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A Course-Based Research and teaching Experience for Science Majors and Preservice Educators

Journal of college Science teaching 2022年第1期52卷 3-5页

作者： Stewart, Timothy Thompson, Janette Tank, Kristina Olson, Joanne Rentz, Michael Wolter, Peter Department of Natural Resource Ecology and Management United States School of Education Iowa State University Ames IA United States Department of Teaching Learning and Culture College of Education and Human Development Texas A&M University College Station TX United States

We designed a course to provide undergraduate science students and preservice teachers with authentic research and teaching experiences. Teams of students and preservice teachers complete supervised field ecology research projects and develop teaching activities based on their research in order to learn practices in both science and science teaching while improving skills in collaboration, leadership, and different forms of communication. Students apply their learning by educating local school groups on ecological concepts in the field and share their scholarship with faculty, peers, and community partners during a poster symposium. Each student team completes a research project and teaching activity proposal, conducts research and develops a teaching activity, and writes a research paper and lesson plan in the format of a professional manuscript. Teams use mentor feedback and their reflections on drafts and practice sessions to improve the research proposal and paper, teaching lesson plan, delivery of the teaching activity, and poster presentation. Improved grades on revised assignments and self-reported gains in knowledge and skills provide evidence of student learning. © 2022 National Science teaching Association.

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Investigating teachers’ use of literacy-infused science strategies: A mixed methods study

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Discover education 2023年第1期2卷 1-20页

作者： Esparza, Allison M. Fleming, Kenneth Zhang, Henan Pang, Huiwen Guerrero, Cindy Lara-Alecio, Rafael Irby, Beverly J. Tong, Fuhui Department of Teaching Learning and Culture School of Education and Human Development Texas A & M University 4232 TAMU 540 Ross St. College Station 77840 TX United States Center for Research & Development in Dual Language & Literacy Acquisition Texas A & M University College Station 77840 TX United States Educational Leadership Research Center Texas A & M University College Station 77840 TX United States

The 2019 science results from the National Assessment of educational Progress showed that 8th-grade students, especially economically challenged and emergent bilingual students, made few gains in science and reading achievement. Researchers have found that scientific language may be a significant barrier to student comprehension. Researchers have advocated for integrating effective literacy strategies into the science curriculum to assist students in science and reading outcomes. We investigated the enactment of literacy-infused science strategies of a group of participating seventh-grade science teachers in a federally funded project following monthly virtual professional development sessions. Results indicated that teachers self-reported an overall increase in their use of literacy-infused science strategies after participating in monthly literacy-infused virtual professional development. © The Author(s) 2023.

关键词： In-service teachers Literacy-infused Middle school science Professional development

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Associations between personality traits and emotional experiences as predictors of obesity during the COVID-19 pandemic: A cross-sectional study

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Heliyon 2024年第22期10卷 e40002页

作者： Almazroo, Rayan Almazroa, Hiya Ministry of Health Saudi Arabia Department of Teaching and Learning College of education and Human Development Princess Nourah bint Abdulrahman University Saudi Arabia

This quantitative cross-sectional descriptive research aimed to investigate the relationship between personality traits, emotions, and obesity among Saudi adults during the COVID-19 pandemic. The study recruited 383 participants from Riyadh using non-probability sampling. A validated online survey, including the PANAS-SF and BFI-10 measures, was used and hosted on Qualtrics. Descriptive and multiple regression analyses were performed on the data. The study found that conscientiousness was the highest personality trait among the sample, with an average score of 7.74, while the mean for openness was the lowest. The incidence of obesity was high among participants, with a rate of 29.2 %. Furthermore, there was a significant relationship between negative affect and obesity (p = 0.033). Based on these findings, public health specialists and health promoters should design programs using the socio-ecological model as a guide to address the important factors at every level of the model. © 2024

关键词： Big five personality traits Obesity Positive and negative affect Riyadh and Saudi Arabia

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Repositioning Black Girls in Mathematics Disposition Research: New Perspectives from QuantCrit

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Investigations in Mathematics learning 2021年第1期13卷 29-42页

作者： Young, Jemimah Cunningham, Jahneille A. Department of Teaching Learning Culture College of Education and Human Development Texas AM University United States University of California Los Angeles CA United States

Young Black women face dual marginality in the classroom due to longstanding racial and gender stereotypes. However, critical examinations of their academic dispositions remain relatively absent from current discourse on Black student achievement. The mathematics dispositions of Black girls (N = 1707) who completed the High School Longitudinal Study of 2009/2012 (HSLS:09/12) were analyzed through cluster analysis. The results of this study suggest that the mathematics dispositions of young Black women can be characterized in four distinct categories. Within these categories, several trends that carry direct implications for the preparation and motivation of young Black women in mathematics are provided. © 2020 Research Council on Mathematics learning.

关键词： Black girls high school mathematics dispositions QuantCrit

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Girls Rising: Addressing Female Activist Characters in YA Literature through Critical Literacy

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The Clearing House: A Journal of educational Strategies, Issues and Ideas 2022年第3期95卷 136-141页

作者： Kathleen Colantonio-Yurko Shelby Boehm Kathleen Olmstead a Department of Education & Human Development SUNY Brockport Brockport NY USA b School of Teaching and Learning College of Education University of Florida Gainesville FL USA

In this manuscript, the authors examine three young adult novels using critical literacy as a lens for addressing issues of power and justice around sexual violence and the actions taken by characters to make social change in their fictional schooling contexts. This piece uses scholarship around youth activism in young adult literature to engage with Jennifer Mathieu’sMoxie,Amy Reed’sThe Nowhere Girls,and Renée Watson and Ellen Hagan’sWatch Us Rise.

关键词： Student activism critical literacy young adult literature sexual violence high school curriculum lesson plans resources adolescents middle school

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Navigating common challenges: Guidance for educators in racial justice work

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Middle School Journal 2023年第4期54卷 25-36页

作者： DeMink-Carthew, Jessica Smith, Kristie W. Burgess, W. Keith Leonard, Susan Y. Yoon, Bogum Andrews, P. Gayle Nagle, James Bishop, Penny Department of Education at University of Vermont United States Department of Secondary and Middle Grades Education at Kennesaw State University United States STEM instructor at Char-Meck Schools of Charlotte NC United States University of Georgia United States Department of Teaching Learning and Educational Leadership State University of New York at Binghamton United States Department of Educational Theory and Practice University of Georgia United States Chair of the Education Department St Michael’s College United States College of Education and Human Development University of Maine United States

The work of racial justice advocacy in the field of education is fraught with responsibility and challenge. The impact of historical racism on social policy within the United States has had an enduring effect in the educational realm, which is maintained in part by the prevailing white supremacy culture (WSC). Recent middle level education scholarship has emphasized the urgency of addressing racial inequities in middle schools. Yet teachers attempting to confront unjust practices and policies are often met with significant obstacles, which can curtail racial justice efforts. Antiracist middle grades teachers could benefit from a knowledge base regarding how to respond to common challenges faced in racial justice work. Drawing on the experiences of a group of middle grades educators who are striving to create more racially just schools in their communities, this article offers guidance for navigating resistance. We describe three pervasive challenges the group faced in their work: (a) antiracist initiatives without antiracist school policy;(b) resistance from colleagues;and (c) self-doubt. We subsequently draw connections between these challenges and WSC and offer recommendations for potential ways to respond to these challenges. © Copyright © 2023 AMLE.

关键词： equity middle level racial justice white supremacy culture

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Researchers as Coaches: Developing Mathematics teaching Capacity Using MEAs for STEM Integration

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Investigations in Mathematics learning 2022年第1期14卷 28-48页

作者： Baker, Courtney K. Galanti, Terrie M. Kraft, Tammy Holincheck, Nancy Hjalmarson, Margret Nelson, Jill K. Mathematics Education Leadership George Mason University Fairfax VA United States Teaching Learning Curriculum University of North Florida Jacksonville FL United States College of Education and Human Development George Mason University Fairfax VA United States Electrical and Computer Engineering George Mason University Fairfax VA United States

The purpose of this study was to explore how university researcher professional development design decisions built and sustained K-8 partnerships which foregrounded mathematics in integrated STEM via model-eliciting activities (MEAs). We applied a self-study methodology to facilitate a longitudinal examination of our practice in this multi-year project. We used the Decision-Making Protocol for Mathematics Coaching to understand our collaboration with division stakeholders as they worked toward integrating MEAs with district curriculum and pacing. Analysis of professional development artifacts, evidence of scholarship, and researcher memos revealed four recalibration points driven by district initiatives and leadership changes. Coaching with MEAs created opportunities for equitable student engagement and formative assessment. Implications for designing professional development that emphasizes explicit connections between the constraints of mathematics curriculum and the possibilities of teaching and learning through STEM integration are presented. © 2022 The Author(s). Published with license by Taylor & Francis Group, LLC.

关键词： mathematics coaching Model-eliciting activities professional development stem integration

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Maternal perspectives on COVID-19 kindergarten learning impacts: a qualitative study of families with low income

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Discover education 2025年第1期4卷 1-16页

作者： Turnbull, Khara L. P. Jaworski, Brianna Cubides Mateus, Deiby Mayaris Coolman, Frances L. LoCasale-Crouch, Jennifer Moon, Rachel Y. Hauck, Fern R. Kellams, Ann Colson, Eve R. School of Education and Human Development Center for Advanced Study of Teaching and Learning University of Virginia PO Box 800784 Charlottesville 22908 VA United States Department of Pediatrics University of Virginia School of Medicine Charlottesville Charlottesville VA United States Department of Family Medicine University of Virginia School of Medicine Charlottesville VA United States Department of Pediatrics WashU Medicine St. Louis MO United States Present Affiliation College of Education University of South Florida Tampa FL United States Present Affiliation School of Education Virginia Commonwealth University Richmond VA United States

In this paper, we aim to understand maternal perspectives on: (1) COVID-19 pandemic learning impacts for kindergartners from low-income households;and (2) Factors that mitigated or exacerbated impacts on learning. We conducted a qualitative study with 22 mothers of low-income households in the United States who had kindergarten-age children. Through in-depth, semi-structured interviews, mothers reflected on their experiences during the 2020–21 school year. We used an iterative approach for developing and revising codes and themes emerging from the transcribed interview data until we reached thematic saturation. Many mothers noted negative learning impacts, but some noted positive impacts that they attributed to active parental engagement in their child’s learning. Mothers described several family-level and school-level supports and barriers to their child’s learning. Fewer mothers described supports and barriers pertaining to their social circle or their larger community. The most commonly reported supports included: economic and social supports that allowed the time and financial means to engage actively in their child’s learning, mental health supports to strengthen family functioning, and regular, timely, and open home-school communication. © The Author(s) 2025.

关键词： COVID-19 pandemic Home learning environment Kindergarten Parents' experiences Qualitative

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Applied intelligence with deep learning assisted automated sarcasm recognition in twitter data

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Alexandria Engineering Journal 2025年 128卷 79-91页

作者： Alzaidi, Muhammad Swaileh A. Alsudais, Taghreed Ali Eltahir, Majdy M. Ebad, Shouki A. Alshuhail, Asma Alshahrani, Mohammed Alanazi, Sultan Department of English Language College of Language Sciences King Saud University P. O. Box 145111 Riyadh Saudi Arabia Department of Teaching and Learning College of Education and Human Development Princess Nourah Bint Abdulrahman University P.O. Box 84428 Riyadh11671 Saudi Arabia Department of Information Systems Applied College at Mahayil King Khalid University Saudi Arabia Center for Scientific Research and Entrepreneurship Northern Border University Arar73213 Saudi Arabia Department of Information Systems College of Computer Sciences & Information Technology King Faisal University Saudi Arabia Computer Department Applied College Najran University Najran66462 Saudi Arabia Department of Computer Science College of Computer Engineering and Sciences Prince Sattam bin Abdulaziz University Al-Kharj16273 Saudi Arabia

Sarcasm is essential in human interaction, particularly on social networking, where individuals share their feelings through criticism, humour, and satire. Sarcasm detection is vital in understanding the context of communication and the sentiment on platforms such as Twitter. This presents sarcasm detection as a complex problem in natural language processing (NLP). The challenges and importance upsurge, particularly in languages such as Arabic and Urdu, where resources for NLP are inadequate. The classical rule-based techniques need to improve performance owing to sarcasm's context-based and subtle nature. On the other hand, the current developments in deep learning (DL) and NLP offer efficient solutions. Therefore, this study presents an Applied Intelligence with Deep learning Assisted Automated Sarcasm Recognition Approach (AIDL-ASRA) on Twitter Data. The presented AIDL-ASRA technique concentrates on identifying sarcastic and non-sarcastic contexts in tweets. In the AIDL-ASRA technique, the initial pre-processing stage is executed with different subprocesses. Next, Global Vectors for Word Representation (GloVe)-based word embedding process occurs. The AIDL-ASRA technique utilizes the Discriminative Deep Belief Networks (DDBN) method for sarcasm recognition. The DBN model's effectiveness is improved using the cat swarm optimization (CSO) model. A set of experiments were involved in evaluating the performance of the AIDL-ASRA method under the Arabic sarcastic dataset comprising 10,000 tweets. The experimental validation of the AIDL-ASRA method attained a superior accuracy value of 91.25 % over existing techniques under distinct measures. © 2025 The Authors

关键词： Sentiment analysis

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Black Girls and Women in K-12 educational Settings: A Content Analysis of Publications in Selected Journals from 2000–2015

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Urban Review 2020年第3期52卷 603-622页

作者： Young, Jemimah L. Department of Teaching Learning and Culture College of Education and Human Development Texas A&M University College Station United States

Black female-focused scholarship continues to grow within the field of urban education. However, what remains unknown are the thematic and empirical trends that characterize this area of specialization. To address this challenge, a quantitative content analysis of 30 high-impact journals was conducted. From the pool of several thousand studies, 39 empirical studies with a specific focus on Black women and girls were identified. Results indicate that except for urban education focused journals, most journals lacked studies examining Black female educational trends. The researcher provides recommendations based on categorized frequency data from the methodological, thematic, and historical trends in the literature. © 2020, Springer Nature B.V.

关键词： Black female learners Literature review Quantitative content analysis

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