ethanporcaro/eric-fulltext-meta huggingface dataset:
It&apos;s Hard, but I Can Do It: How an Independent Engineering Fair Project Can Affect Student Perceptions of Science
Author: Feille, Kelly
Date: 2021-09-00
Type: Journal Articles
Subjects: Independent Study,Engineering Education,Student Projects,Student Attitudes,Scientific Attitudes,Elementary School Students,Authentic Learning,Science Fairs

Incorporating authentic engineering practices into educative experiences in elementary school has the potential to positively impact student consideration of STEM careers and increase student self-efficacy in later engineering study. Additionally, as students move from primary to secondary grades, their interest in STEM topics tends to decline. To that end, teachers and researchers at Chaparral Elementary facilitated an independent engineering fair project to engage students in authentic practices of engineering to solve a self-identified problem with a designed or improved solution. We investigated how students' perceptions of science and engineering were affected by their engagement in the practices of engineering through a two-week long independent engineering fair project. Data sources for the study include student surveys, researcher qualitative memos, informal student interviews, and student presentations. Our findings indicate that as students engaged with their independent engineering projects, their understanding of science as a tool for explaining the natural world improved and their perceptions of science and engineering and themselves as scientists and engineers was positively impacted.
Teachers&apos; Experiences on Instructional Design Based Professional Development: A Narrative Inquiry
Author: Altun, Sertel
Date: 2021-09-00
Type: Journal Articles
Subjects: Teacher Attitudes,Instructional Design,Attitude Change,Faculty Development,Teaching Methods,Feedback (Response),Pedagogical Content Knowledge,Trust (Psychology),Theory Practice Relationship,Language Teachers,Science Teachers,Foreign Countries

Empowering teachers as instructional designers strengthen the link between theory and good practice. The purpose of the research is to explore two teachers' experiences about a professional development (PD) program. The PD includes a one academic year program with the aim of developing teachers' instructional design knowledge and skills using Understanding by Design model as reference. Teachers' instructional designs improved in terms of UbD design principles, and they reported change in their attitudes and teaching practices after the fourth cycle. Continuous discipline-specific feedback and trust bond based on prolonged communication underlined as major elements of PD that facilitated teacher change.
Application of the Analytic Hierarchy Process (AHP) on Factors That Affect Students&apos; Enrollment in TVET Based on TVET Instructors and Students&apos; Perspectives
Author: Hong, Chia Ming
Date: 2022-00-00
Type: Journal Articles
Subjects: Knowledge Economy,Information Technology,Vocational Education,Student Interests,Parent Attitudes,Employee Attitudes,Economic Development,Public Policy,Vocational Education Teachers,Teacher Qualifications,Student Attitudes,Technical Education,Comparative Analysis,Foreign Countries,Barriers

The world is undergoing a new era of growth known as technological transformation, which enhances economic and social development. The demand for Knowledge workers (K-workers) is increasing because they are the experts who will handle the advanced technologies. One of the channels to produce K-workers is through Technical and Vocational Education and Training (TVET). At present, the number of TVET graduates in Malaysia is not meeting the market demands based on the enrollment in TVET programs after completing their secondary school. Several contributing factors that affect students' tendency in enrolling vocational education are recognized namely students' interest, parents' perception, social perception, employers' perception, inexperienced TVET instructors, facilities in TVET institutions, current government policy, and vocational education cost. This paper aims to develop two Analytic Hierarchy Process (AHP) models, in determining the level of importance for these influential factors based on TVET instructors and TVET students' perceptions. In comparing the differences between two models, a statistical test known as &quot;t-test&quot; is conducted to validate the hypothesis statements. The findings reveal that parental influence is the most contributed factor in TVET student enrollment. In addition, it is also found that the null hypothesis fails to be rejected since the &quot;p-value&quot; (0.9998) is greater than 0.05. Hence, it can be concluded that both groups do not have significant difference on their population means.
The Relationship between L2 Vocabulary Knowledge and Listening Proficiency: The Mediating Effect of Vocabulary Fluency
Author: Tong, Yanli
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Vocabulary Development,Second Language Learning,Second Language Instruction,Language Fluency,Listening Comprehension,Receptive Language,College Freshmen,Language Tests,English (Second Language),Listening Comprehension Tests,Language Proficiency,Factor Analysis,Foreign Countries

Based on 312 samples, this study investigated the relationship between two dimensions of L2 vocabulary knowledge (VK) and listening comprehension (LC) by comparing written and oral vocabulary measurements and further examined the mediating effect of L2 vocabulary fluency (VF) by using Bootstrapping and Monte Carlo Method. Results show that: (1) the regression coefficient from written receptive breadth and depth of VK to LC were [beta] = 0.29*** and [beta] = 0.22***; (2) the regression coefficient from oral receptive breadth and depth of VK to LC were [beta] = 0.34*** and [beta] = 0.31*** ; (3) the variance explanatory power of LC reached 64%; (4) VF played a partial mediating role between VK and LC; (5) on the condition of the mediating effect of VF, regression coefficient of written receptive vocabulary breadth to LC increased by 13%, reaching [beta] = 0.42***, that of oral one to LC raised by 17%, reaching [beta] = 0.51***; and (6) regression coefficient of written receptive vocabulary depth to LC increased by 19%, reaching [beta] = 0.41***, that of oral one to LC raised by 15%, reaching [beta] = 0.46***. Finally, we discussed respective importance of different dimensions of VK in LC. The conclusion of the study was of significance to teaching of L2 VK and LC.
School Counselors&apos; Use of Marcia&apos;s Identity Status Theory for Career Advisement and Consultation and Collaboration
Author: Kolbert, Jered B.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,Counseling Techniques,Career Counseling,Identification (Psychology),Personality Theories,Adolescents

In this paper, we describe how school counselors can use Marcia's theory of psychosocial identity development to provide differentiated career advisement for adolescent students. Furthermore, we identify how school counselors can use Marcia's theory of psychosocial identity development when collaborating and consulting with teachers and parents to assist them in supporting the career development of students. We explain how school counselors can determine a student's identity status, and we provide highly specific strategies for career advisement for adolescent students in accordance with each of Marcia's identity statuses.
Translanguaging to Persevere Is Key for Latinx Bilinguals&apos; Mathematical Success
Author: DiNapoli, Joseph
Date: 2021-12-00
Type: Journal Articles
Subjects: Code Switching (Language),Bilingual Students,Hispanic American Students,Language Usage,High School Seniors,Grade 12,Mathematics Instruction,Semiotics,Spanish,Problem Solving,Persistence

Recent reform efforts state the importance of providing students with opportunities to persevere with challenging mathematics to make meaning. We posit translanguaging practice as a vital option by which Latinx bilingual students can sustain collective perseverance during problem solving. In this paper, we employ a constant-comparative overlay analysis to simultaneously study the discursive translanguaging and perseverance practices of Latinx bilingual students and the corresponding classroom supports. We observed collaborative problem solving in two classrooms of 12th-grade Latinx bilinguals working to make sense of an exponential function and the involvement of the same monolingual English-speaking teacher. Working within similar, supportive classroom environments, we describe how one group of students spontaneously and dialogically leveraged communicative resources to help persevere with in-the-moment obstacles, while another group of students worked together across languages but did not engage in a translanguaging mathematical practice to persevere. We suggest that only establishing a classroom environment conducive for translanguaging and perseverance practice is insufficient and that teachers should not solely rely on students spontaneously engaging in these practices. To complement this environment, we recommend specific teacher moves and scaffolds that could help Latinx bilingual students initiate collaborative translanguaging and support their ongoing perseverance to make meaning of mathematics.
Urban Mathematics Education Research: Using Citation Cartography to Map Bubbles and Foams in Mathematics Education Research
Author: Dubbs, Christopher H.
Date: 2021-12-00
Type: Journal Articles
Subjects: Mathematics Education,Educational Research,Urban Education,Citations (References),Periodicals,Networks,Network Analysis,Maps

The purpose of this paper is to introduce citation networks, a novel method for identifying field connections, and to elaborate a theory of spatiality that deploys the metaphors of bubbles and foams to imagine space and change. After introducing the method and theory that guide this investigation, the author will introduce and describe the foams of the research published in the &quot;Journal for Research in Mathematics Education&quot; (&quot;JRME&quot;) and &quot;Educational Studies in Mathematics&quot; (&quot;ESM&quot;) during the 2010s. In doing so, the author will show what topics of inquiry constitute the dominant research foci of the field, or at least of the field as it is published in these mainstream mathematics education journals. Then, using Larnell and Bullock's (2018) socio-spatial urban framework as a lens, the author provides a critical reading of the bubbles and foams to discern what is marginalized or excluded, namely the urban. After investigating the inclusion of &quot;urban,&quot; the author concludes by situating the role of the &quot;Journal of Urban Mathematics Education&quot; (&quot;JUME&quot;) as a place to blow bubbles and reconfigure what can be seen, said, thought, and done in the name of (urban) mathematics education research.
Fostering Interest in and Motivation for STEM: An Illustrative Case Study of Middle Grade Students&apos; Experiences in Out-of-School Time STEM Activities
Author: Hite, Rebecca
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Middle School Students,Student Interests,Student Motivation,After School Programs,Religious Schools,Student Experience

Numerous STEM agencies and advocacy groups posit that Outside of (regular) School Time (OST) STEM opportunities spur middle school students' learning, especially in fostering students' interests in and motivations for STEM. The purpose of this study was to investigate the sources of students' interest in and motivation for STEM while participating in one or two OST STEM activities (i.e., SeaPerch, Science Olympiad, Girls Who Code, and/or eCYBERMISSION) at their independent (private) middle school. Using an illustrative experimental single case study design, data were sourced from observations, a questionnaire, and interviews from 15 middle school students participating in one (or two) 13- to 16-week OST STEM activities at their private school. Results suggest that sources of student interest and motivation related to OST STEM activities were mainly sourced (30% of data coded) from students' self-motivation and intrinsic interests in STEM. Other sources of student interest and motivation were from their teachers (20%), the enjoyment they derived from the OST activities (20%), support from family (10%), school friends (10%), and supportive persons outside of school (1%). Recommendations for strengthening participation in OST STEM activities as well as avenues for further research are discussed.
Indian Education: Opening a Space for Digital Storytelling
Author: Locklear, Tiffany M.
Date: 2021-00-00
Type: Journal Articles
Subjects: American Indian Education,Story Telling,Constructivism (Learning),Instructional Design,American Indian Culture,Computer Use

Using an interpretive analysis of digital storytelling, we advance the conversation on ways Indian communities can rethink educational design. From an ethnohistorical context, we interrupt traditional pedagogy to grant voice and perspective to the Indigenous community. In this paper, we blend constructivism and personal digital stories to bring forth critical consciousness concerning mainstream educational practices. As an alternate, yet, innovative approach, we employ Unlocking Silent Histories, an educational design that aims to couple culture and learning. It does so by opening a space for teaching and learning that illuminates the Indigenous way. Our analysis reveals emerging themes of the Lumber River, community, and resilience.
New Research on Teacher Leadership in Schools: Efficacy of a Survey Method for Analyzing Multiple Dimensions of Leadership
Author: Blank, Rolf
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Educational Quality,Elementary Secondary Education,Teacher Surveys,Teacher Role,STEM Education,Public School Teachers,Change,Faculty Development

In the past decade, teacher leadership has emerged as a key strategy for improving the quality of education in U.S. schools. Major foundations, federal education programs, and professional organizations are providing significant support for teacher leadership as a key strategy for improving the quality of education in U.S. schools. Teachers in U.S. schools have a variety of roles and responsibilities in addition to their primary responsibility of teaching in classrooms. While teacher classroom effectiveness has been the focus of extensive research, the roles of teachers as leaders in their schools, districts, and professional associations have been the subject of less research and analysis. The research design for this study of teacher leadership takes a broad view of the roles of teachers in their school and their profession. The study design follows from research-based constructs of the relationship of teacher leadership to education quality in K12 education.
Nontraditional Prospective Teachers: Motivations, Goals and Mathematical Knowledge Differences among Identified Typologies
Author: Thomson, Margareta M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Nontraditional Students,Student Motivation,Teacher Motivation,Occupational Aspiration,Graduate Students,Classification,Student Characteristics,Academic Aspiration,Personality Traits,Mathematics Achievement,Masters Programs

This mixed-methods study employed a typological approach and an Expectancy-Value framework to understand nontraditional prospective teachers' motivational beliefs, teaching motivations, and goals for choosing a teaching career. All participants (N=88) were nontraditional prospective teachers, graduate students enrolled in a Master of Arts in Teaching (MAT) program in the United States. Data were collected in three phases, including quantitative (survey, pre-and posttest assessments), and qualitative (interviews). Analyses revealed three distinct typologies of teachers based on their motivational beliefs, and further differences among the identified groups based on other variables. The qualitative data showed general themes across participants about their teaching efficacy, motivation for teaching and quality of teacher preparation. Implications for teacher education programs are discussed.
Knowing Me, Knowing You: Humanitas in Work-Integrated Learning during Adversity
Author: Lucas, Patricia
Date: 2021-00-00
Type: Journal Articles
Subjects: Work Experience Programs,COVID-19,Pandemics,Foreign Countries,Educational Change,Educational Practices,Educational Cooperation,Higher Education,Administrators,College Faculty,College Students,Humanization

Work-Integrated Learning (WIL) is a variety of learning opportunities that can extend beyond the application of theory to practice, to include complex situational, personal, material, and organisational factors. Central to forming successful WIL experiences is the partnership, support, and collaboration extended by all key stakeholders. The COVID-19 pandemic disrupted WIL experiences, with many developed partnerships and sustained practices being abruptly impacted. In 2020, a multidisciplinary group of Australasian WIL academics, administrators and students joined in weekly virtual coffee chats to share concerns and experiences during this rapidly changing educational landscape. These conversations led to establishing a Small Significant Online Network Group (SSONG) and became the basis for this article. We explored the lessons learned from WIL practitioners to be better informed of the practice of WIL and, generally, to examine the role of collaborations in higher education. Using a collaborative autoethnographic approach, this study incorporated written reflections on WIL experiences during COVID-19 lockdowns, followed by Zoom conversations to gain deeper insights. All data was aggregated and analysed thematically, both inductively and deductively, to interpret the practice experiences of individuals in their socio-cultural contexts. This article intends to demonstrate how creative solutions, such as adopting a HUMANE framework, become valuable paradigms. These enhance and nurture relationships between all WIL stakeholders, to enrich and sustain WIL experiences for all. [Note: The page range (159-176) shown on the PDF is incorrect. The correct page range is 159-174.]
Assessment of Students&apos; Oral Communicative Competence in English through a Web Conferencing Platform
Author: Cruz-Ramos, María de los Milagros
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Tests,Oral Language,Communicative Competence (Languages),English (Second Language),Videoconferencing,College Students,Foreign Countries,Second Language Instruction,Electronic Learning,Instructional Design

This manuscript reports on a study carried out at a public university in southeast Mexico aimed to determine whether changes in the instructional design of an online English course benefit students' oral communicative competence. The research followed a quantitative quasi-experimental design that involved two groups of students. One of them took a modified version of an online English ii course that provided contextualized instruction of the syllabus language topics. This group's communicative competence was assessed online, which represented a major shift from the face-to-face assessments typically delivered to online groups. The results showed that online assessment is possible, and also that students' communicative competence improved and was directly related to the intervention.
Disciplinary Power Lying behind the Requisite of English Language Mastery in International Scholarships
Author: Forero-Mondragón, Alber Josué
Date: 2022-00-00
Type: Journal Articles
Subjects: Mastery Learning,Second Language Learning,Second Language Instruction,English (Second Language),Language Proficiency,Discourse Analysis,Competition,Global Approach,Educational Quality,Standard Spoken Usage,Computational Linguistics,Scholarships,Standardized Tests,Language Tests,Certification,Study Abroad,Grants,Higher Education,Foreign Countries

This article reports a study about how the discourse of standard English exercises disciplinary power in five international scholarships programs. This research interest arises from problematizing the discourse of standard English present in the requisite of proficiency certification through so-called valid tests. Adapting Fairclough's critical discourse analysis model, we analyzed a corpus of five scholarship calls for applications open from 2011 to 2014. Findings reveal that the discourse of standard English entangles with the discourses of globalization, education quality, and competitiveness and qualifications to serve as the path to the construction of the subjects' &quot;scholarship applicants.&quot; In this entanglement, school is set as a breeding ground whose disciplinary techniques (e.g., test training) objectivize people to satisfy multinational corporations' hiring processes.
A Review of Vocabulary Learning Applications: From the Aspects of Cognitive Approaches, Multimedia Input, Learning Materials, and Game Elements
Author: Wang, Fu Lee
Date: 2021-09-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Computer Software,Feedback (Response),Foreign Countries,Computer Assisted Instruction,Translation,Native Language,Computer Games,Linguistic Input,Teaching Methods,Multimedia Instruction,Handheld Devices,Telecommunications

In recent years, mobile applications (apps) have been increasingly used and investigated as a vocabulary learning approach. Despite the extensive use of commercial English as a Foreign Language (EFL) vocabulary learning apps in China, there is a lack of a review of these apps for a systematic understanding of the components and usefulness of app-assisted vocabulary learning. To fill this knowledge gap, this study presents a systematic review of 15 EFL vocabulary learning apps that were most downloaded in China, focusing on how these apps help students develop word knowledge. The results of this study showed that most apps enabled students to access word knowledge through translating words into their native language. Notably, word knowledge was usually presented through text-plus-image and text-plus-image-plus-audio. Most of these mobile apps provided sentence examples as vocabulary learning materials. Many of these apps were integrated with game elements, especially in interactivity or feedback systems and reward systems. Based on the review results, we have provided three recommendations to vocabulary learning app developers concerning the use of video for the input of word knowledge, the efficiency of vocabulary learning, and the integration of more game elements.
Usability and User Evaluation of an Integrated Multimedia E-Learning Management System
Author: Rupere, Taurai
Date: 2021-09-00
Type: Journal Articles
Subjects: Usability,Multimedia Materials,Electronic Learning,Integrated Learning Systems,Management Systems,Universities,Foreign Countries,User Satisfaction (Information),College Students,College Faculty,Program Evaluation

The usability of multimedia E-Learning management systems (MEMSs) is critical as it leverages institutions in the educational value chain. The paper aims to investigate the usability effect of an integrated MEMS called Towards Student-Centered Integration of Multimedia E-Learning (TSIME) used at the University of Zimbabwe. This study adopted a quantitative approach, where two self-administered questionnaires were used to gather data on a sample of students and lecturers (n = 492) across ten faculties. Design quality, interaction and feedback, content availability and ethical issues were key independent variable constructs while attitude towards use, overall satisfaction, and likelihood to use TSIME being dependent variables. The results were analysed using descriptive and inferential statistics. The structural Equation Model was used to measure how multimedia design features influence overall satisfaction and likelihood to use. The results showed that ethical issues and content availability were not influencing the use of TSIME while attitude influenced overall usage and satisfaction. Interaction and feedback, as well as design quality, have a significant effect on the likelihood to use TSIME.