ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of STEM Instructional Resources for Teaching Optics to Teachers-in-Training: Influence on Learning and Teacher Self-Efficacy
Author: Martínez-Borreguero, Guadalupe
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,STEM Education,Instructional Materials,Self Efficacy,Learning Processes,Teaching Methods,Instructional Effectiveness

Studies related to teacher training in primary education indicate a lack of knowledge, low levels of teaching self-efficacy, and negative emotions towards the teaching of physics. The main objective of this research was to compare the influence of two teaching methodologies on the learning and teaching self-efficacy of teachers-in-training on optics content related to light and color. The research design was quasi-experimental with control and experimental groups, a pre-test, and two post-tests. A non-probabilistic sample of 173 trainee primary school teachers was used. The control group used an academic--expositional teaching methodology, and the experimental group used a practical methodology based on the use of STEM teaching tools. Measuring instruments were designed and applied before and after the interventions to measure the evolution of cognitive and competence variables of the participating sample, depending on the methodology applied, both in the short and long term. The results reveal statistically significant improvements between the control group and the experimental group, both in the knowledge level variable and in the teaching self-efficacy variable.
Governing Spatial Disparities in School Infrastructure by Numbers: Investments in Form, Tensions, New Compromises?
Author: Bartl, Walter
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Administration,Governance,Equal Education,Educational Indicators,Educational Policy,School Demography,Resource Allocation,Educational Development,Regional Characteristics,Differences,Geographic Regions,Decision Making,Educational Planning,Educational History,Administrative Organization

Given that education infrastructure has been a crucial element of the infrastructural power of the welfare state, surprisingly little is known about how spatial disparities in school infrastructure have been governed. While emphasis has recently been placed on the role of numbers in governing the education system, there have been contradictory results on the use of numbers for measuring spatial disparities in schooling on the one hand and on allocating school infrastructure by numbers on the other. What role have indicators played in the governance of regional disparities in education and how can we explain changes to this role? Assuming that indicators typically fulfil two functions in decision making processes (information gathering and allocation of resources), this article develops an ideal-typical distinction between four ways of (not) using numbers for governance purposes. This typology is applied to a historical case study of indicators as a device for governing spatial disparities in education in Germany. Cognitive investments in indicators for observing spatial disparities in education and for administering schools have been made in Germany since the early 19th century. However, conceptual flaws and conservative education policies have kept them from being put to effective practice in school infrastructure policies. It was not until the 1970s that demographic and administrative indicators became institutionalized as part of decentralized but fairly standardized school planning practices. While the use of indicators in the spatial allocation of education resources seemed to work well during periods of educational expansion, this calculative practice produced tension with the civic idea of spatial justice when enrolments declined.
Implementation of Whole School Restorative Approaches to Promote Positive Youth Development: Review of Relevant Literature and Practice Guidelines
Author: Mas-Expósito, Laia
Date: 2022-00-00
Type: Journal Articles
Subjects: Justice,Conflict Resolution,Theory Practice Relationship,School Activities,Program Effectiveness,Educational Practices,Adolescent Development,Research Reports

Positive youth development highlights the promotion of skills through engaging and caring settings and building opportunities for bidirectional and constructive relationships. Whole School Restorative Approaches (WSRA) promote school community relationships and social and emotional skills which are core components for positive youth development. To our knowledge, the literature reviews on the implementation of restorative practice approaches in schools do not focus specifically on WSRA and are not comprehensive. This study carries out a systematic review of the empirical evidence on the effectiveness of WSRA and develops some evidence-based practice guidelines on their effects. Thirteen studies met the inclusion criteria and we developed 10 evidence-based practice guidelines on the implementation of WSRA. There were many studies with WSRA showing positive results related to improving social and emotional skills and behavior. The highest level of scientific evidence is for secondary education where two WSRA are recommended. Although our review suggests that more rigorous methodological research is necessary, it also points out that the evidence available on WSRA implementation is encouraging. They could be used through all educational stages to deal with diversity and inclusion while promoting a school culture of peace based on the positive management of relationships and conflicts.
Entry into and Completion of Vocational Baccalaureate School in Switzerland: Do Differences in Regional Admission Regulations Matter?
Author: Hänni, Miriam
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational Education,Bachelors Degrees,Admission Criteria,Admission (School),Barriers,Low Income Students,Graduation Rate,Geographic Regions,Foreign Countries,Access to Education

Upper secondary education in Switzerland is divided into a general and a vocational path. Approximately two thirds of adolescents attend the vocational path. The initial vocational education and training (IVET) can be combined with a federal vocational baccalaureate (FVB), which enables graduates to enter universities of applied sciences. The proportion of FVB holders varies considerably between Swiss regions. We study how admission regulations affect regional entry and graduation rates and how they interact with individual characteristics. We use longitudinal register data from the Federal Statistical Office to study individuals' chances of pursuing and obtaining a vocational baccalaureate in combination with data about cantonal admission criteria to vocational baccalaureate schools. We find that higher admission barriers reduce individuals' chances of pursuing a vocational baccalaureate, particularly among apprentices with low socio-economic status and those who pursue an FVB after their VET diploma. Against our expectations, high admission barriers are associated not only with lower entry rates but also with lower graduation rates.
Developing and Applying a Chinese Character Learning Game App to Enhance Primary School Students&apos; Abilities in Identifying and Using Characters
Author: Lin, Yao-San
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Educational Technology,Electronic Learning,Alphabets,Chinese,Elementary School Students,Foreign Countries,Language Maintenance,Memorization,Curriculum Development

The Chinese language is the mother tongue that most students in Singapore need to master. However, for many local students, due to the use of English as the main language in Singapore's families and the living environment, the time and frequency of using Chinese and the exposure to Chinese characters are relatively insufficient, which leads to a high forgetting rate, confusion of the characters and the improper use of Chinese characters. This study attempts to develop an app of a Chinese character learning game for Singapore primary school students, aiming to stimulate students' interest in learning Chinese, increase their frequency of contact and use of Chinese characters, and ultimately strengthen their ability to remember, understand and use Chinese characters. By collecting the data from students' questionnaire surveys, teachers' questionnaire surveys, students' literacy tests, and classroom observations, the research team found that the designed app can enhance the interest of lower grade primary school students in learning Chinese and strengthen their ability to memorize and use Chinese characters.
Deal Me In: Playing Cards in the Home to Learn Math
Author: Scalise, Nicole R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Games,Mathematics Education,Home Study,Numeracy,Geometric Concepts,Preschool Children,Parent Child Relationship

Recent meta-analyses have demonstrated a significant association between children's early math achievement and their experiences with math at home, including their caregivers' talk about math. However, few studies have investigated the relations between caregiver math talk and children's learning with experimental designs. Eighty-six children (M = 5.0 years) and their caregivers were randomly assigned to play either a numeracy or a shape card game at home for six weeks. Data were collected on children's number and shape knowledge and families' math talk during gameplay. There was substantial participant attrition (42% did not return completed materials), however, both an intent-to-treat analysis of the sample that received study materials and a subgroup analysis of study completers showed that children who played the shape game significantly improved their shape naming and matching skills relative to children who played the number game. Children who played the number game did not significantly improve their numerical skills relative to children who played the shape game. Mathematical talk during gameplay varied between families but was correlated over time within families. Caregivers' and children's talk about matching cards by shape or color predicted children's learning from the shape game. The results suggest that despite receiving uniform instructions and materials, there was significant variability in children's home math experiences that predicted their learning from the card game.
Investigation of STEM Subject and Career Aspirations of Lower Secondary School Students in the North Calotte Region of Finland, Norway, and Russia
Author: Tomperi, Päivi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Students,STEM Education,Occupational Aspiration,Student Interests,Gender Differences,Surveys,Validity

This study investigates the suitability of the STEM Career Interest Survey (STEM-CIS) to measure secondary school students' aspirations towards STEM subjects and careers. A confirmatory factor analysis (CFA) was conducted to assess the initial structural validity of the adapted STEM-CIS survey, where the science subscale was extended to four science disciplines, to align with the way science is taught in Finland and Russia. The results indicate that the interest in STEM subjects in general is not at a high level in any of the countries. There is a traditional gender gap regarding STEM subjects in every dimension, which favors females in biology and males in technology and engineering. STEM stereotypes among students--due to low exposure to STEM professions at school--can explain students' low interest despite high self-efficacies. Our study shows that we must increase informal learning opportunities inside and outside school and improve career counselling for students so that they will be more informed of STEM career opportunities.
Lessons Learned from 10 Experiments That Tested the Efficacy and Assumptions of Hypothetical Learning Trajectories
Author: Baroody, Arthur J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Processes,Mathematics Education,Teaching Methods,Preschool Education,Kindergarten,Early Childhood Education,Mathematics Instruction,Instructional Effectiveness

Although reformers have embraced learning trajectories (LT, also called learning progressions) as an important tool for improving mathematics education, the efficacy and assumptions of LT-based instruction are largely unproven. The aim of a recently completed research project was to fill this void. Fulfilling this aim was more challenging than many supporters of LT-based instruction might imagine. A total of 10 experiments were untaken, of which 5 demonstrated that LT-based instruction was significantly more efficacious than a counterfactual involving either a Teach-to-Target/Skip-Level approach (Assumption 1) or the same unordered activities (Assumption 2). The results of the remaining studies were non-significant either for theoretical (2) or methodological (3) reasons. In the five indicating LTs' efficacy, we found that some LTs consists of levels that are facilitative conditions for the next higher level and, thus, may be helpful but perhaps not necessary for the subsequent level.
Empowering College Students&apos; Problem-Solving Skills through RICOSRE
Author: Mahanal, Susriyati
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Active Learning,Models,Foreign Countries,Preservice Teachers,Skill Development

Problem-solving skills are advantageous when resolving complicated and multidimensional challenges. Problem-solving skills can be developed through active learning models that engage students in the learning process. One active learning model is RICOSRE. The main focus of RICOSRE is problem-solving activities in (1) reading; (2) identifying the problem; (3) constructing the solution; (4) solving the problem; (5) reviewing the solution; and (6) extending the solution. The purpose of this study was to assess the ongoing development of problem-solving skills of students with upper, middle, and lower academic abilities at the Department of Biology Education in a state university in Indonesia. This study employed a concurrent embedded mixed-methods design. The repeated-measures ANOVA was used to test the hypothesis for the quantitative data, and NVivo 12 was utilized to analyze the qualitative data. The participants' problem-solving skills were determined by their responses to items on RICOSRE-integrated worksheets. The students' responses were graded using a validated and reliable problem-solving rubric. The findings indicated that the students' problem-solving skills improved consistently in the upper, middle, and lower academic groups that were taught by implementing RICOSRE.
Introducing Food Sustainability in Formal Education: A Teaching-Learning Sequence Contextualized in the Garden for Secondary School Students
Author: Eugenio-Gozalbo, Marcia
Date: 2022-00-00
Type: Journal Articles
Subjects: Sustainability,Conservation (Environment),Ecology,Knowledge Level,Gardening,Food,Nutrition,Teaching Methods,Conventional Instruction,Experiential Learning,Secondary School Students,Foreign Countries,Textbooks,Eating Habits,Health

The purpose of this paper is to assess the impact of a garden-based teaching unit about &quot;Food and Nutrition&quot; on students' knowledge and habits of sustainable healthy diets, and to compare it with that of a more traditional unit from a textbook. This communication is framed in a research project (EDUCYL2020-01 &quot;Sembrando interés, cosechando competencia&quot;, financed by the Consejería de Educación de la Junta de Castilla y León through the Dirección General de Innovación y Formación del Profesorado (ORDEN EDU/262/2020, de 9 de marzo, &quot;por la que se convoca la selección de proyectos de investigación educativa a desarrollar por equipos de profesores y equipos de inspectores que presten servicios educativos de la Comunidad de Castilla y León durante los cursos 2020/2021&quot;)) whose aim is to improve science education by approaching scientific topics of the official curriculum from a context-based strategy. The authors first designed a teaching-learning sequence, using an organic learning garden as a context, including real-life activities to promote reflection and debate among students. Such a sequence was implemented in a group of 40 students at the third course of Spanish compulsory secondary education, whose results were compared with those of a group of 15 students who followed the textbook. The impact was assessed by posing four open questions to students from the two groups, both at the beginning and the end of the instruction, whose answers were analyzed quantitatively and qualitatively. Results show that implementing the sequence constituted an educational improvement with respect to traditional teaching, since students' answers on the topic were overall more comprehensive and evidenced better preparation for making real-life decisions. Students from the experimental group became more aware of the environmental impacts of human nutrition, and of sustainable healthy diets. It was also indicated that the health and nutrition-centered approach that still predominates in education needs to be overcome, and a sustainable approach needs to be taken. This is a novel study that leads a new line of research devoted to addressing education about sustainable food, which arises from the demands of raising awareness among citizens toward changing diets within the transition toward sustainable food systems.
Finnish University Students&apos; Views on Climate Change Education and Their Own Ability to Act as Climate Educators
Author: Yli-Panula, Eija
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Climate,College Students,Secondary Education,Student Attitudes,Environmental Education,Conservation (Environment),Beliefs,Life Style,Ecology,Sustainability,Sustainable Development,Student Motivation,Barriers

Climate change (CC) has widespread impacts on human and natural systems and thus threatens the future of contemporary youths. Only a few studies on climate change education (CCE) have been published in Finland, and no research has been conducted on upper secondary education. Thus, this study investigated Finnish university students' views on CCE in upper secondary schools. According to them, the most common goals in CCE are increasing and structuring knowledge, developing thinking skills, and encouraging action both today and in the future. The respondents considered preconceived notions and opinions stemming from their inner circles, the media, and social debate to be the most difficult factor in teaching about CC. CCE was perceived to provide either a weak or relatively weak capacity to follow a climate-friendly lifestyle. By increasing and diversifying teaching and strengthening multidisciplinarity, climate-friendly lifestyles can be improved. The respondents' views on current and future CCE differed most clearly concerning motivation and inclusion, which are not prevalent in contemporary teaching. The results indicate, however, that the university students were motivated to increase and develop CCE, and according their answers, their own capacity to address different aspects of CCE was relatively good.
The Impact of Communication on the Effectiveness of Educational Organizations
Author: Brinia, Vasiliki
Date: 2022-00-00
Type: Journal Articles
Subjects: Work Environment,Communication (Thought Transfer),Teacher Attitudes,Feedback (Response),Parent Participation,Community Involvement,School Effectiveness,School Community Relationship,Parent School Relationship,Educational Environment,Elementary School Teachers,Foreign Countries

The purpose of this study was to research the level of satisfaction teachers received from communication within their working environment, their sense of the effectiveness of the institution itself, as well as the relationship between these factors. A quantitative method was used in the study. A total of 296 questionnaires were answered by teachers aged 25-64. Statistical analysis of the data was performed using the statistical software SPSS, while for the implementation of the statistical tests we applied the independent-samples T-test parametric, as well as one-way ANOVA, Kruskal-Wallis, and Mann-Whitney parametric statistical criteria. According to the results, the teachers showed high levels of satisfaction with the communication related to their feedback and believed that both parents and the local community do not participate actively in the school life. The development of an effective communication system within an educational institution can potentially become the driving force for effective functioning. The study complements the existing research on communication as a factor in the effectiveness of an educational organization. It highlights the dynamics of the teachers' association to the greatest possible extent, attempting to link the communication factor to all aspects of school effectiveness.
Educational Psychologists as &apos;Dissenting Voices&apos;: Thinking Again about Educational Psychologists and Social Justice
Author: Mercieca, Daniela
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Psychology,Psychologists,Social Justice,Foreign Countries,Counselor Role,Vignettes,Counselor Attitudes

This paper locates the educational psychologist's (EP) involvement in addressing social justice in practice. It uses some philosophical ideas from Jacques Rancière, particularly the idea of the distribution of the sensible and dissensus, to help us question how systems that are aimed at contributing to a socially just society can limit social justice itself. Whilst the argument of this paper is applicable to educational psychologists internationally, this paper is situated within a Scottish context. It uses a vignette to draw out a philosophical reading of the EP's involvement in the narrative. This paper gives some examples of how structures that are aimed at supporting social justice often position the EPs within these systems so that thinking, being and doing are shaped according to the structures that they inhabit. The establishment of such structures and discourses have limited the meaning and implementation of social justice. This means that the identity of both those requiring the involvement of the EP, as well as the EP and other professionals is determined in terms of their 'proper place' and their activity is determined in terms of its 'proper function'. The paper argues that EPs can interrupt the procedural flow and provide a dissenting voice which can ultimately lead to social justice in ways that the normal flow of procedure does not.