ethanporcaro/eric-fulltext-meta huggingface dataset:
Pandemic, Partnerships and Practicums: Learning to Teach Virtually
Author: Loman, Karen
Date: 2022-00-00
Type: Journal Articles
Subjects: Partnerships in Education,College School Cooperation,Preschool Education,Elementary Secondary Education,Teacher Education Programs,COVID-19,Pandemics,Practicums,Blended Learning,Electronic Learning,Elementary Schools,Primary Education,Safety,Interaction,Educational Technology,Urban Schools,Professional Development Schools

Recent constraints due to the coronavirus pandemic created a need for extreme health protocols while maintaining accountability for the critical tasks of teaching and learning. This was a predicament regardless of student age or grade placement. Teacher education programs quickly faced dilemmas connecting matriculating undergraduates to PK-12 schools to satisfy clinical or practicum experiences. Similarly, PK-12 public school districts faced challenging decisions regarding student learning options ranging from completely virtual or completely in-person to hybrid learning environments. Missouri district leadership and a Midwestern university teacher education program collaborated to provide virtual one-on-one teaching sessions for primary grade children in grades 1-3 during the AY 20-21 clinical experience. Although health and safety protocols limited opportunities for interactions, teacher candidate (TC) survey responses indicated the interactions were meaningful and added value to their experience as a prospective teacher. This experience will be the basis for future reactions to interruptions in clinical preparation field experiences. Using this model universities and school districts may build a collaborative foundation to provide virtual teaching opportunities for TCs whether it be in response to health concerns, inclement weather or other as yet unidentified interference to teaching and learning.
Students&apos; Perceptions of the Use of English in Higher-Education Bilingual Programs
Author: Salaberri-Ramiro, Maria Sagrario
Date: 2021-00-00
Type: Journal Articles
Subjects: Bilingual Education,Student Attitudes,Student Satisfaction,Language of Instruction,English (Second Language),Language Proficiency,College Faculty,Higher Education,College Students,Foreign Countries

Students' voices about the use of the English language in bilingual higher-education programs have received little attention, since most research has focused on lecturers' attitudes, challenges, and needs. This exploratory study aims to gain insights into the perception of 310 students from a Spanish university context about the use of English in bilingual programs through questionnaires. Results show the students' overall satisfaction in terms of lecturers' English language proficiency and use of strategies to facilitate comprehension, as well as reluctance to be evaluated in that language, demand for further classroom interaction, and inclusion of language-related courses in bilingual-higher education curricula.
Moving to New Places and Spaces: PDS and Global Literacy Engagement
Author: George, Patricia D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Family Literacy,Reading Aloud to Others,Schools of Education,School Community Relationship,Reading Programs,Academic Standards,Global Approach

Global Literacy Engagement, a collaboration between the School of Education at Buffalo State College and its school and community partners, has grown in new and exciting ways since its inception in 2010. With an overarching mission to promote literacy and global awareness, Global Literacy Engagement has served as a unique platform to bring together all Professional Development Schools (PDS) stakeholders: teacher candidates, faculty, children, families, teachers, and school and community partners. The goal of this article is to explain how Global Literacy Engagement has embraced a boundary-spanning role to include new PDS sites, locally and internationally, as well as in digital spaces, to meet changing needs. Specifically, in this article the authors describe the origins of the program, its development and expansion, and future plans that hold promise to move in new and important directions while building upon existing PDS structures and frameworks (National Association for Professional Development Schools, 2021).
Fad Diets: Professional Development Needs among Nutrition Agents in Select Southern States
Author: McAlister, Abigail P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Dietetics,Eating Habits,Nutrition,Extension Education,Extension Agents,Professional Development,Knowledge Level,Health Behavior,Individual Characteristics,Food,Safety,Body Weight,Diabetes

Because FCS agents teach communities about dietary guidelines, it is important that they are aware of the latest nutrition research. This study assessed FCS agents' knowledge of popular fad diets (low-carbohydrate, intermittent fasting, detoxes and cleanses) and their potential adverse effects, and its relationship among location, certifications, years of experience, professional association memberships, and education. Agents in Louisiana, Texas, Arkansas, and Mississippi were emailed a survey. RDN, DTR, and CHES certifications had significant associations (p = 0.03) with knowledge of adverse effects of fad diets. Agents who hold these credentials may have more knowledge about adverse effects of fad diets.
Overweight and Obesity Challenges among African Americans in Rural Alabama Black Belt
Author: Tumwebaze, Joel
Date: 2022-00-00
Type: Journal Articles
Subjects: Obesity,African Americans,Rural Areas,Nutrition Instruction,Physical Activity Level,Program Effectiveness,Physical Health,Hypertension,Barriers,Knowledge Level,Individual Characteristics,Social Influences,Cultural Influences,Life Style

This study aimed at averting challenges of overweight and obesity among African Americans in rural Alabama. Focus group discussions and surveys were used to design a 12-week nutrition education and physical activity program. Results showed a significant improvement (p&lt;0.05) in participants' knowledge scores. Values for systolic blood pressure significantly reduced (p&lt;0.00). There was an increase in number of participants with normal blood pressure and a reduction in number of participants with stage 2 hypertension. The study highlights that nutrition education and physical activity can lead to improved health outcomes among African Americans in rural Alabama.
Transformative Partnerships: Expanding Extension&apos;s Capacity to Support Texans with Developmental Disabilities
Author: Crocker, Andrew B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Extension Education,Developmental Disabilities,Agency Cooperation,Access to Education,Resources,Outreach Programs,Intellectual Disability

New partnerships to reach new audiences are key to Extension's future (Harder, 2019). But partnership is enhanced through shared decision-making, co-creation of content, and leveraging non-overlapping expertise and experience (Bertsch et al., 2020; Israilov &amp; Cho, 2017; Ostrom, 1996). Texas A&amp;M AgriLife Extension Service partnering with the Texas Council for Developmental Disabilities provides a novel approach to using statewide presence to the benefit of a partner seeking to expand its footprint (Alford, 2014; Ostrom, 1996) and is, itself, an outcome (Voorberg et al., 2015). Additionally, Texans with disabilities benefit through greater access to the education and resources the partnership produces.
Student Teachers&apos; Views on Media Education Related to New Literacy Skills
Author: Lähdesmäki, Sirkku Anneli
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Media Literacy,Student Attitudes,Writing Assignments,Journalism Education,Social Media,Multiple Literacies,Educational Strategies,News Media,Visual Literacy,Cultural Influences,Computer Games,Technology

High quality media education promotes media literacy and ensures citizens' smooth participation and engagement in the digital society. Digital media include powerful communication and interaction platforms that require new literacy skills. This study examines what new literacies can be found in the opinion writings of student teachers in relation to media literacy. The research material consists of 37 Finnish student teachers' opinion writings produced during the Media Education 2020 course. The aim of the study is to explore how student teachers identify new literacies as part of media education and how these new literacies are reflected in their opinion writings. As a result of the research, new literacies emerged from the data as a cultural phenomenon of our time. This was reflected in their views on the technological orientation of school and teaching and the importance of media education as a teaching task in schools. An important finding is that the textual subculture of social media is valued as a new form of literacy. The results show that while the narrative value of images, virtual game worlds and easy access to social media via smartphones were identified, the broad understanding of new literacies among student teachers is narrow.?Perceptions of media education and new literacies are interlinked and the debate on their relevance as a social phenomenon should continue.
Working Together for Soil Health: Liberating Structures for Participatory Learning in Extension
Author: McFarland, Carol R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Soil Science,Power Structure,Rural Extension,Active Learning,Cooperative Learning,Socialization,Social Networks,Innovation,Knowledge Level,Stakeholders,Peer Teaching,Learning Activities,Conservation (Environment)

Liberating Structures (LS) provide a user-friendly toolkit to shift group power dynamics and allow all stakeholders to contribute. We explored the novel use of LS in soil health extension to conduct high-engagement events with diverse stakeholders. Our goals were to promote social learning, networking, and to encourage innovation. Soil health themes emerged highlighting specific practices, and the necessity of addressing broader scope issues of education, economics, and policy. Participants reported increased knowledge of soil health, professional connections, and forecasted participation in soil-health-promoting activities. Participants also expressed a sense of community, expanded perspectives, and appreciation of the co-development process.
Systematic Review of CLIL in Computer Science: Past, Present, and Future -- with a Special Focus on Using ICT
Author: Kussaiynkyzy, Gulmira
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Science Education,Content and Language Integrated Learning,Second Language Learning,Language of Instruction,Information Technology,Bilingual Education,English (Second Language)

Computer science is regarded one of the subjects best suited for teaching with ICT-supported CLIL, as the English language is the lingua franca of computing, and the computer science classroom is an ideal place to apply digital technologies. This paper aims to explore the role of content and language integrated learning (CLIL) in the teaching and learning of computer science in English -- focusing especially on using information and communication technology (ICT). For this purpose, a systematic literature review based on the PRISMA protocol was carried out. A total of 31 documents published in the period 2011-2021 on CLIL in computer science and ICT in the CLIL environment were analysed. In this article, first, the advantages of using CLIL in computer science will be discussed, followed by illustrating the benefits and challenges of applying ICT in CLIL lessons. Finally, trends in research on technology enhanced CLIL will be presented, outlining existing findings as well as identifying research gaps in the field. The most important shortcomings and difficulties outlined in the related literature are the limited research on both CLIL and ICT supported CLIL in the subject of computer science, the inconsistent terminology for using ICT in CLIL, and the need in CLIL teacher training courses for the effective use of digital technologies. Therefore, the findings of this paper identify a variety of future research agendas in order to increase the effective, ICT-supported CLIL in the subject of computer science.
An Examination of the Studies on STEM in Education: A Bibliometric Mapping Analysis
Author: Tas, Nurullah
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Educational Research,Bibliometrics,Periodicals,Authors,Citations (References),Multivariate Analysis

This research aims to propose a bibliometric map of studies on the use of STEM in education. This study used publication co-citation analysis, author co-citation analysis, and word frequency analysis methods to reveal the structure and transformation of STEM literature. Descriptive data such as the distribution of studies in the field by country, institution, and time were obtained from the Web of Science (WoS) database. We used the RStudio program for bibliometric analysis. The International Journal of STEM Education is the most widely published. Journal of Science Education and Technology received the most citations. Guzey S.S. is the author with the most publications on the subject. Capraro M.M. most cited author. The university that publishes the most is Purdue University. The USA is the country with the highest number of publications. The paper by Blickenstaff titled Gender and Education in 2005 has been cited the most worldwide. The research by Maltese, which was published in 2019, had the highest local citation rate. According to the results of cluster analysis, four clusters were formed. The term &quot;STEM&quot; appears to be present in all clusters. &quot;STEM Education&quot; was also included in three clusters.
Building Empathy and Practicing Social Justice: Partnering with Latina/o/x Communities in the Midwest
Author: Foulis, Elena
Date: 2022-00-00
Type: Journal Articles
Subjects: Empathy,Social Justice,Service Learning,School Community Programs,Cultural Awareness,Second Language Instruction,Spanish,Hispanic Americans,College Students,Land Grant Universities,Religious Schools

In an increasingly competitive market, the onerous is on departments to ensure that students build targeted skills. Nevertheless, in an ever more polarized and politicized world, it is unwise to trade off engaging in social justice for a checklist of abilities. Community-based and service-learning offer the unique opportunity for students to hone their professional skills while developing into responsive citizens. We explore partnering with Spanish-speaking communities in two contexts: a land-grant and a Jesuit university. Student reflections demonstrate that being in situations where community members are their equals allows them to build empathy, test their intercultural competence, and make connections between their studies and careers.
Transitioning to K-12: ESL Classroom Climate and Effects on Senior High School Students&apos; Self-Esteem and Motivation to Learn
Author: Tajolosa, Teresita D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Classroom Environment,Student Motivation,Self Esteem,English (Second Language),Second Language Learning,Grade 11,High School Students,Student Attitudes,Language Teachers,Teacher Attendance,Bullying,Educational Policy,Foreign Countries

This paper examined ESL classroom climate during the first year of senior high school implementation of the K to 12 education policy in the country. Participants in the study were composed of 331 Grade 11 learners from the three tracks namely: 89 STEM (College of Sciences), 128 STEM (College of Engineering, Architecture and Technology), and 114 ABM (College of Business and Accountancy) learners. A state university delivering the Senior High School Program in Region 4 was selected as the location of the study. Three open-ended questions sought to identify students' satisfactory and dissatisfactory experiences inside the classroom and possible effects on their self-esteem and motivation to study, drawn from Burden's (2018) Stop, Start, Continue Method in feedbacking and Fraser and Treagust' (1986) seven internally consistent dimensions of the higher education classroom climate. Data revealed that generally, most language teachers are evaluated positively by learners although some classrooms have proven very challenging for them. Several instances of teacher and peer bullying, teacher absenteeism, lack of transparency in the grading system, congested curricula and lack of classroom facility were identified among causes of students' frustrations. Unhappy experiences eventually resulted in students' loss of confidence in teacher's ability and commitment and reduced interest in classroom engagement. The paper suggests the need for a strong, honest and consistent culture of feedbacking among students and faculty members in academic institutions to encourage improvement in ESL classrooms.
COVID-19 the Catalyst for a New Paradigm in Vocational Education and Training
Author: Bandias, Susan
Date: 2022-07-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Vocational Education,Foreign Countries,Online Courses,Foreign Students,Electronic Learning,Instructional Effectiveness,College Students,Student Attitudes,Administrator Attitudes

This paper examines the response by a Vocational Education and Training (VET) provider in the Northern Territory (NT) of Australia to the travel and social distancing restrictions brought about by COVID-19. The paper commences with a description of the impact of COVID-19 on the VET sector. The paper then describes the VET regulatory environment prior to February 2020 and the responsibility of VET providers to comply with the requirements of the Australian Skills Quality Authority (ASQA), in the delivery of VET programs to domestic and international students. A discussion of the lack of a specific vocational education pedagogy, the complexity of delivering VET programs online as well as current research findings in this area follows. A description of the College provides the context to examine the impact of COVID-19 on the delivery of programs in the Northern Territory VET sector. The paper describes how the College, which had a high international student cohort, migrated their courses online in order to remain viable in the highly volatile and unforeseen circumstances brought about by COVID-19. In order to ascertain the effectiveness of the online delivery of course offerings, a questionnaire and a series of face to face and telephone interviews were conducted with key stakeholders. The mixed method approach employed in this research was consistent with contemporary social and educational research. The paper concludes with the call for a new paradigm and policy shift in Vocational Education and Training post COVID-19.
Survival Narratives from Single Mothers in an Enabling Program: &apos;Just Hope You Don&apos;t Get Sick and Live off Caffeine&apos;
Author: Braund, Anne
Date: 2022-07-00
Type: Journal Articles
Subjects: One Parent Family,Mothers,Nontraditional Students,Adult Learning,College Students,Transitional Programs,Academic Support Services,Barriers,Personal Narratives,Outcomes of Education,Foreign Countries,Academic Achievement,Academic Persistence

A growing number of single mothers are seeking entry to higher education via enabling programs; however, these students face unique struggles to make their dream a reality. There is some research on the challenges faced by student-mothers in higher education; however, research specifically on single mothers in enabling education is limited. This research focused on identifying the competing discourses that single mothers faced during an enabling program, and the ways they can be supported. Interviews were conducted with seven women who self-identified as single mothers, describing their personal struggles, alongside their experiences of great accomplishment. What became evident, was despite the difficulties of raising children as a sole parent, the student-mothers gained noticeable confidence in themselves during and after completing their enabling studies. Analysis of the data identified unique challenges faced by this non-traditional group of students and highlighted specific supports that this student group require. This paper details a range of obstacles that impeded their study; related directly to their status as single parents. These hurdles included financial difficulties, lack of support, negative familial relationships, personal health concerns, and study related challenges. In addition, these seven student-mothers identified the key factors that supported their success: forging strong connections with other students, improved self-efficacy, the observed positive 'knock-on' effect to their children, and quality academic support and pastoral care from university staff. Thus, with perseverance and appropriate support, these student-mothers were able to achieve success in an enabling program. This study voices the personal 'survival narratives' of seven student-mothers; revealing challenges and strategies unique to their circumstances, that in-turn, generated a successful student experience.
Using Instructional Scaffolding and Multimodal Texts to Enhance Reading Comprehension: Perceptions and Attitudes of EFL Students
Author: Yawiloeng, Rattana
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Teaching Methods,Scaffolding (Teaching Technique),Visual Aids,Reading Comprehension,Undergraduate Students,Intervention,Student Attitudes,Program Effectiveness,Foreign Countries

This study investigates the perceptions and attitudes of English as a Foreign Language (EFL) students towards using instructional scaffolding and visual texts to enhance reading comprehension. The theoretical framework of this study is underpinned by the notions of scaffolding and multiliteracies. Thirty-four EFL undergraduate students studying an Informational Technology major at a Thai university were selected to participate using a purposive sampling method. During the study interventions, the researcher conducted three stages of reading activities (pre-reading, while reading, and post-reading) using instructional scaffolding techniques and multimodal texts. The findings of this study revealed that most EFL students perceived the teacher's instructions and multimodal texts such as visual texts, photos, images, and pictures to enhance their reading comprehension. In addition, this study found that the EFL students believed their positive attitudes towards using multimodal texts and learning to read with peers can assist with reading comprehension. Thus, the pedagogical implications of the results of this study are that EFL teachers should be aware of the advantages of multimodal literacies in the digital era for developing student reading comprehension.
Advising Undergraduate Students: An Exploration of How Academic Advising Impacts Student Success
Author: Hawthorne, Melissa J.
Date: 2022-05-00
Type: Journal Articles
Subjects: Academic Advising,Undergraduate Students,Academic Achievement,Grade Point Average,Predictor Variables,Accountability,Empowerment,Study Skills,Scores,Faculty Advisers

Academic advising is a common student success and retention strategy, but most research focuses on student satisfaction rather than traditional measures of student achievement, such as grade point average (GPA). The current study examined how academic advising predicts student GPA. The findings support the idea that Advisor Accountability and Advisor Empowerment are important predictors of student success, along with Study Skills and Perceived Support. Additional analyses revealed that students who scored higher on Study Skills and Perceived Support reported better grade point averages.