ethanporcaro/eric-fulltext-meta huggingface dataset:
Soulbus-e-Coach: An e-Learning Multicultural Coaching Program for Teachers and Mentors in the Field of Education, Rehabilitation, and Health and Social Care
Author: Dielis, Wil P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Learning,Coaching (Performance),Mentors,Foreign Countries,Cultural Awareness,Intercultural Communication,Foreign Students,Teacher Student Relationship,International Educational Exchange,Program Development,Faculty Advisers,Cross Cultural Training,Teaching (Occupation),Caseworkers,Health Personnel,Social Work,Teacher Competencies,College Faculty

International placement is a critical element of professional learning. During 2013-2015, the representatives of Finland, Croatia, the Netherlands, Slovenia, Estonia and the USA collaborated in the project called Soulbus. One of the aims of the project was to develop a web-based e-coaching program (Soulbus-e-Coach) to enhance cultural competencies of teachers and supervisors who work with foreign exchange students. This paper describes the developmental process including the theoretical framework, the two pilots, and the final product that incorporates the suggestions from these pilots. The Soulbus-e-Coach is available for use by any party involved in training international students. It can make a significant contribution to increasing multicultural competence among mentors and teachers, thereby enhancing the experience of practical placement for international students.
Constructing Global Awareness Day-by-Day
Author: Fattal, Laura
Date: 2018-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Study Abroad,Experiential Learning,Preservice Teachers,Multilingualism,Teacher Attitudes,Student Attitudes,Conflict Resolution,Citizenship,Global Approach,Global Education,Foreign Countries,Federal Programs,Federal Legislation,International Educational Exchange,Program Descriptions,Intercultural Communication,World Views,Photography,Electronic Publishing,History,Geographic Location,Immersion Programs,Semitic Languages,Second Language Learning,Second Language Instruction

Global awareness is discussed through the experiential learning of six teacher candidates and six teachers on a Fulbright-Hays study abroad program to Israel. The participants focused their learning on four key aspects of global education; multilingual communication -- to enhance a world view, historical layering -- to understand the peripheries of communities, conflict resolution -- an intrinsic component of global citizenship, and geographical interdependence. The participants enhanced their understanding of the multifaceted concepts surrounding globalism, globalization and global education.
Digital Gaming for Evolutionary Biology Learning: The Case Study of Parasite Race, an Augmented Reality Location-Based Game
Author: Aivelo, Tuomas
Date: 2016-00-00
Type: Journal Articles
Subjects: Biology,Evolution,Computer Games,Educational Games,Handheld Devices,Computer Simulation,Inservice Teacher Education,Experienced Teachers,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Programming,Usability,Game Based Learning,Science Education

Games have been used for a long time in teaching and learning. The increasing use of mobile phones makes it possible to link learning outside the classroom with augmented reality (AR). We tested how well the learning of conceptual models can be facilitated by AR games. We present a game designed for the in-service teacher-training workshop to model evolutionary and ecological relationships explicitly. The game, Parasite Race, models the life cycles of three different parasites and allows player to choose between two evolutionary strategies. We tested the game with experienced teachers and revealed a wide range of different gaming strategies: some of the teachers were able to reflect their game strategy and choose appropriate actions right away whereas some of the teachers did not and lost their motivation quickly. We reflect on the experience of programming a simple AR location-based game and on the usability of simple games in the educational context.
Improving Students&apos; Understanding of Greenhouse Effect, Acid Rain and the Depletion of Stratospheric Ozone
Author: Roßbegalle, Thomas
Date: 2016-00-00
Type: Journal Articles
Subjects: Climate,Pollution,Science Instruction,Scientific Concepts,Concept Formation,Barriers,Educational Research,Foreign Countries,Instructional Design,Student Improvement,Misconceptions,Chemistry,Secondary School Students

Global change phenomena, such as an enhancing greenhouse effect, acid rain or the depletion of stratospheric ozone, are considered as environmental problems. Contrary to the demands of Education for Sustainable Development (ESD), three recently published studies have shown that German students still struggle with the acquisition of a scientifically acceptable understanding of these issues. These findings are in accordance with results from international research. Thus, the aim of the research project described in this paper is to enhance students' understanding of the greenhouse effect, acid rain and the depletion of stratospheric ozone. Using the model of Didactical Design Research, teaching and learning materials were developed and empirically tested in Design-Experiments with 14 students in two iterative cycles. The results show that students are able to develop a scientifically acceptable understanding of the atmospheric phenomena by changing their prior conceptions in different ways. For example they can acquire a scientifical understanding of the transformation of radiation in the process of greenhouse effect or they can describe the chemical processes of the formation of acid rain and ozone depletion adequately. Furthermore the results bring out that students struggle with obstacles, e.g. concerning the acquisition of conceptions about radiation or the correct use of technical language.
Autism in Africa: The Critical Need for Life Saving Awareness
Author: Eze, Ugoji A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Incidence,Attitudes toward Disabilities,Foreign Countries,Consciousness Raising

Autism spectrum disorder is a highly heritable neurodevelopmental disorder. More than 100 genetic polymorphisms have been associated with autism spectrum disorder, with Africa having greater genetic diversity than any other continent. Without doubt, because of this, genetic studies of autism in Africa could provide unique insights into the pathogenesis of the disorder. Environmental risk factors for autism are poorly understood, but the incidence of the risk factors associated with autism in high-income countries, such as pre-eclampsia, placental insufficiency, prolonged labour, induced labour, birth asphyxia, pre-term birth, and low birthweight, are also common in Africa. here is very little data on the prevalence of autism in Africa, even though this region has a population of nearly 1 billion, 40% of whom are children younger than 14 years. Although, in recent years, public-health emphasis in sub-Saharan Africa has been on communicable conditions such as HIV, malaria, and tuberculosis, with the reduction in childhood mortality rates in the past two decades, noncommunicable diseases (especially neurodevelopmental disorders) are likely to become a greater health burden in these countries.
Investigating the Effectiveness of a Credit-Bearing Information Literacy Course in Reducing Library Anxiety for Adult Learners
Author: Grandy, Roslyn
Date: 2019-00-00
Type: Journal Articles
Subjects: Adult Students,Information Literacy,Anxiety,Courses,Academic Libraries,College Students,Blended Learning,Library Instruction,Instructional Effectiveness,Andragogy,Nontraditional Students

This study examines levels of library anxiety in 30 adult learners before and after completing a two-credit hybrid information literacy course. A modified version of the Multidimensional Library Anxiety Scale was administered at the beginning and end of the course to compare levels of library anxiety. An analysis of the data revealed that the course was moderately effective in reducing library anxiety in adult learners. Awareness of library resources, comfort with the search process, and comfort level with library technology significantly increased after course completion. No significant decreases in library anxiety were reported in the areas of comfort level with staff or the library space.
Libraries and Fake News: What&apos;s the Problem? What&apos;s the Plan?
Author: Sullivan, Matthew C.
Date: 2019-00-00
Type: Journal Articles
Subjects: News Reporting,Credibility,Information Literacy,Elections,Political Campaigns,Librarians,Library Science,Information Science,Interdisciplinary Approach,Research Projects,Democracy,Library Role,Trust (Psychology),Public Opinion,Problem Solving,Citizenship,Information Sources

This article surveys the library and information science (LIS) response to the problems of fake news and misinformation from the 2016 U.S. presidential election to the end of 2018, focusing on how librarians and other information professionals in the United States have articulated the problems and the paths forward for combating them. Additionally, the article attempts to locate the LIS response in a larger interdisciplinary misinformation research program, provide commentary on the response in view of that research program, and lay out both a possible research agenda for the field and practical next steps for educators ahead of the 2020 election.
The Context of Authority and Sociological Knowledge: An Experiential Learning Project
Author: Waity, Julia F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Experiential Learning,Sociology,College Faculty,Librarian Teacher Cooperation,Advanced Courses,Academic Libraries,Poverty,Instructional Innovation,College Students,Student Projects,Information Literacy,Instructional Effectiveness

In this innovative project, a social sciences librarian partnered with a sociology professor to embed the &quot;Authority is Constructed and Contextual&quot; frame into an upper-division sociology of poverty course. Students in this course participated in an experiential learning project, collaborating with local children on a participatory photo mapping project to document the children's neighborhood. By working directly with community members in this field experience, the students gained an understanding of the differences between scholarly authority and community authority and what can be learned about poverty from each type of source. Engagement with a local community provides students with a direct understanding of the contextual nature of cognitive authority and can be replicated in a variety of settings.
Research Clinics: An Alternative Model for Large-Scale Information Literacy Instruction
Author: Koelling, Glenn
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Literacy,Freshman Composition,Blended Learning,Library Instruction,Reference Services,Pilot Projects,Group Activities,Individual Activities,College Freshmen,Academic Libraries

This article describes the pilot year of a new model for information literacy instruction in first-year composition classes at the University of New Mexico. The flipped classroom model, the Association of College and Research Libraries &quot;Framework for Information Literacy in Higher Education,&quot; and challenges to library staffing sparked the implementation of &quot;research clinics,&quot; which are a blend of a flipped classroom and a research/reference consultation. These clinics are designed to meet students at their point of need for research projects and allow students to choose what sort of library help will be the most beneficial at that moment. At the end of the pilot year, students and librarians reported high levels of satisfaction with the new model. Both students and librarians enjoyed the one-on-one interaction, and librarians felt sessions were more consistently successful. The research clinic model is a flexible approach with implications beyond the first-year composition classroom.
Building Natural Science Learning through Youth Science Camps
Author: Nuora, Piia
Date: 2018-00-00
Type: Journal Articles
Subjects: Natural Sciences,Science Education,Nonformal Education,Summer Science Programs,Camps,Secondary School Science,Middle School Students,Foreign Countries,Outdoor Education,Science Process Skills,Learner Engagement,Science Interests,Outcomes of Education,Inquiry,Active Learning,Chemistry,Biology

This study focuses on a youth science camp for pupils in sixth to ninth grades that is organized annually by the University of Jyväskylä, Finland. The main idea of the science camp is to learn to do guided inquiry in nature. The study investigates the significance of science camp for encouraging young participants to learn science and how the camp supports their learning. The research method used was a survey. Altogether, 47 youth participated in the camp in 2012 and 2013. The results show that the participants wanted to learn more about science than secondary school could offer, and science camp had a positive impact on their interest in science. It was possible to introduce important concepts of chemistry and biology in a comprehensible manner through experimentation in an authentic context. The participants worked as researchers in a positive and non-formal learning environment and they received concrete experience with the various phases of scientific research.
Change of the Ideas of Science Teachers after Participation in a Training Program on the Use of Non-Formal Educational Places
Author: González, Denisse Bustamante
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Attitude Change,Teacher Education,Nonformal Education,Educational Attitudes,Educational Environment,Foreign Countries

The objective of this study is to understand how the perception of teachers might change after they participate in a training program on the use of non-formal educational places (NFEP). The design of the study is ethnographic and its methodology is qualitative. The study comprehends the analysis of three multiple cases according to the disciplinary area, including teachers of primary education, biology, and physics. The analysis was focused on the discourse of the participants, establishing eight categories which were previously validated through triangulation by time and by instruments. The study concludes that the participants were able to restructure their ideas about the use of NFEP for teaching, showing mainly ontological and epistemological changes, which are discussed in the paper.
21st Century Assessment: Online Proctoring, Test Anxiety, and Student Performance
Author: Woldeab, Daniel
Date: 2019-00-00
Type: Journal Articles
Subjects: Supervision,Computer Assisted Testing,Test Anxiety,Performance Factors,Outsourcing,Undergraduate Students,Video Technology,Photography,Student Attitudes,Scores,Grade Point Average,College Entrance Examinations,Personality Traits

It is safe to say that online leaning has found a permanent place in higher education. Conventional higher education institutions are also gradually embracing it across the United States. As online learning surfaces as the new model of contemporary education both in the United States and worldwide, ensuring exam integrity in the online environment is becoming a major challenge to many higher education institutions. To meet this challenge, many of these institutions are outsourcing the examination aspect of their education to online proctoring service providers. The present study, which was conducted on a total of 631 students, assesses the effect of online proctored exams on student test anxiety and exam performance. This study shows that high trait test anxiety results in lower exam scores and that this is especially true for those students with high text anxiety taking exams in an online proctored setting.
Eight Principles to Connect Preservice Educators to Urban Schools and Classrooms
Author: Rhone, Angela
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Urban Education,Urban Schools,Educational Psychology,Introductory Courses,Theory Practice Relationship,Communities of Practice,Cultural Awareness,Special Needs Students,Race,Gender Issues,Social Class,Immigration,Student Needs,Norms,Curriculum,Feedback (Response),Critical Thinking

This article examines eight principles that can help preservice teachers make the connection between the Introduction to Educational Psychology class and working with the special needs of urban students. Based on research in educational psychology and its importance to preservice teachers, it is essential that professors who teach this discipline realize that successful and good practices for preservice teachers are based on (a) teaching educational psychology from a historical perspective, (b) developing a community of learning, (c) teaching issues of race, class, gender, and immigration, (d) being aware of students' m?res, culture norms, and traditions, (e) making a connection to theorists with how to teach and who to teach, (f) teaching the importance of development in knowledge, curriculum, and levels of understanding, (g) teaching the significance of proper feedback, and h) developing critical thinking skills. This paper is based on the perceptions of one of the authors on how to merge educational psychology theories with successful teaching practices within the urban classroom to work with the special needs of the diverse children.
Leading a Multi-Tiered Approach to Bringing Social-Emotional and Character Development to General and Special Education Students
Author: Elias, Maurice J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Intervention,Values Education,Special Education,Principals,Leadership,Middle Schools,Access to Education,Alignment (Education),Feedback (Response),Administrative Organization,Communication (Thought Transfer),Urban Schools

There has been increasing discussion about the importance of building students' social-emotional competencies for their academic and behavioral success (Jones, Brush, Bailey, Brion-Meisels, McIntyre, Kahn, Nelson, &amp; Stickle, 2017). However, the majority of these discussions focus on social-emotional skills (SEL) as a universal intervention, i.e., at Tier 1 within a multi-tiered system of support (Samuels, 2016). The context for multi-tiered interventions is changing, with students who might traditionally be defined as needing Tier 2 services--so-called at-risk students, or students with early signs of behavior or emotional difficulties--being served primarily in the Tier 1, the universal environment of the mainstreamed classroom. Yet, it is clear that learning SEL skills requires more than SEL instruction--it requires an environment in which the skills are prompted, cued, reminded, and reinforced consistently and over multiple years. If that is true for universal, Tier 1 learners, then it will be even more important for students learning in a Tier 2 context (Elias et al., 2015). This article discusses a case example of SEL applied in a coordinated, multi-tiered context with a particular focus on students at Tier 2 and Tier 3, i.e., students with identified difficulties in social-emotional competencies. In this new, integrative multi-tiered context, SEL 2.0--a combination of social-emotional and character development (SECD)--is the preferred strategy to employ (Elias, 2009). This is illustrated through the case discussion.
An Analysis of Coaches&apos; Unethical Behaviors in Terms of Sociodemographic Variables
Author: Tanyeri, Levent
Date: 2019-00-00
Type: Journal Articles
Subjects: Athletic Coaches,Ethics,Student Athletes,Student Attitudes,Moral Values,Gender Differences,College Students,Sportsmanship,Athletics,Behavior Problems,Personality Traits,Experience,Socioeconomic Background

In addition to physical struggle, sports are also closely related to moral behaviors and attitudes. The will to succeed and win which plays a central role in sports also brings about various ethical questions. In this respect, the present study aims to analyze coaches' unethical behaviors in terms of socio-demographic variables. To this aim, a total of 173 students comprised of 100 male students and 73 female students were invited to participate in the present study. &quot;Athlete Perception Scale about Coaches' Unethical Behaviors&quot; developed by Güven and Öncü (2012) and a &quot;personal information form&quot; developed by the researcher was used data collection tools in the present study, and the findings indicate a normal data distribution. No significant differences were found among scale scores in terms of gender, sports branch and level of sportsmanship. However, it was also demonstrated that years of athletic experience had a significant effect on students' views on coaches' unethical behaviors.
Developing a Collaborative Model in Teacher Education -- An Overview of a Teacher Professional Development Project
Author: Kervinen, Anttoni
Date: 2016-00-00
Type: Journal Articles
Subjects: Faculty Development,Preservice Teacher Education,Inservice Teacher Education,Science Education,Elementary School Teachers,Theory Practice Relationship,Science Instruction,Knowledge Base for Teaching,Teacher Collaboration,Student Teaching,Team Teaching,Teaching Methods,Science Process Skills,Foreign Countries

The article discusses the development of an educational model intended to support teachers' professional development in science education. In this research and development project, LumaLähetit, pre-service teachers, in-service teachers, and teacher educators formed teams to collaboratively plan teaching and produce material for inquiry-based and integrative science instruction in primary schools. The results are based on three design cycles of the model. Thus far, ten schools, 24 in-service teachers, 30 pre-service teachers, and 560 pupils have participated. The results, which are based on the qualitative content analysis of participants' open answers to a questionnaire, indicate that the developed collaborative model for science education supported preservice teachers and in-service teachers' professional development in many ways. Several processes mediating the embodiment of the designed model were identified, especially during the second or third design cycles. Participants reflected on theory and practice. They experienced increased knowledge about inquiry and integrative approaches, collaborated in teams to some extent, and found this to be supportive during the project. Also, pre-service teachers appreciated the opportunity to teach in the schools. In general, careful goal setting, collaboration between the participants, and guidance by teacher educators during the initiation of the project were found to be crucial to the further success of the project. The results highlight a need for further research in order to better meet to the challenges of team teaching, inquiry-based instruction, and integrative teaching. The designed model was developed between the cycles and must be further developed in the future, especially in terms of supporting collaboration and clarifying theoretical concepts during the project.