ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptions of Earth Science Using Assistive and Supportive Technologies by Students Who Are Blind or Visually Impaired
Author: Miles, Rhea G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Visual Impairments,Blindness,Elementary Secondary Education,Science Instruction,Earth Science,Student Experience,Enrichment Activities,Student Attitudes,Assistive Technology,Educational Technology

Students with blindness or visual impairments (BVI) need to participate in scientific laboratory experiences at the K12 level to be successful in college-level science courses. These K12 level students need instruction to actively conduct science experiments and not only allow sighted students to conduct them. While it may be a challenge, with appropriate assistive and supportive technologies, students with BVI can be successful in conducting scientific investigations to address Next Generation Science Standards. The Discoveries in Earth Science (DES) program provides engaging accommodations adaptive to the needs of elementary, middle, and high school grade students with BVI to successfully prepare for careers in STEM.
STEM and High School Students with Disabilities: A Qualitative Review of the Research Literature
Author: Yamamoto, Scott
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,High School Students,Students with Disabilities,STEM Careers,Teacher Competencies,Barriers,College Readiness,Career Readiness,Individualized Instruction,Educational Technology,Teacher Collaboration,Faculty Development

We conducted a qualitative review of the research literature on STEM (science, technology, engineering, mathematics) related to high school students with disabilities (SWD). We selected and analyzed 53 articles to answer two questions: (1) How are high-school SWD prepared for careers in STEM? (2) How are educators prepared to support high-school SWD for opportunities in STEM? In answering the first question, four qualitative themes emerged: (a) barriers to STEM, (b) increasing STEM opportunities, (c) STEM readiness in college and career, and (d) STEM identity. In answering the second question, three qualitative themes emerged: (a) individualizing learning and supports for SWD, (b) using technology and collaboration among educators, and (c) professional development for educators. Limitations of this review related to search terms and inclusion criteria. Implications of this review related to the need for more research on STEM enrichment programs, STEM identity, and long-term outcomes.
The Project-Based Learning Using Design Thinking Model via Metaverse to Enhance Buddhism Innovators
Author: Sisamud, Kiattisak
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Design,Thinking Skills,Buddhism,Innovation,Teacher Student Relationship,Learning Activities,Computer Simulation,Learning Processes,Teaching Methods,Foreign Countries,Higher Education

The project-based learning using design thinking model via metaverse to enhance Buddhism innovators is integrating project-based and design thinking processes. Besides, using technology in the virtual world promotes learning activities. The model focused on allowing learners to study independently with instructors as counselors and facilitating learning to encourage learners to Buddhism innovators, to spread Buddhism by organizing learning activities in a virtual environment. This research aims to create and study the results of developing project-based learning model using design thinking via metaverse to enhance Buddhism innovators. The samples were five experts in developing the model from various institutions in higher education, selected by purposive sampling. The results showed that 1) the project-based learning model using design thinking consists of preparation, define topics, create and test, present and evaluate, and 2) evaluating the appropriateness of the proposed model. It was found that (2.1) Project-based learning models using design thinking via metaverse (Integrated elements) are appropriate at the level of highest, (2.2) The project-based learning model using design thinking via metaverse (Individual element) is appropriate at the highest level, (2.3) The learning process with a project-based learning model using design thinking via metaverse is appropriate at the highest level, and (2.4) A project-based learning model based on design thinking via metaverse (Implementation), is appropriate at the highest level. It found that a project-based learning model using design thinking via metaverse can be a guideline for learning to enhance Buddhism innovators.
Drawing on the Locus of Control Framework to Explore the Role of School Leaders in Teacher Well-Being
Author: Venema-Steen, Inga
Date: 2023-00-00
Type: Journal Articles
Subjects: Locus of Control,Well Being,School Culture,Instructional Leadership,Teacher Responsibility,Mental Health,School Administration,Faculty Development,Faculty Workload,Work Environment,Educational Environment,Foreign Countries,Research Reports

This scoping review explores the role of school leadership in the improvement of teacher well-being by utilizing the Locus of Control (LOC) Framework identified by psychologist Julian Rotter in 1954. The internal and external environments impacting teacher well-being were explored, and the specific responsibilities of school leadership were identified. The literature reports that while teachers are responsible for many aspects of their well-being, school leaders can improve a teacher's mental health and create a positive school culture by taking responsibility for factors external to the teacher's LOC. This paper outlines school leadership responsibilities in actively implementing strategies to improve staff well-being in the school environment.
Podcast Implementation in an Entry-Level Doctor of Physical Therapy First-Semester Course: Student Perceptions and Impact on Academic Performance
Author: Furtado, Michael
Date: 2023-00-00
Type: Journal Articles
Subjects: Audio Equipment,Information Dissemination,Educational Technology,Physical Therapy,Allied Health Occupations Education,Doctoral Students,Tests,Scores,Program Effectiveness,Student Satisfaction

Podcasts have increased in popularity in the last decade, but description of their use in academic settings is lacking. The purposes of this study were to (1) investigate the difference in student performance on course examinations based on podcast usage and satisfaction and (2) examine the perceptions of educational benefits, usage preferences, and accessibility of podcasts in a clinical examination course in a hybrid Doctor of Physical Therapy (DPT) curriculum. This was a mixed-methods study that utilized a retrospective non-experimental correlational design, and data were collected and analyzed via self-report survey. Participants adopted five podcasts into learning and studying activities. An ANOVA indicated that there was a statistically significant (p = 0.01) difference in examination performance for podcast usage in the fourth episode, with those who listened more performing better. Level of agreement in podcast satisfaction had little impact on academic performance on examinations. A total of six themes emerged from qualitative analysis: podcasts provided listeners a supplementary study tool, connected the learner to the real world, and allowed convenient listening and multitasking. Listeners noted the experience could be enhanced by an improved streaming platform, preferred shorter-duration podcasts, and recommended podcasts to future cohorts. In a sample of 27 first-year hybrid DPT participants, 100% reported overall satisfaction with podcast content and would recommend them to future cohorts.
EFL Teacher Professional Development Needs: Voices from the Periphery
Author: Barrientos-Moncada, Marta Isabel
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Second Language Instruction,Professional Development,Foreign Countries,Elementary School Teachers,Secondary School Teachers

EFL teachers' professional development in Colombia has been characterized by top-down policies that neglect the regions in terms of contextualized professional development programs and resources. This article is an effort to make EFL teachers' needs in the Eastern region of Antioquia, Colombia, visible for academic institutions and local authorities to propose coherent professional development programs. This report is based on a section of the findings of a larger study called &quot;Diagnosis of the needs about plurilingualism in the regions of Antioquia&quot;. Findings show that EFL teachers in the Eastern region claim for ongoing and contextualized professional development programs, differentiated for primary and secondary-school teachers, and focused on instructional material design and adaptation according to the resources available in the local communities. Conclusions from this study outline implications for educational institutions to support teachers in pursuing their professional development within their contexts, methodological limitations for researchers, and possibilities for further research for stakeholders in the territory.
Exploring Teachers&apos; Well-Being through Compassion
Author: Tatum, Amanda
Date: 2023-00-00
Type: Journal Articles
Subjects: Altruism,Satisfaction,Burnout,Teacher Attitudes,Stress Variables,Teaching Experience,Work Environment,Well Being,COVID-19,Pandemics,Public Schools

This mixed methods case study examined teachers' levels of compassion satisfaction and compassion fatigue, or the combination of burnout and secondary traumatic stress, and strove to understand how teachers experience these phenomena and what supports could be used to alleviate some of the harmful symptoms of compassion fatigue. For this study, I used a healing centered approach and the Compassion Fatigue Theoretical Model, after reviewing previous literature around compassion fatigue and satisfaction, workplace well-being, school well-being, and context specific efforts in the District of Columbia Public Schools system that involved teacher and staff well-being. The final research design produced findings around the importance of qualitative research in understanding well-being and compassion fatigue and satisfaction, suggestions for schools and districts to support teacher well-being, and the effect the pandemic has had, directly on teachers and indirectly through the pandemic's effects on their students.
An Experiment on Texting to Nudge the Moral Reasoning Development of Preservice Teachers
Author: Locquiao, Jed
Date: 2023-00-00
Type: Journal Articles
Subjects: Moral Values,Preservice Teachers,Telecommunications,Handheld Devices,Intervention,Values Education,Equal Education,Student Characteristics,Moral Development

This experiment tested the use of a nudge-based texting intervention on the moral reasoning development of preservice teachers. The intervention sent cellphone text messages of moral scenarios in one of two forms over the course of 42 days (6 weeks). Results showed no significant interaction between group assignment and time across all four indices of moral reasoning development. Findings present initial evidence that nudge-based text messages do not affect moral reasoning development of preservice teachers. Discussion reviews implications with design and use of a nudge-based approach to support moral reasoning development among teachers.
Creating a Classroom for Social Justice: Secondary Teacher Perceptions of the Environmental Outcomes of Culturally Relevant Education
Author: Cegielski, Owen
Date: 2023-00-00
Type: Journal Articles
Subjects: Classroom Environment,Social Justice,Secondary School Teachers,Teacher Attitudes,Outcomes of Education,Culturally Relevant Education,Curriculum Development,Professional Development

This descriptive phenomenological study aimed to explore secondary teacher perceptions of the environmental outcomes of implementing culturally relevant education (CRE) in the curricula. Descriptive phenomenological data analysis strategies resulted in three constituencies, and the essential structure was conceptualized as follows: Secondary teachers who meaningfully embed CRE as a social justice pedagogical practice observe safe classroom spaces that bond students through empathy and an empowering learning community that raises students' critical consciousness. However, a pedagogical shift in traditional teacher-centered roles is required for these CRE environmental outcomes to emerge. Study implications suggest that while secondary teachers realize the professed benefits of CRE in the classroom, customized support and professional development are needed to ensure effective implementation and resultant environmental outcomes.
Difficulties Encountered by Vocational Training Students in Distance Learning
Author: El Bettioui, Rachid
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Distance Education,Student Attitudes,Barriers,Educational Technology,Postsecondary Education

The paper mainly consisted of studying the difficulties of the distance learning applied by Moroccan Vocational Training Department. An online questionnaire was completed by 286 trainees studying in the Moroccan Specialized Institutes of Applied Technology. A Multiple Correspondence Analysis (MCA), using SPSS Statistics, was conducted to analyze the pattern of relationships of model's variables. Also, the Chi-Square test of independence was used to determine if there is a significant relationship between the nominal variables. The findings revealed that many institutes' students find serious difficulties in following and understanding theirs professional training from homes. They do not attend their virtual classrooms in some distance learning's platforms such as Microsoft Teams, which need a high cost of internet connection's fees and a previous training and support program.
Students of Color and COVID-19: Experiences, Coping Strategies, and Supports
Author: Kang, Amie
Date: 2023-00-00
Type: Journal Articles
Subjects: Minority Group Students,COVID-19,Pandemics,Student Experience,Coping,Stress Variables,College Students,Student Needs,Student Personnel Services,Student College Relationship

The coronavirus disease of 2019, known as the COVID-19 pandemic, is a disaster event that posed significant physical, social, financial, and mental health risks to college students. Disproportionate experiences of stressors position students of color as a population particularly vulnerable to the negative impacts of COVID19, thus, the current study assessed the impact of COVID-19 on undergraduate students of color in the United States. Students participated in semi-structured in-depth interviews about their experiences with stressors during the pandemic. Data were analyzed using conventional content analysis and revealed themes including (a) the pandemic's impact on students; (b) basic needs as college students; (c) strategies used to cope with stressors; and (d) supports desired from institutions and faculty. Findings inform colleges and healthcare providers of the most salient concerns for students of color and the sources found helpful. As such, these findings may guide effective prevention and intervention strategies to minimize the effects of future disasters.
B/LV Laboratory Accessibility Technology Adapted for Neurodiverse Chemistry Students
Author: Monroe, Christin B.
Date: 2023-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Science Laboratories,Usability,Students with Disabilities,Student Attitudes,Program Effectiveness,Assistive Technology,College Students,College Science

Text-to-speech (TTS) technology is a common accommodation available for students with disabilities. Despite the ubiquitous nature of TTS, this technology has not been explored in laboratory settings for neurodiverse college students. This study explores the adaptability of laboratory accessible TTS technology (originally developed for blind/low vision (B/LV) students) for neurodiverse students. Students were asked to provide general feedback about the usability and effectiveness of the technology using Likert surveys. The students also answered open-ended questions about how the technology could be adapted to be more neurodiverse friendly. Overall, more than 50% of the students found the technology useful but had specific feedback about adaptations that could make it even more universal.
Universal Design for Learning (UDL) in Inclusive Preschool Science Classrooms
Author: Lohmann, Marla J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Instruction,Access to Education,Preschool Education,Preschool Teachers,Inclusion,Early Childhood Education,Preschool Children,Learner Engagement,Student Interests,Learning Activities,Interaction,Physical Activities,Teaching Methods,Reading Aloud to Others,Science Experiments,Manipulative Materials,Technology Integration,Student Evaluation,Interpersonal Communication,Art Activities

Science instruction is a critical aspect of early learning. Teachers can support young children's learning about scientific concepts through the use of the Universal Design for Learning (UDL) framework, which is a proactive approach to instructional planning that helps ensure success for all learners. This teaching techniques article offers preschool teachers practical solutions for implementing in the UDL framework for science instruction in their classrooms.
Development of the Learning Package for the Living of the Elderly in Kanchanaburi and Suphanburi Province
Author: Sukchaona, Photjanee
Date: 2023-00-00
Type: Journal Articles
Subjects: Older Adults,Adult Education,Telecommunications,Handheld Devices,Foreign Countries,Teaching Methods,Instructional Materials,Educational Quality,Video Technology,Models,Lifelong Learning

The research aimed to 1) develop a learning package for the living of the elderly, 2) assess the quality of the developed learning package, 3) assess the technology acceptance of the developed learning package, and 4) find out the elderly's satisfaction towards the developed learning package. The learning package was developed following the 5-step ADDIE model. The learning package ran under the Glide Application on the YouTube platform and was accessed through mobile phones. The learning package consisted of seven modules which were analyzed and designed based on the study and analysis from the target group of 1,044 persons residing in provinces included in Kanchanaburi Rajabhat University's service areas, which are Kanchanaburi and Suphanburi, Thailand. The results of the learning package development was composed of 3 sub-modules, which were learning module 2) media module and 3) assistance module. The evaluation result by specialists found that the developed learning package was of a very good quality. The result of a 12-week learning package trial among the target group of 60 persons found that the assessment result of technology acceptance according to the TAM concept in all four aspects was at a good level, and so did the satisfaction of the target group. This indicated that the developed of learning package could be used effectively. That is, it helped support a lifelong learning for the elderly, allowing them to live in modern society with value and maintain a good quality of life in the long run.
Preservice Teachers&apos; Workplace Learning Trajectories in Language Education
Author: Nguyen, Nhung Thi Hong
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Workplace Learning,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Chinese,Foreign Countries,Supervisors

This paper reports on a multi-site case study of work-integrated learning (WIL) in language teacher education. Using learning trajectories as a lens for understanding the connection between the workplace and campus-based learning, this study explores what preservice teachers learn from real-world work experience. The data used for this study comprised semi-structured interviews. The interviews engaged preservice teachers, and workplace supervisors involved in WIL programs for preservice teachers teaching English in Vietnam, and Chinese in Australia. The findings of the study show that preservice teachers make progress in learning transformation, engage in reciprocal learning with peers, and contribute to learners' authentic learning experiences. The results highlight the features of preservice teachers' learning trajectories including work readiness, critical thinking skills, and insights into working with learners of diverse backgrounds. The study has implications for research in initial teacher education programs, employability, internationalization of higher education, and equity/inclusivity.
Reducing Access Barriers: Exploring Student Smartphone Use across Higher Education Institutions
Author: Rockey, Alex
Date: 2023-00-00
Type: Journal Articles
Subjects: Access to Education,Barriers,Handheld Devices,Telecommunications,College Students,Disadvantaged,Technology Uses in Education,Student Attitudes

With near ubiquitous smartphone ownership among 18-29-year-olds, many students carry mobile technology everywhere they go, yet little is known about how students use mobile devices for learning. For historically marginalized students, in particular, their phone may be an important tool for learning--especially if it is the primary device used to access the internet. This study explores student perceptions of using mobile devices for learning in focus groups with students from a California community college, a California state university, and a California university. Findings suggest that students often rely on their mobile devices as both an emergency bridge and to make progress on coursework in the in-between moments of their day. However, students also note frustration with using mobile devices due to limitations of small screens and challenges with accessing course content or completing assignments. Implications of this study highlight the importance of faculty development on designing mobile-friendly courses to empower students in leveraging their mobile devices for learning.
Interdisciplinary Teaching Practices in STEAM Education in Brazil
Author: Olivato, Juliana Abra
Date: 2023-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Teaching Methods,STEM Education,Art Education,Foreign Countries,Elementary School Teachers,Self Efficacy,Student Projects,Active Learning

This study explored primary school teachers' self-efficacy beliefs about interdisciplinary teaching practices related to science, technology, engineering, arts and mathematics (STEAM) education and project-based learning to understand teacher perceptions and practices and to recommend some teacher training according to the national curricular standards in Brazil. Qualitative data were gathered using semi-structured interviews carried out with in-service teachers, which were supplemented by a questionnaire featuring both closed-ended and open-ended questions. The data were subsequently subjected to quantitative analysis. The findings reveal that while most teachers are familiar with and incorporate project-based learning into their pedagogical approaches, their awareness of and training in STEAM education are limited. Nevertheless, teachers perceived themselves as being very competent across most STEAM domains, including interdisciplinary curricular integration and projects. Chemistry, physics and arts are exceptions, with lower levels of teacher self-efficacy when compared to the other disciplines. This article examines the implications of these findings for pedagogical practices and teacher training in Brazil, while addressing what are teachers' current perceptions of STEAM practices, encompassing project-based learning and interdisciplinarity. It identifies the training requirements necessary to enhance their confidence in teaching science, while integrating arts-related subjects.