ethanporcaro/eric-fulltext-meta huggingface dataset:
Mental Model Development of Preservice Science Teachers with Slow-Motion Animation and Visual Material: The Case of Circulatory System
Author: Bilginer, Emine Büsra
Date: 2022-00-00
Type: Journal Articles
Subjects: Schemata (Cognition),Preservice Teachers,Science Teachers,Animation,Visual Aids,Observation,Learner Engagement,Technology Uses in Education,Active Learning,Human Body,Models,Foreign Countries

This case study aimed to examine whether slow-motion animation and visual materials provide to enhance mental model developments of preservice science teachers (PSTs). A total of 34 PSTs (16 in visual material group and 18 in slow-motion animation group) participated into the study. A mental model application related to circulatory system subject, an observation form, and an open-ended interview form based on the slow-motion animation process were used to collect data. Content analysis was performed to systematically analyze the data. The results showed that the correct model-correct explanation ratios of the PSTs in the slow-motion animation group were higher than those in the visual material group. Based on the observations, the PSTs performed the slow-motion animation in five steps, and the group generally demonstrated these behaviors at the desired level. PSTs expressed their opinions about the slow-motion animation technique in interviews as learning by doing, having fun while learning, and technology supporting and facilitating learning. Using slow-motion animation in education is recommended since it creates an active learning environment for students.
To Be or Not to Be an Administrator: The Tale of Female Teachers and Administrators
Author: Kazak, Ender
Date: 2022-00-00
Type: Journal Articles
Subjects: Women Administrators,Administrator Attitudes,Career Choice,Women Faculty,Barriers,School Administration,Family Work Relationship,Disproportionate Representation,Faculty Workload,Peer Relationship,Teacher Administrator Relationship,Teacher Attitudes,Foreign Countries,Self Esteem

The aim of this phenomenological study was twofold. The first was to identify the reasons why female teachers are not interested in becoming administrators, namely to understand why they are not interested in this position. The second was to uncover what problems women administrators face and understand if these problems are influencing their decision not to pursue administrator positions. The participants were 26 female teachers and 17 female administrators working in different types of schools. The research data were collected through semi-structured questions and analyzed using the content analysis method. The majority of obstacles experienced by female administrators are the same ones seen as obstacles by female teachers. Despite no legal barriers to women becoming administrators, functional reasons underrepresent women in school administration. The reasons why female teachers don't want to become school administrators were due to family responsibilities, fear of economic losses, difficulties with female colleagues, heavy workloads and responsibilities, difficulty balancing work and private lives, difficulties with administration, and parent problems. Finally, some recommendations were proposed to overcome the reported issues.
Virtual Literacy Instruction: An Investigation of How Elementary Educators Exhibited TPACK during COVID-19 School Closures
Author: Gonzalez, Michelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Literacy Education,Electronic Learning,Distance Education,COVID-19,Pandemics,School Closing,Emergency Programs,Pedagogical Content Knowledge,Technological Literacy,Educational Practices,Barriers,Best Practices,Teacher Attitudes,Success

This mixed-methods study primarily explored how elementary educators exhibited TPACK in their virtual literacy instruction and the challenges they faced during the early months of the COVID-19 pandemic. Nine elementary-level educators participated in the study serving in the role of either general educator, special educator, or reading specialist. Data sources included a survey, email interviews, and teacher instructional materials. A hybrid thematic data analysis approach was utilized for the qualitative data, and basic descriptive statistical analysis was used for the survey data. TPACK and TPK were the most frequently coded domain among participants. TPACK was apparent across all areas of literacy instruction but less complex in the participants' phonics instruction. The greatest relationship between perceived ability and demonstration of TPACK occurred in the TPACK domain. Through the lens of TPACK, identified challenges of virtual literacy instruction were student technology access and skills, student motivation and engagement, and student learning and accountability; identified successes addressed student emotional well-being, educator collaboration, and new learning.
Fortalecer Raíces y Formar Alas: Empowerment, Advancement, and Retention of Latinx Educators and Leaders in Catholic Schools
Author: Lichon, Kathryn
Date: 2022-00-00
Type: Journal Articles
Subjects: Catholic Schools,Hispanic American Students,Instructional Leadership,Catholic Educators,Faculty Mobility,Program Development,Pilot Projects,Minority Group Teachers,Professional Identity,Self Concept,Barriers,Teacher Persistence,Faculty Development,Leadership Training,Empowerment,Models

While Latinx children are the fastest-growing segment of the U.S. school population, the majority of Latinx Catholic school children may never be instructed or led by a Latinx teacher, principal, or administrator. This is a lamentable gap given that a shared student and teacher identity (i.e., home language, ethnicity, background knowledge, lived experiences) can lead to improved academic outcomes (Dixon, 2017) and non-academic outcomes (Carver-Thomas, 2018), that Latinx educators have conveyed a more profound sense of dedication and belonging when their identity is recognized and valued (Flores et al., 2018), and that there are persistent challenges in the retention of Latinx educators (Ocasio, 2019). To address these gaps, a year-long formation program was developed for Latinx educators and leaders in Catholic schools. Through surveys and interviews from participants in the first cohort, insights and evidence in this pilot study are shared in regard to the impact of the affinity group experience upon empowerment, advancement, and retention of Latinx leadership in Catholic education. Implications discuss how educator and leadership formation programs can support the needs of Latinx educators and leaders in Catholic education.
Effectiveness of Digital Game Based Learning Strategy in Higher Educational Perspectives
Author: Bakhsh, Khuda
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Electronic Learning,Educational Games,Learning Strategies,Higher Education,Learner Engagement,Critical Thinking,Literature Reviews

Digital game-based learning strategy is now widely used in various fields such as education, marketing and advertising. This learning strategy has attracted great attention from scholars and practitioners in recent years due to its effectiveness in various educational fields. As more research studies favored the constructive impact of games on the learning process, more and more investigators are dedicated to developing digital educational games to enhance learning skills for 21st century requirements. The objectives of the current investigation were: to present a comprehensive and systematic review of the literature of previous studies on the effectiveness of digital game-based learning strategy in a higher educational context; to report the role of various adult learning theories in digital game-based learning strategy; to highlight some barriers and their solutions in digital game-based learning strategy. A total of 20 previous studies on digital game-based learning strategy in higher educational perspectives published from 2008-2021 were selected by inclusion and exclusion criteria for conducting this investigation. The results of the current investigation revealed that digital game-based learning strategy has deep effects on the learning skills of the learners in higher educational perspectives. The digital game-based learning strategy is a better option for the improvement of engagement of learners towards learning and critical thinking skills.
Immigrant Catholic School Teachers: Working across Cultures, Opportunities and Perspectives
Author: Wyttenbach, Melodie
Date: 2022-00-00
Type: Journal Articles
Subjects: Catholic Educators,Immigrants,Personal Narratives,Barriers,Hispanic Americans,Latin Americans,Mexicans,Teaching Experience,Diversity,Equal Education,Inclusion,Culturally Relevant Education

While the majority of our Catholic schools in the United States today are far from their roots as schools run by immigrants for immigrants, the stories of immigrant teachers in our Catholic schools remain. With the majority of immigrants coming to the United States today from Mexico and Latin America, the Hispanic educators in our Catholic schools are highly diverse. A striking finding from the &quot;Cultivating Talent&quot; report is that nearly 40% of Hispanic teachers and 27% of Hispanic leaders in Catholic schools are immigrants, proceeding from nearly every Spanish-speaking nation, mirroring the backgrounds of students and families in their communities (Ospino and Wyttenbach, 2022). Their presence enriches the Catholic educational experience in the United States with important global perspectives. This paper aims to tell the counternarratives of immigrant teachers and shed light on the contributions they continue to bring to Catholic school communities and the challenges they face.
Practices, Perceptions, and Perspectives of Hispanic Catholic School Diocesan Leaders
Author: Reyes, John
Date: 2022-00-00
Type: Journal Articles
Subjects: Catholic Schools,Catholic Educators,Inclusion,Hispanic Americans,Administrator Characteristics,Administrator Attitudes,Superintendents,Recruitment,Personnel Selection,Faculty Development,Sex Role,Family Work Relationship,Instructional Leadership,Elementary Secondary Education,Disproportionate Representation,Minority Groups

Centering on (a) the pathways and beliefs that characterize the experiences of Hispanic Catholic school diocesan leaders and (b) the impact of ethnic and cultural heritage on their leadership practices and perceptions, this article articulates the key findings of a qualitative descriptive study involving eight Hispanic Catholic school diocesan leaders in the United States. Drawing upon the four frames of understanding used in Ospino and Wyttenbach's (2022) broad study on the 14,000 Hispanic Catholic school educators in the United States and existing literature on Hispanic superintendent leadership, the authors detail three key thematic findings in the areas of motivation, mentoring and support, and navigating pathways to leadership. The study's findings suggest meaningful shifts in practice related to the recruitment and support of Hispanic Catholic school diocesan leaders as a means of increasing the inclusivity and responsiveness of Catholic school communities and systems.
Rethinking the Hispanic Teacher Shortage: Dual Language Schools as Identity-Affirming Organizations
Author: Sada, Elena
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Shortage,Bilingual Teachers,Minority Group Teachers,Career Choice,Educational Experience,Self Concept,Academic Achievement,Correlation,Student Diversity,Teacher Recruitment,Teacher Persistence,Native Language,Spanish,Cultural Awareness,Language Usage,Second Language Learning,Second Language Instruction,English (Second Language),Faculty Mobility,Catholic Schools,Catholic Educators,Well Being,Teacher Attitudes,Talent Development,Elementary Secondary Education

Research has established the connection between the academic success of culturally and linguistically diverse students, and their schools' ability to recruit and retain teachers that reflect such diversity (Shirrell et al., 2019). Studies have also highlighted the criticality of the students' home language use as a way to enhance academic growth and develop their sociocultural competence and well-being (Feinauer &amp; Howard, 2014). There is no research, however, addressing the diferences between the experiences of Hispanic teachers in bilingual Catholic education compared to those in monolingual English Catholic education. This article highlights the diferences captured by a recent study, and discusses the potential lessons learned from these diferences--including their connection to the recruitment and retention of Hispanic bilingual teachers. It concludes by proposing meaningful future research, and by offering recommendations to (a) affirm bilingual Hispanic identities and (b) positively impact educators' career choices and their students' academic experiences.
Strengthening and Sustaining Dual Language Education in Catholic Schools
Author: Hamman-Ortiz, Laura
Date: 2022-00-00
Type: Journal Articles
Subjects: Bilingual Education Programs,Catholic Schools,Hispanic American Students,English (Second Language),Second Language Learning,Second Language Instruction,Spanish,National Surveys,Universities,Program Descriptions,Barriers,Futures (of Society),Educational Benefits,Educational Opportunities,Enrollment Trends,Institutional Characteristics,Language Minorities,Native Language Instruction,Language Usage,Program Effectiveness,Educational Objectives,Elementary Secondary Education

The purpose of this article is two-fold. First, we seek to make a case for the promise of dual language programs to enhance Catholic schooling and enrich educational opportunities for Latinx students. Second, we offer insights into the current landscape of Catholic schools with dual language programs, drawing upon data from a national survey conducted by University of Notre Dame researchers in 2020. Through our presentation of the findings, we consider characteristics of current program models and identify areas of success, challenges, and opportunities for future growth. We conclude with a discussion of the possibilities for strengthening and sustaining dual language education in Catholic schools.
Making Sense of the Borderlands: Short-Term Immersions and Communicating upon Returning
Author: Johnston, Joseph B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Experiential Learning,Teacher Role,Writing Assignments,Reflection,Consciousness Raising,Social Justice,Immigration,College Students,Student Leadership,Foreign Countries,Humanization

Educational immersions provide opportunities for students to experience a lot in a short time. How do instructors aid students in processing and meaningfully reflecting on their experiences? I describe the development of an immersion--and an accompanying pre- and post-trip class--to sites along the U.S.-Mexico border. Then, I analyze student reflective writing assignments to see if and how the students were able to communicate their learning.
University Students Pilot a Community Survey at Ciclovia
Author: Herzog, Joseph
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Pilot Projects,Social Work,Community Surveys,Community Attitudes,Sense of Community,Student Projects

Social work students at a southeastern university piloted a community perception and attachment survey during a local Ciclovia event. Results indicated that a majority of participants held a generally positive view of the community (91%), while perceptions of specific aspects of the community and neighborhoods varied depending on individual items. Implications for use of students in community surveys are explored in addition to a presentation of the overall results of the survey.
Utility of the Global Engagement Survey (GES) to Quantitatively Evaluate a Unique Undergraduate Community-Based Global Learning Program
Author: Gendle, Mathew H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Outcomes of Education,Global Education,Student Surveys,Student Attitudes,Community Programs,Program Evaluation,Experiential Learning,Student Development,Service Learning,Rating Scales,Cultural Awareness,Political Attitudes,Cultural Pluralism,Civil Rights,Citizenship,Personality Traits

In this preliminary study, the Global Engagement Survey (GES) was used to assess developmental outcomes in undergraduate students enrolled in a multi-year community-based global learning program. Statistically significant growth was observed on the Civic Efficacy (CE) scale of the GES (p = 0.01). The GES appears to have significant utility in the quantitative assessment of undergraduate community-based global learning programs, even when small sample sizes and pretest ceiling effects exist.
The Effect of Problem-Based Learning during the Pandemic on Self-Confidence and Social Interaction of High School Student
Author: Nursa'idah, Siti Latifah
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Based Learning,High School Students,Student Attitudes,COVID-19,Pandemics,Online Courses,Self Esteem,Peer Relationship,Teaching Methods,Videoconferencing,Learning Readiness,Foreign Countries,Learning Processes,Comparative Analysis,Psychological Patterns,Computer Software,Computer Mediated Communication,Cooperative Learning

The Coronavirus disease 2019 (COVID-19) pandemic has become an epidemic that has major impacts throughout the world, one of which is the change in the Indonesian education system from face-to-face learning to online learning. This study aims to determine the effect of online-based problem based learning on the self-confidence and social interaction of students in class X MIPA at SMA Negeri 6 Tasikmalaya, West Java-Indonesia. This study uses the true experimental method. The population of this study is all classes X MIPA of SMA Negeri 6 Tasikmalaya for the 2020/2021 academic year. The samples of this study are class X MIPA 4 and class X MIPA 5, with as many as 36 students from each class. The instruments used are a self-confidence questionnaire and a social interaction questionnaire. The data analysis technique used is One-Way ANOVA with the Fcount of self-confidence (7.328) and social interaction (6.115). The results of data analysis and hypothesis testing concluded that there was an effect of problem-based learning on self-confidence and social interaction with a high category. A study using online-based problem-based learning must be supported by the readiness of students and teachers so that learning becomes effective. In addition, learning media such as Zoom meetings or Google Meet must be used.
The Environmental Attitude of the Prospective Biology Teachers in Indonesia
Author: Rahardjanto, Abdulkadir
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Conservation (Environment),Student Attitudes,Biology,Science Teachers,Preservice Teachers,Gender Differences,Grade Point Average,Student Characteristics,Courses,Course Content,Institutional Characteristics

Environmental attitude should be possessed by students as an effort to manage their relationship with environmental problems. However, there has never been any study on the environmental attitudes of prospective biology teachers in Indonesia. This study aims to discover the environmental attitude of the prospective science teachers throughout Indonesia. This cross-sectional survey study analyzes the aspects of gender, grade point average (GPA), college status, and study status which are positioned as the character of the respondent whose impact on the students' environmental attitudes are analyzed in this study. The target population size of this study is 1300 people. Thus, based on Krejcie and Morgan Table, the minimum sample size with a confidence level of 95% and margin error of 5% is 1235 students. The data collection instrument used in this study is the Environmental Attitude Inventory/EAI questionnaire which has been validated by bilingual experts and transformed into an online questionnaire by means of Google Form. SPSS software was used to examine the data. The results indicate that there is no significant difference in EA scores based on gender, GPA factor, and university status background. The difference in EA scores is affected by whether or not students have taken courses related to the environment ownership. The researchers believe that it is critical to ensure that the course materials concerning environmental education are properly planned and implemented. Courses should be supplemented with themes on environmental issues ranging from local to global scope.
Virtual Service Learning: An Exploration into How Physical Therapy Students Make Meaning of Professional Skill Development Online
Author: Donlan, Pamela
Date: 2022-00-00
Type: Journal Articles
Subjects: Physical Therapy,Allied Health Personnel,College Students,Computer Simulation,Job Skills,Skill Development,Program Effectiveness,Communication Skills,Leadership Qualities,Creative Thinking,Educational Technology,Service Learning

This study explores the perceived effect of a virtual service-learning (SL) experience upon the development of professional skills among physical therapist students. A qualitative case study approach was used to analyze reflection papers through the lens of the constructivist learning theory. Data revealed that virtual SL strengthens communication, fosters adaptability, and cultivates leadership practices. Findings suggest that virtual SL may be less likely to enhance certain affective skills that are crucial to patient-centered care.
A New Approach to Self-Assessment of Community Engagement: A Case Study of Technological University Dublin
Author: O'Brien, Emma
Date: 2022-00-00
Type: Journal Articles
Subjects: School Community Relationship,Case Studies,Foreign Countries,Universities,Pilot Projects,Participatory Research,Educational Improvement,Longitudinal Studies,Evaluation Methods,Strategic Planning,Educational History,Educational Policy,Organizational Change

Building upon existing international tools, the TEFCE (Towards a European Framework for Community Engagement of Higher Education) Toolbox for community engagement represents an innovative, robust, and holistic framework to support universities in reflecting upon their community engagement. Through a case study approach, this paper highlights the piloting of the TEFCE Toolbox at Technological University Dublin (TU Dublin), Ireland. Through an inclusive and participatory methodology, the process facilitated the recognition of community engagement achievements and the identification of potential areas for improvement.