ethanporcaro/eric-fulltext-meta huggingface dataset:
Activation of Imaginal Information on True and False Memories
Author: Chang, Sau Hou
Date: 2009-07-00
Type: Reports - Research
Subjects: Imagination,Memory,Accuracy,Pictorial Stimuli,Experiments,Experimental Groups,Control Groups,Concept Formation,Imagery,Recognition (Psychology),Tests,Comparative Analysis,Recall (Psychology),Word Lists,College Students,Research Design,Statistical Analysis

The present study examined the activation of imaginal information on true and false memories. Participants studied a series of concrete objects in pictures or words. The imagery group (n = 96) was instructed to form images and the control group (n = 96) was not instructed to do so. Both groups were then given a standard recognition memory test and two criterial recollection tests. Results showed that hit rates in the imagery group were significantly higher than those in the control group, but false alarm rates did not differ in both groups. A word list is appended.
The Role of Working Memory and Text Coherence in Chinese Text Comprehension
Author: Chang, Sau Hou
Date: 2007-07-00
Type: Reports - Research
Subjects: Short Term Memory,Reading Comprehension,Chinese,Task Analysis,Reading Tests,Recall (Psychology),Connected Discourse,Time on Task,Undergraduate Students,Education Majors,Foreign Countries,Reaction Time,Statistical Analysis

The purpose of this study was to examine the relationship between working memory and text coherence in Chinese text comprehension. Eighty-six participants completed an operation-character working memory span task to be classified into low-span and high-span readers and a reading task to measure the time to detect inconsistency as well as the accuracy of recall. From the results, high-span readers took less time to detect inconsistency and had better recall, whereas low-span readers took longer time to detect inconsistency and had more memory distortions. In addition, readers took more time to read passages with coherence breaks and distorted more and substituted more information in passages with coherence breaks. However, coherence breaks did not facilitate their recall as has been suggested by previous studies.
Improving the Compensation Process in Higher Education: Fostering a High Performing Organization
Author: Cockerham, Thomas
Date: 2016-06-00
Type: Reports - Research
Subjects: Compensation (Remuneration),Proprietary Schools,Higher Education,College Administration,Budgets,Organizational Change,College Faculty,Job Satisfaction,Faculty Mobility,Teacher Salaries

While there is a large amount of research regarding employee satisfaction and turnover, less attention has been paid to the role of compensation, especially in the context of for-profit institutions of higher education. This capstone project conducted a review of budgetary records and human resources files at a for-profit institution of higher education in the Southwestern US. In conjunction with a review of theories and research concerning employee satisfaction and turnover, this capstone project found that adequate compensation philosophies were important factors in improving employee satisfaction and reducing turnover. This capstone project created a change management plan with the purpose of assisting the for-profit institution of higher education in adopting an adequate compensation philosophy. The change management plan included a description of the changes suggested, provided evidence to demonstrate that the changes would be effective, identified individuals who were responsible for enacting the specific changes, and suggested a specific timeline for implementing the changes. Among the changes suggested by the change management plan, this report identified bringing faculty compensation rates into line with established rates in the wider market, and ensuring that job descriptions were kept up-to-date and accurately reflected employee duties. This report also included a plan for evaluating the implementation and success of the change management plan. The goal of this capstone project was utilize collaboration and effective leadership to assist the for-profit institution of higher education in adopting an adequate compensation philosophy that increased faculty satisfaction and retention, and that was competitive, equitable, and innovative. [This research is a Doctoral Capstone Project presented in partial fulfillment of the requirements for the Degree Doctor of Education at Capella University.]
Annotated Bibliography of Dr Salmani Nodoushan's Research on Education and Language Teaching
Author: Etemadfar Kashani, Abbas Ali
Date: 2016-00-00
Type: Reference Materials - Bibliographies
Subjects: Annotated Bibliographies,Second Language Learning,Second Language Instruction,Educational Research,Foreign Countries,Teaching Methods,Evaluation Methods

This is an annotated bibliography of the research conducted on education and language teaching and assessment by Dr. Mohammad Ali Salmani Nodoushan in the past 25 years. This bibliography is a precise picture of the current state of education and language teaching and assessment in Iran. Dr. Salmani Nodoushan is the most distinguished Iranian scholar whose works and publications are the reference for any researcher who wishes to conduct quality research on education and language teaching and assessment in Iran and possibly in many other countries.
3D Printing of Molecular Models
Author: Gardner, Adam
Date: 2016-00-00
Type: Journal Articles
Subjects: Molecular Structure,Models,Molecular Biology,Technological Advancement,Printing,Computer Software,Printed Materials

Physical molecular models have played a valuable role in our understanding of the invisible nano-scale world. We discuss 3D printing and its use in producing models of the molecules of life. Complex biomolecular models, produced from 3D printed parts, can demonstrate characteristics of molecular structure and function, such as viral self-assembly, protein folding, and DNA structure. Advances in computer and user interface technology have enabled physical molecular models to combine with augmented reality to bridge the physical with the computational world. [This article was published in &quot;Journal of Biocommunication,&quot; v40 n1 p15-21 2016.]
How &quot;Good&quot; Is &quot;Good Enough&quot;? Exploring Fidelity of Implementation for a Web-Based Activity and Testing System in Developmental Algebra Instruction
Author: Hauk, Shandy
Date: 2016-02-00
Type: Speeches/Meeting Papers
Subjects: Fidelity,Program Implementation,Web Based Instruction,Testing Programs,Developmental Programs,Algebra,Mathematics Instruction,Randomized Controlled Trials,Community Colleges,Conference Papers,Research Tools,Alignment (Education),Scoring Rubrics,Educational Practices,Systems Development,Mixed Methods Research,Observation,Interviews

A web-based activity and testing system (WATS) has features such as adaptive problem sets, videos, and data-driven tools for instructors to monitor and scaffold student learning. Central to WATS adoption and use are questions about the implementation process: What constitutes &quot;good&quot; implementation and how far from &quot;good&quot; is &quot;good enough&quot;? This proceedings paper reports on and illustrates work to provide structure for such examination. The context is a study about implementation that is part of a state-wide randomized controlled trial examining student learning in community college algebra when a particular WATS suite of tools is used. Discussion questions for conference participants dug into the distinctions among intended, enacted, and achieved curriculum and the processes surrounding these as well as the challenges and opportunities in researching fidelity of implementation in the community college context, particularly the role of instructional practice as a contextual component of the research. [This paper was published in the &quot;Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education,&quot; T. Fukawa-Connelly, N. Infante, K. Keene, and M. Zandieh (Eds), 2016.]
Exploration of the Factors That Support Learning: Web-Based Activity and Testing Systems in Community College Algebra
Author: Hauk, Shandy
Date: 2016-02-00
Type: Speeches/Meeting Papers
Subjects: Community Colleges,College Mathematics,Algebra,Web Based Instruction,Educational Technology,Randomized Controlled Trials,Two Year College Students,Intervention,Computer Assisted Testing,Hierarchical Linear Modeling,Observation,Interviews,Program Effectiveness,Scores,Pretests Posttests,Qualitative Research,Statistical Analysis

A variety of computerized interactive learning platforms exist. Most include instructional supports in the form of problem sets. Feedback to users ranges from a single word like &quot;Correct!&quot; to offers of hints and partially to fully worked examples. Behind-the-scenes design of such systems varies as well --from static dictionaries of problems to &quot;intelligent&quot; and responsive programming that adapts assignments to users' demonstrated skills, timing, and an array of other learning theory-informed data collection within the computerized environment. This short paper presents background on digital learning contexts and describes the lively conversation with attendees at the conference session. The topics were the research design and early results of a cluster-randomized controlled trial study in community college elementary algebra classes where the intervention was a particular type of web-based activity and testing system. [This paper was published in the &quot;Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education,&quot; T. Fukawa-Connelly, N. Infante, K. Keene, and M. Zandieh (Eds), 2016.]
To Be or Not to Be an Online Math Instructor?
Author: Kaser, Joyce
Date: 2016-05-00
Type: Journal Articles
Subjects: Online Courses,Mathematics Teachers,Mathematics Instruction,Electronic Learning,Guides,Decision Making,Institutional Role,Class Size,Relevance (Education),Teaching Styles,Teacher Responsibility,Performance Factors,Educational Practices,Teaching Methods,Intermode Differences

Have you been asked to teach an online course yet? If not, chances are you will--and soon. The demand for online instructors is increasing, and institutions, including community colleges, are expecting their faculty, especially junior and adjunct instructors, to step forward. Your answer is not necessarily an easy yes or no. Although online teaching has much in common with face-to- face instruction, significant differences exist. Your decision may be aided by consideration of seven key factors, ranging from your own online learning experience, through the compatibility of your preferred teaching style with effective online instruction, to what adjustments you may need to make in designing mathematical activities for teaching online. A considered answer based on these factors will more likely lead to your success. The article offers a review of some facts about online instruction and a guided tour through decision-making about the seven factors. [This article was published in &quot;MathAMATYC Educator,&quot; v7 n3 p41-47, 52 May 2016.]
Tangible Models and Haptic Representations Aid Learning of Molecular Biology Concepts
Author: Johannes, Kristen
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Molecular Biology,Science Instruction,Teacher Role,Scientific Concepts,High School Students,Models,Teaching Methods,Educational Technology,Genetics,Feedback (Response),Concept Formation,Visual Aids,Correlation,Pretests Posttests,Science Achievement,Secondary School Teachers,Interviews

Can novel 3D models help students develop a deeper understanding of core concepts in molecular biology? We adapted 3D molecular models, developed by scientists, for use in high school science classrooms. The models accurately represent the structural and functional properties of complex DNA and Virus molecules, and provide visual and haptic feedback about biomolecular properties that are often implicit in traditional models. We investigated: 1) Can we measure conceptual growth on core concepts? 2) Do lessons with 3D models improve student outcomes on these measures?, and 3) What factors mediate learning? Model use yielded measurable gains in conceptual knowledge and the greatest gains were related to how actively models were used during a lesson and the facilitative role adopted by the teachers.
Manipulating 3D-Printed and Paper Models Enhances Student Understanding of Viral Replication
Author: Couper, Lisa
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Molecular Biology,Scientific Concepts,Science Instruction,Teaching Methods,Manipulative Materials,Computer Simulation,Models,Visualization,Pretests Posttests,Science Achievement,Achievement Gains,Visual Aids,Science Activities,Microbiology,Statistical Analysis,Outcomes of Education,Science Teachers,High Schools

Understanding key concepts in molecular biology requires reasoning about molecular processes that are not directly observable and, as such, presents a challenge to students and teachers. We ask whether novel interactive physical models and activities can help students understand key processes in viral replication. Our 3D tangible models are embedded with magnets that accurately represent chemical attractions and, in a study of 492 students, structured model use led to improved understanding of viral replication and self-assembly from pre- to posttest.
Identifying Affordances of 3D Printed Tangible Models for Understanding Core Biological Concepts
Author: Davenport, Jodi L.
Date: 2014-06-00
Type: Speeches/Meeting Papers
Subjects: Geometric Concepts,Depth Perception,Spatial Ability,Models,Scientific Concepts,Manipulative Materials,Molecular Biology,Molecular Structure,Graduate Study,College Science,Video Technology,Observation,Coding

3D models derived from actual molecular structures have the potential to transform student learning in biology. We share findings related to our research questions: 1) what types of interactions with a protein folding kit promote specific learning objectives?, and 2) what features of the instructional environment (e.g., peer interactions, teacher involvement) affect learning? We provide a framework for categorizing ways of using the models that can be used as evidence for whether and how physical models promote molecular understanding. [This paper was published in &quot;Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS),&quot; 2014, Volume 1 (pp 1583-1585. Boulder, CO: International Society of the Learning Sciences. ]
Queering, Trans-Forming, and En-Gendering Mathematics and Mathematics Education
Author: Sheldon, James Richard
Date: 2013-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Research Methodology,Equal Education,Gender Issues,Social Influences,Citations (References),Curriculum,Instructional Materials,Textbook Content,Sexuality,Social Attitudes,Teaching Methods,Evaluation Methods,Mathematical Concepts

A group of researchers, graduate students, and classroom teachers convened a working group on &quot;Queering, Trans-forming, and En-gendering Mathematics and Mathematics Education&quot; at the Psychology of Mathematics Education-North America conference in November 2013. Arguing that the &quot;time has come to queer mathematics and mathematics education,&quot; they proposed a research agenda that included queering gender, queering the research process queering curriculum, resources, representation, queering pedagogy and teacher education, and queering mathematical concepts and content areas. The working group concluded by discussing plans for future collaboration. [This paper was published in: Martinez, M. &amp; Castro Superfine, A. (Eds.), &quot;Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education&quot; (p.1367-1373). Chicago, IL: University of Illinois at Chicago.]
In Touch with Molecules: Improving Student Learning with Innovative Molecular Models
Author: Davenport, Jodi
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Molecular Structure,Models,Molecular Biology,Printing,Technology Uses in Education,Science Course Improvement Projects,Computer Graphics

How do viruses self-assemble? Why do DNA bases pair the way they do? What factors determine whether strands of proteins fold into sheets or helices? Why does handedness matter? A deep understanding of core issues in biology requires students to understand both complex spatial structures of molecules and the interactions involved in dynamic processes. A collaboration between the Scripps Research Institute, and WestEd, (www.wested.org) seeks to make the molecular world accessible to students using innovative 3D-printed models and augmented reality. [This article was published in the &quot;Research Collaboratory for Structural Bioinformatics Protein Data Bank (RCSB PDB Newsletter,&quot; No. 59, Fall 2013.]
Scientific Notation Watercolor
Author: Linford, Kyle
Date: 2016-07-25
Type: Reports - Research
Subjects: Visual Literacy,Interdisciplinary Approach,Middle School Students,Mathematics Instruction,Sciences,Coding,Skill Development,Preservice Teachers,Mathematics Teachers,Cooperating Teachers,Teaching Methods,Art Products,Concept Formation,Scientific Concepts,Art Activities,Measurement,Mathematical Concepts,Learner Engagement

(Purpose) The purpose of this paper is to describe visual literacy, an adapted version of Visual Thinking Strategy (VTS), and an art-integrated middle school mathematics lesson about scientific notation. The intent of this lesson was to provide students with a real life use of scientific notation and exponents, and to motivate them to apply their skills through their imagination and wonder about Nebulas. A mathematics preservice teacher and middle school mathematics cooperating teachers' thoughts about the value of this art-integrated lesson to enhance students' understanding of the scientific notation are described. (Methodology) An example of a middle school VTS, art-integrated lesson is described. Students were first shown images of water color Nebula and asked questions on different levels of thought. The discussion is a connected to an explanation of the use of the scientific notation to describe huge (and tiny) objects. Students were reminded how to use the scientific notation as well as exponents. Students were then asked to watercolor a Nebula and to measure it using exponents and scientific notation. (Results) The benefits of this lesson were both mathematical and artistic. The lesson gave students a visual example of the need for scientific notation, motivated them to apply this skill, and validated why they were learning this topic. The students also received instruction about and practice watercoloring. (Conclusions) Previously students struggled with this mathematical concept according to Author 2 (a middle school mathematics teacher), but by combining mathematics, science, and art, students were more interested and engaged to spend time and effort to master it. (Recommendations) Middle school teachers are encouraged to take advantage of the synergy possible through art-integrated lessons. (Additional data) (Contains 27 references and 7 figures).
Studies in Teaching: 2016 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, Jun 30, 2016)
Author: McCoy, Leah P., Ed.
Date: 2016-06-30
Type: Collected Works - Proceedings
Subjects: Conference Papers,Action Research,Folk Culture,Oral Language,Written Language,Cultural Awareness,Secondary Education,Spanish,Second Language Instruction,Art Products,Mexicans,Writing (Composition),Mathematics Achievement,Student Attitudes,History Instruction,Social Studies,Elections,Presidents,News Media,Media Literacy,Social Justice,Consciousness Raising,French,Films,High Schools,Intelligent Tutoring Systems,Teaching Methods,Thinking Skills,Language Skills,Empathy,Simulation,Learner Engagement,Story Reading

This document presents the proceedings of the 21st Annual Research Forum held June 30, 2016, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 11 action research papers: The Use of Mexican Folk Art to Develop Oral and Written Language Ability and Cultural Awareness in the Secondary Spanish Classroom (Antonio Alanis), The Effect of Writing on Achievement and Attitudes in Mathematics (Andrew Boudon), History Teaches Us to Hope: Integrating Hope Theory into Secondary Social Studies (Joshua T. Campbell), Teaching the 2016 Presidential Election through News Media Literacy and the Liberating Education Model (Ali Chohan), Using Social Justice Education to Develop Literacy and Global Awareness in the Secondary French Classroom (Kate McCrea), Integrating Francophone Cinema into the High School French Class (Jordan Rowell), The Effect of Intelligent Tutoring Systems on Student Attitudes and Achievement (Sarah A. Smith), Instructional Strategies to Build Higher-Order Thinking Skills and Develop Language Ability in the Secondary Spanish Classroom (Sarah Henion Smith), Multimedia and Historical Empathy in the Social Studies Classroom (Matthew Stran), Impact of Narrative Readings on Student Achievement and Interest in U.S. History Classrooms (Jake Thornton), Exploring the Effect of Social Studies Simulations on Student Engagement in the Secondary Classroom (Stacey Walker). [Individual papers contain references, tables, and figures. For the 2015 Research Digest, see ED559718. ]
Using Animal Assisted Therapy with Students with Autism Spectrum Disorder in the Art Room Setting
Author: Rosenburg, Karen L.
Date: 2016-08-00
Type: Tests/Questionnaires
Subjects: Case Studies,Autism,Pervasive Developmental Disorders,Animals,Therapy,High School Students,Program Effectiveness,Art Education,Interviews,Art Products,Questionnaires,Inclusion,Participant Observation,Painting (Visual Arts),Emotional Response,Classroom Environment,Qualitative Research

This case study focused on the addition of a therapy dog in an Art I level class at a public high school level that included students with Autism Spectrum Disorder. The purpose of this study is to determine how Animal Assisted Therapy may benefit autism support students in the art classroom. The students participated in lessons that focused on representation of feelings through the use of color and combined realistic and abstract subject matters. Qualitative methods of research were used to conduct this study through use of observations, formal and informal interviews of students and teachers, student artifacts/artwork, and student questionnaires. The study focused on 2 students with ASD as well as the classroom as a whole. The data collected was analyzed to gain an understanding of how the inclusion of a therapy dog could assist in successful inclusion, assist students with ASD with socialization, and affect student choice within their artwork. The following are appended: (1) Pax Commands; (2) Lesson Plan; (3) Pre-Study Survey; (4) Mid Study Survey; and (5) Consent Forms.