ethanporcaro/eric-fulltext-meta huggingface dataset:
Can We Teach Effective Listening? An Exploratory Study
Author: Caspersz, Donella
Date: 2015-00-00
Type: Journal Articles
Subjects: Listening,Listening Skills,Intervention,Undergraduate Students,Health Education,Business Administration Education,Likert Scales,Pretests Posttests,Student Surveys,Student Attitudes,Communication Strategies,Communication (Thought Transfer)

Listening is not the same as hearing. While hearing is a physiological process, listening is a conscious process that requires us to be mentally attentive (Low &amp; Sonntag, 2013). The obvious place for scholarship about listening is in communication studies. While interested in listening, the focus of this study is on effective listening. Thompson, Leintz, Nevers and Witkowski (2004, p. 240) describe effective listening as the &quot;dynamic, interactive process of integrating appropriate listening attitudes, knowledge, and behaviours to achieve the selected goals of a listening event.&quot; Thus, effective listening is more than a cognitive process; to &quot;hear&quot; the listener must not only understand what is being said verbally, but also the non-verbal communication that informs what is said. This refers to the communication goals of both sender and listener, and the context framing the act of speech (Wolvin, 2013). In other words, understanding the contextual and &quot;socially coded acoustic clues&quot; that are embedded in the message (Swaffar &amp; Bacon, 1993). When viewed this way, it is clear that listening is both an individual and shared process. The present study therefore makes two contributions. The first is to contribute to the gap in research about listening in a university setting by evaluating students' perceptions of whether a formal &quot;listening&quot; intervention using open space technology (OST) enhanced their understanding of a task. The second is to describe an intervention that can be used by others to foster effective listening by students. The authors conducted their intervention with undergraduate degree students in the Business School and School of Population Health during semester two, 2014. The paper begins with describing their research approach, findings, and a discussion about these. They conclude by considering the implications and limitations of the study.
Disembodied Creativity: The Role of Action Research in Moderating Educator Expectations of Marketing and Public Relations Students
Author: Fordham, Helen
Date: 2015-00-00
Type: Journal Articles
Subjects: Action Research,Creativity,Work Environment,Teaching Methods,Critical Thinking,Marketing,Public Relations,Foreign Countries,Business Administration Education,Industry,Student Attitudes,Self Evaluation (Individuals),Curriculum Design,Educational Improvement,Education Work Relationship,Undergraduate Students,Role,Questionnaires,Qualitative Research

Despite ample research indicating creativity is valuable in creating a competitive advantage and enabling individual success in the global knowledge economy, there are still industry concerns about how adequately individual student's creative abilities are developed for the workplace (McCorkle, Payan, Reardon &amp; Kling, 2007). In considering how well teaching practices can strengthen creative performances in classrooms, this paper details an action research project that investigates creative and critical thinking among an undergraduate cohort of marketing and public relations students in the School of Business, The University of Notre Dame Australia. In particular this study: 1) considers how business students understand creativity; 2) examines whether the performance of creativity can be enhanced through individual critical reflection on the nature and value of creativity; and 3) analyses how student's self-assessment data can extend teaching practice and improve curriculum design so business students can better meet industry expectations of creative skills.
&quot;ICreate&quot;: Preliminary Usability Testing of Apps for the Music Technology Classroom
Author: Order, Simon
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Music Education,Music,Creativity,Creative Thinking,Computer Oriented Programs,Handheld Devices,Usability,Use Studies,Thinking Skills,Critical Thinking,Personality Traits,Musical Composition,Ethnography,Rating Scales,College Students,College Faculty,Technology Uses in Education

Some educators have expressed a belief that smart phones and tablet devices will revolutionize teaching in technology-based music instruction. Arguably, such devices are the next step in music pedagogy. Some have suggested that the emergence of the iPad in the music technology landscape will democratize music making further in the same way that the emergence of digital cameras made photography and film making available to anyone (Tough, 2009, p. 4). There are some distinct advantages to tablet devices, being relatively cheap compared to laptops, they are smaller, more portable, software updates are usually free and touch screen interfaces are simple to use. The culture of app development is also moving the technology forward quickly and there is still a lot of novelty attached to tablets as music production devices. These are strong reasons why students may find engaging with tablets a fun and creative experience (Dorfman, 2013, pp. 190-191). However, in comparison, to existing Windows, Apple or other PC/desktop audio applications, the iPad is a new technological environment for music production. The iPad's lack of maturity will present challenges for educators but these may be mediated by the benefits arising from the novelty, portability and a sense of ownership/intimacy of the device itself (Goodwin, 2012, p. 22). Preliminary research points towards the notion of &quot;embeddedness&quot; where the tablet device becomes a part of the student's daily cerebral processes as a tool to resolve problems, socialise with the world, and perform common productivity tasks (Puentedura, 2011). Early thoughts also cite the iPad as a &quot;curiosity amplifier&quot; (Brown, 2010). These factors may motivate creative learning via music technology on the iPad and there is support for this belief. Teachers believed that optimal use of iPads was attained when students used content-creation &quot;productivity&quot; apps as this developed higher order thinking skills and provided creative and individualised opportunities to express their understanding (Goodwin, 2012, p. 8). In light of Goodwin's observation, this paper presents the preliminary usability tests of five content-creation loop-based music technology iPad apps, prior to trialling in the classroom. The testing has been undertaken with the guiding intentions of provoking student creativity and secondly, encouraging immersion (focused attention) (Witmer &amp; Singer, 1998) in sonic composition in the classroom.
A Framework to Embed Communication Skills across the Curriculum: A Design-Based Research Approach
Author: Johnson, Steve
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communication Skills,Higher Education,Student Characteristics,College Graduates,Curriculum Development,Research Methodology,Instructional Design,Educational Research,Universities,Academic Support Services

There is widespread recognition that universities are now delivering higher education to diverse student populations with very different needs and aspirations from the more traditional cohorts of the past. In order to prepare students for a broad range of employment opportunities, universities are also fostering the development of &quot;graduate attributes&quot; or &quot;essential learning outcomes,&quot; in addition to content knowledge and disciplinary expertise. This paper reports on a project to develop a university-wide &quot;Framework&quot; to embed the teaching, learning and assessment of communication skills in curricula at Murdoch University. The Framework, which was developed by academic and professional staff at the Centre for University Teaching and Learning (CUTL), aims to support both staff and students through an integrated set of services and resources intended to develop communication skills within discipline-based courses. The project follows a design-based research approach, and has deliberately built on initiatives at other universities and best practice reported in the literature. This paper reports on work in progress, following the first two stages of design-based research: analysis and exploration, and design and construction. The project has generated design principles that can be applied at other universities.
Strengthening Pre-Service Teachers' Mathematical Content Knowledge
Author: Hine, Gregory S. C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Pedagogical Content Knowledge,College Faculty,Self Concept,Qualitative Research,Student Surveys,Likert Scales,Middle Schools,Foreign Countries

Over the past two decades there has been a growing body of literature concerning the preparation of pre-service mathematics teachers. Research efforts have focused principally on approaches conducted by tertiary educators to adequately prepare pre-service teachers (PST) for the mathematics classroom. Despite the extensive literature there is no consensus on how to adequately train PST of mathematics (Ball, Hill &amp; Bass 2003; Chapman 2005). There are two specific aims of this research project. The first is to investigate the self-perceptions of pre-service primary and secondary teachers enrolled in a mathematics education unit as they engage with and consolidate their mathematics content. The second aim is to explore how these pre-service teachers understand and perceive their &quot;readiness&quot; to undertake such a task, based on their recent tertiary training. Both aims will be investigated during the two stages of the research project. The significance of this research lies in the belief that the unit ED2315: &quot;Mathematical Learning for Early Adolescents&quot; adequately prepares students' mathematical content knowledge in conjunction with their pedagogical content knowledge, and that research into this area can strengthen future efforts in preparing pre-service teachers. Specifically, the unit has the potential to influence the way pre-service mathematics teachers are professionally prepared to teach mathematical content in the classroom. This study seeks to build upon the extant literature by describing the self-perceptions of pre-service teachers preparing to teach mathematics to upper primary and lower secondary students.
Using Video of Student-Client Interactions to Engage Students in Reflection and Peer Review
Author: Lewis, Abigail
Date: 2015-00-00
Type: Journal Articles
Subjects: Reflection,Peer Evaluation,Tutorial Programs,Learning Activities,Lifelong Learning,Independent Study,Feedback (Response),Speech Language Pathology,Clinical Experience,Practicums,Student Reaction,Video Technology,Usability,Relevance (Education),Emotional Response,Participant Satisfaction,Critical Viewing,Multimedia Materials,Teaching Methods,Interaction Process Analysis,College Students,Foreign Countries,Protocol Analysis,Questionnaires,Qualitative Research,Statistical Analysis

Employers in the 21st century seek graduates with a demonstrated ability to be independent, self-managing, lifelong learners. In this paper the authors explore student responses to a tutorial activity designed to promote lifelong learning skills. The activity is framed around situated learning theory, and capitalises on the affordances of video and a structured reflective process to extend opportunities for students to learn from their authentic clinical practicum experiences; enhance student skills in reflection, evaluation and feedback; and promote self-efficacy and lifelong learning.
Prudentia: A Medical School's Solution to Curriculum Mapping and Curriculum Management
Author: Steketee, Carole
Date: 2015-00-00
Type: Journal Articles
Subjects: Alignment (Education),Accreditation (Institutions),Professional Associations,Outcome Based Education,Medical Education,Curriculum Development,Curriculum Design,Database Design,Instructional Development,Concept Mapping,Organizational Objectives,Academic Standards,Online Systems,Electronic Libraries,Higher Education,Foreign Countries

During early accreditation visits by the Australian Medical Council (AMC), staff in the School of Medicine (SoM) were asked to demonstrate how and when AMC student outcome statements were being integrated into the MBBS course. As a result, the School Executive committed to developing a curriculum mapping system (CMS) that could systematically demonstrate alignment between course outcomes, the AMC outcomes as well as other curricula elements. This paper addresses the designing and developing of a useful electronic curriculum mapping system &quot;Prudentia,&quot; a user-friendly application that has the potential to transform how staff understand and interact with curriculum as well as improve curriculum review and management practices. A formal evaluation is planned for 2015 to measure staff attitudes and satisfaction levels. It will also assess behavioural changes at the individual, team (including cross-team collaboration), and curriculum governance levels.
Using Industry Professionals in Undergraduate Teaching: Effects on Student Learning
Author: Gentelli, Liesel
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Undergraduate Study,Crime,Feedback (Response),Learner Engagement,Small Group Instruction,Tutorial Programs,Lecture Method,School Business Relationship,Universities,Questionnaires,Student Surveys,Industry,Professional Personnel

Tutorials are a common complementary method of achieving student engagement with material covered in lectures, as students achieve deeper understanding by being involved in small group discussions. However, in an attempt to provide students with a taste of everything the industry has to offer, the Centre for Forensic Science at the University of Western Australia has until 2014 conducted its undergraduate unit, &quot;Mysteries of Forensic Science&quot;, as a series of seminars by current industry professionals. This approach was implemented initially as a good opportunity to expose undergraduate students to many fields of forensic science from practising industry professionals. In 2014 it was decided to introduce tutorials to the unit, to provide students with an opportunity to discuss and clarify material covered in lectures, as well as to allow for continuous feedback both from the teacher and peers. However, the desire to retain the diversity of industry professionals as speakers meant that only five tutorials could be introduced over the semester, with the entire cohort of students in attendance at each. It seemed that the lecture/tutorial format and the seminar series were incompatible. The purpose of this study was to evaluate an undergraduate unit taught almost entirely by industry professionals and the effect this had on student learning. Further, recommendations for the further restructuring of the unit for 2015 have been made based on student feedback, and are applicable to any undergraduate course having close ties to industry, and considering utilising these ties to expose undergraduate students to industry professionals.
Research-Based Practices in Afterschool Programs for High School Youth
Author: Holstead, Jenell
Date: 2015-00-00
Type: Journal Articles
Subjects: After School Programs,High School Students,Youth Programs,Best Practices,Research,Educational Practices,Learning Activities,Recruitment,Academic Persistence,Student Participation,Tutoring,Homework,Required Courses,Repetition,Program Evaluation,Interviews

Structured afterschool programs are often perceived as a service for young children only. Communities often overlook teenagers, expecting more substantial benefits from investments in programs for younger children (Hall &amp; Gruber, 2007). Of about 8.4 million children participating in afterschool programs nationwide, only 1 million are high school students (Afterschool Alliance, 2009b). In addition, only 15 percent of the programs funded by the 21st Century Community Learning Centers (CCLC) program include high school students (Afterschool Alliance, n.d.). Recent budget cuts in many schools have reduced or eliminated high school extracurricular activities such as music and athletics, leaving some teenagers without safe, enriching activities after school (Hall &amp; Gruber, 2007). A small body of research identifies characteristics of afterschool programs that enhance the academic and social development of high school youth. Given the relatively small number of afterschool programs that serve high school students, ensuring that the programs that do exist follow these promising practices is critical. If existing programs maximize the academic and social benefits of participation by following these practices, more investment in out-of-school time programming for high school youth may be possible. To determine the extent to which high school afterschool programs followed promising practice research, the authors studied 19 21st CCLC high school afterschool programs in one Midwestern state. They looked for research-based promising practices in three key areas identified in the literature: program activities, recruitment and retention, and student choice and voice. They found that evidence-based academic practices such as tutoring services and homework help or credit recovery opportunities were implemented more often than were practices related to student choice and voice. These findings have implications for practice in other afterschool programs serving high school youth.
A Bulldog Mobile Is Born
Author: Groff, Suzy
Date: 2015-00-00
Type: Journal Articles
Subjects: Libraries,Motor Vehicles,Reading Motivation,Summer Programs,Books,Reading Skills,Reading Tests,Scores,Comparative Analysis,Program Effectiveness,At Risk Students

Sometimes great initiatives in education start with just a glimmer of an idea and a belief that building a foundation under that idea can effect change. That glimmer of an idea came to Bandera Independent School District (BISD) from a middle school English teacher who attended an International Reading Association Conference and heard about teachers who, in the summer, brought tubs of books to students from low-income families. A group including district librarians, teachers, and campus administrators applied for a grant to pilot a summer bookmobile. After almost a full year of planning, BISD's Bulldog Mobile was born in the summer of 2014. The mobile literacy center was intended to provide free literacy materials to encourage summer reading and to decrease a slide in reading skills over the summer. This &quot;summer slide&quot; often results in widening the achievement gap that manifests when disadvantaged students lose academic ground over successive summers. Data from the end-of-year tests at BISD was compared to data from the beginning-of-year tests to determine if access to the Bulldog Mobile made any impact on preventing students from losing ground or helping them gain ground over the summer months. Findings show that nearly 67 percent of the children who visited the Bulldog Mobile at least once either maintained their reading skills or gained reading skills.
Toward More Equitable Outcomes: A Research Synthesis on Out-of-School Time Work with Boys and Young Men of Color
Author: Gilgoff, Jon
Date: 2015-00-00
Type: Journal Articles
Subjects: Males,Youth Programs,Gender Issues,Advocacy,Trend Analysis,Recreational Activities,Extracurricular Activities,Mentors,Adolescents,Preadolescents,Minority Groups,Literature Reviews,Enrichment,Academic Achievement

Detroit's Flip the Script afterschool program offers academic support, leadership development, and guidance from positive male mentors to young men of color ages 11-15. At Male Leadership Academy, another program in the city's West Side, youth receive similar services, including life lessons from peers and adults provided in a guest speaker component titled &quot;Calling All Men: Truth Sessions&quot; (Allen, 2009). What is &quot;the truth&quot; about out-of-school time (OST) work with boys and young men of color (BYMOC)? How has the literature that documents the increasing public consciousness of this work influenced program centers and policy debates? Recent local and national attention on the crisis facing BYMOC has contributed many insights to this discussion. Although My Brother's Keeper was not the first call to action on this issue, this White House initiative has raised awareness and resources, some of which have been directed toward developing and documenting efforts undertaken outside the academic day. This article contributes to a growing conversation by identifying trends in an expanding body of research on practices used to support BYMOC. As the field moves toward clearer recognition of what constitutes &quot;effective&quot; practice, afterschool professionals are playing an important role in empowering and organizing BYMOC to achieve more equitable educational, economic, health, and life outcomes.
Quieting the Teacher Wars: What History Reveals about an Embattled Profession
Author: Goldstein, Dana
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Educational History,Politics of Education,Public Schools,Educational Improvement,United States History,Teacher Improvement,Teacher Background,Educational Policy,Tenure,Reputation,Educational Change

This article is excerpted from Marshall Project staff writer and author, Dana Goldstein's 2014 book, &quot;The Teacher Wars: A History of America's Most Embattled Profession.&quot; It begins by describing Goldstein's experience traveling as an education reporter in the late 2000s and the incredible amount of political scrutiny under which the teaching profession was forced to operate. The article goes on to explore why American teachers are both hated and idealized, when teachers in other nations are much more universally admired. It notes that Americans have debated who should teach public school, what should get taught, and how teachers should be educated, trained, hired, paid, evaluated, and fired. Though the nation has been arguing about these questions for two centuries, very little consensus has developed. Amid these teacher wars, many extraordinary men and women worked in public school classrooms and offered powerful, grassroots ideas for how to improve American education. Henry David Thoreau, Susan B. Anthony, W. E. B. Du Bois, and Lyndon B. Johnson are just a few of the famous Americans who taught. These teachers' stories, and those of less-well-known teachers, propel this history forward and help the nation understand why American teaching has evolved into such a peculiar profession, one attacked and admired in equal proportion. The article concludes that education reformers today should learn from the mistakes of history. There must be less focus on how to rank and fire teachers and more on how to make day-to-day teaching an attractive, challenging job that intelligent, creative, and ambitious people will gravitate toward. The teacher wars must be quieted and teachers must be supported in improving their skills and the profession.