ethanporcaro/eric-fulltext-meta huggingface dataset:
Rethinking STEM in the Elementary Grades: Honoring the Special Role of Math in Cognitive Development
Author: Clements, Douglas H.
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary Education,STEM Education,Mathematics Instruction,Cognitive Development,Interdisciplinary Approach,Student Needs,Guidelines,Integrated Curriculum,Barriers

There is a growing interest in STEM (science, technology, engineering, and mathematics) units and projects in the early childhood and elementary years. There are many advantages of embedding math in STEM contexts and activities; it can be excellent for reinforcing math (as well as science, technology, and engineering) concepts and skills. However, there may be unintended problems such as students becoming overloaded with the number of new STEM concepts, and essential domain-specific content being missed. This article provides an alternative interdisciplinary approach that maintains the positive aspects of STEM through careful integration while minimizing the possible negatives by focusing on the content that students most need to master. Math is at the top of that list. Guidelines for integrating this alternative approach conclude the article.
Building Undergraduate Life Science Research Skills Remotely, during and beyond a Pandemic
Author: Cheng, Abby
Date: 2023-02-00
Type: Journal Articles
Subjects: Undergraduate Students,Biological Sciences,Scientific Research,Research Skills,Skill Development,Workshops,Clubs,Resumes (Personal),Letters (Correspondence),COVID-19,Pandemics,Distance Education,Program Effectiveness,Student Attitudes,Mentors

During the COVID-19 pandemic, undergraduate research experiences were deeply impacted--either canceled or pivoted to a range of remote experiences. In Summer 2020 and Spring 2021, we designed two rounds of remote programming aimed to build students' life science research skills and provide opportunities for mentoring and networking. Building skills, resumes, and connections in our students -- many of whom are first-generation college students and/or from historically marginalized communities -- are key to retention in the STEM &quot;leaky pipeline.&quot; We created 33 online events including R workshops, journal clubs, and career panels featuring 25 alumni. Participants received a certificate of completion for their resumes and a letter of recommendation, which could be used to apply for future research experiences. Our program was non-selective, flexible, and accessible to all students, while being low-cost to our institution, allowing us to accommodate a sizeable number of students (87 total). This program serves a different purpose than summer internship programs, which are impactful and intensive experiences, but are highly selective and limited in capacity. Through this work, we gained insight into key features of this virtual programming, which could be adapted by other institutions seeking to design programming to prepare students to future undergraduate research experiences.
Local Application of Scientific Research Practices Builds Student Engagement in Science and Environmental Health
Author: Jones, David
Date: 2023-02-00
Type: Journal Articles
Subjects: Scientific Research,Learner Engagement,College School Cooperation,Science Education,Environmental Education,High School Students,Student Attitudes,Program Evaluation

The University of Montana's Research Education on Air and Cardiovascular Health (REACH) Program works with teachers to engage high school juniors and seniors in rudimentary real-world scientific research with the goals of improving their understanding of and interest in science, and to increase their interest in science careers. To evaluate the program, mixed-method approaches based on surveys that include both fixed-response and free-response questions for students has been used. Thematic analysis of student written responses to free-response questions provided evaluators with unanticipated student-centered information that was not targeted by the fixed-response questions. The analysis of student responses to free-response questions over a three to four-year period are the focus of this manuscript along with the implications such a STEM outreach program has to environmental and science education.
Creating Confident Readers: How LETRS Supports Teachers--and Their Students
Author: Moats, Louisa C.
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Instruction,Elementary School Students,Faculty Development,Program Effectiveness,Program Descriptions,Reading Skills,Spelling,Phonemic Awareness,Knowledge Base for Teaching,Decoding (Reading),Vocabulary Development,Oral Language,Reading Comprehension

The goals of LETRS are to build teachers' knowledge of language structure and the processes involved in learning to read words, spell, and comprehend, and then to help teachers apply these understandings in their classrooms. The LETRS courses, which are designed for teachers in grades K-3, are to be implemented over two years. In the first year of LETRS, teachers learn how to teach phoneme awareness, beginning and advanced decoding, word recognition, and spelling. In the second year, participants shift their focus to oral language, vocabulary, reading comprehension, and writing in response to reading. Several theoretical frameworks for understanding reading and writing in grades K-3 provide conceptual cohesion and are woven throughout the eight units. Each unit, however, allows teachers to focus on one important aspect of teaching at a time. The courses build knowledge in a progressive sequence in which one topic supports and is connected to the next--a feature that distinguishes LETRS from professional development offered as a patchwork of various options that teachers can self-select. In this article, Louisa C. Moats explains the origin and development of LETRS and the rationale for the course content.
Meeting the Needs of Learners with Specific Learning Difficulties in Online and Face-to-Face Language Classrooms: Teacher Beliefs and Practices
Author: Afitska, Oksana
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,College Faculty,Foreign Countries,Students with Disabilities,Learning Problems,Barriers,Training,Educational Quality,Educational Change,Electronic Learning,Distance Education,Pandemics,COVID-19,Language Teachers,In Person Learning,Educational Benefits,Beliefs,Educational Practices,Second Language Instruction,Readiness,Experience

Drawing on communities of practice and social cognitive learning theories, this paper explores language teachers' beliefs, knowledge and practices concerning the provision of high-quality education to learners with specific learning difficulties in various educational settings around the world. The data sample for this paper comprises qualitative data (videorecorded interviews and teaching resources) collected from six teachers working across various educational settings (primary, secondary, college and university) across several geographical areas (Europe, Middle East, and Southeast Asia). Thematic analysis was adopted to analyse the data. The findings suggest that teachers continue to experience challenges in educating learners with specific learning difficulties regardless of the educational setting. Limited opportunities for receiving specialised training in this area have been identified by several teachers as one of the key factors affecting the quality of their practice. The change in the mode of instruction from face-to-face to online was not always reported as negatively affecting the quality of educational provision to learners with specific learning difficulties. Technology-assisted online lesson delivery was seen as being advantageous to learners with some types of learning difficulties. Findings from this paper can be useful to teacher-practitioners and teacher-educators who are interested in improving the quality of language education for learners with specific learning difficulties.
The Influence of Technology in Educating English Language Learners At-Risk or with Disabilities: A Systematic Review
Author: Jiang, Yizhe
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,English (Second Language),Second Language Instruction,At Risk Students,Students with Disabilities,Barriers,Electronic Learning,Special Education,English Language Learners,Reading Skills,Vocabulary Development,Student Attitudes

With the development of technology, the quantity and quality of electronic devices for students learning English as a second or foreign language (ESL/EFL) are on the rise, especially since the outbreak of the Covid-19 pandemic. To facilitate practices in English language education for students with special needs, the researchers conducted a systematic review of the empirical studies of technology tools for ESL/EFL students with learning difficulties published in the previous two decades. This paper presents the study selection process and findings of the review based on 16 peer-reviewed journal articles and one book chapter. The paper reveals the frequent mental and physical difficulties of English language learning and the typical technology tools employed in and out of class. More importantly, this paper discusses the roles of these technology tools in students' English language acquisition, specifically their effects on student learning outcomes and the students' perceptions toward them. With limited primary sources, this paper calls for more attention to the use of technology in English language learning of ESL/EFL students identified as at-risk and with learning disabilities and raises some implications for future research and instructional practices.
Undergraduate and Graduate Students&apos; Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education
Author: Žero, Alma
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Graduate Students,Student Attitudes,Dyslexia,Misconceptions,Preservice Teachers,Teacher Competencies,Students with Disabilities,Language Teachers,Second Language Instruction,Teacher Education,Preservice Teacher Education

The purpose of this study was to explore undergraduate and graduate students' beliefs about dyslexia at the Department of English Language and Literature of the University of Sarajevo in Bosnia and Herzegovina and subsequent implications for initial foreign language teacher education. The study follows a convergent parallel mixed methods design. A questionnaire was used to gather quantitative data on students' beliefs about dyslexia and to consider potential variances at different levels of study. A group interview was used to gather qualitative findings for further consideration in initial teacher education on dyslexia and other specific learning difficulties. The findings have shown that both undergraduate and graduate students have an almost equal number of misconceptions about dyslexia, with the majority (96.03%) affirming that they need more training in teaching students with dyslexia or other specific learning difficulties. Furthermore, the study follows an emergent framework with reference to three main themes: (1) &quot;teacher beliefs and attitudes,&quot; (2) &quot;teaching practices,&quot; and (3) &quot;teacher preparation,&quot; which also reflect the main areas of undergraduate and graduate students' concerns in teaching students with dyslexia and other specific learning difficulties.
Listening to First Generation College Students in Engineering: Implications for Libraries and Information Literacy
Author: Dommermuth, Emily
Date: 2022-12-00
Type: Journal Articles
Subjects: First Generation College Students,Engineering Education,Engineering,Student Experience,Information Literacy,Active Learning,Student Projects,Social Capital,Barriers,Self Concept,Academic Libraries

First-generation college students (FGCS) in engineering bring a wealth of knowledge to their academic and social experiences in higher education, in contrast to deficit-based narratives that students are underprepared. By listening to FGCS' own experiences navigating higher education and using information literacy in their project-based work, librarians and educators can better understand students' funds of knowledge, social capital, and identities, as well as the institutional barriers that must be removed. This paper shares interview findings with (n = 11) FGCS and suggests implications for professional practice that are relevant to information literacy for design, project-based, or practitioner focused disciplines.
Disability, Inclusion and Language-in-Education Policy in the Global South: The Colombian Context
Author: David, Rosa Dene
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Language Planning,Inclusion,Second Language Learning,English (Second Language),Students with Disabilities,Equal Education,Educational Trends,Student Needs,Educational Needs,Epistemology,Indigenous Knowledge,Indigenous Populations,Culturally Relevant Education

This paper calls for a shift related to English language-in-education policy and inclusive education initiatives in Colombia to ensure that English language learners with disabilities receive equitable and inclusive classroom instruction that is context-appropriate. We call for English language initiatives and policies to draw from theories and practices from both the Global South and the Global North in order to teach towards inclusive education. Trends in both English language teaching and inclusive education have drawn upon the Global North for solutions, which cannot be systemised to fit one international standard. Instead, using the Colombian context as an example, the present paper suggests a localised approach to meeting the educational needs of English language learners that incorporates inclusive education at the institutional level. This model would favour the work of scholars within the region to ensure that all students receive equitable classroom instruction that builds in Global South epistemologies and localised ways of knowing.
Participation in Intervention Programmes of Children with Poor Reading Skills in Hungary
Author: Sipos, Zsóka
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Skills,Reading Difficulties,Foreign Countries,Intervention,Grade 5,Reading Rate,Accuracy,Oral Reading,Reading Achievement,Elementary School Students

In this century, the value of information has become more significant; reflecting this change, focus has shifted to preparing pupils for the functional use of reading. Therefore, the latest international assessments of reading literacy are set up to address this kind of knowledge. Significant numbers of individuals are performing below the minimum level in these assessments in Hungary, signalling lower capacity for participation in the community. When attempting to eliminate functional illiteracy, it is crucial to analyse the present support system, and the efficiency of recognising reading problems in the early stages, in order to improve the provision of education systematically. When examining the probable causes of the struggle to comprehend texts, one of the prerequisites of understanding written language is appropriate decoding. This research focuses on investigating the access to intervention programmes of 5th-grade children with poor reading skills. The speed and accuracy of the aloud reading of 957 pupils attending mainstream classrooms were measured and compared to the data regarding the participation in rehabilitation programmes. The most relevant finding of the research was that only less than half of the children with poor reading skills receive help to improve their performance; 55% of slow readers and 60% of non-accurate readers were left without support, even though their performance is significantly worse than that of their peers. This finding indicates the need to revise the screening system and necessitates more extensive and less diagnosis-based access to intervention programmes.
The Stories We Tell: Engaging with Authority in Critical Health Pedagogy
Author: Linares-Gray, Rosalinda Hernandez
Date: 2022-12-00
Type: Journal Articles
Subjects: Health Education,Undergraduate Students,Educational Innovation,Scaffolding (Teaching Technique),Public Health,Course Descriptions,Assignments,Constructivism (Learning),Outcomes of Education,Information Literacy,Librarians,Health Sciences,Inquiry,Active Learning,Teacher Attitudes,Librarian Teacher Cooperation,College Faculty,Course Evaluation,Student Attitudes

This Innovative Practices piece details the design of a scaffolded project in a public health course that paired a narrative inquiry assignment with an empirical health literature review assignment to highlight both the positivist and constructivist epistemologies of critical health research in public health. The authors discuss and reflect on the five parts that constitute the project, student learning outcomes, and the benefits of engaging with critical information literacy in an undergraduate public health course. The goal of this article is to provide practical applications of critical information literacy to librarians in the health sciences who work with undergraduate students.
Metacognitive Awareness for IL Learning and Growth: The Development and Validation of The Information Literacy Reflection Tool (ILRT)
Author: Robertson, Sara
Date: 2022-12-00
Type: Journal Articles
Subjects: Metacognition,Information Literacy,Measures (Individuals),Self Evaluation (Individuals),Test Construction,Construct Validity,Test Reliability,Reflection,Lifelong Learning,Community College Students,Independent Study

This article describes the development and validation of the Information Literacy Reflection Tool (ILRT), a metacognitive self-assessment for use with undergraduate researchers. It was developed as a teaching and learning tool with the intent to help students recognize and engage the metacognitive domain as a step toward developing personal agency and self-regulation as lifelong, metaliterate learners. Throughout the scale development, three studies were conducted with nine expert reviewers and 44 community college students to consider content and face validity and 542 community college students as part of an item-reduction and construct validation effort. The resulting scale is most appropriately construed through a bifactor model and is made up of 57 items comprising a strong information literacy general factor and six specific factors modestly aligning with each of the threshold concepts outlined in the ACRL &quot;Framework for Information Literacy for Higher Education.&quot; As a part of the ongoing development of this instrument, work is needed to more fully assess reliability and validity.
Instruction Librarians&apos; Perceptions of the Faculty-Librarian Relationship
Author: Becksford, Lisa
Date: 2022-12-00
Type: Journal Articles
Subjects: Librarians,Library Instruction,Librarian Attitudes,College Faculty,Interprofessional Relationship,Professional Identity,Professional Autonomy,Teaching Experience

This study investigates instruction librarians' perceptions of their relationships with teaching faculty. Respondents to a survey of U.S. instruction librarians indicated that they tended to agree that their teaching was valued and they had autonomy in what they taught. However, the often one-time nature of library instruction limited their effectiveness as teachers, and respondents felt that faculty did not view librarians' teaching as equivalent to their own. Respondents also reported a disconnect between their professional identities and others' viewpoints, describing having their teaching role minimized or misunderstood by others, especially faculty. Additionally, a relationship was found between some aspects of librarians' perceptions of the faculty--librarian relationship and three separate factors: formal, non-library teaching experience; length of time as an instruction librarian; and librarians' amount of teaching. This research sheds light on the complexities of this important relationship and helps instruction librarians understand how others' views impact their professional identities.
Incentivizing Information Literacy Integration: A Case Study on Faculty-Librarian Collaboration
Author: Becker, Jill K.
Date: 2022-12-00
Type: Journal Articles
Subjects: Information Literacy,Librarians,College Faculty,Librarian Teacher Cooperation,Library Instruction,Integrated Curriculum,Program Effectiveness,Teacher Attitudes,Barriers

Frequently, information literacy instruction takes the form of a one-shot library session with minimal collaboration between librarians and teaching faculty. To offer an alternative to this model, librarians implemented the Information Literacy Mini-Grant; an incentivized program inviting teaching faculty to collaborate with librarians to redesign an assignment to integrate information literacy into their course. Following the semester-long collaboration, teaching faculty provided written feedback and participated in a panel discussion to share their experiences with the program. This case study examines teaching faculty's perceptions of collaborating with librarians in the pilot year of the program. Teaching faculty's feedback provided insights into their perceptions of librarians, their thoughts regarding librarians' unique expertise as pedagogical partners, and the challenges of collaborations. This case study considers the successes and challenges of the program and provides recommendations for future faculty-librarian collaborations that position librarians as partners in student learning.
As You Like It: Building, Executing, and Assessing an Adaptable Library Instruction Program for First-Year Experience Courses
Author: Hansen, Joy I.
Date: 2022-12-00
Type: Journal Articles
Subjects: Library Instruction,Curriculum Development,Curriculum Implementation,Curriculum Evaluation,First Year Seminars,Information Literacy,Academic Libraries,Librarians,College Freshmen,Library Role

Providing targeted experiences for first-year students both inside and outside the classroom is essential for building connections and creating a foundation for skill development necessary for academic success. Many first-year programs include a standalone course for incoming students or specific content weaved into existing course offerings. Information literacy skill-building holds an important place in these efforts; therefore, instruction librarians are provided additional opportunities to collaborate with faculty and reach students. Depending upon the size of the institution, however, the sheer number of first-year courses combined with shrinking library staff pose challenges. This Innovative Practices article is one library's experience with building, executing, and assessing an information literacy program specific to the needs of first-year students in response to these challenges. Offering an array of library resources, collaborating on ideas for instruction delivery, and crafting a more intentional approach to assigning classes are solutions that may be adapted to address scalability and sustainability concerns.