ethanporcaro/eric-fulltext-meta huggingface dataset:
Without Crossing a Border: Exploring the Impact of Shifting Study Abroad Online on Students&apos; Learning and Intercultural Competence Development during the COVID-19 Pandemic
Author: Liu, Yingjie
Date: 2021-03-00
Type: Journal Articles
Subjects: Study Abroad,Online Courses,Electronic Learning,Computer Simulation,Videoconferencing,Curriculum Design,Cooperative Learning,Intercultural Communication,Interpersonal Competence,Skill Development,College Students,Student Motivation,Student Satisfaction,Learning Readiness,Institutional Cooperation,Tourism,Engineering Education,Business Administration Education,Pandemics,COVID-19,Foreign Students,Foreign Countries

While all higher education was affected by the COVID-19 pandemic, study abroad programs were uniquely challenged by the associated restrictions and limitations. This case study integrates a Collaborative Online International Learning (COIL) pedagogy approach and virtual reality (VR) technologies into the curriculum redesign process to transform a business study abroad course into an online format. Using VR technology, U.S. students and their international partners in Germany, Brazil, and India created and shared cultural exchange virtual tours. The redesigned online study abroad course engaged students in active learning activities and cultivated students' intercultural competence development.
Augmented Reality Chemistry: Transforming 2-D Molecular Representations into Interactive 3-D Structures
Author: Behmke, Derek
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Computer Simulation,Educational Technology,Molecular Structure,Visualization,Computer Software,Spatial Ability,Geometric Concepts,Models,Telecommunications,Handheld Devices,Organic Chemistry,College Science,Teaching Methods

Spatial reasoning is defined as the ability to generate, retain, and manipulate abstract visual images. In chemistry, spatial reasoning skills are typically taught using 2-D paper-based models, 3-D handheld models, and computerized models. These models are designed to aid student learning by integrating information from the macroscopic, microscopic, and symbolic domains of chemistry. Research has shown that increased spatial reasoning abilities translate directly to improved content knowledge. The recent explosion in the popularity of smartphones and the development of augmented reality apps for them provide, a yet to be explored, way of teaching spatial reasoning skills to chemistry students. Augmented reality apps can use the camera on a smartphone to turn 2-D paper-based molecular models into 3-D models the user can manipulate. This paper will discuss the development, implementation, and assessment of an augmented reality app that transforms 2-D molecular representations into interactive 3-D structures.
Graph It Out! Create Graphing Manipulatives to Explore Evolutionary Selection: A Lesson for High School Biology Students
Author: Lawrimore, Cassie
Date: 2018-00-00
Type: Journal Articles
Subjects: Graphs,Evolution,High School Students,Biology,Interdisciplinary Approach,Data Interpretation,Learning Activities,Class Activities

Students often struggle with the relationship between mathematical graphs and the data they represent. To truly understand types of evolutionary selection, students need to be proficient with several different skills in math, science, and literacy contexts. With math, students must be able to identify variables, design appropriate graphs based on those variables, and convert data to graphical format. With science, students must be able to relate identified variables to scientific classifications and interpret those classifications based on evaluation of the scenarios presented. With literacy, students must be able to comprehend, dissect, and interpret a given passage. This presentation provides a multifaceted approach to teaching about types of evolutionary selection by making and using graph modeling manipulatives. Though the examples provided in this presentation are primarily focused for biology teachers, anyone who teaches students to interpret graph data could find the graphing manipulatives to be a useful tool as well.
Deepening Place Value Understanding in K-2 through Explanation and Justification
Author: Disney, Andria
Date: 2018-00-00
Type: Journal Articles
Subjects: Primary Education,Elementary School Students,Mathematics Instruction,English,Language Arts,Standards,Best Practices,Teaching Methods,Language Usage,Course Content,Listening Skills,Speech Communication,Lesson Plans,Number Concepts,Concept Formation

This paper seeks to describe the importance of using the context of a candy shop and how focusing on discourse can deepen place value understanding in the base ten number system. Using the language of pieces (ones), rolls (tens), and boxes (hundreds) helps situate place value in a familiar context for K-2 students. Best practice in mathematics instruction is also addressed, including examining the progression of learning for place value concepts, using effective tools to support place value learning, and using explanation and justification to help students deepen their understanding of place value. The authors focus not only on content and pedagogy, but also show how the content connects to the Mathematical Practices and ELA Speaking and Listening standards. The purpose of this paper is to give current teachers something to think about as they plan lessons on place value in their K-2 classrooms. The authors also want to give teachers a reason why discourse can help both them and their students as they progress through content.
Response from the Field: Framework for All: Building Capacity for Service Delivery in Catholic Schools
Author: Morten, Sandria
Date: 2020-00-00
Type: Journal Articles
Subjects: Guidelines,Capacity Building,Behavior Problems,Barriers,Catholic Schools,Inclusion,Academic Achievement,Correlation,Academic Support Services,Response to Intervention,Evidence Based Practice,Student Behavior,Intervention,Instructional Leadership,Elementary Secondary Education

This article presents the Multi-tiered Systems of Support (MTSS) as a framework Catholic schools can utilize to provide a more equitable and inclusive learning environment for all students. In an effort to advocate for the effectiveness of this framework in the Catholic school setting, the authors define the framework, its key features, and the systematic supports necessary for implementation. The article provides a succinct, yet comprehensive overview of MTSS as an umbrella that encompasses both Response to Intervention (RtI), typically considered to only address academic programming, and School-wide Positive Behavior Intervention Supports (SWPBIS), which provides a preventative and evidence-based model for addressing student behavior. This integrated framework aligns well with the notion that academics and behavior are inextricably linked, as students may express behavior challenges that are the symptom of academic difficulties or vice versa. The key features of MTSS are defined including three tiers of service delivery: Tier 1 (universal support), Tier 2 (targeted group interventions) and Tier 3 (intensive, individualized interventions). The authors also provide guidance for how Catholic schools can approach implementation of MTSS from a systematic level. [This article is a response from the field to the article in this issue, &quot;Framework for All: Building Capacity for Service Delivery in Catholic Schools&quot; by Drs. Michael Faggella-Luby and Christie Bonfiglio (EJ1286756).]
Response from the Field: Defining Inclusionary Practices in Catholic Schools
Author: Reffett, Jill
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Catholic Schools,Students with Disabilities,Religious Factors,Access to Education,Educational Practices,Case Studies,High School Students,Cost Effectiveness,Best Practices,Evidence Based Practice,Student Centered Learning,Educational Planning,Educational Quality,Risk,Nonprofit Organizations

With an eloquent, and original, comparison of the Holy Family's faith and decisions surrounding acceptance of unexpected gifts to that of families who have one or more children with disabilities, the authors of this article capture an aspect of faith rarely captured within the previous arguments presented for why Catholics must embrace their call to educate all. Smith, Cheatham, &amp; Amilivia (this issue) (EJ1286611) highlight the why, but quickly move into the how. By identifying the characteristics of an inclusionary setting followed by effective practices, Smith and colleagues provide a map, of sorts, for today's Catholic schools. In the struggle to meet the call where All are Welcome, this article reinforces to the field that key indicators are in place, successful efforts underway, and effective practices already identified and thus, available for Catholic schools to apply tomorrow. This is exemplified in the included case study that offers an illustration of what is possible without significant funds, without a separate infrastructure, and within a college preparatory high school environment, not the easiest setting for inclusion. St. Peter and Paul High School illustrates what happens when looking past &quot;cost savings&quot; as plan, and start to instead assess current best practices, and how those in combination with instructional and behavioral frameworks, evidence based practices and student centered planning, lead to high-quality inclusive Catholic schools.
Centered Democratic Education: Public Schools as Civic Centers
Author: DeCesare, Tony
Date: 2020-00-00
Type: Journal Articles
Subjects: Citizenship Education,Civics,Democracy,Public Schools,Politics of Education,Role of Education,Public Education

Changes to the landscape of &quot;public&quot; education in the United States, particularly the proliferation of charter and other non-traditional public schools and shifting forms of school governance, have motivated some philosophers of education to reconsider the form and function of public schools in a democracy. This article is largely sympathetic to such efforts but aims to develop this work in a more radical direction by (re)considering the potential for public schools to serve as &quot;social&quot;--or, as the author prefers, following Boyte, &quot;civic&quot; --centers. The author argues, in the first section, that the current political climate--one marked by a crisis of democracy and the rise of &quot;civic deserts&quot;--demands this more radical re-conception of the &quot;public&quot; nature of public schools, especially with regard to their democratic purpose and function. The emerging literature in political philosophy of education falls short of meeting this demand, however, because it tends, ultimately, still to conceptualize public schools too narrowly, that is, as institutions that primarily (and often exclusively) educate or otherwise serve children and that the (adult) public simply helps to design, govern, and hold accountable. To make this critical point and to begin drawing out its implications, the author will engage, in the second section, with what is taken to be an important and representative example from this literature, namely, Stitzlein's &quot;American Public Education and the Responsibility of Its Citizens.&quot; In the final sections the author draws on an historical example from the Progressive Era's schools-as-social-centers movement to outline a conception of public schools as civic centers--as sites for what the author ultimately calls &quot;centered democratic education.&quot; This conception posits public schools as intentionally sites of civic and political engagement and education for the public as a whole. Understood in this way, public schools support in myriad ways the civic-political functioning and learning of the entire democratic citizenry.
Doing &quot;Voice&quot; Differently: Adriana Cavarero on Narrative as Ethical Encounter
Author: Powell, Michelle
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Educational Philosophy,Criticism,Teaching Methods,Equal Education,Social Justice,Educational Research,Feminism,Self Concept,Power Structure,Personal Narratives

Voice has become a common goal of educational research and pedagogical practices aimed at equity and social justice. That is, bringing marginalized groups &quot;to&quot; voice, allowing diverse students to &quot;have&quot; a voice, and setting up classrooms that privilege silenced voices are frequent goals in educational research and practice. In this article the author looks to the work of Italian feminist philosopher Adriana Cavarero for what she might contribute to the possibility of voice work. The author suggests that Cavarero's account of narrative and relationality offers a powerful way to think about the ethical stakes of voice work. Cavarero offers a philosophically rigorous articulation of voice that can contribute productively to debates on voice in educational research and practice. Cavarero's position is helpful because on the one hand she draws on poststructuralist thought, often viewed as the tradition offering the sharpest critique of &quot;voice&quot;; yet, on the other hand, she locates &quot;voice&quot; in the form of narrative or the narratable self as the location of ethical possibility. Her work is a reminder that ethics can't merely be about quantifying and mapping identities and relations of power--it has to also be about specific relationships. &quot;Voice&quot; of the sort that Cavarero discusses, does not need to be published to be heard, does not need an &quot;author&quot; to be hers, and does not need to be quantified to be indicative of a life worth living.
A Pandemic of Busywork: Increased Online Coursework Following the Transition to Remote Instruction Is Associated with Reduced Academic Achievement
Author: Motz, Benjamin A.
Date: 2021-03-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Academic Achievement,COVID-19,Pandemics,Homework,Undergraduate Students,Student Surveys,Integrated Learning Systems,Student Attitudes,Measurement Techniques,Learner Engagement

Under normal circumstances, when students invest more effort in their schoolwork, they generally show evidence of improved academic achievement. But when universities abruptly transitioned to remote instruction in Spring 2020, instructors assigned rapidly-prepared online learning activities, disrupting the normal relationship between effort and outcomes. In this study, we examine this relationship using data observed from a large-scale survey of undergraduate students, from logs of student activity in the online learning management system, and from students' estimated cumulative performance in their courses (n = 4,636). We find that there was a general increase in the number of assignments that students were expected to complete following the transition to remote instruction, and that students who spent more time and reported more effort carrying out this coursework generally had lower course performance and reported feeling less successful. We infer that instructors, under pressure to rapidly put their course materials online, modified their courses to include online busywork that did not constitute meaningful learning activities, which had a detrimental effect on student outcomes at scale. These findings are discussed in contrast with other situations when increased engagement does not necessarily lead to improved learning outcomes, and in comparison with the broader relationship between effort and academic achievement.
COVID-19 and Community College Instructional Responses
Author: Hart, Cassandra M. D.
Date: 2021-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Community Colleges,Distance Education,School Closing,Readiness,Online Courses,Educational Technology,Electronic Learning,Educational Needs,Faculty Development,Access to Education,Barriers,Institutional Characteristics,Educational Resources,Emergency Programs

Like all educational institutions, community colleges rapidly shifted to online instruction in the wake of the COVID-19 pandemic. However, little is known about what factors shaped individual college responses. This survey of distance education leaders (N = 45) in the California community colleges system aimed to: (a) characterize pre-COVID distance education resources, emergency responses to the pandemic, and readiness for online instruction in the fall, and (b) determine how pre-COVID distance education resources, emergency responses, and fall readiness relate to each other. We find wide variability in pre-COVID distance education resources. These preexisting resources were related to institutions' responses: Colleges with fewer pre-COVID resources focused on foundational efforts such as creating online student services, while institutions with greater pre-COVID resources offered somewhat broader responses to training students and faculty in skills to successfully transition online. Finally, although colleges improved their readiness for continued remote instruction in the fall term in terms of training faculty and providing students with technology to access classes, respondents estimated that roughly a third of students would still face barriers accessing remote classes.
Instructor Social Presence and Connectedness in a Quick Shift from Face-to-Face to Online Instruction
Author: Conklin, Sheri
Date: 2021-03-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Web Based Instruction,COVID-19,Pandemics,Teaching Methods,Undergraduate Students,Graduate Students,Computer Mediated Communication,Student Surveys,Peer Relationship,Empathy,Course Organization

During the first weeks of the COVID-19 pandemic, instructors at a southeastern university had one week to convert their current face-to-face courses to an online format, under a time frame that did not allow for a &quot;well-designed&quot; online course. The current study investigates how some instructors were able to maintain social presence in the transition to the online environment, and the instructional practices they used to support those continued connections. In a cross-sectional survey of undergraduate and graduate students (N = 432) conducted during the last week of the Spring 2020 semester, we asked students to focus on a class that was successful in keeping them in touch with their instructor, content, and peers. Analyses of the data revealed four major themes: connectedness, instructor responsiveness and coaching, online learning best practices such as chunking materials, and empathic facilitation.
Adapting a Classroom Simulation Experience to an Online Escape Room in Nutrition Education
Author: Ross, Jenifer M.
Date: 2021-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Simulation,Electronic Learning,Nutrition Instruction,Undergraduate Students,Videoconferencing,Instructional Effectiveness,Distance Education,Problem Solving,Student Experience

Due to the COVID-19 emergency transition to remote learning, an undergraduate class in nutrition and dietetics modified a face-to-face experiential &quot;escape room&quot; assignment into a comparable online experience. The online assignment was structured so that students had to use knowledge and clues to move through each step of the Nutrition Care Process; students proceeded through the escape room individually until each successfully &quot;escaped.&quot; An important component of this assignment was the postactivity debriefing process, which took place via video conferencing in small groups. Students indicated that they were pleasantly surprised at the effectiveness of the online assignment. However, analytics showed that students progressed through most of the steps fairly quickly; thus, instructors plan to improve future deployments by using a variety of interactive assessments and adding more layered criteria and clues within each of the escape room steps.
A Light in Students&apos; Lives: K-12 Teachers&apos; Experiences (Re)Building Caring Relationships during Remote Learning
Author: Miller, Karyn E.
Date: 2021-03-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Caring,Distance Education,Teacher Student Relationship,COVID-19,Pandemics,Graduate Students,Teaching Experience,Sense of Community,Computer Mediated Communication,Teacher Attitudes

This study illuminates the experiences of K-12 educators as they strove to (re)build caring relationships with students during the COVID-19 pandemic. The study was conducted during a graduate course for experienced K-12 teachers in the spring of 2020 at a four-year comprehensive university in the United States. Data was collected from reflective learning journals and asynchronous peer discussions, which captured educators' experiences as they transitioned to remote learning in real-time. Qualitative content analysis was used to identify pertinent themes. Findings suggest that remote learning revealed relationships in need of repair. Educators practiced authentic care and cultivated connectedness by: (1) acting as warm demanders; (2) responding to students' social-emotional needs; and (3) trying to bridge the digital divide. The article concludes with implications for practice and areas for future research as schools, districts, states, and countries consider the &quot;new normal&quot; in K-12 schooling.
Sophocles&apos; Antigone and the Ethics of Educational Policy
Author: Warnick, Bryan
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Educational Philosophy,Drama,Classical Literature,Political Attitudes,Teaching Methods,Conflict,Policy Formation,Political Influences,Generalization,Public Education,Educational Change

According to Bryan Warwick, policy can cause tragedy. A famous example is the tragedy described in Sophocles' play &quot;Antigone.&quot; In this play, Creon, the political leader of ancient Thebes, causes tragedy in his quest to educate his people about civic loyalty. The conflict engendered by his educational policy eventually brings death and suffering. While educational policy seldom results in such personal and bloody outcomes, it can clearly cause, or contribute to, heartbreaking results. Since tragedy is something to avoid in formulating policy, it may be useful to look at Sophocles' work. Thinking of &quot;Antigone&quot; as a cautionary tale about policy gives people several things to look out for in education. For example, just as Creon failed to consider the impact of his decree on specific people like Antigone, educational policy is often formed and justified on the basis of abstractions. These abstractions sometimes appear as vast piles of aggregate statistics, which do not tells educators anything about any specific student or any existing school. Abstractions also appear in vast generalizations about public education. In fact, the rhetoric of the dismal failure of &quot;America's schools&quot; has put in motion policy dynamics that have upended public education and continue to do so. The language of educational crisis, mixed with generalized abstractions of American schools, is a potent concoction, animating extreme educational reforms.