ethanporcaro/eric-fulltext-meta huggingface dataset:
Ocean FEST: Families Exploring Science Together
Author: Bruno, Barbara C.
Date: 2011-02-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Teachers,Parents,Oceanography,Science Instruction,Models,Earth Science,Culturally Relevant Education,Hawaiians,Pacific Islanders,Females,Disproportionate Representation,Minority Group Students,Science Interests,Career Choice,Climate,Ecology,Filipino Americans,Asian Americans,Science Activities,Science Laboratories,Faculty Development,Hands on Science,Administrators

This project engages elementary school students, parents, teachers, and administrators in ocean-themed family science nights based on a proven model. Our key goals are to: (1) educate participants about ocean and earth science issues that are relevant to their communities; and (2) inspire more underrepresented students, including Native Hawaiians, Filipinos, Pacific Islanders, and girls, to pursue careers in the ocean and earth sciences. Hawaii, the Pacific Islands, and Pacific Rim nations will be disproportionately affected by the impacts of global climate change, including rising sea levels, coastal erosion, coral reef degradation, and ocean acidification. Therefore, it is essential to train local geoscientists in these communities. Although designed for Hawaii's students in grades 3-6 and their families, this ocean-themed program can be effective with a range of audiences.
Effects of Activity Schedules on Challenging Behavior for Children with Autism
Author: Scalzo, Rachel
Date: 2017-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Child Behavior,Males,Intervention,Learner Engagement,Functional Behavioral Assessment,Behavior Modification,Children

This study examined activity schedules as an intervention to decrease challenging behavior and increase academic engagement during work tasks scheduled after free play activities in three boys diagnosed with autism spectrum disorder (ASD). Functional analysis results indicated all participants' challenging behavior was maintained, at least in part, by access to tangibles. No differences were noted in challenging behavior nor in academic engagement between baseline and activity schedule conditions. Results suggest that activity schedules are not effective as a stand-alone intervention for children with ASD with tangibly maintained challenging behavior.
Implementation of a Post-Secondary Inclusive Recreation Program
Author: Brown, Chris
Date: 2017-00-00
Type: Journal Articles
Subjects: Recreational Activities,Inclusion,Disabilities,College Students,Models,Program Development,Student Needs,Accessibility (for Disabled),Pretests Posttests,Surveys,Attitude Measures

As individuals with intellectual or developmental disabilities become increasingly involved in post-secondary educational opportunities, it becomes the responsibility of the institution to provide inclusive recreation opportunities. This manuscript incorporates Sugermans' (2001) Model of Inclusive Facilitation into an inclusive recreation program for students with disabilities within a post-secondary based recreation program. The program model presented demonstrates a deliberate attempt to address and implement inclusive recreation opportunities for post-secondary students with disabilities outside of the traditional intramural/campus recreation model. The goal of the program is to enable post-secondary institutions to be comfortable and competent in creating inclusive recreation programs for students with disabilities by developing the ability to focus on participants' abilities.
Preparing Preservice Teachers for Inclusive Classrooms: A State-Wide Survey of Teacher Education Faculty
Author: Lang, Lucinda Anne
Date: 2017-00-00
Type: Journal Articles
Subjects: Inclusion,Preservice Teacher Education,Teacher Surveys,Teacher Educators,Online Surveys,Regular and Special Education Relationship,Team Teaching,Teacher Collaboration,Teaching Skills,Self Efficacy,Special Education Teachers,Barriers,Disabilities,Statistical Analysis

Faculty (N = 154) from approved Tennessee teacher education programs across the range of disciplines responded to an online survey designed to assess the extent to which they practice, teach, and express confidence in co-teaching, collaboration and implementation of universal design for learning (UDL). Faculty strongly endorsed items indicating they practice, teach, have confidence in, and receive departmental support for collaboration and UDL. In contrast, faculty less strongly endorsed items on their practice, teaching, confidence, and departmental support for co-teaching. General education faculty reported less practice of (p &lt; 0.01) and confidence in (p &lt; 0.01) co-teaching than special education faculty. From open-ended responses, major obstacles identified were lack of time, separation of general and special education departments, &quot;buy-in&quot;, and lack of skill in and knowledge of those practices. Results confirm the need for cross-discipline collaboration between general and special teacher education faculty to ensure candidate preparation for effective inclusive practice.
STRETCH (Students Ready to Make Change): Making a Difference in the Lives of Students
Author: Lukowiak, Twila
Date: 2017-00-00
Type: Journal Articles
Subjects: Bullying,Elementary Secondary Education,Student Organizations,College Students,Parent Child Relationship,Classroom Techniques

Described in this multifaceted article are various types of bullying and the potential long-term, harmful effects. The authors also depict a multitude of strategies for parents / guardians and teachers in assisting children who have suffered from bullying. Furthermore, the authors share their personal experiences with bullying and explain the reasons they are extremely passionate and dedicated in doing whatever is in their power to end bullying. Finally, a university student organization named STRETCH (Students Ready To Make Change) is introduced. Members of STRETCH create multi-media presentations to assist students in understanding the harms of bullying and the benefits of performing acts of kindness for all individuals. STRETCH members perform these entertaining presentations which consist of videos, personal stories, music, and educational activities to K-12 students in an effort to make a difference in their lives and letting them know they are not alone.
Commentary: A Summary and Analysis of Twenty-Seven Years of Geoscience Conceptions Research
Author: Cheek, Kim A.
Date: 2010-05-00
Type: Journal Articles
Subjects: Geology,Earth Science,Educational Research,Journal Articles,Periodicals,Bibliometrics,Elementary Secondary Education,Higher Education,Research Design,Scientific Literacy,Misconceptions,Scientific Concepts,Elementary School Students,Secondary School Students,Undergraduate Students,Knowledge Level,Research Methodology,Data Collection,Age Groups,Statistical Distributions,Standards,Literature Reviews

Seventy-nine studies in geoscience conceptions appeared in peer-reviewed publications in English from 1982 through July 2009. Summaries of the 79 studies suggest certain recurring themes across subject areas: issues with terms, scale (temporal and spatial), role of prior experience, and incorrect application of everyday knowledge to geoscience phenomena. The majority of studies reviewed were descriptive and employed only one method of data collection and response type. Eleven-fourteen-year-olds and university undergraduates were most commonly represented in the samples. A small percentage of studies of geoscience conceptions of K-12 students made reference to standards documents or a curriculum as justification for the research design. More directed descriptive studies, along with greater parity between descriptive and intervention studies is needed. Greater attention to developmental theories of concept acquisition, national standards documents, and intersection with cognitive science literature are warranted.
The Fisk-Vanderbilt Masters-to-PhD Bridge Program: A Model for Broadening Participation of Underrepresented Groups in the Physical Sciences through Effective Partnerships with Minority-Serving Institutions
Author: Stassun, Keivan Guadalupe
Date: 2010-05-00
Type: Journal Articles
Subjects: Masters Programs,Doctoral Programs,Earth Science,Science Instruction,Partnerships in Education,Physical Sciences,Minority Group Students,Black Colleges,Transitional Programs,Student Participation,Mentors,Graduate Study,Graduate Students

We describe the Fisk-Vanderbilt Masters-to-PhD Bridge program as a successful model for effective partnerships with minority-serving institutions toward significantly broadening the participation of underrepresented groups in the physical sciences. The program couples targeted recruitment with active retention strategies, and is built upon a clearly defined structure that is flexible enough to address individual student needs while maintaining clearly communicated baseline standards for student performance. A key precept of the program's philosophy is to eliminate passivity in student mentoring; students are deliberately groomed to successfully transition into the PhD program through active involvement in research experiences with future PhD advisers, coursework that demonstrates competency in core PhD subject areas, and frequent interactions with joint mentoring committees. This approach allows student progress and performance to be monitored and evaluated in a more holistic manner than usually afforded by limited metrics such as standardized tests. Since its inception in 2004, the program has attracted a total of 35 students, 32 of them underrepresented minorities, 60% female, with a retention rate of 91%. Recent research indicates that minority students are nearly twice as likely as non-minority students to seek a Masters degree en route to the PhD. In essence, the Bridge program described here builds upon this increasingly important pathway, with a dedicated mentoring process designed to ensure that the Masters-to-PhD transition is a successful one.
Strengthening Social and Emotional Intelligences through Writing
Author: Burth, Jeanne Hager
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Emotional Intelligence,Autism,Pervasive Developmental Disorders,Writing Assignments,Prompting,Writing (Composition),Self Expression,Teaching Methods,Pretests Posttests,Teacher Surveys,Student Surveys,Action Research,Qualitative Research

Using writing to allow children with Autism Spectrum Disorder (ASD) to express how they are feeling or to stimulate thinking about a social situation will allow the students the opportunity to strengthen social and emotional intelligences. By giving prompts about different social and emotional situations or ideas to children, the teacher allows the children to think about social circumstances and get used to new ways of thinking. Prompts may be associated with scenarios and followed by questions, such as &quot;How would this make me feel?&quot; or &quot;How do you think the other person feels? How do you know?&quot; By responding to the prompts, the students should be thinking more about their own emotions and about how the other person feels, along with what may have changed the situation. By using writing as a response to the prompts, students who have difficulty communicating will have the opportunity to be thoughtful about their responses before actually acting or reacting in a real situation.
Pitfalls and Successes of Developing an Interdisciplinary Watershed Field Science Course
Author: Pearce, Andrea R.
Date: 2010-05-00
Type: Journal Articles
Subjects: Undergraduate Students,Interdisciplinary Approach,Curriculum Development,Geology,Science Education,Introductory Courses,Water,Earth Science,Team Teaching,Data Collection,Data Analysis,Science Process Skills,Summer Programs,Field Studies,Student Evaluation,Summative Evaluation,Attitude Measures,Student Surveys,Likert Scales,Pretests Posttests,Course Evaluation,Course Content,Natural Resources

At the University of Vermont, an interdisciplinary faculty team developed an introductory watershed science field course. This course honed field skills and catalyzed communication across water-related disciplines without requiring specific prerequisites. Five faculty (geology, engineering, geography, natural resources) taught the four-credit course, highlighting interactions between the hydrosphere, biosphere, and solid Earth. The course, based in the Winooski River watershed, followed the river from its headwaters downstream to its outlet in Lake Champlain focusing on data collection and analysis methods, while exploring threats to this freshwater ecosystem. This course was offered as a summer field course in 2007. Student learning was assessed using weekly summative assignments and final presentations incorporating field data and acquired knowledge. Attitude and knowledge surveys, administered before and after this first year, documented increased self-assessed learning, affinity for the field learning environment, and that the course provided training relevant to various disciplines. The fiscally unsustainable summer model, and course evaluations guided major revisions to the course. The second offering, in 2009, met weekly during spring term to provide students with context before a two-week field component. This field component was held immediately after classes ended to avoid the need to pay faculty summer salaries.
Using High-Precision Specific Gravity Measurements to Study Minerals in Undergraduate Geoscience Courses
Author: Brandriss, Mark E.
Date: 2010-05-00
Type: Journal Articles
Subjects: Measurement Techniques,Undergraduate Study,Mineralogy,Geology,College Science,Laboratory Equipment,Science Laboratories,Measurement Equipment,Questionnaires,College Students

This article describes ways to incorporate high-precision measurements of the specific gravities of minerals into undergraduate courses in mineralogy and physical geology. Most traditional undergraduate laboratory methods of measuring specific gravity are suitable only for unusually large samples, which severely limits their usefulness for student projects involving minerals in ordinary rocks of the sort usually encountered by working geologists. To overcome this limitation, a custom-built apparatus is described that, when combined with a precision analytical balance of the type commonly present in academic research laboratories, can be used to determine the specific gravities of samples as small as several milligrams. For a balance with precision to 0.01 mg, G can typically be measured with an accuracy of ±0.01 or better for specimens weighing several tens of milligrams and ±0.03 or better for specimens as small as 5-10 milligrams. The apparatus is easy to make and easy to use. It provides students with a simple and effective way to use quantitative methods to characterize and identify minerals in hand specimen, including small single crystals separated from common medium-grained rocks.
A Comparative Analysis of Online Learning Materials Aimed toward Integrating Great Lakes Science into the K-8 Classroom
Author: Eidietis, Laura
Date: 2010-05-00
Type: Journal Articles
Subjects: Comparative Analysis,Integrated Curriculum,Online Courses,Electronic Learning,Electronic Publishing,Instructional Materials,Correlation,Preservice Teacher Education,Inservice Teacher Education,Geographic Concepts,Educational Practices,Questionnaires,Online Surveys,Middle School Teachers,Elementary School Teachers,Use Studies,Earth Science

We surveyed the use of Great Lakes online learning materials by a sample of K-8 teachers. Analyses tested for correlation of use with 1) whether teachers learned about the resources in pre- or in-service education, 2) geographical significance, and 3) whether teachers taught about the topics emphasized in the online learning materials. We compared findings for the Great Lakes to an ocean resource (BRIDGE) and more general Earth System Science online learning materials. Teachers reported using the Internet for teaching and planning. However, very few teachers reported using Great Lakes materials, BRIDGE, and most of the generalized online learning materials. The exception was the National Oceanic and Atmospheric Administration National Weather Service webpage, used by &gt;50% of respondents. Teachers who learned how to use online learning materials in pre-service or in-service education were more likely to use them in-service. There was no significant effect of geographic proximity to the Great Lakes or ocean on the likelihood that a teacher used particular materials. Teaching about the Great Lakes was a necessary, but not sufficient condition for using Great Lakes online learning materials. The results indicate that teacher education is a key to inclusion of specific online learning materials in K-8 education.
Using a Differential Scanning Calorimeter to Teach Phase Equilibria to Students of Igneous and Metamorphic Petrology
Author: Maria, Anton H.
Date: 2011-05-00
Type: Journal Articles
Subjects: Science Instruction,College Science,Undergraduate Study,Undergraduate Students,Hands on Science,Thermodynamics,Earth Science,Science Laboratories,Scientific Concepts,Concept Formation,Geology,Laboratory Equipment

As an aid for teaching phase equilibria to undergraduate students of igneous and metamorphic petrology, we have designed a laboratory exercise that allows them to create a phase diagram from data produced by differential scanning calorimetry. By preparing and analyzing samples of naphthalene and phenanthrene, students acquire hands-on insight into thermodynamics and the melting behavior of pure samples versus mixtures, and ultimately create a binary phase diagram analogous to the system diopside-anorthite. In the process, students gain exposure to modern analytical instrumentation and practice quantitative skills such as calculation (e.g., calculation of weight % from molecular %), graphing, and assessment of error. Assessment of the effects of this laboratory exercise suggests that it improves student understanding of phase diagrams and the nature of reactions between crystals or between crystals and melt in metamorphic and igneous rock-forming environments.
Assessing Factors That Influence the Recruitment of Majors from Introductory Geology Classes at Northern Arizona University
Author: Hoisch, Thomas D.
Date: 2010-05-00
Type: Journal Articles
Subjects: Majors (Students),Introductory Courses,Geology,Student Recruitment,Performance Factors,Undergraduate Students,Student Surveys,Student Attitudes,Enrollment Management,Enrollment Influences,Likert Scales,Correlation,Student Educational Objectives

In order to guide the formulation of strategies for recruiting undergraduates into the geology program at Northern Arizona University, we surveyed 783 students in introductory geology classes and 23 geology majors in their junior and senior years. Our analysis shows that ~7% of students in the introductory classes are possible candidates for recruitment. Influential factors that weigh in favor of majoring in geology include good employability, good salary potential, and opportunities for working outdoors, field work, observing nature, travel, and environmentally friendly employment. In addition, students view a career as a geologist as potentially the most fulfilling of the science occupations and among the more environmentally friendly. However, students perceive geology to be the least difficult of the sciences, and geology occupations to be low-paying and low in prestige relative to the other sciences. These negative perceptions are a problem for recruitment and may be countered by providing information to introductory students showing the salaries of geologists in comparison to other science occupations, and by communicating the rigorous nature of the more advanced geology classes.
Affective Domain and Student Learning in the Geosciences
Author: McConnell, David A.
Date: 2011-08-00
Type: Journal Articles
Subjects: Academic Achievement,Earth Science,Science Education,Cognitive Processes,Student Attitudes,Student Motivation,Teaching Methods,College Students,College Faculty

Decades of science education research have provided us with a variety of tools to deal with the cognitive processes behind our students' learning. However, we have placed much less attention on student &quot;affect,&quot; the feelings, attitudes, emotions, and values that can encourage or discourage the adoption of effective learning behaviors. This has occurred even though the affective domain has been demonstrated to have a significant influence on student learning. An increased awareness of the role of the affective domain in the sciences has the potential to improve student learning, boost recruitment of majors, and reduce student attrition. We propose that the geoscience education research community would benefit from giving greater consideration to the role of the affective domain as a key component of the learning process.
The InVEST Volcanic Concept Survey: Exploring Student Understanding about Volcanoes
Author: Parham, Thomas L., Jr.
Date: 2010-05-00
Type: Journal Articles
Subjects: Physical Geography,Knowledge Level,Plate Tectonics,Undergraduate Students,Earth Science,Scientific Literacy,Student Surveys,Correlation,Incidence,Demography,Trend Analysis,Statistical Analysis

Results from the Volcanic Concept Survey (VCS) indicated that many undergraduates do not fully understand volcanic systems and plate tectonics. During the 2006 academic year, a ten-item conceptual survey was distributed to undergraduate students enrolled in Earth science courses at five U.S. colleges and universities. A trained team of graders scored 672 completed surveys, coding responses to each item with a score, out of 3, based on accuracy and comprehensiveness. Questions requiring only basic content knowledge (e.g., terminology, volcano topology) received more high scoring responses than questions requiring higher thinking and deeper conceptual connections (association with plate tectonics, prediction of hazards and impacts on the environment). The mechanics of eruptions also appeared to be poorly understood. Special attention was paid to students' alternate conceptions about where volcanoes are likely to form. Male students, students highly interested in science, and students who lived in a volcanically active area received significantly higher total scores than other student groups. Science, technology, engineering, and mathematics (STEM) majors also performed significantly better than non-STEM majors. Understanding the nature of student comprehension and misconception may be useful for geoscience educators seeking to address student preconceptions and promote conceptual change.
Strengths-Based Advising Approaches: Benefits for First-Year Undergraduates
Author: Soria, Krista M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Academic Advising,Faculty Advisers,Student Surveys,Teacher Attitudes,College Freshmen,Learner Engagement,Self Efficacy,School Holding Power,Graduation Rate,Focus Groups,Educational Benefits,Teacher Student Relationship

We explored the benefits of strengths-based academic advising approaches for first-year students (N = 1,228). We used propensity score matching techniques to create matched pairs of students who did and did not engage in strengths-based advising conversations with an advisor. First-year students who experienced strengths-based conversations had significantly higher rates of first-year retention and graduation in 4 years, levels of engagement, and academic self-efficacy than students who did not participate in these conversations. Focus groups of 21 advisors provided insights into strengths-based advising in 3 findings: strengths approaches facilitated advising relationships (thereby supporting students' engagement, retention, and graduation), enhanced students' self-awareness and confidence, and advanced advisors' own personal and professional development (thereby positively influencing student success).