ethanporcaro/eric-fulltext-meta huggingface dataset:
Prospective Teachers&apos; Representations on the Concept of Force
Author: Martini, Berta
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Physics,Scientific Concepts,Concept Formation,Misconceptions,Freehand Drawing,Undergraduate Students,Elementary Education,Motivation,Pedagogical Content Knowledge,Foreign Countries

We present a study on teacher education and, in particular, on Physics. Our assumption is that General Didactics and Disciplinary Didactic constitute two fundamental components of teachers' professional development and therefore both must be used to interpret didactic phenomena adequately. This research involves a sample of 274 prospective teachers, enrolled in the Primary Education Sciences degrees in three Italian Universities (Milano Bicocca, Udine, Urbino). It concerns the study of the spontaneous representations produced by students to foster understanding of the force concept and on the reasons given to motivate their effectiveness on an educational level and disciplinary one. The research tools and methods were developed by crossing the literature of General Didactics and Physics Education, identifying analytical categories that emerge from two different and complementary perspectives. In the broad spectrum of students' conceptions, given by this double perspective, some aspects stand out: most of the representations do not include the representation of the forces at play, but rather imply a precise didactic approach inherent to the concept of force. This is confirmed by the analysis of the didactic and disciplinary motivations, in which a frequent identification of the two types of motivations emerges.
Enrichment and Gifted Education Pedagogy to Develop Talents, Gifts, and Creative Productivity
Author: Reis, Sally M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Enrichment Activities,Gifted Education,Academically Gifted,Children,Talent Development,Creativity,Student Interests,Educational Strategies,Individualized Instruction,Acceleration (Education),Active Learning,Student Projects,Interdisciplinary Approach,Reading Instruction,Elementary Secondary Education

Providing challenging and engaging learning opportunities is one way to motivate students to learn. In this article, we discuss the contributions of the gifted education field to the development of enrichment pedagogy and identify several different types of these engaging instructional strategies, including interest-based learning pedagogy, differentiation and curriculum compacting, project-based learning, open-ended choice, and the application of creative productivity to students learning. We identify this specialized pedagogy and give examples of how these exciting pedagogical strategies can be implemented in classrooms and by enrichment specialists and school counselors, both for academically talented and for all students. We conclude with a brief overview of research that demonstrates longitudinal benefits for students who are exposed to this type of teaching, suggesting positive outcomes.
An Initial Investigation into the Feasibility of the Communication Matrix Professional Development Program for Educational Professionals Working with Students with Complex Communication Needs
Author: Quinn, Emily D.
Date: 2021-10-00
Type: Journal Articles
Subjects: Professional Development,Speech Language Pathology,Allied Health Personnel,Individualized Education Programs,Online Courses,Program Evaluation,Pretests Posttests,Language Impairments,Communication Disorders,Severe Disabilities,Expressive Language,Vocabulary Skills,Communities of Practice,Measures (Individuals),Educational Objectives,Intervention,Scores,Guides,Correlation,Elementary School Teachers,Middle School Teachers,High School Teachers,Special Education Teachers

Purpose: The goal of this study was to investigate the initial feasibility of the Communication Matrix Professional Development Program (CMPDP), an online program created to help educational professionals teaching students with complex communication needs. Method: A one-group pretest-posttest design was employed with 102 educational professionals and their students with complex communication needs. Students (M[subscript age] = 12.5 years, SD = 4.8 years) had severe expressive communication impairments characterized by an expressive vocabulary of &lt; 10 words. The online CMPDP included webinars, coursework, and engagement with an online community of practice. We examined the students' expressive communication skills measured by the Communication Matrix Assessment and Individualized Education Program (IEP) goal quality measured by the Design to Learn IEP Goal Development Guide before and after their teachers and speech-language pathologists participated in the intervention. Results: Students showed small but significant increases on the Communication Matrix Assessment. The average increase in scores was 10.6, z = 5.37, 95% confidence interval (CI; [6.65, 14.54]), Glass's delta = 0.37. The mean gain in scores for IEP quality was not significant (0.82, z = 2.43, 95% CI [0.14, 1.49], Glass's delta = 0.28). Conclusions: Results demonstrate the initial feasibility of the CMPDP for educational professionals and their students with complex communication needs. Findings must be interpreted cautiously as the study design has methodological limitations including lack of a control condition and a potential for correlated measurement error and demand characteristics.
Unpacking the Simple View of Reading for Struggling Adult Readers
Author: Talwar, Amani
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Difficulties,Adults,Reading Comprehension,Decoding (Reading),Oral Language,Vocabulary,Listening Comprehension,Foreign Countries,Achievement Tests,Language Tests

The Simple View of Reading (SVR), which posits that reading comprehension is the product of decoding and linguistic comprehension, has been studied extensively with school-age readers. However, little is known about the intricacies of the SVR for adults who struggle with reading. This study addresses notable gaps in this literature, including the dimensionality of linguistic comprehension, the interaction between the two SVR components, and the relative contributions of components across different reading proficiency levels. With a sample of 392 struggling adult readers, confirmatory factor analyses indicated that the linguistic comprehension component encompasses the highly related yet separable constructs of oral vocabulary and listening comprehension. Structural equation modeling showed significant main effects of decoding and listening comprehension, but not oral vocabulary, on reading comprehension. In addition, the interaction among the SVR components did not uniquely contribute to variance in reading comprehension. Quantile regression models demonstrated that the unique effects of the SVR components were relatively stable in magnitude across different levels of reading comprehension performance. Implications for instruction and future research are discussed. [For the corresponding grantee submission, see ED608657.]
Implementing Peer Coaching Fluency Building to Improve Early Literacy Skills
Author: Marr, Mary Beth
Date: 2020-06-00
Type: Journal Articles
Subjects: Reading Fluency,Oral Reading,Elementary School Students,Reading Difficulties,Special Needs Students,Response to Intervention,Emergent Literacy,Coaching (Performance),Reading Instruction,Reading Tests,Outcomes of Education

Fluent oral reading is essential for success in elementary school. In this study, we investigated the effectiveness of enhanced reading fluency instruction for struggling readers. In a response-to-intervention context, the effort represented a primary intervention available to all students but provided only to those judged likely to need additional more intensive instruction to achieve success in school. In this article, we describe the foundations for the intervention, share outcomes of implementing it in elementary school classrooms and compare them to those achieved with other more intensive pull-out instruction, and review lessons learned from our efforts to improve fluency within the context of response-to-instruction. We also provide guidelines for use in developing and using the intervention in other classrooms.
Design of a Socio-Scientific Issue Curriculum Unit: Antibiotic Resistance, Natural Selection, and Modeling
Author: Friedrichsen, Patricia J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Science and Society,Secondary School Science,Science Instruction,Instructional Design,Models,Microbiology,Genetics,Hands on Science,Honors Curriculum,Grade 10,High School Students,Technology Integration,Capstone Experiences

In this design case, we describe our work to design and develop a socio-scientific issue (SSI) based unit of instruction for use in high school biology. Our team includes university based science educators, an experienced classroom teacher, and a microbiologist. The unit focuses on antibiotic resistant bacteria as a context for student exploration of natural selection and engagement in modeling practices. Our team recently presented a model for SSI instruction that highlights: (a) a focal issue, (b) interaction of science ideas and practices, (c) social considerations, (d) use of information and communications technologies, and (e) a culminating experience that encourages students to synthesize their ideas. We use this model to frame the design case and discuss key decision points that influenced design and development of the unit. The design product is a three-week unit that we implemented in the spring of 2014. Key challenges presented in the case include continually evolving notions of scientific modeling practices and implications for related learning activities, developing supports for student negotiation of the social dimensions of antibiotic resistance, and determining how much emphasis to place on student use of information and communications technologies.
Enacting a Reform-Based Science Curriculum: Design Changes to Extend Inquiry
Author: Eick, Charles J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Change,Science Instruction,Evidence Based Practice,Curriculum Design,Science Curriculum,Inquiry,Active Learning,Teacher Collaboration,Scientific Concepts,Teaching Methods,Teacher Attitudes,Science Teachers,Curriculum Implementation,Video Technology,Instructional Design,Logical Thinking,Thinking Skills,Academic Standards,Middle School Students

The first author re-entered the middle grades classroom to teach a new National Science Foundation (NSF) physical science curriculum that was designed to foster conceptual change through a scientific approach. The curriculum design met the need and call for reform in science education through its focus on inquiry, evidence-based reasoning, peer collaboration, and deeper understanding of important concepts in a science discipline. Lessons followed a learning cycle of activities for knowledge construction. As a self-study, the first author as teacher sought to learn about his beliefs and abilities in practice while enacting and adjusting the curriculum design. The second author helped in this reflective practice through visiting the first author's classroom for periodic observations, interviews, and discussions about the implementation of this curriculum. Four videotaped lessons and instructional artifacts demonstrate that the teacher enacted the curriculum with high fidelity to its prescribed inquiries and learning cycle format with only minor changes. Instructional design modifications were made in practice to assist lower achieving students meet its high academic challenge of analytical thinking. The merits of the prescribed curriculum for promoting deductive scientific thinking are detailed alongside instructional design decisions emanating from the curriculums' academic rigor and limitations in connecting to adolescent interest and choice. This case details one example of a teacher who intended to faithfully implement.
Survey Methods to Identify Risk of Attrition: Measures of Career Intention and Regret
Author: Carver, Mark
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Mobility,Teacher Persistence,Teacher Surveys,Beginning Teachers,Career Choice,Preservice Teacher Education,Foreign Countries,Teacher Attitudes,Intention

The common measure of teacher retention as snapshots of those employed in state-funded schools may overestimate attrition by failing to consider a desire for flexibility in contemporary teaching careers. When used as a measure of the effectiveness of teacher education, an over-emphasis on classroom teacher supply may also narrow the curriculum to teacher training rather than the more expansive 'learning teaching'. This paper discusses two 'softer' measures of retention, career intention and training regret, to give a more general sense of how contemporary teachers see their career development as relating to their initial teacher education and professional learning. These measures are generated by adapting survey questions from the OECD's TALIS and the US' Beginning Teacher Longitudinal Study, simply asking teachers where they see themselves in five years' time and if they would still choose to become a teacher if they could go back to before they began training. Surveys were administered annually to two cohorts of recent graduates as part of the Measuring Quality in Initial Teacher Education project--three data captures for 2018 graduates, two for 2019 graduates. It is shown how these measures help to mitigate declines in survey response and can give some helpful estimates of teacher attrition with respect to sex, ethnicity, school type, and degree type. The alternative measures are also argued to give helpful indicators of attrition risk before it happens, allowing discussion of how teachers' career intentions change during their early careers. In particular, it is found that leaving the classroom is a fairly common expectation, but not necessarily because of teacher burnout. It is suggested that asking what teachers can imagine themselves doing is an effective measure for engaging with issues around vocational choice and teaching as a lifelong profession, with implications for how careers in education are conceptualised in initial teacher education programmes.
Brazilian and Spanish Mathematics Teachers&apos; Predispositions towards Gamification in STEAM Education
Author: López, Paula
Date: 2021-00-00
Type: Journal Articles
Subjects: Art Education,STEM Education,Mathematics Teachers,Teacher Attitudes,Instructional Effectiveness,Teaching Methods,Game Based Learning,Elementary Secondary Education,Foreign Countries

This article reports a multiple case study in which we analyse Brazilian and Spanish mathematics teachers' opinions about and predispositions toward gamified activities in STEAM education. To obtain data, we administered a survey to 56 in-service mathematics teachers in primary and secondary education from these countries. The survey had been previously validated throughout an expert judgement process. Our results show a high percentage of teachers who think this kind of activity has positive effects on students' development, improving their affective domain toward mathematics and required skills for mathematical competency. Notwithstanding, many teachers report insecurity and lack of training for employing such educational methodologies.
Surge&apos;s Evolution Deeper into Formal Representations: The Siren&apos;s Call of Popular Game-Play Mechanics
Author: Clark, Douglas B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Video Games,Teaching Methods,Educational Games,Physics,Science Instruction,Computer Simulation,Middle School Students,Design,Scientific Concepts,Concept Formation

We have iteratively designed and researched five digital games focusing on Newtonian dynamics for middle school classrooms during the past seven years. The designs have evolved dramatically in terms of the roles and relationships of the formal representations, phenomenological representations, and control schemes. Phenomenological representations can be thought of as the &quot;world&quot; representations that depict the actual actions and motion of a game as they occur (i.e., the central representations in most recreational games). Formal representations highlight the disciplinary relationships of interest from a pedagogical perspective (such as vector arrows, graphs, and dot traces). Our initial design perspective focused on highlighting the formal physics relationships within popular game-play mechanics. This perspective prioritized a commitment to the phenomenological representations and controls of recreational games, specifically marble-genre games. We designed formal representations around and over the phenomenological representations of that genre. Over the next seven years, we navigated the tensions between the original recreational genre and creating a new genre situated within the formal representations themselves. More specifically, our designs evolved to situate the game-play squarely in the formal representations in terms of the controls as well as in terms of the communication of goals and challenges. We backgrounded phenomenological representations and streamlined visual complexity to focus on key relationships. Our discussion compares our design evolution to the &quot;SimCalc&quot; design evolution recounted in IJDL's recent special issue on historic design cases.
Low Inter-Rater Reliability of a High Stakes Performance Assessment of Teacher Candidates
Author: Lyness, Scott A.
Date: 2021-00-00
Type: Journal Articles
Subjects: High Stakes Tests,Performance Based Assessment,Teacher Effectiveness,Academic Language,Task Analysis,Preservice Teachers,Summative Evaluation,Interrater Reliability,Standards,Scoring,Evaluators,Difficulty Level,Cognitive Ability,Teacher Education Programs,Kindergarten,Elementary Secondary Education

The Performance Assessment for California Teachers (PACT) is a high stakes summative assessment that was designed to measure pre-service teacher readiness. We examined the inter-rater reliability (IRR) of trained PACT evaluators who rated 19 candidates. As measured by Cohen's weighted kappa, the overall IRR estimate was 0.17 (poor strength of agreement). IRR estimates ranged from -0.29 (worse than expected by chance) to 0.54 (moderate strength of agreement); all were below the standard of 0.70 for consensus agreement. Follow-up interviews of 10 evaluators revealed possible reasons we observed low IRR, such as departures from established PACT scoring protocol, and lack of, or inconsistent, use of a scoring aid document. Evaluators reported difficulties scoring the materials that candidates submitted, particularly the use of Academic Language. Cognitive Task Analysis (CTA) is suggested as a method to improve IRR in the PACT and other teacher performance assessments such as the edTPA.
The Use of the Kahoot! Learning Platform as a Type of Formative Assessment in the Context of Pre-University Education during the COVID-19 Pandemic Period
Author: Toma, Florentina
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Electronic Learning,Game Based Learning,Play,Formative Evaluation,Geography Instruction,Instructional Effectiveness,Student Motivation,High School Students,Elementary School Students,COVID-19,Pandemics,Foreign Countries

The present study aims to display how using a personal assessment environment based on the interactive Kahoot! platform actively supports the teaching-learning process. The goal is to improve the instructive-educational process by applying a learning platform based on play and digital technology that favors a qualitative educational endeavor. The use of the Kahoot! platform as form of assessment had a significant and direct positive effect on the educational process during the COVID-19 pandemic.
Existing and Emerging Students&apos; Alternative Ideas on Geodynamic Phenomena: Development, Controlling Factors, Characteristics
Author: Bakopoulou, Athanasia
Date: 2021-00-00
Type: Journal Articles
Subjects: Junior High School Students,Early Adolescents,Public Schools,Scientific Concepts,Misconceptions,Concept Formation,Physical Geography,Seismology,Plate Tectonics,Geology,Geography Instruction,Textbook Content,Vocabulary,Science Curriculum,Foreign Countries

This paper studies Greek junior high school students' alternative ideas, both initial and synthetic, on geodynamic phenomena. It comments in detail on students' concepts on Earth structure, earthquake occurrence, volcano formation, and relief change. Additionally, it attempts to trace and interpret how and why these ideas form (concept development), presenting that initial and synthetic ones are indissolubly attached and utterly directed by environmental interaction. Data analysis verifies that curriculum inadequacy and false scientific terminology in textbooks enforce the generation of alternative ideas. New synthetic alternative ideas on geodynamic phenomena are presented which are mainly characterized by intermittent and fragmentary perspective. Furthermore, the characteristics of both initial and synthetic alternative ideas are outlined, giving emphasis on the facts that students represent geodynamic phenomena as instantaneous events and that they are able to describe the repeatability of the phenomena, but they show difficulty in capturing their continuity. Finally, more factors that control alternative idea development on geodynamic phenomena are highlighted--such as (i) lack of continuous thinking, (ii) distribution, intensity and frequency of geodynamic phenomena, and (iii) current affairs (i.e., pollution, technology evolution, human intervention)--hoping that their revelation will lead to alternative ideas' decomposition and thus to pure scientific knowledge.
Language Guerrillas: Signing Multilingualism into Action
Author: Häusler, Angela H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Multilingualism,Singing,Language Teachers,Advocacy,English (Second Language),Second Language Learning,Preservice Teacher Education,Translation,Teacher Education Programs,Language Usage,Educational Policy,State Universities,Scaffolding (Teaching Technique),Activism,Student Attitudes,Signs,Language Planning,Monolingualism,English,Language Attitudes,Critical Theory

This article opens an analytical window into the creation of multilingual guerrilla translations by participants in a preservice language teacher program at a public university in the United States. As an intervention responding to the prevalence of English monolingual signage on this highly diverse university campus, the college students invited a public audience into a joint critical interrogation of implicit institutional language policies, as their signage offered a necessarily incomplete and intentionally makeshift alternative to the official English displays. Inspired by the three-phase model of critical pedagogy, this grassroots endeavor embraced Freire's notion of transformative praxis defined by the symbiotic relation of action and reflection. A closer examination of the scaffolding, which guided the planning and implementation, lends insight into activity design with the potential to nurture an activist aptitude among students. Comments from participants suggest that the conceptual stepping stones towards students' collective critical engagement had a positive influence on their perception of language (teacher) advocacy and activism.