ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring How a Hip-Hop Based Science Program Afforded Black/Brown Girls the Space to Resist against Black/Brown Negative Stereotypes in STEM
Author: Asamani, Gifty A.
Date: 2022-03-00
Type: Journal Articles
Subjects: Music,Science Programs,African American Students,Hispanic American Students,Females,Ethnic Stereotypes,STEM Education,Urban Education,Culturally Relevant Education,Self Esteem,Learner Engagement,High School Students,Resilience (Psychology),Student Attitudes

This longitudinal critical ethnographic study gave voices to Black and Brown girls who are racially and traditionally marginalized in STEM education. With the understanding that current science curricula are not culturally inclusive (Adjapong &amp; Emdin, 2015; Atwater, 1996; Emdin, 2016; Ladson-Billings, 1995; Mensah, 2012; Takaki, 2012), the researchers explored the girls' responses to a science program that focused on addressing some of the existing cultural divides between urban youth of color and their counterparts, namely the Science Genius program. The goal of the study was to find out if the confidence and the engagement level of Black and Brown girls changed, and to what extent negative societal stereotypes about Black and Brown girls in science could be addressed if science were culturally relevant to their daily lives. We argue that the results of the study will provide insight into how to increase the diverse pool of participants into STEM career fields.
An Analytic Framework for Understanding Student Thinking in STEM Contexts
Author: Slavit, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Thinking Skills,STEM Education,Cognitive Processes,Models,Coding,Cooperative Learning

The goal of this paper is to share an analytic framework for understanding Students? Ways of Thinking (SWoT) in STEM-rich learning environments. Before revealing our refined coding framework, we detail the nature of our collaborations and the various analytic decisions that led to its formation. These collaborations supported our collective ability to make sense of SWoT and produce a more coherent perspective that can be operationalized in STEM contexts. Our analytic framework foregrounds student claim-making and the related evidence and reasoning used in support. Specific commentary about the development and application of each coding category is provided, including examples of student data and rationale for related coding decisions. Our analytic framework, and discussion of its formation, can help educators, curriculum makers, and policymakers make use of SWoT in the development of meaningful and effective STEM education.
Caught between COVID-19, Coup and Conflict--What Future for Myanmar Higher Education Reforms?
Author: Htut, Khaing Phyu
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Change,Conflict,COVID-19,Pandemics,Political Issues,Equal Education,Futures (of Society),College Faculty,Teacher Attitudes

On 1 February 2021, Myanmar military dictators seized power from the elected government and halted the country's budding reform process. This article explores how Myanmar's higher education (HE) sector was affected by the coup and COVID-19 and how this has resulted in societal conflict. The article reviews first the history of military coups, then the education reforms in general and what was done in HE, before discussing the effects of COVID-19 and the coup on the sector. Voices from HE teaching staff show the tension in the role of HE as a vehicle for reform and promulgation of those in power. The article argues that the national vision propagated by Myanmar's HE sector is juxtaposed to that propagated by the Tatmadaw, both claiming to represent Myanmar's future. This research highlights the dual forces of the COVID-19 pandemic and military coup at a crucial time for HE reforms in a fragile, conflict-affected state, with the future of the reform goals of equity and equality of the sector at stake.
Exploring Educator Leadership Practices in Gifted Education to Facilitate Online Learning Experiences for (Re)Engaging Gifted Students
Author: Ronksley-Pavia, Michelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Academically Gifted,Gifted Education,Teacher Attitudes,Teacher Role,Teamwork,Leadership Responsibility,Transformational Leadership,Educational Technology,Teacher Leadership,Foreign Countries,Elementary Secondary Education,Leadership Qualities,COVID-19,Pandemics

This article draws on case study findings of educator leadership in an online gifted education school, which emerged from a larger study exploring online engagement practices used by specialist gifted education teachers to (re)engage gifted learners. The gifted education teachers and their team leader were interviewed about leadership practices for supporting online engagement of gifted primary and high school students. Semi-structured interview data were transcribed, coded, and thematically analysed. Findings related to teachers voicing the importance of a passionate and committed team leader who understood giftedness and who acted as a facilitator in both the continuous development of teaching team skills and facilitation of online engagement practices for gifted students. Findings indicated five key themes related to transformational leadership practices: (1) understanding requirements of online practices for teaching gifted students; (2) supporting digital and online innovation and creativity for engaging gifted students; (3) leveraging the unique skills of the specialist teaching team for teaching gifted students in the online space; (4) actively facilitating and encouraging (re)engagement of gifted students through online participation; (5) follow-through to meet the needs and concerns of the specialist teaching team, gifted students, and their parents and/or carers. These leadership practices are of importance for actively supporting gifted education teachers and their students in online learning environments in order to achieve positive student engagement and learning outcomes commensurate with student potential.
Parents as Nomads: Journeys, In-Betweenness and Identity
Author: Twomey, Miriam
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Role,Young Children,Pervasive Developmental Disorders,Autism,Identification (Psychology),Early Intervention,Foreign Countries,Change,Disability Identification,Accessibility (for Disabled),Parent Attitudes,Related Services (Special Education),Experience,Parent Participation

When considering the parent voice as an individual subjective reality, it is observed as unique to the parent and not shared by others. This research sought to explore if parent voices could constitute intersubjective realities; inviting narratives from parents and professionals that may reveal a shared existence. The first theme explored the journeys of the parent as a nomad in their search for services to support their children. The second theme describes the position of the parent during the period of their child's assessment, diagnosis and intervention, as that of 'in-betweenness'. The third theme describes parents' experiences as those of journeys, during which their identities change. Qualitative, in-depth, longitudinal case studies were undertaken with parents of young children with ASD and professionals over eighteen months. Semi-structured interviews (n-83) were conducted. Autoethnography was critical as a methodological tenet in defense of a position that states that research is an extension of our lives. The findings of this research show evidence of parental isolation and marginalization when procuring services for their children or when children failed to experience inclusion. This research suggests that nomads navigate (difficult) ways of forming new multiple selves and identities.
Extraction and Recognition of Competency Components of the STEM Human Resources Community: Focusing on the Cultural Impacts of Japanese University Students
Author: Kuroda, Tomotaka
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Foreign Countries,College Students,Competence,Gender Differences,Student Attitudes,Student Motivation,Cultural Influences,Cultural Background,Intellectual Disciplines

The importance of human resources in science, technology, engineering, and mathematics (STEM) is increasingly recognized in Japan and other countries worldwide. This study considers the STEM human resources community as a cultural sphere and examines the factors that influence STEM competency elements in a sample of Japanese university students as a preliminary study for an international survey. The study results revealed that out of the 21 competency elements, four--leadership, initiative, ability to control stress, and ethics--were affected by gender, while the other 17 were not affected by gender. Conversely, differences in major field of study were less likely to affect the results. Furthermore, it was confirmed that students' motivation for growth in the 21 competency elements was positively correlated with the 21 competency elements, suggesting that many students in STEM want to improve these competency elements. Future research in this area should include conducting surveys in new countries and regions, as well as in other age groups, such as among high school students and working adults, including examining the concept of the competency model's elements itself.
From PKU Online Lessons for Dietetics Students to the PKU Sandwiches Album
Author: Konikowska, Klaudia
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Dietetics,Food,Nutrition,Genetic Disorders,Allied Health Occupations Education,COVID-19,Pandemics,Metabolism

The purpose of the manuscript is to present to academic teachers, doctors and nutritionists how practical online classes with dietetics students can be used to develop ready-made tools at work and for the education of phenylketonuria (PKU) patients and their caregivers/parents. During online classes in 2020, as part of the subject--diet therapy of metabolic blocks, 53 students prepared PKU sandwiches at home. Each PKU sandwich has a calculated nutritional value, and phenylalanine exchanger content, but does not include low-protein bread. The selection of a particular type of PKU bread depends solely on the PKU patient, hence it was deliberately not included in the calculations. The sandwiches, made by students and assessed by academic teachers, will be published with the following title &quot;The PKU Sandwiches Album&quot;. The Album with more than 400 colorful pictures of PKU sandwiches, will be expected to inspire patients and help them add appeal to their diet, enriching it with new tastes, at the same time facilitating the memorizing process of ingredients, thanks to visualization and presented calculations, and motivating them to comply with strict dietary recommendation. The same nutritional calculations and ideas for sandwiches, with the use of different bread, e.g., gluten-free, may be useful in other diseases, such as celiac disease.
Promoting Equity and Assuring Teaching and Learning Quality: Magisterial Lectures in a Philippine University during the COVID-19 Pandemic
Author: Rodrigo, Maria Mercedes T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Equal Education,Educational Quality,Lecture Method,Electronic Learning,Video Technology,COVID-19,Pandemics,Universities,Foreign Countries,Access to Education,Internet,Open Educational Resources,College Faculty,College Students,Teacher Attitudes,Student Attitudes,Instructional Effectiveness,Learner Engagement

When the COVID-19 pandemic forced universities to shift to online learning, one of the challenges to faculty and administrators was to provide students with high-quality, curriculum-based learning materials that could be accessed despite students' variable levels of Internet access. Part of the Ateneo de Manila University's response to this challenge is the production of the Magisterial Lectures, an Open Educational Resource (OER) series of video lectures by some of the University's most respected faculty members. The goals of this paper are to describe how the production of the lectures was guided by the principles of quality and equity; to discuss the use and reach of the lectures based on YouTube analytics and a survey of Ateneo students and teachers; and to measure the impact of the lectures on students' learning experience. We enact quality in terms of curricular alignment and high production value. Equity was achieved by making the resource available publicly, free of charge. We found that the videos reached over 350,000 viewers in 37 countries. A survey of Ateneo students and teachers, the primary beneficiaries, shows that these materials were effective educational tools. Their effectiveness is attributable to the grounding of the production in quality and equity; the teachers' careful integration of the recordings in their lessons; and the students' engagement with the lectures following their own learning preferences and strategies.
Practical Pedagogy to Better Prepare Preservice Teachers for Inclusive Teaching: Attitudes, Knowledge and Skills
Author: Walker, Nolene
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Student Attitudes,Inclusion,Teaching Methods,Teacher Role,Teacher Attitudes,Elementary School Teachers,Foreign Countries,Students with Disabilities,Knowledge Level,Teaching Skills,Cooperation

Research about the preparation of preservice teachers for inclusive teaching has tended to use quantitative approaches, such as surveys, to investigate ways to better prepare preservice teachers. Further, studies to date have tended to examine the attitudes of preservice and experienced teachers. This paper presents the findings of interviews with 15 preservice, beginning and experienced teachers to ascertain their beliefs about enhancing preservice teachers' preparedness for their inclusive role. The findings expound on practical approaches in the areas of attitudes, knowledge and skills that may provide instructive information about designing initial teacher education courses for inclusive education.
Growth Mindset in K-8 STEM Education: A Review of the Literature since 2007
Author: Stohlmann, Micah
Date: 2022-00-00
Type: Journal Articles
Subjects: Beliefs,Student Motivation,STEM Education,Positive Attitudes,Elementary Secondary Education,Intervention

Growth mindset has received more focus in schools in the past fifteen years as a possible way to improve various educational outcomes. Helping students to believe in the malleability of intelligence and the potential to improve in ability and various human qualities is important. Students with growth mindsets set self-improvement as achievement goals, use all of their resources, seek feedback, attribute failure to something that is under their control, and work harder when faced with setbacks. For the Science, Technology, Engineering, and Mathematics (STEM) subjects these beliefs and outcomes of a growth mindset are especially important. The notion that only some students can do well in STEM subjects is important to counter. Growth mindset research has most often concentrated on students beyond middle school. Given the possible benefits of a growth mindset, the elementary and middle grades should receive more focus with growth mindset research and interventions. The purpose of this article to review the research on growth mindset in K-8 STEM education, science education, and mathematics education since 2007. Directions for future research are discussed including the importance of teachers in growth mindset interventions and integrated STEM education lessons as a method for students to develop and internalize growth mindset orientations.
Finding a Role in Class: A Mixed Methods Study of Prospective Teachers&apos; Beliefs towards Co-Teaching in Inclusive Classes
Author: Siegemund, Steffen
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Team Teaching,Inclusion,Regular and Special Education Relationship,Teacher Role,Foreign Countries,Factor Analysis

In a mixed methods design, this study examines prospective teachers' beliefs on co-teaching of general teachers and special education teachers. The quantitative approach comprises the development of a questionnaire regarding beliefs on teachers' roles and benefits of co-teaching in inclusive classes. The model fit and group mean differences of the final sample (n = 510) are reported. In a qualitative approach, focus groups with 56 participants were conducted and analyzed with the grounded theory method to provide further insights into prospective teachers' beliefs. The emerged core categories, role clarification, role reference system, and roles at eye level, disclose a multidimensional understanding of prospective teachers' beliefs on coteaching.
Hopes and Goals of Secondary School Students towards STEM Education and Their Pseudoscience Beliefs
Author: Timur, Betül
Date: 2022-00-00
Type: Journal Articles
Subjects: Goal Orientation,Secondary School Students,STEM Education,Misconceptions,Beliefs,Student Attitudes,Psychological Patterns,Individual Differences,Parent Background,Educational Attainment,Foreign Countries

In today's world, where science and technology are developing rapidly, raising science-literate individuals has gained importance in order to keep up with the requirements of the digital age. In line with this, STEM education, which is the integration of science, technology, engineering, and mathematics, has become the center of attention. However, an increase in the interest in science causes an increase in pseudo-scientific beliefs, which are far from being scientific. Therefore, this study investigated whether secondary school students' hopes and goals towards STEM education and pseudoscience beliefs differ by gender, grade level, and parental education level. In addition, the correlation between the students' pseudo-science beliefs and their hopes and goals towards STEM education was also investigated. A total of 351 secondary school students participated in this study. The &quot;Hopes and Goals Survey&quot; and &quot;Pseudoscience Belief Scale&quot; were used for data collection. As a result of the study, it was found that the hopes and goals of students towards STEM statistically differ by gender, in favor of female students, by grade level, in favor of lower-grade students, and maternal education level, in favor of students whose mothers had a bachelor's degree or higher. However, despite the higher hopes and goals towards STEM education scores in students with university graduate fathers than the others, the difference was not statistically significant. It's also revealed that pseudoscience beliefs of the secondary school students differ significantly by gender, in favor of female students, and by grade level, in favor of upper-grade students. While it is noteworthy that the pseudoscience beliefs of the students with primary school graduate fathers were higher than the others, the difference was not statistically significant. Moreover, the pseudoscience beliefs of secondary school students did not differ significantly in terms of maternal education level. A positive and significant correlation was found between the students' pseudo-medical claims and their hopes and goals towards STEM education. Moreover, there was a positive and significant correlation between the students' pseudo-medical claims and the learning in school hope. On the other hand, there was a negative and significant correlation between the learning in school hope and pseudo-predictive claims of the students. In addition, there was a negative and significant correlation between the job satisfaction hope and pseudo-predictive claims of the students.
Evidence Based Funding in Illinois: A Discussion of Equity in Urban Education
Author: Martin, Jennifer L.
Date: 2022-03-00
Type: Journal Articles
Subjects: Educational Finance,Evidence Based Practice,Educational Equity (Finance),Equal Education,Disproportionate Representation,Minority Group Students,Low Income Students,Poverty,Case Studies,Public Schools,School Choice,Educational Vouchers,Charter Schools,Economically Disadvantaged,Bias,COVID-19,Pandemics,Urban Education

In this pilot study, we examine the realities of differential funding structures across the US, which disproportionately disadvantage historically marginalized communities (Black and Brown students) and students living in poverty, contributing to an intractable opportunity gap. Prior research indicates that equitable funding can, in fact, decrease the opportunity gap between dominant and non-dominant-culture students. We use the new funding structure in Illinois as a case study in funding equity that should be applied nationally. We critique the current funding structure of public schools in general, which has defamed the public sector in favor of school choice, vouchers, and charter schools--all with less oversight than public schools and structured to profit from public monies. Finally, we address the impact of COVID19 on existing funding inequities.
Making Math Add up for Students Receiving Special Education
Author: Ballin, Amy
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Special Education,Regular and Special Education Relationship,Mathematical Concepts,Thinking Skills,Empowerment,Inclusion,STEM Education,Minority Group Students,Teaching Methods,Vocabulary,Visual Aids,Secondary School Mathematics,Elementary School Mathematics

This article draws attention to the discrepancy between how math is taught in special education and general education classrooms, the consequences of this discrepancy, and how teachers can teach higher order math concepts to a wide range of learners, including students with moderate special needs, using empowerment math principles. Students assigned to special education are often taught a different kind of math from general education students, preventing them from practicing critical thinking skills and developing higher order thinking related to math concepts. The authors developed empowerment math based on years of teaching math to a diverse group of learners. The Nine plus One principles of empowerment math guide teachers to practices that promote inclusion and accessibility for a wide range of learners. The authors contend that too many students with moderate special education needs are being denied access to the STEM field, notably many students of color, when they are denied access to advanced level math education. Empowerment math could be used to remedy this discrepancy.
Improving Middle School Students&apos; Proportional Reasoning through STEM Activities
Author: Gündogdu, Nida Sultan
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 7,Middle School Students,Logical Thinking,Thinking Skills,Mathematical Concepts,STEM Education,Problem Solving,Mathematical Logic,Learning Activities,Multiplication

The aim of this study was to examine the proportional reasoning skills of seventh-grade students before and after the implementation of STEM activities involving proportional and non-proportional relationships. Case study, one of the qualitative study methods, was used in the research. The data for the study was obtained from eight students. Seven different STEM activities were implemented over a seven-week period. A Proportional Reasoning Test and semi-structured interviews were used as data collection tools before and after the implementation of STEM activities. The findings revealed that the STEM activities contributed to the development of students? proportional reasoning skills. Before the STEM activities, students mostly used a cross-multiplication strategy to solve proportional problems. Moreover, they had difficulties in solving numerical comparison and qualitative reasoning problems. Additionally, students frequently used multiplicative relations in non-proportional problems. After the STEM activities, students used multiplicative relations to solve proportional problems. Furthermore, students could solve numerical comparison and qualitative reasoning problems.