ethanporcaro/eric-fulltext-meta huggingface dataset:
Synthesizing Research Narratives to Reveal the Big Picture: A CREATE(S) Intervention Modified for Journal Club Improves Undergraduate Science Literacy
Author: Goodwin, Emma C.
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Intervention,Scaffolding (Teaching Technique),Science Instruction,Scientific Literacy,Outcomes of Education,Journal Writing,Clubs,Communication Skills,Skill Development,Teaching Methods,Comparative Analysis,Student Attitudes,STEM Education,Concept Mapping

Communicating science effectively is an essential part of the development of science literacy. Research has shown that introducing primary scientific literature through journal clubs can improve student learning outcomes, including increased scientific knowledge. However, without scaffolding, students can miss more complex aspects of science literacy, including how to analyze and present scientific data. In this study, we apply a modified CREATE(S) process (Concept map the introduction, Read methods and results, Elucidate hypotheses, Analyze data, Think of the next Experiment, and Synthesis map) to improve students' science literacy skills, specifically their understanding of the process of science and their ability to use narrative synthesis to communicate science. We tested this hypothesis using a retrospective quasi-experimental study design in upper-division undergraduate courses. We compared learning outcomes for CREATES intervention students to those for students who took the same courses before CREATES was introduced. Rubric-guided, direct evidence assessments were used to measure student gains in learning outcomes. Analyses revealed that CREATES intervention students versus the comparison group demonstrated improved ability to interpret and communicate primary literature, especially in the methods, hypotheses, and narrative synthesis learning outcome categories. Through a mixed-methods analysis of a reflection assignment completed by the CREATES intervention group, students reported the synthesis map as the most frequently used step in the process and highly valuable to their learning. Taken together, the study demonstrates how this modified CREATES process can foster scientific literacy development and how it could be applied in science, technology, engineering, and math journal clubs.
&quot;What&apos;s Your Thinking behind That?&quot; Exploring Why Biology Instructors Use Classroom Discourse
Author: Donham, Cristine
Date: 2023-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Classroom Communication,Active Learning,Learner Engagement,Discourse Analysis,Teacher Student Relationship,Learning Processes,Faculty Development,Video Technology,Recall (Psychology),Feedback (Response),Dialogs (Language),Science Teachers,Undergraduate Students,College Faculty

Instructor discourse, defined as verbal interactions with students in the classroom, can play an important role in student learning. Instructors who use dialogic discourse invite students to develop their own ideas, and both students and the instructor share ideas in back-and-forth exchanges. This type of discourse is well-suited to facilitate deep learning for students but is rare in undergraduate biology classrooms. Understanding the reasoning that underlies the use of dialogic discourse can inform teaching professional development for instructors who are learning to use discourse to support student learning. Through classroom video recordings to identify dialogic discourse and stimulated recall interviews to elicit instructor reasoning, we investigated why undergraduate biology instructors used dialogic discourse in active-learning lessons. Using inductive and deductive qualitative analysis of interview transcripts, we identified and characterized seven reasons that instructors used dialogic discourse, including three aligned with a theoretical framework of student cognitive engagement and four that emerged from our data set. In addition to aiming to prompt generative cognitive engagement in 34% of instances of dialogic discourse, instructors used dialogic discourse to prompt activity, supply information, provide feedback, decipher student thinking, leverage student thinking, and cue students to make connections. Reasoning varied across different types of dialogic discourse. These findings provide valuable insights that can inform research, teaching professional development, and individual instructors' reflections.
Promoting Science Literacy and Awareness across the Globe: The Role of Scientists as Science Ambassadors
Author: Tuttle, Matthew J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Education,Scientific Literacy,Scientists,Outreach Programs,Microbiology,Advocacy,COVID-19,Pandemics,Citizen Participation

Science literacy has many personal and societal benefits that allows for better informed decision-making. Although the importance of science literacy is recognized globally, there are many challenges associated with its promotion. Scientists are more frequently engaging with nonscientific audiences through public outreach activities and with increasing support from institutions and professional societies. This is especially true regarding microbiologists and other related professionals since the start of the global 2019 coronavirus disease pandemic heightened the need to convey novel and rapidly evolving scientific information to lay audiences. The means by which professionals engage with these audiences affect the efficacy of the relay of scientific information. One method of engagement is the &quot;ambassador approach,&quot; which aims to establish dialogue among different groups of people and scientists. In this perspective article, we discuss this approach, highlighting activities for the promotion of science literacy organized by the American Society for Microbiology Ambassador Program and similar programs of other scientific societies. We discuss the benefits and challenges of implementing an ambassador approach, propose potential improvements that could be made to existing programs promoting science literacy, and ultimately advocate for increased implementation of science ambassador programs. [This article was written on behalf of the Young Leaders Circle of the American Society for Microbiology.]
Can WhatsApp Enhance Students&apos; Learning in CLIL?
Author: Martínez, Lara
Date: 2023-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Second Language Learning,Second Language Instruction,Student Attitudes,Teaching Methods,Computer Software,Feedback (Response),21st Century Skills,Educational Quality,Learning Activities,Cooperative Learning,Learning Motivation,Photography,Computer Mediated Communication,Outcomes of Education,Secondary School Students,Peer Evaluation,English (Second Language)

The aim of this paper is to show the impact of Information and Communications Technology (ICT) by using WhatsApp with activities based on collaborative work, real time communication, and feedback. The relevance of presenting authentic material such as topics of students' interest combined with collaborative work is central for developing motivation and success within the Content and Language Integrated Learning (CLIL) approach. The paper describes two activities: The first activity focuses on the creation of sentences using Google Photos, and the second one focuses on listening and speaking skills by using the shared space facilitated through WhatsApp as a mediation resource used by teachers in their classrooms, among other 21st-century digital tools. Also, the objective of achieving optimal learning outcomes promotes the increase of educational quality.
CLIL and Critical Thinking through Literature: Activities on Poems about Argentina&apos;s Military Dictatorship
Author: Baudi, Ileana Soledad
Date: 2023-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Second Language Learning,Second Language Instruction,Foreign Countries,Secondary School Students,Critical Thinking,Creativity,English (Second Language),Literature,Poetry,History Instruction,Authoritarianism

Content and Language Integrated Learning (CLIL) is a relatively novel approach to L2 learning. Designed under this approach, this paper proposes a set of three activities that seek to foster secondary level students' critical thinking, creativity, and intrapersonal skills. English language learning is integrated with the specific subjects of Literature, by analyzing and creating poetry, and History, discussing poems by Marcelo Gelman, Osvaldo Balbi, and Joaquín Enrique Areta, who were victims of the final Argentina's military dictatorship (1976-1983).
Making Emotions Count through CLIL
Author: Puente, Adriana Marina
Date: 2023-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Second Language Learning,Second Language Instruction,Learning Processes,Emotional Response,Teaching Methods,Metacognition,Critical Thinking,Creativity,Cooperative Learning,Learning Activities,Mental Health,Well Being,Learning Motivation,English (Second Language)

In this article, we consider the importance of learner well-being for a better performance during the learning process, taking into account their emotions and how they affect them. The CLIL approach is used to integrate learners' language knowledge and provides strategies about how to manage their emotions and develop a positive mindset. In this context, we suggest three meaningful activities for teenage learners to identify and analyze their emotions while learning and encourage their critical thinking, creativity, and collaborative work. Furthermore, learners can learn about how emotions affect not only their school, but also their personal lives. Through these proposed activities, students may develop some tools and pieces of advice to take care of their emotional health.
Women&apos;s Suffrage through the CLIL Approach
Author: Buchara, Sabrina
Date: 2023-00-00
Type: Journal Articles
Subjects: Critical Thinking,Content and Language Integrated Learning,Second Language Learning,Second Language Instruction,English (Second Language),Voting,Civil Rights,Females,Foreign Countries,Teaching Methods,Social Differences,Skill Development,Learning Motivation,Cooperative Learning,Inclusion,Diversity,Secondary School Students,Learning Activities

The aim of this article is to improve and develop students' critical thinking, as well as their linguistics skills, by making use of the CLIL approach. Focusing on relevant topics in today's society, such as the voting system, is an interesting opportunity not only to motivate students' learning, but also to be aware of the world they live in. The activities are designed for students around the voting age in Argentina with an intermediate level of English. Through the development of writing and speaking skills and collaborative work, students will be aware of the importance of past events, such as the women's suffrage, and social differences that are still happening all over the world.
Are We in This Together? Why Embracing Aspects of Child Care in School is Vital to Reimagining Education
Author: Van Vliet, Andrea
Date: 2023-00-00
Type: Journal Articles
Subjects: Child Care,Cooperation,COVID-19,Pandemics,Public Schools,Educational History,Early Childhood Education,Foreign Countries

Child care and school are similar and interrelated, yet the comparison of school to child care seems contentious. The COVID-19 pandemic revealed pressure points in labeling these educational and care institutions essential--or not. This paper encourages collaboration between schools and child care as a vital component to reimagining education.
Bigger than a Cupcake: Reimagining Birthday Celebrations through an Equity and Inclusion Lens
Author: Cline, Keely D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Birth,Cultural Activities,Inclusion,Preschool Teachers,Equal Education,Classroom Techniques,Reggio Emilia Approach,Preschool Children,Teacher Attitudes,Psychological Patterns,Empathy

This article shares the story of a preschool teacher who courageously embarked on a yearlong journey of re-envisioning how an important milestone in children's lives--their birthdays--were celebrated in the classroom. She accepted the preschool leadership's invitation to align birthday practices with the center's identity influenced by the Reggio Emilia Approach. What resulted was the teacher co-constructing a new set of rituals with the children that contributed to more equitable spaces that celebrated children's individuality and fostered agency within an inclusive child-centered, children-driven learning environment.
By Way of the Heart: Cultivating Empathy through Narrative Imagination
Author: Dias, Dany
Date: 2023-00-00
Type: Journal Articles
Subjects: Empathy,Teaching Methods,Personal Autonomy,Language Arts,English Teachers,Multicultural Education,Literature,Cultural Awareness,Case Studies,Grade 8,World Views,Student Attitudes,Global Approach,English (Second Language),Second Language Learning

When trying to promote empathy, it is not sufficient to merely learn about other people and cultures if we seek to understand them better (Case, 1993). As a language arts teacher and researcher, the author sought to explore the potential for multicultural literature to expand adolescent learners' worldviews and shape their perceptions as global citizens through classroom inquiry. This doctoral research features the case study of her Grade 8 class. Findings revealed that through narrative imagination (Nussbaum, 1997), learners' experiences led to emerging themes of empathy, insight, and agency. This article focuses on the most prominent of these themes: empathy.
Capturing the Shift: Interviews during Pivotal COVID-19 Debut
Author: Ho, Stephanie
Date: 2023-00-00
Type: Journal Articles
Subjects: Interviews,COVID-19,Pandemics,Videoconferencing,Data Collection,Ethics,Language Arts,English Teachers,Research Projects,Doctoral Students,Secondary School Students,Student Attitudes

During a two-term observational study of my Secondary English Language Arts (ELA) class, I introduced &quot;Surrealism&quot; to the existing curriculum. Jot notes, personal interviews, and a self-study comprised my data strands. The COVID-19 pandemic struck shortly before my scheduled in-person interviews. This uncertainty disrupted my doctoral study plans, but offered a valuable opportunity for critical reflection. The fears and questions prompted by the pandemic were captured in the vulnerable &quot;safe space&quot; of our at-home Zoom interviews. This process thus prompted my contemplation about interviews as a continued method for combatting the stagnancy of educational spaces.
Exporting Educational Change: Unexamined Assumptions
Author: Rabinovitch, Lori D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Philosophy,Democratic Values,Global Approach,Developing Nations,Resistance to Change,Barriers

This paper takes a philosophical look at what it means to talk about educational change in the context of the global proliferation of Western secular liberal democratic values. A handful of challenges, contradictions, and incoherencies that potentially impede the success of educational change projects in developing countries are examined with a view to furthering discussion about what vision of the learner and society they promote, either implicitly or through taken-for-granted assumptions. Politics, leadership, and timelines become impediments to real change. Brief reference is made to these concepts. The author provides examples from 10 years of international curriculum work on several continents in an attempt to highlight some of the latent irregularities that impede the progress of educational change endeavors.
Collaboration beyond Words: Using Poetic Collage to Cultivate Community with Students and Colleagues
Author: Doerr-Stevens, Candance
Date: 2023-00-00
Type: Journal Articles
Subjects: Cooperation,Poetry,Art Products,Videoconferencing,Social Problems,Creative Activities,Sense of Community,English Teachers,Preservice Teachers,High School Students,Student Projects,Faculty Development

In this article, we illustrate the experience of three literacy educators who harnessed online, collaborative platforms to cultivate community within their classrooms and with their colleagues. Through the use of creative practices including digital poetry, selfie collage, and curriculum sharing through video conferencing, the authors invited their students and professional peers to reflect on their perspectives and experiences related to social issues through the use of multimodal and media resources for composing. This article includes examples of creations from this context, including mentor text work, as well as implications for creativity and collaboration with students and colleagues.
Finding Our Co-: Witness Blanket as Co-Curricular Making for Local Indigenous and Settler Relations
Author: Dlouhy-Nelson, Jody
Date: 2023-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Indigenous Populations,Art,Exhibits,Curriculum Design,Cooperation,Land Settlement,Colonialism,Foreign Countries,Elementary Secondary Education

This paper reveals the journey of two settler-researcher-educators supporting learning in preparation for Carey Newman's Witness Blanket Art Exhibit. Invited to create curriculum for students and educators of K-12 who would visit the exhibit, the authors describe co-curricular making as a living, re-generative, re-cursive experience. The learning alongside diverse perspectives of educators and community partners in circle--including Syilx Okanagan, School District, Art Gallery, Museum, and University-led to reconsidered understandings of co-curricular making. Relational commitments that invite co-curricular engagement with the Witness Blanket foreground Syilx Knowledge toward resisting colonial ways, and supporting tmix[superscript w], the life forces of Syilx Okanagan Territory.
Fostering Hope and Resilience through Children&apos;s Literature
Author: Arnold, Jackie Marshall
Date: 2023-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Psychological Patterns,Childrens Literature,Trauma Informed Approach,Picture Books,Oral Reading,Preservice Teachers,Elementary School Students,Secondary School Students,Content Analysis,Reading Material Selection

Significant traumatic events affect communities and schools. Teachers need tools to help navigate challenging conversations with their students. Consequently, we utilized our children's literature course on the use of picture books that would invite dialogue supporting children responding to traumatic events. Specifically, we reconceptualized an existing read-aloud assignment to focus on selecting and using literature that facilitates children's responses to challenging life experiences. This article describes the read-aloud assignment, providing a content analysis of the books the preservice teachers selected, and examples of both preservice teachers' responses and K-12 students' responses to the literature.
How Does It Feel to Be a Design Thinking Teacher in Changing Times in Nepal?
Author: Shrestha, Bhawana
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Design,Thinking Skills,Self Control,Teaching Methods,Psychological Patterns,Foreign Countries,Student Centered Learning,Critical Thinking,College Faculty,Middle School Teachers,Empathy,Teacher Characteristics,Cultural Context,Barriers,Teacher Burnout

Design thinking is emerging as a popular student-centric teaching approach in Nepal. However, limited research has been done to understand how teachers feel about using these approaches in their classrooms. In-depth interviews with five design-thinking teachers revealed that cultural context plays a crucial role when new teaching approaches are used. The pedagogical and mindset shift required by teachers when exploring new teaching approaches directly affects their emotions, resulting in varying levels of joy or frustration. Critical reflection helps teachers manage their emotions, which is crucial in navigating challenges and emotional exhaustion.
Intentionally Collaborating, Instructing, and Reflecting: Core Principles of Teaching Practice
Author: Córdova, Ralph Adon
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teacher Leadership,Inquiry,Communities of Practice,Faculty Development,Elementary School Teachers,Cultural Awareness

Emerging from the COVID-19 pandemic, a school's teacher-leaders draw on an Interactional Ethnographic Approach to co-construct an inquiry community of Professionals Developing Professionals called Depth of Study (DOS). The study examines the three premises that undergird DOS: Making Visible the Invisible through an Interactional Ethnographic Perspective, Culture-in-the-Making, and The Over-Time Nature of Change: Periphery to Center. Through the analysis of three Telling Cases, the authors make visible how each of the three premises learned within the DOS setting affect student learning in the classroom setting.
Living Out-of-Doors: A Narrative Inquiry Alongside Nipugtugewei Forest Kindergarten Teachers
Author: Daoust, Melissa
Date: 2023-00-00
Type: Journal Articles
Subjects: Kindergarten,Forestry,Outdoor Education,American Indian Education,American Indian Students,Educational Experience,Indigenous Knowledge,Pedagogical Content Knowledge,Foreign Countries,Teacher Student Relationship,Teacher Responsibility

In this paper, we draw upon a narrative inquiry alongside two creators of an out-of-doors Nipugtugewei Kindergarten program within a Mi'gmaw community, in northeastern Canada. Our intention was to understand their schooling, educational, and communal experiences over time. Diverse field texts were composed and interpreted alongside participants. We turned towards narrative conceptions of knowledge to show how attending to teachers' personal practical knowledge and stories to live by on their professional knowledge landscape is sustaining who they are as teachers and people. It is also a way for teachers to live their responsibility to Indigenous communities and students.
Meaning and Making: Laying the Groundwork for Community-Based Research-Creation
Author: LeRue, David
Date: 2023-00-00
Type: Journal Articles
Subjects: Art Education,Researchers,Cooperation,Oral History,Community Involvement,Community Education,Adults,Art Teachers,Art

Research-creation practices have long consulted the public in the process of research, yet the act of making often rests in the hands of the individual researcher. This paper proposes a more integrated and collaborative framework for arts-based researchers and educators called Community-Based Research-Creation, which extends the collaborative logic of oral history into the realm of creation by encouraging art educators to develop focused and prolonged workshops and classes with community. I draw from my own practice as a community art teacher working primarily with adults and propose methods and frameworks for developing community-engaged studies using artworks.
Poetic Inquiry as a Tool for Interrogating Mentoring Relationships in Teacher Preparation
Author: Abi-Hanna, Rabab
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Educators,Mathematics Teachers,English Teachers,Poetry,Inquiry,Faculty Development,Mentors,Preservice Teachers,Creative Writing,Workshops

In this article the authors, a Mathematics education professor and two English education professors, describe how we used poetic inquiry in peer-led professional development workshops for field supervisors who observe and evaluate teacher candidates. Poetic inquiry was taken up to better understand our shared experiences of mentoring teacher candidates and to deepen our thinking about our own pedagogical practices. The experience of writing and sharing these poems in our monthly workshops highlighted commonalities in our values and approaches to mentoring teacher candidates and allowed us to reflect on our own identities and how they influence our practices.