ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparative Effects of Individualised and Cooperative Learning Instructional Strategies on Senior Secondary School Students&apos; Academic Achievement in Organic Chemistry
Author: AgwuUdu, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Educational Strategies,Secondary School Students,Academic Achievement,Organic Chemistry,Foreign Countries,Experimental Groups,Control Groups,Lecture Method,Individualized Instruction,Scientific Concepts

This study compared the effects of Individualised Instructional Strategy (IIS) and Cooperative Learning Instructional Strategy (CLIS) on male and female senior secondary school students' academic achievement in Organic Chemistry. The study was guided by 2 research questions and 3 null hypotheses. The design was quasi-experimental. The population comprised 3,366 senior secondary class two (SS2) chemistry students. A sample of 602 students from 6 schools (339 males and 263 females) was drawn from the population using balloting technique. The experimental groups were taught with IIS and CLIS while the control groups were taught with Lecture method in each of the sampled schools. Both the experimental and control groups were taught Organic Chemistry by their regular chemistry teachers. The instruments used for the study were Chemistry Achievement Test on Organic Chemistry (CATOC), Cooperative Learning Instructional Manual and Learning Activity Package Manual, which were validated by three experts. The reliability of the CATOC was determined using KR20 with index of 0.82. The research questions were answered using mean with standard deviation while the null hypotheses were tested using Analysis of Covariance. The findings revealed that both IIS and CLIS significantly enhanced students' achievement in Organic Chemistry better than the Lecture method. However, the CLIS was more effective than the IIS. The researcher recommended among others, that chemistry students should be exposed to student-centred and activity-based teaching strategies such as the Individualised Instructional Strategy and Cooperative Learning Instructional Strategy, for enhanced students' academic achievement.
International Service Learning in IS Programs: The Next Phase -- An Implementation Experience
Author: Jones, Kiku
Date: 2018-08-00
Type: Journal Articles
Subjects: Information Systems,Service Learning,Teaching Methods,Program Implementation,Program Administration,College Students,Middle Schools,Web Sites,Foreign Countries,Curriculum,Cultural Awareness,Program Effectiveness,Barriers,Sustainability

Information systems programs have offered students opportunities for service learning in their curriculum through elective courses and through capstone courses. However, even though there have been numerous research studies showing the benefits of international service learning experiences, information systems programs have not yet developed these in their curriculum on a large scale. This paper provides an account of an implementation of an international service learning experience through an information systems project management course. Students worked with a middle school in Guatemala to successfully deliver a sustainable website. The course is described using a modified service learning framework. The framework consists of preparation, action, reflection, evaluation, and share. The paper also provides challenges and lessons learned. This modified framework and challenges and lessons learned can be used by other programs to structure their own international service learning experience.
Diversity in Information Systems: Increasing Opportunities in STEM for Capable Students with Developmental and Intellectual Disabilities
Author: Lawler, James
Date: 2018-08-00
Type: Journal Articles
Subjects: STEM Education,Developmental Disabilities,Intellectual Disability,Postsecondary Education,College Students,Computer Science Education,Student Attitudes,Identification (Psychology),Access to Education,Skill Development,Normalization (Disabilities)

The demand for graduates in STEM continues to expand in industry. To address the demand, not enough focus is on programs for students with disabilities having knowledge in STEM. This paper describes a post-secondary program at a school of computer science and information systems that is contributing marketability in STEM for moderately impaired but intellectually nimble students with developmental and intellectual disabilities. The findings of this paper denote contributions of academic identity, content learning of information systems technology and limited norms of sociability from the program, as a foundation for opportunities in STEM for the students. The results of this study can encourage other schools of computer science and information systems in pursuing special education programs in STEM for this niche population of students.
Group Assignments as a Class Element to Promote Performance in Virtual Groups
Author: Angelo, Raymond
Date: 2018-08-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Cooperative Learning,Group Activities,Assignments,Business Administration Education,Graduate Students,Masters Programs,Teaching Methods

One of the responsibilities of business schools within universities is to prepare students be successful in business. Success in business often requires students to be effective working and collaborating in virtual teams: groups who are geographically dispersed with members who have never met. Schools have become aware of the need for students to work in teams, but need to investigate the structure and design of courseware to build collaboration skills within students. The goal of this research was to determine if there is an optimal number of group assignments that will result in better group learning performance. This research investigates the optimum number of group assignments needed to promote effective work within virtual teams, by examining performance on a final assignment of a business case. The findings are that students who have at least a medium exposure (three) to group assignments performed significantly better on the business case and cost risk benefit analysis then students with no group assignments prior to the business case. This is significant because it can aid in the pedagogical development of undergraduate and graduate courses in information technology.
The Urgency for Cybersecurity Education: The Impact of Early College Innovation in Hawaii Rural Communities
Author: Nakama, Debra
Date: 2018-08-00
Type: Journal Articles
Subjects: Information Systems,Rural Areas,Information Security,Online Courses,Minority Group Students,Instructional Innovation,Females,High School Students,Teaching Methods,Case Studies,Career Development,Community Colleges,Information Science Education,Disproportionate Representation,College School Cooperation,Educational Opportunities,Program Descriptions

There is urgency for minority serving rural hybrid community colleges for innovation in offering cybersecurity education to local high school students who have no access to these emerging occupations. Focusing on high school women and minorities, this case study uses field experiences to drive an iterative improvement process that enhances the delivery of online pedagogical and learning design in a tri-island county. Beginning in Fall 2016, the project, implements an early college cybersecurity career pathway, targeting the low access of women and minorities at the high schools pursuing higher education cybersecurity programs by: enrolling 84 high school students in an online sequence of college cybersecurity courses over four semesters. The intent of the case study is to determine how and why things work (including identifying the contextual constraints) within university-high school partnerships aimed at closing the skills gap for women and minorities for cybersecurity jobs while in high school. Our iterative effort has led us to explore deeper issues around innovation in online pedagogies while focusing on the underrepresentation in cybersecurity. This paper serves as an example of an exploratory researcher-practitioners and iterative design specifically within an early college context across educational sectors (e.g., high school and college). The study promotes a better understanding of how to embrace discovery to provide all high school students access to advanced technology educational opportunities like cybersecurity.
Student Teachers&apos; Task Perceptions of Democracy in Their Future Profession--A Critical Discourse Analysis of Students&apos; Course Texts
Author: Edling, Silvia
Date: 2018-07-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Discourse Analysis,Foreign Countries,Democracy,Teaching Methods,Teacher Role,Student Attitudes,Professionalism,Decision Making,Institutional Mission,Course Descriptions,Educational Policy,Critical Thinking,Thinking Skills,Teacher Education Programs

The education system is still important for establishing and maintaining democracy in society. In relation to this, it is reasonable to suggest that teachers' different interpretations of their mission to teach for democracy will influence their teaching practices. The purpose of this paper is to shed light on student teachers' task perceptions as a dimension of their professional role to teach for democracy in school. An analysis of Swedish student teachers' course texts written as an assignment during a course focusing on democracy is conducted using critical discourse analysis as an analytical tool. The task perceptions are described according to two main discourses: as narrow and broad approaches to teaching for democracy. These two approaches are further analyzed in terms of two corresponding strategies for teacher professionalism: outside-in professionalism and inside-out professionalism. The result partly confirms earlier studies of student teachers, where narrow approaches to democracy have been found to be most common.
Trainee Teachers&apos; Learning about Collective Worship in Primary Schools
Author: Mogra, Imran
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Trainees,Elementary School Teachers,Group Activities,School Activities,Religion,Christianity,Student Teacher Attitudes,Children,Student Participation,Ethical Instruction,Religious Education

This article gives an account of a qualitative research project which investigated acts of collective worship (hereafter CW) in primary schools through non-participant observations undertaken by second year trainee teachers during one of their placements. The data were gathered from a range of schools across the West Midlands. The findings illustrate structural elements which show a lack of uniformity in terms of the venue and time. Religious leaders, classroom assistants and staff at all levels of responsibility deliver assemblies and CW. The focus of the content is diverse and includes religious and 'secular' material and events. Trainees learnt about the organisation, purpose, content and the involvement of children. Based on the findings, it is proposed that observations of acts of CW should be considered as part of their professional learning during their training.
Implementation of Portfolios within Australian Initial Teacher Education: Who&apos;s Leading the Charge?
Author: Morrison, Chad M.
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Portfolios (Background Materials),Preservice Teacher Education,Teacher Educators,Teamwork,Teacher Role,Knowledge Level,Teacher Attitudes,College Students

Recent changes to national accreditation requirements have emphasised portfolios as the required mechanism for initial teacher education providers to demonstrate the impact of their programs against the Graduate Teacher Standards and to prepare graduates to be classroom ready. This paper presents findings from a national survey of teacher educators developed to capture how and where implementation of portfolios of evidence has been occurring. Discussion focuses on the reported concentration of activities within small programmatic teams and the comprehensive level of involvement that champions of portfolios are assuming. The priorities pursued by these individuals and teams are presented alongside possible implications of the limited uptake across faculties, as well as the need for further study to better understand the current extent of implementation.
Teachers Taking Up Explicit Instruction: The Impact of a Professional Development and Directive Instructional Coaching Model
Author: Hammond, Lorraine
Date: 2018-07-00
Type: Journal Articles
Subjects: Teaching Methods,Faculty Development,Coaching (Performance),Elementary School Teachers,Self Efficacy,Teacher Attitudes,Self Esteem,Educational Change,Foreign Countries

In this study we measured the impact of a professional development model that included directive coaching on the instructional practices of Western Australian primary school teachers taking up explicit instruction. We developed and validated protocols that enabled us to measure teachers' fidelity to the salient elements of explicit instruction and interviewed participants about the impact of the coaching program on student learning, their feelings of self-efficacy and attitudes to being coached. Numerical scores to indicate teachers' demonstration of explicit instruction lesson design and delivery components changed positively over the five observed lessons and directive coaching had a positive impact on teachers' competence and confidence. The elements of the coaching process that the teachers found valuable were the coach's positive tone, the detailed written feedback, and the specificity, directness and limited number of the suggestions. Implications for schools with reform-based agendas wanting to change teachers' instructional practices through instructional coaching are discussed.
A Visual Representation of Three Dimensional Learning: A Model for Understanding the Power of the Framework and the NGSS
Author: Houseal, Ana K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Models,Elementary School Teachers,Secondary School Teachers,Science Instruction,Science Teachers,Visual Aids,Elementary Secondary Education,Engineering Education

A Framework for K-12 Science Education [the Framework] and the resulting Next Generation Science Standards [NGSS] are based upon current research about teaching and learning science. Thus, they provide a structure that science classrooms can use to change from places where students learn about science to places were students &quot;do&quot; science. This &quot;doing&quot; of science resides in the effective blending of the three dimensions, the Disciplinary Core Ideas, Crosscutting Concepts, and Scientific and Engineering Practices, within instructional design and practice. It is critical that while K-12 educators and administrators are working on understanding three-dimensional science learning, that tools are developed to help with this process. This is one such tool. This conceptual visual model is presented as an explanatory tool to demonstrate the power of the Framework and the NGSS to varied audiences, including K-12 teachers and administrators, community members, legislators, school board members, and university academics. Beginning with the known, by using specific examples from the NGSS and traditional school-science culture, the article provides examples of the dimensions singularly, in tandem, and finally all together. Understanding how the three dimensions interact is a critical first step for schools, districts, and states considering the Framework and NGSS for full or partial adoption, as it helps to illuminate where we are coming from and where we need to go.
Partnership for Persistence: Exploring the Influence of Undergraduate Teaching Assistants in a Gateway Course for STEM Majors
Author: Philipp, Stephanie B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Teaching Assistants,STEM Education,Academic Persistence,Majors (Students),Active Learning,Learning Strategies,Chemistry,Academic Achievement,Self Concept,Teaching Methods,Metacognition,Program Descriptions,Formative Evaluation,Student Attitudes,Research Universities,College Faculty

Nine science, technology, engineering, and mathematics (STEM) departments across our university developed a program to increase persistence of undergraduate STEM majors. Trained and supported undergraduate teaching assistants (UTAs) implemented active learning strategies such as guided questioning, formative assessments, and metacognitive awareness activities. UTAs also prepared to act as informal peer advisors to novice STEM majors. UTA-led students were three times more likely to persist into the second semester of general chemistry. Students in UTA sections rated their TAs as better at impacting academic success and building rapport than did students in traditional GTA-led recitations. Mutually reinforcing elements of the program (building UTA-student rapport, bolstering student STEM identity, and strengthening student perceived impact on academic success) that support student persistence in STEM are discussed.
Family Learning Opportunities in Engineering and Science
Author: Gunning, Amanda M.
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Low Income Groups,English Language Learners,At Risk Students,Spanish Speaking,Kindergarten,Parents,Preschool Children,Family Programs,Program Effectiveness,Family Environment,Language Usage,Parent Participation,Self Efficacy

Students who are of low socio-economic status or English language learners do not have the same opportunities to learn science, technology, engineering and math (STEM). These students are the future citizenry and need the tools a good STEM education can provide to, not only make decisions for themselves and their families, but for their communities and our world. Our study in the United States examined how working with English- and Spanish-speaking kindergarteners and their parents in science and engineering sessions provided the opportunity for these low-income families to do science and engineering activities together. We found the experiences helped students learn more about science, scientific practices, and developed science self-efficacy in parents, who changed the way they talked about everyday science with their children. The model of educating children and parents together, using their home languages, to promote STEM learning, builds upon the important work in this field.
Utilizing an Iterative Research-Based Lesson Study Approach to Support Preservice Teachers&apos; Professional Noticing
Author: Carter, Ingrid
Date: 2016-00-00
Type: Journal Articles
Subjects: Communities of Practice,Preservice Teachers,Attention,Science Instruction,Practicums,Inquiry,Teacher Competencies,Teaching Methods,Reflection,Student Needs,Preservice Teacher Education,Teaching Skills,Grade 1,Elementary School Teachers,Elementary School Science,Elementary School Students

The purpose of this study was to explore how participation in iterative cycles of a modified model of lesson study could potentially provide preservice teachers opportunities to develop the ability to notice students' science thinking. Using a case study approach, we examined how six preservice teachers illustrated aspects of &quot;professional noticing&quot; while engaged in a modified model of lesson study during an early field experience practicum. We analyzed video and artifacts from five lesson study cycles, mapped how the preservice teachers professionally noticed throughout each cycle, and examined interactions between the three components of noticing. Participants' abilities to attend to student thinking ranged from general descriptions of how students were exploring and discussing the content, to detailing the specific actions and words of individual students (attending), and to identifying patterns of student thinking across the class and across the five lessons (interpreting). The preservice teachers were able to respond to students' thinking at various levels, thus demonstrating the ability to engage in the three components of noticing and sometimes connected their observations (attending) to their interpretations and their responses to how students were thinking. We believe participants' abilities to notice can be attributed to the iterative approach to our model of teaching, reflecting, and revising through the lens of assessing and revising lessons based on students' learning needs in an authentic context. Finally, we conclude with recommendations for supporting preservice teachers as they further develop their abilities to professionally notice. [Note: The second page is numbered as page 1, and there are two pages marked as page 17.]
How Science Learning Activation Enables Success for Youth in Science Learning
Author: Dorph, Rena
Date: 2016-00-00
Type: Journal Articles
Subjects: Success,Learner Engagement,Grade 5,Grade 6,Science Teaching Centers,Comprehension,Predictor Variables,Outcomes of Education,Science Education

Expanding on recent advances in science education, cognitive and social psychology, and sociocultural studies, the paper explores a construct called &quot;science learning activation&quot; and a theoretical framework that describes the characteristics, function, and impact of this construct. Authors define &quot;science learning activation&quot; as a set of dispositions, skills, and knowledge that commonly enable success in proximal science learning experiences and are in turn influenced by these successes. This study investigated the relationship between four dimensions of &quot;science learning activation&quot; (fascination, values, competency beliefs, and scientific sensemaking) and three indicators of success (choice, emotional and cognitive/behavioral engagement, and learning) in temporally proximal science learning experiences. Science learning activation, preferences to choose optional science experiences, engagement ratings, and learning outcomes were collected over multiple time points from diverse group of 681 fifth and sixth grade students from two different regions of the United States. Regression analyses, and hierarchical linear models controlling for demographic characteristics, revealed that: choice preferences were predicted by fascination, values, and sensemaking; engagement levels were predicted by competency believes, fascination, and values; and learning outcomes were predicted by scientific sensemaking. Further, successes themselves predicted further growth in activation: growth in fascination, values, and competency belief themselves were predicted by choice preferences and engagement levels; and growth in sensemaking was predicted by content learning. Thus, &quot;science learning activation&quot; provides a theory (and corresponding set of measurement tools) for proximal outcomes of early science learning interventions that can produce positive long-term outcomes through a reoccurring reinforcement process wherein the effects of an early intervention can lead toward additional positive effects from subsequent interventions. Conversely, poor experiences can lead to negative attitudes that hinder the next learning experience and eventually away from seeking future science learning opportunities. These findings have implications for theory, practice, and research.