ethanporcaro/eric-fulltext-meta huggingface dataset:
&apos;It&apos;s Not over Yet!&apos;: Workplace Experiences of Lesbian Public School Teachers
Author: Martin, Deb
Date: 2022-07-00
Type: Journal Articles
Subjects: Work Experience,Homosexuality,Females,Public School Teachers,Self Disclosure (Individuals),Teacher Attitudes,Elementary Secondary Education,Social Bias,Social Discrimination

This qualitative study explores the workplace experiences of 12 lesbian public school teachers in Southern New Jersey. Through in-depth, semi-structured interviews, teachers discuss the tensions, contradictions, rewards, and challenges of teaching at this unique historical moment when laws, policies, social practices, and attitudes are in flux. Queer theory guided the development of the study and provides the primary analytical lens for examining and interpreting data. Findings cluster around the following interrelated themes: (1) queer teachable moments; (2) being 'that' teacher; (3) self-disclosure, and (4) It's not over yet. Findings provide insight into what lesbian teachers are saying about their experiences, their teaching environments, and popular perceptions of difference. These voices, largely unheard, bring insight to teaching as a profession.
Differentiating Rural Locale Factors Related to Students Choosing and Persisting in STEM
Author: Darrah, Marjorie
Date: 2022-07-00
Type: Journal Articles
Subjects: Rural Areas,STEM Education,Majors (Students),Academic Persistence,Decision Making,Rural Urban Differences,Counties,Success,Classification,Geographic Regions

For the growing worldwide economy to be successful, science, technology, engineering, or math (STEM) workers are needed. Once recruited to pursue a STEM major, the challenge is keeping these students on track. A large diverse workforce is needed in these fields, but past research has shown students from rural settings are disadvantaged when attending college. It is difficult to look at differences of rural vs. urban to determine whether these settings have any impact on a students' decisions to declare and persist in a STEM major. Many states have large portions considered rural, Maine (61.3 percent), Vermont (61.1 percent), West Virginia (51.3 percent) (World Population Review, 2022). In states like these, it is hard to differentiate rural and urban settings since much of the state is rural. This study attempts to look at locales in a way that classifies them, not by population or proximity to urban settings, but by other factors that may affect students related to STEM persistence. This case study is the state of West Virginia and cluster analysis is used to develop Locale Codes (LC) to differentiate counties based on a variety of factors, including declaring and persisting in a STEM major. The findings show some counties have a higher percentage of students declaring STEM, but these students are less successful in college than other counties that have proportionally fewer students declaring STEM. The factors related to the locale that contribute to these differences are examined.
Formal and Social-Psychological Elements of Secondary Schooling on College Major Selection
Author: An, Brian P.
Date: 2022-07-00
Type: Journal Articles
Subjects: Secondary Education,Student Experience,Majors (Students),Decision Making,Social Influences,Psychological Patterns,STEM Education,Self Efficacy,Expectation,Parent Education,Student Interests,Occupational Aspiration,College Preparation

This paper examines the relation between formal and social-psychological elements of secondary schooling and college major selection. Students select their college major based on a &quot;secondary sorting process&quot; where their high school experiences are key factors that transmit certain advantages for some students and disadvantages for others. Expectations of working in a STEM occupation at age 30 are an essential catalyst for students to select a STEM major. In addition, self-efficacy in math and science influences the likelihood that a student selects a STEM major. Occupational expectations, self-efficacy, and effort completely mediate the relation between parental education and selecting a STEM major. Subject-specific indicators predicted major selection, but precollege math coursework exerted a more substantial influence in choosing a technical-quantitative major than precollege science coursework.
Parent Reports of Executive Functions in Students with Learning Disability
Author: Roitsch, Jane
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Executive Function,Students with Disabilities,Learning Disabilities,Comorbidity,Attention Deficit Hyperactivity Disorder,Metacognition

This study examines the results of the Behavior Rating Inventory of Executive Function (BRIEF2) (Gioia et al., 2015) reported by parents of children with Specific Learning Disability (LD) and/or other comorbid disabilities. LD is most notably associated with comorbid attention deficit hyperactivity disorder (ADHD) (Alloway &amp; Stein, 2014; Westby &amp;Watson, 2004; Willcutt et al., 2013). A total of 43 parents completed the BRIEF-2 rating scale. Findings suggest children with LD and ADHD display greater challenges with inhibition, working memory, planning, along with greater challenges in organization and metacognition. Parents of children with LD reported their children have greater levels of executive function difficulties in comparison to children with LD who do not have a secondary diagnosis of ADHD.
Holistic Identity Development in STEAM
Author: Stone, Brian
Date: 2022-00-00
Type: Journal Articles
Subjects: Holistic Approach,Self Concept,Art Education,STEM Education,Interdisciplinary Approach,Inquiry,Play,Curriculum Design,Children

Holistic STEAM programs can benefit children by allowing them to develop an intersecting identity in STEAM disciplines, explore real-world issues more broadly, think critically and innovatively, solve problems using integrated approaches, and have confidence across multiple fields of study. Much of the current research situates identity development in single subjects such as science, math, or engineering. However, a broader conceptualization of identity in STEAM can influence the creation or progression of STEAM curriculum, environments, and programs to support the unique, organic construction of a child's identity development across multiple disciplines. Suggestions for creating optimal conditions for holistic STEAM identity development include using an interactionist approach, developing meaningfully integrated and relevant real-world explorations, utilizing inquiry, interest, and play, and using a flexible curriculum that allows for divergence and creativity.
Developing Professionals: Preservice Teachers&apos; Knowledge, Comfort, and Beliefs in Elementary Mathematics Education Family Engagement
Author: Remillard, Katherine S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Knowledge Level,Beliefs,Family Involvement,Elementary School Mathematics,Females,Mathematics Instruction,Parent Participation,Parent Teacher Cooperation,Workshops,Student Attitudes

This article reports on the development of preservice teachers' knowledge, comfort, and beliefs about family engagement in elementary mathematics. Nine traditional undergraduate female participants, who were involved in the delivery of 21st century mathematics learning workshops for families, completed both a pre- and post-assessment consisting of an open-ended questionnaire and a Likert scale survey. Use of mixed methods analysis illumined areas of nuanced transformation that may be unique to direct interaction with families around 21st century mathematics learning and key for bolstering early career teachers who feel well prepared for this specific work. The typological analysis of qualitative data revealed the emergence of six themes of professional growth. Results of the Wilcoxon Signed Rank Test for survey data also indicated growth with a significant increase in overall knowledge levels (p [less than or equal to] 0.01) and comfort levels (p [less than or equal to] 0.05). Findings are considered in relation to the ongoing challenge of the mathematics education field to fully include families as shared stakeholders in reform instruction and the potentiality of subject-specific family engagement learning in teacher preparation programs.
CoI-Based Teaching Practices to Promote EFL Learners&apos; Online Discussion in China&apos;s Blended Learning Context
Author: Xiaoxing, Liu
Date: 2022-04-00
Type: Journal Articles
Subjects: Communities of Practice,Inquiry,Teaching Methods,English (Second Language),Second Language Learning,Electronic Learning,Discussion,Foreign Countries,Blended Learning,Learner Engagement,Student Attitudes,College Freshmen,Social Behavior,Cognitive Processes,Teacher Student Relationship

The Community of Inquiry model (CoI) is a guiding framework for blended learning and online learning and it has been implemented in diverse disciplines. However, the research on how EFL (English as a Foreign Language) teachers can promote students' engagement in online discussions through the CoI framework is very limited. This mixed-method study aims to investigate effective teaching practices that can promote students' active participation in online discussions based on the CoI in the blended EFL course. Responses to the survey of CoI and Engagement from 97 undergraduates in a Chinese university and interview transcripts of a focus group were collected as the data. The data were quantitatively analyzed by descriptive statistics and simple/multiple linear regression, and qualitatively by thematic analysis. Results indicated that students' perceptions of the teaching presence, social presence, and cognitive presence in the CoI had a statistically significant impact on students' engagement in online discussions. Students' perceptions of teaching presence had both direct and indirect impacts on their engagement; grading in online discussion forums, the teacher's timely responses and feedback, and the teacher's guide in the meaningful discussion were highly-rated teaching practices in promoting students' online discussion. The findings shed light on how teachers in the blended EFL courses should do in the online discussion to promote students' language use.
Measuring Satisfaction on Augmented Reality Courseware for Hearing-Impaired Students: Adjustment Formula Form System Usability Scale
Author: Zainuddin, Norziha Megat Mohd
Date: 2022-04-00
Type: Journal Articles
Subjects: Student Satisfaction,Courseware,Students with Disabilities,Hearing Impairments,Computer Simulation,Educational Technology,Equal Education,Special Schools,Foreign Countries,Early Adolescents,Program Effectiveness,Science Instruction

Satisfaction is an important usability attribute in developing a courseware which involves end users. Measuring satisfaction among hearing-impaired students is different than measuring it among common students because they learn using sign language and have different learning styles. An educational courseware for hearing-impaired students is employed to measure this. The courseware uses the Augmented Reality technology and it is called PekAR-&quot;Mikroorganisma.&quot; Hence, this article focuses on the methodology of measuring and the attributes that contribute to users' satisfaction. An adaptation of the System Usability Scale was used to identify the satisfaction value. Fifteen hearing-impaired students were employed as a case study. Findings show that the average satisfaction value of SUS in using PekAR &quot;Mikroorganisma&quot; is 87.8 per cent, and it consider as high or B grade. It is hoped PekAR-&quot;Mikroorganisma&quot; can help the hearing-impaired to understand lessons better through the enhancement of their comprehension on abstract concepts. The teaching and learning using AR able to assure equity in education for the students in understanding certain topics. The study suggested the used of AR for hearing-impaired students for various level up to the higher education.
Cultivation of Islamic Philanthropy Concept through High Impact Educational Practices in Universiti Teknologi MARA
Author: Md Soh, Noor Syahida
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Islamic Culture,Islam,Educational Practices,Higher Education,Values,Cultural Influences,Social Attitudes,Social Change,Caring,Altruism

Education in Malaysia is aimed to shape noble and highly skilled individuals. The advancement of the education system have led to Education 5.0, emphasizing the &quot;qalbu&quot; (soul) teaching concept. In 2019, the General Education Subjects (MPU) implementation structure, which aims to cultivate skills, social responsibilities, values, attitudes, and professionalism, improved with more comprehensive teaching methods. Ministry of Education Malaysia (2019) has also outlined High Impact Educational Practices (HIEPs) Guidelines. Thus, this research will discuss the cultivation of Islamic philanthropy concepts through HIEPs in MPU courses of U1 group (Degree). This research has applied the document analysis method by analyzing and comparing 11 related Islamic Philanthropy articles with HIEPs documents for MPU courses. The data obtained is abductively analyzed via ATLAS.ti8 software. The research finding has discovered three Islamic philanthropy concepts: driving element, benefit element, and execution element. Based on the mentioned elements, Islamic Philanthropy's cultivation in MPU courses can be implemented through HIEPs. The Ministry of Education Malaysia has outlined it as the learning methods based on service or community and invention and innovation exhibition. The cultivation of Islamic Philanthropy through HIEPs can contribute to the students' benefits by inculcating values and developing good morals through their learning experiences.
The Impact of Course Delivery Approach on Student&apos;s Academic Achievement at Haramaya University
Author: Ahmed Hussen, Anwar
Date: 2022-04-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Academic Achievement,College Students,Foreign Countries,Teaching Methods

The teaching approach plays a significant role in determining learners' academic achievements. Hence, the intention of this study was to examine the impact of the Course Delivery Approach (CDA) on students' academic achievement. To realize this purpose, combinations of both qualitative and quantitative approaches were used. Teachers and students were primary sources of data while senate approval sheets and students grade reports were considered as secondary sources. 51 students and 15 teachers were sampled by using purposive and available sampling techniques respectively. Interview, document analysis, and FGD were used to collect the data. The analysis of quantitative data was carried out by using mean and paired sample t-test while qualitative data was analyzed through the thematic description and word narration. The findings of the study indicated that students' academic achievement is relatively higher in the block course delivery approach (mean=3.2) than the parallel approach (mean=1.81). The p-value of paired sample t-test, t(49)=32.6, P&lt;0.05 also indicated that the academic achievement of students on parallel and block course delivery approaches was statistically significant. Moreover, the mean score of students in quarter one courses (1.583) was greater than quarter two courses (1.576) with t-test value t(49)=0.39, p&gt;0.05 indicating that the mean difference was not statistically significant.
Effects of Learning Accessibility as a Mediator between Learning Styles and Blended Learning in Higher Education Institutions during the COVID-19 Pandemic
Author: Razali, Fazilah
Date: 2022-04-00
Type: Journal Articles
Subjects: Educational Technology,Electronic Learning,Blended Learning,Higher Education,COVID-19,Pandemics,Access to Education,Foreign Countries,Cognitive Style,College Students,Integrated Learning Systems

Technology has been rapidly implemented in the learning process during the COVID-19 pandemic. It gives rise to new challenges, especially in higher learning institutions, in planning and mobilizing a sustainable learning environment. Initiatives have been taken to introduce different learning methods using the Learning Management System (LMS), that provide students with a more convenient and flexible way of learning. Thus, this study aims to determine the effects of learning accessibility as a mediator between learning styles and blended learning among students of higher education during the COVID-19 pandemic. A quantitative method using instruments from the Visual, Aural, Read and Kinaesthetic sensory (VARK) model has been selected. A total of 208 students from Universiti Putra Malaysia (UPM) have been randomly chosen as respondents who have fully utilized the LMS during the pandemic. Findings reveal that learning accessibility poses a partial mediation effect between learning styles and blended learning among students of higher education. This finding is significant and has achieved the Goodness-of-fit index (GFI). Therefore, it is proven that there are positive effects among students of higher learning institutions in Malaysia with a learning accessibility lean toward the LMS platform that increases blended learning and adaptability, prompted by the changes in the learning environment during the COVID-19 pandemic.
A Formative Assessment Design Suitable for Online Learning Environments and Its Impact on Students&apos; Learning
Author: Senadheera, Prasad
Date: 2021-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Evaluation Methods,Electronic Learning,Educational Environment,Student Evaluation,Tests,Test Format,Problem Based Learning,Student Attitudes,Computer Assisted Testing

COVID-19 outbreak brought about many challenges including the shifting of university assessments to conduct in online mode. This research study tries to explore the impact of newly designed online formative assessments on students' learning, in a Plant Physiology course. The designing of assessments were carried out focusing on constructive alignment, for which an Open Book Test (OBT) was conducted in three parts: OBT1-problem based learning assignment, providing feedback using a rubric; OBT2-multiple choice, multi response, matching and missing word questions with immediate feedback; OBT3-analysing research results with MCQs and short answer questions with feedback. A mixed approach of convergent parallel design method was followed to collect data through two questionnaires and interviews. Findings indicated students' engagement in self- determined learning in solving a real-world problem and their enthusiasm in learning with research-based questions in assessments, while self-assessing their performance through feedback. However, geographically varied technological challenges need to be addressed in conducting successful online assessments.
Developing Student Behaviours That Support Academic Integrity in Distance Learning
Author: Amrane-Cooper, Linda
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Behavior,Integrity,Ethics,Foreign Countries,Higher Education,College Students,Computer Assisted Testing,Student Attitudes,College Faculty,Teacher Attitudes,Cheating,Distance Education,Electronic Learning,Plagiarism

The shift to online assessment during the pandemic has generated debates on academic integrity, also highlighting good practice in supporting students and staff. Academic integrity is commitment to six fundamental values: honesty, trust, fairness, respect, responsibility, and courage and academic misconduct refers to practices that are not in keeping with these values and this commitment. There seem to be two dominant threads in such debates in higher education: one involves promoting creative design of authentic assessment and guidelines to students about institutional expectations concerning academic offences such as plagiarism and collusion; the other provides technological and practical safeguards to protect academic integrity. In this paper, we report on the outcomes of a project that evaluated in 2020 the pivot to online assessment at the University of London, UK. Our focus is academic integrity in distance learning environments by exploring the key themes of student and staff perceptions, and related pedagogical issues. We propose a set of measures that can enhance students' perception of academic integrity and institutional approaches to mitigate against academic offences. [This paper was presented at the ICDE Virtual Global Conference Week 2021: Upskilling and upscaling for quality Open, Flexible and Distance Learning (OFDL) during the week of 25-29 October 2021.]
A High School Website Is a School Community&apos;s Communication Center…But Is It ADA Compliant?
Author: Huss, John A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Web Sites,High Schools,Information Dissemination,Accessibility (for Disabled),Disabilities,Federal Legislation,Civil Rights Legislation,Educational Legislation,Compliance (Legal)

As schools strive to function as communities, the inclusion of all stakeholders is paramount to establishing and maintaining an important sense of interdependency, equity, and access. In the effort to disseminate information as quickly as possible, however, U.S. high schools often neglect to ensure that their websites are accessible to those with disabilities and that they adhere to Title II of the Americans with Disabilities Act of 1990, the Individuals with Disabilities Education Act (IDEA), and Section 508 of the Rehabilitation Act of 1973. This study investigated the accessibility of 600 high school websites in Indiana, Kentucky, and Ohio by selecting a random sample of 200 schools per state and analyzing their home pages using WAVE (Web Accessibility Versatile Evaluator), which reports accessibility violations by annotating a copy of the page that was evaluated and presenting embedded icons and indicators to disclose breaches with ADA. Out of 600 schools, 390 had errors that need immediate attention, and all 600 schools had alerts. The most common compatibility infractions included missing alternative text, empty or confusing links, and issues with color contrast. This article gives practical suggestions for remediating many of the high impact errors, even for stakeholders without strong technical expertise.
Towards Digital Thinking and Practices: Experiences of Sri Lankan Teachers and Students
Author: Karunanayaka, Shironica P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Universities,Technology Education,Secondary Schools,Technological Literacy,Leadership,Holistic Approach,Intervention,Leadership Training,Technology Integration,Secondary School Teachers

Commonwealth Digital Education Leadership Training in Action (C-DELTA), an open and free online programme of the Commonwealth of Learning, provides a framework to foster digital education. The Open University of Sri Lanka implemented an intervention during 2020-2021 to promote digital education in Sri Lankan secondary schools, through the adoption of C-DELTA. This paper presents how C-DELTA supported developing digital thinking and practices among teachers and students, challenges faced and supports received by them, and impacts of the intervention. Participants' experiences were captured through questionnaire surveys, concept maps, focus group interviews, reflective stories, and video narratives. The findings revealed that the intervention has enhanced developing digital learning skills of teachers and students, and changing their thinking and practices, yet, amid various challenges. While the implementation of C-DELTA in schools has been slow during the COVID-19 pandemic, the pandemic itself has shown the significance of improving digital literacy and digital practices. [This paper was presented at the ICDE Virtual Global Conference Week 2021: Upskilling and upscaling for quality Open, Flexible and Distance Learning (OFDL) during the week of 25-29 October 2021.]