ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating a Culture of Youth as Co-Researchers: The Kickoff of a Year-Long STEM Pipeline Program
Author: Jacquez, Farrah
Date: 2020-02-00
Type: Journal Articles
Subjects: STEM Education,Participatory Research,Student Research,High School Students,Cooperation,Program Development,Youth Programs,Drug Abuse,Addictive Behavior,Place Based Education

STEM pipeline programs often include research experiences for youth, but fewer focus on youth as shared decision-makers or leaders in research efforts. Youth participatory action research (YPAR) and community-based participatory research (CBPR) orientations suggest that the quality and relevance of research will benefit from youth partnership. Because youth do not traditionally have the opportunity to serve in this type of leadership capacity, STEM pipeline programs that wish to elevate the role of youth in research must create a new culture of co-creation that upends the traditional pedagogical models adolescents experience in high school.We present Research Kickoff as a strategy to engage youth as co-researchers from their very first experience in a year-long STEM pipeline program. We designed activities around a framework consisting of six components: content, process, voice, network, engagement, and culture. Each of the six components of our framework are represented in a series of activities that include participatory research processes, inviting collaboration and valuing diverse expertise, and relationship building. To inform future programs interested in engaging youth as co-researchers, we detail the iterative development of Research Kickoff over two cohorts and describe how it serves to engage youth as change agents from the first touch.
Personal and Professional Empowerment of Reflective Practitioner Teachers during the COVID-19 Pandemic
Author: Osmanovic Zajic, Jelena
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Empowerment,Reflective Teaching,COVID-19,Pandemics,Foreign Countries,Faculty Development,Instructional Improvement,Elementary School Teachers,Secondary School Teachers

Reflective practitioner teachers should critically review their own work and introduce innovations that should improve everyday educational practice. For this reason, the focus of the research is on the personal and professional empowerment of reflective practitioner teachers during the SARS-CoV2 pandemic. 355 teachers from the Republic of Serbia participated. The empirical research used descriptive methods and techniques of scaling and surveying with an instrument specially constructed for the needs of this research - Questionnaire with assessment scale (RP-COV-19). The results show that the most common form of empowerment is attending online seminars, while teachers rarely attended online classes of colleagues from the school where they work and colleagues from other schools. Teachers' perceptions on the use of the Internet in the aspect of personal and professional empowerment are very positive. Teachers generally rate their training and engagement during the pandemic with the highest marks (four and five), while there were no negative marks at all. Reflexivity accompanied by personal and professional empowerment must be given priority by teachers, because in today's process of education, reflective practitioners are considered successful teachers.
On the Teaching of University Writing in Latin America
Author: Reyes, Natalia Ávila
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,College Students,Writing Research,Scholarship,Language Role,Writing (Composition)

During the last 20 years, the teaching of writing has grown worldwide as a dynamic field of international academic practice and research, as attested to by the emergence of disciplinary societies, conferences, and publications. This paper builds on common nodes that have shaped the original contributions to Latin America's university-level teaching of and research on writing. The authors report on the particularities of university systems in the region, as teaching and researching writing are situated and respond to institutional needs and opportunities. They also explore the central role of language and discourse studies in the disciplinary development of the field and outline the current state of scholarship with particular attention to the production of writing knowledge and theory.
ENGL 1100 Contextualized: Designing a FYW Course for Guided Pathways
Author: Pine, Nancy
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,Freshman Composition,Majors (Students),Business Administration Education,Hospitality Occupations,Community Colleges,Two Year College Students,Transfer of Training

The course described in this article is a contextualized version of ENGL 1100 Composition I, a first year writing (FYW) course, designed specifically for students who declare majors in business and hospitality services programs to study composition in the context of their majors and future professions. This version of ENGL 1100 counts for FYW credit and adheres to the same learning outcomes as any other section at the institution of the author, but it includes subject matter and the study of rhetorical situations and texts of interest and relevance to students with majors in the pathway. Developing pedagogies of contextualization for FYW through courses like this may help motivate community college students in particular to succeed in the course and facilitate transfer of their learning. The overall goal of this course is for students to recognize and value literacy learning during and beyond college, preparing them for a lifetime of reading and writing in their professional and personal lives.
Pre-Service Teachers&apos; Experiences of the Transition from Analogue to Digital Learning during the COVID-19 Pandemic
Author: Bäcklund, Johan
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Distance Education,Barriers,Flipped Classroom,Student Attitudes,Program Effectiveness,Interaction,Social Isolation,Blended Learning,Foreign Countries,Online Courses,Technological Literacy

The transition from analogue campus-based learning to digital distance learning during the Covid-19 pandemic affected our society in many ways. This study set out to explore the experiences of 30 pre-service teachers when transitioning to digital distance learning. The pre-service teachers (PSTs) participated in a series of focus-group interviews that were subsequently analysed using qualitative content analysis. The results indicate that the transition to digital distance learning worked well and that the technology that was used performed satisfactorily. However, the PSTs experienced both opportunities and obstacles with respect to distance learning. The opportunities associated with digital distance learning were reported to be instantiated by teacher-led 'flipped classroom' teaching sessions and the additional freedom that was enjoyed by the PSTs (in both space and time). An obstacle associated with digital learning was the feeling that important aspects of interpersonal interaction disappeared. The PSTs remained sedentary and isolated at home, and the learning experience became somewhat dysfunctional when the teaching was not clearly structured and teacher-lead. The study concludes that it is not possible to replace IRL ('in real life') teaching entirely with digital distance learning. However, the results suggest that a hybrid form of teaching or elements of digital teaching can work well as a complement to future campus-based courses.
Teaching of Writing in Hong Kong: Where Are We?
Author: Lee, Icy
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Instruction,Foreign Countries,English (Second Language),Second Language Learning,Writing Evaluation,Theory Practice Relationship

Since the sovereignty of Hong Kong was returned to China in 1997, English has remained an official language and been formally referred to as a second language, though in reality it has, arguably, the status of a foreign language. This is especially true for writing because students do not have to write in English outside the classroom. Nevertheless, English writing has a significant role to play in education. In this short article, the author takes stock of the teaching of writing in Hong Kong, highlights key issues and concerns, and suggest ways forward.
Study as an Educational Leisure Activity: The Case of Israeli Society
Author: Alkan, Ora
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leisure Time,Recreational Activities,Judaism,Religion Studies,Cooperative Learning,Lecture Method,Student Attitudes,Adult Students

The research literature on leisure indicates that it is perceived differently by sector and culture. In Israel, one's affiliation with religious or non-religious groups affects one's perception of leisure and its legitimacy. The common activities of religious and secular people include studies in general, and Torah study in particular, as activities carried out by choice and for pleasure. In this research Torah study is considered in its wide meaning, as including all traditional Jewish texts. The research sought to try and understand various characteristics of people who study Torah as a leisure activity and to illuminate aspects rarely addressed in the academic literature, mainly students' perception of study efforts, importance of studies, the contribution of studies and satisfaction with studies. The sample included 234 respondents divided into three groups: Torah students (56) who were studying in a hevruta (collaborative) format, Torah students (50) who were studying a course by participating in lectures, and a control group (128) who were studying other theoretical topics by participating in lectures. The findings of this research indicate that Torah study nowadays takes place not only as an obligation but rather also as an elective activity in formal courses and hevruta study groups -- an activity that transcends the religious dimension and involves a choice and pleasure for all learners. Additionally, Torah students perceived their studies as having greater contribution, more important and more satisfying than students of non-Torah subjects. The method of study (collaborative vs lectures) did not affect these perceptions. The findings may have applied implications beneficial to society in general. The research findings illuminate the potential of Torah study as a leisure activity and its capacity to unite various sectors in Israeli society.
Flipped Science Fair: Engaging Middle-School Students in STEM While Training Researchers in Science Communication
Author: Benedetti, Lorena
Date: 2020-09-00
Type: Journal Articles
Subjects: Science Fairs,Learner Engagement,Middle School Students,STEM Education,Researchers,Teaching Methods,Science Education,Communication Skills

The Flipped Science Fair (FSF) transforms the traditional science fair format by having middle-school students judge the research of early career scientists. At the FSF, students learn about cutting-edge research in a small group setting, with opportunities to ask questions and participate in hands-on demonstrations. By placing the students in the role of the &quot;judge,&quot; the event gives students the opportunity to engage with scientists interactively and with authority. The FSF also provides science communication training for the presenting scientists. Leading up to the event, the presenters attend three workshops focused on distilling their research message to a middle-school level. The FSF effectively promoted science engagement by middle school students who expressed increased interest in science after the event. Moreover, presenters reported an improvement in their science communication skills to a broad audience and increased confidence during public speaking. Our partnership with Pathways to Science, Yale's coordinated STEM outreach infrastructure, enables us to measure the FSF's effectiveness long term, since the Pathways program tracks student trajectories through their college education. The success of the FSF led to the organization of satellite and virtual events, which provided more opportunities for public engagement and gave presenters additional chances to share their research.
Embracing Older Adults in Online Learning
Author: Bulbul, Ali Haydar
Date: 2022-01-00
Type: Journal Articles
Subjects: Older Adults,Electronic Learning,COVID-19,Pandemics,Educational Gerontology,Technological Literacy,Instructional Design

Life expectancy at birth is the highest of all times and tends to increase. This leads to an older society and brings out various needs that are not taken into consideration before, one of which is the education of older adults. People usually get the idea that older adults cannot learn or do not feel the need to learn. However, learning is an integral part of life and need of learning never ends. Education in older adulthood leads to healthier and more personalized lives, thus, happier individuals in later ages. Older adult learners are not perceived as a burden by the rest of the society, on the contrary, they are considered as individuals who enrich the society with their knowledge and experience. Precautions of the COVID-19 Pandemic and current technological opportunities accelerated the substitution of face-to-face teaching and learning environments with digital ones. Nevertheless, older adults who already experience declines in cognitive, affective and psychomotor abilities, have been subjected to various technological barriers as well. Online education of older adults requires well-designed learning environments to maximize the efficiency of activities performed using computers or mobile devices. Considering that interface are the initiatives of communication between user and digital content, if designed with consideration of changing physical conditions, prior knowledge, habitudes and experiences of older adults, interface might become a mediator to increase the effectiveness of digital content. This study examines design-wise issues in online learning environments within the framework of gerontology and older adult education. [This study was presented in International Conference on Educational Technology and Online Learning, 2021.]
Giant Genes! The Development of an Interactive Game to Engage Audiences in Genetics
Author: Morgan, Scott
Date: 2020-12-00
Type: Journal Articles
Subjects: Game Based Learning,Curriculum Development,Learner Engagement,Genetics,Foreign Countries,College Students,Learning Activities

We describe the design, creation, and preliminary evaluation of a hands-on interactive game, &quot;Giant Genes,&quot; which was developed to explain the concept of genetics and the central dogma of gene expression to audiences at Cardiff University's Brain Games. The Giant Genes game is a modified version of the traditional game &quot;Jenga.&quot; The game begins with a central tower of wooden blocks which are stacked to create a &quot;deoxyribonucleic acid (DNA) tower&quot;. Players then pick amino acid cards which show the three nucleotides that they need to remove from the tower to create a corresponding amino acid. Taking turns in removing blocks from the tower, the player who has created the most amino acids by the time the tower falls wins. After initial positive reviews, we further piloted the game at events including during school visits and a patient interest day. The Giant Genes game is a simple hands-on interactive activity which has attracted diverse audiences. It acts as a fun, informal way of discussing complex genetic issues with the general public and has received positive feedback in preliminary evaluation. The preliminary data demonstrate proof-of-concept that the game can be used successfully with a range of audiences.
Are We Overlooking (and Underselling) the Writing Capstone Course?
Author: Ballingall, Timothy
Date: 2021-00-00
Type: Journal Articles
Subjects: Capstone Experiences,Writing Instruction,Undergraduate Students,Content Analysis,Course Descriptions,Course Objectives,Textbooks

Rhetoric and composition has made immeasurable strides in the design of undergraduate writing major programs, but the discipline lacks a clear picture of the culminating capstone course that serves as an end point for the writing major. This article reports on a content analysis of 54 writing capstone syllabi from 44 different institutions, highlighting course descriptions, course outcomes, and assigned textbooks. These findings demonstrate the need to move conversations about the capstone beyond our local program concerns. Toward that end, we offer several recommendations for capstone course design and implementation.
Enhancing Students&apos; Attitudes toward Biology Using Consensus and Cooperative Reflective Journal Writing Educational Strategies
Author: Adejimi, Saheed Ayodeji
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Biology,Cooperative Learning,Student Journals,Teaching Methods,Content Area Writing,Secondary School Students,Foreign Countries,Attitude Change

Biology is a core and required science subject offered at the upper secondary school level in the Nigerian educational system. However, students' attitude towards the subject is poor, a trend probably due to the use of teacher-centred educational strategies. Scholars have thus advocated for the need to adopt innovative educational strategies to enhance students' attitude towards biology. This study investigated the use of consensus and cooperative reflective journal writing educational strategies in enhancing students' attitudes towards biology in two Local Government Areas (LGAs) within Ibadan Metropolis of Oyo State, Nigeria. The study adopted a quantitative pre-test-post-test, control group quasi-experimental design involving a 3x2 factorial matrix, with a positivist paradigm. Purposive sampling was used to select six schools across the LGAs while an intact class of upper secondary school II students was selected from each of the schools for a total of 305 participants. Two instruments, the Biology Attitude Questionnaire (BAQ) and the Students' Verbal Ability Test (SVAT) were used during the study. The data generated were analysed using the Analysis of Covariance (ANCOVA). Results showed that, treatments enhance students' attitudes toward biology. Results also revealed that students' verbal ability had effect on students' attitudes toward biology. The interaction between treatment and verbal ability was not significant to enhance students' attitudes toward biology. The two strategies, therefore, enhanced students' attitude towards Biology in the two LGAs within Ibadan metropolis of Oyo State, Nigeria. The two strategies should therefore be adopted in teaching Biology to upper secondary school students in Nigeria and elsewhere.
&quot;How Am I Supposed to Watch a Little Piece of Paper?&quot; Literacy and Learning under Duress
Author: Hall, Carrie
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Instruction,Curriculum Design,Stress Variables,COVID-19,Pandemics,Teaching Methods,Attention,Trauma,Writing Teachers,Teacher Student Relationship

The COVID-19 pandemic has revealed the troubling fact that many students struggle to pay attention to literacy learning while they are in situations of extreme duress. This duress did not begin with pandemic, nor will it end with it. Neither is duress distributed at random; those negatively affected by the nation's prejudices, as a general rule, are under more duress than those who reap the benefits of these systems. To achieve an equitable curriculum, we must teach with the attentional needs of those under duress in mind. This article explores how writing instructors can develop curricula that work with these needs. It looks at research on learning under duress as well as student work that was written in crisis, building upon the strengths of those under duress (who often, for example, write with a sense of urgency and keen awareness of their immediate surroundings) instead of trying to &quot;cure&quot; what we may perceive as weaknesses. A curriculum that speaks to the strengths of students with these experiences will be vital both during the pandemic and beyond it.
Getting Students Engaged in On-Line Learning
Author: Pasackova, Jana
Date: 2022-04-00
Type: Journal Articles
Subjects: Learner Engagement,Electronic Learning,Mathematics Education,College Students,Foreign Countries,COVID-19,Pandemics,Tests,Computer Assisted Testing,College Entrance Examinations

This paper deals with a course of mathematics at an university in the Czech Republic. This course is for incoming students. It prepares students for math entrance exams. During the coronavirus pandemic period (2020-2021) we taught the course online. We had to solve the problem with communication with students and obtain feedback from them. For this reason, we used interactive quizzes. In this article, we compare the situation at other universities, and we introduce online quizzes. Further, we compare their success rate during the course. In addition, we present the results from the student´s course evaluation survey.
Issues in Subject Combinations Choice at Advanced Level Secondary Schools in Rwanda
Author: Ndihokubwayo, Kizito
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Advanced Students,Course Selection (Students),Study Habits,Career Development,Student Attitudes,Academic Achievement

The present study explored the issues related to subject combinations choice at advanced level secondary schools in Rwanda. Three schools with various subject combinations were conveniently selected from three districts in Rwanda. Two hundred and thirty-eight participants, including 211 students (grade 10 to 12), three director of studies (DOS), and 24 teachers, were selected purposively to participate in this study. A survey questionnaire for students, interviews with DOS, and focus group discussions with teachers were employed to collect qualitative and quantitative data for triangulation purposes. For instance, a questionnaire was used to reveal students' choice of their subject combinations, a DOS interview to learn how combinations are assigned to students, and teacher FGD to learn difficulties students face due to assigned subjects. Quantitative data were analyzed with descriptive statistics, while qualitative data were analyzed using thematic analysis methods. The results analysis revealed that some students studied what they chose, while others were given what to study based on their performance or influenced by their parents' preferences. Therefore, students reported that they struggled to perform successfully at A' level while they used to perform well at the O' level. It was noticed that what some students learn at A' level have a negative effect on their future life. This study recommends that (i) the career development stakeholders should sensitize students about the impact of the wrong choice, (ii) Rwanda Basic Education Board (REB) should train career guides to help students choose their best combinations, and (iii) students' interests should be given preference than their performance.
SFU Academic Summer Camp for Aboriginal Students 2014-2018
Author: Jungic, Veselin
Date: 2020-04-00
Type: Journal Articles
Subjects: Summer Programs,Camps,Indigenous Populations,High School Students,Foreign Countries,Student Attitudes,Minority Group Students,Program Descriptions

The purpose of this note is to summarize and share with the wider academic and non-academic communities our experience over five years, 2014-2018, running the Simon Fraser University Academic Summer Camp for Aboriginal High School Students. In what follows we describe our reasons for developing this outreach activity and provide the goals and objectives of this initiative. To reach out to those members of the community who are planning or already running similar outreach activities, we also provide details about the camp components, including staffing, budgeting, recruiting, and scheduling. In addition, we highlight testimonials by students, parents, and teachers.