ethanporcaro/eric-fulltext-meta huggingface dataset:
Enacting Number Talks in a Simulated Classroom Environment: What Do Preservice Teachers Notice about Students?
Author: Woods, Dawn M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Simulated Environment,Classroom Environment,Preservice Teachers,Elementary Education,Mathematics Instruction,Discussion (Teaching Technique),Thinking Skills,Skill Development,Problem Solving,Observation,Reflective Teaching,Expertise

Number talks are short mathematical discussions offering sensemaking opportunities for students. Aside from bolstering students' mathematical learning, this instructional routine may also support preservice teachers (PSTs) in investigating how to facilitate discussion-focused instruction. In this study, PSTs engage in a learning cycle to explore, plan and rehearse two separate number talks during human-in-the-loop simulations, and then reflect on these experiences. During the first simulation, PSTs focus on understanding the routine's components while positioning avatar-students as sensemakers as they elicit their participation. In the second simulation, PSTs build their instructional skills as they record representations of students' mathematical thinking, probe students' thinking in order to make mathematics visible, as well as notice missed opportunities to support students' mathematical reasoning during reflections of their experiences. Implications of this study suggest that simulations, when embedded within a cycle of enactment and reflection, support PSTs in developing professional noticing skills.
Engaging Undergraduates in Co-Curricular Community-Based Research: Strategies for Success
Author: Williams, Monica
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Extracurricular Activities,Student Research,Research Projects,Program Implementation,Educational Benefits,Service Learning,Universities,School Business Relationship,Ownership,Planning,Program Design,Research Skills,Skill Development

This paper uses a case study of a co-curricular community-based research (CbR) program for undergraduates at a regional comprehensive university to identify five strategies to success in implementing such a program: prior planning, appropriate projects, student ownership, program structure, and teaching students to find resources. We address the strengths and limitations of CbR programs, provide recommendations for community engagement through research, and address opportunities and challenges of CbR programs for involving students in their communities.
Flipped Classroom on Fifth Grades&apos; 21st Century Skills and Scientific Epistemological Beliefs
Author: Murat, Merve
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Elementary School Students,Grade 5,21st Century Skills,Science Process Skills,Scientific Attitudes,Epistemology,Beliefs,Rural Schools,Foreign Countries,Scores,Experimental Groups,Control Groups,Pretests Posttests,Attitude Change,Likert Scales

The aim of this study was to determine the effect of flipped classroom model on fifth grade students' 21st century skills and scientific epistemological beliefs. The sample of the study was consisted of 54 fifth grade students from a rural elementary school in Turkey. Quasi-experimental design with pre-test and posttest control group was used. As a data collection tool, &quot;Scientific Epistemological Beliefs Scale&quot; and &quot;21st Century Learning Skills Scale&quot; was used. For data analysis, independent t-test and dependent t-test were used. As a result of the study it was found that; at the beginning, there was no significant difference between the experimental and control group students' pre-test scientific epistemological beliefs. After the implementation, there was no significant difference between the experimental and control group students' posttest scientific epistemological beliefs mean scores. In addition, at the beginning of the study, there was no significant difference was found between experimental and control group students' 21st century skills. After the implementation, there was no significant difference was found between experimental and control group students' 21st century skills after the implementation.
Maximizing Scalability in Literacy Game App Design for Minority Languages
Author: Hemphill, Christy
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Minorities,Computer Software,Computer Games,Teaching Methods,Literacy Education,Programming,Second Language Learning,Second Language Instruction,American Indian Languages,Foreign Countries,Native Language Instruction,Case Studies

Minority language communities lack access to educational technology that facilitates literacy skill building. The approach currently taken by most educational game app developers privileges widely spoken languages and often requires intensive resource investment. In response, a new game app was designed to provide easily localized, pedagogically appropriate games for literacy skill building. Scalability to multiple minority languages was possible through a programming design based on language packs that could be compiled by local implementation teams without specialized technical skills and without significant resource investment. We describe the scalability issues encountered when localizing the app for the initial ten minority language pilot groups and how a language-neutral app design that relies on language packs to specify language-specific content and parameters can adequately address these issues. When it comes to meeting the demands of growing education technology markets in underserved Indigenous and minority communities, localizing an app initially designed for maximum scalability is more feasible than investing significant resources converting apps custom designed for one language into new languages.
Mobile Technology Pedagogy: Improved Student Engagement for Improved Self-Assessment
Author: Paul, Mary W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Academic Achievement,Freshman Composition,Essays,Scores,Instructional Effectiveness,College Freshmen,Writing Assignments

There is minimal research which makes the connection between mobile technology and improved student achievement. This study addressed the gap in the literature and considered the dynamic and fluid engagement mobile technology brings to the teaching and learning environment to improve student essay scores in the composition classroom. Freshman composition essay scores were collected over the course of five semesters: two semesters where the instructor did not teach with mobile application technology, and three semesters after adoption of mobile technology. There was a statistically significant difference in mean writing project scores, with the mobile technology curriculum producing higher mean scores for all three writing projects. The purpose of this study was to expand current research to consider the effects of student achievement when using mobile application technology, and to inform current pedagogical practices across all disciplines.
One-on-One Technology Mentoring for In-Service Teachers: The Experiences of Future ICT Coordinators
Author: Top, Ercan
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Mentors,Inservice Teacher Education,Educational Technology,Technology Uses in Education,Barriers,Program Effectiveness,Technological Literacy,Coordinators,Teacher Competencies,Foreign Countries

With the increasing demands of technology integration by the institutions, educators felt the need to develop themselves professionally. In this study, as a way of professional development, we focused on one-on-one technology mentoring for in-service teachers because the experiences of mentors would shed light on professional development programs in the context of both mentors' progress and mentoring in-service teachers. Mentors for teachers were assigned to facilitate teachers' ICT usage and ICT integration skills. The mentorship implementation lasted two semesters with 42 mentors' participation. The determination of the content of the mentoring process was completely based on the needs and interests of the teachers. After the implementation, the perceptions and experiences of the mentors were asked and coded through content analysis. According to the analysis, the responses of the mentors were grouped into five main categories; (a) affordances of the technology mentoring process, (b) the contribution of the project to the teachers, (c) the contribution of the project to the mentors, (d) the challenges experienced by the mentors, and (e) the weaknesses of and the suggestions for the mentoring process. The findings of this study indicated that future ICT coordinators believed that one-on-one technology mentoring in real school settings is an effective way not only for training in-service teachers but also for creating awareness of being an ICT coordinator and developing ICT mentoring skills.
Impact of Service Learning on Personal, Social, and Academic Development of Community Nutrition Students
Author: Gupta, Kritika
Date: 2021-00-00
Type: Journal Articles
Subjects: Service Learning,Program Effectiveness,Student Development,Student Attitudes,Reflection,Student Journals,Undergraduate Students,Nutrition Instruction,Public Health,School Community Relationship,Public Colleges

Service learning connects theoretical knowledge to community settings. Reflective journals were used to document student service-learning experiences in a Community Nutrition course component. Reflective journal data obtained from students (n=137) during different semesters were analyzed qualitatively. The service-learning partners included Nutrition Education, Food Provision, and Local Food sites. Positive impacts were noted on personal, social, and academic development of students for all sites. Service-learning assignments can impart transferrable skills and enhance student development.
The Annual Physical Therapy Visit: Opportunities for Service Learning in Professional Education
Author: Tapley, Howell
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Therapy,Allied Health Personnel,Older Adults,Allied Health Occupations Education,Service Learning,Aging (Individuals),Wellness,Experiential Learning,Program Effectiveness,Doctoral Students,Screening Tests

The American Physical Therapy Association promotes the Annual Physical Therapy Visit. Similar to an older adult who may see his/her medical provider annually, it is recommended that the aging adult see a physical therapist who will perform screening tests for strength, endurance, flexibility, balance, and gait. Early detection of physical decline in aging may result in referral for physical therapy, wellness programming, or medical care. Community members and students experience mutual benefits.
The Bibliometric Analysis of Studies on Distance Education
Author: Hebebci, Mustafa Tevfik
Date: 2021-00-00
Type: Journal Articles
Subjects: Bibliometrics,Distance Education,COVID-19,Pandemics,Content Analysis,Electronic Learning,Citation Analysis

This research determines the trends of academic articles on distance education in the COVID-19 epidemic and provides a roadmap for possible future studies on this topic. In this context, bibliometric and content analysis methods were used. Research data were collected through the Web of Science (WOS) database. As a result of the filtering process on WOS, 767 scientific articles were included in the research. In the data analysis process, the articles were reviewed in terms of the year, country, journal, publication language, citation, co-authorship, cooccurrence, and co-citation. Research results indicate that the articles were published between 2020 and 2021 and generally in English. &quot;Journal of Chemical Education&quot; is the journal with the most publications and the most cited and co-cited journals. The USA draws attention as the country that publishes the most, has the most citations, and cooperates the most. The most cited article was conducted by Chick et al. According to the co-occurrence analysis, it is seen that the terms &quot;COVID-19&quot; and &quot;distance learning&quot; are frequently used by the authors. The findings were discussed within the framework of the literature, and other studies and suggestions were made.
The Exhibit and Beyond: Attendees, Collaborating Organizations, and Decision Makers Responding to a Photovoice Project
Author: DiEnno, Cara
Date: 2021-00-00
Type: Journal Articles
Subjects: Photography,Social Action,Exhibits,Decision Making,Consciousness Raising,Citizen Participation,Transportation,Partnerships in Education,Government School Relationship,Universities,Urban Areas,City Government,Urban Planning

Photovoice aims to impact those who view photographs and stories in culminating exhibits. This multi-phase research project, completed in partnership with city government and community partners, explored photovoice impacts on exhibit attendees, collaborating organizations, and decision-makers. Results show increased levels of awareness, concern, and willingness to take action among exhibit attendees. Additionally, collaborating organizations and decision-makers saw the power of &quot;thicker&quot; public engagement processes, like photovoice, to provide useful data to aid decision-making.
The Effect of Digital Storytelling Method on Learning and Study Strategies
Author: Göçen Kabaran, Güler
Date: 2021-00-00
Type: Journal Articles
Subjects: Story Telling,Learning Strategies,Comparative Analysis,Pretests Posttests,Anxiety,Study Habits,Computer Software,Computer Assisted Instruction,Teaching Methods,Teacher Education Programs,Foreign Countries,Measures (Individuals),Study Skills,Student Attitudes,Material Development

The general aim of this study is to determine the effects of teaching method based on digital storytelling on students' learning and study strategies. In this study, as one of the true experimental models, pre-test/post-test control group experimental design was used via detachedly selected experiment and control groups. In the study, a teaching method based on digital storytelling was applied for the participant students in experiment group on the other side, the teaching technique based on PowerPoint Presentation was used in control group. According to the results of the data that was analyzed for this study, it was determined that there was a positive effect of digital storytelling on learning and study strategies. It was clarified in this study that digital storytelling succeeded more points on dimensions namely attitude, anxiety, concentration, selecting main ideas and test strategies under the main concept of learning and study strategies than the teaching technique based on PowerPoint Presentations.
Peer Aggression and Sexual Harassment among Young Adolescents in a School Context: A Comparative Study between Finland and Turkey
Author: Ulubas-Varpula, Isik Zeliha
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Aggression,Sexual Harassment,Early Adolescents,Gender Differences,Victims,Peer Relationship,Cross Cultural Studies,Secondary School Students

The study investigates peer aggression and sexual harassment among young adolescents in Finland and Turkey. Sex differences and the interaction effect between country of residence and sex are also examined. A questionnaire was completed by 1,747 adolescents (1, 268 from Finland, 479 from Turkey, M[subscript age] = 14.1). Six different forms of aggression (physical, verbal, indirect, cyber, verbal sexual harassment, physical sexual harassment) were examined. More adolescents from Turkey, and more boys, were found to be involved in aggression as both victims and perpetrators compared to adolescents from Finland and girls. The interaction effect was significant between country of residence and sex with being a boy from Turkey was related to having the highest involvement in cyber aggression, verbal sexual harassment, and physical sexual harassment, as both victim and perpetrator. Regarding victimization from indirect aggression, girls from Finland scored higher than Turkish girls, while boys from Turkey scored higher than Finnish boys.
The Importance of Personality and Self-Efficacy for Stress Management in Higher Education
Author: Galindo-Domínguez, Hector
Date: 2021-10-00
Type: Journal Articles
Subjects: Personality,Self Efficacy,Stress Management,College Students,Personality Traits

The psychological implications of stress have become an issue of concern for university students around the world over the past decade. It is thought that the perception of stress varies depending on students' personality traits and their beliefs about being able to manage their academic life. To investigate this further, a study was conducted with a sample of 200 university students. The main findings of this study were: (1) All of the Big Five Model of personality traits significantly contribute to developing positive academic self-efficacy, with some of these being moderated by gender. Self-efficacy is characterised by agreeableness, conscientiousness, extraversion, emotionally stability and openness to experience. (2) People with high academic self-efficacy are able to take advantage of eustress and manage distress better than people with low academic self-efficacy. (3) There are some personality traits that contribute to distress and eustress. Specifically, people who are introverted and have low emotional stability and low openness to experience tend to suffer from distress more than people who do not have these traits. In contrast, conscientious people tend to experience eustress more than people without these characteristics. All these traits were mediated by self-efficacy, and in some cases were moderated by gender.
An Action Research Study on the Development of Object-Oriented Programming Course
Author: Yildirim, Osman
Date: 2021-00-00
Type: Journal Articles
Subjects: Action Research,Programming,Computer Science Education,Computer Software,Scoring,Computer Games,Teaching Methods,Student Motivation,Student Attitudes,Course Descriptions,Majors (Students),Diaries,Researchers,Vocational Education,Achievement Tests,Instructional Effectiveness,Foreign Countries,Anxiety,Likert Scales,Self Efficacy,Course Content,Postsecondary Education

Computer games are effective instructional tools used in programming courses to increase students' motivation and engagement. This participatory action research aims to redesign the Object-Oriented Programming course in which the first author is both the instructor and researcher to make it more effective and efficient. In the first step of the action research, data were collected for the definition and solution of the problem through questionnaires and semistructured interviews. After this step, an action plan was created, and the ObjectOriented Programming course was redesigned as part of the action plan. In line with the objectives of the action plan, The Karting Microgame Template, a game prototype prepared by Unity 3D, was integrated into the course, and students were expected to add various game components (bonus collection system, a scoring system, collision mechanisms, etc.) to this game prototype using C # programming language. After the action plan creation phase, an action plan was implemented. The implementation phase was conducted in the 2019-2020 spring semester with 29 post-secondary students enrolling in Computer Technology Department at a vocational college in Turkey. After the implementation phase, data were collected through the Object-Oriented Programming achievement test, student and researcher diaries, and focus group interviews on measuring this implementation's effectiveness. This paper describes the difficulties encountered during the study, the students' views on this implementation, and the researchers' experiences in this process.
Promoting Equitable College Access and Success: Exploring Critical Frameworks in School Counselor Training
Author: van Mastrigt, Heidi
Date: 2021-10-00
Type: Journal Articles
Subjects: Access to Education,Higher Education,School Counselors,Counselor Attitudes,Counselor Training,Critical Theory,Race,Culturally Relevant Education,Social Justice,Theory Practice Relationship,Academic Achievement,Elementary Secondary Education

This qualitative study employs a phenomenological research approach that examines the school counselor's experiences and training. The purpose of this study is to explore if school counselors received training in critical race theory (CRT), culturally sustaining pedagogies (CSP), and social justice (SJ), and if they implement these theories in practice. Semi-structured interviews were used with eleven practicing school counselors. Thematic content analysis was used with a critical discourse lens to identify explicit and implicit themes within the data. The results indicate a lack of training in critical race theory (CRT), culturally sustaining pedagogies (CSP), and social justice. While some participants had knowledge of social justice theory, most were unsure how to move theory to practice. These results allude to a call for action within school counselor education. School counselors should be trained how to translate the theories of CRT, CSP, and social justice to practice. This can provide a deeper understanding of the systemic factors that affect college access and success.
Black Male Collegiate Athletes&apos; Perceptions of Their Career and Academic Preparation: A Mixed Methods Study
Author: Curry, Jennifer R.
Date: 2021-10-00
Type: Journal Articles
Subjects: African American Students,Males,Student Athletes,Student Attitudes,Career Readiness,College Readiness,High School Students,Student Development,School Counseling,College Students

We employed a mixed methods approach with sequential explanatory design (Creswell &amp; Plano Clark, 2017) and a Social Capital Theory framework (Bourdieu, 1977) to investigate three research questions: (1) In what ways were participants' career and college readiness capital developed during high school? (2) How do participants view their academic and career growth and development prior to and after coming to college? (3) Who provided career and college development to participants in this study prior to their college entrance? Results revealed potential reasons why disparities existed between Black and White participants beginning in K-12 and continuing through college. Implications for anti-racist school counseling are given.
Advising Black Students and Anti-Oppressive Frameworks: A Systematic Review of College Access and College Counseling Literature
Author: Tevis, Tenisha L.
Date: 2021-10-00
Type: Journal Articles
Subjects: College Students,African American Students,Academic Advising,Admissions Counseling,College Admission,Access to Education,Barriers,Disproportionate Representation,Racial Bias,Social Justice

It is well known that Black students have higher expectations for attending college than their White and non-White peers, yet consistently lag behind in degree attainment. It is important then that practitioners use differentiated approaches with and researchers offer disaggregated analyses of historically underrepresented racial/ethnic minoritized populations in the college advising process. Doing so could reveal systemic barriers to achievement and advancement that are specific, in this instance, to Black students. Since the role and practice of college advising is (or at least should be) informed by the extant literature, then a systematic review is an ideal avenue for scholarly inquiry, paying particular attention to how prior literature utilized anti-oppressive frameworks. This method allowed us to map current knowledge and strategies, as well as identify conceptual, methodological, and interpretive gaps in the current literature. Across our analysis, our findings reveal there is more work to be done, particularly focusing on representation, disaggregation, and application.