ethanporcaro/eric-fulltext-meta huggingface dataset:
Job Satisfaction of High School Science Teachers: Prevalence and Association with Teacher Retention
Author: Bozeman, Todd Dane
Date: 2013-00-00
Type: Journal Articles
Subjects: Job Satisfaction,High Schools,Secondary School Teachers,Incidence,Correlation,Teacher Persistence,Teaching Conditions,Career Choice,Educational Facilities,Educational Resources,Peer Relationship,Science Teachers

In many U. S. states, policy related to teacher job satisfaction and retention has not paralleled reform for student achievement. A study of 385 secondary science teachers, situated in one U. S. state's high school system, reveals the relationships between teachers' job satisfaction with working conditions and retention at both profession and school levels. Frequency analysis suggests that large proportions of teachers are satisfied with occupational choice and professional colleagues whereas fewer teachers are satisfied with school facilities, equipment and support for informal science. However, risk analysis suggests no statistically significant associations between teacher satisfaction and profession retention. These results suggest the need for additional research into multivariate relationships between teachers' job satisfaction and retention.
Becoming an Activist Science Teacher: A Longitudinal Case Study of an Induction Intervention
Author: Barrett, Sarah Elizabeth
Date: 2013-00-00
Type: Journal Articles
Subjects: Activism,Science Teachers,Longitudinal Studies,Teacher Orientation,Teaching Methods,Science Education,Faculty Development,Professional Identity,Intervention,Secondary School Teachers,Foreign Countries

This longitudinal case study follows a new science teacher throughout his first 5 years of teaching in a publicly funded alternative high school. It explores the ways in which he reconciled learning to accommodate his professional and personal responsibilities with his ambition to be an activist science teacher. Framed as a form of professional development, the study examined his beliefs and the ways in which developing and discussing a professional belief web aided in his evaluation of the extent to which he realized his goals. The techniques used in this study have the potential to be used for new teachers' professional development and the case itself can aid in that endeavour.
Wiki as a Tool for Engaging Students with a Science Problem Solving Activity
Author: Freire, Sofia
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Problem Solving,Science Instruction,Physics,Chemistry,Grade 8,Scientific Concepts,Educational Technology,Technology Uses in Education,Cooperative Learning,Learner Engagement,Web Sites,Collaborative Writing,Foreign Countries

This study aims at knowing how students experience wikis while they are involved in a problem solving science activity. The study took place in a physics and chemistry 8th grade class (13 years old), where teacher implemented a problem solving activity about acid-base reactions, using a wiki. Participants were 20 students, of which 12 were female students. The activity involved six different working groups. Wikis were analyzed with the goal to identify students' level and quality of participation. Furthermore, in order to understand students' experiences concerning the learning situation six focus group interviews were carried on. Three highly participating groups presented successful strategies and achieved the learning goals. These students used complex strategies for analyzing the information and used theoretical knowledge to make sense of information gathered. The collaborative processes were essential for enabling a feeling of competence and for assuring a successful learning experience. These groups revealed a high level of cognitive engagement. In comparison, poorly participating groups didn't present a successful strategy of knowledge co-construction and revealed difficulties in understanding the scientific concepts involved. Furthermore, each poorly participating group experienced the learning situation quite differently. Results suggest that students' engagement with a problem solving activity using a wiki is affected by a complex interplay of emotional, technical and social issues. Some recommendations for facilitating students' engagement with wikis emerge from the study: to carefully support collaborative processes and to create safe learning environments in which error is valued as an opportunity for learning.
The Role of Disciplinary Core Ideas and Practices in the Complexity of Large-Scale Assessment Items
Author: Gotwals, Amelia Wenk
Date: 2013-00-00
Type: Journal Articles
Subjects: Ecology,Science Instruction,Evaluation,Difficulty Level,Test Items,Achievement Tests,Elementary Secondary Education,Mathematics Tests,Mathematics Achievement,Foreign Countries,International Assessment,Science Achievement,Science Tests,National Competency Tests,Correlation,Multiple Regression Analysis,Scoring Rubrics

The Framework for K-12 Science Education (NRC, 2011) outlines core disciplinary ideas, scientific practices and cross-cutting ideas as dimensions on which to base science education. This study outlines the use of core ecological ideas and two scientific practices as a way to examine the cognitive complexity of released large-scale assessment items in Ecology. We present results from analysis of 212 released items from state, national and international sources and compare the types of core ecological ideas and scientific practices required to successfully complete these assessment tasks. We administered a subset of items to students to examine how well our rubric was aligned with students' interactions with the items. Our findings indicate that different sources of items have different proportions of item formats and have items designed to elicit different types of core ideas and practices from students. The analysis of students' responses to items indicates that using a framework of core ecological ideas and scientific practices provide a good indication of item difficulty. However, this paper highlights several instances where the coding of items does not match students' responses to items and we analyze possible reasons for the discrepancies -- including both item design flaws and opportunity to learn.
How Can Teacher-Directed Professional Development Lead to the Identification, Utilization, Reflection on, and Revision of 5E Learning Progressions?
Author: McHenry, Nadine
Date: 2013-00-00
Type: Journal Articles
Subjects: Faculty Development,Active Learning,Inquiry,Elementary School Science,Instructional Effectiveness,Elementary School Teachers,Science Teachers,Science Instruction,Measures (Individuals),Teacher Attitudes,Teaching Methods,Pedagogical Content Knowledge,Educational Strategies,Charter Schools

Though inquiry-based teaching has long been touted as an effective pedagogy, its application by elementary classroom teachers has been problematic. Two case studies were used to investigate effective professional learning experiences for teachers and the concomitant development of scientific proficiency in children. Both case studies used a newly developed instrument, the Classroom Observation Inventory, to collect data regarding teachers' use of the 5E model of inquiry-based teaching. The data indicates that teachers continually cycle through the stages of engage/elicit, explore, and explain with few teachers using the stages of expand/elaborate or evaluate. It is the recommendation of this study that the Classroom Observation Inventory and a newly developed 5E unit outline be used in conjunction with a variety of professional development scenarios as a collaborative data collection tool and discussion facilitator to support teachers in making informed instructional decisions that will enhance classroom practices to support students in reaching full science proficiency.
Which Strategy Best Suits Biology Teaching? Lecturing, Concept Mapping, Cooperative Learning or Learning Cycle?
Author: Ajaja, O. Patrick
Date: 2013-00-00
Type: Journal Articles
Subjects: Science Instruction,Biology,Teaching Methods,Lecture Method,Concept Mapping,Cooperative Learning,Secondary School Students,Secondary School Science,Science Achievement,Gender Differences,Retention (Psychology),Inquiry,Concept Formation,Scientific Concepts,Foreign Countries,Instructional Effectiveness

The purpose of this study was to compare the achievement of students taught with concept mapping, cooperative learning, 5E learning cycle and lecture methods with the intention of identifying which one among them could be most suitable for teaching Biology. To guide this study, four research questions were raised and tested at 0.05 level of significance. The design of the study was pre-test, post-test, delayed post-test, quasi experimental repeated measures design. The samples of the study consisted of four mixed secondary schools, 259 students and eight Biology teachers. The major findings of the study include: significant effect of the four instructional methods on achievement and retention; students in the 5E learning cycle and cooperative leaning groups significantly outscored those in the concept mapping and lecture groups on achievement and retention tests; students in concept mapping outscored those in lecture group both on immediate achievement and retention tests; students in 5E learning cycle and cooperative learning groups did not significantly differ on achievement and retention tests; males and females in all the four groups did not significantly differ on the achievement tests; and a non-significant interaction effect between sex and method of instruction on achievement. It was concluded that the adoption of either 5E learning cycle or cooperative learning strategies may be appropriate for the teaching and learning of Biology.
Chinese Secondary Physics Teachers&apos; Beliefs and Instructional Decisions in Relation to Inquiry-Based Teaching
Author: Zhu, Zheng
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Science Teachers,Teacher Attitudes,Beliefs,Science Instruction,Decision Making,Inquiry,Physics,Scientific Principles,Test Preparation,College Entrance Examinations,Educational Change,Science Curriculum,Curriculum Implementation

This paper reports case studies of five Chinese secondary physics teachers' beliefs and instructional decisions in relation to inquiry-based teaching (IBT). It is part of a larger study intended to explore Chinese secondary physics teachers' beliefs and the ways in which their beliefs influence their classroom practices in the context of the current Chinese science curricular reforms around inquiry-based teaching. The study employed in-depth semi-structured interviews, classroom observations, informal conversations and field notes to explore teachers' beliefs and instructional practices. A range of beliefs the five teachers held about the nature of science and physics, teaching and learning, and inquiry-based teaching exerted a complex set of influences on teachers' instructional decisions. Their perceptions of &quot;what counts&quot; as effective teaching seemed to be the predominant influence. These beliefs and their influence on teachers' instructional decisions should be understood within the current Chinese teaching context within which these teachers were working. They were pressed for time and were under high pressure to prepare students for the College Entrance Examination. They were attempting to teach a reformed, inquiry-based curriculum in a system lacking a complementary assessment system. These conditions are mirrored in many other education systems in the region and the world in which inquiry-based teaching is mandated, and the cases presented here contribute to the development of richer understandings of teachers' take-up of curricular reforms.
Lights, Camera, Action! Developing a Methodology to Document Mainstream Films&apos; Portrayal of Nature of Science and Scientific Inquiry
Author: Koehler, Catherine M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Scientific Principles,Inquiry,Science Instruction,Films,Popular Culture,Test Construction,Secondary School Science

This study explores the development of a methodology to analyze how nature of science (NOS) and scientific inquiry (SI) are portrayed in mainstream films. We demonstrate this methodology using the films, &quot;Contact&quot; and &quot;Twister,&quot; as they are commonly used in earth/space science classrooms. We investigate the following research question: &quot;how do mainstream films present NOS and SI?&quot; Using a qualitative approach to examine the instances in which NOS and SI were observed in the film, we developed a template that assists the viewers in identifying these incidences visually. Not only can this instrument be used to determine when NOS and SI are portrayed in mainstream films, it can also be used to create a visual fingerprint depicting the number of incidents in which each construct is displayed. We suggest that these fingerprints can be used to help teachers understand how NOS and SI are addressed in selected mainstream films normally used in secondary science classrooms.
The Impact of Modeling Instruction within the Inverted Curriculum on Student Achievement in Science
Author: Dye, Jennifer
Date: 2013-00-00
Type: Journal Articles
Subjects: Models,Science Instruction,Science Achievement,Instructional Effectiveness,College Entrance Examinations,Teaching Methods,Biology,Chemistry,Physics,Correlation,High School Students,College Readiness,Science Tests,Scores,Experimental Groups,Secondary School Science

Achievement in science is a national concern, and graduating students who are college and career ready is a national imperative. In this study, we examine student achievement on the ACT science test as a high school transitioned from teaching biology, chemistry and physics with a teacher-centric pedagogy (the traditional instructional context) to the inverted curriculum (teaching physics, chemistry, then biology) to using the modeling instruction pedagogy (student-centric, inquiry-based) within the inverted curriculum. Data for students graduating over an eight-year period under these three instructional contexts were analyzed to determine if there were potential relationships between student achievement and the instructional context. This is an in situ study of the results of making an intentional change in the instructional context used to teach science. On average, ACT science scores and the percentage of students graduating college ready were higher for students learning in the two non-traditional instructional contexts.
Sexual Health Education for Behavior Change: How Much Is Enough?
Author: Shegog, Ross
Date: 2017-00-00
Type: Journal Articles
Subjects: Sexuality,Health Behavior,Behavior Change,Sex Education,Comprehensive School Health Education,Program Effectiveness,Sexually Transmitted Diseases,Acquired Immunodeficiency Syndrome (AIDS),Pregnancy,Prevention,Middle School Students,Early Adolescents,Urban Schools,Grade 8,Grade 9,High School Students

In the United States, adolescents 15 to 24 years of age account for nearly half of new cases of sexually transmitted infection (STI) each year, and female adolescents 15 to 19 years of age account for 24.2 of every 1000 births, 17% of which are repeat births. The provision of evidence-based sexual health curricula is indicated. To be effective, curricula need to be implemented with adequate fidelity to enable students to have exposure to core content. However, successful implementation of sexual health curricula in school settings is often compromised by competing academic priorities. For example, standardized testing schedules can reduce the time available to provide effective sexual health curricula. Thus, it becomes important to understand the association between the quantity and quality of program exposure (or &quot;dose&quot;) and students' sexual health behavior. Understanding the required time-on-task (number of lesson-hours) and the type of sexual health topics most associated with delayed sexual initiation may enable the implementation of evidence-based programs within an increasingly &quot;crowded&quot; academic program without compromising their effectiveness.
Marijuana and E-Cigarette Use in a US National Sample of 8th and 10th Grade Never-Smokers of Conventional Cigarettes
Author: Owotomo, Olusegun
Date: 2017-00-00
Type: Journal Articles
Subjects: Marijuana,Smoking,Grade 8,Grade 10,Adolescents,Addictive Behavior,Predictor Variables,At Risk Persons,Correlation,Adolescent Attitudes

Introduction: E-cigarette use remains a controversial topic in public health and medicine. Historically, cigarette smoking was identified as a gateway to marijuana use among adolescents. Recently, the prevalence of adolescent cigarette smoking has declined, but that of e-cigarette use continues to increase. As e-cigarettes eclipse cigarettes among adolescents, e-cigarette use may predispose adolescents to marijuana use. This study examines the relationship between e-cigarette use and marijuana use in a national sample of adolescents who have never smoked conventional cigarettes. Methods: A national sample of 8th and 10th grade never-smokers of conventional cigarettes (N=12,743) was obtained from 2014-2015 Monitoring the Future surveys. The dependent variable was past 30-day marijuana use (dichotomized Yes/No), and the independent variables were past 30-day e-cigarette use (dichotomized Yes/No), perceived availability of marijuana, peer marijuana use, parental monitoring, and religiosity. A multivariable logistic regression was conducted with marijuana use regressed on e-cigarette use, and other independent variables while controlling for covariates such as paid employment, risk-taking propensity, and sociodemographic variables. Additional regression analysis was conducted on e-cigarette users only. Results: Among adolescent never-smokers of conventional cigarettes, 5.2% and 5.6% had used marijuana and e-cigarettes, respectively, in the past 30 days. Among never-smokers who are current e-cigarette users, 24.2% had used marijuana at least once in the past 30-days, compared to 3.9% of non-e-cigarette users. Logistic regression analyses showed that e-cigarette users were three times more likely than non-users to be current marijuana users after adjusting for other variables. Perceived availability of marijuana and peer marijuana use increased the likelihood of marijuana use, while parental monitoring and religiosity were protective against marijuana use. Among e-cigarette users, the predictors of marijuana use were peer marijuana use and perceived availability of marijuana. Conclusion &amp; Implications: A significant proportion of adolescents who have never smoked conventional cigarettes are current marijuana users. Among these adolescents, e-cigarette use is associated with a threefold increase in odds of marijuana use, suggesting a link between e-cigarette and marijuana use that is independent of conventional cigarette smoking. Among e-cigarette users, peer marijuana use and perceived availability of marijuana are particularly predictive of marijuana use and are potential foci for targeted interventions focused on reducing dual e-cigarette and marijuana use among adolescents.
Working with Faith-Based Communities to Develop an Education Tool Kit on Relationships, Sexuality, and Contraception
Author: Torres, Jennifer
Date: 2017-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Sexuality,Contraception,Church Role,Religious Organizations,Community Organizations,African Americans,Adolescents,African American Community,Pregnancy,Sex Education,Risk,Prevention,Early Parenthood

Communities disproportionately affected from higher rates of unplanned teen births are in need of sustainable approaches to prevention strategies. One approach is to build the capacity of faith-based communities (FBCs) to address the sexual health needs of the surrounding community. However there is a need for comprehensive, user-friendly resources designed for FBCs that provide critical decision-making information related to pregnancy prevention inclusive of contraception. Using community-based, theoretical and practice-informed strategies, we developed a user-friendly sexuality education tool kit in five phases: (1) building relationships with faith leaders; (2) piloting educational sessions within churches; (3) gaining insight from participating faith leaders; (4) creating the tool kit; and (5) collecting feedback from training and implementation. Our findings suggest faith leaders remained motivated to overcome perceived barriers by their mission to serve their communities. A sexuality education tool kit that is respectful and guided by the input of FBCs can be a viable and innovative approach to address teen pregnancy.
The Impact of the California Drought on Food Security among Rural Families of Mexican Origin
Author: Rodriguez, Lizette
Date: 2015-00-00
Type: Journal Articles
Subjects: Natural Disasters,Agricultural Occupations,Coping,Mexican Americans,Water,Decision Making,Community Change,Obesity,Intervention,Food,Security (Psychology),Bilingualism,Graduate Students,Heads of Households,Migration,Costs,Agricultural Laborers,Migrant Workers,Stress Variables,Spanish Speaking,Family Characteristics

Introduction: The year 2015 marks the fourth year of a drought in California. With no signs of the drought improving, communities in California are left to prioritize their water usage. In the Central Valley, the limited water supply has forced farmers to prioritize on acreage and planting, decisions that trickle down and may impact farmworker families. Objective: The purpose of this study was to explore the impact of a drought in California on family decision-making and coping strategies in the context of broader community changes affecting rural families of Mexican-origin. Methods: This study recruited participants from the Niños Sanos, Familia Sana (NSFS, Healthy Children, Healthy Family) childhood obesity intervention study, conducted from 2011-2015. The primary occupation of two-thirds of the NSFS families was agricultural work. Based on the US Department of Agriculture 18-item food security assessment tool, a baseline household survey among 336 families in 2012 revealed that 45% of the households were food insecure. In 2015, a bilingual graduate student moderated four focus groups in a convenience sample of 26 NSFS families, who were recruited by promotoras (local lay workers). Males and females were assigned to different focus group discussions, each of which lasted 1 ½ hours. Two researchers reviewed transcriptions of the audio recordings and analyzed them for emerging themes. Results/Conclusions: In this Mexican-origin rural population, households headed by less educated mothers, older fathers, and adults engaged in farm work were most vulnerable to food insecurity. The focus groups revealed community changes including out-migration of families, increased food prices, and changes in employment (fewer hours, less predictable, need to travel further to find work). These changes have led families to shift their family decision-making and economize to cope with the unpredictable nature of the agricultural workforce. Paying bills and rent takes priority over food, clothing, medicine and other expenses. All groups mentioned having to deny child requests and family outings. Women noted increased stress on the family and concern about keeping families together. Men expressed the desire to avoid disruption to their children's lives but were actively considering moving elsewhere. As a community, they have remained united and working together to withstand the challenges the drought has introduced.