ethanporcaro/eric-fulltext-meta huggingface dataset:
The TOEFL as Exit Criteria in English as a Foreign Language (EFL) Programs in Mexico: a Discourse Historical Analysis (DHA) Approach
Author: Hernandez, Isaac Frausto
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Language Tests,Exit Examinations,Foreign Countries,Undergraduate Students,Discourse Analysis,Educational History,Reading Comprehension

The purpose of this article is to explore the TOEFL (Test of English as a Foreign Language) assessment under its Institutional Testing Program (ITP) modality as it acts as a curriculum artifact along Mexican undergraduate degree programs considered within the exit criteria. A discourse historical approach (DHA) (Wodak, 2008; Wodak &amp; Meyer, 2009) is taken in analyzing the TOEFL ITP assessment to further understand its implementation. The analysis helps reveal the many linguistic and metalinguistic skills and elements that extend beyond what may be traditionally taught in English courses or programs. The analysis also calls for further questioning of how suitable the TOEFL ITP may be in aiming to assess the proficiency level or development of English learners along undergraduate degrees in Mexico. Alternative types of assessment may better aid in providing a different perspective on the knowledge or progress of these students.
iGEM Team Meetings: Settings for Conversations on Teaching and Learning
Author: Arcellana-Panlilio, Mayi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Genetics,Biology,Summer Programs,Meetings,Peer Teaching,Mentors,Consultation Programs,Simulated Environment,Teacher Workshops,Brainstorming,Competition

Every November, the University of Calgary iGEM (international Genetically Engineered Machines) team presents their synthetic biology project to the world. Weekly team meetings are a microcosm of the iGEM experience of bringing ideas to fruition. The peer teaching, mentoring, and consultations that occur at these meetings are triggers for deeper conversations on teaching and learning. In the workshop described here, participants were invited to experience a simulated iGEM team meeting environment, where instead of synthetic biology, issues of teaching and learning were the subject of their conversations.
Assessing Student Progress and Performance across the Curriculum
Author: Brown, Christopher
Date: 2017-05-00
Type: Journal Articles
Subjects: Student Evaluation,College Students,Biology,College Science,Science Achievement,College Outcomes Assessment,Achievement Gains,Gender Differences,Ethnicity,Scores

Evaluation of student learning is of paramount importance to the educational community and allows reflection on program successes and weaknesses; however, best practices are hotly debated. This project designed and implemented an assessment system in which an identical, mixed-format assessment was given to all levels of students in the Georgia Gwinnett College biology program at the start of the semester for academic years 2014-15, 2015-16 and Fall of 2016. The assessment contained multiple choice and free-response questions, and evaluated lab reports from core courses in the biology program. This system allows for longitudinal assessment of students, provides quick results for timely action, and can allow analysis of interesting demographic questions. We found student achievement on program goals was lower than previously assessed and student performance on multiple choice questions was higher than free-response questions. There was a modest, but temporary, gain in performance on the ability to effectively communicate science. Additionally, males outperformed their female counterparts and Hispanics underperformed their non-Hispanic peers.
Enhancing Interdisciplinary Attitudes and Achievement via Integrated Biology and Chemistry
Author: Guo, Ying
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Interdisciplinary Approach,Teaching Methods,Science Instruction,Chemistry,Biology,Student Attitudes,Course Content,Pilot Projects,Integrated Curriculum,Course Evaluation,Mastery Learning,Comparative Analysis,Outcomes of Education,Science Achievement,Course Descriptions

Success in undergraduate biology courses relies upon a firm grounding in chemical principles. We sought to raise students' awareness of the connection between these two disciplines and to improve their understanding of each by carrying out a pilot project that integrated the curricula of Principles of Chemistry II (CHEM1212K) and Principles of Biology I (BIOL1107K) during the Fall 2016 semester. The study involved two course pairs: one section of each course delivered in the traditional non-integrated manner and a second pair of sections that were integrated across the chemistry and biology disciplines in both the scope and sequence of the content delivery. Both integrated and non-integrated sections were taught by the same instructors, who have expertise in both chemistry and biology to ensure a full understanding of both courses' content. Attitudinal surveys administered at the beginning and end of the semester showed that students in the integrated BIOL/CHEM section of our pilot study appreciated the delivery of an integrated curriculum and improved their awareness of the connections between the two disciplines. End-of-course assessments of topic mastery demonstrated improvements in the integrated students' capacity to understand and apply both biology and chemistry topics compared to students in the non-integrated sections.
Learning to Program in Python -- By Teaching It!
Author: Fagan, Bryan J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Programming Languages,Teaching Methods,Computer Science Education,Open Source Technology,Middle School Students,Career Development,Information Technology,Computer Graphics,Computer Software,Coding,Artificial Intelligence,Robotics,STEM Education

The US Bureau of Labor Statistics predicts over 8 million job openings in IT and computing, including 1 million cybersecurity postings, over the current five-year period. This paper presents lessons learned in preparing middle-school students in rural Georgia for future careers in computer science/ IT by teaching computer programming in the free, open-source programming language Python using Turtle graphics, and discusses exercises and activities with low-cost drones, bots, and 3D printers to get students interested and keep them engaged in coding. Described herein is one pair of instructors' (one middle-school, one university) multi-year, multi-stage approach to providing engineering and technology courses, including: how to code Turtle graphics in Python; how to engage children by using short, interactive, visual programs for every age level; building cross-curricular bridges toward technology careers using 3D printing, robotics, and low-cost drones; and, how to build more advanced programming skills in Python.
Factors That Affect Grade Nine Students in Northern Manitoba, Canada
Author: Malik, Amjad
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 9,High School Students,Foreign Countries,Counselor Attitudes,Video Games,Telecommunications,Handheld Devices,Academic Achievement,Predictor Variables,Interpersonal Relationship,Extracurricular Activities,Gender Differences

We initiated the study in response to school counsellors' concerns over the effects of noneducational video gaming and texting on students' school performance. The research purpose was to examine the correlations between various factors and academic performance in grade 9. The factors included social relations (e.g., friends), extra-curricular activities (e.g., work), and leisure-time activities (e.g., playing video games and texting).
Meeting the Socio-Emotional Needs of LGTBQ Students in Schools
Author: Rivet, Christopher
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Needs,Social Emotional Learning,LGBTQ People,Minority Group Students,Self Concept,Bullying,Victims,Educational Environment

Many LGTBQ youth struggle to be included in schools and have their emotional needs appropriately met. As a result, their identity and overall self-concept suffer due to unsafe school environments, poor peer relationships, and poor engagement within the school. Schools need to address these concerns and provide safe and inclusive environments that support the emotional well-being of LGTBQ students. Without these supports, students will likely continue to become disconnected and disengaged from their education due to adverse experiences that are common to many LGTBQ youth.
The Silent Response: Selective Mutism
Author: McDaniel, Karl
Date: 2021-00-00
Type: Journal Articles
Subjects: Children,Anxiety,Psychosomatic Disorders,Communication Problems,Intervention,Modeling (Psychology),Video Technology,Positive Behavior Supports,Behavior Modification,Cognitive Restructuring

Selective mutism is a disorder that can negatively impact a student's learning. It can be treated effectively if it is understood as an anxiety related condition and if it is diagnosed early. Intervention strategies can be complex and are therefore difficult for educational practitioners to implement. Simplifying intervention by addressing the anxiety of the child and then moving to video self-monitoring, fading, contingency management, and cognitive behavioural therapy can make treatment more practical. By using these select methods, educators will have an easier time addressing a difficult problem, and children will benefit substantially.
Moving Secondary Music Education Forward
Author: Jardine, Katelyn
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary Education,Music Education,Music Activities,Teaching Methods,Curriculum Implementation,Student Centered Learning,Educational Change,Informal Education,Popular Culture,Student Needs,Student Interests,Foreign Countries

Band pedagogy has become the dominant teaching approach found in secondary music education. Band pedagogy's focus on meeting performance objectives in large ensemble contexts has created inflexible and teacher-centered learning environments. This paper seeks to examine the problematic aspects of band pedagogy being at the forefront of curriculum implementation, and to propose solutions for educators that better meet the needs and interests of students. To create a clear path forward for secondary music education, educators' need to be open to informal pedagogical approaches, cultivate an awareness of their own positionality to the music curriculum, and embrace popular music practices.
Food Insecurity in Indigenous and Northern Communities
Author: Wilson, Penny
Date: 2021-00-00
Type: Journal Articles
Subjects: Food,Hunger,Security (Psychology),Diabetes,American Indians,Correlation,Nutrition,Academic Achievement,Obesity,Foreign Countries,Costs,School Role,Breakfast Programs,Disadvantaged,American Indian Students,Government Role

School nutrition programs are integral to academic success. To support the whole child, teachers must appreciate what role nutrition plays in academic success. Studies of food insecurity reveal there are degrees of severity. Although the key determinate of food security is poverty, employment is not necessarily a shield. One can eat and still be malnourished by high starch low nutrient food. In northern communities, severe costs result in food insecurity reaching higher up the income pyramid. Co-occurring measures of poverty, food insecurity, obesity and diabetes within Manitoba's Indigenous communities are high. Schools are ideally positioned as supports within our communities.
Inclusive Education Challenges for Students with Autism Spectrum Disorder
Author: Graham, Laura J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,Students with Disabilities,Autism,Pervasive Developmental Disorders,Barriers

Autism is a common disorder found within the student population. Despite its prevalence, teachers report feeling unprepared to meet the needs of their students on the autism spectrum. The school environment can present many challenges for these students, and it is important that educators are provided with the evidence-based skills and training to create an inclusive environment.
Distance Learning Support for Refugee Students
Author: Desjardins, Agnieszka
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,COVID-19,Pandemics,Refugees,High School Students,English (Second Language),Second Language Learning,Barriers,Communication Problems,Technological Literacy,Educational Cooperation,Teamwork,Educationally Disadvantaged,Foreign Countries

The suspension of onsite classes from March to June 2020 as a result of COVID-19 posed many challenges for educators supporting LAL (Literacy, Academics and Language) refugee youth. This paper reflects on the practices of a collaborative EAL (English as an Additional Language) and LAL high school team. It also addresses the challenges of remote learning for LAL students including a lack of intensive programming and direct teacher instruction, limited technological skills, and communication barriers. In the end, the success of delivering the program in a COVID-19 environment was nested in the collaborative approach.
Creativity in Classroom Settings: Multiple Paths Are the Rule, Not the Exception
Author: Aljarrah, Ayman
Date: 2016-00-00
Type: Journal Articles
Subjects: Creativity,Classroom Environment,Figurative Language,Barriers,Creative Thinking,Imagination,Creative Activities,Cooperation

This theoretical paper is driven by the question, &quot;What does creativity look like in classroom settings?&quot; It is motivated by my past experiences as a teacher: my stories and my students' stories as we struggled together within a restricted classroom environment to create enough space for our creativity to emerge and flourish. I suggest seven metaphors that can be used to describe creativity as it may apply to classroom contexts: overcoming obstacles, or creative desperation, divergent thinking, or thinking outside the box, assembling things in new ways, route-finding, expanding possibilities, collaborative emergence, and birthing, or originating.
Educational Development for Quality Graduate Supervision
Author: Alharbi, Hawazen
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Development,Graduate Students,Supervision,Supervisors,Best Practices,Online Courses

Graduate supervisors can benefit from ongoing educational development to enhance and develop their supervisory skills. From new supervisors to more experienced ones, faculty members can all benefit from gathering to discuss and exchange their experiences and supervision practices. Increasingly, graduate education research (Egan, Stockley, Brouwer, Tripp, &amp; Stechyson, 2009; Erichsen, Bolliger &amp; Halupa, 2014) is focusing on the study of best practices for graduate supervision given the need to enhance the student/supervisor relationship, increase students' satisfaction with the quality of supervision, and generate better outcomes for graduate students. Offering educational development opportunities for graduate supervisors is complicated and needs more attention from universities. This paper aims to shed some light on the role of graduate supervisors, the factors that may contribute to developing successful graduate supervision experiences, the factors that contribute to the complexity of graduate supervision with a discussion of different types of support for a successful graduate supervision and lastly, the design of a Massive Open Online Course (MOOC) that focuses on Quality Graduate Supervision to be offered at the University of Calgary.
Flexible Approaches to Using Online Case Data When Coupled with Textbook-Based Case Studies in Medical Sciences Teaching and Learning
Author: Hall, David C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Textbook Content,Data Use,Veterinary Medical Education,Electronic Learning,Instructional Effectiveness,Creativity,Barriers,College Faculty,Foreign Countries

Case studies are commonly used to anchor important theoretical concepts with carefully guided use of practical experience. This session explored approaches and methodologies for effective and creative use of coupling online case study resources with textbook case studies in order to enhance learning. An illustrative example referred to use of a textbook of case studies in One Health (Cork, Hall, &amp; Liljebjelke, 2016), looking at the factors and health outcomes related to the interaction of animals, humans, and their environment, that is coupled with online data, visual resources, and testimonials. Coupling textbooks of medical case studies, in particular, with online additional data is not new (Jasani &amp; Valtolina, 2011), although there was no record found of a learning situation using medical case studies in which prescriptive step-by-step instructional guidance for using online data was deliberately avoided and instead students were encouraged to rely on their own creativity. Benefits of avoiding a prescriptive approach include a more realistic learning experience for clinicians, latitude for use of personally preferred learning styles, and more opportunities for creativity in the teaching and learning process. Participants in the session reflected on their own teaching and learning style preferences to contribute to discussion of how required use of online case study data might stimulate or suppress their creativity, both for teachers and students. Barriers included lack of consistency in audience demographic, making it more challenging to provide a consistent learning experience and poor attention to context of application of case study lessons; catalysts included some degree of guided process for stimulating use of case study materials, supervision of discussion to facilitate sufficient interaction for learning, and adequate funding for preparing and hosting case study materials.
Integrating Design Thinking in Teacher Education to Foster Creativity
Author: Chapman, Olive
Date: 2016-00-00
Type: Journal Articles
Subjects: Design,Thinking Skills,Teacher Education,Creativity,Preservice Teachers,Secondary School Teachers,Foreign Countries,Learner Engagement,Outcomes of Education

This paper discusses how design thinking was used in a one-semester education course at the University of Calgary with prospective secondary school teachers of different disciplinary backgrounds and high school subject specializations. It presents some key characteristics of design thinking and their relationship to creativity and students' learning. It shares ways in which a sample of the student teachers engaged in design thinking, which stimulated their creativity and resulted in new thinking that included the development of classroom instructional strategies and products to support creativity in students' learning of mathematics and science.
Enacting Core Practices of Effective Mathematics Pedagogy with GeoGebra
Author: Benning, Isaac
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Geometry,Computer Software,Instructional Effectiveness,Faculty Development,Inservice Teacher Education,Lesson Plans,Teacher Attitudes,Discussion (Teaching Technique),Student Evaluation,Technology Integration,High School Teachers,Educational Practices,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries

This research study was conducted to identify core practices of enacting effective mathematics pedagogy with GeoGebra, a software application for teaching and learning mathematics. Eleven Ghanaian in-service mathematics teachers were engaged in a twelve-month professional development programme where they developed GeoGebra-based mathematics lessons, which they taught to their peers and subsequently to students in the classroom. The teachers' actions and views about using GeoGebra to enact mathematics lessons were examined with the aim to specify the core practices of effective mathematics pedagogy. Data was collected through interviews, focus group discussions, lesson plans, and lesson observations. The results provided evidence that teachers were able to enact core practices, to different degrees, within five central themes of effective mathematics pedagogy: creating a mathematical setting, providing worthwhile mathematical tasks, orchestrating mathematical discussions, making mathematical connections, and assessing students' learning. Further analysis of the data provided evidence for theorising 31 core practices across these central themes of effective mathematics pedagogy. Following their engagement in the professional development programme, the teachers enacted these practices to greater or lesser extent. However, it was problematic for most teachers to effectively engage their students in a deep mathematical discussion. The findings from this study have implications for high school mathematics curriculum, effective mathematics pedagogy literature, and professional development for technology integration in teaching and learning.
Lived Experiences: Secondary Mathematics Pre-Service Teachers&apos; Perspectives about Multiple Components of Their Teacher Education Program
Author: Jao, Limin
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Preservice Teachers,Secondary School Teachers,Teacher Education Programs,Teaching Methods,Beginning Teachers,Educational Change,Situated Learning,Case Studies,Student Attitudes,Teacher Role,Student Role,Methods Courses,Foreign Countries

Reform-based approaches to teaching mathematics are proven to be most effective for students' learning, yet many novice secondary mathematics teachers still use traditional approaches. One reason for this is that novice teachers tend to teach the way that they experienced mathematics as students themselves. There is thus an onus on teacher education programs to provide pre-service teachers (PSTs) with new, reform-based experiences with mathematics in order to positively influence their future teaching practice. Grounded in situated learning theory, this qualitative, exploratory case study examined PSTs' perceptions and experiences of reform-based approaches in three components of their teacher education program. PSTs shared during interviews that they experienced reform-based approaches in both &quot;student&quot; and &quot;teacher&quot; roles in different ways and to different extents. Findings also highlight the impact that teacher educators have on PSTs' learning. We conclude by proposing multiple considerations for how teacher education programs can provide opportunities for PSTs to experience reform-based approaches in situated ways.
Conceptualizing (Immigrant) Parents as Knowledgeable Adults in Their Children&apos;s Lives
Author: Garg, Rabani
Date: 2021-00-00
Type: Journal Articles
Subjects: Immigrants,Children,Parents,Parent Participation,Parent Student Relationship,Parent School Relationship,Parent Teacher Cooperation,Partnerships in Education,Advocacy,Personal Autonomy,Barriers,Academic Achievement

Immigrant parents' involvement in schools is often situated in literature within a framework of barriers and challenges that presumes deficit. &quot;What if we describe (immigrant) parents through a framework of agency and knowledge? What would support from school and teachers look like, if they see parents in an agentic role? What would it mean for teachers and schools to learn (about their students) from parents?&quot; These inquiries stem from personal stories of parenting in the United States as a migrant scholar and seek to situate (immigrant) parents' involvement within a framework of advocacy and agency.