Science Education Institutions Research Articles

The Effect of Model-Based Problem Solving on the Performance of Students Who are Struggling in Mathematics

The U.S. Nation’s Report Card reveals that lower performing students exhibited greater achievement decline than their average/high performing peers based on 2022 long-term trend mathematics assessments for age 9 students. Technology, including computer-assisted instruction, plays an important role in today’s dynamic learning environments. Currently, there is a lack of computer-assisted intervention programs that systematically teach generalized word problem-solving skills that are driven by mathematical models. Model-based problem solving (MBPS) is one of the essential emphases in the Common Core mathematical practice standards. This study investigated the effects of a web-based computer tutor, MBPS, on enhancing word problem-solving performance of elementary students who are struggling in mathematics. The MBPS tutor incorporates best practices that are identified by the Institute of Educational Sciences’ (IES) latest practice guide, including providing systematic instruction, visual and verbal supports, and teaching of precise mathematical language. Findings indicate that the MBPS tutor boosted participants’ performance above and beyond the business-as-usual comparison group.

Quality learning in higher education today: Integrity of the traditional system

New Directions for Teaching and LearningVolume 2023, Issue 173 p. 7-8 PREFACE Quality learning in higher education today: Integrity of the traditional system Tara A. Rose, Corresponding Author Tara A. Rose [email protected] Correspondence Tara A. Rose Email: [email protected]Search for more papers by this authorLeah Parsons Simpson, Leah Parsons SimpsonSearch for more papers by this author Tara A. Rose, Corresponding Author Tara A. Rose [email protected] Correspondence Tara A. Rose Email: [email protected]Search for more papers by this authorLeah Parsons Simpson, Leah Parsons SimpsonSearch for more papers by this author First published: 20 June 2023 https://doi.org/10.1002/tl.20529Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. REFERENCE National Center for Education Statistics. (2021). Postbaccalaureate Enrollment. Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved April 28, 2023, from https://nces.ed.gov/programs/digest/d21/tables/dt21_311.15.asp Volume2023, Issue173Special Issue: Quality Learning in Higher Education Today: Integrity of the Traditional SystemSpring 2023Pages 7-8 ReferencesRelatedInformation

INTEGRATION OF SCIENCE, EDUCATION, PRODUCTION AS A TOOL FOR SOLVING ECONOMIC PROBLEMS IN THE AGRO-INDUSTRIAL COMPLEX

The issues of organization and functioning of the integration structures of the «science, education, production» system in the historical period covering the 1920-2023 years of the country’s transformation from a pre-industrial society to a modern highly efficient system were considered. (Research purpose) To trace in historical retrospect how economic, political and social conditions influence the integration processes of the system of science, education, production, the main function of which is the process of introducing scientific knowledge, new technologies and competencies. (Materials and methods) Established that the system approach made it possible to identify the connections between the elements of the system, to trace the adaptation of the system to the effects of external and internal factors. The historical approach made it possible to establish the basic prerequisites that facilitate the beginning of integration processes within the system; highlight positive and negative experiences. (Results and discussion) They gave examples of integration of the agricultural engineering sphere of the agro-industrial complex based on the experience of the Southern Urals region. They covered the work of scientific schools as the basis for the symbiosis of science, education, and production. They showed the key areas of close scientific and industrial cooperation and their results. The analysis of the integration system «science-education-production» was carried out, which showed that the system-forming factor in the organization of integration structures was the system of national planning in the USSR. It was determined that the initiators of the creation of the integration system were leading scientists of the VASKHNIL, Academy of Sciences, research institutes, and higher educational institutions. It was noted that the actual integration of science, education, and production took place in the period of the 1950s and 1960s. (Conclusions) The review of the experience of interaction of integration structures in the agroengineering sphere made it possible to make a number of proposals that should be taken into account in the process of reintegration in modern conditions of science, education and production. The innovative development of the agro-industrial complex largely depends on the level of professional education. Highly qualified specialists serve as the driving intellectual link that ensures technological progress in any society. Historical analysis has shown that highly qualified specialists serve as a driving intellectual link that ensures the growth of technological progress in any society. Production as the basis of the economy should make maximum use of the latest achievements of science and attract highly qualified specialists. It is necessary to create mechanisms for bringing scientific developments to the release of industrial designs and final products.

나주읍성 동점문 성벽부재에 대한 암석학적 연구 및 산지 추정

This study is based on the mentorship course in CNU Science Education Institute For the Gifted. The Naju Eupseong Dongjeommun Gate, which was built in the Goryeo Dynasty, was restored in 2002, but a heterogeneous stone material that showed a significant difference from the original stone of the fortress wall, was used as the restoration stone. This study aims to clarify the difference between raw stones and restored stones by the investigation of the petrological features of the stone materials for the Naju Eupseong Dongjeommun Gate, and to estimate the provenances of the raw stones through the geologic survey. In addition, replacement stones that can be used for when the Naju Eupseong Dongdaemun Gate is renovated are presented. As a result of measured magnetic susceptibility and visual observation, the stone materials of the Naju Eupseong Dongjeommun Gate consist of granodiorite, and granite gneiss. Compared to the original stone, the restored stone is judged to be a granite, which shows a clear difference in the petrographical features such as the results of visual observation and the magnetic susceptibility. As a result of the geologic survey around Naju Eupseong Walled Town, the area of Geumseongsan Mountain in Naju is presumed to be the source of the original stones. Granite diorite is considered appropriate as a substitute stone if the restoration of Naju Eupseong Dongjeommun Gate is carried out.

Governance in teaching: student participation to improve learning

This article proposes to analyze governance in teaching as another form of organizational that promotes student participation in decision-making for the improvement of learning. The category of governance in teaching emerges from the research work "The systematization of a transforming experience of teaching practice", at a doctoral level, which is in process at the Higher Institute of Educational Sciences of the State of Mexico. This category arises from the critical interpretation derived from the systematization of experiences, Latin American´s theoretical and methodological proposal developed by popular education. A method that gives voice to experiential knowledge, the transformation of practices and local knowledge. It is supported by qualitative, comprehensive, interpretive and reflective research. Governance in teaching is the result of a teaching that finds support critical pedagogy.
 This article critically dialogues with the neoliberal perspective that places governance from a market logic. This notion has been incorporated into educational policy and has been objectified in the regulations that govern the School Councils for Social Participation (Consejos Escolares de Participación Social) and in the 2017 Syllabus (Plan y Programa, 2017) particularly in the third component called curricular autonomy. The policy of social participation of educational actors proposed to improve the quality of the educational service; however, the voice of the students has been absent since its implementation. For this reason, an alternative practice of governance is introduced, derived from the experience´s critical interpretation of the research project, which is based on a teaching experience, with which findings of a new model of organization and social participation are exposed, where the students have a leading role.

The Scope and Status of Sustainability Education in Out-of-School Settings across Denmark

Denmark has a strong foundation in terms of sustainability, making the country an interesting backdrop for studying how the overarching sustainability agenda has shaped education practice. This study investigated the scope and status of sustainability education targeted at grade 4-6 students in Danish out-ofschool science education institutions, such as natural history museums, science and technology museums, science centres, zoos and aquaria. First, a desktop review took place to map educational programmes with sustainability content. Second, five representative programmes were selected for further study. Thematic analysis of observation field notes and interviews with educators and teachers yielded four themes that collectively defined the sustainability programmes: institution, formal education, content and pedagogy. The final sections of the paper contextualise these themes, and discuss their implications for sustainability education in out-of-school practice. The study concludes by offering reflections on constructive future pathways for sustainability education.

Gender, Racial, and Socioeconomic Disparities on Social and Behavioral Skills for K-8 Students With and Without Interventions: An Integrative Data Analysis of Eight Cluster Randomized Trials.

Despite decades of concern about disparities in educational outcomes for low SES students and students of color, there has been limited rigorous study of programmatic approaches for reducing these disparities in elementary or middle schools. We conducted integrative data analysis (IDA) of the combined data from eight Institute of Education Sciences funded cluster randomized trials to address the research gaps on social and behavioral outcome disparities. The final analytic sample includes 90,880 students in varying grade levels from kindergarten to grade 8 in 387 schools in 4 states (Maryland, Missouri, Virginia, and Texas). Two-level hierarchical linear modeling was used for multilevel moderation analysis. This study provided empirical evidence that there were significant gender, racial, and socioeconomic disparities on social and behavioral outcome measures for elementary and middle school students, the disparities significantly varied across schools, and the disparities could be reduced by interventions. We discussed our findings, implications for interpreting effect sizes of interventions using disparities as empirical benchmarks, and study limitations. We concluded with suggestions for future research.

P084 The Relationship Between Middle-School Children's Body Mass Index, School Lunch Participation and Consumption

<h3>Background</h3> One in five US school-aged children is obese. The National School Lunch program is crucial for children's intake, accounting for about 1/3 of total daily calories. Previous research on obesity and school-lunch consumption has not included middle school, an important time to establish lifestyle habits that persist into adulthood. <h3>Objective</h3> To explore the relationship between school-lunch participation and consumption with child body mass index (BMI) and BMI category. <h3>Study Design, Setting, Participants</h3> This is a secondary analysis of data collected from middle-school students in Birmingham, AL. <h3>Measurable Outcome/Analysis</h3> Child weight and height were measured and BMI calculated and categorized as 2 groups (underweight + healthy weight [<85th percentile], overweight + obese [≥85th percentile]). At pre- and post-lunch, researchers weighed and photographed school-lunch trays for 5 consecutive weekdays to capture amounts at pre and post. "Offer-versus-serve" was available so students could refuse some meal components. Mixed-effects regression explored BMI and logistic regression explored BMI category (dependent variables) with school lunch participation, pre-, post-amounts, and average consumption of school lunch as independent variables, age, gender, race/ethnicity, family income as fixed effects, and school site as a random effect. <h3>Results</h3> The sample included 288 students (mean age 12 years; 46% male; 36% White, 47% African American, 9% Hispanic/Latino, 8% Other/missing) from 15 schools, 6 school districts. There was no significant relationship between school-lunch participation and BMI/BMI category. However, pre-, post-amounts, and average consumption of school-lunch in grams were all significant (β=2.23, β=-2.29, and β=1.82 respectively, <i>P</i> <0.001) with BMI. The odds of being overweight/obese will increase by 48.3% with every 1 unit increase of the standardized average lunch consumption. <h3>Conclusions</h3> School-lunch consumption was positively related with BMI and BMI category among middle school children. As BMI and obesity risk increased, pre-amounts and average consumption were larger and post-amounts were smaller. Future analyses will assess the association of school-lunch food groups and energy intake with BMI. <h3>Funding</h3> Institute of Education Sciences, United States Department of Education

The Romanian Curriculum of Early Education and Primary Education

Abstract The article analyzes the Romanian curriculum specific to primary and preschool education. The article focuses on the curriculum approved in 2011 for primary education, respectively the one approved in 2019 for early education. The analysis between the primary education curriculum and the early education curriculum follows the specifics of the curriculum, the purpose, the values promoted, the focus on the formation of the respective behavioral competencies. The analysis is performed on the basis of the educational policy documents elaborated by the Institute of Education Sciences and on the official curricular documents elaborated and approved by the Romanian Ministry of National Education.

TRENDS OF POSTGRADUATE THESES ABOUT CHANGE IN THE FIELD OF EDUCATION: A DESCRIPTIVE ANALYSIS

Aim of this study is to examine thesis on change in education. Qualitative research was preferred. Findings of the research; 66 theses on change were made between 2005 and 2021. Of the 66 theses, 56 are master's theses and 10 are doctoral dissertations. Of the 66 theses, 23 were carried out at the institute of educational sciences, 39 at the institute of social sciences, 1 at the institute of science and 1 at the graduate education institute. Quantitative method was adopted in 55 of 66 theses, qualitative method in 7 and mixed method in 4 of them. Simple random sampling method was used in 23 of 66 theses, convenient sampling in 6, cluster sampling in 3, stratified sampling in 5, disproportionate sampling in 1, maximum variation in 1, and purposive sampling in 1 of theses. Scale was used in 54 of the 66 theses, semi-structured interview form in 9, questionnaire in 4 and observation in 1 of the theses. Change management in 11, change process in 15, organizational change in 7, resistance to change in 19, readiness for change in 12, change leadership in 2, organizational change cynicism in 2, perception of change in 1 of the theses were discussed.

Insect zoos and butterfly houses for public education: issues related to shipping and international trade of non-native insects.

Informal science education institutions such as zoos, natural history museums and botanical gardens exhibit live native and exotic insects and other arthropods to improve the general public's knowledge about these organisms and promote their conservation in nature. The purpose of this paper is to summarise the process of shipping exotic arthropods for exhibits and the regulations that apply, and to discuss issues that affect international shipment for this type of activity. These issues include escapes affecting the environment and delays affecting the viability of shipped insects. The regulatory agencies that issue permits for the importation of live insects for education and exhibit are discussed. The number of butterflies flying in the exhibits ranges from 100 specimens at the Butterfly Encounter of the Connecticut Science Center to a high of 15,000 specimens at the Dubai Butterfly Garden, with a mean of 2,048 specimens (n = 32). If the outlier of 15,000 is removed, the mean is 1,630 (n = 31). Insect zoos and butterfly exhibits play an overwhelmingly positive educational role by introducing millions of children and adults to the immensely important world of insects.

SITUATION OF SPECIAL EDUCATION IN BRAZIL AND CANADA DURING THE COVID-19 PANDEMIC

The Covid-19 pandemic has placed the world in a public health emergency since the beginning of the year 2020, posing a challenge to education, especially to Special Education. This study aimed to analyze the situation of special education in Brazil and Canada during the Covid-19 pandemic. The research was part of a postdoctoral project in education. Methodologically, it is an international comparative study in education. It was carried out from April 2020 to November 2021, based on a literature review and official documents. The search was carried out in the Scientific Electronic Library Online (SciELO) and in the Institute of Educational Sciences (ERIC), and 233 articles were found. After analysis and following the inclusion criteria, 217 articles were excluded. In the end, 16 studies were selected. The results show that the more structured the educational system and Special Education, the greater the chances of success. In addition to returning to face-to-face classes earlier, Canada also provided more support for families and students, but it was still insufficient. In both countries, children with disabilities are in a fragile situation owing to social isolation. Aspects such as choice of tools, internet connection quality, user skills, virtual spaces for collective support, school and family communication, strengthening of special education policies and programs, adequate support, among others, led to the success of remote education. This research is intended to contribute to an increase in the number of studies in Brazil and abroad, serving as a basis for the scientific production of other international comparative studies. Keywords: Covid-19, special education, comparative study, literature review, Brazil and Canada

An Overview of Solutions Regarding the Problems in Vocational and Technical Education - Example of Elazığ Province

An Overview of Solutions Regarding the Problems in Vocational and Technical Education - Example of Elazığ Province by Ceyda Akıllı* , İmam Bakır Arabacı, Engin Kırçıl 1 Fırat University, Educational Management, Institute of Educational Sciences, Elazığ, 23100, Turkey * Author to whom correspondence should be addressed. Journal of Engineering Research and Sciences, Volume 1, Issue

Müzik Öğretmenliği ve Lisansüstü Eğitim: Dokuz Eylül Üniversitesi Örneği

The purposes of this study are to shed light on postgraduate education in Music Teaching and draw inferences about the future by evaluating the Music Teaching Postgraduate Program in Dokuz Eylul University Institute of Educational Sciences. The research is a qualitative study modelled with a single-case embedded study. In accordance with the interlocking single case pattern, the Music Education graduate program was examined by focusing on student, graduate, faculty member, theses. The opinions of 10 students, 23 graduates and 6 faculty members were taken to evaluate the program, and 57 master’s and 20 doctoral theses were examined. As a result of the content analysis,opinions were collected under four main categories. These categories are defined as “institutional goals”, “content”, “program outputs” and “updates”. In the category of program outcomes, the theses were evaluated according to various categories and the professional orientations of the graduates were statistically shared. According to the results of the research, the following conclusions were made: students should be informed at the beginning of the program in order to understand the vision and mission of the institution and to make the process they spent in the education process meaningful; A “scientific research in music education” course should be added to the program in order to conduct qualified research in the field of music education; subjects and research groups in theses should be diversified; faculty members should be role models in preparing thesis and academic studies for their advisors; graduate programs should be updated according to the needs of the time and society.

Estratégias de aprendizagem utilizadas nos cursos de formação de professores: Um estudo com estudantes do Instituto Superior de Ciências de Educação do Huambo

In the current context, given the amount of information that is generated at each moment and the ease of access to it, students are expected to have a variety of learning strategies to better conduct their learning. This study aimed to ascertain the learning strategies used by students who attended Biology and Geography Teaching courses in the academic year 2018, at the Higher Institute of Educational Sciences of Huambo (ISCED-Huambo). 60 students from the 4th year participated, enrolled for the pedagogical internship. Data were collected using a Likert-type Learning Strategy Scale composed of 48 items. Data collection was carried out in person. For data analysis, the frequencies presented by the participants in relation to the use of cognitive, metacognitive learning strategies and absence of strategy were calculated. It was found that students have superficial knowledge about learning strategies and a series of cognitive and metacognitive strategies have not been used frequently and regularly. It is expected that the results of this study will contribute to reflections not only by the students, but also by the teaching staff, aiming to strengthen the quality of training that is provided in the level of teacher training courses and to find methodologies that allow students to know the various strategies learning, knowing when and how to use them.

Des réfugiés pour éduquer les enfants réfugiés d’Europe? Trajectoires de participants étrangers au Cours international de moniteurs pour homes d’enfants victimes de la guerre Genève 1944–1945

ABSTRACT At the heart of refuge in Switzerland during the Second World War, a singular training experience was set up in Geneva in order to train a complete educational staff in charge of children placed in homes in that country but also in the rest of Europe. In November 1944, an “International Course for Monitors of Homes for Child Victims of War” was inaugurated, in which the pupils would follow a six-month session of teaching, mainly in pedagogy and psychology, as well as practical exercises in real-life situations. Half of the students on the course came from Swiss internment camps and the other half were Swiss nationals, with the same proportion during the second session, which began in the spring of 1945. This article traces the history of the beginnings of the Monitors’ Course through the careers of the pupils of the first two classes, mainly through the individual records kept in the Federal Archives in Bern of monitors who had been in Switzerland since 1942. The idea for this course was first conceived in Geneva’s educational circles from the Institute of Educational Sciences (formerly the Jean-Jacques Rousseau Institute) accompanied by several educators who had found refuge in Switzerland. The result is a model of future international education, including the profile of these future actors in reconstruction. The project resulted in the use of all available manpower through students who would come from the country’s internment camps. Freed for a time from their internment status, these young women and men all came out of the mass refuge, having fled persecution because they were Jews, and arrived in Switzerland between the summer of 1942 and the spring of 1944. Far from being merely an opportunity to escape from the logic of confinement and the constraint of placements, sometimes experienced even before the war, entry into the course was for many the result of joining networks and collectives that were gradually being formed, particularly within the humanitarian organisations which looked after these refugees. The files also make it possible to evaluate the place of the Monitors’ Course in the individual trajectories of the students. Although few had previously had educational experience with children, except for having themselves been children rescued from homes, some of them continued in this way after leaving the course, exporting their skills acquired in their country or their country of emigration, thus contributing to the significant movement in the field of education in the post-war period. Conversely, the Geneva Course was for all of them a “transitional space”, between their past of exile and their future.

Institute of Education Sciences—Statistical and Research Methodology in Education (ED)

Federal Grants & ContractsVolume 45, Issue 15 p. 1-2 Grants alerts Institute of Education Sciences—Statistical and Research Methodology in Education (ED) First published: 02 July 2021 https://doi.org/10.1002/fgc.31806Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume45, Issue158 July 2021Pages 1-2 RelatedInformation

Institute of Education Sciences—Research Grants Focused on Systemic Replication (ED)

Institute of Education Sciences—Research Grants Focused on Systemic Replication (ED)

Updating Practice Recommendations: Taking Stock of 12 Years of Adolescent Literacy Research

AbstractThe demand for evidence to support instructional practices in education is surging. Consequently, many adolescent literacy researchers and educators take guidance from the Institute of Education Sciences (IES) Practice Guide for Adolescent Literacy (Kamil et al., 2008). The document, however, is now 12 years old, and adolescent literacy research and practice has shifted substantially. First, I document the limitations of the IES Guide’s pre‐2008 research base and of the students sampled in its underlying studies. Then, I survey research from 2008–2020 that expands on the Guide’s five recommendations, and name areas of research undeveloped in 2008 but vibrant in 2020. To illustrate the instructional implications of these changes, I present an example unit incorporating changes suggested by research since 2008. Finally, I call on adolescent literacy organizations to maintain, revise, and publish practice guidelines to ensure all our adolescents get the daily literacy instruction they deserve.

Monitoring the Legislation Governing the Procurement of Materials for Research and Development and Assessing Its Effectiveness Based on Surveys of Universities and Research Organizations

Introduction. For many research and development organisations, the prompt supply of consumables is a prerequisite for efficient operation. The article presents changes made to the regulations governing the procurement of consumables for research and development, as well as the assessment of these changes provided by universities and scientific organisations. Monitoring Tools. This work utilises analysis, generalisation and interpretation of the rule of law. Stakeholder surveys were conducted to collect information on the effectiveness of rulemaking in the field of procurement. Results. A survey of senior and middle managers in science and higher education institutions showed that regulatory deficiencies are the main obstacle to simplifying the procurement of research and development materials. In recent years, the state has taken a number of consistent steps to adjust the regulatory legal framework in the field of procurement. Despite the measures taken, procurement procedures remain excessively long and laborious. Conclusion. To improve the supply of universities and scientific organisations with consumables, it is necessary to optimise procedures within organisations, further efforts to improve legislation, as well as explanatory work on the part of the Ministry of Education and Science of Russia about existing opportunities to improve consumable procurement process efficiency within the framework of current legislation.