ethanporcaro/eric-fulltext-meta huggingface dataset:
Analyzing the Views of the Science Teachers about In-Class Integration of STEM Applications
Author: Karakas, Aytaç
Date: 2017-10-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Classroom Techniques,STEM Education,Foreign Countries,Inservice Teacher Education,Problem Solving,21st Century Skills,Skill Development,Instructional Effectiveness,Middle School Teachers,Curriculum Implementation,Problem Based Learning,Barriers,Engineering,Design

Taking into account the Science, Technology, Engineering, Mathematics (STEM) integration, it is important to investigate teachers' understandings, perceptions about STEM and how STEM practices should be incorporated into the classroom in order to explore the perceptions of science teachers on this subject and provide important information to teachers and researchers in connection with how STEM applications can be applied at high quality. The purpose of this study is to analyze the views of the science teachers about in-class integration of STEM applications. 5 science teachers working in the province of Denizli participated in the study. The teachers received STEM training for 5 days in 2015-2016 school year. The training provides instructional strategies to assist Science Teachers in the implementation of STEM integration in the classroom environments and in the development of an understanding of the connection between the various STEM domains. All five teachers in this study have participated in the training given. A case study was conducted to describe the teachers' views on STEM integration and the situations related to the in-class practices on this topic. Teachers in general have described STEM integration as a way of problem solving, and stated that the They also think that the STEM integration will give students a variety of 21st century skills they can develop. They think that when solving a real life problem, these skills provide them to create their own methods instead of the things given to them. Moreover, teachers have identified STEM integration as an approach that develops problem-solving skills.
Teacher Preparation and Employment Outcomes of Beginning Teachers in Rhode Island. Study Snapshot. REL 2020-029
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Preservice Teacher Education,Beginning Teachers,Public School Teachers,Faculty Mobility,Teacher Persistence,Alternative Teacher Certification,Teacher Education Programs,Early Childhood Teachers,Elementary School Teachers,Middle School Teachers,Secondary School Teachers

Rhode Island, like many other states, wants to better understand teacher mobility and attrition because of the adverse effects teacher turnover can have on student achievement and local education budgets. Leaders at the Rhode Island Department of Education want to understand what factors are related to teacher mobility, retention, and attrition, such as whether there are differences associated with the state's teacher preparation program providers or across teacher certification fields. This study used descriptive and statistical analyses to examine mobility, retention, and attrition rates for beginning teachers in Rhode Island. The sample included teachers who were trained in the state between 2012/13 and 2016/17 and who went on to teach for at least one year in the state public school system by the 2017/18 school year. [For the full report, see ED607604; for the appendixes, see ED607606; for the study brief, see ED607607.]
Prekindergarten Practitioners&apos; Perspectives of the Creative Curriculum for At-Risk Students
Author: Fortune, Navine P.
Date: 2020-06-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Curriculum Development,At Risk Students,Preschool Teachers,Preschool Education,Learning Processes,Teacher Attitudes,Constructivism (Learning),Self Efficacy,Learning Motivation,Computer Software,Social Change,Educational Change,Curriculum Implementation,Teacher Competencies,Faculty Development,Teaching Experience,Teacher Motivation,Creativity,Educational Quality,School Districts,Developmentally Appropriate Practices,Child Care,School Readiness

Investigators have addressed elementary practitioners' perspectives concerning the concept of curriculum development and children's learning; however, much less information is available on prekindergarten practitioners' perspectives of curriculum for at-risk prekindergarten students. This basic qualitative study explored prekindergarten practitioners' perspectives of self-efficacy, competence, and motivation in the implementation of The Creative Curriculum for Preschool Program with at-risk students in a southeastern state. The theories of constructivism and self-efficacy guided the conceptual framework for this study. The research questions focused on prekindergarten practitioners' perspectives of self-efficacy, competency, and motivation during implementation of the curriculum. Data were collected using in-depth semistructured interviews with prekindergarten practitioners (teachers). Data were analyzed through a priori, open, and axial coding based on the study's framework. The qualitative data analysis software system, QDA Miner Lite, was used to help organize the raw data and store the data safely. Member checking was used to provide all participants the opportunity to review the summary of the data findings and confirm the accuracy. Participants identified perspectives of self-efficacy, competency, and motivation during implementation of the curriculum. School officials need to provide timely support and comprehensive professional development for practitioners to enhance curriculum implementation. Positive social change could occur when school officials establish strategies for curriculum onboarding and implementation, thereby improving practitioners' teaching experiences and improving the learning environment for all students.
Gen Z Nursing Students&apos; Usage, Perception and Satisfaction with Facebook for Educational Purposes: Tool for Learning or Distraction
Author: Oducado, Ryan Michael F.
Date: 2019-06-00
Type: Journal Articles
Subjects: Nursing Education,Age Groups,Social Media,Teaching Methods,Student Attitudes,Case Studies,Technology Uses in Education,Computer Mediated Communication,Cooperative Learning,Foreign Countries,Barriers,Attention Control,Technology Integration,Educational Benefits,Social Networks,Nursing Students

Introduction: Gen Z has started to enter the portals of nursing classrooms. They are technology and socially-savvy consumers who grew up in the world of internet and smartphones. However, little is known about this generation, particularly among nursing students and how they use Facebook for academic purposes. The purpose of this study was to determine nursing students' usage, perception, and satisfaction with Facebook for educational purposes. Methods: A descriptive, cross-sectional research design was used. A total of 113 conveniently chosen nursing students in a Nursing College in the Philippines participated in the survey. Data were collected using an adopted questionnaire administered via online survey. Descriptive and inferential statistical tools were used to analyze the data. Results: Results indicated that majority of nursing students moderately (M=3.58) use Facebook for educational purposes to communicate, collaborate, and share academic or learning materials. They generally had a good perception of (M=4.36) and were highly satisfied (Mean=3.95) with using Facebook for educational purposes. The main challenge reported by 81.42% of nursing students in the use of Facebook was distraction from other Facebook contents. There was a significant positive relationship between usage and perception (p=0.000) likewise between satisfaction and recommendation in the use of Facebook for educational purposes (p=0.000). Conclusions: While Facebook showcases promising potential as a learning tool, challenges associated with its use in nursing education must be properly addressed. Careful consideration and thoughtful planning are necessary for nursing schools to maximize the advantages of Facebook as a supplemental tool for learning.
Enhancing Motivation through Active Student Response. A Big 4 Strategy
Author: Twyman, Janet S.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Student Motivation,Individualized Instruction,Learner Engagement,Student Reaction,Classroom Techniques

This topic brief is one in a series on personalized learning prepared for Conversations with Innovators, 2018. Active student responding (ASR) strategies promote meaningful engagement by all students and have been shown to increase student participation and decrease classroom disruption while also providing real-time formative assessment information to teachers. How can teachers increase active student responding? The procedures are actually quite simple, and can be implemented by new or veteran teachers, with pre-K to college students, across all subject matter domains, in urban, suburban, rural, and even online settings. No special materials or tools are needed (digital technology options are available but not required), and instructional planning does not require much more time or expertise than usual. This brief discusses the use of the following strategies in active student responding: (1) choral responding; (2) response cards; (3) guided notes; and (4) additional strategies.
Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy. Evaluation Report. NCEE 2020-006
Author: Heppen, Jessica B.
Date: 2020-09-00
Type: Reports - Research
Subjects: Telecommunications,Handheld Devices,Parent School Relationship,Interpersonal Communication,Attendance,Program Effectiveness,Elementary School Students,Elementary Schools,Urban Schools,At Risk Students,Low Income Students,Outreach Programs,Reading Achievement,Mathematics Achievement,Parent Attitudes,Costs,School Districts

Chronic absence is a nationwide problem, even among young students. Those with poor attendance are more likely to face challenges later in school and in life. This study tested four versions of an adaptive text messaging strategy to see which, if any, would reduce chronic absence among 26,000 elementary school students. During the fall of the study year, families randomly assigned to one of the text messaging groups received &quot;basic&quot; messaging, which consisted of low-cost, low-burden weekly reminders about the importance of attendance and same-day notifications when their children missed school. In the spring, messages were &quot;adapted&quot;: parents of students with few absences continued with the basic messaging, while parents of students who were frequently absent in the fall received additional intensified messaging. The study compared two approaches to basic messaging and two approaches to intensified messaging, to learn how a texting strategy might work best. Students in the messaging groups were compared to students whose parents received no messages to rigorously assess whether the messaging improved attendance and achievement. Findings included: (1) All four versions of the adaptive text messaging strategy reduced chronic absence; (2) The two approaches to basic messaging were similarly effective at reducing chronic absence, but one approach to intensified messaging was better than the other for certain students; and (3) The text messaging strategy did not improve achievement. [For the appendices to this report &quot;Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy. Appendix. NCEE 2020-006a,&quot; see ED607614. For the study highlights &quot;Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy. Study Highlights. NCEE 2020-006,&quot; see ED607615.]
Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy. Appendix. NCEE 2020-006a
Author: Heppen, Jessica B.
Date: 2020-09-00
Type: Reports - Research
Subjects: Telecommunications,Handheld Devices,Parent School Relationship,Interpersonal Communication,Attendance,Program Effectiveness,Elementary School Students,Elementary Schools,Urban Schools,At Risk Students,Low Income Students,Outreach Programs,Reading Achievement,Mathematics Achievement,Parent Attitudes,Costs,School Districts,Student Characteristics,Racial Differences,Ethnicity,Students with Disabilities,English Language Learners,Gender Differences

Chronic absence is a nationwide problem, even among young students. Those with poor attendance are more likely to face challenges later in school and in life. This study tested four versions of an adaptive text messaging strategy to see which, if any, would reduce chronic absence among 26,000 elementary school students. The study compared two approaches to basic messaging and two approaches to intensified messaging, to learn how a texting strategy might work best. Students in the messaging groups were compared to students whose parents received no messages to rigorously assess whether the messaging improved attendance and achievement. This report presents the appendices to the study: (1) More on the Text Messaging Strategy; (2) More on the Study Design; (3) Detailed Impact and Implementation Findings; and (4) Cost and Cost Effectiveness Analyses. [For the full report &quot;Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy. Evaluation Report. NCEE 2020-006,&quot; see ED607613. For the study highlights &quot;Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy. Study Highlights. NCEE 2020-006,&quot; see ED607615.]
Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy. Study Highlights. NCEE 2020-006
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Telecommunications,Handheld Devices,Parent School Relationship,Interpersonal Communication,Attendance,Program Effectiveness,Elementary School Students,Elementary Schools,At Risk Students,Reading Achievement,Mathematics Achievement

Chronic absence is a nationwide problem, even among young students. Those with poor attendance are more likely to face challenges later in school and in life. This study tested four versions of an adaptive text messaging strategy to see which, if any, would reduce chronic absence. The study compared two approaches to basic messaging and two approaches to intensified messaging, to learn how a texting strategy might work best. Students in the messaging groups were compared to students whose parents received no messages to rigorously assess whether the messaging improved attendance and achievement. This one-page &quot;Study Highlights&quot; briefly presents the key findings to the study: (1) All four versions of the adaptive text messaging strategy reduced chronic absence; (2) The two approaches to basic messaging were similarly effective at reducing chronic absence, but one approach to intensified messaging was better than the other for certain students; and (3) The text messaging strategy did not improve achievement. [For the full report &quot;Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy. Evaluation Report. NCEE 2020-006,&quot; see ED607613. For the appendices &quot;Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy. Appendix. NCEE 2020-006a,&quot; see ED607614.]
Science Education in Self-Contained and Non-Self-Contained Elementary Science Classes: Comparisons of Instruction and Teachers in the Two Settings. Data Brief. Insights from the 2018 NSSME+
Author: Smith, P. Sean
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Science Education,Self Contained Classrooms,Elementary School Science,Science Instruction,Grade 3,Grade 4,Grade 5,Elementary School Teachers,Teaching Methods,Course Content,Teacher Education Programs,Self Efficacy,Faculty Development,Educational Resources,Equal Education

Relative to their middle and high school teacher counterparts, elementary science teachers are both uniquely situated and uniquely challenged for excellent science instruction. More than 90 percent of elementary teachers work in self-contained classrooms, meaning they have opportunities to connect their science instruction with English language arts, mathematics, and social studies. However, teachers in self-contained settings also face formidable obstacles. Accountability pressures in English language arts and mathematics draw instructional time away from science. Further, because teachers in self-contained classrooms are responsible for all core subjects, their preparation tends to be very broad in terms of disciplinary focus. This brief discusses results from the 2108 NSSME+, a recent major national survey of K-12 schools and teachers in the US. It describes differences in elementary science instruction when it occurs in self-contained vs. non-self-contained classrooms in grades 3-5. It also describes differences in teachers of these classes. [For &quot;Report of the 2018 NSSME+,&quot; see ED598121.]
Metaphoric Perceptions of Prospective Social Studies Teachers towards the Concept of &apos;Good Citizen&apos;
Author: Dere, Ilker
Date: 2019-04-00
Type: Journal Articles
Subjects: Figurative Language,Language Usage,Social Studies,Preservice Teachers,Citizenship Education,Social Values,Student Attitudes,Undergraduate Students,Citizenship Responsibility,Citizen Participation,Foreign Countries

Metaphors are often used in educational studies to ascertain perceptions that are based on experiences because metaphors are able to adequately demonstrate the different perspectives regarding controversial subject matters. The study was designed according to the hermeneutical research approach in qualitative research methods. The study group consisted of 142 teacher candidates from the Social Studies Teaching Department of Usak University Faculty of Education. The participant students produced 61 different metaphors about the concept of 'good citizen'. Among the metaphors, the most used names/words were Mustafa Kemal Ataturk, tree and sun. In addition, 12 citizenship categories such as enlightening and informative citizen; loyal, patriotic, and protective; guiding and leading; useful; responsible and effective; conscious and experienced; devoted; fair; participant and collaborative; generous and helpful; industrious and expert citizen emerged from these metaphors. Mustafa Kemal Ataturk was used with his various qualities in seven different categories.
Digital Technologies in Support of Personalized Learning
Author: Twyman, Janet S.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Technology Uses in Education,Individualized Instruction,Educational Technology,Electronic Learning,Learner Engagement,Internet,Communication Skills,Creativity,21st Century Skills,Formative Evaluation

This topic brief is one in a series on personalized learning prepared for Conversations with Innovators, 2018. Today's students are generally quite tech savvy. Most learners own a smartphone or other digital device and spend several hours a day using media or on the Internet. Teachers are becoming more tech savvy as well. Seven in ten teachers report that educational technologies allow them to do &quot;more than ever before&quot; for their students (American Psychological Association, 2016), likely a good thing given that educational technology is an inevitable part of modern schooling. The U.S. Department of education encourages a culture of learning powered by technology (U.S. Department of Education, Office of Educational Technology, 2010), calling for the use of advanced technologies to improve student learning, accelerate and scale up the adoption of effective practices, and use data and information for continuous improvement. This brief discusses ideas on how technology can improve instruction and a number of tools that support that effort.
Are All Students Getting Equal Access to High-Quality Mathematics Education? Data from the 2018 NSSME+
Author: Malzahn, Kristen A.
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Equal Education,Access to Education,Mathematics Education,Educational Quality,Low Income Students,Racial Differences,Ethnicity,Disproportionate Representation,STEM Education,Low Achievement,Elementary Secondary Education,Teaching Methods,Instructional Materials,Teacher Competencies,Educational Environment,Rural Schools,Suburban Schools,Urban Schools

In 2018, the National Science Foundation supported the sixth in a series of surveys through a grant to Horizon Research, Inc. (HRI). This series of studies has been known as the National Survey of Science and Mathematics Education (NSSME). Although not designed primarily as an equity study, the 2018 NSSME+ provides data on some indicators of the extent to which students across the nation have equitable educational opportunities. To this end, data from the study were analyzed by four factors historically associated with differences in educational opportunities: (1) percentage of students in the school eligible for free/reduced-price lunch (FRL); (2) community type; (3) percentage of students in the class from race/ethnicity groups historically underrepresented in STEM (HUS); and (4) prior achievement level of the class. This report is organized by these equity factors, with each chapter highlighting the distribution of four educational resources among K-12 schools and classrooms in the United States: (1) nature of instruction; (2) material resources; (3) well-prepared teachers; and (4) supportive context for learning. Data from the 2018 NSSME+, both individual items and composite variables, are shown in tables, with the standard errors for the estimates included in parentheses. Within each equity factor, comparisons were made between groups. In addition, when possible, data from the 2018 and 2012 studies were compared to examine whether the magnitude of differences between groups changed across the two time points. [For &quot;Report of the 2018 NSSME+,&quot; see ED598121. For &quot;Are All Students Getting Equal Access to High-Quality Science Education? Data from the 2018 NSSME+,&quot; see ED614661.]
Online Applied Problem-Based Learning to Determine the Shelf Life of an On-Site Solution of Refrigerated Drug
Author: Vargas-Rodríguez, Yolanda Marina
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Problem Based Learning,Preservation,Pharmaceutical Education,Chemistry,Foreign Countries,Cooperative Learning,Kinetics,Climate,Synchronous Communication,Instructional Effectiveness,Student Satisfaction,College Students

A problem-based online learning (PBe-L) teaching sequence was designed for calculating the shelf life (expiration date) of an on-site solution of refrigerated drug as part of activities of a Pharmaceutical Physical Chemistry course of Pharmacy major at FES Cuautitlán UNAM in Mexico. The teacher presents students the problem, a group collaborative activity is carried out to search for information in PBL cycles. Students are then shown a virtual experiment that includes experimental results. Another group collaborative activity is carried out for the search of information, for the procedural analysis of the results. Applying knowledge and understanding of the topics of chemical kinetics, temperature effect on the rate of chemical reactions and drug degradation reactions, etc., students solve the problem. Hake's factor was determined for the conceptual gain. A Likert-type satisfaction survey was conducted and compared to the results of a group that was applied to the PBL strategy in person. At the end of the sequence students achieved recognition, comprehension and application learnings and conceptual gain was high. Allowing an integration of its cognitive framework of kinetics topics.