ethanporcaro/eric-fulltext-meta huggingface dataset:
Probabilistic Thinking in Prospective Teachers from the Use of TinkerPlots for Simulation: Hat Problem
Author: Koparan, Timur
Date: 2022-00-00
Type: Journal Articles
Subjects: Probability,Thinking Skills,Preservice Teachers,Graphs,Mathematical Models,Simulation,Problem Solving,Computer Software,Computer Uses in Education,Statistics,Statistics Education,Foreign Countries

Solving real-life problems through mathematical modeling is one of the aims of modern mathematics curricula. For this reason, prospective mathematics teachers need to acquire modeling skills and use these skills in learning environments in terms of creating rich learning environments. With this study, it is aimed to examine the reflections of using a simulation on a problem involving uncertainty on the probabilistic thinking of prospective teachers. The activity includes an experimental review of the famous Hat problem. It was observed that the hat problem, which started as a puzzle, was linked to coding theory and reached the limit of mathematics, statistics, and computer science research. Research findings revealed that the simulation-supported learning environment not only contributes to prospective teachers' probabilistic thinking skills, but also offers the opportunity to experience different methods (such as working with real data, technology assisted learning, modeling) in teaching and learning mathematics. It has been concluded that simulations have a unique potential that other methods do not have in terms of gaining statistical thinking as well as problem solving and modeling skills.
Impact of Skill Development Program for Producing Women Entrepreneurs in Pakistan
Author: Batada, Imran
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Females,Skill Development,Business,Cultural Influences,Developing Nations,Barriers,Psychological Patterns,Social Influences,Program Effectiveness,Community Programs,Training

A fundamental requirement for a competent and successful entrepreneur is knowledge and practice of entrepreneurial skills, particularly in the commercial context. This study investigates the impact of several entrepreneurial skill development programs in Pakistan, including the Benazir Bhutto Shaheed Human Resource Research Development Board (BBSHRRDB) and the National Vocational and Technical Training Commission (NAVTTC). The population of this study consists of 255 entrepreneurs. The broad objective of the study is to examine the impact of the Skill Development Program on producing Women Entrepreneurs in Pakistan. The sample size of this study is 280 female entrepreneurs. A systematic random sampling technique was used to analyse the data. Using Araoye's (2004) sampling procedure, a sample of female business owners is selected for the study. The data were received by distributing a questionnaire to all respondents. For analysing the data, descriptive statistics were used, and the regression test was performed to test the hypotheses. It was determined that BBSHRRDB and NAVTTC have an impact on the development and performance of female entrepreneurs across all evaluated metrics. The study also concluded that social factors such as formal/ business networks, informal networks, and social acceptance have a significant impact on the success of women entrepreneurs in Pakistan.
Children with Disabilities Attending Montessori Programs in the United States
Author: Long, Toby
Date: 2022-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Montessori Schools,Preschool Education,Early Childhood Education,Young Children,Special Education,Teacher Competencies,Self Efficacy,Professional Development,Inclusion,Accessibility (for Disabled),Educational Resources,Teacher Education

Early childhood education plays a critical role in establishing positive social-emotional behaviors and promoting the development of skills needed to succeed in elementary school. Although inclusion of children with disabilities (CWD) in early childhood classrooms is increasing throughout the world, numerous social, logistical, and political factors continue to present challenges to full inclusion. The Montessori educational approach, established at the beginning of the 20th century and now applied widely throughout Europe and the United States, may present a highly suitable learning context for CWD, particularly given its historical basis in efforts to meet the needs of underprivileged and cognitively delayed children. On a theoretical level, the inclusion of CWD should be an accepted practice for Montessori programs, yet reports of the number and characteristics of CWD attending Montessori programs are scarce. This paper reports upon the findings of a survey of the current enrollment of CWD in U.S. Montessori Early Childhood programs. The survey indicated that CWD represent 3.75% of the Infant and Toddler (0-3 years) population and 8.49% of the Early Childhood (3-6 years) population at responding institutions. Additionally, although school directors indicated that their teachers generally feel confident and competent including CWD in their classrooms, they expressed a need for ongoing professional development and additional support from special education experts to further strengthen the inclusion of CWD in all aspects of Montessori education.
Inside the Black Box: Do Teachers Practice Assessment as Learning?
Author: Yildirim, Ozen
Date: 2022-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Teaching Methods,Self Management,Class Activities,Self Evaluation (Individuals),Peer Evaluation,Feedback (Response),Language Teachers,Mathematics Teachers,Science Teachers,Foreign Countries,Teacher Attitudes,Middle School Teachers,Teacher Role,Student Role

The conceptual development of assessment literature in recent years has been remarkable. One of the latest concepts to have emerged in parallel with this development is Assessment as Learning (AsL). This study investigated how AsL pertains to classroom practices within its conceptual framework by examining teacher reports. Case study design, a qualitative research method, was used to collect detailed information about in-class teacher practices. The teachers were interviewed with semi-structured interview forms and the data obtained were then analyzed using content analysis. The results revealed that in-class teacher practices were incapable of supporting AsL and promoting self-regulated behaviors and that many of the activities conducted in class were teacher-centered. Teachers did not apply self-assessment or peer-assessment practices, and the feedback they gave to students was mainly based on measurement scores. The researchers discussed the results in relation to the relevant literature and offered some suggestions for applying AsL in practice.
Won&apos;t Stop, Can&apos;t Stop: Alternative Route to Licensure Special Education Teachers&apos; Persistence in Their Careers
Author: Brendli, Katherine
Date: 2022-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Special Education Teachers,Teacher Persistence,Labor Turnover,Teacher Attitudes,Teacher Role,Barriers,Teacher Motivation,Social Influences,Mentors,Teacher Collaboration,Self Efficacy,Teacher Characteristics,Stress Variables,School Districts,Teaching Conditions

Alternate route to licensure (AR) programs in special education continue to increase despite concerns that teachers certified through these pathways leave the profession at rates higher than traditionally prepared teachers. The purpose of this study was to examine special education AR program completers to determine their persistence to stay in the profession despite odds of attrition. For this article, we examined survey results from AR special education teachers (n = 57) and completed focus group interviews with a subset (n =13) from this same sample. Using Social Cognitive Theory (SCT) to guide our research, we uncovered three major themes from our focus groups: role conceptualization, barriers experienced, and motivating factors. Our findings suggest that AR special education teachers' persistence relies on several factors, such as society's respect for teachers, effective mentoring programs, positive collaboration experience, understanding of their unique role as AR teachers, and self-efficacy. Implications for educational practices, policies, and further research about AR teachers is explored.
Global Diffusion of Montessori Schools: A Report from the 2022 Global Montessori Census
Author: Debs, Mira C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Global Approach,Montessori Method,Preschool Education,Trend Analysis,Educational Trends,Diversity,Cross Cultural Studies,National Surveys,Educational Finance,Federal Aid,Educational Practices,Fidelity,Foreign Countries

Montessori education is distinct for its implementation in 154 countries around the world. Lacking a Montessori trademark or comprehensive overseeing body, the expansion of the Montessori approach has often been diffuse and fragmented among competing organizations. The absence of centralized, accurate, and consistent accounting has made it difficult to document the scope, growth trends, and diverse populations of students served in Montessori schools. The primary objective of this study was to gather evidence to support a robust estimate of the number of Montessori schools worldwide. This estimate relies on national and regional organizations' broadest definitions of what constitutes a Montessori program. The study included two components: a survey of regional and national Montessori organizations and supplemental sources, including other published estimates and direct inquiries within key countries. Multiple sources allowed for triangulating data to reach a more confident estimate for the number of schools in each country and for synthesizing global perspectives on significant elements of Montessori fidelity worldwide. Through these sources, we document a total of 15,763 Montessori schools around the globe, roughly 9% of which are government funded. Countries with the largest number of Montessori schools are the United States, China, Thailand, Germany, Canada, and Tanzania; the United States, Thailand, the Netherlands, and India have the largest number of government-funded or public Montessori programs. Results of the fidelity analysis identified six practices that emerge consistently as central pillars of Montessori implementation.
The Montessori Method and the Neurosequential Model in Education (NME): A Comparative Study
Author: Phillips, Bernadette
Date: 2022-00-00
Type: Journal Articles
Subjects: Models,Montessori Method,Child Development,Developmental Stages,Correlation,Brain Hemisphere Functions,Comparative Analysis,Cognitive Development,Educational Philosophy,Learning Processes,Teaching Methods,Neurosciences,Educational Benefits,Educational Practices,Social Emotional Learning,Preschool Education

The Neurosequential Model in Education (NME) is described as a developmentally sensitive and biologically respectful approach to development and learning. This paper postulates that the NME shares many commonalities with the Montessori Method in that it, too, is developmentally sensitive and adheres to biologically respectful concepts. This paper compares some of the core principles and recommended practices of the NME with those in the Montessori Method and argues that they are consistent in many ways. The paper also examines Dr. Montessori's unique use of &quot;sensitive periods&quot; in development for educational purposes, in particular her use of the sensitive periods for movement, the social aspects of life, and the sensitive period for order respectively. It argues that in doing this, she was actively promoting an approach to human development and education that appears to correlate with what Dr. Bruce Perry calls a developmentally sensitive and biologically respectful approach to learning. The goal of this study is to show the science behind why many of Dr. Montessori's original practices worked and had such a positive effect on children. This knowledge should empower Montessori educators and give them the confidence to promote authentic Montessori practices in the knowledge that they are in line with current neuroscientific theories that have been shown to be beneficial to children.
The Development of a Management System for the National Sports Development Fund in Thailand
Author: Ployduangrat, Jaruwan
Date: 2022-00-00
Type: Journal Articles
Subjects: Management Systems,Team Sports,Usability,Information Security,Computer Software,Foreign Countries,Programming,Information Systems,Specialists,Records (Forms),Financial Support,Resource Allocation,Web Sites,Sustainability

The purposes of the current study were to develop a management system for the national sports development fund in Thailand and (2) to evaluate the developed fund management system. The participants were 15 experts in system development. They were selected by the purposive sampling method. The participants had more than 10 years of programming and system development. The instrument included a management system for the national sports development fund in Thailand and a system evaluation form. The data were analyzed using percentages, mean scores, and standard deviation. The results of the study indicate that the developed management system for national sports development in Thailand has 3 main functions including e-documents, e-tracking, and e-payment. It was also found that the system shows good qualities in terms of functional requirements, functions, usability, and security. The results of the study could be implicated in the design of a technology-based research management system in terms of technology and components employed in the design of the system.
A Complex Mix of Confidence, Uncertainty, and Struggle: Korean Secondary Social Studies Teachers&apos; Perspectives and Practice on Multiculturalism
Author: Kim, EunJung
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Social Studies,Cultural Pluralism,Multicultural Education,Teacher Attitudes,Educational Practices,Social Bias,Curriculum Development,Experience,Comprehension,Teacher Student Relationship,Minority Group Students,Middle School Teachers

This study examines perspectives and practices regarding multiculturalism among 20 secondary social studies teachers in South Korea. Utilizing semi-structured interviews and critical discourse analysis, the study seeks to capture how teachers' understandings of multiculturalism (Damunhwa in Korean) and its practice are influenced by curriculum changes, interactions with Damunhwa students, school duties, and personal experiences. The study finds that teachers know curriculum changes clearly, have little understanding of Damunhwa students, and experience discrepancies between high intellectual recognition of multiculturalism and their own ingrained biases.
Attracting and Retaining Diverse Kaiako in Early Childhood Education in Aotearoa New Zealand
Author: Griffiths, Veronica
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Recruitment,Teacher Persistence,Early Childhood Teachers,Foreign Countries,Indigenous Populations,Barriers,Affordances,Minority Group Teachers,Diversity (Faculty),Teacher Attitudes

Aotearoa New Zealand is a bicultural nation with a superdiverse society, a feature which presents opportunities and challenges for our early childhood education (ECE) sector (Chan &amp; Ritchie, 2020). A primary challenge within the sector is achieving, in accordance with the partnership, protection and participation principles of te Tiriti o Waitangi and the Treaty of Waitangi, equitable educational outcomes for Maori tamariki (children) as well as for tamariki from the many other minority groups attending ECE services. An important over-arching policy initiative in this regard is growing and sustaining a quality ECE teacher workforce that reflects and represents Aotearoa New Zealand's increasingly diverse society (Ministry of Education, 2019). Research evidence suggests that such a workforce can make a positive contribution to ensuring more equitable educational environments for diverse tamariki, their whanau (family and extended family) and their communities. Our study investigated barriers to and facilitators of attracting diverse kaiako (teacher) to ECE in Aotearoa New Zealand and retaining them once there. Although our research showed some positive developments in this regard, it also indicates much work is still needed to ensure our ECE teacher workforce and workplaces are representative of and inclusive towards diversity. We hope this research and its recommendations will create further discussion and reflection around the opportunities and challenges still ahead of us in working towards a world-class inclusive ECE education system for all (New Zealand Government, 2019).
Critical Reflection and Authentic Mentoring Relationships in Initial Teacher Education
Author: Polley, Elizabeth
Date: 2022-00-00
Type: Journal Articles
Subjects: Mentors,Preservice Teacher Education,Early Childhood Education,Preschool Teachers,Student Teachers,Teacher Student Relationship,Teacher Educators,Reflective Teaching,Teacher Role,Outcomes of Education,Masters Programs,Power Structure,Teacher Attitudes,Foreign Countries

This article argues that mentoring relationships between student teachers and lecturers can be enhanced when lecturers participate in personal critical reflections of their role and practice. Current literature acknowledges the need for successful practice-based mentoring and assessment relationships, with students stating these relationships support their professional growth. Mentoring is defined as a connection that encompasses nurturing, guiding, and encouraging. The Initial Teacher Education (ITE) lecturer role includes supporting a student teacher to develop their own understandings of critical reflection however the journey of reflection must begin with the lecturer. Lecturers using this approach to mentoring relationships will cultivate authentic and meaningful connections for student teachers, leading to successful outcomes. This article explores why lecturers themselves must engage in critical reflection when mentoring student teachers in Early Childhood Education (ECE) ITE. This article reflects concepts gathered from the research I completed towards a master's degree that explored mentoring and power relations within ECE ITE, specifically focussing on the relationships between student teachers and their lecturer mentors. Reflections on my research and the implications these reflections have for my current role and practice as an ECE ITE lecturer will be explored within this article.
&quot;We Wanna &apos;Feel&apos; Like We Are America&quot;: Examining the Inclusive and Exclusionary High School Experiences of New Americans in a Small City
Author: Gilblom, Elizabeth A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Student Experience,Inclusion,High School Students,Educational Environment,Teacher Behavior,Teacher Attitudes,Teacher Student Relationship,Peer Relationship,Family School Relationship,Administrators,Refugees,Urban Schools

This transcendental phenomenology centers on the perceptions and experiences of New Americans from Africa and Asia who attended high schools in a smaller urban area located in North Dakota. Using Anderson et al.'s (2014) ecology of inclusive education (EIE), we identify environmental factors that promoted or undermined inclusive education experiences for the New Americans in our study. Themes include: collaborative and welcoming EL teachers, differences between mainstream and EL classes and teachers, problematic experiences with school administrators, valued connections with American peers, and balancing family responsibilities with school. Implications for policy and practice that support the inclusion of New Americans in all schools are provided, including ways to disrupt bias in schools and approaches to providing supports for New Americans and their families.
Ready or Not? Problematising the Concept of Graduate Teacher Readiness in Aotearoa New Zealand
Author: Coleman, Claire
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Preservice Teachers,Readiness,Preservice Teacher Education,Foreign Countries,Pacific Islanders,Indigenous Knowledge,Mentors,Teacher Student Relationship,Professionalism

This article interrogates the concept of teacher 'readiness' within Initial Teacher Education (ITE) in Aotearoa New Zealand. It reviews the influences of this concept, and interrogates the definition of readiness as currently understood and enacted within education in Aotearoa New Zealand. It highlights the opportunity to invoke concepts of readiness drawn from Kaupapa Maori Theory to provide a coherent, local concept of readiness that may resist the legacy of Western ideological domination in ITE. This article emanated from my own disquiet working in ITE, and a reconsideration of my relationship to Te Tiriti o Waitangi both as an individual and as representative of my institution. As a tuhiwai (nonMaori), I recognise my privileged position to ask these questions, my responsibility as tangata tiriti and the potential risk of acting as Western translator to Maori concepts (Mika &amp; Stewart, 2017).
The Development of an Online Learning Readiness Scale for High School Students
Author: Ramazanoglu, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Readiness,Measures (Individuals),High School Students,Educational Environment,Test Validity,Test Reliability,Self Efficacy,Technology Uses in Education,Internet,Independent Study,Computer Literacy,Digital Literacy

Assessing students' online learning readiness is important since numerous countries have started online learning at all education levels during the COVID-19 pandemic in the 21st century. By taking students' online learning readiness level into account, it will be easier to establish on-target online learning environments. Although there are a number of online learning readiness scales available aiming at higher-education students in the Turkish setting, there is no scale available specifically for high-school students. This study, therefore, aims to develop a valid and reliable scale to identify the levels of online learning readiness for high school students in Türkiye. In order to develop an Online Learning Readiness Scale for high school students, a mixed-method exploratory sequential design was employed in this study. The first sample consisted of 916 students and the second sample consisted of 323 students who had previously experienced an online learning environment. The data were analyzed through exploratory factor analysis and confirmatory factor analysis. Validity and reliability evidences were also provided. The final version of the scale consisted of a total of 16 items in three dimensions; namely, computer self-efficacy, internet self-efficacy, and self-learning and explained 65.76% of the variance. The results of the study indicate that the Online Learning Readiness Scale (OLRS) developed in this particular study is a reliable and valid measurement tool in the assessment of online learning readiness levels of high school students in Türkiye and is expected to guide researchers and practitioners who focus on assessing high school students' online learning readiness levels.