ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-Solving Skills
Author: Koray, Özlem
Date: 2020-12-00
Type: Journal Articles
Subjects: Critical Reading,Critical Thinking,Science Materials,Content Area Reading,Reading Comprehension,Academic Achievement,Science Achievement,Achievement Tests,Multiple Choice Tests,Scores,Problem Solving,Skill Development,Instructional Effectiveness,Public Schools,Grade 7,Vocational High Schools,Gender Differences,Foreign Countries

This study aimed to investigate the effect of critical reading (CR) practices in science courses on academic achievement, science performance level, and problem-solving skills. The experimental method and factorial design were used. The study was conducted with 102 seventh-grade students from a public school in Turkey during the 2014-2015 academic year. Experimental and control groups were formed. CR practices were followed in the experimental group and teaching practices appropriate to the curriculum were used in the control group. Data were collected with the &quot;Multiple-Choice Academic Achievement Test&quot; to determine the students' academic level in the &quot;Human and Environment Unit: The Science Performance Level Test&quot; to determine their science performance level and the &quot;Logical Thinking Group Test&quot; to determine the level of their problem-solving skills. The variables of academic achievement and science performance levels were labeled &quot;Academic Performance.&quot; Independent samples two-way ANOVA was applied to analyze the data using SPSS 18.0 software. The results revealed that the students in the experimental group, who were taught science using CR practices, were significantly more successful than the students in the control group, whose teaching was appropriate to the current curriculum in terms of academic achievement, science performance level, and problem-solving skills. It is of critical importance to use such innovative practices, which combine various disciplines, to allow students to excel at reading, which is a basic skill, at all educational levels in order to raise contemporary and social individuals.
Moving through Autonomy toward Interdependence: A Framework for Examining Student Perceptions of Development in a Hybrid Model Study Abroad Program
Author: McCleeary, Morgan
Date: 2020-00-00
Type: Journal Articles
Subjects: Study Abroad,Student Attitudes,Student Development,College Students,Student Experience,Personal Autonomy

Examining how students develop abroad within a given study abroad program model can provide insight into their experiences and how to best support them. This study explores the experiences of students who studied abroad through one of Midwest College's five hybrid study abroad programs during the 2016-2017 academic year. Semi-structured interviews were conducted with nine students to determine the participants' perceptions of their personal development, using Chickering and Reisser's (1993) third vector of student development, moving through autonomy toward interdependence, as a theoretical framework. The findings revealed that participants perceived they had grown in all three areas of Chickering and Reisser's third vector: instrumental independence, emotional independence and interdependence, providing new insight and perspective into the growing body of research regarding student development in study abroad program models.
Differences in Science American College Testing Scores between Traditional and Alternative Science Sequences
Author: Gilbert, John
Date: 2020-12-00
Type: Journal Articles
Subjects: Secondary School Students,Secondary School Science,Science Achievement,Science Tests,High Stakes Tests,College Entrance Examinations,Science Curriculum,Sequential Learning,Scores

To examine differences between sequences of secondary science courses on achievement on science high stakes exams, a purposive quantitative research design was utilized in this study. A short survey was sent out to public high schools in the state of Missouri that asked to identify their main science course sequence. In addition, participants were asked to indicate if they had altered their science course sequence between the years of 2012 and 2017. This data were compared to their average building science American College Testing (ACT) score for the 2015-2016 and 2016-2017 school years in which all 16-17-year-olds in the state were required to take the exam. The analysis of the results found no connection between science course sequence and performance on the science section of the ACT for either year. In addition, it was found that schools that indicated that they altered their science course sequence had no difference in performance on the science portion of the ACT. Further research is needed to determine if there are any benefits to altering a science course sequence.
Increasing Intercultural Competence in Undergraduate Education: Study Abroad Is a Viable Way, but Not the Only Way
Author: Wickline, Virginia B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Cultural Awareness,Study Abroad,Teaching Methods,Conventional Instruction,Program Effectiveness,Extracurricular Activities,Consciousness Raising,Student Attitudes,Intention,Social Responsibility,Knowledge Level,Interpersonal Relationship

Undergraduate students (N = 1,261) at a Midwest, public doctoral institution completed intercultural competence (ICC) measures before/after study abroad or an on-campus global course (G-Course). We hypothesized that students in study abroad versus on-campus global courses would differ in ICC both before/after their global experience. We predicted that students would increase in ICC after study abroad or a G-course (compared to their own pre-scores). We hypothesized that students who did not intend to study abroad would be lower in ICC than those who intended to study abroad, who would be lower than study abroad students. Lastly, we predicted that students who engaged more often in globally related extracurricular and co-curricular activities would report higher ICC. The data fully or partially supported each hypothesis: highlighting myriad factors impacting university students' ICC scores both at home and abroad and revealing important differences between students who choose to study abroad and those who do not. Study abroad does appear to change some but not all aspects of ICC. A student self-selection bias might make ICC changes more difficult to document after study abroad programs. Moreover, on-campus activities are also related to ICC development for university students. When institutions of higher education are seeking to help develop ICC in their students, study abroad is not the only effective approach and should therefore be considered one important campus internationalization tool among many.
A Research Note: Videoconferencing Interviews
Author: Khalil, Atif
Date: 2020-00-00
Type: Journal Articles
Subjects: Videoconferencing,Interviews,Doctoral Students,Student Research,Interpersonal Relationship,Nonverbal Communication,Interpersonal Competence,Synchronous Communication,Foreign Countries,COVID-19,Pandemics

This research note aimed to highlight the reflections of the researcher while conducting videoconferencing interviews as a part of his doctoral research project. The researcher drew some inferences based on recent literature and two videoconferencing interviews conducted with the doctoral students via Zoom. It was a crucial experience to deal with the recruitment of research participants, building rapport/understanding, especially with the female participant, exchanging nonverbal cues between researcher and participants, considering socio-cultural aspects of the participants, writing the interview summaries and getting them reviewed by the participants. Moreover, technological aspects were also considered important like having a PC, laptop or android of good condition with consistent internet connectivity, appropriate software (Zoom) and recording of the interviews, backup of the recordings, making sure electricity and other equipment essential for videoconferencing interviews was available. Besides, reviewing the order of questions and time for the research interviews is also important for videoconferencing interviews. The researcher believes that it might be possible to increase the trustworthiness of the videoconferencing interviews by considering all these aspects.
Investing in Study Abroad and Cultural Engagement: A Win-Win for Career Development
Author: Hubbard, Ann
Date: 2020-00-00
Type: Journal Articles
Subjects: Study Abroad,Career Development,Outcomes of Education,Cultural Awareness,Alumni,College Choice,Student Interests,Intention,Work Ethic,Skill Development,Career Choice,Program Development,Employer Attitudes,Employment Opportunities,Surveys

This study both supports and expands the growing body of evidence that there are positive career outcomes associated study abroad and cultural engagement. Consistent with previous studies, study abroad alumni report that their interest in study abroad influenced their choice of college. This intention to study abroad before starting at university is positively related to the career benefit that alumni report deriving from their time abroad. Dependent measures include work ethic, skills development, and career choices. The paper concludes with a discussion of the implications of our findings for both program development and student engagement in and preparation for study abroad.
Learning from Short-Term Study Abroad to Innovate Intensive English Programs on U.S. Campuses
Author: McNair, Jonathan K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Study Abroad,Program Length,Program Effectiveness,Educational Innovation,Intensive Language Courses,English for Academic Purposes,Second Language Learning,Foreign Students,Interaction,Social Capital,Social Networks,Social Media,Intercultural Communication,Photography,Service Learning,Affordances,State Universities

A major focus of Intensive English Programs (IEPs) in most universities in the United States (U.S.) is English for Academic Purposes (EAP), which prepares English language learners for undergraduate and graduate study, delivered or facilitated in English across scholarly and professional settings. The same EAP approach may also be successfully implemented for short-term, inbound study abroad programs for international students and professionals hosted in the U.S. This qualitative review of current best practices aims to (1) to explore and document measurable trends on the efficacy of outbound study abroad programs from U.S. universities that may, ultimately, help develop short-term, inbound EAP programs, (2) provide a framework that could help IEP directors and coordinators in running short-term EAP courses, and (3) discuss innovations and future directions in hosting short-term EAP programs in an IEP setting in the U.S. Data sources include an extensive review of literature in the field (especially focusing on faculty-led study abroad courses overseas), ethnographic interviews of various stakeholders, and assessment/evaluation results from EAP materials developed specifically for international students in short-term IEP programs.
Collaborative Big Data Review for Educational Impact
Author: Williams, Tamara
Date: 2020-00-00
Type: Journal Articles
Subjects: Data,Elementary Secondary Education,Data Analysis,Cooperation,Educational Research,Partnerships in Education,Models

Big data is a unique field of study which requires specialized analytics. The field of education has a lot of data: individual student test scores, attendance, behavior, and demographic data are just some of the regularly collected information year after year. Individual student data across an entire state over several years quickly becomes big data. Collaboration between education experts and big data experts is needed in order to maximize the use and impact of educational big data. The goal of big data collaboration is to improve systems and schools in order to serve students most effectively. The purpose of this article is to offer a new conceptual framework titled Prepare, Do, Share as a protocol of collaborative big data review and to share the experience of one such collaboration as a replicable example.
11th Grade Students&apos; Understanding Level of Gases in Terms of Some Chemical Variables and the Determination of Alternative Conceptions
Author: Mete, Pelin
Date: 2020-12-00
Type: Journal Articles
Subjects: Grade 11,High School Students,Science Instruction,Scientific Concepts,Concept Formation,Comprehension,Knowledge Level,Error Patterns,Foreign Countries,Chemistry

For abstract concepts to be well understood, students need to be familiar with the concepts and able to associate them correctly. Students cannot make scientific explanations on the subject unless they can establish relationships. This study aimed to determine the understanding level of 11th-grade high school students on &quot;gases&quot; in terms of chemical variables and any alternative frameworks on the subject of gases. A methodology, including both qualitative and quantitative design, was used for this investigation. Open-ended questions and group discussion methods were used for data collection. The questions were applied to 87 11th-grade students from three public schools. Group discussions were conducted with nine students. The students' understanding level of gases was statistically presented based on the predetermined categories. Besides, alternative frameworks on gases were described with direct excerpts taken from the students' statements. According to the results of the study, it was concluded that the students' understanding level of gases was low. In addition, it was observed that students were often inadequate in explaining gas-related events and that there were numerous unscientific errors in their explanations. Active learning methods should be designed to minimize the alternative conceptions of high school students on gases and focus on the conceptual and scientific understanding of students.
A High-Promising Inquiry-Based Lab Experience in Electronics Using Remote Labs for Higher Education Students
Author: Gargalakos, Michail
Date: 2020-12-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Electronics,Science Instruction,College Science,Science Laboratories,Technology Uses in Education,Distance Education,Foreign Countries,Instructional Effectiveness

Technology enhanced learning applications are used more and more in terms of curriculum in primary and secondary education as it has been shown that they have a positive impact to the learning outcome of youngsters. However, for tertiary education this is not the case, since more traditional methods of teaching are still dominant. Despite this fact, there are cases in which e-tools have been proven to be valuable for tertiary education, especially when the shortage of personnel and adequately equipped laboratories can become a serious obstacle for the teaching process. The recent pandemic has proven that technology can offer a unique channel for delivering lessons, seminars, and organizing meetings. Innovative interfaces can offer access to remote labs and offer the opportunity to deliver laboratory classes. The impact of the implementation of such e-tools has been carefully investigated using a large number of tertiary students (n &gt; 100) and useful conclusions have been drawn, highlighting that the educational value of technology enhanced learning tools is generally underestimated in the field of tertiary education, especially, nowadays, that the pandemic has highlighted the added value of remote laboratories in the teaching process.
How a Crisis Can Transform Learning, Teaching, and Assessment
Author: Javurek, Abby
Date: 2020-09-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Educational Change,At Risk Students,Achievement Gap,Educational Improvement,Coping,Mathematics Achievement,Reading Achievement,Elementary Secondary Education,Blended Learning,Educational Technology,Teacher Competencies,Distance Education,Developmental Stages,Student Needs,Grouping (Instructional Purposes),Educational Quality,Evaluation Methods,Educational Assessment,Accountability

When states issued the first coronavirus stay-at-home order last March, few could have foreseen how the foundations of learning and teaching would be shaken. As hopes for a brief disruption confronted reality, state and district leaders began plans to extend some form of distance learning into the 2020-21 school year. They also began to think about how to turn a daunting crisis into an opportunity to rethink policies and practices from the ground up--accountability policies in particular. For many years, the majority of U.S. students have not met grade-level expectations, with socioeconomically disadvantaged students disproportionately affected. The pandemic only underlined and exacerbated these disparities. Reimagining accountability does not mean that states should stop looking at student performance on summative tests or growth in proficiency over time. These data are crucial to identifying and addressing educational inequities. Rather, states should assess this information alongside additional measures such as growth over time, regardless of proficiency level, and reconsider whether an annual review period is appropriate. It has been heartening to see state leaders, district administrators, teachers, students, and families rising to the challenges created by the pandemic and working hard together to keep students learning. Yet unless state leaders seize this chance to effect change, the crisis risks making longstanding opportunity-to-learn problems even worse.
Introducing Restorative Practices in a Diverse Elementary School to Build Community and Reduce Exclusionary Discipline: Year One Processes, Facilitators, and Next Steps
Author: Kervick, Colby T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Justice,Elementary School Students,Discipline,Positive Behavior Supports,Program Implementation,Alignment (Education),Faculty Development,School Culture,Leadership,Behavioral Objectives

Across the United States, schools are implementing Restorative Practices (RP) in an effort to reduce exclusionary discipline and improve school climate through fostering a relationally driven school community. Emerging research has begun to examine the implementation and efficacy of RP as an alternative to punitive discipline approaches. While most research has focused on middle and secondary school implementation, this mixed method bounded case study adds to the body of knowledge by exploring how an elementary school began RP implementation. The case study specifically describes the RP processes utilized during the first year of RP implementation, structural facilitators, and alignment with Schoolwide Positive Behavior Intervention and Support, Second Step, and Responsive Classroom. Data include 19 interviews with teachers, staff, and parents, as well as analysis of administered staff surveys. Findings indicate staff implemented tier one community building RP circles, integrated RP with other behavioral supports, and that staff buy-in was influenced by strong leadership and ongoing professional development. Additionally, we explore ways in which the school integrated RP practices across all facets of the school community, including within classrooms and during staff and parent teacher organization meetings.
Reenvisioning Family-School-Community Partnerships: Reflecting on Five Years of Dialogues on Race Programming within an Urban School Community
Author: Cook, Amy L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Family School Relationship,School Community Relationship,Partnerships in Education,Urban Education,Racial Attitudes,Racial Relations,Critical Theory,Race,Equal Education,Educational Improvement,Barriers,Social Justice,Racial Bias,Urban Schools,Racial Identification,Cultural Awareness,Attitude Change

Race dialogues have the potential to promote shared family-school-community partnerships and equity in urban educational practices. Participation in dialogues allows for diverse school community stakeholders to engage in courageous conversations and reflect on how racial power dynamics affect students and families within the school community. We sought to explore how dialogues conducted among school community members may impact school climate and promote educational justice. Critical Race Theory in Education guided dialogues programming and analyses. Semistructured interviews with 11 participants were conducted and analyzed using qualitative content analysis. Findings revealed a variety of participant experiences and learning qualitatively differed by racial identity and depth of personal engagement in the dialogues. Although the race dialogues supported personal growth, connection, trust, and a sense of commitment to school improvement for many, participants described several barriers to change, including time constraints and varied commitment to educational justice. Implications of dialogues and their impact on family-school-community partnerships are described.
Determining the Relationship between Preschool Teachers&apos; Attitudes towards Science Teaching and Self-Efficacy Beliefs in Terms of Various Variables
Author: Ültay, Neslihan
Date: 2020-12-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Science Instruction,Self Efficacy,Teacher Effectiveness,Gender Differences,Teaching Experience,Correlation

The aim of this study was to determine the relationship between preschool teachers' attitudes toward science teaching and self-efficacy beliefs and to examine them in terms of various variables. The research was conducted in the years 2018-2019 using a survey. The study included 113 female and eight male preschool teachers who worked in state or private schools in Turkey. All participated voluntarily. In this study, the &quot;Scale of Attitudes toward Science Teaching&quot; (AST) and &quot;Science Teaching Self-Efficacy Beliefs Scale&quot; (SEB) were used. Both scales used five-point Likert type items. After the scales were applied, semi-structured interviews were conducted with 36 randomly selected teachers and five open-ended questions developed by the researchers were asked. In the light of the findings obtained from the study, it was observed that pre-school teachers' attitudes toward science teaching and science self-efficacy beliefs did not differ according to gender and professional experience. In addition, there was a positive relationship between teachers' scores obtained from the AST and SEB, that is, science attitudes and science self-efficacy beliefs were related positively. In other words, teachers who have positive attitude toward science had high self-efficacy beliefs. Learning environments should be prepared to conduct science activities effectively in accordance with different methods and techniques.
Enhancing Pre-Service Teachers&apos; Reflective Quality on Inquiry-Based Teaching through a Community of Practice
Author: Ketsing, Jeerawan
Date: 2020-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Active Learning,Inquiry,Communities of Practice,Secondary School Teachers,Reflective Teaching,Cooperating Teachers,Student Teacher Supervisors,Science Teachers,Foreign Countries,Student Journals

Implementing inquiry-based teaching in secondary school is often a challenge for pre-service teachers. Thoughtful reflection on their teaching experience may help future teachers address this challenge. This article examined the quality of reflection on inquiry teaching by two pre-service science teachers as they participated in a mini-Community of Practice (mCoP) with their cooperating teachers and university advisor. Findings from this study revealed the benefits of this mCoP for nurturing pre-service teachers' inquiry teaching by building a network of encouraging support from experienced teachers and by providing a supportive reflective environment. The study also showed pre-service teachers transformed their reflections from technical to reflective thinking as they matured in inquiry-based teaching practice.