ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Development of South African Pre-Service Teachers&apos; Reflective Practice
Author: Chikiwa, Samukeliso
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Video Technology,Mathematics Instruction,Lesson Plans,Small Group Instruction,Lecture Method,Comparative Analysis,Foreign Countries,Student Attitudes,Self Evaluation (Individuals),Reflection,Guidelines,Elementary School Teachers

Ongoing concern about poor learner performance in mathematics has led to wide-ranging research on the subject, globally and in South Africa. Among the remedies identified is the reformation of pre-service teacher (PST) education programmes in a way that supports the acquisition of professional skills for pre-service teachers. Developing PSTs' reflective practice (RP) is a significant component of the desired reformation. Our research explored PSTs' RP development in the context of video-based mathematics lesson analysis. The aim was to contribute knowledge towards strengthening mathematics PST education and to report on whether increased benefits accrued from working with PSTs in small groups, guided by an experienced facilitator, as compared to whole-class lecturing. We draw on this extended analytic framework to compare two sets of reflections written by four selected PSTs based on viewing video recordings of their own teaching. One set was written in August 2018 after the PSTs completed three lecture sessions on RP in a Mathematics Methods course. The other was written in September 2019 after the four selected PSTs participated in three small-group, facilitator-guided sessions. The findings indicate some shifts towards higher-level reflections in the latter set, although only two of the four PSTs reflected at the highest level (reflectivity) following the small-group sessions. Implications for pre-service mathematics teacher education and refinement of frameworks for delineating levels of reflection are discussed.
Primary Scientific Literature Is Not Just for Students and Academics: A Study of Primary Source Modalities and Predictors of Learning across Adulthood
Author: McCartney, Melissa
Date: 2023-00-00
Type: Journal Articles
Subjects: Primary Sources,Scientific Research,COVID-19,Pandemics,Communication Strategies,Prediction,Informal Education,College Students,Older Adults,Cognitive Processes,Teaching Methods,Scientific Literacy,Scientific Attitudes

The 2019 coronavirus disease pandemic and distrust for popular media have highlighted the need for effective methods of direct communication of biomedical science to the public. It is presently unclear how well nonexperts can learn from primary scientific sources and what factors predict such learning in the general public. The present study examined three modalities for learning about biomedical science directly from study investigators: primary scientific articles, annotated primary scientific articles presented online with interactive learning features, and TEDTalks about scientific studies presented by a study investigator. Each modality presented the same study, &quot;Sleep Drives Metabolite Clearance from the Adult Brain&quot; (L. Xie, H. Kang, Q. Chen, Y. Liao, et al., Science 342:373--377, 2013, https://doi.org/10.1126/science.1241224). Knowledge about the study's scientific content was assessed before and after the randomly assigned learning modality using multiple-choice questions. Participants included a sample of college psychology students and a sample of community-dwelling older adults. Cognitive tests were used to assess individual differences in working memory, processing speed, science literacy, and semantic knowledge. Surveys were used to assess trust in science and scientists, attitudes toward science, and attitudes toward cognitive tasks. Results indicated that both younger and older adults can learn basic biomedical science from a primary source. Knowledge gains were observed in all three learning modalities with no evidence of age group differences. Notably, the largest learning gains for undergraduates and older adults were observed in the primary scientific article condition, followed by the TEDTalk, and the annotated paper. Baseline knowledge about the science study topic and adoption of &quot;scientific attitudes&quot; (e.g., open-mindedness) predicted learning across age groups and learning modalities. These findings suggest that science educators, communicators, and outreach professionals should consider methods of promoting science literacy in the general public through direct access to primary scientific sources.
Western Literacy and First Nations Education
Author: Wright, Bridget
Date: 2022-00-00
Type: Journal Articles
Subjects: Canada Natives,Western Civilization,Communication Skills,Reading,Writing (Composition),Numeracy,English,French,Colonialism,Attitude Change,Indigenous Knowledge,Lifelong Learning,Foreign Countries

Many First Nations people in Canada struggle in the acquisition of the skills associated with western literacy, that is, with the skills necessary to communicate through reading, writing, and numeracy in either English or French. Rooted in the history of colonial education, this problem continues to have a negative impact on the lives of individuals and communities. Its solution requires a change of attitudes, respect for Aboriginal knowledge and teachings, recognition of the importance of lifelong learning opportunities, academic research, political will and, most importantly, the real and continuing participation of all stakeholders.
The School Counsellor and Divorce: A Child&apos;s Perspective
Author: Beaumont, Cheryl
Date: 2022-00-00
Type: Journal Articles
Subjects: School Counselors,Student Attitudes,Divorce,Developmental Tasks,Therapy,Foreign Countries,Decision Making,Family Relationship,Child Development,Play,Art Therapy,Elementary School Students

In Manitoba, more than half of marriages end with divorce. Many of these families include children. This article addresses the need for school counsellors to understand the impact that divorce has on children's lives. Children require a method to deal with unresolved feelings related to divorce. A school counsellor can support children through the separation process by examining how divorcing parents' decisions disrupt the family system, understanding how children progress through the post-divorce developmental tasks, and exploring possible therapeutic approaches.
Guidance Programs in Schools: A Shift to Group Music Therapy
Author: Barber, Crystal
Date: 2022-00-00
Type: Journal Articles
Subjects: Guidance,Group Therapy,Music Therapy,School Counselors,Counseling Services,Ancillary School Services

Guidance programs in school may not be meeting the current needs of students. School counsellors are forced to make decisions about which students should receive services, because of budget cuts and increasing demands placed on counsellors. This article proposes that, in the face of budget cuts to counselling services, students' needs would be better met with the incorporation of group counselling sessions. Music therapy is proposed as a preferred means of group counselling. The universality of music, the high success rate of clinical music therapy, and the strong music-adolescent connection are convincing reasons to incorporate group music therapy in schools.
Disruptive Change and Learning Innovations: Challenges and Opportunities for Universitas Terbuka
Author: Darojat, Ojat
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Electronic Learning,Open Education,Educational Innovation,Learning Management Systems,Access to Education,Universities

Since COVID-19 pandemic hit the world at the beginning of 2020s, various efforts were made to keep the education process running while still enforcing protocols to prevent the spread of COVID-19. Online learning then becomes an option and inevitability for educational institutions to break the chain of spreading the virus. Furthermore, distance education (DE) has become the best choice for educational institutions in carrying out their learning activities. For Universitas Terbuka (UT), online learning is nothing new. As a pioneer of DE in Indonesia, UT is one step ahead of having strong experiences in open and distance learning practices and placing online learning as one of the main modes of learning delivery. Thus, UT has succeeded in making various breakthroughs ranging from registration, digital learning materials, synchronous and asynchronous academic support services, up to an online examination system equipped with online proctoring. The DE innovation developed by UT becomes a reference for other universities in Indonesia. With an integrated learning management system (LMS) and the number of alumni reaching up to 1.9 million, UT is able to carry out the Indonesia's government mandate in opening the widest possible access to education for Indonesian citizens, both domiciled in Indonesia and abroad. [This article was presented at the 5th International Open &amp; Distance Learning Conference- IODL 2022.]
Blended Learning in Higher Education: A Bibliometric Analysis
Author: Hebebci, Mustafa Tevfik
Date: 2023-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Higher Education,Bibliometrics,Foreign Countries,Universities,Institutional Cooperation,International Cooperation,Research Reports,Languages,Publications,Citations (References),Trend Analysis,Educational Trends,Technology Uses in Education,Information Retrieval

This research aims to analyze the past literature on blended learning in higher education and investigate the research trends on this subject. Thus, it aims to present a roadmap for future studies. In this context, bibliometric and descriptive analysis methods were used in the study carried out with the descriptive survey model. 1970 studies were accessed using the Web of Science (WoS) database to reach the data within the scope of the research. As a result of the filtering process on the database, the distribution of the relevant publications by year, document type, publication language, country and WoS indexes, the most influential institutions and research, cooperation between institutions and countries, the most cited authors, and the most studied topics were reviewed. According to the research results, the studies on blended learning in higher education were primarily published in the form of articles in English between the years 2002-2021. It is also deduced that Spain stands out, especially in producing publications, and these studies are generally published in the Conference Proceedings Citation Index - Social Science &amp; Humanities (CPCI-SSH) index type. The most active journal with high citation density is Computers &amp; Education, and the country that collaborates most is England. Regarding the keywords used in the articles, while the concepts of online learning, higher education, and student participation are prominent in the studies conducted in the first years, the concepts such as flipped classrooms, Edmodo, sustainability, gamification, mobile learning, and emotions came to the fore in the following years. In this context, discussions were conducted within the framework of the literature, and suggestions were made related to the findings obtained.
Annotations Serve as an on Ramp for Introductory Biology Students Learning to Read Primary Scientific Literature
Author: Lee, Sangah
Date: 2023-00-00
Type: Journal Articles
Subjects: Documentation,Biology,Primary Sources,Scientific Literacy,Science Education,College Freshmen,Undergraduate Students,Reading Strategies,STEM Education

Learning to read primary scientific literature (PSL) is an important part of developing scientific literacy skills. First-year students entering college often have little previous exposure to PSL and therefore face initial barriers in learning how to engage with PSL. Annotations have been shown to be a useful tool in undergraduate education and have potential for guiding students in developing higher-level reading strategies. In this study, we collected both qualitative and quantitative data to test the hypothesis of whether annotated PSL aids in the development of reading strategies for novice students learning to read PSL. Our qualitative results showed that annotations help students (i) break down PSL into manageable pieces, (ii) summarize the text, (iii) identify key information, and (iv) distinguish between different sections of PSL. Quantitatively, we saw no significant influence of annotations on the development of reading strategies for students learning to read PSL. Overall, our study provides a window into better understanding of specific strategies that students employ in reading PSL. Collectively, we suggest incorporating annotated PSL with some scaffolding social activities as an effective strategy to bring novice readers up the on-ramp of scientific literacy.
Can We Quantify if It&apos;s a CURE?
Author: Beck, Christopher W.
Date: 2023-00-00
Type: Journal Articles
Subjects: Qualifications,Undergraduate Students,Student Research,Student Experience,Biology,Student Attitudes,Curriculum Evaluation,Science Laboratories,Identification

Course-based undergraduate research experiences (CUREs) rapidly have become more common in biology laboratory courses. The effort to implement CUREs has stimulated attempts to differentiate CUREs from other types of laboratory teaching. The Laboratory Course Assessment Survey (LCAS) was developed to measure students' perceptions of how frequently they participate in activities related to iteration, discovery, broader relevance, and collaboration in their laboratory courses. The LCAS has been proposed as an instrument that can be used to define whether a laboratory course fits the criteria for a CURE or not. However, the threshold LCAS scores needed to define a course as a CURE are unclear. As a result, we examined variation in published LCAS scores among different laboratory course types. In addition, we examined the distribution of LCAS scores for students enrolled in our research-for-credit course. Overall, we found substantial variation in scores among CUREs and broad overlap among course types in scores related to all three scales measured by the LCAS. Furthermore, the mean LCAS scores for all course types fell within the main part of the distribution of scores for our mentored research students. These results suggest that the LCAS cannot be used to easily quantify whether a course is a CURE or not. We propose that the biology education community needs to move beyond trying to quantitatively identify whether a course is a CURE. Instead, we should use tools like the LCAS to investigate what students are actually doing in their laboratory courses and how those activities impact student outcomes.
Conceptualizations and Limitations of STEM Literacy across Learning Theories
Author: Tenney, Kristin
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Learning Theories,Literacy,Information Processing,Constructivism (Learning),Sociocultural Patterns

The concept of literacy is relevant in many areas of life, both inside and out of the classroom. With science, technology, engineering, and math (STEM) being fast-growing fields, STEM literacy in particular holds an important place in today's education system and beyond. While there is not a single definition for STEM literacy, it is impacted by possible assumptions educators make about students and the learning process. These assumptions are derived from many sources, including personal beliefs, past experiences, and learning theories that individuals utilize. This paper discusses the conceptualizations of STEM literacy and related limitations within three different learning theories: information processing, constructivism, and sociocultural theory. A theoretical framework is then discussed that addresses these limitations and incorporates a sociopolitical lens on scientific literacy, for the sake of helping educators identify and adjust their own perceptions for the sake of better supporting students.
Motivating High School Students to Revise
Author: Mooney, Koralie
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Revision (Written Composition),Student Motivation,Educational Strategies,Peer Evaluation,Feedback (Response),Teacher Role

Students often resist revising their writing, and the final copies often look much the same as the first draft. Additionally, the high school environment often quells student revision. Many teachers lack writing training, and therefore struggle to give direction to students. However, as the author of this article discovered, incorporating and teaching revision strategies is manageable. If teachers can start teaching revision strategies, and change the practices that hamper the writing process, student writing can only improve. Learning how to revise is an important and necessary skill for all writers, no matter their level or ability.
Diversity: Challenges for Change
Author: Gilleshammer, Susan
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Differences,Student Diversity,Educational Change,Inclusion,Educational Environment,Sense of Community,Learner Engagement,Academic Achievement

This article examines how school leaders, teachers and students experience the challenges resulting from the changing demographics of student populations in our schools. Increased cultural diversity in schools results in complex issues that require a proactive approach from school leaders. By utilizing strategies found to increase feelings of school connectedness in culturally diverse students, schools can mitigate negative outcomes and create the possibility of greater academic success for these students.
Issues Surrounding Teacher Burnout: Questions and Possible Answers to an Increasing Problem
Author: Stouffer, Ted
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Teaching Conditions,Stress Variables,Stress Management,Needs,Labor Turnover,Teacher Persistence,Principals,Administrator Role,Teamwork,Self Efficacy,Teacher Responsibility,Teacher Placement

Many teachers feel unimportant because they have little input into the decisions that affect them. Their interactions with students, parents, other staff, and administrators are often based on policies that they had no part in creating, such as disciplinary measures. If the teachers do not feel in control of the process, they are apt to withdraw and become discouraged. Their feelings of being undervalued may turn to fear, and a perceived threat takes on the spectre of something larger (Chang, 2009).Teachers are on the front lines of stress, exhaustion, and burnout. Few other professions experience the mass exodus of staff as does the teaching profession, with stress-related burnout cited as the most common cause. Stressors include feelings of little input, lack of support, changes in teaching assignments, low self-efficacy, and failure to team-build. This article examines how addressing these stressors has the potential to reduce the number of resignations due to burnout.
Retrospective and Concurrent Victimisation as Predictors of Social Self-Concept and Loneliness in First-Year University Students
Author: Košir, Katja
Date: 2023-00-00
Type: Journal Articles
Subjects: Peer Relationship,Victims,Predictor Variables,Self Concept,Psychological Patterns,College Freshmen,Well Being,Bullying,Foreign Countries

Peer victimisation during school years has been found to significantly shape the way students perceive themselves and how they enter into relationships with peers, thus impacting students' current and long-term wellbeing. However, victimisation has seldom been examined in university students. The present study aimed to investigate students' current level of self-reported peer victimisation and perceived peer support and their retrospectively reported victimisation as predictors of their social self-concept and loneliness in their first year of university. First-year university students (N = 200; 26% male) participated in the study. The results indicated that retrospectively reported victimisation experiences during their years of schooling explained additional variance in social self-concept and loneliness beyond their concurrent peer experiences. These findings indicate that experiencing victimisation during school years could have consequences for students' wellbeing that are not limited to the period of primary and secondary schooling, but can persist after their transition to university. Practical implications for the promotion of mental health in the higher education context are discussed.
Science Teachers&apos; Practices during the Pandemic in Portugal
Author: Baptista, Mónica
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Science Instruction,COVID-19,Pandemics,Teacher Attitudes,Adjustment (to Environment),Educational Technology,Distance Education,Online Courses,School Closing,Technological Literacy,Teacher Role,Crisis Management,Secondary School Science,Secondary School Teachers

This paper aims to examine how science teachers adapted their practices to the context of the COVID-19 pandemic and what they learned during the period of confinement. The participants are fifteen science teachers who currently collaborate on a STEM research project. To collect the data, we used two techniques (individual interviews and teachers' individual written reflections), which have been analysed using an inductive content analysis approach. The results reveal that adjustments have been made in the design and management of classes. Synchronous classes using digital platforms and other communication infrastructure have been held; experimental distance activities have been implemented, and online courses based on a television programme have been taught. In addition, during the period of confinement, to enable distance learning, teachers developed pedagogical skills using technological skills. Finally, this study highlights the importance of teachers' role in crisis management, such as during the COVID-19 pandemic.
Teachers&apos; Attitudes towards the Rights of Students with Special Education Needs during the COVID-19 Pandemic
Author: Sakarneh, Mohammad
Date: 2023-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Teacher Attitudes,Student Rights,Special Education Teachers,COVID-19,Pandemics,Self Efficacy,Beliefs,Educational Technology,Electronic Learning,School Closing,Foreign Countries,Gender Differences,Teaching Experience

This study aims to assess teachers' attitudes toward the rights of students with special needs during the COVID-19 pandemic. The study focuses on the attitudes of the special education teachers regarding their self-efficacy and beliefs about using e-learning with their students during the COVID-19 lockdowns. It was undertaken using a quantitative research approach by which teachers working with children with special needs in Amman were interviewed virtually. The findings indicate that the teachers have positive attitudes and perceptions regarding the rights of children with disabilities, although they report having low self-esteem. They report the need to find ways of integrating e-learning for special needs children during the lockdowns. The findings indicate that teachers in Jordan have relatively negative perceptions of using e-learning platforms for teaching children with disabilities. There is a need for policies to train and support teachers in these settings to equip them with the skills to work with students with special needs using e-learning tools.