ethanporcaro/eric-fulltext-meta huggingface dataset:
Practicing Response-to-Intervention Model: A Case of Leadership Practices
Author: Poon-McBrayer, Kim Fong
Date: 2018-00-00
Type: Journal Articles
Subjects: Response to Intervention,Leadership,Educational Practices,Foreign Countries,Comparative Education,Principals,Special Education,Educational Change,Inclusion,Data Analysis,Program Implementation,Semi Structured Interviews

With a focus on exemplary practices, this article described and analyzed a principal's understanding of the conceptual framework of the US-based response-to-intervention and his strategies to mobilize school staff to understand and practice the model to achieve effective inclusive education with the principles of whole schooling. This principal was one of the 16 principals who participated in an ongoing research project regarding the conceptualization of the 3-tier intervention model policy and the contextualization of its practices in Hong Kong. His practices have been chosen for elaboration because he was the only one to demonstrate a deep understanding of the RTI model's ultimate intentions, subsequently launching a more comprehensive approach to mobilize school staff and to practice effectively. This article began with a comparison between the conceptual background of the US-based RTI model and Hong Kong's 3-tier intervention model, followed by the delineation of this principal's practices based on his interview and those of his special educational needs coordinator and teachers. Implications for school reform policies and practices across settings were discussed.
Investigating Factors Influencing Mathematics Teaching Performance: An Empirical Study
Author: Pardimin
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Teachers,Likert Scales,Questionnaires,Teacher Competencies,Knowledge Level,Teacher Attitudes,Teaching Skills,Beliefs,Certification,Planning,Lesson Plans,Teacher Characteristics,Statistical Analysis

This study aims to explore the factors influencing teaching performance in mathematics. With the sample 306 mathematics teachers in Yogyakarta region, Indonesia selected by the balanced random sampling technique, the data collection was employed done using the Likert Scale questionnaire instrument with validity and reliability. The finding of this study would be viewed from the theoretical and practical perspectives in which theoretically it supports the Indonesian government regulation in providing teaching services within educational system. The result revealed there are five core potentials in assisting the teaching performance. Those are knowledge, attitude, skills, beliefs of mathematics and certification. It can be reflected by the lesson planning construct, learning procedure and the connection between personalities in the sense that constructs the relation to other subjects, education and curriculum, and teaching and education. Towards pedagogical, professional, personal and social skills, this initiative refers to strengthen the beliefs construct among knowledge, education and self-confidence in assisting the teaching performance.
Diseases, Doctors, and Divas: Cultivating Reflective Capacity in Preclinical Medical Students through a Critical Examination of Opera
Author: Levin, Scott R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Medical Schools,Medical Education,Opera,Interdisciplinary Approach,Field Trips,Emotional Response,Physician Patient Relationship,Stereotypes,Social Attitudes,Physicians,Patients,Diseases,Reflection,Student Surveys,Course Evaluation,Student Attitudes

Objectives: The humanities, including narrative arts, are a valuable tool to foster reflection for professionally competent clinical practice. Integrating such study into traditional medical school curricula can prove challenging. A preclinical elective on opera and medicine was developed and piloted at the Warren Alpert Medical School of Brown University for pre-medical and medical students to foster reflective capacity supporting professional identity formation. Methods: Interdisciplinary faculty from the departments of arts and sciences conducted nine facilitated discussion sessions. A field trip to the Metropolitan Opera, NY complemented students' operatic studies. Students were asked reflection-inviting questions concerning their emotional response to operatic scenes, characters, and physician-patient interactions throughout the course and given opportunities to discuss how opera reflects and reinforces stereotypes and societal stigma of patients, diseases, and physicians. A final reflective paper prompted analysis of more and less successful patient-provider interactions, exploring how students felt about these relationships, and drawing conclusions about how they would like to ideally act in the future. Formative feedback was provided using a reflection rubric. Results: Course evaluations demonstrated that sessions were well received. Students' qualitative comments described the influence of the course on the development of their professional identities, as well as the potential impact on their future careers as physicians. Lessons learned and future directions are suggested. Conclusions: This novel curriculum can serve as a model for using opera to enhance reflection and foster professional identity formation at other health profession and liberal arts institutions.
Exploring Moments of Agency for Girls during an Engineering Activity
Author: Svarovsky, Gina Navoa
Date: 2018-00-00
Type: Journal Articles
Subjects: Females,Disproportionate Representation,Engineering Education,Parent Child Relationship,Museums,Qualitative Research,Video Technology,Interests,Design,Mothers,Fathers,Academic Persistence,Parent Role,Exhibits,Children,Interaction,Early Adolescents

The persistent underrepresentation of women in engineering continues to be a complex and difficult challenge. The interactions of young women and their parents during early, family-oriented engineering design experiences can provide girls with opportunities to express agency during an engineering activity, which can ultimately contribute to the development of sustained interest and self-efficacy in engineering. However, few studies have examined these parent-child interactions to date, and none have specifically focused on moments when girls express agency during an engineering design process. In this paper, we examine one such setting: a museum exhibit that engages visitors in engineering design activity. A qualitative content analysis was performed on transcripts from a total of 39 family groups videotaped at the exhibit, each involving a daughter between the ages of 5-12 and at least one parent. Qualitative codes describing the ways children expressed agency and led interactions with their parents included &quot;directing&quot;, &quot;proposing design ideas&quot;, and &quot;asking questions&quot;. Interestingly, the analysis also suggests that the young women in this study tended to direct their mothers more than their fathers. Although focused specifically on parent-child interactions, this study can inform both formal and informal engineering educators who engage young students in engineering activities.
Examining the Links between Parents&apos; Relationships with Reading and Shared Reading with Their Pre-School Children
Author: Levy, Rachael
Date: 2018-06-00
Type: Journal Articles
Subjects: Preschool Children,Parent Child Relationship,Reading Strategies,Parents,Reading Habits,Reading Attitudes,Parent Role,Urban Areas,Foreign Countries,Semi Structured Interviews,Grounded Theory,Qualitative Research

While much is known about the benefits of shared reading activity for children, and the role of the home in cultivating shared reading practices far less is known about the factors that can influence parents' shared reading practices with their children. Given that many young people leave school with poor relationships with reading, this study explores the links between parents' own relationships with reading and the shared reading they practice with their own children in the home. Drawing on deep-level interview data, this paper presents data from six parents of pre-school children, who reported that they have had a poor personal relationship with reading. These parents all developed positive shared reading relationships with their children, however the importance of this study lies in understanding the interplay between these reading relationships. The data strongly suggested that the construct of 'reading' was very different from the ways in which reading had previously been defined for these participants. Reading, within a shared reading context, was seen as a very flexible construct which included activities such as talking and telling stories. In some cases, parents' own relationships with reading seemed to improve. Implications for intervention with other families are discussed.
From Deficit Thinking to Counter Storying: A Narrative Inquiry of Nontraditional Student Experience within Undergraduate Engineering Education
Author: Minichiello, Angela
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Nontraditional Students,Transfer Programs,College Transfer Students,Evening Programs,Universities,Campuses,Personal Narratives,Self Concept,Social Bias,Occupational Aspiration,Educational Experience,Disadvantaged,Academic Ability,Multicampus Colleges,Qualitative Research,Inquiry

This paper reports on narrative inquiry research conducted with nontraditional undergraduates as they pursued a common goal of becoming engineers. Participants were enrolled in a two-year engineering transfer program offered in the evenings, via synchronous broadcast distance instruction, by a public, land-grant university situated in the western United States. The purpose of the research was to understand the experiences of nontraditional students during the two-year program, which they accessed at regional campuses within or near their local communities, and later as they transitioned to the four-year university campus located in another city away from these communities. In this paper, personal, social, and institutional tensions, arising from instances of deficit thinking and emerging from within the participants' lived and told stories, are identified and examined. Despite deep, personal reactions to the bias they experienced, participants overcame perceptions of personal deficiency to pursue and achieve their goal of becoming engineers. Participant counter stories further revealed ways in which their unique life experiences alternately served to enhance and deepen their engineering education.
Exploring Academic Performance Paths and Student Learning Strategies in a Large Foundational Engineering Course
Author: Grohs, Jacob R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Learning Strategies,Engineering Education,Course Content,Multivariate Analysis,Problem Solving,Mechanics (Physics),Online Surveys,High Stakes Tests,Comparative Analysis,Peer Relationship,Educational Practices,Large Group Instruction,Student Surveys,Student Attitudes,Undergraduate Students,Study Habits,Time Management,Science Tests,Science Achievement,Statistical Analysis

Situated in the second year of an engineering curriculum, undergraduate engineering mechanics courses represent a significant barrier to persistence in engineering. This study seeks to inform and improve these educational environments by examining academic performance paths over time in a course and explore how students in each path compare in the learning strategies they employ to engage with course content. Through online surveys, we gathered data on self-reported time spent engaging with course content before high-stakes testing in four large sections of a Statics course that were all taught by the same instructor. Cluster analysis identified groups exhibiting distinct performance paths, and one-way Welch's F-tests with post-hoc comparisons explored differences between these clusters based on time spent engaging with course content through specific learning strategies. Differences across performance clusters were found primarily in the ways in which students spent time rather than total time spent. Solving problems independently was a strategy employed significantly more often by the highest-performing cluster of students. In contrast, a group of unsuccessful students in the course spent comparably less time solving problems independently but comparably more time solving problems with peers. From these results, we suggest how leveraging these findings might impact educational practice and guide future research.
&quot;Just Put It Together to Make No Commotion:&quot; Re-Imagining Urban Elementary Students&apos; Participation in Engineering Design Practices
Author: Wright, Christopher G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,African American Students,Urban Education,Student Participation,Engineering,Design,Student Attitudes,Participative Decision Making,Risk Management,Self Concept,Phenomenology,Semi Structured Interviews,Observation

In the growing field of K-12 engineering education, there is limited research that highlights the experiences of youth from historically marginalized communities within engineering learning environments. This study offers insights into the ways in which two groups of elementary school students constructed approaches for participating in the engineering design practice of collaborative reflective decision-making. Findings suggest that students conceptualized urban, engineering learning environments as spaces for risk management. This notion of managing risks informed their participation in collaborative decision-making, and the ways in which they viewed themselves as doers of engineering. Implications for this study include the continued need for the development of methodologies and frameworks that provide opportunities to uncover these potential risks, and design supports for student participation in engineering design practices.
Seeing the World through Words: A Student Writer&apos;s Journey toward Developing Her Own Voice
Author: Chen, Vicky
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Skills,Skill Development,Longitudinal Studies,Elementary School Students,Grade 5,Twins,Visual Impairments,Journal Writing,Poetry,Writing Assignments,Fiction,Cartoons,Novels,Writing (Composition),Student Attitudes,Student Motivation,Personal Narratives,Play,Thinking Skills,Learning Theories,Imitation,Language Rhythm

This paper is a self-study that uses the lens of Vygotsky's four phases of sign acquisition to examine one student writer's development of voice through writing produced from 5th grade through her second year of graduate school (17 years). Growing up as a twin--and as a visually impaired individual--the author learned how to use the written word to help her imagine those aspects of the world that she could not physically see. Through excerpts from journal entries, planning documents, short stories, long fiction, poetry, school assignments, and fanfiction she traces her growth as a writer within the shifting context of experiences within and outside of school. Her sensitive exploration of varied sources of motivation and inspiration, along with her own changing attitudes towards and beliefs about writing, provide the reader with fresh insight into all that goes into one's development as a writer.
Public Libraries as Sites of Collision for Arts Education, the Maker Movement, and Neoliberal Agendas in Education
Author: Lakind, Alexandra
Date: 2017-00-00
Type: Journal Articles
Subjects: Public Libraries,Conflict,Art Education,Shared Resources and Services,Neoliberalism,Politics of Education,Discourse Analysis,Learning Theories,Alignment (Education),Librarian Attitudes,Ethnography,Faculty Development,Workshops,Data Analysis,Semi Structured Interviews

In recent years, the concept &quot;making&quot; has been claimed by &quot;The Maker Movement.&quot; While making offers great potential (and resources) for art integration in informal learning sites, maker discourse is often intertwined with a neoliberal mission. For example, movement leaders glorify Steve Jobs and hark on the myth that hobbies can be transformed into wealth-generating endeavors. As art-making activities in informal learning setting across the U.S. intersect with the maker movement, prominent learning theories that contradict this neoliberal philosophy may be repurposed or disremembered. Constructionist learning will require a continued commitment to a notion of learning by doing, &quot;rather than acquiring theoretical precepts for subsequent application&quot; (Ingold, 2013, p. 52). This article examines research from a multi-year empirical study of a Public Library system's arts-based maker program. It provides a rich example of how discourse around making fits into learning in arts education, showcasing instances when neoliberal ideology collides with contradictory theories regarding how and why people learn and make. First, this paper will introduce the reader to the maker movement in education and review literature on making, learning, and neoliberalism. Secondly, I analyze the discourse of public librarians who implement the arts programming and suggest possible implications for how learning through the arts can be undermined by neoliberalism. And, finally, this article proposes a view of making that does align with arts education that embraces dispositional, constructionist, and post-modern/new materialist approaches to learning: Making as the reciprocal relationship between maker, material, tools, skill, and intention.
Writing Poems from Idea Bundles
Author: Leigh, S. Rebecca
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing (Composition),Poetry,Writing Instruction,Writing Strategies,Qualitative Research,Preservice Teachers,Picture Books,Reading Aloud to Others,Visual Aids,Questionnaires,Classroom Communication,Multimedia Materials

In this three-month qualitative study, 36 pre and in-service teachers were invited to create and write poems from four idea bundles (e.g., the mixed bundle, the verbal bundle, the visual bundle, and the arranged bundle) in response to four picture book read alouds that address themes of abandonment (Wild, 2006), homelessness (Wild, 2007), togetherness (Woodson, 2015), and renewal (Tan, 2010). Bundles included a variety of visual and print media (e.g., photographs, art, magazines, newspapers, sheet music, books, greeting cards), used to enhance literacy experiences in writing poems. The purpose of the study was to investigate how different visual and verbal media support students in their efforts to write poems. Analysis of 136 idea bundles, poems, questionnaires, and class discussion on read alouds as they related to students' writing suggest that idea bundles provided a meaningful pathway for supporting students' efforts to write vivid and descriptive poems.
Conceptual Change in Science Teaching and Learning: Introducing the Dynamic Model of Conceptual Change
Author: Nadelson, Louis S.
Date: 2018-06-00
Type: Journal Articles
Subjects: Science Instruction,Scientific Concepts,Teaching Methods,Educational Research,Models,Holistic Approach,Concept Formation,Learning Processes,Social Influences,Cultural Influences,Epistemology,Self Determination

Conceptual change can be a challenging process, particularly in science education where many of the concepts are complex, controversial, or counter-intuitive. Yet, conceptual change is fundamental to science learning, which suggests science educators and science education researchers need models to effectively address and investigate conceptual change. Consideration of the current research and extant models of conceptual change reflect a need for a holistic, comprehensive, and dynamic model of conceptual change. In response, we developed the Dynamic Model of Conceptual Change (DMCC), which uses multiple lines of research that explore the variables influencing conceptual change and the dynamic interactions that take place during the conceptual change process in science teaching and learning. Unique to the DMCC is the potential for iterations, regression, enter and exit points at various stages of the conceptual change process, and the influences of message recognition, message engagement and processing, and the nature of the resulting conceptual change. The DMCC contains elements from extant models along with previously un-emphasized influential conceptual change variables such as culture, society, attitude, practices, and personal epistemology. We constructed the DMCC to provide science educators and researchers a more holistic framework for exploring conceptual change in science instruction and learning.
Spies and Security: Assessing the Impact of Animated Videos on Intelligence Services in School Children
Author: Díaz-Fernández, Antonio M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Animation,Video Technology,National Security,Foreign Countries,Stereotypes,Student Attitudes,Elementary School Students,Secondary School Students,Questionnaires,Pretests Posttests,Instructional Effectiveness,Knowledge Level,Instructional Films

Making the work of security organizations known to school children is a means of mitigating feelings of insecurity provoked by the diffusion of information on terrorist attacks in communications media and through social media. Whilst there is a longer tradition of projects to educate school children on the police and the armed forces, no comparable projects have been found on the intelligence services. With the objective of filling this gap, the authors designed and produced two animated educational videos for Spanish school children on the Spanish intelligence service: The National Intelligence Center (CNI). In this paper, the impact of the videos is measured in relation to the knowledge, the stereotypes, and the attitudes of school children towards the CNI. To do so, two questionnaires were administered to 1,092 school children aged 8 and 12, before and after viewing the videos. The results of the questionnaire prior to screening the videos showed that the school children held no knowledge of the intelligence services, and expressed highly developed stereotypes, and moderately negative attitudes towards them. Student-t tests for related samples were used to confirm the responses, on the basis of which it was found that the videos modified both knowledge and stereotyping, as well as attitudes towards the CNI. Specifically, following the screenings the knowledge of the school children improved, stereotyping diminished, and positive attitudes increased.
Leadership Development for High School Students in a Summer Performing Arts Program
Author: LeMire, Steven D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Leadership Training,High School Students,Summer Programs,Art Education,Program Evaluation,Student Surveys,Student Attitudes,Effect Size,Cooperative Learning,Program Effectiveness,Financial Support,Theater Arts,Self Esteem,Leadership

The purpose of this study was to evaluate a summer performing arts (SPA) program using elements of a servant leadership model to assess potential impacts of a SPA program on leadership skills development. High school students enrolled in a SPA program were given both a pre- and post-survey that included leadership questions. There was a growth in all five servant leadership factors with an overall standardized effect size of d = 0.48. The largest growth was for enabling others to take action through cooperation. Summer performing arts programs can positively impact student servant leadership abilities. The idea of youth leadership education may resonate with community business leaders when it comes to funding support for summer arts activities.