ethanporcaro/eric-fulltext-meta huggingface dataset:
Increasing Requests for Information by Preschoolers with and without Language-Based Disabilities
Author: Speckman, JeanneMarie
Date: 2021-00-00
Type: Journal Articles
Subjects: Information Seeking,Questioning Techniques,Personality Traits,Preschool Children,Familiarity,Stimuli,Novelty (Stimulus Dimension),Peer Relationship,Positive Reinforcement,Cognitive Development,Intelligence Tests,Delayed Speech,Preschool Education

We report two experiments on the emission of questions to request the names of unfamiliar stimuli by preschoolers. In the first experiment, 19 preschoolers with and without disabilities served as participants. Experiment 1 was a descriptive analysis of whether or not the 19 participants asked questions about unfamiliar pictures and objects in one-to-one and group settings. These were dependent variables in the second experiment as well. Four participants, who did not ask any questions in the first experiment, served as participants in the second experiment. During the intervention, the participants observed the peer confederates (1) ask questions (e.g., &quot;What is that?&quot;), (2) receive information from the experimenter, and (3) receive praise and tokens contingent on asking a question. A multiple probe design across participants was used. The data showed that the participants increased the number of questions when we returned to baseline conditions. Results are discussed in terms of where the reinforcement exists for asking questions about unfamiliar things in one's environment, and whether this truly measures the &quot;need to know&quot;.
Formative Potential of the Development and Assessment of an Educational Escape Room Designed to Integrate Music-Mathematical Knowledge
Author: Piñero Charlo, José Carlos
Date: 2021-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Curriculum Development,Curriculum Evaluation,Educational Environment,Problem Solving,Educational Games,Mathematics Education,Music Education,Foreign Countries,Preservice Teachers,Integrated Curriculum,Service Learning,Elementary School Mathematics

In the particular case of Spain, student and teacher difficulties associated with the mathematical discipline have been evidenced in PISA and TEDS-M reports. As we consider that the teachers' difficulties are connected to the students' performance, we propose a multi-disciplinary approach to deliver specific didactic/mathematical knowledge to the trainee teachers. Such additional instruction shall be meaningfully connected to the real needs of the schools, so a service-learning approach is proposed here. In the present manuscript, the trainee teachers have co-designed educational escape rooms (in coordination with local schools) with the aim of mobilizing curricular knowledge. The goal of the educational escape rooms is to foster the mathematic-related competencies by establishing meaningful connections to other curricular disciplines (music-related knowledge, in the case of this study). This paper reports on the particular experience developed with a group of students (trainee teachers) while designing their educational escape rooms, focusing on the particular case of a specific student to evidence the formative potential of the procedure. The didactic suitability of the proposed escape room has been analyzed and professional development has also been discussed, showing the mobilization of relevant professional skills and fostering the related music and mathematical didactic competencies by shifting the teaching perspective from an algorithmic point of view to a more &quot;reasoning and designing&quot; strategy. This constitutes an evidence of the formative potential on the co-design of educational escape rooms, when designed in the frame of a service learning approach.
Teaching Introductory Chemistry Online: The Application of Socio-Cognitive Theories to Improve Students&apos; Learning Outcomes
Author: Li, Manyu
Date: 2021-00-00
Type: Journal Articles
Subjects: Introductory Courses,Chemistry,Science Instruction,Online Courses,Stoichiometry,Distance Education,Educational Technology,Teaching Methods,Independent Study,Student Motivation,Interaction,Self Determination,Peer Influence,College Science,College Students,Peer Teaching

The purpose of this randomized experimental study is to apply two socio-cognitive models to understand possible ways to improve students' learning outcomes in an online introductory chemistry learning environment. Specifically, the social presence theory suggested that students' sense of relatedness and learning motivation can be increased by a real or imagined interaction with others. On the other hand, self-regulated learning theory and self-determination theory both suggested that students learn best when they direct their focus to self, rather than others. Using these two theoretical perspectives as the basis, two experimental conditions (social presence vs. self-regulated) were developed in the context of chemistry learning. Participants of the study were randomly assigned to one of the experimental conditions. Both groups were presented with a pre-test, an online micro-lecture on balancing equations, i.e., a subtopic of stoichiometry, and a post-test. Linear mixed model analysis revealed that participants in the self-regulated learning condition had higher improvement in quiz scores than had participants in the social presence condition. Implications of the study and future directions were discussed.
Academic Self-Perception and Course Satisfaction among University Students Taking Virtual Classes during the COVID-19 Pandemic in the Kingdom of Saudi-Arabia (KSA)
Author: Hassan, Sehar un Nisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Academic Achievement,Student Satisfaction,Undergraduate Students,Graduate Students,Student Characteristics,Predictor Variables,Positive Attitudes,Negative Attitudes,Student Employment,Parent Responsibility,Technical Support,Online Courses,Distance Education,COVID-19,Pandemics,Stress Variables,Foreign Countries

This research study examines academic self-perceptions and course satisfaction among university students and associated factors during virtual classes. A cross-sectional online survey of (n = 328) undergraduate and postgraduate Saudi students who took virtual classes during the second semester of the academic year 2019-2020 and the first semester of the academic year 2020-2021 during the coronavirus disease 2019 (COVID-19) pandemic. The findings demonstrated students' scores on negative academic self-perceptions (mean (M) = 9.84; standard deviation (S.D.) = 3.09) are significantly higher in comparison to positive academic self-perceptions (M = 7.71; S.D. = 2.46) and the difference was statistically significant, t(327) = 3.69, p &lt; 0.001. The analysis demonstrated that mean differences were significant across 'year of study', 'field of study', 'CGPA' (cumulative grade points average), 'employment status', 'on-site work' and 'being a parent of young child' (p &lt; 0.01). Correlation analysis shows a linear positive association between perceptions of workload and low technical support with negative academic self-perceptions (p &lt; 0.001) and an inverse relationship with positive academic self-perceptions (p &lt; 0.001). The multiple regression analysis demonstrated that the predictor variables in the model (perceptions of workload and technical support) explain 62% variance in negative academic self-perceptions and 41% variance in positive academic self-perceptions. Furthermore, the analysis demonstrated that positive academic self-perceptions bring a 32% variance in course satisfaction. These findings underscore the importance of balancing workload during online studies in higher education and provision of adequate technical support to reduce the negative academic self-perceptions which are associated with lower levels of course satisfaction. Students' academic self-perceptions and course satisfaction during virtual studies are important factors to retain students' motivation in learning and academic performance.
Incorporating Ecosystem Services into STEM Education
Author: Mikhailova, Elena A.
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Ecology,Online Courses,Introductory Courses,Electronic Learning,Science Experiments,Pretests Posttests,College Students

The framework of ecosystem services (ES) and disservices (ED) has increasingly been used in various science, technology, engineering, and mathematics (STEM) disciplines, including soil science. The objectives of this study were to use ES/ED concepts to extend and test an existing lecture and laboratory exercise on soil organic carbon (SOC) in an online introductory soil science course (FNR 2040: Soil Information Systems) taught to Clemson University students from various STEM disciplines (forestry, wildlife biology, and environmental and natural resources) in Fall 2020. The laboratory exercise was extended with a series of reusable learning objects (RLOs), which are self-contained digital modules commonly utilized in e-learning. The laboratory exercise consisted of identifying ES and calculating the avoided social cost of carbon (SC-CO2) from soil organic carbon stocks in the assigned soil's topsoil horizon. The laboratory exercise effectively increased student familiarity with ES/ED as indicated by the post-assessment survey with a +24.4% increase in the moderately familiar category and a +36.1% increase in the extremely familiar category. The graded online quiz consisted of ten questions and was taken by 51 students with an average score of 8.7 (out of 10). A post-assessment survey indicated that most of the students found that the laboratory was an effective way to learn about ES/ED with examples from soil science. Detailed students' comments indicated enjoyment of learning (e.g., calculations, applying new knowledge), the value of multimedia (e.g., PowerPoint, video), the flexibility of learning (e.g., different parts in the laboratory), the applicability of content (e.g., real-world examples), and criticism (e.g., tedious calculations). A word cloud based on students' comments about their experience with the laboratory exercise on soil ES indicated the most common words used by students to describe their experience, such as &quot;soil services&quot;, &quot;learning&quot;, &quot;enjoyed&quot;, and &quot;ecosystems&quot;, among others. Incorporating ES/ED into an undergraduate STEM course enabled students to connect ES/ED provided by soil with the societal systems reliant on the soil resources.
Sustainability: A Regional Australian Experience of Educating Secondary Geography Teachers
Author: Danaher, Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Geography Instruction,Teaching Methods,Undergraduate Students,Secondary School Teachers,Foreign Countries,Sustainable Development,Pedagogical Content Knowledge,Universities,College Faculty,Teacher Collaboration

The United Nations Sustainable Development Goal (SDG) number four seeks an equitable and widespread education that enables an outcome of sustainable development by 2030. Intersecting the studies of society and earth processes, a geographical education is well placed to make cohesive sense of all the individual knowledge silos that contribute to achieving sustainability. Geography education is compulsory for the first three years of the secondary education curriculum in Australia; however, research has shown that many geography teachers are underprepared and report limitations in their teaching of sustainability. This article engages with this research problem to provide a critical reflection, using experiential knowledge as an analytical lens, on how tertiary level geography training at one Australian regional university can equip undergraduate teacher education students with the values, knowledge, and skills needed to develop their future students' understanding and appreciation of the principles of sustainability. The authors unpacked a geography minor for a Bachelor of Secondary Education degree at Central Queensland University and, deploying content analysis, explain how three units in that minor can develop these students' values, knowledge, and skills through fostering initiatives and activities. The analysis was framed by elements of pedagogy that offer learners a context for developing active, global citizenship and participation to understand the interdependencies of ecological, societal, and economic systems including a multisided view of sustainability and sustainable development. The study concluded that the three geography units engage student teachers in sustainable thinking in a variety of ways, which can have a wider application in the geography curricula in other teacher education courses. More importantly, however, the study found that there is a critical need for collaboration between university teachers of sustainability content and university teachers of school-based pedagogy in order to maximise the efficacy of sustainability education in schools.
Teaching Online during the COVID-19 Pandemic: A Phenomenological Study of Physical Therapist Faculty in Brazil, Cyprus, and the United States
Author: Plummer, Laura
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Physical Therapy,College Faculty,Foreign Countries,School Closing,Teacher Attitudes,Cultural Differences,Teaching Methods,Barriers,Teacher Student Relationship,Student Evaluation,Family Work Relationship,Teacher Collaboration,Teaching Conditions,Adjustment (to Environment),Expectation,Stress Variables

The COVID-19 pandemic led to a global transition from in-person to online instruction leaving many higher education faculty with little time or training for this responsibility. Physical therapist education programs were especially impacted since a large part of the development of skills rely on face-to-face onsite practice. This phenomenological study explored the perceptions of physical therapist educators in three countries--Brazil, Cyprus, and the United States, who transitioned to an entirely virtual medium of teaching during the pandemic. Sixteen faculty participated in 1:1 semi-structured interviews. Trustworthiness of qualitative inquiry was ascertained using triangulation, thick descriptions, and peer reviews. Four major themes emerged from analysis of participants' interview data: adapting pedagogy in real-time, expected excellence, limitations of the medium, and informing future teaching practice. All participants described teaching during the pandemic as one of the most challenging experiences of their professional careers. Despite available resources, faculty noted challenges in making authentic connections with students, adapting to technological interruptions, assessment of student understanding of content, and managing work-life balance. Despite the challenges, faculty worked collaboratively with peers to innovate new approaches of creating social, cognitive, and teaching presence. Unique opportunities arose from the pandemic to enhance future teaching practice.
Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education
Author: Wilcox, Gabrielle
Date: 2021-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Data Use,Decision Making,Inclusion,Reading Difficulties,Intellectual Disability,Student Needs,Students with Disabilities,Individualized Transition Plans,Young Adults,Educational Research,Outcomes of Education

There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what data-based decision making is and its role in education, the current state of evidence related to inclusive education, and how data-based decision making can be used to support decisions for students with reading disabilities and those with intellectual disabilities transitioning to adulthood. What is known about evidence-based practices in supporting reading and transition are reviewed in relationship to the realities of implementing these practices in inclusive education settings. Finally, implications for using data-based decisions in inclusive settings are discussed.
A Serious Game for Mediated Education on Traffic Behavior and Safety Awareness
Author: Gounaridou, Apostolia
Date: 2021-00-00
Type: Journal Articles
Subjects: Traffic Safety,Educational Games,Computer Games,Design,Teaching Methods,Task Analysis,Computer Simulation,Motor Vehicles,Experiential Learning,Social Responsibility,Game Based Learning,Vignettes

Computer games are considered a useful tool for educational purposes. Alternative media applications such as serious games combine edification with challenge and entertainment. Thus, learning becomes enjoyable, more comfortable, and more efficient. The paper presents the implementation of an educational computer game regarding traffic behavior awareness through the main stages of analysis, design, development, and evaluation, aiming at investigating the contribution of gamification in traffic safety. The game was developed as an advanced media education approach in Unreal Engine, encompassing various adventures. The game hero's tasks are to move into the virtual city to complete a mission, follow road safety rules, and experience the adventures either as a pedestrian or as a vehicle driver. Research hypotheses/questions are tested concerning the gaming impact and the audience engagement through first-person storytelling to communicate and perceive traffic regulations. The results reveal that a properly developed educational game could become more engaging, amusing, and efficient. It could also enhance traffic awareness through experiential and mediated learning, also fostering social responsibility.
New Advances in Second Language Acquisition Methodology in Higher Education
Author: Klimova, Blanka
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,Business English,Telecommunications,Handheld Devices,Distance Education,Official Languages,Databases,Task Analysis,Case Studies,Blended Learning,Instructional Materials,Higher Education,Instructional Design

This article summarizes new advances, as described by current research, in the methodology of teaching Business English as a lingua franca (BELF) in the era of mobile learning and provides the reader with hands-on strategies that are useful for BELF classes and applicable in distance learning. The primary objectives of this literature review are to explore the fundamental approaches which should help practitioners in their course preparation, development, and teaching. The paper provides the reader with the most up-to-date strategies for teaching BELF and brings ideas on how to utilize these principles in a mobile learning (m-learning) environment. The methods include a literature review of available articles exploring the research topic, i.e., BELF and its pedagogy, which was performed by finding relevant studies in the Web of Science and Scopus databases. The results indicate that there are three fundamental approaches recommended by the current research on the teaching of BELF, namely task-based activities/case studies, exploitation of authentic materials, and blended learning implementation. In summary, the paper provides the readers with an update on current approaches for teaching BELF in higher education when utilizing modern tools for foreign language learning, such as m-learning, blended learning, and hybrid learning.
Building a Validity Argument for the Use of Academic Language Tests for Immigration Purposes: Evidence from Immigration-Seeking Test-Takers
Author: Hoang, Ngoc Thi Huyen
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Tests,Immigrants,Immigration,Testing Problems,Test Validity,Academic Language,English (Second Language),Second Language Learning,Scores,Decision Making,Evidence,Stakeholders,High Stakes Tests,Scoring,Online Surveys,Test Anxiety,Psychological Patterns

As validity pertains to test use rather than the test itself, using a test for unintended purposes requires a new validation program using additional evidence from relevant sources. This small-scale study contributes to the validation of the use of originally academic language tests--the International English Language Testing System and the Test of English as a Foreign Language--for assessing skilled immigration eligibility. Data were collected from 39 immigration-seeking test-takers, who are arguably under-represented in validation research. Analysis was informed by contemporary validity theory, which treats validity as a unitary concept incorporating score reliability, score interpretation, scorebased decisions and their consequences. Results showed that the test-takers' perceptions varied widely. The evidence supporting this use included generally positive perceptions of the scores' reliability, washback effect, and fairness of score-based decisions. The refuting evidence concerned factors perceived to interfere with test-takers' performance and the complex consequences for the test-takers in aspects other than washback. However, overwhelmingly, as test-takers found the score-based decisions as fair, the validity judgement appeared tilted towards the positive side from the perspectives of these key stakeholders. Although the ultimate validity judgement requires the examination of evidence from other significant stakeholders as well, the present study has contributed valuable and unique evidence and bears important implications for research, practice, and policy particularly in high-stakes contexts such as immigration.
Kindergarten Reading Interventions for At-Risk Students: Twenty Years of Research
Author: Cavanaugh, Christie L.
Date: 2004-00-00
Type: Journal Articles
Subjects: Kindergarten,Young Children,Early Intervention,Prevention,Reading Instruction,Reading Improvement,Reading Difficulties,Students with Disabilities,Instructional Effectiveness,At Risk Students,Socioeconomic Status,Naming,Small Group Instruction,Educational Research,Phonemic Awareness

Findings from a synthesis of 27 intervention studies that examined the effects of school-based reading interventions for kindergarten students at-risk for reading difficulties are reported. Results indicated that reading interventions were effective for improving reading outcomes for kindergarten students with disabilities and those at-risk for reading difficulties (i.e., low socioeconomic status, low phonological awareness, or low letter naming ability). Although there is variation among intervention types and delivery, certain features (e.g., phonemic awareness component, small group size, intensity of 15-30 minutes) produced the largest effects. The findings were consistent with converging evidence that early intervention for the prevention of reading difficulties is effective for kindergarten students.