ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing for Self-Efficacy: E-Mentoring Training for White and BIPOC Women in STEM
Author: Gish-Lieberman, Jaclyn J.
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Peer Teaching,Mentors,White Students,Minority Group Students,African American Students,Indigenous Populations,Females,Black Colleges,Minority Serving Institutions,Electronic Learning,Educational Technology,Learning Modules,Asynchronous Communication,Synchronous Communication,Self Efficacy,Womens Education,College Students,Training,Program Design,Video Technology,Computer Simulation

This design case describes the tensions and resolutions related to the iterative design of a virtual STEM peer mentoring program for White and Black, Indigenous, and People of Color (BIPOC) women in STEM study programs at Historically Black Colleges and Universities (HBCUs) and at Minority Serving Institutions (MSIs). Stakeholder feedback, along with a conceptual framework, including Tinto's Institutional Departure Model and Bandura's Theory of Self-Efficacy, guided the design work. The second iteration featured eight self-paced, eLearning modules designed to be completed as one per week in conjunction with asynchronous and synchronous communications with program peers and faculty facilitators. The design goals focused on the self-paced modules and resolved content presentation, case videos, practice, and reflection issues. The case highlights the intersection of new design elements with Bandura's (1977) four sources of self-efficacy: social persuasion, vicarious experiences, performance accomplishments, and psychological response.
How Use-Modify-Create Brings Middle Grades Students to Computational Thinking
Author: Houchins, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Middle School Students,Computation,Thinking Skills,Curriculum Development,Science Instruction,Pandemics

This design case chronicles the efforts of an interdisciplinary team of researchers as they collaborated with middle grades science teachers and students to build and refine an epidemic disease curriculum module. The initial five-day design was delivered in five science classrooms at three nearby schools where researcher classroom observations and teacher feedback drove iterative refinements of the module's materials. The final design of this module consisted of four instructional days of modeling and simulation activities that integrate computational thinking practices, computer science concepts, and life sciences content. The paper aims to illustrate the design motivations to address contextual constraints such as tight curricular schedules and varied levels of exposure to programming for both teachers and students. The instructional materials presented in this design case were the result of a three-year long research-practice partnership with science teachers at nearby middle schools.
Re-Imagining Technology Education for Student Teachers Using Human-Centered Design
Author: Phan, Trang
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Education,Student Teachers,Technology Integration,Assignments,Credentials,Preservice Teacher Education,Instructional Design,Student Educational Objectives,Learning Activities,Problem Solving,Concept Formation

This design case describes the implementation of the Human-centered Design process, developed by the world leading design firm IDEO and Stanford d. school. The process describes the technology integration onto a teaching credential program course at a university in Central California. It reports the thought process to adopting HCD in the course with a focus on a semester-long assignment called Technology Leap Project (TLP). The preliminary design decisions and the design process in depth. Each phase of the HCD process (i.e. Inspiration, Ideation, Implementation) was defined and its manifestation into the TLP was articulated and assembled with samples of students' work. The case also discusses various merits and challenges for the design team of applying the HCD process in engaging student learning and responding to their learning needs. Finally, the revision plan was discussed.
Rethinking the One Button Studio: An Alternative Solution
Author: McCorkle, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Technology,Production Techniques,Technology Uses in Education,College Faculty,Usability,Cost Effectiveness,Video Equipment,Design

This design case focuses on the development of an alternative to Penn State's One Button Studio, but with a do-it-yourself mentality and a substantially smaller budget. The development of our one button video kiosk began as a class project but is part of a larger design-based research project. Video production is not something that all faculty, staff, or students are comfortable with. Our one button video kiosk is intended to minimize barriers and concerns with such productions by helping users produce video content as quickly and easily as possible. The case focuses on the design, development, and initial testing of the kiosk. By freely sharing these details, it is the hope of the authors that readers will join the conversation by sharing their revisions or new designs for such kiosks or alternative solutions.
COVID-19 Crisis Challenges and Management Strategies of Educational Leaders in America
Author: Brion, Corinne
Date: 2021-12-00
Type: Journal Articles
Subjects: Coping,Pandemics,COVID-19,Case Studies,Videoconferencing,Stress Management,Administrator Role,Instructional Leadership,Crisis Management,Administrator Attitudes,Social Problems,Racial Bias,Leadership Effectiveness,Information Technology,Kindergarten,Elementary Secondary Education,Principals,Sense of Community,Communication Strategies

This research was conducted to understand how 30 American school leaders coped with the COVID-19 pandemic. A case study approach was used in the study. The researchers used convenience and snowball sampling to conduct Zoom interviews in May 2020. The research findings revealed that leaders faced numerous difficulties related to having to lead during two crises (a global pandemic and social-racial issues). The results also showed that leaders changed their style and used many strategies to lead during crises. They emphasized communication, became stress managers and cheerleaders, focused on developing a sense of belonging among teachers and students alike, and planned for the school year. This study is important because it expands leaders' understanding of how to lead schools in times of crisis. When leaders lead effectively in times of crisis, then learning, teaching, and well-being are less likely to negatively impacted. The implications of this study also challenge education stakeholders to reimagine how to lead in an increasingly technological world. The study is relevant for K-12 leaders, but the findings could also be useful for leaders in a variety of contexts.
Development of Test-Taking Strategies Scale: High School and Undergraduate Form
Author: Tunç, Emine Burcu
Date: 2021-12-00
Type: Journal Articles
Subjects: Test Wiseness,Test Construction,High School Students,Undergraduate Students,Test Validity,Test Reliability,Factor Analysis

Test-taking strategies are discussed in the literature as an important factor affecting test scores and are recommended to be taken into consideration regarding the validity of tests. Although studies have been conducted for more than a quarter century, no agreement has been reached on the dimensions of test-taking strategies. The purpose of this study is to develop a valid and reliable scale of test-taking strategies for university and high school students who experience intense periods of testing. In the scale created for this purpose, we consider tests with different types of items and focus on strategies before, during, and after the test, excluding test preparation. Two separate forms of test-taking strategies were developed for the high school (27 items) and undergraduate (18 items) levels, using promising measurement theories and models. Results indicated that the Person Separation Index, as a reliability index, was calculated as 0.88 for the high-school form and 0.93 for the undergraduate form. This study is significant in presenting valid and reliable tools for measuring test-taking strategies and can be considered exemplary research that uses the Partial Credit Model for Likert-type scale development.
Ministerial Education Councils&apos; Capacity for Policy Decision-Making in Canada, Germany, and Switzerland: Finding a Balanced Perspective
Author: Faubert, Brent
Date: 2021-00-00
Type: Journal Articles
Subjects: Decision Making,Cross Cultural Studies,Foreign Countries,Government Role,Educational Policy,Policy Formation,Case Studies,Governance,Social Problems,Comparative Education,Competition,Power Structure,Public Agencies,Agency Role

Scholars have become increasingly vigilant about leaders, the role of government and wider governance bodies, and their influence on education policy. Councils in Europe and North America, generally, and education councils, specifically, are good examples of influential bodies whose decision-making processes have rightfully come under scrutiny; however, many scholarly assessments have been characterized by rhetorical claims that focus on these bodies' limited ability to make decisions and address social challenges. This article details a qualitative, comparative case study conducted in 2018 that investigated how Councils of Ministers of Education in Canada, Germany, and Switzerland address national educational issues of collective interest. The resulting dataset is comprehensive, and this research invites colleagues to refine or rethink some of their limiting rhetorical tools and underlying assumptions.
School Leadership and the Experience of Education under Oppression
Author: Deitle, Kevin
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Educational History,Racial Segregation,Social Change,Archives,Ethnic Groups,Racial Discrimination,Universities,Power Structure,Role of Education,Foreign Countries,School Administration,Educational Policy,Elementary Secondary Education,Educational Experience,Personal Narratives

Background: This qualitative study examined apartheid-era South Africa, from 1948 to 1994, which established social and administrative policies that deliberately curtailed the education of Indigenous and other South Africans as a means of oppressing non-European ethnic groups. Analysis: In lieu of face-to-face interviews, the experience of education under apartheid is examined through stories and interviews submitted to the Apartheid Archives Project, curated by the University of the Witwatersrand, in Johannesburg, South Africa. The central question asks how the personal experiences of an oppressive school system, as interpreted through the framework of Freirean education, informs school leaders. Conclusion: Oppression infiltrates school systems, impinges on the educational process, and robs students of learning opportunities. In recognizing this, educators engage their responsibility as school leaders, and embrace the pivotal role education plays in social reconstruction, liberation, and humanization.
The Impact of Robotics Assisted Programming Education on Academic Success, Problem Solving Skills and Motivation
Author: Cam, Emre
Date: 2022-00-00
Type: Journal Articles
Subjects: Robotics,Programming,Problem Solving,Student Motivation,Teaching Methods,Academic Achievement,Instructional Effectiveness,College Students

Because of their traditional programming structures that have user-hostile interfaces and complicated syntax, programming languages education doesn't catch students' attention and most of them find programming difficult and consider it as a job that only professionals can do. In order to minimalize the difficulty and drawback and help students acquire programming skills, programming education must be supported with visual and tangible tools. In this study, effect of robotics assisted programming education on students' academic success, problem solving skills and motivation was analyzed. In the study, in which quasi-experimental design with pretest-posttest control group, one of the quantitative methods of research was used and the study was carried out on 50 students split into experimental and control groups. Robotics assisted ROBOTC programming education with LEGO® Mindstorms EV3 was carried out with the students of experimental group and for the control group basic C programming education was given. As a result of the data obtained within the scope of the study that lasted for 8 weeks, it was found that academic success, problem solving skills and motivation of students who received robotics assisted programming education were higher than who received robotics unassisted programming education.
Academics&apos; Perception and Practices of Online Education during the COVID-19 Pandemic: The Case of Turkey
Author: Bakan Kalaycioglu, Dilara
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,College Faculty,Online Courses,COVID-19,Pandemics,Educational Practices,Foreign Countries,Distance Education,Educational Change,Educational Experience,Test Reliability,Trust (Psychology),Evaluation Methods,Teacher Characteristics

COVID-19 affected higher educational institutions around the world. This study focused on academics' perceptions and practices of online education based on their academic discipline and previous online education experience. The survey research design used and an e-survey was conducted in May 2020, during which the lockdown restrictions were rather tight in Turkey. The analyzes were carried out on the responses of 8,242 academics' using the omnibus chi-square test and t-tests. The results point out that academics' time allocation to preparation for courses, student counselling, and lectures are varying due to their academic disciplines. Generally, academics have a negative perception of online education though there is a difference between the experienced ones and others. In particular, academics with online education experience exhibited lower negative perceptions of online education than those lacking such experience. Maybe one of the most problematic parts of this transition process for academics is how to ensure the reliability of exams. Our results showed that even the academics with online education experience have a higher level of distrust towards educational measurement and evaluation methods.
A Content Analysis of Studies Published in the Field of Augmented Reality in Education
Author: Turhan, Mahmut Emre
Date: 2022-00-00
Type: Journal Articles
Subjects: Content Analysis,Teaching Methods,Academic Achievement,Research Reports,Science Education,Computer Simulation,Journal Articles,Research Methodology,Foreign Countries

This review study was carried out using content analysis and it was aimed to analyze the articles published in national journals in the field of augmented reality. The sample of this study, in which the content analysis method was used, consists of 87 academic studies conducted in the field of augmented reality in education in Turkey between 2012 and 2020. Studies obtained as a result of scanning were analyzed according to some variables such as the publication year, purpose, subject area, approach / method, sample group, sample number, data collection tool of study. As a result of the analysis of the research, it was observed that the first studies started in 2012 and increased with each year. It has been determined that most of the studies are aimed at determining the effect of augmented reality on students' achievement. In addition, it was seen that the vast majority of researches were carried out in the field of science education, using the experimental research method with 40-60 university students. Furthermore; it has been determined that the achievement test in quantitative studies and interview form in Research Article qualitative research is more preferred as a data collection tool.
A Digital Educational Tool Experience in History Course: Creating Digital Comics via Pixton Edu
Author: Erol Sahin, Aysegül Nihan
Date: 2022-00-00
Type: Journal Articles
Subjects: History Instruction,Cartoons,Teaching Methods,Phenomenology,Undergraduate Students,Course Descriptions,Computer Software,Videoconferencing,Positive Attitudes,Student Motivation,Thinking Skills,Skill Development,Distance Education,Learning Processes,Student Attitudes,Computer Mediated Communication

The aim of this study is to reveal the experiences of digital comics developed by the participants in Atatürk's Principles and History of Revolutions course. In this context, the research has been designed with phenomenology, which is one of the qualitative research methods. The study group of the research consists of 29 university students who took APHR (TAR101) course. The sample was chosen through easily accessible sampling due to the epidemic conditions. In the study, semi-structured interview form developed by the researchers, focus group interviews, researcher feedback and comics created by the students via the Pixton Edu tool were used as data collection tools. The research process lasted 15 weeks, the interviews were conducted online through the online meeting program Zoom and through the WhatsApp group established by the researchers. The findings obtained in the research were analyzed with a holistic perspective according to content analysis. According to the opinions of the participants in the research; it was concluded that the comics developed positively affect the attitude towards the lesson, improve the thinking skills of the participants. This experience transformed the learning process to a funny, meaningful and permanent process, enabled distance education to an interactive, increase motivation, and strengthen in-group communication in the distance education process. Based on the research findings, various suggestions were made by the researchers.
An Action Research: Experiences and Practices of Designing 21st-Century Assessment Activities of Elementary Teacher Candidates
Author: Orhan Ozen, Sevil
Date: 2022-00-00
Type: Journal Articles
Subjects: Action Research,Preservice Teachers,Elementary School Teachers,Content Analysis,Feedback (Response),21st Century Skills,Instructional Design,Scoring Rubrics,Homework,Self Evaluation (Individuals),Rating Scales,Teacher Education Programs,Student Evaluation,Student Attitudes,Foreign Countries

The aim of this action research is to improve the experiences and practices of elementary teacher candidates in designing 21st-century assessment activities. This study was conducted with two groups in Instructional Design Course in two different education terms. The first term has 52, while the second term has 42 elementary teacher candidates (ETCs). A rubric to design assessment activities was created with ETCs in the first term and they applied them to revise. Then the ETCs in the second term experienced by applying revised rubric during performance homework and fulfilled the self-assessment form including both rating scale and open-ended questions were used to tell their experiences. The responses to the rating scale were analyzed through descriptive analysis, while open-ended responses of ETCs were analyzed through content analysis. The findings indicate that ETCs have experience based on creating problem-solving, critical thinking, and productive product-based questions, using collaborative structure, using digital tools, creating feedback badges based on skill-based scoring. Also, ETCs reported they have improved professional and personal skills by designing 21st-century Research Article assessment activities. This study contributes to preparing ETCs for 21st-century learning.
Making Wonders with Burned Fingers: The Experiences of ELT Teachers during the Online Education Process
Author: Sahin-Durmaz, Pinar
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Experience,English (Second Language),Second Language Instruction,Language Teachers,Electronic Learning,Foreign Countries,Teacher Attitudes,COVID-19,Pandemics,College Faculty,Work Life Expectancy,Faculty Development,Teacher Collaboration,Teacher Administrator Relationship,Web Based Instruction

The COVID-19 pandemic has caused a rapid shift in education all around the world, including Northern Cyprus. Although the related literature focused on the general perceptions of teachers and their experiences or challenges during the online education process that started early in 2020, there seems to be a gap in the literature regarding the well-being of the English language teachers from a broader perspective taking their interwoven roles and identities into consideration. In an attempt to fill this void in the literature, this study investigated the experiences of seven English language teachers during the online education period English medium university in Northern Cyprus regarding (1) work-life balance, (2) professional development, (3) academic activities and research, (4) collaboration and communication among colleagues, (5) relationship with the administration, and (6) teaching English online. The necessary data were collected via a demographic survey along with an auto-photography task, in which the participants took photos for the themes and explained them in short abstracts, and focus group interviews were conducted. The findings revealed that although the teachers had certain financial, psychological, and teaching-related challenges in this process, they adapted to the new normal by making sacrifices, learning from their mistakes. That is to say, adaptation to online teaching took some time, energy, practice, and collaboration, but eventually, teachers managed to survive and even enjoy the whole process despite the pain they had in their fingers.
Musicians of the Titanic: An EFL Teacher&apos;s Classroom Management Experiences during COVID-19 Pandemic
Author: Sürüç Sen, Nur
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Second Language Instruction,Second Language Learning,English (Second Language),Classroom Techniques,COVID-19,Pandemics,Distance Education,Teacher Role

This single-subject case study dwells on the classroom management (CM) practices during emergency remote teaching (ERT) that resulted from the COVID-19 pandemic. The participant is an English teacher, teaching young learners (aged 6-8) during the time of the study. Under the qualitative research framework, the strategies and views upon CM practices were derived from observation of 20 lessons, 4 weekly reflection reports, and a semi-structured interview. The data were transcribed, analyzed using in-vivo and descriptive coding methods, and interpreted with relating to the existing literature. As a result, it was found out that there were many factors interwoven in this subject matter, giving rise to an intricate network of developing strategies, perceptions, and roles. In this vein, various teacher roles/resources, dynamic learners' roles, a toolkit for dealing with CM issues, the intervening surrounding factors affecting the course of CM during ERT were presented and discussed within the related literature. Accordingly, practical implications upon ameliorating this process and recommendations for enhancing the understanding of the subject matter were provided.