ethanporcaro/eric-fulltext-meta huggingface dataset:
Advocacy Interrupted: Exploring K-12 STEM Teacher Leaders&apos; Conceptions of STEM Education Advocacy before and during COVID-19
Author: Velasco, Richard
Date: 2022-00-00
Type: Journal Articles
Subjects: Advocacy,Elementary Secondary Education,STEM Education,Teacher Leadership,Teacher Attitudes,COVID-19,Pandemics,Educational Change

This phenomenographical study examined 10 American science, technology, engineering, and mathematics (STEM) teacher leaders' (TL) conceptions of and activities in STEM education advocacy before and during the coronavirus disease 2019 (COVID-19) pandemic. Data collection consisted of semi-structured interviews conducted via online conferencing before the onset of the pandemic and responses to an online questionnaire completed during the pandemic. The outcome space emerging from the participants' conceptions of STEM education advocacy were: (1) identity, (2) communication, and (3) movement. Communication was a priority of advocacy activities before COVID-19 interruptions, whereas movement was thematically transformed due to participants' experiences (challenges and successes) in transferring their advocacy activities to online modalities. This study addresses gaps in STEM teacher and teacher advocacy literature by qualifying TLs' conceptions of and activities in education advocacy.
Attracting Underrepresented Pre-College Students to STEM Disciplines
Author: Stavrianeas, Stasinos
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Disproportionate Representation,Hispanic American Students,College Bound Students,High School Students,Program Evaluation,High School Graduates,Student Recruitment,Transitional Programs,Parent Participation

We present our nascent &quot;STEM Access and Training for Underserved Students&quot; (STATUS), a model to attract Latinx students first to attend college and second to enter the STEM fields. The program consists of a series of hands-on investigative activities in physiology, neuroscience, biophysics, genetics, exercise physiology, biomechanics, environmental science, and psychology aimed primarily at instilling students with a sense of belonging and the excitement of discovery. Each two-hour session consisted of a mini-lecture, familiarization with data acquisition systems, the development of a research question and hypothesis, data collection and analysis, and a brief report. Each week students submitted a reflection on the activities and we used these responses to emphasize self-efficacy. One novel aspect of STATUS is the development of &quot;College Knowledge,&quot; a set of conversational sessions with family members to provide information and resources regarding college admissions, financial aid, campus life, academic requirements, career options, and sources of support. Both students and parents provided enthusiastically positive feedback about their experiences; more importantly, all STATUS participants entered college.
Preparing Elementary Preservice Teachers to Integrate Technology: Examining the Effects of a New Science Course Sequence with Technology Infusion
Author: Fenton, Diana
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary Education,Technology Integration,Course Content,Science Education,Knowledge Level,Technological Literacy,Pedagogical Content Knowledge,Self Esteem,Integrated Activities

Elementary teacher preparation programs often separate content and technology courses. This study examined the impact of changing the required science content courses for elementary preservice teachers in a small liberal arts setting. Following the new science course, students participated in a field experience as part of an elementary science pedagogy course that required using technology when delivering content lessons. We compared the students' perceived technological, pedagogical, and content knowledge (TPACK) and confidence teaching with the technology between the two groups. Data was collected using the TPACK survey at the end of their teacher preparation program. The analysis showed a significant difference in students' perceived TPACK between a discipline-specific science course and a multidisciplinary course, except in one dimension, pedagogical knowledge (PK). Overall, candidate confidence in combining content and technology in teaching a classroom lesson was higher with the multidisciplinary course. However, students could not effectively describe specific episodes that indicate high-level, inquiry-based teaching but did describe overall knowledge of technological pedagogical knowledge.
Scientific Inquiry Perception and Ability of Pre-Service Teachers
Author: Zulfiani, Z.
Date: 2018-03-00
Type: Journal Articles
Subjects: Biology,Science Teachers,Preservice Teachers,Inquiry,Teaching Methods,Active Learning,Student Attitudes,Learning Strategies,Scientific Research,Gender Differences,Teacher Education Programs,Scientific Concepts,Science Tests,Foreign Countries

The research purpose was to assess the inquiry perception and ability of biology pre-service teachers. This research used mixed methods, with embedded design drawing on instruments adapted from the Principle of Scientific Inquiry -- Teacher (PSI-T), inquiry ability test, and open questions list. Data analysis used descriptive statistics technique and independent sample t-test. The results showed high scientific inquiry perception and ability of pre-service teachers who used structure inquiry learning strategy in the classroom. There are no significant differences among scientific inquiry perception and the ability of pre-service teachers with respect to gender, but there are differences according to university. Pre-service teachers need to improve inquiry strategies in the classroom to the next levels, i.e., guided inquiry and open inquiry, which provides positive implications for students to be more independent and creative.
Outdoor Learning Model through Fieldwork to Improve Physics Achievement in Dynamic Fluid
Author: Mundilarto
Date: 2017-09-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Science Achievement,Outdoor Education,Experiential Learning,Science Process Skills,Grade 11,High School Students,Secondary School Science,Foreign Countries,Religion,Scientific Concepts,Interpersonal Competence,Knowledge Level

This study aimed to describe the impact of the outdoor learning model on physics achievement for dynamic fluid. In this study, the outdoor learning activities were conducted through fieldwork. Fieldwork is one form of outdoor learning activities that emphasizes direct experience of students on the object being studied to link the theory to practice and improve students' skills in observation, measurement, data collection, and analysis. This study was a field trial test of physics learning model through observation to 32 students on the eleventh level physics class of senior high school in Yogyakarta Indonesia academic year of 2014/2015 as respondents. These were much divided into eight groups to do any fieldwork activities. The physics teaching and learning instructions consist of syllabus, lesson plans, worksheets, and four core competencies of assessment instruments. The instruments of data collection formed self-assessment sheet for spiritual attitudes, observation sheet for social attitudes, instrument test for physics knowledge, and observation sheet for skills. The instruments assessed the achievement of four core competencies of physics learning outcomes through fieldwork based outdoor learning. The data collected were analyzed by descriptive approach. The study states that the outdoor learning model through fieldwork which implemented can improve the core competencies of learning outcomes in dynamic fluid with the percentage of achievement of each competency is as follows: the competency of spiritual attitudes is 98%, the competency of social attitudes is 92%, the competency of physics knowledge is 78%, and the competency of skills is 92,5%.
The Effect of Learning by Teaching on Pre-Service Science Teachers&apos; Attitudes towards Chemistry
Author: Aslan, Safiye
Date: 2017-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Student Attitudes,Chemistry,Science Instruction,Science Teachers,Experiential Learning,Foreign Countries

This study examined the effect of learning by teaching on pre-service science teachers' attitudes towards chemistry. The method used in this study; learning by teaching, was developed by Jean-Pol Martin for foreign language classes and is frequently used in Germany. This method has been restructured over a 3-year process to be used in a science course in this study. The current study presents the implementation of the method after three years' revision. The sequential explanatory method was followed which is one of the mixed methods research designs. The study was conducted during the 2015-2016 academic year with 49 pre-service science teachers, who were selected by purposeful sampling. Data was collected twofold: with a Chemistry Attitude Scale and focus group interview. The results of this study showed that learning by teaching was effective in positively increasing the attitudes towards chemistry.
Learners&apos; Perspectives on School Safety in Johannesburg
Author: Hochfeld, Tessa
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,School Safety,Student Attitudes,Violence,Sanctions,Physical Environment,School Community Relationship,Family Environment,Sexual Abuse

In this article we report on a South African study conducted with 1,779 learners aged 11 to 18 years from 8 schools in urban areas in and around Johannesburg. These learners' perspectives on school safety confirm that South African learners experience their schools as unsafe. Their primary concerns related to coercion and violence against learners by peers or teachers on school grounds, although they regarded the physical school environment and domestic and community conditions as impacting school safety. To address safety concerns, learners desired the punishment of offenders and greater involvement and accountability of adults. We recommend an urgent whole-school intervention using a critical gender lens.
An Exploration of High School Learners&apos; Understanding of Geometric Concepts
Author: Ngirishi, Harrison
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Knowledge Level,Geometric Concepts,Rural Areas,Foreign Countries,Definitions,Semiotics,Misconceptions

There is much concern in South Africa about the poor performance of learners in mathematics, particularly in geometry. The aim of this research was to explore the understanding of basic geometry concepts by grade 10 and grade 11 learners in terms of the van Hiele's levels of geometry thinking. The participants of the research were 147 learners from three high schools in a rural area in the south of KwaZulu Natal, South Africa. The results showed that the learners had difficulties with problems involving definitions of geometric terms, interrelations of properties and shapes, class inclusion and changing semiotic representations. It was also found that most of the learners were operating at the visual and the analysis levels of the van Hiele levels of geometric thinking. It is recommended that teachers should provide learners with tasks that require movements between semiotic representations, and to also focus attention on improving learners' skills in proving aspects of mathematical relations.
Comparison of Special Education Preschool Program and Inclusive Preschool Program for Math Achievement
Author: Slavkovic, Marija
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Education,Special Education,Students with Disabilities,Intellectual Disability,Mathematics Skills,Program Effectiveness,Mathematics Instruction,School Readiness,Inclusion,Foreign Countries,Special Schools

Transition period from preschool years to school years is a time of rapid changes in children's development. Children with intellectual disability lag behind their peers without disabilities in their school readiness skills, especially in math skills. Thus, there is a great importance of school preparation programs for children with intellectual disability in improving their math abilities. The aim of the present research was to compare the effectiveness of two preschool programs in improving math abilities of children prior to their enrollment in elementary schools. The sample for this research comprised 90 children aged 60-72 months. Of those, there were 60 children with intellectual disability and 30 typically developing children. Math abilities were assessed with a subscale from Peabody Individual Achievement Test. The results of this research indicated that children with intellectual disability attending special education preschool program achieved significantly better math results than children with intellectual disability attending inclusive preschool program. Some suggestions to preschool teachers on how to improve the effectiveness of their work with children with intellectual disability were given.
Experimentation Anxieties of Pre-School and Primary School Teacher Candidates
Author: Baysen, Engin
Date: 2022-02-00
Type: Journal Articles
Subjects: Science Education,Science Experiments,Anxiety,Teacher Attitudes,Preschool Teachers,Elementary School Teachers,Preservice Teachers,Foreign Countries,Science Instruction,Teacher Characteristics

Experimentation is widely accepted as being central to science education. However, anxiety about experimentation often prevents its use. While a considerable number of studies on anxiety related to laboratory experimentation have been conducted, studies on in-class experimentation is limited. In the research study reported on here we explored the anxiety about in-class experimentation of teachers as enacted in pre-school and primary school (PP) education. We also searched for possible similarities in the anxiety of the pre-school and primary school teacher candidate (TC) cohorts to explain the persistence of their anxiety. TCs responded to an open-ended question through a qualitative analysis procedure. The levels of anxiety were classified into three categories: low, moderate, and high. The time when the TCs experienced the anxiety was classified into 3 other categories: backstage, stage, and finale, which were coupled with the levels of anxiety. Quantitative analysis showed that there was a high similarity between the two cohorts of TCs' experimentation anxieties. We conclude that teacher candidates' future students would encounter a continuous, uninterrupted, unfavourable anxiety-filled environment with regard to experiments throughout their PP.
Enhancing Libyan Students&apos; English Speaking Performance through Language Game and Information Gap Activities
Author: Owen, Eman Abdussalam
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Second Language Learning,Second Language Instruction,English (Second Language),Educational Games,Teaching Methods,Communicative Competence (Languages),Class Activities,Oral Language,Scores,Instructional Effectiveness

The importance of English as a foreign language EFL in Libya has increased significantly throughout the years and the language has become essential in all disciplines. However, one of the essential challenges that needs to be explored is the lack of speaking competence of the Libyan students. There has been little research, which adopts an experimental design to determine the causal effects of certain teaching methods, particularly the Communicative Language Teaching (CLT) approach on Libyan students' English speaking performance. Against this backdrop, this research sets out to assess the effects of selected Communicative Language Teaching (CLT) activities (i.e., Information gap and Language games) on Libyan first-year secondary school students' English speaking performance. Using a sample of 124 students from a public secondary school in Sabratha, Libya, and adopting the quasi-experimental pretest, post-test non-equivalent groups design (NEGD), first year classes were randomly assigned as three experimental groups (i.e., Experimental Language Game group (G1), Experimental Language Game and Information Gap group (G2), and Experimental Information Gap group (G3)) and one Control group (G4). Treatments were given to the experimental groups and paired sample t-test results reveal significant differences between the groups' in the post-test English language speaking scores. While an ANOVA test, comparing the scores between the four groups reveals a substantial difference between Information Gap group and the control group through a post-hoc test. It is therefore concluded that implementing communicative activities based on the principles of CLT in the Libyan English language classroom helps to enhance students' English speaking performance.
Connecting Title I Schools and the Pre-&quot;Brown&quot; Era: Do Contemporary School Principals Espouse Pre-&quot;Brown&quot; Educational Beliefs?
Author: Croft, Sheryl
Date: 2021-12-00
Type: Journal Articles
Subjects: Institutional Characteristics,Principals,Administrator Characteristics,African Americans,Beliefs,Desegregation Litigation,School Desegregation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Disadvantaged Schools

The purpose of this study was to determine what school and principal characteristics influence the alignment of contemporary leaders' beliefs with African American principals' beliefs working during the pre-&quot;Brown v. Board&quot; era. Using OLS multiple regression on a sample of Georgia school principals, the study found a statistically significant relationship (b=0.252, p[less than or equal to] 0.05) supporting that principals who worked in Title I schools encompassed higher levels of pre-&quot;Brown&quot; beliefs than principals of non-Title I schools. This finding indicates that leaders of Title I schools, much like the leaders who led the segregated schools for people of color during the pre-&quot;Brown&quot; era, instill a set of values that among other attributes are student-centered, optimistic, and dedicated which impacts school culture and potentially positive student outcomes.
Major Personality Traits Influencing Environmental Knowledge: A Case of Urban Learning Ecologies
Author: Ige, Olugbenga Adedayo
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Urban Schools,Middle School Students,High School Students,Climate,Environmental Education,Personality Traits,Knowledge Level,Social Cognition,Personality Measures

The grim actualities of modern societies have shifted the attention of human beings from civil wars and beggary to environmental issues such as pollution and climate change. The subtle shifts in environmental balance that are observable from global warming, water scarcity, and poor harvest resulting from erratic rainfall distributions across different countries of the world has led to global campaigns in order to promote positive environment behavioural change. Several change agents have advocated the use of mitigation practices such as using emerging western and indigenous technologies and renewable energies, they have overlooked the major personality traits that will implement the proposed changes. Hence, this research explores the influence of major personality traits on students' environmental knowledge in urban learning spaces. The social cognitive theory was used to untangle the conforming and non-conforming environmental behaviours of students in urban learning spaces. The research adopts a 'field-based' MO to gather data from four hundred and sixty-two students that were randomly selected from thirteen secondary schools in urban centres in Nigeria. Research instruments such as the NEO Five-Factor Inventory and Environmental Knowledge Test were adapted to collect data from the selected students. The quantitative data were subjected to multiple regression analysis. Results showed that there was a significant influence of the major personality factors on students' environmental knowledge (R= 0.297). The research recommends that teachers should include these major personality traits in the environmental education programme of their schools.
The Field of Work of the School Art Therapist and Its Unique Potential for the School&apos;s Support Team
Author: Ratnik, Marika
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Art Therapy,Allied Health Personnel,Social Support Groups,Educational Objectives,Teacher Responsibility,General Education,Special Education,Learning Problems,Learning Disabilities,Behavior Disorders,Emotional Disturbances

Qualitative research was carried out to examine the first experiences of the implementation of art therapy in Estonian schools. The aim was to ascertain the facets of the activities of the school art therapists and the potential of art therapy in the work of a school's support team. Within the framework of the research, art therapists and management staff from four general-education schools were interviewed. The work foci and specifics of the art therapist's work were described on this basis, and the potential of school art therapy in reaching educational goals was highlighted. The interviewees characterised the work of a school art therapist in terms of the artistic and creative nature of art therapy, the co-operation-based supportive therapeutic relationship; the variability of the forms of work; and the mitigating, relaxing, and school-adaptation-supporting effect of art therapy. Management staff indicated that the art therapist enriches the work of the school's support system, as creativity-based methods make the strengths and development potential of students more visible, it is possible to choose from among various specialists to help children, and art therapy can be applied as a primary preventive intervention.
Bridges to the Future: Mobility Experiences of Early-Career Researchers
Author: Tasçi, Gülsah
Date: 2022-03-00
Type: Journal Articles
Subjects: Researchers,Motivation,Experience,Barriers,Higher Education,Human Capital,Study Abroad,Doctoral Students,Faculty Mobility,College Choice,English (Second Language),Second Language Learning

The aim of the study is to investigate the meaning attributed by early-career researchers to academic mobility, the sources of motivation for mobility, and the difficulties and opportunities faced by these researchers during their academic activities. The present study employed the qualitative research method in order to understand the participants' experiences more deeply. A semi-structured interview form was used for the study, and was carried out on 11 early-career researchers. The participants expressed their motives for mobility, their research experiences, and the difficulties they faced. The findings revealed the early-career researchers' sources of motivation for mobility and the difficulties and opportunities they encountered in this process.