ethanporcaro/eric-fulltext-meta huggingface dataset:
Power and Politics in the &quot;Quest for Meaning&quot;
Author: Ching, Cheryl D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Power Structure,Politics of Education,Community Colleges,Equal Education,Educational Policy,State Policy,Resource Allocation,Administrator Attitudes,Teacher Attitudes,Counselor Attitudes,Educational Environment

Sensemaking is a popular framework for studying the meaning-making dimensions of policy implementation, change initiatives, and practitioner action in education. While generative, it has traditionally offered less guidance on how certain organizational actors have formal and/or informal power to advance their version of events and how certain narratives gain legitimacy over others. A power and politics approach addresses these lacunae. Yet, to date, this approach is little used in education research, despite the fact that contests over meaning and meaning-making are routine in educational institutions. Using an empirical case of meaning-making about &quot;equity&quot; at a community college, this study demonstrates how a power and politics analysis identifies and interrogates the forces--implicit and explicit, within and outside an organization--that make meaning(s) (il)legitimate.
Monumental Ideas in a Time of Crisis; Revisiting a Framework for Teaching with Monuments
Author: Novakowski, Julia T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Curriculum Development,Historical Interpretation,Social Justice,Interdisciplinary Approach,Racism,Historic Sites,Sculpture

In 1999, Bruce Uhrmacher developed an analytical framework to promote the study of monuments. The framework introduced three points of analysis: (1) an analysis of referent, (2) an analysis of design, and (3) an analysis of reception. This framework focused on developing a curriculum that supported a critical, interdisciplinary study of monuments. In this paper, the authors review and reshape the previous framework, with attention on the aims of the framework (its strengths and gaps), and the role of social justice, in the wake of current events. This paper also presents a multilayered engagement with Eisnerian curriculum theory, while expanding the analytical frame to incorporate other education theorists in ways that extend the ideas into the present-day, when monuments have come to the fore of the public consciousness and debate.
Top down Policy and the Intersection of Teacher Belief and Action: A Photo Elicitation Study of the Impacts of Common Core State Standards
Author: Moran, Renee M. R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Teacher Attitudes,Photography,Researchers,Educational Practices,Policy Formation,Teaching Methods,Elementary Secondary Education,Teacher Educators,Political Influences,Educational History,Educational Change,Educational Legislation,Federal Legislation,Discourse Analysis,Elementary School Teachers,Test Preparation

This paper focuses on the relationship between policy creation and policy enactment through the use of an innovative qualitative research methodology, photo elicitation. Teachers applying Common Core State Standards were studied in two states through indepth interviews, photographs captured by the participants, and other artifacts. Findings indicated the influence of bi-partisan politics on policy implementation as well as teachers' tendencies to map previous practices onto the new standards. Additionally, data demonstrated the influence of state mandated assessment on teachers' perceptions of the standards. This study provides new insights on teachers' interpretations, evaluations, and self-reflections of the CCSS and the related practical experiences through a rigorous microanalysis of their professional conversations with teacher educators/university researchers.
Executive Functions, Gender, and Personality Traits in Students with and without Specific Learning Disabilities
Author: Saied, Bishara
Date: 2022-11-00
Type: Journal Articles
Subjects: Executive Function,Gender Differences,Personality Traits,Students with Disabilities,Learning Disabilities,Correlation,Grade 6,Foreign Countries

This study examined the associations between executive functions, gender and personality traits in students with and without specific learning disabilities (SLD). In this study, 80 sixth-grade students were sampled. Of these, 40 were students diagnosed with learning disabilities, 22 boys (55%) and 18 girls (45%) and 40 with no such diagnosis, 23 boys (57%) and 17 girls (43%). All students were tested using two instruments, one for executive functions and the other for personality traits. The present study found a significant difference between students with and without specific learning disabilities on all measures of executive function and personality traits. Also found, was a significant gender-related interaction on measures of attention and time management (executive function) and on measures of neuroticism and of agreeableness (personality traits). Significant associations were also found between executive functions and personality traits on some of the tested measures in the study population. Of the Big Five personality traits, this study found the following significant correlations with executive functions: Response inhibition with extraversion and neuroticism, emotional control with extraversion, task initiation with openness, organization with neuroticism, meta-cognition with conscientiousness, goal-directed persistence with neuroticism and agreeableness, and the overall index with neuroticism. The marked disparities found between the two populations of students suggest that it is important to pay special attention to the population with specific learning disabilities and make an effort to bolster these students in the areas indicated by the measures tested in this study. Such action could have a positive impact on a variety of other pedagogical-related phenomena, such as dropout rates, academic achievements, and social interactions if gender-related aspects are addressed.
Mathematical Word Problems in Adult Education: What the Research Says
Author: Ginsburg, Lynda
Date: 2022-00-00
Type: Journal Articles
Subjects: Word Problems (Mathematics),Adult Education,Learning Strategies,Problem Solving,Relevance (Education),Mathematical Models,Cooperative Learning

Mathematical word problems, sometimes called story problems, are generally defined as &quot;verbal descriptions of problem situations, presented within a scholastic setting, wherein one or more questions are raised the answer to which can be obtained by the application of mathematical operations to numerical data available in the problem statement or on numerical data derived from them&quot;. Students of all ages encounter mathematical word problems, and they are an ongoing challenge for many students and their teachers. Here, the author reports on recent research (from 2015 to the present) that focuses on how and when adult learners, including those in adult education settings, community colleges, early college, or late high school, encounter word problems and the strategies they and their instructors might employ to increase success in solving them. This is important because word problems are commonly found in mathematics assessments, particularly for high stakes purposes such as high school equivalency tests (GED, HiSet) or for educational placement purposes. Adult education program funding is often dependent upon evidence of student progress as demonstrated by performance on standardized mathematics tests.
Assessment of Using Design Thinking to Foster Creativity in an Undergraduate Sustainable Engineering Course
Author: Stabryla, Lisa M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Design,Thinking Skills,Creativity,Undergraduate Students,Sustainability,Engineering Education,Problem Solving,Creative Thinking

Addressing complex global sustainability challenges requires a creative mindset, yet current engineering curriculum does not facilitate development of student creativity. Design thinking, as defined by the Hasso Plattner Institute of Design at Stanford, is a human-centered, creative design methodology that can be used to foster cognitive aspects of student creativity. This empirical study evaluates the impacts of a design thinking process on student performance, including product creativity as a group measure and students' individual perspectives of creativity within the context of sustainable engineering. Data was collected in three semesters of an undergraduate sustainable engineering course, two of which implemented design thinking. Student performance on sustainability design challenges was evaluated across four dimensions: novelty, usefulness, sustainability, and application of a design thinking process. Self-reported assessment methods, including pre- and post-surveys and focus groups were used to assess students' perceptions of their creativity. Groups of students exposed to design thinking had significantly higher design project scores across the novelty, sustainability, and design thinking dimensions. This suggests that design thinking may enhance the quality of solutions to sustainability challenges in terms of creativity and sustainable design. Individually, students became more confident about their ability to be creative as a result of this course and the unique characteristics of design thinking. Collectively, our results suggest that incorporating design thinking into the engineering classroom facilitates student development of a creative cognitive process, enabling innovative solutions to complex engineering and sustainability challenges.
Evaluation of a Hybrid Learning Block Model for Engineering Design Interview Skill Building
Author: Strehl, Elizabeth A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Engineering Education,Design,Models,Electronic Learning,College Students,Interviews,Skill Development,Evidence Based Practice

Design interviews with stakeholders are an important source of information that engineering designers can use to identify stakeholder needs and develop solutions that meet stakeholder requirements. However, engineering students often struggle to conduct effective design interviews. In this study, we investigated changes in engineering students' interview approaches after engaging with a novel pedagogical intervention called the Hybrid Learning Block model. We identified specific differences in student interviewing behaviors between pre-block and post-block interview tasks with proxy stakeholders. Compared to pre-block interview tasks, participants' post-block interviewing behaviors and approaches aligned more closely with recommended interviewing practices from literature. Participants more frequently exhibited interviewing behaviors related to deep exploration of stakeholder perspectives and demonstrated more advanced phrasing of questions. In addition, participants structured their post-block interview tasks in ways that more closely aligned with recommended practices, for instance by including more comprehensive interview introductions and employing a more diverse array of questioning techniques. Our findings also suggest improvements for future iterations of the hybrid learning blocks, such as including content more specifically tailored to common student interviewing mistakes. Students can benefit from scaffolded, evidence-based ways to improve their design interviewing skills, such as the hybrid learning blocks, that can ultimately support them in developing more appropriate design solutions.
Correlates in Granting Students Loans in Uganda: Thematic Selection Criterion and Guidelines
Author: Charles, Muweesi
Date: 2022-10-00
Type: Journal Articles
Subjects: Foreign Countries,Student Loan Programs,Student Financial Aid,Guidelines,Criteria,Family Income,Science Achievement,Paying for College,Financial Aid Applicants

This mixed research study focused on the selection criterion and guidelines used by the Higher Education Students Financing Board (HESFB) in granting students loan scheme to University Students in Uganda with a sample from Makerere University. Findings revealed that the majority of the loan beneficiaries are aware of these guidelines and one to benefit from the scheme had to formally pass A level education stage with 3 principle passes in a science subjects combination and are selected after filling a standard application form. Although many come from low economic family status with heavy household poverty, the study concluded that the selection criteria favors students who have passed science subjects and thus leaving behind impoverished students from humanity study disciplines/courses. Thus it recommends a framework for the need to revise the guidelines to cater and consider all backgrounds of applicants for this loan scheme irrespective of their course, family background and economic status to achieve the program goal as it's done in other countries.
The Account of Teaching Qualitative Research Method in Accounting Program in Brazil
Author: Imoniana, Joshua Onome
Date: 2022-11-00
Type: Journal Articles
Subjects: Qualitative Research,Research Methodology,Teaching Methods,Ethnography,Correlation,Doctoral Dissertations,Barriers,Doctoral Students,Student Attitudes,Teaching Experience,Accounting,Foreign Countries,Program Development,College Faculty

This study investigates the reflexive relationship between the challenges encountered during the development and teaching of the qualitative research method (QARM) program and the stories of PhD students about their experiences with the course. The study is based on a number of pedagogical issues drawn from postgraduate students combined with an auto-ethnographic account of parallel experiences of teaching qualitative research methods, which form the basis of our methodology and analysis. The findings show that the main aching issue in surmounting the development of qualitative research is resilience, because breeding interpretive research becomes difficult in a conservative environment. Findings also show that innovative hands-on methods need to be used to teach QARM since kick-starting data building, exercising the interviewing process, and data analysis are the cornerstones of the methodology. Teaching QARM to students who have been brought up in a conservative accounting program may be pleasing since their discoveries attract enthusiasm. Overall, the complementarity of quantitative and qualitative methods in the findings suggests a continuous debate to strengthen the relationship in further studies.
Impact of the Context of Socioscientific Issues on Discourse Patterns Used in Science Classes
Author: Alat, Sevim
Date: 2023-00-00
Type: Journal Articles
Subjects: Science and Society,Classroom Communication,Science Education,Discourse Analysis,Elementary School Teachers,Science Teachers,Teaching Methods,Foreign Countries,Observation

This study is a qualitative study conducted to examine the effect of socioscientific issues (SSI) on discourse patterns used in the classroom. The research was conducted with four elementary science teachers working in a public school. The research was designed as case studies of these four teachers and data resources were video recordings of these teachers' routine and SSI based lessons. The data was analyzed through discourse analysis. The discourse patterns used by teachers were examined in terms of adjacent the utterance, triadic, and chain discourse patterns. The results indicated that the discourse patterns used by the teachers in their routine lessons changed dramatically in the context of SSI and the chain discourse pattern came to the fore in the courses processed in the context of the SSI.
Students&apos; Acceptance of Technology Use in Learning English Pharmacy
Author: Rosmayanti, Vivit
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Technology Uses in Education,English (Second Language),Second Language Learning,Pharmaceutical Education,Intention,College Students,Expectation,Social Influences,Predictor Variables,Usability,Foreign Countries

This study aimed at determining how Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions influenced Behavioral intentions to use technology in learning English Pharmacy. This study employed a sample of 100 pharmacy students who were enrolled in English pharmacy course. The samples were chosen using quota sampling technique. The Unified Theory of Acceptance and Use of Technology (UTAUT) model was performed to measure students' acceptance of the use of technology in this study. The findings of this study indicated that the four aspects mentioned above, such as Performance Expectations, Effort Expectations, Social Influences, and Facilitation Conditions, have a favorable impact on students' Behavioral intentions when using technology to learn English Pharmacy. However, only 40% of the four factors could explain the influence on Behavioral intention. The impact of this study is that it can lead the way and serve as a reference for future research on the UTAUT approach in larger scope. In addition, the university should be able to increase the benefits and usability of technology as a learning resource by developing its own Learning Management System (LMS) which is easy to use.
&quot;We&apos;re Kind of Forgotten&quot;: An Initial Investigation of Appalachian School Counselors&apos; Lived Experiences Responding to the Opioid Crisis
Author: Boulden, Rawn
Date: 2022-00-00
Type: Journal Articles
Subjects: School Counselors,Experience,Narcotics,Drug Abuse,Trauma,Counselor Attitudes,Elementary Secondary Education,School Community Relationship,Counselor Role,Counselor Training

This study explored Appalachian school counselors' experiences responding to the ongoing opioid epidemic within their respective school communities, an underexplored topic in educational and school counseling research. In response to this gap, we utilized a transcendental phenomenological approach to explore the lived experiences of five school counselors working in communities within the Appalachia region of the United States. Three themes emerged through the individual interviews: contextual factors, school counselor impact, and preparedness. Overall, the study is a critical first step in better understanding school counselors' positioning in school communities adversely impacted by the opioid epidemic. Moreover, these findings support the need for school counselor and school community training centered on opioid use, trauma, trauma-informed schooling, and addiction. Additional implications are offered, along with limitations and areas for future research.
Digital Online Learning by Using Digital Storytelling for Pre-Service Teacher Students
Author: Yuliani, Sri
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Story Telling,Electronic Books,Preservice Teachers,English (Second Language),English Instruction,Educational Technology,Technology Uses in Education,Junior High School Teachers

The purpose of this research discusses (1) to find out the preparation of pre-service teacher students in using digital storytelling in online learning, (2) to study the implementation of teaching English by using digital storytelling, and (3) to find out the pre-service teacher students' perception in using digital storytelling. This research is using phenomenological research qualitative emic approach with 8 pre-service teacher students implemented the digital storytelling in the online classroom and their perception of digital storytelling to be used in online system. Three instruments applied in this research, they were observation, interview, and documentation. As it is found in this research that pre-service teacher students were easy in implementing digital storytelling, fun, efficient, and challenging during teaching English class, as the summary that the implementation of digital storytelling was successfully done by the pre-service students and the increasing of eagerness of students to get more stories was high which gave an alternative solution in online teaching process.
A Cultural-Historical Perspective on How Double Stimulation Triggers Expansive Learning.
Author: Kaup, Camilla
Date: 2022-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Mathematics Education,Intervention,Faculty Development,Learning Processes,Elementary School Teachers,Special Education Teachers,Foreign Countries,Elementary School Students,Grade 2,Grade 3,Mathematics Teachers,Technology Uses in Education,Teaching Methods,Learning Activities,Robotics

Computational thinking (CT) has become central to introducing digital artefacts for educational use. However, little is known about implementing CT in the mathematical school curriculum, and many educational staff members have not been introduced to CT in their initial training. Introducing CT in an educational setting calls for interventions that allow educational staff to adopt new concepts and to explore ways of implementing CT and digital artefacts to support students' computational and mathematical understanding. This article focuses on formative interventions applied in the form of &quot;Change Laboratory&quot; to implement digital artefacts with a particular interest with regard to educational staff's expansive learning processes. To foster such expansive learning processes, double stimulation methods were introduced to enable educational staff to analyse and reflect on their work practices collectively. The research was conducted as an ethnographic intervention study in a primary school in Denmark. It began in 2019 and was completed in 2021. Participants were primary school students followed from 2nd grade to 3rd, alongside their math teacher and social educator. The data consisted of five Change Laboratory sessions fully transcribed from video recordings, including classroom activities between sessions. Through a Cultural Historical Activity Theory lens, the article concludes that by mapping educational staff's expansive learning actions, it is possible to identify how the participants collectively change their activities or not. Thus, analysing which phase of double stimulation that triggers a specific learning action provides knowledge about integrating CT and digital artefacts to support mathematical understanding.
Indonesian EFL Higher Education Students&apos; Motivation in Online English Learning in the Emergency Remote Teaching Context
Author: Janah, Miftahul
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),English Language Learners,Electronic Learning,Distance Education,COVID-19,Pandemics,Student Motivation,Student Attitudes,Self Esteem,Family Influence,College Students

Due to the massive spread of the coronavirus disease (COVID-19) in Indonesia, teachers are demanded to make immediate plans for online teaching. Online teaching aimed to maintain the teaching quality as well as to get the students to feel more motivated in learning. Of the various studies on motivation and its role in students' English learning, research that specifically focused on how students promote motivation to learn English remotely is still limited. This study, therefore, investigated the higher education students' motivation in online English learning and found factors that affect their motivation. To get the data, an online survey questionnaire was created and distributed by using Google Forms. Interviews were then conducted as a follow-up of respondents' responses to the questionnaire items. The interviews were conducted to obtain the specific information which was not revealed in the questionnaire. The results show that students have a medium level of positive motivation in online English learning. Some factors that strongly affect the level of motivation includes learning attitudes (having a strong desire to learn English), self-confidence (the capability to join the online English learning well) and influence of other people (family members and lecturers).