ethanporcaro/eric-fulltext-meta huggingface dataset:
The Universal Genre Sphere: A Curricular Model Integrating GBA and UDL to Promote Equitable Academic Writing Instruction for EAL University Students
Author: David, Rosa Dene
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Second Language Learning,Second Language Instruction,Instructional Design,Writing Instruction,Learning Problems,Academic Language,English (Second Language),Teaching Methods,Learning Processes,Literary Genres,Student Interests,Native Language,Alignment (Education),Barriers,Equal Education,Undergraduate Students,Students with Disabilities

This paper proposes the design of an instructional model, referred to as the universal genre sphere, for teaching academic writing in a manner appropriate to all learners, but developed especially with consideration for the needs of English as additional language students with or without diagnosed learning differences. Despite growing research on, variously, second-language writing, English as an additional language and learning differences, there has been relatively little work that explores approaches to the intersections of these topics. Thus, the proposed universal genre sphere model is founded on the pillars of universal design for learning and the tenets of the genre-based approach, especially the teaching-learning cycle, to create more equitable and inclusive, as well as effective, learning environments. The universal genre sphere balances inclusive design that draws upon students' interests, while breaking learning into manageable and adjustable segments, thus making academic writing more accessible to a greater number of learners. The combination of universal design for learning and the genre-based approach represents an opportunity to create a shift in second-language writing instruction (and, potentially, in L1 writing instruction) that aligns with the principles of inclusive education by reducing barriers in the classroom and providing students with multiple pathways to participate, which could do much to advance knowledge about more inclusive, equitable and effective writing instruction for all learners.
The Collaborative Wall: A Technological Means to Improving the Teaching-Learning Process about Physics
Author: Salas-Rueda, Ricardo-Adán
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Improvement,Teaching Methods,Learning Processes,Physics,Foreign Countries,Cooperative Learning,Secondary School Students,Visual Aids,Student Motivation,Student Participation

Nowadays, teachers seek to improve learning conditions and build new educational spaces through technological advances. This mixed research aims to analyse students' perceptions about the use of the collaborative wall in the teaching-learning process for physics, considering data science. The collaborative wall is a web application that allows the participation of the students in the classroom through the dissemination of text and images. The participants are 77 students of the National Preparatory School No. 7 'Ezequiel A. Chávez' who took the course of Physics IV during the 2019 school year. At home, these students searched for and consulted information about the physics of hearing in order to create their infographics collaboratively using the Piktochart software. During the face-to-face sessions, the teacher of the course of Physics IV requested the creation of teams (maximum six members) to carry out the collaborative activities and used the projector to show the collaborative wall. Subsequently, each team uploaded their infographics on the collaborative wall through mobile devices such as tablets and smartphones to initiate the discussion of the Physics of Hearing topics. The results of machine learning (linear regression) indicate that the dissemination of infographics on the collaborative wall positively influences participation in the classroom, students' motivation, and the learning process about the physics of hearing. Data science identifies three predictive models about using the collaborative wall in physics through the decision tree technique. Finally, the collaborative wall facilitates the active role of the students during the face-to-face sessions, communication in the classroom and realisation of the collaborative activities.
What Are the Indicators of Student Engagement in Learning Management Systems? A Systematized Review of the Literature
Author: Ahmadi, Golchehreh
Date: 2023-02-00
Type: Journal Articles
Subjects: Educational Indicators,Learner Engagement,Learning Management Systems,Literature Reviews,Electronic Learning,Use Studies,Academic Achievement,Computer Mediated Communication,Interpersonal Relationship

Student engagement has an important role in academic achievement in all learning contexts, including e-learning environments. The extent of monitoring and promoting student engagement in e-learning affects the quality of education and is a determining factor for ensuring student's success. Log data of students' activities recorded in a learning management system (LMS) can be used to measure their level of engagement in the online teaching-learning process. No previous studies have been found stating a consistent and systematically raised list of LMS-based student engagement indicators, so this systematized review aimed to fulfill this gap. The authors performed an advanced search in the PubMed, Ovid, Google Scholar, Scopus, Web of Science, ProQuest, Emerald, and ERIC databases to retrieve relevant original peer-reviewed articles published until the end of June 2021. Reviewing the 32 included articles resulted in 27 indicators that were categorized into three themes and six categories as follows: (a) log-in and usage (referring to LMS, access to course material), (b) student performance (assignments, assessments), and (c) communication (messaging, forum participation). Among the categories, access to course material and messaging were the most and the least mentioned, respectively.
Using Survival Analysis to Identify Populations of Learners at Risk of Withdrawal: Conceptualization and Impact of Demographics
Author: Martínez-Carrascal, Juan Antonio
Date: 2023-02-00
Type: Journal Articles
Subjects: College Students,Online Courses,Withdrawal (Education),At Risk Persons,Student Characteristics,Intervention,Low Income Students,Students with Disabilities,Dropout Characteristics,Distance Education,Electronic Learning,Academic Persistence

High dropout rates constitute a major concern for higher education institutions, due to their economic and academic impact. The problem is particularly relevant for institutions offering online courses, where withdrawal ratios are reported to be higher. Both the impact and these high rates motivate the implementation of interventions oriented to reduce course withdrawal and overall institutional dropout. In this paper, we address the identification of populations of learners at risk of withdrawing from higher education online courses. This identification is oriented to design interventions and is carried out using survival analysis. We demonstrate that the method's longitudinal approach is particularly suited for this purpose and provides a clear view of risk differences among learner populations. Additionally, the method quantifies the impact of underlying factors, either alone or in combination. Our practical implementation used an open dataset provided by The Open University. It includes data from more than 30,000 students enrolled in different courses. We conclude that low-income students and those who report a disability comprise risk groups and are thus feasible intervention targets. The survival curves also reveal differences among courses and show the detrimental effect of early dropout on low-income students, worsened throughout the course for disabled students. Intervention strategies are proposed as a result of these findings. Extending the entire refund period and giving greater academic support to students who report disability are two proposed strategies for reducing course withdrawal.
Centering Well-Being: Focusing on Authentic Experiences and Stories
Author: Prentiss, Suzy
Date: 2022-00-00
Type: Journal Articles
Subjects: Well Being,Authentic Learning,Communication (Thought Transfer),Academic Support Services,Wellness,Mental Health,Role,Social Emotional Learning

Prioritizing wellness and wellbeing is absolutely necessary for all schools, regardless of size or classification, and Communication Centers are uniquely positioned to serve their campus in impactful and meaningful ways. Communication Centers can and should develop into aspirational spaces where authentic experiences and stories are curated, supported, and cherished. These spaces, with their visibility and intentionality, will undoubtedly support wellness and wellbeing throughout campus, especially among nontraditional and/or marginalized populations. In this article, Suzy Prentiss explores how a Communication Center might positively impact &quot;8 Dimensions of Wellness&quot; as defined by the Center for Health Education and Wellness at The University of Tennessee: emotional, spiritual, intellectual, physical, environmental, financial, occupational, and social.
Relationships between Dual Enrollment Parameters and Community College Success in Tennessee
Author: Mellons, Victoria N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Community Colleges,Community College Students,Dual Enrollment,Success,High School Students,Time to Degree,Graduation Rate,Relationship,Control Groups,Associate Degrees,Academic Persistence

The purpose of this non-experimental quantitative study was to evaluate the relationships between completion of high school dual enrollment courses and subsequent success of first-time, full-time community college students as measured by completion of an associate degree and time to completion of the degree. In addition to comparing dual and non-dual enrollment student performance, the effects of the number of dual enrollment courses completed and the subject areas of those courses were evaluated. Student subgroups reviewed included gender, race, socioeconomic status, and prior academic preparation (ACT score). Archival data from Tennessee community colleges used in this study included 62,644 students across four years (2015-2018) comprising 11,949 dual enrollment students and 50,695 non-dual enrollment students. Six research questions were answered from these data utilizing independent samples t tests, two-way contingency tables using crosstabs, Pearson correlations, logistic regression, or descriptive statistics. Findings revealed that completing just one dual enrollment course significantly increased the probability of completing an associate degree, and this finding was consistent across all subgroups studied. In addition, dual enrollment students completed associate degrees in significantly less time. Completing more dual enrollment courses tended to further increase the probability of completing a degree and further reduce the time to completion.
The Value of Communication Centers in Professional Organizations: A Former Communication Center Coach Working at NASA
Author: McDermott, Victoria
Date: 2022-00-00
Type: Journal Articles
Subjects: Resource Centers,Partnerships in Education,Communication Skills,Organizations (Groups),Professional Development,Coaching (Performance),Employees,Professional Associations,Universities,School Business Relationship,Tutors

Campus resource centers have been a staple on college campuses, providing additional assistance and tutoring to students for decades. However, no research found has explored how campus resource centers may partner with outside professional organizations or be started in professional organizations to provide additional employee support and professional development. While human resource departments may provide onboarding assistance, this may not be enough to fully support a person's entrance into an organization, and oftentimes little ongoing professional development and support services are provided following the onboarding process. Through the autoethnographic reflection of a former Communication Center (CCs) tutor and director, and current graduate oral communication fellow working in a professional organization, I argue that CCs partnering with professional organizations can provide benefits such as working to remove value judgments from language, acting as translators and training developers, and building the value of communication in professional organizations. I close with avenues for future research to continue to explore the potential role of CCs in professional organizations.
Trauma-Informed Workshops Aiding Student Success
Author: Roberson, Rachel
Date: 2022-00-00
Type: Journal Articles
Subjects: Trauma Informed Approach,Workshops,College Freshmen,Mental Health,COVID-19,Pandemics,School Orientation,Communication Skills,Academic Support Services

Many new students are struggling to succeed in the current college environment. The mental health crisis and the pandemic have only increased this struggle. Communication centers should partner with student orientation in order to increase student retention, alongside familiarizing students with the communication center from the beginning of their college experience. Communication centers should employ trauma-informed pedagogy in incoming student orientation efforts to further support struggling students. Communication centers should also make an effort to interact with students outside the center in order to encourage them to come to the center to receive further support.
Rural Leaders&apos; Experiences Implementing FAPE for Students with Intellectual Disabilities
Author: Vogel, Jessica
Date: 2022-00-00
Type: Journal Articles
Subjects: Rural Schools,Principals,Leadership Responsibility,Students with Disabilities,Access to Education,Equal Education,Administrator Qualifications,Intellectual Disability,Teacher Qualifications,Administrator Education,Educational Legislation,Federal Legislation,Special Education,Special Education Teachers,Teacher Role,Instructional Leadership,Regular and Special Education Relationship,General Education,Professional Development,Educational Finance

To provide effective rural leadership and ensure students with intellectual disabilities are receiving an appropriate education, principals must understand the substantial needs of these students. Eight principals of remote rural school districts, with at least one year of leadership experience participated in this phenomenological study. Based on the findings, principals are not professionally prepared to provide FAPE for students with intellectual disabilities, nor are they confident in their ability to do so and rely heavily on their special education teachers to comprehend and comply with educational mandates.
Investigation of Tendency among Instructors to Conduct a Massive Open Online Course: Case of Turkey
Author: Bayrak Karsli, Meva
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,MOOCs,College Faculty,Teacher Attitudes,Educational Technology,Technology Integration,Distance Education,Self Efficacy,Barriers,Affordances,Expectation

The purpose of this study is to examine the faculty members' tendency to conduct a Massive Open Online Course (MOOC) and the factors affecting these tendencies. In this study, the sectional survey model, a quantitative research method, was used. The study group is comprised of 122 faculty members working at a major state university in Turkey and selected by using a random stratified sampling method. During the research process, the faculty members were informed about the MOOCs, and data were collected through questionnaires. According to the results of the research, 34.4% of the faculty members were willing to conduct MOOC and the main aim of teaching MOOC was to share their knowledge and experience with the masses. According to the faculty members, it is seen that it is more appropriate to conduct MOOC with expert and experienced faculty members. Factors such as providing benefits to corporate development and promotion, supporting lifelong learning, and creating reliable sources of information on the Internet are considered positive elements for conducting MOOC, while it has been determined that concerns on issues such as adequate time, copyright, and instructional design experience adversely affect conducting MOOC. In addition, it was revealed that faculty members expected institutional incentives including technical infrastructure and information. In line with the results obtained from the study, suggestions were made for the institutions wishing to conduct MOOCs and for researchers wishing to conduct studies about MOOCs.
The Value of Providing Online Students with Dedicated Affective Support, Particularly during Times of Crisis
Author: Scheepers, Liesl
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Well Being,COVID-19,Pandemics,Social Support Groups,Social Isolation,Sense of Community,Distance Education,Psychological Patterns,Private Colleges,College Students,Online Courses,Foreign Countries

In addition to academic support, the provision of dedicated affective support during a student's online learning journey has a significant impact on their emotional wellbeing and ability to remain engaged with their studies. This kind of support is even more essential during times of crisis, such as the COVID-19 pandemic, during which students may feel isolated, vulnerable, and overwhelmed by the events taking place around them. This study reports on the value of such support provided by a dedicated affective support mechanism. Within a case study design, 34 participants were purposefully selected to collect data by using focus groups and individual online interviews. The Community of Inquiry framework guided the study. The findings revealed that although students' dependence on emotional support varied, they recognised that feeling the social presence of a dedicated person who was able to support them emotionally played a key role in their sense of connection to their online learning communities. Recommendations include the consideration of institutions offering online and distance education to plan for a dedicated third party focusing on the facilitation of a stronger sense of emotional connectedness and wellbeing.
Pride and Prejudice: Teacher Autonomy and Parent Rights in the Incorporation of LGBTQ+ Studies in K-12 Education
Author: Phipps, Ricardo
Date: 2023-00-00
Type: Journal Articles
Subjects: Professional Autonomy,Parent Rights,LGBTQ People,Elementary Secondary Education,Library Materials,Instructional Materials,Inclusion,Teacher Role,Curriculum Development

Recent resistance to teaching students about the history of racial power and privilege dynamics in the United States has been accompanied by a parallel resistance to LGBTQ+ studies and resources in K-12 classrooms, libraries, and extracurricular spaces. There is a very practical benefit to trusting teachers to craft lessons that integrate LGBTQ+ culture into their classrooms. Classrooms can be relatively safe spaces to challenge cultural biases and assumptions if discussions are managed appropriately. The availability of literature that depicts diverse cultures is important in helping young people develop cultural sensitivity and respect for those from different backgrounds. However simply leaving to teachers decisions about integrating LGBTQ+ themes could have harmful results. Teachers who have unconscious biases toward LGBTQ+ people could unknowingly manifest these biases in the classroom. Ricardo Phipps argues that oversight and accountability must exist in terms of cultural infusion in K-12 curricula. Advisory groups comprised of parents, teachers, school counselors, administrators, and community representatives, including people from culturally diverse backgrounds (race or ethnicity, sexual orientation, gender identity, religion, disability, etc.), are needed to support educators as they design lessons that address cultural communities with a history of marginalization, and school administrators have the ultimate responsibility to monitor the pedagogy of their teachers for content and teaching style.
Developing STEM Curriculum Units to Engage 4th-8th Grade Navajo Students as Part of In-Class Outreach
Author: Hunter, D. A.
Date: 2023-02-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Students,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Outreach Programs,Navajo (Nation),Indigenous Populations,STEM Education,Curriculum Development,Student Interests,Program Evaluation,Program Effectiveness,Active Learning,Student Projects

The Native American Astronomy Outreach Program (NAAOP) at Lowell Observatory is an in-class STEM enrichment program that pairs astronomers with 4th-8th grade teachers at Native-serving schools in northern Arizona. The astronomer works with the teacher to present hands-on astronomy activities to their class with the goal of getting students excited about STEM and STEM careers. Over three school years (2018-2021), a special collaboration with teachers at the Navajo Nation's Kayenta Unified School District was used to develop and implement curriculum units for each grade level with potential for a high impact on students. The curriculum used Project Based Learning to better enable students to see themselves as scientists, and it included cultural and local connections related to the science content to encourage students to see science as relevant to themselves. Although impacted by the COVID-19 pandemic, student surveys suggest that these curriculum units along with the other components of the program had a positive impact on students' interest in STEM.
Long-Term Impact of Teacher Professional Development on Black Female Students&apos; Engagement in STEM
Author: Henríquez Fernández, Cecilia
Date: 2023-01-00
Type: Journal Articles
Subjects: College Students,Females,Blacks,African American Students,Faculty Development,Learner Engagement,STEM Education,Majors (Students),Teacher Participation,High School Teachers

In this paper, we argue that teacher professional development programs focused on inquiry-based learning increase students' likelihood of selecting STEM majors. Long-term student data was collected accessing the University of Houston's Educational Research Center database for each student whose teacher participated in the Applied Mathematics Program! (AMP!) professional development between the years 2014 and 2019. Using propensity scoring to create a matched comparison group, we conducted a logistic regression to model the likelihood of students choosing a STEM major in college if they had a teacher who participated in AMP! versus students who did not have a teacher who participated in the AMP!. Our analyses indicate that when teachers participate in AMP!, their students are more likely to select a STEM major in college. Additionally, female students had much larger effect sizes, particularly Black female students, whose likelihood of selecting a STEM major doubled when their teachers participated in AMP!.