ethanporcaro/eric-fulltext-meta huggingface dataset:
How Do Discrimination and Self-Esteem Control Beliefs Affect Prosociality? An Examination among Black and Latinx Youth
Author: Tyler, Corine P.
Date: 2021-02-00
Type: Journal Articles
Subjects: Racial Discrimination,Self Esteem,Prediction,Prosocial Behavior,Ethnicity,African American Students,Hispanic American Students,Student Attitudes,Correlation,Longitudinal Studies,Self Concept,Emotional Development,Intervention,Behavior Problems,Academic Achievement,Middle School Students,Grade 7,Grade 8,Gender Differences,Measures (Individuals),Developmental Stages,Comparative Analysis

Black and Latinx youth are situated in a maladaptive discriminatory context in the United States; however, prosociality may be one way that youth can promote their own positive development in the face of these experiences. We examined the longitudinal associations between discrimination and prosociality among 380 Black and Latinx early adolescents (M[subscript W6age] = 12.38 years, 52% female) and considered race/ethnicity and self-esteem control beliefs as potential moderators to this association. Discrimination predicted higher levels of prosociality among Black youth 6 months later, but not among Latinx youth. Discrimination also predicted higher prosociality among youth with very high self-esteem control beliefs 6 months later, but not among youth with lower levels of self-esteem control beliefs. None of these associations were significant when looking across a 1-year time frame. Our findings support the predictions of self-esteem enhancement theory and highlight the importance of considering how youth's unique racialized experiences can inform how they respond to discrimination.
A Study on Healthy Eating Children&apos;s Music Lessons and School Performance
Author: Kabatas, Mustafa
Date: 2021-01-00
Type: Journal Articles
Subjects: Eating Habits,Health Behavior,Student Adjustment,Nutrition,Music Education,Educational Improvement,Well Being,Health,Outcomes of Education,Academic Achievement,Institutional Characteristics,Socioeconomic Status,Food,Educational Environment,Child Development,Foreign Countries,Elementary School Students,Dining Facilities

Healthy nutrition is the main factor affecting the adaptation process of children to school regardless of their education level. Nutrition becomes more important in performance-based lessons such as music lessons. Studies conducted to improve education emphasize the importance of a healthy diet for students to improve school performance. Given that the human environment affects the health of individuals and communities in terms of their performance, discussions on nutrition and health constitute debates involving various aspects of the political, social, economic and cultural developments of societies. It is the health status of individuals that has long-term effects on the well-being of society members and the well-being of the society as a whole. Societies that guarantee good health and nutrition for their citizens can boast of higher outcomes, including high performance in school. The importance of good nutrition increases even more in performance lessons such as music lessons. This healthy eating in Kastamonu province in Turkey's perspective, we did a study on music lessons and school performance. It was held in four different regional schools in Kastamonu province. The selection of these schools assumes that the distribution of schools in the city differs socioeconomically. While interviews were held with 18 teachers in 4 schools in each neighborhood, 42 students were interviewed in the last year for each school. The school categories evaluated were: private, mission schools, and state-owned schools. Two types of research tools were applied to the universe of the study as follows: interviews for both teachers and parents through questionnaires and interview guides were applied to primary school students. In addition, we made some observations in different schools that allow us to see the different health and nutrition opportunities available in these schools. Therefore, data collection for this study is both quantitative and qualitative using the tools mentioned above. The aim of the research is to determine how healthy students are eating in schools; to develop ideas for a healthier diet for students and to present them to managers. Research is important in that it benefits field experts and similar studies. According to the results of the research, both school success and music lesson success increase with a healthy diet. This reveals the importance of healthy nutrition, especially in school children in their developmental age.
Bridging Education Gap in Higher Institutions of Learning Using Bloom&apos;s Taxonomy of Educational Objectives
Author: Aheisibwe, Irene
Date: 2021-01-00
Type: Journal Articles
Subjects: Taxonomy,Educational Objectives,Unemployment,College Graduates,Educational Attainment,Case Studies,State Universities,Psychomotor Skills,Cognitive Processes,Affective Behavior,Thinking Skills,Teaching Methods,Andragogy,Student Evaluation,Apprenticeships,Internship Programs,Foreign Countries,Education Work Relationship

In Uganda, there is a problem of graduate unemployment which has caused teachers, employers, policymakers, and the entire community to appreciate a critical role in bridging the existing gaps in education. This study examined how Bloom's Taxonomy of Educational Objectives can be used in bridging the education gap in higher institutions of learning. A cross-sectional descriptive survey design, with 180 participants, purposively selected was involved. The study was conducted in two public universities and one private university in South Western Uganda. Data was mainly collected using interviews and focus group discussions. Ethically, permission was sought from relevant authorities, the purpose of the study was clearly explained, participation was purely voluntary and confidentiality was ensured. Respondents described the cognitive domain as activities of the mind, affective domain as the ways in which people deal with situations emotionally and the psychomotor domain as the skills attained. The study suggests using cognitive, affective and psychomotor methods of teaching. The study recommends need to directly teach higher order thinking skills, shift from pedagogy to andragogy, instructors of higher institutions of learning should wisely select sources of content, determine how to present that content effectively, and assess students' progress in relation to that content and activities that promote psychomotor learning especially apprenticeship, internship and school practice should be encouraged.
The Production and Comprehension of Apology Strategies: Effects of English Language Proficiency
Author: Al-Harbi, Hamzeh Mohammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Correlation,Language Tests,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Pragmatics,Speech Acts,Language Proficiency,Language Processing,Interlanguage,Multiple Choice Tests,Islam,College Students,Student Attitudes

This cross-sectional study examined the effects of English language proficiency on Jordanian EFL students' production and comprehension of apology strategies. The participants were 270 Jordanian EFL learners and 90 native speakers of English. Data were collected using Written Discourse Completion Test (WDCT) and Multiplechoice Discourse Completion Test (MDCT). Descriptive statistics and the Spearman rank-order correlation coefficient (rho) test were used to analyse the data. Results showed that Jordanian EFL learners' production and comprehension of apology strategies are influenced by their levels of English language proficiency. A small to large negative correlation relationship was reported between Jordanian EFL learners' language proficiency and the production of explicit apology strategies and non-apology strategies. On the other hand, the study revealed a small to medium positive correlation relationship between Jordanian EFL learners' language proficiency and the production of less-explicit apology. The study also showed a significant correlation relationship between proficiency and the comprehension of apology strategies. Thus, teachers of English at Jordanian schools may need to consider focusing on classroom activities that can help EFL learners enhance their pragmatic knowledge of apology strategies.
The Relationship between Foreign Language Anxiety and Decision-Making Strategies among University Students
Author: Demir, Ayse Nesil
Date: 2021-00-00
Type: Journal Articles
Subjects: Decision Making,Anxiety,Second Language Learning,Second Language Instruction,Gender Differences,Communication (Thought Transfer),Likert Scales,Measures (Individuals),College Students,Student Attitudes,Correlation,High Schools,Educational Background,English (Second Language),Prior Learning,Foreign Countries

A growing number of studies have stressed the significance of foreign language anxiety in foreign language learning. However, these studies have generally demonstrated foreign language anxiety to be associated with foreign language achievement not with 21st century skills particularly decision-making strategies. Based on this, this study aims to identify the relationship between foreign language anxiety (FLA) and decision-making strategies among university students Moreover, university students' demographic information such as gender, high-school background, and exposure to English was also investigated. The study adopted a survey-based research method. First, a demographic inventory was provided to participants to collect certain personal details for research questions. Then, two scales, Turkish adaptations of the Foreign Language Classroom Anxiety Scale (FLCAS) (Sakrak, 2009) and Decision-making Scale developed by Zaimoglu (2018) were conducted to students respectively. The results indicated that FLA and Decision-making vary in terms of gender, language background, high school background and exposure to English levels separately. Furthermore, for students' FLA and Decision-making strategies, a considerable negative difference was found. This study provides possible suggestions for future research, and makes implications for foreign language learning.
Student Perceptions of Textbooks: Prior Behaviors and Beliefs Can Influence Zero Textbook Cost (ZTC) Adoption Impact
Author: Pfannenstiel, AmberNicole
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Behavior,College Students,Public Colleges,Textbooks,Open Educational Resources,Electronic Publishing,Purchasing,Cost Effectiveness,Student Costs,Access to Education,Value Judgment,Adoption (Ideas),Correlation,Pass Fail Grading

Many Open Educational Resource (OER) and Zero Textbook Cost (ZTC) studies explore cost savings, impact on learning outcomes, and student perceptions of the materials. While OER/ZTC research reports positive student perceptions (Brandle et al., 2019), textbook research reports negative student perceptions of digital textbooks (Behnke, 2018). This study explores student buying behavior and perceptions of textbooks, finding that perceptions toward the usefulness of materials is high when access to materials is high. Given this student perception, textbook purchasing is likely related to outside factors. This study adds to the growing body of research about how OER and ZTC may influence student costs and access to course materials, finding that student attitude toward course materials needs to be considered alongside adoption.
What about Reuse? A Study on the Use of Open Educational Resources in Dutch Higher Education
Author: Baas, Marjon
Date: 2020-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Higher Education,Adoption (Ideas),Media Adaptation,Shared Resources and Services,Teacher Developed Materials,Teacher Attitudes,College Faculty,Nursing Education,Computer Science Education,Undergraduate Study,Research Universities,Foreign Countries

Extensive research has taken place over the years to examine the barriers of OER adoption, but little empirical studies has been undertaken to map the amount of OER reuse. The discussion around the actual use of OER, outside the context in which they were developed, remains ongoing. Previous studies have already shown that searching and evaluating resources are barriers for actual reuse. Hence, in this quantitative survey study we explored teachers' practices with resources in Higher Education Institutes in the Netherlands. The survey had three runs, each in a different context, with a total of 439 respondents. The results show that resources that are hard or time-consuming to develop are most often reused from third parties without adaptations. Resources that need to be more context specific are often created by teachers themselves. To improve our understanding of reuse, follow-up studies must explore reuse with a more qualitative research design in order to explore how these hidden practices of dark reuse look like and how teachers and students benefit of it.
Teaching Preservice Teachers about COVID-19 through Distance Learning
Author: Graham, Savannah R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,COVID-19,Pandemics,Online Courses,School Closing,Electronic Learning,Barriers,Science Instruction,Elementary School Science,Public Health,Disease Control,Microbiology

Due to the COVID-19 pandemic, almost all universities in the United States switched to online learning in March 2020. We, as educators, faced the reality of switching to online teaching using Zoom. Our approach was to use COVID-19 as the course content to help motivate preservice teachers (PSTs) and alleviate some of the challenges of online teaching, an approach that was also used recently by Sadler at al. (2020) with high school teachers. The present paper describes the challenges we encountered during the six-week period of online teaching and the strategies we used to overcome these challenges. We briefly describe the course, the revisions we made to the course using the COVID-19 pandemic as content, the challenges we faced with online or virtual teaching, and the opportunities we provided the PSTs. Finally, we reflect on what we have learned from this experience.
A Pandemic-Resilient Open-Inquiry Physical Science Lab Course Which Leverages the Maker Movement
Author: Bradbury, Forrest Riley
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Physical Sciences,Science Laboratories,Shared Resources and Services,Science Experiments,Flipped Classroom,Scientific Research,Student Research,Science Instruction,Teaching Methods,Online Courses,Web Based Instruction,Foreign Countries,College Students

Without any major changes, a pilot version of a physical science lab course was able to continue when the COVID-19 crisis necessitated the abrupt suspension of on-campus education. The 'Maker Lab' course, in which students conceive and set up their own experiments using affordable microcontrollers, required students to follow the entire arc of the empirical research cycle twice. Pedagogical literature on teaching the process of experimental research and the scientific method motivate use of these &quot;open-inquiry&quot; assignments. Further, the &quot;flipped classroom approach&quot; was used, where contact time is devoted to discussions and the students' actual experiments were carried out independently at home or elsewhere without the supervision of an instructor. Despite the COVID19 measures, all students were able to produce interesting and successful research projects. While there were of course difficulties encountered in the abrupt transition to online teaching, we found several counterbalancing advantages that bear consideration for including the instructional method even when all teaching activities can return to campus. We believe that three components in the design of the course were vital to the resilience of the course: the choice for fully open-inquiry projects, the decision to use Arduinos as measurement tools, and the flipped aspect of the instruction methods. We also include considerations for adapting these pandemic-resilient methods in other courses and programs.
Developing an Online Learning Environment for Community College Students Enrolled in Human Anatomy &amp; Physiology and Microbiology Courses amid the COVID-19 Pandemic
Author: Vasquez, Stacy
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Electronic Learning,Educational Technology,Community Colleges,Two Year College Students,Anatomy,Physiology,Microbiology,Computer Software,Inquiry,Science Laboratories,Integrated Learning Systems,School Closing

This paper details methods that were adopted during the transition to an online learning environment for students enrolled in Human Anatomy &amp; Physiology and Microbiology courses at a community college designated as a Minority Serving Institution (MSI) in light of shelter-in-place orders established to mitigate the spread of COVID-19. Traditionally carried out in a physical setting, strategies for teaching inquiry-based activities using virtual software will be described. The use of home laboratory science kits for the purposes of engaging students, aligning with Texas Higher Education Coordinating Board (THECB), and maintaining a hands-on approach will also be described. Challenges of transitioning to online instruction and how they were addressed will be further discussed.
Creating Virtual Engagement for Preservice Teachers in a Science Methods Course in Response to the COVID-19 Pandemic
Author: Wu, Shelly C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Methods Courses,Preservice Teachers,Science Education,Elementary Secondary Education,COVID-19,Pandemics,School Closing,Electronic Learning,Virtual Classrooms,Public Colleges,Multicampus Colleges,Field Experience Programs,Video Technology,Questioning Techniques,Technology Integration,Assessment Literacy,Game Based Learning

Due to the COVID-19 pandemic resulting in school closures, shifting to online instruction poses unique challenges for educators. The purpose of the paper is to inform practitioners on how online instruction was facilitated in a science methods course for preservice teachers (PSTs) enrolled in a public university across three campuses. The major challenges were providing constructivist approaches to learning online and PSTs were unable to teach their 5E lesson in field placements. To overcome the first challenge, the instructors developed virtual engagement through iNaturalist and Virtual Engagement (VE) activities on Effective Questioning, Technology, Assessment, and Game-based Learning. To address the second challenge, PSTs integrated what they learned from the VE activities to develop their 5E lesson online which was shared with their field placement teachers and students. The implications of adapting to online instruction during the COVID-19 pandemic are discussed.
Evolution in the Digital Age: Implementation of 5E and NGSS in the Virtual Biology Classroom
Author: Maulucci, Marcy E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Virtual Classrooms,Biology,Science Instruction,Distance Education,COVID-19,Pandemics,School Closing,High School Students,Urban Schools,Scientific Concepts,Misconceptions,Teaching Methods,Synchronous Communication,Asynchronous Communication

The abrupt transition to remote learning through digital platforms may be compared to the volcanic eruptions taking place 1000 years ago in the American Southwest: while one altered a natural environment, changing golden deserts to blackened landscapes, our current pandemic has drastically altered the physical and social environment in which we teach and learn, dramatically changing the landscape of education. In this paper, we offer a small contribution to our collective persistence by providing a source from which problems can be defined, questions asked, and new models generated and tested.
Moving Online: Creating a Relevant Learning Experience for Preservice Teachers in the Time of COVID-19
Author: Gilles, Brent
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Electronic Learning,Educational Technology,Preservice Teacher Education,Elementary Secondary Education,Cooperating Teachers,Student Teachers,Teaching Methods,Educational Change,Science Instruction,Science Activities,Elementary School Teachers,Teaching Skills,Experience,Lesson Plans

The purpose of this article is to detail the creation of an assignment, after Covid-19 moved our university's instruction online, that helped students make sense of how K-12 teachers were adjusting their own pedagogy. The assignment included two parts: 1) students conducted an interview of their cooperating teacher to understand how they had to adapt their teaching and 2) students created a science online-learning activity that students could engage at home. Based on the interviews, we report anecdotal data regarding how K-5 teachers shifted to fully online instruction. We found that the assignment helped preservice teachers make sense of pedagogical approaches and practice skills they had been developing over the course of the semester and reflect on their own cooperating teachers' experiences. We recognize that online learning experiences will continue to increase as technology becomes more integral at all levels of education and that our students need to continue learning about and creating online-learning activities.
Science Teacher Education in the Time of COVID-19: A Document Analysis
Author: Fackler, Ayca K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Methods Courses,School Closing,COVID-19,Pandemics,Electronic Learning,Distance Education,Online Courses,Science Instruction,Science Teachers,Teacher Educators,Barriers

During the spring semester of 2020, education shifted in unprecedented ways due to a global pandemic. Along with the K-12 and university courses that were thrust online, education methods courses, existing in a nexus--often dependent on both education systems to achieve all learning goals, also transitioned to remote learning. In a document analysis, we analyzed the trends of many science teacher educators through a Facebook group and educator-created repositories. In the process, we identified five themes of discussion around the quick transition to emergency remote teaching: modification of teacher education, adoption of online interactive tools, how to address emergent concerns, the shifting foci of science methods courses, and collaboration with the larger community. While some aspects of this pandemic-teaching paradigm will emerge in the new normal of teaching, we expect that most practices will return closer to their pre-pandemic states of handson and in-classroom learning. Through this analysis, we provided evidence of the resilience of teacher educators and how the field bands together to help through trying times.