ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Impact of an Adventure-Based 3D Solar System Game on Primary School Learning Process
Author: El Mawas, Nour
Date: 2020-06-00
Type: Journal Articles
Subjects: Astronomy,Educational Games,Game Based Learning,Instructional Effectiveness,Video Games,Usability,Technology Integration,STEM Education,Elementary School Science,Elementary School Students,Children,Foreign Countries,Single Sex Schools,Males,Student Satisfaction,Learner Engagement

Teachers face many difficulties in the motivation, engagement, and improvement of learning outcomes for students in Science, Technology, Engineering, and Mathematics (STEM). In this paper, we present a research study on the learning experience of a new interactive educational 3D video game called Final Frontier, designed for primary school students. This game supports student knowledge acquisition on two Solar System planets Mercury and Venus, and a satellite - Moon through direct experience, interactive challenges and fun. This article compares the learning impact of the computer game-based learning approach with a classic teacher-based learning approach. User experience with the game and game usability are also evaluated. A case study that involved 53 children was conducted for the evaluation. Among the most important findings, include the facts that the experimental group that used the game in their learning activity have performed much better than the control group and the students had a great learning experience when using the Final Frontier game.
Read and Write Like a College Freshman: Trying to Walk in Their Shoes
Author: Holschuh, Jodi Patrick
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Reading Comprehension,Reading Strategies,Homework,Reading Assignments,Writing Assignments,Literacy,Difficulty Level,Reading Materials,Learning Processes,Information Sources,Teacher Expectations of Students

This paper discusses my experiences taking a semester's worth of undergraduate courses in order to determine the literacy task demands placed on students in the classroom. It has been well documented that students struggle with literacy tasks when they enter college. My experiences indicated that part of this struggle might be because reading demands differ greatly among undergraduate courses both in terms of the depth of processing required and the varied type and location of course materials. Additionally, today's students are expected to complete a good deal of graded homework, which may not align with their expectations about the role of homework in college. Written and oral communication expectations also differ along disciplinary lines. In order to understand the diversity of literacy tasks, students need to be quite savvy about both professor expectations and sophisticated literacy strategies.
Responding to the Moment: Social Justice Teacher Education for Systems Change
Author: Fabionar, James O.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Change Agents,Preservice Teachers,School Culture,Resistance to Change,Governance,Culturally Relevant Education,Beginning Teachers,Equal Education,Program Effectiveness,Teacher Education Programs

This article is a call to action to prepare new teachers to be social justice change agents both inside and outside of the classroom. Framing this work is a driving question inspired by the current political moment and articles in this issue of &quot;Teacher Education Quarterly&quot;: How can teacher education programs better equip pre-service teachers to form &quot;and&quot; maintain social justice commitments in school environments that are resistant to change? In response, four skill areas are discussed: (1) developing a social justice pedagogy for systems change; (2) understanding, navigating, and shifting organizational cultures; (3) participating in educational governance; and (4) building coalitions within and beyond schools.
&quot;I Thought It Was Fake&quot;: Critical Engagement with Blogs
Author: Allen, Eliza
Date: 2014-00-00
Type: Journal Articles
Subjects: Web Sites,Electronic Publishing,Web 2.0 Technologies,Student Journals,Critical Literacy,Technological Literacy,Elementary School Students,Grade 3,Immigration,Psychological Patterns,Perspective Taking,Family Life

Twenty-first century literacy practices demand that children are actively engaged with technology as they participate in a wide variety of literacy activities. Technology-enriched environments, such as using blogs to further discussions on socially significant issues, create opportunities for broader, authentic audiences for students' thinking, encourages student ownership of texts, and promotes critical analysis (Boyd, 2013; McGrail &amp; Davis, 2011). Blogs encourage students to share initial ideas, challenge others' thinking, and offer revised insights in public forums. The purpose of this article is to highlight how students in a third grade classroom navigated a blog site to foster a critical inquiry stance, offer alternative perspectives on salient topics, and display group solidarity as they worked to make sense of issues related to immigration and deportation.
It Only Takes a Spark, and It&apos;s inside of You: Students Take the Torches We Pass with Surprising Grace
Author: Adams, Molly
Date: 2013-00-00
Type: Journal Articles
Subjects: English Teachers,Writing Teachers,Writing Instruction,Teaching Methods,Student Projects,Active Learning,Writing Workshops,Mentors,Writing Skills,Writing Processes

In attempting to align all that we do as English teachers with current standards, expectations, standardized tests, and other educational stressors, we have overlooked one crucial element: developing our students as writers, not just because it is beneficial, but because it is good for their souls, their confidence, and their overall evaluation of life as it happens. In this article, the author argues that we must return to what we know best: using distant teachers and mentor texts; writing alongside our students; reading aloud using the author's chair; and encouraging them towards all methods of possible publication. By confronting our own insecurities as writers, we bolster their confidence and in all hopes, impact them for life. It's inside of each of us, waiting to be reignited.
Semiotic Procedural Knowledge Model on Solution of Problems and Problem-Solving Analysis
Author: Yilmaz, Ismail
Date: 2020-00-00
Type: Journal Articles
Subjects: Semiotics,Problem Solving,Knowledge Level,Models,Scientific Literacy,Science Education,Science Teachers,Preservice Teachers,Measurement,Visualization,Cooperative Learning

This study aims to use problem solving techniques in solving problems at different stages step by step. The theoretical and experimental semiotic model was developed by using the semiotic model method, which can be established with the relation of priority-recency, and an analysis of the problem solving skills of the students was made. Given that the procedural knowledge questions are used as the type of question to be applied in the development of the semiotic model, the model to be developed is called the semiotic procedural knowledge model. The experimental model will be established with the data collected from 34 science teacher candidates by means of using the qualitative method. Comparing the theoretical and experimental model, analyses will be made to compare the students' knowledge levels and success levels in the steps used correctly or incompletely in problem solutions. These analyses reflect students' ability to establish a relationship between scientific knowledge and technology.
Graphic Novels as Social Outreach: Students Seeking Empathy and Compassion through Content Analysis Study
Author: Basinger, Aaron
Date: 2014-00-00
Type: Journal Articles
Subjects: Cartoons,Novels,Empathy,Altruism,Content Analysis,Psychological Patterns,Social Development,High School Students

There has been much talk about the popularity of graphic novels in the classroom, and for good reason--the comic book industry is playing a significant role in popular culture. The characters and stories found in comic books and graphic novels are generating large revenues in the movie, video game, and toy industries. With the cultural influence that these popular stories bring, it would serve teachers well to incorporate them into the classroom. Content analysis can function as an objective of a literature circle, an independent reading project, or as a post-reading supplement to young adult fiction with strong themes of alienation, isolation, or loneliness. Although many graphic novels utilize the superhero archetype, a content analysis conducted in the classroom that looks at graphic novel memoirs with literary status, serious themes, and a higher page count could replace a unit on traditional memoir. A suggested list of titles is provided at the end of this article.
&quot;Tuck Everlasting&quot;: Nurturing Students&apos; Comprehension, Creativity, and Critical Thinking
Author: Johnson, Sherrie R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Creativity,Critical Thinking,Elementary School Students,Grade 5,Class Activities,Childrens Literature

The intent of this article is to share valuable discoveries about fifth grade students' reading comprehension as well as their creative growth in a classroom environment that infused a variety of creative and critical thinking activities into a four-week study of &quot;Tuck Everlasting&quot; (Babbitt 1975), a rich fantasy meditation on the quandaries and challenges of immortality. When a wayward family from the 1800s, who unknowingly drank from the fountain of youth 87 years earlier, meets up with a lonely preteen named Winnie Foster, two worlds collide and moral and ethical choices emerge.
Walking Their Walk, Talking Their Talk: Coaching with Google Docs to Promote Better Student Writing
Author: Abell, Nancy
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Students,Writing Instruction,Writing Evaluation,Feedback (Response),Coaching (Performance),Computer Assisted Instruction,Web 2.0 Technologies,Educational Benefits,Revision (Written Composition),Writing Attitudes,Writing Improvement

This article is based on an action research study, conducted in a suburban central Texas elementary school, that explored the efficacy of providing feedback to student writers through a Web 2.0 platform of Google Docs. The study involved matching 13 elementary writers with adult writing coaches in the school. The study incorporated four data sources including an analytic rubric, student and coach surveys, student work samples, and a reflective research journal. The research findings suggest that using computers to provide feedback solved time constraints teachers faced and also helped facilitate relationships between students and staff members. In addition, students were no longer resistant to revisiting their work, were eager to view the feedback, and revised their drafts in response to the comments provided, thus improving the overall effectiveness of their writing.
Walking Together into a Third Space: Using Family Literacy Projects to Learn More about Students&apos; Paths
Author: Matson, Sandra F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Family Literacy,Student Projects,High School Students,Technology Uses in Education,21st Century Skills,Assignments,Student Experience,Diaries,Multimedia Materials,Public Speaking

As a teacher of struggling and resistant readers in high school, I searched for instructional practices that provided relevance, motivation, and engagement for my students as well as presented opportunities to become more aware of their challenges and priorities outside of school. Technology needed to be a part of the project to allow students opportunities to use 21st century skills while learning to use media unfamiliar to them. Described in this article is how this seemingly simple project became a window into students' worlds outside of school and allowed insight into the degree of influence those lives outside of school can have on students' academic performance. This assignment provides educators a flexible tool to learn more about the lives of our students that, without this project, we may never learn.
Welcome to the Life of a Writing Student: A Conversation with My Teacher
Author: Rasco, Darrell
Date: 2013-00-00
Type: Journal Articles
Subjects: High School Students,High School Teachers,Writing Assignments,Writing Ability,Career Choice

In this article, Darrell Rasco, a full-time student at Waxahachie Global High (STEM/ECHS), presents a dialogue that took place between him and his high school teacher throughout the course of several writing assignments during the school year. Through writing assignments and encouragement from his teacher, Darrell has recently discovered his writing ability and has been &quot;convinced&quot; by his teacher to pursue writing alongside his engineering career.
Critical Cosmopolitanism: Engaging Students in Global Citizenship Competencies
Author: Byker, Erik Jon
Date: 2013-00-00
Type: Journal Articles
Subjects: Global Education,Citizenship Education,Cultural Pluralism,Competence,Perspective Taking,Communication Skills,Activism

How are global citizens nurtured in local classrooms? The purpose of this article is to examine that question and describe and report on a series of classroom innovations for nurturing global citizenship competencies among students of any age or grade level. The article introduces and examines the Asia Society's (2011) global competency matrix as a practical rubric for nurturing global citizenship. The global competency matrix includes four types of competencies: (1) investigate the world, which means an investigation of the world beyond the immediate environment; (2) recognize perspectives, which includes a recognition of multiple perspectives; (3) communicate ideas, which is the ability to communicate with diverse audiences; and (4) take action, which is centered on improving conditions. Utilizing these four competencies, the author shares example strategies for further developing each competency. Additionally, the author blends the global competency matrix with Paulo Freire's (1970) notion of critical consciousness in order to argue a deeper conceptual framework for the value of critical cosmopolitanism, which means being a critical citizen of the world.
It Started with Iced Cappuccino: Social Media and Social Good
Author: Stufft, Carolyn J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Media,Social Justice,Global Approach,Computer Mediated Communication,Grade 7,Middle School Students,International Trade,Technology Uses in Education,Student Research

Students are spending increasing amounts of time using technology, particularly computers (Kaiser Family Foundation, 2010). As students use search engines and Internet tools, they are able to access information about myriad topics (Fieldhouse &amp; Nicholas, 2008). Educators are in a position to develop a culture of digital learning (Søby, 2008) in their classrooms and also to support students as they explore their interconnectedness with others around the globe (Herrera, 2012). Through the use of online communities, educators can guide students in connecting with others locally and globally who share common interests or support common causes. Participation in such online communities can promote further discussion that may help young people understand their online connections in a global context (Schreyer, 2012). Through the use of technology and social media, a group of seventh grade students investigated a local observation regarding fair trade practices and connected with others from around the world based on the issue. The use of social media allowed the students to better understand and contribute to the social good.
&quot;I&apos;ll Ask You Three Times: Are You Okay?&quot;: Using Graphic Organizers to Support University-Level English Language Learners
Author: Iyengar, Kalpana Mukunda
Date: 2013-00-00
Type: Journal Articles
Subjects: Instructional Materials,College Students,English Language Learners,Second Language Learning,Language Skills,Foreign Students,Concept Mapping,Vocabulary Development,Novels,Teaching Methods,Second Language Instruction

International university students are often multilingual with proficiency in their native or heritage languages, but may have very little exposure to the English language; hence, listening, speaking, reading, and writing in English can be challenging to them. As a result, using texts with difficult vocabulary and organization may pose a threat to their understanding of the language. As an alternate to using difficult texts with challenging structures, a novel may be beneficial for English language learners (ELLs), especially during their first semester at an American university. Further, using graphic organizers with a novel may provide additional support in the language acquisition process because graphic organizers are beneficial in establishing the connections between concepts in a text. In this article, the author shares how she used graphic organizers as a strategy to help her English as Second Language (ESL) learners acquire language skills for success across the disciplines.
Me siento como un héroe: Fostering Global Citizenry through an Integrated Unit of Study on Water
Author: López, Minda Morren
Date: 2013-00-00
Type: Journal Articles
Subjects: Diversity,21st Century Skills,Integrated Curriculum,Elementary School Teachers,Elementary School Students,Grade 4,Bilingual Teachers,Bilingual Students,Language Arts,Elementary School Science,Social Studies,Social Justice,Hispanic American Students,Cultural Pluralism,Citizenship Education,English Language Learners,Global Approach

In this article, we uphold diversity and 21st century skills as central to literacy pedagogy and use a cosmopolitan lens to present the integrated curriculum of a fourth grade bilingual teacher and the experiences of her students. We describe a unit built around language arts, science, and social studies with a focus on social justice and global connectedness for Latina/o students, many of whom were immigrants and transnationals themselves. We also analyze student responses to the unit in relation to cosmopolitanism and global citizenship. Students made connections to their own transnational experiences and were empowered to seek additional ways to engage in social justice.
Undergraduate Project Team Satisfaction: Analysis of a Theoretically Derived Structural Model
Author: Lamm, Kevan W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Projects,Teamwork,Student Satisfaction,Agricultural Education,Psychological Patterns,Group Dynamics,Cooperative Learning,Role Perception,Ambiguity (Context),Justice,Expectation

Research and societal trends indicate the necessity and permanency of teamwork skills in the workplace thus investigating the relationship between satisfaction and students' experiences of team and group work is essential. Taking a novel and comprehensive approach the current research study examined the effect of multiple antecedent conditions on undergraduate project team satisfaction. Specifically, a structural model was proposed and tested to examine the effects of clarity, justice, frustration, and fit on project team satisfaction. The model was able to predict 52.7% of the variance associated with project team satisfaction. Among the predictor variables clarity had the largest total (direct and indirect) effect on satisfaction. Frustration was found to have the next largest total effect. Consequently, agricultural educators are encouraged to first focus on clearly articulating the expectations associated with project teams as well as to monitor project teams for emerging frustration and to intervene as appropriate.
&quot;Pancho Rabbit and the Coyote&quot;: Problematizing Today&apos;s Immigration Issues
Author: Neves, Kaci
Date: 2014-00-00
Type: Journal Articles
Subjects: Immigration,Elementary School Students,Books,Story Telling,Folk Culture,Code Switching (Language),Cultural Awareness,Discussion (Teaching Technique),Reading Material Selection

To resolve questions about how to discuss immigration in the classroom the author set out to find texts to help upper elementary students problematize current immigration issues. In this article, the author discusses &quot;Pancho Rabbit and the Coyote: A Migrant's Tale&quot; (Tonatiuh 2013), a book in which the author weaves folkloric storytelling, Aztec-style illustration, code-switching, and ultimately succeeds in opening a dialogic space where teachers and students can discuss the complexities of the modern immigrant experience. By discussing and charting different immigration perspectives and text features, teachers and students establish a sense of community and cultural tolerance, such that both foreign-born and American-born students feel comfortable sharing personal experiences and ideas.
Indices Converting Resignation and Drop-Offs of Business Students to Retention
Author: Vnoucková, Lucie
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Business Administration Education,School Holding Power,Academic Persistence,Student Attitudes,Foreign Countries,Dropouts

Each new generation brings a challenge to employers, university management and teachers with new attitudes affecting their continuous matriculation and degree completion. This article discusses how to retain both business and institutional career-oriented students using real-time communication based on their attitudes, emotions resulting from logically generated synonyms by automatic data evaluation by the information system. The objective of this article is to identify these students early in their academic studies and to assess their likelihood for continuous matriculation and ultimately increase retention rates. Using data from entry questionnaire during application at university, based on their attitudinal expectation, students were categorised into groups that affected their continuous matriculation. Data used in this study were gathered by compulsory entry questionnaire of 535 students in the academic year 2017-2018. Using statistical and dimensional analysis, four groups were identified among university applicants: Proactive, Reactive, Lazy and Institutional. Responses were tested according to Complementary Distribution Function (CDF) and normal distribution as Probabilistic Distribution Function (PDF). Antagonist attitudes were found for answers corresponding to PDF and CDF. Results indicate that business and institutionally oriented students should be separated and treated individually to increase retention.
Invisible Population
Author: Dobson, Ashley
Date: 2018-00-00
Type: Journal Articles
Subjects: College Bound Students,Rural Areas,Minority Group Students,Educational Counseling,College Admission,School Counselors,Disproportionate Representation,School Holding Power,Student Personnel Services

Despite their lack of visibility, more than 7 million students in the United States are enrolled in rural school districts--about 15 percent of all public school students. Almost half of those rural students hover near or below the poverty line, and not all of them are white. More than 25 percent are children of color, according to a report by the Rural School and Community Trust. Nationwide, 59 percent of rural high school grads go on to college the following fall semester, compared to 62 percent of urban graduates and 67 percent of suburban grads, a recent National Student Clearinghouse study found. If the first hurdle is getting rural students in the door, then the second challenge is keeping them there. Rural students are more likely than suburban and urban students to drop out between their freshman and sophomore years of college, National Student Clearinghouse reported. There are a variety of factors that contribute to a low retention rate among rural students, but one of the biggest is a lack of support--both financial and emotional--from parents who likely didn't attend college.