ethanporcaro/eric-fulltext-meta huggingface dataset:
Changemakers: Influences on Engagement in STEM Curricula among Underrepresented Youth
Author: Konowitz, Lily
Date: 2022-00-00
Type: Journal Articles
Subjects: Disproportionate Representation,High School Students,Public Schools,STEM Education,Learner Engagement,Influences,After School Education,Student Attitudes,Difficulty Level,Novelty (Stimulus Dimension),Experiential Learning,Social Support Groups,Low Income Groups,Urban Youth,Mentors,Peer Relationship

Despite the desirability of working in science, technology, engineering, and math (STEM), Black and Latinx people are underrepresented in these fields. Sustaining engagement in STEM is central to addressing the representation gap. This qualitative study examined whether and how a STEM-based after-school program (Changemakers) impacted students' sense of engagement in STEM. Changemakers incorporates the basic tenets of STEM engagement and a purpose curriculum to increase students' sense of engagement. Purpose is an aspiration towards future-oriented goals, active engagement with one's goals, and intention to contribute to the world. The sample was composed of students, ages 15-17 years old (N=10, 5=M; 5=F), from a public, low-income high school. Findings suggested that three elements helped engage participants with STEM material: challenging and novel curriculum, experiential learning, and supportive relationships. These findings underscore additional STEM programs can enhance their student's learning and connection to the field by ensuring that their program encapsulates these identified components.
Character Education Based on Reflective Pedagogical Paradigm and Its Effect on Conscience and Compassion of Students
Author: Fitri, Agus Zaenul
Date: 2022-00-00
Type: Journal Articles
Subjects: Values Education,Altruism,Violence,Bullying,Victims,Empathy,Comparative Analysis,Imitation,Educational Environment,Reflective Teaching,Teaching Methods,Attitude Change,Student Attitudes,Outcomes of Education,Ethics,Prosocial Behavior,Metacognition,Junior High School Students

This research is motivated by the high level of imitation of adolescents on the negative behavior of adults, in addition to the high concern of educators on the failure of character education in schools. As many as 40% of adolescents have been bullied at school and 32% reported being victims of physical violence indicating high levels of juvenile violence, bullying, and lack of empathy. So schools need to strengthen their conscience and compassion to deal with this. The study aims to investigate the effect of character education management with a reflective pedagogical paradigm on conscience and compassion. This study was conducted with a quantitative experimental method with a quasi-experimental type. Data collection instruments both questionaries and documentation are used as instruments to collect the data. Hypothesis testing is done through multivariate analysis of variance (MANOVA) because the dependent variable is more than one. The results of this study prove that based the MANOVA test, the study revealed that there was a significant and positive influence between character education and the reflective pedagogical paradigm on the conscience of students 71.5%, and compassion of students 69.1%. It turns out that aspects of students' conscience and affection can be influenced by character education with a reflective pedagogical paradigm. This shows that schools need to manage their character education system with a reflective pedagogic paradigm so that students feel changes in attitudes and behavior due to the involvement of all school members in strengthening and sharpening character education.
Building Links between Early Academic Skills and Later Academic Achievement: A Cross-Country Analysis
Author: Özkan, Umut Birkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Academic Achievement,Mathematics Achievement,Predictor Variables,Literacy,Numeracy,Cross Cultural Studies,Parent Participation,Foreign Countries,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Tests,Science Achievement,Science Tests,Grade 5,Preschool Education,Elementary School Students

This study focuses on the relationship between students' early academic skills and academic achievement. In this context, it is aimed to examine the predictors of students' early literacy and numeracy skills on their later math and science achievements across countries. A quantitative research approach using a correlational survey design was performed. The sample of this study consists of 15815 fifth-grade students who participated in TIMSS-2019 from Norway, South Africa, and Türkiye. Multiple linear regression analysis was used to analyze data obtained from two different scales and students' math and science tests. The study's findings supported the essential roles that early literacy and numeracy skills play in fifth-grade students' math and science achievement in the three-country contexts. The results revealed that the more frequent involvement of parents in early literacy activities could increase children's later science achievement and that children's ability to perform early numeracy tasks better when beginning primary school could increase students' later mathematics achievement. Another result of the study is that for countries where all of the other early academic skills within the scope of this study are statistically significant, they can contribute positively to students' later mathematics and science achievement, which may be long-term. Finally, it is recommended that activities and tasks to increase parental participation can be included in preschool curricula. In addition, support that can help children develop early academic skills can be provided to children who have not yet started primary school and their parents. [This article includes an extended summary in Turkish.]
Curriculum Content Proposal for Integration of Technology in Education
Author: Dinçer, Serkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Integration,Teacher Education Programs,Educational Technology,Courses,Course Content,Barriers,Teacher Competencies,Technological Literacy,Teacher Education,Pedagogical Content Knowledge,Preservice Teachers,Foreign Countries

This study focuses on the content of technology-related courses offered by teacher training institutions to determine the factors that will avoid technology integration in teacher education/training. Two methods are combined in the research. As a first step, the integration of technology in education/teaching models literature was analyzed, synthesized, and categories were created based on the critics. Next, technology-related courses in teacher training curricula were defined, the content of those courses was analyzed, and some content and suggestions were proposed for better technology-integrated courses. Even though literature indicates the most critical barriers to technology integration in education are hardware problems and the lack of technical infrastructure, one of the underlying factors is the teachers' inadequacy in ICT, the usage of technology in education, and technology integration literacy. These inadequacies are the result of the training curriculum deficiencies. There are three suggestions based on the findings and for further studies. The first one is to add courses and contents to the teacher-training curriculum as discussed in interpretation and discussion. Secondly, instructional technology courses should have specific content related to the content area. The syllabus should be developed with the cooperation of the content area teacher trainer for each subject area. Finally, as a part of curriculum development, these proposed courses and their content should be reevaluated for further studies. [This article includes an extended summary in Turkish.]
Relationships between School Enjoyment, Social Integration, and Achievement at the Beginning of Primary School: Does Family Background Matter?
Author: Ömerogullari, Melike
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Social Integration,Academic Achievement,Elementary School Students,Family Characteristics,Low Income Students,Grade 1,Grade 2,Gender Differences,Family Environment,Social Differences,Foreign Countries,Immigration

At the beginning of primary school, young children need to adapt academically, socially, and emotionally to their new school environment. Enjoying going to school and becoming socially integrated are important preconditions for successful learning. However, children from disadvantaged families have fewer resources and receive less support, and such deficits can result in lower attainment, negative emotions, and lower well-being. In recent years, interest in emotions and well-being in school has grown in educational research. However, studies analyzing the affective characteristics of disadvantaged students, especially in primary school, are still scarce. In this study, we analyzed reciprocal relationships between school enjoyment, social integration, and achievement using cross-lagged structural equation modeling (Grades 1 and 2), while controlling for family background and sex. We used data from the National Educational Panel Study in Germany (NEPS; N = 4,986). Results showed positive effects of school enjoyment on achievement and social integration on school enjoyment. Additionally, a better home learning environment had positive effects on school enjoyment and social integration in Grade 1. Effects of socioeconomic and migration background on school enjoyment and social integration were not significant. Our results show no evidence that educationally disadvantaged students are additionally disadvantaged in their school enjoyment or social integration at the beginning of primary school.
Adverse Childhood Experiences of Elementary School Students Exacerbated by COVID-19: A Conceptual Framework
Author: Williams, Tyreeka
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Trauma,Early Experience,Child Neglect,Child Abuse,Antisocial Behavior,Verbal Communication,COVID-19,Pandemics,Predictor Variables,Educational Research,Educational Policy,Student Experience

Prior to the COVID-19 pandemic, 44% of elementary-aged students reported experiencing adverse childhood experiences, while 13% reported experiencing three or more (Blodgett &amp; Lanigan, 2018). During the COVID-19 pandemic, parents faced many hardships such as economic and health disparities. This resulted in an influx of reported and presumably unreported adverse childhood experiences. The most reported experience included child neglect and psychological maltreatment (Sonu et al., 2021). While not seen as popular in the media and literature, the impact of psychological maltreatment is more severe than any other form of abuse (Hines, 2020). This paper will discuss the current conceptual findings, legal definitions, theoretical underpinnings, policy and practice implications as it relates to child neglect and psychological maltreatment of elementary-aged children.
Analysis of Masters Degree Attaining Teachers&apos; Opinions on Developing 21st-Century Life Skills of Students
Author: Sarigoz, Okan
Date: 2022-11-00
Type: Journal Articles
Subjects: Graduate Students,Public School Teachers,Teacher Attitudes,21st Century Skills,Foreign Countries,Decision Making,Critical Thinking,Creative Thinking,Problem Solving,Interpersonal Competence,Coping

There will inevitably be development, change, differentiation, progress, innovations and modernizations in the rapidly passing human life. To be able to keep up with these rapid life changes depends on some basic skills that the individual should have. The World Health Organization has determined these 21st-century basic life skills that everyone should have for a quality life as decision-making, problem-solving, creative thinking, effective communication skills, interpersonal relations, critical thinking, self-awareness, empathy, coping with emotions and coping with stress. In order to guarantee their future, societies should provide their new generations, especially their students, with these life skills in schools. This research aims to determine the knowledge levels of teachers about 21st-century life skills and to determine their opinions on developing 21st-century life skills in their students. The case study design, which is one of the qualitative research methods, was used in the research. The study group of the research consists of 8 teachers, 2 male and 6 female, who are graduate students in Hatay Mustafa Kemal University, Department of Educational Sciences and also work in public schools affiliated with Hatay Provincial Directorate of National Education. A semi-structured interview form developed by the researcher was used as a data collection tool in the research. Research data were collected through face-to-face interviews with teachers. In the research, it was concluded that the teachers experienced the most problems in transferring their life skills due to the lack of time, the intensity of the curriculum, and the arrangement of appropriate materials and classroom environment.
Reflections on Technology, Teaching, Learning, and Professional Development: Findings from a Teacher Survey in Tanzania
Author: Koomar, Saalim
Date: 2022-10-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Surveys,Teacher Attitudes,Public School Teachers,Technological Literacy,Pedagogical Content Knowledge,Access to Computers,Teacher Characteristics,Rural Urban Differences,Teaching Experience,Teaching Methods,Technology Integration,Foreign Countries,Learning Processes,Gender Differences,Poverty,Social Differences,Teacher Qualifications,Elementary School Teachers,Secondary School Teachers,Technology Uses in Education

This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020-2021. The aims were to capture teachers' recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers' recommendations to address lost learning; and (3) experiences and needs concerning teacher professional development (TPD). Key findings were (1) forty percent of teachers reported that their school lacked access to any form of technological device, with almost half stating they never used digital technologies for teaching and learning purposes. (2) Almost half of the teachers perceived that girls' learning suffered more than boys, and more than 60% of teachers believed learners from the financially poorest households suffered the greatest learning losses. (3) Teachers in Tanzania engaged in very little TPD and wanted increased support. The key differences across teacher groups were further examined by demographic factors, with notable differences apparent between urban and rural teachers, teachers with different levels of experience and different qualification levels. Recommendations are presented to stakeholders across the education ecosystem, including policymakers, school leaders, TPD designers, teachers, and researchers. The findings inform a national technology-mediated TPD programme in Tanzania.
A Novel Context for Project-Based Learning a Language School for Adults in Spain (EOI) &amp; an Applied Higher Education Institution (College) of a University in Estonia
Author: España, Cristina
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Active Learning,Student Projects,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Educational Cooperation,International Cooperation,Employment Potential,Intercultural Communication,Learning Motivation,Universities,Adult Education,Competence,Lifelong Learning,Business English,Undergraduate Students,Student Evaluation,Oral Language,Evaluators,Program Descriptions,Communicative Competence (Languages),Learning Management Systems,Web Sites,Teacher Motivation,Professional Education

The implementation of the European Union's Erasmus Plus (E+) Program has resulted in the possibility of joint initiatives across-borders led by teachers of English as a Foreign Language (EFL), who can bring classroom practice closer to education as a key area for employability and prepare students for work and communication in multicultural and multilingual settings. Thus, a novel context for project-based learning (PjBL) has emerged, which allows for experimentation, innovation, and research in the classroom. To illustrate this concept, Project Estonia is presented in this paper, introducing interconnected project work to provide a purposeful, real-world experience that extends the classroom setting beyond national frontiers.
Does Interprofessional Problem-Based Learning (iPBL) Develop Health Professional Students&apos; Interprofessional Competences? A Systematic Review of Contexts, Mechanisms and Outcomes
Author: Phelan, Deirdre
Date: 2022-00-00
Type: Journal Articles
Subjects: Interprofessional Relationship,Professional Education,Interdisciplinary Approach,Problem Based Learning,Allied Health Occupations Education,Medical Education,Cooperative Learning,Ethics,Values,Responsibility,Interpersonal Communication,Teamwork,Foreign Countries,Outcomes of Education

This systematic review reports the state-of-the-art and evidence supporting interprofessional problem-based learning (iPBL) as a developmental tool for interprofessional competences. A targeted search strategy deployed across seven electronic databases identified 32 studies which met inclusion criteria following independent double review. All study types were included. Aggregated results identified evidence (quantitative and/or qualitative) that iPBL promotes competences as categorised using the Interprofessional Education Collaborative (IPEC) framework, in Ethics/Values (n = 7); Roles/Responsibilities (n = 27); Interprofessional Communication (n = 19) and Teams/Teamwork (n = 21). Qualitative research dominated the literature. Limited, high-level quantitative data observed effects on students' attitudes and perceptions of interprofessional competences. Reporting of iPBL context and implementation mechanisms (e.g., trigger design) were largely absent in identified studies. Most iPBL (n = 26), was conducted in university rather than clinical settings.
Developing the Historical Thinking Skill Scale at the Secondary School Level
Author: Meral, Elif
Date: 2022-00-00
Type: Journal Articles
Subjects: Thinking Skills,History Instruction,Secondary School Students,Test Construction,Factor Analysis,Time Perspective,Inquiry,Empathy,Test Reliability,Foreign Countries

This research aims to develop a set of scales that will allow the measurement of historical thinking skills of secondary school students. Expert opinion was used for the content and face validity of the scale, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used for the construct validity. A total of 817 students participated in the study, 497 of which were in the EFA study and 320 in the CFA study. As a result of EFA, a three-factor structure was obtained for each subscale which explained 55.57% of the total variance for the time and chronology perception (TCP) subscale; 52.04% of the total variance for the historical empathy (HE) subscale; and 49.01% of the total variance for the historical inquiry (HI) subscale. Findings from CFA showed that the subscales had sufficient fit indices and their reliability coefficients were within acceptable limits. Findings reveal that the scale can be used as a valid and reliable tool in determining students' historical thinking skills. [This article includes an extended summary in Turkish.]
The Opinions of Teacher Candidates about Critical and Analytical Thinking Course
Author: Alan, Bülent
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Opinions,Critical Thinking,Thinking Skills,Curriculum Design,Instructional Materials,Course Evaluation,Professional Development,Educational Benefits,Learning Management Systems,Knowledge Base for Teaching,Student Satisfaction,Foreign Countries

Higher-order thinking skills are of great importance for the welfare and development of a particular society since it depends on the quality of the decisions taken by individuals. Apart from families, teachers play a crucial role in equipping pupils with these skills such as critical, analytical, reflective or creative, but to do this, they should initially possess them, which requires a special training tailored for teaching these skills. This study focused on the effectiveness of &quot;Critical and Analytical Thinking&quot; course (CATC) taught at a bachelor of education program based on teacher candidates' opinions regarding course design, materials, delivery and strengths and weaknesses of the course. CATC was delivered online due to COVID-19 pandemic conditions; however, provided invaluable insights for future implementations regarding its delivery, activity types and evaluation system. The study was conducted as an analytical study by incorporating both quantitative and qualitative methods. The data were collected through Critical and Analytical Thinking Survey and written interview forms developed by the researcher. The participants were 78 teacher candidates who took the course and volunteered to participate in the study. The results revealed that CATC was highly influential on their individual and professional development and not only the theoretical but the practical elements of the course were beneficial for the teacher candidates. Based on the research results, this study concluded with a lesson proposal to be implemented both face-to-face and/or online with similar teacher candidates at education faculties. [This manuscript was orally presented in the Ninth International Conference on Curriculum and Instruction: The Effects of the Pandemic on Curriculum in 2021 and was published in the abstract book. This article includes an extended summary in Turkish.]
The Search for an Effective Curricular Change Adoption in Foreign Language Education: A Meta-Synthesis
Author: Yedigöz-Kara, Zehra
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Curriculum Development,Second Language Learning,Second Language Instruction,Meta Analysis,Teaching Methods,Student Centered Learning,Systems Approach,Foreign Countries,English (Second Language),High Stakes Tests,Educational Policy,Alignment (Education),Barriers,Teacher Qualifications,Language Teachers,Correlation,Guidance,Kindergarten,Elementary Secondary Education

There is a rich body of studies on the implementation problems of curricular changes comprising more student-centred methodologies in English as a foreign language education around the world. Focusing on these global-wide studies within the context of the Ecological System Theory, this meta-synthesis aims to identify the common factors that hinder the curricular change implementation and to reveal the final synthesis that will lead to effective curricular change adoption. Hence, 10 studies from seven country settings (Türkiye, Japan, Colombia, South Korea, China, Vietnam, and Bangladesh) were included in the sample of the study. The analyses uncovered similar factors such as teachers' qualifications at the micro-level, lack of support and infrastructure at the meso-level, and lack of guidance or misalignment between curricular change and high-stakes testing policy at the macro-level for blocking the implementation. The synthesis indicated weaknesses between the systems from macro to micro, which resulted in the lack of interactions, as well as the coordination needed for the curricular change adoption. When they are improved, the connection between the systems will be built and all the needed contexts will be structured for the adoption. Consequently, the implications for the interaction improvement are provided. [This article includes an extended summary in Turkish.]