ethanporcaro/eric-fulltext-meta huggingface dataset:
What We Know and Where to Go: A Systematic Review of the Rural Student College and Career Readiness Literature and Future Directions for the Field
Author: Roberts, J. Kessa
Date: 2021-00-00
Type: Journal Articles
Subjects: College Readiness,Career Readiness,Educational Research,Rural Education,Student Characteristics,Family Influence,Rural Schools,Institutional Characteristics,Community Characteristics,Family Characteristics

College and career readiness has become a national education policy priority. With more than 9.3 million rural students in the United States, the college and career readiness of rural students is a warranted priority for rural education researchers. Using a combination of Conley's (2012) college and career readiness model, Perna's (2006) nested model of college choice, and Social Cognitive Career Theory (Lent et al., 2014), we systematically reviewed and analyzed the extant literature on rural students' college and career readiness. In addition to providing a comprehensive discussion of the prominent themes in the literature, we provide recommendations for future research on rural students' college and career readiness as well as changes to college and career readiness standards and practices that would better align with the strengths and needs of rural students, schools, and communities.
Teachers&apos; Self-Concept and Its Benefits for Science Education
Author: Maksimovic, Jelena Ž.
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Self Concept,Teacher Competencies,Teacher Characteristics,Teacher Salaries,Work Experience,Collegiality,Job Satisfaction,Teacher Improvement,Foreign Countries,Correlation

Self-concept, understood as an impression or idea one has about oneself, represents a significant precondition for the professional improvement of teachers, as well as for the advancement of teaching itself and students' development of their own positive self-concept. This research aimed to examine the idea of self-concept with the purpose of determining the manner in which primary and secondary school teachers perceive themselves. The factors to be analyzed in relation to the variables, work experience and pay satisfaction, were defined by means of the scale of estimates and factor analysis. The obtained results showed that accepting oneself, self-improvement, self-satisfaction and job satisfaction, as well as the initiative and openness to change varied depending on work experience and pay satisfaction. Work experience, not pay satisfaction, proved to have an impact on the teachers' perception of the relationship with their colleagues, whereas the perception of personal and teaching qualities did not depend on the aforementioned variables.
The Implementation of Mind Maps in Teaching Physics: Educational Efficiency and Students&apos; Involvement
Author: Gagic, Zvezdan Z.
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Grade 7,Teaching Methods,Conventional Instruction,Visual Aids,Concept Mapping,Cognitive Processes,Difficulty Level,Science Achievement,Foreign Countries,Scientific Concepts,Concept Formation

Primary school students generally lack motivation for learning physics, which they perceive as a difficult subject. In order to overcome this problem, it is necessary to apply appropriate teaching approach. The aim of this research was to assess the educational efficiency of mind maps in physics and students' involvement when this approach is used. A pre-test--post-test control group design was used. The sample of this research consisted of 113 seventh-grade students divided into an experimental and a control group. The students in the experimental group were taught physics using mind maps and the students in the control group were taught using conventional teaching approach. The data were collected by using two physics knowledge tests and perceived mental effort scale. The data were analyzed using ANOVA, t-test and chi-square test. The obtained results showed that the educational efficiency of teaching with the use of mind maps was greater than the efficiency of conventional teaching approach. Besides that, the students' involvement in the experimental group was higher than the one in the control group. The implementation of mind maps in teaching physics in primary schools can increase students' motivation for learning physics and lower their mental effort.
Designing for Equity
Author: Smith, Hal
Date: 2021-09-00
Type: Journal Articles
Subjects: Equal Education,Educational Change,Educational Policy,State Policy,Language Usage,Elementary Secondary Education,Resource Allocation,Partnerships in Education,Planning

After years of education system reforms that, at best, tinker at the system's edges, generations of families and students remain systemically marginalized, underserved, underprepared, and undereducated. COVID-19 has only made starker and more urgent the unfinished work of ensuring that all students receive an excellent education. It is time to do something different. Rather than hurry back to the familiar, leaders on state boards of education should name and be able to explain how a particular policy or set of policies can drive practices and build systems that upend inequities and foster equity. In that spirit, the author offers six equity-focused design principles that his organization, the National Urban League (NUL), applies in its national, state, and local work alongside 91 affiliates in 36 states and the District of Columbia: (1) Acknowledge Working and Operational Definitions of Equity; (2) Understand the Role of Narrative Change; (3) Reconsider Time and Resources; (4) Plan, Strategize, Act, Reflect; (5) Foster and Support an Education Ecosystem; and (6) Intentionally Build Forward Together. State boards can apply these principles to their work as well.
An Autoethnography of a Punk Rocker Turned Music Teacher
Author: Kladder, Jonathan
Date: 2021-00-00
Type: Journal Articles
Subjects: Autobiographies,Ethnography,Musicians,Music Teachers,College Faculty,Music Education,Teacher Certification,Teacher Selection,Barriers

The criteria used to admit prospective music teachers in colleges and universities across the United States has remained relatively unchanged since their inception. These criteria disenfranchise a population of potential music teachers who hold musical backgrounds outside the Western European art tradition. This autoethnography illuminates the challenges and barriers experienced by a self-taught musician who attended two traditional music programs in a midwestern region of the United States. Using Berry's (1980) six dimensions of acculturation as the theoretical framework to interpret these data, the author exposes challenges associated with his journey in achieving music teacher certification. As a qualitative investigation, an analysis of results suggests that prospective music teachers--particularly those who hold musicianship skills outside the Western European art tradition--will continue to face significant barriers, and sometimes rejection, in pursuit of a teacher certification in music from a traditional college or university. The author posits that colleges and universities in the United States, specifically those with traditional performance expectations in classical repertoire, should expand their understandings of musicianship, redefine what it means to be musically literate, adapt admissions criteria to affirm musicianship outside the Western European art tradition, and consider opportunities for informal or self-taught musicians to study, perform, and learn music within formal institutions.
Personal and Professional Characteristics of Music Education Professors: Factors Associated with Expectations and Preferences of Undergraduate Students
Author: Robison, Tiger
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Teacher Characteristics,Undergraduate Students,Expectation,Preferences,Student Attitudes,Comparative Analysis,Personality Traits,Faculty Workload,Compensation (Remuneration),Questionnaires,Teacher Educators,Teacher Education

The purpose of this study was to examine music education undergraduate students' expectations of and preferences for their music education faculty members' personal and professional backgrounds and compare them to the actual backgrounds of current music teacher educators. Participants (N = 293) from 55 randomly-selected NASM-accredited institutions completed a researcher-created questionnaire. Participants expected and preferred their music education faculty members to have approximately nine years of PreK-12 teaching experience, which is approximately three times the amount posted in faculty searches and doctoral program entrance requirements. Participants most valued their music education professors' experiences in assessment and classroom management and least valued experiences in rural area teaching and success at achieving high festival ratings for ensembles. For professors' current skills and abilities, participants most valued verbal communication, rehearsal techniques, and teaching pedagogy while least valuing skills in music composition, music history, and non-Western musics. Participants preferred their professors to be kind, flexible, and empathetic, while least preferring them to be serious, humorous, and sympathetic.
An Exploration of the Use of and the Attitudes toward Technology among Fourth and Fifth Grade Band and Orchestra Teachers, Students, and Their Parents
Author: Gilbert, Danni
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Technology Uses in Education,Student Attitudes,Elementary School Students,Grade 4,Grade 5,Music Teachers,Teacher Attitudes,Parent Attitudes,Musical Instruments,Influences

The purpose of this study was to determine what technologies are used in fourth- and fifth-grade instrumental music and to examine factors that influence the attitudes of teachers, students, and their parents toward the use of those technologies. Two researcher-designed questionnaires, the &quot;Technology in Music Usage Questionnaire&quot; (TMUQ) and the &quot;Technology in Music Attitude Questionnaire&quot; (TMAQ), were administered to a sample of teachers, students, and parents associated with first-year elementary instrumental music in a large, American Midwest urban school district. Results indicated that while most teachers use technology in class (87.0%), it is generally only used up to a third of the class period (75.0%). Although all participants were found to have positive attitudes toward using technology, results of a one-way ANOVA revealed a significant difference between the attitude scores of teachers and students. Based on the results of the study, teacher selection of technologies should be individualized and voluntary. Professional development is necessary for teachers to become familiar with available resources and best practices for implementation. Future studies are needed to investigate whether the use of technology influences student achievement or motivation for participation in elementary instrumental music.
Supply and Demand: Music Teacher Shortage in the United States
Author: Hash, Phillip M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Shortage,Teacher Recruitment,Alternative Teacher Certification,Music Teachers,Music Education,Elementary Secondary Education,Preschool Education,Public Schools,Geographic Regions,Preservice Teacher Education,Equal Education,College School Cooperation

Teacher shortage in all subjects, including music, has been an ongoing concern in the United States since the 1980s. The shortage is especially acute in urban and rural schools that serve economically disadvantaged students. This article examines (a) music teacher shortage in relation to P-12 public schools in general, (b) the demand for music teachers in specific states and regions, (c) the declining number of preservice candidates certified in music, and (d) potential strategies for alleviating music teacher shortages and providing equitable instruction for P-12 students. Solutions could involve heightened efforts to recruit music education majors, curricular revision in preservice preparation programs, alternative pathways to certification, and partnerships among universities and school districts.
The Many Contexts of the Social Responsibilities of Universities
Author: Brock, Colin
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,College Role,School Responsibility,Social Responsibility,COVID-19,Pandemics,Sustainable Development

It has long been established that universities have three main functions: to teach, to research and supervise research, and to benefit the communities and regions in which they are located. In reality, the third main function permeates the other two. There are clearly social responsibilities to the students and to the staff who teach them and/or maintain their well-being through administration and other services such as counselling. Including issues of physical, social and economic well-being in their research portfolios is also common, though not universal. In this paper, we take a spatial scale approach to social responsibilities, which can take us from social responsibilities within the university, through what might be termed 'civic responsibilities', on to the immediate populations of a town or city, and then to 'regional and international responsibilities'. The impact of the COVID-19 pandemic in line with the sector's social responsibility dynamic is also examined.
Investigating Student Satisfaction in Remote Online Learning Settings during COVID-19 in Indonesia
Author: Ngo, Jenny
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Undergraduate Students,Student Attitudes,Student Satisfaction,Interaction,Predictor Variables,Access to Computers,Internet,Teacher Student Relationship,Competence,Web Sites,Peer Influence,Feedback (Response),Group Discussion,Educational Technology,Technology Uses in Education

This study was to examine student satisfaction in remote online learning environments during COVID-19 in Indonesia. The participants were 65 undergraduate Informatics students from a private university in Surabaya, Indonesia. Data from Strachota's Student Satisfaction survey responses were examined using quantitative analyses. According to the findings, there was a strong and statistically significant relationship between student satisfaction and interaction. According to predictive models, every type of interaction could predict student satisfaction, with student interaction with content being the most powerful predictor. Furthermore, the findings revealed that self-ability in digital learning, good internet accessibility and connectivity, the presence and feedback of the teacher, website content, and the ability to learn from peer feedback and group discussions all played important roles in influencing student satisfaction. Students reported that they were generally more satisfied with their improved spoken communication skills, which helped them achieve their learning objectives. The findings suggest that integrating synchronous and asynchronous learning effectively promotes student learning and improves student satisfaction in Indonesia's remote online learning environment.
Atom Tracker: Designing a Mobile Augmented Reality Experience to Support Instruction about Cycles and Conservation of Matter in Outdoor Learning Environments
Author: Kamarainen, Amy
Date: 2016-00-00
Type: Journal Articles
Subjects: Middle School Students,Secondary School Science,Conservation (Concept),Scientific Concepts,Handheld Devices,Computer Simulation,Botany,Animation,Molecular Structure,Ecology,Science Activities,Design

We describe a mobile augmented reality (AR) experience called Atom Tracker designed to help middle school students better understand the cycling of matter in ecosystems with a focus on the concept of conservation of matter and the processes of photosynthesis and respiration. Location-based AR allows students to locate virtual &quot;hotspots,&quot; where they interact with multiple representations including vision-based AR animations of virtual atoms during ecological processes such as photosynthesis and physical LEGO® -based representations of molecules. This design case describes the design rationale, the iterative design process, the context for implementation, and reflections on the success and limitations of the Atom Tracker AR experience. An augmented reality interface was chosen due to theoretical support for its utility in supporting interaction with multiple representations (both physical and virtual) of atoms and molecules, the ability to condense and expand temporal and spatial scales associated with ecological processes, and its ability to explicitly situate these representations in real-world contexts that could support learning. Two significant design challenges that we recognized were (a) appropriately leveraging narrative, student engagement and agency when designing around the topic of atoms and molecules, which are inanimate and invisible; and (b) designing for engagement with both virtual and physical resources available during the experience
Design and Implementation of a Technology-Supported Socioscientfic Inquiry Unit in High School Biology
Author: Brush, Thomas
Date: 2016-00-00
Type: Journal Articles
Subjects: Curriculum Design,Curriculum Implementation,Technology Uses in Education,Science and Society,Inquiry,Secondary School Science,Grade 9,Teaching Methods

Socioscientific Inquiry (SSI) represents an instructional approach designed to target interest and knowledge in science. In this context, students consider scientific issues that have social implications and comprise a range of trade-offs, concepts, and considerations in order to arrive at informed conclusions (Sadler, 2004, 2011). Given the potential benefits to students on utilizing SSI within K-12 instruction, it is important to explore the challenges to implementing SSI in authentic classrooms settings. Doing so may provide additional insight into how to better partner with teachers to successfully implement SSI instruction. This design case describes an iterative inquiry curricular design process within the context of a 9th grade science classroom. Specifically, our case attempts to increase our understanding of the SSI design and implementation process as it applies to a high school classroom context, and enables us to understand what kind of instructional supports most benefit students.
Analysis of the Activities Used in English Textbooks Regarding the Multiple Intelligences Theory in Jordan
Author: Maharma, Hamza Mohammad Ali Al
Date: 2021-10-00
Type: Journal Articles
Subjects: Textbooks,Textbook Content,Activities,Multiple Intelligences,Cognitive Style,Secondary School Students,Adolescents,English (Second Language),Second Language Instruction,Second Language Learning,Grade 9,Grade 10,Grade 12,Foreign Countries

This study analyzes the activities used in the English series of Action Pack textbooks in accordance with multiple intelligences theory. This series is used in teaching the English language for grades nine, ten and twelve in Jordan. The researcher analyzed 608 activities to decide which type of multiple intelligences is more common in the targeted activities. The results indicate that the linguistic and spatial intelligences were the most prevalent in the three textbooks. Also, it was revealed that the types of intelligences were not found similarly in the targeted textbooks.
Are the Effects of Pandemics on Our Life Always Bad? Positive Effects of COVID-19 on Our Life
Author: Ceylan, Merve
Date: 2021-09-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Well Being,Individual Development,Skill Development,Time Management,Physical Activity Level,Social Life,Life Satisfaction,Electronic Learning,Influence of Technology,Recreational Activities,Adults,Foreign Countries

This study is conducted to investigate whether restrictions applied during COVID-19 process caused positive gains in individuals' lives or not. In this study, data collection method used was questionnaire to reach more number of participants in a short time. Questionnaire form prepared in accordance with purpose of study was designed through &quot;Google Forms&quot;. During the data collection process, due to the restrictions applied globally, the link sharing with the research questions and the text containing the information about the research were sent to the e-mail addresses of the potential participants. Prior to questionnaire questions, information transmission was made in relation to purpose of study. Data collection period covers dates of 1st of June, 2020 to 31st of March 2021. Questionnaires sent after these dates were not evaluated. Mail was sent to 871 participants in order for them to take part in the research and among them, 682 participants (78.3%) have returned back. Frequency and percentage distributions of data obtained from participants were calculated. When the results obtained from the research are evaluated in general, it is seen that the pandemic process has an important effect on the realization of interests that have been postponed due to lack of time, in the process of self-discovery of individuals and in having new experiences, and in breaking the prejudice against the use of technology.
Iteratively Refining a Science Explanation Tool through Classroom Implementation and Stakeholder Partnerships
Author: Matuk, Camillia
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Inquiry,Active Learning,Web Based Instruction,Partnerships in Education,Educational Research,Design,Educational Technology,Secondary School Science,Middle Schools,High Schools

Science inquiry challenges students to synthesize various ideas about complex phenomena into coherent explanations. It also challenges teachers, who must guide their diverse students' developing understanding during student-paced investigations. We describe the Idea Manager, a suite of web-based, curriculum-integrated tools that (a) guides students' knowledge integration as they generate, distinguish, and reconcile their ideas; and (b) provides means for teachers to monitor learning over the course of technology-enhanced science inquiry units. With the Idea Manager tool, students document short, text-based ideas, tag and sort them along various attributes, and exchange them with classmates. At culminating points of their investigations, students graphically organize their ideas to prepare written scientific explanations. Meanwhile, logs of idea entries, revisions, and meta-data inform teachers' and researchers' decisions about instruction and design. This paper offers an account of the design moves made in refining the Idea Manager, and highlights the importance of teacher-researcher partnerships and classroom implementations. Through designers' artifacts, classroom research findings, and teachers' and researchers' reflections, we illustrate the tool's origins; our strategies for testing new features and eliciting stakeholders' feedback, and how middle and high school classroom implementations inform the tool's continued iterations. Based on learning theory and on our own 40+ collective years of classroom teaching experience, we explain our design decisions and describe how new features and patterns for the tool's use emerged from a community of researchers. Finally, we reflect on the process of iteration that advances both theory and design, and on the value of pedagogically-driven technology design.