ethanporcaro/eric-fulltext-meta huggingface dataset:
Belonging in Science: Democratic Pedagogies for Cross-Cultural PhD Supervision
Author: Kandiko Howson, Camille
Date: 2022-00-00
Type: Journal Articles
Subjects: Concept Mapping,Doctoral Students,Knowledge Level,Concept Formation,Supervisors,College Faculty,Cultural Pluralism,Science Education,Doctoral Degrees,International Cooperation,International Programs,Global Approach,Teacher Student Relationship,Theses,Inclusion,Diversity

This research used Novakian concept mapping and interview techniques to track changes in knowledge and understanding amongst students and their supervisors in the course of full-time research towards a laboratory science-based PhD. This detailed longitudinal case study analysis measures both cognitive change in the specific subjects that are the topic for research, and the understanding of the process of PhD level research and supervision. The data show the challenges for students and supervisors from different national, ethnic, cultural, and academic backgrounds and traditions with a focus on how this impacts the PhD research process and development. Working cross-culturally, and often in a setting different from either the student or the supervisor's background and training, can lead to a lack of common language and understanding for the development of a pedagogically oriented supervisory relationship. Documenting change in knowledge and understanding among PhD students and their supervisors is key to surfacing what the joint processes of mutual democratic research and of supervision may entail. This study explores how one of these key processes is a student's developing sense of belonging (or non-belonging). Specifically, this paper engages the concepts of belonging, and democratic education through mutual learning, to explore the practices of working across national, cultural, ethnic, and diverse academic backgrounds, for both supervisors and students. Doctoral study is understood as a situated context in which belonging also acts as a gateway for who can join the global scientific community.
Problem Solving and Digital Transformation: Acquiring Skills through Pretend Play in Kindergarten
Author: Hollenstein, Lena
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Play,Kindergarten,Technology Uses in Education,Preschool Children,Thinking Skills

One of the crucial 21st-century digital skills, in the context of digital transformation, is problem solving--equally so in the fields of science, technology, engineering, and mathematics (STEM). In the context of kindergarten, learning through play is central; therefore, pretend play, and particularly guided pretend play, is suggested as an innovative way to foster skills for digital problem solving. As yet, the potential of pretend play for children's learning about digital transformation and digital problem-solving processes has hardly been researched. The paper examines how children solve digital problems in guided pretend play. In an explorative intervention study &quot;We play the future&quot;, an information technology center (IT center) is introduced as one of the play corners for pretend play in kindergartens, together with other inputs such as a smart home corner (Internet of Things) or autonomous vehicles. Children's play was video recorded. From the 15 participating kindergartens, 13 h of sequences involving the IT center were analyzed using content analysis. The findings indicate that children identify problems in a play situation and solve them using problem-solving strategies, such as devising new applications and installing software. Furthermore, the findings show that the kindergarten teacher's participation in the pretend play is important for enabling longer and more complex problem-solving processes. Consequences for further teacher training to foster problem-solving skills during guided pretend play are discussed.
A Data-Driven Approach to Assess Computational Thinking Concepts Based on Learners&apos; Artifacts
Author: Eloy, Adelmo
Date: 2022-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Learning Processes,Evaluation Methods,Online Courses,Computer Science Education,Programming Languages,Curriculum Design,Electronic Learning

Integrating computational thinking into K-12 Education has been a widely explored topic in recent years. Particularly, effective assessment of computational thinking can support the understanding of how learners develop computational concepts and practices. Aiming to help advance research on this topic, we propose a data-driven approach to assess computational thinking concepts, based on the automatic analysis of data from learners' computational artifacts. As a proof of concept, the approach was applied to a Massive Open Online Course (MOOC) to investigate the course's effectiveness as well as to identify points for improvement. The data analyzed consists of over 3300 projects from the course participants, using the Scratch programming language. From that sample, we found patterns in how computational thinking manifests in projects, which can be used as evidence to guide opportunities for improving course design, as well as insights to support further research on the assessment of computational thinking.
Using Nonprofit Commercials to Teach English
Author: Roell, Christine
Date: 2021-00-00
Type: Journal Articles
Subjects: Television Commercials,Audiovisual Aids,Films,Second Language Instruction,Teaching Methods,Thinking Skills,Evaluative Thinking,Transfer of Training,Media Literacy,English Language Learners,Class Activities

Nonprofit commercials are an inspiring but often overlooked resource in language teaching. Teachers can use these short and thought-provoking films in different scenarios with communicative language activities and strategies and to help students practice skills that form part of Bloom's so-called higher-thinking skills, such as creating (using information to create something new), evaluating (critically examining information and making judgments), and analyzing (taking information apart and exploring relationships) (Derek Bok Center for Teaching and Learning 2020). In addition, these films can promote the development of crucial transferable skills, such as media and film literacy, that are needed in the twenty-first century. This article discusses techniques that nonprofit commercials employ, shows ways of exploiting them for teaching English, and provides a list of films in the Appendix that may be of interest to English language teachers.
Understanding the Experiences of Fulbright Visiting Scholars--A Qualitative Systematic Review
Author: Lally, Marisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Research Reports,Federal Programs,International Educational Exchange,Federal Legislation,Higher Education,College Faculty,Teacher Attitudes,Cultural Differences,Foreign Nationals,Teaching Experience,Faculty Mobility,Foreign Countries

The Fulbright Program funds approximately 850 visiting scholars to the United States each year from over 100 countries. This study aimed to understand how the experiences of Fulbright visiting scholars are represented in education literature and beyond. This study used thematic analysis methods for a systematic review to examine relevant literature from the past 10 years (2011-2021). The study found that the experiences of scholars visiting Fulbright shape their academic lives in their home countries and their complex attitudes toward the United States, but their experiences are unique and depend on the geopolitical relationship between the United States and their home countries.
Assessing Learners&apos; Productive Vocabulary Knowledge: Formats and Considerations
Author: Sharakhimov, Shoaziz
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Student Evaluation,Test Format,Language Tests,Learning Processes,Expressive Language,Teaching Methods,Language Usage,Feedback (Response),Scoring,Evaluation Methods,Validity

Vocabulary learning is an incremental process. Vocabulary knowledge, especially for second-language learners, may develop across a lifetime. Teachers with experience in providing feedback on their students' vocabulary use in writing or speech might have noticed that it is sometimes difficult to pinpoint one aspect of word knowledge. The reason is that assessing learners' productive vocabulary involves unpredictable cases and/or inconsistent situations due to the multifaceted nature of word knowledge. Thus, identifying test formats that assess learners' productive vocabulary use can be difficult. This article presents five test formats that English language teachers can use or adapt to gauge their students' productive vocabulary knowledge.
Cultural Historical Analysis of Iranian School Mathematics Curriculum: The Role of Computational Thinking
Author: Rafiepour, Abolfazl
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Curriculum,Curriculum Development,Computation,Thinking Skills,Problem Solving,Global Approach,Educational History,Achievement Tests,Elementary Secondary Education,Textbooks

In this paper, six mathematics curriculum changes in Iran will be reviewed, spanning from 1900 until the present time. At first, change forces, barriers, and the main features of each curriculum reform will be represented. The first five curriculum changes are described briefly and the sixth and most recent curriculum reform will be elaborated. In this paper, we call the last reform as contemporary school mathematics curriculum change. This recent (contemporary) curriculum reform will be explained in more detail, followed by a discussion of the effect of globalization and research finding in the field of mathematics and mathematics education (in the Iranian mathematics curriculum). In total, three key ideas are distinguished as an effect of globalization which is &quot;New Math&quot;, &quot;International Comparative Studies&quot;, and &quot;Computational Thinking&quot;. Finally, the paper comments on the necessity of paying more attention to information and communication technology as part of globalization; in particular, recall policy-makers to consider &quot;Computational Thinking&quot; as an important component of future curriculum design.
Taking a Stance: Teacher Researchers&apos; Historical and Political Positioning
Author: Currin, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Oral History,Civil Rights,Activism,Neoliberalism,Doctoral Programs,Education Majors,Educational Change,Teacher Researchers,Political Attitudes,Educational Trends

With teacher walkouts and other forms of protest on the rise, EdD programs are beginning to frame practitioner-scholars' work as activism. The purpose of this article is to explore and complicate that trend by interpreting data from oral history interviews with three long-term teacher researchers, alongside shifting historical scholarship on civil rights activism. Each participant cites civil rights activism as an inspiration and positions the rise of neoliberal education reform as a backlash to the 1960s that threatens the so-called teacher research movement. However, historians challenge the dominant narrative of the 1960s, highlighting behind-the-scenes conservative activism that did not garner the same media attention as liberal marches and boycotts. Consequently, while the participants' stories offer abundant insight for practitioner-scholars as well as for the teacher educators who guide them, this article ultimately argues EdD activists should take a schoolhouse-to-statehouse approach.
Transition to Long-Term Baccalaureate School in Switzerland: Governance, Tensions, and Justifications
Author: Hafner, Sandra
Date: 2022-00-00
Type: Journal Articles
Subjects: Governance,Vocational Education,College Preparation,Foreign Countries,Academic Aspiration,Parent Aspiration,Track System (Education),Academic Education,Educational Policy,Educational Administration,Case Studies,Admission (School),Criticism,Geographic Regions,High Schools

In Switzerland, the baccalaureate school is an important pathway to university education, and the aspirations of families and students to enter baccalaureate school have grown. However, vocational education and training (VET) remains the predominant educational pathway and has a strong lobby. We investigate how in this context, the transition from primary education to baccalaureate school is governed and justified at the cantonal level. We study how two Swiss cantons try to meet the official or unofficial maximum baccalaureate quotas desired by educational policymakers through different selection procedures and admission criteria. Drawing on the Economics of Conventions, we conceptualize selection procedures as cantonal transition chains and show that the strategies, procedures, and instruments applied in governance are rooted in diverse principles of action. This causes tensions within cantons. Our analysis shows that agency and regulating effects in the governance of transitions must be understood as distributed among actors, technologies, and objects.
Exploring First Year University Students&apos; Statistical Literacy: A Case on Describing and Visualizing Data
Author: Setiawan, Ezra Putranda
Date: 2021-09-00
Type: Journal Articles
Subjects: College Freshmen,Statistics Education,Visual Aids,Foreign Countries,Student Attitudes,Data Analysis

Statistical literacy, which is the ability to use statistics in daily life, is an essential skill for facing society 5.0. This study aims to explore first-year university students' ability to properly use simple descriptive statistics and data visualization. Qualitative data were collected using a set of questions from 39 undergraduate students. Many students were able to calculate various descriptive statistics, but some of them were still unable to determine suitable statistics to describe the data clearly. Related to data visualization, many students failed to provide a meaningful chart that effectively shows the difference between two groups of data. Students with higher statistical literacy tend to use comparison or variability reasoning to determine the usage of descriptive statistics, and use data-based reason in visualizing the data. Improvement in statistical teaching -- both in the university and the secondary school -- is needed so that the students can use descriptive statistics and data visualization correctly.
Social Connectedness in Physical Isolation: Online Teaching Practices That Support Under-Represented Undergraduate Students&apos; Feelings of Belonging and Engagement in STEM
Author: Thacker, Ian
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Social Isolation,Online Courses,School Closing,Undergraduate Students,STEM Education,Learner Engagement,Minority Serving Institutions,Hispanic American Students,Synchronous Communication,Interaction,Student School Relationship,Minority Group Students,Student Attitudes,Interpersonal Relationship,Self Efficacy,Science Instruction,Physics,Disproportionate Representation,African American Students,Teacher Role,Student Motivation,Teaching Methods

The COVID-19 outbreak spurred unplanned closures and transitions to online classes. Physical environments that once fostered social interaction and community were rendered inactive. We conducted interviews and administered surveys to examine undergraduate STEM students' feelings of belonging and engagement while in physical isolation, and identified online teaching modes associated with these feelings. Surveys from a racially diverse group of 43 undergraduate students at a Hispanic Serving Institution (HSI) revealed that interactive synchronous instruction was positively associated with feelings of interest and belonging, particularly for students of color, while noninteractive instruction reduced social belonging, but was related to more cognitive engagement. Small group and one-on-one interviews with 23 of these students suggest that students derived feelings of connectedness from their instructors, peers, and prior experiences and relied on their sense of competency to motivate themselves in the course and feel a sense of belonging. Two embedded cases of students in physics classrooms are compared to highlight the range of student feelings of connectedness and competency during the lockdown. Findings reaffirm that social interaction tends to support belonging and engagement, particularly for under-represented (Black or African American and Hispanic) racial groups in STEM. STEM instructors who aim to support feelings of belonging and engagement in virtual learning environments should consider increasing opportunities for student-student and student-teacher interactions, as well as taking a flexible approach that validates and integrates student voice into instruction. Future research is needed to further explore the themes of relatedness and competency that emerged as aspects of course belonging.
School Heads&apos; Construction and Understanding of Instructional Leadership for Inclusive Secondary Schools: Taking Context out of the Shadows of School Leadership Narratives
Author: Muresherwa, Edson
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Inclusion,Secondary Schools,Administrator Attitudes,Foreign Countries,Epistemology,Educational Policy,Biographies

This study explores school heads' construction and understanding of instructional leadership for inclusive secondary schools. It seeks to provide answers to the central research question: How do school heads construct and understand instructional leadership for inclusive secondary schools? The paper forms part of a larger qualitative, multiple-case study on the challenges to and opportunities for instructional leadership in inclusive secondary schools of Zimbabwe. The cases comprised three secondary school heads in one district of Zimbabwe. The schools were identified through nomination by district officials in terms of the extent to which they embraced the inclusive framework ahead of other secondary schools in the district. Using a qualitative approach, framed by an interpretivist epistemology and informed by the sense-making theory, data required to answer the overarching question in this study were collected using face-to-face interviews with research participants. Key findings included that, whilst there were some important areas of overlap in their understanding, by and large, school heads understood instructional leadership in inclusive secondary schools differently. These differences seem to be shaped by factors of the school leadership context, interacting with resources of biography for each of the school heads involved. Our findings as presented in the present study elaborated and, in many instances, brought new insights on the work of earlier writers on instructional leadership for inclusive education and policy implementation studies.
Students as Researchers and Participants: A Model of Iterative Member-Checking for Inclusive, Equity-Centered Assessment Research
Author: Burke Reifman, Jennifer
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Inclusion,Equal Education,Outcomes of Education,Academic Achievement,Emotional Response,Student Attitudes,Public Colleges,Student Research

Previous research on student learning outcomes has begun to advocate for the inclusion of student researchers. To fully grasp undergraduate student perspectives of learning objectives, this study was co-created and conducted by undergraduate student researchers, allowing for an inclusive, equity-centered research model to guide our findings. We argue that the intentional choice to involve students as participant-researchers and enact an iterative member checking process throughout the research allowed us to discover more nuanced findings on the topic of student learning outcomes. Specifically, not only are clear and transparent student learning outcomes necessary for academic success, as previous literature suggests, but we also found that confusion around learning outcomes causes emotional responses that negatively impact student perceptions of themselves and college, a finding which was elucidated through our methodological approach.
Questioning the Science: How Quantitative Methodologies Perpetuate Inequity in Higher Education
Author: Arellano, Lucy
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Equal Education,Racial Bias,Statistical Bias,Sample Size,Educational Research,Statistical Analysis,Institutional Research

Higher education is in a moment of pause, facing an opportunity to transform or continue to perpetuate the status quo. The COVID-19 pandemic, coupled with the recognition of racial violence, has created an opportunity for institutions to question their own policies and practices. The purpose of this inquiry is to question the science behind established statistical practices. Specifically, the question guiding this investigation is: How can higher education quantitative scholars (students and faculty) identify and be critical of statistical practices that perpetuate inequity, forms of oppression, and White supremacy? Using a QuantCrit framework, five examples are presented that illustrate multiple forms of oppression, subjectivity, and bias including: (a) comparing across groups, (b) eliminating outliers, (c) addressing non-response bias, (d) small sample sizes, and (e) theory development. Two recommendations are discussed that could help transform higher educational quantitative research and training into a more inclusive, equitable, and anti-racist educational environment.
COVID-19 and Remote Learning: The Home and the School
Author: Friesen, Norm
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,School Closing,Educational Environment,Family Environment,Online Courses,Educational Technology,Technology Uses in Education,Philosophy

One area that is almost certain to be of some concern in the coming wave of COVID-related publications is the question of home versus school as &quot;learning environments&quot; -- as specifiable sets of conditions for facilitating and shaping the ongoing learning process. &quot;Learning,&quot; in turn, is conventionally understood as a neurological and cognitive process that occurs all the time, with institutional learning environments cultivating more formal and regulated learning, but hardly erasing its original, &quot;natural&quot; characteristics. Home and school, however, are much more than just different cognitive environments; they represent heterogeneous, even mutually exclusive social and cultural systems, spheres, or worlds. Each is characterized by its own roles, relations, habits, and experiences. Given that this article appears in a philosophical forum, it takes as its focus an original philosophical treatment of the question of the domestic and scholastic spheres: Hegel's previously untranslated remarks from an 1811 graduation address to a school in Nuremberg. Besides introducing a &quot;new&quot; Hegel text to English-language readers, the overview that follows also sheds light on a particular way of contrasting school and family life.
Enhancing Educational Evaluation by Incorporating Side Effects
Author: Schrag, Francis
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Assessment,Evidence Based Practice,Outcomes of Education,Learning Motivation,Student Evaluation

COVID-19 reveals the way single causes have multiple effects on children. Proponents of evidence-based education, like their colleagues in medicine, need to attend to the inevitable side effects produced by programs and policies. I explain why continuing motivation to learn is one outcome that no responsible evaluation should omit.