ethanporcaro/eric-fulltext-meta huggingface dataset:
Ethnomathematics Study: Cultural Values and Geometric Concepts in the Traditional &quot;tanean-lanjang&quot; House in Madura - Indonesia
Author: Sari, Ariesta Kartika
Date: 2022-01-00
Type: Journal Articles
Subjects: Ethnography,Indigenous Populations,Cultural Traits,Housing,Family Relationship,Geometric Concepts,Architecture,Mathematics Instruction,Teaching Methods,Geometry,Foreign Countries

One of the cultural outcomes of the Madurese community is the traditional &quot;tanean lanjang&quot; house with a long front yard, designed from several &quot;batih&quot; (nuclear) families, consisting of a married couple with unmarried children. This study explores geometric concepts of the traditional house to demonstrate how they can be useful for learning mathematics. The descriptive qualitative study described the mathematical concepts found in the &quot;tanean lanjang&quot; traditional house or settlement in Madura. Furthermore, an ethnographic method was also used to analyze documents, ethnographic notes, and documentation (photos). Data analysis techniques employed an interactive model of data collection, data reduction, data presentation, and conclusion. The results of the study show that the cultural values and geometric concepts of the &quot;tanean lanjang&quot; traditional house comprised (1) kinship and brotherhood values, (2) harmony in the household, and (3) strength in the household. The geometric concepts contained in the traditional &quot;tanean lanjang&quot; house include 2-dimensional shape (i.e., rectangle, trapezoid, triangle), perimeter of 2-dimensional shape, area of 2-dimensional shape, 3- dimensional shape (i.e., triangular prism), the volume of 3-dimensional shape, curve, and the concept of reflection in geometry.
Can COVID-19 Reopening Plans Mitigate Cycles of Residential Displacement?
Author: Thomas-EL, Shawnna L.
Date: 2022-02-00
Type: Journal Articles
Subjects: Residential Patterns,Universities,School Expansion,COVID-19,Pandemics,Neighborhoods,Relocation,Place of Residence,Population Distribution,Housing,Social Discrimination,School Closing,African Americans,Disadvantaged,Social Class,Land Acquisition,Change

This article uses interviews of long-standing neighborhood residents' sentiments of university expansion into their community. These data provide persuasive empirical evidence for the need of urban anchor institutions to include as an integral component of their campus reopening efforts, intentional plans for reducing the disruption of housing patterns of permanent residents. The term &quot;COVID exposure&quot; has come to signify not only the potential to succumb to the virus, but it also implies the revealing of inequities in systems that impact the effects of the crisis within Black and Brown communities. Every sector of U.S. society has been impacted by COVID-19, and it has required a paradigm shift in our interactions with one another. Academic institutions are enacting robust de-densification efforts which will stimulate dramatic shifts in the off-campus housing needs for students, but they stand the chance of displacing or further disadvantaging the long-standing residents who reside outside of their campus border. Universities must use reopening plans as an instrument to change the trajectory of relationships they hope to cultivate with their long-standing neighbors, through renewed engagement efforts that integrate lessons from the past and that seek to build stronger neighborhoods by challenging housing inequity and housing inequality.
Empowering Those Who Seek to End Hunger through Collaboration and Innovation
Author: Ko, Jen-Li
Date: 2022-02-00
Type: Journal Articles
Subjects: Hunger,School Community Relationship,Data,Data Analysis,College Students,Partnerships in Education,Experiential Learning,Student Projects,Innovation,Food,Business,Business Skills

Feeding America Eastern Wisconsin (FAEW) distributed 84% more food to community members in need during the COVID-19 pandemic than in the prior year. Though systems were in place to manage food receipt and distribution data, social distancing requirements and technological barriers revealed inefficiencies in utilizing this data. In pursuit of data-driven decision-making and in the context of a global pandemic, FAEW partnered with Marquette University data scientists through an industry-supported grant. Applying newly learned skills in Business Intelligence, students produced detailed reports of data cleanliness in FAEW's source systems to improve underlying data quality and better support analytic efforts. Additionally, students synchronized human-centered design thinking and visual analytics to produce an interactive application to optimize inventory management, storage availability, and product distribution. Finally, students are utilizing business analytics techniques such as supervised and unsupervised data mining to provide new insights about food receipt and distribution patterns that will have a sustainable impact on FAEW operations. This unique partnership offers students experiential learning opportunities, tangible data science solutions that FAEW will use to ensure best practices, and real-world solutions to collaboratively end hunger in our communities.
University-Community Engagement during a Pandemic: Moving beyond &quot;Helping&quot; to Public Problem Solving
Author: Ohmer, Mary L.
Date: 2022-02-00
Type: Journal Articles
Subjects: School Community Relationship,COVID-19,Pandemics,Partnerships in Education,Social Change,Democratic Values,Problem Solving,Citizen Participation,Higher Education,Community Needs,Community Involvement

The COVID-19 pandemic has been a major disruption in higher education, challenging universities to engage with community partners in unprecedented ways. Among them was an accelerated challenge to ways of engaging with surrounding communities and the resulting importance this holds for social change. A common approach has been for the university to offer mutually beneficial help to communities through top-down directives and strategies. Another approach prioritizes democratic engagement, including co-constructed knowledge generation and political action where the university is part of a larger ecosystem engaged in public problem solving and deeply sustained ways of collaborating. Moments of economic and social crises put into stark view higher education's intentions: are we playing at community involvement, or are we committed partners, leveraging our unique missions to join our communities in solving the problems facing us? This article discusses how a university's response to the pandemic illustrates democratic community engagement, including how the university partnered with community organizations to alleviate the dire impacts of the pandemic on peoples' basic needs and equity. Lessons learned for university-community engagement during normal times and times of crisis are shared, including ways to foster social change that addresses the inequities illuminated by the pandemic.
Do Written Language Bursts Mediate the Relations of Language, Cognitive, and Transcription Skills to Writing Quality?
Author: Grace Kim, Young-Suk
Date: 2022-04-00
Type: Journal Articles
Subjects: Written Language,Short Term Memory,Attention Control,Writing Skills,Oral Language,Handwriting,Spelling,Writing Evaluation,Elementary School Students,Grade 2,Writing Processes,Writing (Composition),Cognitive Processes

In this study, we examined burst length and its relation with working memory, attentional control, transcription skills, discourse oral language, and writing quality, using data from English-speaking children in Grade 2 (N = 177; M[subscript age] = 7.19). Results from structural equation modeling showed that burst length was related to writing quality after accounting for transcription skills, discourse oral language, working memory, and attentional control. Burst length completely mediated the relations of attentional control and handwriting fluency to writing quality, whereas it partially mediated the relations of working memory and spelling to writing quality. Discourse oral language had a suppression effect on burst length but was positively and independently related to writing quality. Working memory had an indirect relation to burst length via transcription skills, whereas attentional control had a direct and indirect relation. These results suggest roles of domain-general cognitions and transcription skills in burst length, and reveal the nature of their relations to writing quality. [For the corresponding grantee submission, see ED618147.]
Decolonial Approaches to School Curriculum for Black, Indigenous and Other Students of Colour
Author: Bajaj, Monisha
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Curriculum,Indigenous Populations,Minority Group Students,Ethnic Groups,Elementary School Students,Social Justice,Racial Bias,Social Problems,World Problems,History Instruction,Educational History,United States History,Violence,Slavery,African American Students,American Indian Students,Asian American Students,Hispanic American Students,Pacific Americans

This article analyses findings from a research project examining the Pear Tree Community School in Oakland, California, USA -- a small, social justice-focused school primarily serving Black, Indigenous and other students of colour in grades from kindergarten to Grade 5. Through this multi-year case study, which included observations, interviews and focus groups, this article presents data from interviews with teachers and administrators who explain how they decolonise their primary school classroom curriculum, particularly amid national and global issues, such as heightened racial violence and increasingly polarised political discourse, which adversely impact the families and communities to which students belong. Teachers and administrators share concrete examples of decolonial approaches at the school level and within their classroom curricula that centre the lived experiences and histories of communities of colour. This article contributes an empirical study of one school's decolonial approaches at the early grades level to the emerging scholarship on decolonising education.
What Does It Mean to Decolonise the School Music Curriculum?
Author: Philpott, Chris
Date: 2022-00-00
Type: Journal Articles
Subjects: Music Education,Curriculum,Social Justice,Racial Bias,Social Bias,National Curriculum,Foreign Countries,Educational History,Tokenism,Cultural Awareness,Knowledge Level,Cultural Influences,Critical Theory

In many ways the school music curriculum has become increasingly diverse since the 1970s. For example, 'pop' and 'world' musics have been listed in UK curricula and syllabuses with an aim of becoming more inclusive. However, this article argues that such approaches to curriculum as content have confounded social justice in school music, and in particular when perpetuating a prejudicial discourse. To understand this discourse, three 'distortions' of the material nature of musical knowledge are explored as potential sources of ongoing student alienation from school music: reification, hegemonic appropriation and the loss of meaning. These distortions are also exemplified through a case study critique of social realism and the UK government's Model Music Curriculum. By way of conclusion, and as a possible resolution to the distortions, some characteristics of a curriculum as process are proposed that have implications for decolonisation and wider issues of social justice, such as class and gender.
To Use or Not to Use: Supplemental Technology in an Undergraduate Anatomy Lab
Author: Persinger, Jonah M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Anatomy,Technology Uses in Education,Science Laboratories,Undergraduate Students,Laboratory Procedures,Computer Assisted Instruction,Computer Software,Student Attitudes

Basic Human Anatomy at Indiana University is a large undergraduate anatomy class with nearly five hundred students in twelve lab sections. In the fall of 2018, we added the Virtual Human Dissector software on an interactive Sectra table to our lab to help students fill the gap between idealized anatomical models and fully prosected cadavers. We evaluated this new technology using a cross-over study design with pre- and post-module quizzes, exam questions related to the modules, and a survey of student perceptions. Results indicate that while not all students enjoyed using the new technology, even those who did not report enjoying it could still identify gaps that the technology helped to fill. Quiz results showed greater increases in knowledge for those who completed the modules, particularly during the second semester. However, exam results did not demonstrate a longer-term difference in knowledge between those who completed a specific module and those who did not.
The Effect of Cooperative Quizzes on Student Performance and Anxiety in Community College Human Physiology Courses
Author: Bell, Kathy
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Cooperative Learning,Anxiety,Physiology,Anatomy,Active Learning,Science Tests,Grades (Scholastic)

Community college students come from a variety of backgrounds and have different levels of educational preparedness compared to undergraduates in 4-year undergraduate schools. Historically, retention rates of these students in human physiology courses have been low, often due to non-passing grades. Incorporation of additional active learning techniques has the potential to benefit learning in this group, which might ultimately benefit retention. However, active learning activities need to be incorporated in a thoughtful manner, because some activities can increase anxiety in students, resulting in unintended consequences such as student withdrawal from such activities. This study introduced cooperative quizzes into community college human physiology classes to determine if they improved student exam performance and reduced student anxiety. The cooperative quizzes were intended to be given in face-to-face classes but were adapted for synchronous broadcast classes using Zoom due to the COVID-19 pandemic. In the sample of students studied, cooperative quizzes did not have a significant impact on exam grades. However, several students reported a preference for the cooperative quizzes over traditional quizzes. In addition, the intervention did not increase the reported anxiety scores among students, which adds support for the use of cooperative quizzes as an active learning strategy in STEM classes.
Undergraduate Student Course Perceptions in Response to Pedagogically Different Approaches in Introductory Anatomy and Physiology
Author: Adams, Jessica A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Introductory Courses,Anatomy,Physiology,Curriculum Development,Course Evaluation,Memorization,Time Management,Pacing,Interdisciplinary Approach

Our institution underwent a curricular revision to change the course approach for introductory anatomy and physiology courses from separate, discipline-specific human anatomy and human physiology courses to an integrated A&amp;P I and A&amp;P II course approach. Through a mixed-methods exploratory study, this research sought to determine undergraduate student perceptions of anatomy through this curricular revision. Data was collected through word associations, open-ended surveys, and course evaluation data. Our results indicate that undergraduate student perceptions of anatomy changed between the first course and the second course in the sequence, rather than between course approaches. Students in both course approaches reported similar interests, confusions, and difficulties related to anatomy education, and an awareness of the explicit and implicit curriculum was evident in student responses. However, some specific evaluation prompts exhibited a significant difference between course approaches. Results from this perception study can guide practitioners to consider the curricular context and unique challenges of anatomy and physiology students in meeting the expectations of the health care field.
Are You Awake? Preventing Zoom-Fatigue in Online Anatomy &amp; Physiology Courses
Author: Weiss, Valerie
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Anatomy,Physiology,Educational Technology,Videoconferencing,Teacher Student Relationship,Questioning Techniques,Teaching Methods,Fatigue (Biology),Lecture Method,Barriers,College Students,Student Attitudes

Anatomy and physiology lectures, traditionally held face-to-face at Florida Gulf Coast University, moved overnight to an online environment during the COVID-19 pandemic. Reflecting back on our teaching experience, a few goals to successful Zoom-based teaching emerged: make meaningful connections with the students, stay connected with students by using questions during lectures, and enjoy this new connection throughout the semester and beyond. This article discusses one strategy employed to stay connected to students during virtual, Zoom-based teaching: the use of &quot;Are you awake?&quot; questions. The questions were written to guide students in their review of material just learned. We felt that this method resulted in scaffolding the students' experience, preventing unnecessary lecturing, and reducing Zoom-fatigue. By emphasizing a process of regularly &quot;checking in&quot; with the student, a further relationship was established between the course faculty and students as well as among the students. Anecdotal evidence of this question technique is shared, with student feedback being positive. Based on our experience, emotional presence in the online environment correlates to student success.
&quot;But What Are You Doing to Help Them Learn?&quot; Reflections on a Career Teaching Human Anatomy and Physiology
Author: Seithers, Laura C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Science Instruction,Biology,Females,Women Faculty,Professional Associations,Community Colleges,College Faculty,Resilience (Psychology),Nontraditional Students,Active Learning,Advocacy,Teacher Attitudes,Teaching Methods,Personal Narratives,STEM Education,Persistence

This narrative study tells the teaching and learning story of the recently retired Dr. Peggy LePage, a longtime member of the Human Anatomy and Physiology Society with a career as a community college anatomy and biology professor spanning nearly three decades. Drawn from a lengthy narrative interview, this paper describes Dr. LePage's background as a nontraditional student and explores her resilience as a woman in science, technology, engineering, and mathematics (STEM). When Dr. LePage neared a breaking point early in her career, an encounter with a well-known advocate for active learning in science classrooms transformed her pedagogy. She also became involved with HAPS and never looked back. Narrative passages from her interview emphasize Dr. LePage's persistence in STEM, her shift toward a teacher as learner mentality, and the benefits of learning communities for anatomy and physiology instructors.
Implementation of a Metacognitive Learning Strategies Session in an Online Asynchronous Human Anatomy and Physiology Course
Author: O'Malley, Chasity B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Anatomy,Physiology,Study Habits,Retention (Psychology),Two Year College Students,Online Courses,Video Technology,Reading Strategies,Readiness,Tests,Student Attitudes

A unique approach to improving student success in Human Anatomy and Physiology can be centered around teaching the students about metacognitive learning strategies. This perspective discusses the implementation of a metacognitive learning strategies session and highlights some of the outcomes that resulted from the session through exam wrapper responses. A one-hour session discussing metacognitive learning strategies was presented for the students through a pre-recorded video with embedded participation questions. Topics included methods for changing student studying habits to be more efficient and to retain a deeper level of understanding of the material. The session was also accompanied by exam wrappers to help the students to apply the concepts from the session.
&quot;A Brave Group of People&quot;: Teacher Candidates&apos; Perceptions of Teaching in Middle School
Author: Perry, Bettie
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Middle School Teachers,Middle School Students,Classroom Techniques,Adolescents,Child Psychology,Experiential Learning,Career Choice,Teacher Education Programs,Educational Needs

We set out to create a middle grades program and to inform the field about the perceptions of our teacher candidates on teaching middle school. To accomplish these twin goals, we sought to better understand our teacher candidates' perceptions of teaching middle school and how these perceptions might be changed if necessary. Our review of research included three themes to frame this work: (a) middle school philosophy, (b) motivations to teach, and (c) middle school teacher preparation. We chose an emergent, qualitative research design to cull rich data from diverse stakeholders including open-ended survey data. We found an overarching deficit narrative about middle school students even though teacher candidates expressed admiration for middle school teachers. Our teacher candidates professed a need for coursework on classroom management and adolescent psychology as well as more field experiences to better prepare them for careers in the middle grades. Implications for middle grades programs are discussed, including the structure of field experiences and teacher preparation curriculum. We explain specific revisions to our own program in the attempt to generate analytic generalizability.
Integrating Mathematics, Science, and Literacy into a Culturally Responsive STEM After-School Program
Author: Casler-Failing, Shelli L.
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,After School Programs,Culturally Relevant Education,Literacy Education,Middle School Students,Student Interests,Youth Programs,Science Instruction,Reading,Writing (Composition),Journal Writing,Hands on Science,Science Fairs,Reading Materials,Mathematical Concepts,Scientific Concepts,Concept Formation,Curriculum,Grade 6,Grade 7,African American Students,Energy,Water,Motion,Natural Disasters

This manuscript shares the implementation of an after-school literacy in STEM (science, technology, engineering, and mathematics) program designed for middle grades students to increase their interest in science and mathematics learning. This program was conducted at our local Boys and Girls Club facilities where students learned about four science topics (renewable energy, water cycle, Newton's laws, and natural disasters). Students participated in culturally responsive reading and writing activities incorporating culturally relevant books, journal writing, hands-on projects, and a culminating science fair presentation on the topic of their choice. The authors determined that using literature, particularly culturally responsive picture books and graphic novels, to bridge the students' understanding of scientific and mathematical concepts was an important component of this program. The students' reactions to the program reflect the importance of offering a variety of avenues for students to represent their understanding, and they corroborate the significance of after-school programs to provide opportunities for diverse student populations to participate in culturally responsive programs to promote literacy and interest in STEM disciplines.