ethanporcaro/eric-fulltext-meta huggingface dataset:
Participation and Performance by Gender in Synchronous Online Lectures: Three Unique Case Studies during Emergency Remote Teaching
Author: Nichols, Sierra C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Synchronous Communication,Educational Technology,Gender Differences,Distance Education,Biology,Science Instruction,COVID-19,Pandemics,Equal Education,Student Participation,Grades (Scholastic),Womens Education,STEM Education,Gender Bias,College Science,Undergraduate Students,Private Colleges

Studies have documented that men's voices are generally heard more than women's voices in face-to-face undergraduate biology classes, and some performance gaps have also been documented. Some of the few studies on gender equity in traditional online biology education suggest that women participate more and perform better in asynchronous online courses compared to men. While much is known about emergency remote teaching during the COVID-19 pandemic exacerbating existing inequities generally, studies are needed about the impact of specific emergency remote teaching practices on specific groups such as women. In this study, we performed an in-depth investigation of three life sciences classrooms that utilized synchronous online lectures during the pandemic. We observed each class throughout the semester, quantified participation behaviors, and investigated the role of student gender. We also compared final course grades by gender. On average, we found that men participated more than women both verbally and by chat. These differences were not significant for each class individually, but the differences align with the face-to-face patterns seen in this population previously. Our results also hint that men's chat comments may be more likely to be acknowledged than women's chats by peers. We found evidence of greater performance disparities favoring men than seen previously before the pandemic, but not in all classes. We discuss implications for instructors conducting emergency remote teaching as well as the need for larger studies to test the replicability of our results.
Improving Student Attitudes and Academic Performance in Introductory Biology Using a Project-Based Learning Community
Author: Burks, Tyesha N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Biology,Science Instruction,Introductory Courses,Black Colleges,Models,Curriculum Design,Nonmajors,Graphic Arts,Experiential Learning,Outcomes of Education,Student Projects,Active Learning,Academic Achievement,Intervention,College Freshmen,Minority Group Students,Interdisciplinary Approach,Communities of Practice

Students majoring in non-STEM fields often identify introductory biology courses as irrelevant and overly rigorous. Resistance to enroll in a required general education science course, coupled with negative attitudes toward the subject, can adversely affect the academic performance of students; this can especially be present in students from under-represented minority groups. Therefore, instructors have to intentionally design a curriculum that overcomes these factors as they educate non-major students enrolled in introductory biology. BioArt, a learning community, was formed between introductory biology and introduction to graphic design courses to improve the attitudes and academic performance of students in the biology course at a Historically Black College and University (HBCU). The BioArt model incorporated a common theme, project-based learning, and opportunities for experiential learning. To measure outcomes, traditional examinations, non-traditional assessments, failure/withdraw rates, and student attitudes were evaluated. Using this model, introductory biology became less intimidating, more relevant, and improved academic success among freshman minority students. Thus, the BioArt model can be utilized as an intervention at different institutions of higher learning.
New Online Accommodations Are Not Enough: The Mismatch between Student Needs and Supports Given for Students with Disabilities during the COVID-19 Pandemic
Author: Gin, Logan E.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Barriers,Students with Disabilities,Access to Education,Academic Accommodations (Disabilities),Student Needs,Science Education,Accessibility (for Disabled),Undergraduate Students

The COVID-19 pandemic resulted in nearly all universities transitioning their in-person courses to online instruction. Recent work from our research team conducted in Spring 2020 established that the immediate transition to online learning presented novel challenges for students with disabilities: students were unable to access previously established accommodations and there was a lack of information from Disability Resource Centers (DRCs) about adapting accommodations to online environments. In this study, we aimed to determine the extent to which these issues still were present 1 year later. In Spring 2021, we conducted a survey of 114 students with disabilities who were registered with the DRC and taking online science courses at a public research-intensive institution. We used our previous interviews with students to develop closed- and open-ended questions to assess the extent to which students with disabilities were being properly accommodated in their courses, document any new accommodations they were using, and elicit any recommendations they had for improving their experiences in online science courses. We used logistic regression to analyze the closed-ended data and inductive coding to analyze the open-ended data. We found that more than half of students with disabilities reported not being properly accommodated, and this was more likely to be reported by students who experienced new challenges related to online learning. When students were asked what accommodations they would have wanted, students often described accommodations that were being offered to some students but were not universally implemented. This study summarizes recommendations for making online science learning environments more inclusive for students with disabilities.
Classroom Discourse and Teacher-Student Interactions during the Enactment of Evolution and Human Genetics Units in a Rural High School: A Case Study of a Biology Teacher
Author: Avsar Erumit, Banu
Date: 2023-00-00
Type: Journal Articles
Subjects: Classroom Communication,Teacher Student Relationship,Evolution,Genetics,Biology,Rural Schools,High School Teachers,Grade 10,Science and Society

Teachers often struggle to facilitate open discussions about evolution when they perceive it to be at odds with cultural and religious norms. Little is understood about classroom discourse and teacher-student interactions during the teaching of evolution. This study analyzed classroom discourse and teacher-student exchanges in a 10th-grade biology classroom at a rural high school during the evolution and human genetics units. It also considered contextual factors such as the teacher's acceptance and understanding of evolution and his perspective on the nature of science [NOS]. A microanalysis of classroom discourse showed that lecturing and recitation were the most commonly used discourse patterns. While the intent of the teacher's questions and their impact on students' subsequent responses varied across dialogue patterns, the most frequent objective of the teacher's questions in both units was to assess correctness. The teacher's feedback mostly acknowledges responses, confirms correct answers, and reiterates responses. The teacher displayed a comprehensive understanding of all aspects of NOS. He also demonstrated a strong acceptance of evolution. The questionnaire results and his teaching throughout the unit indicated a high understanding of evolution. This study suggested that teachers with solid acceptance and a well-informed understanding of evolution may still utilize teacher-dominated discourse patterns and ask questions primarily to obtain factual knowledge.
Student Perceptions of Interprofessional Education: Associations with the Major Subject, Previous Education and Work Experience
Author: Karkkola, Petri
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Interprofessional Relationship,Professional Education,Prior Learning,Work Experience,Educational Attainment,Cooperation,Program Design,Program Implementation

Based on previous studies, it was hypothesized that the personal background of students, including previous qualifications and work experience, may be one factor affecting their perceptions of interprofessional education. In a cross-sectional study, the associations between students' (N = 149) gender, major subject, previous degrees, and interprofessional work experience, perceptions of interprofessional education, and appraisal of members of their own profession in interprofessional cooperation were examined. According to the most noteworthy results, having more interprofessional work experience and a previous degree from a university of applied sciences was associated with perceiving interprofessional studies to be more useful. Moreover, having less interprofessional work experience was associated with perceiving members of one's own profession more positively regarding interprofessional cooperation. It is suggested that also these background variables are considered when designing and implementing interprofessional education.
What Predicts Undergraduate Students&apos; Decision to Pursue a Career in Biomedical/Behavioral Research within an Upper-Division Research Training Program? A Study of Trainees&apos; Science Identity and Educational Outcomes
Author: Masunaga, Hiromi
Date: 2023-00-00
Type: Journal Articles
Subjects: Prediction,Undergraduate Students,Career Choice,Science Education,Self Concept,Outcomes of Education,Student Attitudes,Biomedicine,Behavioral Sciences,Minority Group Students,Disproportionate Representation

This study examined how science identity and positive educational outcomes relate to student trainees' decision to pursue a research career in health-related sciences, within the context of a two-year research training program that prepares diverse undergraduate students for a research career. In analyses using the evaluation data, science identity and one of the positive educational outcomes significantly predicted trainees' decision to pursue a research career in biomedical and behavioral sciences. In general, students with stronger science identity and interest in pursuing research in academia exhibited a firmer decision to pursue a research career in sciences. In a separate analysis that examined the associations between the trainees' decision to pursue a health-related research career and their underrepresented minority identities, gender, and disciplinary track, results revealed that: (1) the interaction between trainees' disciplinary track (i.e., biomedical vs. behavioral sciences) and their total number of underrepresented minority status was associated with their decision to pursue a research career, but (2) the gender x disciplinary track interaction was not. Emphasizing the need for supporting diverse undergraduate trainees to solidify their science identity and prepare them for a research career in academia, we discuss implications of our findings for research training programs with similar aims.
The Impact of English Educational Tourism on the Growth of Local Economy: A Systematic Literature Review
Author: Basri, Muhammad
Date: 2023-00-00
Type: Journal Articles
Subjects: Small Businesses,Tourism,English (Second Language),Second Language Learning,Second Language Instruction,Decision Making,Research Reports,Classification,Rural Areas,Economic Development,Empowerment,Local Issues,Income,Entrepreneurship,Transportation,Dining Facilities,Food,Housing,Well Being,Financial Support,Educational Facilities,Taxes

This systematic literature review (SRL) examines the impact of English educational tourism (EET) on the growth of local Small-Medium Enterprises (SMEs). Through a comprehensive search of academic databases and systematic assessment of study quality, a total of 49 studies were selected for inclusion. The studies varied in design, location, and intervention, but all focused on the relationship between English educational tourism and the growth of local SMEs. This SLR focuses on the typology of SMEs in EET, its impact on rural economy and local community empowerment, and SMEs' challenges in growing their businesses. The findings suggest that English educational tourism can have a positive impact on local SMEs and rural communities, including increased revenue, community empowerment, cultural preservation, and poverty reduction. However, it is crucial to ensure that the benefits of EET are distributed fairly and that local communities are actively involved in the decision-making process to maximize positive impacts and mitigate potential negative impacts. Overall, the results suggest that English educational tourism can be a promising strategy for promoting the growth of local economy, but more research is needed to fully understand the conditions under which this impact is most effective. [The page range (304-318) shown on the .pdf is incorrect. The correct page range is 304-319.]
General Education Courses Integrated with Character Development Activities: Effectiveness on the Character Development of University Students
Author: Chao, Yu-Long
Date: 2023-00-00
Type: Journal Articles
Subjects: General Education,Values Education,Learning Activities,College Students,Instructional Effectiveness,Gender Differences,Teaching Methods,Foreign Countries

With a conviction that general education should play a significant role in fostering the positive development of university students' character, several educators integrated various activities that could contribute to such development into general education courses in a technical university in Taiwan. This study surveyed the takers and non-takers of those courses and compared the differences in the scores of eight aspects of character development between the two groups of students. Results revealed that the implemented courses brought up small gains, particularly for male students in the second year, in most of the aspects including &quot;logic and innovation,&quot; &quot;social practices,&quot; &quot;citizenship,&quot; &quot;growth in learning,&quot; and &quot;proactiveness and autonomy.&quot; Female students were found to score significantly higher than male counterparts in all of the aspects and the scores of most aspects exhibited a declining trend with the increasing university years. These results were discussed from the perspectives of the teaching strategies advantageous for character development as well as the mental difference between first-year and third- or fourth-year students.
Educational Practitioners&apos; Attitudes towards Change: Challenges and Opportunities for Implementing the Model &quot;School as a Learning Organisation&quot; in General Education Institutions in Latvia
Author: Lastovska, Agnese
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,General Education,Educational Change,Vocational Education,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Resistance to Change

In contemporary society, constant dynamic change presents a challenge that should be perceived as a determinant factor leading to progress. The aim of this study was to explore the extent to which educational practitioners in general education institutions in Latvia are prepared for change. Additionally, the study seeks to identify the main enabling factors and obstacles in implementing the &quot;School as a Learning Organisation&quot; (SLO) model in general education in Latvia. That was achieved through quantitative data analysis from various perspectives, such as comparing data based on the type and size of educational institutions, as well as the positions and seniority of employees. Research data were collected using a web-based survey designed and maintained through QuestionPro. The final analytic sample comprised 671 respondents from 62 general education institutions in Latvia. The research results revealed that educational practitioners in Latvia, including leading, teaching, and supporting staff from general education institutions, are open to changes, new practices, and innovations. However, there were exceptions influenced by the educational practitioners' seniority and position, institution size, and type. These factors could both positively and negatively predict employees' attitudes towards change. A positive attitude towards change among teaching staff is a crucial element for the successful implementation of educational reforms in Latvia, such as the adoption of the SLO model. To foster a positive organizational culture, school leaders must provide supportive and transformative leadership, which is crucial for employees' positive attitude towards change.
The Influence of Selected Factors on the Lower Secondary School Teachers&apos; Perception of Media Education
Author: Sochorova, Dagmar
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Media Education,Media Literacy,Teaching Methods,Teaching Experience,Educational Benefits

Media education is an educational subject whose parent fields are not firmly defined. It is located at the intersection of subjects like pedagogy, media studies, film science, aesthetics, sociology, psychology and other humanities and social disciplines. The aim of the research was to determine the influence of various factors on the perception of media education among teachers. 600 teachers participated in the research, and the research tool was a self-designed questionnaire. It was divided into several parts, with the media part containing 12 items focused on the perception of education. The multiple regression model was used as the statistical method for the identification of significant factors. Also, Pearson's correlation coefficient and a student t-test were used for the identification of a significant relationship and whether the use of different methods and forms had a significant effect on media education perception. The length of teaching experience, the benefits of media education in the areas of knowledge, abilities and skills, as well as the last variable -- receptive circles, were shown to be significant factors. Higher implementation of media education into the school subjects would be beneficial for every participant of the teaching process.
Grammarly and Grammatical Errors Reduction: A Case for Non-Native English Teachers&apos; Professional Learning
Author: Purnamika Utami, I. G. A. Lokita
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Characteristics,Grammar,Computer Software,Error Correction,Writing (Composition),Comparative Analysis,Foreign Countries,Taxonomy,Faculty Development

Grammar has long been a source of aggravation for anyone learning a second language, not just English language learners, but also non-native English teachers. People can now employ Grammarly to correct their grammar mistakes, owing to the sophistication of modern technology. The debate over whether teachers use Grammarly as part of their professional development is ongoing. The purpose of this study was to identify the grammatical errors made by non-native English teachers when writing narrative texts before and after Grammarly checked them. The participants in this qualitative study were 24 English teachers from the English Teacher Association of Buleleng Regency in Bali, Indonesia. This study employed the surface approach taxonomy to analyze the grammatical errors and interviewed the teachers to elicit factors that contribute to grammatical errors. This study found that the most common type of misformation error, specifically the alternating form error, was found in both Grammarly-corrected and Grammarly-uncorrected texts. Furthermore, intralingual factors were responsible for the majority of errors. The integration of Grammarly into teachers' professional learning is discussed.
Influence of Physical Activity, SES&apos;, Perceived Safety, and Demographic Factors on the GPA of Latinx Students: Results from the High School Longitudinal Study
Author: Weston, Raymond Eric
Date: 2023-00-00
Type: Journal Articles
Subjects: Physical Activity Level,High School Students,Hispanic American Students,Gender Differences,Athletics,Extracurricular Activities,Program Effectiveness,Student Attitudes,Physical Education,Health Education,Grade Point Average,Student Participation

Physical Activity is an important contributor to health, both physical and cognitive. The relationship between physical activity and educational outcomes has been explored in various venues. Little research, however, has interrogated this subject longitudinally, especially for a national sample of Latinx students. To make up that gap, this paper employs data from the High School Longitudinal Study (HSLS), hierarchical regression modeling, and intersectionality theory to study and evaluate the relative impact of Extracurricular Activities, School Attitudes, and impact of demographics on Personal Health and Physical Education Grade Point Average (GPA); the participants were 1,829 Latinx high school students. The High School Longitudinal Study is a nationally representative, longitudinal study of ninth graders followed through their secondary and postsecondary years. Further, we examined the results separately for male and female Latinx students, to achieve a better understanding of physical activity and academic achievement from the female perspective. Our findings reinforce the importance of participating in sports and extracurricular activities in fostering positive educational outcomes for Latinx students, male, and female, nationally. Finally, recommendations are offered to parents, community leaders, teachers, school administrators, and policymakers regarding implementation strategies to optimize the benefits of Physical Activity to Latinx students. [Note: The publication year (2024) shown on the PDF is incorrect. The correct year of publication is 2023.]
A Faculty-Led, Community-Building Program That Enhances Student-Faculty Connections within Biology
Author: Schafer, Jennifer L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Teacher Student Relationship,Student School Relationship,Program Implementation,Liberal Arts,Sense of Community,College Faculty,Student Attitudes,White Students,Blacks,African American Students,Cost Effectiveness,Majors (Students),Undergraduate Students

Connections between students and faculty on campus may influence students' sense of belonging, and a greater sense of belonging has a positive effect on student success. We developed a low-cost, faculty-led program of community-building events and implemented the program in the biology department at a small liberal-arts institution with the goal of improving students' sense of community. Student responses to surveys indicated that the majority of students felt connected to faculty and students in the department; however, Black or African American students initially felt a lower level of connection to faculty than did white students. After implementing our series of community-building events, students surveyed reported high levels of satisfaction with the events. Furthermore, there was a trend toward a higher percentage of Black or African American students than white students reporting that they were more likely to reach out to faculty after participating in the community-building events. Thus, our low-cost program improved connections between students and faculty in the biology department. Collectively, our results suggest that academic departments can implement community-building programs to improve students' sense of belonging.