ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Drama-Rich Pedagogies with the Episodic Pre-Text Model to Improve Literacy
Author: Saunders, John Nicholas
Date: 2022-00-00
Type: Journal Articles
Subjects: Drama,Teaching Methods,Literacy Education,Coeducation,Foreign Countries,Faculty Development,Social Work,Schools of Education,Theater Arts,Partnerships in Education,English (Second Language),Second Language Learning,Second Language Instruction,Elementary School Teachers,Case Studies,Childrens Literature,Outcomes of Education,Grade 5,Elementary School Students,Teacher Attitudes,Intervention,Benchmarking,Literacy,Public Schools,Student Diversity

School Drama Classic is a co-mentoring teacher professional learning programme developed through a partnership between Sydney Theatre Company and the University of Sydney's School of Education and Social Work. Developed in 2009, this teacher professional learning programme aims to enable primary teachers to develop the expertise and confidence to use drama-rich pedagogy with quality children's literature to enhance learners' English and literacy skills. By 2021 it had reached more than 35,000 teachers and students across Australia and more recently in New Zealand. While a growing body of research has explored aspects of the School Drama programme, relatively little focus had centred on student outcomes. This article focuses on one of my doctoral research case studies (Saunders, 2019), a Year 5 class at Gungahlin Public School (pseudonym), a co-educational public school in Sydney's inner west. A range of data collection methods was employed within this qualitative study, including teacher interview (before, during and after the intervention), student focus groups (during and after the intervention), benchmarking of student literacy (before and after the intervention) and a pre- and post-programme survey for students. Richardson's (1997) concept of crystallisation was used to analyse the data. The findings suggested positive shifts in student English and literacy outcomes in the selected focus area (inferential comprehension) using drama-rich pedagogy with an episodic pre-text model.
The Effect of Core Training on Swimmers&apos; Functional Movement Screen Scores and Sport Performances
Author: Kurt, Songül
Date: 2023-02-00
Type: Journal Articles
Subjects: Aquatic Sports,Athletes,Early Adolescents,Psychomotor Skills,Training,Program Effectiveness,Muscular Strength,Exercise,Foreign Countries,Physical Fitness

The aim of this study was to examine the effect of core exercises on swimmers Functional Movement Screen (FMS) test scores and swimming performance. A total of 32 volunteer children aged 12-15 participated in this study. Participants were separated into 3 main groups: the control group (CG; N = 10) that did not perform any exercises, the swimming group that only performed swimming training (SG; N = 11), and the core exercise training group (TG; N = 11) that performed core exercises in addition to swimming training. The functional movement patterns of the children were determined by the FMS test, and their swimming performances of 50 meters and 100 meters were measured by means of a stopwatch. The Wilcoxon Signed Ranks test was utilized to determine the ingroup difference between the pre-tests and post-tests of the children's FMS scores and swimming performances. According to the statistical analysis results, it was observed that swimming training increased FMS total score and active straight leg raising test score. Besides, core exercises significantly increased all FMS sub-tests and total score values in the post-test. At the end of the study, although there was no significant difference between pre and posttests in SG both 50m and 100m swimming performances, statistical results also proved that the 100m swimming performances of the TG increased significantly in the post-test (p &lt; 0.05). As a result, it can be stated that the swimmers', who performs core exercises, swimming performance increased, and improved FMS test scores, which is a significant element regarding the decrease in sports injury.
Social Media and Literacy Education: An Evaluation of Turkish Teaching Accounts on Instagram
Author: Simsek, Tugba
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Literacy Education,Turkish,Native Language Instruction,Educational Benefits,Interaction,Language Teachers

Along with the developments in technology, education and training activities have been moved to different channels. Social media, used by young and old alike, are also seen as educational tools. When we searched Instagram for Turkish language teaching accounts with the highest number of users, we found eight active and effective accounts. The aim of this study is to examine these accounts that were opened to teach Turkish, to examine their shares and their effects on followers, and to reveal their contributions to literacy education. For this purpose, document analysis and discourse analysis were used. The accounts were examined in terms of page layout, content, frequency of posts, way of handling Turkish, and methods used in teaching the language. In addition, the interaction with the followers, the number of likes, comments, the frequency responses was discussed and the effect values of the commented accounts on the followers were explored. As a result, it has been determined that there is no certain standard in the analyzed accounts. It was observed that the most followed pages shared posts about the exams held throughout the country, giving summary information, and explaining the answers to the questions. Since all these posts are mostly aimed at reading skills, it can be concluded that the followers improve their reading skills. As evident from followers' comments, they develop literacy skills by reading the information given in these accounts and writing them in the comments. In addition, it is seen that these pages, which were opened to teach Turkish, were mostly opened by Turkish language and Turkish literature teachers. Considering that the use of technology is increasing, we believe that the study will contribute to the field of language education and literacy.
A Decade in the Making: Examining the Evidence of SoTL through Promotion and Tenure Artifacts
Author: Gansemer-Topf, Ann M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Tenure,Faculty Promotion,College Faculty,Teacher Characteristics,Intellectual Disciplines,Race,Grants,Faculty Publishing,Resumes (Personal),Research Universities

The Scholarship of Teaching and Learning (SoTL) aligns with many institutionally espoused values regarding the value of teaching and learning excellence. SoTL has increased in prestige and value in the past decade, but less information about the proliferation of SoTL within one institution is known. Through an examination of 10 years of curriculum vitae submitted for successful promotion and tenure, our study investigated faculty members' engagement in SoTL over time and differences in engagement by rank, race, gender, discipline, and type of SoTL artifact. Over the 10-year period, the percentage of faculty engaged in SoTL did not differ significantly. We did uncover differences by disciplinary type and race. Faculty were most likely to engage in grants and presentations related to SoTL and least likely to have a peer-reviewed journal artifact. Our findings suggest that although SoTL efforts continue to gain acceptance within the higher education milieu, institutional and disciplinary realities may be powerful determiners of SoTL participation.
Dialogic Feed-Forward in Assessment: Pivotal to Learning but Not Unproblematic
Author: Hill, Jennifer
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Processes,Feedback (Response),Higher Education,Teacher Student Relationship,Dialogs (Language),Affordances,Undergraduate Students,Foreign Countries,Student Evaluation,Reflection,Evaluation Criteria,Student Improvement,Constructivism (Learning)

A key debate in higher education is how assessment and feedback can be constructed to maximize opportunities for meaningful student learning. In this paper, we explore how a learning-focused model of feedback, teacher-student dialogic feed-forward, is enacted in practice, exposing many affordances but also some challenges. Adopting a small-scale intensive approach, we trace the learning journeys of four students through a second-year undergraduate unit at a British university and on into their third and final year of study, accessing verbal testimony, teacher written comments on draft and final summative coursework, and student performance within and beyond the unit. We present in-depth student responses, understanding, behaviours, and achievement with respect to the feed-forward dialogue, revealing the subtleties of their reactions. Our findings evidence the transformative power of assessment dialogue on student learning for a range of achievers. Dialogic feed-forward can act as a pivotal moment in learning, where students reflect on their work, judge their standards against criteria, and co-create positive actions for improvement. Students develop cognitively, meta-cognitively, and affectively, becoming more comfortable with challenge and more productive in their learning. We conclude by widening our frame of reference to problematize dialogic feed-forward within current debates about higher education pedagogy.
Authenticity and Psychological Safety: Building and Encouraging Talent among Underrepresented Students in STEM
Author: Pedersen, Daphne E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Safety,Talent Development,Disproportionate Representation,STEM Education,Undergraduate Students,Low Income Students,Student Financial Aid,Mentors,Academic Advising,Student Experience,Student Attitudes,First Generation College Students,Program Effectiveness

The Undergraduate Scholarships with Mathematics and Science Training, Exploration, and Research Program (US MASTER) is a STEM scholarship program funded by the United States National Science Foundation. It was implemented at an upper-Midwest institution to target and provide structured support to low-income, academically talented undergraduates in biology, chemistry, geography and geographic information science (GISc), environmental sciences, and physics and astrophysics. In addition to providing financial support, the program features an integrated approach to mentorship and advising consisting of an ongoing seminar course in which students engage in collaborative projects, research experiences with a faculty mentor, and targeted academic advising. As part of our assessment efforts, we interviewed student participants regarding their experiences. A consistent theme emerged regarding mentorship: in addition to providing access to professional socialization experiences and the facilitation of competency and performance, students reported that it was the ability to form close relationships based on personal authenticity and feelings of psychological safety and trust that provided the best scaffolding for success in a challenging STEM environment.
Do Young People Really Know How to Collaborate for Common Success? Study on Undergraduate Students&apos; Perception of Collaborative Work in a Spanish University
Author: Alexeeva-Alexeev, Inna
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Undergraduate Students,Student Attitudes,Foreign Countries,Student Projects,Active Learning,Interdisciplinary Approach,Skill Development,Gender Differences,Age Differences,Intellectual Disciplines

This paper studies undergraduate student attitudes towards team-based projects, connecting those attitudes to challenges and overall perception of this work. This study was conducted with 220 students in the context of three subjects taught at a Spanish University, that included collaborative projects as mandatory assignments to be developed over the course of the subject. The instrument was a Likert scale-based questionnaire. As a methodology, the Rasch model was used, making it possible to apply indirect measuring of students' development level of various skills. The findings point to the difficulty in solving specific communication needs and managing students' involvement and commitment to the project. The results obtained through Differential Item Functioning analysis (DIF) show that gender, year of study, students' age, academic degrees, and the context of curricular subjects influence significantly the acquisition of skills related to collaborative work, facilitating or hindering their development among university students. These results have practical implications for the design of collaborative projects within higher education academic programs. They also suggest that the way collaborative work is usually planned is not very effective and should be reconsidered.
Augmented Reality and Animation Supported-STEM Activities in Grades K-12: Water Treatment
Author: Dönmez-Usta, Necla
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Animation,STEM Education,Grade 4,Foreign Countries,Elementary School Students,Program Effectiveness,Student Motivation,Student Attitudes,Educational Technology

Animation is used to increase the interest and engagement of students in the learning environment. Animation is exciting and fun, and using animation, abstract concepts are easy to present, display, and convey to students. Augmented reality, like animation, can help make it easier to understand abstract concepts. In many areas, augmented reality is used in education since it perfectly integrates virtual content with the natural world. STEM education is one of the areas where augmented reality can be used effectively. In this context, this research aimed to reveal the fourth-grade students' opinions about augmented reality and animation-supported STEM activities on the &quot;Water Treatment&quot; topic. These STEM activities were carried out with 15 (7 females, 8 males) fourth-grade students from a primary school in Turkey and lasted for 6 lesson hours. This study is a case study. As data collection tools in the study, the Know-Want-Learned chart, and the Application General Evaluation Form, which consists of eight open-ended questions developed by the researchers, were used. Based on the study's findings and the researchers' observations, it was determined that the augmented reality and animation-supported STEM activities are appropriate for acquisition, content, application, active participation, duration, and student level. In addition, the activities were enjoyable, humorous, engaging, and exciting. It is recommended in this context to conduct similar studies on different disciplines or concepts.
Benefits of Community: Students-as-Partners Work by an Undergraduate Student, a Graduate Student, and a Faculty Member
Author: Piotti, Anna
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Graduate Students,College Faculty,Educational Cooperation,Communities of Practice,Role,Second Language Learning,German,Teaching Methods,Second Language Instruction,COVID-19,Pandemics,Electronic Learning

Unfamiliarity and uncertainty can be disorienting, but when provided space to collectively navigate such challenges, opportunities arise for novel ways of engaging, collaborating, and navigating in our varied communities--including those in higher education. This article builds on previous students-as-partners (SaP) research by describing a collaborative investigation into teaching and learning and how the three authors of this article (an undergraduate student, a graduate student, and a faculty member) worked together to address challenges in their personal and professional spheres. We recount exploratory mixed-methods work that highlights the natural evolution of a unique community of practice (CoP) through a SaP partnership, and the collaborative benefits for teaching, learning, and research that developed within this &quot;partnership learning community&quot; over the course of a semester. Analyzing systematic discussion mappings of our meetings, transcripts from those meetings, and personal reflections, we describe our developing roles through sharing and listening to each other. Even though our CoP was set within the space of higher education and grounded by goals of SaP research, this community building partnership, in which members move beyond novice/expert relationships, has implications beyond higher education.
Online Flipped Classroom: Developing Postgraduate Science Education Students&apos; Critical Thinking Skills
Author: Widodo, Wahono
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Science Education,Flipped Classroom,Critical Thinking,Thinking Skills,Skill Development,Electronic Learning,Distance Education,Online Courses

During the COVID-19 pandemic, online learning should be carried out through innovative methods. This study aims to determine whether implementing an online flipped classroom, with converting all face-to-face sessions into virtual face-to-face sessions, can facilitate the development of critical thinking skills of postgraduate science education students in the School Physics course. This quantitative study used one group pretest-postest research design. The subjects were postgraduate science education students who took School Physics courses in the first semester at one of the public universities in Indonesia. Online Flipped classroom was supported by Google Classroom Learning Management System (LMS). Critical thinking skills data in School Physics were obtained through tests. Data were analyzed using a description of normalized changes (c) and nonparametric-inferential analysis with the Related-Samples Wilcoxon Signed Rank Test. The results showed that the online flipped classroom could facilitate the development of the students' critical thinking skills with an average normalized change of 0.71 in a high category. Even though the students felt the benefits of an online flipped classroom, they still wanted a face-to-face learning mode to be carried out soon.
Effectively Teaching a Single Course in Multicultural Education to Pre-Service Teachers
Author: Kennedy, Brianna L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Multicultural Education,Preservice Teachers,Instructional Improvement,Curriculum Development,Outcomes of Education,Preservice Teacher Education,Teaching Methods,Concept Formation,Student Attitudes,Attitude Change

In this practitioner inquiry, instructors in a teacher preparation program at a research-intensive university address their instructional effectiveness and improvement of student learning outcomes in a Single Course in Multicultural Education (SCME). As part of the inquiry, they conducted a comprehensive literature review of SCMEs. They used the literature synthesis to guide the development of a conceptual framework to inform a final course revision that yielded better student learning outcomes. The literature synthesis, conceptual framework, and course revision promoted the instructional focus on developing students' knowledge and beliefs before addressing their classroom practices.
How School Closures Affected the Teaching and Learning of English during the COVID-19 Pandemic
Author: Mukhari, Shirley S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Barriers,Teacher Attitudes,Academic Achievement,Elementary School Teachers,Elementary School Students,Parent Role,Technological Literacy,Study Habits,Achievement Gains,Grade 3,Interaction,English,Language Teachers,Student Needs

The forced closure of South African schools left learners with many challenges, especially in language learning. This study aims to explore the perceptions of teachers teaching the same subject to the same grade during the COVID-19 pandemic. The purpose is to analyse learning losses and changes in the scholastic achievement of primary school learners during the COVID-19 pandemic. A qualitative research design was chosen for this study because of its exploratory nature. Semi-structured open-ended interviews rendered data on the teachers' perceptions of academic losses as a result of the &quot;COVID-19&quot; pandemic. Homogenous purposeful sampling and semi-structured open-ended interviews were used to gather data, which were coded using the induction method to reveal codes, categories and subcategories within participant voices. This study reports on the challenges faced by teachers and learners, which include a lack of parental support, inadequate technological knowledge, and neglect of schoolwork. The findings and their relevance to teaching post-COVID-19 to mitigate academic losses are discussed. The conclusion is that different forms of support are needed to mitigate the negative impact of the COVID-19 pandemic on learners' scholastic performance.
Teachers&apos; Opinions on the Competencies of School Administrators during COVID-19 Outbreak
Author: Kesik, Fatma
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Administrator Qualifications,Competence,Elementary Secondary Education,Distance Education,COVID-19,Pandemics,Technological Literacy,Administrator Role,Foreign Countries,Administrator Characteristics

The aim of this qualitative-case study was to determine the competencies that school administrators have during the COVID-19 process and the competencies they should have in the post-COVID-19 process according to the opinions of teachers. Using maximum diversity sampling method, the researcher selected 10 teachers working in Izmir in the 2021-2022 academic year. The obtained data by using a semi-structured interview form were analyzed through the content analysis method. Research findings show that administrators mainly carry out technical work and operations related to the smooth execution of the distance education during the COVID-19 process. It also reveals that the majority of administrators are successful in technical competencies that include knowledge and skills related to their field of expertise. Based on the research findings, it can be said that both in the COVID-19 process and in the post-COVID-19 process, administrators should improve themselves not only in technical competencies, but also in humane and conceptual competencies and they should have information, technology and emotional literacy skills. Further conclusions and implications were also discussed.
Fostering Active Learning in an International Joint Classroom: A Case Study
Author: Griebel, Stefanie
Date: 2022-00-00
Type: Journal Articles
Subjects: Active Learning,Teaching Methods,Feedback (Response),Diaries,Online Courses,Interdisciplinary Approach,Student Attitudes,Learning Activities,Foreign Countries,Formative Evaluation,Teacher Student Relationship,Case Studies,Agricultural Education,Peer Relationship,Academic Achievement,International Cooperation,Institutional Cooperation,Sustainability,Agricultural Production

Engaging students in an international online setting that is interdisciplinary and culturally diverse is a challenge. A joint classroom between German and Ugandan universities used a formative assessment approach paired with active learning elements to foster individual and peer learning in an international virtual setting. A survey at three different times across the semester explored students' perceptions towards the value of the active learning activities and evaluated how perceptions changed over time. Overall, students enjoyed the diverse active learning activities and perceived value toward their success in class. This was more pronounced and unidirectional for individual tasks than it was for group work. In addition to the findings of the structured survey, observation and feedback indicated that other elements contributed to effective course delivery. These included clear and frequent communication to the students from the primary instructor, prompt feedback from the instructor on graded exercises, such as a reflective learning diary and ungraded quizzes, and student confidence that sincere effort would achieve a good grade.