ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementing Electronic Portfolios through Social Media Platforms: Steps and Student Perceptions
Author: Denton, David W.
Date: 2013-01-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Social Networks,Student Attitudes,Teaching Methods,Case Studies,Portfolio Assessment,Educational Change,Teacher Education,Web 2.0 Technologies,Computer Uses in Education

Over the last two decades, students and teachers, across educational levels and disciplines, have been subject to a variety of school reform efforts. Nevertheless, some instructional practices, such as portfolio assessment, persist and grow in popularity even in the midst of changing educational reform goals and shifting priorities. Teacher education programs have used paper-based portfolios for more than three decades. Recently, institutions have migrated to electronic portfolios since these provide several advantages. Early models of these systems required special technical skills, hardware, or fee-based contracts with service providers. The newest iteration of portfolio platforms are based on social media applications, which are easy to use, free, and customizable. However, the accelerated adoption of social media applications as repositories for student portfolio content has produced several gaps in the literature. Three of these include steps for implementing electronic portfolios in social media platforms, instructional methods for soliciting quality entries from students through questions and prompts, and student perceptions about using social media as a repository for electronic portfolio content. Results from a case study identifying student perceptions of combining social media and electronic portfolios are examined. Future lines of inquiry are discussed.
What Do Unsuccessful Online Students Want Us to Know?
Author: Fetzner, Marie
Date: 2013-01-00
Type: Journal Articles
Subjects: Student Surveys,Two Year College Students,Barriers,Student Attitudes,Online Courses,Satisfaction,Student Needs,Academic Persistence

Over the past twelve years, Monroe Community College (MCC), in Rochester, NY, has administered three surveys to non-successful online students to ask about their perceptions of online learning and to learn about student perceived barriers in the online environment. For these surveys, non-successful students were defined as those students who received a grade of F or W in an MCC online course. Typically, these particular students do not share their perceptions of online learning with the college because they rarely participate in end of the year student satisfaction surveys. Thus, their perceptions are often invisible and unknown to institutions. In the MCC surveys, students were asked to: share their perspectives on why they felt that were not successful in their online class; comment on their expectations for online classes; and share the advice that they would give to a student who was considering taking an online MCC class. The students' responses to these questions were fairly consistent over the course of time that the surveys were conducted, 2000-2001, 2005-2006, and 2009-2010. The combined responses for the three surveys indicated that the number one reason why students felt that they were not successful in their online course was because they &quot;got behind and couldn't catch up.&quot; Although online student satisfaction surveys provide insights into the perceptions of online students, the voluntary respondents to these surveys are those students who typically did well in the course. A review of the results of the responses from unsuccessful online students broadens the scope of the voice of the students and brings to the forefront the perspectives of students who were not successful. These data can help to inform the types of student services support that unsuccessful online MCC students feel are needed. (Contains 1 figure.)
&quot;U-Pace&quot; Instruction: Improving Student Success by Integrating Content Mastery and Amplified Assistance
Author: Reddy, Diane M.
Date: 2013-01-00
Type: Journal Articles
Subjects: Intervention,Teaching Methods,Student Behavior,Management Systems,Student Motivation,Online Courses,Mastery Learning,Academic Achievement,Achievement Gap,Disadvantaged,Metacognition,Time Management,Study Skills,Grades (Scholastic),Higher Education,Independent Study,Distance Education,Undergraduate Students,Program Effectiveness

&quot;U-Pace,&quot; an instructional intervention, has potential for widespread implementation because student behavior recorded in any learning management system is used by &quot;U-Pace&quot; instructors to tailor coaching of student learning based on students' strengths and motivations. &quot;U-Pace&quot; utilizes an online learning environment to integrate content mastery with Amplified Assistance (instructor-initiated, individually tailored feedback on concepts not yet mastered and constructive support that every student receives via email weekly or more often as needed). Evaluation findings for &quot;U-Pace&quot; instruction revealed that compared to conventional, face-to-face instruction, &quot;U-Pace&quot; instruction was associated with greater academic success for all students and reductions in the achievement gap for &quot;disadvantaged&quot; students. Additionally, &quot;disadvantaged&quot; &quot;U-Pace&quot; students showed improvements in the rate of content mastery and intrinsic motivation.  Consistent with these indicators of improvement in self-regulated learning skills, &quot;U-Pace&quot; students reported greater improvements in their time management and study skills, greater control over their learning and a greater sense of achievement than conventionally-taught students. The convergence of findings from student reports, performance measures recorded within the learning management system, and objectively determined grades suggests &quot;U-Pace&quot; instruction holds promise for higher education. (Contains 2 figures.)
Educational Leadership in an Online World: Connecting Students to Technology Responsibly, Safely, and Ethically
Author: Ribble, Mike
Date: 2013-01-00
Type: Journal Articles
Subjects: Instructional Leadership,Computer Literacy,Social Networks,Media Literacy,Internet,Bullying,Empathy,Information Technology,Educational Technology,Influence of Technology,Responsibility,Foreign Countries

The current gap in technology knowledge and lack of leadership preparation related to digital literacy for school environments can cause serious problems, as school leaders, parents, and broader social communities are currently realizing. The authors describe strategies for educational leaders to prepare their stakeholder groups for a digital future, as well as take actions to reduce technology misuse or abuse. Educational institutions should consider this Digital Citizenship model as a potential new tool to for students, faculty and staff--both on-site and online. (Contains 2 tables.)
Building a Strong Ensemble of Teaching Artists: Characteristics, Contexts, and Strategies for Success and Sustainability
Author: Mages, Wendy K.
Date: 2013-06-20
Type: Journal Articles
Subjects: Theater Arts,Artists,Art Teachers,Administrators,Administrator Characteristics,Teacher Characteristics,Labor Turnover,Team Teaching,Interprofessional Relationship,Personnel Selection,Cooperation,Work Environment,Early Childhood Education,Preschool Education

This research analyzes the techniques, strategies, and philosophical foundations that contributed to the quality and maintenance of a strong theatre-in-education ensemble. This study details how the company selected ensemble members and describes the work environment the company developed to promote collaboration and encourage actor-teacher retention. Specifically, this research documents the contribution of the directors and actors in the ensemble-building process. This study, which identifies factors that contribute to selecting, developing, and sustaining a successful ensemble, can serve to inform theatre-in-education professionals as they strive to develop and improve their ensemble-building practices and can inform other arts educators as they work to establish and sustain collaborative communities of teaching artists. (Contains 2 footnotes.)
Developing and Implementing a Mandatory Online Student Orientation
Date: 2013-01-00
Type: Journal Articles
Subjects: School Orientation,Online Courses,Blended Learning,Instructional Design,Educational Change,Change Strategies,Program Development,Program Implementation,Distance Education,Program Effectiveness,Community Colleges,Required Courses,Academic Persistence

A rural Community College evaluated their procedures for preparing students for online courses and determined they were not meeting the needs of the students. Through the use of the ADDIE Model of Instructional Design, a mandatory online orientation for first time online/hybrid students was developed
and implemented. Results from the implementation indicate that after completing the orientation, students feel they are better prepared for their online courses. This result is backed up by an increase in online student retention.
Defining the Role Adjustment Profile of Learners and Instructors Online
Author: Burkle, Martha
Date: 2013-01-00
Type: Journal Articles
Subjects: Student Role,Teacher Role,Online Courses,Workshops,Teacher Student Relationship,Foreign Countries,Models,Electronic Learning,Management Systems,Student Adjustment,Student Attitudes,Course Evaluation,Learning Processes,Time Management,Difficulty Level,Blended Learning,Online Surveys,Focus Groups,Interviews,Likert Scales

The purpose of this research was to analyze the experience of post-secondary first time online students combining time spent in the classroom-workshop with online course access, and their interactions with instructors. In the following discussion, and following the Cleveland et al. [1] model, a comparison
between the categories &quot;student's role adjustment&quot; and &quot;instructors' role&quot; is presented. (Contains 2 figures and 11 tables.)
&quot;Mainstreaming&quot; Te Reo Maori: Beyond Indifference and Tokenism in the Classroom
Author: Ngapo, Koro
Date: 2013-00-00
Type: Journal Articles
Subjects: Malayo Polynesian Languages,Teacher Education Programs,Cultural Awareness,Second Language Instruction,Teacher Attitudes,Foreign Countries,Official Languages,Language Usage,Language Attitudes,Pronunciation,Cultural Pluralism,Social Attitudes,Language Proficiency

This paper examines why Maori language needs to be taught accurately at the early stages of initial teacher education programmes and continue for the duration of a teacher education student's degree. If teacher education faculties are permitting their students to mispronounce Maori names or words, they are in fact doing a disservice, not only to the Maori language, but also to the students destined to teach in English medium schools and the children who attend these schools. This paper defines some of the challenges and questions in regards to the inadequate fostering of the Maori language in many initial teacher education programmes and what needs to be done to rectify this situation. This paper also covers the state of the Maori language, attitudes towards it and strategies for teachers to use in a mainstream teaching setting.  (Contains 11 footnotes.)
Looking at Reflection within a Community of Practice of RTLBs
Author: Soljan, Ivanka
Date: 2013-00-00
Type: Journal Articles
Subjects: Reflection,Communities of Practice,Foreign Countries,Teacher Effectiveness,Reflective Teaching,Teacher Collaboration,Cultural Influences,Teacher Improvement

The term &quot;reflection&quot; is defined as a contemplation of one's teaching craft with the view to improving it (Edwards &amp; Thomas, 2010). Reflection is supported 
by a number of theories and is considered a key component of RTLB work. A community of practice (CoP), when used as a space for reflection, provides
the potential for multiple and critical lenses to examine practice and enables a deeper, clearer understanding of casework. This article discusses some of the theory relating to reflection, positions reflection within a community of practice, and illustrates how it can be applied in the RTLB context. (Contains 1 figure.)
A Comparison Study of the Effectiveness of the Lexia Reading Programme
Author: Ness, Mike
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Programs,Elementary School Students,Foreign Countries,Questionnaires,Student Attitudes,Pretests Posttests,Reading Difficulties,At Risk Students,Program Effectiveness,Reading Skills,Spelling,Reading Comprehension,Decoding (Reading),Computer Assisted Design,Educational Technology

This study evaluates the efficacy of the Lexia Reading (LR) programme with a cohort of 37 students in a Decile 1 primary school. The students were randomly assigned to experimental (who used LR) and control groups (who did not use LR). The WIAT-II was used to provide pre and post measures of literacy skills. Results indicated that students who used LR did not outperform students in the control group and no statistical significance was found between the two groups at post-test. The study discusses the evidence base that Lexia presents in support of LR and raises questions in relation to LR efficacy. The study concludes that the LR computer programme's evidence base and efficacy is equivocal. (Contains 3 tables.)
Children with Autism Spectrum Disorder in the Mainstream Playground
Author: Couper, Llyween
Date: 2013-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Playgrounds,Physical Environment,Peer Relationship,Interaction,Children,Playground Activities,Inclusion,Play,Social Development,Educational Environment,Foreign Countries,Skill Development,Communication Skills

This paper explores the place of the school playground in the lives of children with Autism Spectrum Disorder (ASD). We discuss the physical
environment, school systems and practices that support the development of social competence and increased peer interactions for children with ASD in their school playground. Highlighted issues include the importance of play, and the value of the school playground as a curriculum resource with the 
potential to build a bridge to inclusion for children who experience difficulty developing skills in social interaction, verbal and nonverbal communication
and play. Inclusion is more than just placement in regular classrooms. It is about feelings of belonging in the whole school community and that includes being able to participate in the school playground without feelings of anxiety, isolation, or vulnerability.
The Rainbow Reading Programme: A Review 20 Years on
Author: Dobson, Emma
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Programs,Reading Difficulties,Repetition,Reading Strategies,Program Effectiveness,Reading Skills,Audio Books,Prevention,Constructivism (Learning)

It has been 20 years since the Rainbow Reading programme was developed and trialled by its New Zealand creator, Meryl-Lynn Pluck. Rainbow Reading is an audio-facilitated reading programme, and is based on the method of assisted repeated reading. The programme is designed to provide older students reading below their chronological age with the opportunity to practise their fluency and comprehension at their instructional reading level. This article sets out to review the programme, drawing on the research evidence to evaluate Rainbow Reading's validity and reliability as a reading intervention for use by educational practitioners in the New Zealand education context. Possible strengths and limitations of the programme are identified, and future directions for the programme are put forward. While the article concludes by suggesting some caution with regard to its use, it is evident that the effectiveness of an intervention such as Rainbow Reading is underpinned by practitioners taking an evidence-based approach in their professional practice. (Contains 5 footnotes.)
Somali Students' Perceptions of a New Zealand Primary School
Author: Smyth, Heather
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Pluralism,Culturally Relevant Education,Student Attitudes,Cultural Capital,Elementary School Students,Self Concept,Focus Groups,Teaching Methods,Friendship,Personal Autonomy,Bullying,Refugees,Educational Attitudes,Qualitative Research,Preadolescents

Cultural diversity is growing in New Zealand and deserves to be celebrated for the richness and opportunities for understanding it brings to our lives. Culturally-responsive approaches to education accept diversity and enable students to draw on their unique cultural capital as a learning resource. The aim of this study was to contribute to the literature in this area by finding out what Somali students in a New Zealand primary school think about their schooling: the aspects of school which challenge or support their cultural identities. Three nine and ten year-old Somali students attending a primary school in the Greater Wellington region participated in focus groups. Open-ended questions were used to elicit their perspectives on pedagogical approaches and their interactions with their peers and teachers. The students identified numerous positive aspects of their school lives, including 
strong friendships and autonomy in the classroom, yet revealed that bullying is an ongoing issue, for themselves and other students, in and out of school. (Contains 1 footnote.)
Evidence-Based Interprofessional Practice: Learning and Behaviour
Author: Littek, Celeste
Date: 2013-00-00
Type: Journal Articles
Subjects: Evidence,Educational Practices,Educational Principles,Reflection,Questionnaires,Pretests Posttests,Intervention,Learning Modules,Interprofessional Relationship,Praxis,Investigations,Educational Strategies,Best Practices,Interpersonal Competence,Asperger Syndrome,Participant Satisfaction,Foreign Countries,Males

The purpose of this journal article is to investigate evidence-based practice (EBP) or He Ritenga Whaimohio, as one of the seven principles outlined in the &quot;Resource Teacher: Learning and Behaviour (RTLB) Toolkit&quot; (2011) that guides RTLB practice; and to critique the principle of EBP through practical reflection. (Contains 2 tables and 2 figures.)
Exploring the Ecological Approach Used by RTLBs in Interventions for Students with Learning and Behaviour Needs
Author: Sebestian, Sandiyao
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Environment,Evidence,Intervention,Resource Teachers,Behavior Problems,Special Education,Learning Disabilities,Student Needs

The ecological approach, based on the RTLB Toolkit that guides RTLBs in New Zealand, is one of the seven principles used for interventions for students with learning and behaviour concerns. As a result of a paradigm shift moving from a functional limitations perspective to a more inclusive/ecological perspective in 1999, RTLBs have been trained using this model. This article explores the ecological approach and provides a brief overview of relevant evidence that informs best practice of this approach. A personal perspective based on the author's experience is made, with suggestions and lessons learned.
Designed for Learning: A Case Study in Rethinking Teaching and Learning for a Large First Year Class
Author: Goldacre, Lisa
Date: 2013-02-00
Type: Journal Articles
Subjects: Case Studies,Introductory Courses,Foreign Countries,Business Administration Education,Law Related Education,Class Size,College Faculty,Enrollment,Student Diversity,English (Second Language),Second Language Learning,Instructional Design,Teaching Methods,Educational Research,Curriculum Design,Computer Assisted Instruction,Team Teaching,Cultural Pluralism,Undergraduate Students

This paper presents a case study in which the principles of scholarship were applied to designing an approach to learning suitable for large classes. While this case study describes an Australian first year Business Law unit, the findings presented in this paper would be relevant to a wide range of teachers faced with large enrollments in first year higher education courses. In the present case, the teacher had the challenge of teaching very large first year classes comprising students from diverse linguistic and cultural backgrounds, many of whom were enrolled in the course not from choice but because it was compulsory for their degree. In this paper the authors describe how the teaching of the course was designed to enhance and encourage student learning. The authors' focus is on implementation of first year curriculum design principles; use of computer based tutorials and audience response systems; and a team approach to teaching. The teaching practices discussed in this paper are underpinned by references to relevant literature and contextualized within an ethics approved research project. The findings presented in this paper are likely to be of interest to teachers of law, teachers of large classes, and to curriculum and academic developers. (Contains 4 tables.)
Management of Classroom Behaviors: Perceived Readiness of Education Interns
Author: Garland, Dennis
Date: 2013-05-00
Type: Journal Articles
Subjects: Classroom Techniques,Student Behavior,Teaching Skills,Knowledge Base for Teaching,Readiness,Preservice Teachers,Teacher Competencies,Inclusion,Self Esteem,Interviews,Grounded Theory,Behavior Problems,Disabilities,Positive Reinforcement,Space Utilization,Cooperation,Rewards,Online Surveys,Factor Analysis,Regression (Statistics),Mixed Methods Research

Education students at a large research university participated in internships during their final semesters as part of their respective programs of study as a capstone experience. Qualitative and quantitative methods were used 
to collect data on the perceptions of interns' readiness and knowledge of evidence-based practices to manage classroom behaviors for students with exceptionalities in inclusive settings. Emergent themes include general feeling of readiness to manage classroom behaviors. However, a desire for earlier access to actual classroom experiences was also expressed, as was the desire for greater instruction in evidence-based practices to manage behaviors for students with exceptionalities. (Contains 4 tables.)
An Exploration of Metacognition and Its Effect on Mathematical Performance in Differential Equations
Author: Smith, Mary Jarratt
Date: 2013-02-00
Type: Journal Articles
Subjects: Metacognition,Equations (Mathematics),Mathematics Instruction,College Students,Surveys,Calculus,Grades (Scholastic),Mathematics Skills,Knowledge Level,Learning Strategies,Effect Size,Predictor Variables

Research suggests that students in certain contexts who are &quot;metacognitively aware learners&quot; demonstrate better academic performance (Shraw &amp; Dennison, 1994; Md. Yunus &amp; Ali, 2008). In this research, the metacognitive levels for two classes of differential equations students were studied. Students completed a survey adapted from the Metacognitive Awareness Inventory (MAI) (Shraw &amp; Dennison, 1994) at the start of the course. The questions chosen from the MAI were aimed at three components concerning the students' knowledge about their cognition: declarative knowledge, procedural knowledge, and conditional knowledge. Analysis shows student performance, as measured by the course grade, cannot be predicted by metacognitive awareness levels. (Contains 5 tables and 3 figures.)