ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Technological Pedagogical Content Knowledge Game Activities Supported Micro-Teaching Practices on Preservice Mathematics Teachers&apos; Self-Efficacy Perception Levels
Author: Açikgül, Kübra
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Pedagogical Content Knowledge,Technological Literacy,Educational Games,Game Based Learning,Preservice Teacher Education,Preservice Teachers,Mathematics Instruction,Middle School Mathematics,Lesson Plans,Microteaching,Self Efficacy,Public Colleges,Foreign Countries

The purpose of this study is to investigate the effect of Technological Pedagogical Content Knowledge (TPACK) Game activities supported micro-teaching practices on middle school preservice mathematics teachers' TPACK self-efficacy perception levels. A single group pretest-posttest experimental design was employed. One hundred middle-school preservice mathematics teachers, attending a mathematics instruction course, participated in the study. The Technological Pedagogical Content Knowledge Survey (?ahin, 2011) was used to determine teachers' level of TPACK-measured self-efficacy. One-way Repeated Measures ANOVA was performed to analyze possible differences between teachers' pre and post self-efficacy scores. The result of this analysis demonstrated a statistically meaningful difference for the overall survey as well as for all dimensions of it. These findings suggest that micro-teaching practices do indeed increase preservice teachers' TPACK self-efficacy perception scores. [Paper presented at the International Instructional Technologies &amp; Teacher Education Symposium (ITTES 2018) (Edirne, Turkey, September 12-14, 2018).]
The Relation between Academic Boredom of Students with Mathematics Self-Efficacy and Mathematics Anxiety
Author: Sim?ek, Hüseyin
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Student Motivation,Self Efficacy,Mathematics Anxiety,Middle School Students,Mathematics Education,Predictor Variables,Foreign Countries,Individual Differences,Instructional Program Divisions

The aim of this study is to determine the relationship between academic boredom with academic self-efficacy and mathematics anxiety of 280 middle school students. Both the descriptive and correlational survey models were used in line with the sub-problems of the study. In this study, Level of Boredom Scale, Sources of Middle School Mathematics Self-Efficacy Scale, and Revised Fennema-Sherman Mathematics Anxiety Scale-Elementary were used as data collection tools. It was found that 5th, 6th, 7th and 8th grade students had middle level academic boredom in mathematics classes regardless of their grade levels. It was concluded that the self-efficacy perceptions related to performance accomplishments, vicarious experience and verbal persuasion were high in each class level, whereas the self-efficacy perceptions of emotional arousal were low. In general, it was revealed that the anxiety of students in mathematics lessons was low while 8th grade students' mathematics anxiety was higher than the 5th, 6th and 7th grade students. Moreover, findings also revealed that there was a low positive relationship between students' boredom in mathematics lessons and vicarious experience which is used in lessons. No relation was found between the boredom and mathematics anxiety of students. [Paper presented at the International Conference on New Horizons in Education (July 3-5, 2019).]
Training Mathematics Teachers for Developing Critical Thinking Skills in VI-Grade Pupils
Author: Badescu, Ovidiu
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Critical Thinking,Thinking Skills,Foreign Countries,Skill Development,Discovery Learning,Teacher Education,Teacher Attitudes,Grade 6,Middle School Teachers

Critical thinking and creativity along with problem-solving skills have become basic competencies in an increasingly complex and technological world, in which an individual needs to be able to process information in a critical way, find alternative solutions, analyse complex problems, and formulate innovative solutions. As teachers, we train the children for occupations that have not been invented yet -- an aspect that thus becomes clear is that it is no longer sufficient for the young students to perfectly execute given tasks, but they need to be able to solve new problems. To achieve this, they need to be able to consider the problem from multiple angles, to weight alternatives, to look critically at what needs to be solved, and to make well-thought and well-argued decisions. With this perspective in mind, developing such skills in pupils should be an essential goal for the teachers. Yet, unfortunately, training teachers for developing critical thinking skills in pupils comes short, in the Romanian educational system. This article presents the results of a training course whose goal was to prepare mathematics schoolteachers to teach mathematics based on questioning and discovery, to help develop pupils' critical thinking skills. Analyzing the short- and long-term impact of our training course confirms the results obtained in OECD (2019) studies, namely that once teachers have been qualified to work in this way, they become more open to acting differently to stimulate the developing of critical thinking and creative skills in pupils.
Experiential Learning in Higher Education. A Student-Centered Teaching Method That Improves Perceived Learning
Author: Villarroel, Verónica
Date: 2020-00-00
Type: Journal Articles
Subjects: Experiential Learning,Higher Education,Student Centered Learning,Teaching Methods,College Students,Developmental Psychology,Competence,Student Experience,Foreign Countries,Student Attitudes,Gender Differences,Teacher Attitudes

There is an interest in involving psychology students in early practical activities, which allow them to learn in a more meaningful and authentic way. In these instances, they must apply knowledge, solve problems and demonstrate professional skills associated with the graduate competencies that they are expected to achieve. The present work seeks to position experiential learning as a means to reach these goals. With this aim, an intervention on experiential learning with second year students from a developmental psychology course is presented, describing its design, implementation and assessment. The students observed and interviewed schoolchildren to determine an area of development in which they needed stimulation and enrichment for a healthy development. Then, they created a pedagogical tool to do so, testing its application on the same children sample. The results showed a positive perception from the students, teachers and beneficiaries of the proposal. Likewise, the students reported the perception of having learned more than in a subject in which this methodology is not used; this difference was statistically significant.
Exploring Modes of Lecturing as a Teaching Method in Higher Education: Student Attendance, Preference and Motivation
Author: Vlachopoulos, Panos
Date: 2020-00-00
Type: Journal Articles
Subjects: Lecture Method,Attendance,Preferences,Student Motivation,Value Judgment,Undergraduate Students,Young Adults,Travel,Time Management,Student Employment,Campuses,Urban Universities,Video Technology,Delivery Systems,Correlation,COVID-19,Pandemics,Foreign Countries

This paper presents the findings of a large-scale study conducted at an Australian metropolitan university, which seeks to compare attendance in different modes of lecture delivery and student preference and motivation for attendance. The research design collected data for three different teaching methods - on-campus lectures, live streaming utility and lecture recordings via lecture capture. The study addresses the broader question of the value students place on the modes of lecturing, as indicated by their attendance patterns, usage of lecture recordings, and preferences and motivations for the same. Overall, the study confirms the student preference for flexibility when accessing or attending lectures, with those choosing both on-campus and live streaming lecture delivery, also having a strong preference for using recorded lectures. Implications of findings of the study which was conducted pre-COVID-19 extend to a post-coronavirus world as well with implications for infrastructure and resource planning for universities with changing student demographics and flexibility requirements and challenges brought on by a global health and economic crises.
Geometry Construction Problems in Electronic Educational Environment as a Development Means for the Students&apos; Conceptual Mental Structure: Sociocultural Approach
Author: Podaeva, Natalia Georgievna
Date: 2020-09-00
Type: Journal Articles
Subjects: Mathematics Instruction,Elective Courses,Electronic Learning,Courseware,Geometric Concepts,Concept Formation,Cognitive Structures,Intellectual Development,Personality Traits,Generalization,Adolescents,Grade 8,Grade 9,Secondary School Students,Foreign Countries

In the context of the sociocultural approach, the authors studied the problem of the development of the students' conceptual mental structures in the process of geometry teaching. An educational activity for the development of a generalized ability to solve geometry construction problems in electronic educational environment served as a development means. The objective of the research is to introduce a characteristic of the technology for the formation of the students' generalized ability to solve geometry construction problems in electronic educational environment focusing on the development of conceptual mental structures. The key factor is the transition from the content-based mathematics teaching to instrument and value-based one, which corresponds to the transformation of the content sphere of mathematical knowledge into procedural and contextual. Construction problems introduce fundamentally new for an adolescent form of activity. This kind of work makes it possible to transform declarative knowledge that provides an understanding of educational material into procedural, providing mastering and application of geometric concepts. In addition, value-based knowledge is developed, providing the value positions experience and creating conditions for the formation of the axiological sphere of the student's personality. The statistical data analysis confirmed the hypothesis that the student's general proficiency in solving geometry construction problems in terms of socio-culturally oriented education influences positively the development of conceptual mental structures.
Metacognitive Awareness Instruction: A Mixed Method Study on High School EFL Learners&apos; Writing Development
Author: Akbarzadeh, Mahdieh
Date: 2020-09-00
Type: Journal Articles
Subjects: Metacognition,High School Students,English (Second Language),Second Language Learning,Writing Instruction,Writing Skills,Teaching Methods,Foreign Countries,Pretests Posttests

The goal of this study was to investigate the impact of using metacognitive awareness instruction (MAI) on EFL learners' writing skill. To follow this goal, research questions were designed and proposed. The questions sought to explore the impact of using metacognitive awareness instruction on the writing performance of the learners. To achieve this goal, two groups of high school EFL learners established the participants of the study. To collect the data of the study, three instruments were used: a test of homogenization, pre and post writing tests and finally intrinsic motivation questionnaire developed and examined by (Renee Payne, 2007). The achievements of the study indicated the positive impact of using MAI on the writing improvement of the learners.
A 360 Degree Learning Environment for University Online Teaching
Author: Basiel, Anthony
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,College Instruction,Web Based Instruction,Videoconferencing,Teaching Methods,Distance Education,COVID-19,Pandemics,Virtual Classrooms,Seminars,Educational Environment,Instructional Design,Educational Technology

The paper is a sequence of methods to inform competent online video conferencing (webinar) teaching resources for universities rushing to meet learning effective provision in the current COVID crisis. The authors consider Moore's Theory of Transactional Distance (1970), with the focus of the theory on developing autonomy in the learner, may still be relevant as a theoretical guide to a rapid growth in demand for online learning, despite originally being applied to traditional paper based distance learning. Ensuring autonomy of learning in the theory's application, might need a WHAT, HOW, WHY, analysis to encourage the self-managed focus of webinar Presenters, Facilitators, Participants and stakeholders to be informed and aware from small PowerPoint projects to largescale conferences. The home-distance learning environment of the autonomous learner is now quite different to that envisaged in Moore's theory. Participants now have a broadcast studio in their home. The authors suggest a base level of hard skills of technical nature and soft skills of performance and engagement are required. Managing complex online events are also not a feature of Moore's concept of the autonomous learner. Therefore a 'Fishbone' analysis is proposed to show the process of identifying key issues and quickly resolving solutions that may arise. Looking to the future, the authors see the potential for a virtual online 360 Classroom. The Webinar could quickly evolve to use 3D Virtual Reality technology. One application might be to realise the traditional Socratic Method of higher level thinking accessible to many in a virtual online 3D environment. The conflation of technology and educational objectives are complex, but may now be managed with the methods suggested in the paper. Finally, a Transactional Distance Toolkit, is explored as a quick and easy method of planning the structure and organisation of a webinar and a with its inbuilt visualisations are away to assess the effectiveness learner autonomy.
Legal Safeguarding for Work-Based Learners in Creative Educational Models
Author: Nikolou-Walker, Elda
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Legislation,Higher Education,Professional Education,School Business Relationship,Employer Employee Relationship,Adult Education,Workplace Learning,Corporate Education,Legal Problems,Accreditation (Institutions),Well Being,Adult Students,Contracts,Partnerships in Education

This article considers the extent to which the legal framework of Higher Education in the UK (2000- 2010) responded to the needs of the professional work-based student, while in both employment and study. Drawing on Case Law, Education Law and the body of literature on Work-Based Learning (WBL) it discusses the context of the professional student and the relationship between the learner, the employer and the HEI, primarily from a legal perspective. Professional work- based students usually gain highly work-applicable learning through creative academic and experiential methodologies, however they are situated between the provisions of education law and employment law without specific legal protection for their position. This article argues for a more creative approach to brokering an innovative, ethical and productive relationship between the HEI, the employer and the employee as a work-based learner. More effective relationships between these key stakeholders would enable the proper recognition, accreditation and safeguarding of a highly creative way of adult learning.
More than Words: A Documentation and a Morphological Analysis of an Indigenous Language in the Philippines
Author: Abiog, Evalyn Bonquin
Date: 2020-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Story Telling,Self Concept,Cultural Background,Native Language,Indigenous Populations,Word Lists,Grammar,Oral Language,Cultural Maintenance,Oral Tradition,Tagalog,Language Maintenance,Language of Instruction,Foreign Countries,Malayo Polynesian Languages

More than words are stories to be told. Stories tell a lot about people's thoughts, experiences, and practices which in turn speak about people's language, identity, and cultural heritage. The present study deals with the documentation and analysis of &quot;Mag-Antsi,&quot; the native language of Ayta Mag-Antsi indigenous people in the Philippines. With the aging population as its remaining speakers, &quot;Mag-Antsi&quot; is far from being sustainable. Using in-depth interviews, Ayta beliefs, practices, and traditions were documented and a word list of 376 &quot;Mag-Antsi&quot; words with varied lexical categories was constructed. A morphological analysis of &quot;Mag-Antsi&quot; was done to capture the grammatical structure of &quot;Mag-Antsi&quot; words in the oral narratives. Ten cultural short stories were also developed from the oral narratives to document and preserve the distinct culture of Ayta Mag-Antsi. This study found that the morphological structure of &quot;Mag-Antsi&quot; language has some similarities with &quot;Filipino&quot; which is marked by inflections and a unique orthography. This study also shows practical implications to the use of mother tongue in the academic setting and to language preservation.
Non-Native Speakers&apos; Attitudes towards the Use of Short Arabic Stories in Language Classes
Author: Musleh, Omran Ahmad
Date: 2020-00-00
Type: Journal Articles
Subjects: Semitic Languages,Second Language Learning,Second Language Instruction,Student Attitudes,College Students,Literary Genres,Group Discussion,Gender Differences,Positive Attitudes,Institutional Characteristics,Native Language,Teaching Methods,Foreign Countries

This study aims to investigate the attitudes of non-Arabic students towards reading short stories in Arabic at universities in Malaysia, with a focus on three variables: the students' university, gender, and mother tongue. A mixed-methods approach was employed, using a questionnaire and semi-structured focus group discussion with 58 participants. The study found that the students had positive attitudes toward reading short stories. There were no statistically significant differences between the participants' attitudes based on type of university, gender, and mother tongue. With respect to the types of short stories students prefer, comic stories were read most frequently by students. Finally, students also found it very encouraging and supporting to use short stories to enhance their Arabic language skills. The study concludes with some recommendations for further research.
Students&apos; and Instructors&apos; Evaluation of a Foreign Language Textbook from an Intercultural Perspective
Author: Gedik Bal, Nur
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Textbook Evaluation,Teaching Methods,Second Language Learning,Second Language Instruction,Intercultural Communication,Learning Processes,State Universities,Language Teachers,English (Second Language),College Preparation,Foreign Countries

As teachers primarily rely on textbooks in the teaching of foreign languages, one way of helping and encouraging them to focus on intercultural competence (IC) is to provide them with the textbooks that facilitate intercultural language learning process. Therefore, this study aimed to evaluate the New Language Leader Pre-intermediate textbook from an intercultural perspective. This evaluation was primarily based on 132 students' and 15 instructors' perceptions of the textbook after they used it for two months in language classrooms at a preparatory school of a state university. The data collection instrument was a questionnaire adopted from a previous study. Data analysis was conducted with the help of SPSS 20.0. Descriptive Statistics was run to identify the frequencies and mean scores. Mann-Whitney U test was used to discover any possible significant difference in students' and instructors' perspectives. The results indicated that although most of the IC components such as knowledge, attitudes, awareness, and linguistic means existed in the textbook according to the participants, the extent of the representation of these in the textbook varied. Whereas the aims and goals of the textbook were thought to be in accordance with the conceptual framework of the students to a large extent, both students and instructors indicated that it did not provide much insight into learners' own culture. Considering the findings, the stakeholders might have necessary revisions on the textbook and instructors might adapt some resources to fulfil the needs of their learners in the development of IC in similar contexts.
The Impact of COVID-19 on International Higher Education: New Models for the New Normal
Author: Kanwar, Asha
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Outcomes of Education,Educational Change,Global Approach,Educational Practices,College Students,Foreign Students,Electronic Learning,Distance Education,Transfer Policy,Vocational Education,Informal Education,Blended Learning,International Education

COVID-19 has had a major impact on international higher education with border closures, cancelled flights, and a shift to online teaching and learning. As a result, many international students have decided to either abandon or defer their plans to study abroad. If students stay in their home countries, many institutions that rely heavily on foreign students' fees will suffer, with potential impacts on national economies. Beyond the economic implications, it is also important to consider the personal impact of COVID-19 on international students, who may face delays or obstacles to program completion, employment and/or immigration. Though there are certainly risks and losses in the short term, the demand for international education, and the benefits it offers, are expected to grow. This presents an opportunity for higher education institutions (HEIs) and governments, not just to lessen the impact of COVID-19 on their current business models, but to explore new models and opportunities. HEIs and governments must look at redefining international higher education for the new normal, which will entail a shift in policies and programmes. This paper outlines the implications of the COVID-19 crisis for international higher education and presents potential opportunities for governments and higher education institutions to refresh and redefine their approaches for the new normal.
Children and the Internet: Learning, in the Times to Come
Author: Mitra, Sugata
Date: 2020-00-00
Type: Journal Articles
Subjects: Children,Internet,Learning Processes,Educational Practices,COVID-19,Pandemics,Student Evaluation,Certification,Technology Uses in Education,Classroom Environment,Educational Change,Family Environment

It is proposed that the purpose of education is to enable people to live happy, healthy and useful lives -- now and in the future. A curriculum and framework for children's education is derived from the above purpose. Using the results of over twenty years of research, the pedagogical and physical environments required that will enable children to learn are discussed in the post-pandemic world. Scenarios for schools and homes are presented with a special emphasis on the role of the Internet in children's learning. New methods for assessment and certification are described to complete a framework for children's education that is fit for purpose for our times.