ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender and Student Participation
Author: Leraas, Bethany C.
Date: 2018-12-00
Type: Journal Articles
Subjects: Gender Differences,Student Participation,Classroom Environment,Student Characteristics,Gender Issues,Masculinity,Femininity,Sexual Identity,Teacher Student Relationship,Interaction,College Faculty,Undergraduate Students,Personality Measures,Sex Role

Active class participation has been associated with student engagement and can be an important aspect of a successful learning experience in college classrooms. Several factors influence student participation including classroom dynamics (such as classroom connectedness, instructor-student rapport) and individual characteristics (such as biological sex and psychological gender). With respect to individual characteristics, previous research has evaluated sex differences in participation and has yielded inconsistent findings. The present study investigated the relationship between psychological gender and student participation both in- and out-of-class. Classroom connectedness and professor-student rapport were assessed as possible moderating factors. Results indicated that masculinity and androgyny were associated with more in-class participation while femininity and androgyny were associated with student professor interaction outside of class. While both classroom connectedness and instructor-student rapport were correlated with student participation, there was no evidence of them moderating the relationship between gender and participation. Professor gender type was not associated with student participation. Implications for college classrooms and higher education are discussed.
High School Teachers&apos; Perceptions of Developmental Education
Author: Williams, Mitchell R.
Date: 2018-00-00
Type: Journal Articles
Subjects: High Schools,Secondary School Teachers,Teacher Attitudes,Developmental Studies Programs,College Readiness,Student Attitudes,High School Students,Student Characteristics,Communication Strategies,Curriculum,Cooperation

Developmental education has been examined from the perspective of students, college instructors, administrators, and policy-makers. However, the perspectives of one important stakeholder group--high school teachers--has not been included in the research literature on this topic. The purpose of this study was to allow teachers to be heard on the factors affecting the placement of recent high school graduates in developmental courses and how to reduce the number of such placements in the future. Teachers were eager to be heard on this topic, and the paper calls for greater communication and collaboration between high school teachers and college instructors and administrators, particularly on curricular issues.
Increasing Science Literacy in Early Childhood: The Connection between Home and School
Author: Vahey, Phil
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Activities,Science Interests,Learning Activities,Parent Role,Parent Attitudes,Science Education,Scientific Literacy,Parents as Teachers,Early Childhood Education,Outdoor Education

Turning everyday activities such as baking into scientific activities is more than just fun: it is important for our children's futures. Science investigations provide an opportunity for children to learn about scientific concepts and listen to their peers, family, and community members, and to respond to their questions or ideas. It also provides them with an opportunity to ask and answer their own questions, build persistence, and improve their problem-solving and self-regulation skills, which are essential for academic success. As the world becomes increasingly science- and technology-oriented, all children need to become proficient in science, whatever their chosen field. STEM (science, technology, engineering, and math) education has become a national priority, and even early childhood teachers are expected to increase the quantity and quality of the science experiences they provide, particularly for their traditionally underserved students. In improving early childhood science experiences, parents can be a powerful ally. This article discusses simple changes parents can embrace in order to make everyday activities more scientific--for instance, asking: &quot;Which objects float in the bathtub and which don't? Why might that be?&quot; Or &quot;Which glass holds more water--the tall, thin one or the short, wide one? How can we tell?&quot; Or &quot;While we are at the zoo today, let's think about some of the things that are similar among all plant eaters and some of the things that are different.&quot;
What Are Some Key Attributes of Effective Online Teachers?
Author: Rose, Mary
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Web Based Instruction,College Faculty,Foreign Countries,Teacher Characteristics,Teaching Methods,Problem Based Learning,Facilitators (Individuals),Electronic Learning,Online Courses,Lecture Method

This article explores some key attributes of effective online tertiary educators. Using qualitative research methods, data were collected via semi-structured interviews which were conducted with a small sample of university academics in New Zealand and Australia, and analysed using an inductive approach and open and closed coding techniques. In this particular study, the term &quot;attribute&quot; was interpreted broadly to include any quality, feature, or pedagogical action attributed to an effective online tertiary educator. Results from the analysis identified the following five attributes: effective online teachers avoid a didactic approach, vary their pedagogy, use productive failure, facilitate the learning process and provide a seamless structure. Given the limitations of the study (small sample size, lack of student views), the findings cannot be generalised without further work, but do provide some information about key elements which may support innovative adaptions to the teaching and learning process in an online space.
Using Personal Mobile Devices to Increase Flexibility and Equity in Learning in Resource-Constrained Contexts
Author: Brown, Cheryl
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,College Freshmen,Access to Computers,Foreign Countries,Teaching Methods,Barriers,Learning Activities,Student Attitudes,Laboratories,Internet

This paper examines how, in a resource-constrained context, access to personal mobile devices for first-year university students increases flexibility of learning and creates an environment of greater inclusivity at university. In 2016, at the start of their first year, 201 students in an extended degree programme in the Humanities at the University of Cape Town were surveyed about their access to personal mobile devices (PMDs). Based on need, 68 students were given an entry-level tablet to use as their own for the duration of their studies. As a consequence of establishing a learning context in which all students had access to a PMD, the lecturers could engage students in a multimodal blended learning and teaching approach. This paper draws on data in the form of student surveys and focus groups and explores not only the challenges and opportunities for students in using PMDs for their learning in and out of the classroom, but also the flexibility of learning enabled by PMDs. The study shows that creating an equitable context in terms of physical access to digital technology extends students' learning opportunities, but also presents some new challenges.
Manu Tukutuku, ma te Huruhuru ka Rere te Manu: Empowering Learners to Soar
Author: Te Kiri, Christine
Date: 2018-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Family Involvement,Culturally Relevant Education,Teaching Methods,Distance Education,Online Courses,Educational Technology,Technology Uses in Education,Academic Achievement,Elementary Secondary Education,Communication Strategies,Empowerment

The first step to enabling Maori achievement is engaging whanau (family) and tamariki (children) in situations where their mana (autonomy) and tuakiri (identity) remains intact. This paper identifies steps for culturally critical and sustaining practice when engaging whanau and students, highlights some positive examples, and reflects on lessons learnt. This is phase one of a multi-layered project, Nga Manu--Manu Tukutuku: Empowering Learners to Soar.
High School Counselors&apos; Influence on Low Socioeconomic Students&apos; College Enrollment
Author: Deslonde, Vernell L.
Date: 2018-00-00
Type: Journal Articles
Subjects: School Counselors,College Students,Enrollment,Socioeconomic Background,High Schools,Outcomes of Education,Counseling Effectiveness,Counselor Client Relationship,Counselor Training,College Attendance,Minority Group Students,Disadvantaged Schools,Educationally Disadvantaged

This exploratory case study examined high school counselors' (n=12) influence on the college enrollment decisions of students from low socioeconomic backgrounds. Study participants were employed across seven schools within the United States. The findings highlight five main themes: (a) school counselor as a source of college information, (b) counselor-student relationship, (c) counselor competency and preparedness, (d) strategies used to promote postsecondary success, and (e) curriculum usage to support postsecondary success. This article discusses implications for high school counselors.
The Road Less Traveled: School Counselors&apos; Role in Helping Undocumented Students Move beyond College Enrollment
Author: Walley, Cynthia T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Undocumented Immigrants,School Counselors,Counselor Role,College Bound Students,Enrollment,First Generation College Students,Graduation,College Preparation

Undocumented college-bound students face many obstacles when planning for college, and school counselors are well positioned to assist them. However, the focus is often on enrollment versus college completion. This article considers the preparation needs for undocumented college-bound students through the lens of both their unauthorized and first-generation status. Recommendations for school counselors are presented that focus on identification and invisibility of undocumented youth, policy and reform, and social/emotional preparations for college.
Supplemental Instruction: Helping Disadvantaged Students Reduce Performance Gap
Author: Yue, Hongtao
Date: 2018-00-00
Type: Journal Articles
Subjects: Disadvantaged Youth,Student Needs,Program Effectiveness,Achievement Gap,Minority Group Students,Undergraduate Students,Grade Point Average,Grades (Scholastic),Remedial Instruction,Academic Support Services

This study examined how Supplemental Instruction (SI) visits help traditionally disadvantaged students reduce the performance gap in their courses. A student is defined as holding a &quot;disadvantaged&quot; status when he or she can identify with the following factors: underrepresented minority status, first-generation status, Federal Pell Grant eligible status, and English/mathematics remedial status. This study revealed that students including both disadvantaged and nondisadvantaged would benefit from an increase of SI participation. The more disadvantaged students gained larger performance improvement than less disadvantaged students with more SI visits, indicating the importance of regular SI participation for disadvantaged students to close the performance gap with nondisadvantaged students.
Leadership Coaching and Mentoring: A Research-Based Model for Stronger Partnerships
Author: Gray, Julie Anne
Date: 2018-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Mentors,Models,Partnerships in Education,Leadership Training,Instructional Leadership,Leaders,College School Cooperation,School Districts,Field Experience Programs,Educational Improvement,Principals

This conceptual article proposes a research-based model for leadership preparation programs to more effectively prepare, support, and sustain new school leaders in the field and profession. This study offers a new construct, which combines the concepts of early field experiences, experiential learning, leadership-focused coaching, and mentoring support, with university faculty and school district leaders and mentors working collaboratively to support novice leaders. University faculty would provide leadership-focused coaching while prospective leaders are completing coursework and later once they are placed in school leadership positions. Further, school districts would provide mentoring support by experienced instructional leaders.
Engaging Students in Co-Creation of Sociological Knowledge and Curriculum Design as a Form of Deep Engagement
Author: Billett, Paulina
Date: 2018-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Student Participation,College Students,Sociology,Foreign Countries,Learner Engagement,Curriculum Design,Curriculum Development,Student Developed Materials,Professional Development,Participative Decision Making,Teacher Student Relationship,Cooperation

This article is based on the findings of a three-year study on the outcomes of involving students in the cocreation of knowledge and pedagogical design, 2014, 2015, 2016. It involves three cohorts of second year Sociology students at an Australian University. Data came from recording engagement in class discussion, completion of set reading material, performance in assignments as well as student and lecturer perceptions of overall levels of engagement. Findings demonstrate ways in which co-creation of knowledge and curriculum design assisted students to engage more deeply in the learning process. Authors posit that co-production of knowledge and shared curriculum development aid in promoting deeper teaching and learning practices.
Transforming Student Expectations through a Real-Time Feedback Process and the Introduction of Concepts of Self-Efficacy -- Surprising Results of a University-Wide Experiment
Author: Lake, Warren
Date: 2018-00-00
Type: Journal Articles
Subjects: Expectation,Self Efficacy,Feedback (Response),College Students,Foreign Countries,Learner Engagement,Academic Achievement

A core indicator of success at University is the grade a student achieves following a period of study. A student's ability to achieve expected grades is often understood in terms of learning and study processes that the student is capable of, chooses to adopt, or masters. However, psychology tells us that our self-efficacy is a major determinant of how we select activities, how much effort we expend on them, and how long we sustain effort. The importance of self-efficacy in supporting a student's study choices, effort and sustainability -- and hence in the student's capacity for success -- is clear. Providing students with an understanding of the role of selfefficacy provides a transformative moment in the student's growth as a university student. This paper examines the effectiveness of a specific method, point-of-contact feedback, in lifting students' awareness of self-efficacy. The ability of the survey to support student metacognition through a social persuasion design, particularly for students originally targeting lower grades, demonstrates that point-of-contact feedback can assist students to improve their awareness and understanding of a learning concept. The outcome of this oneoff survey is a demonstrated transformation of student expectations regarding their grades and the way they intend to engage their studies.
The Better Player in the Chinese Educational Reform, Party Secretary or School Principal?
Author: Zhao, Qian
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Secondary School Teachers,Principals,Educational Change,Teacher Administrator Relationship,Program Implementation,Administrator Role,Instructional Leadership,Transformational Leadership,Educational Improvement,Stress Variables,Work Environment,Politics of Education

In the &quot;top-down&quot; reform of the teacher personnel system, the principal is the core of policy implementation, who also serves as the secretary of the Party organization. We focus on which type of leadership should principals choose to maximize his impact on teachers' professional ability and work stress. The HLM method was used to conduct a longitudinal study of teachers in Mentougou District of Beijing from 2013 to 2015. 603 teachers from 34 schools participated in this research. It is found that the policy couldn't affect teachers directly, the principals plays a role as a bridge between them. Taking the role of secretary, the principal's transformational leadership behavior can &quot;accelerate&quot; the development of teachers' professional ability and &quot;filter&quot; stress; but the transactional leadership behavior of the principal as an administrative role failed; transformational leadership has a greater impact on schools with higher SES. Principals needs to transform into transformational leadership especially in rural areas.
Early Career Teachers&apos; Knowledge and Practice in Spelling Instruction: Insights for Teacher Educators
Author: Oakley, Grace
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Pedagogical Content Knowledge,Spelling Instruction,Teacher Attitudes,Preservice Teacher Education,Self Efficacy,Individualized Instruction,Instructional Effectiveness,Phonology,Orthographic Symbols,Morphology (Languages),Reading Instruction,Writing Instruction,Vocabulary Development,Teaching Methods,Elementary School Teachers

Children who cannot spell fluently are likely to encounter difficulty in writing texts across the curriculum. Furthermore, spelling is often a component in high stakes tests, the results of which have significant implications for students and schools. In the context of debates on teacher quality, it is pertinent to examine the views of early career teachers on their preparedness to teach spelling. This article reports on a small scale study on the views, knowledge and practices of early career teachers in relation to the teaching of spelling, and their views on their pre-service teacher preparation. Participants were early career teachers in Western Australia and data were collected through a questionnaire. This article adds to evidence indicating that many teachers feel inadequately prepared to teach spelling, particularly differentiated spelling instruction. The study is significant in that it focuses on early career teachers' preparedness to teach spelling, an area not previously thoroughly investigated.
Gender Construction in Experiment-Based Biology Lessons
Author: Kokott, Kira
Date: 2018-00-00
Type: Journal Articles
Subjects: Gender Differences,Sex Role,Sex Stereotypes,Gender Issues,Science Education,Biology,Science Experiments,Cooperative Learning,Video Technology,College Students,Foreign Countries,Student Behavior,Science Equipment,Caring,Self Concept,Physical Characteristics,Educational Practices

Experimental investigations are an integral part of biology education because they demonstrate essential methods of obtaining knowledge in the natural sciences and generate high levels of learning activity. However, gender differences can arise during experimentation just as in other teaching situations. This article shows examples of social gender construction that may occur in experimental work. To this end, experimental group work was recorded on video and was assessed by the method of film image sequence analysis. The video segments revealed clearly distinguishable behavioral patterns used by the students to establish an identification as a girl or boy. For example, gender-related differences referred to preferring household appliances (girls) or technical instruments (boys) when experimenting, and acting in an attentive (girls) or attention seeking way (boys) during group work. The disadvantage of these patterns is that they may restrict the unfettered development of the personality and, among other things, make it difficult for girls to feel competitive in experimental sciences. In order to balance the situation, teachers must be able to notice these patterns and must know about strategies to broaden students' behavioral range. Concrete proposals for such strategies being applicable in biology lessons but also in other subjects are given in the discussion of this article.
Using the Learner-Generated Digital Media (LGDM) Framework in Tertiary Science Education: A Pilot Study
Author: Reyna, Jorge
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Higher Education,Video Technology,College Students,Student Attitudes,Group Activities,Cooperative Learning,Teaching Methods,Active Learning,Feedback (Response),Design,Foreign Countries

Learner-Generated Digital Media (LGDM) has become prevalent in higher education. Frameworks have been developed for video-making in the classroom that consider technical requirements, pedagogies, and the combination of both. However, missing is a practical model to guide academics and students on the implementation of LGDM assignments. This research aims to test a model to design, implement, and evaluate LGDM as an assessment tool. The model was built based on research gaps and it considers the following elements: (1) pedagogy, (2) student training, (3) hosting of videos, (4) marking schemes, (5) group contribution, (6) feedback, (7) reflection, and (8) evaluation. For this purpose, five science subjects (N = 270) were used to test the model as a guide to implementing LGDM assignments. Data was gathered using a validated 33-step questionnaire instrument. Additionally, group contributions were received using the SPARKPlus peer review application, and marks attained were gathered. Methodological triangulation of the datasets suggested that students have a positive attitude toward LGDM for science learning. Students enjoyed the group work and creativity, and they identified digital media support as a critical component of their learning experience. Preliminary data support using the LGDM framework to design digital media assignments for science education.
Secularized and Multi-Religious Classroom Practice-Discourses and Interactions
Author: Flensner, Karin Kittelmann
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Practices,Religion,Religious Factors,Role of Religion,Foreign Countries,Religious Education,Secondary Schools,Christianity,Cultural Pluralism,Teacher Attitudes,Student Attitudes,Social Influences

Secularization and diversity are two social features that characterize the contemporary world. The rhetoric of the public debate in a number of countries has become increasingly polarized and characterized by a &quot;we&quot; and &quot;them&quot; thinking that relates a national &quot;we&quot; to a specific religion. This occurs in part as a reaction to the changes in national monocultural paradigms as most communities today are characterized by pluralism regarding lifestyles, religion, language and geographical background. Thus, secularization processes are ongoing while many countries, not least Sweden, are becoming increasingly pluralistic and multi-religious. The school and classrooms are a mirror of the communities they are a part of. The aim of the article is to explore how secularization and increasing pluralism finds expression and interact in the classroom practice of Religious Education. The analysis is based on ethnographic data from classroom observations of Religious Education in four different Swedish upper secondary schools. The results indicate that secularism and non-religious positions are considered a neutral and objective position and that secularism is used as a way to maneuver diversity in the classroom which affects the possibilities of dialogue and understanding.