ethanporcaro/eric-fulltext-meta huggingface dataset:
A Different Experience in a Different Moment? Teachers&apos; Social Media Use before and during the COVID-19 Pandemic
Author: Aguilar, Stephen J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Elementary School Teachers,COVID-19,Pandemics,Distance Education,Behavior Patterns,Professional Development,Communities of Practice,Decision Making,Stress Variables

Teachers participate in professional learning activities to enhance their pedagogical knowledge and share best practices--and the increasing role of technologies in education, including social media, is shifting how this professional learning occurs. The COVID-19 pandemic provided an opportunity to consider the role of social media for professional learning. Using intensive longitudinal methods, we repeatedly surveyed 14 teachers' use of social media both before and during the pandemic (N = 386 total responses). We found patterns in social media platforms uptake and their purposes, but teachers' use of social media was largely idiosyncratic. Also, teachers demonstrated notable shifts in social media use after the pandemic started; multilevel models indicated that teachers were more likely to use social media to connect and share, especially, as well as learn and follow, compared with before the pandemic. Higher levels of COVID-19-related family stress were also associated with more use of social media to find materials.
Sleep in Adolescents Attending Australian Boarding Schools: A Review and Interim Recommendations
Author: Sprajcer, Madeline
Date: 2021-09-00
Type: Journal Articles
Subjects: Sleep,Preadolescents,Adolescents,Elementary School Students,Secondary School Students,Boarding Schools,Educational Research,Evidence Based Practice,Health Promotion,Health Behavior,Mental Health,Well Being,Staff Development,Knowledge Level,Environmental Influences,Scheduling,Foreign Countries

Boarding schools, by definition, house students in residence either on campus or close by in residential facilities - where the sleep environment is likely to differ from their home environment. For boarders, being in the boarding environment occurs alongside a convergence of psychosocial and physiological factors likely to impact adolescent sleep. This paper comprises a review of the literature on sleep and boarding students in the Australian context. We also propose recommendations aligned with the scientific evidence base that can be used to promote healthy sleep in Australian boarding school students, focusing on staff training and sleep knowledge, daily routines, sleeping arrangements, and student mental health and wellbeing. It must be noted that these recommendations should be considered interim recommendations until further research is performed in the area. Further, we suggest the development of standardised practice guidelines, to ensure that student sleep is supported appropriately within the Australian boarding context.
Using Virtual Museums to Promote Activity Design Competencies for Out-of-School Learning in Pre-Service Teacher Education
Author: Arabacioglu, Sertaç
Date: 2021-00-00
Type: Journal Articles
Subjects: Museums,Computer Simulation,Distance Education,Preservice Teacher Education,Preservice Teachers,Learning Activities,After School Programs,Lesson Plans,Elementary Education,Mathematics Instruction,Science Instruction,Educational Practices,Foreign Countries

Virtual solutions of museums can be notably used to promote distance learning activities by providing information about their collections. However, the effective use of this potential depends mainly on the exact alignment of the learning activities with the educational goals. For this purpose, this study focuses on the analysis of pre-service teachers' activity designs based on virtual museum visits for out-of-school learning environments. Within the scope of the case study design, 40 activity plans developed by pre-service teachers for elementary mathematics, science, and classroom teaching were examined. The activity designs for selected virtual museums emerged as a result of a semester program. The research findings indicated that the activities emphasized the strategies of supporting learning outcomes, the guidance process for students in the virtual museum environment, and the engagement of the student with the virtual environment. Based on this, the study revealed that using virtual museums as a teaching tool for pre-service teachers supports teachers' knowledge and skills of the activity design.
&quot;Doing the &apos;Real&apos; Work&quot;: How Superintendents&apos; Sensemaking Shapes Principal Evaluation Policies and Practices in School Districts
Author: Donaldson, Morgaen L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Superintendents,Administrator Attitudes,Administrator Evaluation,State Policy,School Districts,Academic Achievement,Kindergarten,Elementary Secondary Education,Educational Policy,Administrator Role,Instructional Leadership

Almost every state in the United States has revamped its principal evaluation policies since 2009, yet we know little about how they are implemented. Based on interviews and document analysis in 21 small- and medium-sized school districts, we found that superintendents' sensemaking shaped their implementation of policy. Drawing on their beliefs about principals and evaluation and their understanding of their district context, superintendents in lower performing districts reported that they complied with the processes specified in state principal evaluation policies but strayed from state guidelines regarding maintaining a focus on instructional leadership during evaluation. In contrast, superintendents of higher performing districts reported that they implemented evaluation processes loosely but adhered to their state's policy emphasis on instructional leadership. Our findings raise questions about whether the implementation of principal evaluation policies disadvantages principals in lower performing districts. We thus caution against attaching high-stakes consequences such as incentive pay or sanctions to these policies. [For the corresponding grantee submission, see ED616816.]
Explore, Exploit, and Prune in the Classroom: Strategic Resource Management Behaviors Predict Performance
Author: Chen, Patricia
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade Prediction,Self Control,College Students,Organic Chemistry,Academic Achievement,Learning Strategies,Teaching Methods

Self-regulated learners strategically manage physical, technological, online, and social resources for learning--by selecting resources that could be useful, reflecting on how useful these resources have been, and adjusting resource use accordingly. We propose a model that conceptualizes resource management as learners' intentional, self-reflective decisions to explore new resources, exploit (continue to use) previously useful resources, and prune (stop using) previously ineffective resources. We modeled 4,766 students' reported exploration, exploitation, and pruning between three class exams among four cohorts of an organic chemistry class (i.e., more than 100,000 discrete data points of resource use). Each of these behavioral mechanisms of resource management predicted students' academic achievement: The more students reported exploring, exploiting, and pruning between their exams, the higher they performed on their subsequent exams, controlling for prior performance. These findings enrich self-regulated learning theories by concretizing the behavioral mechanisms of resource management by which learners take control of their learning.
Mechanical Engineering Design, Learning from the Past to Design a Better Future?
Author: Sole, Martin Edward
Date: 2021-11-00
Type: Journal Articles
Subjects: Engineering Education,Design,Education Work Relationship,Water Quality,Water,Comparative Analysis,Part Time Students,Full Time Students,Air Transportation,Manufacturing,Computer Software,Interdisciplinary Approach,Undergraduate Students,Futures (of Society),Teamwork

The economic importance of design, and design engineers to the success of a company has led to the exponential growth in the demand for qualified design engineers. To fill this demand, colleges and universities provide the best training available so that, after graduation these engineers will provide significant input from the first day of work. We live in a time known as industry 4.0 or the 4th Industrial Revolution, where computer power rules and takes on greater tasks, freeing up time for the design engineer to design more and more complex designs. Sometimes, it is good to stop, and take a breath to review our practices and remind ourselves of things we may have forgotten. It is true that we can design complex mechanisms and systems, in times past many of these would not be possible. But can we learn or be reminded of good practice by taking a journey through some of the design methods from the past. This paper will travel back to the 2nd century BC and look at cutting edge water pump design and the importance of a good literature review. It will highlight a serious gap in knowledge when comparing full-time and part-time students in our modern age. Airship design will be reviewed, the R100, R38 and R101 to remind us of the need to cross check design calculations. Looking at the beauty of Concorde design will remind us of the requirement in any design of good planning and regular meetings. This journey will finish by looking at the design process of the Boeing 777 commercial airliner, one of the first designs to use Computer Aided Design (CAD) and Computer Aided Manufacture (CAM). The use of Design Build Teams (DBT) with cross-disciplinary experts who can reside anywhere in the world will be considered. The reviewed historical examples may at first glance appear happen-stance but are in fact linked, and demonstrate a continuing growth in the ability, knowledge, complexity, and techniques of engineering design. This step back in time will remind teachers of some basic principles when teaching design to future design engineers. Designs have become more complex in this modern age, but it would be incorrect to say that complex design did not exist in times past. Before the internet, aircraft were built, global communication systems existed, men went to the moon.
Refining a Pedagogical Approach for Employing Design Thinking as a Catalyst
Author: Reddy, Gudur Raghavendra
Date: 2021-11-00
Type: Journal Articles
Subjects: Design,Thinking Skills,Creative Thinking,Problem Solving,Course Descriptions,Innovation,STEM Education,Interdisciplinary Approach,Teamwork,Education Work Relationship,Imagination,Aging (Individuals),Health Personnel,Information Technology,Disabilities,Teaching Methods,Health Education,Competition,Social Change,Art Education,Human Factors Engineering,Robotics,Program Descriptions

There is an increasing interest in design and creative thinking processes in the Sciences, Technology, Engineering, and Mathematics (STEM) and health education disciplines. Many new degree programs are integrating design thinking into their syllabi, with the intention of bringing creative problem-solving methods to these disciplines. In reality, the exposure these students get is minimal, and it does not provide enough foundation for them to use the knowledge and apply the process(es) in real-life situations. There is an increased awareness of the importance of design thinking in the innovative process. More and more STEM, business, and health establishments are embedding trained designers into their research teams -- yet many designers are not equipped to work on interdisciplinary teams. Design students tend to approach problems more intuitively, opportunistically, and build on creative leaps of imagination whereas, STEM and health disciplines are often more algorithmic, systematic, and rationale. This can often generate tension in interdisciplinary teams, especially when traditional disciplines (e.g., Engineering, Sciences) are integrating relatively newer thinking (e.g., design thinking). In this paper, we share the outcome of a phenomenological study on a high-functioning interdisciplinary team working on a health innovation project focused on aging with a disability. This case study illustrates the skill set needed for designers, health and technology professionals to make a significant contribution to its overall outcome. We identified key attributes that contribute towards being an effective member of interdisciplinary teams. Based on this study, we propose a pedagogical approach to better equip design, STEM, and Health students to be more competitive in changing economic expectations and ensure more impactful design outcomes.
Social Connectedness and Online Design Learning Experience in the Indian Context
Author: Gogu, Christy Vivek
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Design,Online Courses,Electronic Learning,COVID-19,Pandemics,Learning Experience,Virtual Classrooms,Peer Relationship,Teacher Student Relationship,Interaction,Feedback (Response),Student Attitudes,Building Design,Educational Benefits,Conventional Instruction,Preferences

The rise in online courses and virtual learning avenues in the last few decades, and more recently the COVID-19 pandemic has seen traditional design schools imparting learning seamlessly by transitioning to the virtual realm partially or completely. This study helps understand the perspective of students from various design schools across India regarding their learning experience in online courses, virtual classrooms and their perceived social connectedness with peers and educators. We report findings from a mixed-methods study, which combined both quantitative and qualitative data collection and analysis, wherein ninetyfive students from five design schools across India responded anonymously to the online questionnaire survey. We assessed the factors that impacted perceived social connectedness of the students with their educators and peers in online classes. We also discuss some of the reasons for this perception, as articulated by the participants, and report a significant correlation found between felt connectedness and various factors in online learning, such as visibility of participants, level of interaction during class, interest in course and understanding of the subject. It was observed that while the target student group seemed adept in online interaction and exchange of information, their feedback on online learning revealed unique insights into aspects that affect overall experience of design education. In addition, we submit some of the features or elements of traditional face-to-face (F2F) classrooms that students miss the most in the current online setting and some of the measures taken by students and educators to stay connected and overcome the virtual gap in learning.
Impact of Affective Factors on Senior High School Students with Low English Reading Ability
Author: Liu, Chubai
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Standards,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Reading Ability,Anxiety,Foreign Countries,Self Efficacy,Learning Motivation,Metacognition,Social Environment,High Stakes Tests,Mental Health,Counseling Services,Parent Child Relationship,Affective Behavior

In 2017, the Ministry of Education promulgated the General High School English Curriculum Standards (2017 Edition), which stressed the importance of affective factors in English learning. This study uses a combination of qualitative and quantitative research methods such as student questionnaires and interviews to explore the motivational function of affective factors and its negative influence upon English reading of 80 students with low English reading ability in a high school in Jiujiang. The results of the study show that reading anxiety is common among high school students, the internal motivation for English reading is weak and the external motivation is strong, the self-efficacy of reading is not clear and firm. The study further found that the great academic pressure and high school students' self-awareness which are subject to external environment, language and other factors cause high school students' anxiety, the international social environment and examination system have a large impact on high school student' external motivation. In order to improve the English reading ability of high school students, this research tries to make corresponding suggestions for teachers, students and other aspects from the perspective of affective factors. As for the English teachers, they should set up diversified activities and increase the interest of teaching content in order to promote emotions with knowledge. As for the students, they should clarify their tasks to enhance learning motivation. The school should set up mental health courses and psychological counseling room and provide psychological training for teachers. Then, parents should try to communicate with students and learn to ask for help rather than paying too much attention to students' performance.
Soft Skills in Design Education, Identification, Classification, and Relations: Proposal of a Conceptual Map
Author: de Freitas, Ana Paula Nazaré
Date: 2021-11-00
Type: Journal Articles
Subjects: Soft Skills,21st Century Skills,Classification,Thinking Skills,Skill Development,Concept Mapping,Design,Teaching Methods,Metacognition,Higher Education,Foreign Countries

Soft skills are interpersonal, social, and emotional competencies, transversal to various fields of knowledge and life. In the Knowledge Age, soft skills play an essential role in the differentiation of human work. Nevertheless, in design education, there are still few studies on soft skills. This study brings a conceptual map of soft skills in design education. It refers to a mixed-methods research conducted through a survey involving 93 teachers of high education design courses in 26 countries. We combined the survey results with a literature review analysis aimed at defining constructs and identifying their relationship. Finally, we propose a classification for soft skills as being Collective/Individual and Cognitive-Metacognitive/Interpersonal-Social. Our research recognises the connections and interdependence among skills, allowing us to settle different groups and establish relations among other skills. Furthermore, based on literature, we identified a hierarchy of gateways skills and high order skills and pointed out their connections. Additionally, a conceptual map was created, including the 20 primary soft skills in design education, their proposed classification, and the links between the skills. The result can help teachers and students know the primary soft skills in design education and develop teaching-learning approaches to acquire soft skills during their university training.
Teachers&apos; Perceptions of Social Support in the Co-Planning of Multidisciplinary Technology Education
Author: Aarnio, Hanna Emilia
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Education,Teacher Attitudes,Team Teaching,Technology Integration,Preservice Teacher Education,Interdisciplinary Approach,Individual Differences,Social Support Groups,Cooperative Planning

In Finland, technology education is a multidisciplinary field where team teaching serves as a basis for the integration of technology across different school subjects. However, Finnish teacher education does not adequately prepare the student teachers for multidisciplinary technology education, and the professional competency is often gained through voluntary participation in professional development courses. The resulting individual differences in teachers' technology education competency hinder their ability to plan such educational offerings together. While previous studies have identified multidisciplinary team teaching as a way of balancing out individual differences in teachers' professional competency, the ability to leverage it depends on the availability of social support. Previous studies have examined the effect of social support in teachers' professional well-being, but further research on its role in organising multidisciplinary technology education is needed. This study explores what kind of social support is involved in the co-planning of multidisciplinary technology education. Eleven experienced in-service teachers representing different school subjects participated in interviews carried out in 2019--2020. The data were analysed by applying the principles of qualitative content analysis. The findings revealed that instrumental support in the form of new ideas, tools, and methods was emphasised in the teachers' experiences. The perceived needs for more social support were mainly related to making joint decisions during the co-planning process. The findings indicate that co-planning in multidisciplinary teams increases the versatility of possible implementations of technology education. However, leveraging multidisciplinary team teaching would require more support for pedagogical leadership.
Instructional Design for EFL Reading at Senior High Schools from the Perspective of Thinking Quality
Author: Shao, Yanhong
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Design,High School Students,Learning Activities,Teaching Methods,Learning Processes,English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Inferences,Thinking Skills,Reading Instruction,Reading Comprehension,Foreign Countries

Thinking quality is one of the important parts of the core competencies of English courses at senior high schools in China, indicating the cognitive ability and level of thinking in logical, critical, and innovative aspects. This study attempts to integrate the development of cognitive skills into reading instruction, showing how to immerse students with diverse learning activities in the teaching-learning process in terms of information acquisition, information processing, and information output. And their cognitive competencies at different levels are purposefully cultivated. Specifically, they are not only nurtured at the level of understanding factual information through observation and comparison but also facilitated for the deep understanding of the text through analysis, inference, and induction. Most importantly, they are encouraged to use their linguistic knowledge creatively with evaluative abilities, thus promoting the development of their English learning and thinking ability concurrently.