ethanporcaro/eric-fulltext-meta huggingface dataset:
Why Is This First? Understanding and Analyzing Internet Search Results
Author: Ham, Chris D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Internet,Search Engines,Information Retrieval,Online Searching,High School Students,Lesson Plans,Mathematics,Information Dissemination,Misconceptions,Social Problems,Databases,Indexing,Teaching Methods,Student Educational Objectives

Primarily due to their convenience, online search engines such as Google and Bing are becoming a central location for obtaining information. As a result, societies give search engines tremendous control over the spread of information to the public. Through a high-school-level sample lesson plan, the article was written to promote dialogue with teachers on the importance of teaching the intricacies of search engines. The sample lesson plan begins with fundamental knowledge on the functionality of search engines with emphasis on algorithms. With this instruction, students can understand not only search engines, but also their manipulation potential, which leads to ramifications. Using the manipulation potential as a catalyst, many societal concerns are raised, such as spread of misinformation, oppression of certain groups, and impact on behavior. Through this instruction and dialogue, practitioners will have a resource to integrate search engines into their curriculum in response to this new concern.
Accessing Middle School Social Studies Content through Universal Design for Learning
Author: Mackey, Megan
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,Social Studies,Access to Education,Teaching Methods,Skill Development,Problem Solving,Social Problems

Universal design for learning is intended to provide opportunities for all students to be successful. An exploration of Mr. Morales's middle school social studies classroom reveals the universal design for learning principles of multiple means of engagement, representation, and action and expression infused throughout every lesson. These strategies afford access to knowledge and skill development for all students.
Building a STEM Mentoring Program in an Economically Disadvantaged Rural Community
Author: Rivera, Seema
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Rural Schools,Undergraduate Students,High School Students,College School Cooperation,Student Interests,Economically Disadvantaged,Student Recruitment,Mentors,Educational Opportunities,Occupations,Barriers,Low Income Students,College Readiness,Program Effectiveness,Social Capital,Access to Information

Rural, economically disadvantaged communities face a bigger challenge than urban communities in recruiting and retaining high school (HS) students in science, technology, engineering, and mathematics (STEM) because many of these students do not have access to high-quality STEM opportunities. In this article, we describe a mentoring program we developed as part of a larger New York State education grant. This program was implemented in a rural community to connect undergraduate STEM students with HS students to increase HS students' interest in these fields. In this program, HS students visited colleges, explored their interests in STEM, and learned about opportunities available to them in college and beyond. Here, we share the challenges and the successful strategies in implementing a mentoring program in a rural, economically disadvantaged region. The ideas described in the article were designed so other educators can gain insight on how to set up successful mentoring programs to attract and retain students in the STEM pipeline.
Environmental Explorations: Integrating Project-Based Learning and Civic Engagement through an Afterschool Program
Author: Farmer, Rachel
Date: 2019-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Citizen Participation,After School Programs,Youth Clubs,Young Children,Elementary School Students,Grade 2,Grade 3,Public Schools,Mathematics Skills,Conservation (Environment),Recycling,Water Quality,Animals,Critical Literacy,Learner Engagement,Positive Attitudes,Local Issues,Relevance (Education)

This study examined the Community Super Investigators Club, through which we aimed to apply mathematics and literacy skills by using project-based learning (PBL) to investigate elementary students' interest in learning how to improve the environment for animals. PBL is a teaching method used to improve critical thinking skills around a project that is based on students' questions. The study used a mixed-method design to examine the following research questions: How do students engage in PBL on topics relevant to their community in an afterschool club? How can critical math and literacy skills be integrated with community engagement? How did the experience in the club influence students' beliefs about math and literacy? During Community Super Investigators Club, participating second- and third-grade students chose the topic of improving the environment for animals. Students learned about the following topics: reducing waste and recycling, the amount of trash produced around the world, using recyclable items to build bird feeders, and how trash in the oceans affects animals. Researchers interviewed and surveyed students. Students reported that they could make a positive impact in their community by not littering, reusing materials to minimize waste, and turning off the water while brushing their teeth. As a final project, students selected an outlet or person (e.g. newspaper, governor) to write a postcard to voice their concerns about the environment by including at least one fact and one proposed solution. Implications for practice are integrated into the findings and discussion.
Gender Differential Effect of Business Education Students&apos; Human Capital on Sustainable Economic Development
Author: Edokpolor, James E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Gender Differences,Business Administration Education,College Seniors,Human Capital,Sustainable Development,Economic Development,Entrepreneurship,Prior Learning,Correlation,Foreign Countries

This research investigates the relationship between business education students' human capital and core values of sustainable economic development from a gender perspective. This research specifically investigates four interrelated questions. First, do male and female business education students experience different types of general human capital? Second, do male and female business education students possess different types of specific human capital? Third, do differences in both male and female business education students' general human capital have a differential effect on sustainable development of Nigerian economy? And finally, do differences in both male and female business education students' specific human capital have a differential effect on sustainable development of Nigerian economy? To answer these questions, bivariate correlation was employed. The hypotheses were tested using analysis of variance and multiple regressions. Using a survey data of all the final-year undergraduate students (N = 375) of business education in Federal Universities in South-South geopolitical region of Nigeria, the results showed a positive correlation between general and specific human capital and core values sustainable development. Male and female business education students experience almost the same type of general human capital. The results also showed that male students possess higher level of specific human capital than female students. The results further showed that changes or variations in core values of sustainable development caused by both general and specific human capital are higher in male than the female students. Logical conclusions and implications for future practices are discussed.
Increasing Engagement of English Learners through Universal Design for Learning
Author: Eichhorn, Melinda S.
Date: 2019-00-00
Type: Journal Articles
Subjects: English Language Learners,Elementary School Students,Secondary School Students,Access to Education,Learning Problems,Barriers,Learner Engagement,Coping,Acculturation,Educational Environment,Immigrants,Refugees,Trauma,Mathematics Teachers,Special Education Teachers,English (Second Language),Teacher Role,Family Role

English learners (ELs) are the fastest growing segment of K-12 students. When ELs do not respond to instruction as quickly as their English-speaking peers, teachers may focus on their deficits and wrongly label them as having a learning disability. In this article on the universal design for learning engagement guidelines, we summarize how we have anticipated learning barriers and increased engagement with academic content for ELs in our practice. By teaching strategies for self-regulation and individual coping skills, providing guided practice and support to sustain effort, and giving students various ways to achieve the same goal in a safe learning environment, teachers of ELs and collaborative staff can engage students in their classrooms and schools. We explore universal design for learning for ELs through an assets-based approach and suggest strategies for elementary and secondary teachers to modify for ELs through illustrative case vignettes based on our classroom practice.
Measuring the Differential Effects of Behaviors of Academic Advisors for Students with Disabilities
Author: Zilvinskis, John
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Advising,Faculty Advisers,College Freshmen,Students with Disabilities,Differences,Student Characteristics,Institutional Characteristics,Self Disclosure (Individuals),Labeling (of Persons),Barriers,Professional Development,Learner Engagement,National Surveys,Student Surveys

In prior scholarship, researchers identified barriers students with disabilities encounter in accessing academic advising, such as social stigma and hesitance to disclose. Through our study, we sought to inform advising practice by exposing the perceived deficit in services toward this population, uniquely evidenced by large data. The National Survey of Student Engagement academic advising data from 55,945 first-year students and 260 institutions were analyzed through multilevel models to measure differences in academic advising behaviors toward students with disabilities (10.12%) and the general population based on student self-reporting. Results illustrate that even when accounting for student backgrounds and institutional characteristics, academic advising behaviors were perceived as lower for students with disabilities, highlighting the need to intentionally improve services for these students.
Insider Information: Advisors&apos; Perspectives on the Effectiveness of Enhanced Advising Programs for Community College Students
Author: Donaldson, Paul
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Advising,Faculty Advisers,Teacher Attitudes,Program Effectiveness,Community Colleges,Two Year College Students,Student Participation,Educational Planning

This study examines the structure of an enhanced advising program (EAP) through the perspectives of academic advisors. Utilizing a qualitative research design, interviews were conducted with 12 primary-role academic advisors employed within an EAP at a large, urban community college in Texas. Thematic analysis of the interviews identified the following distinguishing characteristics of EAPs: (1) improved student participation in academic advising; (2) stronger student engagement with advising; and (3) proactive construction of an educational plan. This study expands the literature on EAPs by providing additional context and description from the practitioner perspective and by delineating the EAP's strategy to strengthen advising programming at the community college level.
Environmental Awareness as a Mediator Variable on Conceptions of Science Teaching and Learning
Author: Laso Salvador, Sandra
Date: 2017-00-00
Type: Journal Articles
Subjects: Environmental Education,Conservation (Environment),Teaching Methods,Path Analysis,Role,Knowledge Level,Preservice Teachers,Elementary School Teachers,Teacher Education Programs,Educational Improvement,Student Attitudes,Pedagogical Content Knowledge,Measures (Individuals)

This paper shows the results of a study based on path analysis about the predictive and mediator role of environmental awareness on the conceptions of Pre-service Primary teachers about science education. The model thus obtained is validated through a representative sample of 300 students from a four-year university degree for teacher training. The method of unweighted least squares is used to perform the analysis and the results show a good fit to the data model. Therefore, it is assumed that students with higher levels of environmental awareness may be more effective in their future teaching profession. Consequently, the increase in environmental practices in schools makes a small but important contribution to the overall improvement of the environment and the training of future citizens.
Experiences of Girls and Mentors with an Urban Kenyan Afterschool Support Program
Author: Abuya, Benta A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Womens Education,Mentors,After School Programs,Urban Areas,Student Attitudes,Achievement Gains,Homework,Student Motivation,Academic Aspiration,Barriers,Gender Bias,Parent Influence,Success,Role Models,Adolescents,Low Income Students,Intervention,Poverty,At Risk Students,Elementary Secondary Education,College Students,Counselors,Community Involvement,Academic Achievement,Self Esteem

This article explores the experiences of female mentees and their mentors in an afterschool support program in two informal urban settlements in Nairobi, Kenya. We sought the perspectives of mentees and mentors to identify what has changed concerning the education and social lives of the girls because of this education intervention. Data come from a qualitative component of the midterm survey collected in May 2014 using in-depth interviews and focus group discussions. The results show improvements in the English and math courses in which support with homework was given; girls were motivated to stay in school and had a higher aspiration for school. However, challenges remained, as some parents did not provide adequate support to their daughters. Overall, the program highlights the role of other significant players and reinforces the out-of-school mentor support for girls' success in school.
Evaluation of an Afterschool Mentorship Program for Self-Efficacy
Author: Mark, Atia D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Program Evaluation,After School Programs,Mentors,Self Efficacy,Middle School Students,Foreign Countries,Pretests Posttests,Program Effectiveness

Middle school students in Nova Scotia, Canada, are perceived to have low self-efficacy for achieving learning outcomes. While strong self-efficacy beliefs, developed through effective curricula, have been linked to improved academic performance, there is a need for formal evaluation of such curricula. The purpose of this study was to investigate a 10-week afterschool mentorship curriculum that has never been evaluated. The aim of the curriculum is to strengthen self-efficacy beliefs via relationship building exercises, public speaking training, and character education. Bandura's theory of self-efficacy, which states that treatment influences can alter the strength of self-efficacy, informed the conceptual framework. Evaluation questions explored apparent changes in the self-efficacy of the students from the perspective of seven adult caregivers and the program's instructor. Interview data were triangulated with quantitative descriptive statistics on the self-efficacy scores of 10 middle school students before and after program participation using the Children's Hope Scale. Comparison of pre- and posttest scores did not show remarkable differences in self-efficacy beliefs of the students. However, analysis of interview data revealed that children's self-efficacy beliefs grew, the largest increase being in those described as reserved at the beginning of the program. This study promotes positive social change through an increased understanding that can inform efforts to increase self-efficacy in middle school students.
Exploring Puerto Rican Preservice Teachers&apos; Resilience: A Focus Group Study
Author: Arcelay-Rojas, Yitza A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary Education,Student Teaching,Student Teacher Attitudes,Resilience (Psychology),Empowerment,Mentors,Cooperating Teachers,Student Teacher Supervisors,Social Support Groups,Self Efficacy

This study explored the experiences of 10 Puerto Rican middle and high school preservice teachers at the end of their student teaching experience. The qualitative design, using the focus group technique, provided insight into the phenomenon of teachers' resilience. The analysis incorporated the main constructs of resilience-building proposed by Jordan's model of relational resilience: mutuality, empowerment, and development of courage. This study reinforced the notion of the importance of promoting supportive relationships with mentors and students. These relationships empowered teachers and helped them become more skilled in their profession. Addressing more aspects of resilience-building including before, during, and after their student teaching field experience could benefit preservice teachers in thriving in the profession induction process.
Modeling Teaching in Study of Galvanic Cells: Upper-Secondary School Context
Author: Lu, Huanhuan
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,Secondary School Science,Science Instruction,Problem Solving,Scientific Concepts,Secondary School Students,Models,Instructional Effectiveness,Foreign Countries,Grade 11,Student Attitudes

Besides improving students' understanding of scientific concepts, chemistry teaching should also improve students' ability of applying concepts to solve problems. The research aims to explore the effects of modeling teaching on students' proficiency in solving galvanic cell problems. This research used a quasi-experimental design, and the independent variable of the research was the teaching method. Forty-five students in the experimental class received modeling teaching, and 48 students in the control class received lecture-style teaching. The dependent variable was the performance level of the student's ability to solve the problem of the galvanic cell, which was evaluated using the galvanic cell proficiency assessment tool. The research results show that the students in the experimental class were significantly more proficient in solving galvanic cell problems than those in the control class. The results of unstructured interviews assisted in illustrating the role of modeling teaching in improving the proficiency of students in solving galvanic cell problems, and students in the experimental class had positive views on modeling teaching.
A Contemporary Approach to Managing Social Responsibility in Relation to Employees as Perceived in Academic Papers
Author: Jarkovská, Petra
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Responsibility,Corporations,Employees,Work Attitudes,Job Performance,Job Satisfaction,Labor Turnover,Motivation,Human Resources,Organizational Climate,Educational Research,Correlation

Corporate Social Responsibility (CSR) plays a significant role in Human Resource Management (HRM), especially when it comes to stipulating desired employee performance or behaviour, such as work performance, job satisfaction, organizational commitment or retention. However, the academic literature offers very fragmented or partial answers to questions addressing this issue, as many scholars focus exclusively on e.g. one-country or one-industry based sample only. Therefore, the objective of this paper is to summarize the current &quot;state-of-the-art&quot; trends in academic literature and thereafter, based on the findings, propose a broader contemporary conceptual approach to managing CSR in relation to employees. The results suggest a positive causal relationship between CSR and desirable employee behaviour, with job satisfaction often playing the function of a mediator. The findings also suggest that adding CSR to HRM practices could improve employees' work attitudes. In doing so, full compatibility with other concepts and principles across the organization is a premise.
Metacognition, Metalinguistic Awareness, and Relevance in Language Learning: A Report on an Intervention Module Project
Author: Bessy, Marianne
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Metalinguistics,French,Spanish,Second Language Learning,Second Language Instruction,Teaching Methods,Outcomes of Education,Higher Education,Relevance (Education),Student Attitudes,College Students

The purpose of this study is to examine the outcomes of a pedagogical intervention project in intermediate second language (L2) French and Spanish classes at the post-secondary level. The authors designed and implemented four &quot;Language Learning Modules&quot; (LLMs) to ascertain if these interventions could enhance students' metacognitive and metalinguistic awareness and help students see the relevance of studying an L2. Sixty-two students were divided evenly into a &quot;Module&quot; group, which received the LLMs, and a &quot;Non-Module&quot; group, which did not receive such instruction. Analyses reveal that the Module group differed from the Non-Module group in terms of how they applied metacognitive insights, became more aware of the value of language learning, and found relevance in the L2. The authors contend that it is imperative for language educators to foster student growth in metacognitive abilities and metalinguistic awareness, and to explicitly instruct students on the relevance of L2 study.