ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding the Priorities and Practices of Rural Science Teachers: Implications for Designing Professional Learning
Author: Wingert, Kerri
Date: 2022-00-00
Type: Journal Articles
Subjects: Rural Schools,Science Teachers,Faculty Development,Teacher Attitudes,Teaching Conditions,Teaching Methods,Science Curriculum,Evaluation Methods,Preferences,Student Interests,State Standards,Equal Education,Elementary Secondary Education,Affordances,Barriers,Student Experience

In order to design professional learning that supports rural science teachers to effectively implement standards-based &quot;five-dimensional&quot; (5D) instructional and assessment practices, a critical first step is to elicit their perspectives, prior experiences, concerns, and interests. Based on survey data from 87 rural science teachers in Colorado, along with focus group sessions with 18 of those teachers, this article investigates teachers' perspectives on what makes rural science teaching unique, the degree to which they use 5D science instruction, their curricular and assessment resources, and their professional learning experiences and preferences. Overall, rural science teachers in Colorado reported using rich practices for engaging students' interests and identities in the pursuit of high-quality engagement, and they expressed a need for more science-specific professional learning and materials distribution. Implications for designing professional learning opportunities for rural science teachers are offered.
The Impact of Racial Trauma: A Crucial Conversation in Rural Education
Author: Grimes, Tameka O.
Date: 2022-00-00
Type: Journal Articles
Subjects: Race,Trauma,Rural Education,Aggression,Racism,Diversity,Mental Health,Well Being,Academic Achievement,Minority Group Students,Elementary School Students

Coinciding with the COVID-19 pandemic and the resulting global health crisis, George Floyd's murder was broadcast on social media and popular news (The Marshall Project, 2021). While COVID-19 reports demonstrated the ways Communities of Color and rural communities were disproportionately disadvantaged in the U.S. healthcare system (Artiga et al., 2020; Centers for Disease Control and Prevention, 2021; Dandachi et al., 2021; Fortuna et al., 2020), marches and rallies for Black Lives Matter became emblematic of social discord and civic demand for social justice to upend a racist law enforcement and judicial system (Rickford, 2016). These recent examples of systemic racism are obvious and painful examples of national level issues; however, for many People of Color, everyday microaggressions and racial injustices in their communities, neighborhoods, and schools compound these national level incidents. Take, for instance, the students and families at Aledo High School in Texas where Students of Color were recently &quot;traded&quot; by White students in an online slave auction (Harvey, 2021). In this example, students' first-hand experience of racial trauma in their educational experience compounds the racial trauma witnessed vicariously through the media.
Why Teachers Remain Teaching in Rural Districts: Listening to the Voices from the Field
Author: Leech, Nancy L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Rural Schools,Teacher Attitudes,Teacher Persistence,Educational Environment,Rural Urban Differences,Decision Making,Career Choice,Mentors

Retaining teachers is a problem in all districts but is especially difficult in rural areas. This survey research asked teachers in a western state to respond to open ended questions regarding their choice for teaching in a rural or urban area. Results indicate teachers work in a rural locale because they grew up in the area, already lived there as an adult, and/or had a spouse/partner with a job in the area. Both rural and non-rural teachers cited the importance of a positive school environment with supportive administrators and good working conditions. Teachers stated inadequate working conditions at school affected their decisions to leave the field. Based on results discussed here, key factors in making teaching a sustainable career and the predominant career challenges that teachers face are more similar across rural and non-rural settings than different, although there certainly are less predominant challenges unique to each setting.
Science Teachers&apos; Perceptions of Integration of M-Learning into Class Instructions in Kwara State, Nigeria
Author: Bello, Ganiyu
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Electronic Learning,Handheld Devices,Foreign Countries,Secondary School Teachers,Science Instruction,Career Readiness,Technology Integration,Public Schools,Private Schools

The mandate of the education system is for the advancement of knowledge, socioeconomic transformation, employment generation, and so forth. Literature is awash with arguments in favour of M-learning in the realization of the core mandate of the education system. This study, therefore, examines the perceptions of the science teachers on integration of M-Learning into science class instructions in Kwara State, Nigeria. One hundred and twenty-nine science teachers from 34 public and 27 private senior secondary schools participated in the study. Stratified and purposive sampling techniques were used to select the schools and the teachers, respectively. A researcher-designed questionnaire titled, &quot;Teachers' Perceptions of M-learning&quot; (TPML) with a reliability coefficient of 0.85, was used for gathering data. Data were analyzed using the t-test statistical tool, and findings from the study revealed that the participating teachers had high perceptions of M-learning and were at the preparation stage of integrating it into class lessons. It was concluded that teachers had favorable perceptions of M-learning and were in vantage position to use M-learning to leverage students' achievement. It is, therefore, recommended that science teachers should progress from the preparation Ssage to the action stage of integrating M-learning into science teaching.
Strategies to Scaffold Students&apos; Inquiry Learning in Science
Author: Petersen, Morten Rask
Date: 2022-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Science Education,Scaffolding (Teaching Technique),Science Instruction,Science Teachers,Faculty Development,Best Practices,Student Responsibility,Teacher Student Relationship,Secondary School Students,Foreign Countries

Inquiry-based science education (IBSE) has made a massive entry in science education classes. Students work with their competence development through inquiry. Such an approach calls for new strategies from the teachers to help students learn through inquiry. This study takes a descriptive approach to teachers' understanding and usage of such strategies. Through classroom observations, video analysis, and teacher interviews, three cases are identified to hold teacher practice against a theoretical framework on scaffolding strategies where focus is on the means and intentions of scaffolding. The findings show that teachers use different scaffolding strategies according to the students' level of inquiry understanding, and that scaffolding takes place in short sequences, but the findings also show that the teachers themselves are not aware of such differentiated usage of strategies. This calls for a both better understanding of teachers' usage of scaffolding strategies and for professional development in being aware of how to use such strategies for best practice with students.
Teaching Literacy through Movement: A Transformative Partnership
Author: Howerton-Fox, Amanda
Date: 2022-00-00
Type: Journal Articles
Subjects: Literacy Education,Dance Education,Partnerships in Education,Sign Language,Deafness,Interdisciplinary Approach,Elementary School Students

At the New York School for the Deaf, Fanwood, students participated in a school-based community arts program designed to use creative movement to enhance deaf and hard of hearing children's literacy skills. This program brought together professionals from a variety of disciplines, including deaf education, speech-language pathology, and dance education. These professionals, with a team of teachers, teaching assistants, and administrators, developed and implemented an innovative curriculum that has the potential to transform the way deaf and hard of hearing students from across ethnic, linguistic, and socioeconomic backgrounds experience literacy instruction while increasing access to dance education. This article describes some of the activities tried, the lessons learned, and the questions still encountered.
The Great Texas Deaf Ed Road Trip: Middle Schoolers Drive Development of Virtual Learning
Author: Wainscott, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Geography,Deafness,Hearing Impairments,Video Technology,American Sign Language,Field Trips,Grade 6,Grade 7,Grade 8,Technology Uses in Education,Middle School Students

Co-author and teacher Bill Wainscott found that his students lack simple state geography concepts. They have little sense of the historical, economic, and cultural influences that shape their state, and they are missing background knowledge that is needed to engage in grade-level curriculum concepts. This article describes the development of an online, digital field trip that allows students to virtually visit cities throughout Texas--all while improving their knowledge of geography, history, and culture within their state and remaining in their classroom. Each digital visit includes short, teacher-created videos presented in sign language and speech using straightforward language with age-appropriate concepts tied to a central theme.
Transformation: Reframing Academic and Functional Learning
Author: Brandt, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Special Schools,Instruction,Interdisciplinary Approach,Individualized Instruction,Authentic Learning,Educational Change,Students with Disabilities,Individualized Education Programs,Goal Orientation,Educational Planning,Daily Living Skills,Skill Development,Interpersonal Competence,Safety,Self Advocacy,Sexuality,Health,Discovery Learning

The Children's Center for Communication/Beverly School for the Deaf (CCCBSD) follows a theme-based learning model, providing a quarterly theme around which teachers base cross-curricular instruction. The themes are intentionally broad to encourage teachers to create instructional units that integrate academic and functional learning in response to the unique needs of each student. The authors discuss reframing their understanding of academic and functional learning, which has improved their teaching by providing students with strategically designed instruction within authentic contexts. By shifting their mindset and integrating academic and functional learning, they are transforming practices and creating meaningful learning for deaf and hard of hearing students, including those with disabilities.
Turning the Pages of Children&apos;s Literature: Dismantling Racial Inequities
Author: Musyoka, Millicent M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Barriers,Childrens Literature,Minority Group Students,Student Diversity,Equal Education,Racism,Inclusion,Students with Disabilities,Attitudes toward Disabilities,Cultural Pluralism,Reading Material Selection

Many deaf and hard of hearing children face significant challenges in language, literacy, social, and academic development. These challenges increase for deaf and hard of hearing children who are from culturally and linguistically diverse backgrounds (Cannon &amp; Luckner, 2016). To address these challenges, philosophies, policies, and practices should support full inclusion. Deaf and hard of hearing children from ethnically, racially, and linguistically diverse backgrounds enrich many public school classrooms. However, addressing inequities based on disability, race, or ethnicity is about more than placement. Questions still remain about teachers' practices, and few teacher preparation programs in the United States provide training on how to work with deaf and hard of hearing children from diverse racial, ethnic, and language backgrounds (Cannon &amp; Luckner, 2016). Yet teachers need tools for addressing inequities and dismantling systemic racism, and effective tools may be found in children's literature.
The Image of Chemistry and a Stereotypical View on Chemists as Important Factors for a Chemistry-Related Career Choice of Students
Author: Spitzer, Philipp
Date: 2022-00-00
Type: Journal Articles
Subjects: Scientists,Chemistry,Career Choice,Stereotypes,Grade 8,Grade 11,Student Interests,Student Attitudes,Self Concept,Foreign Countries,Grades (Scholastic),Individual Characteristics

Scientists are often described as smart and logical thinkers but lacking in the so-called &quot;soft skills.&quot; Well-known TV series such as &quot;The Big Bang Theory&quot; and &quot;Breaking Bad&quot; have also shaped these stereotypical ideas in society. In the present study, a total of 1013 students in grades 8 and 11 were asked about factors that influenced a chemistry-related career choice. Since interest is considered an important factor influencing the career choice, the focus of this study was placed on images and stereotypes compared with academic self-concepts. The models calculated by multiple linear regressions showed significant differences in relation to grades but insignificant in terms of school type. A chemistry-related career choice of 11th grade students was based on the image of chemistry lessons and the distance between self-description and the view of a stereotypical chemical prototype whereas in grade 8 factors such as their grade in chemistry or factors of the academic self-concept also influenced this decision. The results point out the need to promote vocational orientation in chemistry lessons. It is particularly important that students have the opportunity to form a realistic image of chemists.
Clinical Simulations in Academic Courses: Four Case Studies across the Medical Slp Graduate Curriculum
Author: Stead, Amanda
Date: 2020-00-00
Type: Journal Articles
Subjects: Clinical Experience,Patients,Simulation,Graduate Students,Speech Language Pathology,Allied Health Occupations Education,Risk,Self Efficacy,Outcomes of Education,Teaching Methods,Student Attitudes,Case Studies,Food,Physical Disabilities,Rehabilitation,Human Body,Diagnostic Tests,Pediatrics,Equipment,Neonates,Hospitals

Simulation practices are growing in both popularity and necessity within speech pathology programs. Simulation use can serve to not only minimize client risk but to increase student confidence and competence prior to patient contact, particularly with low incidence or medically fragile patients. This paper describes and reflects on four individual simulation experiences within one graduate speech language pathology program and their outcomes. The use of both simulated patients and mannequin training resulted in an increase in students' perception of knowledge and confidence in their clinical skills with medical patients.
Clinical Educators&apos; Perceptions of Students Following a Simulation-Based Learning Program
Author: Hewat, Sally
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Clinical Teaching (Health Professions),College Faculty,Speech Language Pathology,Workplace Learning,Simulation,Foreign Countries,Teacher Attitudes,Job Placement

Purpose: Clinical education is a key component of speech-language pathology university curriculum, whereby students have the opportunity to apply theoretical knowledge and practical skills learned in the classroom into a real workplace. However, more recently the availability of high quality, consistent clinical placements and learning experiences across the range of practice areas in the discipline is reducing. Therefore, alternative clinical learning opportunities that enable students to develop skills and competencies are being explored. Recently, replacing clinical time with a simulated learning program has been shown to achieve equivalent levels of clinical competency in speech pathology. However, it is unknown how simulation impacts on student learning in traditional clinical placements. Therefore, this research explored clinical educators' perceptions of students undertaking clinical placements in their workplace immediately following a five-day simulation-based learning program related to the same area of practice. Method: Thirty-five clinical educators who supervised students in the workplace immediately after they completed the simulation program participated in semi-structured interviews. All interviews were transcribed verbatim and analyzed using qualitative methods described by Graneheim and Lundman (2004). Result: The analysis identified four key themes related to the impact of students in the workplace, simulation priming students for learning, the importance of the transition from simulation-based learning to the workplace, and the role of simulation in clinical education programs. Conclusion: The use of simulation to support student learning and develop clinical skills and competencies in adult speech pathology practice is supported by workplace clinical educators. However, results of this study suggest that the simulation program needs to be embedded within the curriculum and clinical education program to enhance transition between learning experiences and maximize benefits of learning experiences in real workplace contexts.
Assessing Outcomes of Simulation in Communication Sciences and Disorders
Author: Clinard, Erin S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Communication Disorders,Speech Communication,Simulation,Learning Experience,Student Evaluation,Outcomes of Education,Academic Achievement,Speech Language Pathology,Audiology,Allied Health Occupations Education,Student Attitudes,Knowledge Level,Self Efficacy,Decision Making,Skills,Clinical Teaching (Health Professions)

Assessment is an ongoing process that is necessary at every stage of designing, implementing, and evaluating simulation-based learning experiences (SBLEs). Designing and aligning a high-quality assessment process provides instructors and researchers with valuable data to understand if students have met the desired simulation learning objectives, where students are in their learning, and opportunities to enhance the SBLE. This reflection discusses the importance of assessing student learning outcomes as well as the effectiveness of all simulation-based learning experiences (SBLEs) in communication sciences and disorders (CSD). While the benefits and effectiveness of simulation have been demonstrated in other health professions, simulation research is in its beginning in CSD. Building the evidence to inform systematic integration of simulation into CSD curricula and to further best practices in our field is essential. Further, to advance the Scholarship of Teaching and Learning (SoTL) in simulation, researchers and instructors must disseminate their findings, measures and tools, assessment processes, and even simulation scenarios. Dissemination serves to enhance evidence-based education practices and further validate the assessment processes we are using to ensure quality simulation.
Improving Student Success with Online Embedded Tutor Support in First-Year Subjects. &quot;A Practice Report&quot;
Author: Linden, Kelly
Date: 2022-00-00
Type: Journal Articles
Subjects: Success,Academic Achievement,Tutoring,College Freshmen,Program Evaluation,School Holding Power,Foreign Countries,Electronic Learning,Videoconferencing,Learning Management Systems

Institutional commitment to the student experience in the early stages of university has the greatest potential to exceed student expectations. The cross-institutional Embedded Tutors Program provides undergraduate students with access to subject content experts from 12 first-year subjects across a regional university. Tutors provide one-on-one draft assessment feedback in subjects with a large written assessment task. A total of 428 students attended 615 tutor sessions held online via Zoom. Students who met with a tutor had higher average assessment marks and cumulative subject marks than those students who did not attend a session. Feedback from students was positive, with 78% of students rating the tutor session &quot;extremely helpful.&quot; This study provides evidence of the value of subject-specific draft assessment feedback for students in first-year subjects.
From Student Satisfaction to Impact: Approaching Impact Evaluation in the Context of Methodological Constraints. &quot;A Practice Report&quot;
Author: Leece, Rhonda
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Foreign Countries,Learner Engagement,College Students,Student College Relationship,Universities,Outcome Measures,Predictor Variables,Student Personnel Services

This study investigated the impact of Queensland University of Technology (QUT) student engagement with cocurricular services in 2020. With limited institutional data, it is often not possible to gauge the cumulative impact of all retention and teaching activities, and while any one support activity cannot carry the weight of improving student outcomes, it is important to consider the impact of each as a contributing factor. We asked ourselves: How exactly do we determine how students' connection to services is impacting learning? How do they connect to wider university expectations such as widening participation initiatives or retention activities? And how do we use evaluative strategies productively to mature our service design so that we can move beyond &quot;satisfaction&quot; to &quot;impact&quot;? Despite methodological constraints, converging lines of evidence indicate that engagement with services in 2020 had a small, but statistically significant, positive impact on grade point average (GPA), progression, and retention.
Exploring the Complexity of First-Year Student Belonging in Higher Education: Familiarity, Interpersonal, and Academic Belonging
Author: Kahu, Ella R.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Freshmen,Sense of Community,Familiarity,Interpersonal Relationship,Foreign Countries,Student Attitudes,Student Adjustment,School Holding Power

Belonging is critical to first-year student success and persistence in higher education. However, differing definitions make it challenging to fully understand why belonging is significant. Foregrounding student voice, this research explored how first-year Australian university students talked about their belonging. Using Kahu and Nelson's (2018) framework of student engagement as a lens, 18 students were interviewed weekly throughout the year. Students talked about belonging in three distinct but interrelated ways: familiarity, interpersonal belonging, and academic belonging. While all were important for student wellbeing and engagement, academic belonging, students' sense that university, their discipline, and courses were &quot;right&quot; for them, was critical for perseverance. Unlike interpersonal belonging which tended to build through the year, academic belonging fluctuated for many students. The findings suggest framing belonging merely as about relationships limits understanding of this important construct. Contributing to scholarship by bringing a refreshed perspective to the nuances and complexity of belonging, the research suggests higher education providers need to monitor and foster academic belonging in first-year students.