ethanporcaro/eric-fulltext-meta huggingface dataset:
Outreach Programmes Using the Triple Helix Model to Encourage Interest in Science and Technology among Underrepresented Youth
Author: Karmokar, Sangeeta
Date: 2018-00-00
Type: Journal Articles
Subjects: Outreach Programs,STEM Education,Entrepreneurship,Program Descriptions,Ethnic Groups,Pacific Islanders,Disproportionate Representation,Foreign Countries,Partnerships in Education,Guidelines,Futures (of Society),School Business Relationship,Government School Relationship,Models,Program Implementation,Workshops

Science and Technology entrepreneurship is one of the requirements of the new millennium, an era called digital society and globalization. Entrepreneurship is considered an agent of growth, wealth creation and development of society. Although New Zealand has experienced a rapid growth of education and research in Science and Technology areas, the country continues to face challenges in engaging communities such as Maori and Pasifika school students. There is a lack of understanding about career pathway choices and opportunities by parents and high school students, especially in these communities (Ministry of Business, 2014). A significant part of enhancing this understanding is building a relationship between the communities, science and technology industry partners and school students. This paper presents an initiative taken by the university, government and community partners to create a better understanding of science, technology, engineering and mathematics (STEM) and entrepreneurship. The programme brought together business, government, researchers, school students, and the wider community within the Auckland region. It demonstrated the application of the triple helix model (Figure 2) to connect the three major players through STEM subjects and entrepreneurship. The programme encourages students to think about themselves as job makers rather than job takers in the future. A range of measures are used to evaluate its success, and initial results are presented. The format of this study can serve as a guideline for future initiatives aimed to improve students' awareness of STEM and entrepreneurship careers.
Augmented Reality, Virtual Reality and Their Effect on Learning Style in the Creative Design Process
Author: Chandrasekera, Tilanka
Date: 2018-00-00
Type: Journal Articles
Subjects: Simulated Environment,Educational Technology,Technology Uses in Education,Cognitive Style,Preferences,Student Attitudes,Design,Individual Characteristics,Higher Education,Creativity,Motivation,Statistical Analysis,Student Surveys,Comparative Analysis,Correlation,Use Studies,Intention,Hypothesis Testing

Research has shown that user characteristics such as preference for using an interface can result in effective use of the interface. Research has also suggested that there is a relationship between learner preference and creativity. This study uses the VARK learning styles inventory to assess students learning style then explores how this learning preference affect the use of Augmented Reality (AR) and Virtual Reality (VR) in the creative design process.
Balancing Curriculum Intent with Expected Student Responses to Designerly Tasks
Author: Buckley, Jeffrey
Date: 2018-00-00
Type: Journal Articles
Subjects: Design,Learning Processes,Student Reaction,Qualitative Research,Creativity,Task Analysis,Teaching Methods,Outcomes of Education,Graphic Arts,Computer Software,Secondary School Students,Student Attitudes,Curriculum,Foreign Countries,Technological Literacy,Technology Education,Thinking Skills

Design activities form an extensive part of design and technology education with a link being posited within the pertinent literature between the cognitive activity of learning and the cognitive activity of design. It is therefore critical that design educators' understand the effects that design constraints can have on the learning process. This paper aims to examine the potential to affect student responses and associated learning from design tasks based on the manipulation of task variables. A study was designed to examine the effects of two modelling systems--one parametric and one non-parametric--on the thought processes and design journeys of the students. The findings suggest that the use of parametric modelling can emphasis student thinking on technical considerations while the use of a freeform moulding CAD system affords a more creative orientation. Qualitative findings demonstrate the capacity of students to select appropriate strategies to complete the design task, further indicating that relaxing design constraints can support student learning in design activities. Considering curricular intentions to develop both technical and creative competencies, this study presents empirical findings illustrating how teachers can strategically design tasks which balance expected student responses with intended learning outcomes.
Reflecting on the Architecture Curriculum through a Survey on Career Switching
Author: Zhao, Shenghuan
Date: 2018-00-00
Type: Journal Articles
Subjects: Career Change,Architectural Education,Real Estate,Construction Industry,Salaries,Architecture,Living Standards,Technology Integration,Employment Opportunities,Labor Market,Institutional Mission,Universities,Curriculum,Technological Advancement,Course Content,Independent Study,Foreign Countries,Building Design

Due to the deteriorating investment environment, many real-estate companies in China have started transferring their business out of the construction industry. This leads to the shrinkage of the design market and also architects' salary. A great number of architects have switched career to maintain the same living quality as before. Meanwhile, architectural education in China is not able to integrate itself with emerging science and technologies, losing possibilities to explore new employment channels for its graduates. There is a huge gap between qualities needed in the current or future labour market and the architectural education in schools. An online survey was conducted to investigate the current state of architects' career shifting, trying to expose the problem mentioned above. In the second part of this paper, education missions from 50 universities are analysed and detailed education curriculums from three top universities are scrutinised. At the end, the education boundary is suggested to be reconstructed from three aspects: integrating the emerging technologies; reducing unnecessary content; and training in self-learning skills.
The Use of Metaphors as a Parametric Design Teaching Model: A Case Study
Author: Agirbas, Asli
Date: 2018-00-00
Type: Journal Articles
Subjects: Design,Teaching Methods,Case Studies,Figurative Language,Undergraduate Students,Course Descriptions,Programming Languages,Architectural Education,Computer Software

Teaching methodologies for parametric design are being researched all over the world, since there is a growing demand for computer programming logic and its fabrication process in architectural education. The computer programming courses in architectural education are usually done in a very short period of time, and so students have no chance to create their own designs. This paper describes a course in which metaphors are used as a teaching methodology in parametric design, in order to let students create their own designs and learn the basic elements of parametric programming language in a short period of time with deductive reasoning. In this course, it was intended to teach visual programming language to undergraduates. Advancing under the metaphor theoretical framework, the students obtained experience in achieving form-finding process for their projects in accord with the certain constraints. Using this methodology, the students, who experienced all design stages from 3D modeling to the digital fabrication, additionally were able to develop their ability for versatile thinking and the use of more than one tool in combination, in the early years of their architectural education.
A Comparison of Problems at the Grassroots Level in India Identified by Adults and Children: Implications for Design and Technology Education
Author: Datt, Sachin
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Design,Technology Education,Innovation,Problem Solving,Adults,Children,Comparative Analysis,Age Differences,Creativity,Expertise,Novices,Students,Coding,Gender Differences

The focus of Design and Technology (D&amp;T) education (Wilson &amp; Harris, 2004) has been on designing and making activities and in developing technological capabilities amongst students. Innovation is an important aspect of D&amp;T that helps in creating new products and artefacts to overcome the limitations of existing ones. Problem solving and problem identification are inherent components of innovation and D&amp;T education. This study aims to compare differences in problems identified by adults and children at the grassroots level in India. In particular, we ask what kind of differences are there in problems identified by adults and school students and what could be the reasons for the differences and its implications for design and technology education? The data of innovations was accessed from the website of the National Innovation Foundation (NIF), India. The innovators, both children and adults, had not received any design brief by an external agency and the range of problems identified by them were from diverse areas. We grouped the problem areas into a number of categories. Contrary to conventional wisdom and literature about children being more creative than adults, we found a greater diversity in the problems tackled by adults. More importantly there were qualitative differences in the kind of problems identified by adults and children. Interestingly a category of problems that children identified was related to human behaviour and students attempted to fix these behaviours through technology.
Challenges to the Implementation of Youth PAR in a University-Middle School Partnership
Author: Stillwell, Christopher
Date: 2016-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Action Research,School Turnaround,School Safety,Urban Areas,Middle School Students,Hispanic American Students,Student Surveys,Student Attitudes,Scheduling,Instructional Leadership,Educational Practices,Behavior Problems,Peer Relationship,Disadvantaged,Problem Solving

Solutions to the countless crises middle schools face are typically proposed by policy makers with little actual classroom experience. Meanwhile, essential insights from students on the issues they experience firsthand every day are largely ignored. Youth participatory action research (YPAR) can help, as social researchers collaborate with youth, training them to identify and research concerns in their schools and take leadership to address them. Yet numerous factors can pose obstacles, including factors related to the youth's developmental capacity to partake in such activity, as well as facilitator factors that can inadvertently cause more harm than good. This article offers a critical investigation of a case of YPAR in a university-middle school partnership at a school identified as in need of turnaround because of an entrenched culture deemed unsafe and not conducive to learning. The analysis of this undertaking answers a call for more transparent descriptions of tensions and contradictions that participants grapple with in such projects, providing potential YPAR facilitators with the insight to identify and prepare for problems long before they derail a project, helping to ensure that efforts do not go to waste or unintentionally cause harm to the communities they are meant to serve.
The Use of the 3/2/1 Technique to Foster Students&apos; Speaking Fluency
Author: Molina, Mireya
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Fluency,English (Second Language),Second Language Learning,Speech Skills,Action Research,College Second Language Programs,Qualitative Research,Statistical Analysis,Curriculum Implementation,Student Improvement,Pretests Posttests,Interviews,Teaching Methods,Instructional Effectiveness,Foreign Countries

For learners of English as a foreign language (EFL), fluency is one of the most difficult aspects to develop within the speaking skills. The Chilean teaching context has witnessed a gradual shift from the traditional grammar-translation approach to a more communicative one, thereby making it necessary to discover new strategies to develop students' speaking skills. This action research was conducted in a technical university in Chile, and it investigated how the use of the 3/2/1 technique influenced students' speaking fluency. Quantitative and qualitative data were collected for analysis. The results of the study indicate that after the implementation of the 3/2/1 technique, there was a small improvement in the students' speech in terms of words per minute (WPM) and pauses made. The majority of the participants found this technique useful for their development of fluency.
Using a Scaffolded Multi-Component Intervention to Support the Reading and Writing Development of English Learners
Author: Fullerton, Susan King
Date: 2015-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Teaching Methods,English Language Learners,Intervention,Reading Writing Relationship,Pretests Posttests,English (Second Language),Second Language Learning,Second Language Instruction,Grade 2,Elementary School Students,Phonemes,Instructional Effectiveness,Literacy Education,Action Research,Scores

Growing numbers of English learners (National Clearinghouse for English Language Acquisition, 2010) suggest the critical need for effective research-based interventions to support them. Interventions that are designed to help English learners make reading-writing connections are more likely to capitalize on the reciprocal nature of both reading and writing (Tierney &amp; Pearson, 1983) and accelerate literacy development (Clay, 1998). Our teacher research investigation suggests that instructional models that strengthen language and literacy processes through scaffolding and mediational approaches such as read-alouds, shared reading and writing, interactive writing, and individual guided writing show promise in supporting the literacy progress of young English learners. In this collaborative practitioner investigation, second-grade English learners received literacy instruction in an ESOL pull-out program two days per week. In six weeks, these learners demonstrated growth in reading levels, phonemic awareness, and orthographic awareness as indicated in pre- and post-test assessments. The findings suggest long-range investigation of this intervention model is warranted.
Comparing the Effectiveness of Closed-Notes Quizzes with Open-Notes Quizzes: Blending Constructivist Principles with Action Research to Improve Student Learning
Author: Pelech, James R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Action Research,Test Format,Intermode Differences,Classroom Research,Constructivism (Learning),Instructional Effectiveness,Delivery Systems,Undergraduate Students,Student Attitudes,Educational Assessment,Elementary School Curriculum,Secondary School Curriculum,Mixed Methods Research,Likert Scales,Student Surveys

Implementing the philosophy that students wishing to be teachers must actively experience the practices they may implement themselves, a college professor embarked upon an active research project which explored student perceptions regarding the effectiveness of different quiz platforms. Action research, a cyclic process implemented by teachers for teachers, is inquiry conducted within the everyday context of the classroom. Action research is a practice which generates knowledge for improving learning and teaching, and as a tool for generating knowledge, it must be guided by a framework focusing on the creation of knowledge. The Constructivist philosophy is such a framework, and the instructor implemented it in this research. Using Constructivist activities such as classifying data, creating themes, looking for disequilibrium, creating relationships between data, creating frameworks and theories to describe and explain the data, the instructor and his students were able to explore the effectiveness of closed-notes quizzes and open-notes quizzes. This exploration resulted in a new instructional delivery construct for the instructor; in this new scheme active processing was not only the driving force behind quizzes, but also a force for implementing creativity, the integrated curriculum, and assessment.
Developing Civic Literacy and Efficacy: Insights Gleaned through the Implementation of Project Citizen
Author: Morgan, Lori A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Citizenship Education,Teaching Methods,Relevance (Education),Skill Development,Learning Activities,Mixed Methods Research,Program Effectiveness,Student Attitudes,Self Efficacy,Values Education,Middle School Students,College Freshmen,Mentors,Grade 7,Grade 8,Pretests Posttests,Student Journals,Coding

Concern exists regarding civic education and involvement among youth in the United States. Where civic education is still given priority, instructional methods do not necessarily focus on the application of the knowledge gained in real and meaningful ways, which research has shown is critical to develop civic literacy and efficacy. This study provides analysis of Project Citizen, a curricular program shown to promote civic literacy and efficacy, in an effort to identify which activities and instructional practices most influenced the civic literacy and efficacy development, and allows student voice regarding their feelings of how the project influenced their civic literacy and efficacy development. This information is important as it could inform teacher's instructional practice, especially for those lacking time or resources to implement prepackaged programs like Project Citizen. This mixed methods research identified collaborative, research focused, issue based instructional practices as key to the development of civic literacy and efficacy. Findings support previous research that knowledge driven instruction alone neither prepares students for the responsibilities of active citizenship, nor does it provide the mastery experiences or vicarious learning experiences programs like Project Citizen afford. Analysis of the individual components, identified collaboration, research practice, and public policy instruction as most influential in developing civic literacy according to student participants.
Preparing School Leaders: Action Research on the Leadership Study Group
Author: Kamler, Estelle
Date: 2016-00-00
Type: Journal Articles
Subjects: Action Research,Leadership Training,Learning Activities,Certification,Qualitative Research,Instructional Material Evaluation,Instructional Effectiveness,Beliefs,Journal Writing,Feedback (Response),Transcripts (Written Records),Metacognition,College Programs,Administrator Education

This article reports an action research study that examined the Leadership Study Group, one learning activity designed to build knowledge and skills for aspiring school leaders and implemented in a six-credit introductory course for school leader certification. Through analysis of a variety of qualitative data collected over nine semesters, I assessed the value of this instructional module, reviewed the effectiveness of iterations, and determined the need and type of additional modifications to further students' leadership efficacy. This study, which informed my practice, highlighted the strength of this activity in promoting reflective behavior and developing team-building capability as well as led me to research additional strategies and instructional materials to enhance this experience. This study is also offered as a stimulus for professors of leadership to conduct action research to evaluate and improve other student-centered learning activities for emerging leaders.
Engineering Design for Engineering Design: Benefits, Models, and Examples from Practice
Author: Turner, Ken L., Jr.
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering Education,Engineering Technology,Design,Teaching Methods,Lesson Plans,Educational Practices,Educational Strategies,Elementary Secondary Education

Engineering design, a framework for studying and solving societal problems, is a key component of STEM education. It is also the area of greatest challenge within the Next Generation Science Standards, NGSS. Many teachers feel underprepared to teach or create activities that feature engineering design, and integrating a lesson plan of core content with an engineering design perspective can be a daunting task. Nevertheless, engineering design can be a useful tool in building students' confidence in science, engaging students in science classes, building relationships with the community, and empowering under-represented groups. The problem-solving approach of engineering design can become a template for how a teacher creates new engineering design activities. Engineering design is an ally to the teacher framing the process so that a teacher can creatively and collaboratively find innovative ways to reach and teach their students. The Engineering Design Wheel for Teachers can help teachers to get organized, and the Engineering Design Quality Framework can help a teacher to self-assess the newly created activity.
Practitioner Research: A &quot;Refreshing Change&quot; for Professional Learning
Author: Allen, Jennifer K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Professional Education,Elementary School Teachers,Teacher Collaboration,Learning Experience,Faculty Development,Teaching Methods,Photography,Video Technology,Audiovisual Aids,Teacher Role,Referral,Teacher Workshops,Focus Groups,Trust (Psychology),Change Agents,Student Developed Materials,Bilingual Students,Hispanic American Students,Participatory Research

This article discusses a study that utilized a practitioner research approach to professional learning (Cochran-Smith &amp; Lytle, 2009) that used student-created digital photo stories combined with focused teacher conversations guided by the NOT-ICE Teacher Discussion Protocol (Author, 2016) to explore why classroom teachers sometimes fail to notice the gifts and talents of emergent bilinguals of Latin@ heritage. Six elementary teachers participated in six small-group, collaborative discussion sessions in which they acted as co-researchers. Findings illuminate the significance of the research design in providing an effective professional learning experience. Highlighted design elements include the importance of using visual media as a springboard for intentional, productive discussions as well as the significance of a purposeful, small-group arrangement that allowed for cross-grade-level collaboration focused on a relevant issue of shared concern. An alternate look at how schools might define data is also offered.