ethanporcaro/eric-fulltext-meta huggingface dataset:
K-12 Engineering Outreach: Design Decisions, Rationales, and Applications
Author: Ozogul, Gamze
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering Education,Kindergarten,Elementary Secondary Education,Computer Assisted Instruction,Design,Teaching Methods,Outreach Programs,Program Descriptions,Barriers,Teamwork,Specialists,Instructional Design,Program Evaluation,Educational Psychology,Engineering,Computer Software,Computer Graphics,Laptop Computers

Even though engineering outreach to K-12 schools initially seemed to be a simple undertaking, it proved to require complex design solutions related to a variety of issues. The purpose of this design case is to tell the story of our National Science Foundation (NSF) supported engineering outreach project, that took place between the years of 2007-2013. The design problem of this project started with the issue of how to design the engineering instruction, what to provide within the K-12 instruction, how to conduct the outreach, and how to overcome physical limitations of school sites. This design case captures the design process, context, various designs of the computer-mediated learning platform, and the rationales for design iterations. We also describe how the design team, which included experts in instructional design, electrical engineering, and educational psychology, as well as carpenters, teachers, and graphic designers, worked together to accomplish an outreach project that reached over 3,600 K-12 students. In addition to the design processes, we also report the major findings from our evaluation studies of the instructional modules delivered to K-12 students, and how we used these results to iterate and refine our module designs.
Parental and Special Education Teachers&apos; Influence on Psychological Adjustment of Pupils with Learning Disabilities in Inclusive Primary Schools in Kenya
Author: Obare, Cornilla Wanja
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Students with Disabilities,Learning Disabilities,Parent Child Relationship,Psychological Patterns,Teacher Student Relationship,Correlation,Inclusion,Elementary Schools,Special Education Teachers,Parent Influence,Teacher Influence,Student Behavior,Elementary School Students

Learning disabilities (LDs) encompass a very extensive range of academic problems which can give rise to social and psychological problems. Apart from experiencing academic problems, pupils with LDs experience strong feelings of frustrations, sadness and shame as a result of repeated failure and this can lead to psychological difficulties. These psychological problems are experienced at home and at school and if not addressed, they add to the burden of the condition and could find their way into adulthood. The study was guided by the following objectives: to determine the influence of parent child relationships on pupils' psychological adjustment and to examine the influence of teacher pupil relationships on psychological adjustment of pupils with LDs. Mixed methods research design was used. Saturated and purposive sampling techniques were used to select participants. The sample size was 116 which comprised of 96 pupils, 10 parents and 10 special education teachers. Questionnaires and interview schedules were used as data collection instruments. Parent child relationships were found to be positively correlated with psychological adjustment with a Pearson's R-value of 00.375** with parents explaining 14.1% of the relationship. Teacher pupil relationships were found to have influence on psychological adjustment of pupils with LDs with a Pearson's R-value of 0.571** with teachers explaining 32.6 % of the relationship.
Makerspace Classrooms: Where Technology Intersects with Problem, Project, and Place-Based Design in Classroom Curriculum
Author: McKay, Christian
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Integration,Shared Resources and Services,Educational Technology,Curriculum Design,Affordances

In considering the integration of technology in the classroom it is necessary to factor in the ways in which teachers design for their use. Makerspaces and their use of digitally-based rapid prototyping tools such as laser cutters and 3D printers are serving as new models for technology integration in learning environments. While there has been some research on the educational affordances of such technologies little research has been done to understand their use in the traditional classroom environment by teachers. This paper explores the design of curricular and instructional activities by two teachers who have been re-designing their class into a makerspace-oriented classroom.
The Invention Coach: Integrating Data and Theory in the Design of an Exploratory Learning Environment
Author: Marks, Jenna
Date: 2016-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Constructivism (Learning),Mathematics Instruction,Scaffolding (Teaching Technique),Instructional Design,Discovery Learning,Mathematical Formulas,Educational Technology,Computer Software,Middle School Mathematics

This design case describes the development of the Invention Coach, an intelligent exploratory learning environment (ELE) for the constructivist activity of Invention. The Invention Coach scaffolds students as they invent mathematical formulas to describe contrasting cases. In this paper, we detail our process and rationale for three key design decisions made with the goal of providing optimal guidance for Invention: (a) engaging in systematic analysis of teachers guiding students as a starting point for development; (b) developing a style of guidance that problematizes students' work through constraints, contrasts, and prompts for explanation; and (c) structuring the space through a nonlinear, modular set of activities focused on problem subgoals. We revisit the age-old assistance dilemma, discussing the unique difficulties of designing guidance and support in a computer environment for exploratory learning. Throughout, we discuss the tensions between providing adequate guidance and encouraging student exploration. We end by considering the trade-offs and unforeseen challenges that have come out of our design.
Critical Design Decisions for Successful Model-Based Inquiry in Science Classrooms
Author: Rinehart, Ronald W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Decision Making,Science Education,Educational Change,Standards,Kindergarten,Elementary Secondary Education,Persuasive Discourse,Teaching Methods,Evidence Based Practice,Scientific Research,Instructional Materials,Learner Engagement,Instructional Design,Learning Activities,College School Cooperation,Inquiry,Active Learning,Guidelines,Units of Study

Current science education reforms and the new standards (Next Generation Science Standards [NGSS], 2013) advocate that K-12 students gain proficiency in the knowledge-generating practices of scientists. These practices include argumentation, modeling, and coordinating evidence with theories and models. Practice-based instruction is very different from traditional methods. Creating practice-rich instructional materials presents substantive challenges even for experienced educational designers because of the unlimited choice of potential phenomena to study and the inherent difficulties of developing the associated models and evidence. In this design case we will discuss some of the affordances, constraints and tradeoffs associated with making decisions about four key design principles of engaging students with evidence-based scientific modeling. The first set of decisions involves identifying the focus phenomenon. The second set of decisions regards how to represent the focus phenomenon as an explanatory scientific model and how to design for student engagement with modeling. The third set of decisions involves selecting and developing the evidence students will use to evaluate models. The final set of design decisions pertains to developing supporting activities that foster disciplinary engagement (Engle &amp; Conant, 2002) during modeling. We developed a variety of approaches that address these four design challenges and present them in the context of a unit we developed for a middle school life science course focusing on genetics and inheritance. This design case illustrates how a group of designers, including university researchers, teachers, and school administrators, arrived at collective design decisions bearing on these four problems.
Designing for Consistent Implementation of a 5th Grade Digital Math Curriculum
Author: Roschelle, Jeremy
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Design,Curriculum Design,Curriculum Implementation,Mathematics Curriculum,Elementary School Mathematics,Electronic Learning,Elementary School Students,Grade 5,Core Curriculum,Mathematics Instruction,Intelligent Tutoring Systems

Reasoning Mind products are used by over 100,000 students a year and have shown positive outcomes. In this design case we focus on implementation: how Reasoning Mind's approach evolved to tackle the challenge of achieving consistently high-quality implementations with many different schools, teachers, and students. Key insights include the definition of the Implementation Coordinator role and how that role is managed, the design and requirement of specific tools to support the implementation improvement process, and how Reasoning Mind's understanding of its organizational values in relationship to its approach to implementation evolved over time. Based on a study in which 23 schools in West Virginia are newly adopting Reasoning Mind, we also reflect on how the design insights are playing out in a large-scale implementation. [For the corresponding grantee submission, see ED591241.]
The Role of Low-Cost Private Secondary Schools in Rural Kenya under the &apos;Free Secondary Education Policy&apos;
Author: Ogawa, Miku
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,Secondary Schools,School Role,Educational Policy,Barriers,Income,Educational Finance,Enrollment,Educational Quality,Boarding Schools,School Choice,Fees,Teaching Conditions,Teacher Competencies,Resources,Costs,Class Size,Small Classes

This study aims to understand the role of private secondary schools in rural Kenya under the Free Secondary Education Policy. Data were collected from four private schools over two months in 2018 and 2019. All the schools had experienced instability due to low enrolment, particularly after the policy was implemented in 2018. The decline in the schools' income also affected the quality of education. However, the results suggest that some students prefer to complete their education at private schools as low-expense-boarders or as beneficiaries of fee discounts. Other students choose private schools to avoid overcrowded classrooms and travel far, especially when excluded from public schools. This study argues that despite limited learning resources, private secondary schools in rural Kenya have an important place in the public education system outside of the academic pyramid of public schools.
Agricultural Students&apos; Knowledge of Photosynthesis and the Contextual Factors That Influence It
Author: Gobec, Katja
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Knowledge Level,Botany,Science Education,Foreign Countries,Secondary School Students,Academic Achievement

This research aimed to assess the knowledge of photosynthesis among students in agricultural education and understand the influence of the contextual factors on it. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. The research sample consisted of 330 students in agricultural education in Slovenia. Data were collected with a knowledge test and a contextual questionnaire. Better knowledge of photosynthesis was positively related with higher awareness of the importance of biology as a science and of photosynthesis. There was no significant relation between the knowledge of photosynthesis and positive attitudes toward biology lessons. The average achievement on the knowledge test of photosynthesis was 56%: the highest on the item about energy and the lowest on the item about the primary purpose of photosynthesis. Between these two achievements was the knowledge of reactants and products in photosynthesis, and the knowledge concerning chlorophyll. Considering these results, improvements should be made in teaching. For this population, more experimental and less theory-based lessons were suggested. The findings could benefit biology and science teachers in agricultural education and help improve national curriculum for biology in agricultural programmes.
A Systematic Review of Research on Rural College Access since 2000
Author: Sowl, Stephanie
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Youth,Access to Education,College Attendance,College Choice,Geographic Regions,Academic Aspiration,Disproportionate Representation,Research Needs,Educational Research,Enrollment Influences,High School Students

Aligning with the NREA's &quot;college and career readiness&quot; research priority, this article presents a systematic literature review of 134 publications regarding the state of rural college access and choice research between the years 2000 and 2020. We use Perna's (2006) college choice model to guide our comprehensive summary of current themes as well as remaining challenges and opportunities. We find that studies in the Appalachian region were overrepresented and that a majority of publications focused on the roles of rural habitus or K-12 and community context in shaping college aspirations and enrollment for rural students. Future research should prioritize rural regions outside of Appalachia, rural youth of Color, rural forms of capital, and how higher education and social, economic, and political contexts impact rural college access and choice.
Comparison of Augmented Reality and Conventional Teaching on Special Needs Students&apos; Attitudes towards Science and Their Learning Outcomes
Author: Alqarni, Turki
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Teaching Methods,Grade 6,Student Attitudes,Science Instruction,Students with Disabilities,Conventional Instruction,Educational Technology,Technology Uses in Education,Foreign Countries,Science Achievement,Elementary School Students

This study examined the impact of the Augmented reality (AR) use on Jordanian 6th grade students' attitudes towards science and their learning outcomes. A quantitative quasi-experimental study is preceded with the Pre-test and Post-test control group design model, where 24 students who identified to have special needs participated in this study and were randomly divided into two groups. Two groups, control group 12 students were taught conventionally, and 12 students were designated as the experimental group, they used the AR technology for four weeks. The two scales used in this research were reliable and validated. The results show significant results for the AR technology in enhancing student learning outcomes. Additionally, results supported that AR technology has the potential to enhance students with learning disabilities positive attitudes. The result shows that AR technology helped students in promoting positive attitudes towards students and enhance students learning outcomes.
Conceptions of Choice, Equity, &amp; Rurality in Educational Research: A Review of the Literature on Rural Education and School Choice Policies
Author: Bridgeforth, James
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Education,School Choice,Educational Research,Equal Education,Educational Policy,Distance Education,Electronic Learning,Student Recruitment,School Administration,Research Methodology

Issues of school choice regularly appear in popular discourse related to resources, equity, and freedom in education. Although school choice policies and initiatives promote a vision of additional schooling options for all students, the predominant target of choice advocates and researchers has been densely populated, urban cores in the United States (McShane &amp; Smarick, 2018). However, this belies the fact that rural communities have also engaged in forms of school choice decision-making. While some research has explored rural school choice, we believe there are myriad, novel opportunities for meaningful education research regarding school choice, equity, and conceptions of rurality. Over nine million children in the United States, or nearly 20% of the public-school student population, attend a school designated as rural (Kena et al., 2015; Showalter et al., 2019). Additionally, rural schools and districts have remarkable levels of variability in terms of racial, ethnic, cultural, and geographic compositions. These contexts provide significant motivation for further explorations of rurality and school choice. This review is not intended to advocate for an expansion of school choice policies. Rather, we aim for it to serve as a call for additional research that seeks to better understand how school choice policies are currently operating in rural areas and their implications for educational equity. To advance toward a robust research agenda for rural education and school choice, we review the existing literature on school choice and rural education, provide key recommendations, and assert the need for additional consideration of the following: critical socio-political histories and theories; methodological diversity; issues of race, racism, sexual orientation, and equity; social-emotional learning and development; impacts of the COVID-19 global pandemic; and broadened understandings of rurality.
School Dropout among Female Learners in Rural Mpumalanga, South Africa
Author: Mokoena, Prince
Date: 2021-08-00
Type: Journal Articles
Subjects: Dropouts,Dropout Characteristics,High School Students,Reentry Students,Adolescents,Females,Rural Areas,Pregnancy,Diseases,Immigration,Foreign Countries

South Africa, like many countries, has high numbers of learners who do not complete secondary schooling. This reduces these young people's chances of finding work or of earning a better salary. It is thus important to understand the factors that contribute to high school dropout. In the study reported on here we investigated the factors that caused a number of female learners to drop out and return to high school in a rural community in Mpumalanga. The learners provided 3 reasons for dropping out of school: pregnancy, illness and immigration. The analysis of these factors suggests 3 underlying themes that influence the ability of children to remain in school, viz. health, policies and structures, and poverty. The implications of these and recommendations to address them are discussed. The authors argue that greater interdepartmental efforts are required to support vulnerable girls to remain in school.
Meeting Students Where They Are: Trauma-Informed Approaches in Rural Schools
Author: Frankland, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Schools,Trauma,Mental Health,At Risk Students,Student Needs,Resilience (Psychology),Coping,Low Income Students,Educational Methods,Youth Programs,Social Emotional Learning,Child Development,Interpersonal Relationship,Institutional Characteristics,Rural Urban Differences

Twenty-five percent of U.S. schoolchildren attend a rural school. Yet, rural school issues are typically subsumed by debates focused on urban problems and the misguided notion of ample resources available for their remediation. These assumptions belie the reality of the spatial mismatch that exists for rural schools, especially around mental health supports. Adverse childhood experiences and trauma disproportionately affect rural schoolchildren, putting them at greater risk of academic underachievement and other negative sequelae throughout the lifespan. Trauma-informed approaches in rural schools may mitigate the effects of childhood adversity and help close achievement gaps for rural students. Rural schools and students have needs and challenges distinct from those of urban and suburban schools, but only 2% of peer-reviewed publications address trauma-informed approaches or social-emotional learning in rural schools. More research is needed to help our 13 million rural schoolchildren develop the resilience necessary to overcome adversity and achieve healthy outcomes.
Sharing Relatively Good News: Rural Return-to-School More Frequent and Equitable than Cities and Suburbs
Author: Longhurst, Jesse
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Schools,COVID-19,Pandemics,Elementary Schools,Secondary Schools,Rural Urban Differences,Equal Education,Minority Group Students,English Language Learners,Students with Disabilities,Homeless People,Access to Computers,Internet,Disadvantaged,Distance Education,Blended Learning

This study examined publicly available data from the Institution of Education Sciences (IES) survey of school leaders concerning modes of instructions offered and subgroups prioritized during the COVID-19 pandemic. We asked: Do national data regarding instructional modes (i.e., remote, hybrid, and in-person) during the COVID-19 pandemic reveal different approaches of U.S. elementary and secondary schools in rural areas versus peer institutions in cities, suburbs, and towns? Our analysis showed that schools in rural areas are more readily and equitably offering in-person instruction than schools in suburbs and cities, particularly in regard to students of color. Additionally, we found that rural school leaders report prioritizing English learners, students with identified disabilities, students experiencing homelessness and students without home internet access at higher rates that their peers in urban and suburban schools.
Technology Storylines: A Narrative Analysis of the Rural Education Research
Author: Wargo, Elizabeth S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Education,Educational Research,Educational Technology,Elementary Secondary Education,Preschool Education

This piece offers a systematic review of rural (P-12) education technology literature. Drawing upon a social change frame (Ogburn, 1922), current rural education technology research within the subfield is collected, examined, and synthesized. Findings explicate that methodological diversity is a strength; however, some populations (e.g., middle school teachers) have thicker coverage than others (e.g., high school students). Additionally, many studies lean on rhetorical structures about what could and should be happening in rural schools, rarely delving into the how's and whys associated with actual technology use in rural contexts. The piece concludes with a call for scholarship which assists in shifting power structures to support rural schools in their efforts to work with technology for the betterment of rural students and communities in place.