ethanporcaro/eric-fulltext-meta huggingface dataset:
The Arts in Science? Using Poetry to Teach Chemistry in Grade 9
Author: Mirkin, Philip Joshua
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Poetry,Teaching Methods,Grade 9,Science Instruction,Chemistry,Interdisciplinary Approach,Secondary School Science,Gender Differences,Student Characteristics,Student Interests,Institutional Characteristics

Modern science education the world over deliberately remains in the objective, rational, positivist paradigm. In South African classrooms, this paradigm is often alienating for young learners who then stop learning science at the end of Grade 9. Literature indicates that an arts-rich education improves learner engagement, attitudes and test scores, as evidenced by science Nobel laureates who engage more with the arts than other scientists. The research reported in this study involved the presentation of a lesson on acids and bases to 222 Grade 9 learners in 4 schools in the greater Tshwane region to establish whether their interest levels in the subject would improve when using a poem and video that characterise, describe and demonstrate scientific concepts. An in-class intervention of 40 minutes was used with identical Likert-scale, pre and post-tests analysed using the Wilcoxon and &quot;t&quot;-test. The results showed that the arts-rich lesson engaged learners in a manner which holistically improved their interest levels. The results were independent of gender, home language and the type of large, urban, government school that they attended. The results were not significant for the small, semi-rural, private school research site.
Examining Science Performance of South African Grade 9 Learners in TIMSS 2015 through a Gender Lens
Author: Naidoo, Jaqueline
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Gender Differences,Science Achievement,Knowledge Level,Social Influences,Cultural Influences,Grade 9,Biology,Earth Science,Physics,Chemistry

It is widely acknowledged that understanding of science is key to becoming global citizens and to embrace technological advancements. Although research suggests that girl's performance in science has improved over the years, there are still concerns about the under-representation of women in science, technology, engineering and mathematics (STEM) careers in most African countries, including South Africa. Variability in science performance according to gender is still an unresolved issue. In this study we aimed to examine the relationship between gender and science item achievement of Grade 9 South African learners in the Trends in International Mathematics and Science Study (TIMSS) 2015. We used data collected by TIMSS 2015. The data were further analysed using International Database (IDB) analyser and t-test statistics. The results show that in general gender did not influence learner achievement in most of the test items. However, the findings indicate that girls performed better than boys in most of the questions in all 4 content domains and in the knowing and reasoning cognitive domains. The study highlighted that gender had a limited effect in the manner in which the girls and boys answered the different test items. The observed gender differences in the content domains could be related to socio-cultural environments and learning experiences.
Towards Personal Transformation: Faculty Social Justice Teaching in Doctoral Education
Author: Roland, Ericka
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Social Justice,Doctoral Students,Teaching Methods,Transformative Learning,Teacher Responsibility,Critical Theory,Teacher Attitudes,Mentors,Teacher Student Relationship

While there has been an increased focus on designing and implementing social justice curricula and pedagogy in many graduate programs in education, gaps remain in the existing research on how faculty who teach doctoral students navigate and play an active role in teaching social justice and education. In a collective case study, I examine how two faculty members in education engage in teaching on social justice with doctoral students. Three major findings were generated from the multiple data sources to answer the research questions. First, the participants acknowledged a responsibility to expose students to social justice through their teaching. Second, the participants engaged students in critical dialogue to analyze and reflect on social justice. Third, the participants established advising and mentoring relationships to engage students about power, privilege, oppression, and social change.
Understanding College Students&apos; Perceptions of Effective Teaching
Author: Chuyun Hu, Connie
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Effectiveness,Student Evaluation of Teacher Performance,Student Experience,Undergraduate Students,Graduate Students,Teacher Student Relationship,Learner Engagement,Teacher Background

The purpose of this study was to provide an integrated understanding of college students' perceptions of effective teaching centering on students' voices and learning experiences. Using a phenomenological approach, this study identified prominent attributes of effective teaching from interviews with undergraduate and graduate students at a Midwestern research university. The results concluded that a teacher-student relationship, engagement, and real-world experience are the most important qualities of effective teachers valued by students across disciplines and backgrounds. This study offers insight into teaching effectiveness and a useful guiding mechanism for teachers in developing a repertoire of effective teaching skills. This study recommends longitudinal research to understand how perceptions of effective teaching change as students mature and how their learning objectives and experiences shape and reshape the definition of teaching effectiveness. The study also suggests future research by looking into the comparisons between both students' and teachers' perceptions in order to gain a holistic understanding of effective teaching.
Evaluation of a Comprehensive Assessment-Based Intervention for Secondary Students with Social, Emotional, and Behavioral Problems
Author: Kern, Lee
Date: 2021-03-00
Type: Journal Articles
Subjects: Emotional Disturbances,Behavior Problems,Evidence Based Practice,Intervention,High School Students,Comparative Analysis,Low Achievement,Measures (Individuals),Interpersonal Competence,Teacher Attitudes,Mental Health,School Health Services,Achievement Tests,Child Behavior,Rating Scales,Anxiety,Depression (Psychology),Mentors,Study Skills,Learning Strategies,Teacher Student Relationship,Academic Accommodations (Disabilities),Learning Problems

Despite a high dropout rate and poor educational and posteducational outcomes, limited evidence-based practices have been validated with students at the high school level who have emotional and behavioral problems. The purpose of this study was to evaluate the impact of a multitreatment, assessment-based intervention package. Participants were 647 high-school-age students with both emotional/behavioral problems and impairment in school functioning. Using a randomized controlled trial, the intervention group showed significantly fewer disruptions, measured using direct observation. No significant differences were found in directly observed engagement or on standardized measures. However, in general, interventions were implemented with low frequency. Dosage effects were examined for classroom interventions and a social skills intervention (Interpersonal Skills Group [ISG]). Results indicated a dosage effect for ISG, reflected in standardized measures. Although implementation was low, teachers and staff rated practices that they implemented highly favorably.
A Team-Based Collaborative Care Model for Youth with Attention-Deficit Hyperactivity Disorder in Education and Health Care Settings
Author: Talbott, Elizabeth
Date: 2021-03-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Teamwork,Access to Health Care,Leadership,Interdisciplinary Approach,Student Behavior,Data Use,Evidence Based Practice,Intervention,Primary Health Care,School Community Relationship,Allied Health Personnel,School Personnel,Cooperation,Mental Health,School Health Services,Program Implementation,Teacher Role,Administrator Role,Low Income Groups

Attention-deficit hyperactivity disorder (ADHD) is among the most commonly diagnosed disorders of children and youth. Young people receive their ADHD diagnoses and medical treatment in primary health care settings and can experience a range of behavioral and educational disabilities treated in the clinic, at home, and at school. We propose a team-based collaborative care model (TBCCM) to foster communication and collaboration among health care and education teams, embedding implementation science methods to promote and sustain evidence-based practices for youth with ADHD. Key features of the model include (a) effective leadership and teamwork within the two universal systems of education and health care, (b) use of data from multiple informants who describe and monitor student behavior within and across contexts, and (c) adoption and adaptation of evidence-based practices. We expect that these efforts to embed implementation science methods within a collaborative team structure will improve the uptake of evidence by intervention teams in the two systems, and thus optimize outcomes for children and youth with ADHD.
Kindergarteners at Risk for Severe Mathematics Difficulties: Investigating Tipping Points of Core Mathematics Instruction
Author: Doabler, Christian T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Kindergarten,At Risk Students,Mathematics Skills,Mathematics Instruction,Program Effectiveness,Learning Problems,Mathematics Achievement,Severity (of Disability),Intervention,Teaching Methods,Numeracy

A concerning number of students enter kindergarten facing an intractable variation of mathematics difficulties (MD). This study investigated the impact of an explicit, core kindergarten mathematics program on the mathematical outcomes of kindergartners who demonstrated risk for severe MD at kindergarten entry and examined whether these students improved from a category of high MD risk (i.e., &lt;10th percentile) to a lower risk of MD (i.e., norm-referenced performance at or above the 10th, 20th, 30th, and 40th percentiles) between the fall and spring of kindergarten. Differential response to the program based on the classroom-level proportion of students with severe MD was also explored. A total of 795 kindergarteners with severe MD from 122 classrooms were included in the analyses. Results suggested students with severe MD in treatment classrooms improved from fall to spring at a greater rate than their control peers. Treatment students also demonstrated higher rates of improvement from below the 10th percentile to a performance at or above the 20th, 30th, and 40th percentiles across the school year. No evidence of differential efficacy of the program by the classroom-level proportion of students with severe MD was found. Implications for using explicit mathematics programs to thwart the onset of severe MD among academically vulnerable students are discussed.
Promoting and Measuring Reflective Skills in Depth and Breadth of English and Physics Teacher Trainees
Author: Klempin, Christiane
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reflection,Training,Science Teachers,Physics,Student Teachers,Trainees,Skill Development,Language Teachers,English (Second Language)

Undoubtedly, supporting reflection in student teachers during university-based training is one of the most sustained measures to attain teacher professionalism. Therefore, at the Freie Universität Berlin an on-campus seminar designed to relate theory to practice and vice versa -- the so-called &quot;Teaching and Learning Lab (TLLS)&quot; -- was implemented over the course of five terms to stimulate reflective skills of English and physics teacher trainees. Investigations on the effectiveness of three types of the &quot;TLLS&quot; (no video and two types of video-supported reflections) compared to a parallel group (PG) and a control group (CG) occurred in a Mixed Methods quasi-experimental study. Reflective skills were elicited with vignettes, relevant covariates with questionnaires. Reflective development was then traced in the dimensions depth and breadth employing a Qualitative Content Analysis. MANCOVA and regression analyses revealed a substantive increase of reflective depth for English and physics teacher trainees and breadth development for English &quot;TLLS&quot;-participants in contrast to both, a PG and a CG, even when controlling for the subjects' individual prerequisites.
Reading Fiction as a Learning Activity in Clinical Psychology Education: Students&apos; Perspectives
Author: Erikson, Malgorzata
Date: 2020-00-00
Type: Journal Articles
Subjects: Fiction,Learning Activities,Clinical Psychology,Counselor Training,Student Attitudes,Teaching Methods,Foreign Countries,Self Concept

The use of fictional literature as &quot;case studies&quot; in psychology education has a potential to support students' learning in various ways. To further the understanding of such applications of fiction, we investigated how clinical psychology students perceived reading fiction as a learning activity. The participants saw benefits for their clinical training, theoretical understanding, and self-awareness. They also saw use of fiction in their education as predominantly beneficial for their learning environment. How the present findings support our understanding of fiction as an educational device is discussed in light of previous studies about the potential of fiction in higher education.
Students&apos; Global Mindedness and Cultural Sensitivity: Examining the Implications of a Semester at Sea Study Abroad Voyage
Author: Medora, Nilufer
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Cultural Differences,Global Approach,Study Abroad,Travel,Field Trips,Transportation,Semester System,Experiential Learning,Intercultural Communication,Interdisciplinary Approach,Student Development,Undergraduate Students,Late Adolescents,Program Effectiveness,Developing Nations,Foreign Countries

As globalization increases and the international community moves toward greater interdependence, international learning experiences have become a core educational value for many American universities. Although there are various approaches to study abroad programming, the Semester at Sea (SAS) voyage is an understudied global education program. Using a sample of college students (N = 73), the present study examined differences between the cultural sensitivity and global mindedness scores of students prior to starting the SAS voyage and at the culmination of the voyage. The findings demonstrate significant increases in both global mindedness and cultural sensitivity at the completion of the program and support the positive role of cultural immersion experiences in student growth. Recommendations for future research and study abroad programming are also discussed.
School Bullying from the Perspectives of Middle School Principals
Author: Saldiraner, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Bullying,Middle Schools,Content Analysis,Principals,Administrator Attitudes,Foreign Countries,Pilot Projects,Correlation,Middle School Students,School Districts,Family Influence,Socioeconomic Influences,Institutional Characteristics,Victims,Teacher Motivation,Faculty Workload,Educational Environment,Middle School Teachers

This qualitative study is aimed at examining middle school principals' opinions on the factors associated with bullying in their schools, the strategies that principals take to tackle bullying in their schools, and the issues that they are faced while dealing with bullying their schools. The study group was consisted of 20 voluntary middle school principals from four central districts of Mersin. The data was collected through a semi-structured interview guide developed by the researchers through the related literature review, the expert opinions, and also a pilot study. Content analysis was used to determine certain codes, categories and themes within the qualitative data. After the data was reduced into major analytical categories, four main categories including a number of categories and subcategories were emerged, namely prevalent types of bullying, factors associated with bullying, strategies that principals take to tackle bullying in their schools, and the issues that they are faced while dealing with it in schools. The results were discussed considering related literature.
Evaluation with Multi-Surface Rasch Measurement Model of Performance Applications in Higher Education
Author: Dogan, Fatih
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Materials,Preservice Teachers,Science Teachers,Chemistry,Item Response Theory,Rating Scales,Educational Technology,Foreign Countries,Material Development,Peer Evaluation,Evaluation Criteria

The purpose of this research is to analyze the instructional materials prepared by chemistry teacher candidates (CTCs) in universities with the the multifaceted Rasch rating scale model (MRSM) by peer reviews. Also, it is aimed to determine the awareness of instructional technologies and material design courses among CTCs. The sample of this research group is composed of 8 CTCs who continue the undergraduate program of chemistry education in faculty of education in Çanakkale Onsekiz Mart University in the 2019-2020 academic years. These CTCs are enrolled in teaching chemistry course-II and have already take the instructional technologies and material design course. The instructional material preparation skills of CTCs were determined by using a criteria form developed by considering the research project evaluation criteria of TÜBITAK and the learning outcomes of the course. Results were analyzed according to MRSM. MRSM's surfaces are composed of 8 CTCs, 8 instructional materials and 15 criteria items. According to the results of the data, it was observed that CTCs were separated in terms of severity/leniency behaviour. Also while CTCs were having difficulties related to some criteria, it was observed that they met other criteria. On the other hand, it was determined that the instructional material preparation skills of CTCs different.
Investigating of Primary School Teacher Candidates&apos; Mathematics Teaching Performance According to Peer Assessments: Example of Teaching Practice
Author: Can, Asena Ayvaz
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Mathematics Instruction,Teacher Effectiveness,Peer Evaluation,Foreign Countries,Instructional Improvement

The aim of this research is to examine developments of primary school teacher candidates' mathematics teaching performance according to peer assessment. Primary school teacher candidates practiced teaching skills within the scope of the Teaching Practice. This research is a longitudinal study. The research's study group has fifty-eight primary school teacher candidates. According to the results of the research, peers rated primary school teacher candidates' final mathematics teaching performance higher than their first mathematics teaching performance. According to the peer assessment, primary school teacher candidates' mathematics teaching performance has improved over time. Accordingly, a significant difference was found in the first (preparation for lesson and lesson association) and second (teaching process) sub-dimensions of the scale when first mathematics teaching performance scores controlled. The source of the difference between peer assessment scores regarding first and second sub-dimensions of the scale can be said the number of teaching practices in mathematics. The primary school teacher candidates who practiced 2 times in mathematics got lower scores in the first and second sub-dimensions than those who practiced 3 and 4 times. According the result, primary school teacher candidates should practice at least 3 times in order to ensure their development &quot;preparation for lesson and lesson association&quot; and &quot;teaching process&quot; for mathematics teaching performance.
Investigating Secondary School Students&apos; Motivation for Chemistry Class in Terms of Various Variables
Author: Meydan, Engin
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Chemistry,Science Instruction,Gender Differences,Institutional Characteristics,Grade Point Average,Science Achievement,Parents,Marital Status,Grief,Educational Attainment,Parent Background,Student Motivation,Foreign Countries,Self Efficacy,Anxiety

The aim of this study is to investigate the motivation of secondary school students for chemistry class in terms of gender, class standing, school type, grade point average, average score in chemistry class, parents' marital status, parentals' bereavement, mother's educational background, and father's educational background. The survey model of the quantitative research methods was used for the purpose of the study. The data were collected with &quot;Chemistry Lesson Motivation Scale for Secondary School Students&quot;[sic] by Eskicioglu and Alpat (2017). The sample consists of 475 female and 399 male students, adding up to 874 students. The obtained data were analyzed with SPSS 20.0, a statistical software program. The study revealed no statistically significant difference between the sub-domains self-efficacy and extrinsic motivation but between anxiety and intrinsic motivation. Statistically significant differences were found between the students' motivation for chemistry class and school type, class standing, grade point average (GPA), average score in chemistry class, and father's graduation status. There was no statistically significant difference between parental's bereavement and mother's graduation status. No relationship was determined between anxiety and self-efficacy subdomains of the chemistry motivation scale. However, the study observed a moderate relationship between self-efficacy and intrinsic and extrinsic motivation, a weak negative relationship between anxiety and intrinsic motivation, and a moderate positive relationship between extrinsic motivation and intrinsic motivation.