ethanporcaro/eric-fulltext-meta huggingface dataset:
The Synthesis of Thai Professional Development Program in STEM Education: A Case of Thai Regions Affecting on Science Teacher Performance
Author: Visaetsilapanonta, Porntida
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Faculty Development,STEM Education,Educational Quality,Teacher Effectiveness,Elementary School Teachers,Program Effectiveness,Geographic Regions,Differences,Regional Characteristics

The research objectives were to 1) study Thai PD project features, 2) synthesize Thai regional factors affecting teacher performance, and 3) present the guideline of PD activities for STEM education at the primary level. The sample group was the two years research project reported in 2021 on PD for primary science teachers' training programs in STEM education in Thailand. The meta-analysis was used to synthesize the results from training groups. The research instruments were a checklist of the PD project features form and guidelines for the PD evaluation form. The qualitative data were analyzed using content analysis. The statistics used for data analysis were mean standard deviation and one-way ANOVA. As the results, they indicated that: 1) Thai PD project had high-quality components based on experts in the field. Mainly features showed the process of checking the quality of curriculum program and received a good amount of feedback, 2) the analysis results showed no evidence of regional difference affecting teachers' performance at 0.05 confident level, and 3) there were 6 modules for training activities empowering primary science teachers in STEM. There were recommendations for using this PD in STEM education at different levels of education, but needs adjusted activities and time duration of each step in PD, and STEM learning should be integrated into other studies such as in art and history.
Virtual Museum Experiences of Pre-Service Social Studies Teachers in the Process of Forming Aesthetic Values: Pera Museum Example
Author: Kafadar, Tugba
Date: 2022-00-00
Type: Journal Articles
Subjects: Museums,Social Studies,Preservice Teachers,Student Attitudes,Aesthetics,Computer Simulation,Usability,Video Technology,Learning Experience,Psychological Patterns,Positive Attitudes,Art,Teacher Education Programs,Foreign Countries

This study aims to determine the perceptions of pre-service social studies teachers about aesthetic values after visiting a virtual museum. The research was planned according to phenomenology, one of the qualitative research designs. The data of the research was collected through interviews. The descriptive analysis technique was used to analyze the data obtained from the research. According to the results of the research, regarding Pera virtual museum experience, the pre-service teachers pointed their opinions as &quot;its usability in the lessons, the feeling as if they were there.&quot; The elements that attracted their attention during virtual museum visit, &quot;mostly the artwork named &quot;The Tortoise Trainer&quot;, explanations and videos next to the paintings.&quot; The pre-service teachers stated their aesthetic values gained through the virtual museum visit as mostly &quot;beauty,&quot; and then &quot;harmony, balance, delicacy, elegance, mystery, perfection, seriousness, majesty, aesthetics, perception of change and continuity, observation, respect, sensitivity, understanding, protecting and sustaining cultural values, pleasure, happiness.&quot; They expressed the effects of virtual museum visits on aesthetic values as mostly &quot;gaining a more positive attitude towards aesthetic values,&quot; followed by &quot;raising awareness, artworks should be evaluated from an aesthetic point of view, seeing the artworks in the museum from a multi-faceted perspective.&quot;
Internationalization of a Course in Human Development
Author: Whitehead, Patrick M.
Date: 2022-00-00
Type: Journal Articles
Subjects: International Education,College Faculty,Psychology,Course Descriptions,Individual Development,Cultural Differences,Individualism,Collectivism,Teaching Methods,Comparative Analysis,Undergraduate Students,Scientific Research,Indigenous Knowledge,Course Objectives,Barriers,Nature Nurture Controversy,Textbooks,Prenatal Influences,Child Development,Scoring Rubrics,Outcomes of Education

The author, a psychology instructor at an American university, describes the internationalization of his course in Human Growth and Development. The author argues that human development cannot be easily summarized by nature (i.e., biological and evolutionary predisposition) or nurture (i.e., learning through environment and experience). Development must be seen as a combination of both, and this makes the internationalization of courses in human development necessary. The internationalization of the course in question is set up with respect to cultural differences in individualism and collectivism. In each internationalization activity, students are asked to compare and contrast mainstream scientific rituals and practices in development, which is consonant with traditional human development textbooks, with indigenous rituals and practices, which are often left out of textbooks. The author provides detailed examples of how this process was carried out, what the objectives were and how they were assessed, as well as describes some of the problems he faced in doing so.
Internationalizing the Language Arts Curriculum: Process, Strategies, and Challenges
Author: Owusu-Ansah, Anthony
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Role,Language Arts,International Education,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Middle School Teachers,Preservice Teachers,Reading Instruction,Teacher Education Programs,Student Attitudes,Reading Fluency,Teaching Methods,Barriers,Foreign Countries

The role of the English language, used around the world for international diplomacy, aviation, health, economics, technology, education, and research, cannot be overstated. In places where English is not the first nor an official language, the task for second language teachers in elementary schools through college to perfect students' language arts skills is daunting. This Course Internationalization project for Middle Grades Reading and English Language Arts pre-service teacher candidates sought to study the process, challenges, and strategies of teaching English in Ghana. The project further highlights the teacher candidates' observations of how teachers in Ghana taught their students to read fluently and express themselves clearly in various content area courses. Candidates who traveled abroad to the teaching sites in Ghana as part of the internationalization process researched current literature for specific English language teaching strategies that worked for different populations in non-English speaking countries and how these were likely to influence their thinking on teaching English Language Arts in the United States. They also had the opportunity to interview Ghanaian teachers, and gather data on their teaching strategies and the challenges they faced as English language teachers. The initial course outcomes were intended to support further creative instructional programs for teachers and students to boost the teaching of reading and English.
Gender Differences in Foreign Language Classroom Anxiety: Results of a Meta-Analysis
Author: Piniel, Katalin
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Anxiety,Gender Differences,Meta Analysis,Communication (Thought Transfer),Likert Scales,Measures (Individuals)

Exploring language learners' anxiety is not a neglected area of inquiry in applied linguistics research, which can primarily be attributed to the publication of the &quot;Foreign Language Classroom Anxiety Scale&quot; (&quot;FLCAS&quot;), an influential instrument developed by Horwitz et al. (1986) to measure language anxiety. An ever-growing array of studies has employed the FLCAS and analyzed the underlying relationship between the focal construct and foreign language achievement, various individual difference variables and a variety of demographic variables, such as learning experiences, age, and gender. Despite the considerable number of publications, studies focusing on biographical variables and language anxiety have not been conclusive. The aim of the present meta-analysis is to analyze 48 studies that employed the FLCAS to look at the potential gender differences with respect to language anxiety. Although there is great variation in the methodological and reporting practices in the studies included, and findings show a tendency for females to experience higher foreign language anxiety, gender-related differences are not statistically significant. The results of moderator analyses showed that neither age nor target language, regional context, or, in the case of university students, their majors, influence this relationship.
Examining Humans&apos; Problem-Solving Styles in Technology-Rich Environments Using Log File Data
Author: Gao, Yizhu
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Cognitive Style,Technology Uses in Education,Adults,Data Analysis,Experiential Learning

This study investigated how one's problem-solving style impacts his/her problem-solving performance in technology-rich environments. Drawing upon experiential learning theory, we extracted two behavioral indicators (i.e., planning duration for problem solving and human-computer interaction frequency) to model problem-solving styles in technology-rich environments. We employed an existing data set in which 7516 participants responded to 14 technology-based tasks of the Programme for the International Assessment of Adult Competencies (PIAAC) 2012. Clustering analyses revealed three problem-solving styles: &quot;Acting&quot; indicates a preference for active explorations; &quot;Reflecting&quot; represents a tendency to observe; and &quot;Shirking&quot; shows an inclination toward scarce tryouts and few observations. Explanatory item response modeling analyses disclosed that individuals with the &quot;Acting&quot; style outperformed those with the &quot;Reflecting&quot; or the Shirking style, and this superiority persisted across tasks with different difficulties.
Exploring Automated Classification Approaches to Advance the Assessment of Collaborative Problem Solving Skills
Author: Andrews-Todd, Jessica
Date: 2022-00-00
Type: Journal Articles
Subjects: Automation,Classification,Cooperative Learning,Problem Solving,College Students,Competence,Artificial Intelligence,Documentation

Competency in skills associated with collaborative problem solving (CPS) is critical for many contexts, including school, the workplace, and the military. Innovative approaches for assessing individuals' CPS competency are necessary, as traditional assessment types such as multiple-choice items are not well suited for such a process-oriented competency. In a move to computer-based environments to support CPS assessment, innovative computational approaches are also needed to understand individuals' CPS behaviors. In the current study, we describe the use of a simulation-based task on electronics concepts as an environment for higher education students to display evidence of their CPS competency. We further describe computational linguistic methods for automatically characterizing students' display of various CPS skills in the task. Comparisons between such an automated approach and an approach based on human annotation to characterize student CPS behaviors revealed above average agreement. These results give credence to the potential for automated approaches to help advance the assessment of CPS and to circumvent the time-intensive human annotation approaches that are typically used in these contexts. [For the corresponding grantee submission, see ED621737.]
Analysis of Life Satisfaction Level of University Students Using Hierarchical Linear Modeling
Author: Pekdogan, Serpil
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Life Satisfaction,Foreign Countries,Predictor Variables,Departments,Intellectual Disciplines,Preservice Teachers,Special Education,Elementary Schools

Life satisfaction is among the basic components which demonstrate that individuals can lead a quality life. Many intertwined factors affect individuals' life satisfaction. Analyzing these factors at different levels will allow the analysis results to be more significant. This study aimed to reveal the effects of variable at the student and department level that will affect the life satisfaction level of university students, using the Hierarchical Linear Modeling. In addition, the study aimed to reveal which variables have a significant effect on life satisfaction in this two-level structure. The sample of the research consists of 1237 students, studying in 30 departments in different faculties at Inönü University in the 2020-2021 academic year. The variables about students represent the first level while variables about department represent the second level. Considering the life satisfaction levels of individuals, it was concluded that 13% of the variability was due to the differences between departments and that 87% of variability due to the differences between students. It was also concluded that variables that became important in explaining the differences between students' life satisfaction at the first level were: working, self-regulation, physical discomfort, physical activity variables and that variables such as gender, age, income, having a sibling, relationship status, family cohesion, emotion regulation, parents' education level, having close friends and a religious belief were found to be insignificant in explaining life satisfaction at the student level and that the added variables could explain 75% of students' life satisfaction. Variables at the department level explain 6% of the differences between departments. It was concluded that the variable that could explain the differences between students' life satisfaction at this level was the variable of departments' scores on assigning teachers and that the number of students and faculty members in the department were found to be insignificant.
Analysis of the Factors Predicting Curriculum Literacy of Preservice Teachers
Author: Ozudogru, Fatma
Date: 2022-00-00
Type: Journal Articles
Subjects: Literacy,Curriculum Development,Preservice Teachers,Preservice Teacher Education,Predictor Variables,Critical Thinking,College Seniors,Foreign Countries,Measures (Individuals),Metacognition,21st Century Skills,Personality Traits

This study aimed to explore the factors predicting curriculum literacy of preservice teachers in terms of some variables, such as gender, taking Curriculum Development in Education course, department, and critical thinking disposition. The research used a relational-correlational survey research design. The participants of the research were 336 seniors who were studying in various departments of the Education Faculty at Usak University. The research data were collected via the &quot;Curriculum Literacy Perception Scale&quot; and the &quot;Critical Thinking Disposition Scale&quot;. The data were analyzed through descriptive statistics (mean, standard deviation), Pearson correlation analysis and Hierarchical Multiple Regression. The research findings indicated that a medium level correlation was identified between curriculum literacy and critical thinking. It was also revealed that gender, taking Curriculum Development in Education course and department comprising the first model were significant predictors of curriculum literacy and explained 8% of curriculum literacy. As for the critical thinking sub-dimensions comprising the second model, except tenacity-patience and open-mindedness sub-dimensions, metacognition, flexibility and systematicity were significant predictors of curriculum literacy and explained 25% of curriculum literacy. Based on the findings, the Curriculum Development in Education course may be suggested to be offered as a mandatory course for all departments of education faculty. It is also suggested that education faculty focus on enhancing the critical thinking of preservice teachers.
It Is What It Is: The Impact of Practitioner-Student Relationships on the Success of Black Collegians
Author: McLean, Alexis
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Academic Achievement,African American Students,College Students,Racial Differences,Educational Attainment,Educational Change,Learner Engagement

Relationships with practitioners can produce a number of academic and psychosocial benefits that are particularly important for Black students who, because of historical and existing inequities within higher education, do not have the same collegiate experiences or access to practitioners as their White counterparts. Research has shown that the impact of these relationships could lead to the transformation of institutional programs and practices that are racially/ethnically exclusionary, and/or the creation of those that are inclusionary (Blackwell, 1989; Harper, 2009; Harper, 2015; Rhodes, 2008). Given recent, current, and continued demographic shifts in the U.S. population, colleges and universities cannot meet institutional goals without: a) providing practitioners who are culturally competent and indiscriminately invested in student success, and b) implementing programs and practices which take the unique experiences of Black students into account. Creating and sustaining practitioner-student relationships can directly impact the success of Black students, and institutions of higher education.
Beyond Access: Exploring Support &amp; Services for Students with ASD That Lead to Success
Author: Bronz, Alex
Date: 2022-00-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Students with Disabilities,Intervention,Academic Support Services,Academic Achievement,Student Personnel Services,College Students

Students with ASD (SwASD) are eligible for reasonable accommodations and support at their institution through the Americans with Disabilities Act and section 504 of the Rehabilitation Act of 1973 (Viezel et al., 2020). These laws, along with a growing body of research that supports the implementation of successful early intervention techniques alongside school-based services, may facilitate an increase of promising students with ASD entering higher education. Despite the gains in enrollment and the availability of legally mandated accessibility services post-enrollment, fewer than 40% of SwASD who start college will earn a postsecondary degree compared to 60% of their neurotypical peers (Accardo, Kuder, &amp; Woodruff, 2019). The achievement gap for SwASD indicates a need for higher education institutions to explore how this population can engage with their school beyond access and identify which services will lead to student success. This review of literature will identify the challenges and needs of SwASD, explore potential methods for supporting the success of this student group, and offer suggestions for future research that will benefit institutions, practitioners, and college-going individuals with ASD and their families.
Mixed Meaning Making: A Third Wave Investigation of Multiracial Student Development
Author: Combs, Lisa Delacruz
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Multiracial Persons,Student Development,Educational Theories,Critical Theory,Self Concept,Racism,Aggression

This paper traces the trajectories of multiracial college student development theories through the three waves conceptualized by Jones and Stewart (2016) to inform future directions in critical mixed race scholarship and praxis. Within each wave, the author examines the utility and limitations of each paradigmatic perspective to construct their argument. The author focuses on Critical Multiracial Theory or MultiCrit (Harris, 2016) and utilizes it as a frame in their analysis. This literature review demonstrates that theories of multiracial identity development are uniquely positioned to inform college student development theory; but while multiracial identity development theory is currently situated in the third wave from critical perspectives, more research is needed to capture multiracial students' lived experiences from a poststructural worldview to inform liberatory praxis.
How the College Bookstore Lost Its Groove
Author: Morales Carrera, David Paul
Date: 2022-00-00
Type: Journal Articles
Subjects: Colleges,Commercialization,College Athletics,Retailing,Merchandising,Competition

Corporate America has contributed to the commercialization of higher education through the privatization of college bookstores by athletic apparel companies and private businesses. The decreasing number of independent college bookstores is a direct result of it, and it puts their educational mission and student-first approach in jeopardy. But independent college bookstores should not have to be outsourced and prioritize profit in order to succeed. Branded merchandise and marketplace competition have their place in the college bookstore--they financially benefit institutions and help prevent a bookstore monopolization. David Paul Morales Carrera examines why American higher education institutions must pay special attention to the importance of a quality, mission-driven college bookstore that prioritizes student success over profit.
Making the Invisible Visible: Current Practices and Perceptions of Internationalization of the Curriculum
Author: Weisova, Lucie
Date: 2022-00-00
Type: Journal Articles
Subjects: Universities,International Education,Curriculum Development,College Faculty,Teacher Attitudes,Guidelines,Misconceptions,Intellectual Disciplines,Futures (of Society),Foreign Countries,Higher Education,Educational Policy,Cultural Awareness,Intercultural Communication,Educational Practices

This article explores current Internationalization of the Curriculum (IoC) practices and perceptions among teaching staff at a middle-sized Swedish University. It provides information about the background and theoretical framework, explaining the main concepts and the growing importance of IoC in the last decade, touching common myths and misconceptions and introducing Leak's (2015) conceptual framework of IoC. Further, this article elaborates on enablers and blockers that local teaching staff face in their efforts to internationalize the curriculum. This work will serve as a foundation for stimulating the reflection and discussion amongst teams of teaching staff about the IoC in their disciplines and how to navigate future opportunities to further internationalize curricula.
Modern Orthodox Jews at American Colleges: History and Current Issues
Author: Schwab, Johnathan
Date: 2022-00-00
Type: Journal Articles
Subjects: Jews,Judaism,Religious Factors,Higher Education,Educational History,Universities,Institutional Mission,Campuses,Socioeconomic Status,Educational Trends,Foreign Countries,Social Change

The story of Modern Orthodox Jews on American college campuses is one of growth and gains. From the hard-fought battles of Yavneh in the 1960s, Modern Orthodox Jews have risen to a level of acceptance and accommodation that allows for a rich religious life during the college years. The question of the years ahead for Modern Orthodox Jews is whether fundamentally religious outlooks can continue to be compatible with the academy of higher learning, or if this too will fade into the past as a once-tenable synthesis that no longer works. This paper is divided into three sections. First, a general and brief history of Jews of all types in American universities will give broad context. Second, Modern Orthodoxy will be described in the present and through its emergence. Third, an analysis of how campus-based Modern Orthodox institutions have changed in the past few decades will shed further light on this population. Finally, these ideas will be put into context of larger trends in higher education.