ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Strategic STEM Education Outreach Programming Using a Systems-Based STEM-EO Model
Author: Ward, Annmarie R.
Date: 2015-00-00
Type: Journal Articles
Subjects: STEM Education,Outreach Programs,Strategic Planning,Models,Visual Aids,Program Implementation,Integrated Activities,Audience Analysis,Context Effect,Behavioral Objectives,Literacy,Program Improvement,Systems Development,Program Descriptions,School Community Programs,Partnerships in Education,College Programs

In this paper a STEM Education Outreach (STEM-EO) Model for promoting strategic university outreach programming at Penn State University to the benefit of university, school district and community stakeholders is described. The model considers STEM-EO as a complex system involving overarching learning goals addressed within four outreach domains and multiple outreach dimensions. The STEM-EO Framework provides a visual representation summarizing the complex system of interacting elements comprising STEM-EO. The STEM-EO Goals identify core aspects of STEM learning that support STEM literacy and address challenges facing the STEM pipeline. The STEM-EO Dimensions describe the context of specific projects, defining finer-grained characteristics, such as the nature of the targeted audience(s), educational setting, and methods of instructional engagement. The combination of Framework, Goals, and Dimensions provides a detailed description of projects and a multi-level grid on which to map and understand existing projects in terms of the pipeline, domains, goals, and dimensions. It allows more accurate identification of gaps in STEM-EO programming and development of projects that will help fill those gaps. This combination also emphasizes the importance of goal/assessment driven programming while recognizing the need to consider aspects of program dimensions and influence within and across domains during goal and assessment design and interpretation of assessment data.
Assessing Grant Capacity and Readiness: A Systematic Review of the Periodical Literature of Research Administration
Author: Preuss, Michael
Date: 2015-00-00
Type: Journal Articles
Subjects: Literature Reviews,Research Administration,Readiness,Periodicals,Journal Articles,Resource Allocation,Evidence,Statistical Data,Efficiency,Measurement Techniques,Measurement Objectives,Eligibility,Benchmarking,Higher Education,Grants,Fiscal Capacity

The author knew of no formalized system for appraising grant capacity and readiness so, in an effort to understand the current state of knowledge regarding assessment of these institutional factors, conducted a systematic review of the research administration literature. Every article published from 1982 through 2013 by five major journals in the field of research administration was considered as a source. The results showed that across 32 years, few articles have been published on the assessment of institutional grant capacity and preparedness and little evidence-based content is present related to this topic. Since discussion of every grant proposal includes some interaction about institutional capacity to complete the project and preparedness to undertake it, this is an important gap in the literature. Gauging an organization's capacity for grant activity or its readiness to propose projects to external funders is practiced, at present, locally and in an often idiosyncratic manner. This circumstance does not allow for quantification of institutional capacity, benchmarking against past capacity or that of peer institutions, or strategic planning of grant activity based on measured levels of capacity and readiness. Moving practice in this area from being subjective and context dependent toward including evidence-based and context-independent factors is necessary to allow measurement, benchmarking, and comparison. Research administrators' strong focus on process comprehension, management, and improvement would appear to support consideration and development of solutions in assessing grant capacity and readiness. Existing and future studies that demonstrate constructs which influence activity related to sponsored projects could serve a foundational role in the development of such assessments.
Would You Recommend Your Institution's Effort-Reporting Process to Others? Determining Best Practices in Effort-Reporting Compliance
Author: Whitaker, Ashley E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Compliance (Legal),Higher Education,Best Practices,Educational Administration,Focus Groups,Public Agencies,Federal Regulation,Educational Policy,School Policy,Research Universities,Undergraduate Study,Graduate Study,Comparative Analysis,Surveys

Effort-reporting compliance at higher education institutions was examined to discern best practices from those that would recommend their effort-reporting process. Data were derived from a survey of effort administrators--the research administrators responsible for the effort-reporting compliance program at their respective higher education institutions. The research was conducted in the fall of 2012, before the implementation of the OMB (2013) Uniform Guidance. Data were separated into two focus groups for greater applicability: Doctoral/Research Universities (DRUs) and Predominantly Undergraduate Institutions (PUIs). These effort administrators were generally confident about their institution's compliance with current effort-reporting regulations and believed that, even aside from the regulations, they properly documented compensation costs charged to sponsoring agencies. These data provide information on best practices in effort-reporting compliance for these two types of higher education institutions and expand the body of knowledge in the field of research administration. Data derived from this study can also be used as a baseline from which to compare future studies on effort-reporting compliance after the implementation of the OMB (2013) Uniform Guidance.
Assessing Pre-Service Science Teachers' Understanding of Scientific Argumentation: What Do They Know about Argumentation after Four Years of College Science?
Author: Aydeniz, M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Persuasive Discourse,Scientific Literacy,Questionnaires,Student Teacher Attitudes,Student Teacher Evaluation,Knowledge Level,Familiarity,Elementary School Science,Science Activities,Scores,Comparative Analysis,Comparative Testing,Science Achievement,Foreign Countries,Mixed Methods Research

The purpose of this study was to assess pre-service science teachers' understanding of science, scientific argumentation and the difference between scientific argumentation and scientific explanation. A total of 40 pre-service science teachers enrolled in a Turkish university completed a five-question questionnaire. The results showed that the majority of participants lacked an adequate understanding of science, scientific argumentation, the difference between scientific explanation and scientific argumentation. Implications of these findings for science teacher education, classroom instruction and assessment were elaborated.
Chemistry Teachers' Perceived Benefits and Challenges of Inquiry-Based Instruction in Inclusive Chemistry Classrooms
Author: Mumba, F.
Date: 2015-00-00
Type: Journal Articles
Subjects: Inquiry,Teaching Methods,Chemistry,Science Teachers,Science Instruction,High Schools,Secondary School Science,Mild Disabilities,Inclusion,Teacher Attitudes,Knowledge Level,Mainstreaming,Questionnaires,Teacher Competencies,Self Esteem,Regular and Special Education Relationship,Secondary School Teachers,Likert Scales

Studies on inquiry-based instruction in inclusive science teaching have mainly focused on elementary and middle school levels. Little is known about inquiry-based instruction in high school inclusive science classes. Yet, such classes have become the norm in high schools, fulfilling the instructional needs of students with mild disabilities. This study explores high school chemistry teachers' perceived benefits and challenges of inquiry-based instruction in inclusive chemistry classes. The study also seeks to establish chemistry teachers' knowledge of inclusive teaching. Participants in this study are 61 chemistry teachers in different school districts across the United States. A questionnaire is used to collect data. Results show that most teachers have no training in inclusive teaching, lacked knowledge of chemistry teaching in inclusive classes, and have moderate confidence in teaching chemistry in inclusive classes. However, most teachers acknowledge that inquiry instruction in inclusive chemistry classes has several benefits and challenges to students. On the other hand, teachers believe there are more challenges on inquiry-based instruction for them than for students in inclusive chemistry classes. Results have implications on science teaching and learning and teacher education.
Class-Wide Function-Related Intervention Teams &quot;CW-FIT&quot; Efficacy Trial Outcomes
Author: Kamps, Debra
Date: 2015-07-00
Type: Journal Articles
Subjects: Intervention,Behavior Modification,Positive Reinforcement,Behavior Problems,Student Behavior,Elementary School Students,Elementary School Teachers,Comparative Analysis,Control Groups,Experimental Groups,Time on Task,Program Effectiveness,Program Implementation,Fidelity,Observation,Classroom Techniques,Questionnaires,Attitude Measures,Likert Scales,Teacher Attitudes,Student Surveys,Student Attitudes,Skill Development,Statistical Analysis

The purpose of the study was to determine the efficacy of the Class-Wide Function-Related Intervention Teams (CW-FIT) program for improving students' on-task behavior, and increasing teacher recognition of appropriate behavior. The intervention is a group contingency classroom management program consisting of teaching and reinforcing appropriate behaviors (i.e., getting the teacher's attention, following directions, and ignoring inappropriate behaviors of peers). Seventeen elementary schools, the majority in urban and culturally diverse communities, participated in a randomized trial with 86 teachers (classrooms) assigned to CW-FIT, and 73 teachers (classrooms) assigned to the comparison group. Class-wide student on-task behavior improved over baseline levels in the intervention classes. Teachers were able to implement the intervention with high fidelity overall, as observed in adherence to 96% of the fidelity criteria on average. Teacher praise and attention to appropriate behaviors increased, and reprimands decreased. These effects were replicated in new classrooms each of the 4 years of the study, and for all years combined.
Investigating the Factors That Influence Chemistry Teachers' Use of Curriculum Materials: The Case of China
Author: Chen, B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Secondary School Science,Science Instruction,Science Curriculum,Science Teachers,Secondary School Teachers,Observation,Pedagogical Content Knowledge,Time,Class Size,Educational Resources,Teacher Attitudes,Coaching (Performance),Peer Teaching,Video Technology,Semi Structured Interviews,Teaching Methods,Chemistry,Coding,College Entrance Examinations

This paper aimed to explore the factors that influenced teachers' adaptations of the curriculum materials of the new senior secondary chemistry curriculum, a standards-based science curriculum, in China. This study was based on the premise that the interaction of the teacher with curriculum materials in a given social context determined what happens in classroom. An interpretive approach was employed and six chemistry teachers in four senior secondary schools participated in this study. Classroom observation and interview were used as research methods. The data analysis revealed that there were seven factors that led to the teachers' adaptations of curriculum materials, and these factors were teacher's pedagogical content knowledge (PCK), external examinations, time constraint, teaching resources, class size, belief about science, and peer coaching. Among these factors, teacher's PCK, external examinations, and time constraint were the more significant factors that influenced teachers' adaptations of curriculum materials. These factors were discussed in the social contexts of China in the last section of this paper.
Middle School Students' Views of Scientific Inquiry: An International Comparative Study
Author: Senler, B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,Science Instruction,Inquiry,Scientific Research,Cross Cultural Studies,Statistical Analysis,Prior Learning,Measures (Individuals),Foreign Countries,Inferences

The aim of this study is to investigate middle school students' views of scientific inquiry. A total of 489 middle school students (238 from the United States, and 251 from Turkey) participated in the study. The Views of Scientific Inquiry-Elementary (VOSI-E) was used to assess participants' scientific inquiry views. The instrument covered four aspects of scientific inquiry which are &quot;all investigations begin with a question&quot;, &quot;there is no single scientific method&quot;, &quot;scientists collect empirical data to answer their questions&quot;, and &quot;data and prior knowledge are used to answer questions&quot;. A series of chi-square test of independence tests were employed to examine differences in views of scientific inquiry as an effect of the country. The results revealed that there is a significant difference in students' views of scientific inquiry between the countries. The USA sample demonstrated more contemporary views on the aspects of &quot;all investigations begin with a question&quot;, &quot;scientists collect empirical data to answer their questions&quot;, and &quot;data and prior knowledge are used to answer questions&quot; while Turkish sample demonstrated more contemporary views on the aspect of &quot;there is no single scientific method&quot;. The differences between middle school students' views of scientific inquiry and implications are discussed.
Using a Two-Tier Test to Analyse Students' and Teachers' Alternative Concepts in Astronomy
Author: Kanli, U.
Date: 2015-00-00
Type: Journal Articles
Subjects: Astronomy,Science Instruction,Multiple Choice Tests,Energy,Misconceptions,Physics,Science Teachers,College Students,High School Students,Scientific Concepts,Teacher Attitudes,Student Attitudes,Science Tests,Scores,Knowledge Level

This paper presents an analysis of physics teachers' as well as university and high school students' understanding of some astronomy concepts. In recent years, the significance of astronomy teaching in science education has gradually increased. Many research studies indicate that students have misconceptions about the reasons for seasons, the Moon's phases, the Moon's phase in the solar eclipse and the Sun's position. Nevertheless, there have not been many studies reported, which measure students' and especially teachers' beliefs, experiences and understanding and their misconceptions regarding comets, shooting stars, star orbits, astrology, sunspots, and source of solar energy. This is the first aim of the paper. The second is to emphasize the inadequacy of multiple-choice tests, which are commonly used to determine the conceptual understanding and achievement using multi-tier tests such as two-tier tests. To achieve these aims, this study analyses and compares the alternative conceptions of high school and university students, and physics teachers concerning some astronomy subjects. An Astronomy Concept Test (ACT), consisting of two-tier items, was administered to high school students (n = 176), university students (n = 208), and physics teachers (n = 174). The results showed that students' and teachers' test scores are quite low. Besides, participants (even teachers) showed limited understanding of comets, shooting stars, astrology, movement of stars, sunspots, solar energy, moon rotate, and solar and lunar eclipses.
Elementary School Students' Emotions When Exploring an Authentic Socio-Scientific Issue through the Use of Models
Author: Nicolaou, Chr. Th.
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Students,Science Instruction,Elementary School Science,Interviews,Student Attitudes,Science and Society,Emotional Response,Social Problems,Models,Problem Solving,Biology,Discussion (Teaching Technique),Outdoor Education,Experiential Learning,Cooperative Learning,Teacher Role,Grade 6,Foreign Countries,Video Technology,Journal Writing,Semi Structured Interviews,Coding

Despite the belief that emotions are important in the learning process, research in the area of emotions and learning, especially in science, is scant. Modelling and SSI argumentation have shared with respect to the emphasis in recent science standards reports as core scientific practices that need to be part of science teaching and learning. Even though there is evidence supporting the effectiveness of these competences in students' achievement, students' emotions about these have not been explored. The emphasis in this paper is on students' self-reported emotions about a lesson focusing on understanding an authentic socio-scientific issue through the use of student constructed models. Specifically the emphasis is on exploring students' emotions about the learning environment, and on identifying whether their self-reported emotions about the designed activities are positive or negative. The sample for the research study consisted of 19 elementary school students (11-12 year olds), who were interviewed individually at the end of instruction (two months long) with the goal of allowing the students to express their emotions about the learning environment. Findings suggest that students hold both positive and negative emotions about SSI instruction, as well as about the various aspects of the specific learning environment.
Supporting Students in Learning with Multiple Representation to Improve Student Mental Models on Atomic Structure Concepts
Author: Sunyono
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Education,Instructional Effectiveness,Models,Molecular Structure,Scientific Concepts,Science Process Skills,Concept Formation,Knowledge Representation,Mathematics Education,Foreign Countries,College Students,Statistical Analysis,Pretests Posttests

The aim of this research is identify the effectiveness of a multiple representation-based learning model, which builds a mental model within the concept of atomic structure. The research sample of 108 students in 3 classes is obtained randomly from among students of Mathematics and Science Education Studies using a stratified random sampling technique. The same number of students formed the control group. In the experimental class, the learning was conducted by using multiple representations, whereas the control classes undertook conventional learning. Result of the research shows that (1) Learning with multiple representations is more effective in constructing students' mental models in understanding the concept of atomic structure compared with the conventional learning; (2) Learning with multiple representations is suitable for lessons in classes where the students have low capability level to keep up with those who have a medium and high capability level. These findings indicate that lessons, which involve the macro-sub-micro-symbolic phenomena using multiple representations, may improve their mental model and effectiveness of atomic structure studies. The learning model is discussed as an alternative in class lessons in order for the students with initially low capability to keep up with those of medium and high capability in constructing their mental models.
Comparing Discussion and Lecture Pedagogy When Teaching Oral Communication in Business Course
Author: Dai, Yao
Date: 2014-00-00
Type: Journal Articles
Subjects: Business Administration Education,Undergraduate Students,Communication Skills,Oral Language,Discussion (Teaching Technique),Lecture Method,Comparative Analysis,Instructional Effectiveness,Skill Development,Literature Reviews

In the 21st century, oral communication skills are increasingly important for business graduates who will start their careers. Therefore, the purpose of this research is to discover the best method to help business students enhance their oral communication skills during their college years. This research also helps professors to make their business course more effective. A thorough review of the literature reveals this method can promote the effectiveness of communication class and oral communication ability for students. This review of the literature examines the impact of discussion based pedagogy in business communication courses, comparing this new method with the traditional lecture method. Findings reveal that discussion based pedagogy is an available and valuable method can improve students' communication skills during the course.
The Costs of Remedial and Developmental Education in Postsecondary Education
Author: Martinez, Maria Emilia
Date: 2014-02-00
Type: Journal Articles
Subjects: Postsecondary Education,Remedial Programs,Developmental Programs,Program Costs,Educational History,Educational Policy,Federal Aid,State Aid,Institutional Characteristics,Student Costs,Student Financial Aid,Accountability,Statistical Analysis,Data Analysis

Current research and policy literature indicate an increase in remediation courses nationwide (Tierney &amp; Garcia, 2011; Parsad &amp; Lewis, 2003). However, the most critical theme in research suggests variability and possible inaccuracies in remedial and developmental education data (Kirst, 2007; Venezia, Kirst &amp; Antonio, 2004). In particular, there is little current research surrounding the actual costs of remedial education (Kirst, 2007; The Institute for Higher Education Policy, 1998). The significance of inaccurate remediation costs means that education leaders and policy makers could perceivably be making decisions based upon poor data (Attewell, Lavin, Domain &amp; Levey, 2006). In addition, research indicates that education finance and budget policy is affected by increases in remediation (Jenkins &amp; Boswell, 2002). Jenkins and Boswell (2002) reported that universities are not given adequate financial incentive to provide remedial education. This may prove true especially for community colleges since they bear the burden of providing most remedial education in postsecondary education (Boylan &amp; Saxon, 1999). Overall, in order to formulate sound remediation cost policy, education leaders and policy makers need reliable information.
Argentinean Students' and Teachers' Conceptions of Day and Night: An Analysis in Relation to Astronomical Reference Systems
Author: Galperin, D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Freehand Drawing,Semi Structured Interviews,Astronomy,Transcripts (Written Records),Scientific Concepts,Preservice Teachers,Inservice Teacher Education,Scientific Literacy,Elementary School Teachers,Secondary School Students,College Students,Teaching Methods,Misconceptions,Knowledge Level

This work analysed the evolution of day/night cycle conceptions held by students of different ages and teachers in the Patagonian region of Argentina. The research was based on drawings, written explanations and semi-structured individual interviews. The results showed that both teachers and students had significant comprehension problems. These difficulties were related to the astronomical frame of reference used to explain this phenomenon at every educational level. The results obtained showed the need to adjust the teaching of Astronomy in order to attain adequate understanding of the most common celestial phenomena through the educational use of the topocentric reference system.