ethanporcaro/eric-fulltext-meta huggingface dataset:
Scientific Conceptions of Photosynthesis among Primary School Pupils and Student Teachers of Biology
Author: Dimec, Darja Skribe
Date: 2017-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Student Teachers,Elementary School Students,Biology,Botany,Questionnaires,Knowledge Level,Familiarity,Scientific Literacy,Difficulty Level,Cognitive Structures,Statistical Analysis,Educational Quality,Student Attitudes,Science Achievement,Comparative Analysis,Foreign Countries

Photosynthesis is the most important biochemical process on Earth. Most living beings depend on it directly or indirectly. Knowledge about photosynthesis enables us to understand how the world functions as an ecosystem and how photosynthesis acts as a bridge between the non-living and living worlds. It is, therefore, understandable that photosynthesis is included in national curricula around the world. The practice unfortunately shows that students at all school levels mostly learn about photosynthesis by rote. Consequently, they have difficulties understanding this vital process. Research also shows many misconceptions in relation to photosynthesis among students of different ages. Based on these, the main aim of our study was to explore the scientific conceptions about photosynthesis held by primary school pupils and student teachers of biology. Data were collected using a questionnaire containing seven biology content questions. The sample consisted of 634 participants, 427 primary school pupils (aged 11-14), and 207 student teachers of biology (aged 20-23). We found that the populations of primary school pupils and student teachers of biology differ greatly concerning scientific conceptions of photosynthesis. The student teachers showed good and complex understanding of photosynthesis, while pupils showed some misconceptions (location of chlorophyll and photosynthesis in a plant, transformation of energy in photosynthesis). Analysis of the development of scientific conceptions about photosynthesis with age showed that there is very little progress among primary school pupils and none among biology student teachers. More involvement of student teachers of biology in practical work at primary schools during their study was suggested to make student teachers aware of, and better understand pupils' misconceptions.
Early Childhood Development over Time for a Cohort of Australian Aboriginal Children Living in an Urban Environment
Author: Grace, Rebekah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Cohort Analysis,Urban Environment,Indigenous Populations,Child Development,Developmental Psychology,Longitudinal Studies,Outcome Measures,Rating Scales,Standardized Tests,Family Influence,Predictor Variables,Gender Differences,Preschool Education,Attendance,Community Influence,Statistical Analysis

Child development for a cohort of urban Aboriginal children was assessed at three time points: 12 months, 3 years and 4.5 years. This paper reports developmental findings and explores the impact of child, family, home and community variables over time. Overall, child development at 4.5 years was significantly below the standardised mean. Female gender, preschool attendance, and having 10+ child-appropriate books in the home were significantly related to better performance. Over time the children demonstrated strengths in the locomotor and personal-social domains. Maternal factors were most predictive of performance at 3 years. These results are discussed in relation to their meaning within the Aboriginal community.
Kairos, Resilience, and Serendipity: An Interview with Elizabeth Flynn
Author: Bourelle, Tiffany
Date: 2017-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Interviews,Writing (Composition),Feminism,Womens Education,Family Work Relationship,Tenure,Career Development,Writing Processes,Teaching Experience,Profiles

This interview with Elizabeth Flynn began over lunch at the 2014 Conference on College Composition and Communication. Bourelle and Flynn originally met to talk about a collaborative research project, but the conversation shifted to their personal lives. Bourelle and Flynn talked about how their lives and their research were intertwined, and discussed the serendipitous nature of their careers and the different paths they had taken. Flynn described meeting with several women where the theme was very similar: they had all taken risks or made choices that weren't always the most popular. Bourelle and Flynn continued the conversation over email. What follows in this interview is Flynn's reflection on her writing, her career, and her experiences as a professional woman in the field of Rhetoric and Composition.
Composing Focus: Shaping Temporal, Social, Media, Social Media, and Attentional Environments
Author: Fife, Jane
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Processes,Undergraduate Students,Attention,Attention Control,Student Surveys,Achievement Need,Coding,Classification,Educational Environment,Social Environment,Social Media,Mass Media Effects,Writing Instruction,Metacognition,Classroom Techniques,Instructional Innovation,Educational Change

Writers must learn to control factors that influence the ability to focus, especially in what some call a culture of distraction. In our efforts to promote metacognition and flexible writing processes, writing teachers need to engage students in study and discussion of factors in our temporal, social, media, social media, and attentional environments that influence focus while composing. This article examines these facets of our contemporary scenes of writing by reviewing recent research in composition studies and psychology about writing and attention, discussing the results of a survey of undergraduate writers' composing practices, and sharing insights from assignments that help writers notice important elements of their environments. The article recommends assignments and questions to encourage reflection on writers' interactions with these elements in order both to find focus and to promote process-related transfer and adaptability in our ever-changing scenes of writing.
Let's Disagree (to Agree): Queering the Rhetoric of Agreement in Writing Assessment
Author: Walker, Paul
Date: 2017-00-00
Type: Journal Articles
Subjects: Rhetoric,Writing Tests,Test Reliability,Program Validation,Expertise,Failure,Congruence (Psychology),Educational Practices,Evaluation Problems

This article describes and theorizes a failed writing program assessment study to question the influence of &quot;the rhetoric of agreement,&quot; or reliability, on writing assessment practice and its prevalence in validating institutional mandated assessments. Offering the phrase &quot;dwelling in disagreement&quot; as a queer perspective, the article draws on expertise theory and notions of ambience and attunement in rhetorical scholarship to illustrate the complexity, unpredictability, and disorder of the teaching and assessment of writing. Adopting a queer sensibility approach, the article marginally disrupts &quot;success&quot; as assumed by order, efficiency, and results in writing assessments and explores how scholars might reimagine ideas, practices, and methods to differently understand a queer rhetoricity of assessment and learning.
Toward a Pedagogy of Materially Engaged Listening
Author: LaVecchia, Christina M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Listening Comprehension,Listening Skills,Teaching Methods,Educational Practices,Classroom Techniques,Rhetoric,Writing (Composition),Instructional Innovation

As writing teachers increasingly engage students with audio media, it has become crucial to coach listening explicitly in the classroom, activities that students may otherwise approach passively. In this article I suggest that a rhetorical approach applicable to (or derived from) print texts is not enough to help students listen actively, and offer instead a materially engaged practice of listening that helps students to understand their interactions with compositions on a material level that involves bodily activity. My proposed pedagogy moves students toward a reflective awareness of their practices, encourages purposeful listening, and acknowledges the role that attention plays in listening. Such a pedagogy can help students to engage with audio compositions on their own terms, encourage them to understand listening as a dynamic practice with critical heft worthy of their time and attention, and open insights into affordances of sound that are obscured by print-centric approaches.
&quot;Learning Shock&quot; and Student Veterans: Bridging the Learning Environments of the Military and the Academy
Author: Blaauw-Hara, Mark
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Environment,Veterans,Military Personnel,Military Service,Student Experience,Competency Based Education,Andragogy,Educational Principles,College Environment,Student Adjustment,Change Strategies,Sense of Community

In this article, I provide an overview of student veterans' experiences learning in the military, from the ways the armed forces operate as a community of practice to how they build the competence of their service-members through application of andragogical principles. I then contrast the learning environment of the military to that of college, highlighting areas of overlap and disconnect. Finally, I provide suggestions for how we in the academy--and specifically those of us involved with writing studies--can help student veterans connect the two learning environments and, hopefully, increase their chances of success at college.
Writing and Rhetoric Majors, Disciplinarity, and &quot;Techne&quot;
Author: Scott, J. Blake
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing (Composition),Rhetoric,Majors (Students),English Instruction,College Students,Educational Resources,Guidelines,Intellectual Disciplines

How we argue for, create, and mobilize around writing and rhetoric majors will continue to shape our field's disciplinarity in crucial ways, including our recognition, resources, and relationships. The range of such majors and their institutional contexts, and the disparate field-level efforts to track and build consensus around them, generate more questions than answers, leaving the turn to disciplinarity an open question. This article proposes &quot;techne&quot;--rhetoric as the productive art of enacting knowledge--as a conceptual tool for identifying connections across writing and rhetoric majors. Such points of connection can, in turn, serve to guide efforts for supporting and building shared resources for majors, and to enable a contingent and adaptive understanding of our field's identity and (potential) disciplinarity.
Closing the Loop: Strengthening Disciplinary Writing in an English BA Program
Author: Wilcox, Miranda
Date: 2017-00-00
Type: Journal Articles
Subjects: English,Departments,Bachelors Degrees,Majors (Students),Outcomes of Education,Literary Criticism,Writing Instruction,Writing Skills,Scoring Rubrics,Writing Evaluation,Writing Assignments,Profiles,Intellectual Disciplines,College Faculty,Teacher Collaboration,Literary Genres

This program profile narrates how the Department of English at Brigham Young University (BYU) reviewed and revised the disciplinary writing requirements in the English BA program between 2006 and 2015. The story begins in 2006 with the dual problems of recognizing the lack of development in student writing in the major and of responding to accreditation pressure to do outcomes-based assessment on all degree-granting programs. Over the last eight years our department has used assessment tools to make two significant adjustments to solve these problems. First, we aligned the English BA curriculum with program learning outcomes by developing a sequence of three writing courses in which majors explicitly learn the discourse conventions of literary criticism. Next, we designed sequences of writing activities in these courses for students to practice increasingly complex integration of disciplinary knowledge. Now we are using collaboratively designed rubrics to evaluate embedded assignments in these writing courses, a process that helps us assess the impact of these changes on students' writing development. This profile demonstrates how an English department reflected about the practice of teaching writing and applied methods from outcomes-based assessment to strengthen students' disciplinary writing skills.
Welcoming Linguistic Diversity and Saying Adios to Remediation: Stretch and Studio Composition at a Hispanic-Serving Institution
Author: Davila, Bethany A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Institutional Characteristics,Profiles,Remedial Instruction,Student Diversity,Cultural Pluralism,Program Evaluation,Writing Instruction,Program Descriptions,Models,Second Language Learning,English (Second Language),English Instruction,Multilingualism

In this program profile, we describe the stretch/studio program recently implemented at the University of New Mexico. This program responds both to an institutional move away from remediation and to the large number of linguistically and racially diverse students at our institution. In this profile, we describe the new program's curriculum, which focuses on and values the linguistic and cultural diversity of our students. We also share the initial results of our assessment of the program and our plans for the future. We offer this profile as a successful model for adaptation by other writing programs that are also implementing stretch/studio courses and/or that have a growing number of linguistically and culturally diverse students on their campus.
Communication for the Health Professions: A Program Profile
Author: Harms, Emily
Date: 2017-00-00
Type: Journal Articles
Subjects: Profiles,Allied Health Occupations Education,Undergraduate Students,Degree Requirements,Reading Programs,Writing Skills,Educational Change,Program Development,Course Descriptions,Barriers,Success,Curriculum Enrichment,Foreign Countries

This program profile describes an initiative to meet the college reading and writing requirement for undergraduate students in a premedical program at St. George's University (SGU) in Grenada, West Indies. Two courses were developed in response to concerns that the existing curriculum was not meeting the specific needs of premedical students. The existing courses were literature-based and provided minimal feedback or other opportunities for development. Additional concerns involved a varied range of abilities among students that was not being addressed, large class sizes, and lack of investment on the part of premedical students. Solutions include the incorporation of a task-based curriculum focused on the medical profession in order to increase engagement, division of students into small cohorts with small teacher/student ratios, integration of skill building into all activities, and implementation of process writing to allow for intensive feedback and student development.
Investigating Predictors of Pre-Service Science Teachers' Behavioral Intention toward e-Resources for Teaching
Author: Shittu, Ahmed Tajudeen
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Student Behavior,Intention,Predictor Variables,Foreign Countries,Case Studies,Teacher Education Programs,Structural Equation Models,Research Methodology,Graduate Students,Influence of Technology,Educational Technology,Teaching Methods,Science Instruction,Educational Resources,Likert Scales

This study examined predictors of pre-service science teachers' behavioral intention toward e-resources use for teaching in Nigeria. The study used cross-sectional survey research method and a questionnaire with a set of items that measure technology preparedness, perceived usefulness, perceived ease of use and behavioral intention to gather the data of the study. The sample of the study is comprised of 124 pre-service science teachers graduating from a teacher education program in a Nigerian university. The research instrument of the study was subjected to validity and reliability check. Structural Equation modeling and t-test analysis was used to test the hypotheses of the study and the data collected were used to fit the specified model of the study. The findings of the study showed that technology preparedness does not statistically influence students' behavioral intention towards e-resources use for teaching, but perceived usefulness and perceived ease of use does. The study also revealed that significant difference exists between male and female pre-service teachers behavioral intention towards e-resources use for teaching. Thus, the findings of the study confirm the validity of technology acceptance model construct and provide evidence that technology preparedness of pre-service teacher is inadequate to induce their behavioral beliefs toward future use of e-resources for classroom practice.
&quot;We Felt They Took the Heart out of the Community&quot;: Examining a Community-Based Response to Urban School Closure
Author: Green, Terrance L.
Date: 2017-03-13
Type: Journal Articles
Subjects: Urban Schools,School Closing,Social Capital,Social Networks,Educational Policy,School Community Relationship,School Districts,Case Studies,Strategic Planning,Declining Enrollment,Neighborhood Schools,Educational Change,Activism,High Schools,Administrator Attitudes,Administrator Characteristics,School Desegregation,Policy Analysis,Semi Structured Interviews

Massive school closures are occurring in urban school districts across the United States. Research suggests that school closures are the outcome of racialized neoliberal policies and decades of disinvestment that have left many urban districts with fiscal deficits and declining student enrollments. However, some urban communities have successfully organized against school closures and reopened neighborhood schools. As such, this study examines how leaders in a community-university coalition in the Midwestern United States reopened a high school that was closed by its district. This case study draws on interviews and document data, and describes the forces that promoted school closure and its impacts on the community. Concepts from social capital and social network theories are used to guide the analysis. Findings indicate these leaders leveraged networks to negotiate a community-university social contract, took strategic and socially connected actions, and formed a community-driven education task force. This study offers implications for policy, future research, and communities in similar contexts.
Effects of Inquiry Types on States Related to Community of Inquiry in Online Learning Environments: An Explanatory Case Study
Author: Gunbatar, Mustafa Serkan
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Environment,Case Studies,Inquiry,Mixed Methods Research,Active Learning,Constructivism (Learning),Critical Thinking,Foreign Countries,Predictor Variables,Social Environment,College Students,Student Surveys

The purpose of this study, with reference to Community of Inquiry, is to evaluate the comparative effectiveness of Learning activities based on Online Inquiry differentiating as Open and Guided Inquiries. This study employs mixed research method and explanatory design. The data were collected with the Community of Inquiry Index and the Student Process Survey. According to the Community of Inquiry index results, scores of all guided inquiry students in terms of the scale were higher at a statistically significant level than those of open group. Similarly, regarding the subscales of community of inquiry index teaching presence and cognitive presence factor scores were higher in favor of the guided inquiry students. There is no significant difference between the social presence scores of the groups. Obtained qualitative data also support this result. According to these findings, we can arrive at the conclusion that, within the scope of Community of Inquiry, the students in the guided inquiry group had a more efficient working process than the students in the open inquiry group.
Concerns of Teachers about the Implementation of Information and Communication Technology Curriculum in Basic Education in Ghana
Author: Sarfo, Frederick Kwaku
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Curriculum Implementation,Information Technology,Gender Differences,Teaching Experience,Questionnaires,Statistical Analysis,Global Approach,Statistical Significance,Public School Teachers,Private Schools

Research findings in the literature show that teachers' concern about change process is extremely personal and it influences the implementation of innovation. This study aimed at assessing information and communication technology teachers' stages of concern regarding the implementation of information and communication technology (ICT) curriculum in basic schools. It also examined the effects of teachers' personal factors or variables such as gender and teaching experience on their stages of concern towards the implementation of ICT curriculum. Modified Stages of Concerns Questionnaires (SoCQ) (Hall, George &amp; Rutherford 1979) based on Concern Based Adoption Model (CBAM) were used to collect data from 346 respondents. Data collected were analyzed using both descriptive and inferential statistics. The result of the study showed that teachers generally had their first and second high concerns at informational and consequence stages respectively and with low concern at awareness stage. Furthermore, statistically significant difference was found between gender and informational, management, consequence, collaboration and refocusing concerns. However, according to the results, teachers' stages of concerns were not related to their teaching experience.
In-Service Preschool Teachers' Thoughts about Technology and Technology Use in Early Educational Settings
Author: Kara, Nuri
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Technology Uses in Education,Early Childhood Education,Semi Structured Interviews,Foreign Countries,Content Analysis,Faculty Development,Skill Development,Educational Benefits,Technology Integration,Educational Practices

The purpose of this study is to understand in-service preschool teachers' thoughts about technology and technology use in early educational settings. Semi-structured interviews were conducted with 18 in-service preschool teachers. These teachers were selected from public and private preschools. Convenient sampling was applied because teachers who were eager to attend the study were selected. Content analysis technique was used to analyze the data. Based on the content analysis, eleven main themes as to technology-related views and practices of in-service preschool teachers emerged. Findings of the study indicated that the majority of in-service teachers had positive views about appropriate technology use in preschool education. Findings also showed that early educational settings need to be equipped with adequate technologies. Moreover, in-service preschool teachers emphasized that they expect to be supported by the preschool curriculum and several programs aiming at enhancing their technology use skills. Lastly, teachers were aware of not only the advantages of technology but also the potential disadvantages. Results of the study may help instructional designers, researchers and practitioners better integrate new technologies into preschool education.