ethanporcaro/eric-fulltext-meta huggingface dataset:
Emphasizing the "Literacy" in "Scientific Literacy": A Concise Blueprint for Integrating Writing into Biology Classes
Author: Yule, Jeffrey V.
Date: 2010-12-00
Type: Journal Articles
Subjects: Writing Evaluation,Writing Tests,Course Content,Biology,Scientific Literacy,Writing Skills,Learner Engagement,Interpersonal Communication,Teaching Methods,Science Instruction,Science Education,Educational Strategies

Effectively integrating writing into biology classes gives students the opportunity to develop a better understanding of and engagement with course content. Yet many instructors remain reluctant to emphasize writing. Some are concerned about the time commitment writing assessment requires. Others shy away from emphasizing writing in their classes because they have limited experience doing so and no training in responding to student writing. Here, drawing on both research and direct experience, we address those concerns, providing a justification and concise blueprint for integrating writing into biology classes in such a way as to maximize the benefits to students and minimize faculty effort. As a starting point, we suggest that faculty approach student writing as attempts at communication rather than as texts in need of proofreading. Building on that starting point, we introduce the main classroom practices, assignments, and pedagogical considerations that have yielded benefits, including drafting and revision techniques, rubrics, sample questions, a prioritization scheme for responding to student writing, and time-management tips for faculty. Instructors can use these strategies singly or in combination to add a more significant writing component to their classes. (Contains 1 table and 1 figure.)
Clarity in Teaching and Active Learning in Undergraduate Microbiology Course for Non-Majors
Author: Marbach-Ad, Gili
Date: 2010-12-00
Type: Journal Articles
Subjects: Feedback (Response),Nonmajors,Education Majors,Microbiology,Science Teachers,Lecture Method,Investigations,College Science,Science Education,Experiential Learning,Longitudinal Studies,Elementary Schools,Middle Schools,Surveys,Teaching Methods

We investigated a pedagogical innovation in an undergraduate microbiology course (Microbes and Society) for non-majors and education majors. The goals of the curriculum and pedagogical transformation were to promote active learning and concentrate on clarity in teaching. This course was part of a longitudinal project (Project Nexus) which prepares, supports and sustains upper elementary and middle level specialist science teachers. We sought to understand the impact of the course in terms of students' content understanding and in terms of students' feedback to the course. To determine students' content understanding we used a pre-post content survey. To document the use of teaching innovative approaches in the class we interviewed all participants, including the lecture and the lab instructors and their students, to get their perspectives. Also, all lecture classes and laboratory sessions were videotaped and observed by three university science educators. Our findings suggested that the instructor taught in the way that he planned. Positively, while the course placed an emphasis on modeling good pedagogy and promoting teaching science as a career option, significant gain in science content was achieved by the students. (Contains 1 table and 3 figures.)
The Experimental Design Ability Test (EDAT)
Author: Sirum, Karen
Date: 2011-05-00
Type: Journal Articles
Subjects: Research Design,Thinking Skills,Tests,College Students,Nonmajors,Student Evaluation,Biology,Introductory Courses,College Science,Pretests Posttests,Student Improvement

Higher education goals include helping students develop evidence based reasoning skills; therefore, scientific thinking skills such as those required to understand the design of a basic experiment are important. The Experimental Design Ability Test (EDAT) measures students' understanding of the criteria for good experimental design through their open-ended response to a prompt grounded in an everyday life science problem. Using a straightforward scoring rubric to analyze student responses, the EDAT provides for consistent and rapid evaluation. Minimal student and classroom time is required to administer the EDAT and it can be used in a pre-/posttest format to measure gains. Significantly, the EDAT is content and terminology independent, and requires minimal quantitative skills. Our findings indicate that the EDAT is sensitive to improvements in experimental design ability, as only students in our sample who participated in a redesigned introductory biology course that included explicit instruction and experiences using the scientific method, made significant gains in their experimental design ability. (Contains 4 tables and 5 figures.)
Thinking of a Change: Health Education for the 2020 Generation
Author: Lohrmann, David K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Comprehensive School Health Education,Media Literacy,Cognitive Psychology,Human Resources,Educational Innovation,Neurolinguistics,Advertising,Biochemistry,Video Games,Student Characteristics,Student Needs,Business,Educational Change,Standards

In his March 2011 AAHE Scholar presentation, the author suggested several possible innovations in school health education that, if initiated, may better meet the needs and interests of two youngest generations--Millenials and 2020s. In this article, the author assesses the status of health education in schools, enumerates the characteristics of the youngest generations of learners, and explores ideas scanned from eclectic fields such as the cognitive psychology; neuro-linguistics, brain chemistry and advertising; media literacy; business human resources; and video gaming. He also discusses some possibilities for changing school health education in order to better meet the needs of the 2020 generation. (Contains 4 figures.)
A Needs Assessment to Develop Community Partnerships: Initial Steps Working with a Major Agricultural Community
Author: Walker, Ashley
Date: 2011-00-00
Type: Journal Articles
Subjects: Health Education,Needs Assessment,Focus Groups,Quality of Life,Partnerships in Education,Rural Areas,Counties,Internet,Surveys,Barriers,Delivery Systems,Agriculture,Community Needs,Public Agencies

Background: &quot;Healthy People 2010&quot; identified community partnership as one of the most effective strategies in eliminating health disparities and considered it a critical element in improving an individual's quality of life. To be effective at engaging communities in partnerships, an initial community based needs assessment is recommended. Purpose: The purpose of this project was to use a community assessment to establish if there is a need for community partnerships in a rural Northern Colorado county. Methods: A mixed-methods design using an online survey and focus groups was used to collect data. Results: The analysis of the online survey indicated strong support for community partnerships and analysis of focus group transcriptions found both barriers and solutions to human service delivery. Discussion: Survey responses indicated a perception of support, involvement, and interest in community partnerships; however, focus groups revealed that although some partnerships do exist, significant improvement is needed to better serve disparate populations. Translation to Health Education Practice: Future health educators must be equipped with the strategies to effectively address disparate populations and incorporate community partnerships within their agencies once they graduate and enter into employment. (Contains 1 table.)
Influences of Constructivist-Oriented Nutrition Education on Urban Middle School Students' Nutrition Knowledge, Self-Efficacy, and Behaviors
Author: McCaughtry, Nate
Date: 2011-00-00
Type: Journal Articles
Subjects: Middle School Students,Constructivism (Learning),Control Groups,Research Design,Obesity,Middle Schools,Intervention,Health Education,Elementary Secondary Education,Self Efficacy,Nutrition Instruction,Urban Schools,Behavior Change,Food,Eating Habits

Background: Health professionals are looking to nutrition-based youth health interventions in K-12 schools to combat the growing obesity crisis; however, none have explored the influences of interventions guided by constructivist learning theory. Purpose: This study examined the influences of a constructivist-oriented nutrition education program on urban middle school students' nutrition knowledge, self-efficacy and behaviors. Methods: A quasi experimental design examined changes in middle schools students' (N = 1,476) nutrition knowledge, self-efficacy and behaviors, relative to a control group (N = 656), in response to a 6-lesson nutrition education intervention. Results: For dietary knowledge and self-efficacy, there were significant group and time main effects and group x time interactions. In addition, there were significant group and time main effects and a group x time interaction for the dietary behaviors related to consuming fruits, vegetables, meats and "other" food groups, but not dairy or grains. Discussion: The constructivist-oriented professional development, curriculum and instruction yielded significant changes in middle schools students' nutrition knowledge, self-efficacy and behaviors. Translation to Health Education Practice: Given the efficacy of the intervention curriculum and instruction, K-12 teachers are encouraged to implement similar high quality, theoretically grounded efforts. However, recommendations are made that additional focus be given to key items that proved resistant to change. (Contains 5 tables.)
The Development of an Instrument to Assess Advocacy Intentions for School Health Education
Author: Chaney, Beth
Date: 2011-00-00
Type: Journal Articles
Subjects: College Students,Health Education,Psychological Testing,Hygiene,Factor Analysis,Public Education,Advocacy,Measures (Individuals),Intention,Educational Quality,Goodness of Fit,Instructional Effectiveness

Background: An overlooked group for school health education advocacy training is college students enrolled in personal health courses. They will be investors and stakeholders in the quality of public education, and the health and academic success of students. Purpose: In this article we present the process used to develop a theory-based instrument that can help to assess changes in intentions to advocate for school health education after exposure to an advocacy training intervention conducted with college students enrolled in personal health courses. The instrument constructs were developed based on Theory of Planned Behavior (TPB). Methods: Researchers used a comprehensive instrument design framework, involving the Standards for Educational and Psychological Testing and four stages of pretesting to develop and test the instrument items. A confirmatory factor analysis (CFA) was used to test the relationship among ordinal items in the Likert-type instrument and the constructs in TPB, which the items were developed to measure. Results: Fit indices for the structural model indicated that the proposed model provided a satisfactory fit for the data. Therefore, the final instrument consists of 53 items, measuring intentions of students to engage in school health education advocacy, as a result of implementing an advocacy-training lesson. Discussion: This study resulted in an instrument to measure the effectiveness of an advocacy-training lesson for college students that produces valid and reliable scores. Translation to Health Education Practice: The instrument development processes can be replicated by practitioners when creating surveys to administer in their respective populations. (Contains 1 table and 2 figures.)
Use of Family History Information for Neural Tube Defect Prevention: Integration into State-Based Recurrence Prevention Programs
Author: Green, Ridgely Fisk
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Support Groups,Health Education,Family (Sociological Unit),Prevention,Family Programs,Pregnancy,Risk,Congenital Impairments,Nutrition,Health Personnel,Interviews,Health Behavior,Health Materials

A family history of neural tube defects (NTDs) can increase the risk of a pregnancy affected by an NTD. Periconceptional folic acid use decreases this risk. Purpose: Our objective was to determine whether second-degree relatives of NTD-affected children showed differences in folic acid use compared with the general population and to provide them with folic acid education. Methods: Michigan and Colorado health workers contacted families with a previous pregnancy or child affected by an NTD, identified through NTD recurrence prevention programs. Families were interviewed to identify the number of second-degree relatives of child-bearing age. Families mailed surveys to these relatives, who returned them to the state health departments. The survey assessed folic acid use, views on having an affected child, and reproductive planning. Folic acid education materials were sent to relatives who provided contact information. Results: Folic acid supplement use among relatives was similar to that of the general population, despite elevated risk perceptions. Discussion: Both state health departments plan to increase efforts to contact affected families and their relatives through partnerships with family support groups. Translation to Health Education Practice: Including outreach to second-degree relatives in NTD recurrence prevention programs could increase the impact of these programs. (Contains 3 tables and 1 figure.)
Autism Spectrum Disorders: A Review of the Literature for Health Educators
Author: Johnson, Maureen K.
Date: 2011-00-00
Type: Information Analyses
Subjects: Health Education,Autism,Public Health,Pervasive Developmental Disorders,Disabilities,Incidence,Etiology,Symptoms (Individual Disorders),Diagnostic Tests,Disability Identification,Children,Teachers

According to "Healthy People 2020," one population confronted with health disparities is that of individuals living with disabilities. Among these individuals are children living with autism spectrum disorders (ASDs). Increasing numbers of children in the United States have been diagnosed with ASDs, a group of developmental disorders for which no specific cause or cure has been conclusively identified. Increasing media exposure as well as legislation addressing ASDs reflects the increasing awareness of ASDs as a significant public health issue. However, whereas ASDs have become an issue of great interest to the general public, the amount of health education literature addressing autism spectrum disorders is extremely limited. This paper provides health educators with a review of literature concerning autism spectrum disorders, specifically its background, prevalence, possible causes, symptoms and diagnostic methods. Furthermore, the potential roles played by health educators in serving individuals (e.g., parents, educators, medical providers) who support children with ASDs is suggested through the application of National Commission for Health Education Credentialing, Inc. responsibilities and competencies for health educators.
American Indian Students Speak out: What's Good Citizenship?
Author: Martin, Leisa A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Citizenship,American Indians,American Indian Education,Grade 11,Grade 8,Student Attitudes,Voting,Citizen Participation,Politics,Tribes,Student Participation,Political Attitudes

For much of our country's history, citizenship has eluded American Indian people. With this in mind, the authors conducted a study to determine the perceptions of eighth and eleventh grade American Indian students regarding citizenship. We wanted to find out what American Indian students believe are the attributes of a good citizen; what activities they are currently participating in that are related to good citizenship; and what citizenship activities they see themselves performing ten years later in life. The results of the research study indicated that American Indian students' views of citizenship were grounded in community service rather than in political engagement. For these students, volunteering in community and tribal activities seemed to be an alternative to political activity. Voting and running for political office and engaging in political activities were many times equated to participating in their local tribal organization. However, the fact that these students do not focus to a great extent on political engagement may not be cause for alarm. Their involvement in civic activities in the community and the tribal organization is providing a strong foundation for future civic and political engagement. (Contains 48 notes and 1 table.)
Empathy as a Tool for Historical Understanding: An Evaluative Approach of the Ancient Greek Primary History Curriculum
Author: Lazarakou, Elisabeth D.
Date: 2008-00-00
Type: Journal Articles
Subjects: Illustrations,Historical Interpretation,Textbooks,Grade 4,Foreign Countries,Empathy,History Instruction,Teaching Methods,Imagination,Intuition,Content Analysis

The present study examines the ancient Greek history curriculum and the corresponding textbook as they are implemented in the fourth grade of primary school in an aim to determine whether and to what extent empathy is recognized as a fundamental tool for historical understanding. A close examination of the curriculum revealed that empathy is not explicitly included among the skills which are to be taught in the history class. Nevertheless, the special nature of the curriculum under study contributes towards a creation of an educational setting in which it is possible for empathetic procedures to take place. The study supports that the empathetic activities appearing in the history textbook are limited in number. These activities are mostly composed of undisruptive historical events that have no serious consequences and carry no emotional charging. Because of this reason, historical events offering more advantageous opportunities for empathetic processing are not touched upon. Similarly, the historical material that supports the empathetic activities of the textbook is limited. The instructions provided in the teacher's book are also inadequate. In this framework, the empathetic comprehension of history disengages from the historical method and is primarily based upon pupils' imagination and intuition. (Contains 31 notes.)
What Do We Want Students to Remember about the &quot;Forgotten War&quot;? A Comparative Study of the Korean War as Depicted in Korean, Japanese, and U.S. Secondary School History Textbooks
Author: Suh, Yonghee
Date: 2008-00-00
Type: Journal Articles
Subjects: Modern History,Textbooks,War,Foreign Countries,Comparative Education,History Instruction,Secondary Education,Conflict,Attribution Theory,Critical Thinking,Skill Development,Thinking Skills

Secondary school history textbooks in South Korea, Japan, and the United States have long struggled to give meaning and significance to the war waged on the Korean Peninsula between 1950 and 1953. Comparing commonly-used, contemporary history textbooks from each of these three nations, this analysis suggests that students on both sides of the Pacific are more likely exposed to text reflective of their society's dominant orientations toward modern-day, post-Cold War, geopolitical anxieties and arrangements than to any clear narrative of historical significance that explores the varied causes or impact of the war. Such cross-national comparisons can be especially useful for educators interested in helping students construct useful historical narratives or develop more sophisticated causal reasoning about a historically significant conflict that has sometimes been thought of as a &quot;forgotten war.&quot; (Contains 41 notes and 1 figure.)
Macedonian and U.S. Students in a Pre-Service Teaching Cultural Exchange: Examining the Formation of Perspective Consciousness
Author: Serriere, Stephanie C.
Date: 2008-00-00
Type: Journal Articles
Subjects: Schools of Education,International Educational Exchange,Teacher Exchange Programs,Global Approach,Foreign Countries,Cultural Influences,Preservice Teachers,Preservice Teacher Education,Qualitative Research,Interviews,Reflection,Perspective Taking,Cultural Awareness,Religion,Politics,Consciousness Raising

Through a pre-service teacher cultural exchange, the authors trace the development of a global perspective, working specifically within Hanvey's concept of &quot;perspective consciousness&quot;. From qualitative observations, interviews and written reflections, the data of four education students who traveled to Macedonia from the United States and five education students who traveled to the U.S. from their country of Macedonia, the data demonstrate how perspective consciousness emerged across three themes: &quot;resources&quot;, &quot;religion&quot;, and &quot;political&quot; consciousness. Looking across these themes, the authors present conclusions about the conditions that may foster or hinder perspective consciousness, such as substantive knowledge about a place, seeking common ground (rather than differences), and at times putting one's own deepest beliefs aside. The data hold several implications for fostering a global perspective in colleges of education and especially within their global exchange programs, adding current findings to Hanvey's and Merry Merryfield's claims about attaining a global perspective. (Contains 32 notes.)
Historical Understanding and Media Literacy: A Dispositional Alignment
Author: Bellino, Michelle
Date: 2008-00-00
Type: Journal Articles
Subjects: Historical Interpretation,Media Literacy,Citizen Participation,History Instruction,Films,Critical Thinking,Teaching Methods

Media literacy has been posited as a cross-curricular necessity for twenty-first century students, but one of the challenges of infusing media literacy into any discipline is the lack of a consistent definition. This article argues that media literacy is best conceptualized as a thinking disposition that evaluates the construction of media form, content, and impact over time as both an art form and an industry, as well as a cultural, social, and political force. Utilizing film as an exemplary case study of a medium that fosters historical thinking, this article illustrates a mutually beneficial alignment between the construct of historical understanding and an articulation of media literacy as a dispositional inclination to think critically about media messages and representations. This alignment has the potential to foster critical consumerism and active citizenship, both inside and outside formal educational settings. (Contains 35 notes.)
Impact of Backward Assessment and Guided Reflection on Social Studies Education: A Four-Step Teaching Cycle
Author: Song, Kim H.
Date: 2008-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Methods Courses,Program Effectiveness,Reflective Teaching,Thinking Skills,Social Studies,Teaching Methods,Reflection,Teaching Skills,Teacher Competencies,Evaluation Methods,Writing Assignments,Inquiry

The study is to examine if preservice teachers improve their social studies teaching and learning when they follow a structured and guided methods course based on the four-step social studies teaching cycle. The four steps are 1) preinstructional exploration, 2) assessment development, 3) instructional development, and 4) reflective extension. The study investigates the impact of "backward" assessment and guided reflective practice on preservice teachers' social studies teaching and learning. The subjects of the study were teacher education students enrolled in a social studies methods course. The study used the reflective writings to explore the impact of "backward" assessment development and guided reflective thinking skills on their social studies teaching and learning. The results showed significant improvement in participants' teaching and their students' learning after they adopted "backward" assessment and guided reflective practice. (Contains 36 notes, 2 tables and 1 figure.)