ethanporcaro/eric-fulltext-meta huggingface dataset:
Textbooks and Students&apos; Knowledge
Author: Pavešic, Barbara Japelj
Date: 2022-00-00
Type: Journal Articles
Subjects: Textbooks,Knowledge Level,Foreign Countries,Student Attitudes,Elementary School Students,Mathematics Education,Science Education,Achievement Tests,Grade 4,Grade 8

In Slovenia, textbooks are an integral part of the curriculum. Nationally certified textbooks guarantee both teachers and students that they provide all of the necessary knowledge in each subject. There are many available certified textbooks for each subject and teachers must decide which will be the source of instruction for their students. Our research question is whether groups of students who use different textbooks as their mandatory learning resource differ in their knowledge and their attitudes towards learning. We linked existing data from several sources and explored the scope of the use of different textbooks for mathematics and science subjects in primary schools. Data on student knowledge measured independently by National Assessments (and the Trends in International Mathematics and Science Study were used, and differences in knowledge and attitudes to learning between students who are taught using different textbooks were explored. Although the study has considerable limitations due to missing data, the results of the analyses indicate some profound differences in knowledge and attitudes between groups of students using different textbooks. These findings could serve as a guide for teachers when choosing the optimal available textbook for their students and, even more so, as support for improving the criteria in the national system of validation of textbooks in the future. The link between the use of textbooks and student learning outcomes also highlights the need to systematically collect information on the use of textbooks among students and follow the effects on achievement in order to improve the quality of future textbooks.
Theorising Textbook Adaptation in English Language Teaching
Author: Rathert, Stefan
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Language Teachers,Teaching Methods,Guidelines,Educational Practices

Even though textbooks are a central component of the daily instructional practice of English language teachers, relatively little research has been conducted on how teachers actually use (i.e., adapt) textbooks in the classroom. This gap is aggravated by the fact that the terminology proposed in the literature to analyse teachers' textbook use is characterised by inconsistencies because different terms denote the same adaptation techniques, identical terms refer to different techniques and suggested frameworks differ in the fact that comparable techniques are allocated to different categories. This inconsistency mirrors the difficulty of operationally defining adaptation techniques, as the terms used may be unambiguous but vague and therefore of reduced explanatory power or more specific but potentially unreliable because an adaptation may be matched to different terms given the complexity of a particular textbook adaptation. Discussing these aspects, this paper proposes a research-informed framework to contribute to a systematic description of textbook adaptation in foreign and second language teaching. Examining adaptation as a process, it is argued that teachers, driven by an identified or felt mismatch between the textbook and other factors (e.g., school facilities, the learners, teacher cognition, course requirements, or outdatedness of the materials), engage in adaptation based on principles (i.e., ideas about best practices, by making changes to the content, the language and/or the sequence of activities offered by the textbook authors). Even though related to English language teaching, this paper does not exclusively inform this context as it offers implications for research on textbook use in other disciplines.
The Changing Role of Textbooks in Primary Education in the Digital Era: What Can We Learn from Reading Research?
Author: Kovac, Miha
Date: 2022-00-00
Type: Journal Articles
Subjects: Textbooks,Elementary Education,Reading Research,Educational Change,Audio Equipment

Textbooks have been the primary teaching tool since the 19th century. By their nature, they contained a comprehensive compilation of the content of a particular subject with the intention of explaining it; this knowledge, in turn, was usually filtered to conform to a particular society's expectations of elementary knowledge about the natural and social environments. There has been a great deal of research on how the content of textbooks has changed in line with changing values in different societies and over different periods. However, little research has been done on how textbook reading substrates and design have changed and how these changes have affected learning and comprehension: studies that systematically examined the effects of different reading substrates and different layouts on reading and learning comprehension did not appear until the late 20th century and early 21st century. We examine such studies and PISA 2021 results to draw five conclusions for future textbook research. These conclusions indicate that screens are worse than printed texts for some types of reading, while interactivity and dynamic design are not values per se but require coherent design to improve reading performance and higher-level thinking skills.
Erasure of Exceptionality: How Manitoba&apos;s Twice-Exceptional Learners Lose Out
Author: Metelski, Jennifer
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gifted Disabled,At Risk Students,Faculty Development,Educational Legislation,Disability Identification,Talent Identification,Educational Diagnosis,Student School Relationship,Student Attitudes,Group Membership,Interpersonal Relationship,Academic Accommodations (Disabilities)

Twice-exceptional (2e) students are a unique group at risk for social/emotional difficulties and disenfranchisement in schools. These students' profiles combine giftedness with areas of struggle such as learning disabilities, social impairments, emotional and mental health issues, or behavioural problems. Supporting 2e students requires developing and delivering learning plans that address both their gifted needs and areas requiring support. When their giftedness goes unaddressed, 2e students are particularly susceptible to negative school outcomes. Currently, Manitoba does not recognize giftedness as a criterion for academic consideration; therefore, 2e students in the province are not assured appropriate educational support.
Hungry Students: Feeding the Body and Mind
Author: Giroux, Alyson
Date: 2022-00-00
Type: Journal Articles
Subjects: Students,Hunger,Food,Nutrition,Family Programs,Breakfast Programs,Physical Health,Child Health,Mental Health,Academic Achievement,Student Needs

Nutrition is a basic need that must be met for children to be successful. When students are inadequately nourished or food insecure, there are detrimental effects to physical health, mental wellness, and academic performance. To combat food insecurity in students, schools must support families to meet their nutritional needs. Supporting families through nutrition-based programming, such as breakfast and snack programs, connecting families to nutritional resources, and nutritional education are all ways that schools can ensure nutritional needs are met both in and out of school.
The Effects of Anxiety and Depression on a Student&apos;s Emotional Growth, and Supports for Parents and Educators
Author: Wilson, Trisha
Date: 2022-00-00
Type: Journal Articles
Subjects: Anxiety,Depression (Psychology),Student Development,Emotional Development,Well Being,Mental Health,At Risk Students,Symptoms (Individual Disorders),Parent Role,Parenting Styles,Intervention

Young students' undetected anxiety and depressive symptoms may develop into bigger psychological issues in adulthood. Anxiety and depression are the leading contributors to childhood psychological illness (Finning et al., 2019). Students who are struggling emotionally may have difficulty achieving academic success. Schools and educators play a key role in helping to identify, and provide interventions for, students with anxiety and depression. Numerous programs and strategies are available for educators to use and to offer supports for parents, as well. It is important for educators, parents, and the community to work together to support the well-being of children in order to create a successful future.
Addressing Concerns Related to Low Student Understanding in Mathematics in Manitoba
Author: Dempster, T. Scott
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Concept Formation,Low Achievement,Mathematical Concepts,Mathematics Anxiety,Instructional Effectiveness,Faculty Development,Preservice Teacher Education,Students,Teachers

Students in Manitoba have demonstrated a lower-than-average understanding of mathematics concepts. Two areas that contribute to this level of understanding are quality of instruction and math anxiety in students and teachers. Quality of instruction can be addressed through the intentional design of lessons around quality, deeper thinking tasks. Building academically safe classrooms can improve math anxiety in students. Math anxiety in teachers can be addressed by providing professional development for teachers and appropriate coursework for pre-service teachers, thus also improving the quality of instruction. Focus on these two areas of concern could have positive benefits for increasing students' understanding of mathematics in Manitoba.
Class Size: Overcoming the Effects on Teachers and Students
Author: LeBlanc, Robin
Date: 2022-00-00
Type: Journal Articles
Subjects: Class Size,Academic Achievement,Coping,Student Diversity,Teacher Role,Stress Management,Educational Practices,Educational Finance,Space Utilization,Classroom Environment

A significant amount of research has been devoted to class size, in relation to student achievement. Success in the classroom is not only about increases in attainment. Fulfilment, and well-being, for teachers and students alike, is a more complete evaluation of improved achievement. The cost of reducing class sizes seems to be prohibitive, so teachers have adopted numerous strategies to cope with the increased numbers of students and their diversity. Teachers use educational assistants, resource teachers, specialized liaison assistants, and modern technology adapted for the classroom. Current research suggests that the use of subdued lighting and music can increase student focus. Innovative storage systems reduce congestion. Successful teachers use a combination of these strategies to reduce their own stress and to contribute to the overall achievement of all students in the classroom.
Recess Is Not All Fun and Games
Author: Kroeker, Kelsey
Date: 2022-00-00
Type: Journal Articles
Subjects: Recess Breaks,Bullying,Aggression,Antisocial Behavior,School Safety,Child Safety,Supervision,Games,Competition,School Policy

When recess is well-planned out, carefully taught, and expectations are clear, it is a time that can have a multitude of benefits for students. On the contrary, recess time can also be a breeding ground for bullying, name-calling, and aggressive behaviours, which can have detrimental effects on our youth. It is crucial that we recognize the true realities, such as bullying, that take place on our school grounds each day. We must do everything in our power to make the changes necessary to increase our students' safety and well-being while on our playgrounds.
Anxiety in Mathematics: Change the Narrative, Change the Environment
Author: Marks, Taylor
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Grade 7,Grade 8,Grade 9,Secondary School Students,Educational Environment,Student Experience,Student Attitudes,Coping,Social Influences,Mathematics Education,Family Influence,Attitude Change

Life experiences can affect students' educational experiences as they continue through the middle years (grades 7-9). Children carry negative experiences, societal and family influences, and early educational experiences with them. All of these factors can contribute to student anxiety while learning mathematics. Anxiety in mathematics may present at any point throughout children's' education and can prevent students from having successful and positive experiences. Long-term effects could prevent a student from pursuing certain careers involving mathematics. By shifting the environment in which students learn, and the conversations around those experience, educators also have the potential to shift the mindset of students, creating a positive learning environment that lessens anxiety surrounding mathematics education and opens doors for further mathematical education after high school.
Teaching Elementary Sexual Health Education: The Importance of Keeping It Current
Author: Dube, Shannon
Date: 2022-00-00
Type: Journal Articles
Subjects: Sexuality,Health Promotion,Sex Education,Health Education,Elementary School Students,Curriculum,Social Bias,LGBTQ People,Language Usage,Foreign Countries,Course Content,School Policy,Professional Development,Clubs

At the rapid rate that language. content, and preferences are changing around topics related to sexual health education, it is no wonder that curriculum in Canada is lagging behind. With a focus on the elementary classroom, this paper analyzes the problems associated with sexual health education in elementary classrooms and also takes a close look at some solutions for these issues. The purpose was to look at how outdated curriculum, heteronormative bias, and the negative messaging or outdated language have adverse consequences for LGBTQ+ students and the school space. Solutions include creating explicit policies within the school division that support inclusivity, continuous professional development opportunities for staff, and having active Gay-Straight Alliances that support safe spaces.
Addressing the Social/Emotional Needs of Students in a Future without Specialized Behaviour Programs
Author: Brown, Myles
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Needs,Social Emotional Learning,Emotional Disturbances,Behavior Disorders,Foreign Countries,Stress Management,Coping,Behavior Modification,Classroom Environment,Teacher Collaboration

With the current provincial government intent on making changes to education in Manitoba, teachers need to know how this will affect their classrooms. It is today's reality that programs directed at managing student behaviour are being closed. Without these programs, classroom teachers will need to use several strategies to support a greater range of student behaviour. Proactive measures can meet the needs of students with Emotional Behaviour Disorders (EBD) by minimizing conflicts and by providing routine and structure. Reactive measures are vital in establishing expectations for students re-entering mainstream classrooms and creating a plan for teachers to follow. The universal school strategies outlined below offer viable whole-school approaches to addressing the behavioural and educational concerns of students.
A Literature Review on the Effects of Learning with Therapy Dogs in Schools: Social and Emotional Learning and Readiness to Learn
Author: Levesque, Michelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Therapy,Animals,Program Effectiveness,Social Emotional Learning,Educational Environment,Clinics,Health Facilities,Learning Readiness,Attention,Executive Function,Reading Instruction,Self Esteem

The presence of a dog supports self-regulation, interpersonal skills, and readiness to learn in and out of the classroom. Somehow, dogs are able to improve student learning, sometimes through dog-student or dog-teacher interactions, and at other times by simply being present in the room. Most research has focused on the positive effects of having a dog in the classroom. It would be interesting to note what dogs do to affect students positively.
Environmental Conditions and Husbandry Approach Affect the Survival and Physiology of the California Blackworm (&quot;Lumbriculus Variegatus&quot;)
Author: Daoud, Abdel
Date: 2022-05-00
Type: Journal Articles
Subjects: Animal Husbandry,Biology,Science Instruction,Inquiry,Active Learning,Teaching Methods,Physiology,Psychomotor Skills,Lighting,Climate,Water,Environmental Influences,Evidence Based Practice,Scientific Research,Data Collection,Science Experiments,Animals,Anatomy,Undergraduate Students

The California Blackworm (&quot;Lumbriculus variegatus&quot;) is a freshwater segmented worm species that has been used by biology instructors as a model system for inquiry-based student investigations. The blackworm dorsal blood vessel pulsation rate is easily quantified. Moreover, this species can facilitate the study of neuromuscular functioning via its photosensitive escape behavior which can be quantified as a segmental reflex rate. Both of these variables can be used to examine the physiological response of the &quot;L. variegatus&quot; circulatory and neuromuscular systems to environmental changes. Because knowledge about this species and its optimal environmental conditions is limited, we studied dorsal vessel pulsation and segmental reflexes of &quot;L. variegatus&quot; maintained at differing lighting, temperature and water cleaning frequency conditions. Our data strongly indicate that &quot;L. variegatus&quot; circulatory and motor functions are significantly affected by environmental conditions. We provide evidence-based recommendations for the careful control of environmental conditions that will allow instructors, students and researchers to collect robust data on &quot;L. variegatus&quot; and better utilize this model organism in their investigations.
Cyber Peer Led Team Learning (cPLTL) Supports Marginalized Groups, Including Women, in Science, Technology, Engineering, and Mathematics (STEM)
Author: Maxwell, Mariah C.
Date: 2022-05-00
Type: Journal Articles
Subjects: Electronic Learning,Cooperative Learning,Disproportionate Representation,STEM Education,Females,Instructional Effectiveness,Academic Achievement,Retention (Psychology),Student Attitudes,First Generation College Students,College Students,Minority Group Students

Peer Led Team Learning (PLTL) is an active learning model that is particularly effective for improving the academic achievement and retention of students who have been marginalized in Science, Technology, Engineering, and Mathematics (STEM), such as women, and members of underrepresented minority groups. Cyber Peer Led Team Learning (cPLTL) is a recently developed variation of PLTL that has been transitioned from a face-to-face environment to a synchronous online setting. Studies have found that PLTL and cPLTL students earned comparable educational outcomes in terms of standardized final exam scores and final course grades. Given the benefits of PLTL for marginalized students and the similarities of cPLTL to PLTL, we were interested in understanding the impact that cPLTL had on marginalized groups, including women, in an introductory biology course at a large, research-intensive institution. We found evidence that participating in cPLTL improves the retention of marginalized groups in STEM, and that student perceptions of cPLTL are generally high, especially for women. Participating in cPLTL may have several additional benefits, such as increased motivation, feelings of belonging, comfort in asking questions, and understanding of course content.
A Skills Shortage: A &quot;Building&quot; Challenge
Author: Proskurnik, Stephen
Date: 2022-00-00
Type: Journal Articles
Subjects: Job Skills,Skilled Occupations,Building Trades,Trade and Industrial Education,High School Students,Skill Development,Foreign Countries,Credits,Graduation Requirements,Partnerships in Education

The skilled trades have long been ignored and under-valued in society. This article explores the potential problem with maintaining the status quo and the impacts it will have on future generations. It considers the steps educational institutions and leaders can make in addressing the skilled trades shortage and how changes to the current graduation requirements in Manitoba can lead to greater career pathways for all students. The goal is to include skilled trades training in the conversation along with improving numeracy, literacy, and information technology across all grade levels.
Trauma-Informed Practices in the Newcomer Child&apos;s Classroom
Author: Mills, Shyla
Date: 2022-00-00
Type: Journal Articles
Subjects: Refugees,Trauma,Student Needs,Faculty Development,Self Management,Foreign Countries,Stress Management,Mental Health,Social Emotional Learning,Well Being,Specialists

Many refugee children have experienced trauma. When refugee students enter Canadian classrooms, they bring their trauma with them. Despite this, trauma-informed practices are still not the standard in Canada. When educators use trauma-informed practices, they can help refugee students who are struggling. Implementing trauma-informed professional development, behaviour specialist teachers, and specific time to teach self-regulation skills would benefit the trauma-affected students and would make the classroom a better learning environment for everyone.
Factors for First-Year College Biology Students
Author: Goddard, Kathryn
Date: 2022-05-00
Type: Journal Articles
Subjects: Science Instruction,College Science,Undergraduate Students,Vacation Programs,Program Effectiveness,Graduation Rate,Biology,Science Process Skills,Grants,Federal Aid,Grades (Scholastic),Academic Persistence,Student Attitudes

&quot;January Undergraduate Move Ahead Program&quot; (JUMP) uses winter break as an opportunity to prepare small groups of scholarship students with high financial need for the second semester of their first-year biology curriculum and a career in life science. A winter intersession program has challenges, but more importantly, benefits that distinguish it from summer bridge programs. We designed JUMP to help students build their skills to succeed in lecture and laboratory courses and strengthen their bond to the major and science careers. Thus far, 26 students have participated in JUMP: 73% were female, 54% were students of color (SOC), 62% were Pell grant recipients, and 42% were first-generation college students. Our analyses indicate that the program contributes to advancement to graduation. Scholars graduated at a statistically significantly higher rate in the life sciences than other students in the same cohorts (p= 0.007). Pell grant recipients graduated in the life sciences at a significantly higher rate than other Pell grant recipients (p= 0.009) The majority of the participants reported that JUMP made them more comfortable in the biology department and confident in themselves as scientists. JUMP is adaptable to other institutions seeking opportunities to mitigate conditions that put student success at risk.
Adolescents and Social Media: Tools to Navigate Life Online
Author: Brar, Raj
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Educational Technology,Adolescents,Foreign Countries,Elementary Secondary Education,Technological Literacy,Self Management,Community Resources,Computer Security,Child Safety,Crime,Safety Education

Social media is an important part of all of our lives. However, there is no requirement for students in Manitoba to receive formalized education in regards to social media and its usage in the K-12 Canadian curriculum instruction. Such formalized education is extremely important for adolescents to understand the multiple facets of social media usage and engagement. These facets include and are not limited to exploring both the risks and the advantages associated with social media usage, consistent classroom programming with multiple members of the school team (guidance counsellor, school social worker and school psychologist), access to community resources, and management of social media to navigate their life online. When adolescents are safe online, they can use social media as an important tool to enhance their lives.