ethanporcaro/eric-fulltext-meta huggingface dataset:
Community Involvement, Mentors, Cultural Relevance, and Discourse Will Build Equity in Mathematics Classrooms
Author: Rodin, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: Equal Education,Mathematics Education,Disadvantaged Youth,Culturally Relevant Education,American Indian Students,American Indian Culture,Role Models,Mentors,Success,Teaching Methods,College Students,School Community Programs,Elementary School Students,Reservation American Indians

Evidence shows that marginalized students reach higher levels of success and empowerment in mathematics courses when role models from their own cultural communities participate in the classroom experience. Discourse, respect, and collaboration are highly valued in Lakota culture, so it is natural to include these protocols in the normative culture of the learning environment. Relevance is always crucial in mathematics education, especially when the standardized text books and curricula often omit specific examples of the mathematics of indigenous people, or ethnomathematics in real life. We instructors need to find ways to make mathematics come alive for our students, so they can see that the world of mathematics is vibrant, accessible to everyone, and always developing in new and exciting ways. Mathematical thinking is something that all of us humans do! Exploring that fact with our students leads to improved mathematics learning, depth of knowledge, empowerment, and satisfaction for all involved.
Increasing Research Opportunities for Females in the Undergraduate Kinesiology Curriculum
Author: Stevelinck, S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Undergraduate Students,Student Research,Females,Kinetics,Human Body,Physiology,Majors (Students),Student Experience

This paper focused on the shared experience of female undergraduate Kinesiology majors as they navigate the research process. Students enrolled in the class Undergraduate Research Opportunities are tasked with seeking IRB approval, collecting data, completing statistical analysis, and presenting results.
High School Biology Preparation: Do Students Feel They Have Been Adequately Prepared for Introductory College Biology?
Author: Neitzel, Mara
Date: 2019-00-00
Type: Journal Articles
Subjects: High Schools,Biology,Secondary School Science,Science Instruction,College Readiness,Success,High School Students,College Science,Introductory Courses,Self Esteem,Student Attitudes

High schools in South Dakota can drastically differ in size, facilities, and funding. However, each high school is required to meet the same state standards. This study focuses on high school biology courses, which have standards designed to &quot;ensure graduates of South Dakota's public schools have the knowledge, skills, and competencies essential to be college, career, and life ready&quot; (South Dakota Department of Education, 2018). Analyzing the effects of high school biology preparation on postsecondary success is important because success in high school STEM courses is directly related to success in college science courses (Hinojosa et al., 2016). The goals of this study are to determine whether or not high school students in South Dakota feel they have been adequately prepared for introductory college biology courses and why they feel prepared or not.
Insight into Recruitment and Retention Efforts in Business Education
Author: Grotrian, Sheri
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Recruitment,School Holding Power,Business Education,College Bound Students,College School Cooperation,Learner Engagement,High School Teachers,Learning Activities

This paper provides insight into an established successful means in which prospective students are brought to campus and retained. Survey research has been conducted to confirm original anecdotal evidence that suggested a high school business contest hosted at the College is one successful method. Results indicate these type of events enhance positive relationships between colleges and high school instructors/students, leading to enriched student recruitment and retention.
An Investigation of Visual Perception Levels of Pre-School Children in Terms of Different Variables
Author: Önder, Alev
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Children,Visual Perception,Foreign Countries,Preschools,Socioeconomic Status,School Location,Student Characteristics,Correlation,Public Schools

Pre-school ages, which is the period of rapid development of all developmental areas, is the stage in which children acquire visual perception ability and this ability acquisition process accelerates between the ages of three and seven. Visual perception that accelerates during childhood, is an important factor for academic and motor skills which are essential for school success. In this research, it is aimed to examine visual perception levels of preschool children according to various variables. The research was conducted through the survey model. The study population is consisted of children aged 5-6, who are attending preschools affiliated to the Ministry of National Education in Kadiköy, Maltepe, Besiktas and Sariyer districts on Anatolian and European sides of Istanbul. The sample of the study consists of 114 children aged between 5-6 years and who study in preschools affiliated to the Ministry of National Education in these districts. The &quot;Visual Perception Scale for Preschool Period&quot; and personal information form were used to collect data for the study. Data were analyzed with Mann Whitney U test and Kruskal Wallis one-way analysis of variance. According to the results of the findings, while preschool children's visual perception levels do not differ according to the gender, age and duration of education variables; there is a significant difference in favor of high-middle socio-economic level based on the socio-economic level variable. The findings are discussed in the framework of the relevant literature.
Wish Poems of Undergraduate Students Related to Physical Environment of Educational Faculty
Author: Demir-Yildiz, Canan
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Poetry,Educational Environment,Furniture,Equipment,Educational Facilities,Campuses,College Environment,Colleges,School Buildings,Foreign Countries,Student Attitudes,Educational Technology,Instructional Materials,Classroom Environment,Space Utilization,Aesthetics

It is seen that studies on learning spaces in higher education institutions are very few in the literature. However, spaces have the power to affect behaviors and interactions with others. This study aims to determine the wishes of university students regarding the physical environment. For this purpose, it is planned to determine the missing things in the existing physical environment according to the &quot;wish poems&quot; of undergraduate students and their related wishes. Accordingly, the sample of the study consisted of 211 participants among the students of the faculty of education at a state university. In the study, for the purpose of revealing the views of the undergraduate students on the physical environment of their school, they were given a semi-structure, open-ended question format as &quot;I wish there were … in my classroom/faculty/campus&quot; and asked to write down 3 wishes regarding the physical environment. The obtained data were analyzed by using the content analysis method. In the study, different numbers of conceptual categories were reached under each sub-title with the method of coding and imaging. At the end of the study, 578 clear responses were obtained, and after examination, these responses were gathered under 35 conceptual categories in total. The categories about which the students had the most wishes were related to the furniture and equipment in their classrooms (f=51, 26.2%), social (f=33, 18.5%) and scientific (f=32, 17.9%) areas at the faculty and green spaces at the campus (f=61, 29.6%). Consequently, as pioneers of social and scientific change, it is important for universities to reevaluate their existing physical facilities based on the wishes of students in terms of feeding their innovative instincts. [This study was presented as a paper at the International School Principals Conference held in Istanbul.]
The Role of Using Case Studies Method in Improving Students&apos; Critical Thinking Skills in Higher Education
Author: Mahdi, Omar Rabeea
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Critical Thinking,Foreign Countries,Teaching Methods,Skill Development,Business Administration Education,Management Development,Group Dynamics,Leadership Training,Course Descriptions,Active Learning,Cognitive Tests,Thinking Skills,Case Method (Teaching Technique),Student Attitudes,College Students,Pretests Posttests

Investigating the use of case studies as a teaching strategy to enhance the critical thinking skills of the students is the basic objective of this study. By discovering content and procedural issues, best practices are investigated and ways are discovered to foster critical thinking, as a result of which the students tend to develop the ability to think critically. This research employed mixed research methods and used the SPSS program for data analysis. The participants in this research are 42 students from the business management program of leadership and group dynamics course in applied sciences university (ASU) in the kingdom of Bahrain. Based on the research findings, the critical thinking skills of the students have been a consequence of the case study method. The findings of this research may have significant value for other higher education institutions in the wider Gulf region. If the case studies method is used in teaching, it will greatly contribute to the leadership and group dynamics educators in nurturing active learning. Additionally, it is likely to inculcate critical thinking skills, which are highly significant to develop leadership capabilities.
Comparing Students&apos; Experiences and Preferences with Online Courses
Author: Rasmussen, Clay L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Online Courses,Instructional Design,Curriculum Design,Undergraduate Students,Electronic Learning,Integrated Learning Systems,State Universities,Student Experience,Teacher Student Relationship,Web Based Instruction

Literature on online learning is replete with key factors needed for effective course delivery; however, the approaches and ideas that educators deem important do not always align with those of students. This study sought to compare actual online course design with student-indicated preferences. A survey instrument was administered to students enrolled in one or more online courses at a rural university in the southwestern United States. Students identified components of their online course(s) and rated components based on personal importance. Data were analyzed using the Borich Model, ranking items on differences between what the participants preferred and what they experienced. The results provide some important insights for educators designing and teaching online courses in higher education.
Social Media Use in Initial Teacher Education: Lessons on Knowing Where Your Students Are
Author: Lemon, Narelle
Date: 2019-12-00
Type: Journal Articles
Subjects: Social Media,Technology Integration,Preservice Teacher Education,Preservice Teachers,Teacher Educators,Student Centered Learning,Communities of Practice,Professional Development,Preferences,Familiarity

The use of social media in initial teacher education offers connection to a community of learners. As teacher educators we planned to use Twitter with pre-service teachers (PSTs). But at the end of the semester it was revealed that PSTs insisted on using a different platform; offering valuable perspectives and insights into the boundaries that are set by PSTs when moving from personal to professional use of social media. Through this paper we share our voices as initial teacher educators who valued the voices of PSTs in navigating the integration of Twitter into a semester of study. Revealed are insights into knowing where your students are when integrating social media to support the growth of a community. [Note: The month (Oct) and issue number (10) shown on the PDF is incorrect.]
A Rich Mosaic of Impact: Julie Thompson Klein&apos;s Scholarly Influence in Australia and New Zealand
Author: Bammer, Gabriele
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interdisciplinary Approach,Reflection,Educational Research,Education,Instruction,Teaching Methods,Barriers,Higher Education,Sustainability,Environment

Ten Australians and one New Zealander provide reflections on the influence of Julie Thompson Klein's work on and in inter- and trans- disciplinarity. Even taking into account that this article is based on a small number of contributions from only one corner of the world, the reflections demonstrate the influence of a diverse array of Klein's academic work, the ground-breaking nature of her book &quot;Interdisciplinarity: History, Theory, and Practice,&quot; the meticulousness of her scholarship that makes her voice authoritative, and the added benefits of personal connections. The contributions also demonstrate the value of reflective narratives in providing a more rounded and richer picture of an academic's influence than traditional metrics, including -- in Julie Thompson Klein's case -- non-citable enhancement of thinking and orientation, catalytic effects when her ideas are combined with others, and practical value in making sense of events and circumstances. Most importantly, assembling reflective narratives provides a window onto the unique attributes and contributions of individual researchers, educators and practitioners, illustrating and affirming the richness of differences and the importance of valuing and capitalising on them. Recognition of such diversity is not only essential to help individuals identify the strongest contributions they can make, but also critical for good inter- and trans- disciplinary research, education and practice.
Factors Associated with the Post-College Aspiration to Serve Reservation Communities among Native American College Students
Author: Ferguson, Ronald
Date: 2018-00-00
Type: Journal Articles
Subjects: American Indian Students,College Students,Aspiration,Student Attitudes,Reservation American Indians,Student Characteristics,Community,Correlation,Tribes,Cultural Influences

Strides toward Native American self-governance and determination have led to significant initiatives designed to protect and preserve community traditional practice and participation. A specific focus of this paper examines potential factors that affect Native American students' post-college aspirations with respect to participation and support for their communities. The findings derive from a survey of 86 Native American college students attending a predominately non-Native university. While not all Native American college students live on or near a reservation, the results indicate that students in this particular sample reported a significant aspiration towards reservation community involvement post-college. Such findings could potentially shape more effective collaborations between tribal communities and private and public institutions by emphasizing outcomes especially beneficial to reservation communities. This is particularly relevant to institutions of higher education that share an interest in the success of both Native students and the communities from which they come.
A Comparison of Student Attitudes towards Languages Other than English (LOTEs) in Turkey and in the USA
Author: Akkus Çakir, Nur
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Attitudes,Foreign Countries,Teacher Attitudes,College Students,Student Role,Teacher Role,Self Efficacy,Anxiety,Student Interests,French,Spanish,Italian,Second Language Learning,Classroom Environment,Educational Resources,Positive Attitudes,English (Second Language),Learning Motivation,Language Teachers,Private Colleges,Public Colleges

The study aimed at investigating learners' attitudes towards languages other than English (LOTEs). The study also explored participant instructors' views on students' attitudes towards LOTEs. In order to collect data, a language attitude questionnaire was designed by adapting Students' Attitude Toward Foreign Language (SAFL) instrument. The study sampled a total of 316 students, 261 from Turkey, 55 from the USA. University students enrolled in a second language course in the USA and Turkey were compared in terms of their responses to SAFL items as well as their attitude scores for each of the 4 dimensions. Separate confirmatory factor analyses were conducted for each sample with 4 varimax rotated, orthogonal factors. Factor scores for each individual were computed based on the weights identified by the factor analysis to obtain general measures of motivation, students' effort and instructor's role, self-confidence and self-interest, and students' anxiety. According to the research findings students learning LOTEs have favorable attitudes towards the language they are learning both in Turkey and the USA due to their interests in the cultural products of the countries speaking those languages and increasing educational opportunities.
Student Perceptions Regarding the Effectiveness of the WyoCourses Orientations Course: A Pilot Study
Author: Wehunt, Mary D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Integrated Learning Systems,Online Courses,Orientation,Course Content,Student Satisfaction,Navigation (Information Systems),Interaction,Computer Mediated Communication,Web Sites,Knowledge Level,College Students

This study, conducted by graduate students, investigated student perceptions of an online course orientation: WyoCourses Orientation Course. This process began with a university-wide change to a new learning management system (LMS). We carried out focus groups with a small group of students about the tools they used, how they interacted with course content, if the new LMS impacted their learning, and how their community interaction improved. Then, we combined the focus group results, literature review findings, and consultations with experts to design an online survey as 458 students responded. The 28-item online survey measured student satisfaction on five subscales: navigation, content, understanding, satisfaction and communication effectiveness.
Changes in Beliefs towards Children, Personality, and Future Social Studies Teachers: An Analysis of Survey Data
Author: Wiens, Peter D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Social Studies,Preservice Teacher Education,Attitude Change,Personality,Personality Change,Personality Measures,Elementary Secondary Education

For many years, teacher education has focused on the centrality of the learner in the educational process. This study examined how preservice teachers' beliefs regarding children changed over the course of a teacher education program. It also examined the role of personality indicators in that change. Preservice social studies teachers were administered surveys in each year of a teacher education program to assess participants' beliefs towards children and their personality type. Participants' beliefs about children became more child-centered and personality type was a predictor of these beliefs.
A Preliminary Study of EFL Reading Android Application Development
Author: Muslaini, Fadel
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Computer Software,Handheld Devices,Educational Technology,High School Students,Grade 10,Student Attitudes,Reading Skills,Affordances,Usability,Foreign Countries,Textbook Content,Needs Assessment,Student Motivation

The present study reports the results of an exploration stage of research and development (RND) whose project is to develop an EFL [English as a foreign language] reading android application. At this exploration stage, this study aims at finding out the possible weaknesses of the existing EFL reading media (textbook) and the needs for an ideal EFL reading android application. 33 tenth grade senior high school students at one of the schools in central Java, Indonesia, were engaged as the participants. Both quantitative questionnaire and qualitative interview to 6 students were assigned to garner the data. This exploration revealed that some weaknesses of the textbook were comprised of monotonous colors, minimum portability, less automatic concept, limited materials, less readable instructions, limited exercises, less direct feedback of the exercises, and insufficient explanations related to EFL reading skill indicators. In turn, the needs analysis data indicated that an EFL reading android application was required to be developed. The developed product was expected to be simple and easily used, motivating and facilitating, up-to-date, providing various EFL reading activities, portable to be used inside and outside of the classroom, and controlling. The ongoing product in the form of the prototype is also presented at the end of this study report.
The Impact of Julie Thompson Klein&apos;s Interdisciplinarity: An Ethnographic Journey
Author: Lotrecchiano, Gaetano R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Ethnography,Interdisciplinary Approach,Videoconferencing,Scholarship,Biographies,Researchers,Teamwork,College Faculty,Professional Recognition,Educational Practices

Throughout 2018 we had the privilege of engaging with Julie Thompson Klein using an ethnographic approach combining interviews via teleconferencing and email exchanges to discuss many aspects of her work with the goal of understanding how she herself views her scholarly evolution over the past five decades. Discussions about Klein's life quickly became intertwined with stories about her work, and the process of capturing details of her intellectual journey resulted in a collection of commentaries in which biography could not be easily separated from review of her scholarly output. In this article, we decided to foreground the richness of the dialogue we have so enjoyed in which there has been a fusion of the two kinds of content, incorporating Klein's reflections to illuminate some of the central themes of her entwined personal and academic trajectories. We have chosen to organize the material into three categories that we see as primary areas of focus for her and her work over the years: interdisciplinary educational activities, contributions to the professionalizing of interdisciplinarity, and discourse on teams. Whenever possible, we quote Klein directly in her own words (printed in italics) to facilitate our overview of these areas.
Theory into Practice: Julie Thompson Klein&apos;s Boundary Work and Institutional Change
Author: Davidson, Cathy N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Higher Education,Educational Research,Educational Change,Classification,Colleges,Social Networks

In this article, we seek to apply Julie Thompson Klein's supple understanding of typology as both category-making and category-defying to one aspect of her own body of work: her participation in a range of organizations with permeable boundaries. Specifically, we review her contributions to theories of boundary work in interdisciplinary studies and then her applications of those theories to building new academic institutions and networks that mirror and support related goals. We concentrate on Klein's work as a proponent of Digital Humanities (DH) and, in particular, on Klein as a founding member and leader of a boundary-breaking, cross-institutional, and cross-disciplinary alliance, HASTAC (Humanities, Arts, Science, and Technology Alliance and Collaboratory: HASTAC.org), the world's first and oldest academic social network, a participatory, constantly evolving, user-driven online community that has grown to more than 17,000 network members.