ethanporcaro/eric-fulltext-meta huggingface dataset:
A Lesson from the Pandemic: Utilizing Digital Tools to Support Student Engagement during Instructional Assistant-Led Sessions
Author: Morra, Christina N.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Technology,Teaching Assistants,Audience Response Systems,Cooperation,Technology Uses in Education,Biology

Student instructional assistants (IAs) are an integral part of most students' college experience in higher education. When properly trained, IAs can improve students' grades, engagement with course content, persistence, and retention. Recently, the COVID-19 pandemic forced the transition of nearly all instructional practices online. At the University of Alabama at Birmingham, IAs, including Biology Learning Assistants (BLAs), began hosting their instructional sessions virtually, outside of class time. The goals of these sessions were to reinforce fundamental concepts using active learning strategies and to address student questions by building a supportive learning community. In this article, we summarize the training and guidance we provided to the BLAs regarding how best to adapt digital educational tools to engage students during their virtual sessions. We recommend that institutions of higher education recognize the expansion of digital educational tools as an opportunity to increase the technological literacy and competence of their IAs to best serve their student body in this increasingly digital age of education.
Reconnecting Students and Faculty to Maximize Academic Integrity and Minimize Student Stress in the Virtual Classroom
Author: Sonbuchner, Timothy M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Stress Variables,Test Anxiety,COVID-19,Cheating,Online Courses,STEM Education,Tests,College Faculty,College Students,Higher Education,Pandemics,Student Responsibility,Teacher Influence,Integrity

The article documents faculty experiences with the shift online due to the pandemic and provides recommendations to science, technology, engineering, and mathematics (STEM) instructors. Over 100 faculty members were surveyed on these topics and contrasted with previously reported student experiences. The online shift changed how faculty administered exams, ran courses, and acted to ensure academic integrity. For example, when exams went online, 73% of faculty reported spending more time preventing cheating. Concerning academic integrity and stress, faculty and students agreed with the exception of a few notable disconnects. Students reported greater workloads in online classes, while faculty maintained that the shift online did not change student workloads. Students perceived more online cheating than faculty. Overall, there seems to be a significant disconnect regarding faculty not realizing how much their actions may encourage or discourage cheating. Few faculty (&lt;15%) indicated that being a tough grader or having test times too short is a motivating factor, but over 55% of students reported that these motivate students to cheat. Conversely, over 60% of students reported respect for their professors discourages them from cheating, while only 37% of faculty indicated the same. Over 70% of faculty and students indicated that fear of getting caught is a deterrent to cheating. Recommendations to reconnect include (i) faculty should use the finding that the number one deterrent of cheating is fear of getting caught; and (ii) faculty should maintain students' respect by being clear or overestimating workload requirements, carefully adjusting time for online exams, and setting clear expectations with uncomplicated exam questions consistent with the material taught.
Orientation and Social Inclusion: Supporting Students with Visual Impairments in Active Learning Classrooms
Author: Baepler, Paul
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Students with Disabilities,Visual Impairments,Active Learning,Academic Accommodations (Disabilities),Barriers,Student Experience,Student Needs

The percentage of undergraduate students in the U.S. who report a visual disability is over 3.5%, and worldwide over a billion people claim a significant visual impairment. As more higher learning institutions build Active Learning Classrooms (ALCs), it's critical to understand how these students experience such a different style of learning environment. Although many students do not register their visual impairments at the college level, this report examines students who sought disability accommodations in their ALC classes to help them succeed. This paper identifies two dimensions, divided into 10 factors, of the learning experience in these classrooms and how students faced the challenge of these environments. To improve the future learning experience for these low-vision students, a list of pedagogical recommendations is included.
The Perceived Effect of Learner-Centered Pedagogy in Secondary Active Learning Spaces and Impact on Student Engagement
Author: Gracyalny, Jennifer R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Active Learning,Learner Engagement,Teaching Methods,Cooperative Learning,Teacher Attitudes,Educational Change,Faculty Development,Capacity Building,Teacher Effectiveness,Secondary School Teachers

This study collects perceptions from educators about how pedagogical practices could be transformed for a learner-centered concentration in active learning spaces to support student engagement. Seven participants provide data through a focus group, interviews, and observations. Four main themes are identified: (1) Collaboration and Engagement, (2) Learner-Centered Pedagogy, (3) Professional Development, and (4) Positive Classroom Behaviors. Professional development focused on best practices helps to build teacher capacity and collective efficacy. With an investment in professional development for educators focused on learner-centered pedagogy, there are opportunities to realize a return on this investment in increased student engagement and collaboration. The researcher recommends a tiered-pyramid representation of an integrated active-learning system, with a solid foundation of learner-centered pedagogy.
The Five Core Concepts of Biology as a Framework for Promoting Expert-Like Behaviors in Undergraduates Learning How to Read Primary Scientific Literature
Author: Chatzikyriakidou, Kyriaki
Date: 2022-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Biology,Expertise,Science Process Skills,Undergraduate Students,Scientific and Technical Information,Reading Comprehension,Information Sources,Prior Learning,Science Achievement,Achievement Gains,Student Motivation

A growing body of literature shows that primary scientific literature (PSL) is a valuable and useful tool for science, technology, engineering, and math education. We currently have a relatively limited understanding of how skills relating to reading PSL progress through academic careers, i.e., the process by which expertise in reading PSL develops. In this study, we built on previous work showing clear differences in strategies that experts use to read PSL that are not often available to or documented with novice PSL readers. Using the five core concepts (5CCs) of biology, outlined in &quot;Vision and Change in Undergraduate Biology,&quot; as a framework for student engagement with PSL, we investigated whether the 5CCs can be used to (i) increase student engagement with PSL, (ii) provide a context for PSL, and (iii) integrate student prior knowledge when reading PSL. Second, we investigated whether a 5CCs-based, semester-long intervention could shift student reading habits to be more expert-like. As no direct assessment for this exists, we instead measured student motivation for reading PSL, their Biology identity, and their perceived learning gains in science. We found that, through the use of the 5CCs as a framework for reading PSL, students were able to integrate previous knowledge and engaged with PSL constructively. Additionally, we saw positive shifts in student motivation for reading PSL, student Biology identity, and student self-reported learning gains in Biology. Taken together, the 5CCs, as a disciplinary framework, have great potential as a pedagogical tool for increasing student engagement with PSL in Biology classrooms.
Relative Impact of Values-Oriented and Mindset-Oriented Interventions on Academic Success of Introductory Biology Students Attending 2-Year or 4-Year Institutions
Author: Rollwagen-Bollens, Gretchen
Date: 2022-00-00
Type: Journal Articles
Subjects: Biology,Science Education,STEM Education,Equal Education,Introductory Courses,Undergraduate Students,Females,Gender Differences,Minority Group Students,Intervention,Stereotypes,Associate Degrees,Community College Students,Majors (Students),Allied Health Occupations Education,Grades (Scholastic),Ethnicity,First Generation College Students,Race,Correlation,Journal Writing,Science Achievement,Achievement Gap,Student Characteristics,Research Universities

Diversifying the STEM workforce is a national priority, yet white males continue to dominate the ranks of professional scientists and engineers in the United States. This is partly due to disparities in academic success for women and minoritized students in prerequisite introductory STEM courses, leading to higher attrition from B.S. degree programs. Past research has demonstrated that when social-psychological interventions targeting &quot;stereotype threat&quot; or &quot;fixed&quot; mindsets are implemented in STEM courses, equity gaps may be significantly reduced. We incorporated two such interventions into introductory biology courses for life science B.S. majors and Associate's degree allied health students taught at a regional research university and a community college. We observed no significant effects of the values-affirmation interventions on grade outcomes for students in any of the courses, regardless of students' gender identity, race/ethnicity, or first-generation status, suggesting that students, on average, were not experiencing stereotype threat on either campus. We found a significant positive association between completing more weekly reflective journal entries and higher mean content-based grades for students in the university majors course overall, especially first-generation students, although the association was significantly negative for women. Our results confirm that context matters when implementing interventions aimed at reducing achievement gaps, and we propose that educators assess their students' social-psychological characteristics and then select interventions accordingly.
The Pulse Diversity Equity and Inclusion (DEI) Rubric: A Tool to Help Assess Departmental Dei Efforts
Author: Brancaccio-Taras, Loretta
Date: 2022-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,STEM Education,Diversity,Equal Education,Inclusion,Departments,Scientific Principles,Scoring Rubrics,Biological Sciences,Program Evaluation,Student Experience,College Faculty,Curriculum Development,Educational Change,Undergraduate Students

In an attempt to redesign science, technology, engineering, and mathematics (STEM) departments to be more inclusive of all student populations, institutions of higher learning are reviewing their programs, policies, and the ways they engage students. The Partnership for Undergraduate Life Sciences Education (PULSE) has been working with STEM departments over the past 10 years to improve the student experience by incorporating evidence-based teaching practices and creating curricula with a deeper focus on conceptual understanding of scientific principles, competencies, and the process of science. PULSE created the PULSE rubrics, a set of five rubrics designed to assist life sciences departments in assessing their implementation of the recommendations of the American Association for the Advancement of Science Vision and Change report in the areas of curriculum, assessment, faculty practice and faculty support, infrastructure, and climate for change. An additional rubric, on diversity, equity, and inclusion (DEI), is described in this paper. Each of the 13 criteria of the PULSE DEI rubric begins with a context section of background information with references and a scale of 0 to 4 (baseline to exemplar) with descriptors for each score. The PULSE DEI rubric has been added to allow departments to determine the starting point for their DEI work and reveal areas that require attention. All PULSE rubrics can be accessed from the PULSE Community website (https://www.pulse-community.org/rubrics).
Mathematics Achievement Emotions of High School Students in Kazakhstan
Author: Gur, Tamer
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Achievement,High School Students,Emotional Response,Mathematics Anxiety,Psychological Patterns,Gender Differences,Grade 7,Grade 8,Grade 9,Mathematics Tests,Grades (Scholastic),Scores,Instructional Program Divisions

Emotions such as anxiety, fear, and frustration can interfere with cognitive processing and hinder our ability to learn and perform well on tasks. Mathematics is a school subject that could generate various emotions in students. This study examined mathematics achievement emotions of students across gender, grade level, and academic performance. Data was collected from 246 students using a questionnaire measuring seven emotions: enjoyment, pride, anger, anxiety, shame, hopelessness, and boredom. Results indicated that except for females' higher pride, we did not find differences between males' and females' emotions. Ninth-grade students demonstrated higher anxiety and shame than grade seven and eight students. Finally, students' mathematics exam grades are weakly correlated with all seven measured emotions. Our findings add to the literature by presenting that emotions are contextual. Except for pride, the results clearly indicated that math emotions in our sample are gender irrelevant and further imply that the socio-cultural context of Kazakhstan supports females to compete with their male friends.
A Model of Teacher Leadership Development on Competency-Based Learning Management for Teachers in Science and Technology Department in Large-Sized Secondary Schools under the Office of the Basic Education Commission in the Northeast
Author: Promket, Warachit
Date: 2023-00-00
Type: Journal Articles
Subjects: Models,Teacher Leadership,Competency Based Education,Teacher Education,Leadership Training,Science Departments,Secondary Schools,Faculty Development,Secondary School Teachers,Teacher Evaluation,Scores,Instructional Leadership

The objectives of this Research and Development were to: Develop Competency-based learning management for Teachers of the science and technology Departments in large-sized secondary Schools under the office of the basic education commission in the northeast. The findings were as follows: I) There were five main components in Developing Teacher Leadership in Competency-based, namely 1) Process management as the basis for learning 2) Self-development and peer teachers 3) Development Course 4) Performance measurement and evaluation 5) Characterization as the teacher. II) The necessary needs of teacher leadership for competency-based learning management were as follows: 1) Performance measurement and evaluation PNI[subscript Modified] = 0.842 and 2) Process management is the basis for learning PNI[subscript Modified] = 0.297. III) A Model for Developing Teacher Leadership in Competency-based for use of the form, Origin, and significance of form, principle, purpose, The content of the format, The process of form supervision, and follow-up 4) Analysis of results. Pre-test and Post-test Score before training and after training difference are significant at 0.05.The results of the evaluation of the behavior and leadership of the teacher in the field of learning management and overall performance in the process of management and learning are very high (x-bar=4.026, S.D.=0.699) and In terms of performance measurement and evaluation, the average value is very high (x-bar=4.144, S.D.=0.710), statistically used by one sample t-test Compared with the average criterion of 3.51, it was found that the average score of teacher leadership behavior in the competency-based learning management was higher than the average of 3.51 with a statistical significance at 0.05.
Causes of Proof Construction Failure in Proof by Contradiction
Author: Hamdani, Deni
Date: 2023-00-00
Type: Journal Articles
Subjects: Validity,Mathematical Logic,Mathematics Instruction,Guidelines,Failure,Problem Solving,Teacher Education Programs,Foreign Countries

Failure to deduce false suppositions in proof by contradiction is still considered &quot;more difficult&quot; than proving the conditional ?? to ?? in proof by contraposition. This study aims to identify the types of proof construction failures based on the action steps of proof by contradiction, then offer a framework of construction failure hypothesis specifically used in proof by contradiction. The research data were collected and analyzed from the work of students who have agreed to be research participants, a total of 83 students. The results of the analysis of student work successfully identified four types of failures, namely formulating suppositions, constructing and manipulating suppositions, identifying contradictions, and disproving suppositions. These four types of failures then became the material for the development of the hypothesis framework of a failure to construct proof by contradiction, which consists of 17 hypothesis nodes divided into three main hypotheses, namely: operational (action), affective (emotional), and foundational (logical reasoning). The failure hypothesis framework justifies that the sources of the failure of proof construction in proof by contradiction are understanding of the act of producing a proof by contradiction, emotionality towards the coherence of the construction steps, disproving suppositions, beliefs, use of appropriate definitions-theorems and axioms, and cognitive tension in proof by contradiction; and formal logic of the act of producing a proof by contradiction, as well as differences in the underlying logic with other acts.
Design of Interactive Mathematical Tasks That Make up the Reasoning and the Ethnomathematics Program
Author: Cervantes-Barraza, Jonathan Alberto
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Design,Mathematics Instruction,Task Analysis,Thinking Skills,Ethnic Groups,Indigenous Knowledge,Mathematics Teachers,Teacher Education Programs,Preservice Teachers,Foreign Countries

The design of mathematical tasks has taken the replacement on the research agenda of Mathematics Education. In this article, we provide principles of design of interactive mathematical tasks that make up the reasoning and the Ethnomathematics program. The research context involved the design, the development, and the analysis of written and oral prospective mathematics teacher (PMT) in an initial training course. The methodology implemented was descriptive-interpretative and implicated the design of mathematical tasks by the PMTs based on the adaptation of the HiCuA analytical framework. Regarding to the analysis of the data collected, categories of mathematical task types were constructed because of a thematic analysis carried out with the purpose of characterizing the tasks designed by the prospective teacher. The findings of the study provide information on the design principles implemented by prospective teacher in the context of Reasoning and Ethnomathematics. Likewise, it was identified that promoting reasoning and Ethnomathematics through interactive mathematical task designs supports students by developing skills such as: justifying, criticizing, and reasoning the conclusions presented by others.
The Effect of Rapid Serial Visual Presentation Technology (RSVP) in the Form of Subtitles on Enhancing EFL Learners&apos; Online Reading Speed, Motivation, and Attitudes
Author: Al-Rashidy, Al-Shaimaa M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Captions,English (Second Language),Second Language Learning,Reading Rate,Reading Motivation,Reading Attitudes,Electronic Learning,Instructional Effectiveness,Teaching Methods

The current study aimed at enhancing online reading speed and motivation of EFL learners through subtitled series as RSVP. For this purpose, 90 learners were divided into three groups: two experimental groups and one control group. The study follows a pre-post experimental mixed-method design. The results were statistically analyzed by using the one-way analysis of variance to compare the mean scores of the reading speed post-tests among groups and the t-test to compare the mean scores of the pre-post reading speed tests. To test online reading motivation, a 38-item questionnaire was prepared. Results revealed no significant differences between the two experimental groups on online reading speed tests and online reading motivation. However, there were significant differences between the pre and post online reading speed tests. A qualitative analysis was used to analyze learners' attitudes toward using subtitled movies to enhance their online reading speed and motivation. Results showed that majority of students had positive attitudes toward subtitled movies. Accordingly, discussion and interpretation of these results were provided.
The Effects of Mobile-Assisted Concept Mapping on EFL Learners&apos; Writing Fluency and Motivation
Author: Kaveh, Ardalan
Date: 2023-00-00
Type: Journal Articles
Subjects: Handheld Devices,Electronic Learning,Concept Mapping,English (Second Language),Second Language Learning,Language Fluency,Writing Skills,Student Motivation,Foreign Countries,College Students

Writing and its role in English as a foreign language (EFL) context has been one of the primary areas of focus for many years. The present study examined the effects of mobile-based concept mapping on EFL learners' writing fluency and motivation. To fulfill the objective, 70 upper-intermediate level Persian EFL learners were assigned into one experimental and one control conditions, each including 35 participants. The experimental condition's participants received instruction through mobile-based concept mapping while the students of the control condition did not receive any instruction and were just required to discuss the topics and write about them traditionally. The findings of the study revealed that mobile-mediated concept mapping was effective for EFL students' writing fluency. Moreover, the results indicated that mobile-based concept mapping was beneficial for learners' writing motivation.