ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;It Would Be Nice If&quot;: Analysis of Transition Experiences through Grand Challenges
Author: Kucharczyk, Suzanne
Date: 2021-09-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Students with Disabilities,Individualized Transition Plans,Teamwork,Rural Areas,School Social Workers,Young Adults,Special Education,Rural Education,Family (Sociological Unit),High School Students,Equal Education,Educational Legislation,Federal Legislation

The adult outcomes of youth with disabilities continue to lag behind those of their peers without disabilities, especially for youth living in rural communities. Interdisciplinary teaming is identified as an important component of effective transition planning. Transition planning and collaborative teaming are challenged further in rural communities due to lack of resources, distances between services and providers, and access for youth and their families. Social workers, given their multisystem perspective on aligning youth and family needs with resources, may be well poised, though currently underutilized, to address the challenges of transition in rural contexts. Through the transition experiences of 20 families and young adults with high need disabilities from a rural southern state, this study analyzes the potential alignment between the tenets of the Individuals with Disabilities Education Act for transition and the priorities of social work described in the Grand Challenges. Implications for practice and policy for special education transition planning in rural communities are offered.
An Investigation into the Technology Integration Levels of Pre-Service Teachers in Compulsory Distance Education (COVID-19 Pandemic)
Author: Elçiçek, Mithat
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,Preservice Teachers,Student Attitudes,Self Efficacy,Distance Education,COVID-19,Pandemics,Technological Literacy,Skill Development,Professional Development,Information Security,Copyrights,Ethics,Public Colleges,Foreign Countries

It is thought that the compulsory distance education (Covid-19 pandemic) process may have some advantages as well as some disadvantages for learners and teachers. From this point of view, the present study is designed to investigate the technology integration levels of the pre-service teachers and the effect of the compulsory distance education process on the technology integration levels. The explanatory design, which is one of the mixed method research types in which quantitative and qualitative data are used together, was used in the study. The quantitative dimension of the research is an example of the survey study, which was planned and conducted by the single survey model. In the qualitative dimension, the views of pre-service teachers about the effect of the compulsory distance education process on technology integration levels were analysed through the interview technique. A total of 414 students of the Faculty of Education were included in the study through convenience sampling. In the study, &quot;Indicators for Teachers' Technology Integration (TEG) Scale&quot;, &quot;Personal Information Form&quot;, and &quot;Semi-Structured Interview Form&quot; were used as data collection tools. The data were analysed by the SPSS program and the level of significance was accepted as 0.05. According to the results of the research, the technology integration levels of the pre-service teachers in the compulsory distance education process were found to be high. Furthermore, it was found that the compulsory distance education process has a catalytic effect on pre-service teachers' technology integration levels.
Free Minds Book Club: Students Reading and Responding to Incarcerated Writers&apos; Poetry
Author: Gasior, Bonnie
Date: 2021-00-00
Type: Journal Articles
Subjects: Books,Clubs,Poetry,Institutionalized Persons,Correctional Institutions,College Students,College Faculty,Honors Curriculum,COVID-19,Pandemics,Community Involvement,Community Programs

Nearly two hundred students, faculty, staff, and community members gather in a series of events to read and respond to poetry written by incarcerated authors. The program engages inmates in poetic self-expression, reflection, and personal growth while challenging honors students to consider what they have learned in literature classes in a broader context of incarceration. Monthly write-nights via Zoom and Miro prove rich and cathartic during the coronavirus crisis.
From Program to College: The Vision and Curriculum Evolution of the Virginia Tech Honors College
Author: Lewis, Stephanie N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Curriculum Development,Interdisciplinary Approach,Inquiry,Active Learning,Problem Based Learning,Technical Institutes,State Colleges,College Students,Place Based Education

This article describes one program's thoughtful and strategic transition to a college and subsequent innovations to its curricular framework. Acknowledging that such a change affords honors practitioners the opportunity to implement best practices established within the honors community, authors describe the unique evolution of the honors college experience at their institution by way of expanding collaborative transdisciplinary courses, offering a new diploma option, and increasing opportunities related to undergraduate research. Collaborative transdisciplinary courses encourage critical thinking about complex problems in a small group setting. A new diploma option combines disciplinary depth with transdisciplinary capabilities through a four-year, multidisciplinary studio curriculum. Expansion from a single research training course to a suite of course offerings, or &quot;guided research experiences,&quot; strengthens the college's goal of fostering undergraduate research. Authors suggest that the innovative curriculum provides opportunities for students to develop as change agents and global scholars. The triad of changes are derivative of the college's core values: to foster meaningful and sustained relationships with faculty, provide resources for independent learning, promote engagement in undergraduate research, yield and advance place-based and problem-focused experiences, guide students through intellectual engagement in global contexts, and seek to better engage students in their learning processes while preparing them for graduation.
Health and Wellness: An Honors First-Year Experience Assignment in Response to the Pandemic
Author: Martin, Cathlena
Date: 2021-00-00
Type: Journal Articles
Subjects: Wellness,Honors Curriculum,College Freshmen,Student Experience,COVID-19,Pandemics,Mental Health,Writing Assignments,Reflection,Anxiety

Responding to pervasive mental and physical stresses of the COVID-19 crisis, the author assigns first-year students various routine wellness practices for one hour each week along with requisite reflective writing exercises. Student expectations, experiences, and outcomes are presented.
Learning in Teams during a Pandemic
Author: Cobb, Aaron D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,COVID-19,Pandemics,Learner Engagement,Computer Mediated Communication,Computer Software,College Students,Sense of Community,Distance Education

As the COVID-19 crisis disrupts students' sense of community and appreciation for in-person instruction, the author presents a pedagogical experiment involving several collaborative, team-based learning strategies to engage all learners, regardless of location. Students in a sophomore-level required seminar are tasked with various team-based assignments, including notetaking, critical essays, interviews, and reflective writing exercises. Outcomes suggest a framework for the creative use of teams and out-of-classroom collaboration, even in challenging contexts where disruption and displacement complicate both teaching and learning. Curricular objectives are described, and student feedback is summarized.
A Review of Studies Conducted with the Prediction-Observation-Explanation (POE) in Biology Education
Author: Çingil Baris, Çigdem
Date: 2021-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Teaching Methods,Guidelines,Prediction,Observation,Research Reports,Research Methodology,Scientific Concepts,Science Tests,Turkish,English,Foreign Countries

The aim of the research is to provide a general framework for POE used in biology education using meta-synthesis. In this research; studies on the use of the prediction-observation-explanation (POE) in biology education between the years 2000-2020 in Turkey and the World have been examined considering research type, distribution of the studies by years, the preferred research groups, the research methods used, the data collection tools used and the subject areas. The researches included in the research were obtained in Turkish and English by systematically scanning the literature covering the years 2000-2020 from the Google search engine, Web of Science, ERIC database, Google Academic Search, The Scientific and Technological Research Council of Turkey (ULAKBIM) database, ProQuest dissertation database and Higher Education Council's (HEC) National dissertation center. 27 studies were reached within the framework of inclusion criteria. It has been determined that the studies are distributed as 21 article, 5 master thesis and 1 doctoral dissertation according to the research type. Obtained data were interpreted on the basis of the frequency and were sometimes indicated with tables and graphs. According to the consequences; it was stated that most of the studies were in the type of research, pre-service teachers were preferred more than other samples, quantitative studies were more than qualitative studies, academic achievement tests were used the most as data collection tool and &quot;Diffusion-Osmosis&quot; subjects was studied the most.
Meditations in an Emergency: Collaborating Online in Narratives of Illness and Care
Author: Coons, Jayda
Date: 2021-00-00
Type: Journal Articles
Subjects: Emergency Programs,Cooperative Learning,Distance Education,Electronic Learning,Collaborative Writing,Health,Caring,COVID-19,Pandemics,Educational Change,Honors Curriculum,Diseases

This article describes a collaborative writing project involving narratives of health and caregiving. An interdisciplinary seminar titled &quot;Narratives of Illness and Care&quot; examines literary and medical narratives to better understand disease, therapeutic communication, empathy, and the social determinants of health. During the COVID-19 crisis, however, the instructor adapted course structure and curricular assignments to help students make meaningful connections with their immediate circumstance. The author reflects on the significance of the project during a time of global upheaval and suggests changes for future iterations.
Evidence of Scientific Literacy through Hybrid and Online Biology Inquiry-Based Learning Activities
Author: Natale, Caio Cotta
Date: 2021-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Science Education,Online Courses,Blended Learning,Biology,Active Learning,Inquiry,Learning Activities,Electronic Learning,Science Activities,Educational Technology,Social Media,Computer Oriented Programs,Science Process Skills,Epistemology,COVID-19,Pandemics,Immunization Programs

Objectives: To describe the implementation of a hybrid and an online active-learning-based science activity originally designed for face-to-face instruction. The goal was to verify if students used appropriate science practices while engaged in a problem solution through hybrid and fully online modalities. Epistemic practices are important markers of scientific literacy because they reflect ways of thinking and working that are similar to those performed by scientists. Methods: Numerical experimental data related to two topics of immunology were provided to students through virtual learning environments. The groups of students met on WhatsApp© mobile application to negotiate the construction reports containing graphs, discussion, and conclusion to the inquiry problem. Members of our research team coded and analyzed the reports for evidence of epistemic practices. The presence of epistemic practices in the students' writings is presented and discussed qualitatively in this paper. Results: Results show the emergence of epistemic practices in the written discourse of the students participating in online and hybrid modalities. Implication for theory and/or practice: Bringing examples from our experience teaching online and as pre-pandemic researchers allowed us to engage, inspire, and assist other teachers who are facing the challenges that the COVID-19 pandemic presents to science education. Conclusions: Findings suggest that it is possible to promote student engagement in scientific practices related to biology through online and hybrid instruction.
Quality of Online Learning Participation in a Context of Crisis
Author: Chávez, Jorge
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Quality,Online Courses,Computer Science Education,Integrated Learning Systems,Teaching Methods,Programming,Content Analysis,Undergraduate Students,Foreign Countries,COVID-19,Pandemics,Educational Change,Computer Mediated Communication,Grades (Scholastic),Learning Processes,Guidelines,Class Activities,Student Attitudes,Prediction,Correlation,Student Participation,Dialogs (Language)

Objectives: The COVID-19 pandemic has forced educational institutions to adopt online tools to remotely teach and efficiently use virtual learning situations during the emergency. However, although these environments may serve to improve teaching processes, several issues must be considered to ensure quality student learning. The purpose of our study was to examine types of participation in virtual learning settings by analyzing the level of information contained in message posts and the depth of contributions made by students. Method: We analyzed data from a computer programming module taught online using a learning management system during the first year of a computer science degree program at a Chilean university. We conducted a content analysis of the messages posted in the forums, followed by a statistical analysis of the codified data. For the latter, we used quantitative methods to identify relationships between the level of information contained in student contributions (information level) and a series of covariates, such as message length, perception of achieved learning, final grade, and message depth. Results: Results show that Number of Words (B = 0.02, SE = 0.002), Final Grade (B = 0.45, SE = 0.22), and Student Self-Perceived Learning (B = -0.82, SE = 0.40) predict higher Information Level. Conclusions: A clearer understanding of the relationship between forms of participation in online collaborative environments and the quality of participants' contributions would support activities that are conducive to improved participant learning. Implication for Practice: Results revealed the need for guidelines that define online classroom activities, as these have a considerable influence on the generation of dialogue that is conducive to the attainment of new knowledge. [Note: The page range (72-87) in the recommended citation is incorrect. The correct page range is 72-88.]
Are Universities Using the Right Assessment Tools during the Pandemic and Crisis Times?
Author: Halaweh, Mohanad
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Evaluation,Evaluation Methods,COVID-19,Pandemics,College Faculty,Active Learning,Student Projects,Distance Education,Computer Assisted Testing,Supervision

All industries have been affected by the COVID-19 pandemic and have worked to develop alternative strategies and actions to survive and continue business operations; the education sector is no exception. University administrators and instructors have faced challenges in finding the appropriate mechanisms to manage the final examination process. This essay suggests that project-based learning (PBL) assessment could be an effective alternative to online examinations. It advocates the adoption of PBL by highlighting the challenges/pitfalls associated with online exams supported by proctoring software tools.
Challenges for Higher Education in Times of COVID-19: How Three Countries Have Responded
Author: Funk, Robert L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,COVID-19,Pandemics,Stress Variables,Educational Finance,Educational Policy,Equal Education,College Entrance Examinations,Mental Health,Educational Needs

The COVID-19 pandemic brings to the fore strengths and weaknesses in many public policies, including higher education. There are at least three separate but related areas where institutions of higher learning have been stressed by COVID-19: financing, issues related to the logistics of learning, and inequality. These problems are especially pronounced in countries that suffer from high levels of inequality, such as Chile. This editorial offers a review of some of these challenges and their implication for long-term education policy, touching on the cases of Chile, Canada, and the United States.
Changes That Should Remain in Higher Education Post COVID-19: A Mixed-Methods Analysis of the Experiences at Three Universities
Author: Benito, Águeda
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Higher Education,COVID-19,Pandemics,Universities,Distance Education,Student Satisfaction,College Students,College Faculty,Teacher Attitudes,Preferences,Blended Learning,Learning Experience,Electronic Learning,Foreign Countries,Web Based Instruction,Online Courses

Objectives: The goal of the present study is to describe how the transition to remote emergency delivery was addressed in three universities during the COVID-19 pandemic, to determine the satisfaction levels of their students and faculty with this new teaching-learning experience, and to gather their opinions about the future of higher education. Method: The study uses a mixed-methods approach, including faculty and student surveys and focus groups. Results: The study shows high satisfaction with the emergency remote delivery and clearly reflects the relevance of enhancing the digital components of future learning experiences in higher education and a unanimous preference for hybrid education. Participants provide recommendations to institutions regarding what students and faculty would like to keep for a more effective learning experience when the new normal comes. Conclusions: COVID-19 has had terrible consequences; however, the pandemic has brought along some positive effects and improvement opportunities in higher education, and, if the results of the present study are any indication, the future of face-to-face higher education should be hybrid. Implication for Theory and/or Practice: The study results can provide recommendations and inform decision-making by institutional leaders and policy makers regarding the necessary enhancement of the digital component of the teaching and learning process in higher education.
COVID-19 Induced Transition from Classroom to Online Mid Semester: Case Study on Faculty and Students&apos; Preferences and Opinions
Author: Roy, Sudipta
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Distance Education,Electronic Learning,College Faculty,Teacher Attitudes,College Students,Student Attitudes,Preferences,Web Based Instruction,Student Experience,Teaching Experience

Objectives: The purpose of this study was to investigate faculty and students' reactions to the COVID-19 emergency move to online classes. The goal was to better inform instructional strategies to be used in similar circumstances and to inform best practices in online pedagogy. Method: Online surveys were administered to students and faculty near the end of the semester to evaluate different aspects of the transition. Classes included in the study were scheduled as full-semester, on-campus classes but made an emergency switch to online post-spring break, after eight weeks. Results: Students' and faculty's comfort levels at the time of the switch depended on the amount of prior experience they had in online teaching and learning. Individual students and faculty experienced varying degrees of ease of adjustment to the switch in format from in-class to online. Faculty had to adapt quickly to determine the best way to replicate the in-class experience. Many faculty would depend on familiarity with technology and creativity with its usage. To varying degrees, comfort level improved as the semester progressed for both faculty and students. Still, a majority of students expressed less interest than before in taking online classes. Conclusions: The level of preparedness of faculty and students determined the outcome of this natural experiment. The adjustment was easier for those with prior experience with the online format and/or for those who felt comfortable with the format. Implication for Practice: As faculty and students prepare to return to the classroom, consideration can be given to best practices in online pedagogy to support students and faculty. Our findings point to the need for institutional preparedness for unforeseen circumstances.
Inflectional Morphological Awareness, Word Reading and Reading Comprehension of Turkish Students with Learning Disabilities
Author: Sümer Dodur, Halime Miray
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,Word Recognition,Learning Disabilities,Grade 4,Grade 6,Morphology (Languages),Phonemic Awareness,Turkish,Morphemes

This study investigated the contribution of inflectional morphological awareness to word reading and reading comprehension in the Turkish language. Participants with learning disability (25 sixth-grades, 25 fourth grades) and typical development (25 sixth-grades, 25 fourth grades) were given two tasks of inflectional morphological awareness. Furthermore, word reading and reading comprehension were evaluated. The obtained data were analyzed using two factor Anova, simple correlations, regression analyses. It was revealed that possessive inflectional morphology contributed significantly to reading comprehension for students with learning disability, while two inflectional morphology task had a significant contribution to reading comprehension for all students. In conclusion, inflectional morphological awareness may be an important predictor of reading comprehension in Turkish language.
Remote Community Engagement in the Time of COVID-19, a Surging Racial Justice Movement, Wildfires, and an Election Year
Author: Weisman, Merith
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Educational Change,Service Learning,Distance Education,School Community Relationship,Racial Bias,Social Justice,State Universities,Natural Disasters,Elections

Due to wildfires in the fall of 2019 and the COVID-19 pandemic in the spring of 2020, Sonoma State University lost 50 service-learning courses and, as a result, almost 900 fewer students completed a service-learning course than in the previous year. During the summer of 2020, the Center for Community Engagement began developing service-learning projects that were designed to be done remotely and either address COVID-19 or engage students with involvement in the fall 2020 U.S. election. Later, opportunities to address racial injustice and the wildfires were integrated. The opportunities described require active but remote participation within the community; however, it is possible that students find it challenging to connect their remote experiences to real community need and academic and civic learning. The flexibility and creativity developed for remote service-learning projects are essential in the ongoing adjustment to the changing needs of students and community partners.