ethanporcaro/eric-fulltext-meta huggingface dataset:
Like the Kids Do: Engineering Design in Middle-School Science Teacher Professional Development
Author: Feille, Kelly
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Science Teachers,Engineering,Design,Faculty Development,Water Quality,Science Education,Instructional Materials,Pedagogical Content Knowledge

This study describes how 19 middle-school science teachers responded to an engineering design task in the context of water quality and environmental science professional development (PD). The study relies on teacher created prototypes, presentations, graphic organizers, and qualitative memos to illustrate the challenges and successes of the PD. In the findings, we discuss two major themes that emerged from the data sources regarding teachers' focus on resource management and pedagogical understanding. Finally, we include lessons learned as we move forward as science teacher educators in an era where teachers are challenged to continue to adapt to pedagogical paradigm shifts within science education.
Forward March: Implementing the ASCA National Model to Support Military-Connected Students
Author: Quintana, Taqueena S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Military Personnel,School Counselors,Counselor Role,Student Needs,Models,Student Adjustment,Student Mobility,Military Service,Relocation,Adjustment (to Environment),Academic Achievement,Barriers,Social Development,Emotional Development,Career Readiness,At Risk Students,School Counseling,Program Development,Counseling Techniques,Professional Development,Advocacy,Family Programs,Educational Environment,Program Evaluation,Program Effectiveness,Elementary Schools

This article outlines the challenges that military-connected students face and discusses ways in which school counselors may utilize each of the four components of the ASCA National Model to help this population. Finally, a case study is presented to demonstrate how school counselors may support military-connected students. Utilizing the ASCA model is especially important when working with military-connected students, who may have needs that are unfamiliar to many school counselors
Alternative Conceptions of Astronomy: How Irish Secondary Students Understand Gravity, Seasons, and the Big Bang
Author: Cardinot, Adriana
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Concepts,Astronomy,Secondary School Students,Concept Formation,Logical Thinking,Misconceptions,Science Instruction,Beliefs,Physics,Knowledge Level

To support the development of more robust conceptual knowledge, it is crucial to understand the alternative conceptions that students bring to the classroom, and how these can be considered and dealt with through instruction. In this study, we report the alternative conceptions of 498 students enrolled in secondary education in Ireland. A quasi-experimental design elicited student ideas about gravity, seasons, and the Big Bang. Our results show 15 alternative ideas held by students across all years, which are analysed with resource framework theory to identify conceptual resources used to explain each topic. Identification of these conceptual resources provided rich information about modes of hybrid understanding where students blended formal physics concepts with daily experiences. These results could support teachers in finding new instructional approaches to address preconceived knowledge held by students, given that even senior students held the same alternative ideas as first years.
Mathematics Teachers Facing the Challenges of Global Society: A Study in Primary and Secondary Education in Spain
Author: Santamaría-Cárdaba, Noelia
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Elementary School Teachers,Secondary School Teachers,Sustainable Development,Foreign Countries,Global Approach,Citizenship Education,Social Change,Gender Differences,Teaching Experience,Citizen Participation

The global society in which we are immersed is facing the challenges set out in 2030 Agenda: Sustainable Development Goals (SDGs). This study focuses on whether mathematics teachers teach SDGs alongside with their subject in schools located in rural areas of Castilla and León (Spain). Specifically, this research aims to find out how teachers of mathematics with generalist training who teach in Primary Education (6-12) and teachers with more specific training who teach in Secondary Education and Baccalaureate (12-18) work with these aspects. The methodology used was quantitative, as an online questionnaire was used to collect the 150 responses that make up the sample for this study. The results show that teachers of mathematics at both educational levels should pay greater attention to the content linked to the SDGs within their subject.
The Level of Understanding Scientific and Engineering Practices in Light of the Next Generation Science Standards among Preservice Student Teachers
Author: Tahani, Alebous
Date: 2021-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Education,Academic Standards,Engineering Education,Comprehension,Foreign Countries,Science Process Skills,Females,Elementary Education

The purpose of the study is to investigate the level of understanding of first three grade preservice teachers of the scientific and engineering practices according to next generation science standards (NGSS) at the World Islamic Sciences University. The sample of the study consisted of 154 fourth year female student teachers at International Islamic Sciences University in the academic year 2019/2020. The study administered a questionnaire containing 32 items that show the indicators of scientific and engineering practices. Its validity and reliability were checked by a committee of experts and by calculating Cronbach's Alpha coefficient which was 0.90. The findings of the study showed that the level of the student teachers' understanding of scientific and engineering practices in light of the next generation of science standards was low. The study recommended the need to reconsider the plans of the bachelor's degree class teacher and the importance of providing a science laboratory to teach scientific courses at the university.
Diversity Consciousness in the Classroom: A Case for Opening New Spaces and Generating &apos;New&apos; Knowledge for Critical Literacy Using Imaginative Practices
Author: Iyer, Ishwarya N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Literacy,Imagination,Learner Engagement,Elementary Secondary Education,Student Diversity,Teaching Models,Teacher Role,Creative Activities,Writing (Composition),Theater Arts,Personal Narratives

The purpose of this research paper is to offer/propose a framework/model of specific imaginative practices, classroom engagement ideas, and implementation pathways that can be adapted across various grade levels within the K-12 (preferably language and literacy) classrooms to utilize the inherent diversity (of lived experiences) amongst the learners as a resources for fostering equity, diversity, and inclusion (EDI) in the classroom while simultaneously generating 'new' knowledge for learning and sense-making. Essentially, the framework proposed will afford expressive outlets into the curriculum via imaginative practices that are designed to allow opportunities for critical literacy learning by bringing common experiences and issues to the fore (utilizing dialogic comprehension-as-sensemaking pedagogy) and thus perpetuating diversity consciousness. The paper also includes a mock-up (i.e. present an example for each step in the framework when possible) of the proposed model in the hope that it will provide an impetus to teacher scholars and educators interested in adapting/including the framework into their classroom.
Gaining Independence: Cooking Classes Tailored for College Students with Autism (Practice Brief)
Author: Gustin, Libby
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Cooking Instruction,Daily Living Skills,College Students,Independent Living,Nutrition,Skill Development,Self Esteem,Eating Habits,Program Effectiveness

Self-care skills, especially food preparation skills, are essential for independence as young adults with autism spectrum disorder (ASD) transition to adulthood. This practice brief reviews the impact of a six-week course designed to teach cooking skills to college students with ASD. The goal was to increase confidence in cooking and frequency of cooking to enhance skills for independence and dietary habits. Designed and taught by a registered dietitian nutritionist, the course utilized nutritious, sensory-friendly recipes along with visual recipe guides to promote skill building. Pre-and post-tests were administered during the first and final sessions of the course to assess self-reported changes in methods of cooking, frequency of self-prepared meals, and meal preparation confidence. Data were collected over a two-year period. Results from pre-and post-tests questionnaires showed significant increases in cooking frequency and confidence in cooking ability compared with baseline.
Postsecondary Faculty and Willingness to Provide Academic Accommodations for Students with Learning Disabilities
Author: McCarron, Elizabeth C.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Teacher Behavior,Intention,Knowledge Level,Difficulty Level,Academic Achievement,Academic Accommodations (Disabilities),Students with Disabilities,Learning Disabilities,Private Colleges

Faculty are responsible for providing academic accommodations needed and used by students with learning disabilities (SWLD). Since learning disabilities (LD) are hidden, faculty may question the need for, efficacy of, and fairness of accommodations. Yet academically accommodating SWLD is important to academic success and persistence. This sequential mixed methods study investigated whether faculty who said they were willing to accommodate SWLD showed positive actions that demonstrated that they were. First, quantitative data was gathered via an online survey. Respondents were grouped into four faculty types, based on two measures: (1) willingness to accommodate; and (2) action -- to what extent accommodations were provided. Faculty types included Committed (high willingness and action), Well-Intentioned (high willingness, low action), Reluctantly Compliant (low willingness, high action), and Skeptically Resistant (low willingness and action). Statistical analyses were performed to explore how the four types differ. Next, a sample of faculty from each type was interviewed. Results showed that knowledge and effort were the factors that contributed to faculty support actions, with Committed and Reluctantly Compliant faculty showing the most positive support actions. Knowledge, including personal experience with SWLD and familiarity with LD and its accommodations, influenced the willingness of faculty; as did effort, in terms of how difficult an accommodation was to provide and how supported faculty felt in its provision. Only Committed faculty &quot;practiced what they preached;&quot; they said they were very willing and very able to accommodate SWLD, and their actions supported that.
Beyond Boundaries: Developing Grant Writing Skills across Higher Education Institutions
Author: Cunningham, Kay
Date: 2020-00-00
Type: Journal Articles
Subjects: Grantsmanship,Proposal Writing,Higher Education,Writing Skills,Persuasive Discourse,Foreign Countries,Skill Development,Research Administration,Training

Much of the literature on grant writing does not explicitly identify the skills needed to be an accomplished grant writer, or how these skills are acquired. This paper reviews literature on grant writing and argues the need to identify key grant writing skills to improve the quality of grant applications. The ability to persuade, to weave a clear and compelling narrative, to structure and edit text and to be empathic to researchers, are all key grant writing skills. Effective grant writers also need to understand the funding landscape, individual sponsor requirements, and how to transform a research idea into a project. This paper examines these skills in more detail, drawing on existing research and provision to identify knowledge gaps and potential areas for further development. The paper also considers how UK higher education institutions in particular can develop a stronger grant writing culture. It explores the existing pathways for developing grant writing skills, arguing that the often-bifurcated nature of these pathways results in only partial attainment of the knowledge, skills and experience required to become an effective grant writer. In so doing, the paper argues the need for a more strategic, flexible and responsive approach that recognises and embeds grant writing skills into organisations through a structured development program.
Determining the Impact of Grant Writing Workshops on Faculty Learning
Author: Glowacki, Samantha
Date: 2020-00-00
Type: Journal Articles
Subjects: Grants,Awards,Writing Workshops,Program Effectiveness,College Faculty,Faculty Development,Teacher Attitudes,Minority Group Teachers,Racial Differences,Gender Differences,Intellectual Disciplines,Academic Rank (Professional),Diversity (Faculty)

This paper describes an eight-year study evaluating the effectiveness and impact of grant writing workshops on the ability of faculty attendees to apply learning to secure internal research grants. Longitudinal tracking of all grant awardees (N=485) was conducted four years prior to the creation of the workshops and four years after the workshops were implemented. Direct and indirect measures of assessment for faculty grant success, feedback on workshops, and a faculty survey were collected. Names of grant recipients and demographic data about awardees were collected and verified through archived documents and data warehousing. As a result of attending the grant writing workshops, on average 80% of the workshop attendees (N=173) were awarded internal grants, and the quality of the workshops received feedback ratings of 3.52 or higher on Likert-style questions with a 1-4 rating scale (4 being highest). After the workshops became available, the awardee pool shifted, showing greater diversity of successful grant writers in regard to faculty rank, race, gender, and discipline. Additionally, a subpopulation of faculty received a grant award only after attending a writing workshop where in the previous four years this population received no grant awards. Applications of how key findings from this study could be implemented at other institutions are discussed.
Research Guidelines for Higher Education and Disability
Author: Madaus, Joseph W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Educational Research,Guidelines,Students with Disabilities,Research Methodology,Sampling,Data Collection,Ethics,Confidentiality,Sample Size,Participant Characteristics,Institutional Characteristics,Research Design

The body of research in the field of postsecondary education and disability is wide ranging and continues to evolve. Specifically, the literature corpus includes contributions from a range of professions and a considerable number of journals. This breadth of diversity in perspective presents significant advantages; however, it also presents challenges such as how study data are collected and communicated. The article authors represent a range of study disciplines, possess an array of methodological experience, and are affiliated with numerous professional organizations. We present a series of research guidelines for studies focused on postsecondary education and disability, particularly related to describing the sample members and study locations in a clear, consistent manner. The most common currently employed research methodologies are summarized, and suggestions proffered with regard to key study elements to report. The guidelines are not intended to be proscriptive or restrictive, but instead highlight the importance of methodological consistency as the field collectively promotes improved adult outcomes for individuals with disabilities.
Supported Education among Student Veterans: Impact on Self-Advocacy Skills and Academic Performance
Author: Kinney, Adam R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Veterans,Self Advocacy,Academic Achievement,College Students,Academic Accommodations (Disabilities),Student Personnel Services,Students with Disabilities,Posttraumatic Stress Disorder

Veterans enrolled in postsecondary education may experience service-related health conditions that undermine their success on campus. Supported education services can target student Veterans' self-advocacy skills, thereby facilitating their acquisition of academic accommodations that foster academic success. The purpose of this study was to (1) investigate change in student Veterans' self-advocacy skills and academic performance over time receiving supported education services, and (2) investigate factors that influence change in their self-advocacy skills and academic performance. We collected measures of &quot;self-advocacy skills&quot; (Student Veterans Self-advocacy Skills Assessment [SV-SASA]) and &quot;academic performance&quot; (grade point average) at six time points for 99 student Veterans enrolled in the New Start for Student Veterans (NSSV) supported education program. We used multilevel modelling to determine whether self-advocacy skills and academic performance changed over time receiving supported education services, and whether first-generation status and dosage of intervention explained change in these outcomes. We additionally investigated whether SV-SASA score influenced change in academic performance. Results indicate that student Veterans' self-advocacy skills improved over time receiving supported education services. Further, a greater dose of NSSV services was associated with greater self-advocacy skills across the semesters, irrespective of how long they received services. Student Veterans' academic performance did not change over time spent in the supported education program. We discuss the implications of findings for research and practice.
Using Simulated Meetings to Practice Advocating for Disability-Related Accommodations (Practice Brief)
Author: Freedman, Justin E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Teacher Student Relationship,Barriers,Meetings,College Students,Simulation,Accessibility (for Disabled),College Faculty,Teacher Influence,Student Attitudes,Program Effectiveness

Research suggests that students' encounters with professors can be a barrier to students fully accessing disability-related accommodations. This paper describes the use of a clinical simulation as a practice to understand and support how students engage with professors in discussions about disability-related accommodations. The authors detail the use of a simulated meeting with 28 students across two universities, during which they engaged in discussion about accommodations with trained actor-portrayed professors. These simulations were video-recorded and followed by group and individual reflective discussions, which provide students opportunities to review and reflect on their meeting. The authors report the design and implementation of this practice, observations about relational dynamics, and students' evaluations of the authenticity and benefits of the simulation as a learning activity. This simulation approach is recommended as a unique opportunity for practice and reflection that can support students and faculty to work towards meaningful access to accommodations in postsecondary education.
Preparing Teachers for Diverse Schools -- An Online Tool for Calculating School Diversity for Field Placements
Author: Unal, Aslihan
Date: 2021-00-00
Type: Journal Articles
Subjects: Diversity (Institutional),Student Placement,Student Teachers,Data Use,Measurement Techniques,Program Improvement,Decision Making,Teacher Education Programs,Student Teacher Evaluation,Satisfaction,Teacher Placement

While teacher education programs are required to place preservice teachers in diverse schools/classrooms, the conceptualization and measurement of diversity remains a challenge. One of the primary methods for developing teachers so that they can capably work with diverse student populations is to provide field experiences that place teacher candidates in schools with diverse populations. The purpose of this study was to: (1) describe how a teacher education institution developed a web application to record and calculate diversity of the field practicum placements; and (2) describe how the institution used the placement diversity data to research program improvement and decision making. The results indicated that the diversity level of the practicum placement was positively correlated with some outcomes, such as graduate and employer satisfaction ratings, and negatively correlated with others, like internship outcomes. The data from this study was used to guide program improvement decisions.
Science in Elementary Education: Teacher Self-Efficacy, Preparation and Student Achievement
Author: Loach, Karin A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Science Achievement,Science Education,Elementary School Teachers,Teacher Effectiveness,Teacher Attitudes,Barriers,Correlation,Teaching Experience,Team Teaching,Professional Development,State Standards,Rural Schools

The purpose of this research was to assess individual elementary teachers' science teaching efficacy utilizing a mixed-methods, exploratory, concurrent case study design and to identify factors which contribute to the growth and development of teaching efficacy of teachers at Apex Elementary School (a pseudonym). The overarching question guiding this research was: What are the factors that influence science teaching efficacy of in-service teachers at the elementary level? Further questions addressed by this study were: To what extent does the number of years of teaching influence science teaching efficacy? To what extent does membership in a grade-level teaching team influence science teaching efficacy? A sample of 18 teachers responded to a demographic and 25-item Science Teaching Efficacy Belief Instrument (STEBI) survey that examined elementary teachers' overall feelings of science teaching efficacy (STE). Broken down into its components, the STEBI-A measures personal science teaching efficacy (PSTE) and science teaching outcome expectancy (TOE). Further data was collected through semi-structured interviews and classroom observations of two participants. Qualitative data analysis revealed four themes related to teachers' science teaching efficacy; socioemotional status as inhibitors to self-efficacy, limitations to teachers' science professional practice, school facility or technology factors not under teacher control, and building or district administration factors. ANOVA analysis and descriptive statistics of quantitative data yielded evidence of significant differences suggesting that participating in a grade-level teaching team can have some influence on teachers' STE. However, the number of years teaching did not have a significant contribution to STE. Furthermore, analysis per survey components, showed no indication that years of teaching experience nor participation in a grade-level teaching team influence teachers' PSTE or TOE.