ethanporcaro/eric-fulltext-meta huggingface dataset:
Increasing Community College Graduation Rates: A Synthesis of Findings on the ASAP Model from Six Colleges across Two States
Author: Miller, Cynthia
Date: 2022-06-00
Type: Journal Articles
Subjects: Community Colleges,Program Effectiveness,Associate Degrees,Bachelors Degrees,College Transfer Students,Student Characteristics,Institutional Characteristics,Time to Degree,Academic Support Services,At Risk Students,Barriers,Academic Advising,Intervention,Student Financial Aid,Student Personnel Services,Enrollment,Management Information Systems,Scheduling,Enrollment Rate,Tutoring,Student Attitudes,Educational Attainment,Graduation Rate

This paper presents new estimates of the effects of the City University of New York's (CUNY's) Accelerated Study in Associate Programs (ASAP) model, evaluated using a randomized controlled trial first in New York and later through a replication in Ohio. It presents longer-term effects of CUNY ASAP in New York, showing that the program's effect on associate's degree receipt persisted through 8 years and likely represents a permanent increase in degree receipt. It also presents an analysis from the pooled study samples in New York and Ohio. The findings indicate that the program had consistent effects on degree receipt across the two states but also for somewhat different levels of service contrast, such as the number of additional advising visits. [For the corresponding grantee submission, see ED616420. For the report published by MDRC, see ED611732.]
Moving in Liminal Space: A Case Study of Intercultural Historical Learning in Swedish Secondary School
Author: Johansson, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: History Instruction,Learning Processes,Case Studies,Secondary School Students,Foreign Countries,Multicultural Education,Barriers,Teaching Methods,Guidelines,Concept Formation,Cultural Awareness,Lesson Plans,Moral Values,Student Attitudes,Museums,Field Trips,Teacher Student Relationship

The aim of this article is to explore the processes of learning when students are engaged in intercultural historical learning (IHL), specifically how spaces of learning were, or were not, opened by students' struggle to construct meaning. Since IHL is complex, involving both intrinsic disciplinary and extrinsic curricular goals, it is vital to understand this process in detail. The research questions address which aspects seem to activate intercultural learning, and which ones hinder or complicate it. The methodological approach employed was an instrumental, multisite case study where three teaching--learning sequences from two secondary classrooms were investigated. Here, the concepts of 'decentring' and 'perspective recognition', as aspects of IHL, were seen as threshold concepts. The threshold concepts framework -- and specifically the idea of 'liminal space', a 'place of potential learning', the in-between moments in the learning process where students find themselves before 'getting it' -- was applied as an analytical tool to uncover and describe specific moments in the selected teaching-- learning sequences. Several liminal spaces were unpacked, and it transpired that 'troublesomeness' is an integral, potentially productive component when students navigate liminal space as a place for intercultural learning. 'Barriers' that obstructed learning, as well as possible 'entry points' where a student steps into a productive liminal space, were identified, as well as some major enabling breakthrough moments -- 'junctures' -- for IHL.
&apos;No, No, the Cold War Was Not That Dramatic&apos;: A Case Study on the Use of a Drama Task to Promote Dutch Secondary School Students&apos; Historical Imagination
Author: de Leur, Tessa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Group Discussion,Films,Case Studies,Drama,Task Analysis,History Instruction,Imagination,Foreign Policy,International Relations,Student Attitudes,Teaching Methods,Empathy,Comparative Analysis,Educational Benefits,Role Playing

Imagining what it was like to live in the past may help secondary school students to understand historical developments and situations. In this case study, the opportunities of a drama task are explored by using a mixed-method approach. In small groups, Dutch 14-15-year-old students examined historical sources and produced a short film clip on daily life in the Netherlands during the Cold War. Results indicated that both the students and their teacher perceived the drama task as motivating. The group discussions were rich in on-task utterances, and the students reported that they thought the task was valuable for gaining insight into thoughts and feelings of people in the past. However, the clips were relatively poor in information, and the assessment proved to be a challenge for the teacher.
Perspective as a Threshold Concept for Learning History
Author: Paricio, Javier
Date: 2021-00-00
Type: Journal Articles
Subjects: History Instruction,Learning Processes,Perspective Taking,Epistemology,Models,Empathy,Historical Interpretation,Teaching Methods,Beliefs,Educational History

The epistemological concept of perspective meets all the conditions set by Meyer and Land (2003, 2006) to be considered a threshold concept for history learning. Following this initial hypothesis, this paper analyses the concept and the ways in which it constitutes a threshold: grasping perspective not only transforms one's understanding of history, but it is also necessary for many aspects of historical thinking. Yet grappling with perspective is no easy feat, since understanding it requires the learner to confront other deeply rooted concepts and beliefs. Accordingly, the article explains how naive realism and the engrained epistemological tradition embodied in the expression 'facts first' make it difficult to understand history through perspective. Finally, a four-part model outlining different ways of understanding perspective is proposed, thus providing a framework within which we can think about what it means to cross the threshold from naive realism to a perspectivist vision of history.
Teaching Historical Thinking and Reasoning: Teacher Beliefs
Author: Gestsdóttir, Súsanna Margrét
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Methods,History Instruction,Correlation,Beliefs,Thinking Skills,Teacher Behavior,Secondary School Teachers,Teacher Characteristics,Foreign Countries

This study aims to give an insight into the beliefs that shape history teachers' orientations towards their subject and how they approach it. We take a closer look at the beliefs of a group of teachers to see if there is a connection between those beliefs and whether and how they teach historical thinking and reasoning (HTR). HTR has been considered an important component in history teaching in many countries for some decades. Different factors may influence whether teachers are willing or able to teach it. Our main research question is: Which beliefs about goals and strategies of teaching history play a role in teachers' inclinations towards teaching historical thinking and reasoning?
What Is the Purpose of Studying History? Developing Students&apos; Perspectives on the Purposes and Value of History Education
Author: Nuttall, Dan
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,History Instruction,Secondary School Students,Computer Mediated Communication,Educational Objectives,Learning Motivation,Intervention,Foreign Countries,Social Values,Knowledge Level,Group Discussion

This paper reports on an intervention study conducted with the A level students whom I teach at a sixth form college in the north-west of England. The study aimed to survey the students' perceptions of the purposes of history education, and to broaden their understanding of the debate. The study drew upon data from 82 online forum posts from 41 history A level students. It consisted of two stages: the first surveyed students' initial perceptions of the purposes of history education; the second aimed to further develop students' perceptions through the deployment of stimulus material and activities designed to broaden students' understanding of the issue. Following these activities, students' perceptions were surveyed for a second time to facilitate comparison. The study data indicate that students who have chosen to pursue their historical studies to a higher level tend to appreciate the intrinsic value of knowing history (as opposed to its extrinsic value, such as developing transferable skills or for the sake of employability). The study also indicates that students' perceptions of the purpose and value of historical study can be significantly altered by teacher intervention, although the long-term impact remains unassessed.
Experiences Matter: Educators&apos; Attitudes toward Disability in Higher Education
Author: Freer, John
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Attitudes toward Disabilities,College Faculty,Foreign Countries,Teacher Characteristics,Predictor Variables,Teaching Experience

This study investigated 128 post-secondary educators' attitudes toward disability at a college and a university in southwestern Ontario, Canada. The participants completed the Educators' Attitudes toward Disability Scale (EADS) and a demographic questionnaire that included questions about their experiences with disability. There were three research questions at the heart of this study: (1) What are post-secondary educators' overall attitudes toward disability? (2) Do demographic factors predict post-secondary educators' attitudes toward disability? (3) Does exposure to people with disability predict post-secondary educators' attitudes toward disability? The findings of this study suggest post-secondary educators hold overall positive attitudes toward disability and there were very few differences observed between groups (e.g., based on age, gender, discipline, etc.). Educators' experiences with people who have a disability, however, were positively associated with their attitudes. This factor included personal experiences (e.g., friends, family, etc.), but also professional experiences (e.g., students in their classes).
Academic Freedom and Its Constraints: A Complex History
Author: Axelrod, Paul
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Freedom,Barriers,Foreign Countries,Educational History,Higher Education

Academic freedom has a long, complex history in Canada and elsewhere. For reasons that are at times justifiable and at times indefensible, academic freedom has been constrained in a variety of ways, and not only by institutional or political authorities. Using illustrations drawn from Canada and beyond, this article tracks the history and progress of academic freedom and takes stock of its status in the first part of the 21st century. It explores the origins of academic freedom, the evolving ways in which it has been qualified and even impeded, the particularity of Canadian approaches to its values and practices, and the ongoing challenges universities may face sustaining academic freedom in unsettled and unpredictable times.
An Examination of Student Success within Canadian Higher Education: Fifty Years of Findings and Recommendations for the Future
Author: Holmes, Jason R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Foreign Countries,Higher Education,Educational History,Educational Attainment,Learner Engagement,Outcomes of Education,Academic Persistence,Student Satisfaction,Employment Potential

This article explores the student success literature published within the &quot;Canadian Journal of Higher Education&quot; (&quot;CJHE&quot;) over the last fifty years. Sixty articles were thematically organized into seven component measures of student success to present consistent themes that have persisted within the CJHE from inception in 1971 to 2020. Analysis demonstrates that there has been a disproportionate interest in some aspects of student success such as post-college performance, while other areas such as educational attainment and student engagement have lagged considerably behind in focus. Scholars have presented ongoing concerns supported by a wide range of data regarding the underemployment of graduates from Arts and Humanities, the sparse professorial landscape and the underutilization of Canadian PhD graduates in the workforce, debate on student competence and skill measurement, and the lack of large data sets on student persistence. Results suggest that a continuous effort is required to understand and support student success in a variety of formats--both within the academy and out in the workforce. Thus, this article concludes with a discussion and recommendations for future research avenues in the field of academic success and various subfields that may be of interest to higher education scholars and those who support student success.
An Analysis of Trends and Themes in Research Articles on Canadian Student Services
Author: Clarke, Kathleen
Date: 2021-00-00
Type: Journal Articles
Subjects: Trend Analysis,Educational Trends,Student Personnel Services,Higher Education,Foreign Countries,Academic Achievement,Student Personnel Workers,Research Reports,Student Experience,Periodicals

Student services professionals have emerged as significant supportive collaborators in the construction of environments that encourage student success within Canadian post-secondary education (Hardy-Cox &amp; Strange, 2010). In Canada, literature pertaining to student services is evolving and research from other contexts is therefore often used to inform student affairs practices in this context. Yet, without a comprehensive understanding of research that is focused on Canadian student services specifically, those working in post-secondary education are left with a scope of understanding that may not always apply to the unique contexts in which they work. The purpose of this research study is to begin mapping the landscape of research on Canadian student services. We review articles pertaining to student success, the student experience, and student services, that have been published in national (&quot;Canadian Journal of Higher Education&quot;) and international (&quot;Journal of College Student Development&quot;; &quot;Journal of College Student Retention: Research, Theory and Practice&quot;; Journal of College Student Psychotherapy&quot;; &quot;Journal of Student Affairs Research and Practice&quot;; and &quot;Student Success&quot;) student services and post-secondary education journals. This scoping review documents Canadian academic research published within the student services field and describes contributing authors and their affiliations, graduate student and post-doctoral fellow involvement, provincial and territorial research clusters, research movements over the decades, institutional research contexts, and research participants' level of education and communities/populations, as well as contextual trends and themes. [Publication year printed on PDF is incorrect. This article was published in 2021.]
Interactive Assessments of CT (IACT): Digital Interactive Logic Puzzles to Assess Computational Thinking in Grades 3-8
Author: Rowe, Elizabeth
Date: 2021-12-00
Type: Journal Articles
Subjects: Puzzles,Logical Thinking,Thinking Skills,Construct Validity,Correlation,Elementary School Students,Middle School Students,Test Reliability,Individualized Education Programs,Individual Differences,Test Items,Game Based Learning,Computer Science Education,Pattern Recognition,Problem Solving,Abstract Reasoning,Scores,Computer Games,Cognitive Style

The Inclusive Assessment of Computational Thinking (CT) designed for accessibility and learner variability was studied in over 50 classes in US schools (grades 3-8). The validation studies of IACT sampled thousands of students to establish IACT's construct and concurrent validity as well as test-retest reliability. IACT items for each CT practice were correlated to examine construct validity. The CT pre-measures were correlated with post-measures to examine test-retest reliability. The CT post-measures were correlated with external measures to examine concurrent validity. IACT studies showed moderate evidence of test-retest reliability and concurrent validity and low to moderate evidence of construct validity for an aggregated measure of CT, but weaker validity and reliability evidence for individual CT practices. These findings were similar for students with and without IEPs or 504s. IACT is the first CT tool for grades 3-8 that has been validated in a large-scale study among students with and without IEPs or 504s. While improvements are needed for stronger validity, it is a promising start.
A Computer Science Unplugged Activity: &quot;CityMap&quot;
Author: Yildiz, Merve
Date: 2021-12-00
Type: Journal Articles
Subjects: Grade 6,Educational Games,Computer Science,Maps,Game Based Learning,Computation,Thinking Skills,Problem Solving,Coding,Robotics,Mathematics

The purpose of this study is to introduce a developed activity which is named &quot;CityMap&quot; and to present an example of the implementation and evaluation process of a computer science unplugged activity through this activity. The aim of this activity is to write algorithms of going from one place to another using step by step instructions. The rules are also to reach the destination with the shortest way and the least number of steps using correct instructions. Accordingly, a map and a worksheet was designed to implement the &quot;CityMap&quot; which is related to daily life and scenario based. For the evaluation, an answer key was prepared and scoring criteria were determined. Then, the case study was used as a research method and the process of writing algorithms using step by step instructions of students was examined by implementing the the activity with 15 sixth grade students. Both individual and group evaluation were made and for this process game components were used. The findings revealed that, in general, students could wrote algorithms step by step instructions for the tasks determined in the activity. In addition, during the implementation, it was observed that using of the gamification made the activity more enjoyable.
Culturally Relevant and Responsive Pedagogy in Computing: A Quick Scoping Review
Author: Leonard, Hayley C.
Date: 2021-12-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Computer Science Education,Student Attitudes,Curriculum Development,Kindergarten,Elementary Secondary Education,Evaluation Methods,Attitude Change,Teacher Attitudes,Self Efficacy,Social Influences,Political Influences,Sharing Behavior,Teacher Collaboration,Teaching Methods,Student Diversity,Females,Minority Group Students,Cultural Capital,Critical Theory,Race,Equal Education

The underrepresentation of certain groups in computing has led to increasing efforts to develop computing curricula that is responsive and relevant to a more diverse group of learners. The current paper used a Quick Scoping Review methodology to identify research that has implemented and evaluated culturally responsive and relevant K-12 computing curricula, and to understand how they have been designed, the methods used for evaluation, and the factors affecting their success. In total, 12 papers were included in the review, and all were from a United States setting. Successes included changing learners' attitudes towards computing and increased learning gains. Key factors in the implementation of the curricula were teacher confidence and understanding of the socio-political context of computing, opportunities provided for collaboration and sharing knowledge and opinions, and allowing time for difficult discussions without oversimplifying the issues. The review identifies important lessons to be learned for educators around the world who are aiming to increase diversity in representation in computing in their schools.
Good Examples Help; Bad Tools Hurt: Lessons for Teaching Computer Security Skills to Undergraduates
Author: Sharman, Jonathan
Date: 2021-12-00
Type: Journal Articles
Subjects: Teaching Methods,Computer Science Education,Undergraduate Students,Computer Software,Computer Security,Usability,Comparative Analysis,Cooperative Learning,Validity,Programming,Scoring Rubrics

Software security is inevitably dependent on developers' ability to to design and implement software without security bugs. Perhaps unsurprisingly, developers often fail to do this. Our goal is to understand this from a usability perspective, identifying how we might best train developers and equip them with the right software tools. To this end, we conducted two comparatively large-scale usability studies with undergraduate CS students to assess factors that affect success rates in securing web applications against cross-site request forgery (CSRF) attacks. First, we examined the impact of providing students with example code and/or a testing tool. Next, we examined the impact of working in pairs. We found that access to relevant secure code samples gave significant benefit to security outcomes. However, access to the tool alone had no significant effect on security outcomes, and surprisingly, the same held true for the tool and example code combined. These results confirm the importance of quality example code and demonstrate the potential danger of using security tools in the classroom that have not been validated for usability. No individual differences predicted one's ability to complete the task. We also found that working in pairs had a significant positive effect on security outcomes. These results provide useful directions for teaching computer security programming skills to undergraduate students.
Using Augmented Reality in Language Classrooms: The Case of EFL Elementary Students
Author: Aldossari, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Computer Simulation,Teacher Attitudes,Language Teachers,Comparative Analysis,Elementary School Students,Educational Benefits,Student Motivation,Positive Attitudes,Personal Autonomy,Technology Uses in Education

This study sought to measure the effect of using augmented reality (AR) on developing language learning. It also explored teachers' perceptions about the use of augmented reality in general, and its effect on students' autonomy. A quasi-experimental research design using a pre-test and a post-test with control and experimental groups was followed to measure the effect of using augmented reality on elementary students' language learning. Further, two questionnaires were designed to explore EFL teachers' perceptions about AR, and its effect on students' autonomy. The sample consisted of 72 Saudi EFL elementary students and 80 EFL teachers. The results revealed that the use of augmented reality enhanced EFL students' language learning significantly. The results also showed that teachers perceived AR technology as valuable and effective. They acknowledged its multiple benefits for EFL elementary students. It enabled better learning of essential skills, increased students' motivation and positive attitudes, and fostered students' autonomy. It is expected that these findings will help learners, teachers, curriculum developers, and administrators.