ethanporcaro/eric-fulltext-meta huggingface dataset:
Interacting Online: A Content Analysis of Museum Education Websites
Author: Saiki, Diana
Date: 2010-00-00
Type: Information Analyses
Subjects: Museums,Content Analysis,Internet,Web Sites,Heritage Education,Textiles Instruction,Clothing,Computer Software Evaluation,Navigation (Information Systems),Learner Engagement,Computer Assisted Instruction

The purpose of this research was to assess the degree of viewer interaction capabilities of features found on the education portion of museum websites. A content analysis was completed where features were categorized by learning levels including: narrative (the learner is a passive recipient), interactive (the learner chooses what he/she views), communicative (the learner engages in discussion), adaptive (the learner discusses with instructor feedback), and productive (the learner expresses what was learned). From the 153 websites analysed 69 (45.1%) had narrative and 51 (33.3%) had interactivity functionality. There were 55 (35.9%) websites that had communicative, 38 (n = 24.8%) had adaptive, and 34 (22.2%) had productive features. Features found at the adaptive and productive levels tended to incorporate offline activity. The results contribute to an understanding of the adoption of technology to educate and can be used as baseline data to assess future changes in online education by museums. (Contains 5 tables and 1 figure.)
Trends in Achieving Teaching-Research Connections--From Global Perspectives to an Institutional Strategy
Author: Santhanam, Elizabeth
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Teaching (Occupation),Research Projects,Educational Research,Relationship,Global Approach,Publications

Research into, and discussions on, the relationships between teaching and research activities in universities and other tertiary education institutions have been gathering momentum for a number of decades in many parts of the world. The foci of these researches and discussions have varied greatly. At one end of the spectrum are the publications which were the result of large-scale projects, generally commissioned by a national body or an institution; these projects often had a broad focus. At the other end are the products of pursuits by an individual with a personal interest in the field, exploring a specific aspect of practice. This paper initially explores some key publications based on commissioned projects in the US, UK and Australia in order to gain a &quot;big picture&quot; view of the teaching-research (TR) connection, then looks at TR relevant discussions emanating from the work of prominent scholars, and finally provides an insight into strategic initiatives for promoting TR connections at an institutional level. The paper provides evidence for the widening of discussion base for TR connections, while narrowing the discussion focus to student engagement, in different parts of the world.
The Artistic Practice-Research-Teaching (ART) Nexus: Translating the Information Flow
Author: Bennett, Dawn
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Faculty,Artists,Teaching (Occupation),Research Projects,Art Activities,Attitudes,Conflict,Audiences,Information Transfer,Time Management,Career Development

This paper reports findings from interviews with fourteen Australian artist academics, who discuss the complex relationships between their Arts practice, their Research and their Teaching. We refer to this as the ART nexus because of the strong flow of information reported between these three activities. However, this information flow is not achieved without conflict. Conflict arises over the balance of time available and different mindsets required for differing activities, and there can be hesitation about analysing intuitive creative thought. The findings reveal ways in which information is &quot;translated&quot; for different audiences including undergraduate and postgraduate students, who are both recipients of and contributors to the nexus. The article problematises the ART nexus in an attempt to offer greater insight into the ways in which individual artist academics teach through their arts practice and their research, within a university system that struggles to accommodate this breadth of endeavour. (Contains 2 tables.)
Beyond &quot;Listening&quot; to the Student Voice: The Undergraduate Researcher's Contribution to the Enhancement of Teaching and Learning
Author: Partridge, Lee
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Undergraduate Study,Student Research,Educational Change,Foreign Countries,Models,Teaching Methods,Learning

This paper introduces a novel focus of undergraduate research of which there have been few similar reports. Examples of staff-student research partnerships in teaching and learning are starting to appear in the literature but pedagogic research conducted entirely by undergraduate students is exceptional. The Undergraduate Learning and Teaching Research Internship Scheme (ULTRIS) was conceived at The University of Western Australia (UWA) to introduce undergraduate students to authentic research outside their chosen discipline. By focusing their research on a teaching and learning issue of identified priority for the University, students were able to make significant contributions to the understanding of the problem and provide insights to inform future changes in policy and practice. Beyond the benefits to the institution and the individual students, the model of undergraduate research described in this paper heralds an opportunity for research into teaching and learning to gain acceptance and interest amongst a new and previously uninvolved cohort of investigators. (Contains 2 tables and 1 figure.)
The Teaching/Research Nexus and Internationalisation: An Action Research Project in Radiation Physics
Author: Guatelli, Susanna
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teaching (Occupation),Research Projects,Teacher Student Relationship,Learning Activities,Discourse Communities,Radiation,Physics,Action Research,Graduate Students,Foreign Students,Student Diversity,Undergraduate Students,Student Attitudes,Monte Carlo Methods,Laboratories,Outcomes of Education

This paper attempts to unpack the teaching and learning experiences of academics and students when a new way of teaching radiation physics was introduced. In an attempt to articulate the University of Wollongong's commitment to the enhancement of the teaching/research nexus and to the development of learning communities, staff of the School of Physics in the Faculty of Engineering at University of Wollongong (UOW) implemented an action research project teaching scientific computing methodologies used in radiation physics to a combined laboratory class of postgraduates and undergraduates. The design of the practical laboratory classes took account of the expected heterogeneous computing skills and different knowledge of radiation physics of undergraduate and postgraduate students. Based on an earlier study, it was presumed that postgraduate students would be in a good position to support undergraduates. We illustrate how broad-based conceptions of the value of learning communities and their role in fostering the teaching/research nexus may be challenged by an internationalised student body. In this case, the previous patterns of undergraduate and postgraduate enrolments, which the pilot study had canvassed, did not hold true; almost all of the postgraduate students were international students, only recently arrived in Australia. This, along with other factors, meant that learning outcomes and students' responses to the innovation were not what were expected. We suggest a path forward, both for the specific subject in which the innovation occurred, and for other similar attempts to bring together academics, postgraduate and undergraduate students in a nascent learning community, in the light of ongoing trends towards internationalisation. (Contains 4 tables.)
Developing Transferable Research Skills in First Year Agricultural Economics Students
Author: Koppi, Tony
Date: 2010-00-00
Type: Journal Articles
Subjects: Research Methodology,Problem Based Learning,Research Skills,Teaching Methods,Foreign Countries,Agricultural Education,Economics Education,Transfer of Training,Essays,Computer Mediated Communication,Diaries,Journal Writing,Student Attitudes,Skill Development

A problem-based learning approach was adopted for a unit of study in first year agricultural economics at the University of Sydney with the aim of starting development of students' research skills earlier than usual. The novel teaching approach employed a structured and guided problem activity in the first semester and progressed to a more authentic problem activity in the second semester where the students worked in online peer groups to identify their own problem within a specified challenging area (market failure), carry out research and discuss findings prior to submitting an individual essay on their chosen topic. A structured learning journal with 10 questions was used in the second semester where the students recorded their reflections on a range of aspects of the learning process. None of the questions specifically asked about research yet 72% of the students mentioned it at least once. These learning journals were analysed for unsolicited comments about learning and research to gauge what the students themselves believed they had learned about research and how it can be transferred to other disciplines and future employment. The final essays were independently analysed by using eight research performance criteria to estimate the degree of research skills displayed by the students. Most of the students performed well in six of the research criteria indicating that development of research skills can be initiated in the first year of a degree program. (Contains 1 table.)
Multi-Level Linking of Teaching and Extra-Curricular Activity with Professional Planning Research: The Case of the Lincoln Planning Review
Author: Rennie, Hamish G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Experiential Learning,Academic Discourse,Writing for Publication,Newsletters,Role,Community Development,Community Coordination,Learning Activities,Discourse Communities,Planning,Self Esteem,Critical Thinking,Research Skills,Cooperative Learning,Peer Relationship

The experience in developing a student-led academic journal, the Lincoln Planning Review, to provide experiential learning that links undergraduates in a small professional planning programme directly to research publication is described. A combination of circumstances, including an impending review of the programme by the external professional body, provided the impetus for the project. From the outset, the intention was to directly link students across the learning cohorts with research while meeting a number of other objectives. Reflecting on the experience highlights the value of the journal as a framework to build confidence, critical thinking and research skills through developing a learning community that practices collaborative peer learning. (Contains 2 footnotes.)
Why I Wanted More: Inspirational Experiences of the Teaching-Research Nexus for Engineering Undergraduates
Author: Guerin, Cally
Date: 2010-00-00
Type: Journal Articles
Subjects: Group Discussion,Focus Groups,Engineering Education,College Faculty,Researchers,Doctoral Degrees,Foreign Countries,Internet,Surveys,Decision Making,Scholarships,Foreign Students,Student Attitudes,Educational Attainment

What is it about the teaching-research nexus that inspires engineering undergraduates to want more and become researchers themselves? In this study, we sought to discover more about the influences on current PhD students' choices to embark on higher degrees by research in various fields in engineering in an Australian research-intensive university. An online survey and follow-up focus group discussion revealed that these students are driven primarily by a genuine interest in research itself, rather than other factors such as career advancement (although this too, plays a role). While this is not particularly surprising, what did become apparent was the specific undergraduate experiences that most strongly influenced their decision to undertake research degrees, including enjoying doing project-based work, being exposed to lecturers who were passionate about their own research, and working on a vacation research scholarship. Further analysis reveals that the weighting of various influences changes according to whether the students are local Australian graduates or international PhD candidates. (Contains 2 tables and 3 figures.)
Activating the Teaching-Research Nexus in Smaller Universities: Case Studies Highlighting Diversity of Practice
Author: Boyd, William E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teaching (Occupation),Research,Scholarship,Theory Practice Relationship,Case Studies,Professional Development,Teacher Student Relationship

The teaching-research nexus (TRN) has become an important process in the modern University, providing both identity to university scholarship and a device for the integration of academics' work. Over the last decade many reports have identified the need to both establish institution-wide processes to embed and support TRN, and assist in academic professional development in adopting TRN. This case study reports one such institutional project, focussing on one element of the staff development program, a TRN panel discussion by academics who have engaged TRN. The discussion was structured around the five TRN dimensions of: Learning through research; Research-led teaching; Researching teaching; Teaching informed research; Learning how to do research. By reflecting on their personal experiences, the presenters provided example and discussion of the diversity of options within TRN. In evaluating this event, we consider the diversity of subtlety of TRN. There are clearly advantages for students and staff alike, and TRN allows the curriculum to have a significant authenticity. In terms of teaching, research becomes a core learning tool and foundation of the curriculum. TRN then becomes the catalyst for merging boundaries between teachers and learners, lecturers and researchers: TRN becomes a truly two-way relationship. (Contains 4 footnotes.)
What&apos;s Possible for First-Grade At-Risk Literacy Learners Receiving Early Intervention Services
Author: Bufalino, Janet
Date: 2010-00-00
Type: Journal Articles
Subjects: Early Intervention,Remedial Reading,Reading Failure,Emergent Literacy,Grade 1,At Risk Students,Reading Instruction,Predictor Variables,Measures (Individuals),Outcomes of Education,Scores

This paper summarizes a study that was conducted on data from children who received a one-on-one intervention called Reading Recovery[R] during the first half of their first-grade year in school. The purpose was to investigate the relationship between accelerated progress children made during and after receiving a Reading Recovery intervention, and to determine if a prediction could be made of children's progress following a series of Reading Recovery lessons. The measure used to assess progress in literacy development was Text Reading Level (TRL), a subtask of &quot;An Observation Survey of Early Literacy Achievement&quot; (Clay, 2006). The findings show a moderate relationship between students' progress following a series of Reading Recovery lessons to the end of first grade, suggesting the sustained effect of the intervention. Additionally, intervention length was noted to be a significant predictor of year-end TRL. Students who had progressed through their series of lessons at a quick rate and had the same TRL at mid-year were shown to have higher TRL scores at year-end. Plotting odds of success (defined as reaching a year-end TRL greater than 18 or 20) for length of intervention and mid-year TRL revealed that students who accelerated through the intervention quickly did not need to reach as high a TRL by the end of the intervention compared to students who did not progress as fast. Although mid-year TRL was known to be important in predicting success after an intervention, no empirical determination of which level was predictive existed prior to this study. (Contains 4 tables and 1 figure.)
Reading Recovery[R] Teacher Expertise: Gaining and Structuring Content Knowledge for Early Literacy Intervention
Author: Gibson, Sharan A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Reading Programs,Grade 1,Emergent Literacy,Early Intervention,Expertise,Reading Teachers,Reading Difficulties,Phonological Awareness,Educational Strategies,Word Recognition,Reading Comprehension

This study examined the quality and characteristics of Reading Recovery intervention teachers' expertise in phonological awareness, strategies for word identification, and comprehension, grounded in their knowledge of a specific student and evaluated against research-based standards. The study also utilized a narrative analysis of the instructional reasoning of intervention teachers as constructed within retrospective interview narratives describing case knowledge of a first-grade student's intervention program. Results indicate that reading intervention teachers articulated complex, integrated expertise that was substantiated through detailed observation and theorizing regarding an individual student's intervention program. (Contains 4 tables and 1 figure.)
Toward a Lifetime of Literacy: The Effect of Student-Centered and Skills-Based Reading Instruction on the Experiences of Children
Author: Davis, Laura
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Attitudes,Self Efficacy,Classrooms,Literacy,Reading Instruction,Teaching Methods,Elementary Education,Learner Engagement,Grade 2,Outcomes of Education,Evaluation Methods,Surveys,Interviews

Educators agree that the teaching of reading is of critical importance in elementary classrooms. Debates swirl as researchers and educators alike attempt to determine the most effective instructional practices in developing student engagement and achievement. One side aligns itself with explicit instruction of discrete literacy skills, the other with a whole language, student-centered approach. Through practitioner-based research within her own classroom, the author examined how two different instructional approaches influenced 19 second-grade students' attitudes and engagement in reading. Surveys, interviews, and observations assessed self-concept as a reader, perceived value of reading, attitudes about reading, and time spent actively engaged in literacy activities. An interdependent relationship was identified between instructional practice, student engagement, and interest in reading. Practices that support student choice, collaboration, and shared control of learning outcomes were linked to self-expressed interest in reading and engaged reading behaviors. The results suggest ways in which teachers can organize reading instruction to develop self-efficacy, competence, and engagement in young students. (Contains 4 figures.)
An Early Reading Intervention for an At-Risk Chinese First Grader
Author: Wang, Qiuying
Date: 2010-00-00
Type: Journal Articles
Subjects: Early Intervention,Grade 1,Reading Instruction,Written Language,Literacy,Diagnostic Teaching,Tutoring,At Risk Students,Reading Improvement,Chinese,Academic Achievement,Reading Tests,Scores,Foreign Countries

This article describes a customized early reading intervention for a Chinese first grader at risk for failing to learn to read. Building upon observational notes, artifacts, diagnostic teaching, information about classroom performance, and a battery of tests, our goal is to provide insights into ways to develop and implement a one-on-one tutoring program with nonalphabetic readers. The child's progress demonstrated that one-on-one tutoring can appreciably raise the proficiency of a struggling Chinese reader, suggesting that one-on-one tutoring might be worthwhile for the lowest-achieving students learning to read a nonalphabetic writing system. (Contains 5 tables and 3 figures.)
Scaffolding through Questions in Upper Elementary ELL Learning
Author: Kim, Youb
Date: 2010-00-00
Type: Journal Articles
Subjects: Class Activities,Learning Activities,Questioning Techniques,Oral Language,Student Participation,Language Skills,Cognitive Development,Teaching Methods,Scaffolding (Teaching Technique),English (Second Language),Second Language Learning,Elementary School Students,Thinking Skills

Among teachers' various classroom discourse strategies, teacher questions are a powerful tool for guiding the linguistic and cognitive development of English as a second language (ESL) students (Gerstein, 1996; Gibbons, 2003). Because we do not know much about effective questioning strategies that support the growth of ESL students' thinking and language skills, the purpose of this article is to explain two successful ESL teachers' instructional practice, with a focus on their questions, specifically (a) the types of questions teachers asked and their functions, and (b) changes in students' participation and use of English oral language in classroom activities. Results show that the two teachers used different types of questions to scaffold their students' learning across a school year, and teacher questions positively affected student participation in classroom activities and language learning. (Contains 1 table.)
Rethinking Literacy Instruction to Non-LEP/ESL-Labeled Language Minority Students
Author: Pu, Chang
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Placement,Standardized Tests,Academic Achievement,High Stakes Tests,Interviews,Monolingualism,Literacy,Chinese Americans,Minority Groups,English (Second Language),Second Language Learning,Language Proficiency,Scores,Language Tests,Teacher Attitudes,Student Needs,Literacy Education

This qualitative study examines three non-limited English proficiency (LEP)/English as a second language (ESL)-labeled Chinese American students' English language and literacy performance in mainstream classrooms. Multiple methods were adopted for data collection, including interviewing the focal students' teachers and their parents, observing and audiotaping classroom interactions, and collecting student work. Findings indicate that although the focal students passed the ESL placement test and standardized tests when entering public school, they still showed needs in developing specific areas in English as a second language and sociolinguistic competence. However, findings demonstrated that such needs have been overlooked in class and also ignored by the mainstream curriculum. Even if their teachers noticed that the focal students' use of English language was different from other English monolingual students, the teachers did not consider the difference as a serious problem and did not feel the need to make any accommodations for them. Therefore, this study attempts to expand mainstream teachers' understanding of language minority students; it advocates that literacy developmental needs of language minority students should not be understood simply through labels used by schools to classify students and scores that students obtained on high-stakes tests which are the judgmental criterion of mainstream valuing. (Contains 1 table.)