ethanporcaro/eric-fulltext-meta huggingface dataset:
Gamifying the 9 Events of Instruction with Different Interactive Response Systems: The Views of Social Sciences Teacher Candidates
Author: Çetin, Ekmel
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Educational Games,Preservice Teachers,Preservice Teacher Education,Social Sciences,Game Based Learning,Foreign Countries,Student Motivation,Program Effectiveness,Teaching Methods,Feedback (Response)

Gagne's theory posits that learning is achieved through interaction of various internal and external factors. If so, the use of supportive technology to provide these factors' interaction may increase expected performance, especially in theoretical courses, and place learning at a higher level. As supportive technology, gamification-based computer or mobile applications can be used in Gagne's nine instructional steps. Therefore, 23 teacher candidates in the Department of Social Sciences Education evaluated the use of gamification-based interactive response system (IRS) tools with the scope of Gagne's learning theory. For 3 weeks, teacher candidates were taught how to use Kahoot, Plickers, Socrative, Quizlet, and FlipQuiz tools in question-answer activities. Teacher candidates prepared materials or questions about predetermined topics for the IRS tools, and then chosen teacher candidates demonstrated to others how to use each tool. According to findings, Kahoot and Plickers can best be used in &quot;gaining attention,&quot; &quot;assessing performance,&quot; and &quot;enhancing retention and transfer,&quot; Socrative and Quizlet in &quot;gaining attention&quot; and &quot;presenting the content&quot; and FlipQuiz in &quot;gaining attention,&quot; &quot;providing learning guidance,&quot; and &quot;assessing performance.&quot; Also, teacher candidates determined some limitations of each tool. Finally, results were discussed and some recommendations for future research were stated at the end of the study.
Interaction Analysis of FAIMER Mentor-Learner Web Online Collaborative Learning Session
Author: Z., Zayapragassarazan
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Discussion Groups,Computer Mediated Communication,Interaction,Cues,Thinking Skills,Metacognition,Medical School Faculty,Electronic Learning,Faculty Development

This report presents the compilation of interaction analysis of a month long online discussion that supplemented regular FAIMER fellowship programme for health professional teachers. Online discussion forums are considered as an effective means and if conducted using appropriate protocols and activities will help learners to share and gain knowledge from each other. Research on interaction analysis stresses the need for proper protocols to evaluate online discussion for meaningful learning. For preparing this report Henri's (1992) model for interaction analysis of computer-mediated communication was used for the qualitative analysis of electronic discourse that held as part of FAIMER programme among the 2015 and 2016 FAIMER fellows. The key domains examined for reporting are electronic interaction, social cues, cognitive skills and depth of information processing and metacognitive skills and knowledge. Transcript of interaction analysis of 454 mails posted for the entire month revealed most of the interactions were linear and some are of branching type. The social cues used during this computer mediated communication gave recognition to the moderators. Around 60% of participants' information were at the surface level, 25% were at an in-depth level of information processing, and nearly 15% were of both surface and deep information processing. The metacognitive activities identified by Henri, such as planning, self-awareness, and evaluation were also witnessed in this online discussion making the discussion forum learner-centered. The outcomes of this maiden attempt on the interaction analysis supports the assumption of online discussion forums as an important component of online courses, and the need for usable protocols for analyzing the effectiveness of online discussions as a form of computer-mediated communication. Thus, the FAIMER online discussion forum that was created for collaborative learning on the topic &quot;Giving Feedback&quot; fulfils the criteria proposed in Henri's protocol for evaluating meaningful collaborative learning through online discussions. Online discussions if conducted following appropriate protocols will have greatest potential on the impact of learning and can serve as easy and effective means of capacity building of health professional educators.
The Empire Strikes Back: State Takeover and Education in Michigan
Author: Steel, Manon
Date: 2020-00-00
Type: Journal Articles
Subjects: School Districts,Educational Improvement,State Legislation,Educational Legislation,Public Schools,Urban Schools,Educational Finance,School District Wealth,Academic Achievement,Educational Policy

State takeover has become a consistent policy prescription for school districts who become financially insolvent and/or have low academic achievement. A look at the state of Michigan's state takeover laws and the case study of Detroit Public Schools (DPS) demonstrates the negative consequences and nuances of the policy to improve academic achievement and promote fiscal health. In Michigan, the takeover of school districts has had generally negative results in improving district fiscal health, test scores, or gaining the support of the community.
Equity Gaps for Students with Disabilities
Author: Pak, Katie
Date: 2020-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Inclusion,Equal Education,Individualized Instruction,Racial Differences,Ethnicity,Social Class,Social Bias,At Risk Students

When exploring the achievement of students with disabilities (SWDs) in today's educational context of standards-based reform, scholars typically debate the merits and disadvantages of including SWDs in general education classrooms. Yet these debates in the fields of special education, policy implementation, and standards-based reform are largely silent on the inequitable issues of implicit biases (both systemic and individual) against SWDs who also identify as low-income students of color, particularly in urban classrooms, and how these biases may mitigate the effects of inclusion and differentiation. In this commentary, we contribute to these debates by arguing for an equity-oriented reconceptualization of inclusive and differentiation practices in standards-based classrooms.
What Are Leaders of Tech Programs for Black Students Willing to Sacrifice for Money?
Author: Brown, Sia Elle
Date: 2020-00-00
Type: Journal Articles
Subjects: African American Students,Summer Programs,Technology Education,Student Behavior,Administrators,Donors,Personal Autonomy,Self Management,Learner Engagement,Racial Bias,Expectation

A lead instructional coach at a social justice-oriented summer tech program for students of color reflects on feedback she received from other members of the organization's leadership. Students were admonished for using phones, wearing headphones, taking breaks, and choosing when to participate in activities. Leaders of the organization wanted to inhibit students from engaging in behaviors that might prevent donors from continuing to support the program. The author offers reflections on the experience and believes that preparing students for tech fields involves promoting autonomy and self-management. She also believes that donors should be better prepared to enter tech classes.
What&apos;s Going Right? Language Play and Bilingual Identities in a Predominantly African American Dual-Language Classroom
Author: Cross, Nina
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 2,Bilingual Students,Bilingual Education,Spanish,English,Identification (Psychology),Language Usage,African American Students,Interaction,Second Language Learning,Racial Factors,Teaching Methods

This paper examines two language practices of students in a predominantly African American bilingual second grade class: language play and identity formation. Prevalent notions about legitimate language knowledge are visible in the school's curriculum, language goals, and assessment requirements. Additionally, discussions about bilingual classrooms (and especially of African American students) are often framed by a deficit outlook: what the learners, teachers, or schools are &quot;not&quot; achieving. When one takes a closer look inside a bilingual Spanish-English class a different picture emerges. An ethnographic study and analysis of classroom interactions and personal interviews are employed to argue that what students &quot;actually do&quot; with Spanish points to the need for an expanded conception of language knowledge in this school and beyond.
On the Power of the Collective in Community-Based Educational Research
Author: Thakurta, Ankhi
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Research,School Community Relationship,Universities,Intergenerational Programs,Literacy,Cooperation,Doctoral Students,College Faculty,Community Leaders,Group Dynamics

What is the power of the collective, and how is it practically leveraged in the context of community-based educational research? In this article, members of the STA Community Research Partnership, a literacy focused project that has linked diverse racial, ethnic, cultural, and linguistic communities with university researchers for nearly a decade, reflect on these questions. The multiple authors draw upon their identities, experiences, and perspectives as doctoral students, literacy professors, and community based leaders to mine the complexities of participating in an intergenerational collaborative dedicated to the exploration of issues related to educational equity and access. Anchored by critical literacy perspectives and democratic approaches to knowledge production, they ultimately argue that it is within the tensions and foreclosures of holding space for a plurality of perspectives that it is possible to locate the richest advantages--and, indeed, the power--of the collective in educational research and praxis.
School-Community Collaboration: An Approach for Integrating and Democratizing Knowledge
Author: Hausburg, Taylor
Date: 2020-00-00
Type: Journal Articles
Subjects: School Community Relationship,Learning,Partnerships in Education,Foreign Countries,Secondary Schools,Single Sex Schools,Curriculum Development

In this article, I weave practice and theory into a framework for distinguishing between school-community &quot;engagement&quot; and school-community &quot;collaboration,&quot; by considering if and how each approach integrates school- and community-based knowledge. I argue that, while school-community engagement efforts build students' knowledge &quot;of&quot; or &quot;for&quot; their communities, school-community collaboration happens when students co-construct knowledge &quot;with&quot; their communities. Drawing from my own experience as an educator and the academic literature describing school-community partnerships, I offer a brief sketch of each of these three approaches to knowledge-building, in order to spark conversation around the question: How might schools and teachers create more opportunities that transcend school-community engagement and represent true collaboration?
Student Demographics and Experiences of Deeper Life Interactions within Residential Learning Communities
Author: Sriram, Rishi
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Characteristics,Student Experience,Residential Programs,Living Learning Centers,Interpersonal Competence,Peer Relationship,Teacher Student Relationship,Minority Group Students,First Generation College Students,Undergraduate Students,Student Satisfaction,Academic Achievement,Racial Differences,Student Personnel Workers,Interaction,Adjustment (to Environment),College Freshmen

In this article, we discuss the influence of demographic characteristics upon students' deeper life interactions with peers, faculty, and staff within the context of residential learning communities. When examining student demographic characteristics, we found that Students of Color and first-generation students have lower satisfaction with deeper life interactions with peers, but sophomores, juniors, or seniors had higher satisfaction with deeper life interactions with peers. Students did not differ on their deeper life interactions with faculty based on students' demographic characteristics. We discuss further the implications of the findings for student engagement and academic success across diverse populations and offer recommendations for maximizing the positive impact of residential learning communities on efforts to promote inclusive excellence. The article concludes with a series of recommendations for current practice and future research focused specifically on how different types of student interactions with different groups influence student outcomes.
Methodological Challenges for the Qualitative Researcher: The Use of a Conceptual Framework within a Qualitative Case Study
Author: Gregory, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Qualitative Research,Case Studies,Research Problems,Research Methodology,Models,Foreign Countries,Postsecondary Education,Student Experience

This article presents the MERITS Plus model, a conceptual framework developed during qualitative research into the process of academic transition and the impact of educational choices upon learner identity. The article considers some of the methodological challenges faced by qualitative researchers, and how effective the use of a conceptual framework might be in addressing these issues. The MERITS Plus model was developed and modified through two pilot studies and a piece of major fieldwork, the Learner, Identity and Transition Project (LITP), a qualitative case study conducted in a college of further education in England. Empirical data were collected through semi-structured narrative interviews with 24 learners studying either an A level or a BTEC programme, and from a focus group with teaching staff. The MERITS Plus model is a multilayered approach, comprising, first, a six-element framework (Motivations, Expectations, Reality, Identity, Transition, and Stories and Synthesis) used to analyse the data, and, second, the use of Bourdieu's thinking tools to examine the complexities raised by the data. By combining these approaches, the study was able to present narratives directly by using the MERITS Plus model to create eight composite learner profiles drawn from the data to illustrate the range of different learner types found within one educational setting. Thus, the model is presented as a method of preserving the integrity of participant voice collected via qualitative methods, while allowing a systematic analysis of narratives both as individual stories and as products of particular social contexts.
Powerful Knowledge, Myth or Reality? Four Necessary Conditions if Knowledge Is to Be Associated with Power and Social Justice
Author: Alderson, Priscilla
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Power Structure,Learning,Realism,Social Environment,Cultural Context

Can knowledge be powerful and, if so, what forms do knowledge and power take? The view of some social realist curriculum theorists that power exists in academic theories although not in everyday understanding is questioned. Power is taken to exist through social positions, and to involve control over resources, decisions and change. Critical realist analysis suggests that four conditions are necessary if knowledge is to be associated with power: the known, the knowers, the social contexts and the practical application of knowledge. Questions are considered about how today's schools can promote learning and social justice.
Living in the Explore House: A Major and Career Exploration-Focused Residential Learning Community for Undecided Students
Author: Sommers, Jayne K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Career Exploration,Majors (Students),Residential Programs,Living Learning Centers,Dormitories,Student Personnel Services,Outcomes of Education,College Freshmen,Program Implementation,Program Effectiveness,Anxiety

Scholarship on students who enter college without a declared major indicates that this population of students faces unique challenges (Anderson, 1985; Beal &amp; Noel, 1980; Lewallen, 1993), but also may be more likely to persist to graduation and earn higher grades than those who enter college with a declared major (Lewallen, 1995). Based on undecided students' needs for academic, career, and personal resources (Zarvell &amp; Rigby, 1994), this article describes the implementation of a residential learning community (RLC) focused specifically on providing undecided students with in-hall programming and services related to academic major and career exploration, and provides implications for future implementation.
Pedagogical Knowledge in English Language Teaching: A Lifelong-Learning, Complex-System Perspective
Author: Dadvand, Babak
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),English Teachers,Second Language Instruction,Pedagogical Content Knowledge,Lifelong Learning,Experienced Teachers,Teacher Educators,Foreign Countries

Pedagogical knowledge has been the subject of theoretical and empirical studies. However, no research has so far integrated the existing scholarship with data to develop and validate a framework for pedagogical knowledge in English language teaching informed by lifelong-learning, complex-system perspectives. In the absence of such research, we used a mixed method research design through a systematic review of the literature, semi-structured interviews with experienced teachers (N=10) and teacher educators (N=10), as well as a survey of 336 practising teachers in Iran to: (1) develop a framework for pedagogical knowledge; and (2) validate this framework by designing a self-assessment questionnaire for pedagogical knowledge. Our analyses yielded a nine-component model that included: knowledge of subject matter; knowledge of teaching; knowledge of students; knowledge of classroom management; knowledge of educational context; knowledge of democracy, equity and diversity; knowledge of tests/exams; knowledge of learning; and knowledge of (professional) self. Within this nine-factor framework, each component of pedagogical knowledge consists of a number of subcomponents. The proposed framework highlights the multidimensionality and complexity of pedagogical knowledge, and the mutually constitutive relationships among different knowledge domains.
An Enhanced Approach to Living and Learning Together at IUP: Living-Learning Community Certificate Programs
Author: Fair, Justin
Date: 2020-00-00
Type: Journal Articles
Subjects: Living Learning Centers,College Curriculum,Integrated Curriculum,Residential Programs,School Holding Power,College Students,Group Membership,Interpersonal Relationship,Educational Benefits,Pilot Projects,Learner Engagement,Student Personnel Workers,Educational Environment,Program Implementation

This article details the development of Living-Learning Community Certificate Programs (LLC-CPs) at Indiana University of Pennsylvania (IUP). Based on the Best Practices Model for living-learning programs proposed by Inkelas et al. (2018), LLC-CPs will engage cohorts of students in a four-semester sequence of intentionally integrated courses and assignments, organized around development of &quot;essential skills and practices&quot; enhanced by participation in required residential co-curricular experiences. We expect that LLC-CPs will result in both a sense of student belonging and purpose leading to greater retention and persistence as well as a mid-college credential noted on their transcript, providing students an early sense of academic accomplishment and an advantage when seeking future internships, graduate study, or employment opportunities. This article outlines two example LLC-CPs, explores the anticipated benefits of LLC-CPs to students, faculty/staff, and institutions, and offers suggestions for program implementation.
Students Solve Mathematics Word Problems in Animated Cartoons
Author: Günbas, Nilgün
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Word Problems (Mathematics),Problem Solving,Animation,Cartoons,Grade 4,Elementary School Mathematics,Teaching Methods,Educational Technology,Technology Uses in Education,Instructional Effectiveness,Foreign Countries

This study aimed to explore if there are any differences in word problem solving skills of fourth grade students using animated-cartoon story vs. text-only story vs. non-story. For this purpose, word problems-embedded animated cartoon stories were created on computers and the same stories were written in text format on paper. The word problems used in these stories were presented without stories. In an experimental design, a total of 76 fourth graders (38 girls, 38 boys) solved mathematics word problems in a pretest and then in one of three conditions: Animated-cartoon story (n =24), text-only story (n =26), and non-story (n =26). Upon completion of the experiment, students solved mathematics word problems in a posttest. A one-way ANOVA was conducted to reveal the differences between groups' gain scores from pretest to posttest. Results showed a significant improvement and difference for animated-cartoon story group only. This study implies that animated cartoons, when designed as mathematical stories based on anchored instruction framework can support and upgrade students' mathematics problem-solving performances.
Analysis of ICT Competencies among Distance Learning Students in Selected Study Centres of the National Open University of Nigeria
Author: Amini, Clifford M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Educational Technology,Technology Uses in Education,Distance Education,College Students,Knowledge Level,Gender Differences,Competence,Open Universities,Academic Degrees

This research evaluated the ICT competencies of distance learning students of the National Open University of Nigeria (NOUN), as a pre-requisite for their effectiveness in a computer-based learning environment. 186 students (66 males and 120 females) responded to the questionnaire -- Learners' Competency in the use of ICT (LC in CT) -- which was adopted from the UNESCO Competency Standard (2008). Results showed that distance learning students of the National Open University of Nigeria revealed competencies in the use of ICT to deepen knowledge. However, only a few can use technology and ICT to create knowledge. This is despite many of the students showing a high level of literacy in computers and technology. Further, the results showed that students' qualification influences their competency in ICT, but their gender never affects ICT competency. The research recommends the strengthening of the General Studies (GST) course in computers and technology.