ethanporcaro/eric-fulltext-meta huggingface dataset:
Bioinformatics in the K-8 Classroom: Designing Innovative Activities for Teacher Implementation
Author: Shuster, Michele
Date: 2016-00-00
Type: Journal Articles
Subjects: Biology,Information Science,Faculty Development,Summer Programs,Workshops,Educational Innovation,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Elementary School Teachers,Middle School Teachers,STEM Education,Class Activities,Program Implementation,Program Effectiveness,Science Instruction

At the intersection of biology and computer science is the growing field of bioinformatics--the analysis of complex datasets of biological relevance. Despite the increasing importance of bioinformatics and associated practical applications, these are not standard topics in elementary and middle school classrooms. We report on a pilot project and its evolution to support implementation of bioinformatics-based activities in elementary and middle school classrooms. Specifically, we ultimately designed a multi-day summer teacher professional development workshop, in which teachers design innovative classroom activities. By focusing on teachers, our design leverages enhanced teacher knowledge and confidence to integrate innovative instructional materials into K-8 classrooms and contributes to capacity building in STEM instruction.
Framing, Reframing, and Teaching: Design Decisions Before, during and within a Project-Based Unit
Author: Svihla, Vanessa
Date: 2016-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Decision Making,Instructional Design,Educational Planning,High Schools,Charter Schools,Authentic Learning,Emergency Shelters,Homeless People,High School Students,High School Teachers

This design case follows the instructional planning and decision making before and during a nine-week project-based unit co-taught by three of the authors at a not-for-profit charter high school in the American Southwest. The school serves students who have not been well served by traditional schooling. The teachers partner with industry professionals to create authentic learning projects. The project detailed in this design case aimed to have students design and test temporary shelters for people who were homeless, and later learn about semi-permanent shelters. Students consistently sought to design longer-term solutions to homelessness, rather than shorter-term solutions for individual homeless clients. An embedded researcher documented project implementation and design conversations--including formal planning prior to and emergent conversations during teaching. Analysis of these conversations reveals that many design decisions made prior to instruction were guided by learning objectives, constraints and opportunities, whereas those made during teaching practice were focused directly on supporting learning. Analysis also made clear that students played a role in steering the project to focus more on solutions to long-term homelessness; based on student interests, the final project included writing letters to government representatives about their ideas for solutions. The design case concludes with reflections by the teachers on the design decisions and attendant learning. This case helps to clarify how context and timing influenced design decisions and provides an exemplar of teacher-designed complex instruction, illustrating how learners might take part in reframing a problem about which they are learning.
The Designing and Re-Designing of a Blended University Course Based on the Trialogical Learning Approach
Author: Sansone, Nadia
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Design,Blended Learning,Teaching Methods,Undergraduate Students,Student Attitudes,Learning Experience,Design,Learning Processes,Self Evaluation (Individuals),Knowledge Level,Skill Development,Psychology,Foreign Countries,Educational Practices

To have a positive impact on students' development of crucial skills, blended university courses need careful planning to fruitfully integrate learning settings as well as methodologies. The authors adopted Design-Based Research to design a blended university course based on the Trialogical Learning Approach, and then to redesign it according to the learning outputs and the overall learner's experience. The first iteration of the course (a.y. 2015) was followed by an observational study that aimed to identify student perceptions of (1) the impact of the course on the acquisition of the targeted knowledge-work skills and (2) strengths and areas for improvement to be considered when re-designing the subsequent edition. A total of 109 students participated in the two editions of the course under scrutiny in this research. The data corpus included students' self-report questionnaires investigating the development of specific knowledge-work skills and focus group interviews that explored students' perceptions. The data showed this blended course had a generally positive impact on students' perception of acquisition of skills and knowledge, which increased between one edition and the next. This positive impact seemed to correspond with course refinements made by the teacher and with the activities that received greater attention in the second edition of the course.
Elementary Teachers&apos; Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities
Author: Varghese, Cheryl
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Intervention,Fidelity,Program Implementation,Reading Instruction,Reading Difficulties,Learning Disabilities,At Risk Students,Faculty Development,Coaching (Performance),Vocabulary Development,Reading Skills,Program Effectiveness,Correlation,Individualized Instruction,Rural Schools,Kindergarten,Grade 1,Emergent Literacy,Elementary School Students,Reading Fluency,Oral Reading

Teachers' implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers' intervention fidelity (exposure, adherence, and quality) of targeted reading instruction (TRI, formerly called targeted reading intervention), a professional development program with embedded student intervention and weekly webcam literacy coaching support, was related to spring reading and oral vocabulary gains for students at risk for reading-related disabilities. The study also examined whether teachers' years of participation in TRI (1 year vs. 2 years) moderated associations between intervention fidelity and students' reading and oral vocabulary outcomes. Findings suggested that teachers' adherence to TRI strategies was directly associated with students' vocabulary gains as well as word reading skills for teachers in their second year of participation. Furthermore, when teachers provided students with more TRI exposure during their second year of participation, students made greater gains in word reading and reading comprehension.
Motivating Students&apos; STEM Learning Using Biographical Information
Author: Ahn, Janet N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Motivation,STEM Education,Science Instruction,Motivation Techniques,Learner Engagement,Teaching Methods

Science instruction has focused on teaching students scientific content knowledge and problem-solving skills. However, even the best content instruction does not guarantee improved learning, as students' motivation ultimately determines whether or not they will take advantage of the content. The goal of our instruction is to address the &quot;leaky STEM pipeline&quot; problem and retain more students in STEM fields. We designed a struggle-oriented instruction that tells stories about how even the greatest scientists struggled and failed prior to their discoveries. We describe how we have gone about designing this instruction to increase students' motivation and better prepare them to interact and engage with content knowledge. We first discuss why we took this struggle-oriented approach to instruction by delineating the limitations of content-focused science instruction, especially from a motivational standpoint. Second, we detail how we designed and implemented this instruction in schools, outlining the factors that influenced our decisions under specific situational constraints. Finally, we discuss implications for future designers interested in utilizing this approach to instruction.
Taking Students on a &quot;Journey to El Yunque&quot;
Author: McGee, Steven
Date: 2016-00-00
Type: Journal Articles
Subjects: Parks,Ecology,Science Curriculum,Web Sites,Instructional Design,Communities of Practice,Researchers,Middle School Students,Inquiry,Authentic Learning,Learning Modules,Natural Disasters,Climate,Animals,Forestry

As the developers of &quot;Journey to El Yunque,&quot; we have taken a different approach to the process of designing a science curriculum. Rather than start with a specific set of concepts or skills to target as learning outcomes, we started by identifying a specific community of practice to which we sought to connect students. Researchers in the El Yunque rainforest in Puerto Rico have been studying the impact of hurricanes on ecosystem dynamics and have been modeling what the long-term impact would be if changes to the global climate increase the frequency of severe hurricanes. Therefore, hurricane impact became the focal phenomenon for the unit. We modeled the process of investigating hurricane impact after the long-term ecological research practices of researchers in El Yunque. Students begin by investigating the long-term impact of hurricanes on the producers in El Yunque. Next students investigate the long-term impact of hurricanes on various consumers in the rainforest. Finally, students investigate how hurricanes impact the cycling of resources directly as well as indirectly through changes in organisms' use of those resources in the rainforest. A central tension in the design process is how to coherently represent the spatial relationships between the components of the ecosystem and the temporal dynamics of the individual components. In this paper, we present the evolution of the program as we sought to balance that design tension and build an environment that connects students to the central phenomenon and practices of the community of researchers in El Yunque.
Analysis of Creative Thinking Skills Development under Active Learning Strategies
Author: Forte-Celaya, Jacqueline
Date: 2021-00-00
Type: Journal Articles
Subjects: Creative Thinking,Problem Solving,Thinking Skills,Skill Development,Active Learning,Learning Strategies,Flipped Classroom,Game Based Learning,Teamwork,Group Dynamics,Instructional Effectiveness,High School Students,Adolescents,Time Management,Foreign Countries

Educational systems are now focusing on skills enhancement, such as creative thinking skills (CTS), as a means of long-lasting, significant learning. To this end, some universities and higher education institutions incentivize active learning (AL) strategies as CTS developers. Indeed, a positive link among creative results, time availability, and the educational environment has been reported; however, it is mainly based on qualitative and perceptual results. For this reason, we present this comparative, quantitative study in the context of a Mexican high school, weighing the effectiveness of the flipped learning and gamification teaching strategies against a conventional approach. The study revealed no differences in the learning environment; instead, the type of activity and the teamwork interaction affected CTS the most. However, those who participated in the learning Strategies (LS) evaluated themselves higher than their peers in the traditional classes. These results highlight the independence of CTS toward the referred LS and set a departing point for further research addressing the course activities' qualities seemingly related to CTS enhancement.
The Role of Applied Mechanics in Bridging the Gaps in Prior Learning for Aspirants of Engineering Education
Author: Singamneni, Sarat
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Introductory Courses,Mechanics (Physics),STEM Education,Mathematics Skills,Foreign Countries,College Curriculum

Building a technology-driven world appears to be the main motivational force behind students choosing to undertake engineering studies. The first year of engineering education plays a significant role in demonstrating sufficient mathematical and scientific rigor to satisfy these motivational factors. The common applied mechanics courses play a central role in achieving this. At the same time, a vast majority of students suffer from a lack of the necessary mathematical skills and analytical orientation for various reasons. Due to different educational philosophies and teaching pedagogies, a lack of proper integration between mathematics and applied mechanics is common. Several efforts were made to build better curriculum, teaching, and learning systems, resulting in widely varied solutions, but most of them require drastically different implementation approaches. With sufficient rigor in teaching and assessment, the first-year applied mechanics (common) courses designed for engineering students can solve students' mathematical and motivational lapses and help bridge the gaps between pre-university and university education endeavours. This paper presents evidence supporting this argument. In particular, datasets collected from the direct experiences delivering the first-year static and dynamics courses to many students over the past decade and a half are analysed to establish the proposition.
Counseling Is Great but Not for Me: Student Perspectives of College Counseling
Author: Cronin, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Counseling Services,Graduate Students,Undergraduate Students,Student Attitudes,Stress Management,Mental Health,Well Being,Help Seeking,Academic Achievement,School Holding Power,Barriers

The number of college students experiencing mental health related concerns has increased each year, yet two-thirds do not seek help. Compared to students who use counseling, students who need but do not receive help have poorer academic outcomes. On-campus college counseling centers are valuable resource that benefits student well-being, including academic performance and retention. Understanding what factors create barriers for students who desire to seek counseling can help higher education professionals work to improve access to counseling. This qualitative study explored student views of on-campus counseling including barriers that exist for students when seeking help. Data were collected through three focus group interviews (n=14). Consensual qualitative recording analyses yielded three thematic domains: (a) Counseling Benefits, (b) Barriers to Help-Seeking, and (c) Service Model Considerations. Implications for on-campus counseling services are discussed.
The Importance of Mentors and Mentoring Programs for LGBT+ Undergraduate Students
Author: Sarna, Vincent
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,LGBTQ People,Undergraduate Students,At Risk Students,Social Support Groups,Social Bias,Student Experience,Social Discrimination,Student Attitudes,Program Effectiveness,Mental Health,Catholic Schools,Religious Colleges,Bullying,Educational Environment

Members of the lesbian, gay, bisexual, and transgender + (LGBT+) undergraduate student community are at heightened risk for a variety of health and mental health challenges due to unsupportive environments which may include home, school, and society. However, research underscores the importance of mentors, mentorship, and other social supports upon the mental health of LGBT+ youth, especially when navigating discriminatory experiences. An online survey was conducted among LGBT+ undergraduate college students within one mid-sized university located in the Midwest to assess experiences with discrimination, perceptions of mentoring, and the beneficial components of mentoring programs. 289 LGBT+ undergraduate students (65.7% cisgender female, 47.8% ages 19-20, 51.2% bisexual) responded with 71.6% of participants reporting no current LGBT+ mentor. 56.4% either agreed or strongly agreed that acceptance of the LGBT+ community could be improved at the university. Discussion centers upon the importance of mentoring programs for LGBT+ undergraduate students to provide support and create a more affirming college experience.
The Composition of Calling: Examining Predictors of Calling in First-Year College Students
Author: Abouras, Rachel
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Personnel Workers,Self Efficacy,Citizen Participation,Religion,Predictor Variables,Career Choice,Interests,Well Being,Correlation,Self Concept,Interpersonal Relationship,Family Influence,Peer Influence

Recent scholarship suggests that sense of calling may strongly correlate with a host of positive life outcomes. It follows that further investigation into the construct of calling may have promising applications for student affairs professionals, whose work is oriented toward helping students achieve such outcomes. To that end, this study drew upon the work of Haworth, McCruden, and Roy (2001) to examine predictors of sense of calling in a sample of 364 first-year college students. Findings indicated that strengths-self efficacy, civic engagement, and spirituality significantly predicted sense of calling in students. Implications for future research and practice are outlined and discussed.
Skills, Behaviors, Expectations, and Experiences Associated with Improved Postsecondary Outcomes for Students with Significant Cognitive Disabilities
Author: McConnell, Amber
Date: 2021-12-00
Type: Journal Articles
Subjects: Severe Intellectual Disability,Transitional Programs,Individualized Education Programs,Equal Education,Federal Legislation,Educational Legislation,Students with Disabilities,Independent Living,Readiness,Postsecondary Education,Job Skills,Inclusion,High School Students,Student Needs,Agency Cooperation,Vocational Rehabilitation,Family Environment,Family Role,Self Determination,Daily Living Skills

An in-depth literature review was conducted to identify the skills, behaviors, expectations, and experiences (SBEEs) associated with employment, further education, and independent living for students with significant cognitive disabilities following high school. Analysis of 53 quantitative and qualitative studies identified 103 specific SBEEs associated with post high school outcomes. We then clustered the SBEEs into 10 constructs. We present the constructs and representative SBEEs, discuss implications for their use, and identify next steps needed to develop a new research-based transition assessment for students with significant cognitive disabilities associated with positive post-school transition outcomes.
The Use of Physics Pocketbook Based on Augmented Reality on Planetary Motion to Improve Students&apos; Learning Achievement
Author: Suprapto, Nadi
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Education,Physics,Motion,Astronomy,Educational Technology,Technology Uses in Education,Computer Simulation,High School Students,Science Achievement,Program Effectiveness,Foreign Countries,Guides

Planetary motion in physics learning is an abstract concept and requires high reasoning. This article is one of the augmented realities (AR)-based pocketbook development on the planetary motion, focusing on student learning achievement. The study used the ADDIE model : &quot;Analysis-Design-Development-Implementation-Evaluation&quot;. In the Spring Semester 2020, researchers took these steps in producing an AR-based pocketbook on planetary motion materials. The trial carried out on 30 students (57% girls and 43% boys, with age 16-17) at a public high school in Surabaya, Indonesia. Evaluation parameters included the quality of the AR-based pocketbook, students' learning achievement, and research outputs. Data analysis techniques used descriptive statistics, N-gain score, and independent t-test. The results showed that: (1) the process of developing an AR-based pocketbook on planetary motion fulfilled the product quality criteria: validity, practicality, and effectiveness; (2) students' learning achievement increase as seen from the results of the pretest-posttest scores with the average Gain score was 0.63 in the moderate category in which the boys perform better than the girls; (3) through the development of an AR-based pocketbook, it resulted in some articles in journals and pocketbook media based on Augmented reality. Therefore, this study's recommendation is to use AR as a media for learning in other abstract physics concepts.
The Effect of Digital Eco-Learning in Student Worksheet Flipbook to Environmental Project Literacy and Pedagogic Competency
Author: Sumarmi
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Worksheets,Environmental Education,Geography Instruction,Multiple Literacies,Competence,Student Projects,Instructional Effectiveness,College Seniors,Foreign Countries

The study aimed to determine 1) the effect of digital eco learning in student worksheet flipbooks on environmental literacy projects, and 2) the effect of digital eco learning in student worksheet flipbooks on student ecological competence. The research is a quasi-experimental study using a Pretest-Posttest Non-equivalent Control Group. The research subjects were students in the Environmental Geography course semester 6 of 2020, divided into the experimental and control groups. The research was conducted at the Geography Education study program, Social Science Faculty, State University of Malang, Indonesia. Data were analyzed using the independent sample t-test in SPSS version 21 for windows. The results found: 1) there is a significant effect of digital eco learning with student worksheet flipbook on environmental project literacy competence, and 2) there is a significant effect of digital eco learning with student worksheet flipbooks on ecological competence. The use of digital eco-learning helps students get to know the environment quickly by using a flipbook worksheet without having to reduce their pedagogical and environmental literacy skills.