ethanporcaro/eric-fulltext-meta huggingface dataset:
Identifying Students&apos; Conceptions of Basic Principles in Sequence Stratigraphy
Author: Herrera, Juan S.
Date: 2013-02-00
Type: Journal Articles
Subjects: Geology,Scientific Concepts,Knowledge Level,Majors (Students),Semi Structured Interviews,Grounded Theory,Science Process Skills,Familiarity,Qualitative Research,College Students

Sequence stratigraphy is a major research subject in the geosciences academia and the oil industry. However, the geoscience education literature addressing students' understanding of the basic concepts of sequence stratigraphy is relatively thin, and the topic has not been well explored. We conducted an assessment of 27 students' conceptions of four central principles of sequence stratigraphy. Ten juniors, 15 seniors, and two graduate-level students were enrolled in undergraduate stratigraphy courses at three research-intensive universities in the midwestern United States. Fifty percent of students were majoring in geology and forty percent in environmental geosciences. Data collection methods included semistructured (videotaped) interviews, which were conducted after the sequence stratigraphy lectures. Using constant comparative analysis, we documented students' conceptions about eustasy, relative sea level, base level, and accommodation. Results indicated that students poorly integrated temporal and spatial scales in their sequence stratigraphic models, and that some alternative conceptions are more deeply rooted than others, especially those related to eustasy and base level. Additionally, students frequently omitted subsidence as another controlling factor on accommodation. Other findings indicated a low level of familiarity with the classic marginal marine profile and associated sedimentary structures. This study documents the most critical concepts likely to be resistant to conceptual change through instruction in sequence stratigraphy.
From Prescribed Curriculum to Classroom Practice: An Examination of the Implementation of the New York State Earth Science Standards
Author: Contino, Julie
Date: 2013-02-00
Type: Journal Articles
Subjects: Earth Science,National Standards,State Standards,Core Curriculum,Educational Innovation,Standardized Tests,Questionnaires,Test Preparation,Alignment (Education),Science Curriculum,Secondary School Teachers

In New York State (NYS), Earth science teachers use the &quot;National Science Education Standards&quot; (NSES), the NYS &quot;Learning Standards for Mathematics, Science and Technology&quot; (NYS Standards), and the &quot;Physical Setting/Earth Science Core Curriculum&quot; (Core Curriculum) to create local curricula and daily lessons. In this study, a purposeful sample of experienced and innovative teachers provided insight on how NYS Earth science teachers organize their scope and sequences, align their lessons with the State standards-based documents, establish internal lesson coherence, and prepare their students for the state assessment, the Physical Setting/Earth Science Regents Examination (Regents Exam). Teachers provided responses to a questionnaire regarding their scope and sequence and typical lessons they teach for each unit. These data were then reviewed by the first author as well as by a team of Earth science education experts. Teachers' scope and sequences were well aligned with the Core Curriculum and Regents, but misalignment was found between their lessons and the Core Curriculum as well as between the stated objectives for their students and evaluation of those objectives. The insights gained from this analysis of the NYS system could be helpful to other states as they move toward increased standards-based Earth science curricula. Among other suggestions, it is recommended that the Core Curriculum be revised to emphasize alignment principles and more opportunity be provided for teacher professional development focused on alignment issues relative to the state standards and enhanced internal lesson coherence.
Increasing In-Service Teacher Implementation of Classroom Management Practices through Consultation, Implementation Planning, and Participant Modeling
Author: Hagermoser Sanetti, Lisa M.
Date: 2018-01-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Classroom Techniques,Evidence Based Practice,Program Implementation,Program Development,Program Effectiveness,Intervention,Barriers,Student Behavior,Behavior Problems,Modeling (Psychology),Fidelity,Elementary School Teachers,Elementary School Students,Suburban Schools,Public Schools,Check Lists,Child Behavior,Teacher Surveys,Likert Scales,Interviews,Observation,Data Analysis,Validity

Numerous evidence-based classroom management strategies to prevent and respond to problem behavior have been identified, but research consistently indicates teachers rarely implement them with sufficient implementation fidelity. The purpose of this study was to evaluate the effectiveness of implementation planning, a strategy involving logistical intervention implementation planning and identification of implementation barriers, and participant modeling, a strategy involving didactic and in vivo intervention training, on teachers' implementation of an evidence-based classroom management plan. A randomized multiple treatment embedded within a multiple baseline design across participants was used to assess (a) teachers' adherence to the classroom management plans and quality of implementation and (b) student disruptive behavior in the classroom immediately and at follow-up. Results indicated that teachers' adherence and quality increased with both implementation planning and participant modeling, but these improvements were not fully maintained at 1- and 2-month follow-up. A similar pattern in student disruptive behavior was also observed. These findings highlight the need for ongoing implementation support for behavioral interventions in schools. Implications for future research and practice are discussed.
Utilizing Xenarthra (Tree Sloth, Anteater, Armadillo, Ground Sloth, Glyptodont, and Pampathere) Cranial Material to Evaluate Students&apos; Understanding of This Thing Called Science
Author: Shaw, Barbara J.
Date: 2012-11-00
Type: Journal Articles
Subjects: Achievement Gap,National Competency Tests,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Science Process Skills,Misconceptions,Pretests Posttests,Memorization,Observation,Animals,Science Instruction,Achievement Tests,Elementary Secondary Education,Foreign Countries,Science Tests,International Assessment,Mathematics Tests,Science Achievement,Mathematics Achievement,Transfer of Training,Standardized Tests,Gender Differences,Racial Differences,Ethnicity,Age Differences,Socioeconomic Status,Statistical Analysis

Two-thirds of U.S. citizens do not understand the scientific process. There is a clear misunderstanding about what science is--and is not--both in our society and in the classroom. Furthermore, students below basic proficiency are locked into an achievement gap. In response, the No Child Left Behind Act was passed in 2001. Since then, there has been some progress in decreasing the achievement gap. However, according to The Nation's Report Card, 34% of fourth grade and 43% of eighth grade students sampled by the National Assessment for Educational Progress still fall below a basic level of proficiency in science. To evaluate what is misunderstood about the scientific process, third through eighth graders were guided to discern science from pseudoscience, and form testable questions by using 45 animal skulls and design experiments, and to then collect and analyze data to answer their questions based on the graphs they developed. They were given a pre-assessment at the beginning and a postassessment the end of a 12-h unit to determine changes in learning. These data were analyzed by a paired Student's &quot;t&quot;-test. The results show that students gained significantly in memorizing facts and making objective observations about xenarthrans. Students were not able, however, to transfer the skills gained to make objective observations about dinosaurs. In addition, they had difficulty differentiating between scientific questions (objectively testable) from nonscience questions.
Informal Educational Strategies in Teaching Geosciences When Formal Courses Are Unavailable: The Experience of Aulagea in Buenos Aires, Argentina
Author: Sellés-Martínez, José
Date: 2013-02-00
Type: Journal Articles
Subjects: Informal Education,Educational Strategies,Geology,Universities,Foreign Countries,Educational Policy,Astronomy,Meteorology,Political Influences,Political Attitudes,Science Programs,Program Descriptions,Earth Science,Outreach Programs,Hands on Science,Science Activities,Elementary Secondary Education

The presence of geosciences in the curriculum of primary and secondary schools in Argentina has been highly dependent on educational policies that change frequently under political circumstances. Subjects related to geology, geophysics, meteorology, and astronomy make their appearance and disappear under the influence of educational initiatives that shift focus under changing political circumstances. This paper briefly refers to the evolution of the process in recent decades and describes the efforts made by the Department of Geological Sciences of the University of Buenos Aires to cope with the situation. In 1998, the Department established a science popularization program, AulaGEA (&quot;geo-classroom&quot; in English), with the goal of helping preuniversity students, teachers, and the general public acquire basic knowledge of the geosciences. This was accomplished through different activities and initiatives that are presented here with the hope that they can be useful and inspiring to others working in educational environments that pose similar challenges to geosciences education.
Navigating Deep Time: Landmarks for Time from the Big Bang to the Present
Author: Delgado, Cesar
Date: 2013-02-00
Type: Journal Articles
Subjects: Time,Undergraduate Students,Pretests Posttests,Accuracy,Earth Science,Science Instruction,College Science,Concept Formation,Semi Structured Interviews,Questionnaires,Statistical Analysis

People make sense of the world by comparing and relating new information to their existing landmarks. Each individual may have different landmarks, developed through idiosyncratic experiences. Identifying specific events that constitute landmarks for a group of learners may help instructors in gauging students' prior knowledge and in planning instruction that helps students build additional landmarks events. This paper proposes an operationalized definition for collective landmarks based on importance, accuracy, and precision. Including precision in the definition allows landmarks to be characterized for a group rather than an individual. This study evaluated the ability of undergraduate students in an interdisciplinary course to estimate scales of time related to major cosmological, geological, and historical events. Individual students responded to replicate questions in different formats with the same answers, indicating the testing format was valid. The students' estimates were then used to determine collective landmarks. The number of collective landmarks increased between the pretest and posttest. Collective landmarks included extremely ancient events (Big Bang, formation of the solar system) or relatively recent ones (Cold War, the age of empires, emergence of nation states). Intermediate events had low accuracy, low precision, or both. These data indicate that lecture courses can teach students collective landmarks for time. Because landmarks can be learned, geoscience programs might consider coordinated planning of key landmarks to be introduced at different stages of their academic programs.
Creativity Assessment in the Context of Maker-Based Projects
Author: Lille, Benjamin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Preservice Teachers,Preservice Teacher Education,Creativity,Active Learning,Student Projects,Scoring Rubrics,Design

Creativity is a key competence in 21st century education. Among the active learning pedagogies which aims to develop creativity, learning by making is an emerging approach in which the students are engaged in the co-creation of a shared artefact. In this study, we aim to analyse the creativity competency through a maker-based projects. #SmartCityMaker project aims to design and to build a smart city model. We analyse the creativity competency through a rubric-based assessment and discuss the opportunities of creative project-based challenges in the development of creativity in maker-based projects in Higher Education.
Australia&apos;s City Food Bowls: Fertile Ground for Investigating Biomes and Food Security
Author: Carey, Rachel
Date: 2017-00-00
Type: Journal Articles
Subjects: Food,Security (Psychology),Units of Study,Secondary School Students,Foreign Countries,National Curriculum,Geography Instruction,Water,Natural Resources,Case Studies,Climate,Change,Environmental Education,Agricultural Production,Metropolitan Areas,Sustainability

Australia's major state capitals are surrounded by highly productive food bowls, which are an important source of fresh foods for their growing populations. These food producing biomes are a rich resource for investigating key themes related to Biomes and food security, one of two Year 9 units of study in the Australian Curriculum: Geography. This paper draws on case studies of Melbourne and Sydney to explore challenges to food production in Australia's city food bowls. These challenges include population growth, urban sprawl, water scarcity and the impacts of climate change. We explore the implications of these challenges for the food security of Australia's urban populations, and we highlight the potential for emerging research findings about the significance of these food producing biomes to engage students with key themes of the Year 9 Biomes and food security unit.
Adult Hispanic ESL Students and Graded Readers
Author: Martinez, Liza E.
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Mixed Methods Research,Reading Attitudes,Student Attitudes,Vocabulary Skills,Language Tests,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Community Colleges,Two Year College Students,Journal Writing,Reading Comprehension,Positive Attitudes,Sustained Silent Reading,Reading Materials,Instructional Effectiveness,Scaffolding (Teaching Technique)

This study examined the extent to which graded readers vis-à-vis scaffolded silent reading (ScSR) resulted in increased vocabulary, reading comprehension, and a positive attitude toward reading. A mixed-methods study was administered to two upper-intermediate adult ESL classes at a community college in southwestern Arizona. Both groups took The Vocabulary Size Test and TABE Complete Language Assessment System-English. The treatment group selected and read graded readers, met individually with the instructor, and kept a journal; in addition, several students from the treatment group were interviewed at the beginning and end of the study. Descriptive statistics were used on the pre- and posttests. The findings were promising and showed some growth in vocabulary and reading comprehension for both the treatment and control groups. Furthermore, participants of the treatment group expressed a positive attitude toward reading graded readers through scaffolded silent reading. As a result, this study demonstrated that graded readers used with scaffolded silent reading show promise with this student population.
Rediscovering the Teaching of Geography with the Focus on Quality
Author: Lambert, David
Date: 2017-00-00
Type: Journal Articles
Subjects: Geography,Geography Instruction,Teacher Effectiveness,Foreign Countries,Elementary Secondary Education,Social Studies

This paper arises from the Keynote we co-delivered at the 2017 AGTA Conference in Melbourne. In the paper, we outline the main theoretical resources that underpin the GeoCapabilities project (www.geocapabilities.org). This project has sought to engage teachers and teacher educators in geography with the principles of &quot;curriculum leadership&quot; in order to realise and release the power of geography as a component of the school curriculum. Critics of the project have argued that it over-claims on geography, and offers little more than preaching to the converted--a means of justifying geography to those already convinced of its value in education. However, in the paper we also advance the case that the capabilities approach may well have potential in helping non-specialist teachers grasp ways of interpreting standards and curriculum guidelines, as it requires that they first contextualise the educational needs of children today, and then reflect on the purposes and value of geographical thought and practice. After exploring these issues, geography teachers will, in theory, be better able to consider what it is they should teach, and then to think carefully about pedagogic techniques that are fully fit for purpose.
Teaching for Sustainability: The Role of (Benefit) Corporations
Author: van Tol, Jason
Date: 2017-00-00
Type: Journal Articles
Subjects: Sustainability,Geography Instruction,Business Education,Sustainable Development,Teaching Methods,Corporations,Comparative Analysis,Curriculum Research,Operations Research,Organizational Theories,Corporate Support,Role Perception,Foreign Countries

This article explores the role that corporations can play in the creation or failure of a sustainable society. A review of the concept of sustainability in the Australian Curriculum: Geography is made and then linked to a comparison of the legal framework guiding business activities of traditional corporations and those of B Corporations, which are guided by their own separate legislation. Business activities of a particular B Corporation in Australia, and other profit-oriented businesses in the same sector of the economy, are then compared in terms of four earth functions listed in the Australian Curriculum to determine if one is more sustainable than the other. This comparison concludes that the B Corporation is more sustainable than a traditional profit-oriented corporation in several respects, though it is not sustainable absolutely. The example explored is linked to curriculum outcomes and suggestions are made as to how teachers might apply this content and analysis when teaching for sustainability in their own classes.
Building Self-Efficacy, Strategy Use, and Motivation to Support Extensive Reading in Multilingual University Students
Author: Lipp, Ellen
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Reading Strategies,Multilingualism,Student Attitudes,Reading Material Selection,Recordkeeping,English (Second Language),Second Language Learning,Second Language Instruction,Pilot Projects,Metacognition,Student Surveys,Academic Discourse,Independent Reading,College Freshmen,Student Motivation

This pilot study examined multilingual university students' willingness to engage in voluntary extensive reading (ER) of books after they received training. The research questions were whether training appeared to promote self-efficacy, motivation for the task, use of metacognitive strategies, and independent reading. University freshmen in an ESL reading and writing course participated in the project. The ER training included: (a) framing the ER task through stories of struggle and emotional appeal, and (b) introducing independent reading strategies. Surveys were used to collect data. Findings showed that students had beliefs of self-efficacy related to English book reading after the training, and they made considerable progress in their voluntary reading by the end of the course. The strategies that students found most helpful were selecting books for themselves, keeping records of their progress, and staying focused. Participants anticipated that ER would help them with academic literacy.
Coursework for Promoting Teaching and Learning
Author: Kandamby, G. W. T. C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instruction,Attendance,Course Content,Civil Engineering,Learning,Educational Environment,Performance,Teaching Methods,Feedback (Response),Questionnaires

Teaching is to be amalgamated with learning environment where students attend work with interest. Coursework was designed and conducted for Quantity Surveying module from 2014 as a study and found that it has supported for promoting teaching and learning. It was revealed that encouragement made only for attendance is not sufficient to obtain high performance. With developed coursework in 2016, students have obtained high marks for yearend paper reaching to grades A and B by 35% and 46% respectively. In addition, more than 82% of students have expressed that the method conducted was at good level. High impact obtained in 2015 and 2016 may be due to the experience gathered by the teacher in implementing this method continuously and therefore this coursework benefited not only to the students but also to the teachers as both parties are able to achieve their objectives with high performances.
Applied Epistemology and Understanding in Information Studies
Author: Gorichanaz, Tim
Date: 2017-12-00
Type: Journal Articles
Subjects: Information Science Education,Epistemology,Hermeneutics,Literature Reviews,Fundamental Concepts,Data,Information Services,Learning,Educational Philosophy,Educational Practices

Introduction: Applied epistemology allows information studies to benefit from developments in philosophy. In information studies, epistemic concepts are rarely considered in detail. This paper offers a review of several epistemic concepts, focusing on understanding, as a call for further work in applied epistemology in information studies. Method: A hermeneutic literature review was conducted on epistemic concepts in information studies and philosophy. Relevant research was retrieved and reviewed iteratively as the research area was refined. Analysis: A conceptual analysis was conducted to determine the nature and relationships of the concepts surveyed, with an eye toward synthesizing conceptualizations of understanding and opening future research directions. Results: The epistemic aim of understanding is emerging as a key research frontier for information studies. Two modes of understanding (hermeneutic and epistemological) were brought into a common framework. Conclusions: Research on the concept of understanding in information studies will further naturalistic information research and provide coherence to several strands of philosophic thought.