ethanporcaro/eric-fulltext-meta huggingface dataset:
Emotional, Attitude and Classroom Action Research Competency Conduction of Undergraduate Students through STEM Education
Author: Poonputta, Apantee
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,STEM Education,Student Research,Action Research,Chemistry,Research Skills,Program Effectiveness,Lesson Plans,Foreign Countries,Student Attitudes

The purposes of this research were: 1) to develop lesson plans for STEM education for undergraduate students with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75, 2) to compare emotional, attitude towards research, and classroom action research competency of undergraduate students before and after implementing STEM education. The sample was one class of the teaching profession program in Chemistry. The experimental group was selected by simple random sampling. The research instrument was lesson plans for STEM education management and practical skill development, a test of research knowledge, a research skill assessment form, an observation form, and a questionnaire. The statistics used were the percentage, mean, standard deviation, and Multivariate Paired Hotelling's T-Square. The research results showed that 1) the efficiency of the STEM lesson plans for undergraduate students' processing performances was 87.12 percent, and the performance results were 74.17 percent (87.12/74.17), meeting the set criteria of 75/75, 2) students had emotional, attitude towards research and classroom action research competency conduction after implementing the lesson plans of STEM education was significantly higher than before at the .05 level of statistics.
Expected and Actual Learning Outcomes of Teacher Students Based on National Qualifications Framework for Higher Education
Author: Polyiem, Titiworada
Date: 2021-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Preservice Teachers,Teacher Qualifications,National Standards,Foreign Countries,Undergraduate Students,Knowledge Level,Thinking Skills,Interpersonal Competence

The major objectives of the research were to evaluate and compare expected and actual learning outcomes of teacher students based on National Qualifications Framework for Higher Education in Thailand. The key informants were one hundred and eighteen 1st and 2nd year of teacher students from one university in 2020. The research instrument was a questionnaire on five domains of the national qualifications framework for higher education in Thailand. The data were analyzed by a statistical procedure: percentage, mean, and standard deviation. Paired-samples t-test and content analysis were employed for the study. The research findings indicated that the overall expected learning outcomes and actual learning outcomes regarding the five domains of the national qualifications frameworks were at a high level. The expected learning outcomes and actual learning outcomes regarding the comparison of the expected learning outcomes and actual learning outcomes with the national qualifications framework were not different.
Geography and Identity: An Analysis of Geography Curricula in Turkey
Author: Kus, Zafer
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Curriculum,Identification (Psychology),Secondary School Curriculum,Citizenship,Nationalism,Educational History,Ecology,Social Influences,Global Approach,Information Technology,Religion

Although there are differences in identity construction depending on countries and periods, some courses have come to the fore in the education system in each period. In Turkey, the education system in general, and history, geography, citizenship and social studies courses, in particular, have instrumental importance in the construction of identity. When the literature is examined, it can be observed that there are many studies on history, social studies and citizenship lessons for identity construction. However, there is a limited number of studies on identity construction for the geography curricula. The main purpose of this research was to examine the secondary education geography curricula in Turkey in terms of identity and citizenship construction. The study was planned and carried out as a qualitative case study. Case studies often describe the exploration of a bounded system. In this research, the sample was limited to the 2005 and 2018 geography course curricula, and a detailed description was made by using &quot;content analysis&quot; based on the research purpose. As a result of the research, it was determined in both curricula that the national identity theme had the most expressions, and national identity was aimed to be built by presenting details about the geography of the homeland. In addition to national identity, it was determined that there were also contents related to social identity, ecological identity, universal identity, and a limited number of digital identity and religious identity themes. [Paper presented at the International Congress on Geographical Education (3rd, Sivas, Turkey, Oct 14-17, 2021).]
Critical Community Building in Teacher Education: Rethinking Classroom Management
Author: Alarcón, Jeannette D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Action Research,Classroom Techniques,Teaching Methods,Preservice Teachers,Learning Activities,Culturally Relevant Education,Equal Education,Preservice Teacher Education,Graduate Students,Interpersonal Relationship

In this article, critical community building (CCB) is posed as a promising practice for teacher education. The authors engaged in action research in order to investigate the usefulness of the tenets of CCB for shaping experiences in a classroom management course. The overarching goal was to inform a teacher educator's practices in establishing equitable learning spaces. The objectives of the investigation were twofold. First, we aimed to build trust in the learning community so that we could address controversial topics related to education, specifically in the area of classroom management. Second, we hoped that preservice teachers would take up and name CCB as part of their own pedagogical practice. Our guiding question was: When CCB is intentionally embedded in a teacher education course, how might preservice teachers' description of their understanding be used to refine CCB practices within the context of teacher education? Action research was employed so that the authors could use student data to inform teaching practices. Data sources included observations during instructional time, student work products, audio recordings of small group discussions, interview transcripts, and collaborative debrief and planning notes. The co-authors coded and analyzed data individually and collaboratively. Preservice teachers revealed that participating in activities guided by CCB principles resulted in what they described as: (a) increased meaningful interaction and interdependence, (b) instructional strategies that enhanced learning, and (c) shifts in thinking about traditional notions of classroom management.
&quot;Español, el Idioma Que Nosotros Hablamos&quot;: A Collective Case Study of Home Language Use and Literacy Practices of Mexican American Families
Author: García, Anne M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mexican Americans,Language Usage,Family Environment,Parenting Styles,Bilingualism,Bilingual Students,English Language Learners,Family Literacy,Elementary School Students,Suburban Schools,Spanish Speaking,Literacy,Identification (Psychology)

This collective case study employs both family literacy theory (Taylor, 1983) and funds of knowledge (Moll et al., 1992) to examine the ways that Mexican American parents conceptualize and practice literacy in the home with their emergent bilingual elementary-aged children. &quot;Emergent bilingual&quot; is used to reference students who are gaining English as an additional linguistic repertoire (García, 2009). Drawing from questionnaires and interviews from a suburban Midwestern U.S. community, findings demonstrate how families position and mediate their languages and literacies within their homes and communities. Such findings illuminate how emergent bilingual families create distinct spaces to shape the identity and agency of their emergent bilingual children. Such findings are now incorporated into English Language Learner and bilingual teacher preparation courses so teachers can identify, describe, and understand the multifaceted literacy capacities of their emergent bilingual families.
Educational Research in the Context of Rural Revitalization: Take Papers of CNKI Database from 2000 to 2021 as an Example
Author: An, Wei
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Rural Development,Educational Trends,Trend Analysis,Vocational Education,Rural Education,Educational Policy,Policy Formation,Faculty Development,Teacher Responsibility,Curriculum Design

For a long time, rural revitalization has been a topic of concern. After it was put forward in the form of a policy in 2017, it has further received research feedback in many fields, and the education field is no exception. This article is based on the quantitative analysis of the reports in the CNKI database, with rural revitalization as the theme of educational research from 2000 to 2021. We summarized its development trends and research priorities. We found that after 2017, there has been a surge in education research related to rural revitalization, focusing on three aspects: vocational education, teacher plight, and education construction. At present, the rural revitalization strategy is still in its infancy. Grasping the research focus in time and referring to international experience can provide a more comprehensive theoretical basis for the realization of rural revitalization, promote the flexible change of research focus, and facilitate the effective implementation of policies.
New Era, New Choice: The Implementation Path of the &quot;General-to-Vocational Student Roughly Equivalent&quot; Policy in High School Education
Author: Liu, Xuedong
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,High Schools,Educational Policy,Program Implementation,Educational Development,Human Capital,Secondary Education

The &quot;General-to-Vocational Student Roughly Equivalent&quot; policy is an integral part of the top-level design of China's vocational education. The paper analyzed the value of the policy from a multidisciplinary perspective and reviewed its development path. According to the statistical analysis of the &quot;General-to-Vocational Student Ratio (GVR)&quot; data from 2009 to 2018, it can be seen that the policy has been implemented well. Still, the GVR has a trend of further expansion. Therefore, to ensure the effective implementation of this policy, relevant policy recommendations are put forward from stakeholders such as the government, secondary vocational schools, and parents of students.
XR-TECAN Teaching Model for Chinese Traditional Art Education
Author: Gao, Min
Date: 2021-00-00
Type: Journal Articles
Subjects: Art Education,Asian Culture,Computer Simulation,Teaching Methods,Computer Software,Information Technology,Foreign Countries,Instructional Effectiveness,Comparative Analysis

Chinese traditional art education plays a unique role in transmitting traditional culture and in developing social civilization but is limited by the monotony of the teaching model structure, its inflexibility in learning time and space, constraints in the teaching scale, and lack of immersive experience. This article discusses the application of extended reality (XR) technology to the seven links of Chinese traditional art education, namely introduction, evaluation, analysis, practice, adjustment, appraisal and research, initiating a new human-machine interactive virtual reality teaching model, known as the XR-TECAN teaching model for Chinese traditional art education. This new teaching model covers basic technology, the equipment environment, content resources, application implementation and the digital cloud. Compared with the old apprenticeship model in traditional art education, the XR-TECAN teaching model is a breakthrough that allows learners to freely switch between virtual reality and the real world in a deeply immersive experience that improves education efficacy.
A Disruptive Innovation Perspective on Students&apos; Opinions of Online Assessment
Author: Flavin, Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Evaluation,Foreign Countries,Leadership Training,Innovation,College Students,Technology Uses in Education,Portfolio Assessment,Electronic Publishing

This article analyses students' thoughts and feelings about online assessment. This article uses Disruptive Innovation theory as a lens through which to analyse students' responses to online assessment, in a case study of a Leadership course. The sources of data for this article comprise annual course evaluation surveys, a one-off assessment survey and a focus group. Qualitative content analysis with a directed approach is used to analyse the data. The results show students are capable of undertaking a range of online assessments but are, in general, reluctant to utilise the innovative possibilities of different forms of online assessment. This article adds to our understanding of online assessment by placing it within a distinct theoretical framework, offering explanations for why students may not be seeking-out innovative forms of assessment.
Preservice Teachers&apos; Commitment to Teaching and the Likelihood of Retention in the Profession
Author: Elstad, Eyvind
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Teacher Motivation,Teacher Persistence,Theory Practice Relationship,Preservice Teacher Education,Faculty Mobility,Intention,Teaching (Occupation)

Teacher education for primary and lower secondary school has received harsh criticism in many countries, also in Denmark. Teacher education programmes experience high dropout rates and has low appeal to potential students. The purpose of this study is to explore how preservice teachers' perceptions of campus experiences and field experiences are related to their prospective commitment to become a teacher as well as to their turnover intention. This focus is important because research indicates that prospective commitment to a profession is an important factor in sustaining good professional practices among preservice teachers as well as in preventing early exit from the programme. Structural equation modelling was used for the data analysis in this study. A survey was carried out with 1,435 participating Danish preservice teachers at four different campuses. The preservice teachers were asked to voluntarily complete a paper-based questionnaire after they had completed at least one teacher practice period. The analysis indicated that perceived relevance of subject didactics teaching and theory--practice interactions in the school-based section of teacher training are the most important elements in explaining both the prospective commitment of preservice teachers to their future profession as teachers and their turnover intention.
The Use of Computed Tomography as a Teaching Resource for the Teaching of Structural Concrete in the Degree of Civil Engineering
Author: González, Dorys C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Civil Engineering,Engineering Education,Computer Uses in Education,Structural Elements (Construction),College Instruction,Undergraduate Students,Visual Aids,Instructional Effectiveness,Foreign Countries

This paper shows a teaching experience related to the use of computed tomography in the teaching of concrete for undergraduate students of the civil engineering degree. This experience reveals that computed tomography is a powerful tool to facilitate the understanding of all those aspects related to the microstructure of concrete, thus facilitating comprehension of the correlation between the microstructure and its macroscopic response. In addition, students showed a greater motivation and interest in the subject, which promotes better academic learning. A pilot test was carried out to evaluate the viability of these practices and to analyze the teaching impact of this activity. The results show that students were very interested in the use of new technologies in teaching and, more particularly, in the use of computed tomography. The students satisfactorily received the project. A greater motivation of the students in the subject was also observed, which resulted in better grades when compared with those of previous courses. The results reveal that the average grade of the students rose by around 8%, and a higher percentage of students achieved higher scores when compared to the previous five years.
Factors Impacting Positive School-Home Communication: A Multiple Case Study of Family-School Partnership Practices in Eight Elementary Schools in Hawai&apos;i
Author: Chappel, Jacquelyn
Date: 2021-00-00
Type: Journal Articles
Subjects: Family School Relationship,Elementary Schools,Partnerships in Education,Parent Attitudes,Low Income Groups,Socioeconomic Status,Context Effect,Outreach Programs,Communication Strategies,Synchronous Communication,Computer Mediated Communication

Studies show that effective partnerships between schools and families improve students' academic outcomes. Schools often struggle to implement effective strategies with low-income families, however. This multiple case study examines family-school partnership activities at eight demographically diverse schools in the state of Hawai'i and examines successful family outreach strategies that cut across socioeconomic status. Drawing from interview transcripts, which were selectively coded, the study identified successful modes of communication as identified by participants. Overall, participants reported that personalized, informal, and face-to-face communications were the most effective modes of communication. These findings have implications for K-12 teachers' online communication with families.
How Kindergarten Teachers Assess Their Own Professional Competencies
Author: Pupíková, Eva
Date: 2021-00-00
Type: Journal Articles
Subjects: Kindergarten,Preschool Teachers,Self Evaluation (Individuals),Teacher Competencies,Faculty Development,Educational Needs,Foreign Countries

One of the requirements of Education 4.0 is that students and practitioners should be involved in the creation of the content of study plans. Therefore, in the present research we focused on identifying the further educational needs of kindergarten teachers. Teachers' educational needs were divided into four dimensions: 'content knowledge', 'diagnostic knowledge', 'didactical knowledge', and 'classroom management knowledge'. In parallel, we discovered how teachers assess the level of their own teaching competencies. Based on the obtained data, we identified that teachers have the greatest need for further education in the dimension of 'diagnostic knowledge' and that the need for their further education in this dimension did not depend on the length of practice. In the other three dimensions, a declining trend in teachers' educational needs has been recorded with an increasing length of practice, declining significantly in three of the four dimensions examined. The study points to the need to create in-service courses for kindergarten teachers to deepen their 'diagnostic knowledge' and thus ensure the sustainability of the quality of pre-school education for children. Teachers' self-assessment of their own teaching competencies corresponds to their educational needs, which supports the relevance of the findings on the further educational needs of kindergarten teachers. This study aimed to obtain relevant data on which the improvement of the higher education of future kindergarten teachers might be based. At the same time, this would allow the analysis and tailoring of the content of professional development courses to the needs of in-service kindergarten teachers.
Examining the Effects of HOME WORKS! The Teacher Home Visit Program on Student Academic Outcomes
Author: Scher, Lauren
Date: 2021-00-00
Type: Journal Articles
Subjects: Home Visits,Program Effectiveness,Public Schools,Family School Relationship,Public School Teachers,Elementary School Teachers,Elementary School Students,Primary Education,Reading Achievement,Attendance,Discipline,Urban Schools

HOME WORKS! The Teacher Home Visit Program (HOME WORKS!) aims to bridge the gap between school and home, build relationships, reverse distrust, and foster partnerships between teachers and families to improve success at school. This evaluation used a blocked, cluster randomized controlled trial (RCT) design to examine the effects of the HOME WORKS! intervention on student academic outcomes. The version of the home visiting model examined in this study includes two home visits per student per year and two family dinners (at school) per school per year. It was implemented through a partnership between a not-for-profit and participating school districts. Concentric Research &amp; Evaluation, and its partner, Synergy Enterprises Inc., assessed the impact of HOME WORKS! in 11 schools in St. Louis Public Schools (Missouri) during the 2017-18 school year. Study findings revealed that teachers implementing HOME WORKS! reported creating strong connections with families, but also experienced challenges in implementing the program with fidelity. More than 80% of participating teachers reported that their first home visit enabled them to improve their relationship with the student's family. They also mentioned other perceived benefits, including a better understanding of academic challenges, the ability to discuss student growth and progress, and beneficial discussions about student behaviors. At the end of the year, students in HOME WORKS! and comparison classrooms did not differ significantly on academic outcomes and behaviors as measured by available school administrative records data.
Parents&apos; Perceptions of a K-3 Formative Assessment
Author: Gillanders, Cristina
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Primary Education,Formative Evaluation,Student Evaluation,Access to Information,Information Dissemination,School Readiness,Public Schools,Individual Characteristics,Evaluation Methods,Child Behavior,Academic Achievement,Family School Relationship,Interpersonal Communication,Spanish Speaking,Elementary School Students

From a sociocultural perspective to assessment, this study investigated parents' beliefs about formative assessment. When North Carolina (NC) received an Early Learning Challenge Grant, its Department of Public Instruction was funded to develop a kindergarten entry assessment. The department proposed the development of a kindergarten to third grade assessment that was formative in nature and could be conducted in the context of teaching and learning. Formative assessment is an alternative to large-scale assessment providing a broader picture of children's learning and effectively informing teachers' future instructional process. The present study explored parents' general beliefs about formative assessment and parents' attitudes toward strategies for obtaining family information relevant to this assessment. A total of 152 parents of children attending kindergarten to third grade in eight NC school districts participated in focus groups. Results revealed parents desired to receive more information about their children's learning, behavior, and interests so they could support their children at home. Parents also emphasized the importance of the form in which information about their child is conveyed. Finally, parents demonstrated their willingness to provide information about their child's development and learning at home and to be co-interpreters of the child's participation in school. Findings underscored the critical importance of parents' contributions to understanding children's transformation in school and that assessments that are co-designed and co-interpreted with parents can provide evidence that can deliver meaningful improvement to educational practice.