ethanporcaro/eric-fulltext-meta huggingface dataset:
Microlearning in the Education of Future Teachers: Monitoring and Evaluating Students&apos; Activity in a Microlearning Course
Author: Javorcik, Tomas
Date: 2023-00-00
Type: Journal Articles
Subjects: Learning Activities,Foreign Countries,Technology Uses in Education,Technological Literacy,Preservice Teachers,Learning Strategies,Gender Differences,Student Behavior,Electronic Learning,Digital Literacy

Microlearning has become a promising modern and effective approach to the education of various groups in recent years. In order to be able to further develop microlearning and consider student individualities it is necessary to map their passage through a course in detail. The article presents the conclusions of a research carried out at the Faculty of Education of the University of Ostrava. The aim of the research was to find out whether there are differences in approaches of studying a microlearning course. A microlearning course focused on teaching future teachers was created for the purposes of the research. The aim of the course was to present to students the possibilities of using digital technologies in the educational process. The research was conducted in the winter semester of the academic year 2021/2022. A total of 378 students participated in the study in the first phase (precourse survey) and subsequently 156 students in the second phase (analysis of course participants' behavior). Student activity was monitored during the study through learning analytics tools. Time of study, the number of realized events, the number of registrations, etc. were recorded for each student with these tools. The obtained data were analyzed using cluster analysis. Total of six different approaches that led to the successful completion of a microlearning course were described based on this analysis. The approaches can be used to describe a successful strategy to go through a microlearning course including the extreme ones. An interesting fact is that the choice of strategy is not influenced by the student's gender. The only parameter where significant differences were found was the number of days to finish the microlearning course. In addition, the article describes the behavior of students in the course, the types of learning materials, devices from which they logged in the course and list of the most used course components. This part of the data was recorded via heatmaps. A detailed description of students' study strategies within microlearning courses can improve the effectiveness of microlearning also in connection with the personalized passage and thus improve the quality and efficiency of the educational process of future teachers.
Teaching Is a Story Whose First Pages Matters -- Four Type Narratives from the Beginning of a Teaching Career
Author: Meriläinen, Merja
Date: 2022-09-00
Type: Journal Articles
Subjects: Personal Narratives,Beginning Teachers,Professional Identity,Self Concept,Elementary School Teachers,Teaching Experience,Teacher Attitudes,Profiles

From a broad perspective, the entire time spent in teacher training can be characterized as a period of professional growth. Specific professional growth and development are realized when the students enter the advanced stage of master's studies to independently practise their profession in their own class of pupils. The uncertainty of a novice teacher and, on the other hand, the 'burden of competence' gained from teacher training make this induction phase very sensitive and critical, as all the competencies they have obtained during teacher training should culminate in this specific phase. The development of a student into an independent teacher is a growth story in which each person's identity, experiences of teaching, and the knowledge structures gained from teacher training determine how they experience their growth, how their multiple skills develop, and how their individual growth story evolves. In this study, we look at the writings of primary school teacher students who have just entered working life. In their writings, the students who are in the beginning of their teaching career highlight their experiences, critical points, decisive moments, meaningful experiences, and professional growth in different ways. What can we, as teaching practice supervisors, learn from our students' experiences? What conditions and actions strengthen or destabilize the teacherhood of a newly graduated teacher? This study examines these questions through type narratives specific to narrative research by summarizing the students' experiences in four different type narratives.
The Effect of Altered Lexile Levels of Informational Text on Reading Comprehension
Author: Rand, Catherine L.
Date: 2022-09-00
Type: Journal Articles
Subjects: Reading Comprehension,Nonfiction,Elementary School Students,Readability,Reading Achievement,Urban Schools,Reading Ability

We examined how using five different simplified texts on the same subject would affect reading comprehension. 335 students in grades four through eight read one of five texts retrieved from Newsela.com and then completed a comprehension test. Results from a 3-way ANOVA showed no significant interaction among grade, reading level and text condition. Pairwise comparisons showed that below-level readers' scores improved only with extremely lower levels of text and on-level and above-level readers' scores did not significantly change regardless of text level. Regression analysis showed no statistically significant contribution of text level to overall comprehension scores. The findings of this study have implications for choosing leveled texts for reading instruction.
Think-Pair-Share and Roundtable: Two Cooperative Learning Structures to Enhance Critical Thinking Skills of 4th Graders
Author: Silva, Helena
Date: 2022-09-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Cooperative Learning,Critical Thinking,Thinking Skills,Teaching Methods,Skill Development,Conventional Instruction,Instructional Effectiveness,Foreign Countries

Critical thinking skills are essential for success in life and work, and it is essential that learning strategies enable the development of critical thinking skills from the early years of schooling. The objective of this study is to evaluate the effectiveness of cooperative learning using the RoundTable and Think-Pair-Share methods in the development of critical thinking skills such as observation, inference making, interpretation, analysis, and argumentation, in 4th graders students. The study employed a quasi-experimental design with a pretest and posttest using equivalent experimental and control groups. Results show that the use of cooperative learning, compared to a more traditional teaching methodology, was more effective in developing the critical thinking skills under study.
New Facets of Learning during the COVID-19 Pandemic in Higher Education in India
Author: Kummeta, Ravi Sankar
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Processes,Higher Education,MOOCs,Distance Education,COVID-19,Pandemics,Foreign Countries,Educational Change,Educational Trends,Trend Analysis,Learning Management Systems,Videoconferencing,Teaching Methods,Access to Education,Barriers

India has been facing major challenges in many sectors, but the worst situation is in the education sector during COVID-19 pandemic. Class room learning was temporarily stopped as in other nations around the world to control/stop fast spread of the coronavirus mutants. Educational institutions have been suffering from the extension of the pandemic even after reopening. Hence, they are adopting smart solutions to overcome various challenges of the pandemic. It is not an exaggeration that COVID-19 has changed education forever. New trends have been adopted in the learning process of higher education to face the pandemic. Central and State Governments are also exploring online learning platforms to access educational resources. The present study focuses on the various online learning initiatives, Digital initiatives of the Department of Higher Education (MHRD) and the University Grants Commission (UGC), MOOC platforms, tools to create digital learning content and video collaboration tools that are being used to overcome the learning challenges in Higher education during the pandemic.
A Comparative Analysis of International Frameworks for Teachers&apos; Digital Competences
Author: Benali, Mourad
Date: 2022-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Digital Literacy,Pedagogical Content Knowledge,Comparative Education,Kindergarten,Elementary Secondary Education,Standards,Guidelines,Classification,Systems Approach,Foreign Countries,Teaching Methods,Student Evaluation,Evaluation Methods,Inclusion,Learner Engagement,Teacher Student Relationship,Teacher Competencies

With the ubiquity of digital technology in K-12 education, digital competency frameworks for teachers have been published over the past several years that range from local initiatives to international standards. This study aims to understand how teachers' digital competence is envisioned and implemented in an ecosystem of existing frameworks, drawn from the initiatives of governments and organizations. A comprehensive search for information about teacher's digital competence frameworks was conducted, resulting in 20 documents that were analyzed in detail. The frameworks were compared on their (1) underlying rationales, (2) goals and (3) definition of digital competence for educators. The analysis started with the European Framework for the Digital Competence of Educators (DigCompEdu) as a focal point of the analysis and went in search of these frameworks to make a comparison. The findings indicate a large degree of alignment among the frameworks. The study shows that even if the competence areas differ in some way, the standards in the frameworks are closely related. This article aims to make a theoretical contribution to the categorization of teachers' digital competency.
Addressing Teacher Retention within the First Three to Five Years of Employment
Author: Cells, Paticia
Date: 2023-05-00
Type: Journal Articles
Subjects: Teacher Persistence,Beginning Teachers,Influences,Faculty Development,Teacher Collaboration,Professional Autonomy,Teaching Conditions,Elementary School Teachers,Teacher Recruitment,Principals,Leadership Responsibility,Self Determination,Collegiality,Mentors,Participative Decision Making

Teachers' perceptions of long-term career success are largely related to the levels of support they receive early on in their careers. This study on teacher retention and the factors that influence teacher choice to remain in the field after the first five years of employment, examined three schools of varying demographics and socioeconomic status in a large public school district in Central Florida. Participants interviewed were in the first three to five years of their teaching career. Information derived from each interview was used to determine trends and factors that influence teacher retention and attrition. The main finding was that when teachers feel supported through professional development, time for collaboration with colleagues, and autonomy, they are more likely to remain in the teaching profession.
&quot;Undeserved&quot; Grades or &quot;Underserved&quot; Students? Faculty Anxieties and Eroding Standards in the Corporate University
Author: Horowitz, Mark
Date: 2023-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Grade Inflation,Academic Standards,Commercialization,Corporate Education,Political Affiliation,Bias,Predictor Variables

Unsustainable student debt and a precarious labor market continue to raise public doubts over the value of a college degree. Observers note decades of grade inflation, eroding confidence in academic standards. Yet little attention has been paid to the perceptions of professors themselves. This report fills the gap by surveying 223 tenured professors in U.S. public universities. We query faculty on sensitive questions central to debate over academic standards. Results show a substantial fraction of professors affirms the serious problems of grade inflation and declining standards. Moreover, political orientation is the best predictor of where faculty stand on these delicate questions. We close by encouraging viewpoint diversity in higher education and greater self-awareness among liberal faculty of our collective biases.
Reduction of Socio-Economic Diversity through Standardisation of Language: Reflections and Challenges
Author: Norley, Kevin
Date: 2023-05-00
Type: Journal Articles
Subjects: Socioeconomic Status,Correlation,Standard Spoken Usage,Academic Achievement,Achievement Gap,Language Variation,Social Class,Social Differences,Victims,Violence,Health,Mortality Rate,Teaching Methods,Technology Uses in Education,Equal Education,Ethnography,Student Diversity,Power Structure,Social Status,Disproportionate Representation,English,Gender Differences,Ethnicity,Foreign Countries,English (Second Language)

Could the standardisation of language narrow disparities in achievement in education amongst people of different social class, and within and across ethnicities and genders, and could this have implications for injustices and inequities in wider society? In analysing socio-economic diversity through the lens of its correlation with language, this paper examines how the standardisation of language could be used as a means to reduce such diversity. It examines links between the standardisation of language, and the reduction of inequalities between socio-economic groups, in regard to achievement in education. It also examines the correlation between language and social class, and propensity towards being a perpetrator and/or victim of hostility and violence, as well as their relationship with health and life expectancy etc. The paper further examines the effect of the use of technology and teaching methods on the acquisition of knowledge, and how this impacts upon children of different social class within the learning environment. In order to help address some of these questions, an auto-ethnographic methodology is adopted with the aim of being able to explore, and reflect upon, personal experience, and to be able to weave greater understanding and connections between apparently disparate factors related to diversity, all through the lens of language and its relationship to aspects of culture relating to social class. Amongst its conclusions, the paper argues that the standardisation and enhancement of spoken language would narrow the disparities in academic achievement between socio-economic groups. The paper also argues that in order to challenge inequitable power structures which have arisen from historical injustices, then rather than concentrating on underrepresentation of groups of people within high status positions in society, the focus of diversity should be directed towards challenging the over representation, in a range of settings, of groups of people within low status positions in society.
An Introductory Framework of Problem-Based Learning (PBL) and Perspectives on Enhancing Facilitation Approaches
Author: Prasad, Samiksha
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Problem Based Learning,Active Learning,Student Centered Learning,Critical Thinking,Small Group Instruction,Group Discussion,Learning Processes,Medical Education,Student Attitudes,Social Values,Formative Evaluation,Summative Evaluation,Feedback (Response),Medical Students

Problem-based learning (PBL) is a type of active learning modality involving a student-centered approach that encompasses small group settings in order to promote learning via critical thinking and discussion as opposed to via direct presentation of facts and concepts. Through PBL, students engage actively in their learning. Facilitated PBL sessions put an emphasis on active learning by students as they explore their knowledge and understanding of medically related concepts as well as their own attitudes and values. This paper provides an introduction to the PBL modality and tips for developing a facilitation approach. Also included are examples of formative and summative feedback and implementation strategies that can be used by PBL facilitators. An example of a training exercise for PBL facilitation feedback is also presented.
&quot;Hold Your Breath and Bear Down&quot;: Using Valsalva&apos;s Maneuver to Explore Venous Variations in the Neck
Author: Krinke, Rachael K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Medical Education,Anatomy,Human Body,Laboratory Procedures,Health Services,Risk,Surgery,Teaching Methods,Clinical Experience,Textbooks,Photography,Prediction,Medical Students,Intervention,Classification

The remarkable variation in superficial veins of the neck challenges anatomy students during cadaveric exploration. Despite frequently serving as cannulation sites, conduits for catheter placement, grafts following carotid endarterectomy, and a visual representation of central venous pressure, the jugular venous network and its variations are not well elucidated. A lack of health care provider awareness of venous variation may increase risk of clinical complications including ecchymosis, necrosis, and increased intraoperative bleeding. This study integrates an exploration of superficial venous variation in the necks of cadaveric specimens with a simple living anatomy exercise for anatomy students, aimed to shed light on anatomical variation and the typical venous patterns students may encounter in lab and clinically. Cadaveric dissections were completed on twenty four specimens to identify common variations from the textbook venous pattern of the neck and 3D renderings were created to help students better visualize anomalies. Next, students were instructed to perform the Valsalva maneuver to distend venous structures in the neck for visualization; photographs were taken to demonstrate the range of visible structures and patterns in living subjects. Four patterns were identified via cadaveric exploration and illustrated via three-dimensional (3D) renderings, and subject photographs were used to enhance learning by engaging students in the prediction of underlying structures. This activity deepened students' appreciation for anatomical variation and promoted awareness needed for pre-interventional planning.
A Comparison of Student Preferences for Presentation Format in an Undergraduate Human Anatomy and Physiology Course before and after the Pandemic
Author: Hughes, Franklin P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Physiology,Pandemics,Preferences,Student Attitudes,Lecture Method,Laboratory Experiments,COVID-19,Distance Education,Online Courses,Anatomy,Undergraduate Students,Computer Simulation,Independent Study,In Person Learning,Computer Software,Comparative Analysis

Recently, we saw a forced transition in educational practice from traditional methods to online and virtual learning as higher education, along with nearly all aspects of society, was disrupted due to the COVID-19 pandemic. As many of us have returned to face-to-face instruction, questions remain regarding modes of instruction and what forms of presentation are preferred among students. This study was done to gain the students' perspective on the presentation of content in an undergraduate human anatomy and physiology course by surveying students both before and after the pandemic. Students were asked about their preferences regarding presentation of new material, conceptual and non-conceptual, and options to review content from the lecture or laboratory portions of the course. Our results indicate that, despite a trend toward virtual instruction and despite finding more students post-pandemic seemingly more comfortable with independent study, traditional educational methods such as face-to-face PowerPoint presentations and additional time in the laboratory are still valued by students.
The Hormone Project: Application of Art to Engage Critical Thinking for Undergraduate Medical Education
Author: O'Malley, Chasity B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Biochemistry,Undergraduate Students,Medical Education,Active Learning,Transfer of Training,Learning Processes,Art,Teaching Methods,Student Attitudes,Learning Activities,Creative Activities,Recall (Psychology),Course Descriptions,Scoring Rubrics

Active learning is a technique used to help transfer passive knowledge into true learning of material, which can be very beneficial when learning challenging topics. The endocrine system is a complex series of topics that can be challenging to tackle in the short amount of time allotted to it in the medical school curriculum or an undergraduate anatomy and physiology course. Pedagogical strategies that use art as a tool have been shown to motivate and induce students to self-learn such complex physiology topics. The hormone project was designed to help students manage the vast amount of information and acquire knowledge in a meaningful and creative way. Students were asked to create a visual project to depict an endocrine disorder that incorporated art into their learning of the endocrine system. Based on post-session survey results, students found the activity to be beneficial to their learning and they enjoyed engaging in the activity. Providing students with opportunities to engage with material in a creative, artistic manner can be both engaging and enjoyable. This activity provided students with a chance to develop their own memory hooks to facilitate easier recall of the complex topics in the endocrine system. A pilot study of this activity shows great promise to be a staple in curricula that embrace active learning.
Tumescence in Cadaveric Dissection: A Teaching Perspective
Author: Loomis, Mario G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Laboratory Experiments,Human Body,Surgery,Physicians,Medical Education

Tumescence in cadaveric dissection involves the introduction of fluid into interstitial spaces to assist in the separation of natural tissue planes and the preservation of delicate structures. With a hand surgeon's perspective, the senior author brought this technique into the cadaver lab. The infusion helped transform desiccated and adherent tissue into hydrated, mobile tissue, more like that of a living person. The use of the technique is described for dissecting the palms and soles, and the resulting dissections are demonstrated.
The Use of a 12-Lead Electrocardiogram (ECG) Laboratory Exercise for First Year Medical Student Learning
Author: Benmerzouga, Imaan
Date: 2022-00-00
Type: Journal Articles
Subjects: Diagnostic Tests,Medical Evaluation,Physiology,Laboratory Procedures,Medical Education,Medical Students,Heart Disorders,Worksheets,Student Attitudes,Feedback (Response),Teaching Methods,Instructional Effectiveness,Active Learning,Course Descriptions

The normal 12-lead electrocardiogram (ECG) captures fundamental concepts covered in the principles of cardiac electrophysiology. First year osteopathic medical students recorded their own 12-lead ECG tracings in a laboratory session that also included completing a guided worksheet where they interpreted their 12-lead ECG results. Student feedback was solicited at the end of the course and the ECG lab exercise received positive feedback across several academic years. The data suggest that the student hands on-experience of personal ECG recording and interpretation is a positive experience that may supplement first year medical student teaching and learning of cardiac electrophysiology. This paper summarizes the approach and teaching points that can be modified to fit various curricula.