ethanporcaro/eric-fulltext-meta huggingface dataset:
Re-Designing a 2-Semester Anatomy and Physiology Lab Course for the Online Environment
Author: Ediger, Tracy L.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Anatomy,Physics,Online Courses,Educational Technology,Electronic Learning,Science Laboratories,Videoconferencing,College Science

In March 2020, in-person, on-campus courses were temporarily suspended due to the Covid-19 pandemic. For summer and fall semesters of 2020, we have conducted Anatomy and Physiology courses in the online environment, which required re-design of the lab component of the course. Objectives for our re-design included maintaining key curricular components; replicating a hands-on lab experience for students, maintaining engagement with students, and employing our existing pool of teaching assistants. In the new online lab course, students complete at-home hands-on lab activities, guided by teaching assistants during a weekly one-hour video conferencing session. Lab assessments are shorter, weekly assessments outside of lab time. With this new format, we have continuity of content coverage along with the ability to serve students and maintain support of teaching assistants.
Improving Academic Performance through a Unique Curriculum Development Process
Author: Brown, Colin R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Achievement,Achievement Gains,Curriculum Development,Learning Activities,Benchmarking,Common Core State Standards,Planning,Documentation,International Schools,Program Effectiveness,Achievement Tests,College Entrance Examinations,Advanced Placement Programs,Foreign Countries,Elementary Secondary Education

The purpose of this study was to determine the impact of implementing a unique and systematized version of curriculum planning and documenting across all levels of a Pre-K-Grade 12, US-curriculum, and international school in the Dominican Republic. Based on the Backwards by Design philosophy, cemented with a standards-based approach highlighting aligned assessments, the researchers sought to observe how weekly curriculum documenting would provide structure and a deliberate focus on the standards. As the researchers were administrators at the school, evidence was collected over five consecutive school years, 2014-2019 in order to determine the effect on student learning of this specific curriculum planning process. In 2014, in the international school where the research occurred, the importance of clearly articulated and vertically aligned curriculum standards became a priority. The school adopted the Common Core Standards for English and Mathematics that Fall, yet the curriculum around those standards was not well fleshed-out nor was there evidence of consistency in the planning or teaching practices. Subsequently, results on standardized assessments such as Measure of Academic Progress (MAP), Scholastic Aptitude Test (SAT) and Advanced Placement (AP) indicated poor to satisfactory academic achievement. Researchers Dr. Colin Brown and Ms. Lindsay Prendergast looked to rectify this situation by implementing a unique and systematized version of weekly curriculum planning and documentation based on the Backwards by Design philosophy. It was expected this intervention would positively influence teaching and learning practices through: (1) zeroing in on standards and teaching practices on a weekly basis; (2) guaranteeing teachers have a clear understanding of their weekly objectives; and (3) providing greater attention to detail during the planning phase.
Special Education Administrative Supervision of Integrated Co-Teaching
Author: McCaw, Jordan
Date: 2020-00-00
Type: Journal Articles
Subjects: Team Teaching,Regular and Special Education Relationship,Special Education Teachers,Elementary School Teachers,High School Teachers,Students with Disabilities,Administrator Attitudes,Administrator Role,Expectation,Supervision,Supervisory Methods,Principals,Teacher Responsibility,Trust (Psychology),Teacher Collaboration,Public Schools,Suburban Schools

In the K-12 setting, integrated co-teaching has developed as a popular service for students with disabilities. This paper examines how administrators define the most effective model of integrated co-teaching. Additionally, this paper explores the extent to which administrators' supervisory expectations/practices are consistent with the model delineated in the foundational research of Cook and Friend (1995).
Journey for Justice: Helping Teens Visualize the Civil Rights Movement through Primary Sources and Graphic Novels
Author: Gaivgan, Karen
Date: 2021-00-00
Type: Journal Articles
Subjects: Civil Rights,United States History,Activism,Primary Sources,Cartoons,Novels,Learner Engagement,School Libraries,Elementary Secondary Education

This article presents activities for pairing three graphic novels with primary sources to teach the civil rights movement to teens. Reading civil rights-related graphic novels, and reviewing corresponding primary sources, can provide students with a deeper understanding of this tragic time in U.S. history and provoke discussions about racial issues.
English 402: Technical and Professional Writing
Author: Cozza, Vanessa
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Technical Writing,Curriculum Design,Business Communication,Writing Assignments,Writing Instruction,Writing Skills,Communication Skills,Writing Across the Curriculum,Student Educational Objectives

This article describes a course design that offers an innovative approach to using client-based projects (CBPs) in technical and professional writing. It shows how teachers can incorporate CBPs in hybrid or fully virtual instruction, adapt it for a quarter or semester, and tailor it to meet students' needs. While there are standard writing assignments, such as letters, memos, progress reports, and job application materials, other writing activities assigned depend on the CBP. These projects can involve creating operation manuals, employee handbooks, event planning guides, rewriting gaming instructions, summarizing scientific reports, producing website content, and/or compiling annotated bibliographies. First, CBPs foster students' different talents and abilities and provide different ways to improve communication skills, allowing students to pursue their writing interests across a range of disciplines. Secondly, this course has broad enough goals to support CBP integration. This course was designed around three such broad goals: (1) composing in professionally appropriate modes; (2) understanding professional obligations and ethical behaviors in diverse situations; and (3) working individually and collaboratively. Finally, the learning objectives for each goal are flexible, thus providing both instructor and student with an open framework for pursuing client-based work.
English 1900: A Writing (and Writing Program) Laboratory
Author: Marshall, Laura Hardin
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Instruction,Freshman Composition,Scaffolding (Teaching Technique),English Instruction,Thinking Skills,Writing Assignments,Student Research,Undergraduate Students,Teaching Methods,Educational Innovation,Rhetoric

The Writing Program (WP) at Saint Louis University has striven to create a course that draws on a richer disciplinary understanding of writing and rhetoric. The standard course structure, from which instructors are asked to fashion their own syllabi, asks students to pursue a scaffolded semester-long project. As they pursue the scaffolded assignments, which result in 20-25 pages of writing, students continually rethink and revise their projects and the position(s) they might take. They are encouraged not just to learn but also to change their minds. The innovation in these assignments comes from reconceiving writing as the laboratory in which thinking occurs rather than the delivery system of the results of thinking (i.e., the familiar argumentative product). This approach grew as a response to a complex set of expectations, including the local curricular expectations, current disciplinary expectations, and departmental staffing changes. Because managing these expectations presented challenges for both the WP administrator (WPA) and instructors, this essay is written from the dual perspective of both: Paul (WPA) and Laura (the graduate instructor whose course is the essay's ultimate focus). Laura also will discuss how her approach to the course implemented and expanded upon the course's innovations in order to respond to: (1) programmatic assessment; (2) feedback from her colleagues across the WP; and (3) her own experiences teaching two sections of English 1900 in the 2017-2018 academic year.
Competency-Based Curriculum (CBC) in Kuwait: &quot;From the Ideal to Real&quot;
Author: Sadeq, Taiba
Date: 2021-00-00
Type: Journal Articles
Subjects: Competency Based Education,Educational Policy,Curriculum Development,Curriculum Implementation,English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Elementary Schools,Barriers,Failure,Resistance to Change,Teacher Education,Parent Role,Gender Differences,Age Differences,Teaching Experience,Foreign Countries

Following the steps of countries known for their rigorous education systems, and under the supervision and recommendations of the World Bank in 2015/2016, Kuwait placed a considerable budget to instigate a curriculum reform, via the implementation of Competence-Based Curriculum (CBC), which was adapted three years ago. However, the relatively modest outcome was controversial and did not meet the expectations of both policymakers and teachers. This study investigated the factors that hindered progression of CBC in the English curriculum as expressed by ESL teachers in the field. The study utilized a mixed-method design whereby both quantitative and qualitative data were used to fulfill the research objectives. Findings indicate that ESL teachers generally held positive views on CBC, yet several obstacles hindered CBC efficacy in the schools of Kuwait. The study also listed a number of pros and cons of CBC practice in Kuwait. Interviews with stakeholders brought a number of issues of misconduct, if not contained, no curriculum reform would gain the anticipated positive outcomes. Research objectives were addressed as a recommendation for future planning of curriculum change, contributing to the field of study.
The Construct of English Competence and Test Design for Non-English Major Postgraduates
Author: Li, Tinghua
Date: 2021-00-00
Type: Journal Articles
Subjects: Nonmajors,Graduate Students,Language Tests,Translation,Language Skills,Language Proficiency,Test Construction,English (Second Language),Second Language Learning,Intercultural Communication,Learning Processes,Work Environment,Test Items,Item Analysis

In this study, the construct of English competence for non-English major postgraduates is defined as the ability to effectively use various strategies and comprehensively exert the ability of reading, listening, writing, speaking and translation with academic, world, linguistic and intercultural knowledge in academic activities, classroom learning and workplace. Based on this construct, an English proficiency test for non-English major postgraduates is developed.
The Lived Experiences in English Language Learning of the Thai Visually Impaired Students in the Inclusive Classroom
Author: Attachoo, Buarattana
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Impairments,Blindness,Student Experience,Inclusion,Student Needs,English (Second Language),Second Language Instruction,Academic Accommodations (Disabilities),Assistive Technology,High School Students,Undergraduate Students,Student Attitudes,Educational Environment,Language Skills

Under the light of educational equality, visually impaired students (VIS) have the right to improve their quality of life through educational achievement. Fortunately, policies and regulations encourage inclusive education to support all types of students including students with visual impairment. This means that the VIS are required to complete a compulsory educational system including studying English language in school and university levels. However, the mismatch between the objectives of the support policies and the practicality towards English Language Learning (ELL) among these students still exists in Thailand, and the difficulties in the ELL of the VIS remain uninvestigated. Hence, this study aims to explore the essence and meaning of ELL in an inclusive classroom derived from the perceptions of the VIS. To elicit the experiences from the participants, the phenomenological methodology was employed as the research design. The findings were drawn from nine students with visual impairment studying in an inclusive classroom setting. The data was collected from in-depth interviews and grouped into units of meaning or themes. The results showed that the essence of this study was shaped from both negative and positive aspects of ELL in an inclusive classroom, which can contribute to the VIS, practitioners, and administrative levels as guidance for future practices.
Developing Number Sense in Students with Mathematics Learning Disability Risk
Author: Sari, Mehmet Hayri
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Learning Disabilities,At Risk Students,Elementary School Students,Low Achievement,Numeracy,Mathematics Achievement,Teaching Methods,Computer Games,Educational Games,Instructional Effectiveness,Arithmetic,Foreign Countries,Grade 4

Learning or doing mathematics involves approximate quantification. The purpose of this research was to improve approximate number system acuity in primary school students with low achievement in mathematics. A quasi-experimental, pre-test, post-test design with a control group was utilized. Mathematics Achievement Test (MAT), Arithmetic Performance Test (APT), Number Line Estimation Test (NLE), and Raven Standard Progressive Matrices Test (RSPMT) have been conducted to identify the study groups. Initially, 302 students were surveyed with these tests. A total of 26 students scoring the lowest (bottom 25%) in all these tests, except RSPMT, have been included in the study. Students were randomly assigned to the experimental (13 students) and control groups (13 students). Experimental group played with Tablet-PC games designed to develop approximate number system, one of the components of number sense, in their free times in school. Control group, did not have any of these games but played nonmathematical games. Experimental group played with three games designed to develop number sense for two hours a week for a total of 6 hours. Analysis showed there was an increase in both of the estimation precision and mathematics achievement of the experimental group. The games played during the experimental process not only helped in teaching the spatial representation of magnitude but they also led to an improved mathematics achievement. The approximate number system sensitivity of experimental group continued to develop in retention period as measured by the 0-100 number line test. Despite an indication that number line estimation tasks have an impact on number sense and mathematics achievement, none of these results provided any evidence on being reflected on timed arithmetic performance. Activities targeting exact number system may be required for arithmetic performance. This hypothesis can be tested in future studies.
Computer Simulation Instruction and Pupils&apos; Achievement in Basic Science, Akure Township, Nigeria
Author: Ojo, Ayodeji Temitope
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Teaching Methods,Science Achievement,Science Tests,Achievement Tests,Pretests Posttests,Comparative Analysis,Foreign Countries,Constructivism (Learning),Elementary School Students,Self Efficacy,Student Attitudes,Scores,Knowledge Level

This study was designed to determine the effect of computer simulation instructional strategy on primary school pupils' achievement in basic science in Akure township in Ondo state, Nigeria. Constructivist theory was used as the framework, while the study adopted pretest-posttest control group quasi-experimental design. Four primary schools were randomly selected from Akure township in Ondo state, Nigeria, a total of four intact classes were used. A total of 151 primary IV school pupils (71- experimental group, 80--control group) participated in the study. Instruments used were instructional guides, Pupils' Basic Science Achievement Test (r =0.82) and Pupils' Basic Science Self-Efficacy Questionnaire (alpha=0.80). The study lasted 8 weeks. Data were analysed using Analysis of covariance and Estimated marginal means. There was a significant main effect of treatment on primary pupils' achievement in basic science F[subscript (1,146)]=632.99; partial n[superscript 2]=0.81). The pupils exposed to computer simulation strategy had a higher basic science achievement mean score (19.60) than their counterparts in the convention strategy (12.13). Computer simulation instructional strategy enhanced primary pupils' achievement in basic science in Akure township in Ondo state, Nigeria. Primary school teachers should adopt this strategy to improve primary school pupils' knowledge of basic science.
Development of the Online Research and Reading Comprehension Skills Scale for Middle School Students
Author: Cifci, Musa
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Online Searching,Research Skills,Reading Comprehension,Knowledge Level,Technological Literacy,Information Literacy,Internet,Time Management,Access to Information,Web 2.0 Technologies,Critical Thinking,Middle School Students,Student Attitudes,Foreign Countries

Nowadays, online research and reading comprehension skills are among the prominent concepts. It is not possible to deny the effects of the internet on students' daily and academic lives. In the study, a scale was developed to be used in order to reveal the level of internet use of middle school students in their research processes and to determine the level of online research and reading comprehension skills. In the development of the scale, the relevant literature and curriculum were examined, the findings obtained from the interviews and observations with the students were used, and the opinions of the field experts were taken. As a result of all these operations, an item pool and a draft scale form were created for the instrument. The prepared form was applied to middle school students and explanatory and confirmatory factor analyses were conducted on the obtained data. As a result of the analyses, it was seen that the scale contains 30 items and the items of the scale were collected in five factors. It is thought that the instrument developed to determine the online research and reading comprehension skills levels of students has the potential to contribute to the related literature.
Early Childhood Preservice Teachers&apos; Perceptions on Children&apos;s Play
Author: Zhulamanova, Ilfa
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Early Childhood Teachers,Student Attitudes,Play,Young Children,Definitions,Instructional Program Divisions,Child Development,Leisure Time,Learning Activities

The purpose of this participant selection model mixed methods study was to investigate early childhood education preservice teachers' perceptions on children's play. The study was conducted at one of the Midwestern universities' early childhood undergraduate education program in the United States. Within the program, 241 students at different stages within the program (Cohort I, Cohort II, Cohort III, Cohort IV, and Cohort V) participated in the quantitative phase of the study. The survey results demonstrated that concept of play does not have a shared definition. Play is viewed as social and physical activity but less cognitive. It was also found that participants at earlier stages within the program are more inclusive toward play and the participants at the later stages perceive play in more rigid and strict ways. The seniors tend to be focused on a specific outcome rather than viewing play as process-oriented activity within the early childhood classroom.
Ethics within Ontario (Canada) Elementary Health and Physical Education
Author: Ryan, Thomas G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Health Education,Physical Education,Ethical Instruction,Elementary Education,Educational Policy,Teaching Methods

Following the qualitative research mode commonly known as content analysis unfolded while exploring the current Ontario provincial government positions arising from the recent 2019 Ontario Health and Physical Education curricular document which includes directives supporting the teaching of ethics. Several questions provoked and framed this content analysis which asked: How should ethics be taught in Health and Physical Education? What level of ethical awareness should Ontario Physical Educators and students have? What are the existing ethical guidelines and orientations impacting Ontario teachers? To what extent are Ontario teachers urged via the curricula to focus and emphasize ethics in the classroom and gymnasium? Eventually, the curricular emphasis on ethics emerges via references to Ontario teacher unions, the Ontario Teachers College, the Ontario Ministry of Education and implications for various other stakeholders complete the picture within a contemporary ethical infused landscape.
Exploring Pedagogical Change in Pre-Service Teachers&apos; Science Teaching Orientations during Argumentation-Based Teaching
Author: Bayram, Kadriye
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Preservice Teachers,Teaching Styles,Science Instruction,Persuasive Discourse,Teaching Methods,Science and Society,Pedagogical Content Knowledge,Foreign Countries,Student Attitudes

This study aims to investigate the change in the science teaching orientations of pre-service science teachers using argumentation-based teaching via multiple measurement tools. In this mixed-method research, to evaluate the change experimentally, firstly, argumentation-based teaching practices in socio-scientific issues (SSIs) were carried out. Card sorting activity and focus group discussion forms were applied with 29 pre-service science teachers pre- and post-teaching. Then, to detail the longitudinal effects of the teaching, six pre-service teachers who were selected purposively were asked to perform micro-teaching in different SSIs in the primary/secondary school science curriculum. In this process, data were obtained from the observation, interview and lesson plan. Descriptive statistics were used in the analysis of the quantitative data, whereas the constant comparative method was used with the NVivo program in the analysis of the qualitative data. Thanks to argumentation-based teaching, it was found that the pre-service science teachers' SSI-specific science orientations improved. It was also found that they related themselves to more than one reform-based SSI-teaching type. It was noteworthy that they reflected the change in science orientations on their teaching practices, and the goals of their teaching included SSI dimensions. In terms of other pedagogical content knowledge components, they made their orientations more compatible with their knowledge of teaching strategies.