ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Interactive Reading Aloud on Student Reading Comprehension, Reading Motivation and Reading Fluency
Author: Ceyhan, Sümeyra
Date: 2021-03-00
Type: Journal Articles
Subjects: Interaction,Reading Aloud to Others,Reading Comprehension,Reading Motivation,Reading Fluency,Foreign Countries,Elementary School Students,Grade 2,Measures (Individuals)

This study aimed to examine the effect of interactive reading aloud (IRA) lessons on students' reading comprehension levels, reading motivation, and reading fluency skills. A mixed experimental design was used to model the study. This study was conducted in a Turkish public school in the academic year 2017-2018, with 62 second-grade students, 22 in the first experimental group, 20 in the second experimental group, and 20 in the control group, and it lasted for 11 weeks. The IRA lessons within the research scope were performed by the researcher in one experimental group and by a second-grade teacher who was responsible for the class itself in the other experimental group. Reading Comprehension Rubric, Motivation to Read Profile scale, and Rubric for Reading Prosody were used as the data collection tool. The findings of the study revealed that reading comprehension, reading motivation, and reading fluency levels of the students in the experimental groups were higher than those of the students in the class, where lessons were taught on the basis of the current Turkish lesson curriculum. Furthermore, it was determined that IRA practices improved students' levels of reading comprehension, reading motivation and reading fluency skills, independently of the practitioner.
Development of Teachers&apos; Pedagogical Content Knowledge during Lesson Planning of Socioscientific Issues
Author: Minken, Zachary
Date: 2021-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Lesson Plans,Science and Society,Faculty Development,STEM Education,Science Teachers,Secondary School Teachers,Workshops,Teaching Methods

This case study addresses the pedagogical challenges teachers face in incorporating elements of socioscientific issues (SSI) when planning science and mathematics lessons. In order to effectively plan and teach SSI lessons, teachers must develop pedagogical content knowledge (PCK) specific to unpacking elements of SSI such as identifying an issue that is debatable and relevant to students' lives, employing reflective scientific skepticism, and evaluating multiple perspectives. This study was guided by the following research questions: 1) In what ways, if any, did teachers' knowledge and instructional design of SSI change throughout the intensive series of workshops? 2) What areas of SSI required additional support? To answer our research questions, we analyzed changes in lesson plans from 29 teachers, mostly science and secondary, over the course of three intensive workshops as part of the Integrating STEM in Everyday Life Conference Series. Over the five month period, teachers worked in groups and with mentors to design and implement SSI lessons. Our findings show that teachers demonstrated positive changes in all SSI elements over the course of the workshops. However, deeper analysis reveals that teachers struggled to balance the social and scientific aspects of SSI. Moreover, our analysis suggests that teachers did not focus on the discursive nature of SSI in their lesson plans. Implications of our study include ways in which professional development programs can cultivate teachers' PCK of SSI in order to better support them in planning and implementing SSI lessons.
Prospective Secondary Math Teachers Encountering STEM in a Methods Course: When Math Is More than &quot;Just Math&quot;
Author: Marco-Bujosa, Lisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Teachers,Mathematics Teachers,STEM Education,Methods Courses,Mathematics Education,Learning Experience,Student Attitudes,Teaching Methods,Student Teaching

Education reforms in the United States and abroad have increased efforts to improve student interest and capacity in STEM (science, technology, engineering, and mathematics). Despite these attempts, students still have little opportunity to engage in STEM learning in K-12 education. This qualitative case study was designed to investigate how incorporating STEM into teacher education can promote STEM teaching as well as enhance math instruction. The study took place in the fourth year of an undergraduate teacher education program spanning a secondary math and science Methods course and student teaching. Guided by the framework of sense-making, individual interviews, teaching artifacts, and written reflections for four teachers were analyzed to identify moments of dissonance that pushed participants to reach new understandings about the learning and teaching of math. Findings indicated that learning to teach math through the lens of STEM shifted pre-service teachers' instructional emphasis in two ways: 1) figuring out math vs. learning about math; and 2) teaching math through authentic STEM contexts as opposed to focusing purely on mathematics. However, experiences in student teaching can either enhance or stifle these gains. Findings suggest the role of teacher education in promoting STEM education by shifting prospective teachers' mindsets about mathematics and teaching.
The Oswald-Gentile Model of Instruction: A Holistic Approach
Author: Gentile, Amber
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Design,Access to Education,Teaching Models,Pedagogical Content Knowledge,Technological Literacy,STEM Education,Preservice Teacher Education,Holistic Approach,Cognitive Structures,Interdisciplinary Approach

The purpose of this article is to introduce a comprehensive instructional model that takes into consideration three frameworks for designing instruction (Universal Design for Learning, Understanding by Design, and the 7E Learning Cycle) and incorporates Technological Pedagogical and Content Knowledge and Mindset (attitudes, beliefs, dispositions toward teaching and learning) that serves to advance STEM (Science, Technology, Engineering, and Mathematics) instruction with pre-service teachers. The proposed model will be used in teaching pre-service prek-12 teachers in the following courses: Mathematics Methods, Science Methods, Human Development and Learning Theory, and Classroom Management. It explores how the frameworks, TPaCK, and Mindset can be integrated to form a holistic and interdisciplinary model for designing instruction, particularly in STEM courses. Each framework has a different focus, which is discussed, along with how TPaCK and Mindset can influence how one uses the framework to design instruction. Among these frameworks, there exists a convergence of pedagogy, instructional design, planning, and strategic use of technology that provides an opportunity for a holistic, interdisciplinary approach to designing instruction that serves both teacher and student: teachers in becoming more effective instructors, and students in becoming more effective learners. A brief review of each framework, TPaCK and Mindset is included as well as the description of The Oswald-Gentile Model of Instruction, a holistic approach to designing instruction that takes into consideration both the learner and the teacher.
Understanding Conditions for Teaching Innovation in Postsecondary Education: Development and Validation of the Survey of Climate for Instructional Improvement (SCII)
Author: Walter, Emily M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Higher Education,Test Construction,Test Validity,Educational Environment,Organizational Climate,College Faculty,Intellectual Disciplines,Organizational Culture,Collegiality,Differences,Institutional Characteristics

Adoption of evidence based instructional practices is not widespread in American institutions of higher education. This is due in part to reforms focusing on individual teaching practices rather than conditions for system reform. Since measurement of organizational conditions is critical for widespread change, we developed and validated the Survey of Climate for Instructional Improvement (SCII). SCII has 30 Likert-scale statements, 5 supplementary questions, and 9 demographic items. It is designed to measure five aspects of organizational climate in postsecondary settings: leadership, collegiality, resources, respect for teaching, and organizational support. The goal of this paper is to describe (a) our development process, (b) steps in validation, and (c) patterns in the data from 917 instructors at six institutions of higher education in the United States. Our results indicate that the instrument is reliable and has the potential to differentiate among institutions, disciplines, departments, and other demographic variables. Although the survey is interdisciplinary, we highlight notable organizational climate differences between STEM and non-STEM disciplines. We also identify organizational climate differences for cis-gender women and graduate student instructors, highlighting unique professional support needs for these groups. We expect our findings and the instrument to be useful for campus change leaders, faculty developers, higher education researchers, and discipline-based education researchers.
Applications of Social Media for Promoting Higher Learning Institutions&apos; Activities in Tanzania
Author: Masele, Juma James
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Higher Education,Private Colleges,Institutional Advancement,Phenomenology,Feedback (Response),Marketing,Case Studies,Foreign Countries,Program Descriptions,Institutional Characteristics,State Colleges

This study investigated applications of social media in promotion activities among Higher Learning Institutions (HLIs) in Tanzania. Guided by a phenomenological philosophy, a multi-case study was conducted with four HLIs ranging from public to private offering institutions. The findings revealed that there is still a limited use of social media among the selected HLIs where dominance of traditional media over social media was observed. It was revealed that HLIs social media usage included posting information about college life, upcoming and past events, and publishing new programmes. The social media effectiveness included wider reach, receiving questions, feedback, increasing visibility, turnout of people during events and responses to different posts made. Challenges observed included management, infrastructure, and ability to accommodate the negative impacts. The study urges universities to actively incorporate social media platforms in the traditional marketing platforms to improve the effectiveness of their promotions. Provision of financial and managerial resources is important for ensuring that all units at the universities are active and collaborative in social media use.
Issues-Based STEAM Education: A Case Study in a Hong Kong Secondary School
Author: Chung, Sheng Kuan
Date: 2021-05-12
Type: Journal Articles
Subjects: Art Education,STEM Education,Foreign Countries,High Schools,Social Problems,Art Activities,Units of Study,Social Justice,21st Century Skills,High School Students,Art Products

A curriculum that integrates Science, Technology, Engineering, and Mathematics (called STEM education) has been implemented in K-12 schools in the United States for several years. The purpose of this article is to explore the further integration of issues-based art education into STEM education (hereafter-called issues-based STEAM education) to expand the benefits of STEM education for school children. Adopting issues-based art education into STEM education provides students with a more authentic learning experience because its interdisciplinary pedagogy emphasizes inquiry-based, real-world learning, and critical thinking. In this article, we discuss the recent educational movement from STEM to STEAM, followed by an introduction to issues-based STEAM education. We then provide a relevant lesson implemented in a Hong Kong high school to shed light on the significance of issues-based STEAM education and as rationale for the importance of issues-based STEAM education that engages art students by exploring social issues.
Learning Bryophyta: Improving Students&apos; Scientific Literacy through Problem-Based Learning
Author: Nainggolan, Vitri Anugrah
Date: 2021-03-00
Type: Journal Articles
Subjects: Plants (Botany),Scientific Literacy,Science Instruction,Instructional Effectiveness,Problem Based Learning,Concept Formation,Scientific Concepts,Classification,Action Research,High School Students,Grade 10,Foreign Countries

Regarding 21st-century learning, scientific literacy is an important competency which must be owned by students. Nevertheless, scientific literacy of Indonesian students has been recognized in low level. This study aimed to describe students' scientific literacy in Bryophyta topic using problem-based learning. This Classroom Action Research (CAR) used the Kemis &amp; Mc.Taggart research design. This study involved 30 students of X graders in Kristen Satya Wacana Senior High School. Students' scientific literacy was measured using a test which comprised of 15 MCQs and 5 essay questions. The data obtained was analyzed using N-gain score. The results indicated that students' scientific literacy was improved from cycle 1 (45.20) to cycle 2 (65.59) as they learnt about Bryophyta. The use of PBL in learning Bryophyta accommodates students' activities to promote their scientific literacy. Scientific activities in PBL strongly support the development of students' scientific literacy.
Instructors&apos; Perspectives, Motivational Factors and Competence in the Use of an E-Learning System in a Tanzanian University
Author: Almas, Mustapha
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Electronic Learning,Higher Education,College Faculty,Teacher Attitudes,Teacher Motivation,Technological Literacy,Teacher Competencies,Teaching Methods,Teacher Characteristics

The adoption, deployment, and implementation of e-learning systems in higher learning institutions in Tanzania receive notable recognition as innovative, efficient and effective teaching and learning platforms. This study investigated instructors' perspectives, motivational factors, and competence in the use of an e-learning system at Mzumbe University in Tanzania. A quantitative research design was used with a survey questionnaire to collect data from forty-two instructors at the Mzumbe University. The results indicate that the instructors had positive perspectives on the use of the e-learning system. The results further show that the Mzumbe University e-learning system is mainly used for the provision of teaching notes, assessments and feedback, course outlines, and for grading students' work online. The findings also show various instructors' motives for their engagement in e-learning: beliefs in the power of e-learning, personal interests, nature of the course, and technological convenience in using e-learning systems to enhance students' learning. Moreover, findings reveal that instructors had average competence in designing and implementing e-based teaching and learning activities. The study enlightens e-learning champions, e-learning instructors, and higher learning institutions aspiring to implement e-learning systems, as well as provides guidelines related to the use of e-learning systems. The study findings will be useful for those interested in improving the use of the e-learning system in higher learning institutions in Tanzania.
Smart Apps Creator 3 to Improve Student Learning Outcomes during the Pandemic of COVID-19
Author: Khoirudin, Rori
Date: 2021-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Junior High School Students,School Closing,Foreign Countries,Telecommunications,Handheld Devices,Grade 8,Computer Oriented Programs,Science Instruction,Problem Based Learning

Due to the COVID-19 pandemic, learning activities have encountered obstacles. One of the impacts was the low learning outcomes achieved by students. The purpose of this study was to improve the learning outcomes of junior high school students during the physical distancing period by implementing problem-based learning through Smart Apps Creator 3. This Classroom Action Research (CAR) used Smart Apps Creator 3 as the platform during learning activities of junior high school students. The research subjects were junior high school students (VIII graders of SMP Negeri 8 Surakarta) with a total number of students was 32 which consisted of 16 males and 16 females. The results showed that the application of Smart Apps Creator 3 has improved students' learning outcomes. It has been proven that the average test score increased from 73.43 (pre-cycle) to 85.56 (cycle II). Moreover, the N gain score obtained was 0.45 (categorized as sufficient). In addition, the percentages of classical learning completeness were 59.37% (pre-cycle) and 93.75% (cycle II). Thus, the Smart Apps Creator 3 can improve student learning outcomes.
Organizing the Organizational Communication Course: Content and Pedagogical Recommendations
Author: Riforgiate, Sarah E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Organizational Communication,Course Content,College Instruction,Undergraduate Study,Active Learning,Assignments

Organizational communication extends beyond communication that takes place in an organizational context to the ways communication is used to organize and facilitate activity. This article is designed to enhance organizational communication pedagogy practices by highlighting foundational concepts and content areas that should be included in undergraduate organizational communication courses. Additionally, four active learning assignments, including case studies, applied organizational communication theory papers, organizational audits, and media assignments, are described to enhance student engagement with class material and to assess student learning. Finally, the article includes common issues to help educators anticipate concerns and plan effective classroom strategies.
Teachers&apos; Opinion about Learning Continuum in Evolution Based on the Material Complexity Level
Author: Faridah, Hani'
Date: 2021-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Science Instruction,Evolution,Biology,Instructional Materials,High School Teachers,Difficulty Level,Course Content,Junior High School Teachers,Science Teachers,Foreign Countries

Evolution is one of biology topics which covers a wide range of material taught across education levels. Unfortunately, the material has not been arranged according to its complexity level and students' development. This study aimed to collect teachers' opinions about the learning continuum of evolution material based on its complexity level. This descriptive research was conducted in Bantul and Yogyakarta Cities by distributing questionnaires. As many as 68 junior high school (JHS) teachers and 43 senior high schools (SHS) teachers were selected through convenience sampling. The data gained was analyzed using descriptive statistics to determine the mode of practitioner opinion. The results showed that the JHS teachers thought that evolutionary material had a complexity level of 3 (quite complex) to level 5 (very complicated) that could be taught in class VII &amp; IX as well as at higher level (XII SHS). Furthermore, the SHS teachers argued that the evolution material from level 3 (quite complex) to level 4 (complex) could be taught in XII class. Further research needs to be carried out using more complete instruments with more detailed indicators.
Software Preference for Online Learning of Science and Biology Teachers under COVID-19 Pandemic
Author: Khaleyla, Firas
Date: 2021-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Educational Technology,Technology Uses in Education,High School Teachers,Computer Software,Biology,Science Teachers,Preferences,School Closing,Science Instruction,Secondary School Science,Foreign Countries,Teleconferencing,Integrated Learning Systems,Computer Assisted Testing

As measure against the rapid spreading of coronavirus disease 2019 (COVID-19) which now has reached global level, Indonesian government established Large-scale Social Distancing (LsSD). As consequence, learning method used in junior and senior high school is substituted from face-to-face learning in class to online distance learning, including for science and biology. This study was conducted to know software preference used by science and biology junior and senior high school teachers for online learning during LsSD measure. A total of 189 science and biology junior and senior high school teachers from various area had given their response via questionnaire. Data was analyzed using quantitative descriptive method. About 57% respondents had never manage online learning before COVID-19 pandemic while the remaining 43% had experience in managing one before, however almost all managed online learning. Non-paid software used the most (81%) among respondents to manage online science/biology learning. Software types used were social networking (64%) especially WhatsApp, learning management system (LMS) (51%) especially Google Classroom, teleconference applications (12%), and assessment software outside of LMSs (15%). Software chosen were mostly non-paid, easily accessed by all people, already familiar among Indonesian, and its interface were easily mastered.
Unintentional Reverse Transfer from L2 (English) to L1 (Spanish) in Tertiary Levels
Author: Luque Agulló, Gloria
Date: 2020-00-00
Type: Journal Articles
Subjects: Transfer of Training,English (Second Language),Second Language Learning,Native Language,Teaching Methods,Bilingual Education,College Students,Language Proficiency,Outcomes of Education,Video Technology,Oral Language,Language Usage,Task Analysis,Foreign Countries

This study attempts to reveal whether there is unintentional reverse transfer L2[right arrow]L1 (English-Spanish) in the oral L1 production of university learners in formal contexts. The languages used by learners influence each other, and this transfer may occur from the first to the second language (&quot;direct transfer&quot;), or from the second to the first (&quot;reverse transfer&quot;), the focus of this work. Thus, an exploratory study was implemented with two groups of participants with different L2 proficiency levels. They had to retell, using their L1, a soundless video. Their production was recorded, transcribed and examined. Consistent with other studies, results suggest unintentional reverse transfer occurs more frequently when there is a lower level of L2 competence, or, alternatively, its effects have a more evident negative outcome for these learners. Pedagogically speaking, being able to identify successful reverse transfer strategies with a positive outcome may have important implications for bilingual educational contexts.