ethanporcaro/eric-fulltext-meta huggingface dataset:
Science Education and the Graphic Novel Connection: Pre-Service Teachers and the Creation of Graphic Novelettes
Author: Romagnoli, Alex
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Science Teachers,Science Education,Novels,Cartoons,Scientific Concepts,Teaching Methods,Program Effectiveness,Elementary School Science

This article outlines research that explored how pre-service science education teachers drafted multimodal artifacts, namely graphic novelettes (short versions of graphic novels) to help explain science concepts to varying grade levels. The research methodology and collaboration of the project, which included both Science Education and English Education professors, is first shared. The very nature of this collaboration informed the study's structure and implementation. The data gained from this study are then presented with an emphasis on how the creation of graphic novelettes by pre-service Science Education teachers facilitated the learning of scientific concepts while privileging the literacy skills students learn in all of their classes. Samples of student work are shared focusing on both the affordances and constraints of having students create multimodal content in order to better learn scientific concepts. Finally, the implications for science educators are presented and suggestions for future studies are asserted.
An Analysis of the Persuasion Strategies Used by Turkish Language Teachers to Persuade Their Students
Author: Akkaya, Ahmet
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Language Teachers,Persuasive Discourse,Teacher Student Relationship,Motivation Techniques,Teacher Attitudes,Positive Reinforcement,Negative Reinforcement,Classroom Communication,Problem Solving,Learner Engagement

&quot;Persuasion&quot; has been a key concept for human communication throughout history. Humans constantly try to persuade or are persuaded since they are in a continuous state of communication and interaction. The aim of this study is to determine the persuasion strategies related to understanding and explaining skills used by the teachers of Turkish language in creating learning environments. For this purpose, a semi-structured interview form was created with the Google Docs and 46 Turkish teachers volunteered to answer the questions. Examination of the Turkish language teachers' opinions revealed that they developed positive and negative persuasion strategies. The positive persuasion strategies by frequency are rewarding, experience transfer, arousing interest, establishing condition-and-effect relationships, giving responsibility, conversing, trusting, motivating, caring, empathizing, performing needs assessment, building cause-and-effect relationships, establishing positive style, creating environment, developing a culture of reconciliation, giving feedback, establishing rules, building aim-and-effect relationships, body language, creating consciousness, using the question-answer method, listening, providing feedback, being respectful, presenting alternative sources, making a difference, getting to know the student, going from the known towards the unknown, being student-oriented, guidance, going from simple to complex, working together, drawing attention, creating awareness, cooperative learning, perseverance, the separation into small groups, being patient, and association with real life. The negative persuasion strategies by frequency are punishment, competition, verbal warning, using grading as a threat, admonition, singling students out, doing nothing, comparison, negative style, conscientious pressure and necessity. Preservice or in-service teachers may be given training on persuasion strategies so that they can become aware of these strategies and apply them more effectively.
Exploring Variability in Science Teachers&apos; Summer Research Experiences: A Cross-Case Comparison of Participation in a Professional Development Program
Author: Morabito, Nancy P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Researchers,Summer Programs,Faculty Development,Scientific Research,Engineering,High School Teachers,STEM Education,Secondary School Science,Experiential Learning,Science Laboratories

Increasing emphasis on students' understanding of the practices of science and engineering necessitates that teachers themselves possess a strong understanding of these practices. Unfortunately, a teacher's potentially limited engagement in science and engineering practices throughout his or her own education may impede his or her understanding of these disciplines. Numerous professional development programs aimed at providing teachers with authentic science and engineering research experiences currently exist that may help address this gap. This qualitative study sought to describe, in detail, the research experiences of six teachers who participated in a summer Research Experiences for Teachers (RET) in Engineering program. Results indicate that, even within a single program, teachers' research experiences may be highly varied in both content and structure. This draws attention to a need for further consideration of the design of these types of professional development programs to ensure the advancement of participants' understanding of the practices of science and engineering research.
8th Grade Students&apos; Positioning Skills on the Map
Author: Erol, Huseyin
Date: 2020-00-00
Type: Journal Articles
Subjects: Map Skills,Foreign Countries,Public Schools,Private Schools,Gender Differences,Parent Background,Educational Attainment,Family Income,Atlases,Social Studies,Geographic Regions,Geographic Location,Student Characteristics,Secondary School Students,Grade 8

Purpose: Events that occur around the world may cause a global impact in a short time. Therefore, it is important to not only understand the underlying causes and analyze their relationship but also know the location where they arise. This study investigated whether eighth-grade students have the ability to position Turkey and the neighboring countries on the map. Method: This study was designed on a descriptive scanning method basis. In this study, 206 students in the eighth grade of three private and three public schools comprised the study sample. A question form developed by the researcher was used to collect the data. Findings/Results: The findings obtained in this study showed that the eighth-grade students had positioning skills on the map at a low level. It was determined that some of the students participating in this study could not locate the country they live in on the map. It was found that the least known country was the location of Armenia on the map. One of the striking results that emerged in this study was that most of the students participating could not locate the Turkish Republic of Northern Cyprus and Azerbaijan, which have intense commercial, social, cultural and political relations with Turkey. Implications for Research and Practice: In this study, the geolocating skills of the male students, the students educated in the public schools, the students whose parents got higher education levels, whose family had higher monthly income, and the students with atlas were higher. To develop the positioning skills of students, maps should be used frequently in social sciences and the Turkish Republic Revolution History and Kemalism courses. Maps in interactive boards can be used effectively. Students can be assigned to draw maps as homework. The number of activities related to maps in textbooks can be increased.
Prerequisites for Elementary School Teachers before Practicing STEM Education with Students: A Case Study
Author: Aydin, Ganime
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Prerequisites,Elementary School Teachers,Program Implementation,STEM Education,Pedagogical Content Knowledge,Integrated Curriculum,Teaching Conditions,Self Efficacy,Instructional Effectiveness,Technology Uses in Education

Purpose: Implementing STEM education in the early grades is a more effective way to encourage creativity, problem-solving, and innovation. There is a need for elementary teachers to implement STEM education to integrate and contextualize science, technology, engineering, and mathematics (STEM) in their teaching. This research aims to examine the prerequisites for elementary teachers before practicing STEM education with students. Research Method: This study is a case study and implementations were undertaken with six teachers over 13 weeks and were delivered in theoretical and practical ways. Open-ended pre-test and post-test, interviews, diaries of both researcher and participants, worksheets, lesson plans, assessment tools and engineering design process (EDP) reports were used as multiple data sources to triangulate findings. Thematic analysis was utilized using open coding and cross coding of data. Results: Several codes emerged from the analysis that were grouped under five salient themes as follows: understanding STEM, instructional gains of STEM education for teachers and benefits of STEM education for students, instructional prerequisites for teachers and conditions of schools to perform effective STEM education. Implications for Research and Practice: Theoretical and practical integrated STEM education can be planned in a long-term manner for the education program of elementary school teachers consisting of problem-based, inquiry-based and project-based learning enriched with content knowledge integrated STEM practices.
Reconceptualizing Early College and College-Going in Settler Colonial Hawai&apos;i: Amplifying Native Hawaiian Student Voices
Author: Jensen, J. Umiokalani
Date: 2020-00-00
Type: Journal Articles
Subjects: Hawaiians,College Attendance,College Preparation,College Readiness,Summer Programs,Student Experience,Student Attitudes,High School Students,Family Influence,Community Influence,Barriers,Achievement Gap,Debt (Financial),Ethnic Stereotypes,Paying for College

The purpose of this paper is to critically explore factors affecting Native Hawaiian college-going to reconceptualize and improve early college programs serving Native Hawaiians. Survey and focus group data from an internal evaluation of early college summer programs at the University of Hawai'i--West O'ahu (UHWO) provide insight into Native Hawaiian student experiences in early college and their perceptions of college-going and college readiness. Three questions guided this inquiry: (1) What kind of expectations about college do Native Hawaiian high school students see or hear in their home and community? (2) What obstacles do these students perceive in going to college? and (3) What does being college-ready mean to Native Hawaiian high school students? Starting with a reframing of the issue of the achievement gap, this article reviews literature regarding early college models, college readiness, and Indigenous experiences of college-going. It then introduces Kanaka 'Oiwi Critical Race Theory or Kanaka'OiwiCrit (Wright &amp; Balutski, 2016; Cristobal, 2018), which provides a culturally grounded framework to analyze data and consider how systemic issues in the form of external, settler colonial consequences affect student understanding, articulation, and actions in higher education.
Comparative Cross-Cultural Study in Digital Literacy
Author: Hamutoglu, Nazire Burcin
Date: 2020-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Technological Literacy,Cultural Differences,College Students,Gender Differences,Developing Nations,Developed Nations,Foreign Countries,Measures (Individuals),Scores,Student Attitudes,Social Influences,Cognitive Ability

Purpose: Due to the distinctive characteristics of developed countries differentiating them from the developing countries, it is expected that there may be differences between developed and developing countries' levels of digital literacies. Considering the cultural differences and approach to the gender problem, it is important to see how these differences manifest themselves when genders are considered. Therefore, this study aimed to investigate comparatively the level of digital literacy of university students in three culturally different countries. Method: The study was based on descriptive survey research and consisted of 430 university students, studying on technological programs in three different countries: the first one was the United Kingdom (UK), a well-developed member of the European Union (EU), the second one was Malta, a less developed EU member, and the third one was the Republic of Turkey, a developing country and a candidate for EU membership. The data were collected through the Digital Literacy Scale. In the analysis of data, descriptive statistics and multivariate analysis of variance (MANOVA) test were used. Findings: The only difference in the findings is in the technical sub-dimension of digital literacy; male students' average scores for this sub-dimension are higher than that of female students across three countries. The findings also indicated significant differences in terms of cognitive and social-emotional sub-dimensions of digital literacy between countries. Accordingly, participants studying in Turkey had a lower score than participants studying in Malta in terms of cognitive sub-dimension and had a higher score than the UK participants in the social-emotional sub-dimension. Moreover, it was found that neither gender nor country had any significant effect on the sub-dimensions of digital literacy. Implications for Research and Practice: The findings of the study reveals that the participants from Turkey scored lower than other countries in the cognitive skills needed for digital literacy. This may well lead to a recommendation for improving digital literacy in different countries.
Kuv Yog Hmoob (I Am Hmong)
Author: Thao, Ger
Date: 2020-00-00
Type: Journal Articles
Subjects: Hmong People,Sino Tibetan Languages,Asian Americans,Refugees,Generational Differences,Role Models,Social Justice,Multicultural Education,Racial Bias,Identification (Psychology),Diversity,Activism

The Hmong people are an ethnic group from Southeast Asia. Hmong Americans came to this country as refugees from Laos. Serving as the fabric of the Hmong community, the &quot;1.5 generation&quot; is the unique generation of those born in Laos or Thai refugee camps and transported to America in their childhood. They represent the link between their parents, who lived through the war and are fluent in Hmong, and their children or younger family members, who were born in America and are fluent in English. They successfully made the transition from immigrants to active citizens. They are the community advocates that are trying to bridge the Hmong communities they live in with the mainstream. This generation are the mentors and role models that pave the way for future and younger generations of Hmong Americans to follow. Ger Thao is of the 1.5 generation and and presents her story herein. As a doctoral student and educator who strives to teach and engage in anti-bias, multicultural/multilingual, and social justice education, she uses the Teaching Tolerance (Southern Poverty Law Center, 1991) Social Justice Standards as a framework to walk the reader through her journey from immigrant to scholar. The standards are divided into four domains: Identity, Diversity, Justice, and Action. These are based on Louise Derman-Sparks' (Derman-Sparks, Edwards, &amp; NAEYC, 2010) four goals for anti-bias education in early childhood: Identity, Diversity, Justice, and Activism.
Approaching the Target
Author: Paterson, Jim
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Policy,Public Policy,Community Colleges,Access to Education,Costs,Eligibility,State Programs,Educational Finance

Free college initiatives, which have been part of the national political conversation for years and which some feared might now lose favor in Washington, DC, actually have quietly been inching forward in a variety of forms throughout the country. Like everything at the intersection of education and public policy, this mechanism for supporting new college students has riled up debate and been carefully studied and critiqued, but these programs--typically offering two years of community college for free--are often thriving, advocates say, and have given students a leg up, particularly those who need it most. This article presents the benefits and discusses the eligibility for free college initiatives.
Swedish Final Year Early Childhood Preservice Teachers&apos; Attitudes, Concerns and Intentions towards Inclusion
Author: Uusimaki, Liisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Student Attitudes,Inclusion,Intention,Students with Disabilities,Regular and Special Education Relationship,Self Efficacy,Teacher Effectiveness,Predictor Variables,Early Childhood Education,Early Childhood Teachers

This article explores ninety-seven (n=97) Swedish Early Childhood (EC) preservice teachers' attitudes, concerns, and intentions to include children with disabilities in regular classrooms. A six-part self-reporting questionnaire was used to examine participants' attitudes, concerns, efficacy, and intentions toward inclusion. The results showed that although the Swedish EC preservice teachers' in this study expressed 'some' concern about working with children the results indicated a high degree of teacher efficacy. To determine predictors of participants' intentions and use of inclusive practices a series of regression analysis were undertaken. Knowledge of local legislation emerged as significant predictor of participants' intention scores. Teaching efficacy scores were significant predictors for both intention and use of inclusive practices. The results are discussed in the context of the Swedish idea 'a school for all' with a focus on the Swedish preschool teacher education program.
Examination of Goal Commitment and Subjective Happiness Levels of the Students Studying at the Faculty of Sport Sciences According to Gender, Active Sport Participation and Sports Type Variables
Author: Bingol, Erkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Goal Orientation,Psychological Patterns,Physical Education,Athletics,Gender Differences,Student Participation,Public Colleges,College Students,Academic Achievement,Foreign Countries,Well Being,Correlation

This study was carried out to examine the goal commitment and subjective happiness levels of students studying in the faculty of sport sciences according to some variables. The research group consisted of 346 students who voluntarily participated from the faculty of sport sciences of a state university in Turkey. &quot;Goal Commitment Scale&quot; was used to determine the level of goal commitment of the participants, and the &quot;Subjective Happiness Scale&quot; was used to determine the levels of subjective happiness. Descriptive statistics were used in the analysis of demographic variables, Pearson correlation was used to determine the direction and strength of the variables, independent sample t-test was used for comparisons of the groups. The results of the study showed that subjective happiness levels of students differed according to gender and goal commitment levels differ depending on the active sport participation. In addition, significant and positive relationships were observed between the goal commitment and subjective happiness levels of the students and between the academic grade averages and the goal commitment levels. These results indicate that the goal commitment levels of students will increase as a result of encouraging active sports, and thus their academic success and subjective happiness may increase.
Where in the World
Author: Addington, Lindsay
Date: 2018-00-00
Type: Journal Articles
Subjects: Admissions Officers,Foreign Countries,Admissions Counseling,Higher Education,Educational Change,College Applicants,Political Influences,Foreign Students,College Choice

From calls to close borders to intolerance for non-citizens, growing nationalism within the US and other countries threatens the global nature of higher education. How are college counselors advising students in this new political climate? And are there differences depending on where counselors reside in the world? &quot;The Journal&quot; asked five National Association for College Admission Counseling (NACAC) members from across the globe--John Evans from International School of Prague (Czech Republic), Jane Lowery from the American Community School of Abu Dhabi (UAE), Wilson Lee from Yongsan International School of Seoul (South Korea), Kevin Randolph from the American School of Guatemala, and Jim Barekman from International Community School of Addis Ababa (Ethiopia)--to address those questions and more.
Use of Visual Culture in Visual Arts Courses: Opinions of Participating Teachers after TUBITAK-4005 Project = Görsel sanatlar derslerinde görsel kültürün kullanimi: TÜBITAK-4005 Projesi sonrasi katilimci ögretmenlerin görüsleri
Author: Özsoy, Vedat
Date: 2020-00-00
Type: Journal Articles
Subjects: Visual Arts,Art Education,Teacher Student Relationship,Teacher Education Programs,Teacher Attitudes,Art Teachers,Teacher Workshops,Faculty Development,Learning Experience,Parent Teacher Cooperation,Lifelong Learning,Diaries,Teaching Methods,Interdisciplinary Approach,Elementary School Teachers,Secondary School Teachers,Comparative Analysis,Foreign Countries

The objective of this research is to evaluate the process and school applicability of teacher training program designed and applied on Visual Culture Theory in visual arts courses in line with opinions of project participant teachers. In this research, we used the &quot;holistic multi-stage&quot; sampling since we examined visual culture studies in visual arts courses in line with the opinions of classroom teachers and visual arts teachers. The study group in this research consisted of a total of 508 teachers who participated in the teacher training workshop organized under TÜBITAK 4005 Science and Society Innovative Education Practices. We collected data using participant diaries and focus group interviews. The data were analyzed by content analysis and presented under five main themes formed by visual culture theory; &quot;Learning Experiences&quot;, &quot;Inquiries&quot;, &quot;Concerns&quot;, &quot;Needs&quot; and &quot;New Ideas for Learning and Teaching&quot;. Suggestions were presented on extending pre-service and in-service training programs to teach new approaches such as visual culture theory in art education and on increasing number of practices involving student-teacher and parent interaction taking such approaches in the scope of lifelong learning.