ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Speech Style between Teacher and Student in Learning English
Author: Amiruddin, Mohammad
Date: 2022-02-00
Type: Journal Articles
Subjects: Role,Language Styles,Speech Communication,Teacher Student Relationship,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Proficiency,Language Teachers,Linguistic Input

This study examined the role of speech style between teachers and students in learning English. This study was ex post facto research, using quantitative approach. The students at English Department of Madura University, Indonesia were the population in this research. A sample was decided using proportional stratified random sampling technique. The data were analyzed by simple regression technique. The result of the study showed that the role of speech style between the teachers and the students in learning English is 0.62 (62%). The speech styles of the teachers and students work on students' proficiency level in English. Conducive classroom in language learning is the requirement of the right speech styles of the teachers and the students. It makes necessary for the teachers to provide students with suitable speech style with the contexts in order to put up the classroom serving the students with substantial input.
Associations between Social Learning Environments and Students&apos; Reading Comprehension Skills: An Analysis of PISA&apos;s Saudi Arabia Dataset
Author: Alharbi, Fahad
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Environment,Educational Environment,Reading Comprehension,Reading Skills,Foreign Countries,Achievement Tests,Secondary School Students,International Assessment,Predictor Variables,Gender Differences

Despite the widespread use of social educational tools during the last decade in K12 education, the growth curve of utilizing these tools to enhance reading activities has remained lower than expected in learning environments. However, the rapid shift from face-to-face education to online education brought about by the pandemic has attracted educators who utilize these technologies to enhance reading scores among students. Drawing on data from Programme for International Student Assessment 2018, prediction models were conducted to investigate the effects of social reading activity tools on reading proficiency scores while controlling for other factors. The results indicate that reading emails, involvement in online chat (e.g., WhatsApp), reading online news, searching for information online to learn about particular topics and searching for practical information online (e.g., schedules) are significant predictors of higher reading proficiency scores. On the other hand, taking part in online group discussions or forums is a negatively significant predictor of reading proficiency scores. Moreover, reading proficiency scores differ depending on the types of schools students attended, their gender and their social, cultural and economic status when interaction was introduced in the model. These results should help educators as well as researchers to strategically utilize social reading activities according to the nature of the tasks they assign to students.
Effect of Different Levels of Constructivist Scaffolding within E-Content on Undergraduate Students&apos; Mastery of Learning and Their Attitudes towards It
Author: Shemy, Nader Said
Date: 2022-00-00
Type: Journal Articles
Subjects: Mastery Learning,Undergraduate Students,Scaffolding (Teaching Technique),Constructivism (Learning),Student Attitudes,Electronic Learning,Comparative Analysis,Positive Attitudes,Course Content,Teaching Methods,Design,Scores,Integrated Learning Systems,Foreign Countries,Computer Assisted Instruction

This research investigates the effect of different levels of constructivist scaffolding within e-content on undergraduate students' mastery of learning and their attitudes towards it. The research sample involves three experimental groups, each group having thirty (30) students. The first group (Group 1) studied e-content with simple constructivist scaffolding, the second group (Group 2) studied e-content with intermediate constructivist scaffolding, the third group (Group 3) studied e-content with intensive constructivist scaffolding. The results indicate that the third group of students, who studied design skills with intensive scaffolding, scored higher than the other two groups; they achieved 85% proficiency. Though the differences are not statistically significant, the students in the other two groups did not achieve the same proficiency percentage (85%). The results further reveal that the students in the first and third groups had more positive attitudes than the students in the second group.
Practicum Experience in the Era of New-Normal: A Phenomenological Study
Author: Özmantar, Zehra Keser
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Practicums,COVID-19,Pandemics,Online Courses,Distance Education,Phenomenology,Student Experience,Student Adjustment,Educational Improvement,Foreign Countries

The COVID-19 pandemic, which has affected the whole world, has caused great changes in social, cultural and economic life. All sectors had to adapt to the new conditions called new-normal. Schools were also completely or partially closed during this period. Education services have begun to be provided at all levels with distance education tools. Practicum, an important component of teacher education, has also been moved to the digital environment. This study aims to delve into the experiences of preservice teachers who took the practicum course online during the COVID-19 pandemic. The study was designed as phenomenological research and the data were collected through in-depth interviews with 13 preservice teachers. The phenomenological analysis yielded three themes in explaining participants' experiences of online practicum: adaptational gaps, fruitful challenges and realization of potential improvements. Implications of the findings with regard to planning of practicum process considering the next-normal were shared.
Times of Crisis Can Bring Opportunities: Educational Planning, Facilities Management, and Cares Funding
Author: Cash, Carol S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Planning,Educational Facilities Planning,Facilities Management,COVID-19,Pandemics,Educational Finance,Federal Legislation,Federal Aid,Superintendents,Expenditures,Strategic Planning,Decision Making,Educational Facilities Improvement,Educational Change

In March of 2020, the United States (U.S.), like many other countries around the world, faced an international pandemic unlike any other in recent times. Elected government officials recommended or mandated the closing of PK-12 public schools. These decisive actions led to unprecedented challenges, but also unique opportunities for public education. The researchers conducted a three-part research study focusing on school leadership during the pandemic. This article is based on the third part of the study focusing on the perceptions of school superintendents about their leadership during the pandemic in one state in the mid-Atlantic region of the U.S. This qualitative study is based on the naturalistic inquiry design that affords the researcher the opportunity to study an event in real-time as it naturally unfolds (Lincoln and Guba, 1985). Interviews were conducted with Superintendents in February and March 2021. The researchers used a semi-structured interview protocol consisting of nine open ended inquiry-based questions. The purpose was to investigate how superintendents and school divisions were using &quot;The Coronavirus Aid, Relief, and Economic Security (CARES) Act&quot; funding (U.S. Treasury, n.p.). Based on the data gathered from this study, it became abundantly clear how superintendents used their CARES funds and what that revealed about their priorities. Spending patterns revealed their unwavering support of students and staff and focused on safety and teaching and learning. Superintendents were strategic in their decision making to ensure the CARES funding was used for the greatest common good, both individually and collectively. Many long-term projects and facilities improvements were now possible because of this infusion of funds. Superintendents used this opportunity to effect change: change in instruction, change in instructional delivery, and change in facility disrepair.
What Did the School Principals Learn from the Pandemic in Turkey? Experiences during the Process
Author: Özkan, Yesim Özer
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,COVID-19,Pandemics,Coping,Administrator Role,Administrator Attitudes,Leadership Styles,Social Justice,Disadvantaged Youth,Equal Education,Barriers,School Closing,Educational Technology,Disease Control

The aim of the study was to examine the experiences of school principals in Turkey during the pandemic. The fact that school principals have taken on an active role as guiding the school shareholders in coping with the crisis was the motive for focusing on their experiences. The study based on a qualitative phenomenological approach. Data was collected by way of a focus group interviews. As is the case globally, the pandemic has led to feelings of panic, fear and uncertainty among the people in Turkey. Immediate decisions without shareholder participation and which conflict with each other were taken during the crisis period. In this regard, even though the expectations are not high, establishing local decision-making units and managing them efficiently, developing parent training programs and increasing the technological competence levels, focus on techno-pedagogic competencies on the part of institutions responsible from training and educating teachers and establishing effective communication and decision mechanisms among the school shareholders are among the advancements expected for the post-pandemic period.
Mathematical Representations in the Teaching and Learning of Geometry: A Review of the Literature from the United States
Author: Desai, Siddhi
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Mathematics Instruction,Geometry,Literature Reviews,Elementary Secondary Education

This paper presents a synthesis of the literature exploring the teaching and learning of geometry and the role that mathematical representations can play in enriching geometry experiences for our students. Geometry is the only content domain to be taught in all PK-12 grades, however, from historical trends in international assessment data, it continues to be a low scoring area for students in the United States. This paper is organized by the following: (1) theories guiding the teaching and learning of geometry in the U.S.; (2) teaching and learning of geometry in the U.S.; and (3) the role of mathematical representations in geometry. In order for students to appreciate and experience the wonder, joy, and beauty of geometry in a consistent and coherent manner, they need geometry learning experiences that leverage high quality tasks with opportunities in translating &quot;between&quot; and &quot;within&quot; multiple representations, and engage them in discovering connections within geometry, between geometry and the other mathematics content domains, and between geometry and their world.
Integrated Planning: The &quot;Difference That Makes a Difference&quot; in Institutional Effectiveness over Time
Author: Hoshaw, Justin P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Stress Variables,Institutional Mission,Educational Planning,Institutional Evaluation,Strategic Planning,Educational Change,College Administration,Models,Organizational Effectiveness

Higher education is at a crossroads. Institutions need to be increasingly adaptable to unexpected stressors while building more robust systems for assessing their students' longitudinal, multifaceted development within the context of mission-driven operations. Integrated planning is a collaborative process that meets these goals through the intentional coordination, within and among units, to engage in long-term planning while nimbly responding to changes that warrant procedural alterations so that institutions can meet their strategic goals. In this paper, we demonstrate how the architecture of institutional effectiveness (IE) is inextricably linked to the quality of its integrated planning (IP), with student learning and developmental outcomes at its nexus.
Promising Failure: Driving Innovation by Exposing Imperfection
Author: Tucker, Constance
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Innovation,Social Justice,Failure,Problem Solving,Equal Education,Safety,Educational Environment,Evaluation Methods

This article emerges as part of the Grand Challenges in Assessment Project and describes two approaches to driving innovation in assessment. Each approach can be used to drive innovation, promising failure, and equity in assessment, teaching, and learning. The first approach, the TRIZ exercise, focuses on an approach to drive innovation at a planning level. The second approach examines how to stimulate innovation through recognition of braver and safer spaces. The article concludes by reflecting on the implications of these approaches in the context of social justice and a pandemic.
A Question of Support: Assessing a Composition Learning Community for Student Learning and Academic Success
Author: Varty, Nicole G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Communities of Practice,Academic Achievement,Writing Instruction,College Curriculum,Writing (Composition),College Students,Electronic Learning,Conventional Instruction,Instructional Effectiveness,Writing Evaluation

Learning communities (LCs) represent a high impact practice in higher education with marked benefits for all stakeholders. In general education composition courses, learning communities can provide key support for students. This paper provides an example of a mixed-methods assessment design, and its consequent revision due to the COVID-19 Pandemic, investigating whether and how a composition learning community supports student learning and academic success. Comparing LC and non-LC courses, as well as online and in-person courses, the results of this study find significant increases in academic success for students in face-to-face (or in-person) LC courses, and no significant increases for students in online LC courses. Engaging in a robust assessment cycle provided the key evidence both for areas where our composition learning community is succeeding in its goals, as well as important areas for improvement, particularly in the current era of increasingly turning to online educational modes.
Broadening Conceptions of STEM Learning: &quot;STEM Smart Skills&quot; and School-Based Multilingual Family Engagement
Author: Suh, Emily
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Concept Formation,Family Involvement,Multilingualism,Culturally Relevant Education,Cultural Differences

STEM education researchers are well aware of the need for increased access and inclusivity in Science, Technology, Engineering, and Mathematics (STEM) education for students from culturally and linguistically diverse (CLD) backgrounds. One of the many barriers for students from underserved cultural and linguistic groups is the difficulty of connecting families to school models of STEM education. This is one reason we advocate for improvement in culturally relevant STEM curriculum and content instruction. This commentary does not focus on STEM content instruction, although we certainly believe children from CLD communities deserve high expectations and high quality, culturally sustaining, STEM pedagogy. In this article we discuss non-curricular skills that are vital to success in STEM -- and the advantages of sharing with family members the importance of particular essential life skills that support STEM learning. Communicating these essential &quot;STEM Smart skills&quot; showcases the power and influence that families have in kids' STEM learning. In this commentary we describe a school-based family STEM night that included a demonstration that success in a STEM task is not based primarily on content knowledge but on &quot;STEM Smart skills.&quot; Many family members found success in the activity, regardless of parents' educational level or background in STEM. Family members' rich life experiences, critical thinking skills, and cultural knowledge include these &quot;STEM Smart skills.&quot; We argue that teachers and schools should communicate to families about these life skills. This focus can benefit students by highlighting family members' power and role in teaching and modeling, essential skills for students' STEM success. This focus also can benefit educators by challenging common stereotypes about families from underrepresented cultural and linguistic backgrounds. In this way, acknowledgement of &quot;STEM Smart&quot; life skills could play a small part in dismantling structural racism and inequitable power relations between schools and communities.
The Transition from Annual to Triennial Assessment and How Faculty Feel about It
Author: Lyons, Jason C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Teacher Evaluation,College Faculty,Teacher Attitudes,Scheduling

Beginning in the 2014-2015 academic year, Christopher Newport University (CNU) transitioned from annual assessment to the triennial assessment of academic programs. This shift was largely motivated by observed limitations to annual assessment such as ineffective use of student learning outcomes, a lack of time, and overutilized faculty. By making this shift to a triennial cycle, it was assumed that faculty would experience a reduction in assessment fatigue, that there would be more time to capture and utilize assessment data, and more time to implement change. Using the meta-assessment scores generated by comprehensive reviews of triennial assessment reports conducted by CNU's University Assessment Committee (UAC), this paper will demonstrate how the assessment process at CNU shows continuous improvement. In order to address faculty perception relative to our assumptions, this paper will also share the results of a survey on faculty's perceptions of triennial assessment.
Beyond the Numbers: Qualitative Analysis of Open-Ended Responses for Identifying Student Success Indicators
Author: Chintakrindi, Sriram
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,College Students,Teacher Student Relationship,National Surveys,Student Attitudes,Success,College Faculty,Student Experience,Educational Environment

This study examines Student Success indicators and coded themes from open-ended responses completed by first-year and senior college students at California State University, Stanislaus. The purpose of this study is to examine whether student success indicators will provide researchers with evidence-based insights into identifying best practices for improving graduation rates and eliminating achievement gaps for students. The results of this study demonstrate that student-faculty relationships are a major concern among college students and that administrators should develop constructive interventions to facilitate and improve student-faculty bonding as a method for promoting student success.
Conversations with Scientists and Science Educators: In Search of the Third Dimension
Author: Price, Gareth
Date: 2021-00-00
Type: Journal Articles
Subjects: Inquiry,Scientific Principles,Scientific Methodology,Science Education,Scientific Research,Science Teachers,Science Process Skills,Holistic Approach,Professional Autonomy,Competence,Teaching Methods

We have argued that science in general, and scientific inquiry in particular, is a human activity and that current models to describe science (either as Scientific Method or as a Body of Knowledge) tend to underestimate the significance of human beings in the phenomenon. Our earlier paper (Bevins &amp; Price, 2016) suggests a model to correct this imbalance which we call 3-Dimensional science. The current paper used the Storyline Method to look at the lived experiences of nine science researchers and educators for evidence of our third dimension (Psychological Energy). Results suggest that the key features of our third dimension are present, namely: a degree of autonomy, a sense of competence, and a relatedness to significant others. We suggest this further strengthens the argument for a more holistic approach to science education which celebrates these issues rather than simply a technical analysis of isolated teaching techniques.
General Proof Tasks Provide Opportunities for Varied Forms of Reasoning about the Domain of Mathematical Claims
Author: Conner, Kimberly A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Secondary School Students,Mathematics Skills,Mathematical Logic,Grade 9,Abstract Reasoning,Attention

Proofs are attempts to conclusively demonstrate the validity of the claim for all cases indicated within its domain, which implies that proving should involve thoughtful consideration of the domain. This study analyzed the enactment of three general claim tasks, or tasks where the domain of the claim referred to an infinite number of cases, that were used during an introduction-to-proof teaching experiment with 10 ninth grade students. We analyzed the tasks in terms of the opportunities students experienced to engage in reasoning-and-proving and attend to the domain of the claims. The use of general claim tasks provided students with opportunities to engage in varied reasoning-and-proving activities, including forms not typically found in textbooks. Students' attention to the domain of the claims increased over the course of study as a result of the teacher-researcher's continued focus on this aspect of the tasks, although their attention did not always encompass all cases within the domain. By making the domain of mathematical claims a central focus, we emphasize its important role in the reasoning-and-proving opportunities afforded to students and contribute to an understanding of students' early interpretations of this aspect of proof tasks.
Impact of a Summer Camp on Elementary Students&apos; Understanding and Awareness of Engineering Careers and Attitudes toward Engineering
Author: Gossen, Drew
Date: 2021-00-00
Type: Journal Articles
Subjects: Summer Programs,Camps,Elementary School Students,Knowledge Level,Engineering,Career Awareness,Student Attitudes,STEM Education,Outreach Programs

Students who develop interest in STEM careers by the eighth grade are more likely to pursue careers in STEM (Tai et al., 2006). Interest development can happen through a variety of sources, including informal learning experiences such as out of school programs and summer camps. This study looks at one such informal STEM experience, an engineering summer camp for elementary students, to explore how this camp impacted their understanding, awareness, and attitudes toward engineering. The study used a pre/post design to determine the impact of the camp with two groups of students in two separate years. The results suggest that students gained an awareness of the types of engineering, a better understanding of the purpose of the work of engineers, and had more positive attitudes about the value of engineering and their own aspirations toward engineering.