ethanporcaro/eric-fulltext-meta huggingface dataset:
Voices from the Field: Multiple Perspectives on a Co-Teaching in Student Teaching Model
Author: Bacharach, Nancy
Date: 2012-08-00
Type: Journal Articles
Subjects: Team Teaching,Student Teaching,Models,Teacher Education Programs,Cooperating Teachers,Preservice Teachers,Consortia,Universities,Partnerships in Education,Federal Legislation,Educational Legislation,Grants,Elementary School Students,Reading Achievement,Mathematics Achievement,Federal Aid,Teacher Effectiveness,Achievement Tests,Cognitive Tests,Achievement Gains,Student Attitudes,Shared Resources and Services,Public Schools,Secondary School Students,Educational Benefits,College School Cooperation,Attention,Student Needs,Teacher Student Relationship

The goal of this project is to reform teacher preparation through the implementation of a research-based model of co-teaching in student teaching at teacher preparation institutions across the country. Four years of research conducted on a co-teaching model of student teaching has demonstrated a statistically significant increase in academic performance for elementary learners in co-taught classrooms. Co-teaching is designed to assist both the cooperating teacher and teacher candidate in collaboratively planning, organizing, delivering, assessing, and sharing the physical space of the classroom, allowing the classroom teacher to partner with the teacher candidate rather than give away responsibility. The Renaissance Group (TRG), a national consortium of teacher preparation institutions, proposed to take the co-teaching model initially developed at Saint Cloud State University and provide the training and support necessary for teacher preparation institutions across the nation to successfully expand it. The 14 institutions involved in this proposal collectively produce over 2,500 teachers each year and work with over 600 school partners. One hundred percent of these institutions work with high needs schools and all of them place students in classrooms where Adequate Yearly Practice (AYP) has not been met. During the 2011-12 academic year, TRG applied to the US Department of Education for a thirteen plus million dollar grant on behalf of its member universities to expand the co-teaching model. Although the proposal was not funded, the co-teaching model has become a high priority and practice in educator preparation institutions across the country.
The Early Findings of an Urban Education Teacher Preparation Program: A Case Study
Author: Terry, Alice W.
Date: 2013-06-00
Type: Journal Articles
Subjects: Urban Education,Urban Teaching,Preservice Teachers,Preservice Teacher Education,Middle School Teachers,Public School Teachers,Teacher Interns,Program Effectiveness,Self Efficacy,Teacher Effectiveness,Program Improvement,Professional Development Schools,Student Attitudes,Outcomes of Education

A university near a major city in Georgia and a large, urban school district established a Professional Development School (PDS) in which the majority of junior and senior-level preservice teacher coursework and fieldwork took place at seven urban, high-needs public schools. The purpose of this study was to provide preliminary feedback to the middle grades teacher preparation program concerning the UE (Urban Education) program in preparation for the second cohort of UE interns and the second year of study with the first cohort. What emerged from the study was evidence that the program, for its participating teacher candidates, leads to commitment, strengthens self-efficacy, and fosters early development of teacher efficacy, but which ultimately evolves into teacher candidate overconfidence. As pressure continues to mount concerning the quality of education in America, teacher preparation programs must improve their programs in order to better prepare teachers for diverse classrooms. This study relates one such effort toward that end.
Multidisciplinary Team-Based Model for Faculty Supports in Online Learning
Author: King, Bev
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Teamwork,Electronic Learning,Beginning Teachers,Teaching Experience,Curriculum Development,Online Courses,Transformative Learning,Learning Theories,Reflection,Time Management,Pedagogical Content Knowledge,Expertise,Instructional Design,College Faculty,Teacher Attitudes,Integrated Learning Systems,Faculty Advisers,Trust (Psychology),Teacher Empowerment,Adjunct Faculty

This study examined the experiences of three new online instructors supported by a multidisciplinary, team-based model of course development and how their experiences may transform their knowledge of teaching and learning. In-depth, individual interviews with instructors during the course development process provided insights into participants' perspectives. Analysis reveals faculty reflected positively on the overall development process and that they intend to incorporate new understandings in future course design, suggesting that the model provides a solid foundation for online course development and faculty support. Based on a cross-case analysis using Cranton's (2002) adaptations to transformative learning theory, findings indicated the importance of critical reflection and discourse during the course development process. Lastly, the need for development teams to acknowledge time-management concerns and to consider instructors as novice learners is recognized as an essential requirement to online course development.
Development of a Rubric to Assess Lifelong Learning in Work-Integrated Learning Reflection Assignments
Author: Sproule, Robert
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scoring Rubrics,Lifelong Learning,Work Experience Programs,Reflection,Writing Assignments,Accounting,Money Management,Business Administration Education,College Students,Self Evaluation (Individuals),Transfer of Training,Resilience (Psychology),Personality Traits

Lifelong learning has emerged as an important learning outcome across the Canadian post-secondary education system. However, assessments of lifelong learning have been limited to students' self-reports, particularly questionnaires. In programs that offer work-integrated learning experiences, students' reflections may provide a window to further developing this outcome. The purpose of this study was to develop a rubric for assessing lifelong learning in this context. A review of the literature was used to develop both a rubric and self-assessment instrument for measuring lifelong learning. Students in an accounting and financial management co-op program at the University of Waterloo (n = 32) completed the self-assessment and the rubric was applied to two reflection assignments. Staff feedback and correlational analyses provide initial support for the rubric as a useful tool for assessing lifelong learning. Implications for educators especially in work-integrated learning contexts are addressed.
Enhancing Undergraduate Student Self-Efficacy and Learning with a Community Service Learning (CSL) Nutrition Workshop Assignment
Author: Coletta, Giulia
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Self Efficacy,Service Learning,Nutrition Instruction,Workshops,Assignments,Skill Development,Foreign Countries,Community Education,Information Dissemination

Community service learning (CSL) activities in undergraduate programs are associated with improvements in self-efficacy (confidence related to performing a specific task) and academic achievement. This study aimed to understand the impact of a CSL assignment on self-efficacy related to teaching community members about evidence-based nutrition and on the overall learning experience. Students were invited to participate in this mixed-methods study (surveys and focus groups), and the results indicate that the CSL activity not only increased students' self-efficacy related to nutrition science communication, but also gave students a greater feeling of connection to their community and an opportunity to practice skills needed for future careers.
Using Visual Narratives (Comics) to Increase Literacy and Highlight Stories of Social Justice: Awakening to Truth and Reconciliation
Author: McFarlane, Jessica Motherwell
Date: 2019-00-00
Type: Journal Articles
Subjects: Visual Aids,Cartoons,Literacy,Story Telling,Social Justice,Teaching Methods,Intervention,Lesson Plans,Observation,Teacher Attitudes,Freehand Drawing,Trauma,Instructional Materials,Reflection,Emotional Response,Canada Natives,Foreign Countries,Residential Schools,Law Enforcement,Police Education,Diversity,Young Adults,Indigenous Knowledge,Institutes (Training Programs)

How can creating a simple stick figure comic help us tell -- and deeply listen to -- true stories of social injustice and practice anti-oppression strategies? More specifically, how can creating a series of stick-figure comics help learners enhance their understanding of the Indigenous Peoples' testimonies in the Truth and Reconciliation Report (TRC, 2015)? In my experience, stick-figure visual narratives can help participants tell stories of social injustices and practice ways that might restore right relations. In this paper, I provide a background story and a literature review in describing the rationale and method of using this approach to teach social justice concepts and rehearse pro-social interventions. I conclude with a detailed lesson plan for using the social-justice comics method for visually presenting the TRC 2015 report.
Effectiveness of Teacher Education Programs: A Descriptive Aggregation of Supervisor Ratings of Teachers Trained by the Renaissance Group (TRG) and the Teacher Education Council of State Colleges and Universities (TECSCU) Institutions
Author: Tracz, Susan M.
Date: 2013-01-00
Type: Journal Articles
Subjects: Teacher Education Programs,Program Effectiveness,Teacher Evaluation,Teacher Supervision,Rating Scales,Scores,State Universities

This study aggregated supervisor's ratings of teachers trained at The Renaissance Group (TRG) and the Teacher Education Council of State Colleges and Universities (TECSCU) institutions. Fourteen studies conducted by 12 universities or states were gathered, and 12 that met inclusion criteria were included in this analysis. The total number of survey items in all studies (N = 374) was coded into 13 variables. Frequencies of the percentages of ratings falling into below average, average, and above average for those variables were tabled. Supervisors consistently gave teachers very high ratings.
Common Core State Standards (CCSS) -- Higher Education&apos;s Role in Developing Education Professionals: An Evaluation of the Network for Instructional Support and Enhancement (NISE) Program at the University of Central Missouri
Author: Allen, Tammy
Date: 2014-02-00
Type: Journal Articles
Subjects: Common Core State Standards,Teacher Education Programs,Networks,Teacher Attitudes,Feedback (Response),Mentors,Program Effectiveness,Transfer of Training,Teaching Skills,Elementary School Teachers,Secondary School Teachers,Pedagogical Content Knowledge,Faculty Development,Teacher Educators,Deans,Classroom Techniques,School Holding Power,Career Development,Beginning Teachers,Andragogy,Expectation,Teacher Evaluation,Success,Teacher Persistence,Teacher Orientation,Role of Education

With the implementation of Common Core State Standards (CCSS), K-12 teachers, counselors, and administrators will be held accountable for meeting the explicitly defined standards of college and career readiness for every high school graduate. An equivalent and reciprocal challenge is also placed upon universities to prepare future education professionals to successfully meet the expectations for CCSS downstream outcomes. This will require significant changes to higher education processes to ensure rigorous teacher preparation which includes not only best practices in pedagogy, but also full understanding of the standards set forth by the CCSS. However, opportunities for developing in pedagogy and CCSS do not commonly exist. In an attempt to improve pedagogical rigor of new faculty members, the Network for Instructional Support and Enhancement (NISE) Program at the University of Central Missouri was initiated in the fall semester of 2012. Comprised of an orientation and mentoring process, this study provides an evaluation of the programs strengths, deficiencies and specific suggestions for enhancing the program. The research is limited because it was conducted at the mid-point of the pilot delivery of the complete program. Qualitative analysis was conducted on data collected from university senior leaders, NISE Program committee members and new faculty about their perceptions of the program's delivery and impact.
Preparing for University: An Applied Analysis on the Efficacy of 4U and University Level Preparatory STEM Courses
Author: Sigal, Matthew
Date: 2019-05-00
Type: Journal Articles
Subjects: College Preparation,STEM Education,College Curriculum,Instructional Effectiveness,Introductory Courses,College Freshmen,Grades (Scholastic),Outcomes of Education,Supplementary Education,Foreign Countries,Secondary School Curriculum,Academic Achievement,Biology,Chemistry,Physics,Gender Differences,Performance Factors,Course Selection (Students)

The following report addresses the impact of preparatory education on first year science grades at two Ontario-based universities. Specifically, the impact of high school and university level preparatory courses on their respective first year university grades will be addressed. A variety of analytic and visualization-based strategies will be employed to outline a narrative about who is taking such courses, and the impact of these courses on student learning. Overall, conclusions point to the usefulness of preparatory education, and for institutions to continue to provide supplementary courses as scaffolding for undergraduate students.
Exploring the Future of the Teaching Materials Center at Illinois State University: From E-Textbooks to Makerspaces
Author: Shelley, Anne
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Materials,State Universities,Textbooks,Educational Technology,Electronic Publishing,Preservice Teachers,Cataloging,Library Services,Access to Information,Planning,Academic Libraries,Preschool Curriculum,Elementary School Curriculum,Secondary School Curriculum,Librarians,Teacher Education Programs,Institutional Characteristics,Curriculum Study Centers,Library Facilities,Educational Equipment,Multimedia Materials,Printing

In this project, co-investigators explored how college and university curriculum centers are addressing challenges with K-12 electronic textbooks (particularly acquisition, cataloging, and access) and implementing technology-focused services for pre-service teachers. The results of this research have provided guidance for planning the future of the curriculum center in Milner Library at Illinois State University, which comprises 2.5% of the library's holdings and accounts for almost 25% of the library's circulation. We identified service gaps and opportunities for improvement and are in the process of acting upon our findings, such as leveraging campus partnerships, integrating makerspace technologies, and exploring different models for ordering and processing the collection.
Making a Difference: Three Decades of Canada&apos;s Only National Teaching Award
Author: Stockley, Denise
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Fellowships,Awards,Program Effectiveness,College Faculty,Administrators,College Administration,School Personnel,College Students,Teacher Competencies

The 3M National Teaching Fellowship (3MNTF) has been part of the Canadian higher education landscape for the past 31 years and has grown to be a community of 328 fellows, with up to ten more being added each year. As part of the 30-year anniversary of the Fellowship, we initiated a study to understand its impacts on the higher education community by examining the effect that the Fellowship has had on individual winners, the influence that fellows have been able to exert in their institutions after being awarded the 3M Fellowship, and the influence that the 3M National Teaching Fellowship program has had nationally and internationally. To identify the various impacts of the 3MNTF, we conducted focus groups with the 2012 cohort, 3M retreat facilitators and coordinators, and the representative from 3M Canada, as well as the new fellows from the 2013 cohort. In 2014, we conducted two focus groups with senior university administrators and educational developers. In 2015, we developed and administered an online survey to faculty, administrators, educational developers, and students at a number of Canadian universities. We found that the 3M is one of the most recognizable teaching awards in Canada's higher education landscape. The structure of the fellowship has helped to shape local and international teaching awards, while individual fellows often provide mentorship to future leaders in education.
A Mixed Blessing? Students&apos; and Instructors&apos; Perspectives about Off-Task Technology Use in the Academic Classroom
Author: Neiterman, Elena
Date: 2019-05-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Technology Uses in Education,College Faculty,Personal Autonomy,Learner Engagement,Attention,Foreign Countries,Undergraduate Students,Time on Task

The widespread use of technological devices in an academic classroom brought with it many learning opportunities, but also posed a challenge of handling the off-task technology use in class. The literature on this topic is growing, but we still know relatively little about students' and instructors' perceptions regarding the off-task technology use in class. This paper addressed this gap by examining (1) how do students and instructors perceive technology in the classroom, and (2) who do they believe should be responsible for minimizing off-task technology use in class? Analyzing data from a mixed-method study with students and instructors in a Canadian university, we show that while students acknowledged that the off-task technology use can be distracting, they considered it a matter of personal autonomy, which can only be regulated when it creates distractions for others. The instructors had a more complex view and posed some challenging questions about the relationship between student engagement and technological distractions, the impact of technology on learning process, and the responsibility of educators in higher education. In conclusion, we reflect on some of the questions that ought to be considered when handling the off-task technology in an academic classroom.
Leadership for the Scholarship of Teaching and Learning: Understanding Bridges and Gaps in Practice
Author: Simmons, Nicola
Date: 2019-05-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Educational Theories,Theory Practice Relationship,Leadership Role,Educational Development,Social Networks,Communities of Practice,Instructional Leadership

The gap between the practice of individual academics based on the ideal of the SoTL--improving student learning--and the institutional infrastructure and leadership to support that work is an ongoing challenge to the development of the field (Hutchings, Huber, &amp; Ciccone, 2011; Poole, Taylor, &amp; Thompson, 2007; Simmons, forthcoming). To better understand how individuals in diverse roles contribute to the development of the SoTL in the context of their institutional cultures, this study examined how faculty, educational developers (EDs), and administrators enact SoTL leadership. A grounded theory approach (Leedy &amp; Ormrod, 2001) guided the development of a survey that used closed and open-ended questions to invite respondents to share their personal conceptions and lived experiences of the SoTL. Drawing on the responses received (n=75), we identified ways faculty, educational developers, and administrators construe their SoTL leadership roles and how they can fulfill a vital role in facilitating leadership across and beyond their institutions to create critical social networks for SoTL work (Mårtensson, Roxå, &amp; Olsson, 2012; Williams et al., 2013) and contribute to institutional cultures that support and value that work. The results reveal how gaps between the work of individual scholars and the cultures of their academic communities are being bridged through diverse leadership roles that cross multiple levels in their institutions and identify some of the gaps that remain.
Teaching in a Trauma-Sensitive Classroom: What Educators Can Do to Support Students
Author: Jennings, Patricia A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Trauma,At Risk Students,Classroom Environment,Safety,Teacher Student Relationship,Peer Relationship,Resilience (Psychology),Caring,Trust (Psychology),Student Behavior,Behavior Problems,Emotional Problems,Coping,Interpersonal Competence,Teacher Role,Faculty Development,Training

The first step in providing support to children and teens exposed to trauma and adversity is helping them to feel safe at school and demonstrating alternative working models of relationships. By spending time in a supportive classroom, students can learn that school can be a safe place, and that teachers and peers can be caring, thoughtful people who are supportive and have their best interests at heart. Under these conditions, the school and the people in the school can serve as alternative attachment figures. In this article, which is excerpted from a book written by the author, &quot;The Trauma-Sensitive Classroom: Building Resilience with Compassionate Teaching,&quot; how to build caring relationships with trauma-exposed students is explored, along with how to help them build positive relationships with their peers. Trauma-exposed students may interfere with classroom learning, which can be frustrating. Helping them can be particularly challenging because they may have difficulty trusting peers and adults, especially authority figures. They may be overly defensive, anticipating adult criticism, or defiant, as a way to assert control. Because trauma interferes with the development of relationship skills and emotion regulation, they often find themselves in conflict with peers, either victims or perpetrators of bullying. Educators also need to be aware of children who tend to dissociate and become invisible as a way to cope in social situations, leading to social isolation.
Bridging the Gap between the Research Ethics Board and the Scholarship of Teaching and Learning
Author: Schnurr, Matthew A.
Date: 2019-05-31
Type: Journal Articles
Subjects: Educational Research,Ethics,Research Committees,Scholarship,Instruction,Learning,Informed Consent,Research Administration,Research Universities,Foreign Countries,Best Practices,College Students,Student Evaluation of Teacher Performance,Information Sources,Information Utilization,College Faculty,Teacher Researchers

In 2016, Dalhousie University's Research Ethics Board created an interdisciplinary working group to identify the key ethical challenges of SoTL research, with the overarching aim of recommending best practices and communicating these to researchers in order to support and expand the conduct of ethically sound SoTL research. This essay reflects on the lessons learned through this process and shines a light on the three most contentious arenas that emerged: using class time to conduct SoTL research, integrating Students Ratings of Instruction (SRI) into SoTL, and incorporating student work as a data source. This essay contributes to the emerging conversation around ethical SoTL research in two important ways. First, we argue for more lenient REB protocols that encourage SoTL research by exposing how restrictive interpretations of key issues serve as obstacles for student-centered research. Second, we introduce new tools designed to address these impediments, including the first-ever interactive user guide. The overarching aims of this essay are (a) to help SoTL researchers navigate this complex terrain, and (b) to encourage other Canadian REBs to consider implementing more permissive regimes.