ethanporcaro/eric-fulltext-meta huggingface dataset:
Getting to Maybe: Improving the Education Doctorate in an Era of Uncertainty
Author: Rasmussen, Harriette Thurber
Date: 2018-00-00
Type: Journal Articles
Subjects: Schools of Education,Doctoral Programs,Social Justice,Educational Practices,Inquiry,Theory Practice Relationship,Difficulty Level,Epistemology,Program Development,Educational Improvement,Program Design,Education Courses

In an age of increasing complexity, particularly endeavors intended to address social justice, institutions of higher learning can be caught in the middle of the need for stability and responsiveness. Using CPED principles as a guide, this essay argues for complexity as an essential lens to address social justice, problems of practice, and systematic inquiry that incorporates multiple frames and perspective. It suggests specific tools to rethink approaches to foundational content and suggests a more central role of practitioner problems in doctoral coursework.
Students&apos; Ideas on Common Experiments about the Particulate Nature of Matter
Author: Budimaier, Florian
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Science Experiments,Scientific Concepts,Cognitive Processes,Secondary School Students,Physics,Concept Formation,Problem Solving,Foreign Countries

Research on students' thinking about the particulate nature of matter has shown that students find it difficult to connect the macroscopic with the sub microscopic world. Although they have heard about atoms, students stay within a continuous model of matter or attribute macroscopic properties to particles. The research presented focuses on the arguments students make when they have to explain experiments on a sub microscopic level. The question is if experiments convince students of the applicability of the particulate nature of matter. Therefore, the researchers conducted twenty interviews according to the method of probing acceptance with students from lower and upper-secondary school. Every interview featured one of five experiments, commonly used in teaching. The goal was to see if the experiments helped students to successfully apply the particulate model of matter. Students' answers were coded using qualitative content analysis. The results of this research show, that explaining experiments on a sub microscopic level proves a great challenge for students. None of the five experiments seems to be a good starting point when engaging students with the particulate nature of matter for the first time. Therefore, further research should focus on other ways of introducing this difficult topic to students.
Exploration of Online Discussion Forum on Reading EST Texts for ESL Learners
Author: Azmuddin, Ruhil Amal
Date: 2022-07-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Reading Comprehension,English for Science and Technology,Second Language Learning,Second Language Instruction,Group Discussion,Engineering Education,English (Second Language),State Universities,Undergraduate Students,Foreign Countries,Student Attitudes,Program Development,Material Development,Language Usage,Reading Instruction,Learning Processes,Teaching Methods

Purpose: This study explored ESL learners' utilization of Online Discussion Forums (ODFs) in Interactive Reading for Academic Disciplines (iREAD) to assist reading of online scientific texts within an English for Specific Purposes course at a public university. Method: This qualitative research employed two data collection methods during lessons of a 14-week semester. The first was analysis of ODF threads in iREAD from 30 ESL learners of various engineering programs at a public university in the East coast of Malaysia. Twelve from 30 ESL students were purposively selected to participate in focus group interviews. Interactive Analysis Model was used to analyse the threads, whilst the interviews transcripts were analysed thematically. NVivo Pro 12 software was used to manage the data and the generated themes were later analysed using inter-rater reliability analysis. The Kappa values of the themes indicated near perfect scores, to verify the reliability of the identified themes. Findings: The findings revealed the positive capability of ODF as a tool in facilitating learners' reading comprehension of English for Science and Technical (EST) online materials. Analysis of the data on ODF threads confirm that students have the capabilities to engage in higher level of discussions and debate to aid their understanding. The themes that emerged from the interviews reflect positive impacts to facilitate reading of EST online materials, where learners were able to work collaboratively and increase knowledge and understand better. In addition, significance of EST materials was important in providing exposure to students' background knowledge of their content courses. The notion of social constructivism and connectivism were reflected as learners constructed knowledge, negotiated, and synthesized ideas using the language across networked learning communities. Significance: An implication from this study suggests that exposure to EST online materials through communication and collaboration via ODF has strengthened students' knowledge of the subject content. Additionally, learners' comprehension of reading online EST materials has been enhanced through ODF because of the tool's interactive heuristic approach to learning. This becomes significant for program developers and lecturers to combine both elements of ODF and material selection in lessons considering its positive impacts toward learning.
Representations of Indigenous and Non-Indigenous Rural Ways of Being in Picture Books for Children
Author: Eppley, Karen
Date: 2022-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Rural Areas,Picture Books,Childrens Literature,Interpersonal Relationship,Natural Resources,Ecology,Barriers,Culturally Relevant Education,Foreign Countries,Canada Natives,American Indians,Artists,Authors,Illustrations,Gender Issues,Family Relationship,Agricultural Occupations

This critical content analysis examines representations of rural life in a sample of 52 picture books by Indigenous and non-Indigenous authors and illustrators. While the United States and Canadian governments use quantitative measures to designate rurality, in this study rurality is conceptualized more broadly as an interaction between geographical, cultural, and social characteristics. Three sets of findings about the representation of rural people in Indigenous and non-Indigenous picture books are offered: the representation of human-to-human relationships, the relationships between people and the natural world, and the problems and challenges faced by rural people in the books. While there is increasing attention within children's literature scholarship about the importance of culturally relevant picture books and representations of diversity, less is understood about representations of rurality in children's literature and still less is known about textual representations that engage the intersection of rurality and minoritized groups such as Indigenous peoples.
An Examination of the Impact of Game-Based Geometric Shapes Education Software Usage on the Education of Students with Intellectual Disabilities
Author: Demir, Ümit
Date: 2022-12-00
Type: Journal Articles
Subjects: Students with Disabilities,Geometric Concepts,Educational Games,Game Based Learning,Special Schools,Computer Software,Conventional Instruction,Instructional Effectiveness,Attitude Change,Academic Achievement,Gender Differences,Handheld Devices,Telecommunications,Mild Intellectual Disability,High School Students,Vocational Education,Computer Games,Student Attitudes

Purpose: This study aims to research the impact of the e-learning environment, in which game-based education software was used, on the learning of students with intellectual disabilities. Design/Approach/Methods: The study group consisted of 34 students with intellectual disabilities studying at a special education vocational school in C¸ anakkale, Turkey. In this study, the true experimental method was used. For 5 weeks, the experimental group received blended learning that was supported by the usage of a game-based education software designed by the researcher, which includes interactive educational game applications. At the same time, control group students only received the teaching process in the classroom with the traditional teaching method. A course attitude scale and an achievement test were used for data collection. Findings: The analysis of the findings showed that there was a significant increase between precourse and post-course attitudes and academic achievement scores of the students. There wasn't a significant difference between pre-course and post-course attitudes and academic achievement scores according to the gender and academic achievement scores. Males' academic achievement and attitude post-test scores were higher than females' scores. Students having upper daily mobile devices usage experience had higher post-test and academic achievement scores than students having lower daily mobile devices usage experience. Originality/Value: This article has the potential to construct a new practice example as a supplement for analyzing the game-based educational software usage on the education of students with intellectual disabilities. As a pilot study, it provides a good sample for further investigations.
A Motivation Perspective on College Admission Reform in Shanghai: The Effect of Providing More Choices and Multiple Evaluation Criteria
Author: Wang, Jing
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Admission,Educational Change,Student Motivation,Learning,Student Behavior,Decision Making,Selection,High School Students,College Bound Students

Purpose: This study offered insights into how Chinese college admission reform brought about school changes and influenced students' motivation and learning behaviors. Design/Approach/Methods: Four classes in one public high school in the Shanghai Municipality were observed in their homeroom activities and during class breaks. Students and teachers were purposively selected and interviewed. Findings: Due to the more choices on national college entrance examination-examined subjects, career development courses and internships were offered to give students guidance on subject selection. A class shifting system was adopted. In response to the comprehensive evaluation criteria, more free time and club activities were offered so that students can develop their own interests in nonacademic areas. While the reform promoted some students' intrinsic motivation and mastery goals--that is, students reported their intention to develop interests and improve competences--some students made strategic decisions (e.g., avoiding choosing Physics, intensive preparation, and extracurricular academic tutoring) to maximize college admission possibilities at the cost of ignoring their personal interests. Originality/Value: This is a timely study that provides insights into school changes and impacts on students' learning in a changing educational context. Implications for future research and practices are discussed.
Compiling Life-Oriented Moral Education Textbooks for Elementary Schools in China: The Mimetic Approach in &quot;Morality and Law&quot;
Author: Tang, Yan
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Elementary Education,Textbook Preparation,Textbook Content,Moral Values,Values Education,Relevance (Education),Experience,Imitation,Time,Context Effect,Citizenship Education,Social Influences

Purpose: This study explores a novel approach to compiling life-oriented moral textbooks for elementary schools in China, specifically focusing on &quot;Morality and Law.&quot; Design/Approach/Methods: Adopting Aristotle's &quot;Poetics&quot; as its theoretical perspective, this study illustrates and analyzes the mimetic approach used in compiling the life-oriented moral education textbook, &quot;Morality and Law.&quot; Findings: The mimetic approach involves imitating children's real activities, thoughts, and feelings in textbooks. The mimetic approach to compiling life-oriented moral textbooks comprises three strategies: constructing children's life events as building blocks for textbook compilation, designing an intricate textual device exposing the wholeness of children's life actions, and designing inward learning activities leading to children's inner worlds. Originality/Value: From the perspective of Aristotle's &quot;Poetics,&quot; the approach to compilation in &quot;Morality and Law&quot; can be defined as mimetic. And the compilation activity in the life-oriented moral education textbook also can be described as a process of mimesis. So this article presents a new approach to compile moral education textbooks and an innovative way to understand the nature of one compiling activity.
Chinese Traditional Culture Education: Implementing the Child&apos;s Position and Perspective in the Elementary School Textbook &quot;Morality and Law&quot;
Author: Zhang, Le
Date: 2022-12-00
Type: Journal Articles
Subjects: Asian Culture,Ethical Instruction,Ethics,Textbooks,Textbook Content,Elementary Education,Cultural Awareness,Foreign Countries

Purpose: Failure to clarify the position of children in Chinese culture is a significant issue faced by Chinese traditional culture education (CTCE). Indeed, moral education needs to establish child's perspective and position in Chinese society and incorporate these into the curricula on the excellent Chinese traditional culture. This study explores how the elementary school textbook, &quot;Morality and Law,&quot; has approached CTCE. Design/Approach/Methods: First, this article analyzes practical difficulties in CTCE--omission child's position. Second, this article explores the child's position needed by CTCE based on Rousseau, Montessori, and Dewey's contemporary views on children. At last, this article explores the strategy of how to implement the child's position in CTCE based on &quot;Morality and Law.&quot; Findings: In respect to CTCE, &quot;Morality and Law&quot; positions children in various ways. In terms of its educational goal, the textbook is intended to improve children's cultural education and appreciation. While the textbook's editors mainly select positive content, negative content is also included. Always taking the child into consideration, the textbook incorporates systemized knowledge into children's own lives, particularly insofar as the teaching strategy uses events or experiences in which children are interested. Originality/Value: Following the reform of China's curriculum at the start of the 21st century, moral education textbooks were developed on the basis of the child's position but remained weak in terms of traditional culture education. The approach adopted in &quot;Morality and Law&quot; and illustrated in this study bridges the gap between children and traditional culture, improves the effectiveness of CTCE, and provides other countries with insight based on China's experiences in cultural education.
Three Decades of Literacy Preservice Teachers&apos; Engagement in Research: Operationalizing Critical Reflexivity to Explore Possibilities for Increasing Racial Literacy
Author: Lammert, Catherine
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Literacy Education,Student Research,Action Research,Racial Factors,Literature Reviews,Race,Teacher Characteristics,Student Characteristics,Research Methodology,Multiple Literacies,Foreign Countries,Diversity,Elementary Secondary Education

In this paper, the author analyzes 89 studies published from 1990 through 2020 that focused on literacy preservice teachers' involvement in action research as part of learning to teach. In doing so, the author provides an example of why critical reflexivity is necessary in qualitative literature review methods. The author relies on a social practice view of race and uses activity theory to answer the questions: How have researchers considered race as a factor in research on literacy preservice teacher education? How can preservice teachers' experience with research be (re)designed to help develop their racial literacy? Findings demonstrate that in the reviewed studies, 51% of researchers addressed preservice teachers' race, and 34% addressed K-12 students' race. Far fewer studies, however, acknowledged their own race or that of field supervisors and mentor teachers, which ultimately minimized their roles. Findings also emphasize four design principles for literacy teacher education programs that aim to include research: collaboration between K-12 partners and universities; selective teacher educator scaffolding; engagement with diverse communities; and extensive time spent as part of the pathway toward racial literacy. The implications and uses of an existing literature base that reflects shifting reporting standards related to race are also examined.
Organizing and Reconstructing Children&apos;s Experiences: Compiling National Civic Textbooks in China
Author: Gao, Desheng
Date: 2022-12-00
Type: Journal Articles
Subjects: Civics,Textbook Preparation,Foreign Countries,Experience,Values,Ethical Instruction

Purpose: The key to successful textbook compilation lies in incorporating children's experiences and facilitating their growth. This study examines the process of textbook compilation. Design/Approach/Methods: This study criticizes the traditional compiling approach of excessive lecturing and reasoning. It further elaborates the theoretical and institutional background for the traditional approach. Involving retrospective narratives, researchers reflect on how new textbook compilation tends to connect with children's experience. Findings: Researchers have explored several approaches to organizing and reconstructing children's experiences in preparing textbooks, including using &quot;an experience&quot; to awaken children's experiences, using the expression of experience to reconstruct children's experience, and transforming children's &quot;experience&quot; (&quot;jing yan,&quot; [Chinese character omitted]) into lived experiences (&quot;ti yan,&quot; [Chinese character omitted]). Another approach involves facilitating the connection and interaction between children's experiences and those of others in order to bridge personal experience and sociocultural values. However, this can only be achieved by ensuring that textbooks reflect and are part of children's lives. The successful incorporation of children's experiences into textbook compilation lays the foundation for children to identify with textbooks and internalize textbook values. Originality/Value: Bridging the gap between children's experience and textbooks constitutes the primary theoretical and practical issue in textbook compilation and education.
Program Innovation and Design in an Era of Accountability: EdD Faculty Work as a Community of Practice
Author: Phillips, Joy C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Accountability,Education Majors,Doctoral Students,Doctoral Programs,Program Design,Accreditation (Institutions),College Faculty,Communities of Practice,Standards,Schools of Education,Professional Identity,Higher Education,Innovation

The essay describes how a task team of Drexel EdD faculty worked as a community of practice (Wenger, 1998) to conduct a crosswalk to align program principles, known as the Keystones, with national and university standards including the six Guiding Principles for Program Design contained in the CPED Framework (Carnegie Project on the Education Doctorate, n.d.-a). In accordance with the study institution's planning tool, the EdD crosswalk also demonstrates alignment with the National Council for the Accreditation of Educator Preparation (CAEP) Advanced Program Standards (Council for the Accreditation of Educator Preparation, n.d.-a), Drexel University Student Learning Priorities (DSLPs), and Drexel School of Education Program Themes. Discussion examining the task team's work is framed around the four interlinking components of community of practice: meaning, practice, community, and identity. Wenger (1998) describes these components as &quot;deeply interconnected and mutually defining&quot; (p. 5). While uncommon, the process described in this essay represents the intent of assessment scholars (Banta &amp; Palomba, 2014) and contributes to deepening understanding of higher education assessment work.
Exploring Place-Based Education While Reflecting on My Own Place Growing Up in West Virginia
Author: Arthur, Megan
Date: 2022-00-00
Type: Journal Articles
Subjects: Place Based Education,School Community Relationship,Elementary Secondary Education,Conservation (Environment),Industry,Fuels,Mining,Natural Resources

Place-based education (PBE) will be explored while weaving in my own experiences with place growing up in West Virginia surrounded by the coal industry. PBE is a teaching method that provides meaningful instruction for students by transforming their community or place into their classroom. PBE can teach students how to truly inhabit their places and become contributing citizens by helping their communities or places improve and eradicate any prevalent issues. The coal industry is still predominant in West Virginia even though it continues to bring destruction to the land and controversy among the residents. The coal industry was a prime example for PBE focus while I was student in K-12 schools in West Virginia, and I will present information for why it should continue to be a focus for PBE.
It&apos;s Not a Perfect Thing: Facilitating an Independent Engineering Fair with Fifth Grade Students
Author: Feille, Kelly
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Education,Elementary School Science,Engineering,Grade 5,Science Fairs,Elementary School Teachers,Teacher Attitudes,Self Efficacy,Pedagogical Content Knowledge

Elementary science education calls on teachers to facilitate student learning of the content of science while they engage in the work of scientists. Additionally, recent national and state standards incorporate the practices of engineering into science education throughout grades K-12. However, many practicing teachers receive little to no professional development related to this shift in educational practice for the science classroom. To exasperate the issue, elementary teachers are generalists by nature without content or practical expertise in science and engineering content or practices. This study investigated how two fifth-grade teachers experienced co-facilitating an independent engineering fair with their students. The findings from this study can inform the ways in which teacher educators can support the incorporation of authentic engineering practice in the elementary classroom.
Single-Case Design: A Promising Tool for Improvement Science
Author: McKenna, John
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Improvement,Teaching Methods,Instructional Leadership,Leadership Effectiveness,Behavior Problems,Educational Change,Educational Practices,Teacher Attitudes,Teamwork,Intervention,Grade 9,Classroom Techniques,High School Students,Case Studies,Behavior Change

This article provides an overview of single-case research design and how it can be used in concert with Improvement Science. Hypothetical examples of using single-case design to inform improvement efforts are provided, as is a discussion of connections between this methodology and Improvement Science. Resources for further study are also provided.