ethanporcaro/eric-fulltext-meta huggingface dataset:
A Pilot Study for Developing Water Literacy of Preschool Children
Author: Senol, Fatma Betül
Date: 2022-00-00
Type: Journal Articles
Subjects: Pilot Projects,Water,Literacy,Preschool Children,Sustainability,Preschool Education,Distance Education,Childrens Attitudes,Content Analysis,Teaching Methods,Instructional Effectiveness,Concept Formation,Water Quality,Videoconferencing,Foreign Countries

In order to ensure the use, protection and sustainability of water, which is becoming more and more important for life, individuals need to develop their water literacy starting from the pre-school period. In this direction, it was aimed to improve the water literacy of 60-72 month old children who were in preschool education with online education. In the study, action research design, one of the qualitative research methods, was used. The study group was determined by criterion sampling method and consists of 36 children aged 60-72 months. A semi-structured interview form was used as a data collection tool. In the study, Water Literacy Online Training was prepared and implemented in order to improve children's water literacy. Interviews were conducted with the children before and after the training. Content analysis was used in the analysis of the findings. As a result of the study, there had been improvement in the practical, living and social water literacy of the children. The results of the study showed that Water Literacy Online Training is effective in pre-school children's ability to recognize the importance of water, which is among the basic concepts for water literacy, for life, its limitations and the importance of its protection.
Interdisciplinary Community Based Learning to Enhance Competence of Digital Citizenship of Social Studies Pre-Service Teacher&apos;s in Thai Context: Pedagogical Approaches Perspective
Author: Jarupongputtana, Chainarong
Date: 2022-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Technological Literacy,Internet,Citizenship,Community Education,Social Studies,Preservice Teachers,Foreign Countries,Guidelines,Competence,Access to Computers,Safety,Participation,Emotional Intelligence,Creativity,Innovation,Computer Mediated Communication,Ethics,Problem Based Learning,Capstone Experiences,Service Learning,Apprenticeships,Internship Programs,Preservice Teacher Education,Independent Study,Environmental Education,Experiential Learning,Lifelong Learning

The objectives of this research were to (1) synthesize competency of digital citizenship and concepts of interdisciplinary community-based learning; and (2) propose guidelines of interdisciplinary community-based learning management for promoting digital citizenship of pre-service teachers in the Thai context. The research was qualitative research conducted by using content analysis according to the grounded theory to obtain study results according to the objectives. The study results were as follows: (1) The results of synthesizing competency of digital citizenship and concepts of interdisciplinary community-based learning revealed that digital competencies which led to digital citizenship were as follows: Digital Access, Digital Literacy, Digital Commerce, Digital Safety and Resilience, Digital Participation and Agency, Digital Emotional Intelligence, Digital Creativity and Innovation, Digital Communication, Digital Ethics, Digital Health, and well-being. For concepts of interdisciplinary community based learning through pedagogical approaches, they consisted of Academically Based community Service / Civic learning / Environmental Education / Placed-based Education / Service Learning / Work-based Learning/Tech Pre /Ethical Case Studies/Social Engagement/Discipline-Based Model Problem-based Learning / Capstone course (a short course emphasizing self-study from actual and complicated problems) /Service Internship / Youth Apprenticeship / Community-Based Action Research Model /Experience-Based Career Education Volunteerism / Pre-Service Teacher /Field Education / Independent Study Modal and 2. Guidelines of managing interdisciplinary community based learning for promoting digital citizenship of pre-service teachers in the Thai context revealed that important issues leading to interdisciplinary community based learning management consisted of Contextual Knowledge / Academic study /Citizenship/ Community-based Learning/ Interdisciplinary approach/ Environmental Education/ Experiential Learning / Lifelong Learning.
CCERS STEM + C -- Emphasis on the Professional Learning of the Classroom Teachers -- Expansion of the Pillar
Author: Birney, Lauren
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Faculty Development,Environmental Education,Conservation (Environment),Water,Public School Teachers,Pedagogical Content Knowledge,Place Based Education,Best Practices,Science Interests,STEM Careers,Teaching Skills,Inquiry,Capacity Building,Marine Education

This qualitative study chronicles one of the fundamental pillars of the Curriculum and Community Enterprise for Restoration Science (CCERS). The professional development is focused on curricula that are grounded in the community-based environmental restoration of the waterways of New York Harbor. Centered on the restoration of the native oyster population, hundreds of New York City public school teachers take part in this experience with the intent of increasing their own place-based pedagogical content knowledge and skills. Most of the participants teach in school with populations that are underrepresented in post-secondary STEM majors and STEM related careers. Professional learning activities for teachers and community scientists were offered throughout the 2021 calendar year. Professional Learning Activity Surveys were administered and teachers responded to questions about how they participated in CCERS events, the ways in which CCERS participation has impacted their teaching practice, whether they use CCERS activities for student research, and ways CCERS participation impacts student STEM career interest. An intended outcome is to instill a STEM identity in students identifying as URM and to bring STEM career awareness to these students. More than 72% of the teachers in the professional development sessions agreed that the professional learning activities were effective in providing new STEM content knowledge and best practices for teaching. The majority also reported that the sessions enabled them to increase their students' engagement with STEM and interest in STEM careers.
A Study to Develop a Health Self-Efficacy Scale
Author: Yilmaz, Miraç
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Self Efficacy,Health Activities,Health Behavior,Test Validity,Test Reliability,Self Concept Measures,Factor Analysis,Foreign Countries

Health self-efficacy (HS), defined as the belief of being able to take actions necessary to be healthy, is crucial for improving individuals' health-related behaviors. That is why there is a need for a valid and reliable scale to measure people's level of HS. This study aims to develop a scale that enables the measurement of HS of individuals. This is a study for developing a scale that uses the survey methodology. Data obtained from two different sample groups have been evaluated through exploratory and confirmatory factor analyses. Through the factor analysis carried out to put forward the framework of the scale, we determined that the HS comes under nine categories, and that 81.4% of HS is explored. We have examined the 9-factor framework of the &quot;Health Self-Efficacy Scale&quot; (HSS) that was developed through confirmatory factor analysis, observing that its fit indices are acceptable and the HS framework is confirmed. The Cronbach's alpha value of the scale is 0.93 and its sub-dimensions are between 0.85-0.96. The HSS, consisting of 36 items and providing data regarding the beliefs of individuals that they can manage to fulfill health-related practices, is a valid and reliable tool of measurement.
Investigation the Effectiveness of Storytelling on Fifth Grade Turkish Students&apos; Environmental Problems
Author: Costu, Fatma
Date: 2022-00-00
Type: Journal Articles
Subjects: Story Telling,Grade 5,Student Attitudes,Middle School Students,Conservation (Environment),Foreign Countries,Ecology,Environmental Education,Science Education

Even though there are numerous studies on environmental education in the literature, they are limited to investigate the effects of stories. In this context, this research aimed to investigate the views of fifth grade Turkish students concerning environmental problems through storytelling. In accordance with this aim, action research has carried out. The study was conducted with 35 students enrolled in a middle school. Four stories related to different environmental topics were told participants during four weeks. Qualitative data were obtained through focus group interviews supported by data analysis of word association test (WAT). WAT included six key words was applied as pre- and post-WAT. The frequency tables and concept networks were constructed based on WAT results. Participants discussed the effects of environmental problems, the consequences of environmental problems, and environmental protection through focus group interviews. According to the WAT results, students mostly associated &quot;human&quot; with &quot;environmental problem&quot; and &quot;environmental pollution&quot;. They also used of ecological terms increased at the end of intervention.
Experiential Learning of School Counselors-in-Training to Work with English Learners
Author: Shi, Qi
Date: 2022-00-00
Type: Journal Articles
Subjects: Experiential Learning,School Counselors,Counselor Training,English Language Learners,Counselor Attitudes,Self Efficacy,School Counseling

While the need for school counselors to support ELs is prominent, school counselors believed they were not well prepared to effectively work with EL students. To inform and strengthen our practice, we engaged in a practitioner inquiry study to understand the lived experiences of school counselors-in-training (SCITs) in an experiential learning activity to work with English Learners. Three themes emerged from the qualitative analysis of classroom observations, SCITs' reflection journal entries, and transcripts of a focus group: (a) SCITs' perceived challenges, (b) strategies used to overcome challenges and (c) how this experiential training benefited their future work as a school counselor. This study provides implications for our own practice, other counselor educators, school counselor practitioners, and policymakers.
The Patterns of Adolescents&apos; Math and Science Motivational Beliefs: Examining Within-Racial/Ethnic Group Changes and Their Relations to STEM Outcomes
Author: Hsieh, Ta-yang
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Mathematics Education,Science Education,Student Attitudes,Racial Differences,STEM Education,Longitudinal Studies,Grade 9,Grade 11,Grade Point Average,Student Motivation,Expectation,Values,Student Interests

The racial/ethnic disparities and average declines in science, technology, engineering, and mathematics (STEM) motivation during adolescence are worrisome. Although STEM motivational beliefs are theorized to function in conjunction with one another, the unique patterns and how they change over time for different racial/ethnic groups remain understudied. Using data from the High School Longitudinal Study (N = 18,260), we identified four and five patterns of math and science motivational beliefs in 9th and 11th grade, respectively, and examined their prevalence among Asian, Black, Latina/o, White, and Multiracial adolescents. We found patterns with overall high/low beliefs, patterns with varying levels of motivational beliefs, and patterns characterized by domain differentiation. Then, we charted the stability and changes in those patterns from 9th to 11th grade for each racial/ethnic group and how the patterns at 11th grade were associated with adolescents' STEM career expectations and high school math and science grade point averages.
Synchronous Communication Technology for Remote Academic Advising at a State University
Author: Wang, Charles Xiaoxue
Date: 2022-00-00
Type: Journal Articles
Subjects: Synchronous Communication,Videoconferencing,Distance Education,Academic Advising,College Students,Computer Mediated Communication,COVID-19,Pandemics,Student Attitudes,Faculty Advisers,Teacher Attitudes,Knowledge Level,Student Experience

The use of synchronous communication technology has significantly increased in recent years for communications in online learning and instruction, especially since the COVID-19 pandemic. Synchronous communication technology, such as Zoom, Google Meets, and Microsoft Teams, is widely adopted by academic advisors to continue their advising services as many universities were forced to move their traditional in-person academic advising to remote academic advising (RAA) in an online format. In this context, we explored the knowledge, experiences, and perceptions of students and academic advisors at a state university using synchronous communication technology for RAA during the COVID-19 pandemic. The study includes data collected from 539 sets of data from students and 28 from advisors. Through descriptive data analysis, the study revealed knowledge and a variation of perception gaps among students, in addition to students and academic advisors for RAA. With research results, we discuss the implications for effective RAA, concluding with suggestions for effective uses of synchronous communication technology to conduct RAA for academic advisors.
Policy Enactment during a Pandemic: How One School Responded to COVID-19 in Negotiation with a Nonprofit Partner
Author: Dorner, Lisa M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Policy,School Policy,Policy Formation,COVID-19,Pandemics,Crisis Management,Family Involvement,Program Implementation,Partnerships in Education,Principals,Instructional Leadership,Family School Relationship,School Community Relationship

Policymaking is not linear or neutral, nor is it ever made or enacted in isolation, especially not during a crisis. Framed by theories on the contextual, interactive nature of policy enactment, this year-long, ethnographic study examined how an urban elementary school and nonprofit organization worked to address challenges made visible by the COVID-19 pandemic. Analyses explored how negotiations among the school, its nonprofit partner, and district shaped pandemic policy responses. Data included 35 transcriptions and eight field notes from stakeholder interviews and principal--partner meetings, and 128 external stakeholder artifacts. Findings showcase the policy enactment of family--school communication and access to remote learning, and limitations of the partnership due to structural and racialized processes. The discussion presents implications for educational policymaking in response to crises, highlighting the need to understand the external contexts and racialized discourses that are part of shaping those responses to be dynamic and &quot;nonlinear.&quot;
The Layered Toll of Racism in Teacher Education on Teacher Educators of Color
Author: Kohli, Rita
Date: 2022-00-00
Type: Journal Articles
Subjects: Racism,Teacher Education,Teacher Educators,Minority Group Teachers,Critical Race Theory,Social Justice,Teaching Experience,Interpersonal Relationship

To systematically explore the structural racism that teacher educators of Color endure, this article uses a critical race theory lens to analyze the findings from qualitative questionnaires with 141 Black, Latinx, Indigenous, and Asian American teacher educators who work in diverse universities across the United States. We learned that many of the participants in our study were hired to teach race and racism among race-evasive colleagues and predominantly white students that are enabled to protect and leverage their whiteness. As we frame their experiences, we argue that teacher education programs are, in fact, structured for teacher educators of Color to experience racial stress and harm. We end by suggesting steps teacher education programs can take to advance racial justice.
Local Implementation of State-Level Discipline Policy: Administrator Perspectives and Contextual Factors Associated with Compliance
Author: Anderson, Kaitlin P.
Date: 2022-00-00
Type: Journal Articles
Subjects: State Policy,Discipline Policy,Suspension,Expulsion,Elementary Schools,Disadvantaged,Administrator Attitudes,Educational Legislation,Administrator Role,Principals,School Counselors,Institutional Characteristics,Compliance (Legal),Educational Change

Many states and school districts are implementing reforms to reduce reliance on exclusionary discipline such as out-of-school suspension and expulsion. This article uses survey and administrative data to study the implementation of a state-level policy limiting elementary school out-of-school suspension and expulsions. While the results are limited in sample size and generalizability, we find that survey respondents from relatively disadvantaged schools reported greater difficulties and challenges with implementation and tended to comply at lower rates. Policy makers seeking more equitable implementation of these types of reforms should work with schools to better understand and attend to local preferences, buy-in, and capacity for implementation.
Examining the Frequency and Implementation of Validation Techniques: A Content Analysis of EdD Dissertations in Educational Leadership
Author: Archer, Lester A. C.
Date: 2023-07-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Educational Research,Content Analysis,Credibility,Research Methodology,Research Design,Content Validity,Graduate Students

This paper describes a content analysis used to examine educational doctoral degrees (EdD) dissertations in a U.S. university. The purpose of the study was to get a better understanding of the validation techniques utilized in dissertations published by EdD students. Forty-nine dissertations were selected and examined for research methodologies, research design, and elements of vigorous validation techniques. The most frequently found methodology was quantitative (n = 30; 61.22%) followed by qualitative (n = 13; 26.53%). Among the quantitative studies, the most frequently used design was survey (n = 18; 60%). The most frequently used design in qualitative studies was case study (n = 6; 12.14%). Validation techniques for quantitative designs were mostly content validity (n = 18; 50.00%). Trustworthiness techniques for qualitative designs were mostly member checking (n = 8; 19.51%). There were no legitimation techniques identified for mixed methods designs. Implications for this study in higher education include EdD doctoral students and committees use at least three techniques for validation purposes.
Improving Global Competence in Classroom-Based Experiential Learning Activities
Author: Lee, Juyoung
Date: 2023-07-00
Type: Journal Articles
Subjects: Global Approach,Competence,Experiential Learning,Clothing Instruction,Textiles Instruction,College Students,Learning Activities,Cultural Awareness,Asian Culture,Foreign Countries,Student Journals,Peer Teaching,High School Students

The purpose of this research was to develop learning activities to improve global competence for a classroom-based course in the field of clothing and textiles and explore how those activities affected the global competence of college students. To achieve this goal, the researchers proposed the following objectives: (a) develop learning activities on global competence and (b) explore the influences of newly proposed learning activities on the global competence of college students. The authors analyzed students' reflective essays to identify themes through constant comparative analysis. The authors found participants learned about the Japanese culture through diverse aspects of global competence--affective, cognitive, and behavioral dimensions--throughout the semester via these learning activities. The authors also found informal writing could work as a starting point, where students were slowly exposed to a different culture, and reflective essays worked as a final summarizing phase where students could think further about their learning process related to global competence. This research is significant in terms of providing an empirical example of how to increase global competence in classroom-based courses. Additionally, scholars and teaching practitioners can gain insights from this study on how to improve global competence for the future workforce in a global economy.
Staffing Remote Schools: Perennial Failure
Author: Knipe, Sally
Date: 2023-07-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Rural Areas,Indigenous Populations,Teacher Recruitment,Rural Education,Teacher Persistence,Community Needs

Educational and socioeconomic disadvantage in remote communities, and the inadequacies of government action to bring about significant change needs to be addressed. This article presents a descriptive study examining the complexities of staffing remote and very remote schools in Australia with appropriately-qualified teachers. The findings of analysis of data from the Australian Bureau of Statistics (ABS) on behalf of the Australian Government through the National Schools Statistics Collection (NSSC) indicate that the majority of students in remote schools in Australia live, and are educated in, Indigenous communities in three jurisdictions. This raises concerns of unacknowledged and unacceptable discrimination. Complexity within the current approach to resourcing of remote and very remote schools in Australia, especially in relation to economies of scale are explored. The analysis of existing data was discussed, and how this may be used to address the perennial failure to develop quality decisions, particularly in areas of resourcing in remote and very remote schools.
A Case Study of Student Hooligan Behaviour during Protest Action at the University of KwaZulu-Natal
Author: Mbhele, Siphesihle
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Student Behavior,Antisocial Behavior,Activism,Group Behavior,Violence,Conflict,Foreign Countries,School Security,Police,Law Enforcement,Case Studies,Academic Achievement,Student Leadership,Grievance Procedures,Student College Relationship

This article focuses on the behaviour of students during protest action at the University of KwaZulu-Natal (UKZN). The objectives of the study on which the article is based were to assess factors that contribute to student hooliganism and to evaluate the effects of violent student protests on the university community. The data were collected using interviews with 25 purposefully sampled participants including 20 students and five risk management personnel. The data were analysed using descriptive writing and identifying actively generated themes from the participants' responses. The study found that a private security service and the South African police service actively instigated violence on campus as a means to disperse the crowd, and that the crowd retaliated with violence. It was also found that the university management's ignorance of students' grievances caused students to be violent and exhibit hooligan behaviour to attract management's attention. Victims of violence experienced physical injury and destruction of their property, which inevitably affected them psychologically, academically and behaviourally. It is recommended that security personnel are trained to control crowds without using violence, and that university management resolve student grievances promptly before they lead to violent protesting.