ethanporcaro/eric-fulltext-meta huggingface dataset:
One Sentence at a Time: The Need for Explicit Instruction in Teaching Students to Write Well
Author: Hochman, Judith C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Sentences,Sentence Structure,Teaching Methods,Writing Instruction,Expository Writing,Writing Skills,Reading Writing Relationship,Reading Comprehension,Writing Improvement,High School Students,Writing Processes,Common Core State Standards,Secondary School Teachers

Expository writing--the kind of writing that explains and informs--is essential for success in school and the workplace. Students who cannot write at a competent level struggle in college. With the advent of e-mail and the Internet, an increasing number of jobs require solid writing skills. No matter what path students choose in life, the ability to communicate their thoughts in writing in a way that others can easily understand is crucial. In recent years, with the advent of the Common Core State Standards and the revamping of many states' standards, teachers at almost all grade levels have been expected to have students write not just narratives but also informative and argumentative essays, but there has been little reliable guidance on how to teach students those skills. The writing standards tell teachers where their students should end up, but what teachers need is a road map that tells them how to get there. The authors' approach to teaching writing, which they call The Writing Revolution (TWR), offers just such a road map. It provides a clear, coherent, evidence-based method of instruction that teachers can use no matter what subject or grade level they teach. It works just as well with elementary students as with those who are in high school. The method has demonstrated repeatedly that it can turn weak writers into strong ones by focusing students' writing practice on specific techniques that match their needs and providing them with prompt and clear feedback. Insurmountable as the writing challenges faced by many students may seem, TWR can make a dramatic difference.
Leading Up in the Scholarship of Teaching and Learning
Author: Miller-Young, Janice E.
Date: 2017-03-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Higher Education,Foreign Countries,Leadership Effectiveness,Leaders,Leadership Role

Scholarship of teaching and learning (SoTL) scholars, including those who are not in formal positions of leadership, are uniquely positioned to engage in leadership activities that can grow the field, influence their colleagues, and effect change in their local contexts as well as in institutional, disciplinary, and the broader Canadian contexts. Drawing upon the existing SoTL literature and our own diverse experiences, we propose a framework that describes institutional contexts in terms of local SoTL activity (microcultures) and administrative support (macro-level) and use it to describe the many ways that SoTL scholars can and do &quot;lead up&quot; to effect change depending on their own context. We conclude by inviting scholars to consider, reflect upon, and experiment with their leadership activities, not only for their own professional growth but also to contribute to the literature in this area.
Conditions for Contingent Instructors Engaged in the Scholarship of Teaching and Learning
Author: Vander Kloet, Marie
Date: 2017-03-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Foreign Countries,Teacher Effectiveness,Teaching Methods,Adjunct Faculty,Collaborative Writing,Teaching Conditions,Inquiry,Postsecondary Education

An increasingly large number of courses in Canadian postsecondary institutions are taught by contingent instructors who hold full- or part-time positions for contractually limited time periods. Despite strong commitments to advancing teaching and learning, the labour and employment conditions for contingent instructors affect the incentives and possibilities for them to engage in the scholarship of teaching and learning (SoTL). Through a collaborative writing inquiry, the 9 authors examine the influences of three key conditions of contingency: institutional knowledge, status, and role; invisibility and isolation; and precarity. Four composite stories demonstrate the ways varied conditions of contingency may play out in contingent instructors' lives and typically undermine the possibilities for them to pursue SoTL. Institutions present contingent instructors with a mixed message: research and SoTL are desirable and frequently encouraged, yet contingent instructors are often ineligible or hindered from engagement.
Bridging the Divide: Leveraging the Scholarship of Teaching and Learning for Quality Enhancement
Author: Openo, Jason A.
Date: 2017-03-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Educational Improvement,Teaching Methods,Educational Quality,Quality Assurance,Academic Achievement,Foreign Countries,Higher Education,Models

This paper argues a divide exists between quality assurance (QA) processes and quality enhancement, and that the Scholarship of Teaching and Learning (SoTL) can bridge this divide through an evidence-based approach to improving teaching practice. QA processes can trigger the examination of teaching and learning issues, providing faculty with an opportunity to systematically study their impact on student learning. This form of scholarship positions them to take a critical and empowered role in the continuous improvement of student learning experiences and to become full participants in the goal of QA structures. A document analysis of current provincial QA policies in Canada reveals a gap between how teaching and learning challenges are identified and how those challenges are studied and acted upon. A QA report is not the end result of an assurance process. It is the beginning of a change process that is intended to lead to improvements in the student learning experience. The authors consider how SoTL provides a research-minded approach to initiate continuous improvements within a QA framework, and provides considerations for how it might be integrated into evolving provincial frameworks.
Success in Student-Faculty/Staff SoTL Partnerships: Motivations, Challenges, Power, and Definitions
Author: Acai, Anita
Date: 2017-03-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Partnerships in Education,Scholarship,Instruction,Learning,Research Methodology,Qualitative Research,Foreign Countries,Success,Learner Engagement,Teacher Participation,Student Participation,Graduate Students,College Faculty,Student Motivation,Teacher Motivation,Definitions,Coding

Partnerships with students are considered one of the principles of good Scholarship of Teaching and Learning (SoTL) practice. However, not all partnerships are equally successful. What characteristics are common to successful partnerships and what preparatory elements can lead toward more successful partnerships? In this article, our team of graduate students, educational developers, and faculty members engage in detailed self-reflection on our past and ongoing SoTL projects as an inquiry into what it means to be in a successful student-faculty/staff partnership. Using thematic analysis, we identify and describe four distinct domains that can shape partnerships: (1) motivations to participate, (2) challenges, (3) power, and (4) definitions of success. The article concludes with a set of questions to stimulate initial and ongoing conversations between partners to guide new partnerships in defining the parameters for success in their proposed collaboration.
Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development
Author: Kenny, Natasha
Date: 2017-03-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Educational Development,Foreign Countries,Educational Principles,Instructional Leadership

There has been growing discourse related to the importance of the scholarship of educational development (SoED), but less discussion related to clearly defining principles for guiding engagement in SoED or contextualizing SoED within literature related to the scholarship of teaching and learning (SoTL). Expanding upon Felten's (2013) principles for SoTL, as well as evolving discourse related to principles of educational development (e.g., Gibbs, 2013; Taylor &amp; Rege Colet, 2010; Timmermans, 2014), this paper presents seven principles for SoED. Two additional principles (transforming practice and reflective practice) are added to Felten's principles to further contextualize SoED in relation to educational development and SoTL. Three cases are provided to illustrate educational development, SoTL, and SoED within the context of these principles. The interrelationships between educational development, SoTL, and SoED are complex. While SoED offers many opportunities for further legitimizing the individual and collective practices in educational development, it also presents many additional tensions and questions for further research.
Framework for Strengthening the Scholarship of Teaching and Learning in the Canadian College Sector
Author: De Courcy, Eileen
Date: 2017-03-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Models,Foreign Countries,Higher Education,Leaders

Following collaborative discussion and an initial literature review, a small group of college educators from three Canadian provinces, occupying roles at the micro, meso, and macro levels of their respective institutions, identified the need to develop a tool that considers institutional context in both determining the state of, and preparing for the advancement of, the state of the Scholarship of Teaching and Learning (SoTL). Further exploration into both the literature and our own experiences revealed that the state of SoTL within a particular institution seems to rely less on its categorization as a, for example, college, university, or technical institute, and more on the intricate web of factors that constitute the institution's context. While other researchers have put forth this call to consider institutional context to determine support for SoTL practices and processes, a detailed process or tool for doing so was not apparent. Adopting Bolman and Deal's (2008) framework for organizational structure, and combining this with data-gathering processes popularized by Smith's (2005) institutional ethnography, as well as a series of guiding questions, our tool represents an initial step in systematically representing SoTL-enabling and impeding artifacts commonly found in post-secondary institutions. Assuming SoTL leaders modify this tool based on their own entry points, a call is put forward to the Canadian post-secondary SoTL community to field-test the tool in order to facilitate reflection upon how a variety of factors encourage and impede SoTL advancement at our unique institutions, the interconnections between these factors and how we might use these to solve the pedagogical problems we face.
Gender in the Teaching Profession: University Students' Views of Teaching as a Career
Author: Tašner, Veronika
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Young Adults,Females,Career Choice,Teaching (Occupation),Pilot Projects,Student Surveys,Likert Scales,Preservice Teachers,Reputation,Gender Differences,Disproportionate Representation,Caring,Helping Relationship,Altruism,Family Work Relationship,Factor Analysis

The purpose of our research is to gain a better insight into what encourages young adults, in particular young women, to enter the teaching profession. The empirical part of the article is based on a pilot study including 132 students, with data collection being based on a survey approach using a questionnaire. The research attempts to address the context from which the desired characteristics of pre-service teachers with regard to their future employment arise. We have therefore tried to single out factors influencing the choice of teaching as a career, and to examine pre-service teachers' attitudes towards the reputation of female and male teachers. The data obtained confirm the thesis that the predominance of women in the teaching profession(s) is an effect of the harmonisation of the female respondents' habitus and their perception of the field they are entering. The perception of the teaching profession as a vocation (calling) that can be linked to the concepts of caring, giving and helping also proves to be very important. The data also confirms the thesis that the orientation towards life and work balance is important to our respondents of both genders.
Mapping Women's and Gender Studies in the Academic Field in Slovenia
Author: Gaber, Milica Antic
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Womens Studies,Gender Issues,Educational Development,Feminism,Politics of Education,Educational Change,Educational History,Trend Analysis,College Students,Educational Innovation,Curriculum Development

The aim of the present paper is to map the development of women's and gender studies (WGS) in the academic field in Slovenia. Slovenia is the first of the former Yugoslav state republics in which WGS have succeeded in entering the academic field and becoming part of institutionalised university study. In this paper we will ask the following questions: How, when and why did this happen? How was this connected to women's and feminist movements and politics regarding women's issues and demands? What were the obstacles in this process? Who were the agents and what were the factors that supported demands for the incorporation of WGS in academia? How has the field evolved in the last few decades? What were the phases of this development? Which fields were the forerunners, which were the late-comers and which are still left aside? What are the thematic scopes taught in WGS courses? In which degrees are the courses offered and what are their modules? Who teaches them? The mapping in this paper is mainly based on primary sources of university programmes and their curricula at faculties of the University of Ljubljana, as well as on interviews with important agents in the field.
Students' Gender-Related Choices and Achievement in Physics
Author: Jugovic, Ivana
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Differences,Physics,Science Achievement,Predictor Variables,Grades (Scholastic),Exit Examinations,Student Motivation,Outcomes of Education,Regression (Statistics),Self Concept,Sex Stereotypes,Academic Ability,Talent,Intervention,Sex Role,Questionnaires,Secondary School Students,Foreign Countries,Measures (Individuals),Student Attitudes,Factor Analysis,Statistical Analysis

The goal of the research was to explore the role of motivation, gender roles and stereotypes in the explanation of students' educational outcomes in a stereotypically male educational domain: physics. Eccles and colleagues' expectancy-value model was used as a theoretical framework for the research. The research sample included 736 grammar school students from Zagreb, Croatia. The variables explored were expectancy of success, self-concept of ability and subjective task values of physics, gender roles and stereotypes, and educational outcomes: academic achievement in physics, intention to choose physics at the high school leaving exam, and intention to choose a technical sciences university course. The results showed that girls had a lower self-concept of ability and lower expectancies of success in physics compared to boys, in spite of their higher physics school grades. Hierarchical regression analyses showed that self-concept of physics ability was the strongest predictor of physics school grades, whereas the utility value of physics was the key predictor of educational intentions for both genders. Expectancy of success was one of the key predictors of girls' educational intentions, as well. Endorsement of a typically masculine gender role predicted girls' and boys' stronger intentions to choose a stereotypically male educational domain, whereas acceptance of the stereotype about the poorer talent of women in technical sciences occupations predicted girls' lower educational outcomes related to physics. The practical implication of the research is the need to create gender-sensitive intervention programmes aimed at deconstructing the gender stereotypes and traditional gender roles that restrain students from choosing gender-non-stereotypical careers.
The Anti-Gender Movement in Europe and the Educational Process in Public Schools
Author: Kuhar, Roman
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Theories,Cultural Influences,Sexuality,Sexual Orientation,Sexual Identity,Parent Role,Parent Rights,Civil Rights,Values,Curriculum,Social Bias,Gender Issues,Homosexuality,Religion,School Role

Mass protests across Europe against marriage equality, reproductive rights, gender mainstreaming and sexual education have centralised in the past few years around so-called &quot;gender theory.&quot; This theory is explained as a new threat to the &quot;traditional family&quot; and &quot;natural masculinity and femininity,&quot; as it allegedly aims at cultural revolution: a post-binary gender world. Many of these debates (and concrete actions) are targeted at schools and the educational process. It is believed that &quot;gender theory&quot; is already being taught in schools, which will have detrimental consequences for pupils. Agents of the anti-gender movement claim that children are being sexualised and brainwashed by &quot;gender theory.&quot; Taking this debate as the starting point, we first examine the roots of the term &quot;gender theory&quot; and point to its nature as an &quot;empty signifier.&quot; We then analyse the types of anti-gender actions across Europe that interfere with the educational process in public schools. Finally, we consider the role of parents and their right to intervene (or not) in the educational process. On the basis of the existing rulings of the European Court of Human Rights, we argue that the provision that parents are entitled to educate their children in accordance with their religious and moral beliefs does not mean that teachers in schools should avoid issues that might &quot;morally distress&quot; pupils or their parents, as long as schools avoid indoctrination, and providing the topics (like any other topics) are conveyed in an objective, critical and pluralistic manner.
The Teacher as One of the Factors Influencing Students' Perception of Biology as a School Subject
Author: Kubiatko, Milan
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Teachers,Biology,Student Attitudes,Science Instruction,Secondary School Students,Secondary School Teachers,Questionnaires,Gender Differences,Personality Traits,Teacher Characteristics,Foreign Countries,Statistical Analysis,Difficulty Level,Student Interests,Science Experiments

The main aim of our research was to determine whether the teacher is one of the factors influencing students' perception of biology as a school subject. The study also aimed to identify the influence of certain other factors in this regard, specifically: students' gender and place of residence, the number of biology teachers who have taught the students, and the teachers' gender. The sample consisted of 261 lower secondary school students (ISCED 2) in Slovakia, aged 14 and 15 years. A questionnaire with Likert-type items was used as a research instrument. The findings confirm the impact of the biology teacher on students' perception of the subject. After removing the influence of the teacher, the students' gender and place of residence did not have any significant influence on their perception of the subject. Two additional significant variables were the number of biology teachers who had taught the students and the teachers' gender. The research confirmed that the teacher's personality is one of the significant factors that can influence students' perception of school subjects.
Gender Differences in Children's Language: A Meta-Analysis of Slovenian Studies
Author: Marjanovic-Umek, Ljubica
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Differences,Meta Analysis,Foreign Countries,Language Acquisition,Toddlers,Children,Child Language,Child Development,Adolescents,Case Studies,Longitudinal Studies,Language Skills,Vocabulary,Sentence Structure,Comprehension,Story Telling,Statistical Analysis

Child gender has been proved to affect toddlers'/children's language development in several studies, but its effect was not found to be stable across different ages or various aspects of language ability. The effect of gender on toddler's, children's and adolescents' language ability was examined in the present meta-analysis of ten Slovenian studies (nine cross-sectional studies and one longitudinal study). The ten studies were published between 2004 and 2016 and included a total of 3,657 toddlers, children and adolescents, aged from 8 months to 15 years. The language outcome measures refer to different aspects of language ability, including vocabulary, mean length of utterance, sentence complexity, language expression and comprehension, storytelling ability and metalinguistic awareness. Across the studies, language ability was assessed using different approaches and instruments, most of which were standardised on samples of Slovenian speaking children. Based on the reported arithmetic means and standard deviations, the effect sizes of gender for each of the included studies were calculated, as well as the average effect size of gender across the different studies. The findings of the meta-analysis showed that the effect size of gender on toddlers'/children's/adolescents' language largely depended on their age and the aspect of language measured. The effect sizes increased with children's increasing age. All significant effects proved to be in favour of girls. The findings were interpreted in relation to the characteristics of language development and social cultural factors that can contribute to gender differences in language ability.
Adolescent Boys, Embodied Heteromasculinities and Sexual Violence
Author: Messerschmidt, James W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Males,Correlation,Bullying,Masculinity,Case Studies,Whites,Working Class,Rejection (Psychology),Interviews,Sexual Abuse,Rape,Personal Narratives,Peer Acceptance,Adolescents,Educational Experience,Peer Relationship,Sexuality,Violence,Physical Characteristics,Power Structure

In this paper the author summarizes several life history case studies of adolescent boys who were identified at school as &quot;wimps&quot; and who eventually engaged in various forms of sexual violence. Such boys rarely are--if at all--discussed in the childhood, education and feminist literatures on sexual violence. The life stories reveal the interrelationship among in-school bullying, reflexivity, embodied structured action, and the social construction of heteromasculinities in the commission of sexual violence by subordinated boys. The author concludes by considering the implications the research has to the evolving discourses on social scientific conceptualizations of reflexive embodiment and heteromasculinities.