ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Gyana/Pragya&quot; Paradigm for Professional Development of Teachers: A Sociocultural Perspective
Author: Dhungana, Parbati
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Sociocultural Patterns,World Views,Western Civilization,Cultural Context,Asian Culture,Indigenous Knowledge,Educational Research,Teacher Educators,Philosophy,Religious Cultural Groups,Teacher Characteristics

The existing Western modern worldviews (i.e., post/positivism) or Western induced paradigm(e.g., critical and postmodern) seem insufficient for ensuring harmonious learning spaces in the context of the continuous professional development of Nepali school teachers. In this paper, we discuss context-responsive sociocultural perspectives of multiple Eastern wisdom traditional (EWT) belief systems such as prasna (question), kalaa (art), and artha (meaning) that contribute to harmonious professional learning spaces (inner and outer) for teachers in Nepal. Then, we introduce gyana/pragya, an integral paradigm, as a multiparadigmatic research design space for creating and sustaining harmony in the professional setting and within coresearchers. This research explores the possibility of conducting educational research (e.g., Teachers Professional Development) by adapting multiple EWT belief systems. Finally, we share enhanced harmony, an inherent quality of teachers and teacher educators for professional development.
Development of Physical Exercise E-Book and Management of Diet in Football Athletes
Author: Nusri, Ardi
Date: 2023-00-00
Type: Journal Articles
Subjects: Exercise,Electronic Books,Dietetics,Athletes,Team Sports,Foreign Countries,College Students

This research was carried out at the Sports Science Study Program, Faculty of Sports Science, Medan State University, and the Surrounding Medan Football Association (PSMS). The respondents in this study were ten athletes and four football coaches. The model that will be used is a Four-D (4D) model consisting of four (4) stages, namely, Define (defining), Design (design), Develop (development), and Disseminate (deployment). The results showed that most (&gt; 95%) of respondents needed an E-Book on physical exercise and diet management for football athletes. They agreed that all physical training materials in the indicators mentioned must be in the E-book. The validation results of the material show that the material presented in the e-book is very suitable (3.67) with what is needed today and is ideal for use. The results of validation of the media show that this e-book media is included in the category of very suitable both for the completeness of presentation and the feasibility of graphics and can be used as an electronic medium for football sports. The readability test results received an average assessment of 3.75, meaning that the e-book can be declared very legible and suitable for use. The results of the different tests showed significant differences in the years before and after being given the intervention of physical training and diet E-books for Football Athletes. Athletes' knowledge has increased, with an average knowledge increase score of 19.4 points. Suggestions for future improvement and development of e-books are like adding more exciting images and multiplying case examples.
The Effect of STEM Practices on Teaching Speaking Skills in Language Lessons
Author: Seitenova, Salima
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Speech Skills,Language Acquisition,Language Teachers,Secondary School Students,Foreign Countries

In language teaching, speaking is one of the complex skills that need to be developed specifically. However, how to teach speaking skills is an ongoing debate. The aim of this study is to examine the effect of STEM-based activities on the development of speaking skills of students in secondary schools. The study was conducted in a secondary school in Uralsk, Kazakhstan in 2022. In the study designed according to the control group pretest-posttest design, STEM activities in the experimental group and traditional teaching practices in the control group were carried out. The pretest-posttest and experimental application of the study was carried out with 60 students, 30 experimental and 30 control groups. As a result of the 6-week experimental applications, it was found that STEM-based activities in the experimental group increased students' speaking skills compared to traditional teaching. In addition, as a result of the experimental applications, it was observed that STEM-based activities increased students' attitudes towards language lessons and speaking skills at a positive and high level.
Initiating School Improvement: An Analysis of Improvement Priorities Issued by the Kentucky Department of Education
Author: Courtney, Matthew B.
Date: 2022-00-00
Type: Journal Articles
Subjects: State Departments of Education,Educational Improvement,School Administration,Administrator Role,Instructional Leadership,Kindergarten,Elementary Secondary Education,Teaching Methods,Learning Processes,Teaching Conditions,Principals,Teacher Effectiveness,Public Schools,Educational Strategies

In the United States, state education agencies (SEAs) are required to regularly identify low-performing schools. Initiating the school improvement process is one of the most important, yet most challenging steps. The Kentucky Department of Education (KDE) has been nationally recognized for the way it initiates the school improvement process. This study seeks to distill findings from 476 suggested first steps issued by the KDE to create action statements that a school leader could use when initiating school improvement on their own. School improvement audit reports were accessed from the KDE. Four hundred seventy-six school improvement priorities (IPs) were coded using a two-tier conceptual coding protocol to distil IPs into essential improvement priorities (EIPs) that reflect the steps required to initiate school improvement. The coding protocol yielded 38 EIPs divided among eight themes. The most frequently assigned EIP relates to the deployment of a consistent improvement process, with the second most frequently assigned EIP being related to the establishment of a school-wide instructional process. Leaders of schools with declining performance may use the EIPs identified by this study to inform their improvement efforts as they seek to enhance teaching and learning conditions in their school.
Success Training for Academic Resiliency: An Advising Intervention Program for Undergraduate Students on Probation
Author: Liu, Charles
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Academic Probation,Academic Advising,Intervention,Resilience (Psychology),Program Effectiveness,Control Groups,Achievement Gains,Class Rank

In this paper, we examine how Success Training for Academic Resiliency (STAR) Lite, an advising intervention program, influenced undergraduate students to overcome academic probation into achieving good academic standing. We use descriptive quantitative methods to assess the impact of program participation for 194 undergraduate students on academic probation at a large public university in the Midwestern region of the United States. We found that 153 students who participated in the STAR Lite program returned to good academic standing after one semester of intervention, in comparison to 41 undergraduate students who did not participate and did not improve academically. The implication of the findings suggests that students participating in all or extra of the intervention program components overall improved their academic status from probation to good standing.
The Experiences of International Doctoral Students during the COVID-19 Lockdown
Author: King, Juan Pablo A. Sanchez
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Doctoral Students,COVID-19,Pandemics,School Closing,Stress Management,Emotional Response,Anxiety,Social Networks,Stress Variables,Student Experience,Social Work,Barriers,Resources

This study explored the impact of the COVID-19 lockdown on international doctoral students at a US university. It elicited narratives of coping with the lockdown and stress-reducing resources and strategies. The lockdown allowed students to focus on their work, and additional household and child caregiving roles required students to develop innovative coping practices. It also forced students without adequate social networks and community integration to experience more uncertainties. All respondents experienced strong disrupted emotions, e.g., anxiety and sadness. Social closeness was an effective stress antidote. Universities should create programs to expand and nurture students' social networks aligned with their interests and needs. Health policies and programs aimed at preventing and treating stress and burnout among doctoral students should focus on their social environment.
&quot;We Come from Different Countries, but We All Have One Earth&quot;: Enhancing Intercultural Competencies through International and Domestic Student Service Learning
Author: Bletscher, Caitlin G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Service Learning,Intercultural Communication,Undergraduate Students,Foreign Students,Food,Conservation (Environment),Peer Relationship,Program Effectiveness

Increasing international enrollments at U.S. universities and the benefits of cross-cultural interactions among domestic and international populations are well known and documented. Intentional, collaborative projects among diverse undergraduate students allow educators to examine intercultural competence and sensitivity development. This study explored two service-learning projects and related interactions among domestic and international undergraduate university students that addressed the global issues of food insecurity and environmental conservation as they relate to the community near the university. The study explored the impact on intercultural competency development through quantitative and qualitative data. The data were merged into overarching interpretations; the results were used to present tangible recommendations for change within the context of internationalization in higher education.
Comparisons of Synchronous and Asynchronous Discussions in an Online Roleplaying Simulation to Teach Middle School Written Argumentation Skills
Author: Riel, Jeremy
Date: 2022-12-00
Type: Journal Articles
Subjects: Comparative Analysis,Asynchronous Communication,Synchronous Communication,Discussion,Electronic Learning,Role Playing,Simulation,Middle School Students,Written Language,Persuasive Discourse,Game Based Learning,Social Studies

In this study, different degrees of synchronous and asynchronous online social interactions are investigated in the context of an online educational roleplaying simulation game that is played across multiple classrooms simultaneously to teach argumentation skills and social studies. Results from 45 K-12 middle school social studies teachers and 867 students over 3 study conditions were compared based on the degree of real-time discussion that was embedded in each condition's version of game (i.e., two scheduled live conferences, one scheduled live conference, and asynchronous-only interactions or zero live conferences). All conditions exhibited significant small to moderate-level pre-post effect sizes, including the condition featuring asynchronous-only discussions. Additionally, the &quot;mid-range&quot; 1 live conference condition exhibited the greatest pre-post effect size in comparison to the other two conditions. This study demonstrates evidence for the benefits of implementing asynchronous-only discussions in digital interventions in comparison to live discussions when synchronous interaction may not be feasible. For designers, implementing both asynchronous and synchronous interactions based on available resources and feasibility can be used to maximize social presence among participants in educational roleplaying games and other virtual learning environments.
White Evangelical Christian Ideology and the Construction of Whiteness: Lessons for Educators
Author: Miller, Erin
Date: 2022-00-00
Type: Journal Articles
Subjects: Christianity,Whites,Ethnography,Religious Factors,Early Childhood Education,Epistemology,Preschool Children,Ethnocentrism,Justice,Teaching Methods,Religious Education,Teacher Characteristics,Blacks,Biblical Literature,Social Justice,Personal Autonomy,Power Structure,Racism,African Americans,Beliefs,Self Concept,Child Development,Childrens Attitudes

In this manuscript, we revisit data from a 9-month ethnographic study that examined whiteness in early childhood. Specifically, the study explored the epistemological and ontological reality of three young white children and how they learned to conflate ethnocentric love with whitewashed justice through the lens of their religious upbringing. We theorize how such epistemological and ontological realities of religious ideologies potentially shape the pedagogies of educators who identify themselves as white Evangelical Christians (a demographic that represents over one-third of the total teaching force in the United States). Finally, we suggest how learning from black theologies could offer a way to expand notions of biblical love and justice to encompass those that are rooted in agency, social justice, and explicit attention to systematic oppression.
The Role of Evaluation Methods in Health-Related E-Learning: A Rapid Review
Author: Stemp, Jason D.
Date: 2022-12-00
Type: Journal Articles
Subjects: Evaluation Methods,Health Education,Electronic Learning,Literature Reviews,Instructional Effectiveness,Undergraduate Students,Medical Students,Measurement Techniques

Training and development programs are increasingly delivered online with numerous studies reporting no differences in learning outcomes between online and traditional learning. However, there are no established standardized methods to evaluate the effectiveness of online learning. This review aims to map the state of research around health-related education to determine what elearning evaluation methods are being used, the strengths or deficiencies of these methods, and which are appropriate for measuring the effectiveness of online education. Databases searched were PubMed, ProQuest, Education Resources Information Centre, Cumulative Index to Nursing and Allied Health Literature, Scopus, PsychInfo, and Medline. Studies were included if they were published between 2011 and 2021, reported health-related online education and included an evaluation component. Thirty studies were obtained from numerous countries with varied methodologies and designs. Participants ranged from undergraduate students to medical professionals. Evaluation methods included student participation, students' reaction to the training program, self-efficacy, knowledge assessment, long-term performance, and the Kirkpatrick Evaluation Framework. The review identified that course evaluations, such as measuring student satisfaction scores alone, are insufficient when used to quantify learning effectiveness for online education. This was particularly important as studies are reporting these single metrics as positive effects of training interventions without justification. Suggestions within the reviewed papers were to adopt and implement an appropriate validated method within the course curriculum to evaluate learning outcomes.
Faculty as Designers of Authentic Learning Projects in Online Courses
Author: Abramenka-Lachheb, Victoria
Date: 2022-12-00
Type: Journal Articles
Subjects: Instructional Design,Authentic Learning,Online Courses,Competency Based Education,Public Health,Holistic Approach,Cooperative Learning,Masters Programs

This study investigated similarities and differences in faculty's interpretation of authentic learning and how their interpretations were manifested into their design and implementation practices in competency-based, fully online courses. From a theoretical perspective, designing for authentic learning calls for a holistic approach, which considers various aspects, such as real-world relevance, personal meaningfulness, authentic assessment, disciplinary authenticity, and teacher authenticity. In terms of similarities across participants in this study, most faculty interpreted authentic learning as including &quot;real-world&quot; characteristics -- that is, authentic learning is a type of learning that is situated in real-world contexts and is relevant to learners' future careers. In terms of differences, only a few participants emphasized that authentic learning requires removing the dichotomy of a hierarchical classroom environment based on the principles of co-learning. The findings of this study also highlighted examples of authentic learning and challenges associated with implementing authentic learning in competency-based online courses. The study further provides implications for future research and practice.
What Does It Mean to Take Online Classes as an International Student during COVID-19?
Author: Koo, Katie K.
Date: 2022-12-00
Type: Journal Articles
Subjects: Online Courses,Foreign Students,COVID-19,Pandemics,Student Experience,Student Attitudes,Barriers,Distance Education,Social Isolation,Learner Engagement,Language Proficiency,English (Second Language),Academic Support Services

Using the Theory of Social Support and the Community of Inquiry as theoretical frameworks, this qualitative study explored international students' experiences, challenges, and perceptions of online learning environments during the COVID-19 pandemic in the United States. By conducting three virtual focus group interviews with 18 international students, we identified four key themes that encapsulate participants' challenges and experiences of online learning: social isolation in online learning spaces, difficulties with engaging in online class discussions and activities, limited opportunities for improving English proficiency in the online setting and limited academic support from faculty and advisors. Implications for research and practice to support international students are discussed.
Surveying Parents&apos; Attitudes towards the Hazards of Children&apos;s Toys
Author: AL Jadidi, Nadia Ahmed A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Toys,Hazardous Materials,Young Children,Foreign Countries,Child Safety,Parent Responsibility

The research aims to reveal the awareness of children's parents about the hazards of their children's toys from the age groups (1-9 years). To examine the extent of their awareness of toy hazards and assess their attitudes towards them, the &quot;case study&quot; method was used. A survey was also built on the hazards of children's toys for this age group. The research attempted to cover most of the common toys available in the Saudi market. A random sample of 422 individuals who deal with children participated in the research. The findings revealed that the sample's responses to the hazards of toys were not reflective of the real risks. Also, most of the respondents do not read the instructions and warnings attached to the game, due to the lack of an approach or plan. In addition, those instructions and warnings are ambiguous and written in a foreign language which makes them difficult to read. They are often covered by the price tag of the game. The results of the qualitative analysis revealed the sample's perceptions of the forms of hazards in toys. Interpretations varied about the sources of hazards and the interpretation of the instructions attached to them. In light of the current findings, the research recommends that the relevant bodies examine toys according to agreed international standards, and increase consumers' awareness of the role of the GCC Standardization Organization (GSO). There should also be a website for them to communicate directly with the consumer, similar to CPSC, and design national notices directed to the Arab consumer in the Arabic language to impose control over these products and thus protect children from threatening their lives.
Scaffolding a Culminating Assignment within a Community and Task-Based MOOC
Author: Quintana, Rebecca M.
Date: 2022-12-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Assignments,MOOCs,Student Projects,Teaching Methods,Workbooks,Independent Study,Cues,Use Studies

We aim to understand the impact of scaffolds within a digital workbook to facilitate self-directed learning for learners completing a final project within a community and task-based MOOC. Optional reflection and articulation prompts were embedded in the tool support assignment development. Workbook use was prevalent, with 65% of learners using it to some extent. Our qualitative analysis revealed that assignment responses associated with substantial workbook use were {A) informally written and loosely connected to assignment objectives (36%), or (B) well-articulated and connected to assignment objectives (29%). Responses associated with little to no workbook use were (C) superficial or uncontextualized (29%), or D) consistent with type &quot;B&quot; responses (6%). We discuss implications for instructors and learning designers in scaffolding complex projects in MOOCs.
Teaching Undergraduate Calculus at an Urban HBCU through a Global Pandemic
Author: Stanberry, Martene L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Calculus,Urban Universities,Black Colleges,COVID-19,Pandemics,Student Diversity,STEM Education,Active Learning,Learner Engagement,Distance Education,Blended Learning

Over the last decade, there has been a national effort to prepare a more diverse student population for success in science, technology, engineering, and mathematics (STEM) careers. While there are a variety of best teaching practices in undergraduate STEM education, student engagement has been widely used to improve student learning. Specifically, it is important for students to have opportunities to practice or apply the theory they have learned in courses to realworld problems. Implementing active learning is one model that can be used to achieve this objective. However, due to the COVID-19 pandemic, professors have had to offer courses in online formats and determine how to continue to implement effective teaching strategies during this unprecedented time. Professors are anticipating the possibility of the need to continue offering courses in fully online and hybrid formats even in the future. With an emphasis on a STEM gateway course sequence, the aim of this paper is to highlight pre-COVID-19 research studies in online STEM education at Historically Black Colleges and Universities (HBCUs), explore how COVID-19 impacted students, teaching, and learning in undergraduate calculus courses, and outline opportunities for continuing to implement teaching techniques that work effectively for in-person and online calculus instruction.