ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Technology Integration in the Development of 21st Century Skills and Competencies in Life Sciences Teaching and Learning
Author: Ramaila, Sam
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Integration,21st Century Skills,Biological Sciences,Foreign Countries,Science Teachers,Teacher Attitudes

Development of 21st century skills and competencies in teaching and learning remains a key strategic imperative. Coherent development of skills and competencies requires adoption of innovative pedagogical strategies. Technology integration can be harnessed to foster effective teaching and learning. The study examined the role of technology integration in the development of 21st century skills and competencies in Life Sciences teaching and learning. The empirical investigation adopted an explanatory sequential mixed method design and involved 15 purposively selected teachers from five South African suburban schools. The study is underpinned by social constructivism as the underlying theoretical framework. Quantitative data was collected through the administration of a survey questionnaire with the participants while qualitative data was collected through semi-structured interviews. Technology integration was perceived to promote the acquisition of 21st century skills and competencies in Life Sciences teaching and learning. In particular, the teachers indicated that technology integration facilitates the development of skills such as communication, critical thinking, collaboration, problem solving and computational thinking. In addition, technology integration was largely perceived to create exciting teaching and learning environment which fosters the enhancement of academic achievement and motivation of learners. Theoretical implications for technology-enhanced teaching and learning are discussed.
Changing Bimodal Grade Distributions - A Missed Opportunity?
Author: Singh, Karamjeet K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Grades (Scholastic),Grading,Statistical Distributions,Achievement Gap,High Achievement,Low Achievement,Higher Education,Foreign Countries,Learner Engagement,Student Motivation

Bimodal grade distributions indicate a gap in learning, where the highest quartile of students is skilful in the subject matter, but the lowest quartile is not retaining course material that demonstrates a good level of understanding. Students in the lower quartile do not necessarily have the same challenges as remedial students (i.e., those that do not meet the minimum course requirement) and should therefore be directed differently. We suggest that it is important to consider which elements of the course can be modified to reduce or eliminate bimodality. We provide here an approach to detect bimodality, explore the causes, and provide potential solutions that could be applied to any course. Our case study is on a third-year biochemistry course where several semesters showed a bimodal grade distribution. While student composition and timing of the course may have contributed to this result, underlying causes that can be controlled by the instructor include the lack of student engagement and academic motivation. Increasing the opportunities to earn marks and receive feedback, adding online components using social media, implementing seminars, and training teaching assistants to lead seminars can help reduce this problem.
Communication of Family Health History among College Students and Their Families
Author: Kaninjing, Ernest
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Family (Sociological Unit),Health,Family Characteristics,Health Behavior,Screening Tests,Family Relationship,Interpersonal Communication,Knowledge Level,Correlation,Cancer,Religious Factors,Family Income,Age Differences,Gender Differences,Risk,Ethnicity,Racial Differences

It is essential that college students are knowledgeable about their family health history to make informed decisions about health behaviors and cancer screening. In the transitional phase from adolescence to adulthood, engaging in healthy behaviors and communication between family members can be challenging for college students. In this study, the Communication Privacy Management theory provided a framework to examine health and cancer communication among college students and their families. Methods: A cross-sectional online survey was conducted among college students aged 18 years and over (n = 106). Results: Knowledge of participants' family health history was significantly associated with family health and cancer communication, religious beliefs, and higher annual household income (&gt; $75,000). Being young (&lt; 22 years) and female was significantly associated with knowledge of family health history and family health and cancer communication. Conclusion: Demographic, socioeconomic, and sociocultural factors may influence college students' level of knowledge about their family health history and communication within their family about general health and cancer risk.
Effect of Optional Assessments on Student Engagement, Learning Approach, Stress, and Perceptions of Online Learning during COVID-19
Author: Beauchamp, David M.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Asynchronous Communication,Nutrition Instruction,Stress Variables,Student Attitudes,Student Evaluation,Learner Engagement,Learning Strategies,Correlation,Undergraduate Students,Group Discussion

Due to the COVID-19 pandemic, courses were forced into an online format as universities paused in-person learning and consequently, students were required to adjust to online learning. The objective of the current study was to determine the effect of optional assessments designed to promote engagement in a fourth-year asynchronous online nutritional science course. Seven optional engagement assessments were assigned and students' stress levels, learning approach, and perceptions of online learning were assessed via surveys at the start and end of the semester. A total of 79.8% (n=210) students completed all seven optional engagement assessments. Further, 56.6% (n=149) reported that the assessments helped them feel more engaged with course content. Perceived stress levels did not change during the semester. Surface learning approach scores increased from the beginning to end of the semester, whereas deep learning approach scores remained unchanged. Surface learning scores were positively correlated with experiencing more stress from organizing and maintaining a schedule, more stress associated with time management, and finding time management more challenging. Deep learning approaches were positively correlated with students feeling engaged in the course, comprehending the course content, and stimulating new ideas/perspectives. Collectively, this data demonstrates that optional engagement assessments can improve student perceptions of online learning, however, these outcomes are related to students' use of surface versus deep learning approaches.
An Examination of the Factors and Challenges to Adopting Gamification in English Foreign Language Teaching
Author: Demirbilek, Muhammet
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Second Language Instruction,Teacher Attitudes,Game Based Learning,Gamification,Instructional Effectiveness,Barriers,Web 2.0 Technologies,Foreign Countries,Elementary Secondary Education,Higher Education,Adult Education

The purpose of this study is to identify key factors and barriers to implementing gamification in English Foreign language teaching. In alignment with the purpose of the study, the perspectives of English teachers (which grades) were obtained. This study was designed as a qualitative study. A total of 16 teachers participated in the study. Structured interview questions were used as the data collection instrument. The data obtained from the interviews were analyzed using content analysis. The result of the study demonstrated that most teachers use gamification in their English Foreign Language teaching. Some teachers who participated in the study indicated that gamification is very effective and important for their teaching and that they use gamification frequently in their teaching. Teachers emphasized that games facilitate language learning, ensure active class participation, make learning more enjoyable, and make the learning process effective and efficient. In addition, games facilitate the development of student language skills and make learning more enjoyable by making lessons interesting. Factors such as the occurrence of problems like irregularities, objections, and challenges during the game, the creation of a negative competitive environment, the extension of the time allotted for the game, and the creation of a noisy environment were found to be barriers to the use of gamification in the classroom. In addition, technical difficulties and problems with digital games, lack of technology and internet, technology, screen, and game addiction, and health/psychological issues are some of the main reasons why teachers do not use gamification in their EFL teaching.
Do Students&apos; STEM Skill Levels Affect Their Math and Science Achievement?
Author: Gönen, Meltem
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Mathematics Achievement,Science Achievement,Academic Achievement,Grade 6,Gender Differences,Foreign Countries,Secondary School Students

The aim of this study is to determine the academic achievements of 8th graders in mathematics and science courses and STEM skill levels. The research has been carried out with the survey model. The sample of the study consists of 251 8th grade students in the 2020-2021 academic year. Math and Science academic achievement tests and STEM skill levels scale was used for data gathering. The scores obtained within this framework have been analyzed using arithmetic mean, standard deviation, t and Pearson r correlation and regression analyses. As a result of the research, we have reached that the means of the students in science and mathematics courses are similar and low. STEM skill levels of male and female students have been found to be similar in terms of science, mathematics, engineering, and technology factors, but male students are more successful than female students in both math and science courses. It has also been found that STEM skill levels influence students' math and science academic achievements, and STEM skill level perceptions influenced students' math and science achievements.
Dossier on &quot;Govan Young&quot;: Exploring Children&apos;s Historical Consciousness through Film and Archaeology
Author: Archibald, David, Ed.
Date: 2018-00-00
Type: Journal Articles
Subjects: Documentaries,Medieval History,Foreign Countries,Film Study,Archaeology,Teacher Student Relationship,Learning Processes,Prediction,Teaching Methods,Outcomes of Education,Local History,Place Based Education,Elementary School Students

&quot;Govan Young&quot; (2017) is a 30-minute documentary in which schoolchildren from Glasgow learn of the area's important but largely unknown medieval history. This dossier brings together four essays that reflect on the film from various academic perspectives -- film studies, archaeology and education -- to explore how schoolchildren might learn about the past, and develop a historical consciousness, by participating in film-making projects. The dossier also reflects on how educators can learn from those whom they are supposedly teaching, thereby highlighting that experimental pedagogical projects often bring unexpected learning outcomes into being. Consequently, educators must resist the pressures to predict the outcomes of projects, and must strive to keep the future open-ended.[Essays within this dossier written by David Archibald, Stephen T. Driscoll, Catherine Doherty, and Mia Perry.]
Ethical Behaviour with Avoiding Text Mining in Digital Education
Author: Selvan, Tamil
Date: 2022-09-00
Type: Journal Articles
Subjects: Information Retrieval,Ethics,Technology Uses in Education,Computer Software,Behavior

Behavioural psychology is to connect our minds and activities. Our intentions and actions must be such that they do not affect others. Education is changing to digital education so we force to act with good behaviour. Nowadays, text mining is to be challenged for educationists. This paper addresses the ethical behaviour of avoiding text mining in digital education in the twenty-first century such as have explained how to act with ethical behaviour in others' text data in the current situation. This article advises following ethical behaviour in an educational text message, information, materials, etc. Further, this article explains what text mining is and how to use it with ethical behaviour. We will hope that text mining protection will get to everyone in future. Beginning with an overview of text data mining, this paper concludes with how to play with good behaviour.
School Management and Climate to Enhance Parental Involvement
Author: Koutsouveli, Eleftheria
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Teacher Attitudes,Principals,Administrator Role,Educational Environment,Parent Participation,Parent School Relationship,Elementary Education,Foreign Countries

The aim of this study was to investigate the views of parents and teachers on school principal's role in shaping a school climate that favors parental involvement. The research is based on the theory of bio-ecological systems. Data was collected from 236 parents/guardians and teachers of Primary Education in Western Thessaloniki (North Greece) using a structured questionnaire. The identification of the principal's contribution to the school climate indicated that the general school climate are formed positively at high values in its four dimensions. The role of administration in shaping all dimensions of the school climate is estimated more positively by teachers than the students' parents. The identification of the principal's contribution to parental involvement revealed particularly positive views of teachers and parents on the active involvement of parents in the educational process on all five dimensions. Differentiations of teachers and parents/guardians emerged regarding three dimensions of parental involvement such as school-family communication, parents' volunteering and school cooperation with the wider community. The important finding is the strong positive correlations that emerge between the variables that assess the principal's contribution to climate change and the variables regarding parental involvement.
Student Teachers&apos; Perceptions of Their Development of 21st Century Competencies
Author: Bani-Amer, Mohammad
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,21st Century Skills,Teacher Education Programs,Program Effectiveness,Student Teacher Attitudes,Self Efficacy,Competence,Cooperation,Interaction,Theory Practice Relationship,Gender Differences,Institutional Characteristics,Barriers

Changes in science and technology and future employment competencies are needed for lifelong learning necessity cultivating students' development and progress in 21st century competencies. The purpose of the study was to examine Jordanian student teachers' perceptions of whether their teacher education had prepared them for 21st-century competencies, and how well they applied these competencies to their classroom teaching. The study also identified best practices, major obstacles, and suggestions for achieving these competencies. The study was conducted in two universities in the South and three universities in the North of Jordan that offer teacher education programs. A mixed-methods approach was used for this study. The sample consisted of 457 Student teachers who completed a structured questionnaire with open-ended questions to assess 21st-century competencies. Quantitative data analysis relies on descriptive statistics and correlations, while qualitative data analysis relies on content analysis. Despite differences in competency, the student teachers achieved 21st-century competencies based on their self-assessment. Students' perceptions of whether they succeed in implementing 21st-century competencies in their classrooms were documented in this study. The best-achieved competency was collaboration, and the least well-achieved competency was global connections. Answers to open-ended questions provided convincing evidence that courses involving collaborative and interactive learning, high quality, sufficient support, relevant 21st-century competencies, and integrating theory and practice can contribute significantly to the development of student teachers' 21st-century competencies.
10 Lessons Learned from the Science Classroom
Author: Fuhrman, Ryan
Date: 2022-05-00
Type: Journal Articles
Subjects: Science Education,Educational Legislation,Federal Legislation,Elementary Secondary Education,Standards,Accountability,High Stakes Tests

Wyoming, like many other states, is wrestling with the legacy of high-stakes testing ushered in by NCLB, the resulting rigorous standards of Common Core, and now the opportunities offered by the Every Student Succeeds Act (ESSA). The Wyoming state board is grappling with the best approach to revising standards, including for math and science, in a system that still has components from earlier reforms. The author, as a former junior high science teacher and chair of the Wyoming State Board of Education, reflects on his career journey and the lessons gained along the way that informs his work on the state board.
Achieving Equity and Excellence in Mathematics Teaching
Author: Copur-Gencturk, Yasemin
Date: 2022-05-00
Type: Journal Articles
Subjects: Equal Education,Educational Quality,Mathematics Instruction,Instructional Effectiveness,State Policy,Elementary Secondary Education,Faculty Development,Knowledge Base for Teaching,Bias,Barriers,Teacher Certification

International and national assessments suggest that U.S. students' mathematics performance declines drastically as they progress to higher grades. Reforms to improve student math achievement and math curriculum have not yielded the hoped-for outcomes because improving math performance demands more systematic changes in how math teachers are equipped at the preservice and in-service levels. Research advances on the expertise needed in mathematics teaching have identified distinct knowledge and skills math teachers need. Policies to ensure that teachers and teacher candidates are equipped with this knowledge and these skills is the most viable solution to the nation's ongoing problem with math learning. Providing a system of supports to overcome teachers' reliance on implicit biases could also help erase inequity in math instruction and close the performance gap of students from different groups.
Advancing Science Instruction
Author: Newman, Bobbi
Date: 2022-05-00
Type: Journal Articles
Subjects: Science Instruction,Elementary Secondary Education,Scientific Literacy,State Boards of Education,Educational Quality,Active Learning,Inquiry,Educational Change,Science Achievement

America's future depends upon its citizens' basic science literacy. Soon the country will be relying on students in classrooms today to spur the discoveries needed to save lives, stave off disease, and protect the planet and to join the wide swath of professions that once did not require such knowledge and skills but now do. All students deserve the urgent efforts of educators and policymakers, state boards of education included, to strengthen science education. Without improved K-12 science performance and universal access to effective science teachers and high-quality science instructional resources, the states and the nation will struggle. This article provides ways state boards can advance science education for all students and beef up access to high-quality, inquiry-based education.
High-Dosage Tutoring
Author: Schueler, Beth
Date: 2022-05-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,At Risk Students,Low Income Students,Minority Group Students,Socioeconomic Status,Racial Differences,Tutoring,Vacation Programs,Equal Education,Well Being,Access to Education,Educational Technology,Government Role,State Government

Two years of disruptions to schooling, coupled with recession and other pandemic-induced effects, appear to have widened preK-12 educational inequality. In particular, low-income students of color fell further behind their higher income White peers than they were pre-pandemic, on average, with the largest declines in math achievement. High-dosage tutoring and vacation academy programs can reduce this educational inequality by providing individualized instructional support to those students hardest hit by COVID-19 and by contributing to students' overall social and emotional well-being. However, program design and targeting matters for maximizing positive impact and avoiding unintended consequences. State leaders, including state boards, have a special role to play in the success of efforts to provide individualized support for the students who need it most.
Mulling Changes to Math Instruction
Author: Boaler, Jo
Date: 2022-05-00
Type: Journal Articles
Subjects: Educational Change,Mathematics Instruction,Mathematics Achievement,Learner Engagement,Teaching Methods

Even before the pandemic slowed learning for many, only 39 percent of California students demonstrated proficiency on the state math assessment. During the pandemic, the proportion of math-proficient students fell to one-third. At the same time, the STEM workforce faces shortages and a lack of diversity, which call into question the longstanding practice of filtering the majority of students out of advanced pathways in math, often from a young age. To address these problems, a committee of California math educators proposed changing the approach to teaching math based on what research has revealed about what will improve math achievement and engagement. In 2021, California started the process of revising the framework that guides math instruction.
The Impact of COVID-19 on Math Achievement
Author: Sattem, Jennifer
Date: 2022-05-00
Type: Journal Articles
Subjects: Mathematics Achievement,COVID-19,Pandemics,Mathematics Instruction,School Closing,Achievement Gains,Grade 4,Grade 6,Elementary School Students,Middle School Students,Equal Education,State Policy,Intervention,Government Role

States' annual testing data for spring 2021 showed that unfinished learning in the wake of COVID-19 is most pronounced--and most troubling--in math. In Texas, nearly 40 percent of students failed the state's math exam in 2021. In Indiana, only 37 percent were proficient in math, down from 48 percent in 2019. Many states saw similar results. What makes the results such a cause for alarm is the sequential nature of math learning. Math skills build like a staircase. Should math teachers deliver grade-level content to students, knowing they lack the prerequisite skills and concepts to thrive? Or should she remediate by teaching the entire class fourth-grade material, which potentially robs students of the chance to outperform expectations? These questions plagued educators long before COVID-19. But given what test results say about unfinished learning, particularly in math, the need for answers is even more urgent.