ethanporcaro/eric-fulltext-meta huggingface dataset:
The Natural Sciences Curriculum of Public Network of São Paulo: Conceptions of Teachers Who Teach Natural Sciences in the Early Years of Primary School
Author: Paz, Giovanni Scataglia Botelho
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Natural Sciences,Science Instruction,Foreign Countries,Science Curriculum,Scientific Concepts,Teacher Attitudes,Scientific Literacy,Curriculum Implementation,Faculty Development,Teaching Methods,Course Content,Elementary School Teachers,Inquiry,Active Learning,Science Teachers

Science education objectives in Brazil have evolved over time. Initially, the focus was on creating scientifically literate citizens who could relate scientific concepts to their daily lives. In 2017, the São Paulo City Curriculum for Natural Sciences was introduced to teach students scientific literacy through inquiry-based teaching methods. This study focused on the perceptions of teachers from an primary school in São Paulo who participated by filling out a Google Forms questionnaire. The findings revealed that the majority of participating teachers had undergone curriculum implementation training. While they considered the organization of disciplinary content to be similar to their previous teaching methods, they struggled with implementing inquiry-based teaching strategies and linking scientific content to the United Nation Foundation 2030 sustainable development goals. [For the full proceedings, see ED629086.]
The Effectiveness of Using a Deductive-Cum-Process Writing Process Approach to Teach Tone Formality
Author: Siu, Fiona Kwai-peng
Date: 2020-00-00
Type: Reports - Research
Subjects: Sino Tibetan Languages,English (Second Language),Language Usage,Academic Language,Writing Instruction,Foreign Countries,College Freshmen,Teaching Methods,Peer Evaluation,Teacher Student Relationship,Writing Improvement,Second Language Learning,Student Attitudes

This study aims to investigate the usefulness of a deductive-cum-process writing approach to raise native Cantonese-speaking ESL students' awareness of the inappropriate use of informal language in academic writing. Achieving tone formality by incorporating appropriate syntactic and semantic elements poses great difficulties to freshmen at the City University of Hong Kong. Furthermore, the effectiveness of using a deductive approach to teach word usage has been inconclusive despite numerous studies on this issue (e.g., Alzubi, 2015; Tammenga-Helmantel, 2014; Vogel, et al. 2011) . In the current study, seven types of informal language expressions and corresponding formal alternatives were first taught, followed by peer review and individual teacher-student consultations to reinforce the teaching. The experimental group consisted of 19 students taking an academic writing course in the summer semester 2017-18. The end-of-course written examination showed that the experimental group used significantly fewer informal expressions than did the control group in three measures -- the total number of informal expressions and two component measures (p[less than or equal to]0.05). Questionnaire findings confirmed the usefulness of the current teaching approach, as perceived by the majority of the participants. Qualitative analysis revealed informal expressions that were most difficult for the participants to identify and to make correction. [This paper was published in &quot;English Language Teaching and Linguistics Studies&quot; v2 n2 p21-42 2020.]
Secondary School Students&apos; Perception of Biochemistry Concepts by Using Word Association Test
Author: Roncevic, Tamara N.
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Secondary School Students,Secondary School Science,Biochemistry,Associative Learning,Knowledge Level,Late Adolescents,Advanced Placement Programs,Scientific Concepts,Concept Formation,Science Instruction

A word association test was used to determine knowledge structures on biochemistry concepts of secondary school chemistry students, aged between 18-19 years. The basic biochemistry concepts related to the topic of Carbohydrates that take place in the International Baccalaureate Diploma Programme curriculum were determined as stimulus words: &quot;Monosaccharides&quot;, &quot;Glucose&quot;, &quot;Cellular respiration&quot;, &quot;Fructose&quot;, &quot;Disaccharides&quot;, &quot;Glycosidic bonds&quot;, &quot;Polysaccharides&quot;, &quot;Starch&quot;. Students were required to provide response words for each of the eight stimulus words within the pre-determined period of time. Analysis of data was done in order to find the stimulus words with the highest number of associations in students' knowledge structures and to calculate the relatedness coefficient between the stimulus words, in order to construct the relatedness networks that should model the students' knowledge structures. The results showed that students managed to relate most of the stimulus words with strong or medium strength links, however, &quot;Cellular respiration&quot; remained unconnected to other stimulus words in the students' knowledge structures. [For the full proceedings, see ED629086.]
Washington Transfer Equity Project. Summary: Themes and Priorities
Author: Washington Student Achievement Council (WSAC)
Date: 2023-02-00
Type: Reports - Evaluative
Subjects: College Transfer Students,Equal Education,Minority Group Students,Guided Pathways,Program Evaluation,Educational Attainment,Low Income Students,Academic Support Services,Student Personnel Services,Barriers,College Credits,Educational Improvement,Student Attitudes

In 2022, the Transfer Equity Project (TEP) examined key aspects of Washington's transfer ecosystem for students, specifically towards achieving equitable student outcomes. This project took the form of a self-study and engaged a task force that included a wide range of participants from various organizations in Washington. From this exploration emerged a clearer picture of Washington's strengths and challenges to successful transfer, as well as significant opportunities to improve aspects of the system. The TEP task force identified priorities for action that could reduce barriers to successful transfer and increase understanding of how to build more equitable and supported pathways. Through the TEP examination, the following three key themes were identified: (1) Increasing transparency and effective transfer pathways for students, advisors, faculty, and transfer stakeholders; (2) Developing a more complete picture of the transfer ecosystem and a future research agenda; and (3) Defining a statewide shared transfer philosophy and goals. Together, these themes should serve as a guide for continued conversation among stakeholders in the transfer landscape to move toward action. [This report was facilitated in partnership with the John N. Gardner Institute for Excellence in Undergraduate Education.]
Defining, Measuring, and Supporting Family Economic Well-Being in Early Childhood Home Visiting: A Review of Research and Practices. OPRE Report 2023-117
Author: Eddins, Katie
Date: 2023-05-00
Type: Information Analyses
Subjects: Early Childhood Education,Home Visits,Economic Factors,Family Financial Resources,Family Income,Definitions,Measurement,Family Programs,Social Support Groups,Well Being,Program Implementation,Program Effectiveness,Influences,Best Practices,Young Children,Child Caregivers

Early childhood home visiting (ECHV) has the potential to support families' economic well-being. In ECHV, trained home visitors work in the home with expectant parents or families with young children. Generally, their services focus on supporting and improving maternal, child, and family health and development outcomes. Some ECHV models also address economic aspects of families' lives and have demonstrated positive effects on outcomes such as parents' income. Given the connections between economic stability, parenting, and caregivers' well-being, a stronger focus on family economic well-being in ECHV could benefit families in many ways. The Office of Planning, Research, and Evaluation in the Administration for Children and Families in collaboration with the Health Resources and Services Administration initiated the Supporting Family Economic Well-Being through Home Visiting (HomeEc) project to better understand how to define and measure family economic well-being and to learn how ECHV agencies have supported or could support it. This report summarizes the findings from targeted reviews of literature and practice documents from ECHV and related fields, such as social work, child welfare, and employment- and income-focused supports. It includes (1) a definition of family economic well-being; (2) a summary of the factors that contribute to or are influenced by it; (3) a summary of how it is measured in research and practice; (4) a set of practices that can support it; and (5) implications for later work on this project and future research.
The Mental Health and Wellbeing of Young Professionals
Author: American Association of Colleges and Universities (AAC&U)
Date: 2023-00-00
Type: Reports - Research
Subjects: Mental Health,College Graduates,Young Adults,Professional Personnel,COVID-19,Pandemics,Gender Differences,Racial Differences,Ethnicity,Burnout,Labor Turnover,Work Environment,Well Being,Financial Problems,Career Readiness,Access to Health Care,Social Support Groups,Supervisors,Mental Disorders,Anxiety,Depression (Psychology)

The prevalence of mental health issues among college students is well documented (Auerbach et al, 2018, National College Health Assessment, American College Health Association, 2021), yet less is known about this same population group as they graduate and begin their careers. The Mary Christie Institute, in partnership with the Healthy Minds Network, the American Association of Colleges and Universities (AAC&amp;U), and the National Association for Colleges and Employers (NACE) conducted a survey of graduates between the ages of 22 and 28 seeking to better understand the mental and emotional health of early career professionals. This report highlights key findings from their research. [This report reflects the effort from a broad team affiliated with the Mary Christie Institute and the Healthy Minds Network. This survey was funded by a gift from the KellWell Foundation with support from Boston Scientific.]
The Advancing Early Education Collaborative in Washington, DC. Year 1 Summary
Author: Tatian, Peter A.
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Partnerships in Education,Educational Improvement,Equal Education,Early Childhood Teachers,Child Care,Educational Quality,Blacks,African Americans,Hispanic Americans,Females,Career Pathways,Barriers,Success

This brief covers the Advancing Early Education Collaborative (AEEC)'s efforts to address the lack of equitable opportunities for early childhood educators and the quality of early child care and childhood education in DC. The AEEC has the goals of enhancing early education career pathways for Black and Latina women in Wards 7 and 8 and improving the overall quality of early education in Washington, DC. Beginning with an overview of the project and its early accomplishments, this brief highlights findings from a focus group with program participants from American University and concludes with reflections on the AEEC's successes and challenges thus far, including opportunities to incorporate lessons learned into the collaborative's activities in year two.
Critical Review: A Theoretical Examination of Shadow Education in South Korea
Author: Howard, Natalie-Jane
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Tutoring,Private Education,Costs,Educational History,Cultural Influences

This article provides a theoretical contribution to the contemporary debates regarding the legitimacy and effects of supplementary tutoring, also known as shadow education. Shadow education is notably pervasive in South Korea, and accounting for high rates of domestic expenditure and increasing time demands on young people's lives. The paper traces the historical and cultural reasons for the widespread uptake of shadow education amongst young students in the South Korean context and problematises what it means to be educated by juxtaposing leading scholars' perceptions of the fundamental aims of education. Delving into the reality of shadow education whilst also revealing the disruptive nature of this common place practice, the paper concludes by highlighting the need for further empirical research to counterbalance the largely unsubstantiated beliefs and anecdotal evidence regarding its purposes.
A New Approach to Increasing Awareness of Postsecondary Opportunities and Financial Aid in Washington: Embedding a Learning Agenda into Outreach Efforts
Author: Kwakye, Isaac
Date: 2023-06-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Student Financial Aid,Video Technology,Information Dissemination,Grants,Access to Information,State Aid,Student Attitudes,Job Training,Animation,Enrollment Rate,Costs,Barriers,Knowledge Level,Secondary School Students,Eligibility

The Washington Student Achievement Council partnered with the North Central Educational Service District to design and develop a series of animated videos to share simple and clear information with students about the Washington College Grant and the benefits of pursuing education or training after high school. The videos aimed to build an engaging storyline by presenting sequential information about financial aid and postsecondary education and training in short segments. Videos were available in English and Spanish. The pilot project intended to address information gaps and increase students' awareness and understanding of postsecondary education opportunities and state financial aid. Survey results from the pilot project found that the videos were received positively, and students learned relevant information about financial aid and postsecondary education and training opportunities in Washington. Positive feedback and evidence of knowledge transfer led to an expansion of the informational videos project to several additional areas of the state. This demonstrates how evidence from a pilot project can be translated into practice and brought to scale to reach more students. Building intentional outreach strategies can more effectively engage with students and families and could contribute to increased awareness of postsecondary opportunities and improved educational outcomes in the state. [This project was a collaborative effort between the Washington Student Achievement Council and the North Central Educational Service District.]
Bridge to Finish Outcome Study. Technical Appendix
Author: Washington Student Achievement Council (WSAC)
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Higher Education,College Programs,Community Colleges,Technical Institutes,Program Evaluation,Outcomes of Education,Academic Persistence,College Credits,Student Characteristics,Intervention,Data Analysis,School Holding Power,Educational Attainment,Student Personnel Services

The dataset used in this report was created by combining Bridge to Finish intervention records, provided by the United Way of King County (UWKC), with student information provided by the State Board for Community and Technical Colleges (SBCTC). The intervention records span the terms from summer 2018 through fall 2021. SBCTC data include these terms, as well as records for winter 2022 so that retention from the fall 2021 term could be determined. An anonymous student identification number, hereafter referred to as the 'StudentId,' was created for joining the data files. Some of the input files were aggregated or summarized prior to being joined to other files. The result is an analysis file with one record per student, college, and term. [For the full report, &quot;Bridge to Finish Outcome Study,&quot; see ED628929.]
Exploring Interactive H5P Video as an Alternative to Traditional Lecturing at the Physics Practicum
Author: Kosmaca, Jelena
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Physics,Instructional Materials,Science Instruction,Teaching Methods,Undergraduate Students,Interactive Video,Introductory Courses,Laboratory Experiments,Foreign Countries,Scientific Concepts,Student Attitudes,Scores,Outcomes of Education,Science Tests,Comparative Analysis,Preferences,Universities

Interactive learning materials can be a more efficient and engaging way of studying physics than lecturing. This research aims to explore the use of interactive H5P video as an alternative to traditional teacher-led class presentations at the university physics practicum. The quasi-experimental research design was implemented with 60 undergraduate students at the University of Latvia, during two introductory-level practical laboratory classes on the topics of mechanical bending and fluid viscosity. Knowledge tests were used to assess the learning outcomes, classroom observations provided an insight into students' group work with the video, a survey revealed student attitudes to the H5P video, as well as their preferences in preparation for the physics classes. Results show that both presentation formats contributed to reasonably high scores in the Exit ticket test at the end of the class. No statistically significant differences were found between the groups working in different conditions, implying that video was successfully used for a group activity to substitute lecturing in preparation for laboratory work. Potential applications of H5P video for individual and group work are discussed in line with the student preferences. [For the full proceedings, see ED629086.]
Environmental Education in Primary School: Meaning, Themes and Vision
Author: Lamanauskas, Vincentas
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Environmental Education,Elementary School Students,Behavior Change,Consciousness Raising,Elementary School Teachers,Teacher Role,Teacher Education Programs,Preservice Teachers,Foreign Countries,Universities,Content Analysis,Preschool Teachers,Teaching Methods,Climate,Student Attitudes,Outcomes of Education

Environmental problems are faced all over the world. The quality of the environment has a tendency to deteriorate, so environmental education becomes one of the essential conditions for continued existence. In order to improve the situation, it is necessary to raise public awareness and encourage behaviour change. It is obvious that environmental education is needed, which would raise people's level of awareness, and encourage them to change their behaviour, accordingly, changes would take place in the field of production and industry, consumption habits, and the relationship with the environment itself. Environmental education is especially important in primary school. In forming children's environmental awareness, a great responsibility falls on the primary school teacher, therefore his preparation in the field of environmental education must be adequate. Empirical qualitative research aimed to reveal how future primary school teachers understand the meaning of environmental education, the topic, and what kind of realisation vision they have. 136 students from two Lithuanian universities, future teachers of preschool and primary education participated in the study. Verbal research data were analysed using the quantitative content analysis method. The research results allow us to state that environmental education is treated as significant, the themes of environmental education cover various areas that can and should be studied in primary school. Future teachers' environmental education implementation vision at school includes both cognitive and practical-behavioural components. [For the full proceedings, see ED629086.]
The Durability of Formal Knowledge and Its Restructuring during Lifelong Learning
Author: Nodzynska-Moron, Malgorzata
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Lifelong Learning,Science Education,Knowledge Level,Comparative Analysis,Beliefs,Chemistry,Cooking Instruction,Correlation,Transfer of Training,Informal Education,Learning Theories,Graduate Students,Undergraduate Students,Doctoral Students,Foreign Countries,Food,Student Attitudes,Olfactory Perception

Formal science education is the last stage of acquiring scientific knowledge for most people. They rely on the knowledge acquired at school for the rest of their lives. Therefore, it is important that formal education changes students' colloquial knowledge into scientific knowledge and is correct. The study decided to test three situations. In the first one, it was examined whether formal education actually displaces colloquial knowledge of students. In the second, the level of knowledge acquired at school was compared with the level of extracurricular knowledge. The third examined the durability of knowledge acquired at school, i.e. can school knowledge be changed, e.g. through advertising or popular science publications? The main hypothesis of the research was the assumption that school knowledge eliminates erroneous, clichéd beliefs and is permanent over time. The study tested chemical knowledge related to cooking. 472 people participated in the study and an online questionnaire was used. The research built on previous research on the correlation between scientific knowledge and non-scientific beliefs and pedagogical theories on knowledge transfer. The obtained results did not confirm the main hypothesis. Formal school education turned out to be less effective than non-formal education. It seems, therefore, that school education should not focus on facts that students forget and that change during their informal (lifelong) education. Rather, it should focus on the ability to independently construct knowledge. [For the full proceedings, see ED629086.]
University Students&apos; Opinions on the Use of 3D Holograms in Learning Organic Chemistry
Author: Olic Ninkovic, Stanislava
Date: 2023-06-12
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Student Attitudes,Organic Chemistry,Foreign Countries,Teaching Methods,Educational Technology,Science Instruction,Positive Attitudes,Case Studies,Computer Simulation,Computer Software,Instructional Effectiveness,Introductory Courses

3D holograms are an effective tool for visualization, and their utilization in chemistry teaching can be beneficial in improving learning outcomes. However, studies on students' opinions about holograms in chemistry teaching and learning are scarce. The research aimed to examine the views of chemistry students on the application of 3D holograms in organic chemistry learning at the university level. In this cross-sectional study, 55 first-year chemistry students at the University of Novi Sad (Serbia) participated. The sample consisted of students aged 18-20, of which 85.5% were female and 14.5% were male. An online questionnaire designed for this research was used to collect quantitative data. Data obtained after an eight-week application of 3D holograms in organic chemistry classes revealed that students have a positive opinion about the application of 3D holograms in organic chemistry classes. Therefore, the research results imply that teachers should apply 3D holograms in chemistry classes. [The Ministry of Science, Technological Development and Innovation of the Republic of Serbia provided financial support. For the full proceedings, see ED629086.]