ethanporcaro/eric-fulltext-meta huggingface dataset:
Conceptions of Educational Equity
Author: Levinson, Meira
Date: 2022-00-00
Type: Journal Articles
Subjects: Equal Education,Definitions,Outcomes of Education,Educational Philosophy,Educational Policy,Role of Education

&quot;Educational equity&quot; is universally lauded but equally ill-defined. At least five contrasting meanings of equity are in current use: equal distributions of outcomes across populations; equal outcomes for every child; equal resource allocations across students, schools, districts, states, or nations; equal experiences for each child; and equal levels of growth by each child. Furthermore, these conceptions are themselves often subsumed to concerns for benefiting the less advantaged, ensuring educational adequacy, or prioritizing short-term benefits versus long-term structural change. Researchers, educators, and policy makers alike will benefit from understanding these distinctions and trade-offs, not least in order to reimagine and restructure the unjust conditions that make some of those trade-offs unavoidable in the first place.
Who Benefited More from the Developmental Education Reform in Florida? The Role of Exemption Status
Author: Zhao, Kai
Date: 2022-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Educational Change,Community Colleges,Student Placement,Acceleration (Education),Educational Policy,College Readiness,Academic Advising,State Legislation,Educational Legislation,College English,College Mathematics

Under Florida's developmental education (DE) reform since 2014, recent public high school graduates and active-duty military personnel became exempt from DE and traditional placement tests. The legislation also required colleges to provide accelerated instruction strategies for students remaining in DE and offer enhanced advising and support services for all incoming students. Focusing on the differential policy impacts on exempt and nonexempt students, we used statewide administrative data to examine changes in first-year completion rates for gateway math and English courses before and after the reform. Overall, and for those deemed to be college-ready, nonexempt students benefited more from the reform; however, the opposite is true for students who were not college-ready, with exempt students benefiting more. This study confirms that each component of the reform has played a role in contributing to its success.
Embracing the City: Black Families&apos; Place Attachments and (Re)Imaginings of the City and Suburb in Search of Educational Opportunity
Author: Nickson, Dana
Date: 2022-00-00
Type: Journal Articles
Subjects: African American Family,Attachment Behavior,School Choice,Suburbs,Metropolitan Areas,Decision Making,Intention,Access to Education,Educational Opportunities,Social Mobility

Like many predominantly Black urban cities, Detroit, Michigan, has experienced significant out-migration among Black residents over the past 30 years. This situation has altered families' relationships to the communities and schools where they have been nurtured or call home. Therefore, this paper examines how seven Black families' place attachments influenced their geographic movement and school choices in the Detroit metropolitan region. Findings show that despite families' movement to surrounding suburbs, varied experiences in Detroit influenced families' decision-making regarding where to live, their search for sociocultural experiences that supported their families holistically, and their perceptions and navigation of municipal boundaries and borders. Families' intention toward maintaining connections with Detroit enact what I term embracing the city. Embracing the city helps consider the importance of socio-spatial ties that persist and orient Black families' community perceptions and school choices in suburban contexts.
A Mixed-Method Study on Pre-Service Teachers&apos; Informal Reasoning Regarding Nuclear Energy Use
Author: Saglam, Halil Ibrahim
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Thinking Skills,Decision Making,Persuasive Discourse,Student Teacher Attitudes,Foreign Countries,Departments

The aim of this study was to reveal pre-service teachers' informal reasoning regarding nuclear energy use in terms of informal reasoning modes, decision modes, and argument types. The exploratory sequential mixed method was used to collect data. The informal reasoning of pre-service teachers was investigated thoroughly and holistically by examining the qualitative data first, and then by making qualitative findings quantitative. The findings revealed that pre-service teachers adopted social and ecological-oriented informal reasoning more. As far as argument modes are concerned, the number of supportive arguments was higher compared to rebuttal arguments. The study further revealed that most of the pre-service teachers had a high level of informal reasoning. Our study showed that pre-service science teachers used multiple informal reasoning modes and demonstrated high-quality informal reasoning. Integrating socio-scientific issues in the curriculum may help pre-service teachers improve the quality of their informal reasoning and produce more arguments. Teachers can relate a subject in their lessons to a socio-scientific issue, which can help enhance students' use of arguments and the quality of informal reasoning.
Black, Indigenous, People of Color and Feelings of Safety in School: Decomposing Variation and Ecological Assets
Author: Viano, Samantha
Date: 2022-00-00
Type: Journal Articles
Subjects: Minority Group Students,African American Students,American Indian Students,White Students,Student Attitudes,Hispanic American Students,Racial Differences,School Safety,Well Being,Psychological Patterns,Socioeconomic Status,Ecology

Feeling unsafe at school undermines student well-being and educational outcomes. Black, Indigenous, People of Color (BIPOC) might feel less safe at school due to attending systemically inequitable schools and discriminatory treatment. This QuantCrit study examines two facets of this inequality of opportunity: factors explaining differing rates of feeling unsafe and ecological assets of BIPOC students. Methods include decomposition to understand differences in feelings of safety and structural equation modeling to examine relationships between safety, ecological assets, and subsequent outcomes, using data from two nationally represented, longitudinal data sets. We find that BIPOC students felt less safe at school than did White students, and these differences are more attributable to variation between schools for Black students and within-school differences for Hispanic and American Indian students. The association between feeling unsafe and early adulthood socioeconomic status was fully mediated by ecological assets for Black and Hispanic students, but only partially mediated for White students.
An Exploration into Direct Nature Experiences (DNE) and Biodiversity Knowledge amongst Island Children
Author: Faruhana, Abdullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Experiential Learning,Biodiversity,Natural Resources,Outdoor Education,Knowledge Level,Animals,Plants (Botany),Incidence,Foreign Countries,Grade 6

Children worldwide are increasingly deprived of direct nature experiences (DNE). Often rooted in restrictions of urbanization and modernization, this loss may hamper biodiversity conservation through erosion of biodiversity knowledge. Yet, the extent of this phenomenon in small cities, particularly in rapidly developing islands, remains understudied. This study aimed to compare the frequencies of DNEs based on islands and evaluate the influences of different islands and frequency of direct nature experiences on biodiversity knowledge among children. The sample consisted of 429, 11- 12-year-old public-school children from seven islands. Findings of this online survey questionnaire show that the frequency of visiting nature places and contact with animals was not significantly different, but the frequency of contact with plants as well as the overall frequency of experiences was significantly different among the islands. Children have a low level of biodiversity knowledge but are better at identifying animals than plants. Biodiversity knowledge scores were not significantly different among islands. Hence, island environments have a significant effect on DNE frequency but not on biodiversity knowledge. Increased frequency of nature experiences has a significant positive effect on biodiversity knowledge. This effect is more evident when the frequency is more than once a month. The study suggests that the frequency of DNEs is more influential in determining children's biodiversity knowledge than their place of residence. Hence, meaningful nature experiences must be facilitated to promote biodiversity knowledge.
Classroom Promotion of Oral Language: Outcomes from a Randomized Controlled Trial of a Whole-of-Classroom Intervention to Improve Children&apos;s Reading Achievement
Author: Goldfeld, Sharon
Date: 2022-00-00
Type: Journal Articles
Subjects: Oral Language,Intervention,Reading Achievement,Reading Improvement,Instructional Effectiveness,Faculty Development,Elementary School Students,Elementary School Teachers,Grade 3,Reading Comprehension,Mental Health,Writing Skills,Numeracy,Foreign Countries

Children need rich language learning experiences in school to build language and reading skills. Research suggests that various effective ways to support teacher provision of these experiences. The Classroom Promotion of Oral Language cluster randomized controlled trial (n = 1,360 students; 687 intervention, 673 control) examined whether a teacher professional learning intervention targeting oral language in the first years of school led to improved student outcomes compared to usual teaching practices. The intervention comprised face-to-face professional learning and ongoing support. The primary outcome was student reading ability at Grade 3; secondary outcomes included oral language, reading, and mental health at Grades 1 and 3. No differences were detected between the intervention and control arms. Implications of results and future directions are explored.
Antiracism Education Activism: A Theoretical Framework for Understanding and Promoting Racial Equity
Author: Diem, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Racism,Activism,Equal Education,Social Action,Social Change,Social Justice,Educational Policy,Leadership,Minority Groups

Although antiracism activism has contributed to substantive progress under certain circumstances and in certain contexts, little research attempts to theorize how antiracism activism is manifest across contexts. In this article, we explore individual and collective antiracist actions within and outside schools. We introduce a theoretical framework that identifies four domains of activism--policy, community, leadership, and teaching and learning--in which activists operate to make a positive difference in promoting racial equity and antiracism in education. The framework offers a systemic way of thinking about antiracist activism in education and the importance of recognizing that several aspects of antiracist activism usually conceived as distinct are interrelated within and across domains. Indeed, antiracist education activism must be understood holistically and systemically if we seek to dismantle the racism that is woven into every piece of the education system.
Forecasting Undergraduate Majors: A Natural Language Approach
Author: Lang, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Majors (Students),College Planning,Natural Language Processing,Decision Making,Private Colleges,Enrollment Trends,Prediction,Predictor Variables,Portfolios (Background Materials),Portfolio Assessment,Information Retrieval,Course Selection (Students),Prerequisites,Required Courses,Research Universities,Algorithms

Committing to a major is a fateful step in an undergraduate education, yet the relationship between courses taken early in an academic career and ultimate major issuance remains little studied at scale. Using transcript data capturing the academic careers of 26,892 undergraduates enrolled at a private university between 2000 and 2020, we describe enrollment histories by using natural-language methods and vector embeddings to forecast terminal major on the basis of course sequences beginning at college entry. We find that (a) a student's very first enrolled course predicts their major 30 times better than random guessing and more than one-third better than majority-class voting, (b) modeling strategies substantially influence forecasting metrics, and (c) course portfolios vary substantially within majors, such that students with the same major exhibit relatively modest overlap.
&quot;It Was Hard, and It Still Is . . .&quot;: Women of Color Navigating HSI STEM Transfer Pathways
Author: Herrera, Felisha A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Females,Minority Group Students,College Transfer Students,Hispanic American Students,Minority Serving Institutions,STEM Education,Transfer Programs,Student Experience,School Culture,Reverse Transfer Students,Racism,Gender Bias

Women of color (WOC) continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM), where they often experience racism and sexism within disciplinary contexts that have historically privileged men and Whiteness. Participant narratives gained through focus-group and follow-up interviews illuminate the racialized and gendered STEM transfer experiences of 21 WOC who attended 2- and 4-year Hispanic-Serving Institutions (HSIs). Using a multidimensional intersectional approach, we explore the interplay between the complex identity experiences of WOC and the dynamic intersections of their transfer pathways across 2- and 4-year HSIs and within STEM disciplinary contexts. Findings underscore the inequities that continue to pervade STEM and highlight opportunities for transforming disciplinary and institutional cultures, particularly within HSI STEM transfer pathways, where there is great potential for these diverse institutions to support, validate, and benefit from the unique contributions of WOC.
Are Pre-Service Teachers Able to Answer Children&apos;s Questions about the Natural Sciences? The Characterization of Questions by Children and Students of the Early Childhood Education Degree
Author: Torres-Porras, Jerónimo
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Knowledge Base for Teaching,Science Instruction,Natural Sciences,Early Childhood Education,Scientific Literacy,Preschool Children,Inquiry

One of the main objectives of science education is to produce students and, in general, a society that is scientifically literate. To achieve this objective, teachers across the different educational stages must work on science at school, so it is essential that students in education degrees reach scientific competence, but for this, it would be necessary to know the questions raised by schoolchildren about natural sciences, to be able to work from their interests and confront the pre-service teachers with these questions, as well as to know the interests of the university students themselves. In this research, a case study has compiled spontaneous questions about natural sciences that pre-school students ask their parents, and they have been compared with those made by pre-service teachers. The results show that the questions are similar in terms of subject matter and complexity and that only some are investigable questions. In addition, university students are not able to answer children's questions with their own knowledge, which implies the need to work more on science in the study plans of Education degrees and help them devise strategies to work them. It is also necessary to stress that it is important not only to know the answer, but also to have the capacity to organise activities that encourage students to search for answers on their own.
A Review of Misconception in Physics: The Diagnosis, Causes, and Remediation
Author: Resbiantoro, Gaguk
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Education,Physics,Scientific Concepts,Misconceptions,Error Correction,Science Experiments,Concept Formation,Inquiry,Teaching Methods,Elementary Secondary Education,Higher Education

The difference between students' ideas and scientific conceptions, is called misconceptions. Physics learning needs to be designed by teachers to eradicate misconceptions. This paper provides a review of 72 international journal articles on diagnosis methods, causes, and ways of remediating misconceptions that have been published between 2005-2020. The results obtained various diagnostic tools for physics misconceptions: interviews, open-ended tests, multiple-choice tests, and multiple-tier tests. Knowledge of some causes and the ability to diagnose becomes the basis for determining remediation strategies or preventing misconceptions. Interviews are suitable for revealing new misconceptions with a few participants, while the four-tier test is more effective for many participants. The most effective remediation strategies through the conceptual change approach are Simulation-Based Experiment, Conceptual Change Texts, and Inquiry-Based Learning. The development of diagnostic tools and remediation methods remains a more challenging topic for future research.
A Review of Studies the Field of Educational Sciences within the Context of Theory of Planned Behavior
Author: Erten, Sinan
Date: 2022-00-00
Type: Journal Articles
Subjects: Behavior Theories,Educational Research,Foreign Countries,Behavior,Beliefs,Behavior Standards,Social Behavior,Influences,Intention,Attitudes,Research Methodology,Secondary Education,Preservice Teacher Education,High School Students,College Students,Teachers,Higher Education,Student Behavior,Teacher Behavior

This study aims to identify the gaps in the Theory of Planned Behavior literature and to determine the general trends in studies in the field of educational sciences within the context of the Theory of Planned Behavior, to generate recommendations on improving the educational processes by revealing the effect this theory has on educational processes. Designed to achieve this goal, this study is a systematic review of 77 titles. This review explains the characteristics of 77 studies and the general trends of their topics, conclusions, and recommendations by making a comparison of the national (Turkish literature) and international literature. Content analysis was used to determine the general trends in the studies, and the findings are explained in tables with frequencies and percentages. In the study's findings and results section, in addition to the diversity of the subjects of the studies included in the review, the conclusions and recommendations of the studies provide a common positive opinion regarding the contributions of the Theory of Planned Behavior to both teaching processes and educational sciences research.
Study of Students&apos; Moral Reasoning on Modern Biotechnology Applications Using Bioethics for Informed Decision Modules
Author: Kumnuane, Onrumpa
Date: 2022-00-00
Type: Journal Articles
Subjects: Biotechnology,Ethics,Moral Values,Moral Development,High School Students,Intervention,Program Effectiveness,Science and Society,Grade 12,Foreign Countries,Genetics,Decision Making,Thinking Skills

The rapid developments in biotechnology and its implications raise moral dilemmas for individuals and society. Therefore, bioethics education at all levels is necessary. Science teachers should inculcate moral values and ethics among students. However, studies on various aspects of curriculum-oriented moral education remain lacking, despite the growing focus on the prosocial and moral development of students. Moreover, most existing studies have not evaluated the effectiveness of moral education curricula in terms of both students' learning experiences and their learning results. In this light, the present study examined the growth of students' moral reasoning on the moral dilemmas of modern biotechnology applications. A total of 206 high school students participated in the study. They were randomly assigned to a bioethical enrichment module (n1 = 87) and an ordinary case-based module (n2 = 119). We compared the mean of moral reasoning scores before and after implementing the interventions between the two groups. The results showed that the means of the intervention group were higher than those of the ordinary group. Our intervention which integrated not only SSI-based teaching but also synthesized essential features of teaching bioethics explicitly could improve students' moral reasoning scores. The pedagogical implications were also discussed.
The Effect of Project-Based Learning Model and Online Learning Settings on Analytical Skills of Discovery Learning, Interactive Demonstrations, and Inquiry Lessons
Author: Syawaludin, Ahmad
Date: 2022-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Electronic Learning,Thinking Skills,Discovery Learning,Demonstrations (Educational),Interaction,Inquiry,Preservice Teachers,Elementary School Science,Elementary School Teachers,Foreign Countries,Instructional Effectiveness

This study aims to investigate the effect of the Project-based Learning (PjBL) learning model and class differences based on online learning settings (synchronous, asynchronous, and mixed) on the analytical abilities of the Discovery Learning (DL), Interactive Demonstration (ID), and Inquiry Lessons (IL) models after adjusting for IQ of pre-service elementary teachers (PETs). The sample was randomly selected as 36 PETs who took science teaching courses in elementary schools. Data collection techniques using tests with indicators of analytical ability at the level of inquiry model stage include DL, ID, and IL. Data analysis was carried out quantitatively using two-way multivariate analysis of covariance with one covariate. The results showed that the PjBL model and the online learning setting each affected students' analytical skills in DL, ID, and IL, but after the learning model interacted with differences in online learning settings the results did not affect the analytical test results on the DL, ID, and IL models. This finding indicates that in an online learning design, the selection of project-based learning models can be effective if the right online learning setting is used, namely a combination of synchronous and asynchronous.