ethanporcaro/eric-fulltext-meta huggingface dataset:
Informing Policy on Built Environments to Safeguard Children in Environmental Justice Communities: Case Study of Five AAP Climate Advocates
Author: Durrwachter-Erno, Katie
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Environment,Policy,Justice,Climate,Advocacy,Disproportionate Representation,Public Health,Minority Group Children

Climate change's health effects are most strongly felt in Environmental Justice (EJ) communities which are predominantly people of color. This results in a disproportionate burden of climate change health effects on EJ communities. Climate change is a public health crisis, and more importantly to pediatricians -- it is a pediatric public health crisis. We are five pediatricians who are part of the American Academy of Pediatrics (AAP) Climate Advocate Program representing four diverse regions; Colorado, California, Puerto Rico, and North Carolina. We are applied research practitioners, as we live in the world between academic research and clinical practice. We are natural advocates to ensure that the future world is rebuilt with children's health, especially children of EJ communities, at the center. Each of us has seen the direct effects of climate change adversely impact EJ Communities. In this article, we will briefly review the literature on the dangers that children face in the air they breathe, the lack of natural green spaces, and the increasingly hostile built environments, especially to children in EJ communities. We will review opportunities in our local areas to change the built environment that will work toward reducing carbon emissions and increase overall pediatric health. We will illustrate the commonalities that helped us succeed as Climate Advocates including collaboration, working locally, and purposefully choosing to identify ourselves as climate advocates and child-advocates. The intersection between public health, policy, and medicine will now become increasingly important as we head into this new decade and approach the point of no return on climate change.
Interactive Infographics Improve Learning Outcomes in a Food Science Laboratory Exercise Environment
Author: Polowsky, Patrick
Date: 2020-00-00
Type: Journal Articles
Subjects: Interaction,Visual Aids,Outcomes of Education,Food,Science Instruction,Hands on Science,Undergraduate Students,Teaching Methods,Instructional Effectiveness,Self Efficacy,Cognitive Style,Knowledge Level

Laboratory exercises are a crucial component for many science education courses. Hands-on activities provide valuable contextualized learning experiences and allow for increased engagement between students and technical knowledge. The present study examined the efficacy of a virtual-type laboratory activity compared to a traditional hands-on activity. Food science undergraduates (N=35) were randomly assigned to two groups: (1) performing a virtual lab exercise and (2) performing a traditional hands-on exercise producing mozzarella cheese. The virtual lab exercise consisted of interactive infographics highlighting the chemistry of the mozzarella making process, incorporating clickable animation, audio voiceovers, and minimal narrative text. The virtual lab group demonstrated a significantly larger increase in cheesemaking knowledge (p&lt;0.0001; d=1.49) than the traditional lab group (p=0.41; d=0.26). Both groups exhibited significant increases in cheesemaking self-efficacy. These data suggest that interactive infographics can function as effective learning tools in technical education.
The Influence of Earning an Industry Certification in High School on Going to College: The Florida CAPE Act
Author: Glennie, Elizabeth J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocational Education,State Legislation,Educational Legislation,Certification,High School Students,Enrollment,Higher Education,Educational Attainment,Outcomes of Education,Occupational Clusters

Jobs that pay livable wages increasingly call for educational attainment beyond a high school diploma, but many of these jobs do not need a bachelor's degree. By earning industry certifications in high school, students may be better prepared for life after graduation. In 2007, Florida enacted the Career and Professional Education (CAPE) Act, through which schools receive support to give students the opportunity to earn industry certifications while in high school. Once the state enacted this policy, the number of students earning certifications increased dramatically. Using data from the Florida Department of Education's Education Data Warehouse, we compared college enrollment and degree attainment for certification earners to non-earners. Then, we compared outcomes for earners within each career cluster (such as Architecture &amp; Construction) to the combined results for earners in all other career clusters. Relative to non-earners, certification earners had higher rates of immediate enrollment at 2-year colleges, and higher rates of earning an associate degree. Among certification earners, few career clusters had positive associations with postsecondary outcomes relative to other career clusters.
Research Trends and Issues of Education for Sustainable Development-Related Research in South Korea
Author: Kwon, Hyuksoo
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Sustainable Development,Research Design,Publications,Research Methodology,Trend Analysis

The aim of this research was to explore research trends and issues in Education for Sustainable Development (ESD) in South Korea. To accomplish this, we conducted an analysis of 222 peer-reviewed journal papers related to ESD in South Korea. The research concentrated on identifying four characteristics of ESD research: 1) key publication features, 2) the research topics described, 3) the research design employed, and 4) the types of sample/subjects. The results showed that the initial ESD research began in South Korea in 2005, and the number of the journal papers has increased since 2010. Regarding research topics, more research has been conducted on establishing conceptual or theoretical foundations related to ESD. Moreover, teachers' attitudes or perceptions and program development associated with sustainable development were studied in depth. There were similar ratios of the theoretical research, quantitative research, and qualitative research regarding research design but mixed methods studies indicating the least ratio. Content analysis was the most prevalent analysis technique for quantitative/mixed ESD research. Regarding data sources or participants, the most common data source was the literature. Several research suggestions were made for assessing ESD programs and in-service teachers' ESD professional development.
The Effect of Earthcomm Learning Model and Spatial Thinking Ability on Geography Learning Outcomes
Author: Aliman, Muhammad
Date: 2019-00-00
Type: Journal Articles
Subjects: Geography Instruction,Spatial Ability,Thinking Skills,Outcomes of Education,Comparative Analysis,Computer Software,High School Students,Foreign Countries,Tests,Instructional Effectiveness,Correlation,Teaching Methods

Geography learning is meaningless if it is not followed by the development of students' spatial thinking ability. Research aimed to 1) determine the effect of earthcomm learning and conventional learning on geography learning outcomes, 2) find out the effect of spatial thinking ability on geography learning outcomes, 3) find out the interaction between the application of earthcomm learning and spatial thinking ability on geography learning outcomes. Research used a quasi-experimental non-equivalent control group design. The research sample was taken from three high schools in Malang City, Indonesia. Geography learning outcomes data were obtained from paper-based test and spatial thinking ability data obtained from spatial thinking test instruments. Data were analyzed using Two Way ANOVA test using SPSS devices. The results of the research, 1) there is an effect of the application of learning to students' geography learning outcomes, 2) there is an influence of the ability of spatial thinking on geography learning outcomes, 3) there is no interaction between the application of learning and spatial thinking on geography learning outcomes. Efforts to improve learning outcomes and spatial thinking ability are needed by students to face the challenges of global competition.
The Effect of the Use of Augmented Reality Applications on the Academic Success and Motivation of 7th Grade Students
Author: Kirikkaya, Esma
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Science Instruction,Scientific Concepts,Concept Formation,Technology Integration,Computer Simulation,Secondary School Students,Student Motivation,Academic Achievement,Grade 7,Astronomy,Pretests Posttests,Scores,Foreign Countries

The aim of this research was to examine the effects of the Augmented Reality (AR)-supported teaching activities on the academic success, motivation of students towards science learning and attitudes of students towards AR application, in the scope of the seventh grade science course, &quot;Solar System and Beyond&quot; unit. For this purpose, &quot;Solomon Four Group Model&quot;, which controls the internal and external validity, was used. Research was conducted with 120 students in two different schools and involved two experimental and two control groups established by random method. Experimental (1) and Control (1) groups received data collection tools as pre-test and post-test, while Experimental (2) and Control (2) groups received only post-test. During the six-week research, the students were taught in the experimental groups using the 'Star-Tracker, Spacecraft, iSolarsystem, Space-4D' mobile AR applications, while the control groups were taught with the activities envisaged in the curriculum. &quot;Solar System and Beyond Success Test&quot; and the &quot;Students' Motivation to Science Learning&quot; scale, were used as data collection tools. Findings from the research showed that teaching with AR applications significantly alters the success of students and motivation towards science learning. This showed that teaching with AR applications is effective.
The Effect of Users&apos; Behavioral Intention on Gamification Augmented Reality in STEM (GAR-STEM) Education
Author: Su, Chung-Ho
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Intention,Computer Simulation,Simulated Environment,Computer Uses in Education,Games,Attitudes

As people attach increasing importance to the learning environment and design of teaching materials in STEM, how to design teaching materials that enable students to seamlessly integrate the learning of scientific investigation, engineering design, mathematical reasoning, and technical skills has become increasingly important. The purpose of this research was to explore the behavioral intention of GAR-STEM teaching application users. The results showed that the best predictor of practicability, entertainment, and media interactivity for intention towards GAR-STEM app design was usage attitude (R[superscript 2] = 0.547), followed by intent to use (R[superscript 2] = 0.528), practicability (R[superscript 2] = 0.408), and entertainment (R[superscript 2] = 0.186). The proposed model explained 52.8 % of the variance in behavioral intention. The overall findings suggested that usage attitude and intent to use may augment its function as a key factor for the procedural intention toward GAR-STEM app design.
The Relation of Gender and Track on High School Students&apos; Attitude toward Convergence
Author: Sya'bandari, Yustika
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Gender Differences,Track System (Education),Grade 10,Grade 11,Foreign Countries,Knowledge Level,Self Efficacy,Student Interests,Relevance (Education),STEM Education

Preparing a positive attitude toward convergence is essential to help students grow into future generations with the ability to solve various complex problems. This research aims to examine high school students' attitude toward convergence and the relation to gender and track. Responses from 1,186 Indonesian students in tenth (10th) and eleventh (11th) grade were purposively collected. Students were administered twenty-three items of attitude toward convergence covering five constructs: knowledge, personal relevance, social relevance, interest, and self-efficacy. Data were analyzed using IRT-Rasch analyses, two-way ANOVA, Pearson correlation analysis, and cluster analyses. The primary finding of this research presented that high school students' attitude toward convergence on the construct of interest and self-efficacy is significantly related to gender and track. Female students show to be more interested in convergence than male students. However, female students have lower self-efficacy. Additionally, science track students tend to be more interested in convergence than humanities track and showing higher self-efficacy. After performing cluster analysis, students are divided into three particular groups according to their attitude toward convergence. Finally, customized learning is proposed to improve students' attitude toward convergence.
Implementing Active Learning: A Critical Examination of Sources of Variation in Active Learning College Science Courses
Author: Martella, Amedee Marchand
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,College Science,Educational Research,Science Instruction,Lecture Method,Taxonomy

To investigate the variation in active learning used in college science courses, the authors analyzed 57 comparison studies published in three prominent science education journals. Focusing on three sources of variation--(a) the active learning activities, (b) other pedagogical features, and (c) course structure/design--they found that most courses contained a significant lecture component despite the &quot;active learning and lecture&quot; dichotomy and that courses varied widely in terms of the intensity of the active learning strategies, the time students engaged with the content, and where other activities were added. A taxonomy for active learning is also presented to help guide the design of an active learning course.
Montessori Education at a Distance, Part 1: A Survey of Montessori Educators&apos; Response to a Global Pandemic
Author: Murray, Angela K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Montessori Schools,Teacher Attitudes,COVID-19,Pandemics,Montessori Method,Experiential Learning,School Closing,Distance Education,Early Childhood Teachers,Elementary School Teachers,Teaching Methods,Videoconferencing,Learning Activities,Parents as Teachers,Individualized Instruction,Educational Environment,Teacher Expectations of Students,Natural Resources,Decision Making,Instructional Materials,Peer Teaching,Conflict Resolution,Classroom Environment,Goal Orientation,Parent Role,Integrated Curriculum,Manipulative Materials,Interdisciplinary Approach,Accessibility (for Disabled),Cooperative Learning,Self Esteem,Social Media,Meetings

The transition to distance learning in the spring of 2020 caused by COVID-19 was particularly challenging for Montessori educators and students because key elements of the Method were not directly transferable to this new and hastily designed format. Hands-on learning with Montessori materials and learning in a community, as well as careful teacher observation, could not be easily replicated when children were learning from home. To understand how educators applied Montessori principles to serve children and families in these highly unusual circumstances, we surveyed Early Childhood and Elementary Montessori teachers about how they translated core elements of Montessori education to a distance-learning environment. The overall results suggest that Montessori distance-learning arrangements balanced live videoconference experiences for children with offline hands-on activities, while also relying on parents' and caregivers' involvement. Teachers reported that they largely designed learning experiences themselves, without significant support or guidance from school leaders. Still, teachers reported that they were able to uphold Montessori principles to only a moderate degree under the circumstances. While teachers understandably hunger for support, professional connections, and a return to the classroom experiences that drew them to the field of Montessori education, this study highlights factors that may affect the transition back to school for teachers, parents and caregivers, and students when face-to-face instruction resumes for all children. [For &quot;Montessori Education at a Distance, Part 2: A Mixed-Methods Examination of Montessori Educators' Response to a Global Pandemic,&quot; see EJ1310533.]
Montessori Education at a Distance, Part 2: A Mixed-Methods Examination of Montessori Educators&apos; Response to a Global Pandemic
Author: Murray, Angela K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Montessori Schools,Teacher Attitudes,COVID-19,Pandemics,Montessori Method,Experiential Learning,School Closing,Distance Education,Early Childhood Teachers,Elementary School Teachers,Teaching Methods,Videoconferencing,Learning Activities,Parents as Teachers,Individualized Instruction,Educational Environment,Teacher Expectations of Students,Students with Disabilities,Natural Resources,Decision Making,Instructional Materials,Peer Teaching,Conflict Resolution,Classroom Environment,Goal Orientation,Parent Role,Self Control,Emotional Response,Educational Resources,Integrated Curriculum,Manipulative Materials

This study offers a contextualized understanding of the distance-learning experiences of Montessori educators and students in the spring of 2020 in the wake of the COVID-19 global pandemic. In this article, we build on results reported in a separate article published in this issue of the &quot;Journal of Montessori Research.&quot; First, we analyzed qualitative data from social media and national virtual gatherings designed to support teachers as they faced the challenges created by the abrupt shift to distance learning. Second, we employed a convergent mixed-methods design to integrate these qualitative findings with the survey results reported in the previous article to provide a richer and more complete perspective on the situation. In our results, we found substantial evidence to support the resilience and durability of the Montessori Method, even in the face of adverse conditions created by a global pandemic. Despite the challenges of adaptation, Montessori educators demonstrated a commitment to the key tenets of Montessori philosophy, such as following the child and employing a holistic perspective on learning and development. While serving the whole child's growth and development remained front and center, Montessori teachers' approach to academics looked very different under distance learning. Still, the ongoing attention to children's social-emotional needs will benefit both teachers and children when they return to the classroom, undoubtedly with lasting effects from pandemic-related isolation and hardship. [For &quot;Montessori Education at a Distance, Part 1: A Survey of Montessori Educators' Response to a Global Pandemic,&quot; see EJ1310530.]
Investigating the Enactment of Core Teaching Practices for Multilingual Learners across Teaching Contexts: A Case Study
Author: Dubetz, Nancy
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Case Studies,Pedagogical Content Knowledge,Multilingualism,Second Language Learning,Second Language Instruction,Context Effect,Instructional Effectiveness,Preservice Teacher Education,Beginning Teachers,Academic Language,Bilingual Teachers,Spanish,English (Second Language),Portfolios (Background Materials),Graduate Study,Teacher Education Programs,Language Usage,Puerto Ricans,Teacher Attitudes,Lesson Plans

Scholarship in language education has produced a specialized knowledge base for educating multilingual learners (MLs) that encompasses what teachers should know, i.e., the knowledge of learning a new language, and what teachers should be able to do with this knowledge in the classroom, i.e., effective pedagogical practices. In this article, we argue that it is important to identify pedagogy that has been proven to be effective in educating MLs and explore ways to engage pre-service and practicing teachers in using it in the classroom. We present examples of two specific core-teaching practices derived from research in language education and explore what they look like in the enacted practice of an individual during her pre-service preparation and first four years of teaching. Findings from this longitudinal case study investigation illustrate how personal and teaching contexts inform instruction over time and can have implications for how teachers are prepared to work with MLs.
Oral Vocabulary Instruction Practices of Teachers of Nonacademic Adult English Language Learners
Author: Cochi, Carol
Date: 2020-00-00
Type: Journal Articles
Subjects: Oral Language,Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Adult Education,Teaching Methods,Case Studies,Teacher Attitudes,Language Teachers,Language Skills,Adult Students,Student Needs,Best Practices,Listening Skills,Speech Communication

The number of non-academic adults who need English as a second language (ESL) classes is ever increasing, yet little is known about the instructional practices used to teach this population of learners. The focus of this article is to describe an exploratory single case study of the instructional practices used by teachers in a nonacademic adult English as a second language (NAESL) program. Specifically, the study looked at vocabulary instruction teachers employed with beginner-level adult ESL students. The data was collected using questionnaires, classroom observations, and post-observation interviews with the teachers. The findings show that teachers used two categories of activities to teach vocabulary: oral vocabulary activities and written vocabulary activities. It is significant that not only did the participants use twice as many written vocabulary activities as oral vocabulary activities in their NAESL classrooms, but they did not identify written vocabulary activities and oral vocabulary activities as addressing different language skills. Considering the importance of listening and speaking as entry-level language skills, NAESL teachers need to become aware of the importance of the distinction between these two types of instructional activities and the need to focus more instructional time to building and strengthening listening and speaking as these basic, necessary communication skills.