ethanporcaro/eric-fulltext-meta huggingface dataset:
The Contribution of the Activities Prepared with Web 2.0 Technologies to the Level of Learning
Author: Çakan Uzunkavak, Melike
Date: 2022-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Learning Activities,Self Esteem,Metacognition,Student Attitudes,Music Education,Teaching Methods,Tests,Grade 9,High School Students,Measurement,Units of Study,Academic Achievement,Singing,Expertise,Knowledge Level,Technology Uses in Education,Foreign Countries

This research is aimed to evaluate the contribution of activities prepared with Web 2.0 technologies for the sound formation unit within the scope of a music lesson to the learning levels of students. The study group consists of 220 students in the 9th grade of Trabzon Affan Kitapçioglu Anatolian High School. A 9-question knowledge test was applied as a measurement tool to make determinations regarding the realization of the achievements in the unit of &quot;formation of sound&quot;. In the study, interviews were conducted with a randomly selected group of 8 students from the study group. The content analysis technique was used to analyze the data obtained as a result of the interviews. In line with the findings obtained from this study, it was determined that the activities prepared with Web 2.0 technologies contributed to the students' self-knowledge, self-confidence, protection of voice, voice change, and field expert knowledge, which also provided ease of learning theoretical knowledge.
Toward More Equitable Language Learning and Teaching Frameworks for Our ELT Community: Moving from EFL to ECL to CE
Author: Mora, Raúl Alberto
Date: 2022-00-00
Type: Journal Articles
Subjects: Equal Education,English (Second Language),Second Language Learning,Second Language Instruction,Guidelines,Foreign Countries,Language Variation,Language Attitudes,Language Teachers,Teacher Education Programs,Advocacy,Language Planning,Native Language

Over the past decade, different scholars in ELT have raised questions about the notion of English as a Foreign Language (EFL) and the growing issues related to inequity that such a framework has raised. Our field in Colombia needs to interrogate the very frameworks and concepts we use to define the language and how those definitions will include us or exclude us from the larger global conversations in the field of ELT and related ones as a way to remain active and relevant in years to come. This article proposes moving from English as a Foreign Language (EFL) into English as a Colombian Language (ECL) as the intermediate step toward Colombian English (CE). This article will first problematize EFL as a segue into detailing the transition and some considerations involving our views of English and teacher education.
Analysing Complex Problem-Solving Strategies from a Cognitive Perspective: The Role of Thinking Skills
Author: Wu, Hao
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Problem Solving,Thinking Skills,Discovery Learning,Logical Thinking,Foreign Countries

Complex problem solving (CPS) is considered to be one of the most important skills for successful learning. In an effort to explore the nature of CPS, this study aims to investigate the role of inductive reasoning (IR) and combinatorial reasoning (CR) in the problem-solving process of students using statistically distinguishable exploration strategies in the CPS environment. The sample was drawn from a group of university students (N = 1343). The tests were delivered via the eDia online assessment platform. Latent class analyses were employed to seek students whose problem-solving strategies showed similar patterns. Four qualitatively different class profiles were identified: (1) 84.3% of the students were proficient strategy users, (2) 6.2% were rapid learners, (3) 3.1% were non-persistent explorers, and (4) 6.5% were non-performing explorers. Better exploration strategy users showed greater development in thinking skills, and the roles of IR and CR in the CPS process were varied for each type of strategy user. To sum up, the analysis identified students' problem-solving behaviours in respect of exploration strategy in the CPS environment and detected a number of remarkable differences in terms of the use of thinking skills between students with different exploration strategies.
Online Assessment of Morphological Awareness in Grades 2-4: Its Development and Relation to Reading Comprehension
Author: Varga, Szilvia
Date: 2022-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Test Construction,Computer Assisted Testing,Metalinguistics,Reading Comprehension,Grade 2,Grade 3,Grade 4,Elementary School Students,Hungarian,Correlation,Predictor Variables,Language Tests,Morphemes,Language Aptitude,Factor Analysis,Foreign Countries

The aims of the study are to construct an online instrument to assess different aspects of morphological awareness and to examine its development and its relation to reading comprehension in grades 2-4 in Hungarian children. Altogether, 4134 students were tested. The online test evaluated inflectional, derivational, and compound morphological skills with five subtests. The instrument proved to be reliable. CFA examinations revealed that the five subtests were empirically distinguishable dimensions. Inflectional, derivational, and compound morphology as the three main dimensions of morphological awareness were also empirically supported by our data. Morphological awareness skills improved significantly and developed in parallel with reading skills throughout grades 2-4. The increase in the development of morphological awareness from grade 2 to grade 3 tends to be faster than the growth between grade 3 and 4. Positive moderate correlations were found between morphological skills and reading comprehension and the relationships seem to be stable throughout the three grades. The most significant predictor of reading comprehension is the Affix Identification for Nonwords subtest. Our study showed that morphological awareness could be assessed efficiently through online media and drew attention to the importance of morphological awareness in the development of reading comprehension and linguistic intelligence.
Predicting Actual Social Skill Expression from Personality and Skill Self-Concepts
Author: Breil, Simon M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Personality Traits,Self Concept,Ability,Interpersonal Relationship,Resilience (Psychology),Behavior,Correlation,Individual Differences,Observation,Medical Students

Social skills are of key importance in everyday and work life. However, the way in which they are typically assessed via self-report questionnaires has one potential downside; self-reports assess individuals' global self-concepts, which do not necessarily reflect individuals' actual social behaviors. In this research, we aimed to investigate how self-concepts assessed via questionnaires relate to skill expression assessed via behavioral observations after short interpersonal simulations. For this, we used an alternative behavior-based skill assessment approach designed to capture expressions of predefined social skills. Self- and observer ratings were collected to assess three different social skills: agency (i.e., getting ahead in social situations), communion (i.e., getting along in social situations), and interpersonal resilience (i.e., staying calm in social situations). We explored how these skills were related to self-concepts by differentiating between a classic personality measure (i.e., Big Five Inventory 2; BFI-2) and a novel skill questionnaire (i.e., Behavioral, Emotional, and Social Skills Inventory; BESSI). The results (N = 137) showed that both personality and skill self-concepts predicted self-rated skill expression, with the BESSI showing incremental validity. For both personality and skills self-concepts, the relationships with observer-rated skill expression were significant for agency but not for communion or interpersonal resilience. We discuss these results and highlight the theoretical and practical importance of differentiating between skill self-concepts and actual skill expression.
Intelligence IS Cognitive Flexibility: Why Multilevel Models of Within-Individual Processes Are Needed to Realise This
Author: Birney, Damian P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Intelligence,Cognitive Processes,Cognitive Style,Psychometrics,Problem Solving,Cognitive Measurement

Despite substantial evidence for the link between an individual's intelligence and successful life outcomes, questions about what defines intelligence have remained the focus of heated dispute. The most common approach to understanding intelligence has been to investigate what performance on tests of intellect is and is not associated with. This psychometric approach, based on correlations and factor analysis is deficient. In this review, we aim to substantiate why classic psychometrics which focus on between-person accounts will necessarily provide a limited account of intelligence until theoretical considerations of within-person accounts are incorporated. First, we consider the impact of entrenched psychometric presumptions that support the status quo and impede alternative views. Second, we review the importance of process-theories, which are critical for any serious attempt to build a within-person account of intelligence. Third, features of dynamic tasks are reviewed, and we outline how static tasks can be modified to target within-person processes. Finally, we explain how multilevel models are conceptually and psychometrically well-suited to building and testing within-individual notions of intelligence, which at its core, we argue is cognitive flexibility. We conclude by describing an application of these ideas in the context of microworlds as a case study.
The Relationship between Early Word Reading, Phonological Awareness, Early Music Reading and Musical Aptitude
Author: Janurik, Márta
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Skills,Grade 1,Elementary School Students,Phonological Awareness,Music Techniques,Foreign Countries,Auditory Perception,Cognitive Processes,Music,Word Recognition,Decoding (Reading)

A wide range of evidence has demonstrated the impact of music learning on phonological awareness and the development of reading. Music reading, its relationship with linguistic abilities and reading skills are all highly researched areas. However, limited information is available regarding the relationship between early text reading and early music reading. This study examined the relationship between word reading and music reading, musical aptitude and phonological awareness. The sample consisted of 119 Hungarian grade 1 elementary school students, who were at the beginning of both their text-reading and music-reading studies. They had commenced their studies just nine months before the point of assessment. Phonological awareness, musical aptitude and music reading were the independent variables in the linear-regression model, whilst word reading was the dependent variable. Together, the independent variables explained 50% of the level of development of word reading. The findings suggest a link between early word reading and early music reading. Moreover, further research as well as transfer research may benefit from looking at the possible effects of acquiring and practicing symbol reading, a process most frequently accompanying music learning, on the development of text reading.
Preconditions of Teachers&apos; Collaborative Practice: New Insights Based on Time-Sampling Data
Author: Maag Merki, Katharina
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Sampling,Time,Secondary School Teachers,Noninstructional Responsibility,Teacher Characteristics,Leadership Role,Gender Differences,Intervals,Foreign Countries

Previous findings on the preconditions of teachers' collaboration are inconsistent. This might be related to the research methods used to assess the teachers' collaborative practice. Retrospective assessments by self-report on a relatively general level prevail. The validity of these self-reports is limited, however. In contrast, time-sampling methods have the potential to investigate collaborative practice specifically and longitudinally as a day-to-day process over time validly. But to date, no research on collaborative activities in schools based on time-sampling methods is available. In this study, we extended the current state of research by analysing the variability and preconditions of teachers' collaboration at four secondary schools over three weeks based on time-sampling data collected by a newly developed online practice log. Recorded were collaborative activities outside of teaching with a focus on administrative and organisational tasks and on school subject-specific tasks. The results revealed that teachers' collaborative activities varied significantly between weekdays, showing a linear decrease from Monday to Friday, regardless of the content of collaboration. Collaboration that focused on administrative-organisational tasks seemed to be quite stable over the weeks and was hardly influenced by teachers' individual characteristics. Instead, collaborative activities that focused on school subject-specific tasks varied significantly between weeks; moreover, they were influenced by teachers' leadership role and gender. The results indicate that rather stable routinised patterns of day-to-day collaboration over the weeks decrease the influence of teachers' individual characteristics. Hence, by collecting data that is closer to content-specific day-to-day collaborative activities, time-sampling methods can be seen as a driver for new insights.
Self-Effective Scientific Reasoning? Differences between Elementary and Secondary School Students
Author: Nyberg, Kristin
Date: 2022-00-00
Type: Journal Articles
Subjects: Thinking Skills,Elementary School Students,Secondary School Students,Science Education,Self Efficacy,Grade 4,Grade 8,Affective Behavior,Student Motivation,Foreign Countries,Age Differences

Although scientific reasoning is not a formal, independent school subject, it is an increasingly important skill, especially for student learning in science, technology, engineering, and mathematics (STEM) subjects. To promote scientific reasoning effectively, it is important to know its influencing factors. While cognitive influences have been investigated, affective-motivational factors, particularly self-efficacy, have rarely been considered in studies on scientific reasoning. To examine, for the first time, whether self-efficacy can be measured in a task-specific way and whether self-efficacy correlates with students' scientific reasoning performance, the study assessed performance in scientific reasoning and self-efficacy (academic and task-specific) in a sample of 140 fourth graders and 148 eighth graders. As expected, higher correlations emerged for task-specific self-efficacy in both grades. A hierarchical cluster analysis showed that the correlational patterns were not the same across grade levels, with differences in self-estimated performance prevailing between the two grade levels: The largest cluster in Grade 4 (41%) comprised children who significantly overestimated their performance, whereas the largest cluster in Grade 8 (39%) comprised students who gave a realistic estimate of their own performance in scientific reasoning. This cluster was not present in Grade 4. Additional clusters of students who overestimated or underestimated their performance emerged in both grades. The results support the conclusion that self-efficacy expectations are important to consider when fostering scientific reasoning, and the large number of elementary school students who overestimated their performance suggests that not all students might benefit from interventions targeted at increasing self-efficacy.
A Life &quot;In and with Nature?&quot; Developing Nature Engaging and Nature Enhancing Pedagogies for Babies and Toddlers
Author: Josephidou, Joanne
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Infants,Toddlers,Early Childhood Education,Outdoor Education,Learner Engagement,Teaching Methods,Holistic Approach,Risk,Physical Activities

The holistic relationship between children and nature is at the heart of Froebel's philosophy and practice: he took for granted that young children would grow up &quot;in&quot; and &quot;with&quot; nature. This paper explores the contemporary relevance of this thinking to babies and toddlers in early childhood education and care (ECEC) settings. It is based on a research project funded by the Froebel Trust which explores outdoor provision in English settings. Our findings suggest that whilst the pedagogic potential of the outdoors for babies and toddlers appears to be generally recognized, there is little emphasis on supporting them to engage with the natural characteristics of the outdoor environment. Concerns about safety and an emphasis on physical activity mean that natural elements may be discouraged in favor of manufactured alternatives such as artificial grass or commercially produced resources. We argue that Froebelian philosophy offers a much-needed theoretical lens that can illuminate the limitations of such practices for both the human and non-human world. Importantly, we highlight the interconnectedness of human and environmental health and suggest the need to develop nature engaging and nature enhancing pedagogies from birth.
Fluid Intelligence Emerges from Representing Relations
Author: Chuderski, Adam
Date: 2022-00-00
Type: Journal Articles
Subjects: Intelligence,Cognitive Processes,Short Term Memory,Abstract Reasoning,Brain,Cognitive Ability,Psychometrics,Intelligence Tests,Schemata (Cognition)

Based on recent findings in cognitive neuroscience and psychology as well as computational models of working memory and reasoning, I argue that fluid intelligence (fluid reasoning) can amount to representing in the mind the key relation(s) for the task at hand. Effective representation of relations allows for enormous flexibility of thinking but depends on the validity and robustness of the dynamic patterns of argument-object (role-filler) bindings, which encode relations in the brain. Such a reconceptualization of the fluid intelligence construct allows for the simplification and purification of its models, tests, and potential brain mechanisms.
Didactic and Curriculum in ECEC from a Froebelian Standpoint
Author: Johansson, Jan-Erik
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Child Care,Video Technology,Child Development,Play,Learning Processes,Course Content,Teaching Methods,Educational Theories,Educational Philosophy,Developmental Stages,School Readiness,Preschool Curriculum,Teacher Student Relationship,Preschool Teachers

How can we use Friedrich Froebel's play theory in order to analyze ECEC, Early Childhood Education and Care? Wolfgang Klafki builds his theory of categorical &quot;Bildung&quot; on Froebel's play theory, which presupposes the interaction between child, adult and content, as in the didactic triangle. Froebel's play theory was lost in the hands of his followers Bertha von Marenholtz-Bülow and Henriette Schrader-Breymann. Developmental theories such as the cultural level theory and the recapitulation theory had a strong influence. One result was a child-centered laissez-faire pedagogy, waiting for the child to mature enough to be able to start school. With Klafki and his perspective on Froebel, it is possible to ask a set of questions in order to describe and analyze contemporary ECEC programs: (i) What are the didactic relations between child, adult and content, as in the didactic triangle? (ii) What is the content and how is it selected and organized? (iii) What kind of play and learning is intended?
Learning and Teaching in a Neoliberal Era: The Tensions of Engaging in Froebelian-Informed Pedagogy While Encountering Quality Standards
Author: Cameron, Kristen
Date: 2022-00-00
Type: Journal Articles
Subjects: Standards,Educational Quality,Neoliberalism,Teaching Methods,Learning Processes,Early Childhood Education,Preschool Teachers,Teacher Education Programs,Policy Analysis,Case Studies,School Readiness,Educational Policy,Parent Aspiration,Educational Philosophy,Accountability,Educational Improvement,Piagetian Theory,Developmental Stages,Program Evaluation,Neighborhoods,Preschools

Contemporary Froebelian-inspired early childhood education in the United States is challenged by government regulation and accreditation requirements that have arisen alongside neoliberalism in education. Using Critical Policy Analysis and case study examples from a preschool in Atlanta, Georgia, this paper examines the influence of neoliberalism on school readiness discourse, parental expectations for children's education, and teacher preparation programs in early childhood education. For early childhood centers that are inspired by Friedrich Froebel's philosophies of teaching and learning, remaining true to his vision of development and education is increasingly challenged by neoliberal regimes that reify accountability, assessment, and competition. Possibilities for resistance to the neoliberal ideology that regulates early childhood education are described and contextualized by Froebel's writings.
Nature, Nurture and the Space Between: Lessons from Froebel for the Early Years
Author: Flemig, Sophie
Date: 2022-00-00
Type: Journal Articles
Subjects: Nature Nurture Controversy,Child Development,Environmental Influences,Educational Change,Educational Policy,Early Childhood Education,Foreign Countries,Childrens Rights,Educational History,Educational Philosophy,Multisensory Learning

In this article, we engage with a question that has occupied the professional, policy, and popular discourse on education and socialization: are a child's development potential and outcomes contingent on innate abilities (&quot;nature&quot;) or environment (&quot;nurture&quot;) (Plomin, DeFries, &amp; Fulker, 1988; Stiles, 2011; Tabery, 2014; Marley-Payne, 2021)? We explore what a Froebelian perspective can add to this question and how it can be translated into an early years context, focusing on its relevance for policy-making, supporting practitioners, and children's rights. There is ample neuroscientific evidence (e.g., Miller and Jones, 2014) that it never was a clear-cut dichotomy; both forces interact, with the role of the adult as a key moderating variable between the two. For educators, the question thus becomes what these insights mean for our role in supporting child wellbeing and development. We consider the question through a Froebelian lens, starting with an analysis of Froebel's own writings and the assemblages of his pedagogy to show the relevance of his approach in supporting practitioners in their role as mediators of the nature/nurture balance. The theoretical discussion is contextualized in contemporary Scottish Early Years policy and practice, highlighting untapped potential in an environment receptive to Froebelian ideals. We offer three propositions for how the engagement with Froebel's vision can guide those working in the Early Years, and how we frame their interaction with children's ecosystem. In conclusion, we argue for a more nuanced engagement with the nature/nurture debate, in particular in Early Years policy: rather than focusing on a false dichotomy of nature versus nurture, the article calls for a Froebelian reframing of our perspective on the Early Years.