ethanporcaro/eric-fulltext-meta huggingface dataset:
Cultivating Enduring and Reciprocal Relationships in Academia: An Indigenous Mentor-Mentee Model
Author: Chew, Kari A. B.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,American Indians,Doctoral Students,Indigenous Knowledge,Graduation,Teacher Student Relationship,Ceremonies,Authors,American Indian Culture,Caring,Teacher Attitudes,American Indian Languages,Language Maintenance,Story Telling,State Universities

This article takes form following an exchange of letters in which the Chickasaw and Hopi authors reflected on an Indigenous mentorship relationship in higher education as the embodiment of a carved-out space for Indigenous ways of knowing and being. They begin the story of their faculty mentor-doctoral mentee relationship with the memory of the mentee's graduation from the doctorate program and the gifting of a shawl. This moment was both a culminating and rebirthing of a relationship, an Indigenization of the institutional university hooding graduation ceremony. The authors privilege an Indigenous gift paradigm based in values of care and notions of kinship. Together, they ask and explore questions of how such a gift paradigm is created, enacted, and sustained in higher education. They reflect on practices which cultivated, nurtured, and sustained the mentorship relationship through the years from admission and leading up to the doctoral graduation ceremony, and beyond.
Characterizing STEM Community-Based Learning through the Interstakeholder Dynamics within a Three-Tiered Model
Author: Delaine, David A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Service Learning,STEM Education,Systems Approach,Case Studies,Program Descriptions,Stakeholders,Power Structure

Community-Based Learning (CBL) within science, technology, engineering, and mathematics (STEM) has the potential for positive student learning outcomes while also promoting beneficial outcomes in partner communities, yet complexity of practice can often obscure or limit these outcomes. Emergent behavior makes realizing outcomes, especially those for the community, difficult. A systems-level approach can minimize some complexity, yet empirical evidence of how STEM CBL is structured is limited. A three-tiered model (i.e., Community, Program, and Individual levels) is used as a structural framework to analyze two case studies to answer: How do three system levels describe the STEM CBL practitioners, their actions, and goals? Thematic analysis of data generated through participant-observation within two purposefully selected cases establishes a foundation for how these system levels can impact practice. Distribution of effort across the three levels can support well-rounded CBL practice and advance the voices of all practitioners, but especially those with less power.
Collective Knowledge Mobilization through a Community-University Partnership
Author: Hidayat, Dadit
Date: 2021-00-00
Type: Journal Articles
Subjects: School Community Relationship,Universities,Partnerships in Education,Capstone Experiences,Sustainability,Graduate Students,Student Projects,Experiential Learning,Community Programs,Environmental Education,College Students,Case Studies

This article tests the project-based research model by analyzing the processes and outcomes of a partnership between a grassroots environmental organization promoting community-based sustainability practices and a series of university-based capstone courses. We begin by contrasting scientist-driven and community-based approaches to sustainability. We then describe a series of three knowledge mobilization projects codesigned by The Natural Step Monona (TNSM) and university-based capstone courses led by a graduate student and professor. The first project performed a community diagnosis, from which we codesigned a prescription that the second capstone course helped TNSM implement. The third course worked with TNSM to evaluate the process. That evaluation, along with follow-up interviews, showed that the process had substantial and concrete positive community impacts that furthered TNSM's mission, but it also led to partner fatigue as the organization was pushed past its realistic capacity.
Exploring Effective Pre-Kindergarten Family-School Partnerships: The Pre-Kindergarten Parent Leadership Academy Program
Author: Susnara, Daniela M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Preschool Education,Family School Relationship,Parent Teacher Cooperation,Parent Education,Leadership,Academic Achievement,Elementary School Students,Self Efficacy,Parent Participation

Research suggests that positive parent-teacher relationships and increased parent involvement can improve student achievement. Family-school-community partnerships can promote these outcomes. This article describes the Pre-Kindergarten Parent Leadership Academy (Pre-KPLA) within the Parent Teacher Leadership Academy (PTLA) at the University of Alabama. To support local elementary schools and their students and families, the Pre-KPLA gives parents the opportunity to develop leadership skills within their school community while promoting parent-teacher relationships. Using a mixed-methods design, we analyzed data from the 2017-2018 and 2018-2019 years of the Pre-KPLA on parents' leadership behaviors and self-efficacy. Pretest-posttest results showed that parent participants significantly increased their leadership behaviors and self-efficacy. Additionally, qualitative thematic analysis revealed that parents were inspired to take action in their school, gained new knowledge about school improvement goals, and learned new ways to seek additional funding for their school.
A Series of Conversation Analysis Based Pedagogical Activities for Increasing Interactional Awareness
Author: Balaman, Ufuk
Date: 2019-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Intercultural Communication,Second Language Learning,English (Second Language),Workshops,Educational Technology,Audiovisual Communications,Feedback (Response),Curriculum Design,High School Students,Foreign Countries

This article presents a series of activities that are informed by research on conversation analysis and used for increasing the EFL [English as a Foreign Language] learners' awareness of interactional mechanisms of English language. The activity series consists of (1) lecture (e.g., turn taking, sequence and preference organization, repair), (2) conversation workshop, (3) audio and video-recording, (4) sharing the recordings with students, (5) guided watching of the recordings repeatedly and filling out a self-feedback sheet, (6) transcription, and (7) a whole class video-oriented feedback session led by the teacher. Each step is repeated for each interactional mechanism using Wong and Waring (2010) as a reference for the course design. We present a series of ordered activities recalibrated for use in high school EFL classrooms based on insights gained from previous implementation in higher education classrooms.
Comics in Science Teaching: A Case of Speech Balloon Completing Activity for Heat Related Concepts
Author: Özdemir, Ertugrul
Date: 2019-00-00
Type: Journal Articles
Subjects: Cartoons,Scientific Concepts,Heat,Instructional Effectiveness,Instructional Materials,Learning Activities,Classroom Techniques,Curriculum Development,Middle School Students,Misconceptions,Public Schools,Elementary School Students,Science Instruction,Thermodynamics,Story Reading,Student Interests

Comics have an important role in non-formal learning environments. However, how comics may be effective teaching/learning activitities in formal education is an ongoing debate in literature. The purpose of this study is to create and evaluate a series of instructional comics about heat related concepts to be used as teaching/learning activities in real classroom settings. This research is designed as a case study aiming to observe and explain students' reactions to the implementation of an instructional intervention. In this study, six instructional comics about heat related concepts having empty speech balloons were constructed and implemented to a group of 6th graders as balloon completing activities. It was observed that many students completed empty balloons with several wrong statements, and it was concluded that students' wrong statements have crucial feedback for dealing with students' preconceptions about science concepts.
Decolonization and Transformation of Higher Education for Sustainability: Integrating Indigenous Knowledge into Policy, Teaching, Research, and Practice
Author: Lin, Jing
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Change,Sustainability,Indigenous Knowledge,Educational Policy,Student Government,Foreign Countries,Activism,Integrated Curriculum,College Curriculum,Inclusion,Indigenous Populations,Global Approach,College Administration,Interdisciplinary Approach,Partnerships in Education

This article argues that institutions of higher education (IHEs) require a fundamental paradigm shift toward an Indigenous Knowledge (IK) model inclusive of Indigenous Peoples, perspectives, and values. This model acknowledges the sacred value of nature, the rights of non human species, and the power and potential of transformative learning via collaboration with Indigenous communities. Through four personal experiences from one IHE, we highlight challenges and opportunities to decolonize higher education across the domains of policy, research, teaching, and programs. Examples include the Graduate Student Government's resistance to university policies of unsustainable construction projects; incorporating IK from Eastern traditions and world spiritual practices into course curriculum; Indigenizing higher education courses and projects through inclusion and collaboration with local Indigenous tribal members; and finally, ongoing transnational research and education collaborations with an Indigenous Mebêngôkre-Kayapó community in the Brazilian Amazon.
Development of STEM Activities for &quot;Measurement of Force and the Friction&quot; Unit
Author: Ozan, Ferhat
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Activities,STEM Education,Curriculum Development,Student Role,Student Attitudes,Middle School Students,Public Schools,Grade 5,Physics,Scientific Concepts,Group Activities,Time Management,Foreign Countries

STEM has been integrated into science curriculum with recent changes. However, teachers are in need of resources to effectively apply STEM in their classrooms. This study aimed to prepare STEM activities and to find out the students' opinions about these activities. Case methodology was used. First, 5 activities were developed by the researchers and they were implemented in the classroom over a 4-week period. Then, the students were asked to prepare an activity related to the unit standards to be implemented in class. Semi-structured interview technique was used to obtain the students' views about STEM activities. The students had fun and took an active role during the STEM activities. However, the students had difficulty in adjusting the time during the implementation process. The students wanted similar activities to be implemented in other topics in science lessons. Based on the findings, we suggest that more STEM activities are developed.
Theory and Law: Mystery Lines Activity
Author: Özcan, Hasan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Scientific Principles,Theories,High School Students,Grade 9,Science Instruction,Science Process Skills,Science Activities,Scientific Literacy

This study aimed to teach 9th grade students the meanings of scientific theory and scientific law, and the differences between them. The related literature informs that students at different grade levels have misconceptions about the definition of both scientific theory and scientific law and the relationship between them. In this study, the teaching activity emphasized that the characteristics of scientific theory and scientific law are different. The activity was carried out in five groups, each with 5 students forming a sample of 25 students. The first part of the activity emphasized that scientific laws are in fact the simplest form of relations and generalizations. The second part focused on scientific theories emerging from inferential explanations. This activity is important in terms of supporting conceptual understanding of the students and teaching that scientific theories and scientific laws are different kinds of information and that scientific knowledge are open to change.
Watch-Think Over-Discuss: An Activity Sample Regarding the Teaching of Socio-Scientific Issues
Author: Öztürk, Nurhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Science and Society,Learning Activities,Middle School Students,Science Education,Science Instruction,Teaching Methods,Discussion (Teaching Technique),Class Activities,Student Attitudes,Opinions,Journal Writing

The purpose of this study is to elaborate on a sample activity in socio-scientific issues. For this purpose, an activity that lasted for 80 minutes (2 periods) was developed. The implementation process is reported in this paper. The first dimension of the implementation process begins with the tracking of videos that will reflect two different views on the subject of socio-scientific issues (Watch). Then by using opinion development technique, the students are encouraged to think about these issues (Think Over). Finally, the students are involved in the classroom discussion process (Discuss). At the end of this study, nearly all of the students reported positive opinions about the activity and they gained knowledge about the subject. Students also reported that their argumentation and decision making skills are the most developed skills during the process. This activity will be an example teaching module for teachers and pre-service science teachers.
Reference to Materials in Written Argumentations of Students in Geography Lessons
Author: Schwerdtfeger, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Geography Instruction,Teaching Methods,Persuasive Discourse,Barriers,Protocol Analysis,Grade 8,Instructional Materials,Writing (Composition),Writing Evaluation,Foreign Countries,Geography,Reference Materials,Writing Processes

Until now, geography teaching has only touched upon the way in which students write argumentations focused on geographical topics, and the challenges of doing this. In order to shed light on this process, this study considers the problems and challenges students face when using material-based written argumentation in geography lessons. The results from 19 evaluated text products and sound thinking protocols, which were collected in the 8th grade of a comprehensive school, are presented and analyzed. These results show that simultaneously handling several materials at once is a challenge for the students in material-based writing due to a lack of processing techniques.
Teachers&apos; and Educational Administrators&apos; Conceptions of Inquiry: Do They Promote or Constrain Inquiry-Based Science Teaching in Junior High Schools?
Author: Mohammed, Salifu Maigari
Date: 2021-00-00
Type: Journal Articles
Subjects: Junior High School Teachers,Science Teachers,Principals,Supervisors,Coordinators,Educational Administration,Active Learning,Inquiry,Science Instruction,Misconceptions,Concept Formation,Barriers,Correlation,Foreign Countries

This study sought to examine whether teachers' and educational administrators' conceptions of inquiry promote or constrain inquiry-based science teaching in junior high schools. The study also explored any connections between participants' conceptions of scientific inquiry, inquiry teaching, and inquiry learning. Multiple-case study involving semi-structured interviews was used to collect data from 18 integrated science teachers and 23 educational administrators from rural and urban areas in the Central Region of Ghana. Analysis of the qualitative data involved open coding and categorisation of participants' responses. We found that all the teachers and educational administrators held either uninformed or partially informed conceptions of scientific inquiry and inquiry teaching and learning which, constrain inquiry-based science instruction in junior high schools. We also found that participants' conceptions of scientific inquiry reflected in their conceptions of science teaching and learning. Again, we found that the uninformed conceptions of inquiry developed from participants' lack of exposure and experiences with inquiry-based science instruction when they were students. We recommend regular explicit-reflective in-service trainings to promote teachers' and educational administrators' conceptions and teachers' practice of inquiry-based science teaching. We also recommend reforms in preservice science education that emphasise the engagement of prospective teachers in collaborative explicit-reflective inquiry investigations and instructional practices.
Tackling Problem-Solving through the Curriculum and Community Enterprise for Environmental Restoration Project
Author: Birney, Lauren
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,STEM Education,Natural Resources,Conservation (Environment),Environmental Education,Sustainability,Thinking Skills,Student Projects,Problem Based Learning

The aim of this study is to showcase the use of incorporating problem-solving in a multifaceted, long-term investigation. New York Harbor and its estuaries are undergoing a major revitalization due to the efforts of the Curriculum and Community Enterprise for Environmental Restoration Project. Comprised of a network of local educational and business partnerships, students who have been historically underrepresented in the S.T.E.M. field are given the opportunity to delve into environmental restoration in their local communities and strategize, analyze and evaluate environmental challenges to achieve success in problem-solving. The restoration of a sustainable environment is reliant upon innovative responses to the challenges posed. Problem-solving allows the students to use advanced thinking ability and it can also be the driving force of change. The project has resulted in a deeper understanding of local environmental restoration efforts and a stronger commitment to actionable plans for the future.
2020 - The Lecturer at a Crossroads of Teaching and Learning in Academia in Israel
Author: Davidovitch, Nitza
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,College Faculty,Electronic Learning,Preferences,Influences

The COVID-19 pandemic has created the greatest known disruption to the education system in Israel and in many countries around the globe, resulting in decisions to switch to online learning in all subjects. In the current study we examined lecturers' opinions on the advantages and disadvantages of online teaching from various aspects, from a systemic, multi-institutional perspective. The findings indicate that only about a third of the lecturers expressed a preference for online learning. The lecturers mentioned the lack of social and emotional interactions (SEL) between students and lecturers as one of the main disadvantages of online learning. In addition, most of the lecturers do not consider online learning as providing an advantage in the quality of teaching and learning. The study also indicates the need for perceptual changes among lecturers, so that they will reexamine the teaching and learning processes and adapt their role and responsibilities to the new opportunities enabled by today's technological tools and learning environments. The findings also indicate that the success of online learning requires appropriate pedagogical educational approaches rather than replication of traditional frontal teaching patterns on digital platforms. The findings call for in-depth discussion among higher education policymakers and academic institutions on the new and effective purpose of the campus in the post-COVID period, the distinction between the virtual and the real in academic instruction, and the challenges and ways of coping with the new reality.
A New Approach to Modelling Students&apos; Socio-Emotional Attributes to Predict Their Performance in Intelligent Tutoring Systems
Author: Assielou, Kouamé Abel
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Predictor Variables,Intelligent Tutoring Systems,Secondary School Students,Social Influences,Grade Prediction,Item Sampling

Intelligent Tutoring Systems (ITS) are computer-based learning environments that aim to imitate to the greatest possible extent the behavior of a human tutor in their capacity as a pedagogical and subject expert. One of the major challenges of these systems is to know how to adapt the training both to changing requirements of all kinds and to student knowledge and reactions. The activities recommended by these systems mainly involve active student performance prediction that, nowadays, becomes problematic in the face of the expectations of the present world. In the associated literature, several approaches, using various attributes, have been proposed to solve the problem of performance prediction. However, these approaches have failed to take advantage of the synergistic effect of students' social and emotional factors as better prediction attributes. This paper proposes an approach to predict student performance called &quot;SoEmo&quot;-WMRMF that exploits not only cognitive abilities, but also group work relationships between students and the impact of their emotions. More precisely, this approach models five types of domain relations through a Weighted Multi-Relational Matrix Factorization (WMRMF) model. An evaluation carried out on a data sample extracted from a survey carried out in a general secondary school showed that the proposed approach gives better performance in terms of reduction of the Root Mean Squared Error (RMSE) compared to other models simulated in this paper.
Area-Based Learning Approach to the Competency Development of Social Studies Pre-Service Teachers in the Chiangmai Education Sandbox Area, Thailand
Author: Mangkhang, Charin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Social Studies,Teacher Competencies,Place Based Education,Educational Innovation,Instructional Effectiveness,Preservice Teacher Education

The purposes of this research were: (1) to study the requirements for the competency development of social studies pre-service teachers in the Chiangmai Education Sandbox Area; (2) to develop a manual for the competency development of social studies pre-service teachers in the Chiangmai Education Sandbox Area; and (3) to study the results of the Area-Based Approach to the transversal competency development of social studies pre-service teachers. The study was descriptive and included 64 participants in total: (1) 33 school administrators, supervisors, and teachers; and (2) 31 social studies pre-service teachers. A volunteer sampling method was used. The research instruments included: (1) a non-structured interview; (2) an assessment of the manual; and (3) an assessment of competency. In the data analysis, a content analysis was carried out and presented in description, and the quantitative data were analyzed to find means and standard deviation. The results of the study revealed the following: (1) the 4 main competencies schools require of the social studies pre-service teachers are: (1) content knowledge; (2) learning management; (3) engagement strategies; and (4) professional development; (2) a manual for the area-based approach was developed, consisting of 4 learning units in 4 steps referred to as the &quot;AAAR Area-Based Approach&quot;. It was judged to be very appropriate and effective; and (3) the results of the assessment of the perception of the social studies pre-services teachers regarding the area-based competencies in the Chiangmai Education Sandbox Area was at the 'good' level.