ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaborative Resolution of Logical Problems in Symmetry and Cognitive Asymmetry Conditions
Author: Castellaro, Mariano
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 5,Grade 6,Cooperative Learning,Problem Solving,Logical Thinking,Competence,Persuasive Discourse,Epistemology,Foreign Countries,Matrices,Intelligence Tests,Interpersonal Communication,Data Analysis

The article aims to study the verbal collaborative interaction in both symmetrical and asymmetrical dyads according to specific individual cognitive competence. The interaction was analyzed in terms of cognitive and non-cognitive aspects. 19 dyads (38 fifth and sixth graders) participated. First, they individually solved a set of logical problems to determine the initial level of competence. According to the outcomes, symmetric (both subjects of low level of competence) and asymmetric (one subject of low level of competence with one subject of high level of competence) dyads were made up. Second, they collaboratively resolved an equivalent set of problems. The collaborative interaction of the dyads was analyzed by a system of categories of three inclusive levels: (1) if messages were cognitive or non-cognitive; (2) it they were also affirmations, questions or answers; (3) if both cognitive affirmations and answers (both cognitive) were argumentative or non-argumentative. General outcomes showed that the asymmetry of epistemic competence was related to disequilibrium in the amount of messages and cognitive affirmations, especially argumentative, (but not in the rest of categories) in favor of the individual of higher level of competence. On other hand, symmetrical dyads showed equitable interactions related to all categories. A complementary analysis which consisted in an identification of more specific case differences related to modalities of interaction showed specific types of dyads within the general tendencies mentioned.
Teaching Health Disparities, the Social Determinants of Health, and the Social Ecological Model through HBO&apos;s &quot;The Wire&quot;
Author: Tettey, Naa-Solo
Date: 2018-00-00
Type: Journal Articles
Subjects: Public Health,Health Education,Access to Health Care,Teaching Methods,Educational Technology,Technology Uses in Education,Social Influences,Social Justice,Equal Education,Educational Quality,At Risk Students,Undergraduate Students,Assignments,Student Attitudes,Program Effectiveness,Scoring Rubrics,Television

Understanding the social determinants of health, health equity, and social justice from a social ecological perspective is vital for public health students. This paper provides an example of a creative method for teaching health disparities, using the HBO television series &quot;The Wire.&quot; Methods: The pedagogical strength of &quot;The Wire&quot; for public health courses is presented, a framework for using this media text in the classroom is shared, and implications for classroom instruction are explored. Conclusions: &quot;The Wire&quot; is an innovative and effective teaching tool for teaching health disparities and engaging the next generation of public health educators.
HealthSpeaks: Using Poetry in Development of Health Education Curriculum
Author: Robinson, Jenelle N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Poetry,Health Education,Adolescents,Satisfaction,Curriculum,Teaching Methods,Health Behavior,Health Promotion,Eating Habits,Exercise,Substance Abuse,Mental Health,Sexually Transmitted Diseases,Junior High School Students,Summer Programs,Likert Scales,Student Evaluation,Scoring Rubrics

The purpose of this study was to evaluate adolescent satisfaction with the curriculum HealthSpeaks. HealthSpeaks was designed to use poetry to increase awareness about healthy behaviors and health conditions. Research has shown that using poetry in education and related fields promotes social connections, information retention, and awareness among adolescents. Using poetry may also assist with increasing knowledge about health behaviors and certain conditions. Methods: HealthSpeaks is a four-lesson curriculum that focused on healthy eating and exercising, substance abuse, mental health, and sexually transmitted infections. The curriculum was developed and implemented by a health sciences professor to focus on junior high school students participating in a community organization's summer program. Students completed an evaluation after all four lessons were complete. The evaluation form included Likert-scale responses as well as open-ended questions to assess students' satisfaction with HealthSpeaks. Results: A total of 17 adolescents completed HealthSpeaks as part of a summer program in Charleston, West Virginia and the subsequent evaluation. The majority of participating adolescents felt that incorporating poetry into health education lessons was an effective teaching method. Conclusions: HealthSpeaks, and similarly styled curricula, may be a valuable way to present health education topics. Health educators must be creative when teaching health education to adolescents. Recommendations: Health educators should incorporate poetry or similarly designed curricula like HealthSpeaks, to influence adolescents' health behavior practices. Research recommendations include assessing knowledge and awareness levels pre- and post- poetry-based health education curricula. Other recommendations include exploring whether self-reflective poetry influences health behaviors more than when students read poetry relevant to health conditions written by others.
Effectiveness of Small-Group Learning Pedagogies in Engineering and Technology Education: A Meta-Analysis
Author: Kalaian, Sema A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Engineering Education,Technology Education,Small Group Instruction,Instructional Effectiveness,Meta Analysis,Undergraduate Students,Academic Achievement,Cooperative Learning,Problem Based Learning,Peer Teaching,College Instruction,Statistical Analysis,Literature Reviews

This study reports the results of a meta-analysis synthesizing the available literature on the effectiveness of various forms of small-group learning methods on the academic achievement of college students in undergraduate engineering and technology classrooms. The meta-analytic results showed that cooperative learning, collaborative learning, problem-based learning, and peer-led team learning pedagogies were studied in college technology and engineering classrooms. The results also revealed that most of the primary studies supported the effectiveness of the small-group learning methods in improving students' academic achievement with an overall positive weighted average effect size of 0.45 in standard deviation units favoring small-group learning methods. The findings might help engineering and technology instructors and educators by providing guidance in identifying the conditions under which various forms of innovative small-group pedagogies are more effective than the traditional lecture-based teaching and individualized instruction.
Using Teaching Portfolios to Revise Curriculum and Explore Instructional Practices of Technology and Engineering Education Teachers
Author: Lomask, Michal
Date: 2018-00-00
Type: Journal Articles
Subjects: Engineering Education,Technology Education,Curriculum Development,Portfolios (Background Materials),Middle School Teachers,Units of Study,Scoring Rubrics,Standards

This paper reports on the use of teaching portfolios to assist in curriculum revision and the exploration of instructional practices used by middle school technology and engineering education teachers. Two new middle school technology and engineering education units were developed through the Engineering for All (EfA) project. One EfA unit focused on addressing world food shortages via the design and construction of urban vertical hydroponic farming systems, and the other focused on providing safe drinking water through the design and construction of water filtration and purification systems (modeled to reflect needs of people in a developing nation, in this case, Bangladesh). To explore the implementation of the new EfA units by teachers and to help with their revision, a new teaching portfolio instrument was developed, validated, and used. The teaching portfolios that participating EfA teachers compiled were evaluated based on a set of Design Teaching Standards that were developed for the project, and which grew out of the informed design teaching and learning model. Findings from the review of the teaching portfolios were used to (a) revise the curriculum, (b) create design-based teaching performance rubrics, and (c) develop specific materials for the professional development of prospective EfA teachers. Findings from this research project were also used to explore the strengths of middle school technology and engineering teachers and the challenges that they face when supporting students in doing engineering design in a social context.
Impact of the School Coexistence on Academic Performance According to Perception of Typically Developing and Special Educational Needs Students
Author: Cerda, Gamal A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,High School Students,Special Needs Students,Disabilities,Student Attitudes,Educational Environment,Academic Achievement,Foreign Countries,Victims,Aggression,Discipline Problems,Peer Relationship,Interpersonal Competence,Self Concept,Gender Differences,Grade 12,Student Surveys,Multiple Regression Analysis,Statistical Analysis

This descriptive correlational study aims to compare the perception about eight dimensions of school coexistence of typically developing high school students (n = 545) and students with special educational needs (n = 75) from Chile and their relationship with the general academic performance. Based on the analysis of hierarchical and non-hierarchical clusters, multiple regression and logistic regression, it was found that students with special educational needs have a less favorable perception in almost every dimension analyzed; especially, in those aspects related to school victimization, aggression, and indiscipline. Likewise, they perceive that they have a limited peer social network, as well as limited normative adjustment and a lower perception about their own positive interpersonal skills. The multiple regression and logistic regression models allow confirming that the dimensions of school coexistence account for between 20% and 27% of the academic performance variability. The aforementioned models highlight the role and negative effect of the level of victimization perceived by students, as well as the perception about the occurrence of indiscipline situations in the classroom, and the fact of belonging to the group of students with special educational needs, and to the group of male students. The findings are analyzed and discussed in light of the implications for high social vulnerability educational contexts.
Effectiveness of Drafting Models for Engineering Technology Students and Impacts on Spatial Visualization Ability: An Analysis and Consideration of Critical Variables
Author: Katsioloudis, Petros J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Drafting,Models,Spatial Ability,Visualization,Engineering Education,Light,Motion,Color,Quasiexperimental Design,College Students,Hypothesis Testing,Cues,Visual Stimuli,Comparative Analysis,Statistical Analysis,Climate,Freehand Drawing,Pretests Posttests

Results from a number of studies indicate that the use of drafting models can positively influence the spatial visualization ability for engineering technology students. However, additional variables such as light, temperature, motion and color can play an important role but research provides inconsistent results. Considering this, a set of 5 quasi-experimental studies, was conducted to identify additional critical variables. According to the results, a dynamic, 3D-printed drafting model, presented with a blue background under lighting conditions between 500-750 lux had the highest impact on spatial visualization ability of engineering technology students.
Perspectives of North American Postsecondary Students with Learning Disabilities: A Scoping Review
Author: Lightfoot, Amy
Date: 2018-00-00
Type: Journal Articles
Subjects: Postsecondary Education,College Students,Student Attitudes,Learning Disabilities,Attention Deficit Hyperactivity Disorder,Academic Accommodations (Disabilities),Stereotypes,Inclusion,Attitudes toward Disabilities,Social Bias,Foreign Countries,Literature Reviews

Despite the existence of policies aimed at ensuring equitable opportunities for individuals with disabilities, at the postsecondary level, students with learning disabilities and/or attention deficit/hyperactivity disorder have lower enrollment and completion rates than those without disabilities. To optimize policies and practices to support students with learning disabilities, it is crucial to incorporate the perspectives and experiences of such students. This paper presents the results of a scoping review of research based in the United States and Canada that addressed the perspectives and experiences of students with learning disabilities and/or attention deficit/hyperactivity disorder regarding postsecondary education. The five-step process for scoping reviews outlined by Arksey and O'Malley (2005) was used. A search of 10 databases resulted in 44 articles meeting the inclusion criteria, with most studies conducted in the United States (n = 35) and using qualitative designs (n = 37). Six themes were identified using an inductive analysis process: (1) supportive and non-supportive experiences with professors, faculty and counselors; (2) experiences of negotiating and receiving formal accommodations; (3) intrinsic factors affecting success; (4) influence of variability in timing and understanding of diagnosis; (5) stigmatization of disability status; and (6) social factors affecting success. Findings support the need for inclusive learning environments, better access to accommodations, collaboration between all stakeholders, and educational initiatives to combat negative attitudes and beliefs regarding students with learning disabilities among peers and faculty. Future research directions are also identified.
Problematization of Teaching Practices and Teaching Contextualization
Author: Rodríguez-Sosa, Jorge
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Barriers,Teacher Attitudes,Teaching Skills,Faculty Development,Foreign Countries,Teaching Conditions,Academic Achievement,Student Diversity,Teacher Education,Supervisors,Training,Workshops,Reflection,Self Evaluation (Individuals)

This article is a reflection in three planes: the first one, how teachers problematize their own practices given the complexity of the scenarios that they must face daily in classrooms; the second one, how teaching problematization is perceived in the academic and school world and the third one, how many and how contents, methodological tools and training forms, which are necessary to strengthen teachers' abilities and attitudes prone to problematization, have been assumed by continuous teaching training programs. It is concluded with a joint reflection that tries to establish the link between these planes.
A Comparative Analysis of Holographic, 3D-Printed, and Computer-Generated Models: Implications for Engineering Technology Students&apos; Spatial Visualization Ability
Author: Katsioloudis, Petros J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Printing,Layout (Publications),Computer Graphics,Quasiexperimental Design,Models,Engineering Technology,Visualization,Spatial Ability,Cognitive Tests,Computer Simulation,Pretests Posttests,Educational Technology,College Students,Statistical Analysis

A number of studies indicate that the use of holographic displays can influence spatial visualization ability; however, research provides inconsistent results. Considering this, a quasi-experimental study was conducted to identify the existence of statistically significant effects on sectional view drawing ability due to the impacts of holographic displays. In particular, the study compared the use of three different types of displays: 3D printed model, computer generated model, and holographic model to determine whether a significant difference exists towards sectional view drawing ability, among engineering technology students. According to the results of this study, it is suggested that the impact of the display type provides no statistically significant differences.
Don&apos;t Ask Me Why: Preschool Teachers&apos; Knowledge in Technology as a Determinant of Leadership Behavior
Author: Öqvist, Anna
Date: 2018-00-00
Type: Journal Articles
Subjects: Leadership Qualities,Preservice Teacher Education,Preservice Teachers,Technological Literacy,Qualitative Research,Interviews,Student Teacher Attitudes,Learning Activities,Teacher Leadership,Teacher Behavior,Pedagogical Content Knowledge,Foreign Countries

In the Swedish preschool curriculum, technology education is emphasized as one of the most significant pedagogical areas. Particularly, the teacher's role is emphasized: It is the preschool teacher's responsibility to stimulate and challenge children's interest in science and technology. Unfortunately, prior research indicates that preschool teachers feel uncertain about what technology is and the extent of their knowledge on the topic. Based on the path-goal theory, this article will explore how preschool teachers' knowledge of technology influence how they act toward children in different learning activities. Using a qualitative research design, this study collected data comprising 15 interviews with preschool teachers. The result provide insights for how teachers limited knowledge in technology influence their leadership behavior toward children both in planned activities initiated by teachers and in unplanned activities initiated by children during free play. The core of how teachers' knowledge in technology influences their leadership behavior in these two types of activities is their ability to deal with children's &quot;why&quot; questions. The results also show that a compensatory approach becomes evident in teachers' leadership behavior toward children in planned activities and that an avoidance approach is evident in unplanned activities. Our findings suggest that the development of a problem-solving approach in unplanned activities could enable teachers to create learning environments for children in which technology becomes something natural. Moreover, enhanced knowledge and understanding of technology will in turn make teachers better able to explain and clarify concepts and various technical phenomena.
A Descriptive Review of ADHD Coaching Research: Implications for College Students
Author: Ahmann, Elizabeth
Date: 2018-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Well Being,Qualitative Research,Executive Function,Coaching (Performance),College Students,Statistical Analysis,Symptoms (Individual Disorders),Intervention,Outcomes of Treatment,Futures (of Society),Literature Reviews

Relative to their typically developing peers, college students with Attention Deficit/Hyperactivity Disorder (ADHD) often have poorer adjustment to college, higher rates of class withdrawal and academic probation, and lower rates of retention. Supportive services for these students are still being researched and developed. ADHD coaching--increasingly recognized as an important component of multimodal treatment for individuals with ADHD--may be a useful support for college students. To examine this question, the authors conducted a comprehensive descriptive literature review of studies examining ADHD coaching outcomes. Nineteen quantitative and qualitative studies of coaching outcomes were identified. Of these, 10 focus specifically on college students. All 19 studies indicate that coaching supports improved ADHD symptoms and executive functioning. The majority of quantitative studies report statistically significant benefits; several report positive trends. Additionally, six studies report improved participant well-being; three demonstrate maintenance of gains; five document high participant satisfaction with coaching. The authors provide: a description of ADHD coaching, a general overview of research on ADHD coaching, a detailed description of research on ADHD coaching for college students, implications for educational institutions, and suggestions for future study.
Graphic Design and Instructional Methods: An Action Research Study
Author: Gorski, David E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Graphic Arts,Design,Teaching Methods,Action Research,Technology Education,Engineering Education,College Freshmen,Scaffolding (Teaching Technique),Mastery Learning,Case Studies,Student Improvement,Academic Achievement,School Holding Power,Learner Engagement

Technology and engineering education is filled with so many varied topics that it is almost impossible to break them into grade-level courses. As a result, courses are often mixed with all grade levels and all types of learners. On rare occasions, one course section pops into the schedule that is all one level. When this occurs, it may become necessary to reevaluate the practices that have been implemented in the classroom related to instruction, discipline, and policy. For this study, the population of graphic design students consisted of primarily freshman students. In this case, the researcher was faced with an entire section of graphic design with primarily freshman students. In the past, there had been freshmen mixed into other sections without any problems. However, this class posed an interesting problem: traditional instructional methods were not working. This section of mostly freshman students was falling behind the usual curricular pace for the class. They were struggling to work with the independence that they are granted as high school students. They were also struggling with following the directions given to them in the manner traditional for this course, which was backed by past practices. With this new demographic, it became necessary to evaluate alternative instructional practices in relation to freshman students. In this article, the author describes how he looked into scaffolded instructional models as a means to increasing student understanding and mastery.