmen,Universities,Student Needs,Language Proficiency,Graduates,Computational Linguistics,Verbs,Morphology (Languages),Accuracy,Foreign Countries,Questionnaires,Regression (Statistics)

Few studies have compared the written competency of French immersion students and their core French peers, and research on these learners at a postsecondary level is even scarcer. My corpus consists of writing samples from 255 students from both backgrounds beginning a university course in French language. The writing proficiency of core French and French immersion graduates was compared based on total output and several measures of grammatical and syntactical accuracy. Few statistically significant differences emerge. However, a subgroup of core French learners who had benefitted from an authentic immersion experience appears to outperform both regular core French and French immersion groups. The purpose of this quantitative study is primarily diagnostic; the results should help universities better serve the needs of first-year students.
Vocabulary Learning through Extensive Reading: A Case Study
Author: Senoo, Yasuko
Date: 2014-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Japanese,Reading Skills,Reading Processes,Reading Comprehension,Word Frequency,Reading Tests,Pretests Posttests,Semi Structured Interviews,Educational Benefits,Reading Attitudes,Case Studies,Males,Foreign Countries,College Students,Outcomes of Education

The role and importance of reading in second language vocabulary learning have been discussed by many researchers because of the richness and variety of vocabulary in written texts compared to oral discourse (Horst, 2005; Nation, 2001). However, despite the recent increase of studies in this field, there are very few studies focusing on non-Western languages, including Japanese, compared to Indo-European languages. To fill the gap, this study explored the process of Japanese vocabulary acquisition through extensive reading. Data were collected through a pretest, eight immediate tests, a posttest, and a semistructured interview. The results indicate that extensive reading is especially beneficial in consolidating learners' vocabulary knowledge and in encouraging learners to reflect on their interests and needs in vocabulary learning.
Prevailing Lexical-Stylistic Features in Emirati Language Learners' Digital Discourse (Caractéristiques lexicales stylistiques dominantes dans le discours numérique des apprenants en langue émirienne)
Author: Grigoryan, Tsoghik
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Computer Mediated Communication,Handheld Devices,Mixed Methods Research,Case Studies,Discourse Analysis,College Students,Electronic Learning,Speech,Language Styles,Academic Discourse

Today's language classroom is undergoing an irreversible hyperbole and one of the most powerful drivers of this transformation is ICT. Digital classroom not only exposes the learners to grammatical language of linguistics, but rather the everyday life of the language in use (Thurlow &amp; Mroczek, 2011). The aim of this study was to explore the nature of iPad based free digital discourse in a digital language classroom and capture lexical-stylistic features used in Emirati teenage language learners' online communications. This mixed method case study approach implemented sentiment detection theoretical framework on Blackboard-learn educational learning platform to identify common or unique features of digital discourse in paperless language classroom and to show how they affect EFL students' speech behaviors.
Implementing Game Design in School: A Worked Example (Mise en oeuvre de la conception de jeu à l'école: un exemple pratique)
Author: Herro, Danielle C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Games,Design,High School Students,Secondary School Curriculum,Curriculum Implementation,Observation,Interviews,Student Surveys,Teacher Attitudes,Secondary School Teachers

This case uses a worked or &quot;working example&quot; model (Gee, 2010), documenting the implementation of a novel game design curriculum in the United States. Created by an Instructional Technology Administrator (ITA) and two classroom teachers, it was subsequently offered to high school students. With an aim of providing in-depth understanding of conditions necessary to bring game design experiences to classrooms, the research describes the context while revealing processes and instructor perceptions of the experience. Data collection and analysis in this working example include observation, teacher interviews, student surveys, and artifacts intended to make thinking and practices overt while inviting scholarly conversation around the curriculum's successes and failures. Drawing on a previous case focused on initial course planning and early implementation (Herro, 2013), this paper advances insight regarding the process of moving game design into schooling and concludes with a discussion of educational implications.
Does Simulator Sickness Impair Learning Decision Making While Driving a Police Vehicle? (Le mal du simulateur: un frein à l'apprentissage de la prise de décision en conduite d'un véhicule de police?)
Author: Paquette, Eve
Date: 2015-00-00
Type: Journal Articles
Subjects: Simulation,Learning Processes,Motor Vehicles,Decision Making,Foreign Countries,Training,Skill Development,Motion,Physiology,Adjustment (to Environment),Performance,Incidence,Police Education,Attitude Measures,Symptoms (Individual Disorders),Coping,Dropouts,Questionnaires,Statistical Analysis

The use of driving simulators is an innovation for police training in Quebec. There are some issues related to their impact on training objectives. This article presents the results of a study involving 71 police cadets who participated in six training sessions with a driving simulator. The training sessions were designed for developing the decision-making skills in regard to emergency driving and pursuit. The nature and consequences of the discomfort experienced by the participants is described. The results highlight the importance of the initial training session. Issues related to providing trainees with adequate support are discussed.
Learning Designs Using Flipped Classroom Instruction (Conception d'apprentissage à l'aide de l'instruction en classe inversée)
Author: Mazur, Amber D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Blended Learning,Inquiry,Active Learning,Discussion (Teaching Technique),Instructional Design,Action Research,Social Studies,Grade 9,Cooperative Learning,Group Activities,Computer Simulation,Teacher Effectiveness,Foreign Countries

The flipped classroom is an instructional model that leverages technology-enhanced instruction outside of class time in order to maximize student engagement and learning during class time. As part of an action research study, the authors synthesize reflections about how the flipped classroom model can support teaching, learning and assessment through the implementation of three inquiry-based learning designs: (1) guided collaborative discussion, (2) tabletop white boarding and (3) the development of augmented reality auras. Principles for teaching effectiveness are used as a lens to guide the reflection on the benefits and challenges with each of the learning designs. Findings suggest that flipped classroom models that emphasize collaborative learning, group work and accessibility can enable and support inquiry-based learning. Recommendations are provided for educators interested in designing learning using a flipped classroom instructional model, as well as suggestions for future action research agendas.
Student Perceptions and Lessons Learned from Flipping a Master's Level Environmental and Occupational Health Course (Perceptions des étudiants et leçons tirées d'une classe inversée pour un cours de maîtrise en santé environnementale et professionnelle)
Author: Galway, Lindsay P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Homework,Video Technology,Focus Groups,Observation,Student Attitudes,Student Surveys,Electronic Learning,Masters Programs,Graduate Students,Foreign Countries,Health Sciences,Teaching Methods,Learning Activities,Mixed Methods Research,Likert Scales,Student Experience,Instructional Effectiveness

The flipped classroom instructional model has emerged as an alternative to the conventional lecture-based teaching that has dominated higher education for decades. In 2013, a cohort of graduate-level public health students participated in a flipped environmental and occupational health course. We present the design, implementation, and evaluation of this course. Using data collected from a post-course survey, focus group sessions, and classroom observation, we examine student perceptions of the flipped classroom instructional model and synthesize lessons we learned relevant to flipping courses in general. Post-course survey data indicate that students had largely positive perceptions towards the flipped classroom instructional model. Four major themes emerged from the focus group data in relation to perceptions of the flipped classroom: knowledge application, content delivery, innovation, and connecting the online and in-class components. These results are promising and suggest that this approach warrants further consideration and research.
The Influence of Content on Adult L2 Learners' Task Motivation: An Interest Theory Perspective
Author: Poupore, Glen
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Task Analysis,Student Motivation,Adult Students,English (Second Language),English Language Learners,Investigations,Mixed Methods Research,Questionnaires,Preferences,Interviews,Student Interests,Course Content,Preservice Teachers,Preservice Teacher Education,Likert Scales,Foreign Countries

This study investigates the influence of content-related conditions on adult second language learners' task motivation during interactive tasks. It also aims to identify what is referred to as interestingness conditions within task content, that is, elements that are intrinsically interesting to most individuals. The investigation was conducted with 38 adult Korean English learners of intermediate proficiency in a conversation course as part of a TESOL certificate program. Using a mixed methods approach to research, results from a task motivation questionnaire, a topic preference questionnaire, and interviews show that content associated with immediate personal life themes such as personal growth, human relationships, and life challenges is perceived to be more intrinsically interesting than that associated with more remote and abstract topics such as those related to global issues and current affairs. Consequently, incorporating life themes into adult-based courses, especially through story-based texts, may act as an important springboard for active motivational engagement during task-based interaction.
The Use of Digital Storytelling for ESP in a Technical English Course for Aerospace Engineers
Author: Sevilla-Pavón, Ana
Date: 2012-09-00
Type: Journal Articles
Subjects: Story Telling,English for Special Purposes,Pretests Posttests,Student Surveys,Electronic Publishing,Electronic Learning,Teaching Methods,Language Skills,Aerospace Education,Engineering Education,Engineering Technology,Student Projects,Skill Development,Communicative Competence (Languages),Web 2.0 Technologies,Multimedia Instruction,Multimedia Materials,College Students,Foreign Countries

Digital Storytelling is a powerful pedagogical tool for both students and educators, which started to be used for teaching and learning purposes a few years ago, becoming more and more popular over time. The use of digital storytelling in non-specific language learning contexts has been widely explored, as shown in the literature. However, its use in technical-scientific contexts of English for Specific Purposes (ESP) has not been so widely studied. This paper explores a project of digital storytelling for ESP carried out at the Universitat Politècnica de València, in Spain. The methodology was divided into several stages: completing a pre- and a post-survey, learning about digital storytelling by doing a WebQuest, making decisions about their digital stories (topic, plot, software and media), sharing their stories with their classmates through the PoliformaT LMS, watching their classmates' digital stories, using the forum to write their comments about their digital stories and their classmates', keeping a log and preparing and presenting their &quot;making of&quot; in front of the class, and assessing both their peers' digital stories and their oral presentations. The overall results were very positive, as students were highly satisfied with their progress in learning and developing different skills, these being mainly linguistic, research, writing, organisation, digital, presentation, interpersonal, problem-solving and critical-thinking skills.