ethanporcaro/eric-fulltext-meta huggingface dataset:
Responsive Teaching in Primary Mathematics: Linking Current Theory to Practice and Planning
Author: Offen, Bilinda
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Mathematics Teachers,Mathematics Instruction,Teaching Methods,Theory Practice Relationship,Inquiry,Ability Grouping,Educational Planning,Lesson Plans

Facilitating a more responsive style of teaching in primary mathematics has implications for not only teaching practice, but also for how we plan for our learners. Grouping decisions, task selection and teacher confidence in mathematical content are important considerations when developing inquiring mathematical communities. This article introduces some core elements of current theory for primary teachers who want to include inquiry principles in their mathematics programme and increase their confidence levels when teaching primary mathematics. Teaching practices that promote learner agency are identified, followed by a planning process that allows for the flexibility required for responsive teaching and also encourages teachers to critically engage in mathematical content as they plan for their learners.
Difficulties in Remote Learning: Voices of Philippine University Students in the Wake of COVID-19 Crisis
Author: Rotas, Erwin E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,College Students,Electronic Learning,Student Attitudes,Barriers,Access to Computers,Internet,Learning Activities,Scaffolding (Teaching Technique),Peer Relationship,Interpersonal Communication,Family Environment,Educational Environment,Economic Factors,Physical Health,Mental Health,Rural Areas

Most educational systems across the world have migrated to remote learning modality as a measure against the spread of the coronavirus disease 2019 (COVID-19). This phenomenon is causing a lot of difficulties especially as voiced out by students in the context of developing countries. This paper attempts to describe the difficulties in remote learning of university students in the Philippines in the wake of the COVID-19 crisis. Following a mainly qualitative research design, this study surveyed a pool of purposively and conveniently selected students currently enrolled in a tertiary institution. The result of the content analysis revealed the following categories of difficulties in remote learning: unstable internet connectivity; inadequate learning resources; electric power interruptions; vague learning contents; overloaded lesson activities; limited teacher scaffolds; poor peer communication; conflict with home responsibilities; poor learning environment; financial related problems; physical health compromises; and mental health struggles. Based on the result, cogent recommendations are discussed at the end of the study.
The Effect of Planned Writing Model on Writing Anxiety, Self-Efficacy and B2 Level Achievement of Learners of Turkish as a Foreign Language
Author: Çocuk, Halil Erdem
Date: 2021-00-00
Type: Journal Articles
Subjects: Process Approach (Writing),Writing Skills,Skill Development,Instructional Effectiveness,Turkish,Second Language Learning,Anxiety,Self Efficacy,College Students,Foreign Students,Public Colleges,Gender Differences,Reading Habits,Native Language,Writing Achievement,Foreign Countries

The main purpose of this study is to examine the effect of the planned writing model on the writing anxiety, self-efficacy and Turkish course achievement of those learning Turkish as a foreign language. For this purpose, a 6- week planned writing model was applied in the research. The study group of the research consisted of 32 students studying at a public university in Ankara and taking a B2 level Turkish education course for foreigners. The data of the study were collected through the &quot;Writing Anxiety Scale for Those Learning Turkish as a Foreign Language&quot; developed by Sen and Boylu (2017) and the &quot;Writing Skill Self-Efficacy Scale for Foreigners Learning Turkish as a Second Language&quot; developed by Büyükikiz (2012). According to the findings, there was a significant difference in writing anxiety and writing skills self-efficacy scores by gender variable, while no difference was found by regular reading in native language. In addition, it was observed that the planned writing model had a positive effect on students' writing anxiety, writing skills self-efficacy and level achievement in favour of the post-test.
Teaching World and Word Knowledge to Access Content-Area Texts in Co-Taught Classrooms
Author: Kearns, Devin M.
Date: 2021-03-00
Type: Journal Articles
Subjects: Team Teaching,Regular and Special Education Relationship,Learning Disabilities,Students with Disabilities,Content Area Reading,Teaching Methods,Reading Comprehension,Middle School Teachers,Middle School Students,Vocabulary,Background

In co-taught classes, general education and special education teachers can improve the content-area learning and literacy skills of students with learning disabilities by helping them read texts effectively. Co-teachers can improve comprehension by providing students with background and vocabulary knowledge before reading. In this article, a routine for introducing background (world) and vocabulary (word) knowledge--the world knowledge and word knowledge routine (world and word)--is described. The article includes explanations how each part of the routine works and uses an example to illustrate how co-teachers could use the routine to promote student reading comprehension.
A Prototype of Google Dialog Flow for School Teachers&apos; Uses in Conducting Classroom Research
Author: Sajjapanroj, Suthiporn
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public School Teachers,Faculty Development,Artificial Intelligence,Research Skills,Skill Development,Classroom Research,Teacher Improvement,Natural Language Processing,Distance Education,Pretests Posttests,Computer Uses in Education,Teacher Attitudes

The main purpose of the study is to develop a prototype of Google Dialog Flow (Dialog flow) for interacting with in-service school teachers on the content relating to the classroom research. The project has been carried out since the early of May 2020 and is still ongoing. This paper presenting the progress report as of October 2020 focuses on the description of how well the first version of the dialogue prototype can be applied to interact with the teachers; and how the prototype can be improved to engage the teachers to use chatbots in self-taught and improve their research skills. The trial prototype was carried out for the first time in a public school in Bangkok, Thailand. Thirty teacher participants had used the chatbots for their interaction via LINE application for a period of two months during June-July 2020. Data collection included pre-test and post-test assessments, chat logs and interviews. The results of the study showed a significant improvement in teacher performance. The prototype received positive feedback. However, key areas of improvement include adding case-based contents, improving humanistic setting and creating a better design for keyword suggestion tools.
Impact of Argument-Based Laboratory Method on Scientific Process Skills of Pre-Service Primary School Teachers and Their Views of the Nature of Science
Author: Köseler, Ceren
Date: 2020-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Active Learning,Inquiry,Laboratory Experiments,Science Instruction,Teaching Methods,Instructional Effectiveness,Science Process Skills,Skill Development,Scientific Principles,Student Attitudes,Undergraduate Students,Preservice Teachers,Primary Education,Public Colleges,Foreign Countries

The present study aimed to determine the impact of argument-based laboratory method on the scientific process skills of pre-service primary school teachers and their views on the nature of science. The study was designed based on the pretest-posttest quasi-experimental method and conducted with 64 sophomore pre-service primary school teachers (37 in the experimental group, 37 in the control group) studying a Primary Education Department. The dependent variables of the studies are the views of the pre-service primary school teachers on the nature of science and their scientific process skills, while the independent variable of the study was argument-based laboratory application. The nature of science scale and scientific process skills tests were used as the data collection tools. The Argument Driven Inquiry approach was employed in the experimental group, while a conventional laboratory approach was implemented in the control group. The findings of the study revealed that the argument-based laboratory method have improved the student views on NOS and their scientific process skills.
Exploring the Effect of Collaborative Learning on Teacher Candidates&apos; Intentions to Use Web 2.0 Technologies
Author: Ünal, Erhan
Date: 2020-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Cooperative Learning,Technology Integration,Educational Technology,Web 2.0 Technologies,Intention,Value Judgment,Foreign Countries

The purpose of this study was to examine teacher candidates' pre and post intentions to use web 2.0 technologies for teaching before and after a collaborative learning process. An extended TAM was used in the current study. This study was designed as a one-group pretest-posttest design with 56 teacher candidates. In the experiment process, the instructor taught the design principles and how to use and design instructional materials with selected web 2.0 technologies. Then the teacher candidates worked in small groups to design the instructional materials with web 2.0 technologies. The data collection tool was administered before and after the experiment. Data were analyzed through partial least squares structural equation modeling. The results indicated that 4 of the 7 hypotheses were supported in the pre-acceptance model while all hypotheses were accepted in the post-acceptance model. The proposed model can be used as an appropriate framework for examining factors influencing teacher candidates' intentions to use web 2.0 technologies for teaching.
Sentence-Level Gist: Literacy Instruction for Students with Learning Disabilities in Co-Taught Classrooms
Author: Pollack, Marney S.
Date: 2021-03-00
Type: Journal Articles
Subjects: Literacy Education,Reading Instruction,Reading Improvement,Reading Comprehension,Teaching Methods,Sentences,Reading Difficulties,Learning Disabilities,Students with Disabilities,Team Teaching

Several strategies that demonstrate promise are available for educators to improve reading comprehension outcomes for students. However, some students, including students with and at risk for learning disabilities, require more intensive supports to develop proficiency in reading comprehension. To support these students, teachers must intensify instruction. This article describes an intensive main idea identification strategy, &quot;sentence-level gist,&quot; for teachers to use with students with persistent reading comprehension difficulties in the co-taught classroom. The sentence-level gist strategy requires students to determine the subject and important words in each sentence and then synthesize this information to write a main idea statement for a section of a text.
Investigation of the Attitude of Firat University Faculty of Sports Sciences Physical Education Teachers&apos; Attitudes to Folk Dance Courses
Author: Senbakar, Kubilay
Date: 2021-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Young Adults,Physical Education,Dance Education,Folk Culture,Positive Attitudes,Gender Differences,Age Differences,Foreign Countries

This research was conducted to determine the direction, violence and opinions of female and male candidates studying in the field of Physical Education Teaching at Firat University, Faculty of Sport Sciences, towards folk dance lessons. The universe of this research consists of the students of the Physical Education Department of the Faculty of Sport Sciences of Firat University. A total of 150 students, female (n = 45) and male (n = 105), consisting of 2nd, 3rd, and 4th year students who have taken courses in the Department of Physical Education participated in the sampling. In order to determine the attitudes of the Physical Education teacher candidates towards the folk dance courses, the scale, which was developed by Turan (2015) and whose validity and reliability studies were repeated, was used in the study. General Scanning Model was used in the study. In the analysis of the scores given to the scale, the SPSS 22 package program was used to analyze the data obtained in the study. Significance was evaluated as P &lt; 0.05. As a result; In the findings of the research and discussion results, Physical Education Teacher Candidates' attitudes towards folk dances in cognitive, affective and psychomotor areas was found to be positive, but not significant, regardless of gender, age and classes of study. In line with these results, it is necessary to carry out more comprehensive studies with larger samples across the country in support of this study conducted in order to create a wider literature on folk dances.
Supporting Main Idea Identification and Text Summarization in Middle School Co-Taught Classes
Author: Shelton, Alexandra
Date: 2021-03-00
Type: Journal Articles
Subjects: Team Teaching,Content Area Reading,Reading Comprehension,Middle School Students,Regular and Special Education Relationship,Direct Instruction,Learning Disabilities,Students with Disabilities,Teaching Methods,Group Activities

Being able to identify the main ideas within a complex multi-paragraph content-area text is an essential reading comprehension skill. It is especially important for content-area and special education co-teachers to provide explicit instruction in this skill to meet the needs of their students with learning disabilities who frequently struggle with understanding text they read. To help students with main idea identification, co-teachers can provide students with explicit instruction on how to generate a main idea statement for individual paragraphs or sections of a text. Co-teachers can extend this instruction by incorporating peer-mediated practice to help students strengthen their main idea statements. Finally, co-teachers can instruct students to use their statements to summarize the text. This article provides guidance for supporting the main idea identification and text summarization skills of middle school students in a co-taught classroom.
Parental Involvement in Early Childhood Classrooms: Turkish Teachers&apos; Views and Practices
Author: Ekinci-Vural, Deniz
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Parent Teacher Cooperation,Teacher Attitudes,Females,Preschool Teachers,Preschool Education,Barriers,Parent Role,Interpersonal Communication,Volunteers,Homework

The purpose of this study was to understand Turkish early childhood teachers' views and practices of parent involvement (PI). Qualitative research design was utilized for this research by asking five open-ended research questions to one hundred female teachers who work in the public preschools. The results of the study indicated that teachers apply various forms of parental involvement considering Epstein (1995) six type of parent involvement model. The findings suggest that while volunteering in the classroom was the most common PI, on the other hand decision making was one of the least PI form that teachers used. The results highlighted that teachers' aims to involve parents are relevant to their thinking of beneficial outcomes for children, families, and teachers. Majority of teachers think that parental involvement is very high in their classrooms and they have significant role in that because they are very intent in informing parents, or organizing the activities. According to the teachers, some of the obstacles of parental involvement are; families education level, having multiple children in the family, fathers' absence in classroom activities, parents unwillingness to do the homework, parents not participating in seminars, lack of space and crowded classrooms.
Reflection of COVID-19 Pandemic on the Drawings of Pre-School Children: A Phenomenological Study
Author: Duran, Munise
Date: 2021-01-00
Type: Journal Articles
Subjects: Preschool Children,Student Attitudes,COVID-19,Pandemics,Freehand Drawing,Fear,Anxiety,Knowledge Level,Hygiene,Safety,Health Behavior,School Closing

The aim of this study is to investigate how pre-school children perceive the COVID-19 pandemic through their drawings. Therefore, 58 children from the age groups 3, 4 and 5 were asked to draw a corona virus-themed picture and then individual interviews which were recorded were conducted with 30 children including 10 from each age group. In the study, while the content analysis was used for the analysis of the data from the pictures, descriptive analysis was used for the interviews. According to the results of the study, there is consistency between the drawings and interviews of the children. As the children in the age group 3 depicted the virus including fear elements, the ones in the age group 4 and 5 drew corona virus in various categories. The results of the interviews suggest that the children are nervous and worried about the virus and they are afraid of it. They know what the corona virus is, how it infects the people and how they could protect themselves from the virus. For the children, the methods of protection from the virus are wearing masks, a healthy diet, washing hands, staying at home and keeping social distance. In addition, though their homes are the safest places, they have missed their school, friends and playing in the parks.
Online Teaching amidst COVID-19 in India: An Outlook
Author: Joshi, Amit
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,Distance Education,Electronic Learning,Higher Education,School Closing,Educational Practices,Teaching Methods,Teacher Attitudes,Barriers,Access to Computers,Internet,Family Influence,Technological Literacy,College Faculty

The lockdown imposed in India on 25 March 2020 resulted in the indefinite closure of education institutes all across the country. The government and educational institutes were quick to respond, they shifted teaching from offline to online mode. This article aims to identify the approaches made by the higher education institutions for continues imparting of education amidst lockdown. The article also identifies the challenges faced by teachers in online teaching from their homes. The study is descriptive and analytical in nature and data has been collected from secondary sources like reports, news articles, blogs, interview videos, magazines, social media, and journals to achieve the objective of the paper. Based on the secondary sources' information, the article also advocates the learning curve for the future to deal with any such crisis impact on the education system of India. The findings revealed that higher education institutions (HEIs) have taken many initiatives in this pandemic situation for imparting education. But these initiatives have not been very successful from the teacher's perspective. Teachers faced may issue in online teaching such as lack of technical facilities, family interruption, lack of training, lack of clarity &amp; direction, lack of technical knowledge. The learning curve of the article facilitates the HEIs to help them to execute the online educative in an effective manner.
From Collaborative to Collegial Communities: Transitioning from Student Affairs Practitioner to Faculty
Author: Boettcher, Michelle Lea
Date: 2019-00-00
Type: Journal Articles
Subjects: Career Change,Student Personnel Workers,College Faculty,Sense of Community,Differences,Work Environment,Professional Isolation

While student affairs (SA) practitioner expertise can inform a faculty member's knowledge in the classroom, the transition into a tenure-track faculty role from student affairs administrative roles is complex. One of the differences new faculty members with SA administrator backgrounds experience is a change in the work community and shift from collaborative to collegial cultures. While studies have examined the transition of student affairs professionals from graduate programs to full time student affairs practitioner roles and graduate students into the professoriate, there is limited scholarship on the transitional experiences of student affairs practitioners moving into faculty positions. This qualitative study examined the differences in senses of community based on the experiences of 30 former practitioners in tenure-track faculty roles. Loss of SA community and differences between faculty and SA communities emerged as primary themes from this study.
The Representation of Women in COVID-19 Discourses: The Analysis of Sara Mills&apos; Critical Discourse on Media Coverage
Author: Triana, Hetti Waluati
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Females,Mass Media,Mass Media Effects,Women Administrators,Administrator Role,Disease Control,Information Dissemination,Foreign Countries,Government Role,Muslims

The article aims to map the representation of female figures in the mass media in the COVID-19 discourses. This study is scoped into a female figure known as Siti Fadilah Supari (SFS). SFS's representation starts from her inauguration as an educated woman who has an authority to speak in the medical field. A descriptive qualitative approach was used; the data source was lingual phenomenon in all of SFS's articles in the COVID-19 discourses published in &quot;Kompas&quot; and &quot;Republika&quot; newspapers on May 26 and 27, 2020. Data were collected using observational method with indirect conversational technique. Then, the data were analyzed using the framework of the Sara Mills' model of critical discourse analysis. The results showed that the Subject-Object Position reveals that SFS is always in the object position and displayed by other parties. Furthermore, from the Reader Position, it reveals the existence of Republika's partiality to the SFS which is based on the sympathy of the Islamic public, while Kompas describes SFS as a violator of the law. It is concluded that women's representation in the media is not yet sovereign and independent because there is no framing of SFS as a female figure who has the authority of medical science to talk about COVID-19.