ethanporcaro/eric-fulltext-meta huggingface dataset:
Barriers to Effective Health Education in Deaf K-12 Schools
Author: Alpern, Rebecca Royzer
Date: 2022-00-00
Type: Journal Articles
Subjects: Health Education,Elementary Secondary Education,American Sign Language,Deafness,Barriers,Administrators,Curriculum Development,High Schools,Equal Education

Purpose: The Deaf community is an ethnolinguistic minority whose lack of access to mainstream health information limits health literacy. This study describes barriers to teaching high school health education in US K-12 Deaf schools. Methods: An online survey with English and American Sign Language (ASL) instructions were emailed to administrators at sixty schools for the Deaf. Descriptive statistics were conducted to describe study sample, health class curriculum topics and perceived student knowledge of said topics. All statistical analyses were completed using SAS version 9.4 (SAS Institute, Inc., Cary, NC). Results: Twenty-five schools (42%) anonymously responded. Ninety-two percent of schools reported a lack of resources for teaching health education. Only 12% of schools reported having a nationally certified health teacher. Student knowledge was perceived to be poor to satisfactory regarding mental health, self-advocacy, and family medical history. Conclusions: This study found the most notable barriers to health education were difficulty hiring qualified health teachers and severe lack of resources for teaching. The subjects with the greatest lack of resources were also among topics in which students had the poorest perceived knowledge. Recommendations: Additional opportunities for future research could include a comparison to hearing schools in the US, assessing health care knowledge among deaf students in mainstream schools, or completing a similar survey to compare results to comparable schools for the Deaf outside of the United States. Additionally, future research could assess actual student knowledge of the subjects that were queried and compare to existing health disparities in the community. [The volume number (12) shown on the PDF is incorrect. The correct volume number for this article is 13.]
Repairing Model-Drift in Enrollment Management
Author: Rodriguez, AE
Date: 2023-03-00
Type: Journal Articles
Subjects: Models,Enrollment Management,School Holding Power,Data,Algorithms,Sampling,Statistical Bias,Research Problems,Statistical Distributions,College Admission

The various empirical models built for enrollment management, operations, and program evaluation purposes may have lost their predictive power as a result of the recent collective impact of COVID restrictions, widespread social upheaval, and the shift in educational preferences. This statistical artifact is known as model drifting, data-shift, covariate-shift. Succinctly, these events drove changes in the stationarity of the target variable and the predictors. The result is a student body with unknown performance qualities entirely distinct from previous cohorts. This study explains and illustrates: (1) how to test for academic model drift in academe; and (2) sets forth two methods used to repair vitiated student-body performance properties. Formally, it frames the data-drift outcome as a One Class problem which allows the deployment of two well-known One-Class algorithms: Support Vector Machines and Isolated Random Forests. The study shows their use in reconstructing a representative sample of the student-body
Measuring the Effectiveness of Experiential Learning Strategies in an Undergraduate Program Planning Course
Author: Wodika, Alicia
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Strategies,Experiential Learning,Undergraduate Students,Graduate Students,Health Education,Public Health,Student Attitudes,Grants,Program Development,Program Evaluation,Citizen Participation,School Community Relationship,Proposal Writing,Course Descriptions,Instructional Effectiveness,Service Learning,Partnerships in Education

Purpose: Program planning and evaluation is an essential course for undergraduate and graduate students in health education/public health programs. The purpose of this study was to three-fold: 1) identify students' attitudes and behaviors towards civic engagement, 2) measure the importance of undergraduate collaboration with community partners, and 3) measure community partner perceptions of the projects and collaborative efforts with the course and the students. Methods: A mixed-methodology approach was utilized in measuring the project aims with a pre-post survey for undergraduate students (n=17) enrolled in a program planning and evaluation course. The survey focused on their work with experiential learning by grant writing with community partners. Interviews were also conducted with community partners to identify their experiences of working with students, motivations for partnering with the course, and course design feedback. Results: From the pre-post survey, students' attitudes and behaviors for civic engagement had statistically significant increases (Z=-2.309, p=0.021 and Z=-2.681, p=0.007, respectively) and attitudes and behaviors continue to be strongly related ([pre-survey] r=0.811, p=0.0001; [post-survey] r=0.520, p=0.022). Themes from the community partner interviews were structured around the importance of molding students for the future and preparing the course for student and partner successes. Conclusions: Service-learning with community partners continues to be an important experiential learning strategy utilized in program planning courses. Grant writing with undergraduates can also be effective, but only if the grant writing itself is pieced in a way that assists with their learning of the content versus just creating a product/deliverable. Recommendations: Course designers/planners really need to consider the course objectives and needs for the course/students/partners before making specific strategies/suggestions in projects. [The volume number (12) shown on the PDF is incorrect. The correct volume number for this article is 13.]
Blending Innovative Pedagogy and Technology for Capacity Development of Educators during the Pandemic
Author: Karunanayaka, Shironica Priyanthi
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Technology Uses in Education,COVID-19,Pandemics,Electronic Learning,Educational Environment,Teaching Methods,Educational Technology,Teacher Attitudes,Barriers

The increased use of digital learning environments augments the adoption of open practices in education which contributes to SDG4. The COVID-19 pandemic has compelled an accelerated move towards technology-enhanced learning, prompting educators to re-think and re-design learning environments grounded in innovative pedagogy and technology. In the current scenario it is imperative that educators are offered capacity development opportunities to meaningfully engage in digital and open practices. This paper presents a case study of an online capacity development intervention in OER-integrated technology-enhanced learning (TEL) material creation, implemented with a group of 15 educators selected using the purposive sampling method. It focused on the design, development, implementation, and evaluation of OER-integrated TEL materials by the educators. The intervention comprised a carefully designed learning experience with intensive hands-on activities in a Moodle online learning environment, supplemented with a series of ZOOM-based interactive workshops. The study explored the design strategies that enhanced the creation of OER-integrated TEL materials by the educators, challenges encountered by them and how those were managed, and the effects of the intervention on changing their thinking and practices. Multiple data gathering occurred via questionnaires, discussion forums, reflective journals, and focus group interviews. Primarily, an in-depth content analysis of the qualitative data gathered was conducted. The findings revealed that the systematic learning experience design, which adopted a 'learning by designing' approach harnessing the affordances of both technology and pedagogy, empowered educators to become active creators of OER-integrated TEL materials and to take leadership in integrating digital and open practices into teaching-learning processes.
Can Grow Your Own Approaches Solve the Wicked Problem of Filling Rural Superintendencies with Highly Qualified Administrators: Stakeholders Speak Out
Author: Vilches, Gina
Date: 2023-03-00
Type: Journal Articles
Subjects: Problem Solving,Gender Bias,Superintendents,Administrator Attitudes,Rural Schools,Personnel Selection,School Districts,Administrator Role,Ethnography,Administrator Qualifications,Instructional Leadership,Correlation,Academic Achievement,Kindergarten,Elementary Secondary Education,Principals,Boards of Education,Presidents

Concerns about a strong positive correlation between leadership and student success (Wood et al., 2013) coupled with community input around hiring from outside an organization, as opposed to hiring from within, contributes to the complexity of filling superintendent vacancies The limited research available on this issue is amplified due to the concern around the shortage of highly qualified superintendent candidates available to fill those top roles (Grissom &amp; Andersen, 2012; Grissom &amp; Mitani, 2016; Kamrath &amp; Brunner, 2014). The role of district superintendent can be cumbersome, yet, it can be a role worth pursuing. The information gathered for this ethnographic study was derived from the responses from various stakeholders' opinions, feelings, and experiences as they related to the superintendent position and 'grow your own' hiring practices in rural districts. This study revealed there are both advantages and disadvantages to implementing the GYO approach. Limiting the pool of qualified applicants, and contributing to gender-bias in candidate selection were challenges shared by the participants while the building of a culture of leadership and shortening the learning curve were identified as advantages of a GYO hiring approach.
Formulating a Model of a 2/4 Transfer Program
Author: DuPont, Timothy A.
Date: 2023-03-00
Type: Journal Articles
Subjects: College Transfer Students,Transfer Policy,Transfer Programs,Articulation (Education),Two Year Colleges,Reverse Transfer Students

The American Council on Education (2021) estimates that 38% of fall 2019 undergraduate students will change schools within six years. Of that group, only 13% are projected to earn a bachelor's degree (NCES, 2019). Clearly, there is a disjoint between the goals of transfer students and the programs that are in place to help them meet their goals. The purpose of this exploratory study is to examine: (1) the progress of state legislatures in eliminating barriers to student transfer success; (2) the most recent empirical research regarding the recommended components of transfer programs; and (3) the interactions among those components. The research question guiding this examination is: what are the recommendations for a quality transfer program and how do these recommended components interact for student transfer success? The findings of this research result in the framework for and the suggestion for a model of 2/4 transfer programs.
Challenges of Distance Learning at Universities during the COVID-19 Pandemic in Georgia
Author: Verulava, Tengiz
Date: 2023-00-00
Type: Journal Articles
Subjects: Distance Education,COVID-19,Pandemics,Foreign Countries,Technology Uses in Education,Electronic Learning,Curriculum Development,Barriers,Teaching Methods,Teacher Attitudes,Student Attitudes,College Students

Adaptation to distance learning, which is one of the most effective ways of fighting against the COVID-19 pandemic, presented numerous challenges to society and the economy. The study aims to assess the consequences of distance learning as a result of the pandemic from the perspective of students and teachers. Quantitative research was conducted. The students (n = 417) and teachers (n = 47) of all disciplines from Tbilisi universities (Republic of Georgia) participated in the research. Non-probability convenience sampling technique was used for the study. Respondents evaluated the process of distance learning positively since they had the opportunity to attend lectures from any location, thus, saving costs, learning new skills, gaining valuable experience, and having more free time left than before. Using a Likert scale, the distance learning process was positively assessed by students (3.2 points out of 5) and teachers (3 points out of 5). The majority of students (n = 288, 69%) preferred the synthesis of distance and auditory learning methods as they consider the student's own choices in a superior way. Respondents pointed out some deficiencies, such as limited communication, technical access difficulties, low quality and malfunction of internet access, an inconvenient environment, students' involvement process and complicated social relationships. The crisis caused by the COVID-19 epidemic has identified the need to advance the methods of high-quality acquisition of knowledge. It is preferable to equip university auditoriums with the necessary technical capabilities and to develop curricula that allow students to decide whether to attend lectures in the classroom or to participate online.
Secondary School Students&apos; Cognitive Structures Regarding Educational Games
Author: Yaman, Havva
Date: 2023-00-00
Type: Journal Articles
Subjects: Middle School Students,Elementary School Students,Grade 5,Grade 6,Grade 7,Grade 8,Cognitive Structures,Educational Games,Nonverbal Communication,Freehand Drawing,Foreign Countries,Student Attitudes

To employ educational games in education as intended, it is required to show students' cognitive structures for this concept. As a result, the purpose of this research was to reveal the cognitive structures of secondary school students regarding educational games. The research was a survey-based descriptive study. A total of 340 secondary school students were included for this research, which included fifth graders (n = 80), sixth graders (n = 95), seventh graders (n = 69), and eighth graders (n = 96). Simple random sampling was used to choose the participants. Data were gathered using the Word Association Test and a drawing test. Six categories are used to organize the students' responses to the educational game's concept. &quot;Individual gains,&quot; &quot;lessons,&quot; &quot;sports,&quot; &quot;lesson tools/applications,&quot; &quot;games,&quot; and &quot;features of games&quot; were all of these. Four categories were used to categorize the drawings made by the students to represent the concept of educational games: &quot;physical ability games,&quot; &quot;intelligent and strategy games,&quot; &quot;puzzle,&quot; and &quot;mixed games.&quot; As a result of this research, it is possible to conclude that students' cognitive structures for the concept of educational games include games played in classes, and educational games highlight the game aspect more. Besides that, there was little vocabulary diversity in their cognitive structures for the educational dimension. To enhance students' cognitive structures toward educational games, focus should be given to the instructional feature of educational games in research to be undertaken in the relevant field.
Integrating Ivatan Indigenous Games to Learning Module in Physics: Its Effect to Student Understanding, Motivation, Attitude, and Scientific Sublime
Author: Moro, Kym Clyde H.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physics,Science Instruction,Indigenous Knowledge,Games,Student Motivation,Student Attitudes,Learning Modules,Indigenous Populations,Cultural Maintenance,Psychological Patterns,Knowledge Level,High School Students,Grade 11

The Philippines is lagging behind in physics education based on recent results of national and international assessments. With a continuing endeavor to address this problem, a game-based learning module was innovated using the Analysis-Design-Development-Implement-Evaluate model, integrating Ivatan indigenous games in a learning module in physics, to probe the effect of the developed module on Ivatan students' understanding, motivation, attitudes, and scientific sublime. Furthermore, the study aimed to reintroduce the Ivatan indigenous games to the younger Ivatan learners of Batanes, Philippines, through physics, in an attempt to help preserve its culture and traditions by integrating it to the teaching-learning process. The module underwent validation among four experts which yielded a highly acceptable and a good agreement rating. The material was tested with twenty SHS students under the STEM strand in a quasiexperimental research setup. A thirty-item test, the Physics Motivation Questionnaire II, the Colorado learning attitudes toward science survey, and open-ended journal questions were the instruments used to test the module's effectiveness. Results revealed a significant difference (M[subscript diff] = -2.65) in student understanding with a 0.31 small effect size; students' motivation revealed a significant difference (M[subscript diff] = -0.91) with a large effect size of 0.86; and student attitudes revealed a significant difference (M[subscript diff] = -0.44) with a medium effect size of 0.78. The correlation between understanding, motivation, and attitudes (r[subscript und-mot] = 0.65; r[subscript und-att] = 0.83; r[subscript mot-att] = 0.72) was all positive uphill relationships. Finally, responses from the journal revealed that the most common feedback among learners was the extreme feeling of happiness while generating only 5% of sublime feelings such as extreme awe/amazement/overwhelmed. These results revealed that the developed material effectively improved students' understanding, motivation, and altering attitudes to a favorable state while realizing that it is unsuccessful in fostering scientific sublime.
Lebanese Undergraduate Students&apos; Perceptions of the Tentativeness and Evidence of the Theory of Evolution
Author: Hokayem, Hayat
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Evolution,Theories,Evidence,Biology,Majors (Students),Private Colleges,Role of Religion,Scientific Attitudes,Ambiguity (Context),Change,Creationism

Research has previously examined the role of the epistemological background of students in accepting or rejecting the theory of evolution. In this study, the participants were 11 undergraduate biology major students in a private university in Beirut, Lebanon. We collected data through semi-structured interviews, and we extracted the patterns regarding how they perceived tentativeness, what constituted acceptable evidence for them to accept the theory of evolution and the role of religion in their lives. Our findings indicated that, unlike their professor, students uncertain about the theory or rejecting it did so due to the tentative nature of science. They also rejected historical evidence as valid evidence in science, struggled to form a cooperative relationship between evolution and religion and refused common descent because they considered humans as superior organisms. We discuss the implications of those results for curriculum and instruction.
Strategies for Student Belonging: The Nexus of Policy and Practice in Higher Education. A Practice Report
Author: Mahoney, Brendan
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Foreign Countries,Group Membership,Interpersonal Relationship,Educational Policy,Educational Practices,Learner Engagement,Academic Achievement,Student Adjustment,Transitional Programs

This practice report, framed within transition pedagogy (Kift et al., 2010), seeks to offer suggestions to assist higher education educators and administrators to develop and apply policies to foster student belonging. The authors of this article are employed at an Australian university which offers alternative pathways for students to enter a mainstream university degree. The authors were part of a project sub-committee responsible for reviewing literature on the definition of, and approaches to, belonging and writing a report with suggestions to enhance student engagement and progression. The report concluded that belonging should be a &quot;whole-of-institution&quot; approach (TEQSA, 2020) where all aspects of a student's journey are considered when developing and applying student success strategies. This practice report culminates past studies and offers belonging enhancing teaching advice, policy suggestions and learning tools to strengthen connections between students and the higher education institutions in which they are enrolled.
Taking University to the Students: Forging Connections and Inclusion through Regional University Centres (RUCs). A Practice Report
Author: Stone, Cathy
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Education,College Bound Students,Distance Education,Electronic Learning,Online Systems,Delivery Systems,Rural Areas,Regional Programs

For regional students, going to university frequently involves moving away from important home, family and community connections to forge new connections in unfamiliar environments. This is a daunting prospect discouraging many from considering university as an option. But what if university could come to them, allowing them to stay where they feel most connected, whilst also becoming connected with other students and developing a sense of inclusion within university culture? Recent research with high school students in regional South Australia indicates that the combination of online delivery (increasingly mainstreamed due to COVID-19) and the growing presence of Regional University Centres (RUCs) may provide the opportunity for this to happen. This paper discusses these findings within the context of the challenges for regional students in moving away from their connections. It argues that, instead, important learning connections may be offered within their local communities through the collaboration between universities and RUCs.
&quot;The Connection Itself Was the Project&quot;: Capstone Experiences for Emerging Professional Musicians through WIL. A Practice Report
Author: Yeo, Narelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Musicians,Undergraduate Students,College Faculty,Mentors,Music Education,Capstone Experiences,Experiential Learning,Inclusion,Cooperation,Skill Development,Foreign Countries

During their studies, musicians transition to work-readiness, develop a professional persona and graduate from skills acquisition in a traditional master-mentor relationship towards heterarchical collaboration in ensembles. Over the final year of an undergraduate program in performance, students, faculty/industry mentors and course coordinators worked collaboratively to implement a music work integrated learning (WIL) project, culminating in public performance as a capstone experience. This phenomenological case report outlines how a student group with diverse skills formed a complex adaptive system through inclusion, connection, support, and collaboration culminating in a final public performance and this practice report. Through this process, students obtained a broad range of graduate skills as well as professional musical competencies within a functioning heterarchy. In creative and performing arts, WIL can positively produce professional outcomes that appear indistinguishable from professional practice in the industry at large. This can be a model for transformative WIL in other disciplines. In addition, this research and practice report was prepared primarily by students with a faculty mentor, providing yet another set of graduate skills for musicians seeking portfolio careers in the arts.