[ { "key": "TSJ5SG4Z", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/TSJ5SG4Z", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/TSJ5SG4Z", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/295236/items/9C5CDKN4", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } } }, "data": { "key": "TSJ5SG4Z", "version": 2, "parentItem": "9C5CDKN4", "itemType": "attachment", "linkMode": "linked_url", "title": "EBSCO Record", "accessDate": "2014-09-29T20:18:52Z", "url": "http://proxy.library.vcu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=a9h&AN=19525547&site=ehost-live&scope=site&scope=cite", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "S329AZJK", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/S329AZJK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/S329AZJK", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/295236/items/JFJIK43B", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } } }, "data": { "key": "S329AZJK", "version": 2, "parentItem": "JFJIK43B", "itemType": "attachment", "linkMode": "linked_url", "title": "EBSCO Record", "accessDate": "2014-09-29T20:18:34Z", "url": "http://proxy.library.vcu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=a9h&AN=93589532&site=ehost-live&scope=site&scope=cite", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "AXPTGNK4", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/AXPTGNK4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/AXPTGNK4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } }, "creatorSummary": "Jong et al.", "parsedDate": "2010-10", "numChildren": 0 }, "data": { "key": "AXPTGNK4", "version": 2, "itemType": "journalArticle", "title": "Exploring the Link between Reformed Teaching Practices and Pupil Learning in Elementary School Mathematics", "creators": [ { "creatorType": "author", "firstName": "Cindy", "lastName": "Jong" }, { "creatorType": "author", "firstName": "Joseph J.", "lastName": "Pedulla" }, { "creatorType": "author", "firstName": "Emilie Mitescu", "lastName": "Reagan" }, { "creatorType": "author", "firstName": "Yves", "lastName": "Salomon-Fernandez" }, { "creatorType": "author", "firstName": "Marilyn", "lastName": "Cochran-Smith" } ], "abstractNote": "This study examined the classroom practices of beginning elementary school teachers' instruction of mathematics and how it connected to their pupils' learning. The Reformed Teaching Observation Protocol (RTOP) was used to measure the extent to which beginning teachers used reformed teaching practices. As a measure of pupil learning, we utilized assessment scores specific to the mathematics unit observed and correlated them with teachers' RTOP scores. We found that beginning teachers who implemented reformed teaching practices tended to have pupils who scored higher on the district mathematics test with a statistically significant correlation of 0.56 (p < .05). Implications of these findings and others are discussed in terms of using the RTOP to improve practice at the elementary school level and for future school-based research.", "publicationTitle": "School Science & Mathematics", "publisher": "", "place": "", "date": "October 2010", "volume": "110", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "309-326", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "School Science & Mathematics", "DOI": "10.1111/j.1949-8594.2010.00039.x", "citationKey": "", "url": "http://proxy.library.vcu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=a9h&AN=63446185&site=ehost-live&scope=site", "accessDate": "2014-09-29T20:18:52Z", "PMID": "", "PMCID": "", "ISSN": "00366803", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Educational Change", "type": 1 }, { "tag": "Mathematics", "type": 1 }, { "tag": "SCHOOLS", "type": 1 }, { "tag": "STUDENTS", "type": 1 }, { "tag": "Teaching Methods", "type": 1 }, { "tag": "learning", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "RVVT38Q7", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/RVVT38Q7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/RVVT38Q7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } }, "creatorSummary": "Meyer and Eley", "parsedDate": "2006-09", "numChildren": 0 }, "data": { "key": "RVVT38Q7", "version": 2, "itemType": "journalArticle", "title": "The Approaches to Teaching Inventory: A critique of its development and applicability", "creators": [ { "creatorType": "author", "firstName": "Jan H. F.", "lastName": "Meyer" }, { "creatorType": "author", "firstName": "Malcolm G.", "lastName": "Eley" } ], "abstractNote": "Background. The Approaches to Teaching Inventory (ATI) is structured as two main scales, reflecting a teacher-centred information-transmission approach versus a student-centred conceptual-change approach, each subdivided into intention and strategy subscales. Its use in higher education investigations is increasing and, by default, it is assuming an operational definition of variation in ‘approaches to teaching’. However, the ATI's conceptual foundations and procedures of development have not been systematically scrutinized. Aims. The present paper presents a comprehensive historical review and critique of the ATI's development. Method. The procedures applied in the ATI's initial development are critically evaluated. Close attention is paid to the source of its foundation item pool, the criteria used in selecting from those foundation items, the adequacy of subject samples used in item trialling and the uses made of resultant trial response data in determining the final form of the inventory. The historical record is examined closely to determine the conceptual and psychometric credibility of the instrument. Conclusions. There are serious and irreversible concerns with the rigour and methodology adopted in the psychometric development of the ATI. The ATI manifestly does not reflect a functionally useful range of ‘approaches to teaching’, and its application to activities connected with the professionalization (and evaluation) of university teaching is rejected.", "publicationTitle": "British Journal of Educational Psychology", "publisher": "", "place": "", "date": "September 2006", "volume": "76", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "633-649", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "British Journal of Educational Psychology", "DOI": "10.1348/000709905X49908", "citationKey": "", "url": "http://proxy.library.vcu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=a9h&AN=22557796&site=ehost-live&scope=site", "accessDate": "2014-09-29T20:18:52Z", "PMID": "", "PMCID": "", "ISSN": "00070998", "archive": "", "archiveLocation": "", "shortTitle": "The Approaches to Teaching Inventory", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "COLLEGE teachers", "type": 1 }, { "tag": "EDUCATIONAL evaluation", "type": 1 }, { "tag": "HIGHER education", "type": 1 }, { "tag": "PSYCHOMETRICS", "type": 1 }, { "tag": "STUDENT-centered learning", "type": 1 }, { "tag": "TEACHERS -- Training of", "type": 1 }, { "tag": "TEACHING", "type": 1 }, { "tag": "Teacher Effectiveness", "type": 1 }, { "tag": "Teaching Methods", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "2EQGTSKP", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/2EQGTSKP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/2EQGTSKP", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } }, "creatorSummary": "Kyttälä and Björn", "parsedDate": "2010-07", "numChildren": 1 }, "data": { "key": "2EQGTSKP", "version": 2, "itemType": "journalArticle", "title": "Prior mathematics achievement, cognitive appraisals and anxiety as predictors of Finnish students' later mathematics performance and career orientation", "creators": [ { "creatorType": "author", "firstName": "Minna", "lastName": "Kyttälä" }, { "creatorType": "author", "firstName": "Piia Maria", "lastName": "Björn" } ], "abstractNote": "The aim of this two-year longitudinal study was to investigate the role and impact of prior mathematics performance, cognitive appraisals and mathematics-specific, affective anxiety in determining later mathematics achievement and future career orientation among Finnish adolescents. The basic ideas of the control-value theory, assumed to be culturally universal, and previous controversial results regarding the relationship between mathematics anxiety and mathematics achievement were tested in the Finnish cultural context with a longitudinal design. The key premise of the control-value theory is that control and value appraisals are significant determinants of both activity and outcome achievement emotions. Our results suggest that mathematics anxiety, a prospective outcome emotion, is determined by outcome expectancies (success or failure) and outcome value (the importance of performing well). They also suggest that anxiety as a negative affective emotion is a problem not only for those who perform poorly but probably also for certain pupils across all achievement levels. Compared with the performance level and with the boys, the girls exhibited inaccurately low outcome expectancies in mathematics. These low expectancies connected to the negative value of failure are a potential cause for their higher anxiety level. The educational implications of the findings are discussed.", "publicationTitle": "Educational Psychology", "publisher": "", "place": "", "date": "July 2010", "volume": "30", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "431-448", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Educational Psychology", "DOI": "10.1080/01443411003724491", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "01443410", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ACADEMIC achievement -- Competitions", "type": 1 }, { "tag": "ACADEMIC achievement -- Testing", "type": 1 }, { "tag": "ACADEMIC improvement", "type": 1 }, { "tag": "Academic Achievement", "type": 1 }, { "tag": "EDUCATIONAL tests & measurements", "type": 1 }, { "tag": "EFFECTIVE schools", "type": 1 }, { "tag": "EFFECTIVE teaching", "type": 1 }, { "tag": "MASTERY learning", "type": 1 }, { "tag": "MATHEMATICS -- Study & teaching", "type": 1 }, { "tag": "cognitive appraisals", "type": 1 }, { "tag": "mathematics achievement", "type": 1 }, { "tag": "mathematics anxiety", "type": 1 }, { "tag": "outcome expectancy", "type": 1 }, { "tag": "outcome value", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "CATIFME8", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/CATIFME8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/CATIFME8", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } }, "creatorSummary": "Cervini and Gosende", "parsedDate": "2008-12", "numChildren": 0 }, "data": { "key": "CATIFME8", "version": 2, "itemType": "journalArticle", "title": "CARACTERÍSTICAS NO COGNITIVAS, HABITUS Y PROGRESO DEL APRENDIZAJE DE MATEMÁTICA EN LA EDUCACIÓN GENERAL BÁSICA (EGB) DE LA PROVINCIA DE BUENOS AIRES (REPÚBLICA ARGENTINA). (Spanish)", "creators": [ { "creatorType": "author", "firstName": "Rubén Alberto", "lastName": "Cervini" }, { "creatorType": "author", "firstName": "Eduardo", "lastName": "Gosende" } ], "abstractNote": "The project examines the relationship between achievement, motivation and academic self-concept connected to Mathematics, related to the effect of academic and socioeconomic characteristics of both student and school. The study analyzes the results of two standardized Mathematics tests applied to students in General Basic Education of the Province of Buenos Aires (República Argentina) at two different stages (7th and 9th years), adopting the added value approach to learning progress. The structure of the data and the purpose of measuring the contextual effect of each school or group of students require adopting a multi-level strategy for statistical analysis. From a theoretical point of view, this study is an empirical proof of the hypothesis on habitus-determination (Bourdieu, 1977, 1988, 1989) in relation to both achievement and learning progress in Mathematics. The main components of the student's habitus, which are analyzed here, are self-concept and academic motivation. One relevant result of this study is that students' academic self-concept is significantly and positively associated to differences in learning achievement among students and schools. The higher the self-concept, the higher the achievement in Mathematics. Inter-school variations reflect the grade of institutional segmentation or school habitus. As to attitudes towards Mathematics at the initial stage (7th year) it was possible to explain 65.4% and 24.3% of the variation intra-school and inter-school, respectively, in the final academic achievement or learning progress at the final stage (9th year). Although the effect of self-concept overlaps with that of socioeconomic level and gender, its incidence is important. The stronger that attitude is, the stronger the progress of the student's later learning. The rate of students' progress increases with a more favourable social origin or male gender. The contextual analysis also allowed contrasting some hypothesis of this field of study. The initial achievement average (7th year) of students impacts positively on their subsequent progress average: the higher their initial level of achievement, the faster their later progress. This inference, however, did not obtain when the socioeconomic context of the school was included in the analysis. These results confirm the central hypotheses of reproduction theory. Although statistically significant, the characteristic effect of individual self-concept upon academic achievement and learning progress is very weak when students' social origin is taken into account. The school doesn't seem to promote the increase of individual deviations from a certain state of probabilities that are objectively granted by society to the student. The school aggregation of individual habitus merely overlaps and accompanies the explanation provided by the socioeconomic composition of the school. Differences in internal institutional processes of schools influenced by various dimensions, such as curricular goals, an organizational style of management, the culture and capabilities of educators and administrators, if they exist, cannot account for the differences and inequalities in the learning progress of students. Results illustrate the rationality of the educational system in secondary basic education. At the same time, they suggest paths whereby transformations could take place. Aspects of the cultivated habitus, affective or non-cognitive dimensions as academic self-concept, are relevant to understand the level of achievement and learning progress. The challenge for the system of education is to promote them beyond social, cultural and economic factors. (English)", "publicationTitle": "Interdisciplinaria: Revista de Psicología y Ciencias Afines", "publisher": "", "place": "", "date": "December 2008", "volume": "25", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "143-179", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Interdisciplinaria: Revista de Psicología y Ciencias Afines", "DOI": "", "citationKey": "", "url": "http://proxy.library.vcu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=a9h&AN=36235046&site=ehost-live&scope=site", "accessDate": "2014-09-29T20:18:34Z", "PMID": "", "PMCID": "", "ISSN": "03258203", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ACADEMIC achievement -- Social aspects", "type": 1 }, { "tag": "ACADEMIC achievement -- Testing", "type": 1 }, { "tag": "ARGENTINA", "type": 1 }, { "tag": "Academic self-concept", "type": 1 }, { "tag": "Added value", "type": 1 }, { "tag": "Análisis multinivel", "type": 1 }, { "tag": "Autoconcepto académico", "type": 1 }, { "tag": "BUENOS Aires (Argentina : Province)", "type": 1 }, { "tag": "EDUCATIONAL tests & measurements", "type": 1 }, { "tag": "Habitus", "type": 1 }, { "tag": "Learning progress", "type": 1 }, { "tag": "MATHEMATICS -- Study & teaching", "type": 1 }, { "tag": "MOTIVATION in education", "type": 1 }, { "tag": "Matemática", "type": 1 }, { "tag": "Mathematics", "type": 1 }, { "tag": "Motivación", "type": 1 }, { "tag": "Motivation", "type": 1 }, { "tag": "Multilevel analysis", "type": 1 }, { "tag": "Progreso de aprendizaje", "type": 1 }, { "tag": "SELF-perception in adolescence", "type": 1 }, { "tag": "Valor agregado", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "JUDGFZHM", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/JUDGFZHM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/JUDGFZHM", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } }, "creatorSummary": "Wickersham and Chambers", "parsedDate": "2006", "numChildren": 0 }, "data": { "key": "JUDGFZHM", "version": 2, "itemType": "journalArticle", "title": "ePORTFOLIOS: USING TECHNOLOGY TO ENHANCE AND ASSESS STUDENT LEARNING", "creators": [ { "creatorType": "author", "firstName": "Leah E.", "lastName": "Wickersham" }, { "creatorType": "author", "firstName": "Sharon M.", "lastName": "Chambers" } ], "abstractNote": "Tracking and assessing student learning outcomes within one course can be accomplished with relative ease. However, the true challenge lies within providing data for student learning outcomes for an entire program. The purpose of this descriptive study was to discover and explain the fundamental lessons learned from the beginning stages of ePortfolio implementation in a cohort master's degree program for secondary teachers. A questionnaire was administered to all twenty-six students at the end of their first semester to asses three student learning outcomes:self-knowledge, technological and organization skills development, and knowledge and skills transfer. After the first semester of implementation, students still see the ePortfolio concept and process as an external component to their master's degree and a separate skill with the technology currently a barrier and fail to see how ePortfolios are connected to their master's degree program. Results may reflect the current status of traditional assessments that is both state and nationally driven, indicating a need to continue to make the shift in paradigm of program design and assessment.", "publicationTitle": "Education", "publisher": "", "place": "", "date": "Summer 2006", "volume": "126", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "738-746", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Education", "DOI": "", "citationKey": "", "url": "http://proxy.library.vcu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=a9h&AN=21701256&site=ehost-live&scope=site", "accessDate": "2014-09-29T20:18:34Z", "PMID": "", "PMCID": "", "ISSN": "00131172", "archive": "", "archiveLocation": "", "shortTitle": "ePORTFOLIOS", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ALTERNATIVE assessment (Education)", "type": 1 }, { "tag": "EDUCATIONAL innovations", "type": 1 }, { "tag": "MASTER teachers", "type": 1 }, { "tag": "PORTFOLIOS in education", "type": 1 }, { "tag": "TEACHER development", "type": 1 }, { "tag": "TEACHERS -- Training of", "type": 1 }, { "tag": "TEACHING aids & devices", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "XF83MI7E", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/XF83MI7E", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/XF83MI7E", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } }, "creatorSummary": "Axelson and Flick", "parsedDate": "2011-02-01", "numChildren": 0 }, "data": { "key": "XF83MI7E", "version": 2, "itemType": "journalArticle", "title": "Defining Student Engagement", "creators": [ { "creatorType": "author", "firstName": "Rick D.", "lastName": "Axelson" }, { "creatorType": "author", "firstName": "Arend", "lastName": "Flick" } ], "abstractNote": "The article explores on the need for a more refined and practical ways and direction to assess the engagement of students in higher education. Student engagement is defined and being referred to the level of interest and involvement of students in their learning and how connected and at par to their classes, their institutions, and with each other. The measured methods of the National Survey of Student Engagement (NSSE) and the College Student Experiences Questionnaire (CSEQ), have revealed indicators that contribute to the level of student engagement in a specific university which is seen as a valid entity to institutional excellence.", "publicationTitle": "Change", "publisher": "", "place": "", "date": "2011/01//Jan/Feb2011", "volume": "43", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "38-43", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Change", "DOI": "10.1080/00091383.2011.533096", "citationKey": "", "url": "http://proxy.library.vcu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=a9h&AN=57378569&site=ehost-live&scope=site", "accessDate": "2014-09-29T20:18:34Z", "PMID": "", "PMCID": "", "ISSN": "00091383", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "EDUCATIONAL evaluation", "type": 1 }, { "tag": "EDUCATIONAL surveys", "type": 1 }, { "tag": "EXPERIENTIAL learning", "type": 1 }, { "tag": "Educational Quality", "type": 1 }, { "tag": "HIGHER education -- Aims & objectives", "type": 1 }, { "tag": "PROFESSIONAL education", "type": 1 }, { "tag": "SCHOOL involvement", "type": 1 }, { "tag": "SOCIAL aspects", "type": 1 }, { "tag": "learning", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "JFJIK43B", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/JFJIK43B", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/JFJIK43B", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } }, "creatorSummary": "Uddin et al.", "parsedDate": "2014-03", "numChildren": 1 }, "data": { "key": "JFJIK43B", "version": 2, "itemType": "journalArticle", "title": "The impact of study load on the dynamics of longitudinal email communications among students", "creators": [ { "creatorType": "author", "firstName": "Shahadat", "lastName": "Uddin" }, { "creatorType": "author", "firstName": "Kate", "lastName": "Thompson" }, { "creatorType": "author", "firstName": "Beat", "lastName": "Schwendimann" }, { "creatorType": "author", "firstName": "Mahendra", "lastName": "Piraveenan" } ], "abstractNote": "With the advent of information technology, emails have gained wide acceptability among students as an asynchronous communication tool. According to the current pedagogy literature the overall trend of the use of email communication by university students has been increasing significantly since its inception, despite the rapid growth of the popularity and acceptability of other social mediums (e.g. Mobile phone and Facebook). In this study, we explore a longitudinal email communication network, which evolved under an increasing study load among 38 students throughout a university semester, using measures of social network analysis (SNA) and exponential random graph (ERG) models. This longitudinal network was divided into three waves, where each wave represents the portion of the complete longitudinal network that evolves between two consecutive observations. An increased study load was imposed through the assessment components of the course. SNA measures of degree centrality (i.e. the activity of an actor or actor popularity), betweenness centrality (i.e. the capacity to control the flow of information in a network), closeness centrality (i.e. reachable to other nodes) and reciprocity (i.e. tendency to make reciprocal links) are considered to explore this longitudinal network. ERG models are probabilistic models that are presented by locally determined explanatory variables and can effectively identify structural properties of networks. From the analysis of this email communication network, we notice that students' network positions and behaviours change with the changes in their study load. In particular, we find that (i) students make an increased number of email communications with the increase of study load; (ii) the email communication network become sparse with the increase of study load; and (iii) the 2-star parameter (a subset of three nodes in which one node is connected to each of the other two nodes) and the triangle parameter (a subset of three nodes in which each node is connected to the other two nodes) can effectively explain the formation of network in wave3; whereas, the 3-star parameter (a subset of four nodes in which one node is connected to each of other three nodes) can effectively explain the formation of network in wave1 and wave2. Interpretations of these findings for the monitoring of student behaviour in online learning environments, as well as the implications for the design of assessment and the use of asynchronous tools are discussed in this paper.", "publicationTitle": "Computers & Education", "publisher": "", "place": "", "date": "March 2014", "volume": "72", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "209-219", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Computers & Education", "DOI": "10.1016/j.compedu.2013.11.007", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "03601315", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "COMMUNICATION in higher education", "type": 1 }, { "tag": "COMPUTERS & college students", "type": 1 }, { "tag": "COMPUTERS in higher education", "type": 1 }, { "tag": "Distance Education", "type": 1 }, { "tag": "E-mail", "type": 1 }, { "tag": "INTERNET in higher education", "type": 1 }, { "tag": "STUDENTS -- Academic workload -- Universities & colleges", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "MFP8SGMI", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/MFP8SGMI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/MFP8SGMI", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/295236/items/2EQGTSKP", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": 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"http://proxy.library.vcu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=a9h&AN=95034409&site=ehost-live&scope=site&scope=cite", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "Z7DNQ7CK", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/Z7DNQ7CK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/Z7DNQ7CK", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/295236/items/ZN3J7KM5", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } } }, "data": { "key": "Z7DNQ7CK", "version": 2, "parentItem": "ZN3J7KM5", "itemType": "attachment", "linkMode": "linked_url", "title": "EBSCO Record", "accessDate": "2014-09-29T20:18:34Z", "url": "http://proxy.library.vcu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=a9h&AN=66170019&site=ehost-live&scope=site&scope=cite", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "WBVS22PG", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/WBVS22PG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/WBVS22PG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } }, "creatorSummary": "Putz and Arnold", "parsedDate": "2001-10", "numChildren": 0 }, "data": { "key": "WBVS22PG", "version": 2, "itemType": "journalArticle", "title": "Communities of Practice: guidelines for the design of online seminars in higher education", "creators": [ { "creatorType": "author", "firstName": "Peter", "lastName": "Putz" }, { "creatorType": "author", "firstName": "Patricia", "lastName": "Arnold" } ], "abstractNote": "This article focuses on the Community of Practice (CoP) concept and its implications for designing online seminars in the university context. Student learning in seminars at universities is seen as peripheral participation in a particular scientific community - one of the many knowledge-creating CoPs that constitute a university. Introducing information technology into university education thus should be measured by the degree to which these new ways of teaching enhance students' access to scientific communities. This framing view of university education is connected to a social theory of learning where learning is seen as an essentially social, situated phenomenon. The concept of 'legitimate peripheral participation' in a community of practice is used to derive a design framework for online seminars. Using this framework, the authors implemented an online seminar on the topic of organisational knowledge management at the Johannes Kepler University Linz, Austria. The GroupWare platform BSCW (Basic Support for Cooperative Work) was used for the exclusively asynchronous communication during the 10-week course. Of particular interest were the ways in which students, invited guest experts and the instructor interacted without ever meeting face to face. Assessment of the seminar and its comparison with previously held face-to-face seminars shows that the CoP concept can offer valuable guidelines for the design of online university courses. ZUSAMMENFASSUNG Der Beitrag beschäftigt sich mit dem Konzept der 'Communities of Practice' (CoP) und seiner Bedeutung für die Gestaltung virtueller Seminare innerhalb der universitären Lehre. Studentisches Lernen an der Hochschule wird als periphere Mitgliedschaft in einer besonderen wissensschaffenden Gemeinschaft verstanden—so wie Universitäten allgemein als Konglomeration von 'wissenschaft-betreibenden Gemeinschaften', den scientific communities aufgefasst werden. Dementsprechend wird argumentiert, dass der Versuch, Unterrichtstechnologien zu erneuern, daran gemessen werden sollte, in welchem Maße durch neue Technologien eine Verbesserung des Zugangs zu diesen an sich restriktiven Gemeinschaften realisiert wird. Diese Sichtweise zur Rolle und Funktion von Hochschulen sowie zur Nutzung von Internettechnologie für die universitäre Lehre basiert auf einer Lerntheorie, die Lernen als soziales, situiertes Phänomen beschreibt. Der Ansatz, Lernen als legitime periphere Partizipation in einer akademischen Gemeinschaft zu verstehen, wird hier benutzt, um konkrete Gestaltungsprinzipien für Online-Seminare im Hochschulkontext abzuleiten. Diese Gestaltungsprinzipien wurden bei einem Online Seminar zu Organisationalem Wissensmanagement an der Johannes Kepler Universität, Linz, angewendet. Für die ausschließlich asynchron stattfindende Kommunikation während des zehnwöchigen Seminars wurde die Groupware-Plattform BSCW (Basic Support for Cooperative Work) benutzt. Betrachtet wurde insbesondere, wie Studierende, eingeladene Experten als Gäste und der Lehrende während des Seminars medial vermittelt interagierten, ohne sich je persönlich zu begegnen. Die Auswertung des Seminars sowie der Vergleich mit vorher stattgefundenen Präsenzseminaren zeigt, dass auf der Grundlage des Konzepts der CoPs wertvolle Gestaltungsprinzipien für das didaktische Design von virtuellen Seminaren an der Hochschule generiert werden können.", "publicationTitle": "Education, Communication & Information", "publisher": "", "place": "", "date": "October 2001", "volume": "1", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "181-195", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Education, Communication & Information", "DOI": "10.1080/14636310120091922", "citationKey": "", "url": "http://proxy.library.vcu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=a9h&AN=5425325&site=ehost-live&scope=site", "accessDate": "2014-09-29T20:18:52Z", "PMID": "", "PMCID": "", "ISSN": "1463631X", "archive": "", "archiveLocation": "", "shortTitle": "Communities of Practice", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "INFORMATION technology -- Study & teaching", "type": 1 }, { "tag": "SOCIAL theory", "type": 1 }, { "tag": "Seminars", "type": 1 }, { "tag": "TECHNOLOGICAL innovations", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "FMANBCE3", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/FMANBCE3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/FMANBCE3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } }, "creatorSummary": "Gudzuka", "parsedDate": "2009-05", "numChildren": 0 }, "data": { "key": "FMANBCE3", "version": 2, "itemType": "journalArticle", "title": "Attitude as an Aspect of Vocational Pedagogues' Professional Competency", "creators": [ { "creatorType": "author", "firstName": "Sandra", "lastName": "Gudzuka" } ], "abstractNote": "The article analyses one aspect of the professional competency -- attitude, its connection with the professional activities of vocational pedagogues; loyalty; motivation and the psychological characterization of personalities. It examines attitudes and the assessment possibilities of the phenomena connected with it. The changes of attitude in the self-education aspect have been analyzed. It provides the analyses of survey results of the pedagogues involved in further education and the assessment of higher school faculty experience.", "publicationTitle": "Vocational Education: Research & Reality", "publisher": "", "place": "", "date": "May 2009", "volume": "", "issue": "17", "section": "", "partNumber": "", "partTitle": "", "pages": "168-178", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Vocational Education: Research & Reality", "DOI": "", "citationKey": "", "url": "http://proxy.library.vcu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=a9h&AN=40513212&site=ehost-live&scope=site", "accessDate": "2014-09-29T20:18:52Z", "PMID": "", "PMCID": "", "ISSN": "13926241", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "CORE competencies", "type": 1 }, { "tag": "Reflection", "type": 1 }, { "tag": "SELF-culture", "type": 1 }, { "tag": "TEACHERS -- Attitudes", "type": 1 }, { "tag": "UNIVERSITIES & colleges -- Faculty", "type": 1 }, { "tag": "VOCATIONAL teachers", "type": 1 }, { "tag": "attitude", "type": 1 }, { "tag": "collegiate supervision", "type": 1 }, { "tag": "darbo motyvacija", "type": 1 }, { "tag": "gyvenimo būdas", "type": 1 }, { "tag": "ištikimybė", "type": 1 }, { "tag": "kolegiškasis vadovavimas", "type": 1 }, { "tag": "life style", "type": 1 }, { "tag": "life styles", "type": 1 }, { "tag": "loyalty", "type": 1 }, { "tag": "pasitenkinimas darbu", "type": 1 }, { "tag": "požiūris", "type": 1 }, { "tag": "profesinė deformacija", "type": 1 }, { "tag": "profesinė kompetencija", "type": 1 }, { "tag": "professional competency", "type": 1 }, { "tag": "professional deformation", "type": 1 }, { "tag": "refleksija", "type": 1 }, { "tag": "satisfaction with the job", "type": 1 }, { "tag": "work motivation", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "9C5CDKN4", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/9C5CDKN4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/9C5CDKN4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } }, "creatorSummary": "Castle et al.", "parsedDate": "2006-02-01", "numChildren": 1 }, "data": { "key": "9C5CDKN4", "version": 2, "itemType": "journalArticle", "title": "DO PROFESSIONAL DEVELOPMENT SCHOOLS (PDSs) MAKE A DIFFERENCE?: A COMPARATIVE STUDY OF PDS AND NON-PDS TEACHER CANDIDATES", "creators": [ { "creatorType": "author", "firstName": "Sharon", "lastName": "Castle" }, { "creatorType": "author", "firstName": "Rebecca K.", "lastName": "Fox" }, { "creatorType": "author", "firstName": "Kathleen O'Hanlan", "lastName": "Souder" } ], "abstractNote": "This study assesses the impact of professional development schools (PDSs) on preservice teachers, comparing PDS and non-PDS candidates at the point of licensure. Data sources include student teaching evaluations and portfolio presentations. Statistical analyses reveal PDS candidates scored significantly higher than non-PDS candidates on aspects of planning, instruction, management, and assessment. Qualitative analysis of portfolio presentations reveals PDS candidates showed greater ownership of their school and classroom and more sophistication in applying and integrating Interstate New Teacher Assessment and Support Consortium standards. Five differences are discussed: how and why versus what, standards connected versus standards isolated, assessment as driving instruction versus assessment as tools, reflection connected to practice versus reflection not connected to practice, and student focus versus self-focus. Contextual and programmatic differences are used to explain the differences. The case is made that PDS graduates may affect student learning sooner than traditionally trained beginning teachers.", "publicationTitle": "Journal of Teacher Education", "publisher": "", "place": "", "date": "2006/01//Jan/Feb2006", "volume": "57", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "65-80", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Teacher Education", "DOI": "10.1177/0022487105284211", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "00224871", "archive": "", "archiveLocation": "", "shortTitle": "DO PROFESSIONAL DEVELOPMENT SCHOOLS (PDSs) MAKE A DIFFERENCE?", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "BEGINNING teachers", "type": 1 }, { "tag": "Career Development", "type": 1 }, { "tag": "EDUCATIONAL standards", "type": 1 }, { "tag": "JOINT ventures", "type": 1 }, { "tag": "LABORATORY schools", "type": 1 }, { "tag": "Preservice Teacher Education", "type": 1 }, { "tag": "Professional Development Schools", "type": 1 }, { "tag": "Qualitative Research", "type": 1 }, { "tag": "Reflection", "type": 1 }, { "tag": "Student Teachers", "type": 1 }, { "tag": "Student Teaching", "type": 1 }, { "tag": "TEACHERS -- Training of", "type": 1 }, { "tag": "assessment", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "9C44BNC3", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/9C44BNC3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/9C44BNC3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } }, "parsedDate": "2009-06-19", "numChildren": 1 }, "data": { "key": "9C44BNC3", "version": 2, "itemType": "journalArticle", "title": "Open, connected, social - implications for educational design", "creators": [], "abstractNote": "The article presents a research paper which aims to provide description of the educational design and implementation of open, connected, and social graduate education course. The study employs Web 2.0 and open source software in learning environment. Results of the study show complexity of the facilitation of the said course that would pose difficulty among instructors, despite the satisfaction of the students. It also provides discussion on how social cognitive theory, open thinking, and connectivism influence of the course.", "publicationTitle": "Campus -- Wide Information Systems", "publisher": "", "place": "", "date": "June 19, 2009", "volume": "26", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "232-239", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Campus -- Wide Information Systems", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "10650741", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "CURRICULA (Courses of study)", "type": 1 }, { "tag": "CURRICULUM alignment", "type": 1 }, { "tag": "CURRICULUM frameworks", "type": 1 }, { "tag": "EDUCATIONAL evaluation", "type": 1 }, { "tag": "INSTRUCTIONAL systems design", "type": 1 }, { "tag": "OPEN source software", "type": 1 }, { "tag": "SOCIAL cognitive theory", "type": 1 }, { "tag": "UNIVERSITIES & colleges -- Curricula", "type": 1 }, { "tag": "WEB 2.0", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "F4UGZ87T", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/F4UGZ87T", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/F4UGZ87T", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } }, "creatorSummary": "Lancioni et al.", "parsedDate": "2009-02", "numChildren": 0 }, "data": { "key": "F4UGZ87T", "version": 2, "itemType": "journalArticle", "title": "A learning assessment procedure to re-evaluate three persons with a diagnosis of post-coma vegetative state and pervasive motor impairment", "creators": [ { "creatorType": "author", "firstName": "Giulio E.", "lastName": "Lancioni" }, { "creatorType": "author", "firstName": "Nirbhay N.", "lastName": "Singh" }, { "creatorType": "author", "firstName": "Mark F.", "lastName": "O'Reilly" }, { "creatorType": "author", "firstName": "Jeff", "lastName": "Sigafoos" }, { "creatorType": "author", "firstName": "Marina", "lastName": "de Tommaso" }, { "creatorType": "author", "firstName": "Gianfranco", "lastName": "Megna" }, { "creatorType": "author", "firstName": "Andrea", "lastName": "Bosco" }, { "creatorType": "author", "firstName": "Francesca", "lastName": "Buonocunto" }, { "creatorType": "author", "firstName": "Valentina", "lastName": "Sacco" }, { "creatorType": "author", "firstName": "Claudia", "lastName": "Chiapparino" } ], "abstractNote": "Primary objective: Detecting signs of learning in persons with a diagnosis of post-coma vegetative state and profound motor disabilities could modify their diagnostic label and provide new hopes. In this study, three adults with such a diagnosis were exposed to learning assessment to search for those signs. Procedure and design: The assessment procedure relied on participants' eye-blinking responses and microswitch-based technology. The technology consisted of an electronically regulated optic microswitch mounted on an eyeglasses' frame that the participants wore during the study and an electronic control system connected to stimulus sources. Each participant followed an ABABCB design, in which A represented baseline periods, B intervention periods with stimuli contingent on the responses and C a control condition with stimuli presented non-contingently. Main outcomes and results: The level of responding during the B phases was significantly higher than the levels observed during the A phases as well as the C phase for all participants (i.e. indicating clear signs of learning by them). Conclusions: These findings may have important implications for (a) changing the participants' diagnostic label and offering them new programme opportunities and (b) including learning assessment within the evaluation package used for persons with post-coma profound multiple disabilities.", "publicationTitle": "Brain Injury", "publisher": "", "place": "", "date": "February 2009", "volume": "23", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "154-162", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Brain Injury", "DOI": "10.1080/02699050802672771", "citationKey": "", "url": "http://proxy.library.vcu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=a9h&AN=36353516&site=ehost-live&scope=site", "accessDate": "2014-09-29T20:18:34Z", "PMID": "", "PMCID": "", "ISSN": "02699052", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "BRAIN -- Wounds & injuries", "type": 1 }, { "tag": "COMA", "type": 1 }, { "tag": "OPHTHALMIC lenses", "type": 1 }, { "tag": "PATIENTS", "type": 1 }, { "tag": "PERSISTENT vegetative state", "type": 1 }, { "tag": "RESEARCH", "type": 1 }, { "tag": "eye blinking", "type": 1 }, { "tag": "microswitch-based technology", "type": 1 }, { "tag": "minimally conscious state", "type": 1 }, { "tag": "vegetative state", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "Z2IE3JIC", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/Z2IE3JIC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/Z2IE3JIC", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } }, "creatorSummary": "Barton and Donahue", "parsedDate": "2009-10", "numChildren": 0 }, "data": { "key": "Z2IE3JIC", "version": 2, "itemType": "journalArticle", "title": "Multiple Assessments of a First-Year Seminar Pilot", "creators": [ { "creatorType": "author", "firstName": "Andrew", "lastName": "Barton" }, { "creatorType": "author", "firstName": "Christiane", "lastName": "Donahue" } ], "abstractNote": "The article presents a study which evaluates the impact of the pilot first-year seminars relative to the success of University of Maine at Farmington (UMF) students. The study compared the effects of the seminars with the transition courses such as the Explorations in Learning one-credit fall course and Summer Experience one-credit summer course. The study used four sets of data including academic performance (GPA), intellectual development, and student retention to analyze the differences among the group of students taking up the seminars and courses. The study showed that student retention was not connected with the transition experience during their first-year and first-year students obtained higher GPA and higher scores on the SAT test.", "publicationTitle": "JGE: The Journal of General Education", "publisher": "", "place": "", "date": "October 2009", "volume": "58", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "259-278", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "JGE: The Journal of General Education", "DOI": "", "citationKey": "", "url": "http://proxy.library.vcu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=a9h&AN=50739239&site=ehost-live&scope=site", "accessDate": "2014-09-29T20:18:34Z", "PMID": "", "PMCID": "", "ISSN": "00213667", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Academic Achievement", "type": 1 }, { "tag": "CURRICULA (Courses of study)", "type": 1 }, { "tag": "EDUCATION", "type": 1 }, { "tag": "FARMINGTON (Me.)", "type": 1 }, { "tag": "FIRST year seminars (Higher education)", "type": 1 }, { "tag": "GRADE repetition", "type": 1 }, { "tag": "INTELLECTUAL development", "type": 1 }, { "tag": "MAINE", "type": 1 }, { "tag": "SAT (Educational test)", "type": 1 }, { "tag": "UNIVERSITY of Maine at Farmington", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "MBJ9B6M7", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/MBJ9B6M7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/MBJ9B6M7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } }, "creatorSummary": "Preus", "parsedDate": "2012", "numChildren": 0 }, "data": { "key": "MBJ9B6M7", "version": 2, "itemType": "journalArticle", "title": "Authentic Instruction for 21st Century Learning: Higher Order Thinking in an Inclusive School", "creators": [ { "creatorType": "author", "firstName": "Betty", "lastName": "Preus" } ], "abstractNote": "The author studied a public junior high school identified as successfully implementing authentic instruction. Such instruction emphasizes higher order thinking, deep knowledge, substantive conversation, and value beyond school. To determine in what ways higher order thinking was fostered both for students with and without disabilities, the author analyzed contextual factors, classroom observations, interviews, assessment tasks, and work samples from five inclusive English and science classrooms. Teachers consistently and systematically used higher order questions, metacognitive strategies, modeling, specific feedback, connections to prior learning, critical pedagogy, elaborated writing tasks, and assignments that connected to students' lives outside of school. Students with disabilities completed the same authentic tasks as their peers without disabilities but with somewhat lower scores. Contextual analysis suggested that the culture of respect throughout the school fostered higher order thinking, and likewise, the expectation for that kind of thinking fostered the culture of respect.", "publicationTitle": "American Secondary Education", "publisher": "", "place": "", "date": "Summer 2012", "volume": "40", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "59-79", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "American Secondary Education", "DOI": "", "citationKey": "", "url": "http://proxy.library.vcu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=a9h&AN=78367021&site=ehost-live&scope=site", "accessDate": "2014-09-29T20:18:34Z", "PMID": "", "PMCID": "", "ISSN": "00031003", "archive": "", "archiveLocation": "", "shortTitle": "Authentic Instruction for 21st Century Learning", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "CRITICAL thinking", "type": 1 }, { "tag": "Metacognition", "type": 1 }, { "tag": "PSYCHOLOGY", "type": 1 }, { "tag": "SCHOOL environment", "type": 1 }, { "tag": "STUDENTS with disabilities", "type": 1 }, { "tag": "TEACHING methods -- Research", "type": 1 }, { "tag": "UNITED States", "type": 1 }, { "tag": "inclusive education", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "AWTMRXN6", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/AWTMRXN6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/AWTMRXN6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } }, "creatorSummary": "Randall et al.", "parsedDate": "2013-11", "numChildren": 0 }, "data": { "key": "AWTMRXN6", "version": 2, "itemType": "journalArticle", "title": "Giving Credit Where Credit Is Due: Designing Open Badges for a Technology Integration Course", "creators": [ { "creatorType": "author", "firstName": "Daniel", "lastName": "Randall" }, { "creatorType": "author", "firstName": "J.", "lastName": "Harrison" }, { "creatorType": "author", "firstName": "Richard", "lastName": "West" } ], "abstractNote": "This paper describes the design, development, and implementation of Open Badges into a secondary education preservice course on instructional technology. Open Badges provide a new way of issuing credentials to individuals who demonstrate knowledge, skill, or ability in a particular domain. Badges provide a simple system for communicating a skill along with specific information about the evidence connected with earning the badge. In this paper, we describe the course in detail along with the several iterations of design that resulted in the development of the badge system, along with the challenges faced and lessons learned for future design and use of Open Badges.", "publicationTitle": "TechTrends: Linking Research & Practice to Improve Learning", "publisher": "", "place": "", "date": "November 2013", "volume": "57", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "88-95", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "TechTrends: Linking Research & Practice to Improve Learning", "DOI": "10.1007/s11528-013-0706-5", "citationKey": "", "url": "http://proxy.library.vcu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url,cookie,uid&db=a9h&AN=91587619&site=ehost-live&scope=site", "accessDate": "2014-09-29T20:18:34Z", "PMID": "", "PMCID": "", "ISSN": "87563894", "archive": "", "archiveLocation": "", "shortTitle": "Giving Credit Where Credit Is Due", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Badges", "type": 1 }, { "tag": "COMPUTER assisted instruction", "type": 1 }, { "tag": "EDUCATIONAL technology -- Research", "type": 1 }, { "tag": "HIGHER education", "type": 1 }, { "tag": "INSTRUCTIONAL systems", "type": 1 }, { "tag": "INSTRUCTIONAL systems design", "type": 1 }, { "tag": "RESEARCH", "type": 1 }, { "tag": "SECONDARY education -- Research", "type": 1 }, { "tag": "Technology Integration", "type": 1 }, { "tag": "assessment", "type": 1 }, { "tag": "educational technology", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "U923TACK", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/U923TACK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/U923TACK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } }, "creatorSummary": "Cederbaum et al.", "parsedDate": "2014-01", "numChildren": 1 }, "data": { "key": "U923TACK", "version": 2, "itemType": "journalArticle", "title": "Student-Instructor Assessments: Examining the Skills and Competencies of Social Work Students Placed in Military-connected Schools", "creators": [ { "creatorType": "author", "firstName": "Julie A.", "lastName": "Cederbaum" }, { "creatorType": "author", "firstName": "Keren", "lastName": "Malchi" }, { "creatorType": "author", "firstName": "Monica C.", "lastName": "Esqueda" }, { "creatorType": "author", "firstName": "Rami", "lastName": "Benbenishty" }, { "creatorType": "author", "firstName": "Hazel", "lastName": "Atuel" }, { "creatorType": "author", "firstName": "Ron Avi", "lastName": "Astor" } ], "abstractNote": "Field education is a vital part of learning and training for students pursuing an MSW degree. Guided by competencies created by the Council on Social Work Education, MSW programs are continuously evaluating the effectiveness of field experiences. U.S.-based public schools lack the training and capacity to provide adequate support to military-connected students. To understand the skills and competencies of MSW students placed in militaryconnected schools, the authors collected data from 30 first-year MSW students and their eight field instructors at two time points (fall and spring) during the 2010-2011 academic year. Both students and instructors gave higher-than-midpoint ratings to students on competencies at both time points. At time 1, students rated themselves lowest on application of complex practice models, policy issues, and working on the macro level with military organizations, whereas instructors rated students lowest on items related to systemic monitoring and research in practice. Progress toward competencies during the academic year was noted for more than half of the competencies. Although as groups, students and field instructors provided similar assessments, similarity within student-instructor dyads was low, suggesting opportunities for growth in the context of field instruction and the need for development of individual student-instructor relationships.", "publicationTitle": "Children & Schools", "publisher": "", "place": "", "date": "January 2014", "volume": "36", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "51-59", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Children & Schools", "DOI": "10.1093/cs/cdt025", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "15328759", "archive": "", "archiveLocation": "", "shortTitle": "Student-Instructor Assessments", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ATTITUDES", "type": 1 }, { "tag": "CALIFORNIA", "type": 1 }, { "tag": "COLLEGE teachers -- Attitudes", "type": 1 }, { "tag": "CORRELATION (Statistics)", "type": 1 }, { "tag": "CULTURAL competence", "type": 1 }, { "tag": "DESCRIPTIVE statistics", "type": 1 }, { "tag": "EDUCATION", "type": 1 }, { "tag": "EDUCATION -- Research", "type": 1 }, { "tag": "ELEMENTARY schools", "type": 1 }, { "tag": "HIGH school students", "type": 1 }, { "tag": "High Schools", "type": 1 }, { "tag": "MIDDLE school students", "type": 1 }, { "tag": "MILITARY dependents", "type": 1 }, { "tag": "Middle Schools", "type": 1 }, { "tag": "NATIONAL competency-based educational tests", "type": 1 }, { "tag": "NEEDS assessment", "type": 1 }, { "tag": "SCALE analysis (Psychology)", "type": 1 }, { "tag": "SCHOOL children", "type": 1 }, { "tag": "SELF-evaluation", "type": 1 }, { "tag": "SOCIAL work education", "type": 1 }, { "tag": "SOCIAL work research", "type": 1 }, { "tag": "SOCIAL workers", "type": 1 }, { "tag": "STUDENTS", "type": 1 }, { "tag": "SUPERVISION of employees", "type": 1 }, { "tag": "T-test (Statistics)", "type": 1 }, { "tag": "TEACHER-student relationships", "type": 1 }, { "tag": "competencies", "type": 1 }, { "tag": "evaluation", "type": 1 }, { "tag": "field education", "type": 1 }, { "tag": "military social work practice", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } }, { "key": "ZN3J7KM5", "version": 2, "library": { "type": "group", "id": 295236, "name": "CCourses Research", "links": { "alternate": { "href": "https://www.zotero.org/groups/ccourses_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/295236/items/ZN3J7KM5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ccourses_research/items/ZN3J7KM5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1544337, "username": "lgogia", "name": "Laura Gogia", "links": { "alternate": { "href": "https://www.zotero.org/lgogia", "type": "text/html" } } }, "creatorSummary": "Jackson and Hahn", "parsedDate": "2011-09", "numChildren": 1 }, "data": { "key": "ZN3J7KM5", "version": 2, "itemType": "journalArticle", "title": "Serving Higher Education's Highest Goals: Assessment of the Academic Library as Place", "creators": [ { "creatorType": "author", "firstName": "Heather Lea", "lastName": "Jackson" }, { "creatorType": "author", "firstName": "Trudi Bellardo", "lastName": "Hahn" } ], "abstractNote": "An empirical study was conducted using methods borrowed from the psychology of religion (instead of corporate assessment techniques) to assess whether the academic library as place supports students' desire to feel connected to higher education's mission. The findings from an in-person survey of fifty-four students at three universities showed a preference for exterior and interior images of traditional libraries over those classed as modern, and those images evoked feelings of scholarship, engagement, spirituality, and other positive emotions, as well as subjects' desire to use those spaces more than they currently use their existing library.", "publicationTitle": "College & Research Libraries", "publisher": "", "place": "", "date": "September 2011", "volume": "72", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "428-442", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "College & Research Libraries", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "00100870", "archive": "", "archiveLocation": "", "shortTitle": "Serving Higher Education's Highest Goals", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ACADEMIC libraries -- Design & construction", "type": 1 }, { "tag": "ACADEMIC libraries -- Services to adult college students", "type": 1 }, { "tag": "COLLEGE students -- Social conditions", "type": 1 }, { "tag": "CUSTOMER services", "type": 1 }, { "tag": "EDUCATION -- Aims & objectives", "type": 1 }, { "tag": "HIGHER education -- Aims & objectives", "type": 1 }, { "tag": "HIGHER education -- Social aspects", "type": 1 }, { "tag": "LEARNING & scholarship", "type": 1 }, { "tag": "PLACE (Philosophy)", "type": 1 }, { "tag": "PSYCHOLOGICAL aspects", "type": 1 }, { "tag": "SPIRITUALITY", "type": 1 }, { "tag": "SURVEYS", "type": 1 }, { "tag": "UNIVERSITIES & colleges", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2014-10-09T12:56:41Z", "dateModified": "2014-10-09T12:56:41Z" } } ]