ethanporcaro/eric-fulltext-meta huggingface dataset:
Science Curriculum Objectives&apos; Intellectual Demands: A Thematic Analysis
Author: Soysal, Yi?lmaz
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Curriculum,Educational Objectives,Science Instruction,Elementary School Students,Middle School Students,Difficulty Level,Physics,Biology,Chemistry,Earth Science,Content Analysis,Astronomy,Educational Change,Curriculum Development,Instructional Design,Foreign Countries,Learning Processes

Science curriculums and curricular materials are essential guidelines in materializing effective science teaching. The primary goal of the current study aims to present a thematic analysis of the last three elementary and middle school science curriculums objectives released in 2013, 2017, and 2018 to determine whether they provide a base for science teachers to design intellectually demanding instructional tasks. This study conducted an in-depth document analysis to describe the curricular themes and objectives' intellectual demands beyond a mere description. Moreover, a critical document-based thematic analysis achieved a call for an in-depth interrogation of the intended science curricula. The current study reveals that the explored science curriculums mainly include physics-related and biology-related topics and chemistry-related topics. There is less place for the issues related to astrophysics and earth sciences. Although three curricular changes (2013, 2017, and 2018) were actualized to enrich the science curriculums' scope, intellectual capacity, and thematic variation, the conceptual emphasis seemed to be strictly copied over the years. The curriculums under examination appeared to let the teachers design high intellectually demanding tasks to teach science knowledge and epistemic practices, however, to a certain extent. It is concluded that the sharp decreases in the number of objectives observed in the abstraction zone may hinder teachers from generating teaching environments where students can transfer acquired knowledge and practices to external contexts. Educational recommendations are offered in the sense of curriculum development and teacher education.
The Effect of STEM Education Integrated into Teaching-Learning Approaches (SEITLA) on Learning Outcomes: A Meta-Analysis Study
Author: Çevik, Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Integrated Curriculum,Teaching Methods,Learning Strategies,Outcomes of Education,Meta Analysis,Instructional Effectiveness,Effect Size

STEM education is an educational approach whose popularity has increased in recent years. Although numerous efforts have been made to make STEM education more effective, educators face great difficulties in finding appropriate teaching methods and strategies. Within this framework, the aim of this research is to examine the results of studies that investigate the effect of STEM education integrated into teaching-learning approaches (SEITLA) on learning outcomes and to evaluate the results obtained from these studies. For this purpose, the meta-analysis method was used in this study. In line with the aim of the study, 33 experimental studies made between the years 2015-2021 were included in the meta-analysis, and the effect sizes of these studies were calculated. It was found that the effect of these activities on individuals' learning outcomes had an effect size ranging between 0.13 and 2.09. As a result of the meta-analysis, it was determined that among the studies examined in the research, the effect of STEM education carried out with a mastery learning approach on students' learning outcomes was considerably large. Another interesting result determined in the study was that the effect of a technology-supported STEM approach on learning outcomes was very small. In conclusion, STEM education integrated into teaching-learning approaches such as mastery learning, evidence-based education, and blended learning can be more effective on students' learning outcomes. At the end of the study, discussions related to the findings are also included.
The Effect of the Career Psychoeducation Program on the Career Decision Self-Efficacy and Educational Outcome Expectations of Eleventh-Grade Students
Author: Seker, Gürcan
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 11,Self Efficacy,Decision Making Skills,Career Choice,Outcomes of Education,Expectation,Psychoeducational Methods,Career Exploration,Foreign Countries

This study aimed to examine the effectiveness of a career psychoeducation program developed based on the social cognitive career theory in career decision self-efficacy and educational outcome expectations of eleventh grade students. The study used a quasi-experimental model with a pretest-posttest control group design. The experimental process of the study was designed according to a 2x3 mixed (split-plot) design with a control group including pretest, posttest, and follow-up measurements. This process was carried out with 36 eleventh grade students, including 18 in experimental and 18 in control groups. The study data were collected using the Career Decision Self-Efficacy Scale--Short Form and the Educational Outcome Expectations Scale. During the experimental process, an eleven-week career psychoeducation program was carried out in the experimental group, and no intervention was conducted in the control group. As a result of the study, it was found that there was a significant difference in favor of the experimental group students in terms of the mean scores obtained from the career decision self-efficacy and educational outcome expectations and that this difference between the mean scores was also maintained in the follow-up measurements. The findings of the effectiveness of the career psychoeducation program on the career decision self-efficacy and educational outcome expectations of eleventh grade students were discussed in the light of the related literature.
Implementation of Technology-Supported Self-Regulated Strategy Development Model in the Education of Gifted and Talented Students
Author: Demir, Serkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Gifted Education,Academically Gifted,Writing Instruction,Instructional Effectiveness,Writing Skills,Self Efficacy,Creative Thinking,Thinking Skills,Foreign Countries,Elementary School Students,Creativity Tests,Writing Tests,Technology Uses in Education,Web 2.0 Technologies,Scores

The aim of this study is to determine the effect of writing education carried out according to the self-regulation strategy development model on the self-regulation writing skills, self-efficacy perceptions, and creative thinking skills of gifted and talented students. In this study, a pre-test and post-test design with a control group was utilized, which is among the experimental designs. The study group consisted of 42 students aged 10-11 years who were diagnosed as gifted and talented and were studying at the same science and art center in Istanbul. In this research, the Self-Regulated Writing Scale, Self-Efficacy Writing Scale, and Torrance Tests of Creative Thinking Figural Form A were applied. Information about the scales is presented. Within the scope of the study, a 6-stage self-regulated strategy development model was enhanced with Web 2.0 digital tools for gifted and talented students. The research showed that writing instruction focused on the creation of self-regulation strategies reinforced with Web 2.0 resources had a beneficial impact on self-regulation writing skills, perceptions of self-efficacy, and the creative thinking skills of gifted and talented students.
Investigating the Scientific Research Inception Process from the Perspectives of Physicists
Author: Apaydin, Sezen
Date: 2022-00-00
Type: Journal Articles
Subjects: Scientific Research,Scientists,Physics,Foreign Countries,Decision Making,Grounded Theory,Scientific Attitudes,Problem Solving,Universities,College Faculty,Scientific Principles

The aim of the present study was to explore how physicists start their research studies, how they identify their research questions and what factors influence their involvement in studying a specific research problem. The grounded theory methodology was adopted in the study by considering the qualitative nature of the research questions. The study was completed in two stages. At the initial stage of the study, face-to-face interviews were conducted with physicists to elicit the diversity of their views about the research inception process. At the second stage, an empirically-based multiple-choice survey was prepared on the basis of the themes generated from the responses of the interviewees. 140 physicists working in several Turkish universities completed the survey to reveal how common the diverse views, which were extracted from the interviews, among other physicists. The study results indicated that although physicists started their research studies mostly with a problem, they did not necessarily look actively for a problem when starting a new research study because new problems had already been identified during their previous research. According to the participant physicists, the research inception process was affected by a number of factors related with the available resources and the individual scientist conducting a given research study. These obtained results were discussed in terms of nature of science and nature of scientific inquiry, which are critical issues in science education.
Preschool Teachers&apos; Practices to Support Children&apos;s Social Development
Author: Öngören, Sema
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preschool Children,Preschool Education,Social Development,Public Schools,Family Involvement,Interaction,Teacher Student Relationship,Interpersonal Communication,Family Relationship,Peer Relationship,Interpersonal Competence,Foreign Countries

The aim of this study was to examine practices of teachers to support the social relations of children with their families, peers, teachers and institution personnel in the preschool period. This research was conducted with a phenomenological design, one of the qualitative research methods. The participants of the study were 24 pre-school teachers working in public schools. The study group of the study was determined by the criterion sampling method, one of the purposeful sampling methods. The research was carried out by interview method and the data were collected using a semi-structured interview form consisting of two parts. In the first part of the interview form, there are questions about the participants' age, professional experience, educational level and type of institution they work in, and the second part includes questions about the practices of the participants to support children's social relations with their families, peers, teachers and institution staff. Content analysis method was used in data analysis. As a result of the research, it was revealed that the family was involved in educational activities to support children's relationships with their families, various activities were carried out in and out of the classroom to support children's peer relationships, and practices were made to increase teacher-child interaction to support children's relationships with their teachers. It was determined that in order to support the relations of the children with the staff, practices for communicating with them are also carried out.
Community-Based Research in Practice: Faculty Reflections on a Collaborative Approach to Teaching CBR with a Variety of Community Partners
Author: McGovern, Jen
Date: 2021-00-00
Type: Journal Articles
Subjects: School Community Relationship,College Faculty,College Students,Cooperation,Team Teaching,Needs Assessment,Student Research,Urban Areas,Community Needs,Interdisciplinary Approach,Racial Differences,Ethnicity

This essay highlights a collaborative approach to teaching a university course on community-based research while working with a variety of community partners. As part of a broader research project, the course involved faculty from a range of disciplines as well as community sponsors from public and private sectors. Working with a complex array of stakeholders proved challenging at times, yet yielded rewards for the students and the professors teaching the course.
Considering the Role of a Bridge Person in a Community-University Partnership to Address Food Insecurity among Migrant Families
Author: Mayan, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: School Community Relationship,Hunger,Colleges,Facilitators (Individuals),Role,Problem Solving,Barriers,Food,Foreign Countries,Immigrants,Political Issues,Emotional Response

Community-university partnerships are increasingly being used to address complex, systemic problems, such as food insecurity. However, this form of research is highly labour intensive and requires substantial time and energy. Several community-university partnerships have begun to appoint individuals who act to 'bridge' such partnerships to navigate complex social and political environments, and stimulate action. However, few examples exist that highlight the specific nature of these positions. To address this gap, the current paper describes the multiple and complicated roles played by a bridge person in supporting a project developed in response to food insecurity among migrant families. We outline three major roles that required varying forms of labour: (1) &quot;Solving Problems&quot; (Adaptive Labour), (2) &quot;Navigating Scarcity&quot; (Political Labour), and (3) &quot;Responding to Urgency&quot; (Emotional Labour). We intend to highlight the ambivalent spaces bridge people operate within and the implications for these individuals and the community-university partnerships they intend to support.
An Analysis of the Primary School Teachers&apos; Classroom Management Styles in Terms of Some Variables
Author: Aslan, Serkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Classroom Techniques,Teaching Styles,Foreign Countries,Gender Differences,Individual Differences,Status

This study aims at analyzing primary school teachers' classroom management styles in terms of some variables. The cross-sectional survey model, one of the survey types, was used in the current study. The target population of the study consisted of the primary school teachers working in Isparta. The sampling held a total of 515 primary school teachers who were selected by the stratified sampling method. This study deployed Classroom Management Styles Scale as a data collection tool. Descriptive statistics and multivariate analysis of variance (MANOVA) were used during data analysis. The findings indicated that primary school teachers had a high level of participation in authoritative and laissez free classroom management styles, and a medium level of participation in authoritarian and indifferent classroom management styles. The findings also revealed a significant difference across primary school teachers' authoritarian classroom management style in favor of male teachers and across authoritative style in favor of females. No significant difference was identified across teachers' classroom management styles in terms of their grade level to teach, seniority, school type, graduation faculty and educational status.
E-Engagement: Approaches to Using Digital Communications in Student-Community Engagement
Author: Krasny, Marianne Elizabeth
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,College Faculty,College Students,Cultural Awareness,Online Courses,Communication Skills,School Community Relationship,Learner Engagement,Service Learning,Educational Technology,Technology Uses in Education,Program Effectiveness

Scholars have claimed that online communication technologies would upend university-community engagement. We explored faculty approaches to and perspectives on e-engagement at one university with a largely residential student body where classes were held in-person. We suggest that e-engagement affords different rather than better or worse opportunities for engaged learning. Because e-engagement often involves international partners, it raises issues of student competencies to work with diverse partners online, including intercultural understanding and digital literacy. This study preceded the 2020 COVID-19 pandemic, but the subsequent conversion of many courses to online format, and the possibility of similar crises spurring online-only learning in the future, add new urgency to understanding how communication technologies can facilitate community engagement. Universities can adapt and expand the myriad existing models of community engagement for online engagement. In short, e-engagement challenges us to navigate new forms of community and place, whether or not in response to crisis.
Exploration of a Pathway from Leadership Development to Institutionalization of Community Engagement
Author: Murrah-Hanson, A. Laurie
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Involvement,Leadership,Higher Education,School Community Relationship,Organizational Change,Leadership Training,College Faculty,Administrators

The institutionalization of community engagement is a lengthy, complex process to which higher education change agents have turned their attention over the past few decades. This study examined the experiences of participants in leadership workshops designed specifically to develop the capacities of campus and community leaders to facilitate this work. Using Conner's (2006) curve of commitment, this research highlighted factors contributing to and deterring community engagement, and explored the role of leadership development in the institutionalization of community engagement. Findings revealed five critical issues related to this work: administrative support, faculty buy-in, positionality/power dynamics, resources, and embeddedness--with administrative support and leadership serving as a linchpin. In addition to the need for effective leadership development as a pathway to supporting this multifaceted organizational change, the results also underscored the need for a model of shared leadership to guide the purpose, planning, and persistence necessary for institutional change.
Evaluating University-Community Engagement through a Community-Based Lens: What Indicators Are Suitable?
Author: Wanjiru, Irungu Ruth
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,School Community Relationship,Guidelines,Research Reports,Evaluation Methods,Institutional Mission,Community Involvement,College Faculty,College Students,Economic Development,Access to Information,Access to Education,Educational Resources

This study explores the indicators of university-community engagement and their implications to evaluation. Through an examination of 47 studies, we validate that university-community engagement can unfold in many ways and impact many stakeholders, and that, evaluation focusing only on university perspectives might leave out the community perspective which is equally important. We developed a conceptual framework consisting of three domains of university-community engagement, namely purpose, process and community impacts. These domains offer a comprehensive evaluation of university-community engagement from a community perspective. We then identify the key performance indicators under these domains and the implications of these indicators to evaluation. We found out some existing limitations on methodology and on quantifying indicators. Based on the findings, we recommend that the selection of indicators should consider a variety of activities and impacts to allow comprehensive evaluation. Also, methodologies should be continually refined to keep up with changing phenomena.
Transforming Identities: Theorizing Place(s) and Space(s) in Community Engagement Pedagogy
Author: Almjeld, Jen
Date: 2021-00-00
Type: Journal Articles
Subjects: Place Based Education,Undergraduate Students,Writing Instruction,Student Attitudes,Partnerships in Education,College School Cooperation,Middle School Students,Identification,Feminism,Geography,College Curriculum

While rightly focusing on relationships and partnerships, community engagement scholars sometimes ignore the powerful ways learning may be impacted by mundane places like public schools, parks, and community centers and the ways spaces are imbued with emotions, power, and history. This piece argues that community engagement faculty must make the physical places and liminal spaces of our community partnerships purposeful parts of our curriculum. Using a Writing in the Community course as a case study, the article analyzes undergraduate reflections, then theorizes important differences between place and space and offers a critical lens--via feminist geography--for community-engaged teachers to consider the places and spaces in which they partner and ways those locations impact identities inhabited by students and by community partners. Finally, I offer reflection questions for faculty, students, and community partners intended to position temporal and emotional locations at the heart of community-engaged curriculum.
MEGE--An Educational Partnership Supporting Migrant Entrepreneurship
Author: Salmivaara, Virva
Date: 2021-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Partnerships in Education,Expertise,Immigrants,Professional Personnel,Foreign Nationals,Program Descriptions,Program Effectiveness,Business,Foreign Countries,Profiles,Individual Development,Networks,Social Integration,Resilience (Psychology),Sustainability,Public Policy,Adults,Adult Education

This article describes the implementation and lessons learned from MEGE--Multicultural Encounters, Growth and Entrepreneurship, an educational project aimed at better utilizing the expertise of migrant communities and international professionals in Finland, to foster entrepreneurship among those who migrate or return to the country from abroad. The 3-year project helped build bridges between communities by connecting different educational institutions and bringing together migrant communities and actors in the local entrepreneurship ecosystem. The resulting entrepreneurship training package was developed in cooperation with migrant participants and was offered free of cost to all international professionals, regardless of employment/residence status or cultural background. Key lessons learned suggest that the impact of such programs should be understood broadly, and that best results can be achieved by considering entrepreneurship education as both a service and a community. Such programs should contribute to participants' business acumen and bring together migrants and members of local entrepreneurship ecosystems.
Perceptions of Scholarship among County-Based Extension Faculty
Author: Berg, Alison C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Scholarship,Extension Education,College Faculty,Community Involvement,School Community Relationship

As universities strive to increase their rank in lists of the best institutions, higher education administrators are encouraging faculty to increase their scholarly work. Some faculty, including non-tenure track and/or outreach faculty, may be less prepared to respond to these demands. Due to a perceived shift in productivity requirements, campus-based faculty at one Southern institution are leading a project to support county-based outreach faculty in their scholarly work. An initial survey assessed perceptions, knowledge, and attitudes toward scholarship among county-based faculty in family and consumer sciences and youth development program areas. Results suggest great variability in knowledge and attitudes among county-based faculty. Survey results will inform next steps for training and development of skill to enhance scholarly work in a small group of county-based faculty.