ethanporcaro/eric-fulltext-meta huggingface dataset:
How Diverse Is Diversity? An Exploration of References to Diversity in the Recent Literature in STEM Higher Education
Author: Bruijnzeel, Amber
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Educational Research,Disproportionate Representation,Minority Group Students,Minority Group Teachers,Diversity (Faculty),Student Diversity,Gender Differences,Student Characteristics,Teacher Characteristics,Higher Education,College Faculty,College Students

Since STEM knowledge and skills are increasingly being sought after in our information and technology driven economies, it is pivotal that ideas and human resources that foster these economies also reflect the STEM population. Although it is evident from earlier research that specific demographics are clearly underrepresented, little is known about who constitutes as 'diverse', which makes it challenging to develop and assess effective policies aimed at increasing diversity in STEM. Through content analysis, we explore in recent STEM education literature, which groups of students and faculty are referenced in relation to diversity, i.e., groups that are underrepresented. The results reveal 180 uniquely defined references to underrepresented groups in STEM. Our main results show that across articles, the majority of the references to diversity are related to gender (69%), and a considerable portion of references (12%) can be classified under 'other unspecified minorities'. Consequently, the analyzed articles portray a narrow understanding of diversity, and a variety of groups remain unspecified when it comes to background characteristics. To change this, clear definitions of the target groups are necessary and more consensus among the research community about the justifications to include or exclude these groups is needed.
Case Study of a Mathematical Dance Performance &quot;Point Has No Parts&quot;
Author: Budinski, Natalija
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Dance,Performance,Foreign Countries,Communication (Thought Transfer),Intuition,Mathematical Logic,Mathematical Applications,Mathematics Education

This paper describes a process of developing dance performance based and inspired by mathematical concepts and development of mathematics through history. The performance was included in the manifestation of the May month of mathematics in Serbia and prepared in collaboration with mathematicians, choreographers, dancers, science communicators and designers. The mathematical-dance performance was called &quot;Point has no parts&quot; and covered development of several important mathematical concepts and highlighted its influences on the contemporary world saturated with technology.
Assessing the Impact of a Project-Based Learning Robotics Course with Integrating of STEM Education Using Content Analysis Method
Author: Hsu, Roy Chaoming
Date: 2022-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Instructional Effectiveness,Robotics,STEM Education,Content Analysis,Foreign Countries,Teaching Methods,College Students

The National Science Foundation (NSF) proposed in 1996 &quot;Shaping the Future&quot; report that &quot;STEM&quot; (Science, Technology, Engineering, Mathematics) is a set of education methods that focus on learners. The STEM education actively cultivates students' independent thinking and creativity in the learning process. In recent years, the use of STEM education methods in teaching has become a trend in Taiwan's education system. In this study, a content analysis method is used to analyze and observe the knowledge learned and the attitude toward STEM education for a total of 30 junior students, who have no background in robotics-related professional knowledge, after taking a semester of project-based learning (PBL) robotics general course from National Chiayi University, Taiwan. From the study results, it is found that by integrating STEM into the acquisition of robotics, students can use logical thinking, compile different programs, increase their understanding of technical operations, and finally create more methods to complete the project. On the other hand, through PBL, students can stimulate thinking in discussions with their peers, and achieve the effect of problem-solving and stress-less learning. The findings of the study also show that the PBL robotics course provides the learning aids which is beneficial in exercising STEM education learned by learners.
A Multidimensional Framework of Collaborative Groups&apos; Disciplinary Engagement
Author: Rogat, Toni Kempler
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,STEM Education,Learner Engagement,Student Behavior,Metacognition,Middle School Students,Interpersonal Relationship,Group Dynamics,Interaction,Student Projects,Video Technology,Cooperation

This research is aimed at developing novel theory to advance innovative methods for examining how collaborative groups progress toward productively engaging during classroom activity that integrates disciplinary practices. This work draws on a situative perspective, along with prior framings of individual engagement, to conceptualize engagement as a shared and multidimensional phenomenon. A multidimensional conceptualization affords the study of distinct engagement dimensions, as well as the interrelationships of engagement dimensions that together are productive. Development and exploration of an observational rubric evaluating collaborative group disciplinary engagement (GDE) is presented, leveraging the benefits of observational methods with a rubric specifying quality ratings, enabling the potential for analyses of larger samples more efficiently than prior approaches, but with similar ability to richly characterize the shared and multidimensional nature of group engagement. Mixed-methods analyses, including case illustrations and profile analysis, showcase the synergistic interrelations among engagement dimensions constituting GDE. The rubric effectively captured engagement features that could be identified via intensive video analysis, while affording the evaluation of broader claims about group engagement patterns. Application of the rubric across curricular contexts, and within and between lessons across a curricular unit, will enable comparative studies that can inform theory about collaborative engagement, as well as instructional design and practice.
New Materialist Network Approaches in Science Education: A Method to Construct Network Data from Video
Author: Turkkila, Miikka
Date: 2022-00-00
Type: Journal Articles
Subjects: Theories,Network Analysis,Science Education,Educational Research,Video Technology,Secondary School Science,Physics,Research Methodology,Data Processing,Secondary School Students,Active Learning,Student Projects

Lately, new materialism has been proposed as a theoretical framework to better understand material-dialogic relationships in learning, and concurrently network analysis has emerged as a method in science education research. This paper explores how to include materiality in network analysis and reports the development of a method to construct network data from video. The approaches, (1) information flow, (2) material semantic and (3) material engagement, were identified based on the literature on network analysis and new materialism in science education. The method was applied and further improved with a video segment from an upper secondary school physics lesson. The example networks from the video segment show that network analysis is a potential research method within the materialist framework and that the method allows studies into the material and dialogic relationships that emerge when students are engaged in investigations in school.
(Un)Learning through Narrative Fiction: Toward a Psychoanalytically Informed Anticolonial Education
Author: Logue, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Trauma,Psychiatry,Colonialism,Racism,Teaching Methods,Educational History,Activism,Freedom,Grief,Fiction,Films,Literature,Educational Change,Transformative Learning,Dialogs (Language),Social Justice,United States History,Emotional Response,Psychological Patterns

In this paper I call for an emotional confrontation with our traumatic, racist, and often unacknowledged history. I share ideas, experiences, and pedagogical strategies with which to engage difficult dialogue about difficult knowledge, in such a way as to disarm defense and, potentially inspire anti-racist activism in education and beyond. The first strategy is to develop psychoanalytic sensibilities in education. I argue that this will help us begin to invite the &quot;freedom to feel&quot; into classrooms that customarily prioritize freedom of thought. The second strategy is to insist that a confrontation with traumatic elements of untold history, and unacknowledged racial (and other) injustices in our current reality, will be uncomfortable. I emphasize that we must work on our capacity to tolerate discomfort and develop our capacities to mourn (loss of cherished belief, loss of innocence, loss of privilege, among other forms of loss). Third, I argue that &quot;knowing ignorance&quot; can be a powerful antidote to the structural ignorance that has hindered our capacities to think critically and creatively in solidarity with different others. I conclude by suggesting that engagement with narrative fiction in film and literature, is a promising pedagogical approach that enables transformative dialogue to take place. I share a few of my favorite films and short stories that have yielded fruitful conversations in my own social justice-oriented classrooms.
All Means All: A Case Study on Intentional School Director Talent Pipeline Initiatives at an Urban Title 1 School District
Author: Straub, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Talent Development,Instructional Leadership,Inclusion,Leadership Role,Social Justice,Disadvantaged Schools,School Districts,Ethnography,Alignment (Education),Institutional Mission,Leadership Training,Fellowships,Coaching (Performance),Problem Solving,Barriers,Personal Narratives,Principals,Administrator Attitudes,Kindergarten,Elementary Secondary Education,Administrator Characteristics,Urban Schools

Bogotch (2002) proposed that educational leadership cannot be separated from social justice, and this is a sentiment that is taken to heart at an urban Title-1 school district in Houston, Texas. To intentionally address the need for such alignment between mission and practice, the district implemented a recruitment and talent development initiative that actively sought to change the district's talent pool. This program develops effective leaders through a fellowship that focuses on building and leading an effective team, coaching and managing with excellence, and solving high-impact, complex problems. Using a position-subject approach (Conrad, Haworth, &amp; Millar, 2001), this paper evaluates the extent to which the program uplifts diverse voices in school leadership and the extent to which the program successfully prepares participants for leadership roles. This manuscript includes a description of a successful and inclusive school leadership pipeline, an explanation of challenges and resistance faced for both leadership initiatives, and strategies to continue growth in this particular area of educational leadership through data collected via survey, interview, and autoethnographic reflections.
Diversity Placements: Supporting the Development of Socially Just Teachers or Reinforcing Negative Stereotypes?
Author: Bolyard, Chloé S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Diversity,Field Experience Programs,Elementary School Teachers,Preservice Teachers,Preservice Teacher Education,Consciousness Raising,Cultural Awareness,Program Effectiveness,Teacher Attitudes,Beliefs,Experiential Learning,Minority Group Students,Race,Socioeconomic Status,Individualized Instruction,Teacher Student Relationship,Attitude Change

While K-12 schools become increasingly more diverse, teacher preparation programs continue graduating mostly White teacher candidates from a middle-class background. If not mitigated, this cultural mismatch can have a detrimental impact on students, as teachers' beliefs about diverse students go unchecked and impact their practice with students. One way teacher preparation programs have sought to prepare teacher candidates to meet the diverse needs of students is through requiring a diverse field experience. This paper shares findings from a mixed-methods study that examined the influence of a diversity placement on elementary teacher candidates' personal and professional beliefs about diversity at a university in the Midwest United States. As a large, public university, Midwest University draws students from a wide variety of settings, from rural locations to dense urban communities. The majority of teacher candidates at Midwest University are from suburban and rural communities. Using a pre-/post- survey design, the researchers note two significant increases in participants' scores after the diversity placement. Additionally, qualitative data analysis from interviews provides a nuanced understanding of survey score changes. Three recommendations for teacher preparation programs are provided.
New Direction for Moral Education: Reconsideration of Moral Pluralism and Christian-Secular Moral Dualism
Author: Hasebe, Yuki
Date: 2021-00-00
Type: Journal Articles
Subjects: Moral Development,Moral Values,Christianity,Beliefs,Cultural Differences,Social Differences,Teaching Methods,Ethics,Catholics,Judaism,Parent Child Relationship,Decision Making,Definitions

Christian-secular moral dualism, the idea that Christians and secular people hold different moral values, is prevalent in our social views and moral education. This belief, however, does not correspond with the findings of current studies on people's moral perceptions. This article presents an empirically defined welfare/harm-based morality that stands across different cultures and personal-social diversities including religious beliefs. This domain of morality differs from social conventions and rules as well as virtuous acts (e.g., honesty), both of which are often classified as a part of moral quality in other literature on moral perceptions and traditional character/moral education. The article describes the reasons why moral pluralism and Christian-Secular moral dualism have been prematurely, yet widely supported in societies, followed by pedagogical suggestions for a new direction for further understanding of welfare-based morality per se, as well as Christian morality in the context of the universal moral principle.
On the Complexity of Solidarity between Parents and the Educational System in the Days of the COVID-19 Crisis
Author: Gusacov, Eran
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent School Relationship,COVID-19,Pandemics,Foreign Countries,Political Attitudes,Power Structure,Elementary Secondary Education,Parent Participation,Distance Education,Social Justice

I present here the normative argument that the role of the democratic-liberal state is to ensure solidarity between the public educational system and the parents of students, during routine times and during emergency times. I shed light on the weakness of the values of solidarity and equality, which have characterized the relations of the Israeli educational system and the parent population, especially during the COVID-19 crisis. Based on Michel Foucault's ideas, this article uses the productive-constructive possibilities of power that Foucault termed &quot;pastoral power&quot; for the creation of solidarity between the educational system and parents, especially during emergency period.
Values Education in Turkish Textbooks in Primary Education
Author: Demirgünes, Sercan
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Values Education,Elementary Education,Textbooks,Textbook Content,Turkish,Grade 2,Grade 3,Grade 4

Texts are indispensable tools used in a language teaching environment. They help students learn both implicitly and explicitly. This learning activity guides the future of the student. The individualization processes of memories that are combined together with qualified texts would be shorter and more qualified. There are many affective approaches and cognitive approaches in curriculum because raising individuals with adopted basic human values is a universal phenomenon that takes place in all the education programs. In today's teaching processes, along with data mining, opinion mining is also included in educational processes. Equipping the input in students' memories with positive poles (the literature used polar), in terms of value load, will directly lead to the observation of the positive affective behaviours in students. The learning outcomes under the title of education values in native language programs are basically a product of value load mining. This paper focuses on classifying the value loads of the words in the reading texts in the primary education of 7th and 8th grade Turkish textbooks as positive/neutral/negative. The study also attempts to determine the positive/neutral/negative value loads that the textbooks try to convey to the students. This study is a qualitative study and is structured with a document review method. Rapid Miner and MS Excel programs were used to acquire data, which was described in the context of value load that is transferred. With the results obtained, it can be concluded that, at the word level, the textbooks try to convey positive and negative values that are approximately the same ratio without using a certain systematic approach that would consider adjusting the text content for the grade levels.
Is There a Benefit to Upper Elementary Departmentalization? A District Level Analysis
Author: Wyss, Amity
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary Schools,Class Organization,Self Contained Classrooms,School Organization,Departments,Educational Benefits,Academic Achievement,Socioeconomic Status,Grade 4

The shift from the traditional self-contained classroom to the departmentalized classroom structure in upper-elementary classrooms is increasing as the pressure to maximize student outcomes is higher than ever for public schools. Teachers prefer departmentalization but findings as to its benefits for students are mixed. This study considers the relationship between classroom structure and student achievement and whether the relationship varies by student socio-economic status. Using fourth grade data from one school district in Florida, we use Ordinary Least Squares (OLS) regression and logistic regression to examine the relationship between departmentalization and three measures of student achievement based on the Florida Standards Assessment. The findings indicate a negative relationship between all three measures of student achievement and classroom structure with some variation by student socio-economic status.
Lack of High-Quality, Frequent Feedback Contributes to Low Success Rates for Community College Students
Author: Hankins, Amy
Date: 2022-00-00
Type: Journal Articles
Subjects: Community College Students,Feedback (Response),College Faculty,Barriers,Academic Achievement,Success,Teacher Behavior,Pedagogical Content Knowledge,Knowledge Level,Time,Faculty Workload,Student Attitudes,Negative Attitudes,Low Achievement

Most students who enter a community college never finish. In fact, &quot;fewer than four of every ten complete any type of degree or certificate within six years&quot; (Bailey et al., 2015). One reason for low success rates is the lack of high-quality, frequent feedback provided to students. Feedback has been shown to improve student learning and success. The purpose of this systematic literature review was to understand the root causes for the lack of productive, consistent feedback. To this end, traditional peer-reviewed research, public scholarship sources, and faculty perspectives were included in this literature review. One cause identified was the lack of comprehensive faculty training in pedagogy in general and in how to provide high-quality feedback specifically. Another reason was lack of time. Faculty who teach in community colleges typically have heavy teaching loads, along with service and other responsibilities that make it difficult to provide regular, high-quality feedback to students. Finally, many students have a negative perception of feedback and therefore, often ignore it. When students do not use feedback, faculty can determine that providing feedback is not a good use of their time. There is ample evidence in the literature that supporting faculty to provide high-quality feedback is effective for promoting students' academic success.
Onboarding Effects on Engagement and Retention in the IT Sector
Author: Walker-Schmidt, Wendi
Date: 2022-00-00
Type: Journal Articles
Subjects: Labor Turnover,Information Technology,Orientation,Program Effectiveness,Computer Software,Professional Personnel

Employee turnover is costly to businesses; replacing one employee costs 90-200% of the employee's annual salary (Allen, 2008; Cascio, 2006). Business leaders know that ineffective onboarding may be a component of the problem. This quasi-experimental study compares results from three annual cohorts of Associate Software Engineers who participated in a nine-month extended onboarding program (n = 184) and those who did not (n = 261). Specifically, this quasi-experimental study used a chi-square test to compare retention. The extended onboarding group had significantly higher one-year retention than the control group. The results of this study suggest that longer onboarding may be a solution for the human resource community regarding long-term engagement and retention.
Predictive Characteristics of Adequate Employment in Baccalaureate-Prepared Graduates
Author: Kiefer, Cynthia
Date: 2022-00-00
Type: Journal Articles
Subjects: Bachelors Degrees,College Graduates,Underemployment,Predictor Variables,Employment Level,Employment Potential,Experiential Learning,Extracurricular Activities,Academic Advising,Career Guidance,Work Experience,Majors (Students)

Underemployment, which occurs when baccalaureate degree holders are employed in occupations that do not require or fully use a college-level degree (Lederman, 2018), challenges the notion that a college degree alone adequately prepares a student for a satisfactory level of employment based on education level. During 2018 and 2019, the higher-ed capstone team conducted this study to identify predictive characteristics of underemployment among undergraduate alumni from a large, public, urban, Tier-1 research university. Although identifying underemployment characteristics was the primary impetus for the research, the team instead discovered three primary predictors of adequate employment from the analysis. Higher education institutions and policy leaders may be able to better ensure students gain employment, particularly during challenging economic times, by encouraging student participation in internships, extracurricular activities, and the selection of STEM majors.