ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of Performance Assessment of STEM-Based Critical Thinking Skill in the High School Physics Lessons
Author: Putri, Fikroturrofiah Suwandi
Date: 2017-00-00
Type: Journal Articles
Subjects: STEM Education,High School Teachers,Science Teachers,High School Students,Critical Thinking,Test Construction,Thinking Skills,Physics,Test Validity,Test Reliability,Performance Based Assessment,Foreign Countries,Grade 10,Grade 11

This research aims to produce an assessment instrument of STEM-based critical thinking skill which meets the feasibility criteria. This development research refers to the model developed by Borg &amp; Gall and is modified using the development model instruments developed by Oriondo &amp; Antonio. The research subjects were one senior high school Physics teacher, 129 tenth grade students, and 331 eleventh grade students of senior high school. The data gathering was carried out using self-evaluation sheets, observation rubric, students' worksheets (LKPD) and report-scoring rubrics, and a test instrument on critical thinking skill. The research results show that the developed performance assessment has fulfilled the content validity based on the evaluation by 3 experts and 3 practitioners. The reliability of all the rubrics in the performance assessment is categorized as very high. The Test on critical thinking skill consisting of 72 items was declared fit usingPCM and the level of difficulty of the items ranged between -0.69 and 1.14, which implies good category. The test also had a reliability coefficient of 0.81 and was categorized as very high and suitable to measure the students whose ability ranged from -1.60 to 1.70 in the logit scale. In addition, teachers and students gave positive responses to the application of the developed assessment. Therefore, the developed performance assessment of STEM-based critical thinking skill has fulfilled the feasibility criteria to be applied in the senior high school physics class.
The Effects of a Virtual Laboratory and Metacognitive Scaffolding on Students&apos; Data Modeling Competences
Author: Hung, Jeng-Fung
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Computer Simulation,Comparative Analysis,Science Laboratories,Scaffolding (Teaching Technique),Grade 8,Teaching Methods,Learning Processes,Tests,Instructional Effectiveness,Foreign Countries,Units of Study,Heat,Data Collection,Data Analysis,Secondary School Students

Previous studies on the effectiveness of virtual laboratories for learning have shown inconsistent results over the past decade. The purpose of this research was to explore the effects of a virtual laboratory and meta-cognitive scaffolding on students' data modeling competences. A quasi-experimental design was used. Three classes of eighth graders from southern Taiwan participated in this research and were assigned to the Experimental Group ? (EG ?), the Experimental Group ? (EG ?), and the Control Group (CG). EG ? (n=25) received the virtual laboratory and meta-cognitive scaffolding in the teaching and learning. EG ? (n=28) received the virtual laboratory only in the teaching and learning. The CG (n=27) received the lecture with the cookbook laboratory. The teaching unit was Heat and Specific Heat, and the teaching time for the three groups was six lessons (of 45 minutes each). The Data Modeling Competences Test (DMCT) designed by the research team was used as the data collection instrument. The results showed that the virtual laboratory and meta-cognitive scaffolding had effects on students' data modeling competences. This research shows the importance of the meta-cognitive scaffolding strategy for virtual laboratories when conducting data modeling teaching.
Hidden Curriculum in a Special Education Context: The Case of Individuals with Autism
Author: Sulaimani, Mona F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Hidden Curriculum,Special Education,Interpersonal Competence,Social Development,Skill Development,Interaction,Evidence Based Practice,Cultural Influences

This article examines the issue of hidden curriculum as it pertains to the experiences of individuals with disabilities, primarily those diagnosed with autism disorders. Examining the assumptions regarding the hidden curriculum, this article explores the challenges these assumptions create for individuals with autism. We provide suggestions for how these challenges could be overcome through the use of specific strategies.
Teacher Leaders&apos; Perceptions of Charter School Principals&apos; Instructional Leadership Practices
Author: Davis, Frednardo
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Leadership,Charter Schools,Principals,Instructional Leadership,Leadership Styles,Leadership Effectiveness,Educational Practices,Institutional Mission,Capacity Building,Faculty Development

Teacher leaders are a population to consider when observing instructional leadership or the instructional leadership behaviors of the school principal. A voice rarely illuminated within research, teacher leaders should have the ability to perceive and speak to the instructional leadership behaviors of the school principal. It is through the display of the instructional leadership behaviors and implementation of processes and programs that teacher leaders are able to more accurately perceive and communicate beliefs about their school principals' practices regarding instructional leadership. One overlooked presence in the research on instructional leadership practices is the charter school principal. To address this issue, our goal is to examine the instructional practices of the charter school principal from the lens of Mendel's five effective leadership practices for instructional leaders as perceived by the teacher leader. Several concepts emerged from this phenomenological study indicating that teacher leaders perceive that effective charter school instructional leaders (a) use diverse communication styles with all stakeholders, (b) promote professional capacity, (c) employ varied data to inform instructional practices and decisions, (d) have a visual and resounding vision statement, and (e) maximize and preserve instructional time for teachers with few daily interruptions.
Teaching Mechanical Waves by Inquiry-Based Learning
Author: Bezen, Sevim
Date: 2020-00-00
Type: Journal Articles
Subjects: Inquiry,Action Research,Concept Formation,Acoustics,Secondary School Students,Science Instruction,Grade 10,Video Technology,Photography,Diaries,Water,Content Analysis,Scientific Concepts,Physics,Foreign Countries,Faculty Development,Online Courses

In this research, the teaching of mechanical waves was realized with inquiry-based learning; the aim was to determine the changes in students' conceptual understanding of spring, water, and sound waves. It was designed as action research. The study group comprised 58 upper-secondary school students enrolled in 10th grade at an Anatolian upper-secondary school in Turkey. Data collection tools used in the research were the form for conceptual understanding of mechanical waves, semi-structured interviews, video recordings and photographs, student journals, and hand-made materials. Moreover, researchers designed an action plan that was composed of activities on spring, water, and sound waves. Descriptive and conceptual content analyses were utilized in data analysis. At the end of the research, it was determined that there was a change in students' conceptual understanding of spring, water, and sound waves. Moreover, it was determined that teaching based on inquiry-based learning contributed positively to students' learning. In this respect, it is thought that such applications should become widespread. There should be online training for lecturers which in return would contribute to students' learning.
Developing an Inquiry and Hands-On Teaching Model to Guide STEAM Lesson Planning for Kindergarten Children
Author: Hong, Jon-Chao
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Experiential Learning,Kindergarten,STEM Education,Art Education,Interdisciplinary Approach,Inquiry,Hands on Science,Workshops,Faculty Development,Preschool Teachers,Lesson Plans,Foreign Countries

When contextualizing educational methods, teachers can focus on constructivism to develop inquiry materials as STEAM subject matter for use in schools. However, there is little research concerning what STEAM teaching resources teachers view as inquiry with hands-on STEAM instructional material for use in kindergartens. Therefore, this research used a spiral developmental course design with action research to apply a teaching inquiry and hands-on STEAM model focusing on lesson development for kindergarten children via a one-year workshop. The lesson development process of this research included a total of six stages, allowing 24 participating teachers to analyse the STEAM elements from their original lesson plans, then make revisions according to a model, including: prediction, do/observation, quiz/discussion, and explanation/ transfer (PD/OQ/DE/T). After the initial lesson plan was completed, teaching experiments were conducted, and the lesson plan was adjusted through reflection and revisions based on the suggestions of domain experts during the implementation process. Finally, 48 PDOQDET inquiry and hands-on based STEAM lesson plans were developed. Thus, it is proposed that the inquiry and hands-on i-STEAM modules developed using the PDOQDET approach can represent exemplars illustrative of an enriched design constructivist paradigm to support students' i-STEAM learning in kindergartens.
Brain-Based Learning as Perceived by Saudi Teachers and Its Effect on Chemistry Achievement of 7th Graders
Author: Alanazi, Fayadh Hamed
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Brain,Science Teachers,Teacher Attitudes,Teaching Methods,Chemistry,Grade 7,Knowledge Level,Science Achievement,Teacher Qualifications,Teaching Experience,Middle School Teachers,Middle School Students,Cognitive Processes

This research explored science teachers' perceptions of BBL. Data was collected from 105 Saudi Arabian science teachers via a questionnaire survey, establishing how BBL is viewed and applied, and whether this interrelates with teachers' years of professional experience or qualification level. Furthermore, in a quasi-experiment comprising a single experimental group, a chemistry learning unit was designed using BBL methods and approaches and was delivered to 26 Saudi Arabian Grade 7 students. Pre- and post-lesson measurements of knowledge and achievement were conducted. The findings confirm the arguments in the BBL literature and show that BBL awareness is relatively high and BBL is viewed very positively. The results of the quasi-experimental component show that BBL methods are likely to improve student learning and outcomes. Teacher qualifications and years of experience were unrelated with BBL perceptions.
Using Prior Knowledge and Student Engagement to Understand Student Performance in an Undergraduate Learning-to-Learn Course
Author: Davis, Sarah K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Prior Learning,Learner Engagement,Academic Achievement,Undergraduate Students,Learning Strategies,Courses,Hierarchical Linear Modeling,Student Behavior,Self Management,Grouping (Instructional Purposes)

This study examined prior knowledge and student engagement in student performance. Log data were used to explore the distribution of final grades (i.e., weak, good, excellent final grades) occurring in an elective undergraduate course. Previous research has established behavioral and agentic engagement factors contribute to academic achievement (Reeve, 2013). Hierarchical logistic regression using both prior knowledge and log data from the course revealed: (a) the weak-grades group demonstrated less behavioral engagement than the good-grades group, (b) the good-grades group demonstrated less agentic engagement than the excellent-grades group, and (c) models composed of both prior knowledge and engagement measures were more accurate than models composed of only engagement measures. Findings demonstrate students performing at different grade-levels may experience different challenges in their course engagement. This study informs our own instructional strategies and interventions to increase student success in the course and provides recommendations for other instructors to support student success.
Trekking the Educator Track at a Research-Intensive University: Five Accounts of Different Career Levels
Author: Brooke, Mark
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Research Universities,Academic Rank (Professional),Language Teachers,English (Second Language),Scholarship,Faculty Promotion,Professional Identity,Teacher Role,Foreign Countries

In this paper, we offer personal accounts along the Educator Track from Instructor to Associate Professor as members of an English Language Centre at a leading research-intensive university in Asia. The Educator Track is a career pathway growing in significance and status and now boasts a full professorial grade. Our narratives provide an overview of what we and our institution deem as excellence in scholarly teaching leading to our recent promotions along the track. We also detail some of our identity construction processes as practitioners and how our Scholarship of Teaching and Learning (SoTL) has progressed over our careers. We draw on three frameworks. The first, Kern et al.'s (2015) Dimensions of Activities Related to Teaching, enables us to map what we do. The second, Shulman's (2005) Habits of Mind, Hand, and Heart, is used to present important elements of how we teach our content and rationalize why we teach it. The last, Quinlan's (2014) concept of Leadership of Teaching for Student Learning links the Associate Professor role to engagement in the wider community beyond the classroom. We hope that these accounts might help further understanding of what it means to be on the Educator Track at a research-intensive university.
Creating Leaders: A Pilot SoTL Study of an Ontological/Phenomenological Leadership Course
Author: Carey, Miriam
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership Training,Phenomenology,Course Descriptions,Student Attitudes,Self Concept,Teaching Methods,Learning Processes,Epistemology,Universities,Individual Development,Foreign Countries,Undergraduate Students,Student Surveys

This paper presents the results of a pilot SoTL study re: a non-traditional leadership course delivered in three sections of a foundational General Education course at Mount Royal University in Calgary, Canada in 2016-17. This non-traditional course focuses explicitly on ontological change (a change in way of being) rather than epistemological change (a change in knowledge or skill sets). The project aimed at two goals: to replicate a pre- and post-course questionnaire study (Carney, Jensen, Ballarini, Echeverria, Nettleton, Stillwell, &amp; Erhard, 2016) and to attempt to surface possible evidence of ontological change (change in ways of being). The pre- and post-course questionnaires replicated the Carney et al. study. Narrative data also indicates some change in self-perception of leadership capacities. These results suggest opportunities for considering moving beyond the dominant epistemological educational paradigm to explore the potential of ontological approaches to learning, at least in the arena of leadership development.
A Team Approach to Using Student Feedback to Enhance Teaching and Learning
Author: Deale, Cynthia S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teamwork,Feedback (Response),Course Evaluation,Student Evaluation of Teacher Performance,Teacher Effectiveness,Instructional Improvement,Online Courses,Synchronous Communication,Undergraduate Students,Global Approach,Tourism,Intercultural Communication

This study investigated how one type of student evaluation of teaching (SET) tool and a team approach to evaluating a course helped to provide feedback in an online, synchronous and asynchronous course and an in-person, face-to-face course through a Scholarship of Teaching and Learning (SoTL) study. Student observational narratives and responses to a feedback tool were gathered for two undergraduate courses, one that was offered face-to-face (n=167) and one that was taught online (n=155), over several semesters. The most important factors, with regard to the teaching of the courses, were ensuring that the courses were well organized in terms of assignments and course platform sites, being careful to communicate succinctly and thoughtfully, and showing care and concern for students. Implications are provided.
Growth of Pedagogical Practice in an Active Multidisciplinary FLC on Flipped Learning
Author: Onodipe, Grace
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Teacher Collaboration,Flipped Classroom,Instructional Design,Faculty Development,College Faculty,Learning Activities,Program Effectiveness,Teacher Attitudes,Teacher Competencies

Faculty Learning Communities (FLCs) have gained a lot of attention in higher education. Research has shown that they support student learning, faculty development, and congenial relations among faculty. This paper will shed light on a successful, multidisciplinary FLC comprised of nine faculty members who engaged in Flipped Classroom pedagogy over a two-year period. Guided by Cox's (2015) recommendations, the FLC members sought to improve their students' learning while at the same time enhance their instructional practice. Participation in the FLC led to (1) course redesign, (2) instructional redesign, (3) professional growth, and (4) a sense of community.
Making the Invisible Visible: Enhancing Information Literacy and Metacognition with a Constructivist Activity
Author: Denke, Jessica
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Literacy,Metacognition,Reflection,Constructivism (Learning),Scaffolding (Teaching Technique),Reading Assignments,Learning Processes,Skill Development,Worksheets,Group Discussion,Peer Relationship,Critical Thinking,Introductory Courses,Psychology,Undergraduate Students,Young Adults

A growing body of literature focused on the pedagogical relationship between information literacy (IL) and metacognition suggests that facilitating learners' reflections promotes IL learning. However, activating and assessing this relationship is difficult. This article describes a constructivist activity that models for students how to practice IL while increasing awareness of metacognitive approaches. The modified jigsaw activity, including a worksheet, facilitates individual reflection and peer-to-peer learning through structured conversation regarding popular press articles. Using a grounded theory approach, coding of students' worksheets showed IL development related to comprehension, procedure, evaluation, and reflection. Moreover, the worksheet offers instructors insight into student learning processes and progress. This article offers evidence of how to enhance and make more visible the connection between IL and metacognition for both students and instructors.
Attributes, Attitudes, and Perceived Self-Efficacy Levels of School Counselors toward Poverty
Author: Ricks, Lacey
Date: 2020-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Attitudes,Self Efficacy,Poverty,Low Income Students,Experience,Social Bias,Knowledge Level,Counselor Training,School Counseling

School counselors' attitudes, attributes, and self-efficacy levels while working with individuals living in poverty were examined using quantitative measures. Qualitative measures were used to assess challenges and recommendations of participants working with students impacted by poverty. Findings indicate school counselors' rate personal deficiencies higher regarding their attitudes toward individuals living in poverty and rated fatalistic causes higher for explaining causes of poverty.
The Experiences of Elementary School Counselors Working with Gifted Students: Utilizing the ASCA National Model
Author: Minor, Jill S.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Counselors,Elementary Schools,Academically Gifted,Elementary School Students,Experience,School Counseling

An element of a comprehensive school counseling model is to support students identified as gifted and their unique social, emotional, and behavioral issues that they may face. The purpose of this qualitative study was to explore the experiences of elementary school counselors working with gifted students within the framework of the American School Counselor Association (ASCA) National Model. Researchers conducted a thematic analysis of participants' responses in semi-structured interviews and identified themes related to the participants' counseling practices with gifted students.
Exploring Ways to Support Preservice Teachers&apos; Use of UDL in Planning and Instruction
Author: Lowrey, K. Alisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Access to Education,Student Teachers,Preservice Teacher Education,Seminars,Instructional Effectiveness,Lesson Plans,Professional Development,Student Teacher Attitudes,Student Teacher Supervisors,Observation,Elementary Secondary Education

There is limited research documenting current efforts to support preservice teachers to use the universal design for learning (UDL) framework in authentic teaching experiences. To increase knowledge on the effects of preparing preservice teachers to incorporate the UDL framework, researchers examined the effects a UDL professional development seminar that was delivered during the student teaching phase had on eight teacher candidates during their K-12 placement. Using a concurrent triangulation mixed-method design, researchers examined lesson plans, video footage of teaching, teacher candidate reflections on their teaching sample, and university supervisor measures of the same sample before and after the UDL seminar. Findings are shared as well as recommendations for future practice.
Academic Culture and Its Role in Knowledge Management in Higher Education System
Author: Sarmadi, Mohammad Reza
Date: 2017-00-00
Type: Journal Articles
Subjects: School Culture,Knowledge Management,Higher Education,Foreign Countries,College Environment

Culture provides the main background of knowledge increase. As an important sub culture, academic culture has a large impact on the development of knowledge creation. This research studies academic culture and knowledge management in higher education system. For the purpose of study, a sample including academic scholars and experts (academic staff members) was chosen using objective sampling and interviewed. Interviews continued until implicit effective cultural aspects and factors on the knowledge management of academic staff members were identified and described. Qualitative stage of current study led to the identification of effective cultural factors on knowledge management. Additionally, the constructs of knowledge culture in higher education system was identified considering research theoretical bases and findings.