ethanporcaro/eric-fulltext-meta huggingface dataset:
Centering Secondary Multicultural Mathematics Education on Identity: An Interpretation of Multicultural Frameworks through the Identity Construct
Author: Moreno, German Alonso
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Mathematics Education,Culturally Relevant Education,Social Justice,Teaching Methods,Educational Philosophy,Barriers,Self Concept,Minority Group Students,Diversity,Cultural Capital,Educational Theories,Career Choice,STEM Education,Access to Education

Research has indicated that minoritized students have much to contend with in classrooms where educational practices devalue diversity and where traditional teaching practices dominate to create barriers within the school and social structures. These approaches tend to exclude minoritized learner populations from pursuing STEM careers by ignoring their cultural capital and impeding them from constructing their mathematical identities. The framework of well-known multicultural education theorist and researcher Christine Sleeter, situated in a multicultural philosophical view of teaching, can be reinvented toward fostering students' mathematical identities. This article discusses the framework's four themes': (1) Culturally Relevant Curriculum; (2) Culturally Relevant Pedagogy; (3) Social Justice and Critical Mathematics; and (4) Negotiating Barriers and Strengthening Supports/Access. The authors find it essential to re-examine Sleeter's work because there is limited research about how the four factors guide multicultural mathematics education enactment at the secondary education level.
Enacting Collective Design Intentions in an Online Graduate Level Introductory Instructional Technology Course
Author: Yamagata-Lynch, Lisa C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Introductory Courses,Masters Programs,State Universities,Decision Making,Intention,Educational Technology,College Faculty,Teacher Attitudes,Teacher Collaboration,Course Descriptions,Instructional Design,Graduate Students

This design case will introduce how collective design intentions shared by a group of three program faculty for an online Instructional Technology (IT) Master's program at the University of Tennessee (UT) were collaboratively identified and further acted upon within the context of the first course in the program. The course that is the focus of this case is &quot;IT521 Proseminar 1: Instructional Technology as a Profession&quot; in which we explored collective design intentions. The article begins with an introduction of the collective design intentions that program faculty shared. Then the article introduces how the first author enacted those design intentions in IT521 while working closely with the second author. The purpose for sharing this case is to document critical decisions that were made by one faculty member about a course within the context of shared design intentions for the program. The article ends with a discussion of lessons learned about communicating collective and personal design intentions to future designers who may be involved in similar situations.
Blueprints of an Online Learning Environment for Teaching Complex Psychomotor Skills in First Aid
Author: Vanfleteren, Riet
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Environment,Psychomotor Skills,First Aid,Cognitive Processes,Difficulty Level,Skill Development

As most of the life-threatening events, such as heart failure and trauma, occur out-of-hospital, first aid is considered crucial for a victim's survival chances. Unfortunately, a substantial part of these psychomotor or consciously brain-controlled motor skills are executed poorly or incorrectly due to the inexperience of first aid attendants or low retention after training. Together with an enlarged demand over the past years for first aid skills within the business sector and, corresponding, the tremendous load in teaching hours, this high need for training sessions in first aid led to the development of an online learning environment for psychomotor skills within the domain of Health Sciences. Although online learning environments already exist for teaching cognitive skills, developing one for psychomotor skills is considered challenging as it has not been proven effective yet. What is considered important, however, is to avoid cognitive overload and to maintain learners' motivation throughout the entire online learning environment. As such, to avoid cognitive overload, the designers used a cognitive instructional model, namely the 4C/ID model and used it as a framework for their online learning environment. On top, choice options were added to the online learning environment to maintain motivation throughout the process of learning psychomotor skills. The ultimate goal lies in enabling the learner to perform the psychomotor skill fluently in practice. The design process of the online learning environment, the corresponding design challenges, failures, and how they were dealt with are described in detail.
Development of a Gamified Argumentation Tool for Middle School Students
Author: Hsu, Pi-Sui
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Middle School Students,Persuasive Discourse,Science Education,Curriculum Development,Electronic Learning,Student Attitudes,Preservice Teachers

The objective of this project was to address design gaps in previous programs that address scientific argumentation in middle schools. We adopted gamification mechanics (e.g., stimulus and response and progression) to design a computer-assisted program to better support students' development of scientific argumentation. In this paper, we describe the development of a gamified tool to support the representation of collaborative scientific argumentation for middle school students and describe how a faculty member in the Instructional Technology program and a faculty member and students in the Department of Computer Science collaborated and delivered project work through the Agile methodology. We developed two iterations of the prototype and conducted usability tests of the two iterations of the design with adults and middle school students in the United States. This study presents how the design evolved from the first to the second iteration based on usability testing results. The adult participants (e.g., science pre-service teachers and an in-service teacher) and student participants provided suggestions for further improvement of the second iteration of the prototype.
Designing an Online Student Center
Author: Fiock, Holly
Date: 2022-00-00
Type: Journal Articles
Subjects: Design,Graduate Students,Electronic Learning,Student Unions,Social Organizations,Program Development,Educational Technology,Technology Uses in Education,Integrated Learning Systems

This design case focuses on the design, development, and management of an online student center. In order to bridge and build community among a population of master's students in an online program, an online student center was developed to become a one-stop-shop. This center houses vital program information and helps to foster relationships among online users. This case will dig deeper into the process one university took to design and develop this center, give an overview of information provided to students, and discuss the maintenance of running the center to best support their learners. Insights and reflection on the design process and next steps will be described and discussed. Finally by detailing the process, the author hopes that readers will gain a better understanding of building community among learners in a fullly online program.
Designing Disorienting Dilemmas in an Online Language and Culture Course
Author: Fehrman, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Design,Online Courses,Barriers,Second Language Learning,Second Language Instruction,Foreign Students,Educational Change,In Person Learning,Transformative Learning,Teaching Methods,Decision Making,Course Descriptions,English (Second Language),College Students,Teacher Attitudes,Cultural Awareness

This design case follows the transformation of a language and culture course for first-year international students from face-to-face to online. It focuses on creating and managing disorienting dilemmas in an online environment as students are given the opportunity to pursue transformative learning. Design decisions about creating community, course structure, and turning challenges into learning opportunities are investigated through an in-depth look at three weeks of the course. This design case explores the successes, challenges, dilemmas, and what I came to realize--as faculty and designer--through reflecting on the course and how it was transformed.
Student Anxiety, Acceptance, and Experience Using the Immediate Feedback--Assessment Technique®
Author: Kuchler, Kirstin
Date: 2022-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Feedback (Response),Student Evaluation,Evaluation Methods,Undergraduate Students,Test Anxiety,Student Attitudes,Speech Language Pathology,Attitude Change

The use of multiple-choice testing is common among all levels of education. This study examined one type of multiple-choice testing: the Immediate Feedback--Assessment Technique®? (IF-AT®?), which uses an answer-until-correct testing format. More than 300 undergraduate students in a speech-language-hearing sciences course used the IF-AT®? to take course exams. After each of the first two exams, students were given an optional survey which probed their levels of anxiety, acceptance of the IF-AT®? format, and experience using the format. Descriptive statistics demonstrated that while students do experience test anxiety, they also widely accept and appreciate the IF-AT®? format. Students did not report substantially different experiences after the second exam. Ordinal logistic regression and Chi-square analyses revealed no statistical differences between responses on the survey after the first and second exams. Results of this study support the use of the answer-until-correct format, and more specifically the IF-AT®?. The benefits to instructors and students of using the IF-AT®? are high and should be taken into consideration when selecting testing formats.
Positioning SLP Graduate Students to Meet the Needs of Vulnerable Children Virtually: Lessons from a Service Learning Project Implemented in the Fall of 2020
Author: Sylvan, Lesley
Date: 2022-00-00
Type: Journal Articles
Subjects: Service Learning,Speech Language Pathology,Graduate Students,Student Projects,Language Impairments,Student Attitudes,Electronic Learning,Tutoring,At Risk Students,Elementary School Students,Secondary School Students

Service-learning is increasingly regarded as a high-impact pedagogy strategy in the field of speech-language pathology. It has been shown to mutually benefit speech-language pathology (SLP) graduate students and the communities they serve. The purpose of this study is to describe the process and impact of a service-learning-oriented assignment completed as part of a graduate-level class on school-age language disorders during the fall of 2020. Each of the 12 SLP students enrolled in the class volunteered to virtually tutor a child at risk for school failure for 10 hours. This role was a novel context for the graduate students. Analysis of student reflection papers suggested the SLP graduate students felt this experience positively influenced their ability to apply the course content and ultimately resulted in increased confidence entering the field as new clinicians
A Proposed Framework for Peer Reviews
Author: Ginsberg, Sarah M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Journal Articles,Peer Evaluation,Periodicals,Feedback (Response),Editing,Quality Control,Writing for Publication

Journal manuscripts are peer reviewed with the hopes that the peer review will facilitate an editor's decision regarding the disposition of the article and that the feedback will be helpful to the authors in improving their manuscript. However peer reviews may not achieve these goals if they lack sufficient analysis and feedback. This article presents a domains of language for peer review (DoLPR) framework to improve depth and quality of peer reviews conducted on journal manuscripts. The framework was developed in hopes of improving the quality of peer reviews.
An Examination of High School Students&apos; Critical Thinking Dispositions and Analytical Thinking Skills
Author: Demir, Engin
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Critical Thinking,Thinking Skills,Predictor Variables,Student Characteristics,Foreign Countries

The purpose of this correlational survey study is to examine the critical thinking dispositions and analytical thinking skills of high school students. Using a multistage cluster sampling plan, 433 students from different types of high schools completed the critical thinking disposition, and the analytical thinking skills scales. Descriptive analysis, regression analysis, and MANOVA were used to analyze the data. Research results indicated that high school students had high levels of analytical thinking skills and critical thinking dispositions. Analytical thinking skills explained 57% of the variance in critical thinking dispositions. The results suggested that having high analytical thinking skills had an impact on students' critical thinking dispositions. The results also showed that the critical thinking dispositions and analytical thinking skills of students in high performing schools were higher than those in low performing schools. Finally, mothers with higher level of education had a greater impact on students' critical thinking dispositions and analytical thinking skills.
An Investigation on Self-Regulation Activities of Novice Middle School Mathematics Teachers
Author: Gürel, Ramazan
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Control,Beginning Teachers,Middle School Teachers,Mathematics Teachers,Teacher Behavior,Foreign Countries

This study employed a qualitative research design to describe and analyze self-regulation processes (monitoring and control) of the novice middle school mathematics teachers in terms of teaching activities. The participants consisted of six mathematics teachers with five or less years of teaching experience. The data of the study were mainly collected through the observations of the lessons taught by the teachers and semi-structured interviews conducted with the teachers. The results revealed that the teachers' monitoring and control behaviors were affected by the goals they set. With regard to student-oriented monitoring, they generally focused on the cognitive development of the students. Compared to student-oriented monitoring, teaching-oriented monitoring was rarely observed. The most obvious control behaviors of the teachers were emphasizing the rules and algorithms, and taking responsibility for completing the task in challenging situations. It was also revealed that the teachers did not monitor carefully and systematically, and as a result, the mistakes they made during the teaching process were not noticed. These results highlight the need for pre- and in-service training programs that will aid in the development of monitoring and control skills in novice middle school mathematics teachers.
Expert Systems and Knowledge-Based Engineering (1984-1991): Implications for Instructional Systems Research
Author: Oravec, Jo Ann
Date: 2014-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Decision Making,Information Technology,Food Service,Information Systems,Corporations,Specialists,Knowledge Management,Integrated Learning Systems,Teaching Methods,Research Methodology,Higher Education,Curriculum,Business Administration Education,Discourse Analysis,Futures (of Society),Interdisciplinary Approach,Computer Software

Expert system technologies are varieties of artificial intelligence (AI) approaches in which decision-making knowledge is codified and modeled. This design case has the challenging task of characterizing this set of technologies during a particularly important period in its development (1984-1991), with an emphasis on a particular system that was used in food production environments by Campbell Soup. It analyzes the social and research impacts of early, pioneering information elicitation and processing strategies that focused on the distillation of the knowledge or know-how of individuals construed as experts in particular arenas, approaches broadly labeled as &quot;knowledge-based engineering&quot; (KBE). Widely-publicized notions of &quot;thinking machines&quot; and &quot;canned experts&quot; provided motivation for a good deal of early expert systems development (Feigenbaum &amp; McCorduck, 1986), with accusations of &quot;hype&quot; often levied (Blair, 2002). This article historically situates these technological strategies in the period from 1984 though 1991, then links them with current instructional systems approaches that more fully involve collaborative elements as well as contextual perspectives. The motivation for this article is to explore how larger technological and social trends and assumptions can influence particular research efforts, especially in the richly interdisciplinary area of information systems. The article also explores the circumstances and consequences of &quot;failures&quot; of system development, with expert systems providing widely-discussed exemplars (Gill, 1995; Oravec &amp; Plant, 1992). This article is rooted in the assumption that historically-informed perspectives can provide some underpinnings to the building of humane and sustainable research projects, particularly in areas that have human subjects and volatile contexts as essential elements. This article also addresses the continuing legacy of university curricula and business training initiatives that were shaped to accommodate expert system and KBE approaches in past decades. Discourse about human expertise generated by expert system efforts in 1984 through 1991 holds insights for current research and development, as well as signals potential sources of dysfunction of, and opposition to, future instructional system initiatives.
The Role of Religion and Culture on Student Attitudes in Science Learning
Author: Kurniawan , Dwi Agus
Date: 2022-00-00
Type: Journal Articles
Subjects: Religion,Cultural Influences,Student Attitudes,Science Instruction,Religious Factors,Foreign Countries,Junior High School Students

This research discusses the influence or role of religion and culture on students' attitudes in learning science. The mixed method used in this study is a sequential explanatory approach. The sample in this study used the purposive sampling technique and 6474 students were selected. The instruments in this study are attitude questionnaires and in-depth interviews on culture and religion. Data analysis was carried out in the form of descriptive statistical analysis. Then, the qualitative data were analysed in several stages, namely data reduction, data presentation, and drawing conclusions. Based on the results of interviews and data collection that has been carried out and the discussion described above, it can be concluded that students' attitudes towards science have relevance to cultural aspects that exist in their daily life environment and students' attitudes towards science also have a close relationship with religious aspects that was adopted them. This result is certainly very positive for the affective and religious development of students which of course has an impact on how they interact with fellow humans in the school environment and others.
&quot;Making Alcatraz Amazing&quot;: The Alcatraz Cellhouse Tour
Author: Boling, Elizabeth
Date: 2014-00-00
Type: Journal Articles
Subjects: Parks,Correctional Institutions,Tourism,Teaching Methods,Museums,History,Audio Equipment,Design,Institutionalized Persons,Decision Making,Multilingualism

In 1987 the National Park Service and Golden Gate National Parks Conservancy launched the Alcatraz Cellhouse Tour as part of the interpretive program educating visitors about the island and its history. Using an existing format made possible several years previously by Sony Walkman™ technology, the designers framed this individual, and innovative, audio tour as a means for visitors to experience the cellhouse through the voices of people incarcerated there, or living and working there, during the years when it served as an active federal prison. Such a design called for different decisions about content, scripting and moving people through space than had been required for ranger-led tours or the lecture-type audio tours prevalent at the time. The original tour has been updated continuously since its launch, and experienced by millions of visitors in multiple languages. The author of this case experienced the tour in 1988 and interviewed key designers in 2014.
Computational Thinking in Mathematics Education: A Systematic Review
Author: Subramaniam, Shivaraj
Date: 2022-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Mathematics Education,Literature Reviews,Skill Development,Teaching Methods

As a research area, computational thinking (CT) has gotten increased attention in mathematics education in the last decade. A study identifying patterns in CT research would be essential in understanding the technique for developing CT in mathematics and guiding future research attempts. As a result, the goal of this systematic literature review is to look at the learning methods promoting CT in mathematics lessons. The Preferred Reporting Items for Systematic Review and Meta-Analyses standards were utilised to guarantee that this study was done systematically. The result shows that even though there are various types of learning tools that are most commonly used, the coding programming tool and robotic activities tool are the most user-friendly methods for encouraging CT in mathematics education. This literature review is intended to provide educators with a better understanding of learning tools in order to enhance CT, which may help transform education into something more creative and meaningful.
The Relationship between Self-Regulation Learning and Online Learning Adoption
Author: Almoslamani, Yousef
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Strategies,Self Management,Electronic Learning,Adoption (Ideas),College Students,Student Attitudes,Foreign Countries,Goal Orientation,Time Management,Help Seeking,Self Evaluation (Individuals),Educational Environment,Online Courses,Educational Technology

As the online learning environment continues to proliferate and dominate higher education learning systems, more investigation is required to explicate the adoption rate of these systems and the factors influencing students' adoption. Previous research has demonstrated the learning environment role in self-regulation learning and the association between self-regulation learning and the dropout rate (Kim et al., 2017). But yet there is rare research addressing whether self-regulation learning skills are associated with online learning adoption. This study explicates how self-regulation learning skills associate with the online learning adoption level of university students. A sample of 688 students enrolled in Saudi Electronic University answered a self-administrated questionnaire distributed via their students' emails. The questionnaire consists of two parts: self-regulation skills and online learning adoption. Chi-square analysis reveals statistically significant positive associations between the overall score of self-regulation skills, goal setting, environment structuring, time management, help-seeking, use of self-regulation strategies, self-evolution and online learning adoption. The results accommodate with the literature that a higher level of self-regulation skills fosters openness to experience. The study recommends fostering students' self-regulation skills to increase their readiness for online learning environments.