ethanporcaro/eric-fulltext-meta huggingface dataset:
Literature Discussions as Mangles of Practice: Sociological Theories of Emergence and/in Dialogic Learning Events
Author: Kamberelis, George
Date: 2015-00-00
Type: Journal Articles
Subjects: Literature,Discussion,Teaching Methods,Dialogs (Language),Educational Philosophy,Learning Processes,Persuasive Discourse,Inquiry,Decision Making,Moral Development,Social Development,Cultural Awareness,Student Development,Elementary School Teachers,Elementary School Students,Classroom Communication,Discourse Analysis,Action Research

In this report, we argue that some of the most productive and edifying kinds of literature discussions among certain ages/grade levels may be best understood as &quot;mangles of practice&quot; (Pickering, 1995). Mangles of practice involve the coalescence of planned and contingent forces, and they produce emergent or self-organizing transformations of ongoing social activities, as well as unpredictable outcomes or products. Indeed, the discussions we studied had these characteristics. They often involved both planned and contingent actions and reactions by individual, social, cultural, and material agents and agencies. As such, they were emergent phenomena about which we could seldom predict what precise collections, collisions, and collusions of actions and reactions would occur within them or what the effects of these collections, collisions, and collusions would be. In spite of (or more likely because of) their unpredictability, these discussions were extremely dynamic knowledge-producing activities. Given this social fact, we think our findings contribute significantly to understanding the lineaments and potentials of dialogic pedagogy, which deepens students' learning and development. More specifically, when teachers successfully prompt and engage students in more robustly dialogic talk that promotes text-to-life connections, life-to text connections, linkages to non-school knowledge (like that of popular culture), etc., then students often reap a wide variety of benefits with respect to their abilities to engage in genuine inquiry, to reason and argue for particular interpretations, to evaluate complex human actions and decisions, and to develop principled social, cultural, and moral equipment for living their own lives.
&quot;Learning to Be More Human&quot;: Perspectives of Respect by Young Irish People in Prison
Author: O'Grady, Emmanuel
Date: 2017-06-00
Type: Journal Articles
Subjects: Correctional Institutions,Foreign Countries,Institutionalized Persons,Teacher Student Relationship,Socialization,Values,Correctional Education,Interviews,Teacher Attitudes,Student Attitudes,Qualitative Research

Respect is a fundamental aspect of how human beings relate to each other and, arguably, is a significant factor in the relationship between student and teacher. For incarcerated adults, the relationships they foster with their teachers (and by extension the respect or disrespect cultivated within it) often have a considerable impact on their educative development. This research explores how respect, and disrespect, is perceived to be communicated within prison education by 13 students and 13 teachers in an Irish Young Offenders institution. The values at the core of prison educators' practice and their capacity to promote self-respect within their students emerged as central to this cultivation of respect. The place of socialisation within these educative relationships also emerged as a prominent factor and is discussed in relation to MacMurray's (2012) assertion that the primary function of education is &quot;learning to be human.&quot;
A Critique of Methods in the Scholarship of Teaching and Learning in Philosophy
Author: Bloch-Schulman, Stephen
Date: 2016-00-00
Type: Journal Articles
Subjects: Criticism,Scholarship,Instruction,Learning,Philosophy,College Faculty,Teaching Methods,Protocol Analysis,Educational Research,Observation,Research Methodology,Epistemology

The goal in this article is to offer a vision for a scholarship of philosophical learning that philosophers find plausible and helpful and that utilizes our disciplinary skills and knowledge to produce useful insights into how students learn philosophy. Doing so is a challenge because philosophers typically and historically conceive of our work as being properly done in the proverbial armchair, that is, done without being tied to empirical data. To begin, I look at three common types of philosophy pedagogy research and I show ways that each can be done well and the limitations of each. Ultimately, I argue that, while useful and revealing in some ways, the techniques typically fail to illuminate where philosophy students are in learning the habits, dispositions and skills that are most typically associated with the discipline. Arguing that to understand students in these ways requires observation, and thus, non-armchair methods, I briefly explore the use of think alouds, arguing that they offer one viable path to a scholarship of learning in philosophy that would allow philosophers to both observe and to use our own disciplinary skills to make the thinking of our students visible in ways that will help us be clearer about how student and expert thinking differs so we can better determine how to help them improve.
Graduates' Orientations to Higher Education and Their Retrospective Experiences of Teaching and Learning
Author: Spronken-Smith, Rachel
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Attitudes,Higher Education,Student Experience,Transformative Learning,Humanities,Sciences,Interviews,College Graduates,Case Studies,Preferences,Skill Development,Career Education,Role of Education,Critical Thinking,Cultural Awareness,Teacher Student Relationship,Inquiry,Individual Development,Foreign Countries,Data Analysis,Qualitative Research

In this article, we sought a relation between orientation to higher education and curricular experiences, and elucidated the nature of transformative curricular experiences. Twenty-four graduates from humanities and science degrees in the year 2000 were interviewed approximately five years later to obtain their retrospective views on the purpose of higher education, as well as their undergraduate experiences of teaching and learning. Drawing on phenomenographic principles, four orientations to higher education were generated. Four participant cases are analyzed, representing each orientation to higher education. In the &quot;gaining a qualification&quot; orientation, graduates valued being told what to learn, as well as learning practical skills. For the &quot;preparation for a job&quot; orientation, graduates wanted lecturers who were good at conveying information, but they also valued project work, having some autonomy over learning and practical applications. In the &quot;developing skills and learning how to think&quot; orientation, graduates valued being challenged and learning in groups, but also wanted to learn professional skills. In the &quot;growing as an individual&quot; orientation, graduates valued being challenged, gaining different perspectives, developing critical thinking, learning about theory, interacting with lecturers, research, and study for its own sake. Some curricular experiences transformed thinking about the purpose of higher education, including learning through discussion in small groups, authentic learning tasks including inquiry-based assignments, exercises in developing critical thinking, opportunities to interact with teachers, opportunities to develop practical skills, experiencing different cultures and personal growth through lifestyle and social experiences. Our research has implications for advising students, as well as for teachers aiming to encourage a deep approach to learning.
Learning That Makes a Difference: Pedagogy and Practice for Learning Abroad
Author: Benham Rennick, Joanne
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Study Abroad,International Education,Higher Education,Global Approach,Educational Philosophy,Learning Experience,Transformative Learning,Guidelines,Politics

Society faces significant new challenges surrounding issues in human health; global security; environmental devastation; human rights violations; economic uncertainty; population explosion and regression; recognition of diversity, difference and special populations at home and abroad. In light of these challenges, there is a great opportunity, and a great need, for education that makes a difference in the way students think and interact with their world. This article has three objectives. The first is to present an overview of the literature on the global trend to internationalize the higher education curriculum. The second is to briefly highlight some of the key pedagogical concepts established in the work of pedagogical trailblazers John Dewey, Paulo Freire, and Jack Mezirow and synthesize them in relation to learning abroad. Finally, the article concludes with a discussion of how a synthesis of these pedagogical models, applied to the context of international learning experiences, has the potential to support transformative learning that makes a difference in how students think about and engage with complex global issues.
&quot;This Is My Family outside of My Family&quot;: Care-Based Relating in a Model Early College High School
Author: Ari, Omer
Date: 2017-06-12
Type: Journal Articles
Subjects: High School Students,Advanced Placement Programs,Interpersonal Relationship,Models,Interviews,Student Attitudes,Teacher Attitudes,Teacher Student Relationship,Caring,Phenomenology,Inquiry,Demography,Followup Studies,Work Ethic,Educational Experience,Well Being,Student Development,Educational Policy,Educational Practices

Early college (EC) is a novel educational model in the US that combines high school and college in an effort to increase underrepresented students' access to higher education by providing engaging, hands-on instruction in a supportive learning environment. For this phenomenological inquiry, we sought to understand the role of care-based relating in a model early college by examining how relationships are manifested and experienced at this school. Through 30-45 minute interviews, eleven participants (three sophomores, three seniors, and five teachers) described EC teachers' high level of commitment to students' academic success through: (a) responsive instruction in classroom and group contexts; (b) additional learning support for individual students; and (c) varied experiences from traditional school contexts. EC teachers found these efforts fostered student commitment to learning. Additionally, teachers and students noted the extraordinary commitment of EC teachers to the physical, social, and emotional wellbeing of learners demonstrated through: (a) family-like relationships; (b) promoting social and emotional wellbeing through timely advice and intervention; (c) joining students through tragic and intense personal and out-of-school realities; and (d) forming longitudinal connections with students and their families. However, this commitment resulted in teachers taking on significant burden when there was a lack of structural supports available for all learners. Findings hold implications for educational policy and school structuring that can promote educational equity and success through meaningful relationships, responsive practices, wrap-around services for students with out-of-school challenges, and teacher-support structures to ensure the longitudinal development and wellness of teachers, preventing burnout and attrition.
Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private
Author: Sturgill, Amanda
Date: 2014-00-00
Type: Journal Articles
Subjects: Reflection,Service Learning,Experiential Learning,Electronic Journals,Student Journals,Affordances,Models,Thinking Skills,Scaffolding (Teaching Technique),Outcomes of Education,Learning Activities,Ethics,Journal Writing,Feedback (Response),Dialogs (Language),Expressive Language,Graduate Students

Reflection is a key component of service learning, but research shows that in order to maximize learning, the reflection must be of high quality. This paper compares the affordances of three different models of written reflection in engendering students' higher-order thought processes. Student reflections were compared across axes of guided versus free response, dialogic versus expressive reflection, and public versus private reflection. Results indicate that guided reflection yields more response than free reflection does. Dialogic and guided reflections both yield more integration of knowledge from service learning activities within a larger context. Results for public reflection versus private were mixed. Ethical considerations for public reflection are also discussed.
Friends and Family: A Literature Review on How High School Social Groups Influence Advanced Math and Science Coursetaking
Author: Gottfried, Michael
Date: 2017-06-12
Type: Journal Articles
Subjects: High School Students,STEM Education,Family Influence,Peer Influence,Friendship,Social Support Groups,Probability,Advanced Courses,Mathematics,Sciences,Gender Differences,Expectation,Parent Participation,Literature Reviews

In this study, we synthesized the literature on how informal contexts, namely friends and family social groups, shape high school students' likelihood of pursuing advanced math and science coursework. Extending scholarly understandings of STEM education, we turned to the body of literature with three guiding questions: (1) What influence do friends have on advanced math and science coursetaking? (2) What influence does family, particularly parents, have on advanced math and science coursetaking? (3) Do the effects vary by gender among each social group? By synthesizing existing literature on the influence of family and friends on advanced math and science coursetaking in high school, we find that both friends and families can influence the number of advanced math and science courses students complete, but the amount of advanced coursework students complete also varies based on the gender of the individual student, the gender of his/her friends, as well as by mother or father. Implications and limitations are discussed.
Curriculum Analytics: Application of Social Network Analysis for Improving Strategic Curriculum Decision-Making in a Research-Intensive University
Author: Dawson, Shane
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Networks,Network Analysis,Evidence Based Practice,Curriculum Evaluation,Outcomes of Education,Educational Change,Course Selection (Students),Program Improvement,Educational Technology,Research Universities,Foreign Countries,Graduate Students,Undergraduate Students,Decision Making,Instructional Leadership,Curriculum Design,Visualization,Case Studies

This paper provides insight into the use of curriculum analytics to enhance learning-centred curricula in diverse higher education contexts. Engagement in evidence-based practice to evaluate and monitor curricula is vital to the success and sustainability of efforts to reform undergraduate and graduate programs. Emerging technology-enabled inquiry methods have enormous potential to inform evidence-based practice in complex curriculum settings. For example, curriculum analytics, including data from student learning outcomes, graduate qualities, course selection and assessment activities, can be mined from various student learning systems and analysed to inform curriculum renewal strategies and demonstrate impact at both the program and course level. Curriculum analytics can serve to foster a culture of inquiry and scholarship regarding program improvements that is characterised by information sharing within and across disciplinary borders. This paper presents an innovative technology that draws on social network methodologies for assessing and visualising the integration and linkages across individual courses that ultimately form a student's complete program of study. Insights are grounded in the literature and curriculum leadership experiences in a Canadian research-intensive university setting.
Getting Foxy: Invoking Different Magesteria in the Scholarship of Teaching and Learning
Author: Gurung, Reagan A. R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,Scholarship,Instruction,Learning,Humanities,Social Sciences,Research Methodology,Statistical Analysis,Qualitative Research,Mixed Methods Research

Higher education has seen an increase in the number of faculty conducting scholarship of teaching and learning (SoTL). Unfortunately, the momentum of this movement is somewhat thwarted by debates over which methodology should take center stage. The discussion often pitches quantitative experimentation against qualitative approaches and mistakenly represents each method as characterizing the domains of social science and the humanities, respectively. Does one methodology reign supreme? In this article I argue that not only are the humanities and the social sciences misrepresented, but both methodologies have a lot to contribute to SoTL. The social sciences and humanities, in fact, share many methodologies although they are each sometimes characterized as separate magisteria. I enumerate specific reasons why stereotypical social science methodology and that of the humanities are both useful for SoTL. I draw special attention to the time and place for statistical analyses and advocate for a &quot;fox-like&quot; strategy to SoTL, one that involves utilizing mixed-methods research designs, and the collection of both quantitative and qualitative evidence.
An Analysis of Predictors of History Content Knowledge: Implications for Policy and Practice
Author: Fitchett, Paul G.
Date: 2017-06-26
Type: Journal Articles
Subjects: Predictor Variables,History Instruction,United States History,Socioeconomic Status,Racial Differences,Age Differences,Correlation,National Competency Tests,Knowledge Level,Familiarity,School Policy,Student Characteristics,Instructional Effectiveness,Institutional Characteristics,Demography,Accountability,Achievement Gap,Educational Practices,Grade 12

How and to what extent students learn history content is a complicated process, drawing from the instructional opportunities they experience; the policy prioritization of history/social studies instruction in schools; and their own cultural perspectives toward the past. In an attempt to better understand the complex inter-play among these dimensions, we examined relationships among student sociocultural characteristics, instructional exposure, and school-level variables and US History content knowledge. Using data from the 2010 National Assessment of Educational Progress Test on US History (NAEP-USH), multilevel analyses indicated that while sociocultural indicators (such as race, gender, and socioeconomic status) correlate with achievement, students' instructional exposure variables remain significant predictors of history content knowledge. Moreover, school context such as building-level demographics and state testing-policy predict between school variance in content knowledge and moderate the achievement gap. Results also suggest that, while a substantial achievement gap remains, exposure to text-based instructional practices is associated with increased knowledge. Findings from this study have policy implications for the development of a more inclusive social studies curriculum, the advocating of text-dependent instruction as a high-leverage practice among history teachers, and cautious consideration of tests as proxies for accountability in history education.
Teaching the Literature Review: A Practical Approach for College Instructors
Author: Cisco, Jonathan
Date: 2014-00-00
Type: Journal Articles
Subjects: Literature Reviews,Writing Instruction,Writing Across the Curriculum,Undergraduate Students,Political Science,Outcomes of Education,Instructional Effectiveness,Laboratories,Writing (Composition),Tutoring,Student Attitudes,Writing Attitudes,Semi Structured Interviews,Definitions,Data Analysis

Instructors across the disciplines require their students to write literature reviews. Although numerous sources describe the literature review process, instructors and students face difficulty when approaching the structure of a literature review. This paper presents a straightforward, efficient approach for teaching students how to write a literature review. Developed over the course of three years at a university writing center, this lesson received substantial support from students across the disciplines. This paper reflects on one group of students' experiences while writing literature reviews in a political science course, showing that students demonstrated a sense of confidence and direction after the lesson. University professors, writing center staff, and content-discipline instructors in higher education classrooms can alleviate their students' anxiety about literature reviews by using this lesson in their classrooms.
Teaching Writing in the Disciplines: Student Perspectives on Learning Genre
Author: Goldschmidt, Mary
Date: 2014-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Across the Curriculum,Student Attitudes,Writing Attitudes,Literary Genres,Qualitative Research,First Year Seminars,Interviews,Student Surveys,Instructional Effectiveness,College Students,Writing (Composition),Psychology,Majors (Students)

Writing in the Disciplines curricula can both challenge and reinforce assumptions that writing is a general skill that students will already have learned prior to doing the specialized writing in their chosen field of study. Rhetorical genre studies, however, tends to emphasize the situated nature of writing expertise, and thus supports the exploration of more sustained and varied forms of writing instruction in higher education. This article reports on a qualitative study that gave priority to a rich source of pedagogical insight: student writers themselves. In-depth interviews and surveys were used to examine the pedagogical practices and curricular experiences identified by students as being most helpful in developing undergraduate expertise in their discipline's research genre. These student-centered descriptions of successful genre learning point the way toward curricular and instructional models that emphasize the intellectual, affective, and relational nature of writing.
What Did They Take Away?: Examining Newly Qualified U.S. Teachers' Visions of Learning and Teaching Science in K-8 Classrooms
Author: Roberts-Harris, Deborah
Date: 2014-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Elementary School Teachers,Middle School Teachers,Teacher Attitudes,Educational Attitudes,Science Teachers,Science Instruction,Semi Structured Interviews,Preservice Teacher Education,Outcomes of Education,Educational Change,Teaching Methods,Methods Courses,Science Process Skills,Pedagogical Content Knowledge,College Graduates

This study investigated newly qualified K-8 teachers' visions of science learning and teaching after they had completed preparation in a science teaching methods course I taught. What visions of science learning and teaching were these newly qualified teachers taking away from my course? How did these visions compare with those advocated by reform documents? I examined their class work and interviewed them after the course to document their ideas about science learning and teaching as they were about to begin their first year of teaching. Other data sources included participants' assignments, weekly reflections, and multi-media portfolio finals. Semi-structured interviews provided the emic voice of participants, after graduation but before they began to teach. Four strands of science proficiency articulated in a U.S. reform document provided a framework for interpreting activities, assignments, and interview responses. Some participants intentionally incorporated and implemented reform-based strategies in field placements in K-8 classrooms during the methods course and student teaching. The strands of scientific proficiency were evident in activities, assignments and participants' interviews in varying degrees.