ethanporcaro/eric-fulltext-meta huggingface dataset:
Helping Students from the McNair Scholars Program Enroll in Graduate School: A Multilevel Modeling Examination
Author: Renbarger, Rachel L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Enrollment,Hierarchical Linear Modeling,Graduate Study,Disproportionate Representation,Doctoral Programs,First Generation College Students,Low Income Students,Minority Group Students,Federal Programs

Due to structural educational inequity, students who are first-generation, low-income, and certain students of color have lower graduate degree attainment compared to their peers. One national program, the Ronald E. McNair Post-Baccalaureate Achievement Program, serves students from these groups to increase the number of students from these backgrounds who enroll in graduate school and obtain a doctoral degree. This study utilized federal data to examine graduate school enrollment rates for students from this program and understand variation among programs in students enrolling in graduate school. Results indicate that program funding and length of time funded do not statistically and significantly relate to graduate enrollment rates. Additionally, the program works better to help students who were able to graduate with an undergraduate degree. The article concludes with practical implications for those in higher education and limitations of the study.
Unwrapping the Gift Box: Exploring School Children&apos;s Happiness and Unhappiness in Türkiye, from a Causality Perspective
Author: Erginer, Aysun
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Primary Education,Young Children,Psychological Patterns,Student Attitudes,Teacher Attitudes,Preservice Teachers,Early Childhood Teachers,Student Teacher Attitudes,Student Motivation,Predictor Variables

In the face of the distance between logic and emotion, it is a difficult process to examine the happiness of humankind, who is in a fight of existence with these ideas and feelings. Considering that the ultimate goal of pedagogy is to make people happy through education, it will immediately be understood that it will become even more difficult to investigate children's happiness. It was aimed to investigate the causes of happiness and unhappiness from the eyes of the teacher and the child, and the research was designed with a qualitative method. The data were collected by enabling teachers and prospective teachers to observe primary school children and by conducting interviews with them. A kind of conceptual photograph of children's happiness and unhappiness was tried to be taken from the data obtained as a result of the content analysis. The children explained their reasons for being happy almost with justifications related to not being unhappy. In order to be happy in the eyes of children, it is necessary not to fail, not to be alone or not? to compete, and it is necessary for them to be motivated. The happiness values of male and female children differ from each other.
Influence of Technical Support on Technology Acceptance Model to Examine the Project PAIR E-Learning System in Distance Learning Modality
Author: Caratiquit, Kevin
Date: 2022-09-00
Type: Journal Articles
Subjects: Technical Support,Technology Uses in Education,Computer Attitudes,Educational Technology,Electronic Learning,Instructional Materials,Open Educational Resources,Distance Education,Secondary Schools,Foreign Countries,Usability,Reliability

Adopting technology in this new normal education improved students' engagement and motivation to learn. This paper aimed to investigate the impact of technical support on Technology Acceptance Model to examine Project PAIR (Portable and Accessible Instructional Resources) in the distance learning modality employing Partial Least Squares Structural Equation Modeling. Applying a convenience sampling technique, the investigation involved 305 senior high school learners from a secondary school in Cagayan, Philippines. Sample sizes were calculated using the inverse square root and gamma-exponential methods. Results showed that technical support directly impacts the perceived ease of use, usefulness, and attitude toward using. The findings also revealed that the perceived ease of use of PAIR has a direct impact on its perceived usefulness and attitude toward use. In contrast, perceived usefulness directly influences the attitude toward using and behavioral intention to use. Likewise, attitude towards using directly impacts the behavioral intention and actual use, while behavioral intention directly influences actual use. This paper concluded that technical support is a reliable external variable of the technology acceptance model. Hence, the application of PAIR for remote learning is strongly recommended for the school and the public. It is also recommended that the schools must ensure that they have provided technical support to ensure the PAIR functioning runs appropriately. Further implications for institutions and future studies are also discussed in this paper.
Opinions of Social Studies Teachers on Environmental Education through Social Studies Curriculum and Textbooks
Author: Özdemir, Fatih
Date: 2022-09-00
Type: Journal Articles
Subjects: Environmental Education,Social Studies,Teacher Attitudes,Curriculum,Textbooks,Foreign Countries,Textbook Content,Visual Aids,Grade 5,Grade 6

As the number of global environmental problems is increasing day by day, one of the courses given in environmental education, which is gaining importance, is social studies. In this context, environmental education in social studies gains importance, as well. From this point of view, this research aims to determine the views of social studies teachers about environmental education given through social studies curriculum and textbooks. The research was conducted with a phenomenological design, one of the qualitative research designs. The study group of the research consisted of 8 social studies teachers working in schools affiliated with the Ministry of National Education of Türkiye (MoNE) in the fall semester of 2021-2022. The study data were collected with a semi-structured interview form prepared by the researcher. The obtained data were analysed by the descriptive analysis method. According to the research findings, social studies teachers are of the opinions below: the emphasis on the sustainability principle of environmental education in the curriculum is low, it is insufficient in terms of achievements and is not suitable for the level, however, it is sufficient in terms of skills. In addition, the textbooks are far from actuality, and especially at the 5th-grade level, the visualization is insufficient. While the applied-based education approach is mostly adopted in environmental education, it has been emphasized that the most important problem in the realization of environmental education is the procedure. Teachers suggested the practice and activity-based education approach and environmentalist content.
Academic Outcomes of Homeschooled versus Conventionally Schooled Children Pursuing the Accelerated Christian Education Curriculum in Kenya
Author: Mwanyumba Tweni, Fredrick
Date: 2022-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Home Schooling,Acceleration (Education),Foreign Countries,Conventional Instruction,Christianity,Religious Schools,Comparative Analysis,Academic Achievement,English (Second Language),Social Studies,Mathematics Education

In recent times, the Kenyan education sector has experienced increased cases of students' indiscipline in schools. However, the potential of homeschooling as a possible solution to such indiscipline has not been explored. Whereas critics of homeschooling posit that homeschooled children are inferior academically, proponents of this form of learning don't think so. Therefore, this research compared the academic learning outcomes of homeschooled children and children in conventional school settings. The subjects in which scores were compared were math, English, and social studies. This research was anchored in the systems theory's input-output model developed by Ludwig Von Bertalanffy and adopted the causal-comparative research design. The target population was children pursuing the Accelerated Christian Education (ACE) curriculum. A sample of 316 children was drawn, out of whom 272 participated in the research. Data were analyzed using independent samples t-tests. Results revealed that homeschooled children achieved significantly higher math, English, and social studies scores than children in conventional schools. The research concluded that homeschooling as an alternative form of education enhances children's academic learning outcomes equally well and probably better than conventional schools. Therefore, the education sector in Kenya should consider legalizing homeschooling as an alternative form of education for some parents who want to detach their children from indiscipline cases that are majorly witnessed in conventional schools. Despite this research stating the case for legalizing Homeschooling in Kenya, a significant limitation was the reliance on the ACE curriculum and academic scores derived from one term's performance. Therefore, future studies should consider panel data that caters for comparisons across diverse curricula over time.
Mathematics Teachers&apos; Acceptance of ICT in Teaching and Learning: An Extended Technology Acceptance Model
Author: Arthur, Yarhands Dissou
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Technology Integration,Secondary School Teachers,Foreign Countries,Structural Equation Models,Mathematics Education,Faculty Development,Institutional Characteristics

The research sought to assess mathematics teachers' acceptance of Information and Communication Technology (ICT) integration into teaching and learning at the secondary schools. This study was a cross-sectional survey that gathered data with structured questionnaire. The population was mathematics (core and elective) teachers of secondary schools within the Ashanti region of Ghana. Purposive sampling was used to select mathematics teachers from 41 secondary schools in the region. In all, there were 207 usable questionnaires for the study. Structural Equation Modelling (SEM) was run in Amos (v.23) to estimate the path coefficients of the various hypotheses, using Technology Acceptance Model (TAM). The study established that perceived ease of use predicted both perceived usefulness and attitude towards use; perceived usefulness predicted attitude towards use and behavioral intention; attitude towards use of technology predicted the behavioral intention to adopt technology in teaching and learning, while behavioral intention also predicted actual usage of ICT in teaching and learning of mathematics. As an extension to the original TAM, the study found school related factors as percussor to perceived usefulness and perceived ease of use. Similarly, ICT training was found to greatly influence perceived usefulness and perceived ease of use.
A School-University Partnership for Integrated STEM Learning: Curriculum Modifications and Considerations for Emergency Remote Teaching
Author: Wieselmann, Jeanna R.
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Integrated Curriculum,Partnerships in Education,College School Cooperation,Authentic Learning,Experiential Learning,Videoconferencing,Science Teachers,Curriculum Development,Blended Learning,Physics,Motion,Engineering,Design,Middle School Teachers,COVID-19,Pandemics

Emergency remote and hybrid instructional approaches during the COVID-19 pandemic presented new challenges to science teachers, including how to incorporate authentic, hands-on, and collaborative learning experiences via Zoom™ instruction. Through a school-university partnership, a first-year middle school science teacher, an assistant professor, and two doctoral students collaborated to support student learning despite the constraints imposed by COVID-19. The partners worked together to develop and adapt a six-lesson, integrated science, technology, engineering, and mathematics (STEM) unit for use in a hybrid learning environment. In this article, we describe the unit, which focused on science concepts of force and motion through an engineering context related to helmet design. We highlight the key adaptations that were made to transition this unit to a hybrid format, including the assets brought by each partner. Finally, we discuss lessons learned and implications for teachers.
Teaching through a Pandemic: Possibilities for Student Engagement Created by University-School-Community Partnership
Author: Peña, Daniel
Date: 2022-00-00
Type: Journal Articles
Subjects: College School Cooperation,Teaching Methods,Pandemics,COVID-19,Futures (of Society),English,Language Arts,Metacognition,Learner Engagement,Distance Education,In Person Learning,Partnerships in Education,Faculty Development,Service Learning,English Teachers,Artists,Doctoral Students,Student Projects,Active Learning,High School Students,Interdisciplinary Approach,Teacher Attitudes,Holistic Approach,Art Products,Social Justice

In this article, the authors examine their collaboration on a joint ELA-art-mindfulness project before and during the COVID-19 pandemic. The following chronicles the impact of the pandemic on the project and on student engagement, key takeaways from teaching and collaborating during a virtual school year, and the implementation of said takeaways as school returned to in-person instruction. The authors also reflect on their university-school-community partnership and plans for future collaboration.
Using Practice-Based Teaching Experiences to Leverage Teacher Candidate Effectiveness
Author: Colonnese, Madelyn
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Experiential Learning,Mathematics Teachers,Field Experience Programs,Elementary Schools,College School Cooperation,Partnerships in Education,Teaching Methods,Preservice Teachers

Concerns about the lack of connection between university-based teacher education courses and clinical experiences have long been shared. Practice-based teacher education has been offered as one way to connect these two aspects of teacher education closer together. However, descriptions about how to implement practice-based teacher education in ways that support student learning in clinical experiences is lacking. In response to this area of need, this article describe show two mathematics teacher educators implemented practice-based teacher education in their mathematics methods courses. One course took place in a university setting with a clinical component while the other took place during a mediated field experience, in which the course and clinical practice experiences took place in an elementary school. Implications and considerations for future school-university partner work are shared.
Learning and Leadership through Sustainability Education: School-University Partnerships Supporting Collaboration and Student Voice
Author: Sterrett, William L.
Date: 2022-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Wellness,Health Promotion,Sustainable Development,Elementary Schools,Universities,Environmental Education,Conservation (Environment)

In an era of accountability, it is vital that schools can define their success in ways that transcend a single high-stakes testing day at the end of the school year. While student growth and proficiency are important educational measures, also focusing on health and wellness, stewardship of resources, and sustainability education, offers a unique and collaborative opportunity for learning communities to engage partners, reflect on goals and practices, and empower students, staff, and community members as change agents in the work. Sustainability education informs the preparation of educators and the collaboration of educators, community members, policymakers, and university personnel. This article offers insights and examples presented by a school-university partnership seeking to vitalize the three green pillars defined by the U.S. Department of Education Green Ribbon Schools award designation amid a pandemic setting.
Evaluating a Peer Assisted Learning Programme for Mature Access Foundation Students Undertaking Computer Programming at an Irish University
Author: Bermingham, Nevan
Date: 2022-00-00
Type: Journal Articles
Subjects: Programming,Foreign Countries,Computer Science,Peer Teaching,Adult Students,Postsecondary Education,Communities of Practice,Young Adults,Program Evaluation

Access Foundation Programmes are a widening-participation initiative designed to encourage engagement in higher education among underrepresented groups, including those with socioeconomic and educational disadvantage. In particular, mature students enrolled in these programmes experience greater difficulties making the transition to tertiary education, especially when they opt to study disciplines traditionally considered difficult. Computer programming is perceived as a traditionally difficult subject with typically lower pass rates and progression rates than other subjects. This paper describes the first of a three-cycle action research study examining the perceived effects of a structured Peer Assisted Learning (PAL) Programme for mature students enrolled in a computer science programming module for an Access Foundation Programme in an Irish University. The focus of this qualitative study was to evaluate the perceived effect of a PAL programme on learning and whether it offered a positive learning support structure. Findings from our study suggest that PAL programmes have an overall positive effect on subject comprehension as well as enhanced learner confidence for mature Access Foundation students. Furthermore, PAL sessions offered students a support structure that helped with their transition and acculturation to tertiary education. This study also highlights the importance the PAL leader's role has on the perceived effectiveness of the PAL sessions as well as the impact of the students' shared history on the near-peer bond. The study concludes that the implementation of PAL programmes for Access Foundation Programmes has the potential to offer mature students a supportive learning environment and to improve their learning experience.
Leader Identity Emergence of Study Group Facilitators
Author: Arendale, David R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Facilitators (Individuals),Self Concept,Communities of Practice,Paraprofessional Personnel,Peer Groups,Transformative Learning,Peer Teaching,Professional Development,Student Leadership,College Students,Leadership Role

This qualitative study at the University of Minnesota--Twin Cities, USA, investigated leader identity emergence of study group facilitators. There is a gap in the professional literature regarding study group programs and identity emergence of the student paraprofessionals who facilitate the study sessions. This study built upon previous studies of identity formation by integrating educational theories that help explain the changes that occurred. Peer study group programs are powerful co-curricular experiences. This study provided answers to &quot;why&quot; and &quot;how&quot; identity emergence occurs. The Leader Identity Development Model for peer study group facilitators was developed based on the findings from this study and other experiences with study group leaders over the past three decades by David Arendale to help predict this change and the experiences that supported identity formation. Among those catalysts were written reflections by the study group leaders throughout the academic term on what they learned about themselves and about their conversations with other study leaders and the study group program manager. Implications are provided that explain how peer programs can become a more transformative learning ecosystem. Peer learning programs present an untapped personal and professional development opportunity for student leaders that would be even more powerful if it were intentional rather than serendipitous.
Managing Multiple Students on Clinical Placement via Peer Learning: The Hull Evaluation-Appraisal-Student-Integrated (EASI) Model
Author: Aldrich, Lucy
Date: 2022-00-00
Type: Journal Articles
Subjects: Models,Allied Health Occupations Education,Student Placement,Clinical Experience,Foreign Countries,Cooperative Learning,Barriers,Allied Health Occupations

There is a national shortfall of student Allied Health Professional (AHP) clinical placement availability in the United Kingdom. Debate exists regarding ways to improve this situation against the backdrop of National Health Service (NHS) pressures. Historically, clinical educators have adopted a one clinical educator to one student (1:1) model. AHP clinicians perceive various barriers regarding the implementation of peer learning placement models where multiple students (two or more) are assigned to one clinical educator. A means to address the perceived barriers to adopting a peer learning placement model has been gained from unstructured interviews, conference feedback, questionnaires, and a literature review. Assimilation of this information has resulted in the development of a peer learning model named the Hull Evaluation-Appraisal-Student-Integrated (EASI) model. This combines tools developed from other peer learning models with bespoke tools that have been developed to address barriers perceived by clinical educators and students. The Hull EASI model emphasizes a team approach for enhancing students' educational experience rather than it being the sole responsibility of the clinical educator. It was piloted within a physiotherapy musculoskeletal (MSK) outpatient setting. The Hull EASI model will undergo further development and evaluation, including in the inpatient setting and with other AHP professions. It will continue to evolve in response to local demands.
Preparing and Supporting Elementary Mathematics Specialists through School-University-Community Partnerships
Author: Swars Auslander, Susan
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Specialists,College School Cooperation,Educational Quality,School Districts,Nonprofit Organizations,Mathematics Instruction,Mathematics Teachers,Faculty Development,Teacher Leadership,Coaching (Performance),Communities of Practice,Program Descriptions,Minority Serving Institutions,Urban Universities,Teacher Education Programs

Grounded in a close partnership between a university, school district, and non-profit organization, this 5-year mathematics professional development project involves 27 elementary teachers prepared and supported as Elementary Mathematics Specialists (EMSs). The project aims to develop EMSs who deliver ambitious mathematics instruction in their classrooms and serve as informal mathematics teacher leaders. They complete a university's K-5 Mathematics and Teacher Supporting &amp; Coaching Endorsement programs and participate in Professional Learning Communities and individual mentoring. Described here are the partners, the project's components, and the ways in which the EMSs engaged in teacher leadership across Year 1. Central to the project is the school-university-community partnership, with the components supporting reciprocity with mutual benefits for all partners, such as high quality clinical experiences for teacher candidates, coaching for novice teachers, and engagement with families and caregivers.