ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Teaching in a Summer STEM Camp on the Mathematics Teaching Self-Efficacy of Highly Qualified Preservice Secondary Mathematics Teachers
Author: Franks, Bridget A.
Date: 2021-10-00
Type: Journal Articles
Subjects: Summer Programs,STEM Education,Camps,Mathematics Instruction,Self Efficacy,Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Field Experience Programs,Undergraduate Students,Student Attitudes,Minority Group Students,White Teachers

Educational opportunity gaps experienced by students of color living in poverty, with accompanying lower levels of mathematics achievement, remain a roadblock to their access to college-level training in STEM fields. To address this problem, secondary teachers must be confident in their ability to share mathematics content effectively with students from cultures different than their own. Bridging the opportunity gap is more likely with two elements in place: intellectually stimulating pre-college experiences and community partnerships that establish connections between underserved neighborhoods and resource-filled environments, such as university campuses.
Third Space Creates Collaborative Environments to Develop Pre-Service Teachers
Author: Steiner, Amanda
Date: 2021-10-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Cooperative Learning,Field Experience Programs,Partnerships in Education,College School Cooperation,Theory Practice Relationship,Practicums,Coaching (Performance)

In the fall of 2012, 11% (n=157) of clinical practice (i.e. student teaching) candidates at a metropolitan university were in jeopardy of not passing clinical practice. Public schools in the area began to voice their concerns, and placements of candidates became a challenge. As a result, the university re-envisioned the program, utilizing third space to facilitate discourse between local school districts and university faculty. The development of third space was based on program data, which led to the following shifts in the program: scaffolded coursework with increased time in the field; instructional coaching prior to clinical practice; and a system for collecting feedback to sustain partnerships. Collaboration between P-12 schools and the university was essential in preparing candidates to connect theory and apply it in practice. By spring 2016, the initiatives implemented led to a 12% decrease of candidates in jeopardy of not passing clinical practice. As the teacher preparation program continues to grow, one of the biggest challenges is continuing to build and sustain new partnerships. The authors provide a framework for how programs could adapt some of these initiatives to develop and sustain university and school partnerships.
Types of Anchor Institution Initiatives: An Overview of University Urban Development Literature
Author: Garton, Paul
Date: 2021-10-00
Type: Journal Articles
Subjects: Urban Universities,Economic Development,School Community Relationship,Institutional Characteristics,Classification,Financial Support,Real Estate,Technology Transfer,Human Capital

Interest in universities as anchor institutions within their communities and cities is growing as civic leaders search for ways to build local wealth. Systematic analysis of the effects of anchor institution initiatives remains difficult due to the disparate nature of anchor initiatives and a relative lack of a shared language describing the work. This article reviews the anchor literature to summarize current understandings of universities and economic development, then develops a typology of anchor institution initiatives based upon the literature. The typology is based upon the type of capital leveraged by initiatives: (a) financial, (b) physical, (c) intellectual, and (d) human. The author then uses the typology to categorize a number of initiatives found within the literature and through a rough sampling process. This typology offers a shared language for scholars to use to guide discussions around universities as anchor institutions, and, more importantly, the typology can frame analyses of the differential effects, costs, and benefits of different anchor strategies.
Managing the Emotional Intensities of Gifted Students with Mindfulness Practices
Author: Sisk, Dorothy
Date: 2021-00-00
Type: Journal Articles
Subjects: Academically Gifted,Student Characteristics,Metacognition,Emotional Response,Listening,Psychological Patterns,Story Telling,Student Needs,Intervention

The emotional intensities of gifted students affect not only their learning, but also the way they live and see the world. This article examines the Theory of Positive Disintegration of Dabrowski to explore the inner world of the gifted. The five levels of development and five overexcitabilities of Dabrowski represent an abundance of physical, sensual, creative, intellectual, and emotional energy that cause inner turmoil but can result in creative endeavors. The benefits of mindfulness practices to meeting the emotional needs of gifted students are presented with examples of deep listening, gratitude, and storytelling as mindfulness practices. A culminating activity of storytelling illustrates the integration of deep listening and gratitude and its effect on the sense of identity of gifted students.
Worldwide Trends in Bilingual Education Research: A Half-Century Overview
Author: Sánchez-Pérez, María del Mar
Date: 2021-00-00
Type: Journal Articles
Subjects: Bilingual Education,Educational Research,Publications,Foreign Countries,Financial Support,International Cooperation,Authors,Periodicals,Information Retrieval

Despite the wealth of studies on bilingual education, there is a dearth of meta-research on the worldwide development and trends of this area of investigation over the past few decades. The occupation of this gap allows scholars to take stock of current states of research, get overviews of the contributions made to the field, foresee future research trends, and identify research needs and gaps that may be addressed in future investigation. This study analyses the evolution and trends of bilingual education research during a 50-year period (1969-2018) from a bibliometric perspective. The results show a steady increase in the number of publications, and was exponential in the last decade, mainly in the form of research articles, which makes bilingual education a truly consolidated and increasingly evolving research field. The US is the leading country with respect to the number of publications, affiliations, and sponsors, followed, primarily, by some other North American (e.g., Canada), European (e.g., UK and Spain), and Asian (e.g., China) countries, as well as Australia. There is a large research network cluster led by the US involving intercontinental interaction among institutions from Europe, Asia, and, to a lesser extent, South America. However, a scant level of internationalisation of scholars publishing works on bilingual education was observed, with most author collaboration being limited to different US institutions. The most influential authors belong to institutions from the US, Canada, Spain, and Israel, and, to a lesser extent, Australia. The main research topics in the field depend on the contexts and include regulations of language institutions, bilingual education models, language skills, pedagogical strategies, education levels, and ages, among others. These results may contribute to the identification of new research needs and therefore, to the development of future directions in bilingual education research.
Outstanding Primary Leadership in Times of Turbulence
Author: Howard, Colin
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Leadership,Educational Quality,Elementary Schools,COVID-19,Pandemics,Leadership Qualities,Leadership Effectiveness

Leadership and management in schools have sought to produce high quality education for all pupils. To inform and support school leaders' educationalists have developed theories and undertaken research studies identifying the relationships, contexts and characteristics that enable effective leadership. However, recent times of turbulence in primary schools have had an inevitable impact upon the key drivers for successful leadership and management. This study builds upon our previous research into outstanding leadership in primary education to examine the impact that such change has had upon the leadership of serving head teachers. It utilises an adapted Q-sort methodology to identify the views of serving head teachers to gain insights into the impact that such change has had upon their leadership. Overall, the analysis identified a need for aspirational characteristics of leadership, underpinned by personal values to guide schools in such times, as they strive to produce high quality education.
The Digital Girls Response to Pandemic: Impacts of in Presence and Online Extracurricular Activities on Girls Future Academic Choices
Author: Faenza, Francesco
Date: 2021-00-00
Type: Journal Articles
Subjects: Females,COVID-19,Pandemics,Extracurricular Activities,STEM Education,Foreign Countries,College Students,Career Choice,Disproportionate Representation,Student Satisfaction

In the last few years, several initiatives based on extracurricular activities have been organized in many countries around the world, with the aim to reduce the digital gender gap in STEM (Science, Technology, Engineering, Math) fields. Among them, the Digital Girls summer camp, organized every year since 2014 by two Italian universities with the aim to attract female students to ICT (Information and Communication Technologies) disciplines, represents quite a unique initiative for its characteristics of long-duration (3-4 entire weeks) and complete gratuitousness for the participants. The COVID-19 emergency imposed severe changes to such activities, that had to be modified and carried out in the online mode as a consequence of social distancing. However, on one hand, the general lack of high-quality evaluations of these initiatives hinders the possibility to understand the actual impact of extracurricular activities on the future academic choices of the participants. On the other hand, the availability of data collected over different editions of Digital Girls has allowed us to analyze the summer camp impact and to evaluate the pros and cons of in-presence and online activities. The main contribution of this paper is twofold. First, we present an overview of existing experiences, at the national (Italian) and international levels, to increase female participation in integrated STEM and ICT fields. Second, we analyze how summer camp participation can influence girls' future academic choices, with specific attention to ICT-related disciplines. In particular, the collection of a significant amount of data through anonymous surveys conducted before and after the camp activities over the two editions allowed us to evidence the different impacts of in-presence and online extracurricular activities.
Effect of COVID-19 Closures and Distance-Learning on Biology Research Projects of High School Students in Israel
Author: Yosef, Reuven
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Biology,Science Projects,High School Students,Student Motivation,Adolescents,Research Proposals,Correlation,Grade 10,Grade 11,Foreign Countries

The COVID-19 pandemic has created a situation, the &quot;anthropopause&quot;, of lockdowns and distancing among individuals to reduce the spread of the disease. One of the major problems to surface is the inequality of the educational process in schools. We present a study of high school students who conduct a year-long research project with an academic. We hypothesized that the projects would not be impacted because of the individual manner of study involved. We analyzed the number of research proposals submitted in the years 2015-2021. We compared the data of the pre-epidemic period with the two pandemic years, 2020 and 2021. Our data show that in the years of the pandemic, significantly less research proposals were submitted, and the number of research proposals rejected was lower, but the total number of research proposals approved, or the number of theses submitted, was not significantly different. The research areas in which Israeli high school students conducted research were mostly in the laboratory (63.2%) and agriculture (27.5%), while ecology was relatively insignificant--whether in captivity (3.1%) or the field (5.1%). A new field that is fast becoming of interest is bioinformatics. Research in agriculture was significantly lower during the pandemic period, while there were no differences in the other subjects between the two periods. We conclude that the fewer research proposals submitted suggest that those that did not take the subject seriously enough did not begin the process. This resulted in a lower number of rejections and is substantiated by the fact that an equal number of students that submitted their final theses did not differ from the years before the pandemic. We are optimistic that the truly motivated students will continue to make the effort to be involved in biology science projects over and above their regular school curriculum and in spite of the COVID-19 restrictions and limitations.
A Cross-Sectional Study of University Nursing Students Construal Level and Core Values in Learning English as Foreign Language in Taiwan
Author: Tai, Hung-Cheng
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nursing Students,College Students,English (Second Language),Second Language Learning,Values,Student Attitudes

Professional nursing core values are important for nursing education and clinical practice. Among the core values, communication is a crucial one, and learning languages is especially beneficial to this skill. However, core values in learning a language are rarely discussed in the field. This study attempts to explore the core values perceived by university nursing students when learning English as a foreign language. A cross-sectional survey of students' construal levels and perceptions of their core values was designed. Two instruments of Behavior Identification Form and English Learning Construal Scale were used to collect data. Descriptive statistics and content analysis were conducted to analyze quantitative and qualitative data respectively. In total, 200 participants were randomly recruited from a nursing university in Taiwan. The results show the BIF (M = 15.02; SD = 4.02) corresponded to the previous research, although the scores implied an improvement opportunity. Four themes--career development, university studies, self-responsibly, and personal well-beings--were illustrated, and 13 codes of core values of learning English were further categorized. An alternative perspective of high vs. low construal levels was suggested to view the professional core values. Teaching implications were then discussed.
Culture Sustainability through Co-Curricular Learning Program: Learning Batik Cross Review
Author: Sukadari, Sukadari
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Maintenance,Extracurricular Activities,Art Education,Creative Activities,Handicrafts,Design Crafts,Color,Sustainable Development,Social Values,Social Responsibility,Indigenous Knowledge,Elementary School Students,Preadolescents,Grade 5,Public Schools,Foreign Countries

As the application of colored designs on cloth using wax in certain areas in decorating items of clothing, Batik is made through several steps that come from drawing the pattern on the paper followed by imitating the pattern on fabric, which is called &quot;ngeblat.&quot; The next phase is followed by drawing the pattern using wax, which is called &quot;mencanting.&quot; The subsequent step is the process of coloring the pattern of Batik, called &quot;pencoletan,&quot; and then subsequently followed by color-locking on Batik through covering the Batik with wax, namely basic color dyeing. This process is called &quot;menembok.&quot; The final step is making the painting process through washing, called &quot;nglorod.&quot; This process should attempt to maintain Batik with cultural sustainability, as its process contains several values, such as discipline, creativity, independence, patriotism, responsibility, cooperation, and environmental care. Based on this background, this paper attempts to examine the Batik's cultural design and to explore its sustainability through co-curricular school program activities. This study focuses on examining the potential in the process of the application of colored design through elaborating the supporting and interfering factors in a co-curricular learning program of Batik. The analysis was made through several points, namely a co-curricular learning program of Batik for enhancing cultural sustainability, a co-curricular learning program of Batik for enhancing national culture and community responsibility, and co-curricular learning of Batik for sustainability and environmental accountability.
Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students
Author: Meléndez-Luces, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Minority Group Students,Educational Research,Culturally Relevant Education,Migrants,Inclusion,High School Students,Foreign Countries,Multicultural Education,Bilingual Education,Attendance,English (Second Language),Second Language Learning

Intercultural Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. Transformative approaches towards learning such as Culturally Responsive Teaching (CRT) are essential in order to answer the educative needs that arise due to the coexistence between ethnic minorities and mainstream society. Therefore, cultural and historical representation of these communities play an important role as gatekeepers in order to achieve positive results as far as inclusive education is concerned. This article explores research based on a case study carried out in a high school located in the North-West of Spain developing successful learning stories after implementing the CRT methodology within the teaching of English as a foreign language. For its development, this article examines the trajectory of education with Roma-Gypsy students and moves forward with previous studies that endorse the success of using this approach among ethnically diverse students for their inclusion within the educative system. Intercultural and Plurilingual Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. This article includes research based on a case study carried out in a high school located in the North-West of Spain. It is aimed at: 1. Engaging ethnically diverse students to become part of the mainstream classroom through the inclusion of their culture; 2. Improving their language skills and competencies in the learning of a foreign language; 3. Raising the attendance at schools of ethnically diverse students. To achieve these targets the Culturally Responsive Teaching (CRT) Methodology has been implemented. CRT is considered essential to answer the educative needs that arise due to the coexistence between ethnic minorities and conventional communities. After gathering and analyzing data, results show that: ethnically diverse students' motivation has been increased; it also expanded their social skills among peers; they gained more visibility; and finally, both diverse and non-diverse learners improved their proficiency in the English language. The discussion section states that the use of CRT Methodology traditionally used with Afro-American and Native-American students is also relevant for the Roma-Gypsy students that took part in this study.
Using School-Level Data to Investigate the Impact of a One-to-One Mathematics Teaching Resource in English Primary Schools
Author: Rolph, Chris
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Foreign Countries,Coaching (Performance),Individual Instruction,Elementary School Students,Numeracy,Educational Resources,Instructional Effectiveness

This research investigates the potential for a one-to-one coaching tool used by adults other than teachers to be able to deliver greater mathematics progress for primary school children without adding significantly to school costs. Plus 1 and Power of 2 (+1 and Po2) are workbooks designed to be used by adults other than teachers working on a one-to-one basis with children to develop numeracy skills. This quantitative study seeks to examine the impact of +1 and Po2 by considering performance data aggregated at the school level. The attainment of children at 1071 English schools which use the +1 and Po2 products was compared with that of peers in other schools using a quasi-experimental research design based on England's national performance measures. Statistical analysis suggests that schools using +1 and Po2 show higher levels of mathematics attainment than those who may have used other resources. Furthermore, there is an important finding that assessment attendance is higher, and disapplication from the curriculum lower, in schools using +1 and Po2. This indicates that use of this one-to-one intervention improves access to national tests for children and represents an opportunity for school leaders to maximise the cost effectiveness of existing non-teaching staff or volunteers.
Digital University Teaching and Learning in Management--The Gini from the COVID-19 Bottle and Its Empirical Representations in Germany
Author: Witt, Tobias
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Electronic Learning,COVID-19,Pandemics,Undergraduate Students,Graduate Students,Lecture Method,Seminars,Academic Achievement,Attendance Patterns,Tests,Course Evaluation,Online Courses,Large Group Instruction,Administrator Education,Student Satisfaction,Teacher Student Relationship,Interaction,Elective Courses,Blended Learning,Business Administration Education

Digitalization of teaching, learning, and assessment in higher education has gained increasing attention in research in the recent years. While previous research investigated issues of effectiveness, course attendance, and course evaluation from a long-term perspective, the current COVID-19 pandemic forced higher education institutions to digitalize teaching, learning, and assessment in a very short time. In this context, we investigate the effects of the digitalization of three courses from operations research and management science in the summer term 2020, namely two large lectures and tutorials for undergraduate, and a seminar for graduate students. To that end, student performance, course and exam attendance rates, and course evaluations are compared to the setting of the same courses in the previous year 2019 with a traditional, non-digitalized setting. Next to the quantitative data, qualitative statements from the course evaluations and students' expectations expressed during the term are investigated. Findings indicate that the lecturers' understanding of learning behavior has to develop further as interaction is required in any format, on-site or digital. Absenteeism and procrastination are important risk areas especially in digital management education. Instruments would have to be adapted to digital settings, but with care and relating to course specifics (including digital evaluation). Digital education does not make learning per se easier or harder, but we observed that the students' understanding and performance gap increased in digital teaching times. As an outlook, we propose the longitudinal investigation of the ongoing digitalization during the COVID-19 pandemic, and going beyond, investigate opportunities of the current crisis situation for implementing the long-term transition to digital education in higher institution institutions.