ethanporcaro/eric-fulltext-meta huggingface dataset:
Beyond the Grades: Measuring Teacher&apos;s Efficacy for the Psychosocial Grooming of Students
Author: Husain, Waqar
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Effectiveness,Self Concept Measures,Humanistic Education,Humanism,Values Education,Foreign Countries,Test Construction,Construct Validity,Test Reliability,Factor Analysis,Factor Structure,Accuracy

The true spirit of education involves psychosocial grooming and character building of learners. Teacher's efficacy plays a vital role in achieving educational objectives. The effectiveness of teachers is usually evaluated through the academic grades of their students. Teacher's efficacy, however, is originally the ability of a teacher to improve the cognitive functioning and humanistic values of students. The current study developed and validated a new scale entitled the Qualiquant Teacher's Efficacy Scale (QTES) by involving 147 teachers and 59 students. The sample was selected thru a mixed method that involved convenient and purposive sampling techniques. QTES reflected strong validity and excellent reliability thru exploratory factor analysis, Cronbach's alpha, item-scale, and item-total correlations. QTES is a unique measure for teacher's efficacy because it defines teacher's efficacy through cognitive functioning and humanistic values, offers two parallel and separate versions for teachers and students, and quantifies the qualitative data.
Leveraging Openness for Refugees&apos; Higher Education: A Freiran Perspective to Foster Open Cooperation
Author: Class, Barbara
Date: 2023-00-00
Type: Journal Articles
Subjects: Refugees,Higher Education,Training,Change Agents,Cultural Capital,Empowerment,Sustainability,Foreign Countries,Urban Areas,Educational Technology,Lifelong Learning,Open Education,Cooperation

Research in the field of Higher Education in Emergencies (HEiE) starts to question the imposed Global North-centred perspective which arrives with ready-made solutions, considering refugees as objects of intervention rather than subjects of transformation. Leveraging the broader topics of Open Science and Open Education, this paper pioneers a new approach to scientific cooperation, fostering values of Openness in refugee higher education. It specifically addresses HEiE in Niger, Africa, in a training of trainers' programme. It is designed in a participatory manner involving academics from the Global South and Global North, refugees who are themselves educators, and NGOs. Taking the form of a Certificate of Open Studies (COS), the training empowers refugees as enabled change agents, capable of making sense of diverse knowledge systems to transform their reality. Preliminary understanding of Open Cooperation is shared through a conceptual framework, Empowering refugees through liberation-oriented education. It addresses sustainability at the ontological and epistemic levels and relies on four main dimensions: Epistemologies of the South, Openness, Common good and Education as empowerment.
Science and EAL Teachers&apos; Perspectives and Practices in Building Word Knowledge in Implementing the New Victorian EAL Curriculum
Author: Filipi, Anna
Date: 2022-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,English (Second Language),Second Language Learning,Vocabulary Development,Language Teachers,Science Teachers,Science Instruction,Interdisciplinary Approach,Culturally Relevant Education,Grade 7,Teacher Attitudes,Foreign Countries,Alignment (Education),Secondary School Teachers

The recent implementation of The Victorian Curriculum F-10: EAL requires content teachers who teach EAL students to be familiar with the revised EAL curriculum for the purposes of planning and developing approaches to assist learners' development in English. In the literature and in curriculum frameworks, word knowledge is considered an important aspect of EAL students' learning. However, little is known about what pedagogical practices teachers across the curriculum perceive as being important, and use, in developing EAL students' vocabulary. In this study, we investigated linguistically responsive vocabulary teaching in a Year 7 science class. Our aim was to elucidate teachers' perceptions and practices in teaching vocabulary in science. The qualitative case study drew on principles of linguistically responsive instruction (LRI), which refers to practices for meeting the needs of students in culturally and linguistically diverse classrooms. Analysis of interview and classroom data from an EAL teacher and a science teacher revealed a range of LRI practices for developing word knowledge based on understanding the distinction between conversational and academic language, language learning principles, responsive teacher talk, plurilingual awareness, and the importance of social interaction for learners. We offer recommendations for a whole school approach to LRI, adaptation to online LRI, and curriculum development.
Open Pedagogy Benefits and Challenges: Student Perceptions of Writing Open Case Studies
Author: Chen, Deborah
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Writing (Composition),Case Studies,Forestry,Conservation (Environment),Assignments,Student Motivation,Learner Engagement,Open Educational Resources,Copyrights,Citations (References),Integrity,Stress Variables,Transfer of Training

In recent years there have been several studies reviewing the benefits and challenges of open pedagogy projects for student engagement and learning. This study adds to that literature by reporting on a survey of students who wrote case studies in three courses in forestry and conservation studies, most of whom agreed to publish publicly and with a Creative Commons license. Our results indicate that many students felt more motivated and engaged in the open pedagogy assignments compared to traditional assignments. Many also reported putting more effort into their assignment to ensure its accuracy and usefulness to others. In addition to improved understanding of copyright and citation practices, students learned how to translate knowledge for a broader audience and demonstrated an increased awareness of scholarly integrity. Still, a number of students reported increased stress with this assignment. We conclude with some recommendations to support students in such projects while reducing stress.
Teachers&apos; Perceptions about Their Work with EAL/D Students in a Standards-Based Educational Context
Author: Nguyen, Hoa Thi Mai
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,English (Second Language),Second Language Instruction,Second Language Learning,Standards,Teacher Role,Public Schools,Indigenous Populations,Language Teachers

Responding to increased cultural and linguistic diversity of students and teachers, Australian educators have recognised the importance of providing a diverse range of opportunities for social learning, multicultural engagement and support for students learning English as an additional language or dialect (EAL/D). However only a few studies examine the experience and work of EAL/D teachers (Cruickshank et al., 2003; Hammond, 2014), especially in reference to the standards framework provided by the Australian Professional Standards for Teachers (APST). In this case study, teachers' perceptions about their roles as teachers of EAL/D students working in public schools in NSW are explored. Data was collected through both focus group and individual interviews across four sites and the lens of activity theory and expansive learning is used to examine the tensions and conflicts they reveal especially in respect to the APST. It is hoped that this study will raise awareness of the professional learning needs of teachers who work with EAL/D students.
Reusing Distance Courseware to Enable Blended Delivery: A New Zealand Case Study
Author: Atwood, Liam
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Distance Education,Courseware,Blended Learning,Asynchronous Communication,Teacher Attitudes,Administrator Attitudes,Vocational Schools,Online Courses,In Person Learning

Digital distance course materials can be used across different forms of education delivery. In particular, courseware designed for asynchronous digital distance education can serve as the basis for blended learning, which features a different teaching role and fuller interpersonal experience. Blended learning can be used to extend programme opportunities across population regions where a full, lecture-based model might not be viable. This case study explores the experiences of three regional polytechnics in New Zealand that adopted and modified courseware created for digital distance learners studying asynchronously. The courseware was used to provide local students with more flexible study options, drawing on high quality courseware that had been centrally created by a team of experienced courseware designers and Subject Matter Experts (SMEs).
The Open Guidebook Approach: Designs to Support Collaborative, Close-to-Practice Teacher Learning
Author: Kimmons, Royce
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Education,Open Education,Equal Education,Elementary Secondary Education,Teacher Collaboration,Teacher Improvement,Open Educational Resources,Guides,Teacher Developed Materials,Barriers,Costs,Legal Problems,Usability

Teacher learning to enact desirable yet knotty teaching practices is a complex challenge that requires innovative support. Most materials intended to support professional learning fall short and do not leverage the benefits of modern technologies to address historic barriers at school, district, and broader systemic levels. We provide a synthetic literature review of teacher learning, identify impediments, and suggest a new, technology-enabled approach to the co-design of teacher collaborative learning materials enabled by open technologies, a revolutionary mindset enabled by open technologies. We frame the Open Guidebook Approach (OGA) in terms of five values: collaboration, practicality, continuous improvement, accessibility, and adaptability. We illustrate OGA with an ongoing project, called &quot;Making Meaning,&quot; to support teachers learning to enact equitable practices, drawing on concepts, indicators, and observation rubrics from the Classroom Assessment of Sociocultural Interactions. Supporting teachers to transform their teaching is our objective, OGA via open technologies is the innovative means, and Making Meaning illustrates our arguments. We conclude with recommendations and ongoing questions.
At the Intersection of Applied Sciences: Integrated Learning Models in Computer Science and Software Engineering and Communication Disorders
Author: Atkins, Marisha Speights
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Science Education,Computer Software,Communication Disorders,Speech Language Pathology,Clinical Experience,Phonetic Transcription,Automation,Interdisciplinary Approach,Allied Health Occupations Education

The use of innovative technologies in speech-language pathology is revolutionizing diagnostic and treatment approaches for individuals with communication disorders. This evolution has required educators to integrate the use of technologies into the clinical training pedagogy. Phonetic transcription is a foundational skill presented early in the undergraduate speech-pathology curriculum and serves as the basis for advanced course work in clinical diagnostic decision-making. Mastery requires regular practice and performance feedback. One factor that impedes the provision of more practice opportunities is the widely agreed-upon problem of grading phonetic transcription assignments by hand. The development of a computational tool that automatically grades transcription assignments served as the mechanism for an integrated learning opportunity between the departments of Communication Disorders and Computer Science and Software Engineering at Auburn University.
STEM Teacher Leadership Development through Community Engagement
Author: Kumar, David Devraj
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Service Learning,Teacher Leadership,Leadership Training,Preservice Teachers,Museums,Informal Education,Self Efficacy,Student Volunteers

Academic service-learning through community engagement in a museum provides an opportunity for teacher leadership development in science, technology, engineering, and mathematics (STEM) education. Twenty student volunteers from teacher education in a public university took part in service-learning teacher leadership activities in STEM education through a local museum. A preliminary analysis of student responses to self-reflection questions indicated emerging themes predominantly in the areas of self-confidence development and depth of understanding of the topic, followed by audience STEM learning and sense of self-responsibility. Plans for future direction are explored with implications for teacher leadership in STEM education.
Mathematics Preparatory Workshops to Foster Student Success
Author: Han, Sandie
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Mathematics Education,College Mathematics,Workshops,College Preparation,Introductory Courses,Access to Education,Program Effectiveness,Mathematics Achievement,Noncredit Courses,Educational Benefits

Mathematics preparatory workshops were offered to college students at a diverse urban undergraduate institution. The goal was to prepare students for their mathematics course, by offering non-credit bearing and free preparatory workshops. The lack of adequate preparation for mathematics courses is a barrier for student engagement in future STEM courses. We believe that by providing preparatory workshops, we can improve not only the success but access for students in foundational mathematics courses. The workshops allowed students to engage with the course content in a rigorous and intensive manner prior to the start of the semester. Students who participated in the workshops are more likely to be better prepared when enrolled in the credit-bearing course.
A Novel Course-Based Experience to Promote Ecological Field Skills during the COVID-19 Pandemic
Author: Sieg, R. Drew
Date: 2023-00-00
Type: Journal Articles
Subjects: Ecology,Field Experience Programs,COVID-19,Pandemics,Introductory Courses,Blended Learning,Science Experiments,Undergraduate Students,Student Research,Science Education,Videoconferencing,Student Attitudes

Providing safe access to functional field experiences during the early stages of the COVID-19 pandemic was a distinct challenge. However, these experiences are critical to train students in ecological methods and provide an opportunity for open-ended, authentic research. Here, we report on a multiweek lab designed for an introductory ecology course, which was adapted for hybrid instruction during the pandemic. In the lab sequence, students independently surveyed basic phenological, population, and community dynamics of easily identifiable, cosmopolitan plant species in the genus &quot;Plantago.&quot; Students used this crowd-sourced dataset to develop, analyze, and report on unique research questions regarding interactions between &quot;Plantago&quot; and the local environment. The new lab sequence effectively met course learning objectives in experimental design, field methods, statistics, and science communication, while being accessible to both in-person and online learners. We conclude by discussing the evolution of this design for other audiences.
Sustainability Education and Civic Engagement through Integration of Undergraduate Research with Service Learning
Author: Jin, Guang
Date: 2023-00-00
Type: Journal Articles
Subjects: Sustainability,Environmental Education,Civics,Undergraduate Students,Student Research,Service Learning,Science Projects,Fuels,Sanitation,Science and Society,Scientific Research,Outcomes of Education

Integrating service learning with undergraduate research, the student biodiesel project converted all waste vegetable oil (WVO) from campus dining centers into a sustainable biofuel used by campus vehicles, allowing half of the campus diesel energy needs to be met by a material (WVO) that was formerly a waste. Biodiesel reduced air pollution from campus diesel vehicles, including the emission of greenhouse gases. This project connected students to their community and increased students' awareness of the &quot;social/economic&quot; aspects of environmental challenges in the world around them. Students felt a &quot;great sense of responsibility to make a real product that would make a difference&quot; in the real world. Students who participated in the research course became teaching assistants for another regular course in which biodiesel production was a component. This allowed biodiesel to be produced sustainably and provided additional students with hands-on bioenergy experience. Specific challenges and suggestions for future practices are also reported.
Teaching STEM through Climate Justice and Civic Engagement
Author: Doucette, Sonya Remington
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Climate,Social Justice,Culturally Relevant Education,Citizen Participation,Community Colleges,Undergraduate Study,Minority Group Students,Disproportionate Representation,Conservation (Environment),Racism,Gender Bias,Social Bias,Elementary Secondary Education

This article provides a rationale and resources for teaching climate justice and civic engagement across the STEM curriculum in K-12 and higher education. It presents a culturally responsive approach to STEM teaching and learning that centers social justice issues arising from climate impacts, and energy extraction and development activities, with a focus on participatory and equitable solutions and actions. This approach promotes STEM curricula that introduce social justice issues into the classroom as an entry point for investigating the issues using STEM. A social justice approach allows students to make meaning of abstract and disparate STEM knowledge and skills through real-world issues aligned with their interests, experiences, identities, and communities. In this article, we provide resources for teaching STEM through climate justice and civic engagement that are being collectively developed by groups in Washington (WA) State, led by Deb Morrison at the University of Washington (K-12); Sonya Remington Doucette and Heather Price at local community colleges (Bellevue College and North Seattle College); and Irene Shaver at the WA State Board of Community and Technical Colleges.
Teaching with Technology: Using a Virtual Learning Community and Peer Mentoring to Create an Interdisciplinary Intervention
Author: Mazumdar, Rebecca
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Communities of Practice,Computer Mediated Communication,Peer Teaching,Mentors,Interdisciplinary Approach,Public Colleges,College Faculty,Faculty Development,College Freshmen,Program Development,Program Implementation,Learner Engagement,Academic Persistence,Minority Serving Institutions,STEM Education,Program Effectiveness

This paper describes the development and implementation of engaging and supportive experiences to promote student engagement, persistence, and success at a commuter, open enrollment, public, minority-serving institution. Project components included faculty development at the SENCER Summer Institute (SSI) 2016, attended by a team comprised of an academic administrator, full-time faculty from English and math, and part-time faculty in chemistry; creation of a virtual learning community of freshmen enrolled in chemistry, English, and math, linked by the specific theme of the environmental impacts of de-icing roads with salt and the overarching theme of the impacts of human activities on the environment; and peer mentoring in chemistry. Faculty reflections and grade distributions indicate this is a promising approach and suggest strategies for overcoming challenges.
Study of Healthcare-Associated Infections and Multi-Drug Resistance in Brooklyn: An Integrative Approach
Author: Tsenova, Liana
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Undergraduate Students,Hospitals,Drug Therapy,Public Health,Student Research,Microbiology,Epidemiology,Mathematics,Patients,At Risk Persons,Prevention,Disease Control

One SENCER ideal is to connect science education and civic engagement by student learning through complex, unresolved public issues. Using this approach, we established a collaborative interdisciplinary project involving faculty and undergraduate students at NYC College of Technology. Over several semesters, students conducted literature search and discovered the complex factors contributing to the occurrence and transmission of healthcare-associated infections (HAIs). Using microbiology data from 15 hospitals in Brooklyn, NY, they applied statistical analyses, studied the antibiotic resistance, and developed a campaign to bring more awareness of this problem. The results of the project highlight the importance of immediate action in combating HAIs and support the need for a public health campaign. Undergraduate students were provided with the opportunity to conduct research, perform scientific and mathematical analyses, and present their results. They gained better understanding of the complex interactions among microbiology, epidemiology, and mathematics that is needed to develop preventative measures and combat HAIs.
Starting with SENCER: A First-Year Experience Framed by the Science and Civic Issues of the Chesapeake Bay
Author: Parry, Michelle
Date: 2019-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Experience,STEM Education,Citizen Participation,Science Education,Program Descriptions,Student Attitudes,Sense of Community,Self Concept,Transitional Programs,Self Efficacy,Science and Society

In 2017, Longwood University launched the LIFE STEM Program, a holistic program girded by best practices in STEM teaching: cohorts of students, summer bridge program, genuine community building, intentional faculty-student mentoring, focused academic support and professional development, early research experiences, engagement with challenging civic issues, and, importantly, financial support for students. The first-year experience is critical in establishing the academic expectations of the LIFE STEM Scholars, supporting their development as a community of learners, and engaging them in real work of scientists. That yearlong journey opens with a one-week summer bridge program on the Chesapeake Bay. While on the Bay, the Scholars begin to frame scientific questions tied to key civic issues and grapple with intersections of science, economics, and politics. In a two-semester Entering Research course sequence, Scholars expand on key questions, process field-derived samples, analyze data, and consider the meaning of their work in this complex and contested civic context.
Combining Cross-Disciplinary STEM Collaborations and Academic Service Learning to Help a Community in Need
Author: Catrina, Florin
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Teacher Collaboration,Communities of Practice,STEM Education,Service Learning,Civics,Experiential Learning,Student Projects,Energy,Natural Disasters

This project report presents a multidisciplinary Faculty Learning Community model to foster civic engagement in STEM classes. It focused on first-year Chemistry, Math, and Scientific Inquiry courses and incorporated Academic Service Learning in a project to build solar cell phone chargers for a school in Puerto Rico recovering from the effects of Hurricane Maria in 2017. The project provided hands-on experiences for the students, with the tangible outcome of building the solar chargers for people in need. Student engagement was measured through surveys and reflective assignments; the students responded positively to their work and their sense of fulfilling the St. John's University mission. The members of the Faculty Learning Community have engaged in ongoing collaborative relationships.