ethanporcaro/eric-fulltext-meta huggingface dataset:
A Qualitative Investigation of the Interactions of Students with Graduate and Undergraduate TAs in General Chemistry Laboratories
Author: Nguyen, Angela Thien Huong
Date: 2021-00-00
Type: Journal Articles
Subjects: Interaction,Peer Teaching,Teaching Assistants,Graduate Students,Undergraduate Students,Public Colleges,College Science,Science Laboratories,Chemistry,STEM Education,Discussion,Questioning Techniques,Concept Formation,Instructional Effectiveness

A new teaching assistant model was adopted and qualitatively assessed for the general chemistry laboratory, in which both an undergraduate and a graduate teaching assistant provided instruction to students during the lab. Verbal interactions between graduate and undergraduate teaching assistants were recorded, transcribed, and coded using the modified Laboratory Observation Protocol for Undergraduate STEM (LOPUS). The codes were applied to capture how discussions, questioning, and explanations were conducted. In addition, the content discussed was coded to identify specific areas that pose challenges for students. Sizable differences were not observed between the number of interactions of the initiation, explanation, and questioning codes between graduate and undergraduate teaching assistants. Of the interactions, 77% focused on questions and discussions regarding the experimental setup. Discussions on the implications with regards to the effective use of undergraduate and graduate teaching assistants in chemistry laboratories are included.
The Impact of the Performance Appraisal Process on Job Satisfaction of the Academic Staff in Higher Educational Institutions
Author: Dasanayaka, Chamila H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Job Performance,Faculty Evaluation,College Faculty,Research Universities,Job Satisfaction,Correlation,Alignment (Education),Scholarship,Feedback (Response),Teacher Attitudes,Foreign Countries

Performance appraisal is one of the key management tools which identifies employees' strengths and weaknesses. Usually, this is the major mechanism of gathering information for rewarding/training employees based on their performance, and hence a key to achieve organisational goals by creating a satisfied workforce. Therefore, this study was aimed at examining the effects of the Performance Appraisal Process on job satisfaction of the university academic staff. The information collected within one of the largest universities in the UK via questionnaires and semi-structured interviews showed that the existing appraisal process majorly aligned with the requirements of the research-excellence-framework of the UK, which is greatly concerned with research rather than teaching. Furthermore, it was found that there is no clear link between promotions, salary increments, and rewards, etc. with staff performance within the current appraisal process. Eventually, it was realised that the majority of the academic staff of the source university were dissatisfied with the current performance appraisal process, and this could be the situation in the majority of universities in the UK. Therefore, further research in this area is highly recommended to explore extensive information to create a favourable work/study environment for both staff and students within the universities.
Implementation of a Playful Microproject Based on Traditional Games for Working on Mathematical and Scientific Content
Author: Fernández-Oliveras, Alicia
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Play,Student Projects,Games,Mathematics Education,Science Education,STEM Education,Game Based Learning,Elementary School Students

According to previous research, we consider it necessary to extend the use of games, as mediating elements, in the learning of STEAM (Science, Technology, Engineering, Arts and Mathematics) contents rejected by many students. For this, we have carried out an educational research project on games, with an ethnomathematical approach, since games are an important cultural sign with mathematical and scientific potentialities. We have prepared an anthropological study and an analytical one, generating a catalogue of games from different cultures. Thus, we have verified that, starting with culture, we can get to the game, but we posed the query as to whether, starting from certain games, we could achieve enculturation, by activating mathematical and scientific content in the players. To answer this query, we have created a curricular design called &quot;playful microproject&quot; with three traditional games from different cultures and geographical contexts. The microproject was implemented with 32 participants, from 8 to 12 years old. To analyse the results of the microproject, a case study was carried out using qualitative methodology. As part of the playful microproject, the necessary materials for each game were made by hand, and the games were then played. Both the realization of the games and the act of playing showed evidence of mathematical and scientific content, although more in the act of playing. The results revealed that: (1) the three games mobilized 21 categories of analysis, made up of scientific-mathematical content; (2) the three games proved to be equivalent in strong didactic potential; (3) that the microproject provides a valuable intercultural educational approach. The contents evidenced constitute a fundamental part of the Primary Education curriculum: classify, organize, measure, and quantify items, as well as formulate hypotheses, draw conclusions, place oneself in space, and design strategies, among others. It is concluded that these games can promote scientific-mathematical enculturation in a contextualized way.
Reflecting on the Journey towards Identity and Belonging during Professional Doctoral Study
Author: Martin, Christopher
Date: 2021-00-00
Type: Journal Articles
Subjects: Identification (Psychology),Sense of Community,Doctoral Students,Communities of Practice,Personal Narratives,Doctoral Dissertations,Educational Research

The Professional Doctorate in Education (EdD) is a doctoral level professional qualification for practising teachers that affords the opportunity to research an area of practice of particular interest. Many EdD students encounter mixed feelings, emotions and new identities as many could be leaders within their employment and seen as 'experts' in their role, however, they may find themselves on the periphery of a new community of which they are yet to feel a part. This reflective paper explores the role of 'identity' and 'belonging' in Professional Doctoral students with particular emphasis placed on situated learning theory (Lave &amp; Wenger, 1991) and the notion of communities of practice. I discuss the idea of 'identity congruence' and how I experienced this in terms of my identity as a leader of learning and as a fledgling doctoral researcher. The paper concludes that communities of practice promote a sense of community and belonging that have clearly supported me through the doctoral journey.
Strategies for Promoting Evidence Use through the Education Doctorate
Author: Firestone, William A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Education Courses,Evidence,Educational Strategies,Research Utilization,Research Skills,Doctoral Dissertations,Interpersonal Competence

One goal of the education doctorate is to prepare educational leaders who can use research-based evidence to solve complex problems related to education and improve lives. We recently completed a mixed methods study of four EdD programs that showed the kinds of experiences that encourage their graduates to use evidence. This paper uses qualitative data from the study to describe in more detail the strategies these programs used to promote evidence use. These strategies helped students develop skills in finding, assessing, and doing research; applying research; and working with others to use research. They ranged in size from the kinds of in-class activities professors used to help students collectively process what they were learning to the coordinated set of assignments spread across three years to help students turn a work-related issue into a research problem while designing and conducting their capstone doctoral project.
Parental Play Beliefs in the Developing Areas of China: A Multiple Case Study
Author: Zhang, Yiqi
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Beliefs,Play,Family Environment,Young Children,Child Development,Recreational Activities,Socioeconomic Status,Asian Culture,Cultural Influences,Social Influences

Existing studies have explored parental play beliefs in the developed coastal cities in mainland China, leaving parents in developing areas unstudied. This study aimed to understand how these understudied parents view and engage in their children's play at home, using Bronfenbrenner's process--person--context--time (PPCT) model. Eight families were interviewed and observed to explore parental beliefs and practices regarding young children's play at home. Thematic analysis showed that most parents appreciated the importance of play in children's early development but did not know how to scaffold their children's play activities. In addition, the high SES families supported child-led play (i.e., free play), whereas the lower SES families adopted traditional rule-based and adult-driven modes. Therefore, more parent education programs and support should be provided to lower SES families in these developing areas.
The Dissertation Clinic: Supporting Doctoral Students&apos; Research Methods Training in an Online EdD Program
Author: Borkoski, Carey
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Doctoral Students,Research Methodology,Research Skills,Skill Development,Online Courses,Student Experience,Anxiety,School Holding Power,Academic Support Services

&quot;The professional doctorate in education prepares educators for the application of appropriate and specific practices, the generation of new knowledge, and for the stewardship of the profession&quot; (CPED, 2009). The Johns Hopkins University EdD attracts diverse learners with varying experiences with statistics and research methods. These experiences coupled with becoming doctoral students often contributes to high levels of reported anxiety and low confidence related to these topics. Evidence also suggests that this anxiety may contribute to higher rates of attrition in online doctoral programs. Understanding the importance and value of acknowledging our students' needs, differences, and worries around methods and statistics and recognizing that intentionally working with students in these areas can mitigate this anxiety, the methods faculty in this EdD program set out to create a forum for students, faculty, and advisors to call on for matters related to methods, statistics, and data analysis. This essay offers a description of the Dissertation Clinic, implementation of the clinic and the services offered, as well as next steps and future considerations.
How Well Do We Understand Wellbeing? Teachers&apos; Experiences in an Extraordinary Educational Era
Author: Jellis, Chris
Date: 2021-00-00
Type: Journal Articles
Subjects: Well Being,Teaching Experience,COVID-19,Pandemics,Foreign Countries,School Closing,Teacher Characteristics,Faculty Workload,Teacher Student Relationship,Teacher Attitudes

While there has been considerable interest in the effects of the COVID-19 pandemic and school closures on children, with so-called &quot;learning loss&quot; a particularly salient concern (Kuhfeld &amp; Tarasawa, 2020; DfE, 2021; Weidmann et al., 2021, p.9), rather less attention has focused on the wellbeing of teachers and school leaders. Teaching has become bound up with the availability of broadband, knowledge and understanding of technology and the ability to control student behaviour and motivation remotely (Coleman, 2021). Additionally, many teachers have been expected to collect evidence of student knowledge and understanding in order to justify teacher assessed grades in the absence of England's usual high stakes external examinations for GCSE and A Level. Undeniably, teaching experiences have changed substantially. This article reports on a study of teachers' wellbeing. The researchers surveyed teachers about their experiences and concerns during and after England's second national school closure, during early 2021. The aim was to improve understanding of how teachers had been impacted in these unprecedented times, and of the kinds of support that they may need.
Using Evidence to Frame Problems of Practice
Author: Leach, Lesley F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Evidence,Doctoral Dissertations,Doctoral Students,Education Courses,Educational Practices

Improvement initiatives crafted based on well-understood problems of practice often stand the greatest chance of leading to sustainable educational improvements. Framing problems of practice using multiple modes of evidence is advisable to fully understand the system of root causes of the problem and its stakeholders. In this study, we used the document analysis method to investigate the types of evidence (e.g., literature, anecdotal, secondary data) that students used to frame problems of practice in EdD dissertations in practice within CPED consortium member institutions (N=53). Results suggest that students predominantly use literature to frame problems of practice with fewer using primary and secondary data.
Learning during Lockdown: How Socially Interactive Were Secondary School Students in England?
Author: Williamson, Joanna
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Learning Experience,Comparative Analysis,COVID-19,Pandemics,Educational Change,Student Responsibility,Access to Computers,Distance Education,Handheld Devices,Telecommunications,Laptop Computers,Social Isolation,Educational Environment,Interpersonal Relationship,School Closing,Foreign Countries,Peer Relationship,Family Environment

For many students, the closing of schools caused serious upheaval in their studies. The advent of widespread schooling at home is commonly believed to have placed great burdens on individual students who often had to take much more responsibility for their own learning than they had done previously. There was a much greater reliance on technology, broadband internet access and the presence and availability of appropriate devices (laptops, tablets and phones). There was the problem that these resources were often shared with other members of the family, including, potentially, parents working from home. Many students were also impacted by repeated periods of self-isolation from anyone outside their own household, due to close contact with confirmed COVID-19 cases (often within school), particularly in the periods of time between and following the national lockdowns. In an attempt to find out more about the experiences of secondary school students during the lockdown period in early 2021, and to compare these experiences with those during their subsequent return to school, the researchers conducted research investigating behaviours and attitudes during this extraordinary time. This article reports on the data collected from students on their social interactions.
Taylor, the Disability Disclosure Virtual Assistant: A Case Study of Participatory Research with Disabled Students
Author: Lister, Kate
Date: 2021-00-00
Type: Journal Articles
Subjects: Disclosure,Students with Disabilities,College Students,Open Universities,Distance Education,College Administration,Barriers,Assistive Technology,Artificial Intelligence,Student Needs,Equal Education,Participatory Research,Foreign Countries

Administrative burden in education is a serious issue for disabled students. Form-filling and bureaucracy are ubiquitous in further and higher education, particularly for students who need to disclose a disability and arrange for accommodations and support for an equitable educational experience. Paradoxically, many of these processes are inherently inaccessible for disabled students, and yet completing them can be critical to their success. Artificial Intelligence has potential to alleviate some of the burden imposed by administration and bureaucracy; virtual assistants and chatbots can replace forms with dialogue, without placing additional strain on institutions. However, it is essential that solutions are designed in partnership with disabled students to ensure that students' needs are met, their concerns addressed, and the final solution is equitable for them. This paper explores a case study of participatory research with disabled students in a large UK distance learning institution, in which participatory research identified an issue of administrative burden for disabled students, and a virtual assistant was designed as a solution using participatory design. It shares the methodology and design process, explores findings from different phases of the research, and shares recurrent themes arising throughout the study. In doing so, it aims to provide a foundation for future participatory research to reduce barriers for disabled students.
Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children&apos;s Literature, Movies and Short Films
Author: Russo, James
Date: 2021-00-00
Type: Journal Articles
Subjects: Childrens Literature,Films,Student Attitudes,Self Determination,Picture Books,Teaching Methods,Mathematics Instruction,Lesson Plans,Grade 5,Elementary School Students,Foreign Countries,Personal Autonomy,Audiovisual Instruction,Preferences

Using children's literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based on challenging, problem solving tasks to two classes of Australian Year (Grade) 5 students (10 and 11 year olds). These tasks were developed from various narratives, each portrayed through a different medium (movie clip, short film, picture story book). Post lesson interviews were undertaken with 24 students inviting them to compare and contrast this lesson sequence with their usual mathematics instruction. Drawing on a self-determination theory lens, our analysis revealed that these lessons were experienced by students as both highly enjoyable and mathematically challenging. More specifically, it was found that presenting mathematics tasks based on rich and familiar contexts and providing meaningful choices about how to approach their mathematical work supported student autonomy. In addition, there was evidence that the narrative presentation supported student understanding of the mathematics through making the tasks clearer and more accessible, whilst the audiovisual mediums (movie clip, short film) in particular provided a dynamic representation of key mathematical ideas (e.g., transformation and scale). Students indicated an eclectic range of preferences in terms of their preferred narrative mediums for exploring mathematical ideas. Our findings support the conclusion that educators and researchers focused on the benefits of teaching mathematics through picture story books consider extending their definition of narrative to encompass other mediums, such as movie clips and short films.
Changes in Mathematics Core Curriculum and Matriculation Exam in the Light of the COVID-19-Shock
Author: Csapodi, Csaba
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Mathematics Curriculum,Core Curriculum,College Entrance Examinations,Foreign Countries,COVID-19,Pandemics,Writing Tests,Student Evaluation

The new National Core Curriculum came into force in September 2020 in Hungarian schools. The COVID-19 pandemic has had a deep impact on the final stages of its development. In this paper we have selected two areas for analysis: the fundamental principles of mathematics curriculum and the matriculation exam in mathematics. We propose improvements in both fields, further emphasizing the importance of skills in displaying, understanding and processing information, including visual information obtained as a source or outcome of a problem. We argue that representation, interpretation, and critical evaluation of data and information must be essential parts of the mathematics curriculum. In this context, we also propose a new type of task for the matriculation exam: a complex essay task. The ultimate goal is the development of cross-cutting competencies to support students to become citizens who can make responsible decisions based on the data and knowledge available.
A Novel Modelling Process in Chemistry: Merging Biological and Mathematical Perspectives to Develop Modelling Competences
Author: Lang, Vanessa
Date: 2021-00-00
Type: Journal Articles
Subjects: Chemistry,Biology,Science Instruction,Scientific Literacy,Models,Mathematical Models,Teacher Surveys,Science Teachers,Teacher Attitudes,Competence,College Faculty,Teaching Methods

Models are essential in science and therefore in scientific literacy. Therefore, pupils need to attain competency in the appropriate use of models. This so-called model--methodical competence distinguishes between model competence (the conceptual part) and modelling competence (the procedural part), wherefrom a definition follows a general overview of the concept of models in this article. Based on this, modelling processes enable the promotion of the modelling competence. In this context, two established approaches mainly applied in other disciplines (biology and mathematics) and a survey among chemistry teachers and employees of chemistry education departments (N = 98) form the starting point for developing a chemistry modelling process. The article concludes with a description of the developed modelling process, which by its design, provides an opportunity to develop students' modelling competence.
Hospital School: Investigating the Practical Aspects of Teacher and Parent Training
Author: Ivanova, Olga
Date: 2021-00-00
Type: Journal Articles
Subjects: Hospitals,Hospitalized Children,Special Schools,Informal Education,Teacher Education,Parent Education,Tutoring,Retraining,Skill Development,Chronic Illness,Patients,Program Effectiveness,Training Methods,Social Support Groups,Foreign Countries

The purpose of this paper is to investigate the practical aspects of training for parents and teachers of chronically ill children who are under long-term treatment in medical institutions. The paper identifies knowledge, attitudes and practices associated with both formal and non-formal education programs for teachers and parents of children undergoing long-term in-patient treatment. Innovative practices used in Moscow City University are presented, including educational techniques, methods and formats for training teachers and parents of children undergoing long-term treatment together with the results of parent surveys and interviews. The paper describes the benefits of a specially designed program of parent professional retraining to provide tutor support for children with long-term illnesses. Integrating the best informal training practices and formal training modules, this program allows for successful tutoring for children with long-term illnesses.