ethanporcaro/eric-fulltext-meta huggingface dataset:
From Engagement to Empowerment: Project-Based Learning in Python Coding Courses
Author: Frydenberg, Mark
Date: 2021-06-00
Type: Journal Articles
Subjects: Learner Engagement,Student Empowerment,Active Learning,Student Projects,Programming Languages,Computer Science Education,College Students,Programming,Student Attitudes

Project-based learning (PBL) engages students deeply with course concepts and empowers them to drive their own learning through the development of solutions to real-world challenges. By taking ownership of and completing a project that they designed, students develop and demonstrate creativity, critical thinking, and collaboration skills. This paper describes two different software development projects, designed with a PBL approach, in Python coding courses at two business universities in the United States, in which students queried real-world data to answer their own questions and interpret the results. The authors contend that projects based on a PBL approach motivate students for self-exploration and allow for the measure of student learning. The authors present their respective projects, share examples of student work, and offer suggestions and lessons learned from implementing PBL assignments in their classrooms. Finally, the authors reflect, through sharing student comments, on how key aspects of PBL are manifest in this project and discuss challenges in offering and managing PBL assignments. With Python's popularity on the rise, these two class examples serve as a model for how instructors can incorporate autonomy in PBL assignments, offering a valuable learning opportunity for students to create software applications that meaningfully demonstrate their coding skills.
Working Conditions and Special Educators&apos; Reading Instruction for Students with Emotional and Behavioral Disorders
Author: Mathews, Hannah Morris
Date: 2021-07-00
Type: Journal Articles
Subjects: Teaching Conditions,Special Education Teachers,Reading Instruction,Students with Disabilities,Emotional Problems,Behavior Disorders,Elementary School Teachers,Elementary School Students,Self Contained Classrooms,Team Teaching,Paraprofessional School Personnel,Time,Instructional Materials,Role,Planning,Collegiality

Working conditions may be an important lever to support special educators' reading instruction for students with emotional and behavioral disorders (EBD). Thus, we explored how working conditions relate to the quality of special educators' reading instruction in upper-elementary, self-contained classes for students with EBD. Using mixed methods to examine video observations of reading instruction and varied data sources on working conditions, we found that special educators who provided stronger instruction had a partner coleading their program, and consistent paraprofessionals, with time and support for training. Partners and paraprofessionals, together, protected special educators' instruction time. Other conditions (i.e., material resources, role differentiation, role conceptions, planning time) emerged as potentially important, but evidence was less robust. Results indicate partners and paraprofessionals may be important forms of collegial support. These findings have important implications for improving the quality of instruction in self-contained settings for students with EBD.
Assessing K-12 Online Teachers&apos; Knowledge of Online Student Identities
Author: Jackson, Brianne L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Knowledge Level,Identification (Psychology),Teacher Student Relationship,Web Based Instruction,Distance Education,Cultural Awareness,Measurement Techniques

Additional research is needed to acknowledge the increase in diversity of K-12 online learners. This study explores K-12 online teachers' perceived knowledge of the identities that may be present in their students and their perceived ability to meet the needs of these students. Using the MAKSST instrument which is designed to measure an individual's multicultural awareness, knowledge, and skills, this study researched why K-12 online teachers felt they have a &quot;good&quot; understanding of the possible identities of their students and addressing their needs. However teachers state they are not confident in their understanding of gender and affectional orientation. Teachers noted that they did not feel adequately prepared to meet the needs of diverse online students and desired additional training in this area.
K-12 Blended Teaching Skills and Abilities: An Analysis of Blended Teaching Artifacts
Author: Short, Cecil R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Blended Learning,Kindergarten,Elementary Secondary Education,Technological Literacy,Computer Mediated Communication,Faculty Development,Online Courses,COVID-19,Pandemics,Pedagogical Content Knowledge,Teaching Skills,Teacher Behavior,Educational Change,Nonprofit Organizations,Teacher Student Relationship,High School Students,Principals,Mastery Learning,Decision Making,Integrated Learning Systems,Teacher Attitudes,Lesson Plans

Several professional organizations, non-profit groups, and researchers have provided K-12 blended teaching (BT) competencies; however, few of these have connected competencies to concrete practices. This analysis used a set of research-based BT dispositions, technology skills, and competencies (i.e., proficiencies) to analyze a representative sample of 959 artifacts focused on BT practices to uncover the proficiencies important to K-12 BT. The dispositions recognized for BT appeared in 87.9% of the artifacts, personalization competencies in 58.3%, technology skills in 54.0%, data practices in 46.0%, implementation competencies in 37.1%, online integration competencies in 30.4%, and online interaction competencies in 5.6%. Each of these areas was analyzed in more detail, looking at specific examples and frequencies within each category. These findings provide a foundation for future research seeking to understand the competencies and practices important to K-12 BT.
Ignite the Leader Within: Virtual Latinx Youth Empowerment and Community Leadership amid COVID-19
Author: Montes, Pablo
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership,Hispanic American Students,Student Empowerment,COVID-19,Pandemics,Summer Programs,Youth Programs,Online Courses,Leadership Training,Student Attitudes,Community Involvement

Summer Youth Programs continue to grow as a way to provide alternative educational spaces for Youth of Color who are often framed in deficit ways and that position them as being &quot;at-risk&quot; or in need of assistance (Weiner, 2006; Brown, 2016). To address these perceived deficits, after school and summer programs have been created and funded to serve the needs of children and Youth of Color, in particular Latinxs and African Americans. The literature often centralizes a pathologizing narrative that Youth of Color need saving (Tuck, 2009) via Summer Youth Programs to &quot;keep youth off the streets&quot; and avoid delinquency (Baldridge, 2014). Recent scholarship points to the necessity to interrogate the underlying racialized discourse that permeates through summer youth programming towards one that acknowledges and centers youth agency, resiliency, and identity. This article presents findings from a study of Latinx youth that participated in a summer youth program hosted virtually through collaboration with the Prevention and Early Intervention Division of the Texas Department of Family &amp; Protective Services, and two universities in Central Texas. Due to COVID-19, the summit was re-imagined virtually and strives to build and nurture a community of youth leaders. This qualitative study also examines and evaluates Latinx youth participants' (ages 13 to 18) expectations of and experiences in the virtual summer youth summit. Our study questions included: 1) How do Latinx youth learn about leadership through an Online Youth Summit amidst COVID-19? And 2) How does the Youth Summit provide a (virtual) space to re-narrate Latinx youth leadership? Emerging findings indicate that Latinx youth were given opportunities to re-narrate leadership and activism, co-create networks and virtual connections with other Latinx and Black youth, and reflect on their own identities and community involvements.
Is Structural Change &quot;Practical&quot;? Latino Boys &amp; Imagining Otherwise
Author: Davila, Omar, Jr.
Date: 2021-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Males,Academic Achievement,Educational Change,Equal Education,Politics of Education

Most policy discussions around Latino boys aim to foster academic success without fully considering the way unequal outcomes are by design. The zero-sum nature of US education warrants a critical analysis and fundamental reimagining. I employ the lenses of critical social theory and critical discourse studies for a three-fold purpose: (1) examine the (im)possibilities of academic success, (2) examine how discourses of practicality are weaponized against efforts to enact structural change, and (3) engage the concept, imagining otherwise, in the field of education. Special attention is given to contemporary educational and political events to highlight the importance of going beyond &quot;practicality,&quot; abolishing all processes that generate unequal outcomes, and reimagining the forthcoming world of education. I call for a serious interrogation of educational structures, delving into a more critical and imaginative realm.
For Whom Is the Feedback Intended? A Student-Focused Critical Analysis of Turnitin Software as a Tool for Learning
Author: Abrahamson, Earle Derek
Date: 2018-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Attitudes,Cheating,Plagiarism,Computer Software,Academic Language,Citations (References),Teaching Methods,Literary Genres,Writing Evaluation,Case Studies,Tutors,Teacher Attitudes,Writing Instruction,Standards,Grounded Theory,Content Analysis,Search Strategies,College Faculty,College Students,Writing (Composition)

Online systems like Turnitin have been identified as way to improve the quality of work that students submit. Related to this, recent studies concerned with Turnitin have foregrounded its capacity as an educative tool that improves students' understanding of academic misconduct. Academic writing, and the ability of students to appreciate feedback as a significant component of learning is often hidden behind the technological platform of Turnitin. In many cases Turnitin is conceived as software used to detect dishonesty and frame students for inappropriate citation, or misuse of referencing. We seek to address this, by examining more the pedagogical value of online feedback systems in the context of widening participation and TEF. Significantly expanding the discussion beyond plagiarism, taking a genre-based approach, and positioning both academic writing and Turnitin/feedback within the context of academic literacies, this paper intervenes with current debates. The case study draws on qualitative data recorded from students, tutors, and the Turnitin software system. By doing so, insights are generated into best software practice that have profound implications for HEIs, most especially those with widening participation agendas. Based on these data, the study provides a series of practical software development recommendations to help raise standards amongst student writing.
Integrating Metacognition and Critical Thinking Skills in the Exploration of Culture in EFL Classroom
Author: ?chiopu, Lucia
Date: 2018-00-00
Type: Journal Articles
Subjects: Metacognition,Critical Thinking,Thinking Skills,Skill Development,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Cultural Awareness,Reflection,Undergraduate Students,Preservice Teachers,Preservice Teacher Education,Elementary Secondary Education,Public Colleges,Foreign Countries

This article describes a qualitative study which compares the effectiveness of the reflective cultural experiences through critical thinking and metacognitive preparation relative to the traditional English language classroom. This study aims to investigate the students' metacognition, critical thinking skills and critical thinking awareness while exploring culture in EFL classroom. Exploring culture in foreign language studies requires students to engage in authentic contexts in order to develop their ability to live/exist in a variety of cultures. This intercultural ability requires awareness of himself and others as cultural beings. Also, exploring culture and language learning requires the development of metacognitive skills and critical thinking skills to reflect on cultural experiences, to analyze them from multiple perspectives, and to apply them in the authentic contexts. Critical thinking and metacognition examine hypotheses, makes the distinction between facts and opinions, and is based on clarity, depth, correctness, accuracy which contributes to the formation of the culture of the taught. The purpose of this study is to describe the introduction of metacognitive and critical thinking awareness and skills in EFL classroom into the learning of 32 students enrolled in the teacher education program at Pedagogical State University 'Ion Creanga', Republic of Moldova. This study was implemented through qualitative research design to reflect on teaching experience and on the professional ground from a rather new perspective through the &quot;culture&quot; lens and student perception o'f culture awareness and skills in critical thinking in EFL classroom.
Does Using History of Mathematics Make Sense? The Views of Teacher Candidates
Author: Baki, Adnan
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,History,Mathematics,Preservice Teachers,Student Attitudes,Teaching Methods,Teacher Education Programs,Learning Processes,Pedagogical Content Knowledge,Learning Activities,Elementary School Students,Undergraduate Students,Time Management,State Universities,Foreign Countries

This study aims to determine the opinions of teacher candidates about using history of mathematics (HoM) in the instruction of mathematics. Research data was collected from elementary mathematics education 4th grade students through semi-structured interviews conducted for the purpose of collecting their opinions about using HoM in the instruction of mathematics. The data of this study conducted with qualitative approach was collected from six teacher candidates. The review of semi-structured interviews revealed that teacher candidates believe that using HoM in the instruction of mathematics may be useful for both teaching and learning purposes. Their concerns about using HoM in the instruction of mathematics are another outcome revealed by the study. Regarding the results, it is suggested to teach the courses of elementary mathematics education's undergraduate program that are related to educational content knowledge along with the activities of HoM.
Research Perspectives of Initial Geometry Education
Author: Ðokic, Olivera J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Geometry,Teaching Methods,Instructional Innovation,Textbooks,Spatial Ability,Mathematics Education,Learning Motivation,Educational Research

The paper discusses the perspectives of teaching geometry based on the study The International Commission on Mathematical Instruction ICMI. Bearing in mind the current needs in geometry teaching, we considered that the topics of space and spatial reasoning should be part of it as key issues, as well as teaching approaches, RME, learning through (re)discovering mathematical ideas, the role of textbooks in the initial mathematics education, and so on. Therefore, this research paper offers a general insight into our need to deal with these topics, and invites researchers from the broader mathematical community, who we herewith familiarize with the results of our research in the sphere of initial geometry teaching in Serbia.
Teacher Leadership Model: Roles and Values
Author: Yaacob, Wan Suhaila Wan
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Models,Self Concept,Leadership Qualities,Leadership Responsibility,Interpersonal Communication,Diversity,Teacher Competencies,Teacher Improvement,Organization,Foreign Countries,Teacher Role,Teacher Characteristics,Secondary School Teachers

This paper aimed at identifying the dimensions for teacher leadership model. The instrument used to measure the dimensions was adapted from Teacher Leadership Self-Assessment (TLSA) by Katzenmeyer and Moller (2009). This measurement tool consists of 47 items distributed into seven dimensions namely: (1) self-awareness; (2) leading change; (3) communication; (4) diversity; (5) instructional proficiency and leadership; (6) continuous improvement; and (7) self-organization. This project paper involved 130 teachers of Mara Junior Science Colleges in the state of Kelantan, Malaysia. Structural Equation Modelling technique was utilized to perform the required statistical analysis of the survey data. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were carried out to substantiate the dimensions used. Based on the EFA and CFA, 4 dimensions are relevant for teacher leadership practice in Malaysian setting with 28 items identified to have high value of validity and reliability. The four dimensions are labelled as: (1) self-awareness; (2) communication and change; (3) diversity and instructional proficiency; and (4) organized and continuous improvement. These dimensions could be characterized as values or roles of teacher leaders.
Application of Web 2.0 Tools for the Provision of Library Services for Teaching, Learning and Research in Polytechnics
Author: Oni, Osaheni
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Web 2.0 Technologies,Academic Libraries,Library Services,Technical Institutes,Computer Oriented Programs,Users (Information),Social Media,Information Dissemination,Computer Mediated Communication,Leisure Time

This study investigated the application of web 2.0 tools for the provision of library services for teaching, learning and research in Polytechnics. The researchers employed a descriptive survey method and a questionnaire was used as instrument for data collection. The population of the study consisted of ninety one (91) library staff in polytechnic libraries in Edo and Rivers states. However, eighty four (84) library staff was found in their respective offices during the period of this study and were subsequently selected as the sample for the study using convenience sampling techniques. The data obtained from the copies of questionnaires retrieved from respondents were analyzed using frequency counts and percentages and mean to answer the research questions. Any item with a mean score of 2.5 and above was considered as an acceptable standard for judgment/ decision making in this study. The results indicated that social networking sites and instant messaging are the most used Web 2.0 applications utilized by the library staff. It was discovered in the study that the library staff in the polytechnic libraries in Edo and Rivers states did not use web 2.0 applications for the provision of library services to users rather for personal purpose to dissemination of information, for communication and for entertainment. The study therefore recommended that government and polytechnic management should be committed to library development by providing the necessary infrastructure and facilities to enable polytechnic libraries render 21st century services to their patrons and the entire polytechnic community.
School Factors against Co-Curricular Participation of Students with Mobility Problem
Author: Temesgen, Zelalem
Date: 2018-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Extracurricular Activities,Student Interests,Barriers,Teacher Attitudes,Physical Disabilities,Foreign Countries,Educational Environment,Accessibility (for Disabled),Student Attitudes,Grade 7,Grade 8

The purpose of this study was to examine school factors that hinder the co-curricular participation of students with disabilities. The researcher has primarily used the survey method to investigate the co-curricular participation of students with disabilities in Weldeya primary schools. For this, 100 teachers were selected at random and two interviewees with disabilities were selected purposefully. Results indicated that mobility problems, teachers' misunderstanding about the benefit of co-curricular engagements for the personality development of children, and lack of interest among students with disabilities themselves to take part in non-academic works were all factors that inhibited the co-curricular participation of students with disabilities.
What Makes a Learning Experience Intrinsically Motivating for American High School Language Learners?
Author: Davis, William S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Motivation,High School Students,Student Satisfaction,Learning Experience,Second Language Learning,Spanish,French,German,Correlation,Psychological Needs,Personal Autonomy,Predictor Variables,Public Schools

The purpose of this study was to examine the self-determination theory (SDT) relationship between basic needs satisfaction and intrinsic motivation within the context of American high school (secondary) foreign language learners. Participants were 156 American high school students studying Spanish, French, or German as a foreign language. Participants completed a survey in which they described a personally satisfying or unsatisfying learning experience from their foreign language class and indicated their levels of intrinsic motivation and autonomy, competence, and relatedness fulfillment for that experience. Results demonstrated that the combination of the three basic psychological needs significantly predicted students' levels of intrinsic motivation for the in-class language learning experience they described, in which autonomy satisfaction was the strongest predictor of intrinsic motivation. Themes from the participants' qualitative responses and recommendations for need-supportive instruction are discussed.