ethanporcaro/eric-fulltext-meta huggingface dataset:
The Importance of Oral Language Development in Young Literacy Learners: Children Need to Be Seen and Heard
Author: Reed, Jolene
Date: 2020-00-00
Type: Journal Articles
Subjects: Oral Language,Literacy,Child Language,Language Acquisition,Play,Correlation,Parent Child Relationship,Role,Story Reading,Reading Aloud to Others,Toys,Drama,Picture Books,Computer Software,Sensory Experience,Preschool Children,Infants

Children use language structures as a basis for learning how to read. Therefore, literacy learning for young children must incorporate the child's personal use of oral language. It is their personal oral language that supports them as they attempt new concepts and become better readers. Because of the important role that oral language plays in a young child's literacy development, it is of the utmost importance that adults who work with young children support the growth of the child's spoken language beginning in infancy. This article discusses activities that will support oral language development in young children so that they will have a strong linguistic foundation upon which to build literacy skills. Through interactions with the young child that include quality conversations and play, the child's language development will be strengthened, resulting in a greater foundation for literacy learning.
Child Resilience in a Global Pandemic
Author: McKenzie, Ellen
Date: 2021-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Pandemics,COVID-19,Child Development,Depression (Psychology),Anxiety,Developmentally Appropriate Practices,Trauma,Learning Processes,Family Environment,Security (Psychology),Attachment Behavior,Parent Child Relationship,Social Isolation,Stress Variables,Preschool Children

Psychologists caution that the COVID-19 pandemic may exacerbate already existing mental health challenges -- warning that we may see more depression and anxiety in children due to fears about their health and that of their families, exposure to negative messages from the media, social isolation, and family financial issues due to economic recession. In light of the challenges, this article seeks to answer the following question: How has the COVID-19 pandemic impacted young children within social resilience frameworks, and what developmentally appropriate strategies can educators undertake to support the whole child as school systems continue to adapt?
Literacy Instruction Needs for Classrooms Impacted by the COVID-19 Pandemic
Author: Holt, Latasha
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Literacy Education,Public School Teachers,Teacher Attitudes,School Closing,Online Courses,Educational Technology,Distance Education,Technology Uses in Education,Preschool Education,Elementary Secondary Education,Expectation

In this study, researchers examined Louisiana public school teacher's perspectives to learn about their perceptions and experiences with remote instruction, including literacy education, during the COVID-19 pandemic in Spring 2020. Through an inquiry-based approach, researchers considered the role of technology and literacy education prior to and during the global crisis to gain a stronger understanding of ways in which educator's instruction has been altered by the COVID-19 pandemic. Study findings confirmed that most participants' instruction had been impacted, but approaches to distance learning varied considerably. In this paper, we share key findings from this research along with recommendations that would be beneficial in a situation in which in-person instruction is not the best option.
Maintaining Scientific Inquiry in Online Education
Author: Dolenc, Nathan R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Inquiry,Science Instruction,Electronic Learning,Distance Education,COVID-19,Pandemics,Student Centered Learning,Teacher Attitudes,Middle School Teachers,Summer Programs,Preservice Teachers,Student Attitudes,Barriers,Curriculum Development

Teachers were given the challenging task of transferring their formal science classroom lessons to an online format at the onset of the COVID-19 pandemic. How were teachers able to recreate student-centered science lessons online? What challenges did teachers face in teaching science online? This study examined how a group of teachers, working to create a summer online science camp, were able to maintain a science inquiry-based learning environment in an online format. Teachers revealed positive attitudes toward producing a scientific inquiry-based learning environment online, new opportunities for creativity in teaching science, and different perspectives on how teachers interact with students.
Brokering Boundary Crossings through the SoTL Landscape of Practice
Author: Kensington-Miller, Barbara
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Instruction,Learning,Educational Researchers,Experience,Interprofessional Relationship,Interdisciplinary Approach,Cooperation

This study examines the lived experiences of seven internationally diverse scholars from Canada, the United States, New Zealand, and Australia to answer the question: how do we make meaning of our collective boundary crossing experiences across disciplines and positions within SoTL? Our positions range from graduate student, faculty, and academic developers, to department chair and centre director. We conducted a phenomenological study, based on narratives of experience, and drew on Wenger-Trayner and Wenger-Trayner's (2015) theoretical framework that explores the features of a landscape of practice. Guided by this framework, we analyze our boundary crossings and brokering across the &quot;diverse, political and flat&quot; features of the SoTL landscape. Our collective findings highlight the critical role brokers play in facilitating boundary crossings. Brokering is precarious, bringing people together, building trusting relationships, and developing legitimacy while negotiating deadlocks, bureaucracy, authorities, and a multitude of challenges. Brokers, we found, require strength and resilience to mobilise, influence, and drive change in the landscape to transform existing practices or create new ones. We suggest that our analytical process can be used as a tool of analysis for future research about how brokers influence the SoTL landscape of practice and how brokering enhances SoTL development, support, and leadership.
Challenges of Shaping Student Study Strategies for Success
Author: Maurer, Trent W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Faculty,Introductory Courses,Academic Achievement,Learning Strategies,Intervention,Student Behavior,Study Habits,Demonstrations (Educational),Instructional Effectiveness,Teacher Student Relationship

This paper reports results from a mixed-methods intervention conducted in partnership between a faculty member and an undergraduate to shape student study strategies for success in an introductory course. The instructor provided students with information on the effectiveness of the successive relearning study strategy, conducted an in-class demonstration of the strategy, and explained how students could apply the strategy to their study plan for the first exam. Students were asked about their planned study behaviors for the first exam before the intervention and exam and about their actual study behaviors for the exam after the intervention and exam. Students were asked before the intervention what an instructor could do to convince them to try a new strategy, and again after the intervention whether or not they adopted the new strategy and why. Quantitative results indicated that the intervention had no effect on students' study behaviors, contrary to the predictions of the prior literature. Qualitative analyses suggested that students were open to learning more effective ways to study and thought that interventions like the one used in this investigation would convince them to try a new strategy. However, students were unable to use successive relearning because of procrastination and time management issues.
Facilitating Peer-Led Group Research through Virtual Collaboration Spaces: An Exploratory Research Study
Author: Walker, Richard
Date: 2021-00-00
Type: Journal Articles
Subjects: Peer Teaching,Cooperative Learning,Small Group Instruction,Expertise,Teamwork,Program Effectiveness,Learner Engagement,Educational Technology,Technology Uses in Education,Undergraduate Students,Biology,Blended Learning,Foreign Countries,Information Science

Peer-led group learning is a variation of collaborative learning and is based on 'small groups of students meeting regularly with a peer -- one who has additional expertise in the subject matter -- to work on problems collaboratively' (Pazos, Micari, and Light 2010). In this study, we explored how a Slack team environment could be used in a blended course design to support students working remotely on individual research projects, helping them in collaborative trouble-shooting and problem-solving activities with their 'near peer'. We drew on lessons learned from an initial trial (2017-2018 cohort) to inform a revised peer-led research design (2018-2019 cohort). Our findings demonstrate the potential of collaborative platforms such as Slack to support near-peer learning, providing distinct channels for questioning, ideas sharing and agile problem-solving support in response to individual queries. The peer-led support contributed to high levels of engagement with the project work and deeper learning, helping less confident students to learn from group members and achieve positive outcomes in their own project work. We discuss the necessary conditions for effective peer-led learning to take place within a virtual space -- identifying the clear communication of instructional roles, socialisation of students and responsiveness of near peers as factors influencing the adoption of the targeted learning methods -- which we addressed in our revised peer-led design.
Content-Specific Differences in Padlet Perception for Collaborative Learning amongst Undergraduate Students
Author: Mehta, Kosha J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Student Attitudes,Cooperative Learning,Undergraduate Students,Differences,Dentistry,Science Education,Learner Engagement,Technology Uses in Education,Foreign Countries

Collaborative learning offers benefits but there is insufficient information on how students perceive specific digital tools supporting collaborative learning and whether there are content-related differences in students' perceptions. Here, we utilised Padlet to mediate collaborative learning amongst undergraduate students from two distinct disciplines, Dentistry and Bioscience to examine students' perceptions of Padlet-mediated learning and identify any content-specific differences. Data distribution was assessed via Shapiro-Wilk test, Mann-Whitney U test was used to assess distribution of responses and correlations were studied via Spearman's rank correlation coefficient (?). Data revealed that majority of students across both cohorts perceived Padlet as easy to use and beneficial to learning. Dentistry students perceived Padlet to be more beneficial to learning and easier to use than Bioscience students (p &lt; 0.01). Most Bioscience students liked to undertake collaborative learning via Padlet, whereas most Dentistry students felt more confident to ask questions and better understood content via Padlet. In the Bioscience cohort, perceived benefit-to-learning strongly correlated (? = 0.75; p &lt; 0.01) with fondness to use Padlet, whereas in the Dentistry cohort, it moderately correlated (? = 0.5; p &lt; 0.01) with better understanding of subject content. Thematic analysis of students' textual responses revealed anonymity, peer-learning and engagement as key benefits. Thus, this study strengthened the evidence for using Padlet for collaborative learning in a wider context. Moreover, it uncovered significant disparities in students' perceptions of the tool, when used to foster learning of different subject contents.
Digital Media Assignments in Undergraduate Science Education: An Evidence-Based Approach
Author: Reyna, Jorge
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Education,Educational Technology,Technology Uses in Education,Technology Integration,Undergraduate Students,College Science,Technological Literacy,Program Development,Program Effectiveness,Assignments,Student Attitudes,Intervention,Foreign Countries,Group Activities

Digital media assignments empower students to become co-creators of knowledge rather than passive consumers of content. The Internet explosion and the affordability of digital technologies and devices such as smartphones, tablets and action cameras have created opportunities to use digital media in the classroom. This article aims to present an evidence-based approach to help educators to design, implement and evaluate digital media assignments in the classroom. For this purpose, four theoretical models were tested to inform the design of digital media assignments in undergraduate science education. These models helped to identify the student training in digital media needed, develop effective marking rubrics, and inform the design, implementation and evaluation of digital media assessment tasks. Trials were conducted in Spring 2016 (n = 458) and Autumn 2017 (n = 1329), respectively. Data collection used a mixed-methods approach, including a qualitative survey, open-ended questions, group contribution data and marks attained. Data analysis showed positive outcomes of the systematic implementation of digital media assignments. In conclusion, students enjoyed the support they received, being creative, working in groups and learning with digital media. To date, this intervention is one of the most comprehensive and practical approaches to digital media assignments in the classroom, which has been undertaken.
Introducing Augmented Reality in Early Childhood Literacy Learning
Author: Pan, Zilong
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Preschool Education,Teaching Methods,Literacy Education,Program Effectiveness,Student Motivation,Naming,Animation,Handheld Devices,Telecommunications,Picture Books,Reading Skills,Skill Development,Alphabets

Augmented reality (AR) as an emerging technology has gradually been incorporated into educational contexts; however, the cases that incorporate AR into early childhood contexts are underrepresented and especially scant in the literacy domain. Aiming to measure the impact of AR on early childhood learning and motivation in the literacy domain, this study brought an application into six pre-kindergarten classrooms by introducing three experimental classrooms to an AR centre while others engaged with a two-dimensional (2D) version of the same material. Bayesian analysis revealed that rapid letter naming rates grew for all children involved in the study. It increased by 6.28% among children in the experimental AR group and 3.35% in the control 2D group. Growth in rates of motivation was similar among experimental (11.5%) and control (10.9%) groups. These findings suggest that three-dimensional images of letters might help with rapid letter naming skills, and animations available in both versions may be the reason of increases in motivation. Teacher interviews presented positive views towards AR, and instructional implications were provided by teachers for incorporating the technology into early childhood classrooms.
Learning Experience Design for Augmented Reality
Author: Czerkawski, Betül
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Simulated Environment,Learning Experience,Instructional Design,Technology Integration,Student Attitudes,Electronic Learning,Graduate Students

Recent years have seen a growing interest in augmented reality (AR) technologies due to their potential for simulating real-life situations and creating authentic learning tasks. Studies have shown that AR enables engaging and interactive learning experiences (e.g. Bressler and Bodzin 2013; Klopfer and Sheldon 2010) and can benefit student learning (e.g. Bonner and Reinders 2018; Siegle 2019). However, although research in AR for education is not scarce, educators often do not have a learning experience design (LXD) approach that is supported by the recent findings of learning sciences and instructional design models. To bridge this gap, the present study introduces an AR-learning prototype developed by using SAM I (Successive Approximation Model I), and the &quot;Threshold Concepts Framework,&quot; employed for meaningful integration of AR into the learning process. A pre-survey and a post-survey method were utilised in the data gathering process to gauge students' experience with the AR module. The findings show that the majority of students have not had educational experiences with AR prior to the study, and they struggled to find ways to incorporate this technology into their content areas in a meaningful way. Nonetheless, participants realised the value of AR and stated that they most likely would use this technology in the future. Based on the findings, the authors present a set of suggestions for instructors and LXDs, and provide recommendations for future research.
Restorative Justice and the School-to-Prison Pipeline: A Review of Existing Literature
Author: Morgan, Hani
Date: 2021-00-00
Type: Journal Articles
Subjects: African American Students,Correctional Institutions,Discipline,Disproportionate Representation,Influences,Racial Bias,School Personnel,Teacher Education Programs,Faculty Development,Racial Discrimination,Justice,Educational Discrimination,Educational Research

Black students experience out-of-school suspensions at a higher rate than other students. The higher rate at which these students are suspended is believed to contribute to a school-to-prison pipeline. This review article is designed to enhance the understanding of this problem by focusing on the factors that play a part in the school-to-prison pipeline. A purposeful sample of recently published literature by some of the leading scholars in this area was selected for analysis. Some studies indicate that school personnel may be biased in the ways they respond to Black students. The lack of teacher preparation and support has been documented to be one of the contributing factors as well. Researchers have also referred to the similarities between urban schools and other schools with high concentrations of Black students, arguing that these schools implement more punitive approaches to discipline. This review article enhances the understanding of a possible way to deal with this problem by including content about how implementing effective restorative discipline programs may alleviate the school-to-prison pipeline.
Differences in Graphomotor Skills by the Writing Medium and Children&apos;s Gender
Author: No, Boram
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Skills,Handwriting,Paper (Material),Visual Aids,Handheld Devices,Gender Differences,Beginning Writing,Preschool Children,Kindergarten,Foreign Countries

Factors of graphomotor skills may serve as indicators to determine a writer's handwriting proficiency or acclimation to different writing surface textures. This study examines differences in children's graphomotor skills based on types of writing medium and gender. Participants were 97 six-year-old Korean preschool children who had not received formal writing training prior to the study. Writing tasks were completed on a tablet screen and paper. Writing samples were analyzed using the Eye and Pen software to investigate spatial, temporal, and pressure exertion exhibited during the writing tasks. A repeated measures ANOVA revealed differences in graphomotor skills such as print size, writing speed, and writing pressure. Writing on a tablet screen decreased clarity of writing; print size and speed increased as the stylus slides across the tablet surface with relatively less friction, thereby decreasing the exertion of writing pressure. Analysis of writing differences according to gender indicated that boys generated larger print sizes than girls. Results suggest that while simple writing tasks may be feasible on the tablet screen, providing children with a larger writing medium and encouraging larger print sizes for writing practice, especially for boys, may be beneficial in the development of graphomotor skills among young learners.
From Resistance to Digital Technologies in the Context of the Reaction to Distance Learning in the School Context during COVID-19
Author: Toto, Giusi Antonia
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Educational Technology,Technology Uses in Education,Teacher Attitudes,Resistance to Change,Online Courses,Attitude Change,Gender Differences,Age Differences,Instructional Program Divisions,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Preschool Teachers

In the relationship between teachers and distance learning in the context of COIVD-19, a series of unprecedented dynamics have emerged relating to a process of open-air experimentation that is going on in the world of school. The main constructs investigated in this paper concern the professional perceptions of teachers in terms of their skills and resistances towards digital technologies. To investigate this topic, a questionnaire on distance learning was administered to a sample of 658 teachers. From a methodological point of view, factor and reliability analyses and correlation and regression analyses were conducted. From the analysis of the results, it emerged that the questionnaire measures the resistance of teachers to distance learning and focuses on three main dimensions (two positive and one negative) that link teachers' perceptions to the resistance to distance learning. In conclusion, the theme of the acceptance of technologies in the practice of teachers is still a subject full of meaning for professional perception and vision. A second issue concerns precisely the relationship between digital technologies and users, which must no longer focus only on the relationship with students but also on the perspective of the other training actors, including teachers.
An Application of Cognitive Diagnosis Modeling in TIMSS: A Comparison of Intuitive Definitions of Q-Matrices
Author: Evran, Derya
Date: 2019-06-00
Type: Journal Articles
Subjects: Cognitive Measurement,Models,Foreign Countries,Achievement Tests,Mathematics Achievement,International Assessment,Mathematics Tests,Matrices,Item Response Theory,Problem Solving,Student Evaluation,Mastery Learning,Multiple Choice Tests,Elementary School Students,Grade 4

Detection of students' ability levels is one of the common aims in educational studies. Cognitive Diagnosis Modeling approach has been used recently for the purpose of ability level detection by defined Q-matrices. To evaluate students' strengths and weaknesses, determine their mastery skills, and design instructions and interventions in learning process, Cognitive Diagnosis Modeling approach can be helpful. Cognitive Diagnosis Modeling is an alternative approach to Item Response Theory, and provides more information using multiple fine-grained skills in problem solving process rather than order students on a latent proficiency continuum This paper aims to use Cognitive Diagnosis Modeling (CDM) in order to investigate the definition of a Q-matrix across the cognitive skills of different years and countries in Trends in International Mathematics and Science Study (TIMSS). There is a subjective way in defining Q-matrices, an intuitive definition of Q-matrices, for this purpose, an application of building Q-matrices under specific Cognitive Diagnosis Models, from a set of expert proposed attributes is examined. The proposed attributes are used to build Q-matrices for TIMSS mathematics questions across its cycles, and across different nations.