[ { "key": "Z8QFSFI8", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/Z8QFSFI8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/Z8QFSFI8", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Voge", "parsedDate": "2007", "numChildren": 2 }, "data": { "key": "Z8QFSFI8", "version": 413, "itemType": "journalArticle", "title": "Strategic learning requires starting with the end in mind, but what is the appropriate end for students?", "creators": [ { "creatorType": "author", "firstName": "Dominic", "lastName": "Voge" } ], "abstractNote": "A personal narrative is presented which explores the author's experience in adapting academic learning strategies.", "publicationTitle": "Research & Teaching in Developmental Education", "publisher": "", "place": "", "date": "Fall 2007", "volume": "24", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "90-92", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Research & Teaching in Developmental Education", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "10463364", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "27689779", "rights": "", "extra": "Cited by 0000", "tags": [ { "tag": "FIRST person narrative", "type": 1 }, { "tag": "LEARNING strategies", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:56:05Z" } }, { "key": "W268MDCK", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/W268MDCK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/W268MDCK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Holt", "parsedDate": "1928-09-10", "numChildren": 1 }, "data": { "key": "W268MDCK", "version": 413, "itemType": "newspaperArticle", "title": "Is Expansion Always Wise?", "creators": [ { "creatorType": "author", "firstName": "Hamilton", "lastName": "Holt" } ], "abstractNote": "The article discusses the author's perspective regarding the problem facing the American collegiate system. The author inferred that the fault lies in the unceasing desire of colleges to expand materially. He believed that colleges are busy finding ways to increase student enrollment instead of assuring quality education and teachers. The author further asserts that the worst teaching method being attempted to teach the youth is converting a recitation system into a lecture system.", "publicationTitle": "Journal of Education", "publisher": "", "place": "", "date": "September 10, 1928", "volume": "", "issue": "", "edition": "", "section": "", "pages": "186-188", "ISSN": "00220574", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "22053558", "rights": "", "extra": "Cited by 0000", "tags": [ { "tag": "EDUCATIONAL quality", "type": 1 }, { "tag": "EDUCATIONAL standards", "type": 1 }, { "tag": "LECTURE method in teaching", "type": 1 }, { "tag": "RECITATION (Education)", "type": 1 }, { "tag": "UNITED States", "type": 1 }, { "tag": "UNIVERSITIES & colleges", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:56:04Z" } }, { "key": "TR2TUQ6W", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/TR2TUQ6W", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/TR2TUQ6W", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "parsedDate": "2011-04", "numChildren": 1 }, "data": { "key": "TR2TUQ6W", "version": 413, "itemType": "journalArticle", "title": "Eric Mazur \"Confessions of a Converted Lecturer,\" 90-minute recorded seminar as presented to the Perimeter Institute", "creators": [], "abstractNote": "The article offers information on the recording of the presentation of optical experimental physicist Eric Mazur at the Perimeter Institute Recorded Seminar Archive in which he discussed the developments he underwent as a physics instructor.", "publicationTitle": "Physics Teacher", "publisher": "", "place": "", "date": "April 2011", "volume": "49", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "254-254", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Physics Teacher", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0031921X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "59703170", "rights": "", "extra": "Cited by 0000", "tags": [ { "tag": "COLLEGE teachers", "type": 1 }, { "tag": "MAZUR, Eric", "type": 1 }, { "tag": "PHYSICISTS", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:56:03Z" } }, { "key": "RNITEB47", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/RNITEB47", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/RNITEB47", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Santoro", "parsedDate": "2011-11", "numChildren": 3 }, "data": { "key": "RNITEB47", "version": 413, "itemType": "journalArticle", "title": "Good Teaching in Difficult Times: Demoralization in the Pursuit of Good Work", "creators": [ { "creatorType": "author", "firstName": "Doris A.", "lastName": "Santoro" } ], "abstractNote": "What happens when experienced teachers who are fueled by the moral dimension of teaching find that they can no longer access the moral rewards of the work? Consistent and persistent frustrations in accessing the moral rewards of teaching requires a new concept to describe teachers who feel they no longer can do good work or teach \"right.\" Too often, this phenomenon of frustration in the pursuit of good teaching is described as burnout. Although the terms \"burnout\" and \"demoralization\" have been used synonymously, it is better to consider the two phenomena as related but conceptually distinct. Burnout maybe an appropriate diagnosis in some cases where individual teachers' personal resources cannot meet the challenge of the difficulties presented by the work. However, the burnout explanation fails to account for situations where the conditions of teaching change so dramatically that moral rewards, previously available in ever-challenging work, are now inaccessible. In this instance, the phenomenon is better termed demoralization. Through an empirical case study and philosophical analysis, this article shows that accessing the moral dimension of teaching is not only about cultivating individual teachers' dispositions toward good work but structuring the work to enable practitioners to do good within its domain. In this model, teacher attrition does not necessarily reflect a lack of commitment, preparedness, competence, or hardiness on the part of the practitioner. Rather, teacher attrition is analyzed from the perspective of whether teachers find moral value in the kind of work they are asked to perform.", "publicationTitle": "American Journal of Education", "publisher": "", "place": "", "date": "November 2011", "volume": "118", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "1-23", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "American Journal of Education", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "01956744", "archive": "", "archiveLocation": "", "shortTitle": "Good Teaching in Difficult Times", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "66485444", "rights": "", "extra": "Cited by 0015", "tags": [ { "tag": "MORAL & ethical aspects", "type": 1 }, { "tag": "TEACHER attrition", "type": 1 }, { "tag": "TEACHER burn out", "type": 1 }, { "tag": "TEACHER morale", "type": 1 }, { "tag": "TEACHER retention", "type": 1 }, { "tag": "TEACHERS", "type": 1 }, { "tag": "TEACHING", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:56:02Z" } }, { "key": "MC6CG8GX", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/MC6CG8GX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/MC6CG8GX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Bush", "parsedDate": "2012-12", "numChildren": 2 }, "data": { "key": "MC6CG8GX", "version": 413, "itemType": "journalArticle", "title": "Educational Technology as a Means for Connecting Improved Learning Outcomes and Scholarly Communications", "creators": [ { "creatorType": "author", "firstName": "Michael D.", "lastName": "Bush" } ], "abstractNote": "The practice of scholars publishing their thinking and research as peer reviewed work in print has become in recent years the primary measure for demonstrating competence in higher education. Unfortunately, this increased emphasis has at times been to the detriment of good teaching. Interestingly, several current trends suggest that the \"publish or perish\" phenomenon as practiced in recent years could very well have reached its zenith and is about to undergo significant changes. Moreover, these changes are occurring in parallel with the bursting of what some say is an \"educational bubble\" that could dwarf other recent financial crises. These trends include the changing academic landscape as new technologies facilitate online learning, and information distribution moves away from print to online delivery. At the same time, these same new technologies are facilitating the explosion of new information and knowledge in some fields while scholars in other fields are finding it increasingly difficult to report new research that is interesting and useful. This article places these changes in the historical context of higher education in the United States and suggests that educational technology has the potential to not only improve the learner experience, but also to provide opportunities for research and publishing as additional means of assessing professorial competence.", "publicationTitle": "Educational Technology", "publisher": "", "place": "", "date": "Dec 2012", "volume": "52", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "26-30", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Educational Technology", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "00131962", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "83544307", "rights": "", "extra": "Cited by 0000", "tags": [ { "tag": "COMMUNICATION in learning & scholarship", "type": 1 }, { "tag": "COMPENSATORY education", "type": 1 }, { "tag": "EDUCATIONAL technology", "type": 1 }, { "tag": "FINANCIAL crises", "type": 1 }, { "tag": "Higher Education", "type": 1 }, { "tag": "LEARNING & scholarship", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:56:01Z" } }, { "key": "KVJMH79N", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/KVJMH79N", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/KVJMH79N", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Facer et al.", "parsedDate": "2012-09", "numChildren": 2 }, "data": { "key": "KVJMH79N", "version": 413, "itemType": "journalArticle", "title": "Co-operative Education and Schools: an old idea for new times?", "creators": [ { "creatorType": "author", "firstName": "Keri", "lastName": "Facer" }, { "creatorType": "author", "firstName": "Julie", "lastName": "Thorpe" }, { "creatorType": "author", "firstName": "Linda", "lastName": "Shaw" } ], "abstractNote": "There is a growing Co-operative Education sector in England within the region of 300 schools now describing themselves as Co-operative Schools. The growth of this sector is subject to significant debate - is it a countervailing movement for local democracy or is it simply another chain of schools that will hasten the marketisation of education? This article draws on the relatively limited extant literature on the history of co-operative education since the 1850s to understand the key traditions of 'Co-operative Education'. Then, drawing upon an analysis of Co-operative Schools' websites and meetings, upon interviews with Co-operative College officers, and upon visits and interviews with teachers in two Co-operative Schools, it explores how these traditions are being taken up or resisted in Co-operative Schools in England. The article argues that there is a risk that the autonomy that is at the heart of the Co-operative movement may lay the growing Co-operative Schools sector open to co-option within existing neo-liberal education agendas. The article argues that an important bulwark against this would be for the Co-operative movement to focus its energies in particular on the development of a movement of Co-operative educators, the teachers, parents, students and governors who, through what Woodin calls a 'learnt associational identity', can resist the reduction of education to a marketised private good. This analysis has implications not only within the context of England, but more widely in the international struggle to develop new models of democratic accountability for education in an increasingly marketised environment, and for the potential role of the international co-operative movement within that global struggle.", "publicationTitle": "FORUM: for promoting 3-19 comprehensive education", "publisher": "", "place": "", "date": "September 2012", "volume": "4", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "327-341", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "FORUM: for promoting 3-19 comprehensive education", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "09638253", "archive": "", "archiveLocation": "", "shortTitle": "Co-operative Education and Schools", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "82516419", "rights": "", "extra": "Cited by 0004", "tags": [ { "tag": "COOPERATIVE education", "type": 1 }, { "tag": "DEMOCRACY", "type": 1 }, { "tag": "EDUCATORS", "type": 1 }, { "tag": "ENGLAND", "type": 1 }, { "tag": "LEARNER autonomy", "type": 1 }, { "tag": "NEOLIBERALISM", "type": 1 }, { "tag": "SCHOOLS", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:56:00Z" } }, { "key": "KCXFSH2H", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/KCXFSH2H", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/KCXFSH2H", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Handel and Williams", "parsedDate": "2011-04", "numChildren": 3 }, "data": { "key": "KCXFSH2H", "version": 413, "itemType": "journalArticle", "title": "Reimagining Remediation", "creators": [ { "creatorType": "author", "firstName": "Stephen J.", "lastName": "Handel" }, { "creatorType": "author", "firstName": "Ronald A.", "lastName": "Williams" } ], "abstractNote": "The article discusses significant issues concerning remedial education in college in the U.S. It explores the challenges confronting the efforts of the administration of President Barack Obama and other philanthropic organizations such as Carnegie Foundation for the Advancement of Teaching to enhance the remedial courses for under-prepared students across the country including high costs of compensatory education and the limited knowledge on its effectiveness. Several strategies for improving the nation's remedial education are also provided.", "publicationTitle": "Change", "publisher": "", "place": "", "date": "Apr 2011", "volume": "43", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "28-33", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Change", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "00091383", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "59330059", "rights": "", "extra": "Cited by 0002", "tags": [ { "tag": "CARNEGIE Foundation for the Advancement of Teaching", "type": 1 }, { "tag": "COMPENSATORY education", "type": 1 }, { "tag": "COSTS", "type": 1 }, { "tag": "EFFECTIVE teaching", "type": 1 }, { "tag": "Higher Education", "type": 1 }, { "tag": "OBAMA, Barack, 1961-", "type": 1 }, { "tag": "REMEDIAL teaching -- Universities & colleges", "type": 1 }, { "tag": "UNDERPREPARED college students", "type": 1 }, { "tag": "UNITED States", "type": 1 }, { "tag": "UNIVERSITIES & colleges -- Curricula", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:55:59Z" } }, { "key": "K5E952ZF", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/K5E952ZF", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/K5E952ZF", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Center for History and New Media", "numChildren": 1 }, "data": { "key": "K5E952ZF", "version": 413, "itemType": "webpage", "title": "Zotero Quick Start Guide", "creators": [ { "creatorType": "author", "name": "Center for History and New Media" } ], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://zotero.org/support/quick_start_guide", "accessDate": "", "shortTitle": "", "language": "", "rights": "", "extra": "Cited by 0000", "tags": [], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:55:58Z" } }, { "key": "J7HCDADW", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/J7HCDADW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/J7HCDADW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Staddon and Standish", "parsedDate": "2012-11", "numChildren": 2 }, "data": { "key": "J7HCDADW", "version": 413, "itemType": "journalArticle", "title": "Improving the Student Experience", "creators": [ { "creatorType": "author", "firstName": "Elizabeth", "lastName": "Staddon" }, { "creatorType": "author", "firstName": "Paul", "lastName": "Standish" } ], "abstractNote": "Shifts in funding and a worldwide trend towards marketising higher education have led to a new emphasis on the quality of the student experience. In the UK this trend finds its strongest expression in recent policy proposals to simultaneously increase student fees and student choice so that students themselves become the drivers of higher education. We trace the policy developments of this shift over recent years and rehearse some of the criticisms against it. Accepting that there is good reason to support improving the student experience, we then consider ways in which this might be achieved that foreground the relation of university teachers with their subject matter and students' engagement in this. A higher education, we argue, should expose its students to disciplines whose standards are rightly contested and to a form of learning that intensifies or unsettles desires rather than simply aspiring to satisfy them.", "publicationTitle": "Journal of Philosophy of Education", "publisher": "", "place": "", "date": "November 2012", "volume": "46", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "631-648", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Philosophy of Education", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "03098249", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "83148035", "rights": "", "extra": "Cited by 0001", "tags": [ { "tag": "ADULT education fees", "type": 1 }, { "tag": "EDUCATION & state", "type": 1 }, { "tag": "GREAT Britain", "type": 1 }, { "tag": "Higher Education", "type": 1 }, { "tag": "MARKETING", "type": 1 }, { "tag": "STUDENTS", "type": 1 }, { "tag": "trends", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:55:57Z" } }, { "key": "GVVSAUIF", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/GVVSAUIF", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/GVVSAUIF", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Barrett and Long", "parsedDate": "2012-01", "numChildren": 1 }, "data": { "key": "GVVSAUIF", "version": 413, "itemType": "journalArticle", "title": "The Moore Method and the Constructivist Theory of Learning: Was R. L. Moore a Constructivist?", "creators": [ { "creatorType": "author", "firstName": "Lida K.", "lastName": "Barrett" }, { "creatorType": "author", "firstName": "B. Vena", "lastName": "Long" } ], "abstractNote": "Constructivism is currently a hotly debated topic, with proponents and opponents equally adamant and emotional with respect to their viewpoints. Many misconceptions exist on both sides of the debate, and misuses of terminology and attribution are rampant. Constructivism is a theory of learning, not a particular approach to instruction and not a curriculum. Proponents, the majority of whom are involved in K-12 education, argue that reaching more students with a deeper understanding of mathematics requires an appreciation of how knowledge is constructed and an instructional approach that more fully acknowledges the students' roles as active participants in the classroom instruction, rather than the lecture method which has worked well for some but poorly for others. The opponents, many of whom are mathematicians, tend to equate constructivism with “discovery” learning and deem it as inefficient at best, and tolerating inaccurate mathematics at worst. However, many mathematicians, including those who criticize constructivism, revere R. L. Moore as an outstanding teacher of mathematics. The Moore Method and the Modified Moore Method are frequently cited [2] as exemplary in the literature on teaching undergraduate- and graduate-level mathematics. An analysis of his method of teaching, however, indicates adherence to a theory of learning which he did not necessarily articulate, and might even have disputed. The goal of this article is to show that Moore's method aligned with a constructivist approach.", "publicationTitle": "Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies", "publisher": "", "place": "", "date": "January 2012", "volume": "22", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "75-84", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "10511970", "archive": "", "archiveLocation": "", "shortTitle": "The Moore Method and the Constructivist Theory of Learning", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "71116211", "rights": "", "extra": "Cited by 0001", "tags": [ { "tag": "CONSTRUCTIVISM (Education)", "type": 1 }, { "tag": "Constructivism", "type": 1 }, { "tag": "LEARNING by discovery", "type": 1 }, { "tag": "LECTURE method in teaching", "type": 1 }, { "tag": "MATHEMATICS -- Study & teaching (Higher)", "type": 1 }, { "tag": "MATHEMATICS students", "type": 1 }, { "tag": "MOORE, R. L.", "type": 1 }, { "tag": "R. L. Moore", "type": 1 }, { "tag": "TEACHING methods", "type": 1 }, { "tag": "teaching practice", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:55:56Z" } }, { "key": "D6X926RW", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/D6X926RW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/D6X926RW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "O'connor et al.", "parsedDate": "2012-12", "numChildren": 1 }, "data": { "key": "D6X926RW", "version": 413, "itemType": "journalArticle", "title": "Lecturer Responses to the Inclusion of Students With Intellectual Disabilities Auditing Undergraduate Classes", "creators": [ { "creatorType": "author", "firstName": "Barrie", "lastName": "O'connor" }, { "creatorType": "author", "firstName": "John", "lastName": "Kubiak" }, { "creatorType": "author", "firstName": "Deborah", "lastName": "Espiner" }, { "creatorType": "author", "firstName": "Patricia", "lastName": "O'brien" } ], "abstractNote": "Although postsecondary education for people with intellectual disabilities can improve their chances of employment and create a more satisfying life, higher education is becoming a more usual avenue of postschool learning. As part of a 2-year Certificate in Contemporary Living ( CCL) Program offered at Trinity College Dublin, students audited undergraduate university courses, partly with assistance of class peer mentors. The study sought to explore the views of university lecturers whose classes the students attended, the impact of the auditing arrangement on the lecturers' teaching strategies and on other students, particular challenges lecturers faced, and suggestions for improvement. Eleven lecturers teaching courses across two faculties agreed to participate in semi-structured interviews. All staff strongly supported the initiative, because it provided opportunity both for CCL students to learn with undergraduate peers and for lecturers to consider more inclusive instructional approaches for all learners in their classes. The level of understanding shown by many auditing students and their openness to participate in questions, discussion, and field and lab work impressed the lecturers who noted the positive impact this had on other class members. The willingness of lecturers to develop more accessible instructional practices aligned with institutional policies on quality assurance in teaching. They suggested improvements to enable earlier briefing of lecturers and increased participation of students within the auditing process. Future research exploring lecturer and undergraduate students' views of CCL student competence is suggested to inform improved preparation of professionals.", "publicationTitle": "Journal of Policy & Practice in Intellectual Disabilities", "publisher": "", "place": "", "date": "December 2012", "volume": "9", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "247-256", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Policy & Practice in Intellectual Disabilities", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "17411122", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "84385436", "rights": "", "extra": "Cited by 0001", "tags": [ { "tag": "ATTITUDE (Psychology)", "type": 1 }, { "tag": "AUDITING", "type": 1 }, { "tag": "COLLEGE teachers -- Attitudes", "type": 1 }, { "tag": "CURRICULA (Courses of study)", "type": 1 }, { "tag": "DISABILITIES", "type": 1 }, { "tag": "FINANCE", "type": 1 }, { "tag": "Higher Education", "type": 1 }, { "tag": "INTERVIEWING", "type": 1 }, { "tag": "MAINSTREAMING in education", "type": 1 }, { "tag": "MENTAL retardation", "type": 1 }, { "tag": "PROFESSIONAL practice", "type": 1 }, { "tag": "RESEARCH", "type": 1 }, { "tag": "STUDENTS with disabilities", "type": 1 }, { "tag": "TEACHING", "type": 1 }, { "tag": "UNDERGRADUATES", "type": 1 }, { "tag": "faculty", "type": 1 }, { "tag": "inclusion", "type": 1 }, { "tag": "inclusive curriculum", "type": 1 }, { "tag": "intellectual disability", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:55:55Z" } }, { "key": "C5MTFN3P", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/C5MTFN3P", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/C5MTFN3P", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Bangs", "parsedDate": "2012-02", "numChildren": 2 }, "data": { "key": "C5MTFN3P", "version": 413, "itemType": "journalArticle", "title": "Transforming A Business Statistics Course With Just-in-Time Teaching", "creators": [ { "creatorType": "author", "firstName": "Joann", "lastName": "Bangs" } ], "abstractNote": "This paper describes changing the way a business statistics course is taught through the use of just-in-time teaching methods. Implementing this method allowed for more time in the class to be spent focused on problem solving, resulting in students being able to handle more difficult problems. Students' perceptions of the just-in-time assignments were overall positive.", "publicationTitle": "American Journal of Business Education", "publisher": "", "place": "", "date": "Feb 2012", "volume": "5", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "87-94", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "American Journal of Business Education", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "19422504", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "83094811", "rights": "", "extra": "Cited by 0000", "tags": [ { "tag": "ACTIVE learning", "type": 1 }, { "tag": "BUSINESS education", "type": 1 }, { "tag": "BUSINESS students", "type": 1 }, { "tag": "COMMERCIAL statistics", "type": 1 }, { "tag": "Just-in-Time Teaching", "type": 1 }, { "tag": "PROBLEM solving", "type": 1 }, { "tag": "TEACHING", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:55:54Z" } }, { "key": "A8S34UWG", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/A8S34UWG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/A8S34UWG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Russell et al.", "parsedDate": "2009-12", "numChildren": 3 }, "data": { "key": "A8S34UWG", "version": 413, "itemType": "journalArticle", "title": "Nimble Tools", "creators": [ { "creatorType": "author", "firstName": "Michael", "lastName": "Russell" }, { "creatorType": "author", "firstName": "Thomas", "lastName": "Hoffmann" }, { "creatorType": "author", "firstName": "Jennifer", "lastName": "Higgins" } ], "abstractNote": "The article presents an overview of the challenges that students with disabilities and special needs face in accessing educational content and in taking traditional educational tests. A discussion of the ways that technology might improve the educational process and test taking processes that are used with special education students is presented. Nimble Tools, the first computer based test delivery system for special education students that incorporates principles of universal design by building in multiple accessibility tools that are designed to meet the various needs of students, is discussed.", "publicationTitle": "Teaching Exceptional Children", "publisher": "", "place": "", "date": "Dec 2009", "volume": "42", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "6-12", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Teaching Exceptional Children", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "00400599", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "45024952", "rights": "", "extra": "Cited by 0000", "tags": [ { "tag": "COMPENSATORY education", "type": 1 }, { "tag": "EDUCATION", "type": 1 }, { "tag": "EDUCATIONAL technology", "type": 1 }, { "tag": "EDUCATIONAL tests & measurements", "type": 1 }, { "tag": "SPECIAL education", "type": 1 }, { "tag": "STUDENTS -- Rating of", "type": 1 }, { "tag": "STUDENTS with disabilities", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:55:53Z" } }, { "key": "A879GF93", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/A879GF93", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/A879GF93", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Babchuk", "parsedDate": "2011-08", "numChildren": 2 }, "data": { "key": "A879GF93", "version": 413, "itemType": "journalArticle", "title": "Grounded Theory as a \"Family of Methods\": A Genealogical Analysis to Guide Research", "creators": [ { "creatorType": "author", "firstName": "Wayne A.", "lastName": "Babchuk" } ], "abstractNote": "This study traces the evolution of grounded theory from a nuclear to an extended family of methods and considers the implications that decision-making based on informed choices throughout all phases of the research process has for realizing the potential of grounded theory for advancing adult education theory and practice.", "publicationTitle": "US-China Education Review A", "publisher": "", "place": "", "date": "August 2011", "volume": "", "issue": "3a", "section": "", "partNumber": "", "partTitle": "", "pages": "383-388", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "US-China Education Review A", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "2161623X", "archive": "", "archiveLocation": "", "shortTitle": "Grounded Theory as a \"Family of Methods\"", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "66194292", "rights": "", "extra": "Cited by 0000", "tags": [ { "tag": "Decision Making", "type": 1 }, { "tag": "EDUCATION -- Research", "type": 1 }, { "tag": "EDUCATION theory", "type": 1 }, { "tag": "GENEALOGY", "type": 1 }, { "tag": "GROUNDED theory", "type": 1 }, { "tag": "SOCIAL sciences", "type": 1 }, { "tag": "grounded theory methods and research", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:55:52Z" } }, { "key": "9MD7AFDH", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/9MD7AFDH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/9MD7AFDH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Walker and Townley", "parsedDate": "2012-03", "numChildren": 2 }, "data": { "key": "9MD7AFDH", "version": 413, "itemType": "journalArticle", "title": "Contract cheating: a new challenge for academic honesty?", "creators": [ { "creatorType": "author", "firstName": "Mary", "lastName": "Walker" }, { "creatorType": "author", "firstName": "Cynthia", "lastName": "Townley" } ], "abstractNote": "'Contract cheating' has recently emerged as a form of academic dishonesty. It involves students contracting out their coursework to writers in order to submit the purchased assignments as their own work, usually via the internet. This form of cheating involves epistemic and ethical problems that are continuous with older forms of cheating, but which it also casts in a new form. It is a concern to educators because it is very difficult to detect, because it is arguably more fraudulent than some other forms of plagiarism, and because it appears to be connected to a range of systemic problems within modern higher education. This paper provides an overview of the information and literature thus far available on the topic, including its definition, the problems it involves, its causal factors, and the ways in which educators might respond. We argue that while contract cheating is a concern, some of the suggested responses are themselves problematic, and that best practice responses to the issue should avoid moral panic and remain focussed on supporting honest students and good academic practice.", "publicationTitle": "Journal of Academic Ethics", "publisher": "", "place": "", "date": "March 2012", "volume": "10", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "27-44", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Academic Ethics", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "15701727", "archive": "", "archiveLocation": "", "shortTitle": "Contract cheating", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "72246352", "rights": "", "extra": "Cited by 0004", "tags": [ { "tag": "ACADEMIC fraud", "type": 1 }, { "tag": "Academic honesty", "type": 1 }, { "tag": "CHEATING (Education)", "type": 1 }, { "tag": "Contract cheating", "type": 1 }, { "tag": "ETHICAL problems", "type": 1 }, { "tag": "Ethics", "type": 1 }, { "tag": "PLAGIARISM", "type": 1 }, { "tag": "STUDENT ethics", "type": 1 }, { "tag": "STUDENTS -- Conduct of life", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:55:51Z" } }, { "key": "5WMFFDFG", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/5WMFFDFG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/5WMFFDFG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Veck", "parsedDate": "2009-02", "numChildren": 3 }, "data": { "key": "5WMFFDFG", "version": 413, "itemType": "journalArticle", "title": "From an exclusionary to an inclusive understanding of educational difficulties and educational space: implications for the Learning Support Assistant's role", "creators": [ { "creatorType": "author", "firstName": "Wayne", "lastName": "Veck" } ], "abstractNote": "This paper argues that before Learning Support Assistants (LSAs) can begin to contribute to the realisation of inclusive possibilities in and for education, critical attention must be given to the ways educational difficulties and space are considered and produced within educational institutions. A detailed study of a sixth form college in the south of England is drawn upon to elucidate the ways in which fixed and exclusionary perspectives on educational difficulties can entwine with prescriptive views of and approaches to educational space to marginalise LSAs and the students who received their support. Inclusive conceptualisations of both educational difficulties and space are developed to illuminate the potential of the LSAs to make unique and useful contributors to educational institutions.", "publicationTitle": "Oxford Review of Education", "publisher": "", "place": "", "date": "February 2009", "volume": "35", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "41-56", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Oxford Review of Education", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "03054985", "archive": "", "archiveLocation": "", "shortTitle": "From an exclusionary to an inclusive understanding of educational difficulties and educational space", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "36114498", "rights": "", "extra": "Cited by 0006", "tags": [ { "tag": "ACADEMIC accommodations", "type": 1 }, { "tag": "COMPENSATORY education", "type": 1 }, { "tag": "CURRICULUM research", "type": 1 }, { "tag": "Comparative Education", "type": 1 }, { "tag": "EDUCATION -- Research", "type": 1 }, { "tag": "EDUCATIONAL intervention", "type": 1 }, { "tag": "EDUCATIONAL reports", "type": 1 }, { "tag": "EDUCATIONAL statistics", "type": 1 }, { "tag": "EDUCATIONAL surveys", "type": 1 }, { "tag": "ENGLAND", "type": 1 }, { "tag": "INCLUSIVE education", "type": 1 }, { "tag": "SPECIAL education", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:55:50Z" } }, { "key": "57RUER5G", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/57RUER5G", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/57RUER5G", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Kinne and Faulkner", "parsedDate": "2012", "numChildren": 2 }, "data": { "key": "57RUER5G", "version": 413, "itemType": "journalArticle", "title": "Using Teacher Work Sample Methodology in the College Classroom: Two Professors' Experience", "creators": [ { "creatorType": "author", "firstName": "Lenore J.", "lastName": "Kinne" }, { "creatorType": "author", "firstName": "Shawn A.", "lastName": "Faulkner" } ], "abstractNote": "Teacher work sample methodology is a form of performance assessment that requires the teacher to describe, analyze, and reflect on student assessment data to improve both instruction and student learning. Some teacher preparation programs have adopted teacher work sample methodology as a means of teaching teacher candidates to gather and analyze whole-class and identified gap group assessment data. This study describes the experience of two professors of education who adopted the teacher work sample in their college classes as a means of deepening their own understanding of the methodology, improving their instructional practice, and modeling the skills that are expected of teacher candidates. Recommendations are made concerning the applicability of teacher work sample methodology for the study of teaching and learning, regardless of the content area being taught.", "publicationTitle": "Education", "publisher": "", "place": "", "date": "Winter 2012", "volume": "133", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "418-426", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Education", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "00131172", "archive": "", "archiveLocation": "", "shortTitle": "Using Teacher Work Sample Methodology in the College Classroom", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "84304015", "rights": "", "extra": "Cited by 0000", "tags": [ { "tag": "ACADEMIC achievement -- Research", "type": 1 }, { "tag": "EDUCATION -- Aims & objectives", "type": 1 }, { "tag": "EDUCATION -- Study & teaching (Graduate)", "type": 1 }, { "tag": "EDUCATIONAL evaluation", "type": 1 }, { "tag": "TEACHER educators", "type": 1 }, { "tag": "TEACHERS -- Rating of", "type": 1 }, { "tag": "TEACHING methods", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:55:49Z" } }, { "key": "4DHSP5IK", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/4DHSP5IK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/4DHSP5IK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Fitzgerald et al.", "parsedDate": "2012-09", "numChildren": 1 }, "data": { "key": "4DHSP5IK", "version": 413, "itemType": "journalArticle", "title": "The Centrality of Engagement in Higher Education", "creators": [ { "creatorType": "author", "firstName": "Hiram E.", "lastName": "Fitzgerald" }, { "creatorType": "author", "firstName": "Karen", "lastName": "Bruns" }, { "creatorType": "author", "firstName": "Steven T.", "lastName": "Sonka" }, { "creatorType": "author", "firstName": "Andrew", "lastName": "Furco" }, { "creatorType": "author", "firstName": "Louis", "lastName": "Swanson" } ], "abstractNote": "The centrality of engagement is critical to the success of higher education in the future. Engagement is essential to most effectively achieving the overall purpose of the university, which is focused on the knowledge enterprise. Today's engagement is scholarly, is an aspect of learning and discovery, and enhances society and higher education. Undergirding today's approach to community engagement is the understanding that not all knowledge and expertise resides in the academy, and that both expertise and great learning opportunities in teaching and scholarship also reside in non-academic settings. By recommitting to their societal contract, public and land-grant universities can fulfill their promise as institutions that produce knowledge that benefits society and prepares students for productive citizenship in a democratic society. This new engagement also posits a new framework for scholarship that moves away from emphasizing products to emphasizing impact.", "publicationTitle": "Journal of Higher Education Outreach & Engagement", "publisher": "", "place": "", "date": "September 2012", "volume": "16", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "7-27", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Higher Education Outreach & Engagement", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "15346102", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "82152721", "rights": "", "extra": "Cited by 0002", "tags": [ { "tag": "COMPENSATORY education", "type": 1 }, { "tag": "CORPORATE universities", "type": 1 }, { "tag": "DEMOCRACY", "type": 1 }, { "tag": "Higher Education", "type": 1 }, { "tag": "LEARNING & scholarship", "type": 1 }, { "tag": "UNIVERSITIES & colleges", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:55:48Z" } }, { "key": "3QIDNVZH", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/3QIDNVZH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/3QIDNVZH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Kinne and Faulkner", "parsedDate": "2012", "numChildren": 2 }, "data": { "key": "3QIDNVZH", "version": 413, "itemType": "journalArticle", "title": "Using Teacher Work Sample Methodology in the College Classroom: Two Professors' Experience", "creators": [ { "creatorType": "author", "firstName": "Lenore J.", "lastName": "Kinne" }, { "creatorType": "author", "firstName": "Shawn A.", "lastName": "Faulkner" } ], "abstractNote": "Teacher work sample methodology is a form of performance assessment that requires the teacher to describe, analyze, and reflect on student assessment data to improve both instruction and student learning. Some teacher preparation programs have adopted teacher work sample methodology as a means of teaching teacher candidates to gather and analyze whole-class and identified gap group assessment data. This study describes the experience of two professors of education who adopted the teacher work sample in their college classes as a means of deepening their own understanding of the methodology, improving their instructional practice, and modeling the skills that are expected of teacher candidates. Recommendations are made concerning the applicability of teacher work sample methodology for the study of teaching and learning, regardless of the content area being taught.", "publicationTitle": "Education", "publisher": "", "place": "", "date": "Winter 2012", "volume": "133", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "418-426", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Education", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "00131172", "archive": "", "archiveLocation": "", "shortTitle": "Using Teacher Work Sample Methodology in the College Classroom", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "84304015", "rights": "", "extra": "Cited by 0000", "tags": [ { "tag": "ACADEMIC achievement -- Research", "type": 1 }, { "tag": "EDUCATION -- Aims & objectives", "type": 1 }, { "tag": "EDUCATION -- Study & teaching (Graduate)", "type": 1 }, { "tag": "EDUCATIONAL evaluation", "type": 1 }, { "tag": "TEACHER educators", "type": 1 }, { "tag": "TEACHERS -- Rating of", "type": 1 }, { "tag": "TEACHING methods", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:55:47Z" } }, { "key": "2MTC7CF5", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/2MTC7CF5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/2MTC7CF5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Aristovnik", "parsedDate": "2012-07", "numChildren": 2 }, "data": { "key": "2MTC7CF5", "version": 413, "itemType": "journalArticle", "title": "The Impact of Ict on Educational Performance and Its Efficiency in Selected Eu and Oecd Countries: A Non-Parametric Analysis", "creators": [ { "creatorType": "author", "firstName": "Aleksander", "lastName": "Aristovnik" } ], "abstractNote": "The purpose of the paper is to review some previous researches examining ICT efficiency and the impact of ICT on educational output/outcome as well as different conceptual and methodological issues related to performance measurement. Moreover, a definition, measurements and the empirical application of a model measuring the efficiency of ICT use and its impact at national levels will be considered. For this purpose, the Data Envelopment Analysis (DEA) technique is presented and then applied to selected EU-27 and OECD countries. The empirical results show that the efficiency of ICT, when taking educational outputs/outcomes into consideration, differs significantly across the great majority of EU and OECD countries. The analysis of the varying levels of (output-oriented) efficiency (under the VRSTE framework) shows that Finland, Norway, Belgium and Korea are the most efficient countries in terms of their ICT sectors. Finally, the analysis finds evidence that most of the countries under consideration hold great potential for increased efficiency in ICT and for improving their educational outputs and outcomes.", "publicationTitle": "Turkish Online Journal of Educational Technology", "publisher": "", "place": "", "date": "July 2012", "volume": "11", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "144-152", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Turkish Online Journal of Educational Technology", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "13036521", "archive": "", "archiveLocation": "", "shortTitle": "The Impact of Ict on Educational Performance and Its Efficiency in Selected Eu and Oecd Countries", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "83660172", "rights": "", "extra": "Cited by 0002", "tags": [ { "tag": "DATA envelopment analysis", "type": 1 }, { "tag": "DEA", "type": 1 }, { "tag": "EDUCATION", "type": 1 }, { "tag": "EDUCATION -- Methodology", "type": 1 }, { "tag": "EDUCATIONAL technology", "type": 1 }, { "tag": "EU", "type": 1 }, { "tag": "EUROPEAN Union", "type": 1 }, { "tag": "INFORMATION & communication technologies", "type": 1 }, { "tag": "Information and Communication Technology (ICT)", "type": 1 }, { "tag": "OECD", "type": 1 }, { "tag": "OECD countries", "type": 1 }, { "tag": "efficiency", "type": 1 }, { "tag": "performance", "type": 1 } ], "collections": [ "4I7X4N3P" ], "relations": {}, "dateAdded": "2013-08-20T11:01:04Z", "dateModified": "2013-08-27T12:55:46Z" } }, { "key": "24IW2FQQ", "version": 413, "library": { "type": "group", "id": 139500, "name": "TEL13", "links": { "alternate": { "href": "https://www.zotero.org/groups/tel13", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/139500/items/24IW2FQQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tel13/items/24IW2FQQ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1265156, "username": "patcarrig", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/patcarrig", "type": "text/html" } } }, "lastModifiedByUser": { "id": 109947, "username": "fourthirtythree", "name": "Rob McKenna", "links": { "alternate": { "href": "https://www.zotero.org/fourthirtythree", "type": "text/html" } } }, "creatorSummary": "Thistlethwaite", "parsedDate": "2012-01", "numChildren": 3 }, "data": { "key": "24IW2FQQ", "version": 413, "itemType": "journalArticle", "title": "Interprofessional education: a review of context, learning and the research agenda", "creators": [ { "creatorType": "author", "firstName": "Jill", "lastName": "Thistlethwaite" } ], "abstractNote": "Medical Education 2012: 46: 58-70 Context Interprofessional education (IPE) is not a recent phenomenon and has been the subject of several World Health Organization reports. Its focus is on health professionals and students learning with, from and about one another to improve collaboration and the quality of patient care. The drivers for IPE include new models of health care delivery in the context of an ageing population and the increasing prevalence of long-term chronic disease, in addition to the patient safety agenda. The delivery of complex health care requires a team-based and collaborative approach, although teamwork and collaborative practice are not necessarily synonymous. The rationale for IPE is that learning together enhances future working together. Discussion Systematic reviews of IPE have shown some evidence that IPE fosters positive interaction among different professions and variable evidence that it improves attitudes towards other professionals. Generalisation across published papers is difficult because IPE initiatives are diverse and good evaluation methodology and data are lacking. In terms of constructive alignment from an education viewpoint, there is a need for educators to define learning outcomes and match these with learning activities to ensure that IPE demonstrates added value over uniprofessional learning. Assessment is difficult as pre-qualification professional education focuses on the individual and professional accreditation organisations mandate only for their own professions. Conclusions Interprofessional education draws from a number of education, sociology and psychology theories, and these are briefly discussed. 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