ethanporcaro/eric-fulltext-meta huggingface dataset:
Faculty and Student Partnerships in the Scholarship of Teaching and Learning: Evaluation of an Institutional Model
Author: Moghtader, Bruce
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Graduate School Faculty,Partnerships in Education,Teacher Student Relationship,Communities of Practice,Scholarship,Instruction,Learning,Foreign Countries,Faculty Development,Student Development,Program Evaluation

We present the design and evaluation of an institutional support model for the Scholarship of Teaching and Learning (SoTL): the SoTL Seed Program. In this model, faculty from across disciplines partner with graduate students with expertise in educational and social science methodologies to implement SoTL investigations. We interviewed and obtained feedback from both faculty and graduate students about their experiences. A qualitative approach based on grounded theory suggests that organized and sustained partnership between faculty and graduate students offers a viable institutional framework to support SoTL across academic disciplines. In our institution, partnerships in SoTL have resulted in facilitating academic and professional development for both faculty and graduate students, establishing communities of practice for SoTL, and providing infrastructure for systematic engagement with SoTL.
An Exploratory Investigation of Teacher Perceptions of Education and Communication at the Beginning of the COVID-19 Pandemic
Author: Beck, Stephenson J.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teacher Attitudes,Elementary Secondary Education,Interpersonal Communication,Online Courses,Administrators,Teacher Student Relationship,Interaction,Teaching Conditions,Teacher Effectiveness,Predictor Variables,Well Being,Psychological Patterns,Stress Variables,Administrator Role

In March 2020, teachers in the K-12 school system were forced to transition from in-person instruction to a variety of virtual teaching models due to the COVID-19 pandemic. This unprecedented change required extensive communication between teachers, students, parents, and administrators. This study explored communication during the March-May 2020 transition period, utilizing Uncertainty Management Theory as an overarching framework to investigate how teacher comfort with online learning, communication overload, administrative clarity, and student--teacher interaction influenced the effectiveness and happiness of teachers. Across these four variables, communication overload was shown to be a strong negative predictor of teacher well-being; student--teacher interaction predicted positive teaching outcomes.
Effect of Peer-Assisted and Learning Together Techniques on 6th Grade Students&apos; Reading Comprehension Achievement and Attitudes towards Reading
Author: Yigi?t, Fadime
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 6,Reading Comprehension,Reading Attitudes,Peer Teaching,Peer Relationship,Learning Activities,Females,Reading Habits

The research aims to examine the effect of &quot;peer assisted learning&quot; and &quot;learning together&quot; techniques on 6th grade female students' reading comprehension achievements and attitudes towards reading. The research employed a quasi-experimental model with pretest -- post-test control group. Data collection tools of the research were Reading Attitude Scale, Reading Comprehension Achievement Test, Reading Habit Questionnaire, student interview forms and student journals. Results suggested that &quot;peer assisted learning&quot; affected 6th grade female students' reading comprehension achievement positively at a high level, &quot;learning together&quot; positively at a moderate level, but the current practices in Turkish course did not make a significant difference in reading comprehension achievement. Learning together and current practices were observed to be effective in ensuring the permanence of students' reading comprehension achievements, while &quot;peer assisted learning&quot; was not. No significant difference was found between the effects of techniques used in the research on the students' reading comprehension achievements or on the permanence of their reading comprehension achievements. No significant difference was found between the effects of &quot;peer assisted learning,&quot; &quot;learning together&quot; and &quot;current practices&quot; on students' attitudes towards reading; while a significant difference was found in the permanence of students' attitudes towards reading resulting from (against) learning together technique. The students expressed generally positive opinions on &quot;peer assisted learning&quot; and &quot;learning together&quot; techniques.
&quot;Flexibility, Compassion, and Support&quot; -- A Study on Multilayer Mitigation Effects on Pedagogy and Resilience in Thai Classroom, June-September 2022
Author: Loima, Jyrki
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Secondary School Teachers,COVID-19,Pandemics,Immunization Programs,Attendance,Student Evaluation,Resilience (Psychology),Achievement Gains,Elementary School Students,Secondary School Students,Teacher Attitudes,Disease Control,Instruction

This qualitative study analyzed pedagogical effects of multilayer mitigation in a Thai classroom. The triangulated data set were confidential, comprising teachers' voluntary anonymous information, pedagogical views and opinions, respectively. First, pupils' low absence rates enabled pedagogical focus on learning losses, which were mainly skills. The second effect was related to assessment. None of the teachers mentioned test results as learning loss indicators but regarded learning and qualified assessment as dynamic processes. An interesting dilemma was the learning loss measurements by non-pedagogical experts. Mostly those were presented as test scores, working hour counts, or annual formalities. However, optimized learning strategies' research had existed for decades, being responded better by these pupils. The third effect was the improved resilience of pupils and caretakers. Initially worried parents turned relieved. Resilience fostered the intrinsic motivation of all. When compared to some countries, firmer resilience made the difference in learning loss endurance for this group. &quot;All-inclusive&quot; mitigation had given families meaningful support. They shared visions of community roles, mediated by teachers and school management. The latter were backed by epidemiologists and medical experts. Further studies should discuss schools in a longer timeframe. External, quantified test scores without in-depth pedagogical analyses seem outdated by the early fourth pandemic year.
Great Introspections: How and Why SoTL Looks Inward
Author: Poole, Gary
Date: 2022-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Reflection,Taxonomy,Reflective Teaching,Self Concept,Definitions

Over its 10-year history, many pages of &quot;Teaching &amp; Learning Inquiry&quot; have been devoted to explorations that feature introspection. At this moment as the journal's founding co-editors, we look at how introspection manifests itself in many ways in the scholarship of teaching and learning (SoTL). We propose a taxonomy to help us appreciate some of the forms introspection might take and explore some of the benefits and challenges inherent in committing to introspection as a value. Ultimately, we argue that introspection is a pillar of SoTL.
Instructor Perception of Incorporating Active Learning in College of Agriculture Classrooms
Author: Karcher, Elizabeth
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Active Learning,College Faculty,Agricultural Education,Curriculum Implementation,Teacher Motivation,Competence,Professional Autonomy,Faculty Development,Work Environment,Teacher Characteristics

Significant numbers of studies declare the effectiveness of &quot;active learning&quot; and numerous universities develop programs to support the incorporation of active learning methods, yet despite various incentives, adoption is met with resistance. This work shares the results of a study of instructor perceptions about active learning at a large research university in the United States. Instructor motivation, perceptions of competence and autonomy (related to colleagues and administrators), experience in training programs, as well as actual practices were explored with regard to active learning. Drawing on self-determination theory, this exploratory study will help universities in developing strategies for increasing the adoption of evidence-based teaching practices. Our results suggest that the work climate related to colleagues, gender, and participation in a Faculty Learning Community influenced both the implementation and motivation to implement active learning in the classroom.
Learning Motivation of University Students in Online and Classroom Teaching: Insights from Teaching during COVID-19
Author: Tomej, Kristof
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Motivation,Electronic Learning,In Person Learning,COVID-19,Pandemics,College Instruction,Graduate Students,College Faculty,Teacher Attitudes,Foreign Countries,Technology Uses in Education

In this paper, I present and discuss the findings of an intentional and systematic inquiry into the learning motivation of university master's students taking the same course in online and classroom-based formats during the COVID-19 pandemic. Through capturing the students' motivation using Keller's Instructional Materials Motivation Survey at two points during the semester and analyzing the students' course evaluations and the reflective reports of tutors, I uncover various factors influencing students' motivation. Among these are the structuredness of instructions, technical difficulties, perceived effort of the teachers, novelty of tools, and the social relationships between students. I conclude my discussion with a proposition for designing motivating blends for online higher education students.
Letting Go of Grades: Creating an Environment of Autonomy and a Focus on Learning for High Achieving Students
Author: Meinking, Kristina
Date: 2022-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Educational Environment,High Achievement,Writing Assignments,Reflection,Student Attitudes,Psychological Patterns,Grading,College Students,Honors Curriculum,Alternative Assessment

In this essay we discuss an iterative, reflective writing assignment (the &quot;learning charter&quot;) as a way to understand how high-achieving students experienced an ungrading learning environment. Working with evidence from student written reflection and in-class conversations, we chronicle how students articulated their perspectives on this approach through the fifteen-week semester. Our findings indicate that despite initial uncertainty, students found the environment to be one that promoted learning for the sake of learning, cultivated mental wellness, and compelled them to pursue meaningful questions about their own educational goals and experience. While this development was not without feelings of conflict and struggle throughout the course, by the end of it, students reported a renewed focus on the value of learning. We suggest that the strategies employed in this course might be successfully adopted in or adapted to other courses for high-achieving students, as well as other student populations.
Metacognition in Teaching: Using a &quot;Rapid Responses to Learning&quot; Process to Reflect on and Improve Pedagogy
Author: Cox, Susan M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Feedback (Response),Learner Engagement,Classroom Environment,Instructional Effectiveness,Foreign Countries,Public Health,Health Sciences,Doctoral Students,Student Attitudes

In this paper, we critically evaluate the use of a weekly &quot;rapid responses (RR) to learning&quot; process in the context of teaching a graduate course on research methods over a three-year period. The RR process involved use of a short set of open-ended questions about key moments in learning that students complete, in writing, during the last five minutes of each class. The questions asked students to identify salient take-away messages, note when they felt the most and least engaged, name actions taken by anyone that were affirming or confusing, and consider specific &quot;aha&quot; moments. Our specific aim was to assess the following questions: What was the pedagogic value of the RR process? How did it inform our teaching and to what extent were there direct benefits of the process for students as well as for us as teachers? We found that the systematic feedback we obtained in this way supported weekly monitoring of student learning, facilitated response to trouble spots, and assisted in assessment of student engagement and classroom climate. It also provided insight into the efficacy of pedagogic strategies, such as student engagement in metacognitive learning, and models a process of instructors receiving feedback and being flexible to change. For instructors, the process enhanced motivation and professional development; plus, we found benefits in documenting instructor leadership and development. Finally, it facilitated deeper appreciation of the need to better integrate student self-assessment and the development of metacognitive skills as core components of the course.
Sense of Place and Belonging: Lessons from the Pandemic
Author: Adler-Kassner, Linda
Date: 2022-00-00
Type: Journal Articles
Subjects: Sense of Community,COVID-19,Pandemics,In Person Learning,Electronic Learning,Student Attitudes,Student Experience,Communities of Practice,College Freshmen,College Transfer Students

This study investigates how students experienced a sense of place and a sense of belonging in both in-person and virtual learning environments by analyzing student interview data. As educators and university students grapple with the ongoing COVID-19 pandemic, we consider how students experience the presence and absence of sense of place and belonging, and how this could inform faculty and staff practices. We conclude by offering recommendations for university educators, with a particular focus on the benefits of building communities of practice.
Motivating Factors for the Transfer of Information Literacy Skills among Undergraduates
Author: Sobel, Karen
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Literacy,Transfer of Training,Information Skills,Student Motivation,College Freshmen,Educational Psychology,Influences,Skill Development

Faculty and academic librarians who provide information literacy (IL) instruction frequently puzzle over students' inconsistent future use of IL skills. When they work with students who have received IL instruction in the past, some students demonstrate confident, mature, and practiced use of the skills. Others demonstrate skills that have either failed to develop further since the instruction session or skills that have atrophied. This study explores self-cited motivating factors for continued use of IL skills. It was conducted at an urban public research university in the United States, among 24 first-year undergraduates who participated in first-year seminars. The study connects the motivating factors with IL performance on a writing sample. It uses mixed methods involving a self-designed survey with Likert-style questions on eighteen motivating factors, plus a rubric adapted from the AAC&amp;U VALUE rubrics.
Student Perception of a Visual Novel for Fostering Science Process Skills
Author: Wong, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Process Skills,Undergraduate Students,Science Education,Student Attitudes,Inquiry,Adjustment (to Environment),Educational Technology,Cooperative Learning,Learning Activities,Novels,Computer Software,Computer Assisted Instruction

In undergraduate science education, emphasis is often placed on teaching subject matter rather than science process skills (e.g., critical thinking, problem solving). Although important to scientific training, these skills are often not taught because they are challenging to teach. We therefore present a case-scenario activity that aims to facilitate the development of science process skills. This activity, which takes the form of a visual novel, asks students to generate hypotheses for the seemingly odd events that are described in the story. We implemented this activity in a science-process-focused course. Our aim in this exploratory study was to assess whether students would make meaningful connections between the visual novel and science process skills. To do this, upon the completion of the activity, we asked students to submit a written response to the prompt: &quot;What are you taking away from the activity?&quot; We conducted a qualitative analysis of these written responses to ascertain whether meaningful codes and themes related to science process would arise from this open-ended prompt. Based on student responses, four main themes emerged: scientific inquiry, student satisfaction, flexibility, and collaboration. These results demonstrated the activity was both enjoyable, and it successfully enabled students to apply science process skills. We offer this activity in anticipation that it will provide educators with a tool to include these skills in their classes.
Supporting High-Achieving Students after Enrolment: Learning from a Qualitative Evaluation of a High Achievers Recognition Scheme
Author: Flint, Abbi
Date: 2022-00-00
Type: Journal Articles
Subjects: High Achievement,Student Attitudes,Recognition (Achievement),College Students,Foreign Countries,Individual Development,Professional Development,Learner Engagement,Academic Aspiration,Social Influences,Academic Achievement

This article presents findings from a small-scale qualitative study of student perceptions of a High Achievers' Recognition Scheme in a faculty within a UK university. This scheme is unusual in UK higher education in that it provides tailored support and development for students who have been identified as high-achievers. The findings suggest students valued both the recognition and developmental aspects of the scheme and their perceptions of the benefits aligned with the scheme's aims: enhanced personal and professional development, improved engagement, and raised aspirations. Social and individual factors were perceived to enable high-achievement, whilst some operational factors could hinder engagement with the scheme. The findings are relevant to wider understandings of approaches to support high-achieving students; an area where, currently, there is little published research from the UK. We conclude with reflections on possible ways to build support for high-achieving students through focusing on identity, agency, and community.
Teacher Perceptions of Culturally and Linguistically Diverse Newcomer Parents: Shifting the Paradigm from Deficit Perspectives to Asset-Based Approaches
Author: Nikolovski, Johnny
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Immigrants,Attitude Change,Parent Teacher Cooperation,High School Teachers,Critical Race Theory,Cultural Capital,Parent Participation,Student Diversity,Barriers,Parent Role,Social Bias,Ethnic Stereotypes,Language Usage,Multilingualism,Resources,Affordances

This study explores teacher perceptions of newcomer parents and investigates how a small sample of teachers are making the shift from deficit to asset-based approaches to working with newcomer parents. This research uses one-on-one semi-structured interviews with three Toronto District School Board high school teachers to examine their perceptions of newcomer families living in Toronto, Ontario. Critical race theory is used as the theoretical framework for this study to critically analyze teachers' conceptualization of asset-based approaches. Research findings reveal specific strategies used by the participants in incorporating asset-based approaches to working with newcomer parents and their children. This study also provides critical reflection opportunities for teachers who wish to engage in asset-based work in and beyond their multicultural classroom.
Replacing Power with Flexible Structure: Implementing Flexible Deadlines to Improve Student Learning Experiences
Author: Hills, Melissa
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Assignments,Scheduling,Time Management,Educational Policy,Equal Education,Inclusion,Access to Education,Course Evaluation

Traditional course deadline policies uphold the myth of the &quot;normal&quot; student, assuming students face few and equal barriers to completing work on time. In contrast, flexible deadline policies acknowledge that students face unequal barriers and seek to mitigate them. Flexible deadline policies maintain structure while transferring some decision-making power from the instructor into the hands of the student. These practices align with current pedagogical movements in higher education that seek to empower all students to meet learning goals. This study explores student perspectives on, and use of, proactive extensions built into a recent university course. We compare extension use in low-stake, high-stake, individual, and team assignments; observe how extension use changed over the term; and examine student self-reported responses about the policy. Students unanimously agreed that the proactive extension policy was valuable to their learning. They reported that the proactive extensions enabled them to improve the quality of their work and to better manage their academic workloads, acting as self-regulated learners. They also frequently described reduced stress as a benefit. Extensions generally appeared to be used as needed rather than encouraging procrastination. Students also identified that the need to request extensions in other courses was a barrier. The instructor of this course also benefitted from implementing this policy. Faculty should consider implementing flexible deadline policies to improve student learning experiences and to contribute to a more equitable and inclusive learning environment.
Using Digital Storytelling and Game-Based Learning to Increase Student Engagement and Connect Theory with Practice
Author: Gillespie, Bruce
Date: 2022-00-00
Type: Journal Articles
Subjects: Story Telling,Educational Technology,Game Based Learning,Learner Engagement,Theory Practice Relationship,Journalism,Student Attitudes,Design,College Students,Video Technology

Research shows that high levels of engagement help students learn more effectively, feel better about their learning, and improve retention rates. One reason why students report low engagement is a perceived disconnect between theory (what they learn in class) and practice (what happens in the outside world). This paper reports on the results of a small-scale SoTL experiment that increased engagement in a first-year journalism course through the creation of a bespoke interactive web series composed of short videos and choose-your-own-adventure games that immersed students in real-world scenarios. It also offers reflections on the opportunities and challenges of using digital games and storytelling for learning and opportunities for engaging students as partners.