ethanporcaro/eric-fulltext-meta huggingface dataset:
Explorers Virtual Internship: Fostering Rightful Presence and Sense of Belonging in an Online High School Internship Program
Author: Lalish, Katharine Marshall
Date: 2021-07-00
Type: Journal Articles
Subjects: Internship Programs,Internet,Sense of Community,High School Students,Scientific Research,Identification (Psychology),Minority Group Students,Program Evaluation,STEM Education

This paper describes the &quot;Explorers Virtual Internship&quot; (EVI), which was designed and presented in the 2020-21 school year by the Fred Hutchinson Cancer Research Center. Despite our initial wariness about creating a virtual internship, the shift helped us make valuable innovations to our programming. EVI paired 11 high school interns with mentors to work on individual research projects. We designed our program to foster a sense of belonging and &quot;rightful presence&quot; in biomedical research among the interns, all of whom came from backgrounds underrepresented in science. In addition to the research experience, we also focused on ethical issues, career awareness, community building, identity/belonging, and leadership/agency. Interns reported increases in their perceptions of the overlap of their identity and those of STEM professionals. They also reported increases in their knowledge of STEM concepts and capacity to demonstrate STEM skills (n=10). Open-ended survey responses indicated that students' uptake of scientific practices and sense of belonging were interrelated with their relationship with their mentors, and that students felt a sense of community with other students despite being in a virtual environment. We also provided programming for mentors, who indicated that learning and thinking about rightful presence and belonging was helpful for their role.
High School Students&apos; Learning during the COVID-19 Pandemic: Perspectives from Health Sciences and Technology Academy Participants
Author: McKendall, Sherron Benson
Date: 2021-07-00
Type: Journal Articles
Subjects: High School Students,COVID-19,Pandemics,Student Attitudes,Educational Environment,Blended Learning,Distance Education,Student Satisfaction,Academic Achievement,Teacher Student Relationship,Predictor Variables,Charter Schools,Technology Uses in Education,Access to Computers

This paper examines the perspectives of Health Sciences and Technology Academy (HSTA) participants as they navigate through their West Virginia (WV) high school learning environments (i.e., in-person, blended/hybrid, complete virtual) during the novel coronavirus, SARS-CoV-19 (COVID-19) pandemic. In March of 2020, the participants in this out-of-school-time (OST) academic enrichment program for exceptionally driven, yet underprivileged, at-risk students, with over 70% living in rural areas, started receiving remote learning instruction through learning management systems or via paper packets. In August of 2020, school systems provided parents and caregivers alternative learning environments for their student(s). In order to understand the learning experiences of HSTA students during these unprecedented times, HSTA released the 2020 Learning Outcomes Survey to participants in December of 2020. We performed chi-square test of independence to test the relationship between participants' learning environments, their satisfaction with the education they were receiving, their ability to keep up with their school-work, teacher availability to help when needed and teacher feedback supporting them in their learning environment. The results show significant differences between the learning environments and keeping up with school-work as well as teacher feedback supporting them in their learning; however, Phi and Cramer's V tests for effect size show weak correlations. This study provides a small glimpse into HSTA students' learning experiences as they attempted to continue to learn in their regular school environment during the COVID-19 pandemic while in HSTA. [Note: The issue number (1) shown on the PDF is incorrect. The correct issue number for this article is 2.]
Meeting the COVID Challenge to a Research-Intensive Pre-College Science Education Program
Author: Berg, Craig
Date: 2021-07-00
Type: Journal Articles
Subjects: Sciences,Science Education,Science Programs,COVID-19,Pandemics,Middle School Students,High School Students,Scientific Research,Science Experiments,Hazardous Materials,Computer Simulation,Teaching Methods,Barriers,Authentic Learning,Research Skills,Online Courses,Educational Change,Science Teachers,Teacher Certification,Partnerships in Education,College School Cooperation,Animals,Environmental Education,Preservice Teachers,Teacher Education Programs

The objective of our program is to foster and facilitate authentic research experiences in middle and high school science courses. We do so by providing students with a complete experience in scientific experimentation and communication. The centerpiece is a set of experiment modules in which students investigate the effects of toxic chemicals on living organisms through the use of model organisms such as the earthworm, fathead minnow, and the zebrafish, and chemical contaminants commonly found in the environment. In parallel, we partner with the University of Wisconsin-Milwaukee science teacher certification program to prepare pre-service teachers to offer real research experiences in their future classrooms. With the COVID-19 virus restricting or eliminating in-person learning, the program's challenges were (i) to create new ways to conduct experiments virtually that retain elements of the authentic research experience and (ii) to move all of the accompanying facets of the program to online formats. This paper will describe the new online materials and activities that were introduced this past year as well as the challenges they presented and opportunities for the future that they offer.
Seattle Children&apos;s Virtual Research Training Program: Pivoting to Remote Science Education for High School Students
Author: Chang, Alexander C.
Date: 2021-07-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Biomedicine,Public Health,High School Students,STEM Education,Science Laboratories,Computer Simulation,Barriers,Educational Technology,Technology Uses in Education,Student Attitudes,Program Effectiveness,College Readiness,Knowledge Level,Career Readiness,Student Participation,Summer Programs

Seattle Children's Research Institute has built a series of in-person education programs to inspire and empower students to explore futures in biomedical research and healthcare. The COVID-19 pandemic prevented us from offering an in-person laboratory program, forcing a rapid pivot to an online format. The Virtual Research Training Program (VRTP) was a one-week summer experience for high school students, including students from groups that are under-represented in STEM. The curriculum introduced topics such as biochemistry, immunology and immunotherapy, and global and public health. Also included were laboratory demonstrations to emphasize cutting-edge applications for healthcare and discussions regarding college and career preparation. Key challenges included converting the in-person curriculum into a digestible virtual format, becoming proficient with the technology to provide for a seamless end-user experience with equitable access, and establishing quantifiable metrics for evaluation. Students reported statistically significant gains with large effect sizes in knowledge about science concepts and laboratory procedures, and in preparation for college and future STEM careers. Students were also engaged by asking questions, indicating their active participation despite the online environment. This article discusses the adaptation of an in-person laboratory program into a virtual program as a potential model for increasing remote access to science education.
The Effect of Individualized Online Instruction on TPACK Skills and Achievement in Piano Lessons
Author: Kaleli, Yavuz Selim
Date: 2021-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Electronic Learning,Distance Education,Synchronous Communication,Instructional Effectiveness,Preservice Teacher Education,Preservice Teachers,Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Music Education,Musical Instruments,Skill Development,Academic Achievement,Foreign Countries

This study investigated the effect of online teaching and individualized instruction in piano lessons of the department of music teaching on students? TPACK skills and achievements. The research was conducted on the basis of a pretest-posttest control group design. In the experimental group of the study, piano education was carried out with online learning and face-to-face individualized instruction, and in the control group, activities were carried out using the current distance learning method. Teaching activities lasted 20 lesson hours in the experimental and control groups. Piano Lesson Achievement Test and TPACK scale were used as data collection tools in the study. The Mann Whitney U test was used on the achievement and TPACK skills of the groups on the pretest and posttest scores. The findings of the research showed that the online learning and individualized instruction applied in the experimental group were more effective in the piano lesson achievement and some dimensions of the TPACK scale than the current curriculum.
The Effect of PowerPoint Instruction on High School Students&apos; Achievement and Motivation to Learn Geometry
Author: Mensah, Justice Yawson
Date: 2021-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics,Mathematics Instruction,Secondary School Mathematics,Educational Technology,Technology Uses in Education,Visual Aids,Computer Software,Teaching Methods,Instructional Effectiveness,Mathematics Achievement,Foreign Countries

This study explored the effect of PowerPoint integration on students' motivation and achievement in less endowed Senior High Schools (SHSs). The study employed the embedded mixed method approach involving quasi-experimental design in which 80 students were randomly selected from two government-assisted Senior High Schools and assigned to control and experimental groups. Teacher-made Pre- and Post-Geometry Achievement Tests (GAT) and semi-structured interviews were used to collect quantitative and qualitative data respectively. During treatment, Information and Communication Technology (ICT) was integrated using PowerPoint presentation to teach the experimental group while the control group was taught by conventional instructional approach. Both pre-GAT and post-GAT were administered to participants and their responds were scored to obtain quantitative data. The results showed that participants in both groups had improved in their post-GAT compared to their pre-GAT. However, it was revealed that study participants in the experimental group achieved better in the post-GAT than those in the control group. It was also revealed that there was no influence of gender in the achievement of the group taught by PPT presentation. Finally, the findings revealed that ICT integration promotes students' motivation. In conclusion, ICT integration approach to teaching and learning mathematics concepts was found to promote students' motivation and increased achievement in mathematics than the conventional instruction. The implications for practice and research are discussed.
Adapting a Hands-On Youth Development STEM Program in the Age of COVID-19: The LEAH Knox Scholars Program
Author: Morgan, Brandon
Date: 2021-08-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,STEM Education,Molecular Biology,Low Income Students,High School Students,Minority Group Students,Disproportionate Representation,School Closing,Online Courses,Educational Technology,Videoconferencing,Program Implementation,Youth Programs,Workshops,Barriers,Student Participation,Hands on Science,Career Readiness,Summer Programs,College Readiness

In 2020, the COVID-19 pandemic changed the landscape for out-of-school-time STEM programs. The LEAH Knox Scholars (LKS) program is a five-week, in-person molecular biology research experience for low-income high school youth of color who are underrepresented in the sciences. The program is organized and implemented by Health Resources in Action, a nonprofit public health organization in partnership with Massachusetts Institute of Technology (MIT). In response to the pandemic, all 2020 LKS program activities shifted from in-person to virtual engagement using the Zoom platform. To assess program implementation, qualitative data and quantitative data were collected through four virtual focus groups with youth participants and six key informant interviews with LKS staff, as well as pre-and post-surveys. Discussions explored program successes, challenges, opportunities for improvement, and perceived program impact. Key findings from these discussions identified several successes of the virtually adapted program including: relationship building between youth and staff, the teaching of life skills via a workshop format, and the implementation of a hands-on research curriculum. Barriers to program implementation included technological challenges such as limited internet capability and &quot;Zoom fatigue&quot;; and limitations in assessing student engagement via the virtual format. Key learnings from this case study have relevant applications for STEM initiatives that need to adapt to the new environment post COVID-19. The findings of this experience demonstrate that &quot;at-home&quot; research experiences are not only possible in a pandemic but can be effective in preparing high school youth for STEM-based careers through hands-on experiences in the sciences in a virtual format. Such efforts are important, especially in adverse circumstances, to actively eliminate disparities and promote equity and inclusion in STEM fields.
Traditional, Cooperative, Constructivist, and Computer-Assisted Mathematics Teaching: A Meta-Analytic Comparison Regarding Student Success
Author: Bas, Gokhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Conventional Instruction,Cooperative Learning,Constructivism (Learning),Computer Assisted Instruction,Instructional Effectiveness,Elementary Secondary Education,Higher Education,Educational Research,Effect Size,Mathematics Instruction,Mathematics Achievement,Student Centered Learning,Foreign Countries

The purpose of this research was to perform a meta-analysis to draw conclusions about the effectiveness of traditional, cooperative, constructivist, and computer-assisted teaching, and also to compare the effectiveness of these four approaches over the last twenty years. So, the present research adopted meta-analysis technique. In order to identify relevant empirical studies on the effect of cooperative, constructivist, and computer-assisted teaching on student success, a systematic literature view was carried out over three-month's time, using several databases. Based on this extensive review, the studies (N = 34) evaluating the effect of cooperative, constructivist, and computer-assisted teaching on student success in mathematics were included in the research. In the research, the procedure effectiveness technique was adopted for the analyses of the data obtained from the empirical studies involved in the meta-analysis. The results of the research indicated that cooperative, constructivist, and computer-assisted mathematics teaching were more effective in the improvement of academic success of students, rather than the traditional one, indicating that all these three approaches of teaching were effective than the traditional one to improve the student success in mathematics course. Thus, it may be suggested that student-centered teaching should be used in mathematics, rather than the traditional one.
Turning towards Greater Equity and Access with Online Teacher Professional Development
Author: Lesiak, Atom J.
Date: 2021-08-00
Type: Journal Articles
Subjects: Equal Education,Access to Education,Online Courses,Faculty Development,Family and Consumer Sciences Teachers,Science Teachers,Program Effectiveness

Access to professional development opportunities promotes equity for both teachers and students. We identified time, distance, and childcare needs as limiting factors for teachers seeking to attend our conference workshops and in-person professional development opportunities. Therefore, just months before the COVID-19 pandemic and the rapid shift to online learning, the Genome Sciences Education Outreach (GSEO) program transitioned to online professional development for the NIGMS sponsored SEPA grant Genes Environment and Me Network (GEMNet) program. Our program was well positioned to support teachers in our network by providing online PD that included technology support and rapid access to our online curriculum for use for distance learning. Here we share the process of creating online PD as well as converting our materials to the digital environment. Additionally, we provide survey data and lessons learned from eight online PD trainings from January 2020 to January 2021 for both Health/Family and Consumer Science Teachers (n=20) and Biology Teachers (n=23). Notably, Teachers provided feedback affirming our initial reasons for providing online PD, and appreciated being supported at an overwhelmingly difficult time to be an educator. Our findings support the need for both online and in-person professional development opportunities for future programs.
Affix Acquisition of Chinese English Learners: A Case Study Based on a Self-Built Corpus
Author: Liu, Zhixuan
Date: 2021-00-00
Type: Journal Articles
Subjects: Morphemes,Second Language Learning,Second Language Instruction,English (Second Language),Computational Linguistics,Undergraduate Students,Case Studies,Foreign Countries,Writing (Composition),Computer Software,Vocabulary Development,Teaching Methods,Writing Instruction,Majors (Students)

Nowadays, theoretic and empirical research into affix acquisition in Second Language Acquisition has attracted increasing attention (Peng Tingting, 2009; Zhao Ming, 2014; Chen Jie, 2017). However, there are still few empirical studies on affix acquisition of Chinese English learners, especially from the perspective of corpus linguistics. The present research aims to find out how affixes are acquired and used in written texts by Chinese English learners. A case study was conducted based on a self-built corpus. All of the data are collected from 174 undergraduate students majoring in English at a university in central China. Compleat Lexical Tutor (v.8.3) and AntConc (v.3.5.2) are used to process and analyze the data. As is shown in the results of the research, affixes acquired and used by Chinese English learners can be divided mainly into the following categories: 1. High-frequency affixes, such as -s, -ed, -ing, etc. 2. Intermediate-frequency affixes, such as -ly, -al, etc. 3. Low-frequency affixes, such as im-, in-, ir-, etc. Therefore, the affixes that are used most frequently are -s and -es, but prefixes are seldom used in written text. The present study is beneficial for providing a crucial reference for the instruction of vocabulary and writing in colleges.
Writing and Identity: A Narrative Inquiry on Two Saudi Arabian ESL Females
Author: Hersi, Mustafa A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Females,Writing (Composition),Foreign Students,College Students,Identification (Psychology),Barriers,Cultural Differences,Womens Education,Gender Bias,Academic Language

Writing in a second language is considered extremely challenging for several reasons. Concerns that perplex second-language learners include cognitive complications, the composing process, building arguments, and constructing an identity as a writer. Cultural issues related to writing also pose problems for second-language writers This paper focuses exclusively on how international students, female Saudi ESL students, construct their writing identity in the ESL milieu and navigate critical issues in cross-cultural writing. This paper explores how two ESL Saudi Arabian female students in an English program in the United States negotiate and construct their identities while writing in English. The study will also investigate challenges faced by those students in acquiring English writing skills and how those challenges inform their thinking and shape or reshape their identities as writers. The study involves two female Saudi students who are studying the English language at a mid-size diverse Southwest public university in the United States. The researcher collected the data through semi-structured interviews with the participants and then performed a textual analysis of their responses. The researcher transcribed and analyzed the data and describes the results thematically herein. The findings of this study augment our understanding in how female Saudi ESL students construct their identities as writers. The analysis covers some sociocultural factors that shape their writing. The paper concludes with pedagogical implications for ESL teachers and suggestions for future study.
Second-Language Reading Process for Professional English: A Case Study
Author: Chen, Che-Han
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Processes,Case Studies,English for Special Purposes,Recall (Psychology),Native Language,Language Proficiency,Transfer of Training,Graduate Students,Schemata (Cognition),Prior Learning,Reading Materials,Second Language Learning,Reading Difficulties,Reading Strategies,Foreign Students,Student Attitudes,Asians,English (Second Language),Language Tests,Law Students,Legal Education (Professions),Chinese,Second Language Instruction

Although much research on English for specific purposes (ESP) has been conducted, little focus has been placed on investigating the mechanisms involved in ESP readers' comprehension process. This case study explored the reading process that characterizes a competent ESP reader's comprehension. A juris doctor student attending a major university in the United States was selected for the case study. Qualitative data were gathered through a semi-structured interview, recall protocol, and document analysis, and were thematically coded. The findings revealed the following: (a) The professional domain determines the major purposes of ESP reading. (b) Institutional demands and inadequate L2 proficiency within the target discourse prevent background knowledge in the first language (L1) from being transferred to L2 texts are the major sources of comprehension difficulty. (c) Three strategies can be used to overcome such difficulties. First, schemata (background knowledge) in L1 can facilitate comprehension and enhance the reading process. Second, genre knowledge learned in L1 can be used to dissect the information structure of L2 texts. Finally, the use of L1-based materials can help to overcome the comprehension difficulties arising from the L2 material. The implications for L2 reading instruction and future ESP reading research are discussed.