ethanporcaro/eric-fulltext-meta huggingface dataset:
Reducing Scientific Skepticism
Author: ZuHone, John
Date: 2021-00-00
Type: Journal Articles
Subjects: Beliefs,Misconceptions,Science Education,Religious Factors,Astronomy,Space Sciences,Learner Engagement

Many people with strong religious beliefs in the United States struggle with trusting the pronouncements of scientists. This is primarily because they have come to believe that science offers a perspective on ultimate questions such as origins and life after death that conflicts with their own. Education and public outreach efforts by scientists can go a long way towards persuading religious believers that they can trust the results of the scientific process, especially if that outreach is led by scientists who share their beliefs. In this article, I discuss how astronomy and space science can be an ideal entry point for religious believers to understand how science works, why it can be trusted to yield true information about the world, and to engage in critical thinking about how to understand their faith in light of scientific discoveries, and vice-versa.
Assessing the Role of Exposure to Learning Styles Theory on K-12 Teachers: A Survey-Based Analysis
Author: English, Alan
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Style,Learning Theories,Elementary School Teachers,Secondary School Teachers,Teacher Education Programs,Program Implementation,Outcomes of Education,Teaching Methods

Despite a lack of empirical evidence, learning styles theory (LST) enjoys widespread support in education, leading many researchers to refer to it as a &quot;myth.&quot; Although previous research has demonstrated LST's popularity, the impact of exposure to LST on teachers is not yet known. Here original survey data of K-12 teachers (n = 240) was used to determine how prevalent LST is, the sources that most commonly expose teachers to LST, and what impact exposure to LST has on them. Respondents reported widespread exposure to LST, particularly within teacher education programs, as well as widespread support for LST. Data analysis demonstrated a positive correlation between degree of exposure to LST and implementation of LST. These results are revealing of the lack of progress that researchers have made in moving K-12 teachers beyond LST, are suggestive of the role of research in teacher education programs, and raise potential implications regarding the impact of teacher education on the apprenticeship of observation.
Faculty Perceptions of Course Attributes, Resources, and Attitudes for a Successful Co-Teaching Experience with Preservice Teacher Educators
Author: Cannaday, Jessica
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teacher Education,Teacher Educators,Teacher Attitudes,Team Teaching,Teaching Methods,Barriers,Special Education Teachers,Adjunct Faculty,College Faculty,Teachers,Trust (Psychology),Faculty Development

This qualitative study is a follow-up to an initial large-scale case study on the implementation of a co-taught curriculum in one California teacher preparation program. In a continuation of the initial case study, this follow-up study examined faculty perceptions of the necessary course attributes, resources, and attitudes for a successful university-level co-teaching experience in a preservice teacher education program. Nineteen faculty interviews were analyzed and included in this study utilizing cultural-historical activity theory (CHAT) to understand individual faculty perceptions in the context of the larger activity system of co-teaching. Results indicate that faculty perceived necessary course attributes in a co-taught course to include equal representation of special education and general education faculty; increased use of constructivist pedagogical methods; use of team teaching, parallel teaching, and station-based co-teaching models; and partnerships based on openness, flexibility, trust, and willingness to compromise. Faculty perceived barriers to co-teaching success to be lack of both time and funding. Differing perceptions of co-teaching implementation existed between adjunct faculty and full faculty and between special education and general education faculty.
Special Education Teachers in Residence: New Teachers for the Prairie
Author: Bock, Marj
Date: 2021-00-00
Type: Journal Articles
Subjects: Special Education,Rural Schools,Special Education Teachers,College School Cooperation,Technology Uses in Education,Electronic Learning,Teacher Education Programs,Elementary Secondary Education

Rural schools face unique challenges recruiting teachers. Rural school administrators report difficulties finding qualified applicants. Unique challenges rural special education teachers face, e.g., working with a more diverse group of students including those with significant disabilities, heighten the difficulties rural administrators experience when recruiting and retaining qualified special education teachers. Leveraging university/rural school partnerships, e.g., resident teacher university/school partnerships, can help rural schools recruit and retain qualified special education teachers. This article reports a self-study of Teachers College Special Education Fellowship Program (TCSEFP), a virtual residency in teaching program. The data support the benefits of the TCSEFP for special education teacher recruitment and teacher training for first year special education teachers teaching with a provisional endorsement. The data also support the development of virtual university/school partnerships.
Time for Critical Reimagining and Breaking of Silos in Teacher Education
Author: Stolz, Suzanne
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Teacher Educators,Interdisciplinary Approach,Barriers,Specialization,Expertise,Team Teaching,Educational Improvement,Educational Change

This article is a response to the four articles presented in this issue. It considers the need for teacher educators to reimagine structures, practices, and priorities that have dominated the field of education and highlights the ways in which these authors can push our thinking. The work calls us to break down silos, promote interdisciplinary work, and resource what we know to be beneficial to learners. The research implies that educators' time, a scarce resource, is a barrier that encumbers progress.
Special Educator Self-Efficacy: The Impact of Training and Experience
Author: Johnson, Sarah Robbie
Date: 2021-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Self Efficacy,Credentials,Self Concept Measures,Educational Quality,Preservice Teachers,Experienced Teachers,Alternative Teacher Certification,Learner Engagement,Educational Strategies,Classroom Techniques,Teacher Education Programs

In California, the longstanding insufficiency of special educators has compounded since the 2013-2014 academic year. Districts and state legislators have relied on the issuance of substandard permits (i.e., Provisional Intern Permits, Short-Term Staff Permits, and Intern Credentials) to counteract the shortage. However, the effectiveness of this approach has limited evaluation. This study evaluated differences between pre-service and in-service special educators' self-efficacy ratings. Special educators serving in California's Central Valley on substandard permits or valid teaching credentials (i.e., Preliminary and Clear Credentials) completed the Teachers' Sense of Efficacy Scale. Differences were assessed across several variables using independent t-tests and one-way ANOVAs. Significant differences emerged in special educators' self-reported levels of self-efficacy as a function of credential status, favoring those with valid credentials. The findings indicate a correlation between special educators' credential status (a proxy for training) and self-reported self-efficacy. The results of this study add to the research on special educators' self-efficacy by exploring the phenomenon among a newly emerged group of California-based special educators: substandard permit holders.
GeoSTEM: &quot;The Urban Mess&quot; Interdisciplinary Learning in a Project-Based Learning High School Environment
Author: Parnis, Kimberley
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,High School Students,Student Projects,Active Learning,Geography Instruction,Computer Assisted Design,Local Issues,Maps,Human Geography,Authentic Learning,Problem Solving

Parramatta Marist High School is a school in Western Sydney, New South Wales, that has over 14 years of experience in project-based learning in Stages 4 and 5 (Years 7-10). Over this period, projects have been constantly developed, redeveloped and improved by teachers based on their experience and feedback from their colleagues and their students. Growing out of this feedback cycle, GeoSTEM (an integration of geography and STEM) was formed to utilise complementary skills and concepts from both subjects in order to develop projects that better engage and reflect student learning in the 21st Century. In 2019, the first GeoSTEM project titled &quot;The Urban Mess&quot; was delivered to Year 9. This project focused on issues of urbanisation, sustainability and design within a local context, through the lens of the Stage 5 Changing Places unit. Through computer-aided design and fabrication, local geographical issues were exposed and resolutions proposed with the final products utilising laser-cut overlay maps to represent the various solutions.
The Impact of Experiencing Proficiency-Based Learning (PBL) on Preservice Teacher Perspectives on PBL, Assessment, and Grading
Author: DeMink-Carthew, Jessica
Date: 2021-00-00
Type: Journal Articles
Subjects: Competency Based Education,Preservice Teachers,Student Attitudes,Student Evaluation,Grading,Formative Evaluation,Assessment Literacy,Preservice Teacher Education,Educational Benefits

This study investigates the impact of a proficiency-based learning (PBL) experience on preservice teacher (PST) perspectives on PBL, assessment, and grading. The findings reveal several salient advantages and disadvantages of PBL from the student perspective and demonstrate that experiencing PBL can impact PST perspectives on assessment and grading. The vast majority of students who experienced PBL reported a deeper appreciation for the importance of assessment, with many students sharing expanded understandings of what qualifies as assessment, the value of formative assessment, and the benefits of assessment for students. Student responses also reveal some problematic assumptions and beliefs about assessment and grading that are at odds with the principles of PBL, some of which persist even after experiencing PBL. We draw on these findings to offer implications for research and preservice teacher education.
Recognising Geography as a Partial STEM Subject: The Journey So Far
Author: Caldis, Susan
Date: 2021-00-00
Type: Journal Articles
Subjects: Geography,STEM Education,Foreign Countries,Educational Change,Curriculum Development,Conferences (Gatherings)

In 2018, the National Committee for Geographical Sciences released &quot;Geography: Shaping Australia's Future: a strategic plan for the discipline of geography.&quot; Throughout the strategic plan, the contribution of geographical understanding and research to Australia's environmental, economic, and social wellbeing is made clear, and a series of recommendations unfold to guide future directions and planning for the discipline. The Australian Geography Teachers Association (AGTA) took leadership of actioning the recommendations from Chapter 13, &quot;Geography in Australian Schools&quot;. The purpose of this paper is to report on the context and journey so far for the recommendation about geography as a partial STEM subject, including the outcomes from a recent national symposium.
Making It Happen: An Experience of Using Earth Observation-Based Research Outputs for Engaging High School Students in Novel Technologies for Sustainable Agriculture
Author: Teece, Bronwyn L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Agricultural Education,Sustainability,Earth Science,Curriculum Implementation,STEM Education,Student Projects,Active Learning,Learning Activities,Technology Uses in Education,Partnerships in Education,College School Cooperation

Educational policy and management emphasise the role of science (e.g., earth science, geography) as a fundamental aspect of societal advance, but student enrolments at universities in these disciplines remain low. This commentary explores ways to foster more collaboration between university academics and high school teachers to implement STEM-related curriculum through hands-on exploration of novel earth observation (EO) technologies. To this end, we develop project-based learning activities through the Copernicus applications and services for low impact agriculture in Australia (COALA) project, an international venture of eleven partners seeking to promote the adoption of products and services for sustainable agriculture in Australia, underpinned by satellite technology from the European Copernicus programme. We reflect on our experiences developing project-based learning activities, and particularly on the benefits and obstacles we faced.
&quot;Math Is so Much More&quot;: The Design, Implementation, and Outcomes of an Elective Mathematics Methods Course
Author: Anderson, Robin Keturah
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Mathematics Teachers,Secondary School Teachers,Mathematics Instruction,Methods Courses,Elective Courses,Curriculum Design,Student Attitudes,Outcomes of Education,Teacher Education Programs

There is a growing need for teacher preparation courses that support teacher candidates (TCs) in meeting requirements to obtain a supplemental teaching credential. In particular, given the demands for secondary mathematics teachers, developing effective cross-disciplinary coursework within preparation programs is timely and important work. Our study examines the development and evolution of TCs' experiences in a mathematics teaching methods course designed for TCs seeking a supplemental credential. We describe the design principles and practices used to create, and modify, a course to meet (a) state licensure requirements, (b) the goals of the teacher education program, and (c) the individual needs of the TCs. Using survey and interview data, we report on TCs' experiences with the course and their future plans for obtaining a supplemental teaching credential in mathematics. Our study contributes to discussions on teacher preparation for interdisciplinary teaching, licensure requirements, conceptual and practical tools for teaching, and effective course design.
Be Honest - Why Did YOU Decide to Study Psychology? A Recent Graduate and a Professor Reflect
Author: Hurst, Robert
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Majors (Students),Psychology,Student Motivation,Autobiographies,Ethnography,Foreign Countries,Counselor Training

Understanding student motivation is key to unlocking higher student satisfaction and allowing teachers to meet the expectations of their students. Psychology students have their own unique motivations. Using autoethnographic methods, a recent graduate and a professor of psychology come together to recall our own experiences from the classroom. From these, we arrive at definitions for two psychology student motivations that have stood out to us. We suggest how understanding motivations such as these can be beneficial for students and teachers alike. We discuss the benefits and limitations of using autoethnography to give our first-hand accounts, demonstrating the potential of this lesser-known methodology as a valid way to bring educational experiences into journals.
Evaluation of a &apos;Painting and Puzzles Exercise Book for Statistics&apos; for Psychology First Year Students
Author: Austerschmidt, Kim L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Material Evaluation,Statistics Education,Psychology,College Freshmen,Test Coaching,Active Learning

Statistics courses are challenging for many psychology students. We designed a 'Painting and Puzzles Exercise Book for Statistics' for first year psychology undergraduates, to repeat and deepen the course content and get prepared for the exam. We describe the development and characteristics of the book and report a longitudinal evaluation study. Users (N=72) rated the book positively and judged it as helpful, easy to use, and enjoyable. Students with initially higher skills, younger students and, those who graduated from school recently were more likely to use it. We matched users to non-users from the preceding and the evaluation cohort, respectively, on characteristics at study entry and found positive effects on achievement (exam grade and perceived management of course content) for users. We reason that the book is a valuable support that can be embedded in an ongoing course easily.
STEM in Geography Education -- An Earth Science Perspective
Author: Selway, Kate
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Geography,Earth Science,Foreign Countries,Citizen Participation,Goal Orientation

In the Australian school curriculum, geography is housed within the humanities and social sciences. This classification affects the content within the curriculum, the backgrounds of teachers and their professional development opportunities, and also the expectations and subject choices of students. As an earth scientist working in the Australian university sector, Kate Selway's research is closely linked to geography and she teaches many undergraduates who had their passion sparked during geography lessons at school. From this perspective, she suggests three reasons why the expansion of STEM (science, technology, engineering and mathematics) skills in the school geography curriculum would be of benefit.
Effects on Students&apos; Academic and Non-Academic Outcomes and Student Participation in Theatre Arts: A Research Synthesis
Author: Goble, Grant H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Student Participation,Theater Arts,Elementary Secondary Education,Self Esteem,Creativity,Literature Reviews,Academic Achievement

Research suggests theatre arts participation benefits student's academic and nonacademic outcomes. The purpose of this literature review was to identify the extent to which a relationship exists between participation in theatre arts and student outcomes for students K-12. Fourteen articles met the inclusion criteria. Results found theatre arts programs were positively related to self-beliefs, provide positive outcome experiences, foster student development, increase interpersonal and social skills, and expand theatre arts skills. The results indicate the importance of the creative process in theatre arts, which includes play production, theatre devising and theatre workshops and classes. The evidence from these findings suggest that students may benefit from the experiences of participation in a theatre arts program through the creative process and increase student outcomes through social and emotional development, enhancing self-beliefs, and increasing theatre arts skills. This informs current practice in implantation of a theatre arts program, which could include play production, theatre devising and theatre classes and workshops.
Learning a Second Language for Arabic Speakers: Can Word Pair Directionality Make a Difference?
Author: Aldosari, Bushra
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Text Structure,English (Second Language),Semitic Languages,College Students,Teaching Methods

Text structure (e.g., left-to-right orientation) can bias later task performance by supporting scanning strategies on related tasks (e.g., scanning left-to-right when learning word pairs). The current study was designed to investigate how the reading habits of native Arabic speakers might affect the acquisition of English vocabulary in word lists. Forty Arabic-speaking ESL students were asked to learn two lists of Arabic-English word pairs. The experimental materials were two lists of low-frequency English words with their Arabic translations. In each of two sessions, 20 pairs of English and Arabic words were presented to the participants. The presentation order and position of the words in the list was counterbalanced across students (e.g., Arabic-English vs. English-Arabic). After attempting to learn from both lists, the participants were asked to complete an English-Arabic directional translation test. The results suggest that learning the word pairs from the Arabic-English list resulted in greater recall of English words.
Student Perceptions of a Service-Learning Course in a Rural Setting
Author: Dinkel, Danae
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Service Learning,Rural Areas,College Students,Program Improvement,After School Programs,Obesity

The primary purpose of this study was to explore students' perceptions of a service-learning course at a small, rural, state college. Throughout the semester-long course, the students learned about how to improve afterschool programs and childhood obesity in rural areas similar to the community that encompassed them. The class format consisted of both online discussions over articles, along with in-person meetings. Students then had the option to participate in a paid service opportunity to apply their knowledge in an after-school program; however, no students took part in this component of the class. Reasons the students could not participate in the afterschool program were discussed but most students believed participation would have been beneficial.
A Systematic Review of How Peer-Mediated Interventions Impact Students without Disabilities
Author: Travers, Hilary E.
Date: 2022-02-00
Type: Journal Articles
Subjects: Students with Disabilities,Special Education,Intellectual Disability,Developmental Disabilities,Program Effectiveness,Peer Teaching,Middle School Students,High School Students,Social Influences,Student Attitudes,Friendship,Peer Relationship,Knowledge Level,Self Concept,Attitude Change,Attitudes toward Disabilities

Peer-mediated interventions (PMIs) offer substantial academic and social benefits to adolescents served under the special education categories of intellectual disability, autism, and multiple disabilities (i.e., intellectual and developmental disabilities [IDD]). However, limited attention has focused on the impact of PMI on participating peers without disabilities. This systematic review identified all experimental (e.g., single case, group experimental) and descriptive (e.g., qualitative, survey) studies addressing PMIs implemented at the secondary level with students with IDD. Among the 98 PMI studies that we identified in this review, 66 (67.3%) studies included some qualitative or quantitative measure of peer impact. Across these studies, the impact on peers was addressed in 10 different areas. This review provides new insights into the ways peer impact has been evaluated and how peers have been impacted by their PMI experience. Recommendations for research and practice aimed at addressing the benefits of involving peers without disabilities in these interventions are provided.