ethanporcaro/eric-fulltext-meta huggingface dataset:
Undergraduate Biology Students&apos; Teleological and Essentialist Misconceptions
Author: Stern, Florian
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Biology,Misconceptions,Scientific Concepts,Correlation,Science Education,Logical Thinking,Foreign Countries,Intuition

Research in developmental psychology has shown that deeply-rooted, intuitive ways of thinking, such as design teleology and psychological essentialism, impact children's scientific explanations about natural phenomena. Similarly, biology education researchers have found that students often hold inaccurate conceptions about natural phenomena, which often relate to these intuitions. In order to further investigate the relation between students' conceptions and intuitions, we conducted a study with 93 first year undergraduate students in biology. They were asked to express their level of agreement or disagreement with six misconception statements and to explain their choices in a two-tier test. Results showed a tendency for students to agree with teleological and essentialist misconceptions. However, no association was found between students' teleological and essentialist conceptions as expressed in their agreement or disagreement with the various misconception statements. Moreover, we found evidence of a variable consistency across students' answers depending on the misconception considered, which indicates that item features and contexts may have an effect on students' answers. All together, these findings provide evidence for considerable persistence of teleological and essentialist misconceptions among students. We suggest future directions for thinking, studying, and analyzing students' conceptions about biological phenomena.
Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting
Author: Di Stefano, Marialuisa
Date: 2018-00-00
Type: Journal Articles
Subjects: Civics,Bilingualism,Teaching Methods,Self Concept,Grade 3,Elementary School Students,Culturally Relevant Education,Ethnography,Social Studies,Teacher Attitudes,Student Attitudes,Participant Observation,Bilingual Education Programs,Spanish,English (Second Language),Second Language Learning,English,Native Speakers

Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and how the teacher used culturally sustaining pedagogy to foster a third space where this understanding was encouraged.
Flipping the Classroom: Effects on Course Experience, Academic Motivation, and Performance in an Undergraduate Exercise Science Research Methods Course
Author: Langdon, Jody
Date: 2018-12-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Homework,Video Technology,Student Attitudes,Student Satisfaction,Student Motivation,Student Experience,Academic Achievement,Undergraduate Students,Science Instruction,Conventional Instruction,Lecture Method,Learning Motivation

The goal of the study was to determine the effects of the Flipped Classroom Model (FCM) on students' course experience, basic need satisfaction, motivation, and academic performance in an undergraduate Research Methods course for exercise science majors. One section received instruction in a Traditional Lecture Model (TLM), while the other section received instruction via the FCM. An adapted survey was administered to approximately 175 students, with 83% responding. Significant differences were seen in course experience (learning resources and course organization). Analysis of lecture viewing data revealed that students in the FCM did not adhere to a level of lecture viewing that would ensure success in the course. The FCM was determined to be a viable alternative to TLM, as motivation and general course experiences was high for both formats, however instructors must be aware of the need to reinforce preparation for in-class work.
Beyond Content: The Value of Instructor-Student Connections in the Online Classroom
Author: Steele, John Paul
Date: 2018-12-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Teacher Student Relationship,Learner Engagement,Audio Equipment,Undergraduate Students,Student Attitudes,Instructional Effectiveness

Research clearly establishes the value of online education to foster students' cognitive understanding of course material. However, engagement in the learning experience requires more than mere acquisition of new knowledge; to be fully engaged in the learning process, students must also connect with their peers and instructor in a meaningful way. The purpose of this study is to examine the value of instructor-personalized audio lectures as means of fostering students' engagement with course content and the online learning experience. Qualitative data on the student experience found that instructor-personalized audio lectures enhanced students' perceptions of value and engagement; quantitative data using a standardized engagement measure revealed no significant differences. Students' qualitative feedback about their online learning experience indicated that instructor-personalized audio lectures fostered greater student-instructor connections and significantly impacted the likelihood of students' engaging with course material. Recognizing the value of student engagement for ongoing satisfaction and retention in online learning programs, findings suggest that the creation of personalized audio lectures provides an efficient and effective means for faculty to positively impact students' online learning experience.
Curriculum Setting and Pre-Clinical Dental Students&apos; Stress Level
Author: Katwala, Priya C.
Date: 2018-12-00
Type: Journal Articles
Subjects: Dental Schools,Medical Students,Student Characteristics,Stress Variables,Anxiety,Age Differences,Place of Residence,Curriculum,Educational Environment

The first two years of dental school are commonly known to be the most stressful in a student's academic career. However, few studies consider both the pressures of dental school and their possible causes. In order to understand the relationship between the curriculum and its stressful effects on first (D1) and second-year (D2) dental students, a cross-sectional study was performed at the University of New England College of Dental Medicine (UNE-CDM) during the fall and spring semesters of the 2015-2016 academic year. Sixty-four D1 and sixty-three D2 dental students were asked to voluntarily complete an anonymous 27-question survey regarding demographic characteristics and possible curriculum-related stressors. Researchers utilized the modified Dental Environment Scale (DES) to rate the stress levels. This study revealed D2 students experienced more stress than D1 students overall. D2 students experienced more anxiety in their spring semester of their second year. In general, students who lived with their immediate family felt less stress. Students twenty-five and over experienced less stress than their younger classmates. The study provided valuable information regarding the current structure of the curriculum at a newly established dental school. This study could provide insight into curriculum-related stress among pre-clinical dental students, which could guide dental schools in making curricular changes to help alleviate stressors during particularly stressful semesters. Furthermore, the outcomes of this project could provide dental schools the information necessary to develop student support programs to help balance students' lives and intense course loads.
Discovery Learning: Development of a Unique Active Learning Environment for Introductory Chemistry
Author: Ott, Laura E.
Date: 2018-12-00
Type: Journal Articles
Subjects: Discovery Learning,Active Learning,Large Group Instruction,Science Instruction,Introductory Courses,Chemistry,Cooperative Learning,Student Centered Learning,Inquiry,Science Process Skills,Curriculum Implementation,Teaching Methods,Outcomes of Education,Science Teaching Centers,Science Achievement,Undergraduate Students,School Holding Power,Majors (Students),Nonmajors,Graduation Rate

It is well established that active learning results in greater gains in student conceptual knowledge and retention compared to traditional modes of teaching. However, active learning can be very difficult to implement in a large-enrollment course due to various course and institutional barriers. Herein, we describe the development and implementation of Discovery Learning, a novel active learning discussion/recitation for a large enrollment general chemistry course. Drawing on the very successful cooperative learning pedagogies Process-Oriented Guided Inquiry Learning (POGIL) and Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP), Discovery Learning involves students working in self-managed teams on inquiry problems in a unique learning environment, the Chemistry Discovery Center. In this case study, we will describe the design and implementation of Discovery Learning and report data on its successes, which include increased student performance and retention.
Teacher Introduction Activity for Improving Rapport and Critical Thinking
Author: Pack, Austin
Date: 2018-00-00
Type: Journal Articles
Subjects: English Language Learners,Critical Thinking,Teaching Methods,Interpersonal Relationship,Group Activities,Oral Language,Language Skills,Interpersonal Communication

This communicative activity is ideal for English language learners of at least a low-intermediate proficiency level. In this activity, the teacher brings several personal items from his or her life to share with students. These items should be carefully selected and should in some way represent the values, experiences, or characteristics of the teacher. Students, working in groups, discuss what the objects are, what they do or what they are used for, and what they might represent in the teacher's life. This activity might be best to use during the first week of a course, as it helps students learn about their teacher and practice their critical-thinking and oral English skills. The purpose of this activity is for the teacher to build better rapport with students and for students to improve their ability to think critically.
Talking about Words: A Vocabulary Description Game
Author: Sowell, Jimalee
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Communication Strategies,English Language Learners,Language Proficiency,Learning Activities,Educational Games,Cues,Cloze Procedure,Reading Comprehension,Reading Instruction,Reading Strategies

Circumlocution--using known vocabulary to describe a forgotten or unknown word--can help English language learners avoid communication breakdowns when speaking. Students of all proficiency levels can benefit from instruction and practice related to circumlocution strategies. In the activity presented in this article, students use these strategies to play a game that involves describing and making guesses about vocabulary items. Students practice circumlocution in a fun, low-stress setting; the game can provide fast-paced vocabulary review, too.
Education for Wonder
Author: Washington, Haydn
Date: 2018-00-00
Type: Journal Articles
Subjects: Environmental Education,Experiential Learning,Sustainable Development,Educational Benefits,Barriers,Student Experience,World Views,Ethics,Caring

This article argues that rejuvenating a sense of wonder towards nature is essential to ecocentric education and to finding a sustainable future. It examines the barriers that block education for wonder and looks at the issues around education for wonder in the home, at school, at university, and in the community in general. It considers the scale of a natural area in terms of wonder education, and ways of teaching wonder in school that increase wonder rather than isolate the student from nature. It also considers the issue of an &quot;education for sustainable development&quot; influenced by anthropocentrism, in contrast to an environmental education where some scholars accept the intrinsic value of nature. It discusses the need to balance &quot;facts&quot; in education with ethics. The article concludes by summarizing the steps needed to re-educate for wonder.
Effect of Participation in School Sports Teams on Middle School Students&apos; Engagement in School
Author: Yanik, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Students,Athletics,Learner Engagement,Grade 5,Grade 6,Grade 7,Grade 8,Gender Differences,Team Sports,Foreign Countries,Student Behavior,Correlation

The aim of this study is to determine the effect of participation in school sports teams of students studying in middle school on their levels of school engagement. The relational screening model was used in the study. The study group of the research consisted of a total of 610 students selected by the random sampling method and studying at middle school level (fifth, sixth, seventh, and eighth grades). For analysis of the data obtained from the participants by means of the 'School Engagement Scale', descriptive statistics were calculated and interpreted with independent samples &quot;t&quot;-test and one-way analysis of variance (ANOVA). Based on the research findings, the mean level of school engagement of the participants was found to be 3.62 ± 0.51. In terms of the gender variable, a significant difference in favour of female participants was found. With respect to another variable, that of state of participation in school teams, it was determined that as length of participation in school teams increased, mean level of school engagement of the participants also increased. In conclusion, it was determined that participation in school teams made a positive contribution to students' engagement in school, and it is recommended that in order to further increase students' level of school engagement, measures should be taken to ensure students' participation in school teams. [Note: The article number (0) displayed on the PDF is incorrect. The correct article number is 123.]
The Relation between Prospective Teachers&apos; Attitudes towards Uncertainty and Motivation in Teaching
Author: Senol, Cem
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Preservice Teachers,Student Attitudes,Decision Making,Teacher Motivation,Teaching (Occupation),Preservice Teacher Education,Foreign Countries,Predictor Variables

The aim of this study is to determine the relationship between prospective teachers' attitudes towards uncertainty and their motivation in teaching. The research was conducted with a correlational model. In this study, exploratory and predictive correlation techniques were used. The study group was comprised of 396 fourth grade students studying at the Inonu University Faculty of Education in the academic year of 2015-2016. A simple linear regression analysis and Pearson Product Moment analysis were conducted on the obtained data. A moderate negative and significant relationship was found between prospective teachers' attitudes towards uncertainty and their motivation in teaching, and the attitude towards to uncertainty was observed to be a significant predictor of motivation in teaching. In addition to this, a moderate negative significant relationship was found between prospective teachers' attitudes towards uncertainty and their intrinsic and extrinsic motivation, and the attitudes towards to uncertainty was observed to be a significant predictor of the intrinsic and extrinsic motivation.
Active University Teaching and Engaged Student Learning: A Mixed Methods Approach
Author: Wheat, Celeste A.
Date: 2018-12-00
Type: Journal Articles
Subjects: Active Learning,College Faculty,College Students,Learner Engagement,Inquiry,Barriers,Lecture Method,Faculty Development,Communities of Practice,Classroom Environment,Student Behavior

The purpose of this research was to examine how learning space design and implementation of an active learning pedagogy based on the 5E Instructional Model influence university faculty's teaching practices and students' engagement. Faculty Fellows were recruited from a public, medium-sized university in the United States to teach courses, typically taught in a traditional classroom setting, in a new Active Learning Center (ALC) classroom. The classroom was funded by a Steelcase® Education Active Learning Center Grant that provided innovative and dynamic classroom furnishings and technology that allowed mobility and flexibility for both instructors and students. Quantitative and qualitative data were collected concurrently in this study. The quantitative analysis results indicated that the ALC learning experience significantly improved students' class participation and cognitive attentiveness, but had no effect on improving their meaningful processing of new information. The qualitative analysis results, while providing new insights into the quantitative findings, revealed the faculty fellows' changes and weaknesses in teaching practices and the mechanism of the ALC in supporting active learning. Implications of these findings and directions for future research are discussed.
Addressing the &quot;My Students Cannot Write&quot; Dilemma: Investigating Methods for Improving Graduate Student Writing
Author: Achen, Rebecca M.
Date: 2018-12-00
Type: Journal Articles
Subjects: Writing (Composition),Revision (Written Composition),Writing Evaluation,Peer Evaluation,Writing Improvement,Graduate Students,Feedback (Response),Student Attitudes,Writing Assignments,Scores,Writing Strategies,Writing Skills,Writing Attitudes

Improved writing can help students in their academic and professional careers, thus this action research project examined the use of three revision strategies in a graduate course by collecting three sources of data. One-sample t-tests revealed no significant differences across paper scores. However, students indicated rough drafts and rewrites were helpful because they were able to make changes to receive a better grade. Students did not find peer reviews helpful. To help students improve their writing, faculty should train them to become effective peer reviewers and give them multiple options for revising their writing.
An Adaptation Study of Measurement Properties for the Characteristics of Resilience in Sports Team Inventory
Author: Gorgulu, Recep
Date: 2018-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Team Sports,Content Validity,Translation,Foreign Countries,Measures (Individuals),Factor Analysis,Validity,Reliability,Athletes,Predictive Validity

This multi-study paper reports the translation process and the validity and reliability analysis of the Characteristics of Resilience in Sports Teams Inventory (CREST) for the use of Turkish population. In three related studies, 414 team sports athletes from Turkey were sampled. We adopted Beaton et al.'s (2000) methodology for the translation of self-report measures for cross-cultural adaption studies. The first study provided content validity for an initial item set as the preliminary study. The second study explored the factor analysis of the CREST structure. The third study explored re-testing of the explored structure in a different set of participants and criterion-related validity provided. The analysis of Study 1 revealed that the items were understood by the participants and ready for application for the general Turkish population. The exploratory factor analysis in the Study 2 revealed that the CREST had two sub-dimensions as it was in the original inventory. The Cronbach's alpha values for the dimensions of demonstrating resilience characteristics and vulnerabilities shown under pressure were 0.94 and 0.90, respectively. The Kaiser-Meyer-Olkin value was 0.94. The confirmatory factor analysis in the third study showed that the structure of the inventory was confirmed in another sports context. Accordingly, the CREST is a valid and reliable tool for use by Turkish athletes and to measure team resilience that is one of the critical determinants of team performance. Further understanding of team resilience as a process can be gain by using the CREST, especially in future process-oriented research for team sports.
Walking the Talk: Enhancing Future Teachers&apos; Capacity to Embed Social-Emotional Learning in Middle Years Classrooms
Author: Main, Katherine
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Development,Emotional Development,Outcomes of Education,Educational Benefits,Teaching Methods,Self Efficacy,Teacher Education Programs,Course Descriptions,Student Attitudes,Academic Achievement,Middle School Students,Graduate Students,Foreign Countries,Knowledge Base for Teaching,Feedback (Response),Course Content

Early adolescence marks a developmental period during which there is a window of opportunity to explicitly teach and make a significant difference in a young person's development of social and emotional competencies (SECs). All students can benefit from the inclusion of SECs and failing to develop such SECs can result in poor outcomes in several domains including personal, social, and academic outcomes. Research on social and emotional programs for young adolescent learners has shown that a 'skills and drills' approach is far less effective than focusing on mind-sets and classroom climate. Although the role teachers play in explicitly teaching and supporting young adolescents' SECs has been recognised, teachers have reported a lack of confidence in knowing what, and how to teach these skills. This paper reports on a teacher education course that embedded social and emotional skills into both coursework design and assessment expectations. Results drawn from an analysis of students' responses to their main assessment task showed that pre-service teachers had a growing awareness of SECs and, in particular, were able to recognise the importance of focusing on the building of students' SECs to support academic success across a broad range of curriculum areas.
How Christian Universities Respond to Extremism
Author: Bowie, Robert A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Church Related Colleges,Universities,Christianity,Compliance (Legal),Terrorism,Government School Relationship

This research article explores how two English universities with Anglican foundations responded to UK government requirements to counter radicalization on campus. Semi-structured interviews were conducted with student union representatives, senior staff in the universities responsible for implementing the legal requirements and also those with special responsibility for religion. Christian foundation education institutions are required to implement government policy in response to visible radical and religious extremism. The UK higher education context is post-Christian (with lower levels of religious adherence) and post-secular (with greater plurality and greater prominence of controversial religious-related issues). It presents challenges for Christian university identity when meeting the complex concerns about dangers to students, university independence and free speech, and common values and public accountability. The research found that key to universities being able to respond effectively to the challenge of legal compliance and student welfare, was staff expertise in religion, but they have doubts about their capacity to respond effectively, and both staff and student have fears about this policy.