ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Logical Reasoning Activities for Children at the &quot;Lar Sagrada Família&quot;, in Apucarana - Pr
Author: de Godoi, Milena Maria
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Logical Thinking,Problem Solving,Decision Making,Educational Games,Child Development,Attention Control,Cognitive Development,Social Development,Foreign Countries,Early Childhood Education,Residential Care,Student Interests,Disadvantaged,Thinking Skills,Skill Development

Logical reasoning is very important in the child's development, increasing their performance in learning as a whole, improving their concentration and decision-making when solving problems. The introduction of this tool and stimulus from the first years of education is necessary for children to grow up with a broad and more critical view, being able to argue, create, express and assimilate everyday situations. This work was developed in accordance with the needs found in the &quot;Lar Sagrada Família&quot; shelter located in the city of Apucarana, Paraná, where we could observe that the stimulus for this skill, even though it is a fundamental tool for the children housed there, was not being properly addressed. Educational games adapted to each age were made so that children could learn by playing. At the beginning, there was a difficulty in arousing the interest of those involved, as they are needy children and just wanted affection and attention. Over time, with the carrying out of the activities, it was possible to verify a great advance in concentration, evolution in interest, and also, expectations were generated for the next day. The work resulted in the children's cognitive development in a more logical way, contributing to their personal and social growth. [For the complete proceedings, see ED631021.]
Institute of Applied Culture and Arts for Children: &quot;Environmental Literacy with Art&quot;
Author: Akman, Özkan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Art Education,Secondary School Students,Environmental Education,Transfer of Training,Environment,Teaching Methods,Interdisciplinary Approach,Interpersonal Competence,Creativity,Psychomotor Skills,Art Activities,Self Esteem,Correlation,Handicrafts,Foreign Countries

In this study, it is aimed to gain the ability to transform what nature offers into a work of art by using traditional methods. The study has two main aims. Its first purpose is to present ways to transfer environmental literacy skills through art education, as a value that should be acquired at an early age. The second is to contribute to the development of hand skills, to gain creativity, to acquire individual skills and to develop basic social skills such as self-confidence, through artistic activities to be applied to the target audience. The participants of the research were carried out with 124 students studying in the 7th and 8th grades of Süleyman Demirel Secondary School located in Gonen District of Isparta. The analysis of the data was carried out using the SPSS 25.00 statistical program using descriptive statistics and simple correlation analysis. In the study, the application methods of traditional handicrafts were combined with materials obtained from nature for the purpose of the study. According to the results obtained; It has been observed that awareness about how nature is transformed into an art object through artistic activities. The activities within the scope of the study were planned as a result exhibition and a total of 13 activity titles under two categories, conceptual and artistic. In artistic activities, it is planned to carry out activities for the transformation of materials collected from nature by using the methods and techniques of traditional handicrafts. In addition to materials that can be collected from nature such as mud, stone and cones, art materials such as felt, wool, natural stone and similar art materials obtained from nature were used in the activities. [For the complete proceedings, see ED631021.]
Didactic Sequence with the Theme &quot;Drugs&quot; for the Teaching of Nitrogen Functions
Author: Vieira, Lucas Augusto
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Science Instruction,Chemistry,Secondary School Science,High Schools,High School Students,Knowledge Level,Foreign Countries,Drug Abuse,Pharmacology,Teaching Methods,Instructional Effectiveness

The present work is the report of an intern, who through the theme: &quot;Drugs&quot; shows the importance of the use of didactic sequence in the teaching of chemistry for the construction of concepts. The content was applied in classes of the 3rd year of high school, in a public school, in the city of Apucarana - PR. In this sense, the main types of drugs known in daily life were contextualized, soon after the properties of organic compounds and nitrogen compounds have been addressed. The relationships established through the theme resulted in a greater interest of the students in the didactic content, since it was possible to see practical results. Some did not know much about the chemical composition of the drugs, others even had contact, or knew someone who has already used some substance. The theme is part of the day-to-day and in this way, they were able to build and develop critical thinking at the end of the process. [For the complete proceedings, see ED631021.]
Early Learning Activities Matter for Girls&apos; and Boys&apos; Mathematics and Science Achievement. IEA Compass: Briefs in Education. Number 21. Special Issue
Author: Hencke, Juliane
Date: 2023-06-00
Type: Reports - Research
Subjects: Gender Differences,Parent Participation,Family Environment,Parents as Teachers,Preschool Children,Elementary School Students,Grade 4,Mathematics Achievement,Science Achievement,Preschool Education,Learning Activities,Literacy,Numeracy

Using IEA's TIMSS (Trends in International Mathematics and Science Study) 2019 data, this brief examines gender differences in parental involvement with their child's education measured through participation in early home learning activities. We find that engaging children in home learning activities before entering primary school is associated with increased students' fourth-grade mathematics and science achievement, with a significantly larger positive relationship for boys than girls for numeracy activities. Parents engage girls significantly more than boys in early learning activities such as &quot;singing songs, drawing shapes, writing letters and words, saying counting rhymes or singing counting songs, and writing numbers,&quot; and only one activity listed on the TIMSS questionnaire where parents engage boys significantly more which is &quot;playing with building blocks and construction toys.&quot; The brief concludes with a discussion of the potential policy implications.
IT and Technology &amp; Design Teachers Views on Utilizing Robots in Instruction
Author: Demirbilek, Muhammet
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Information Technology,Design,STEM Education,Teaching Methods,Robotics,Kindergarten,Elementary Secondary Education,Teacher Attitudes,Technology Integration,Interdisciplinary Approach,Educational Change,Computer Science Education,Foreign Countries

Robots are useful tools for teaching mathematics and physics and engineering subjects in K-12 setting; they can be utilized in classrooms for explaining difficult and complex concepts because they capture the imagination of students. Rapid developments robotics technology in recent decade, institutions and researchers have employed robots to support K-12 education. Furthermore, Educators are increasingly interested in the potential of robots in education for learners. Due to its multidisciplinary nature, robots are considered a gateway to STEM education. Researchers in educational field are looking answers of Can robots in classroom reshape K-12 STEM education, and foster new ways of learning? In the present study, IT and Technology &amp; Design Teachers' views on utilizing robots in instruction was investigated. Furthermore, teachers' willingness to use robots in diverse learning settings. The findings of the research revealed that most of the teachers were not employed robots in their teaching. However, overwhelm majority participants expressed their willingness of using robots in their education specifically in STEM education. Teachers reported that robots can be utilized as an instructional support tool in the classroom. [For the complete proceedings, see ED631021.]
Junior High School Teachers&apos; Self-Efficacy Levels for STEM Practices: A Sample of Aydin City
Author: Aydogan, Hasan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Junior High School Teachers,Self Efficacy,STEM Education,Teacher Competencies,Gender Differences,Teaching Experience,Career Choice

Today, it is of great importance to establish a workforce with knowledge and skills in fields such as science, technology, engineering, mathematics and education in order to reach the level of developed society. STEM, as an integrated educational approach, is known as one of the effective methods in teaching such knowledge and skills. However, the success of this method requires teachers to be competent in the field of STEM and it is important to investigate teachers' self-efficacy levels regarding to STEM approach. Therefore, the purpose of this study is to determine junior high school teachers' self-efficacy for STEM practices. It was designed as a survey research within the quantitative research methods. The sample was made up of 38 voluntary teachers working in junior high schools located in the city center of Aydin, Turkey. The data were collected through a questionnaire including questions asking for participants' demographic characteristics and Teachers' Self-Efficacy Scale for STEM Practices. According to the findings, participating teachers, on average, had a moderate level of self-efficacy for STEM practices. No significant difference was found in their self-efficacy scores according to gender, work experience and reason for choosing teaching experience. [For the complete proceedings, see ED631021.]
Popular Course: A Preparation for ENEM
Author: Fernandes, Vitor Borsatto
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Entrance Examinations,Test Preparation,Test Coaching,Tutoring,College Students,High School Students,Volunteers,Teaching Methods,Electronic Learning,Game Based Learning,Science Experiments,Academic Achievement

Brazil is a country that does not invest enough in basic education, thus leaving a gap in the knowledge of young people studying in public schools and jeopardizing their future. One of the main ways to get into college in Brazil is through the National High School Exam (ENEM), a multiple-choice test administered by the National Institute of Educational Studies and Research. In the project: Popular Course: a preparation for ENEM, students from the Federal University of Technology-Paraná, Apucarana campus volunteered to offer online tutoring of basic content in: biology, physics, geography, history, mathematics and chemistry, from Monday to Friday, during thirteen weeks. The main objective of these virtual meetings was to help interested students enrolled in the program to prepare for ENEM, in a dynamic and freeway. The volunteers were free to use the means they considered most appropriate for each content, from online physics experiments to game-based learning platforms, which contributed positively to the learning of the students enrolled in the project and consequently to a better performance in the tests. [For the complete proceedings, see ED631021.]
At Ibraham Elementary, Data Drives Small-Group Instruction, Student Gains
Author: Barrett, Sharon Kebschull
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Elementary Schools,Data Use,Achievement Gains,Program Effectiveness,At Risk Students,Group Discussion,Teamwork,Teacher Collaboration,Cooperative Planning,Small Group Instruction

When Dr. Tina Lupton and Dr. Timisha Barnes-Jones joined the Winston-Salem/Forsyth County Schools, Opportunity Culture implementation was happening in the midst of COVID. Lupton, the executive director of professional learning, and Barnes-Jones, the area superintendent for a network of 15 transformation schools, used their experience in other Opportunity Culture districts to help the schools make some adjustments. By the following year, three of those Opportunity Culture schools came off North Carolina's &quot;low-performing&quot; list; nine of the 11 schools implementing Opportunity Culture models either met or exceeded the bar set by the state for expected student learning growth--results they attribute in part to these models. In this report on Ibraham Elementary, Opportunity Culture educators discuss their data-driven student results, led by high-performing teachers in Multi-Classroom Leader roles. [For the other reports in this series: &quot;District Leader Collaboration: A Key to Opportunity Culture Schools' Success,&quot; see ED631157; and &quot;At Petree Elementary, Schoolwide Opportunity Culture Roles Underpin Growth,&quot; see ED631156.]
At Petree Elementary, Schoolwide Opportunity Culture Roles Underpin Growth
Author: Barrett, Sharon Kebschull
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Elementary Schools,School Culture,Teamwork,Educational Change,Teacher Collaboration,Small Group Instruction,At Risk Students,Elementary School Teachers,Teacher Role,Barriers,Scheduling,Achievement Gains

When Dr. Tina Lupton and Dr. Timisha Barnes-Jones joined the Winston-Salem/Forsyth County Schools, Opportunity Culture implementation was happening in the midst of COVID. Lupton, the executive director of professional learning, and Barnes-Jones, the area superintendent for a network of 15 transformation schools, used their experience in other Opportunity Culture districts to help the schools make some adjustments. By the following year, three of those Opportunity Culture schools came off North Carolina's &quot;low-performing&quot; list; nine of the 11 schools implementing Opportunity Culture models either met or exceeded the bar set by the state for expected student learning growth--results they attribute in part to these models. In this report on Petree Elementary, Opportunity Culture educators discuss their strategic use of Opportunity Culture roles and the power of Opportunity Culture teams to lead to student success. [For the other pieces in this series: &quot;District Leader Collaboration: A Key to Opportunity Culture Schools' Success,&quot; see ED631157; and &quot;At Ibraham Elementary, Data Drives Small-Group Instruction, Student Gains,&quot; see ED631155.]
District Leader Collaboration: A Key to Opportunity Culture Schools&apos; Success
Author: Barrett, Sharon Kebschull
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Superintendents,Educational Cooperation,Educational Opportunities,School Culture,Educational Change,Elementary Secondary Education,Data Use,Leadership

When Dr. Tina Lupton and Dr. Timisha Barnes-Jones joined the Winston-Salem/Forsyth County Schools, Opportunity Culture implementation was happening in the midst of COVID. Lupton, the executive director of professional learning, and Barnes-Jones, the area superintendent for a network of 15 transformation schools, used their experience in other Opportunity Culture districts to help the schools make some adjustments. By the following year, three of those Opportunity Culture schools came off North Carolina's &quot;low-performing&quot; list; nine of the 11 schools implementing Opportunity Culture models either met or exceeded the bar set by the state for expected student learning growth--results they attribute in part to these models. This report highlights several keys to success: extensive, consistent communication at all levels; a strong hiring process; and a focus on data-driven instruction, especially using small groups, as well as the work-in-progress strong accountability system. [For the other pieces in this series: &quot;At Ibraham Elementary, Data Drives Small-Group Instruction, Student Gains,&quot; see ED631155; and &quot;At Petree Elementary, Schoolwide Opportunity Culture Roles Underpin Growth,&quot; see ED631156.]
Fentanyl and Opioids: Preventing Overdoses and Related Emergencies at K-12 and Higher Education Campuses. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Narcotics,Drug Addiction,Drug Abuse,Prevention,Elementary Secondary Education,Higher Education,Medical Services,Outcomes of Treatment,Planning,Emergency Programs

Despite the elevation of the opioid crisis in the U.S. to the level of a nationwide public health emergency in 2017, the number of opioid-involved overdose deaths has continued to rise. The impact of the opioid epidemic extends well beyond the tragedy of fatal overdose. Nonfatal overdose can result in brain injury and permanent disability, and research suggests that between 20 and 30 nonfatal overdoses occur for every overdose death. K-12 students affected by opioid abuse in the home face a number of challenges that can interfere with their educational engagement and success. Evidence indicates that children whose parents abuse opioids are at risk of experiencing trauma, school absences, behavioral issues, and even displacement from the home--all factors that can negatively affect educational and socioemotional outcomes. Similarly, research shows that college students who engage in drug use are more likely to experience gaps in enrollment, prolonged time to graduation, failure to graduate, and even lifelong struggles with addiction. Planning teams at K-12 schools and institutions of higher education (IHEs) can specifically address the risk of opioid-related emergencies, including overdose, in their emergency operations plans (EOPs) by including a Threat- and Hazard-Specific Annex for drug overdose. This fact sheet provides information and strategies for addressing opioid overdoses at K-12 schools and IHEs through EOPs and other preparedness activities.
Examining Faculty&apos;s Mastery of Subject Matter: A Student-Centered Analysis
Author: Bueno, David Cababaro
Date: 2023-06-00
Type: Journal Articles
Subjects: College Faculty,Pedagogical Content Knowledge,Doctoral Programs,Expertise,Educational Quality,Student Evaluation of Teacher Performance,Sample Size,Student Attitudes,Outcomes of Education,Accuracy,Foreign Countries

The Doctor of Education (EdD) degree is vital in preparing individuals for leadership positions in educational settings. A key element of the EdD program is the faculty's proficiency in their specific fields of expertise. Assessing the faculty's mastery of subject matter is crucial for guaranteeing the quality of education and offering students a comprehensive and fulfilling learning experience. This case analysis examined the evaluation of EdD faculty's mastery of subject matter from the student's standpoint. In conclusion, students' ratings of their EdD professors' depth of knowledge and expertise varied, with some praising their professors for exceptional expertise and others expressing mixed opinions or dissatisfaction. However, it is important to consider that these ratings are subjective and may not provide a complete assessment of a professor's expertise. Factors such as sample size and specific context can influence students' perceptions. A more comprehensive evaluation that includes multiple students' opinions, objective measures of expertise, and overall learning outcomes would offer a more accurate assessment.
Evaluating Faculty Performance in Achieving Institutional Goals and Objectives: A Case Study from the Perspective of Graduate Students
Author: Bueno, David Cababaro
Date: 2023-06-00
Type: Journal Articles
Subjects: Graduate School Faculty,Teacher Evaluation,Institutional Mission,Educational Objectives,Case Studies,Graduate Students,Student Attitudes,Teacher Role,Expertise,Educational Research,Teacher Researchers,Mentors,Teacher Leadership,Evidence Based Practice,Lifelong Learning,Faculty Development,Student Evaluation of Teacher Performance,Social Exchange Theory,Sense of Community,Advocacy

Doctor of Education (EdD) faculty members play a critical role in contributing to the goals and objectives of their institutions. This case study explored EdD faculty member's contributions to the institution's goals and objectives. A comprehensive analysis of the students' assessments has identified several emerging themes. These themes highlighted how EdD faculty members demonstrate expertise and knowledge, contribute to research, provide mentorship and guidance, foster collaboration and community engagement, engage in service and leadership, promote diversity, equity, and inclusion, prioritize professional development and innovation, advocate for evidence-based practice, create a sense of community and belonging, instill a culture of lifelong learning, and serve as institutional ambassadors. Understanding and recognizing these themes is crucial for institutions to support and empower their EdD faculty members effectively. By implementing recommendations such as providing professional development opportunities, fostering collaboration, recognizing excellence, supporting mentorship and advising, promoting diversity and inclusion, encouraging research dissemination and engagement, nurturing a sense of community and belonging, and establishing feedback mechanisms, institutions can enhance the contributions of EdD faculty members to the overall success of their institutions and the field of education as a whole. Future research in this area could further explore the long-term impact of faculty contributions, conduct comparative analyses, examine student outcomes, explore faculty perspectives, investigate institutional support and resources, and explore the impact of collaborative partnerships.
Comparison of Estimates before and after the Updated Weighting Strategy Change for the Monitoring the Future Panel Study Annual Report. Monitoring the Future Occasional Paper No. 100
Author: Terry-McElrath, Yvonne M.
Date: 2023-00-00
Type: Reports - Research
Subjects: Substance Abuse,Longitudinal Studies,Weighted Scores,Evaluation Methods,Comparative Analysis,Trend Analysis,Young Adults,Adults,Marijuana,Alcohol Abuse,Smoking,Incidence

The purpose of this occasional paper is to compare point estimates and trends included in the Monitoring the Future (MTF) Panel Study annual report: &quot;National Data on Substance Use among Adults Ages 19 to 60, 1976-2021&quot; prepared using historical post-stratification weights, with the same point estimates and trends obtained when using MTF age-specific panel analysis weights. The current report is organized into four sections: (1) Part 1: Overview of Old and New Weighting Methods; (2) Comparison Approach and Summary; (3) Differences Observed Between Old and New Weighting Approaches, by Substance; and (4) Updated Panel Report Figures and Tables. Evaluating the impact of the new MTF panel analysis weights on point estimates and trends reported in the MTF panel annual report for 1976-2021 indicates that, overall, 63.1% of all point estimate comparisons exhibited less than a |5%| mean change between weighting approaches. Further, no trend comparisons indicated a sign flip, and 87.1% were substantively unchanged in regards to trend significance. [For &quot;National Data on Substance Use among Adults Ages 19 to 60, 1976-2021,&quot; see ED623992.]