ethanporcaro/eric-fulltext-meta huggingface dataset:
Virtual Collaboration in the Age of COVID-19: Supporting Youth as Co-Researchers
Author: Watts-Taffe, Susan
Date: 2021-07-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,College School Cooperation,STEM Education,Partnerships in Education,Student Research,High Schools,Substance Abuse,Cooperation,Barriers,Teaching Methods,Disadvantaged Youth,Youth Programs,Urban Schools,Rural Schools,Student Diversity,Teamwork,Program Effectiveness,Student Projects

The COVID-19 pandemic profoundly impacted teaching and learning in K-12 settings, as many public schools lacked the technological tools and techniques needed to support effective virtual meetings and online learning. In this article, we explore the impact of the pandemic on &quot;Youth Built Change&quot; (YBC), a STEM-pipeline partnership between two high schools and a university. In YBC university researchers work with high school juniors to conduct research on substance abuse and addiction in their local school communities. As a school-university partnership which emphasizes multiple types of collaboration (e.g., among students within research teams, between research teams and teachers, between research teams and university research mentors, and between teachers and university research mentors), YBC challenged traditional approaches to teaching and learning before the pandemic. In light of the ways in which the pandemic exacerbated those challenges, and brought forth new ones, this article addresses tools and strategies that were used in YBC to engage students as researchers, insights gained about collaborative work in a virtual environment, and the impact of this year on the YBC program going forward.
A Marginalized Third Space: English Language Learners&apos; Cultural Capital
Author: Chen, Julian
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),English Language Learners,Cultural Capital,Cultural Influences,Student Diversity,Elementary Secondary Education,Postsecondary Education,Second Language Instruction,Educational Research,Research Methodology,Teaching Methods

In certain English learning contexts where textbook-driven and standardized curriculum is a predominant approach, content materials and genres situated in native-English-speaking cultures are nevertheless foreign and daunting to English language learners (ELLs). However, the link between ELLs' learning outcomes and English instruction that capitalizes on their cultural capital (Bourdieu, 1986) is disconnected. To address this issue evident in the aforementioned phenomenon, this synthesis paper presents a critical review of how ELLs' cultural capital interplays between the dominant (mainstream schooling) and the dominated (cultural capital inherited by ELLs) across diverse sociocultural contexts and discourses in the classroom and beyond. Using Bourdieu's (1986) cultural capital as a critical lens, ten salient studies surrounding this issue are critically examined across various learning settings: Pop culture, mainstream schooling and instruction, post-secondary education, bilingual program, out-of-school literacy practices and online community--highlighted by the findings and pedagogical implications for English teaching and learning. A call for an inclusive and empathetic approach that can empower ELLs and legitimize their cultural capital is needed.
What the Pandemic Experience Taught Us about STEM Higher Education-School Partnerships
Author: Moreno, Nancy P.
Date: 2021-07-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,STEM Education,College School Cooperation,Higher Education,Elementary Secondary Education,Partnerships in Education,Online Courses,School Closing,Educational Technology,Technology Uses in Education,Access to Computers,Distance Education,Cooperative Learning,Teaching Methods,Faculty Development,Videoconferencing,Camps,After School Programs,Program Evaluation

The move to virtual schooling and other measures to reduce the spread of SARS-CoV-2 infection dramatically changed the educational experience for grades K-12 populations during the years 2020 and 2021. STEM teaching and learning, and community partnerships focused on STEM education, were not exempt from the changes. Universities and other community partners had to adapt their STEM partnership programming to address new needs and assist students, teachers, families, and schools throughout periods of at-home learning and the re-reintroduction of in-person classes. Some of the changes included developing new programs, providing health-related guidance to school leaders, and converting student-focused programs to virtual formats. Through these experiences, new approaches emerged and lessons were learned that can be applied to partnership activities during normal times. These lessons included recognizing the importance of addressing inequities in students' access to technology; development of strategies to redesign enrichment programs and classroom instruction for effective online delivery; and identifying and adapting to the range of technologies available to support virtual teaching in differing schools. The increased familiarity by all partners with virtual formats has opened the door to greater participation by students in STEM enrichment programs, online partnerships with STEM professionals and mentoring opportunities.
Continuing to Meet the Needs of Middle School Students in Southwest Florida Despite COVID-19 Restrictions
Author: Frost, Laura
Date: 2021-08-00
Type: Journal Articles
Subjects: STEM Education,Middle School Students,Camps,COVID-19,Pandemics,Science Fairs,Scientific Research,Computer Simulation,Program Effectiveness,Educational Technology,Student Interests,Summer Programs,Student Attitudes,Science Education,Crime,Mathematics Education,Environmental Education,Chemistry

We describe two established STEM camps that went virtual following the outbreak of COVID-19 during the summer of 2020. Our Summer Research Opportunity (SRO) camp engages middle school science fair winners in a forensic research opportunity, while The Immokalee Foundation (TIF) camp introduces middle school students from historically underrepresented groups to STEM topics. Home kits were carefully prepared and delivered to all participants to enhance their engagement with our faculty facilitators. Modifications to accommodate the virtual experience are discussed. Our program assessment used a retrospective pretest-posttest design delivering a modified STEM Semantics survey to measure interest in STEM topics and STEM careers. While the programming and the population was different for each camp, both programs achieved positive outcomes in the virtual environment enhancing participant interest in, excitement for, and importance of STEM topics and STEM careers. The local TV news even broadcasted a short video of one of the camps.
Let&apos;s Be Direct: Making the Student-Teacher Writing Conference Work for Multilingual Writers
Author: Sowell, Jimalee
Date: 2020-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Teacher Student Relationship,Writing (Composition),Writing Instruction,Feedback (Response),Bilingual Students,Multilingualism,English (Second Language),Teaching Methods,Interaction,Writing Skills,Editing

The student-teacher conference has been established as a pedagogical tool in composition courses, and teachers and students typically view the student-teacher writing conference as an effective way of providing feedback. However, most previous research on conferencing has been carried out with first language (L1) writers or advanced multilingual writers, and little attention has been given to student-teacher conferences with multilingual (L2) writers at various stages of language development. Though little research has been conducted, recent studies on student-teacher conferencing with multilingual writers offer important insights that provide direction for conducting effective conferences with multilingual writers. Earlier studies on conferencing with L2 students tended to measure the success of the conference on whether the conference effectively employed certain policy-as-pedagogy principles of conferencing, principles that had been initially developed with L1 speakers. Two of the prominent principles which should be called into question were insisting that the student-teacher conference be non-directive, and that higher-order concerns (HOCs) should be dealt with before lower-order concerns (LOCs). Rather than simply applying a structure of conferencing theory originated in conferences with L1 student writers to student-teacher conferences with multilingual writers, it is important to first closely examine these practices and reflect on whether they are applicable for working effectively with multilingual writers. This paper provides an overview of the student-teacher writing conference and multilingual students, and then addresses common practices and principles of conferencing and argues for the importance of flexibility when conferring with multilingual writers.
Writing in Light of Moves Analysis: Learner Awareness
Author: Marefat, Fahimeh
Date: 2020-00-00
Type: Journal Articles
Subjects: Literary Genres,Writing Evaluation,Writing Skills,Writing Improvement,Graduate Students,Writing Instruction,Teaching Methods,Research Reports,Masters Programs,English for Special Purposes,Discourse Communities,Foreign Countries

Genre analysis (GA) studies aim at creating a relationship between the text features and their underlying objectives, systematically built upon a series of moves. Highly motivated by the need to improve graduate students' skills in writing research articles (RAs) and adopting Swales' (1990) Introduction-Method-Results-Discussion (IMRD) framework; the current action research reports on the stages of Genre-Based Instruction (GBI). At the same time, the research describes the features of the RA sections written by twelve Iranian MA TEFL students after the GBI, and reflects their views on this instruction. In parallel, the tasks were created framing the study within the situated learning theory (Lave &amp; Wenger, 1991). The participants received instruction on the organization of RAs, with a particular emphasis on the moves and relying on Swales and Feak's (2012) tasks. Lecture session guidelines and in- and out-of-class group and individual tasks were planned to help form learner's rhetorical repertoire. Analyses of various drafts and student views indicated an advanced awareness and a nuanced understanding of the writing conventions practiced in the composition of the RAs. The results show that such courses could promisingly support early researchers to become members of the discourse community.
Insight into Novice Research: A Critical Review of ELT Master&apos;s Theses
Author: Bailey, Angela
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Theses,Student Research,Research Design,Graduate Students,English (Second Language),Second Language Instruction,Language Skills,Teaching Methods,Teacher Characteristics,Curriculum,Research Methodology

This study explores emerging trends of student theses in English language teaching master degree programs in Colombia. In this study, we categorized 156 abstracts into their research context, research areas, and research method, adding to the tapestry of ELT novice research worldwide. The results demonstrate that the majority of the theses reviewed were practical in scope and smaller-scaled projects, focusing on language skills and subskills, teacher-related aspects such as methodology, beliefs, etc., and curriculum. A small percentage delved into more complex or broader aspects of education inside the language classroom. They also were mainly qualitative, case studies or action research using a variety of data collection techniques that corresponded with the main research design. As a conclusion, an increased balance in research topics and methods is suggested to strengthen novice research and encourage more participation in the worldwide conversation on English language teaching and learning.
Language for Specific Purposes Teacher Education: A Scoping Review
Author: Nazari, Mostafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Languages for Special Purposes,Critical Incidents Method,Faculty Development,Language Teachers,Action Research,Schemata (Cognition),Self Concept,Comparative Analysis,Second Language Learning,Second Language Instruction,Teacher Education Programs,Research Reports,Teaching Methods,Teacher Attitudes,English for Special Purposes,English for Academic Purposes,Educational Practices

Language for Specific Purposes (LSP) has received extensive theoretical and empirical attention across most of its subareas. However, several claims have been raised as to the limited scope of research on LSP teachers. The present study is a review of the studies conducted on LSP teacher education from 2000 to 2019 in order to track the scope of the state-of-the-art and peer-reviewed works done in this area. The search for LSP teacher education research yielded 60 studies representing similar foci from which ten categories emerged. The categories included: action research, cognitions, practices, cognitions and practices, content and language teachers, professional development, genre, critical incidents, identity, and language change. It was found that the line of inquiry features a dispersed, intermittent empirical attention to teachers, with a wide array of topics existing within the nomenclature of teacher education being untouched in LSP. Additionally, in comparison to general language teacher education, LSP teacher education has received much less attention, which in turn calls for further attention from researchers to build the associated scholarship in more depth. The study raises implications for LSP teacher education situated within the current understandings of (language) teacher education and highlights the relevant potential research directions.
Comparability of Survey Measures in Hard to Reach Populations: Methods and Recommendations
Author: Kelley, Allyson
Date: 2020-12-00
Type: Journal Articles
Subjects: Surveys,Data Collection,Pilot Projects,Community Involvement,American Indians,Youth,Substance Abuse,Urban American Indians,Reservation American Indians,Comparative Analysis

The goal of this paper is to discuss practical recommendations for collecting data with hard to reach populations and data comparability. We also discuss the importance of piloting and community involvement in the process using an example from the Tribal Prevention Initiative (TiPI), a culturally-based substance abuse prevention program for American Indian youth from six tribes in Montana and Wyoming. We piloted a survey based on standardized Youth Risk Factor Behavioral Surveillance Survey questions (YRBSS) in tribal communities to document substance use and norms. The revised TiPI survey resulted in a 16-question survey (N=711). We compared TiPI data with the YRBSS data from 2015 to 2019. Descriptive statistics (frequency (n) and percent (%) or mean (M) and standard deviation (SD)) were used to analyze data. Results indicate that substance use is generally lower among TiPI youth than YRBS youth in reservation and urban locations with the exception of middle school marijuana use and urban binge drinking. To improve public health and document progress toward healthy future generations, communities must be aware of the unique challenges of using national surveys like the YRBSS as comparison data, and the strengths of primary data collection driven by program needs.
Detection of Learning in Longitudinal Assessment via Score-Based Tests
Author: Wang, Tim
Date: 2020-01-00
Type: Journal Articles
Subjects: Longitudinal Studies,Tests,Progress Monitoring,Hierarchical Linear Modeling,Physicians,Professional Development,Evaluation

Longitudinal assessment is a type of assessment involving repeated measures over a period to evaluate whether and when an attribute (e.g., ability, skill) changes. Thus, change detection is of central interest in longitudinal assessment. In the assessment setting, change in the desired direction (typically upward) is often referred to as &quot;learning&quot;. While many methods have been proposed to detect change, they all require a prior definition of a changing point. However, this information is often unknown in practice. As an alternative, we focus on a family of tests based on stochastic processes of case-wise derivatives of the likelihood function (i.e., scores). These score-based tests could detect &quot;learning&quot; without prior information of a changing point and signal the changing point to the users. In this article, we will illustrate what the score-based tests are and the novel application by using the data of two physicians participating in longitudinal assessment for a medical specialty certifying board's continuous certification program.
Examining the Impact of a Consensus Approach to Content Alignment Studies
Author: Russell, Michael
Date: 2020-03-00
Type: Journal Articles
Subjects: Test Content,Test Items,Discussion,Test Validity,Standard Setting (Scoring),Methods,Achievement Tests

Although both content alignment and standard-setting procedures rely on content-expert panel judgements, only the latter employs discussion among panel members. This study employed a modified form of the Webb methodology to examine content alignment for twelve tests administered as part of the Massachusetts Comprehensive Assessment System (MCAS). This modification required panel members to discuss items for which there was no consensus regarding the item's depth of knowledge or targeted standard. After the discussion, panel members were allowed to change their original ratings. The number of changes that occurred were analyzed considering the number of items discussed and the size of the panel. Moreover, we evaluated the impact these changes had on the overall judgments of alignment as reported by Webb's Web Alignment Tool (WAT). Findings suggest that discussion among panel members between rating rounds positively increased agreement among panel members' ratings but had minimal effects on the overall judgments of content alignment for 11 of the 12 tests evaluated.
Moderated Mediation Analysis: A Review and Application to School Climate Research
Author: Edwards, Kelly D.
Date: 2020-08-00
Type: Journal Articles
Subjects: Statistical Analysis,Regression (Statistics),Educational Environment,Educational Research,High Schools,Learner Engagement,Bullying,Student Attitudes,Teacher Student Relationship,High School Students,Reading Achievement

Moderated mediation analysis is a valuable technique for assessing whether an indirect effect is conditional on values of a moderating variable. We review the basis of moderation and mediation and their integration into a combined model of moderated mediation within a regression framework. Thereafter, an analytic and interpretive illustration of the technique is provided in the context of a substantive school climate research question. The illustration is based on a sample of 318 high schools that examines whether school-wide student engagement mediates the association between the prevalence of teasing and bullying (PTB) and academic achievement on a state-mandated reading exam; and whether this indirect effect was moderated by student perceptions of teacher support.
Pre-Service and In-Services Teachers&apos; Perspectives on Academic Success: More than Just a Grade
Author: Goegan, Lauren D.
Date: 2020-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Definitions,Concept Formation,Academic Achievement,Grades (Scholastic),Congruence (Psychology),Foreign Countries

Students are constantly bombarded with messages about academic success and the importance of getting good grades. However, definitions of academic success are more complex than a letter grade. Many indicators to define academic success extend primarily from students' perspectives and ignore how teachers' definitions of success. This is an oversight as teachers' perspectives on academic success shape their students' perspectives on academic success for years to come, and thus represent an important voice to be included in the messaging around academic success. Thus, in this study we were interested in pre-service and in-service teachers' definitions of academic success, and how they converge or diverge with indicators outlined in current research. We found that teachers have multiple perspectives on academic success, highlighting the complexity of this construct. Moreover, many of their definitions converged with researchers; however, teachers' definitions were more varied and diverse. Our findings highlight the multidimensional nature of academic success. In closing, we identify various implications for schools and provide suggestions for future research and practice.
The Effect of Repeat Exposure to Simulation Based Items
Author: Tang, Xiaodan
Date: 2020-01-00
Type: Journal Articles
Subjects: Test Items,Repetition,Simulation,Standardized Tests,High Stakes Tests,Scores,Reaction Time,Performance,Licensing Examinations (Professions)

This study aims to examine the potential impacts on repeat examinees' performance by reusing simulation-based items in a high-stakes standardized assessment. We examined change patterns of item scores, ability estimate, score pattern change, response time and compared the performance of repeat examinees who have received repeat items and those who haven't. Results suggest that there are limited benefits from encountering the same items. The practical implications to licensing/certification assessments are discussed.
From European Heritage to 21st Century European Pro-Active Citizenship: &quot;Luko&apos;s Journey&quot;
Author: Pinto, Cristina
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Education Programs,Student Participation,Preservice Teachers,Citizenship,Global Approach,Schools of Education,Multilingualism,Multicultural Education,Program Descriptions,Educational Strategies,Program Implementation,Ethnography,Cooperative Learning,Interdisciplinary Approach,Picture Books,Refugees,Student Developed Materials,Elementary School Students,Grade 4,Democracy,Student Projects,Active Learning,Teaching Methods,Cultural Awareness,Learner Engagement,Student Interests,Dialogs (Language)

The European Primary Teacher Education programme (EPTE), a joint project from seven European Higher Education institutions, offers future primary school teachers the opportunity to participate in an international study programme, which includes the development of skills through different courses. The main aim of the project is to depart from the local and national environment and make use of a common European heritage in order to build a new pro-active European citizen in a global world. In 2016, Porto Polytechnic -- School of Education had the opportunity to welcome students from the several institutions and offer a &quot;Plurilingual and Intercultural Education&quot; course, amongst others. Focusing on topics such as &quot;education for democratic citizenship&quot; and &quot;21st century approaches&quot;, students had the chance to critically reflect on European citizenship, from a linguistic perspective, and apply strategies for the promotion of intercultural education, by developing and implementing projects in primary school contexts. The aim of this article is to introduce the EPTE programme and its outcomes. By following an ethnographic methodological approach, focused on practices and students' outputs, we will reflect upon the creation of a collaborative and interdisciplinary project work entitled &quot;Luko's Journey&quot;, a picture book about refugees in Europe which was made by a group of fourth year primary pupils together with EPTE's teachers-to-be at a local school in Porto. Results showed that a project work approach can aid in the progression of dialogue, promote critical cultural awareness and expedite pupil's cognitive and affective enthrallment and engagement.