ethanporcaro/eric-fulltext-meta huggingface dataset:
The Study of Flipped-Classroom for Pre-Service Science Teachers
Author: Jeong, Jin Su
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Blended Learning,Teaching Methods,Homework,Video Technology,Preservice Teachers,Science Teachers,Student Attitudes,Academic Achievement,Foreign Countries,Science Education,Performance,Grades (Scholastic)

The relatively new methodology, flipped-classroom, is one of blended learning instruction methodologies in which the traditional-classroom is inverted. This methodology asserts that students can participate and engage more successfully in their class and can attain better learning when their classroom is flipped. This work presents a two-year study to measure the effects of the flipped-classroom model on the performance, perceptions, and emotions for teacher training students in science education. Particularly, this research was carried out during two courses, 2014/2015 and 2015/2016, in a general science subject. With a post-task questionnaire, we obtained the information to assess their performance, perceptions, and emotions, toward the class. The results confirmed that a statistically significant difference was found on all assessments with the flipped-classroom students, performing higher on average, showing favorable perceptions, and demonstrating positive emotions about the flipped-classroom model. Thus, the students were ready to take more courses pursuing a flipped-classroom model. The results achieved in this study show a promising inclination about the performance, perceptions, and emotions of students toward the flipped-classroom methodology, and will provide an entirely a new impetus for this relatively new instruction methodology.
A Critically Compassionate Approach to Financial Literacy: A Pursuit of Moral Spirit
Author: Lucey, Thomas
Date: 2018-00-00
Type: Journal Articles
Subjects: Money Management,Literacy,Empathy,Moral Issues,Ethics,Holistic Approach,Consumer Education

An alternative perspective of financial literacy questioned the conceptual legitimacy of sustained personal fulfillment through maximization of financial net worth. In this alternative view, a focus on financial assets and their accumulation constitutes an activity of objectification that perceives other individuals as vehicles for personal social advancement, rather than stories or narratives of themselves. This paper argues that a critically compassionate approach to financial literacy represents a moral pursuit. It begins with the claim that human nature is both controlling and compassionate, and that this dual nature informs about the meaning of financial literacy. From this position, it considers what it may mean to be moral in this context and extending that conception to understandings of financial practice. Finally, it asserts broadening interpretations of financial literacy to include compassionate practices represent a moral consideration.
Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers&apos; Perspectives
Author: Staats, Susan
Date: 2018-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Teachers,Teacher Attitudes,Secondary School Students,Teaching Methods,Access to Education,Mathematics Instruction,Dual Enrollment,Equal Education,Mathematical Models,Race,Ethnicity,Income,Immigration,Academic Achievement,Student Attitudes,Universities,College School Cooperation,English Language Learners

Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually in our state of Minnesota, U.S.A. This paper presents a qualitative analysis of secondary school teachers' experiences implementing the inquiry pedagogy and the equity goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success; (2) perceive improvements in students' attitudes towards mathematics, school, and university education; (3) perceive student academic growth through mathematical writing; and (4) report close relationships with students. If higher education faculty design their on-campus classes to incorporate UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from secondary schools to universities.
Are We Aware of What Is Going on in a Student&apos;s Mind? Understanding Wrong Answers about Plant Tropisms and Connection between Students&apos; Conceptions and Metacognition in Teacher and Learner Minds
Author: Sobieszczuk-Nowicka, Ewa
Date: 2018-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,College Science,College Students,Plants (Botany),College Faculty,Science Laboratories,Lecture Method,Scientific Concepts,Concept Formation,Metacognition,Motion,Foreign Countries

Problems with understanding concepts and mechanisms connected to plant movements have been diagnosed among biology students. Alternative conceptions in understanding these phenomena are marginally studied. The diagnosis was based on a sample survey of university students and their lecturers, which was quantitatively and qualitatively exploratory in nature (via a questionnaire). The research was performed in two stages, before and after the lectures and laboratory on plant movements. We diagnosed eight alternative conceptions before the academic training started. After the classes, most were not been verified, and in addition, 12 new conceptions were diagnosed. Additionally, we report that teachers are not aware of students' possible misunderstandings. They do not perceive students' troubles with switching between levels of representations, nor their alternative conceptions. A case of &quot;curse of knowledge&quot; was observed and academic teacher training is recommended. Additionally, the need for metacognition as a crucial element in laboratory activities seems supported by our presented results. Such metacognition refers to students as well as teachers, which leads to the conclusion that teachers should be aware of students' way of thinking and the development of knowledge in one's own mind.
Academic Vocabulary and Reading Fluency: Unlikely Bedfellows in the Quest for Textual Meaning
Author: Paige, David D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Fluency,Academic Discourse,Vocabulary Development,Grade 6,Grade 7,Reading Comprehension,Correlation,Reading Processes,Reading Rate,Middle School Students,Reading Tests,Taxonomy,Sustained Silent Reading

Academic vocabulary is the specialized language used to communicate within academic settings. The Coxhead (2000) taxonomy is one such list that identifies 570 headwords representing academic vocabulary. Researchers have hypothesized that students possessing greater fluent reading skills are more likely to benefit from exposure to vocabulary due to greater amounts of time spent reading (Nagy and Stahl, 2007; Stanovich, 1986). In this study of 138 sixth- and seventh-grade students, we assess academic vocabulary, indicators of fluent reading, and silent reading comprehension to gain insight into relationships between the three. Our results found that reading rate mediates the relationship between academic vocabulary and reading comprehension, accounting for nearly one-third of the explained variance. Using simple slope analysis, we identified a threshold suggesting the point where reading rate exerts a neutral effect on reading comprehension beyond which vocabulary learning is no longer hindered.
What Biological Visualizations Do Science Center Visitors Prefer in an Interactive Touch Table?
Author: Höst, Gunnar E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Visualization,Science Education,Science Interests,Cytology,Molecular Biology,Science Teaching Centers,Museums,Exhibits,Manipulative Materials,Hands on Science,Interaction,Technology Integration

Hands-on digital interactivity in science centers provides new communicative opportunities. The &quot;Microcosmos&quot; multi-touch table allows visitors to interact with 64 image &quot;cards&quot; of (sub)microscopic biological structures and processes embedded across seven theme categories. This study presents the integration of biological content, interactive features and logging capabilities into the table, and analyses visitors' usage and preferences. Data logging recorded 2,070,350 events including activated category, selected card, and various finger-based gestures. Visitors interacted with all cards during 858 sessions (96 s on average). Finger movements covered an average accumulated distance of 4.6 m per session, and about 56% of card interactions involved two fingers. Visitors made 5.53 category switches per session on average, and the virus category was most activated (average 0.96 per session). An overall ranking score related to card attractive power and holding power revealed that six of the most highly used cards depicted viruses and four were colourful instrument output images. The large finger traversal distance and proportion of two-finger card interaction may indicate the intuitiveness of the gestures. Observed trends in visitor engagement with the biological visualizations are considered in terms of construal level theory. Future work will examine how interactions are related to potential learning of biological content.
Neuroimaging of Learning and Development: Improving Ecological Validity
Author: van Atteveldt, Nienke
Date: 2018-00-00
Type: Journal Articles
Subjects: Neurosciences,Brain,Diagnostic Tests,Cognitive Processes,Measurement Techniques,Ecology,Cognitive Development,Scientific Research

Modern neuroscience research, including neuroimaging techniques such as functional magnetic resonance imaging (fMRI), has provided valuable insights that advanced our understanding of brain development and learning processes significantly. However, there is a lively discussion about whether and how these insights can be meaningful to the educational practice. One of the main challenges is the low ecological validity of neuroimaging studies, making it hard to translate neuroimaging findings to real-life learning situations. Here, we describe four approaches that increase the ecological validity of neuroimaging experiments: using more naturalistic stimuli and tasks, moving the research to more naturalistic settings by using portable neuroimaging devices, combining tightly controlled lab-based neuroimaging measurements with real-life variables and follow-up field studies, and including stakeholders from the practice at all stages of the research. We illustrate these approaches with examples and explain how these directions of research optimize the benefits of neuroimaging techniques to study learning and development. This paper provides a frontline overview of methodological approaches that can be used for future neuroimaging studies to increase their ecological validity and thereby their relevance and applicability to the learning practice.
Critical Science and Mathematics Early Childhood Education: Theorizing Reggio, Play, and Critical Pedagogy into an Actionable Cycle
Author: Smith, Mandy McCormick
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Science Instruction,Early Childhood Education,Self Concept,Cultural Background,Cultural Awareness,Student Diversity,Preschool Teachers,Teacher Education,Critical Theory,Teaching Methods,Play,Reggio Emilia Approach

Young American children in today's public schools live in a world in which tensions around about identity (i.e., ethnicity and race, gender continuums, language backgrounds and proficiencies, cultural values and beliefs, economic resources, schooled experiences, literacy, and im/migration history) are part of everyday conversation. However, many early childhood science and mathematics educators are reticent to engage deeply in dialogue around these identities, not only due to a common narrative where science and mathematics are interpreted as culturally-neutral, but also because few models within early childhood science and mathematics education exist on how to engage in these conversations. Given this, we ask, how can we prepare and support teachers in developing a positive awareness of culture, identity, diversity, and other critical tensions faced by our youngest learners? How can we prepare and support teachers in engaging in these critical conversations as connected to science and mathematics with young children?
Critical Theoretical Frameworks in Engineering Education: An Anti-Deficit and Liberative Approach
Author: Mejia, Joel Alejandro
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Theory,Models,Engineering Education,Discourse Analysis,Disproportionate Representation,Reflection,Scholarship

The field of engineering education has adapted different theoretical frameworks from a wide range of disciplines to explore issues of education, diversity, and inclusion among others. The number of theoretical frameworks that explore these issues using a critical perspective has been increasing in the past few years. In this review of the literature, we present an analysis that draws from Freire's principles of critical andragogy and pedagogy. Using a set of inclusion criteria, we selected 33 research articles that used critical theoretical frameworks as part of our systematic review of the literature. We argue that critical theoretical frameworks are necessary to develop anti-deficit approaches to engineering education research. We show how engineering education research could frame questions and guide research designs using critical theoretical frameworks for the purpose of liberation.
The Long View of &quot;Visible Learning&quot;&apos;s Impact
Author: Fisher, Douglas
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,Evidence Based Practice,Instruction,Teaching Methods,Learning Processes,Feedback (Response),Meta Analysis

In this article, we address the common criticisms of the Visible Learning research and offer a long-term view of the potential presented with this body of knowledge. We contextualize our view with some experiences in a high school that is focused on improving student learning.
The Relationship between Administrative Intensity and Student Retention and Success: A Three-Year Study
Author: Romine, Kerry D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Administrative Organization,School Holding Power,Academic Persistence,College Students,Academic Achievement,Graduation Rate

Through the lens of complexity theory and by utilizing the methodological framework set forth in Gander's 1999 article regarding internal and external organizational elements of administrative intensity, this secondary data analysis study linked the internal organizational elements of administrative intensity to institutional results as evidenced by higher education student retention and graduation rates. Representing institutional investments, efforts, and outcomes from 2004 to 2014, three years of data reporting were gathered from the Integrated Postsecondary Education Data Set (IPEDS) and were then cleaned per secondary data analysis techniques. Using canonical correlation analysis, the internal elements of administrative intensity were correlated with student retention and success. Findings indicate the relationships of internal elements of higher education institutions on student retention and success, which was measured by four-year, six-year, and eight-year graduation rates. The discussion includes education policy implications.
A Systematic Review of Evidence-Based Video Modeling for Students with Emotional and Behavioral Disorders
Author: Seok, Soonhwa
Date: 2018-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Video Technology,Modeling (Psychology),Emotional Disturbances,Behavior Disorders,Intervention,Student Behavior,Elementary School Students,Secondary School Students,Educational Indicators,Effect Size,Feedback (Response),Reinforcement

This systematic review examined eight studies showing that video modeling (VM) can have a positive and significant effect for students with emotional and behavioral disorders (EBD). Building upon meta-analyses that sought evidence of video-based interventions decreasing problem behaviors of students with EBD in K-12 education, the review examined the standards of the Council for Exceptional Children (CEC) for evidence-based practice as well as additional quality indicators, neglected quality indicators, strategies combined with VM, the impact of the independent variables on the dependent variables, and common recommendations offered for future research. Findings revealed that the eight studies met the CEC standards for evidence-based practices as well as other quality indicators. For instance, all studies reported content and setting, participants, intervention agents, description of practice, as well as interobserver agreement and experimental control. According to the findings, fidelity index and effect size were the two most neglected quality indicators. Furthermore, instructions, reinforcement system, and feedback or discussion were the most common strategies used. Finally, generalizability--across settings, populations, treatment agents, target behaviors in the real world, and subject matter--was the most common recommendation for future research. While further investigation is warranted, these findings suggest that VM is an effective evidence-based practice for students with EBD when the CEC standards are met.
Education in Sustainable Development Goals Using the Spatial Data Infrastructures and the TPACK Model
Author: Álvarez-Otero, Javier
Date: 2018-00-00
Type: Journal Articles
Subjects: Sustainable Development,Pedagogical Content Knowledge,Technological Literacy,Environmental Education,Delphi Technique,Geographic Information Systems,Secondary School Students,Teaching Methods,Educational Objectives,Questionnaires,Formative Evaluation

Education in Sustainable Development Goals is a basic step in attaining its objectives, and, therefore, it has been undertaken by broad sectors of the teaching community. Nevertheless, the &quot;sustainability curriculum&quot; derived from the Sustainable Development Goals, in this case based on the data of the Spatial Data Infrastructures, in spite of its teaching and research potential, is something with which the teaching body is not yet familiar. The results of the fieldwork carried out (questionnaires and Delphi technique) prove this to be the case. For this reason, in order to educate geographically in reflection and collaboration with the aims of the Sustainable Development Goals, the viewing, in a GIS on the Cloud (WebGIS) of indicators of interest is proposed for the Sustainable Development Goals taken from the Spatial Data Infrastructures within the framework of the TPACK (Technological Pedagogical Content Knowledge) model. To facilitate all these learning objectives, a proposal for good practices in the classrooms of secondary schools and another proposal for university lectures have been designed, and the results applied and analyzed. These examples demonstrate empirically that, with adequate pedagogical tools, an education in geography for global understanding by integrating Sustainable Development Goals and Spatial Data Infrastructures can be achieved, which is what the TPACK model pursues.
Exploring Affective Dimensions of Authentic Geographic Education Using a Qualitative Document Analysis of Students&apos; YouthMappers Blogs
Author: Hite, Rebecca
Date: 2018-00-00
Type: Journal Articles
Subjects: Geography Instruction,Student Experience,Web Sites,Electronic Publishing,College Students,Peer Relationship,Geographic Regions,Gender Differences,Emotional Experience,Social Experience,Computer Uses in Education,Foreign Countries

Research suggests numerous cognitive benefits of authentic learning experiences. Beyond cognition, there are additional dimensions for learners who engage in authentic learning experiences. In education, the affective experiences of authentic learning and the role of students' social interactions remain largely unexplored. This paper examines students' affective and social experiences derived from blog posts published on the YouthMappers website. YouthMappers is an international network of university students who create open map data for humanitarian and development programming. In an analysis of two years (2016-2017) of 82 blogs from the YouthMappers network, students from the U.S. and abroad report motivating experiences fueled by social events and gatherings. The participants also find value in communicating with, encouraging, educating, and supporting their peers. Geographic region and gender also play a part in their accounts. This paper seeks to advance research in student affect and social interactions during authentic learning experiences. Positive affective and social experiences may be employed to create authentic learning experiences, building impactful social and emotional experiences for globally-diverse students.
Does the Middle School Model Make a Difference? Relating Measures of School Effectiveness to Recommended Best Practices
Author: Olofson, Mark
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle Schools,School Effectiveness,Best Practices,Educational Practices,Value Added Models,Mathematics,Education,Language Arts,Attendance Patterns,Predictor Variables,School Schedules,Student Development,Adolescent Development,Institutional Characteristics

Since the emergence of middle schools as distinct educational settings in the 1960s, proponents of the model have advocated for structures and approaches that best meet the particular developmental needs of young adolescents. Middle school researchers have developed frameworks of best practices for schools that have been widely, if not uniformly, adopted. However, there is a paucity of large-scale quantitative research on the efficacy of such best practices. In this study we used state-level administrative data from Texas to estimate the school-level contribution to standardized test scores in math and language arts, along with absenteeism. We then regressed these value-added quantities on indicators of middle school structures, along with research-supported predictors of school efficacy. Results showed that schools with fewer classes in the school day and higher quality teachers performed better, among other indicators. Findings from models using the campus contribution to absenteeism were similar. These results indicate that while elements of the middle school model may help transform individual schools, the equitable distribution of resources and the undoing of de facto segregation are vital to the success of all young adolescents.