ethanporcaro/eric-fulltext-meta huggingface dataset:
The Connection between Spatial and Mathematical Ability across Development
Author: Young, Christopher J.
Date: 2018-00-00
Type: Information Analyses
Subjects: Spatial Ability,Mathematics Skills,Thinking Skills,Factor Analysis,Meta Analysis,Transfer of Training,Correlation,Evidence,Intervention,Teaching Methods,Concept Formation,Mathematical Concepts,Outcomes of Education,Cognitive Processes,Elementary School Students

In this article, we review approaches to modeling a connection between spatial and mathematical thinking across development. We critically evaluate the strengths and weaknesses of factor analyses, meta-analyses, and experimental literatures. We examine those studies that set out to describe the nature and number of spatial and mathematical skills and specific connections between these abilities, especially those that included children as participants. We also find evidence of strong spatial-mathematical connections and transfer from spatial interventions to mathematical understanding. Finally, we map out the kinds of studies that could enhance our understanding of the mechanisms by which spatial and mathematical processing are connected and the principles by which mathematical outcomes could be enhanced through spatial training in educational settings. [This paper was published in &quot;Frontiers in Psychology&quot; v9 p755 2018.]
Is the Achievement of Moral Character the Ultimate Goal of Higher Education?
Author: Lee, Jeong-Kyu
Date: 2022-10-15
Type: Reports - Descriptive
Subjects: Higher Education,Moral Values,Moral Development,Foreign Countries,Religious Factors,Western Civilization,Educational Objectives,Role of Education,Cultural Differences,Asian Culture,Educational Philosophy

This article is to explore whether the achievement of moral character is the ultimate goal of higher education from a cross cultural approach. To discuss this study logically, three major research questions are addressed. First, what are the concepts of moral, ethics, and character? Second, what is the achievement of moral character from the Eastern and the Western perspectives? Third, what is the role of higher education for the achievement of moral character? To defend these research questions, the author uses a descriptive content analysis method, with a cross cultural approach. In order to explore the questions, the researcher in this study sets several limitations. Moral character is generally limited to the ancient Greek philosophy and Judeo-Christianity as well as to the classical Chinese thought and religion. Specifically, the study is mainly focused on not only Plato's &quot;Republic&quot; and Aristotle's &quot;Nicomachean Ethics,&quot; but Confucius' &quot;Analects&quot; and Mencius' &quot;Scripture (The Works of Mengzi).&quot; Additionally, this paper also adjusts the lenses on moral theories, especially moral character, cardinal virtues, social harmony, and the common good. Lastly, higher education is focused on the lenses of Canada and South Korea. The significance of this study is to provide basic theories and valuable resources about moral and character education for educational theorists and practitioners, finding the theories of moral and ethics in the Eastern and the Western thoughts and religions.
Advice for Educational Counselors, Advisors, Faculty, and Staff: Paving the Pathways to Post-Secondary Education--Removing Barriers, &amp; Creating Opportunities for Students of Color and First-Generation College Students to Flourish
Author: Morales, Amanda R.
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Access to Education,Postsecondary Education,High School Students,First Generation College Students,Minority Group Students,Racism,Equal Education,Culturally Relevant Education,At Risk Students,Information Dissemination,Family Involvement,Student Recruitment,School Holding Power,Academic Support Services,Student Personnel Services,College Transfer Students

While some of the advice offered in this &quot;Equity Tool&quot; pertains to education environments students encounter after high school (i.e., after P-12), the transition to higher education is often fraught, especially for students of Color (SOCs) and high schools sometimes get blamed for not sufficiently helping students get ready when a better explanation of the challenge is the lack of articulation between high school and what comes after. This document is intended to help counselors, educators, and others with roles in various parts of students' transition from high school to postsecondary education to be on 'the same page.' In this document, the authors distinguish their advice into four categories or themes--Preparation, Recruitment, Retention, and Transfer. In each case, it is worth having high school teachers, counselors, and students know more about what can come next, including possible pitfalls that might be encountered by an SOC if/when they make it to higher education only to encounter a setting that seems unprepared to fully welcome them and/or otherwise retain them so that their studies culminate in earning associates and/or bachelors degrees. A key list of terms and additional resources for students and families are included. [For the companion document, &quot;Advice for Students of Color and First-Generation Students: Successful Transitions from High School into and within College/University,&quot; see ED623025.]
Beyond Traditional: A Guide for Equitable and Responsive Mathematics Curriculum
Author: Morton, Crystal
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Guides,Equal Education,Mathematics Instruction,Mathematics Curriculum,Curriculum Development,Learning Experience,Teaching Methods,Culturally Relevant Education,Inquiry,Active Learning,Instructional Materials,Scoring Rubrics,Elementary Secondary Education

When asked about school mathematics, students rarely describe it as meaningful or relevant. Research shows that students are more engaged when they are challenged to think critically, and can connect the content to their lived experiences. This &quot;Equity Tool&quot; is designed to assist educators in reviewing curricula to determine if it supports equitable and responsive mathematics learning experiences. Additionally, this tool can also serve as a starting point for curriculum development.
Critical Evaluation of Largescale Secondary Analyses to Aid Responsible Research Use and Equitable Decision Making
Author: Kulkarni, Tara
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Equal Education,Check Lists,Data Analysis,Research Reports,Racial Differences,Gender Differences,Religion,Decision Making,Guidance,Correlation,Effect Size,Attribution Theory,Research Methodology,Statistical Analysis

This Equity Tool, intended to support when critically reading a research study/report, provides a brief introduction to key concepts and issues involved in using largescale research, calling attention to high profile controversies, and providing explicit linkages to desegregation areas (race, sex, nationality, religion). The first part (Table 1) is a checklist that can be applied to a review of secondary research studies or reports. The second part (Table 2) presents a summary of different statistical analysis tools, and what research questions can be answered when using different approaches commonly encountered in secondary analysis.
Studies on Education, Science, and Technology 2022
Author: Noroozi, Omid, Ed.
Date: 2022-07-00
Type: Books
Subjects: Education,Sciences,Technology,COVID-19,Pandemics,Technology Uses in Education,Technology Integration,Foreign Countries,Flipped Classroom,College Students,Curriculum Implementation,Beginning Teachers,Work Environment,Educational Environment,Human Dignity,Peer Teaching,Tutoring,Elementary School Students,Reading Comprehension,Self Esteem,Entrepreneurship,Skill Development,Calculus,Mathematics Instruction,Educational Trends,Secondary School Students,Test Construction,Test Validity,Chemistry,Mathematics,History,Mathematics Achievement,Community Involvement,Leadership,College Curriculum,Educational Innovation,Scientific Research,In Person Learning,High School Students,Science Achievement,Biology,Teaching Methods,Academic Achievement,Student Behavior,Electronic Learning,Data Analysis

Education, science, and technology disciplines are closely and extensively connected in all formats and levels. The outbreak of COVID-19 has further squeezed this interconnection where the delivery of education in different scientific fields of studies at all education levels is almost impossible without the presence of technology. Today, there is a need more than ever to explore the intersection of education, science, and technology at both administrative and classroom levels. Educational leaders and policymakers should be aware of the requirements (e.g., role of culture, educational governance) for effective teaching and learning in the post-COVID-19 era. Teachers, instructors, and researchers need to be proficient in the way to convey knowledge with effective and innovative adoption of technology (e.g., online peer feedback) to the young generation as they are called &quot;digital natives&quot;. This book focuses on addressing and exploring these needs and recommends solutions from multiple perspectives. The book is divided into three sections related to studies on education, science, and technology. While each of the fist two sections includes five chapters, the last section involves four chapters. The chapters' contributors are from the following countries: Albania, Australia, Azad Kashmir, Ghana, Indonesia, Iran, Kazakhstan, Morocco, Philippines, Singapore, the Netherlands, the USA, Tunisia, and Turkey. The diversity of the chapters from 14 different countries brings an international perspective to the book. [For the 2021 edition, see ED617831.]
Studies on Education, Science, and Technology 2021
Author: Shelley, Mack, Ed.
Date: 2022-01-00
Type: Books
Subjects: Access to Education,Foreign Countries,Education,Sciences,Technology,Educational Trends,Educational Research,Scientific Research,Educational Change,COVID-19,Pandemics,Electronic Learning,Equal Education,Distance Education,Online Courses,Asynchronous Communication,Synchronous Communication,Portfolios (Background Materials),Formative Evaluation,Student Evaluation,Coaching (Performance),Technology Integration,Educational Planning,Religion,Higher Education,Learning Theories,Athletes,Anxiety,Physical Activities,Attribution Theory,Intimacy,Females,Status,Family (Sociological Unit),Sex Role,Coping,Child Rearing,Autism Spectrum Disorders,Educational Technology,Information Systems,Lecture Method,Computer Science Education,Visual Arts,Art Education

Education, science, and technology disciplines at all levels have never been more important, more exciting, or more crucial for its broader impacts on human society. The need for advanced technical skills is increasingly pressing to address climate change, combat COVID and other diseases, enhance the infrastructural built environment, grow food sources to feed an expanding planetary population, make new scientific discoveries, and interface synergistically with the arts, humanities, and social sciences. Teachers/instructors/mentors/professors need to be proficient in the best ways to convey knowledge and motivate the next generations of productive and engaged citizens of an increasingly diverse planet on which its human inhabitants must learn to confront and surmount increasingly difficult challenges to survival and prosperity. Students need to be focused on honing their learning skills and adapting to an ever-evolving global economy demanding always higher levels of technical proficiency. Students also need to be free to pursue any and all areas of interest without interference from cultural, political, ideological, or faith-imposed limitations. Policymakers need to provide the financial and human resources to fuel the engine of education, and they must create the maximum possible latitude for both those who teach and those who learn to pursue science, technology, engineering, and mathematics to their limits. This book contributes to addressing these needs and to suggesting potential solutions from multiple global perspectives. Adaptability of instructional methods, relevance of instructional content to students' lived experiences, and sensitivity to the mental and physical demands imposed on students must be hallmarks of education. The book is divided into three sections related to studies on education, science, and technology. Each section includes three chapters. The chapter's contributors are from the following countries: the United States, Germany, Greece, Indonesia, the United Kingdom, Russia, and Malaysia. This diversity brings an international perspective to the book.
Science Education during the COVID-19 Pandemic: Tales from the Front Lines
Author: Akerson, Valarie L., Ed.
Date: 2021-09-00
Type: Books
Subjects: Science Education,COVID-19,Pandemics,Educational Change,Electronic Learning,Science Instruction,Preservice Teacher Education,Web Based Instruction,Teaching Methods,Delivery Systems,Instructional Effectiveness,Middle School Teachers,Science Teachers,Foreign Countries

Certainly the year 2020 will be one for the history books, as COVID-19 made its impact globally beginning in that year. While it did not hit the United States substantially until about March of 2020, other countries felt the effects sooner. Eventually it seemed that the globe essentially was shut down due to the COVID-19 outbreak. This type of shutdown was challenging for education and educators. How could we pivot to online forums and teaching methods? Would our students still learn? It was especially concerning for science teachers and science educators who were accustomed to teaching using mostly hands-on inquiry instruction. How could students manipulate materials in these virtual settings? The science educators who have contributed to this book decided to conduct research to determine answers to some of these questions. The book is divided into three sections related to science teaching--COVID-19 science teaching research that involved K-12 teachers, research that explored university science content courses, and research that explored preservice science teacher education. Following each section we include a summary of the outcomes and recommendations. We end the book with conclusions and recommendations from a synthesis of the studies included.
A Pathway to Success? A Longitudinal Study Using Hierarchical Linear Modeling of Student and School Effects on Academic Achievement in a Middle School STEM Program
Author: Chine, Danielle R.
Date: 2022-01-00
Type: Books
Subjects: STEM Education,Middle School Students,Educational History,Program Effectiveness,Urban Schools,School Districts,Longitudinal Studies,Achievement Tests,Scores,Gender Differences,Socioeconomic Status,Race,Attendance,Science Achievement,Mathematics Achievement,Comparative Analysis,Student Projects,Active Learning,Teaching Methods,Program Evaluation,Standards,Teacher Effectiveness

This study discusses the effectiveness of a science, technology, engineering, and math (STEM) program spanning grades six through eight in a traditional, urban school district located in Northeastern Ohio. The history and expressed need for STEM education within post-steel producing and economically depressed regions are discussed. Important factors describing STEM programming such as curriculum, standards, content delivery, integration, and aspects of implementation are described. This longitudinal study reports Ohio State Test (OST) scores along with the demographic factors of gender, socioeconomic status, student race, and attendance rate to determine the impact of STEM programming. The use of multilevel, statistical analyses through hierarchical linear modeling (HLM) determined integrated STEM had a significant, positive effect on student achievement in both math and science and an even stronger impact isolating science achievement by itself. The predictive results of HLM analysis determined STEM students scored significantly higher on the OST in science and math combined scoring 31.8 points higher on average and 38.2 points higher in science compared to their general education peers. No interaction effects were determined between STEM participation and gender, socioeconomic status, student race, and attendance rate. This research has powerful implications for educational leaders as they need to be aware of the impact integrated STEM programming and project-based learning (PBL) has on student achievement. The results indicate that integrated STEM programming in middle school has a positive effect on student achievement indicating it is indeed a pathway to success. [This book was edited by Joseph Johnson and Abdullatif Kaban.]
Evaluating the Effects of Mother Tongue on Math and Science Instruction
Author: Behrmann, Tatiana
Date: 2018-12-00
Type: Books
Subjects: Native Language,Mathematics Instruction,Science Instruction,Foreign Countries,Creoles,French,Secondary School Students,Language of Instruction,Mathematics Achievement,Science Achievement,Instructional Effectiveness,Scores,Self Concept,Experimental Groups,Control Groups

Although Kreyol is the language spoken and understood by the majority of Haitians, French is the language used as the medium for instruction. The use of a foreign language as a means for students to acquire literacy is a practice that has led to an ineffective educational system in Haiti. The aim of the quasi-experimental research study is to study the effects of using Kreyol versus French as the instructional method in math and science classes. Participants were selected from a target population of 246 girls at a private school. Students from this institution are part of the 29% of people who attend secondary schools in Haiti. The 139 students that were part of the sample were randomly divided into two groups per class (standard and Kreyol condition) and were given a pre-test followed by a lesson then a post-test. Students in the standard group were taught in French and those in experimental group in Kreyol. Data gathered from the intervention were analyzed and results indicated that pre-test scores of French condition and Kreyol condition groups were normally distributed. When ANCOVA was used as one of the data analysis tools, because it French conditions for pre-test values and allows for observation of post-test scores, results yielded confirmed a significant difference between the French condition and Kreyol condition groups. The results from this quasi-experimental study provided data that aligned with the literature review and demonstrated that there was in fact a significant difference in performance when Kreyol was used as a medium for instruction instead of French. The results further provide statistical data confirming the important role that Kreyol should play in the improvement of the Haitian education system. [This book was edited by Ismail Sahin and Tami Shelley.]
A Survey of Investing and Retirement Knowledge and Preferences of Preservice Teachers
Author: Thripp, Richard
Date: 2019-12-00
Type: Books
Subjects: Preservice Teachers,Knowledge Level,Investment,Money Management,Retirement,Undergraduate Students,Preferences,Retirement Benefits,Familiarity

New teachers are facing lower pay and less generous retirement benefits than the prior generation, yet their financial and retirement knowledge, concerns, and preferences have received little attention. To investigate these areas, the author developed a 39-item survey instrument and administered it to 314 preservice teachers in undergraduate teacher education courses at the University of Central Florida, who were primarily female elementary and early childhood education juniors and seniors ages 18-25. Florida public employees are offered an unusual choice between a traditional pension plan and a defined-contribution plan similar to a 401(k) in which they can select their own investments, and 54% of surveyed preservice teachers preferred the 401(k)-like plan structure. However, their preferences may be ill-advised, given that in a mock portfolio allocation exercise intended to assess retirement investing sophistication, preservice teachers directed more than half their retirement money to low-risk money market and bond funds, which will likely underperform stocks over several decades. Furthermore, they anticipated that low salaries will impede their ability to save for retirement. For comparison, the survey was also administered to 205 U.S. college students or graduates ages 18-25 on the Amazon Mechanical Turk platform for $1.00 each. Worrisomely, preservice teachers had significantly lower financial knowledge and retirement investing sophistication. These findings suggest a need for financial education targeting Florida preservice teachers, particularly given that the Florida Retirement System substantially cut its benefits in 2011. [This book was edited by Ismail Sahin and Wenxia Wu.]
Fiscal Year 2021 Salary Report for the Illinois Public Community Colleges
Author: Illinois Community College Board (ICCB)
Date: 2022-03-00
Type: Reports - Evaluative
Subjects: Public Colleges,Community Colleges,College Faculty,Salaries,School Personnel,Enrollment,Geographic Location,Teacher Salaries,Faculty Workload,Administrators,Fringe Benefits,Educational Attainment,School Policy

Data about compensation received by employees in Illinois' 48 public community colleges are gathered by the Illinois Community College Board (ICCB). Data in the &quot;Fiscal Year 2021 Salary Report,&quot; which derive from the ICCB Faculty, Staff, and Salary (C1) Data and Supplementary Faculty, Staff, and Salary Information, reflect the census date of October 1, 2020. The efforts that college staff put forth to provide these data are greatly appreciated. In an attempt to minimize the number of separate requests for salary data received by public community colleges, ICCB staff provide these data on the colleges' behalf in response to requests for salary information from the Illinois Board of Higher Education, National Center for Educational Statistics, Legislature, and other interested entities or persons. Data are presented by peer groups with statewide totals. The seven peer groups are based on a combination of college enrollment (semester), geographic location, and financial data: (1) Headcount enrollment of less than 3,000, downstate, located in or near communities of less than 50,000 population; (2) Headcount enrollment of approximately 3,000 to 4,000, downstate, located in or near communities of less than 50,000 population; (3) Headcount enrollment greater than 4,000, downstate, located in or near communities of less than 50,000 population; (4) Located downstate and in urbanized areas; (5) Headcount enrollment less than 10,000, located in the Chicago metropolitan area; (6) City Colleges of Chicago; and (7) Headcount enrollment greater than 10,000, located in the Chicago metropolitan area. The report includes faculty salary data which are based on actual contracts, salaries from salary schedules, overload faculty salary rates, and part-time faculty salary rates. Also included are administrative salaries, other (nonteaching) professional staff salaries; information on average faculty load; salaries for selected administrators; and fiscal year 2020 salaries actually paid to faculty, administrators, other (nonteaching) professionals, and classified staff. [For the 2020 report, see ED611247.]