ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Ethical Behaviors in Online Classes
Author: Apriliaswati, Rahayu
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Behavior,Online Courses,Ethics,Self Control,Prosocial Behavior,Student Responsibility,Creativity,Innovation,Internet,Technological Literacy,College Students,Foreign Countries

This study is aimed at investigating the ethical behaviors performed by students in online classes. It is descriptive qualitative research. Observation and questionnaires as well as informal interviews for lecturers and students are the tools of data collection. 10 lecturers and 66 students participated in this research. Only a small number of lecturers (&lt;37.5%) stated that the students always show discipline, manner, engagement, honesty, responsibility, creativity, innovation, adaptive with technology whereas many students (77.84%) said that they were always disciplined and responsible in online classes. About creativity, innovation, adaptive to technology, according to some of the lecturers (65%), students sometimes have a good internet connection during online class, use a headset with headphones and a microphone to get audio quality, and prevent disruptions to others. However, not many students (less than 50%) stated that they have a good internet connection during online class, use a headset with headphones and a microphone to get audio quality and prevent disruptions to others. In conclusion, the ethical behaviors of students in an online class in the English Education Study Program of FKIP UNTAN are not always discipline, good manner, engaged, honest, responsible, creative to technology, and good communication with lecturers and peers.
Teachers Using Social Emotional Learning: Meeting Student Needs during COVID-19
Author: Bhatnagar, Ruchi
Date: 2022-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Social Emotional Learning,Teacher Attitudes,Student Needs,Pandemics,COVID-19,Barriers,Electronic Learning,Distance Education,Blended Learning,In Person Learning,Learner Engagement,Student Motivation,Stress Management,Educational Strategies

Unique challenges arose for teachers during COVID-19 to be effective not just academically, but also in providing social-emotional support. Through a case study of 23 novice teachers prepared by our college we examined teachers' perception about the use of social-emotional learning (SEL) in their teaching, strategies for impacting student learning and development, and challenges faced due to online or hybrid teaching modalities. Results indicated that teachers felt a great need to focus on fostering supporting relationships with students, building trust, creating a positive classroom climate, acknowledging the trauma students had been through, and building strong home-school connections. Their biggest concern was increasing student engagement and motivation and reducing stress in the academic setting. Fostering a sense of classroom community and peer interactions was especially important when more than half the class was online. Teachers incorporated interactive methods and hands-on learning to make instruction engaging for students, focused on soft skills, and used formative assessments to address student learning needs. The study showed that SEL is critically important in the context of COVID-19 to include trauma-informed pedagogies, teacher self-care, and need for SEL related professional development.
Uses of Blended Learning and Its Impact in a High School Social Studies Classroom
Author: Gault, Jimmy
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,High School Students,Instructional Effectiveness,Social Studies,Technology Uses in Education,Grade 9,Learner Engagement

As society becomes more technologically advanced, digital instructional strategies continue to emerge. Students are becoming more involved with technology, and schools must supply students with more tools to succeed in an increasingly technology-based world. This study examined the impact of technology-based strategies in a high school social studies classroom. It focused on blended learning pedagogy in addition to the flexibility of digital strategies and their impact on student achievement and perceptions. The sample comprised 88 students from three 9th grade geography courses. No differences in achievement were found, and there was no correlation between time spent on the digital modules and student learning. However, students reported positive perceptions regarding blended learning, including high confidence in their ability to access information and confidence in interactions regarding collaborations with peers and the teacher. They also most often believed that they were learning more in the blended learning environment and reported high enjoyment.
Using Children&apos;s Literature as a Model for Problem-Based Learning
Author: Mangione, Katherine A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Childrens Literature,Problem Based Learning,Teaching Methods,Elementary School Students,21st Century Skills,Science Education,Environmental Education,Design,Observation,Inquiry,Cooperative Learning

Problem-Based Learning (or PBL) is a teaching style that pairs beautifully with science and social studies. PBL allows students to drive their learning, providing autonomy to choose topics or issues that interest them. It scaffolds the development of desirable 21st century skills: collaboration, critical thinking, communication, creativity, flexibility, and higher levels of cognitive thinking. Using a specific approach to PBL can assist teachers and students in understanding the process and knowing where their work is taking them. This article will share using the children's book &quot;Spring after Spring: How Rachel Carson Inspired the Environmental Movement&quot; by Stephanie Roth Sisson (2018) and Design Thinking as a guide for implementing Problem-Based Learning with your elementary level learners.
New Ways of Growth in Challenging Times: Study of Indian Academic Institutions
Author: Kapoor, Bhavya
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,COVID-19,Pandemics,Higher Education,Distance Education,Electronic Learning

In the wake of times of challenges as grave as facing a pandemic like COVID-19, agility allows the organizations to sustain and open up to their full potential. The impact on the business environment brings about forced changes in form of adopting new tools and techniques to sustain growth. Such is the case of Indian academic institutions, which have adopted new means of development amidst uncertain economic outlook and chaos. The purpose of this study is to describe how learning methodologies evolve and to evaluate the quality of the digital mode of instruction and learning as an alternate to the traditional face-to-face 'on campus' programs conducted by educators. The findings of the study support the significance of an interactive online medium of instruction and learning. The study delineates a range of ways of understanding the effectiveness of online teaching. With the suggested measures for improving the design, academic institutes may create an effective online learning environment to ensure meaningful discourse among instructors and learners. By taking the example of academic industry, it also contributes toward analyzing the effectiveness of a newly adopted mode of instruction or a learning technique.
Online Learner Reticence in Response to Faculty Corrective Feedback on APA Style
Author: Bailie, Jeffrey L.
Date: 2022-07-00
Type: Journal Articles
Subjects: Electronic Learning,Teacher Student Relationship,Error Correction,Feedback (Response),Citations (References),Student Attitudes,Graduate Students

This paper presents the results of a 2021 exploratory investigation concerning factors that influence online learner reticence toward the application of corrective feedback relating to the writing style sanctioned by the American Psychological Association. The research question for the qualitative case study explored reasons for a disinclination in the acceptance of corrective instructor feedback and redirection of the proper application of APA style by a panel of graduate students. The results of this investigation captured personal views relating to the adoption of rules of APA style, and reasons for non-compliance including some aspect of interruption with the receipt of instructor feedback, limited prior experience with APA style, and inconsistencies regarding the expressed need for adherence to APA style between instructors. The discussion offers considerations for faculty, staff, and administration as they deliberate an approach to upholding the writing style sanctioned by the American Psychological Association while promoting an improved response to learner uptake of corrective feedback.
Professional Development of Quality Mentors: Case from China
Author: Lin, Juan
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,School Counselors,Professional Development,Counselor Role,Higher Education,Educational Quality,Educational Improvement,Social Status,Counselor Attitudes,Mentors

University counselors have been in place in China for more than fifty years, and they serve an important (yet underappreciated) role in Chinese universities. The professional development of this profession is: (1) a realistic need for the construction of quality education development teams in colleges/universities; (2) a theoretical need for the perfection of the counselor system; and (3) an urgent need for the development and improvement of counselors. The researchers analyzed an improved counselor system, Quality Mentor (QM), implemented by Wuchang University of Technology (WUT) and the results suggest that professional development of QM can be promoted by improving the social recognition, perfecting the system, and improving the quality of QMs.
The Impact of COVID-19 on U.S. College Students, and How Educators Should Respond
Author: Hamlin, Alan R.
Date: 2022-07-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Students,Student Attitudes,Well Being,Stress Variables,Anxiety,Depression (Psychology),Emotional Response,Student Needs,Student Employment,Physical Health,Mental Health,Interpersonal Relationship,Social Life,Foreign Countries,Foreign Students

The genesis and spread of COVID-19 around the world since 2020 have caused severe impacts in every aspect of people's lives, from work life to recreation, social activities to physical health. Higher education has not been excluded. Universities have altered curriculum, changed delivery methods, provided more counseling, purchased new technology, and altered attendance policy for classroom, athletic, social and artistic events (Hamlin, 2021). To assess the impacts of these changes on college students, the authors created a questionnaire to ask students about their perceptions of these COVID-related impacts on their own personal lives. The survey had 56 questions about how the virus affected their academic, social, financial, physical and emotional lives. Over 800 students responded with objective input and subjective comments. Due to the volume of data, the authors have split the study into two parts. The survey results for the first part, academic and social aspects of the survey, were published in &quot;Understanding the Impact of Covid-19 on College Student Academic and Social Lives,&quot; Research in Higher Education Journal Volume 41 (see http://www.aabri.com/manuscripts/213347.pdf). It will sometimes be referred to herein to provide clarity to the reader. The actual survey itself can also be found at that site. This paper focuses on the impact of the coronavirus on student financial and physical well-being, which have become major stressors to this age group and have contributed to higher levels of anxiety and depression. It also examines how the virus has affected their social and emotional well-being. Lastly, recommendations are made to help educators understand the severity of the problem, and to take action to provide assistance for those students who have been adversely affected.
We Should Have Seen It Coming: The &quot;Mahanoy&quot; Decision Considered
Author: Waggoner, Charles R.
Date: 2022-07-00
Type: Journal Articles
Subjects: Social Media,Internet,Computer Mediated Communication,Court Litigation,Public Schools,Freedom of Speech,Student Rights

Electronic communication plays a significant role in most schools and in all of our personal lives as well. The legal question of what is acceptable and what is not acceptable electronic speech for students that is constructed and delivered totally off-campus on such platforms such as Snapchat, Tic Toc, Facebook or Meta, U-Tube, and regular email, to name just a few, begs the question of when school officials may intervene and penalize students for electronic communication? With electronic communication having such a significant role in schools, a new array of legal issues has surfaced for off-campus speech. The U.S. Supreme Court in the landmark case of &quot;Tinker v. Des Moines&quot; and subsequent cases clarified the various parameters of appropriate student speech on campus and when school officials may take corrective action to curtail that speech. The &quot;Mahanoy Area School District v. B.L.&quot; decision by the Supreme Court in 2021 offers some limited guidance on how student off-campus electronic speech may be contemplated by school officials. How do prospective principal candidates view off-campus posts in light of the &quot;Mahanoy&quot; decision?
Economic Impact of Prairie View A&amp;M University on the Local, Regional and State Economies in Texas
Author: Quddus, Munir
Date: 2022-07-00
Type: Journal Articles
Subjects: Universities,School Community Relationship,Economic Impact,Models,Expenditures,Salaries,Construction Programs,Employment,Income,Input Output Analysis

Prairie View A&amp;M University (PVAMU) plays an important role in the social and economic life of the local, state and national economy. This study presents estimates of the economic impacts of the University's contributions, both short-term and long-term, on the local (Waller County), regional (Houston-The Woodlands-Sugar Land Metropolitan Statistical Area), and state (Texas) economies in 2019.The study measures short-term economic benefits like the total output, value-added, labor income, and employment (jobs) created; and the long-term benefits like the contributions PVAMU makes to increase the lifetime earnings potential of its students. The study used the latest version of Minnesota IMPLAN software with built-in multipliers, survey questions, and administrative data; in addition to other standard techniques found in the economic impact analysis literature. The study finds the myriad economic impact of PVAMU University greater than greater than the direct spending by the University for pay-roll, goods and services, construction, and direct spending by PVAMU students. The impacts include $176 million annual contribution to Waller county's income base and employment impact of 1,925 high paying jobs created. For the greater Houston economy, it adds $291 million annually to the income base through direct compensation and induced spending, while the employment impact is 4,183 high paying jobs created. Finally, the economy of Texas had a direct spending impact of $354 million with 5,300 jobs supported.
Expanding Effective Behavioral Health Literacy Programs to Address Farm Stress
Author: Eschbach, Cheryl L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Stress Variables,Mental Health,Extension Education,Stress Management,Program Effectiveness,Agricultural Occupations

Attention to stress and mental health among agricultural producers has increased over recent years, and Cooperative Extension has been active in offering educational workshops and resources to agricultural audiences. This article describes the process and effectiveness of expanding two Michigan State University Extension farm stress management programs to Cooperative Extension in other states through a national Farm Stress Management Summit. The two-day training Summit provided deeper knowledge about farm stress issues and prepared Extension professionals to offer behavioral health programs in their own communities and respective states. Evaluation findings highlight effective aspects of the Summit and next steps.
Lessons Learned Recruiting Comparison Elementary Schools for Impact Evaluation of SNAP-Ed Interventions
Author: Linares, Amanda
Date: 2022-00-00
Type: Journal Articles
Subjects: Federal Programs,Nutrition,Welfare Services,Recruitment,Elementary Schools,Comparative Analysis,Grade 4,Grade 5,Physical Activity Level,Best Practices,Outcome Measures

To determine the effectiveness of Supplemental Nutrition Assistance Program--Education (SNAP-Ed) nutrition and physical activity programming in elementary schools, it is necessary to recruit socioeconomically similar comparison schools not receiving SNAP-Ed programming. We developed a flexible recruitment strategy to tailor our approach to each individual school district and site. Here we discuss the lessons learned during the 10-month recruitment period, including early outreach, emphasizing participation benefits, leveraging and building relationships, and visiting sites.
How to Promote the Use of Open Educational Resources (OER) in Higher Education. A Parley with OER Experienced Teachers
Author: Otto, Daniel
Date: 2021-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Higher Education,Experienced Teachers,Barriers,College Faculty,Foreign Countries,Teacher Attitudes

The idea of Open Educational Resources (OER) is nowadays widespread in higher education. However, notwithstanding their supposed benefits, the actual adoption of OER in teaching remains low. Due to this absence, various studies have primarily focused on (the lack of) OER awareness among teachers and identified barriers to their use. This article argues that the current debate could benefit from insights from those who are already using OER in their teaching practices. Examining their perspectives can disclose measures that promote the adoption of OER. A mixed-method approach was applied that comprised an expert survey among 32 OER experienced higher education teachers in Germany, which results were then subject to a focus group discussion with 20 of them to validate and differentiate the results. Overall, the results reveal that teachers prefer measures comprising incentives and support rather than obligations. Exemplarily, a commitment to publish all materials as OER was rejected. Instead, a more fundamental transformation was requested from closed to open practices. Therefore, it can be stated that the teachers underlying path is guided by a desire for a shift towards openness in higher education. The measures favoured by the teachers can thus be understood as essential puzzle pieces that contribute to the bigger picture of openness.
&quot;It&apos;s Not Scientific Enough&quot;: Analyzing the Development of Academic Criticism in a Graduate Student Writer
Author: Frantz, Kelly Katherine
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Academic Language,Writing (Composition),Criticism,Speech Communication,Writing Instruction,Consultation Programs,Time Perspective,Discourse Analysis,Skill Development

Academic criticism is a fundamental feature of scholarly discourse. It plays a key role in scientific theory building, whereby ideas are iteratively challenged and redrafted (Kuhn, 1962, 1970). It is also how individual scholars create a research space (see the CARS model, Swales, 1990) and establish themselves as members of the research community. Thus, for graduate student writers, the ability to engage in this practice is important for academic success and socialization into the discourse community. However, by definition, students are novices, so they may struggle to assume the role of disciplinary authority required to evaluate others' works (Dobson &amp; Feak, 2001; Hyland, 2002). Several scholars have explored the linguistic and rhetorical features of academic criticism (Hyland, 2000, 2002; Thompson &amp; Yiyun, 1991) and how it varies across disciplines (Hyland, 2000; Salager-Meyer &amp; Ariza, 2003), often with educational goals in mind (Belcher, 1995; Swales &amp; Feak, 2004). And while some researchers have analyzed criticism in student texts (Cheng, 2006), little is known about how this practice develops over time. Additionally, given that existing studies focus on written criticism, we have yet to explore the nature of spoken criticism and how it is shaped in and through interaction. Thus, this paper adopts a conversation analytic framework to examine how a graduate student writer formulates spoken academic critique during writing consultations and how these formulations change over time.
Addressing Issues of Equity Using the Cross-Pollination of Universal Design for Learning and Culturally Responsive Teaching
Author: Takemae, Natsuko
Date: 2022-00-00
Type: Journal Articles
Subjects: Access to Education,Culturally Relevant Education,Teaching Methods,College School Cooperation,Partnerships in Education,Guidelines,Barriers,Student Characteristics,Cultural Background,Native Language,Teacher Education Programs,Preservice Teachers,Faculty Development,Learner Engagement,Kindergarten,Elementary Secondary Education,Communities of Practice

This article provides a rationale for the crosspollination of two asset-based pedagogies: Universal Design for Learning (UDL) and culturally responsive teaching (CRT) and specific examples that illustrate the important role that strong school- university partnerships play to address potential barriers to UDL and CRT implementation. Concrete examples of implementation at one university along with specific teacher and student actions further illustrate implementation of this crosspollination. Since teaching and learning are culturally situated and vary across and within cultural and linguistic groups (Gay, 2010), it is important for pre- and in-service teachers to understand this cross-pollination when using the UDL Guidelines as an implementation tool in their classrooms to proactively identify and address potential barriers to student learning while sustaining their students' cultural and linguistic identities. This article articulates the authors' vision and journey towards operationalizing this cross-pollination of UDL and CRT (Thorius and Waitoller, 2017).
A Collaborative Learning Framework for Computational Thinking Development through Game Programming
Author: de Jesus, Ângelo Magno
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Computation,Thinking Skills,Video Games,Programming,Computer Science Education,Teaching Methods

The Computational Thinking (CT) teaching approach allows students to practice problem-solving in a way that they can use the Computer Science mindset. In this sense, Collaborative Learning has a lot to contribute to educational activities involving the CT. This article presents the design and evaluation of a Collaborative Learning framework for the development of CT skills in students. To design the proposed strategy, several fundamental features of the Collaborative Learning concept of the literature have been studied and sketched. The strategy was applied to middle school students through a digital games programming workshop. Data were collected by three means: (1) collecting artifacts produced during activities; (2) recording of game programming sessions; and (3) applying a structured interview to students. The data analysis showed evidence that the strategy was able to mobilize Computational Thinking skills in addition to mobilizing collaborative skills in learners.