ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Relationship of Enrollment in IDR to Borrower Demographics and Financial Outcomes
Author: Collier, Daniel
Date: 2022-06-21
Type: Journal Articles
Subjects: Loan Repayment,Student Loan Programs,Enrollment,Income,Debt (Financial),Ownership,Money Management,Individual Characteristics

As federal policymakers consider changes to income-driven repayment (IDR) schemes, research examining the characteristics and financial behaviors of student loan borrowers participating in IDR is necessary. Using the nationally representative Survey of Consumer Finances, we examined the demographics of IDR enrollment. Counter to expectations, low-income borrowers, and borrowers with high debt-to-income ratios are less likely to enroll in IDR. Conditional on having a large amount of debt, married women of color are likely to enroll in IDR programs. Findings concerning IDR participation may be highly sensitive to how groups are defined and what covariates are in models. IDR participation does not predict engagement in other financial behaviors such as retirement savings or homeownership.
FAFSA and Beyond: How Advisers Manage Their Administrative Burden in the Financial Aid Process
Author: Billings, Meredith S.
Date: 2022-06-22
Type: Journal Articles
Subjects: Student Financial Aid,Student Financial Aid Officers,Role,High School Students,Administrator Attitudes,Barriers

Access to financial aid is crucial in ensuring that students can afford college. Students must file the FAFSA to access federal financial aid and usually the FAFSA is also required for state and institutional aid (U.S. Department of Education, n.d). Prior research has shown, however, that the FAFSA is complicated and burdensome to complete and often acts as a barrier instead of an entry point to college (Bettinger et al., 2012; Bird &amp; Castleman, 2016; Dynarski &amp; Scott-Clayton, 2006, 2008; Dynarski et al., 2013). Given these barriers in accessing aid, some high schools employ college advisers or other school staff to assist students in the financial aid process (Civic Enterprises, 2011; Dunlop Velez, 2016). This single case study explores how College Advising Corps (CAC) advisers perceived their role in the financial aid process and how they discuss college expenses, financial aid, and debt with students. Guided by social capital theory (Coleman, 1988) and administrative burden framework (Herd &amp; Moynihan, 2018), we find that CAC advisers, in their role as a social capital resource, experience learning, psychological, and compliance costs when assisting students to navigate the financial aid bureaucracy. They employ different strategies to overcome, manage, and cope with these costs.
Is the Early Promise of Money Enough? Examining High School Students&apos; College Knowledge and Choice in a Promise Scholarship Program
Author: Reavis, Tangela Blakely
Date: 2022-06-24
Type: Journal Articles
Subjects: High School Students,Scholarships,Knowledge Level,College Choice,Paying for College,Access to Education,Urban Schools,Public Schools,Student Financial Aid,Social Capital

This study is part of a randomized control trial examining the results of a promise scholarship program, the Degree Project (TDP). Half of the ninth graders in one Midwestern urban school district were notified about a $12,000 promise scholarship offer if they met certain GPA and attendance requirements (2.5 GPA and 90% attendance). This analysis draws on interview data to understand students' financial knowledge over four years (grades 9-12). The study examined how treatment students (those who were offered the scholarship) and control students (those who were not offered the scholarship) explained and understood the methods they intended to use to finance their college education. The analysis also investigated whether promise group students communicated different financial knowledge than non-promise students. Findings indicate the early promise of a scholarship had no bearing on whether students left high school feeling prepared to meet the financial demands of higher education. Despite the intervention, students had a very rudimentary understanding of how to pay for college and by senior year, college affordability was described as a significant barrier to postsecondary aspirations for most students. Findings raise concerns for the untimely and complicated financial aid process in the U.S. and emphasize the need to address the barriers to college that go beyond price.
Social Justice Education in an International and Interdisciplinary Service-Learning Experience
Author: Raymond, Kate M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Justice,Service Learning,Summer Programs,Interdisciplinary Approach,Undergraduate Students,Cultural Pluralism,Group Dynamics,Social Change,Experiential Learning,Graduate Students,Case Studies,Study Abroad,Foreign Countries,Student Attitudes

International service-learning provides opportunities to explore concepts of social justice with students. In this study, we describe the structure of a summer international, interdisciplinary service-learning experience for undergraduate and graduate students. We describe the ways in which these students engaged in social justice education and the experiences which the participants felt were most meaningful. Finally, we examine how experiences influenced four undergraduate students' beliefs and understandings of social justice. The participants reported increases in the five components of social justice education identified by Hackman (2005): multicultural group dynamics, their ability to engage in personal reflection, their content understanding, their ability to enact social change, and their ability to engage in critical analysis. Through their experiences, participants shifted their concept of social justice towards a more process focused conception (Rawls, 1985).
The Application of User Centric Metadata in Student Reflections: The Service-Learning Classroom
Author: Santana-Rogers, Maria C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Metadata,Service Learning,Student Attitudes,Preferences,Undergraduate Students,Females,Feminism,United States History,Archives,Scientific Research,Users (Information),Indexing,Decision Making,Library Science,Universities,Teaching Methods

A college class of non-science majors completed a metadata project in 15 weeks for a Women's History collection at a southern 4-year university. The class &quot;First and Second Wave of Feminism&quot; explored for the first time a scientific method of cataloguing while learning to promote, restore and preserve the history of women in the United States. This class completed a service-learning project with the university's Special Collection and Archives enabling them to learn library science metadata skills. The Judith and Warren Kaplan Women's History collection includes ephemera, documents and books all dealing on women's history and therefore of interest to the students in the above-mentioned class. The user centric metadata included open-ended questions for students to answer such as &quot;Importance&quot; of women's history and &quot;Why&quot; the item was chosen to catalogue. After careful reading of student's reflections on the project's impact on them, several conclusions can be reached. Students preferred to express their choice and description as much as the reflection necessary to complete the Service-Learning project. Students also prefer to relate each item from something learn in the classroom as a way of matching both book and activity-centered experiences.
The Impact of COVID-19: Faculty Perspectives on Community-Based Learning
Author: Andrade, Maureen Snow
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Service Learning,College Faculty,College Students,Teacher Attitudes,Partnerships in Education,School Community Programs,Program Effectiveness,Teacher Responsibility,Barriers,Training

Community-based learning (CBL) is a mutually beneficial partnership involving higher education institutions (HEIs), students, faculty, and the community. It provides students with the opportunity to apply academic concepts to real-life situations and community organizations with the opportunity to gain insights from evidence-based theories and current research. Significant changes for HEIs and businesses resulting from the COVID-19 pandemic, such as online course delivery, business lockdowns, telecommuting, and physical distancing, suggest a large potential impact on CBL practice and increased challenges for faculty members who manage CBL processes. This study explores the faculty perspective on CBL practices with a specific focus on the impact of COVID-19. Findings indicate that both institutions and faculty within them found innovative solutions for overcoming disruptions caused by the pandemic. The findings also indicate a range of practices related to support and training for CBL and overwhelming indicate strong faculty commitment to pedagogical approaches that deepen student learning while also benefiting local communities.
Exploring Impacts of a STEM Day Camp on Adolescent Desire to Pursue STEM in College
Author: Prasad, Archana
Date: 2022-07-00
Type: Journal Articles
Subjects: STEM Education,Camps,Summer Programs,Academic Aspiration,Majors (Students),Middle School Students,Programming Languages,Learning Activities,Predictor Variables,Family Influence

Out-of-classroom activities can help cultivate interest and literacy in Science, Technology, Engineering and Mathematics (STEM) subjects. To determine how a week-long out-of-classroom experience might impact STEM interest in adolescents, a free summer camp was offered to students entering grades 6-8. During this time, students participated in coding courses, microbiology lessons, and earth science sessions. This study uses statistical regression methods on pre- and post-camp surveys to gauge relationships between parental support, socioeconomic factors, and student desire to major in STEM disciplines in the future. Our results indicate that respondents who felt more encouraged at home showed improvement in opinion regarding their desire to major in STEM disciplines after the intervention. Families that encouraged STEM literacy also tended to belong to well-represented ethnic groups in STEM, suggesting, among other things, the intergenerational pattern in STEM matriculation and the challenge that this poses to increasing enrollment of underrepresented groups in related disciplines.
Integrated Academic, Research, and Professional Experiences for 2-Year College Students Lowered Barriers in STEM Engagement: A Case Study in Geosciences
Author: Judge, Jasmeet
Date: 2022-04-00
Type: Journal Articles
Subjects: Student Experience,Barriers,STEM Education,Learner Engagement,Community College Students,Earth Science,Outreach Programs,Integrated Activities,Program Development,Program Implementation,Program Evaluation,Program Effectiveness,Intercollegiate Cooperation,Internship Programs,Student Research

Two-year community college (CC) students face many barriers for recruitment and retention into Science, Technology, Engineering, and Math (STEM) fields and vertical transfer to 4-year universities (4YUs). Experiential learning, mentoring, and cohort building are effective mechanisms for increasing STEM recruitment and retention, and close collaborations between CCs and 4YUs leverage complementary opportunities, supporting vertical transfer. We present a case study incorporating these concepts for a year-long Geoscience Education and Outreach Program (GEOP), a collaboration among a CC, a 4YU, and a non-profit science center, where 20 CC students participated in integrated academic, research, and internship components over three years. We present program design, implementation, revision, and outcomes for both students and institutions. Cohort-building activities encouraged professional conversations and built peer connections that addressed imposter syndrome, cultural divides, and other personal barriers to vertical transfer. The academic component had the highest completion rate, and a majority of respondents in exit interviews reported the internship as the most valuable experience, with half naming research or aspects thereof as most valuable. The vertical transfer exceeded typical CC rates, with 70% of GEOP students transferring to a 4YU, all in STEM disciplines. Successful implementation of GEOP required multi-institutional coordination, effective mentor-mentor and mentor-student communication, and program flexibility. Based upon our experiences, we provide several recommendations for implementation of similar programs.
Content Analysis of Cell Division Concepts in Senior High School Biology Textbooks
Author: Lopez, Eva Niña B.
Date: 2022-07-00
Type: Journal Articles
Subjects: Content Analysis,Cytology,Scientific Concepts,Secondary School Science,Biology,Textbook Evaluation,Learning Strategies,Foreign Countries,Visual Aids

Content and accuracy evaluation of textbooks is important as it provides quality assurance to both teachers and learners, especially in the new normal where modular instruction is used. This research aimed at evaluating the biology textbooks used by Senior High School STEM Science teachers (n=15) in content, presentation, and learning strategies. Content analysis and Collaizzi's descriptive phenomenology approach were employed in this study. The results showed that all evaluated textbooks have unique, distinct content, presentation, and learning strategies. Most topics were also aligned with the minimum curriculum requirement for SHS STEM, but topics such as cyclin-dependent kinases (CDKs) and control checkpoints were not discussed in some books. Learning outcomes were not indicated in some books, and few textbooks did not reach synthesis and evaluation level. However, a comparative approach of cell division across the 5-kingdom system is observed but not explained well, and some misleading statements in the cell division mechanism were present. Considering that cell division precedes the discussion of cancer cell division and metastasis, content enrichment through learner-friendly visuals and diagrams is recommended to facilitate learning, improve retention, and avoid misconceptions.
Analysis of Ethnoscience Integrated Environmental Literacy for Junior High School
Author: Solheri, S.
Date: 2022-07-00
Type: Journal Articles
Subjects: Environmental Education,Junior High School Students,Academic Achievement,Foreign Countries,Indigenous Knowledge,Knowledge Level,Student Attitudes,Thinking Skills,Student Behavior,Multiple Literacies

An analysis of environmental literacy that integrates ethnoscience in sustainable science learning between scientific knowledge and problems in life, as well as the value of local wisdom. This study was aimed to determine the profile of ethnoscience integrated environmental literacy. This research uses a survey method with a sampling technique of cluster random sampling and conducting a Question Test and a Middle School Environmental Literacy Survey (MSELS) to students. The parameters of this study consist of knowledge of ecology, cognitive skills, attitudes and behavior. Descriptive data analysis used average score. Research findings indicate that the ethnoscience integrated environmental literacy of junior high school students obtained an average score of 61 (with a range of 100). The achievement of environmental literacy parameters for ecological knowledge, cognitive skills, attitudes and behavior are 48, 29, 73 and 71, respectively, while the results of the ethnoscience integrated environmental literacy analysis illustrate that the average Junior High School has implemented ethnoscience integration in environmental literacy well. So empowering knowledge and attitudes contribute to environmental literacy students.
Remote-Only Research Experience Improves STEMM Self-Efficacy in Secondary School Students
Author: Stainbrook, Sarah
Date: 2022-01-00
Type: Journal Articles
Subjects: Distance Education,Student Research,Student Experience,STEM Education,Self Efficacy,Secondary School Students,COVID-19,Pandemics,Student Projects,Botany,Biology

During the COVID-19 pandemic, the existing Student Inquiry and Research program at Illinois Mathematics and Science Academy transitioned to a remote-only format. This paper describes the mentoring of 12 high school juniors and seniors in yearlong remote research projects involving plant biology and protein engineering. Working in groups of two or three, students read scientific articles and proposed experiments. An experienced researcher then carried out the experiments and gave the students the data. Students analyzed data, drew conclusions, and shared their results in an oral presentation and in a written paper. Despite the online-only format, all anonymously surveyed students agreed that the experience improved their confidence in both conducting and communicating scientific research, and 90% agreed that because of the experience, they are more likely to pursue a career in STEMM. These results are similar to those seen from in-person research experiences. Given the positive outcomes from this program, further development and use of remote research experiences may be beneficial, particularly for students who would not otherwise have access to any research opportunities. Remote learning technology thus enables existing resources of time and funding to be allocated differently to provide more students with authentic research experiences.
Environmental Education Research in Indonesian Scopus Indexed Journal: A Systematic Literature Review
Author: Husamah, H.
Date: 2022-07-00
Type: Journal Articles
Subjects: Environmental Education,Educational Research,Foreign Countries,Literature Reviews,Periodicals,Information Retrieval

Studies in the field of environmental education need to be continuously promoted in line with the increasing number of environmental problems. The purpose of this systematic literature review (SLR) was to review and compare investigations of researches on articles published by one Indonesian Scopus Indexed journal i.e., Jurnal Pendidikan IPA Indoneia (JPII) so that they are expected to have significant contributions to the topic of environmental education. This systematic literature review adopts five-step guidelines. The study standards that meet the requirements were as follows: (1). The data used were from the 2012-2021 publication year; (2) articles published in English; (3) Full paper can be accessed; (4) related to the theme of environmental education. It can be concluded that JPII is a pro-environment education journal. JPII publishes 26 articles related to the theme of environment education. The most frequently used keywords were environmental education and students. JPII's important contribution in the theme of environmental education is to provide a real example of the implementation of SETS and to emphasize that the success of implementing environmental education depends on the models, methods, techniques, and tools that are continuously developed by experts.
Instructional Resources for Teaching Biology in Secondary Schools in Moro, Kwara State-Nigeria
Author: Abidoye, Florence Omosholape
Date: 2022-07-00
Type: Journal Articles
Subjects: Instructional Materials,Science Instruction,Biology,Secondary School Science,Foreign Countries,Science Teachers,Instructional Effectiveness

Instructional resources play an important role in conducting high quality education. This research assessed the availability and utilization of instructional resources in Moro Local Government Area (LGA) of Kwara State, Nigeria. Descriptive survey research was adopted for the study. A total of sixty (60) Biology teachers were randomly sampled from eighteen (18) schools in Moro Local Government Area Kwara State. Three research questions and two hypotheses guided this study. Questionnaire was used as an instrument for data collection and the data was analysed using simple percentage, ANOVA and t-test. The results of the study revealed that instructional resources for teaching Biology were not available in most senior secondary schools in Moro LGA of Kwara State. As high as 51% Biology teachers' ultilized available instructional resources. Teachers' academic qualification significantly influences their use of instructional resources for teaching Biology and there was no significant influence of school type in the use of instructional resources in teaching Biology. Recommendations made were that the government should provide more equipment for the schools for effective teaching and learning Biology, teachers should be encouraged to use Biology laboratory equipment, and in-service teachers training should be encouraged to improve their qualification.
Metacognitive Skill Profile of Biology Education Students at Institute of Teachers&apos; Education in South Sulawesi, Indonesia
Author: Adiansyah, Romi
Date: 2022-07-00
Type: Journal Articles
Subjects: Metacognition,Biology,Preservice Teachers,Foreign Countries,Teacher Education,Profiles

Metacognitive skills are one of the abilities required in the twenty-first century, to achieve independent learning. However, these skills still need to review whether these skills have been empowered by educators, particularly in universities. This research was aimed at determining the metacognitive skill profile of Biology Education students at the Institute of Teachers' Education in South Sulawesi, Indonesia. This research used a descriptive quantitative method. The population of this research was all the students of the Biology Education Study Program at the non-state Institute of Teachers' Education in South Sulawesi. The samples of this research were 356 Biology Education students in the second semester who programmed the Environmental Science course in the 2020/2021 academic year. The instrument used in this research was an essay test to measure students' metacognitive skills in the Environmental Science course. The results of the data analysis indicate that the students' metacognitive skills are in the category of undeveloped as much as 89.27%. Therefore, some efforts to improve students' metacognitive skills are required by those institutes through the implementation of a learning model which can empower the metacognitive skills of the prospective Biology teacher students.
Online Three-Tier Diagnostic Test to Identify Misconception about Virus and COVID-19
Author: Fikr, Refsya Aulia
Date: 2022-07-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Misconceptions,Microbiology,High School Students,Beliefs,Knowledge Level,Diagnostic Tests,Foreign Countries,Test Construction,Test Validity,Test Reliability

During the COVID-19 pandemic, various misinformation circulating among the public has the potential to be a source of misconceptions. This study aimed to validate the online three-tier diagnostic instrument test for Virus and COVID-19 as well as analyze the level of misconceptions experienced by students. The Treagust model is used as a reference for the instrument development process. Three public high schools providing 187 second grade students who had previously studied Virus content were involved as research respondents, The data analysis techniques used were descriptive statistics. Construct and content validity obtained from expert validation reached 89.88% and 97.12%, respectively. The results of data analysis also inform that each item was valid and the instrument was reliable. The average percentage of students who experience misconceptions was 39.96%. The average percentage of students who understand the topic correctly was 32.10%. The percentage of lucky guess reached 14.83% and students with low level of knowledge reached 13.10%. The diagnostic test as overall, was successful in detecting students' misconceptions. To overcome misconceptions and improve the quality of learning during a pandemic, biology learning must apply creative learning models, methodologies, and teaching materials.