ethanporcaro/eric-fulltext-meta huggingface dataset:
From &quot;Slow&quot; to &quot;Being &apos;Lazy&apos; and Slowing Down&quot; and the Impact on Student Learning
Author: Thomas, M'Balia
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Seminars,Pacing,Productivity,Curriculum Design,Human Body,Reflection,Student Attitudes

This paper presents a case study on the measurable impact of a decolonized approach to the Slow Movement on student learning in a graduate seminar. The study operationalizes principles of Being Lazy and Slowing Down (BLSD)--that is, to make peace with not doing or being productive, to de-privilege the need for a result, and to decenter the mind as the primary source of knowledge in order to make space for the body and spirit. The study then examines the uptake of these principles into the seminar's instructional approach, curricular design, and semester-long project. Textual analysis of the project shows minimal adoption by students of the principles of BLSD. However, student feedback obtained through semistructured oral interviews provides insight into this minimal impact: it suggests that even a decolonized approach to BLSD is a privileged position not afforded to all.
Naming Is Power: Citation Practices in SoTL
Author: Chick, Nancy L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Citations (References),Educational Research,Values,Politics,Identification (Psychology),Educational Researchers,Foreign Countries

Citing is a political act. It is a practice that can work both sides of the same coin: it can give voice, and it can silence. Through this research, we call for those contributing to the scholarship of teaching and learning (SoTL) to attend to this duality explicitly and intentionally. In this multidisciplinary field, SoTL knowledge-producers bring the citation norms of their home disciplines, a habit that calls for interrogation and negotiation of the citation practices used in this shared space. The aim of our study was to gather data about how citation is practiced within the SoTL community: who we cite, how we cite, and what values, priorities, and politics are conveyed in these practices. We were also interested in whether any self-selected categories of identity (e.g., gender, career stage) related to self-described citation practices and priorities. Findings suggest several statistically significant relationships did emerge, which we identify as important avenues for further research and writing. We conclude with 10 principles of citation practices in SoTL.
The &quot;Authentic&quot; Me: New Understandings of Self and the World as a Result of Global Learning Experiences
Author: Vandermaas-Peeler, Maureen
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Student Experience,Study Abroad,Self Concept,Student Development,Transformative Learning

In this qualitative study, 26 university students reflected on their experiences in domestic or international study away programs. Utilizing a sociocultural developmental framework, we examined perceived changes in identity in relation to salient aspects of the sociocultural context and social interactions during and after study away. Students reported developing an enhanced understanding of who they really are. Their experiences navigating new environments served as a catalyst for personal growth, and, for some, participating in study away ignited new professional pathways and plans. Encountering different perspectives on policies and issues facing the United States (US) afforded opportunities to co-construct new understandings of national identities. Reentry posed particular challenges in communicating with family and friends, and some found it hard to communicate unique personal experiences within an institutional context in which the majority of students study away. The process of reflecting on questions related to identity and reentry in the focus groups was reportedly a unique and valuable intervention. The findings support the need for enhanced opportunities for guided reflection experiences before, during, and after study away.
Applying a Convolutional Neural Network to Screen for Specific Learning Disorder
Author: Mor, Nuriel Shalom
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Artificial Intelligence,Disability Identification,Handwriting,High School Students,Foreign Countries,Accuracy

Early detection is key to intervening with students diagnosed with a specific learning disorder (SLD), which includes problems with spelling, grammar, punctuation, and clarity and organization of written expression, as a means of preventing potential negative consequences from this disorder. Deep convolutional neural networks (CNNs) perform better than human beings in many visual tasks such as making a medical diagnosis from visual data. The purpose of this study was to evaluate the ability of a deep CNN to detect students with a diagnosis of an SLD based on their handwriting. A so-called MobileNetV2 deep CNN architecture was used by applying transfer learning. The model was trained using a data set of 497 images of handwriting samples from students with a diagnosis of an SLD as well as students without this diagnosis. The detection of an SLD on the validation set yielded a mean area under the receiver operating characteristics curve of 0.89. This novel attempt to detect students with the diagnosis of an SLD using deep learning can potentially provide fast initial screening of students who may meet the criteria for a diagnosis of an SLD, thereby improving their chances of effective intervention.
A (Sub)-Lexical Patterns Training with Racetracks on Trained and Untrained Words in Low-Literacy German Students with Behavior Problems with and without Learning Disabilities
Author: Barwasser, Anne
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Behavior,Behavior Problems,Learning Disabilities,Reading Skills,Intervention,Reading Instruction,Elementary School Students,Student Motivation,Game Based Learning,Grade 3,Grade 4,German,Peer Teaching,Tutoring,Instructional Effectiveness

The ability to read adequately is one of the most important skills for students to achieve during their school career. Unfortunately, a large number of children do not have adequate reading skills and thus may face problems in many respects throughout their lives. Children with learning disabilities (LD) and behavioral problems are particularly prone to fall into this category and may additionally experience a general lack of motivation to learn. In the context of improving reading skills, fostering lexical and sublexical reading has proven successful. This single-case study (N = 5) investigated the effect of using a motivating intervention consisting of a (sub)lexical patterns training in combination with reading racetracks for the automation of common German sublexical patterns to improve the reading of trained and untrained words. The intervention, which was carried out three times a week for 20 minutes each over a period of five weeks, showed promising results, also in the follow-up measurements, including medium to strong effects on training words and small to strong effects on transfer words. These findings offer preliminary evidence of how to combine reading racetracks to create transfer effects in reading for low-achieving primary school students with severe learning and behavioral issues.
Development of and User Experience with the Comprehension Strategies Mobile App (COSMA)
Author: Özbek, Ahmet Bilal
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Students with Disabilities,Learning Disabilities,Special Education Teachers,Handheld Devices,Electronic Learning,Reading Instruction,Student Attitudes,Teacher Attitudes,Educational Technology,Foreign Countries,Turkish

The purpose of this research was to develop guidelines for the production of an educational mobile application and to assess the opinions of its users (students and teachers). The study included 10 students with learning disabilities and 10 teachers from private special education rehabilitation clinics who work with them. Teachers were asked to incorporate the COSMA (comprehension strategies mobile app) into their weekly reading comprehension instruction. Teacher and student views of the COSMA were obtained through semi-structured interviews after they had used the mobile application for four weeks. Descriptive analysis was used to analyze the interviews. Students appeared to be enthusiastic about using the COSMA and wanted to continue working with it. In addition, it was well received by the participating teachers, who reported noticing improvements in their students' performance after using the app. The findings are discussed in greater detail.
Gesturing While Tutoring a Student with a Learning Disability Enrolled in Algebra 1
Author: Hord, Casey
Date: 2021-00-00
Type: Journal Articles
Subjects: Nonverbal Communication,Tutoring,Students with Disabilities,Learning Disabilities,Algebra,Teaching Methods,Mathematics Instruction,Secondary School Students,Student Experience,Intervention

The researcher conducted a qualitative case study of two sessions of a preservice teacher tutoring a student with a learning disability on Algebra 1 content. In this study, the focus was the tutor's use of gestures overlaid on the students' offloaded work on paper to help the student make sense of the problems. The student also demonstrated how she could use gestures to communicate about mathematics. There were also considerations for determining the difficulty of which problems to pose to the student. The findings indicate that the tutor's teaching strategies enhanced opportunities for the student to make progress through the problems. However, the struggles of the student are also relevant to the field of education for understanding and addressing the needs of students with learning disabilities in mathematics.
Cognitive Styles, Gender, and Student Academic Performance in Engineering Education
Author: Alalouch, Chaham
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Style,Gender Differences,Academic Achievement,Engineering Education,Majors (Students),Foreign Countries,College Students,Statistical Analysis,Predictor Variables

Cognitive styles affect the learning process positively if tasks are matched to the cognitive style of learners. This effect becomes more pronounced in complex education, such as in engineering. We attempted to critically assess the effect of cognitive styles and gender on students' academic performance in eight engineering majors to understand whether a cognitive style preference is associated with certain majors. We used the Cognitive Style Indicator (CoSI) with a sample of n = 584 engineering students. Multiple standard statistical tests, regression tree analysis, and cluster analysis showed that none of the three cognitive styles was exclusively associated with better performance. However, students who had a stronger preference for a cognitive style were more likely to perform better. Gender, the major, and students' clarity about their cognitive style were shown to be the best predictors of academic performance. Female students performed better and were clearer about their preferred cognitive style, whereas male students were more capable of adapting to different learning tasks. Furthermore, certain engineering majors were shown to be associated with certain cognitive styles. We concluded the study with theoretical and practical implications for engineering education and suggestions for further research.
Pedagogy of Happiness: A Russian View
Author: Chernik, Valerii
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychological Patterns,Educational Theories,Teaching Methods,Educational Philosophy,Educational Anthropology,Educational History,European History

For thousands of years the topic of happiness has attracted attention from the representatives of various sciences. However, until now there has been no unity in understanding the essence, sources, and components of happiness. Quite often, the interpretation of the phenomenon of happiness is limited to the analysis of the works of philosophers of antiquity, the European Middle Ages, modern and recent history, and many researchers are in a kind of Eurocentric captivity. Consciously or accidentally, the works of Russian thinkers are often not considered. This hinders the creation of a holistic and more objective picture of such an important aspect of every person's life. In order to overcome this Eurocentric bias, this study suggests tracing back the main stages of the development of the idea of happiness in Russia from the era of Peter the Great to the present. For this purpose, the authors used the methods of theoretical, comparative, and retrospective analysis. The authors believe that currently the pedagogy of happiness is being actively formed. To educate happy people, teachers should master the art of the pedagogy of happiness.
Two Design Principles for the Design of Demonstrations to Enhance Structure-Property Reasoning
Author: den Otter, Marie-Jetta
Date: 2021-00-00
Type: Journal Articles
Subjects: Chemistry,Demonstrations (Educational),Logical Thinking,Instructional Design,Direct Instruction,Science Instruction,Secondary School Students,Foreign Countries,Instructional Effectiveness,Secondary School Science,Scaffolding (Teaching Technique),Teaching Methods

Structure-property reasoning (SPR) is one of the most important aims of chemistry education but is seldom explicitly taught, and students find structure-property reasoning difficult. This study assessed two design principles for the development of structure-property reasoning in the context of demonstrations: (1) use of a POE task (predict-observe-explain) and (2) use of the domain-specific particle perspective, both to increase student engagement and to scaffold micro-level modeling. The aim of the demonstration series was to teach structure-property reasoning more explicitly to pre-university students (aged 15-16). Demonstrations pertained to the properties of metals, salts and molecular compounds. The SPR instrument was used as a pretest and posttest in order to gain insight into the effects on structure-property reasoning. In addition, one student (Sally) was followed closely to see how her structure-property reasoning evolved throughout the demonstrations. Results show that after the demonstrations students were more aware of the structure models at the micro-level. The students also knew and understood more chemical concepts needed for structure-property reasoning. Sally's qualitative data additionally showed how she made interesting progress in modeling micro-level chemical structures. As we used conventional demonstrations as a starting point for design, this could well serve as a practical tool for teachers to redesign their existing demonstrations.
Fostering Critical Thinking across the Primary School&apos;s Curriculum in the European Schools System
Author: Lombardi, Loredana
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Elementary School Curriculum,Foreign Countries,Skill Development,Teaching Methods,Holistic Approach,Curriculum Evaluation,Course Descriptions

To develop citizens' critical thinking (CT) abilities, schools must better integrate CT into the curricula. Although educators, psychologists, and philosophers agree on the importance of critical thinking, there is no agreement on a common theoretical definition. The goal of this study is to define the framework for the promotion of critical thinking in the context of curriculum development. Specifically, to explore how the primary school curriculum addresses the concept of CT, and to identify characteristics, core skills, and approaches to CT in the syllabi. We conducted a document analysis of curriculum and syllabi in the European Schools system. The results show that although the primary school curriculum does not define the concept of CT, it does consider it a key skill to develop and foster among pupils across the school syllabi. Concerning the CT teaching approaches, our study detected a holistic approach in which the European Schools system supports CT as an explicit and implicit goal within a standard subject-matter content instruction. This study can be used in future educational research with different stakeholders (teachers, school principals, policymakers, researchers) involved in curriculum development.
Exploring the Relationship between Saber Pro Test Outcomes and Student Teacher Characteristics in Colombia: Recommendations for Improving Bachelor&apos;s Degree Education
Author: Sáenz-Castro, Paola
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Administrator Attitudes,Administrator Responsibility,Public Colleges,Educational Improvement,Correlation,Student Characteristics,Family Characteristics,Socioeconomic Influences,Teacher Education Programs,Preservice Teachers,Educational Quality,Standardized Tests,Scores,Academic Achievement,21st Century Skills,Gender Differences,Access to Computers,Tuition,Place of Residence,Parent Background,Educational Attainment

This explanatory sequential mixed methods study explores the perceptions of academic and administrative managers responsible for teacher training at a public university in Colombia, as well as their views on improving such training after learning about the performance of teachers student teachers in the 2019 Saber Pro test, the differences in their test scores, and the relationships and statistical correlations between these outcomes and the students' personal, family, socioeconomic and academic characteristics. Our findings show significant differences in the student teachers' mean scores and performance when data are grouped according to personal, socioeconomic and academic conditions; a significant relationship between performance and student teacher characteristics; and correlations between critical reading scores and the other competencies assessed. Our data also highlight the lack of knowledge among academic and administrative managers about students' life circumstances and the diversity of factors that may impact their performance; the importance of correlational data; the difference between expected and true outcomes; the inequity under which students seem to pursue their education; the limitations in access to resources; the training required for teachers to be able to analyze quantitative data and use specific software; the impact of teachers' critical reading skills on student outcomes; the importance of data-driven decision-making; and the need for teachers to engage in quantitative research practices.
The Importance of First Semester Seminars for At-Risk First-Year Students: Analysis of Student Skills and Time Spent on Class Preparation
Author: Reed, David E.
Date: 2021-00-00
Type: Journal Articles
Subjects: First Year Seminars,At Risk Students,College Freshmen,Student Adjustment,Skill Development,Study Skills,Notetaking,Time Management,Interpersonal Competence,Critical Reading,School Holding Power

The high-school-to-college transition can be difficult as students are adapting to a multitude of academic and social changes simultaneously. The University of Wyoming has created a first-semester program targeted at development of student skills for at-risk students using paired first-year seminar classes. Using student survey data from both pre- and post-course series, students were asked how important they thought academic and non-academic skills were as well as how much preparation time they were spending outside of class. Results from this work show large changes in the importance of skills and time spent studying during the transition from high school to college. This highlights the need to focus specifically on teaching skills to help students through the transition and suggests that not all skills are equal and data shows that students take longer than one semester to match their expected and actual amounts of time they spend outside of class studying.
What Skills Are Learned at University? Views of Students and Working Adults
Author: Martini, Tanya S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Skill Development,Job Skills,Communication Skills,Critical Thinking,Teamwork,Leadership,Student Attitudes,Employee Attitudes,Adults,Undergraduate Students,Education Work Relationship,Higher Education,Self Evaluation (Individuals),Congruence (Psychology)

Though academics and employers have demonstrated increasing interest in the skills learned by university students, less is known about student perceptions of the skills developed during a degree. In the current study, we examined students' and working adults' beliefs about the skills learned and not learned during their first degree. We also examined each group's ability to define four career-related skills (communication, critical thinking, teamwork, and leadership), and their self-evaluations of those skills. Data indicated very few differences in the beliefs of students and working adults about skills learned and not learned at university. In addition, the skills most frequently endorsed as &quot;learned&quot; and &quot;not learned&quot; were very similar to one another. Contrary to expectations, there were few group-based differences in the quality of skill-based definitions. In keeping with the hypotheses, there were no group-based differences in self-assessments of skills. Implications of these results for university courses and programs are discussed.
The Process of Designing the Functionalities of an Online Learning Platform -- A Case Study
Author: Oliwa, Robert
Date: 2021-07-00
Type: Journal Articles
Subjects: Curriculum Design,Online Courses,Distance Education,Electronic Learning,Foreign Countries,College Students,Computer Assisted Testing,Data Collection,Educational Technology

This study investigates the process of designing the functionalities of an online learning platform put forward by three types of its users: students, academics and admin staff. Moreover, the study intends to get an insight into the impact the attitudes of the participants of the instruction process have on the process of the platform construction. The case study design was used to see if users of an online learning platform could contribute to defining its functionalities in the areas of creating and sharing classes remotely, conducting tests, tests and exams and advanced reporting of student activity. Moreover, the author wished to learn if different platform users would put forward similar platform functionalities. It was discovered that the parties involved in the platform construction processes may, first of all, have a lot to offer in terms of the platform functionalities and should therefore be involved in the platform construction process. Second of all, although their contributions as far as the functionalities of the platform are concerned may have a lot in common, there are certain aspects of the platform which only people involved in seemingly narrow areas can come up with.
Using &quot;Postermywall&quot; to Practice Communication in a Foreign Language Classroom
Author: Mali, Yustinus Calvin Gai
Date: 2021-07-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Lesson Plans,English (Second Language),Second Language Instruction,Writing (Composition),Oral Language,Technology Integration,Foreign Countries,Web Sites,Visual Aids,Poetry,Figurative Language,Life Style,Health Promotion,Creativity,Higher Education

This paper introduces &quot;Postermywall&quot; and presents three lesson plans that integrate the technology based on the relevant literature and the International Society for Technology in Education standards to support English language learning and practice students' communication and creativity. Specifically designed for an English as a Foreign Language writing and speaking class, the lesson plans also hope to interest language teachers and educational practitioners looking for user-friendly technology to integrate into their lessons and ways to engage students in technology-based language learning activities. Recommendations to optimize the lesson plans are presented.