ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of Students&apos; Math Achievement in Two Nordic Countries: Multi-Level Analysis of PISA Results
Author: Seo, Young Sik
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Morale,Predictor Variables,Mathematics Achievement,Cross Cultural Studies,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Mathematics Tests,Correlation,Student Characteristics,Achievement Gap,Participative Decision Making,Teacher Role,Institutional Characteristics,Sex Fairness,Principals,Leadership Styles

The present study was aimed to investigate whether Finnish and Danish students' math achievement differed and which student-level factors, if any, explained the achievement gaps and whether teacher participation in decision making and teacher morale, among the school-level factors, explained the achievement gaps in Finland and Denmark. To this end, this study used both student- and school-level datasets of two countries from the Program for International Student Assessment (PISA) 2012 study and employed hierarchical linear models (HLM) -- a fully unconditional, a partially unconditional, and a fully conditional model to address the hierarchical structure of research units and importance of predictors of math achievement at each level. Results indicated that Finnish students outperformed Danish peers in math achievement and that between-school homogeneity and gender equity were more salient in Finland than in Denmark. However, the findings of HLM showed that neither teacher participation in decision making nor teacher morale was associated with student math achievement in Finland and Denmark. The findings indicated that neither teacher participation in decision making nor teacher morale translated directly into improved student achievement among Finnish and Danish 15-year-old students, when adjusting for various student and school-level factors. Implications and future studies related to database linking and potential mechanisms, such as school principals' leadership traits and practices, in the relationships between teacher participation in decision making, teacher morale, and student achievement were briefly discussed.
The Improvement of Attitudes toward Convergence of Preservice Teachers: Blended Learning versus Online Learning in Science Teaching Method Courses
Author: Choi, Youngmi
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Blended Learning,Electronic Learning,Teaching Methods,Methods Courses,Science Instruction,COVID-19,Pandemics,Foreign Countries,Interdisciplinary Approach,Attitude Change

There has been a growing need as preservice teachers develop competencies regarding convergence. Focused on a discussion of blended learning before the COVID-19 pandemic versus online learning in the epidemic, we aimed to explore whether preservice teachers' attitudes toward convergence can be influenced by the learning environment. Participants were a total of three hundred preservice teachers who attended the science teaching method courses training their TPACK at a teachers college in South Korea during the 2018 to 2020 academic years (194 in the blended learning group and 106 in the online learning group). Survey data on five subcomponents of attitudes toward convergence were collected at the start and end of the courses and analyzed using ANOVA and ANCOVA. As result, preservice teachers' responses to the attitudes toward convergence in the pretests have a significant difference, whereas the overall scores in the posttests revealed no significant difference in the modalities of learning environments. Consequently, the preservice teachers engaged in the courses enhanced positive attitudes toward convergence regardless of delivery methods either blended learning or online learning. This paper provides evidence that the two teaching modalities of curriculum studies have the potential to foster preservice teachers' attitudes toward convergence. This study supports that the blended and online learning formats of the course were feasible to induce short-term improvements in bias affective domains under the learning environments of science teaching method courses.
Investigating Students&apos; Motivation toward the Use of Zoom Meeting Application as English Learning Media during COVID-19 Pandemic
Author: Silalahi, Dumaris E.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teleconferencing,Student Motivation,English (Second Language),Second Language Learning,Technology Uses in Education,Foreign Countries,High School Students,Grade 10

This research was a the students' motivation in learning English by using zoom platform during COVID-19 pandemic. During COVID-19, all teaching and learning process have been conducted from offline to online methods. The increasing of using the media in learning process such as android become a new phenomena, but the motivation of students in learning become less since the teachers did not meet and face-to-face with the students in the learning process. Because this study investigates students' motivation in English online learning via the Zoom app based on their experiences, a qualitative technique was chosen as an appropriate approach and descriptive research was conducted. In this research, the source of data was taken from primary source data. The primary source data was the data which the researchers took data of this research directly in the field of the problem's concern, namely in grade X MIA 2 of SMA Negeri 5 Pematangsiantar. The findings of this study are provided descriptively in order to provide a thorough picture of students' motivation. According to the data analysis offered, kids had two motivations: extrinsic motivation, which consists of a person's point of view and attitude, and extrinsic motivation, which consists of parents, school facilities, and teachers.
Reconstructing Our Ships: Navigating the Use of Simulation in CSD
Author: Dudding, Carol C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Simulation,Communication Disorders,Clinical Experience,Educational Change,Speech Language Pathology,Higher Education,Program Development

Simulations for clinical training is an example of a disruptive technology in that it offers great potential in the training and assessment of students and professionals in Communication Sciences and Disorders. As such, those considering adoption of simulations should anticipate the need for restructuring of the educational program in order to take full advantage of the benefits and minimize the unintended consequences.
Developing an Acute Care Simulation Lab and Practicum
Author: Clark, Erin
Date: 2020-00-00
Type: Journal Articles
Subjects: Simulation,Speech Language Pathology,Allied Health Occupations Education,Practicums,Clinical Experience,Laboratories,Evidence Based Practice,Best Practices,Course Content,Scaffolding (Teaching Technique),Program Development,Laboratory Equipment,Curriculum Design,Medical Students,Cost Effectiveness

The benefits of simulation-based education have been well-documented in health-related disciplines and are emerging in speech-language pathology. Several clinical training paradigms for acute care speechlanguage pathology skills have been successful when implemented in high fidelity, nursing simulation labs with price tags that are cost prohibitive for most speech-language pathology programs. Through funding support from a grant and a four-phased simulation development program, the authors developed an acute care simulation lab dedicated to speech-language pathology students for under $9,000 and simultaneously piloted a one-credit, acute care, adult- and geriatric-focused clinical practicum course. The clinical practicum was structured to scaffold student learning using task trainers, computer-based simulations, and live simulations with low fidelity manikins and standardized patients. The authors are hopeful that this article provides speech-language pathology programs a practical framework for structuring a dedicated, simulation space and course, while empowering faculty to more fully integrate simulation-based learning experiences into their curricula in a way that is evidence-based and in keeping with the best practice resources that are currently available in the field of speech-language pathology.
Comparing In Vivo versus Simulation Training for Transnasal Endoscopy Skills
Author: Wolford, Laura L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Training,Motor Reactions,Speech Language Pathology,Allied Health Personnel,Skill Development,Cost Effectiveness,Graduate Students,Simulation,Program Effectiveness,Job Skills,Experiential Learning,Self Efficacy,Equipment

Fiberoptic endoscopic evaluations of swallowing (FEES) is as important of a swallowing evaluation as the videoflouroscopic swallow study, but far fewer speech-language pathologists are competent in its use (Ambika, Datta, Manjula, Warawantkar, &amp; Thomas, 2019; Brady &amp; Donzelli, 2013; Pisegna &amp; Langmore, 2016). One hurdle in FEES training is the necessity of practicing transnasal endoscopy on volunteers. The primary aim of this study was to compare the learning effectiveness of practicing transnasal endoscopy via simulation with practice in vivo for a student's first passes of the endoscope. The end goal of this study was to determine the most cost-effective and feasible means of teaching transnasal endoscopy to graduate clinicians. Twenty-one graduate students practiced transnasal endoscopy in one of three conditions: in vivo, high-fidelity lifelike simulation, low-fidelity non-lifelike simulation. The learning outcomes assessed were speed of endoscopy, student confidence, and simulated patients' comfort and perception of student skill. There were no significant differences between conditions found for any of these measures. Students in all conditions became more confident after practicing endoscopy, and that confidence was predictive of procedure time. The results of this study indicate that practice with simulation may be an important first step in teaching endoscopy.
Analysis of Gender Representation in English Language Learning Materials: The Case of Grade Ten Textbook in Ethiopia
Author: Bachore, Mebratu Mulatu
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Textbook Content,Grade 10,English (Second Language),Second Language Instruction,Gender Issues,Language Usage,Illustrations,Gender Bias,Occupations,Sex Role,Sex Stereotypes

The main purpose of this study was to explore gender representation in grade ten English textbook. The study employed content analysis approach which was based four categories of analysis such as language use, visibility/ illustrations, occupational roles and firstness. The units of analysis were words, phrases, sentences, paragraphs, passages, stories and illustrations in the materials. The data was analyzed in frequency count and compared using Chi-square test to determine the level of significance of the differences obtained between the masculine and feminine groups observed in each category. The findings disclosed that females were underrepresented in language use (particularly in proper nouns and common nouns used), visibility/ illustrations (images and pictures) and occupational roles mentioned in the text. In addition, males dominated the first position (firstness) in dialogues, points of view opinion, common noun pairs, pronoun pairs and proper name pairs. On the contrary, males were underrepresented in the adjectives and pronouns used in the text book. In general, the textbook was characterized by unfair representation of gender in all aspects.
Item Equivalence Verification According to Test Information Media of the Optician National Licensing Examination: Focused on the Smart Device Based and Paper Based Tests Including Multimedia Items
Author: Jang, Jung Un
Date: 2022-00-00
Type: Journal Articles
Subjects: Optometry,Licensing Examinations (Professions),Test Format,Test Validity,College Students,Computer Assisted Testing,Test Items,Test Construction,Multimedia Materials

This study conducts the validity of the pen-and-paper and smart-device-based tests on optician's examination. The developed questions for each media were based on the national optician's simulation test. The subjects of this study were 60 students enrolled in E University. The data analysis was performed to verify the equivalence of the two evaluation methods, specifically, through split-plot factorial design of the evaluation method as a partition variable. As a result of the statistical significance test for the difference in achievement for each type of test information medium, indicating that there was no difference in achievement according to the type of test information medium at the significance level of 0.05. Although the validity of the smart device-based test and the paper-and-pencil test was verified through this study. To develop and set multimedia items in the optician national licensing examination, it is necessary to establish guidelines for how to develop the items.
The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Remote Learning Curriculum Use and Evaluation
Author: Birney, Lauren
Date: 2022-00-00
Type: Journal Articles
Subjects: Curriculum Design,Distance Education,Environmental Education,Conservation (Environment),STEM Education,Pedagogical Content Knowledge,Public School Teachers,Secondary School Teachers,Digital Literacy,Computer Science Education

The role of classroom teachers in the development of a well-designed curriculum is paramount. For this reason, teachers were asked to participate in the use and evaluation of a remote learning environmental restoration curriculum. The purpose of the study was to determine whether the participating teachers increased their content knowledge of STEM concepts and content related to the environmental restoration, specifically in terms of New York Harbor and oyster restoration, by participating in a remote learning curriculum pilot. New York City public school teachers of grades 6 through 12 instructed their students in the remote learning computer science curriculum lessons for one semester. A reflective survey was administered to the teachers at the conclusion of the semester and the findings indicated that 89% of the participating teachers experienced an increase in their knowledge of STEM concepts and content related to harbor and oyster restoration. The study was limited by the element of time and the model can be augmented in future iterations by increasing the length of the study to a full year of school and across several grade levels.
Towards a Transformative Curriculum: Critical Resources in a Social Studies Classroom
Author: Caddel, Cecile
Date: 2022-00-00
Type: Journal Articles
Subjects: Transformative Learning,Curriculum Development,Educational Resources,Social Studies,Citizenship Education,Consciousness Raising,Identification (Psychology),Educational Change,Critical Theory,High School Teachers

The purpose of this research is in exploring how a critical curriculum in the social studies classroom leads to a transformative education. Since foundational narratives are deeply embedded in our educational curriculum, critical sources offer contradicting cultural and socio-political relevance within traditional works. As counternarratives, these become powerful tools for empowering both teacher and student identity. While traditional frameworks delegitimize other perspectives, critical interpretations center on citizenship and consciousness raising. Herein, critical sources deconstruct master narratives and contradict the power structures that lead to the unequal distribution of power. They prevent the educational curriculum from further contributing to the dangerous system of control, subordination, and White hegemony. As such, the pedagogical promise of critical resources is discussed.
Picking Blue Dawns: Community Epistemologies, Dreams, and (Re)Storying Indigenous Autoethnography
Author: Montes, Pablo
Date: 2022-00-00
Type: Journal Articles
Subjects: Autobiographies,Ethnography,Indigenous Knowledge,Epistemology,Research Methodology,Story Telling,Decolonization

As a Queer, Indigenous descendant, and first-generation doctoral candidate, I often write through autoethnography as a theoretical and methodological tool that contextualizes personal experiences through communal onto-epistemologies. In this paper, I share experiences, stories, and dreams in the academy and within my own communal knowledge systems to unsettle the continued settler coloniality of academia and how community-based epistemologies allow me to shape my relationship to knowledge, community, and research. There is often a pejorative view of auto-ethnography, usually referring to it as &quot;me-search,&quot; that argues how writing from personal experience is human-centric, uncritical, and subjective. This perspective further invalidates personal experience as a legitimate source of epistemology and simultaneously encourages hierarchies and superiorities of knowledge. I contribute to the growing field of literature that positions autoethnography as an Indigenous-based methodology, a move I call (re)storying Indigenous autoethnography, that is both generative and imperative in understanding social, cultural, and political worlds.
Production and Perception of Single and Double Consonant Letters in English Words by Korean Learners of English
Author: Cho, Mi-Hui
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Foreign Countries,Pronunciation,Phonemes,Orthographic Symbols,Oral Language,Auditory Perception,College Freshmen,Accuracy

This study investigates how Korean students produce and perceive single and double consonant letters in English words. To this end, twenty-eight Korean learners of English participated in the production and perception tests of English consonants /p, b, s, d, k, g/ with single and double letters. The participants were first asked to produce English words with the target consonants spelled with a single or a double letter. Then, the same participants were asked to choose the same words they heard among the two productions of each native American English speaker' production: the original production and artificially lengthened production of the target consonant sound. The percentages of the correct production and perception for the target consonant sounds with single consonant letters and double consonant letters were calculated to compare the accuracy of single and double letters. The study results demonstrate three factors influencing the production and perception of English single and double consonant letters. First, the Korean participants' performance of the double letters was significantly worse than the performance of the single letters for both perception and production. This clearly shows that orthographic forms affect the learners' production and perception of English words. Second, modality effect was attested such that the participants' perception of the English single and double letters was significantly worse than the production of the same targets. Third, the participants showed worse performance for the voiceless targets than for the voiced targets both in perception and production, thus showing voicing effect. Further, the participants' production of the voiceless targets was significantly worse than the production of the voiced targets. Finally, pedagogical suggestions were provided.
Analyses of the Effects of Humanities Education on Brain Waves of the Frontal, Parietal, and Temporal Regions
Author: Kim, Taeyoung
Date: 2022-00-00
Type: Journal Articles
Subjects: Humanities Instruction,College Students,Science Education,Engineering Education,Majors (Students),Brain Hemisphere Functions,Interaction,Aesthetics,Foreign Countries

This study was conducted targeting college students majoring in science and engineering, who were divided into an experimental group who took a humanities course and a control group who did not. After the experimental group took a humanities course, the brain wave activity of the frontal, parietal, temporal, and central regions of the two groups was measured using electroencephalography systems, and the electroencephalogram (EEG) waveforms of the anterior cerebrum were comparatively analyzed. A total of 67 subjects participated in the experiment, with 36 in the experimental group and 31 in the control group. According to the International 10-20 system, an international standard for EEG measurement, 7 electrodes (Cz, F3, F4, P3, P4, T3, T4) were attached to the cerebral scalp, and 2 reference electrodes were attached to both earlobes. These were attached after adjusting the resistance to the minimum value. The experimental group took a humanities course called &quot;Understanding Beauty&quot; for two hours twice a week over a period of 15 weeks. This course aimed to develop students' imaginations to overcome a fact-centered world. After each lecture, the experimental group was asked to sit in a comfortable position with their eyes closed in a dark and quiet environment, and EEG measurements were started when their brain waveforms became stable. EEG measurements were also taken for the control group who did not take the course, at the same time and in the same manner. The measurements were conducted for about 10 minutes. The pattern in EEG changes between the two groups over time was analyzed by dividing them into alpha waves (8-13 Hz), theta waves (4-8 Hz), and beta waves (13-3 Hz). Based on the analysis results, for relative alpha waves, the difference between the mean vectors of all 7 variables was significant depending on the treatment (lecture attendance) (F(7, 59)=11.790, p&lt;0.001). The variation over time between the experimental and control groups was significant (F(21,45)=3.575, p&lt;0.001), indicating that there was an interaction effect between repeated measures and the groups. For relative beta waves, the difference between the mean vectors of all 7 variables was significant depending on the treatment (F(7, 59)=12.628, p&lt;0.001). The variation over time between the two groups was significant (F(21,45)=3.388, p&lt;0.001), suggesting that there was an interaction effect between repeated measures and the groups. For relative theta waves, the difference between the mean vectors of all 7 variables was significant depending on the treatment (F(7, 59)=5.301, p&lt;0.001). The variation over time between the two groups was significant (F(21,45)=3.388, p&lt;0.001), which means that there was an interaction effect between repeated measures and the groups.
Pedagogical Ecologies to Facilitate Higher Education for Genuinely Meaningful Work
Author: Almond, Devon
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,College Graduates,Education Work Relationship,Employment,Relevance (Education),Occupational Aspiration,Career Choice

Higher education that intentionally fosters genuinely meaningful work remains on the periphery of mainstream educational systems. Despite the abundant evidence of the life-giving impacts of educational practices that support these aspirations, there are few indications that conventional higher education systems offer much attention to this important perspective, Noting that educational explorations of these possibilities are commonly limited to graduation ceremonies, human developmentalist William Damon asks: &quot;How can we expect that young people will find meaning in what they are doing if we so rarely draw their attention to the personal meaning and purpose of what we work at in our daily lives?&quot; Long before the Great Resignation of the 2020s, Damon portrayed a prevailing sense of emptiness--or meaninglessness--as the pressing problem facing these students. In what follows, I introduce several pedagogical ecologies intended to increasingly support college students to engage in genuinely meaningful work post-graduation.