ethanporcaro/eric-fulltext-meta huggingface dataset:
Students' Attitudes toward STEM: Development of an Instrument for High School STEM-Based Programs
Author: Mahoney, Mark Patrick
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Attitudes,Reliability,Predictor Variables,Statistical Significance,Data Analysis,Comparative Analysis,Construct Validity,STEM Education,Measures (Individuals),High Schools,Secondary Education,High School Students,Age Differences,Gender Differences,Statistical Analysis,College Preparation

The intent of this study was to develop an instrument to measure the current level of attitude that students' exhibit toward STEM education. "The Concerns-Based Adoption Model, Taxonomy of Education Objectives-Handbook II," and other pertinent instruments were utilized as sources of inspiration for the instrument. The selected items were submitted to a panel of experts representative of STEM education. Initial pilot testing refined the instrument through principal components analysis and Cronbach's alpha coefficients. The identified principal components aligned well with reviewed instruments. Reliability coefficients were strong for each of the principal components. Results of the combined analyses led to revisions of the instrument prior to a larger comparative study--a known-group comparison. A self-identified STEM-based high school program and a conventional college-preparatory program were compared. Principal components analysis and Cronbach's alpha procedures were again applied to the data collected. The two samples were compared using three distinct independent variables--educational location, grade level, and gender. Each independent variable was analyzed for each principal component. MANOVA procedures were utilized. Male students indicated a statistically significant more positive attitude toward STEM when compared to the female students for the independent variable of gender. The statistical significance was demonstrated specifically for the content areas of technology and engineering. The results of the data analysis supported the proposed hypothesis. Based upon extensive review of the varied data analysis procedures implemented, the students' attitudes towards the STEM instrument demonstrated positive examples of validity and reliability. (Contains 2 figures and 8 tables.)
Re-enJEANeering STEM Education: Math Options Summer Camp
Author: Dave, Vibhuti
Date: 2010-00-00
Type: Journal Articles
Subjects: Females,Engineering Technology,Engineering,Grade 10,Grade 9,STEM Education,Mathematics Education,Science Education,Student Projects,Day Camp Programs,Student Surveys

Although the number of women majoring in engineering and engineering technology has increased in the last few decades, percentages lag behind those in other STEM disciplines. Young women often have misperceptions about the nature of engineering, and that leads to lack of interest. Engineering is often seen as men's work. They do not understand how engineers can have a positive impact on society (Hersh, 2000). Math Options Summer Camp, a program that has been conducted during the past two summers, addresses these issues. The week-long camp was designed for girls entering ninth and tenth grade when they still have time to add math and science courses to their schedules. Unlike other summer STEM initiatives, this camp focused on the use of technology: an integrated jean bag project was used to introduce campers to different areas of engineering (electrical, mechanical, and plastics) in hands-on lab-based modules. In this article the camp is described and data on campers' assessments of their experiences is provided. Workshop evaluations showed that the campers particularly enjoyed using technology in the labs and came away from the camp with a broader understanding of STEM careers. (Contains 3 figures and 3 tables.)
Trajectories of Mathematics and Technology Education Pointing to Engineering Design
Author: Daugherty, Jenny L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Education,Technology Education,Comparative Analysis,Engineering,Design,Technology Uses in Education,STEM Education

A brief examination and comparison of mathematics and technology education provides the background for a discussion of integration. In particular, members of each field have responded to the increasing pressures to better prepare students for the technologically rich, globally competitive future. Approaches based within each discipline are varied across curriculum and instructional strategies. However, when examining the disciplines' historical paths, there are important similarities to consider in determining how best to affect student learning in both mathematics and technology education. The authors contend that engineering design is the appropriate contextual area for integrating mathematics in technology education.
Advancing the "E" in K-12 STEM Education
Author: Rockland, Ronald
Date: 2010-00-00
Type: Journal Articles
Subjects: Careers,Mathematics Curriculum,Curriculum Development,Elementary Secondary Education,Information Technology,Engineering,STEM Education,Integrated Curriculum,Best Practices,Secondary School Curriculum,Interdisciplinary Approach,Medicine,Robotics,Physics,Biology,Chemistry,Faculty Development,Instructional Materials,National Standards,State Standards

Technological fields, like engineering, are in desperate need of more qualified workers, yet not enough students are pursuing studies in science, technology, engineering, or mathematics (STEM) that would prepare them for technical careers. Unfortunately, many students have no interest in STEM careers, particularly engineering, because they are not exposed to topics in these fields during their K-12 studies. Most K-12 teachers have not been trained to integrate relevant STEM topics into their classroom teaching and curriculum materials. This article explores best practices for bringing engineering into the science and mathematics curriculum of secondary school classrooms by describing a project that utilizes concepts representing the merger of medicine, robotics, and information technology. Specific examples demonstrating the integration into the teaching of physics, biology, and chemistry are provided. Also considered are the critical issues of professional development for classroom teachers, improved preparation of future teachers of STEM, and the development of curriculum materials that address state and national content standards. (Contains 1 table.)
Teaching Science Using Guided Inquiry as the Central Theme: A Professional Development Model for High School Science Teachers
Author: Banerjee, Anil
Date: 2010-00-00
Type: Journal Articles
Subjects: Science Instruction,Inquiry,Active Learning,Secondary School Science,Faculty Development,Science Teachers,Secondary School Teachers,Science Laboratories,Science Activities

The author describes a professional development model for high school science teachers based on the framework of inquiry and science standards. The &quot;Learn-Teach-Assess Inquiry&quot; model focuses on guided inquiry labs as the central theme and builds on these labs to reinforce science concepts and abilities to understand and engage in inquiry in accordance with national/state science standards. A professional development model for high school science teachers based on the framework of inquiry and National Science Education Standards has been developed and field tested for three years. This model requires intensive involvement of teachers and project personnel in workshops, material development, and round-the-year follow-up school visits for a three-year cycle. The professional development improves the ability of teachers to do and understand inquiry. Consequently, teachers organize more guided inquiry labs and post-lab discussion and motivate students to ask more questions in their classrooms. (Contains 6 tables and 3 figures.)
The Use of Constructivist Teaching Practices by Four New Secondary School Science Teachers: A Comparison of New Teachers and Experienced Constructivist Teachers
Author: Lew, Lee Yuen
Date: 2010-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Secondary School Teachers,Science Teachers,Teaching Methods,Secondary School Science,Comparative Analysis,Beginning Teachers,Experienced Teachers,Teacher Effectiveness,Teacher Attitudes,Qualitative Research,Interviews,Teacher Surveys,Video Technology,Secondary Education

The author examines the use of constructivist teaching practices by four new secondary school science teachers (NSTs) from a preparation program with a focus on constructivism. Data of the NSTs is compared to data of secondary school teachers from two different sources: (i) new teachers (NTs) from a broad-scale nationally-funded project involving ten different preparation programs across the USA and (ii) experienced teachers (ETs) who are nationally-recognized as effective constructivist teachers. All three sources of data were collected using the same instrument. As expected, it was found that the ETs outperformed NTs in general in their perceived use of all six sub-categories of constructivist teaching practices. However, it was also found that, in three sub-categories of constructivist teaching practices, the NSTs outperformed their counterparts from different programs. For these three sub-categories, the NSTs achieved at the level of "Student-Centered/Early Constructivist," as did the ETs. For the other three sub-categories, the levels of achievements of the NSTs were similar to those of their counterparts. Qualitative data from videotapes and open-ended interviews further substantiate the finding that the NSTs are generally early constructivists, in both their practices and beliefs. These results support the idea that future educators should explicitly be taught the theory of constructivism and how to use it as a basis for teaching. (Contains 3 tables.)
District Leadership for Science Education: Using K-12 Departments to Support Elementary Science Education under NCLB
Author: Miller, Christopher L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Elementary School Science,Case Studies,School Districts,Science Departments,Elementary Secondary Education,Federal Legislation,Educational Legislation,Articulation (Education)

By contrasting two case studies of school districts, this paper illustrates the effectiveness of K-12 science departments in supporting elementary science education, especially in response to NCLB's push towards the articulation of curriculum across all grades and as a response to the erosion of instructional time on science in elementary schools under NCLB.
Integrating Writing Frames into Inquiry-Based Instruction
Author: Subramaniam, Karthigeyan
Date: 2010-00-00
Type: Journal Articles
Subjects: Science Instruction,Content Area Writing,Inquiry,Active Learning,Science Activities,Scaffolding (Teaching Technique)

This paper presents a discussion of writing frames as a method of fostering scientific writing skills in the inquiry-based science classroom. Writing frames are described as templates that contain leads, cues, clues, and insights that collectively work together and provide a skeleton outline to scaffold writing tasks. The uses and benefits of writing frames for science instruction are discussed in light of the genres and dimensions of scientific writing, the American Association for the Advancement of Science goals, and the National Science Education Standards. A writing frame for an open inquiry activity is provided as a sample. (Contains 1 table and 1 figure.)
Pre-Service and In-Service Science Teachers' Conceptions of the Nature of Science
Author: Buaraphan, Khajornsak
Date: 2010-00-00
Type: Journal Articles
Subjects: Scientific Principles,Science Teachers,Preservice Teachers,Teacher Attitudes,Student Attitudes,Scientific Enterprise,Scientific Methodology,Scientists,Comparative Analysis,Foreign Countries

The author explores the history of nature of science beliefs among pre-service and in-service teachers primarily in the United States and Thailand and compares this history to findings in a current study being conducted in Thailand. Two research questions were used to guide this current study: What are pre-service and in-service science teachers' conceptions of the NOS, particularly with regard to scientific knowledge, the scientific method, scientists' work, and scientific enterprise? What are similarities and differences between pre-service and in-service science teachers' conceptions of the NOS. The findings of this study may inform stakeholders about the current state of pre-service and in-service science teachers' understanding of the NOS and, subsequently, inform the design and implementation of programmes and curricula that promote understanding of the NOS at both the pre-service and in-service levels. (Contains 5 tables and 1 figure.)
Bend It, Stretch It, Hammer It, Break It: Materials Chemistry Applied
Author: Neff, Grace A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Chemistry,Secondary School Teachers,High School Students,Secondary School Science,Middle School Students,Relevance (Education),Student Motivation,Student Interests,Scientific Concepts,Hands on Science,Faculty Development,Teacher Education,Teacher Attitudes,Scientific Principles

Making chemistry both accessible and interesting to middle and high school students can be difficult. Convincing middle and high school teachers that they will learn something new and applicable from a professional development workshop in chemistry can be equally challenging. This paper describes the use of material science as a means to enhance interest in basic chemical concepts. By making use of familiar materials, it seeks to reveal the applicability of chemistry to everyday life. Metals, semiconductors, and polymers were the materials at the heart of this course for secondary level teachers. Properties of these materials were investigated in hands-on activities and firmly connected to the bonding type and structure in each material through interactive discussion. The course itself will be described, and a few of the activities will be highlighted. Teachers' responses to daily surveys and final evaluations will also be discussed, and future directions will be addressed. (Contains 1 table and 2 figures.)
Real Reform Takes More than "Stirring the Pot"
Author: Yager, Robert E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Change,Science Education,Academic Standards,National Standards,Elementary Secondary Education,Higher Education

This article is the first in what will become a continuing series of articles highlighting the perspectives of renowned science educators. The first featured article is by Robert Yager, Science Education Center, University of Iowa, USA. Dr. Yager has directed over 100 NSF projects designed to improve K-16 science programs. He has served as president of seven national organizations which promote the visions central to the NSES Standards. His co-authors have studied with him for the past three years and will carry the knowledge they have gained here back with them to their universities in Egypt and Turkey. (Contains 1 figure.)
Cognitive Processes that Account for Mental Addition Fluency Differences between Children Typically Achieving in Arithmetic and Children At-Risk for Failure in Arithmetic
Author: Berg, Derek H.
Date: 2010-03-00
Type: Journal Articles
Subjects: Mental Computation,Short Term Memory,Cognitive Processes,Arithmetic,At Risk Students,Academic Failure,Mathematics Skills,Elementary School Students,Elementary School Mathematics,Mathematics Achievement

This study investigated whether processing speed, short-term memory, and working memory accounted for the differential mental addition fluency between children typically achieving in arithmetic (TA) and children at-risk for failure in arithmetic (AR). Further, we drew attention to fluency differences in simple (e.g., 5 + 3) and complex (e.g., 16 + 7) mental addition. Results suggested two important findings. First, working memory completely accounted for simple mental addition fluency differences between TA and AR children. Second, while working memory had the strongest effect on reducing differences in complex mental addition fluency between TA and AR children, group differences remained after accounting for the contributions of processing speed, short-term memory, and working memory. Results are discussed in terms of directions for future research on the cognitive processes that contribute to mental addition fluency. (Contains 5 tables and 1 figure.)
Response to Intervention and Reading Difficulties: A Conceptual Model that Includes Reading Recovery
Author: Dunn, Michael
Date: 2010-03-00
Type: Journal Articles
Subjects: Reading Difficulties,Problem Solving,Literacy,Grade 1,Response to Intervention,Reading Achievement,Reading Skills,Educational Strategies,Learning Disabilities,Reading Instruction,Program Effectiveness,Reading Programs,Models,Elementary School Students,At Risk Students,Disability Identification

Reading Recovery (RR) is a widely used first grade intervention program for students who are struggling with literacy skills. With its component strategies, teacher training, high degree of fidelity of treatment, specified timeline, and cut-off score defining which students have succeeded, RR fits the problem-solving approach of the Response-to-Intervention (RtI) model. This conceptual article provides a description of (1) the RtI paradigm, (2) where RR could ft as a component intervention, and (3) what additional remedial activities and assessments could help school teams have insight as to which students with reading disabilities (RD) should be identified for long-term programming. (Contains 2 figures.)
Dyslexia from a Cross-Linguistic and Cross-Cultural Perspective: The Case of Russian and Russia
Author: Kornev, Aleksandr N.
Date: 2010-03-00
Type: Journal Articles
Subjects: Reading Difficulties,Language Research,Reading Research,Cross Cultural Studies,Sociolinguistics,Dyslexia,Cultural Differences,Foreign Countries,Literacy,Learning Disabilities,Symptoms (Individual Disorders),Russian

An important goal of research on specific learning disorders (such as dyslexia, or specific reading disability, or dysgraphia, or specific writing disorder) is to elucidate the universal characteristics and cross-linguistic and cross-cultural differences of literacy acquisition and disability. However, despite the acknowledged necessity of broadening the scope of reading research to include typologically diverse languages, the bulk of reading research has focused on a small group of closely related languages. This paper reviews the characteristics of the Russian language and orthographic system that are relevant to literacy acquisition, approaches to literacy instruction, and dyslexia in Russia, historically and at present, and discusses the potential contributions of Russian language research to the field of reading acquisition and reading disability.
Affect Regulation, Mirror Neurons, and the Third Hand: Formulating Mindful Empathic Art Interventions
Author: Franklin, Michael
Date: 2010-00-00
Type: Journal Articles
Subjects: Art Therapy,Empathy,Intervention,Attachment Behavior,Perception,Metacognition,Adolescents,Counselor Client Relationship,Allied Health Personnel

Visual empathy through empathic art interventions are discussed in this article with respect to attachment theory; recent research on the mirror neuron system; art, empathy, and mindfulness; and an artistic strategy for crafting third-hand interventions (Kramer, 1986). A case vignette demonstrates the art therapist's applied use of visual art responses that help to organize complex information and reflect back the emotional center of a client's communications. With careful attunement, art therapists can develop unique, aesthetic forms of empathic resonance that will help clients feel deeply seen and develop empathy for themselves and compassion for others. (Contains 6 figures.)
Assessment and Therapeutic Application of the Expressive Therapies Continuum: Implications for Brain Structures and Functions
Author: Lusebrink, Vija B.
Date: 2010-00-00
Type: Journal Articles
Subjects: Art Therapy,Brain,Evaluation,Models,Art Expression,Measures (Individuals),Neurological Organization,Cognitive Processes

The Expressive Therapies Continuum (ETC) provides a theoretical model for art-based assessments and applications of media in art therapy. The three levels of the ETC (Kinesthetic/Sensory, Perceptual/Affective, and Cognitive/Symbolic) appear to reflect different functions and structures in the brain that process visual and affective information. Assessment of the formal elements in an artwork can help a therapist determine how a client is processing information via the different levels of the ETC. Treatment planning can identify stepwise transitions between the ETC levels as well as horizontal transformations within each level. The author posits that these same transitions reflect the different structures and functions of the cortex that are involved in processing visual and affective information. Understanding of the ETC, thus, can enhance art therapy interventions and further studies on art therapy and the brain. (Contains 1 table and 8 figures.)
Studios as Locations of Possibility: Remembering a History
Author: Wix, Linney
Date: 2010-00-00
Type: Journal Articles
Subjects: Art Therapy,Professional Associations,Allied Health Personnel,Artists,History

This paper considers the studio in art therapy as a neglected yet key aspect of the field's history. Descriptions of studio art practice among the founders of the American Art Therapy Association and such predecessors as Mary Huntoon were obtained through historical research. Because both art therapy and art studios are hybrid in nature, the author proposes that ideas from fields outside of art therapy be utilized for the rich intersections of knowledge and wisdom they may bring to art therapy studio practice. Studios in the history of art therapy are discussed as providing a locus of intersections and thus of possibility. (Contains 2 figures and 1 editor's note.)
The Impact of Anxious and Calm Emotional States on Color Usage in Pre-Drawn Mandalas
Author: Kersten, Andrea
Date: 2010-00-00
Type: Journal Articles
Subjects: Art Therapy,Color,Anxiety,Psychological Patterns,Undergraduate Students,Graduate Students,Comparative Analysis

The purpose of this single-subject experiment was to test whether a link exists between emotional state and color usage in a common art therapy technique. The researchers hypothesized that when coloring a pre-drawn mandala, participants would choose warm colors when they were anxious and cool colors when they were calm. The non-random sample consisted of 64 undergraduate and graduate students who were assigned to one of three evenly distributed groups. For each group, a different mood (anxious, calm, or neutral) was induced through a brief writing exercise. The researchers calculated the percentage of the total area of each mandala that was colored with warm colors and compared the results for each group. The researchers found no statistical differences in the color choices of participants who were feeling anxious, calm, or neutral when coloring a pre-drawn mandala. Color usage may have more to do with color preferences and memories that are associated with colors than current emotional state. (Contains 5 tables and 1 figure.)