ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Student Success in Introductory Chemistry Using Early Alert and Intervention
Author: Hudson-Holness, Davia
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,Introductory Courses,Chemistry,Identification,Intervention,Progress Monitoring,College Freshmen

Introductory Chemistry is a foundation course that provides students with the basic knowledge and skills to enable them to be successful in the subsequent General Chemistry courses. Despite being an introductory course, it is still challenging for many students, making it ideal for the implementation of various pedagogical initiatives. One such initiative is an Early alert and intervention (EAI) program. Early alert and intervention programs can be described as communication systems which are put in place to help with the timely identification and intervention of students who display attrition risk factors. Data has shown that identifying at risk students early in courses such as Introductory Chemistry and intervening accordingly makes positive impacts on student success. In the fall 2016 semester, pass rates in Introductory Chemistry at one of Miami Dade College's (MDC) campuses saw a sharp decline from that of the collegewide average. An early alert and intervention program was implemented to reverse this decline. This initiative involved the use of a mathematics diagnostic assessment at the beginning of the semester to identify students at risk of failing the course, thus providing the necessary interventions early in the semester. More frequent assessments were also administered throughout the semester to consistently monitor students' progress and provide interventions where necessary. This initiative was conducted over a two-year period and resulted in more than a twenty-percentage point increase in student pass rates for Introductory Chemistry.
Political Nonprofits and Dark Money in Alabama Education Politics
Author: Baser, Sean M.
Date: 2022-02-22
Type: Journal Articles
Subjects: Political Attitudes,Nonprofit Organizations,Lobbying,Social Change,Court Litigation,Donors,Higher Education,Politics of Education,Elections,Financial Support,Educational Policy,Policy Formation,State Universities,State Aid,Federal Aid,Ethics

The proliferation of political nonprofit organizations since the Citizens United decision has undoubtedly reshaped American politics. These interest groups have spent hundreds of millions of dollars in recent state and federal elections. Yet, little is known about how these organizations influence higher education politics and the extent to which higher education leaders rely on political nonprofits to increase state support and tilt policy decisions in their favor. To that end, this descriptive case study analysis explores the purpose and activities of a short-lived political nonprofit organization in Alabama, the Alabama Association for Higher Education (AAFHE). Using publicly available data, I developed a follow-the-money scheme to illustrate the activities of the AAFHE and its affiliates. Findings suggest that leaders of the University of Alabama System established the AAFHE to sustain and obtain resources through political contributions and lobbying at the state and federal levels. The AAFHE employed several direct and indirect lobbying strategies to secure state and federal resources for higher education institutions in Alabama, primarily those within the University of Alabama System. The study highlights the ethical and practical challenges campus leaders face when using political nonprofits to advance institutional goals.
Sámi Early Childhood Education and Sustainability in the Arctic
Author: Laiti, Marikaisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Early Childhood Education,Sustainability,Early Childhood Teachers,Teacher Attitudes,Cultural Maintenance,Culturally Relevant Education,Foreign Countries,Native Language,Language of Instruction,Sustainable Development,Indigenous Knowledge

The Sámi are indigenous people living in Finland, Norway, Sweden, and Russia. There are about 10,500 Sámi in Finland. The traditional settlement area of the Sámi is located in the Arctic. Endangered Inari, Skolt, and Northern Sámi languages are spoken in Finland, and efforts are made to implement the traditions, principles, and values of indigenous culture. The traditional settlement area of the indigenous Sámi people is in the Arctic. The Sámi culture and languages are in a vulnerable position due to their present climate change. Early childhood education (ECE) is of particular value to contribute to the preservation and strengthening of indigenous culture and, consequently, to sustainable development in the Arctic. The purpose of this article is to describe Arctic sustainable Sámi early childhood education based on the perceptions and experiences of Sámi early childhood educators in Finland. The research shows that cultural sustainability was approached by using Sámi language in activities, supporting children's Sámi identity, using materials and items important in culture, and having a tight connection with Sámi community.
Financing Public Schools with Private Funds: Efficiency-Equity Trade-Off of Multi-Stakeholder School Financing in Punjab, Pakistan
Author: Sakamoto, Jutaro
Date: 2022-05-31
Type: Journal Articles
Subjects: Educational Finance,Foreign Countries,Public Schools,Private Financial Support,Efficiency,Expenditure per Student

Governments and development partners encourage public school authorities to mobilize private funds from diverse non-state stakeholders as a means to expand funding sources to provide quality education for all. While financing public schools with private funds is expected to promote the efficient use of resources due to increased accountability, it raises concerns about financial equity. Using public school panel data from Learning and Educational Achievements in Punjab Schools (LEAPS) in Pakistan, this study examines how private funds mobilized from different stakeholders are associated with efficiency in educating students at a given achievement level and equity in school finance. School fixed effects analyses show that schools relying on education fees or local community contributions were more likely to reduce inefficient capital expenditure. In girls' schools, financial dependency on private donors is also associated with a reduction in capital expenditure. However, the results suggest that a heavy reliance on education fees and private donors makes schools less efficient. I find no evidence that mobilizing private-fund revenue widened financial inequity. The findings demonstrate the importance of understanding the differential effects of private-fund revenue to develop effective multi-stakeholder financing systems that improve student achievement in a cost-effective manner and ensure financial equity.
Primary School Students&apos; Difficulties in Writing Arguments: Identifying Challenges and Opportunities for Science Teaching
Author: Yamamoto, Tomokazu
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Persuasive Discourse,Writing Assignments,Writing Skills,Barriers,Grade 3,Scaffolding (Teaching Technique),Elementary School Science,Science Instruction,Science Experiments

In science education, the improvement in students' ability to construct arguments at the primary school level has been reported. Although these studies have identified difficulties in arguments written by primary school students, they do not indicate areas that require improvement in teaching methods. This study aims to explore the possibility of improvement in early primary school students' ability to construct arguments and identify the types of difficulties encountered. Sixty-seven Japanese third-grade students (9-10 years old) were taught to write arguments as specified by Zembal-Saul et al. (2012). The students were given two writing tasks before and after the lesson. To examine the students' written arguments, each component of claim, evidence, and reasoning was scored based on a rubric. On comparing the scores of the pre-test and post-test writing tasks, it was found that 27 out of 67 students still had difficulty writing arguments during the post-test. An analysis of the students' writing revealed four types of difficulties: 'Incompleteness of components', 'Inappropriateness of components', 'Confusion between evidence and reasoning', and 'Confusion between claim and evidence'. This study offers insights pertaining to teaching implications and research recommendations.
Science Teachers&apos; Theory-Based Teaching: Connecting a Learning Cycle Model to a Lesson Plan
Author: Lee, Insun
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Teaching Methods,Educational Theories,Theory Practice Relationship,Lesson Plans,Teacher Collaboration,Grounded Theory,Teacher Attitudes,Barriers,Models,Secondary School Students,Teaching Experience,Teacher Characteristics,Logical Thinking,Pedagogical Content Knowledge

This research examined theory based teaching processes of science teachers to understand the mechanism by which theory and practice were connected. Four science teachers desgined lesson plans by applying the empirical-abductive learning cycle (EALC) model and modified lesson plans through a collaborative interview with the researcher. Data were obtained from lesson plans and interviews. Using the constant comparison method with open coding, data were analyzed to find out obstacles or facilitators acted in the process of applying the EALC model to design lesson plans and reveal the path through which theory and practice were connected. As a result, it was found that perceptive prejudice about the role and necessity of the EALC model was the main obstacle. The collaboration process helped teachers understand the EALC model clearly and deeply. The development of this cognitive understanding changed their prejudice about the EALC model and led them to reflect their teaching practices with the eyes of theory. Through this process, a separated state between theory and practice was developed to a connected state. With the belief that it is a good starting point for coordination between theory and practice, further studies are proposed.
Exploration of Student Learning Obstacles in Solving Fraction Problems in Elementary School
Author: Hariyani, Mimi
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Fractions,Problem Solving,Mathematics Instruction,Elementary School Mathematics,Elementary School Students,Knowledge Level,Foreign Countries,Mathematical Concepts,Grade 5,Arithmetic,Mathematics Skills,Grade 3

This research aims to explore students' learning obstacles in solving fraction problems in elementary school. This qualitative research used a case study method. The research subjects involved 30 third-grade elementary school students from two different schools in Bandung City, Indonesia. The instruments utilized were test and non-test. The test technique was done by giving fractional material questions, while the non-test technique was in the form of interviews. The data collected were then analyzed employing the three stages of the Miles and Huberman model, including data reduction, data presentation, and drawing conclusions. The study findings revealed that students experienced epistemological obstacles, where students experienced limited knowledge, ranging from the basic concepts of fractions, fractional arithmetic operations, and fraction problem-solving. Based on these findings, teachers can construct learning designs with appropriate didactic situations as a follow-up to minimize the occurrence of similar learning obstacles in future fractional learning materials.
International Students&apos; Experiences of Content Language Integrated Learning in a Korean University: Focusing on Korean as a Medium of Instruction
Author: Lee, Yong-Jik
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Content and Language Integrated Learning,Korean,Academic Language,Language of Instruction,Second Language Learning,Second Language Instruction,Educational Experience,Student Attitudes,Instructional Effectiveness,Foreign Countries

This study explores international graduate students' experiences of content-language integrated learning (CLIL) at a university in Korea. This study focuses on a course that allows international students to simultaneously learn the Korean language and content knowledge. Korean as a medium of instruction (KMI) was applied to 16 international graduate students in two graduate courses during the 2021 Fall semester. The survey examines the perception and satisfaction of students' experiences in the KMI classes. Among survey participants, interview applicants were selected for in-depth interviews. Study results showed that international graduate students developed content knowledge through KMI classes. They also improved their Korean language ability. Overall, international students were generally satisfied with KMI classes. However, it is difficult for international students to dramatically enhance their Korean academic proficiency within one semester. Recommendations are provided on effectively conducting CLIL classes, such as KMI for international students in higher education.
Bibliometric Analysis of Scientific Creativity Studies in WoS and Scopus Databases
Author: Sarikaya, Özge
Date: 2022-00-00
Type: Journal Articles
Subjects: Bibliometrics,Creativity,Databases,Comparative Analysis,Computer Software,Information Retrieval,Scientific Research,Foreign Countries,Citations (References)

The purpose of this study is to examine the trends in recent years by focusing on the bibliometric results of previous studies on scientific creativity. For this purpose, a total of 370 publications on scientific creativity obtained from Web of Science and Scopus databases were examined in terms of different bibliometric variables, and they were presented with visuals and tables. Bibliometric analyses of the publications in both databases were performed separately. Afterwards, a comparison of the top 10 studies that stand out in terms of scientific creativity studies in both databases was made and they were integrated with each other. Tables and images were created using the VOSviewer package program. The results of the study showed that the most frequently used keywords in research in both databases were &quot;scientific creativity&quot; and &quot;creativity&quot;. In both databases, the countries that had the highest number of studies and whose scientific studies were most cited were determined as USA and China. In addition, it was also determined that the top three most cited authors in scientific creativity studies in both databases were D. K. Simonton, W. Hu, and R. J. Sternberg.
Do Gender Differences Influence Students&apos; Perceptions of Bring Your Own Device (BYOD) Clickers in an Introductory Biology Course?
Author: Beard, Seanice
Date: 2022-00-00
Type: Journal Articles
Subjects: Gender Differences,Audience Response Systems,Handheld Devices,Student Attitudes,Biology,Educational Technology,Program Effectiveness,Undergraduate Students,College Science

The use of clickers in the lecture classroom has increased in recent years. Clickers have been widely used to improve teaching effectiveness in various lecture classroom settings. Most introductory biology courses are taught using direct instruction. One of the ways that students may be engaged in the lecture classrooms is by using a clicker. Clickers have been linked to several positive outcomes for students. Although clickers have been used in several prior studies, few studies have explicitly focused on BYOD clickers (smartphones, tablets, laptops). This study examined the influence of gender on students' perceptions of using BYOD clickers in an introductory biology course at a Midwestern private college. The findings suggest that male students have more positive perceptions about using BYOD clickers than females in the introductory biology lecture. The BYOD clicker can foster active learning in the classroom and improve classroom experiences and perceptions for all students in biology and other STEM courses.
The Impact of Self-Regulated Strategy Development on Enhancing Saudi Female English Majors&apos; Reading Comprehension Skills and Self-Efficacy
Author: Alreshoud, Ashwaq A.
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Self Efficacy,Comparative Analysis,Majors (Students),Females,Translation,Metacognition,Learning Strategies,Reading Skills,Undergraduate Students,Reading Comprehension,College Second Language Programs

The present study investigated the impact of self-regulated strategy development reading intervention on improving Saudi female English majors' reading skills and reading self-efficacy. The study is significant with respect to its implication for the pedagogy of English as a foreign/second language that hopefully may broaden insights into the self-regulated reading process and reading self-efficacy among Saudi female university students. The study addressed three main research questions: (1) What is the effect of self regulated strategy development on enhancing first-year Saudi female English majors' reading comprehension skills? (2) What is the impact of self-regulated strategy development on enhancing first year Saudi female English majors' reading self-efficacy? (3) What is the relationship between enhancing students' reading comprehension skills and reading self-efficacy? Based on the quasi-experimental design, two intact classes of first-year EFL English majors at the college of languages and Translation, Imam University, were randomly assigned into two groups (control and experimental). The experimental group students (N=40) were taught using the self-regulated strategy development, while the control group (N=40) students were taught using the traditional teaching method. The research data were collected from two equivalent reading comprehension tests (pre-and post-tests) and a reading self-efficacy scale. The results revealed statistically significant differences between the two groups' mean scores on the post-tests in favor of the experimental group. Results also indicated an enhancement in the experimental group students' reading comprehension skills and subskills, and reading self-efficacy. Pedagogical implications for reading instruction and recommendations for future studies are discussed.
Estimating the Number of Teachers of Students with Visual Impairments in the United States
Author: Savaiano, Mackenzie E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Visual Impairments,Computation,Data Analysis,Students,Teachers,Blindness,Teacher Shortage

Introduction and Methods: We do not have an accurate count of the number of teachers of students with visual impairments working in the field, and it is a difficult number to estimate. As part of a national survey, states were contacted to estimate how many teachers of students with visual impairments are working in the United States and compared to the estimate developed by the National Plan for Training Personnel to Serve Children with Blindness and Low Vision (NPTP) in 2000. Results and Discussion: The estimate calculated from this process is very similar to the estimate from NPTP (2000), indicating that there are roughly the same number of teachers of students with visual impairments in the field now as there were 20 years ago.
Systematic Literature Review on the Use of Metaverse in Education
Author: Saritas, Mustafa Tuncay
Date: 2022-00-00
Type: Journal Articles
Subjects: Literature Reviews,Computer Simulation,Technology Uses in Education,Electronic Learning,Educational Technology

Metaverse is a concept that has existed in our lives for years. However, it has become widely known by gaining new meanings thanks to the developments in blockchain and virtual reality technologies and the marketing techniques of social media companies. The aim of this study is to examine the studies on the use of Metaverse technology in education. In the study, it is also aimed to analyze the changing understanding of technology use in education over the years and to investigate the reflections of the concept of Metaverse on education. This systematic literature review is based on the reporting criteria of PRISMA 2020 (Page et al., 2021) and the scope of the study consists of 22 academic studies including the keyword &quot;metaverse&quot; and the keywords &quot;education&quot; or &quot;teaching&quot; or &quot;learning&quot; in academic studies scanned in Scopus, WoS, Eric and Proquest indexes. In this study, the distribution of the studies used in the metaverse in education by year, country, field, type of research, and the context of the technology used is included. In order to contribute to the research on the Metaverse in the field of education, it has been tried to determine the opportunities and risks that teaching in the Metaverse environment can offer to the field of education. In addition, it is thought that this study will shed a light on future studies.
The Effect of STEAM Applications on Lesson Outcomes and Attitudes in Secondary School Visual Arts Lesson
Author: Özkan, Zeliha Canan
Date: 2022-00-00
Type: Journal Articles
Subjects: Art Education,STEM Education,Program Effectiveness,Visual Arts,Secondary School Students,Student Attitudes,Foreign Countries,Grade 6,Academic Achievement

STEAM is a concept that is made up of the initials of the words science, technology, engineering, arts and mathematics. The aim of this study is to determine the effect of STEAM-based teaching activities on students' lesson achievements and attitudes in secondary school Visual Arts lessons. The study was carried out in a private secondary school in Mersin. The study, which was carried out with 24 students in the experimental and 24 control groups for 5 weeks, was designed according to the experimental model with the control group, which is one of the quantitative research methods. In the study, Secondary School Visual Arts Lesson Acquisition Test and Attitude Scale towards Visual Arts Lesson were used as data collection tools. According to the research findings, there were significant differences in favor of the experimental group in the posttest achievement and attitude scores of the experimental group, in which activities based on the STEAM teaching approach, and the control group, in which traditional teaching was applied.
The Relationship between Educators&apos; Attitudes, Perceived Usefulness, and Perceived Ease of Use of Instructional and Web-Based Technologies: Implications from Technology Acceptance Model (TAM)
Author: Ibrahim, Abdulsalami
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Computer Attitudes,Teacher Attitudes,Teacher Educators,Teacher Education Programs,Usability,Value Judgment,Foreign Countries,Web Based Instruction,Barriers

Over the years, developing countries have experienced tremendous growth in access to information and communication technology (ICT). This growth in access to ICT has brought about massive changes in many sectors within the society, including education. Researchers explored teacher educators' attitudes and use of instructional and web-based technologies in teacher preparation programs. Researchers used Technology Acceptance Model (TAM) in this study. Using a mixed-method design, researchers examined the relationships between educators' attitudes and the use of technology. Findings from descriptive statistics have shown that educators exhibited overall positive attitudes toward technology. Pearson's product-moment correlation coefficient revealed relationship exists between perceived ease of use and perceived usefulness. Both quantitative and qualitative findings in this study have implications for educators and administrators in Nigerian education, especially, teacher preparation programs.