ethanporcaro/eric-fulltext-meta huggingface dataset:
A Systematic Review and Meta-Analysis of Reading and Writing Interventions for Students with Disorders of Intellectual Development
Author: Bakken, Randi Karine
Date: 2021-00-00
Type: Journal Articles
Subjects: Literature Reviews,Meta Analysis,Reading Instruction,Writing Instruction,Intervention,Students with Disabilities,Intellectual Disability,Elementary School Students,Secondary School Students,Program Effectiveness

Students with disorders of intellectual development (ID) experience challenges in reading and writing, indicating the need for research-based interventions. This systematic review and meta-analysis investigated the effects of reading and writing interventions for students aged 4-19 with disorders of ID using randomized controlled trials (RCTs) and quasi-experimental designs (QEDs). We conducted electronic searches of relevant databases, backward and forward searches, and contacted experts in the field. Based on predefined criteria, nine studies were included in the systematic review, and seven were included in the meta-analysis. The reading interventions included decoding strategies, often combined with sight-word and supplemental instructions appropriate to the participants' adaptive and cognitive skills. None of the studies aimed to increase writing skills. The overall mean effect size from the reading interventions for trained reading was large (g = 0.95, 95% CI = [0.51, 1.38]), for transfer reading small-to-moderate (g = 0.49, 95% CI = [0.20, 0.78]) and for transfer writing small (g = 0.04, 95% CI = [-0.36, 0.44]). Students with disorders of ID can benefit from reading interventions combining decoding strategies and sight word reading. There is a need for RCT and QED studies investigating writing interventions for students with disorders of ID only.
Effects of STEM Inquiry Method on Learning Attitude and Creativity
Author: Chen, Kieranna
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Inquiry,Student Attitudes,Creativity,Active Learning,Instructional Effectiveness,College Students,Foreign Countries

The innovative education trend is gradually developed on/off campus in past years. The constant integration of digital technology with education generating the new-style education model redefines the integrated activity and information technology curricula at schools. Creative thinking aims to cultivate students combining various situations (e.g., scientific situation, industrial situation, living situation) with creative design and developing original research and problem solving with specific engineering goals. Taking college students in Bangkok, Thailand, as the research object, total 316 students are preceded the 16-week (3 hours per week for total 48 hours) STEM inquiry method experimental research. The research results are summarized as below. 1. STEM inquiry method cultivates students' personal scientific activity and inquiry ability without restricting the ideas, but guides students to experience the complete learning process. 2. STEM education, with integrated instruction, cultivates students learning knowledge and skills for the application to real life. During students' learning, the integration of subject knowledge, life experience, and learner-centered is emphasized. 3. Taking the curriculum design principle of STEM inquiry method, i.e. students' interested issues, into the consideration of curriculum design and combining several relevant curriculum fields for integrated instruction, the planned self-directed learning activities and opportunities could assist students in applying the learned knowledge to solve problems in real life so as to enhance students' creative thinking ability. According to the results to propose suggestions, it is expected to help students learn complete knowledge and, more importantly, present critical thinking and problem solving abilities.
Evaluation of a High School Practical Experience on Noise Pollution with Smartphones
Author: Esteve, Anna R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Pollution,Acoustics,Telecommunications,Handheld Devices,Scientific Concepts,Science Instruction,Physics,Chemistry,High School Students,Experiential Learning,Concept Formation,Knowledge Level,Program Effectiveness,Secondary School Science,Masters Programs,Graduate Students,Foreign Countries

This work presents the evaluation of a practical experience on noise pollution based on the use of smartphones to check if it helps students to better understand the concepts related to this phenomenon. This evaluation has been done with a pre-post design in which 112 students, enrolled in the &quot;Physics and Chemistry&quot; course of the 1st year of non-compulsory high school, have first filled in a diagnostics questionnaire with 5 free response questions about their knowledge on the topic and then a pre-post questionnaire with 4 free response questions. The results show that the proposed practical experience is effective since a statistically significant improvement is obtained both globally and in each of the questions of the questionnaire. The practical experience has also been highly valued by 38 students enrolled in the &quot;Physics and Chemistry&quot; specialisation of the Master in Secondary Education Teaching.
Evaluation of Self-Regulated Learning on Problem-Solving Skills in Online Basic Physics Learning during the COVID-19 Pandemic
Author: Abtokhi, Ahmad
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Management,Independent Study,Problem Solving,Skill Development,Electronic Learning,Physics,Online Courses,Introductory Courses,College Science,College Freshmen,COVID-19,Pandemics,Foreign Countries

The problems of learning physics have experienced increasingly complex obstacles amid the demands of online learning due to the COVID-19 pandemic. The purpose of this study is to explain the basic physics learning process through an online system during a pandemic, by evaluating the Self-Regulated Learning (SRL) approach to Problem-Solving Skills (PSS). Data were collected through distributing questionnaires, interviews and documentation studies, then analyzed. This study shows that the applied SRL has been implemented well but has not been optimal in improving PSS in online Basic Physics learning. The unpreparedness of technological devices and the competence of educators and students become obstacles that result in difficulties in solving physics problems so that the expected results are not following the expected learning targets. Also, this study shows the difficulty of learning physics online during the pandemic. Thus, a responsive physics learning model is needed with conditions that allow the delivery of physics material to be well understood, even though it is delivered through digital media. This is a demand that needs the attention of all parties so that the achievement of online learning targets remains optimal and effective in increasing the problem-solving skills of students during the COVID-19 pandemic.
How Classroom Acoustics Influence Students and Teachers: A Systematic Literature Review
Author: Mogas-Recalde, Jordi
Date: 2021-00-00
Type: Journal Articles
Subjects: Acoustics,Classroom Environment,Physical Environment,Educational Technology,Technology Uses in Education,Barriers,Speech Communication,Comprehension,Interpersonal Communication,Wellness,Teachers,Teaching Conditions,Students

Acoustics in schools have been studied during years, but nowadays there are more possibilities than ever before to introduce improvements. This study presents a systematic literature review determining what acoustic parameters are present in classrooms and how they affect both teachers and students. Following the analysis, we put forward a two-block classification: the physical parameters of the sound or noise in the classroom and the consequences of the acoustics on the people in the classroom. Advances in the design of learning spaces and the use of technologies ranging from devices and green material to advanced automation systems make it possible to direct acoustic solutions toward smarter learning spaces. This review also highlights the acoustic parameters to consider in smart classrooms (noise, reverberation, speech transmission and speech clarity) and the main effects of acoustics on teachers and students. Some conclusions and recommendations are drawn, but more research is needed in terms of school improvement considering acoustics influence and smart classrooms possibilities.
Incorporating Kahoot! In Core Engineering Courses: Student Engagement and Performance
Author: Chernov, Victor
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Educational Games,Engineering Education,Learner Engagement,Academic Achievement,Undergraduate Students,Tests,Student Motivation,Game Based Learning,Audience Response Systems,Foreign Countries,Student Attitudes

Technology-enriched lessons can contribute to improving student engagement and learning in engineering courses. In this study we systematically incorporated Kahoot!, a game-based response system, in two mandatory content-intensive undergraduate engineering courses. In both courses, short quizzes were incorporated regularly at the beginning of the lesson. The questions were mostly about concepts, and students earned bonus points. At the end of the course, the students filled in an anonymous survey regarding their perceptions of the Kahoot! part of the lessons. In addition, the students' grades in the final test were compared to their gains in the Kahoot! quizzes. We found that student satisfaction with the systematic incorporation of the Kahoot! quizzes was high in both courses. Most students were motivated to review the course content before class and about half were motivated to attend class. Most students perceived Kahoot! quizzes as contributing to their understanding of the course content. We also found a positive association between student success in the quizzes and their performance in the final exam in both courses. The frequent Kahoot! quizzes supplied continuous feedback to the students and lecturers, and the students became more engaged in the course content. Our findings indicate that technology-enriched strategies, specifically gamification techniques, contribute to increased student engagement, motivation, and performance in content-intensive engineering courses.
Honors as a Third Space Occupation
Author: Stoller, Aaron
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Educational Change,Higher Education,Interdisciplinary Approach,Teamwork,Knowledge Level,Occupations

This essay argues that in order for honors to occupy and transform the academy it must begin by transforming itself. Drawing on Homi Bhabha's notion of &quot;third space,&quot; the author argues that the traditional epistemic paradigms in higher education are inadequate for conceptualizing the praxis-driven work required in honors. Honors should be understood as a form of transdisciplinarity, with the aim of producing what is defined as Mode 2 knowledge. Only from within this nonbinary professional framework is honors capable of disrupting, reimagining, and transforming the university.
Launching a Solidarity Campaign: Technology-Enhanced Project-Based Language Learning to Promote Entrepreneurial Education and Social Awareness
Author: Dooly, Melinda
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Consciousness Raising,Second Language Learning,Second Language Instruction,Student Projects,Achievement Gains,Interdisciplinary Approach,Social Responsibility,Information Technology,Elementary School Students,Refugees,Art Education,Handicrafts,English (Second Language),Romance Languages,Multilingualism,Language Usage,Decision Making,21st Century Skills,Social Values,Creative Thinking,Outcomes of Education,Economics Education,Foreign Countries,Empathy,Entrepreneurship,Fund Raising

To promote social consciousness and a sense of responsibility, educational proposals organised around the principles of technology-enhanced project-based language learning (Dooly &amp; Sadler, 2016) should engage students in a process of reflecting upon and responding to crucial social issues. Thus, in this paper we will present a project carried out by two groups of primary education students who launched a solidarity campaign to collect money for four Syrian children living in a refugee camp in Greece. The project was implemented in a cross-disciplinary Arts and Crafts class taught through English and resulted in significant outputs in English (those addressed to the Syrian children) and in Catalan (those targeted at the local community). First, we outline the student-led project and then we analyse some fragments of student plurilingual practices during the project development that demonstrate their learning gains. Our findings reveal that our meaningful contextualised cross-disciplinary project favoured the natural integration of multiple skills, competences, and field knowledge form various disciplines while promoting a sense of social consciousness and empathy. First, it enabled children to put their plurilingual competence into play and take decisions regarding language choices to meet particular communicative objectives. Second, it contributed to the acquisition of 21st century knowledge, competence, and skills, while helping the learners gain social values. Third, it engaged learners in processes of problem solving, decision making and creative thinking that lead to the development of entrepreneurial competencies. To conclude we argue that when young learners are given responsibilities and opportunities to take up socially relevant challenges learning becomes meaningful for them and those around them.
On Assessment and Evaluation of Teaching Computer Networks to Electrical Engineering Students by the Aid of a Lab Course
Author: Abdrabou, Atef
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Networks,Computer Science Education,Engineering Education,Instructional Effectiveness,Laboratory Experiments,Hands on Science,Lecture Method,College Seniors,Computer Simulation,Problem Solving,Data Analysis,Foreign Countries

In the era of the Internet-of-everything, learning the principles of data communications and networking is inevitable for many electrical engineering disciplines. The paper addresses the effectiveness of teaching the fundamentals of data communications and networking using a dedicated lab course as a co-requisite to a classic lecture-based course. In the introduced lab course, the students are asked to do a variety of tasks using real hardware and a network simulator. The paper introduces quantitative measures of an outcome-based learning approach applied to both courses. Based on students' achievements, the role of the lab course in the attainment of both the course learning outcomes and the electrical engineering program learning outcomes is measured in comparison with the case where the lab course is not taken. Our findings reveal a general enhancement trend in attaining the course and program learning outcomes with a significant increase in the program outcome related to solving engineering problems. Also, a slight increase is noticed in meeting the lab course outcomes for the students who attended the lab with the course in the same semester, which indicates an improvement in gaining practical knowledge.
&quot;Here&apos;s the Church, Here&apos;s the Steeple&quot;: Existing Politics of Honors Education
Author: Cantrell, Owen
Date: 2021-00-00
Type: Journal Articles
Subjects: Political Attitudes,Honors Curriculum,Social Justice,Equal Education,College Students,Student Attitudes,Service Learning

In considering the extent to which honors education should engage with political and social justice movements, the author argues that its programs must first reckon with their own histories and complicity within systems of domination and oppression before determining the best approach. This essay examines how the continued legacy of racialized tracking at the secondary level, as well as the exclusionary nature of collegiate honors programs, has often exacerbated inequalities for marginalized student populations. The author concludes with a call for honors practitioners to confront the history of honors education; to de-center honors in service learning and community engagement; and to listen to students left outside of honors about why they are not--or would not be--included in honors programs and colleges.
Perception of the Next Generation Science Standard Instructional Practices among Vietnamese Pre-Service and In-Service Teachers
Author: Hang, Nguyen Thi Thuy
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Standards,Alignment (Education),STEM Education,Teaching Methods,Science Instruction,Teacher Attitudes,High School Teachers,Preservice Teachers,Administrator Attitudes,Principals,Curriculum Implementation,Foreign Countries

The STEM education has been emphasized in many countries around the world because of its benefits for students in the new century. In response to the STEM education, Next Generation Science Standard (NGSS) has released a new vision of science education in which learning disciplinary content and crosscutting concepts is to engage science and engineering practices. Thus, science teacher education programs need to have training for pre-service teachers to implement these science and engineering practices. To prepare better for pre-service teachers, it is necessary to know their perception of the science and engineering practices. Besides, understanding in-service teachers' science instruction and principals' direction of teaching at school helps prepare better training. Therefore, this study aims to investigate the perception of pre-service teachers and in-service teachers' implementation of instructional practices aligning with the NGSS approach as well as school principals' views of science teaching. A convergent parallel mixed-method research design was employed in which quantitative data is obtained from a survey of science instructional practices from 187 pre-service teachers and 100 in-service teachers and qualitative data is obtained from interviews of 10 school principals in Can Tho City, Vietnam. The finding indicated that pre-service teachers highly appreciated science and engineering practices in teaching science while in-service teachers' implementation of these practices was lower. In-service teachers tend to use more traditional instruction and incorporate students' prior knowledge in their teaching. Although school principals revealed their appreciation toward teaching science through practices, they admitted that currently, implementation of these practices has been still limited.
Development and Validation of Web-Based STEAM Online Platform to Improve Learning Quality in Pre-Service Chemistry Teachers
Author: Kartika, Elda Frediana Rety
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Chemistry,Web Based Instruction,Online Courses,Inquiry,Program Effectiveness,Undergraduate Students,Preservice Teachers,Science Teachers,Foreign Countries,Educational Technology,Technology Uses in Education

STEAM (Science, Technology, Engineering, Art, Mathematics) learning is design to promote student's interest in learning chemistry. Integration STEAM into chemistry learning is often seen as a challenge, such as not familiar and lack of knowledge on STEAM in chemistry. Coping, for this reason, a web-based STEAM online platform was designed. This paper reports the use of design-based research (DBR) to develop a web-based STEAM online platform. The paper focuses on two studies that step on the development and validation of the platform. In an attempt to implement theoretically designed learning environments in real-world classrooms, DBR was employed as an overarching framework of inquiry. The two cycles of DBR inquiry provide deep insights into the platform's readability, comprehensibility, and feasibility. The implementation of the framework is specified along with further implications for researchers and practitioners.
A Further Understanding of the Dominant Factors Affecting E-Learning Usage Resources by Students in Universities in the UAE
Author: Shishakly, Rima
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Undergraduate Students,Private Colleges,Technology Integration,Value Judgment,Intention,Usability,Teacher Role,Course Content,Instructional Design,Predictor Variables,Foreign Countries

Universities benefit from the merging of classroom lecturing and the use of technological resources to provide an innovative environment for their students. E-learning resources facilitate the process of teaching and learning. Although students use these resources widely, their usage behaviours and the factors the dominate the instructor-students learning resources usage still need to be investigated further due to the fast growing technological changes and the advance features of e-learning, which affect the dominant prioritization and the significances of these factors. In order to facilitate this research, a research model was derived from the modified Technology Acceptance Model (TAM) in order to observe the factors that influence the instructors-students utilization of learning resources within universities in the United Arab Emirates (UAE). The research model was assessed based on an analysis of 520 students who participated in the study. Thus, it can be inferred that both peer influence and student's capability to use technology have no relevant effect on perceived usefulness and students' usage behaviour. However, instructor contributions, course content and design do indeed have a significant correlation with student usage behaviour. The findings from this research advance the understanding of the factors that have a more dominant influence on instructor-students learning resources usage in the context of UAE universities.
Demonstration Process Skills: From Explanation to Validation in a Precalculus Laboratory Course
Author: Fiallo, Jorge
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Thinking Skills,Persuasive Discourse,Validity,Demonstrations (Educational),Laboratories,Calculus,College Freshmen,Public Colleges,Late Adolescents,Problem Solving,Virtual Classrooms,Foreign Countries

We present results of a research developed with first semester students from a Colombian Public University based on classroom intervention in a precalculus laboratory course mediated by an interactive mathematical software. We characterize and exemplify the cognitive skills of explanation, justification, argumentation and validation, using a methodological tool of analysis that integrates the ckç model of Balachef and Margolinas to Toulmin's model. This tool allows us to identify some elements that characterize each of these skills and allow us to offer a structure of analysis that we present as a proposal for the design of activities in research, based on classroom interventions that promote the development of demonstration skills.