ethanporcaro/eric-fulltext-meta huggingface dataset:
Determining the Learning Approaches of Biology Teacher Candidates
Author: Güner Kahraman, Aylin
Date: 2023-00-00
Type: Journal Articles
Subjects: Cognitive Style,Biology,Science Teachers,Science Instruction,Preservice Teachers,Teacher Education Programs,Student Attitudes,Content Analysis,Goal Orientation,Learning Motivation,Learning Processes,Foreign Countries

Learning approaches refer to the differentiation in the purpose that students consider and the activities they choose to perform a particular learning task. Many studies have been carried out at university level, in various grade levels and fields, in order to determine the learning approaches of students and to enable them to learn to learn by enabling them to gain effective learning approaches in the light of these determinations. In this study, it was aimed to determine the learning approaches of biology teacher candidates. The study group of the research consists of 12 teacher candidates studying in the 2nd, 3rd, and 4th grades of Gazi Education Faculty, Department of Mathematics and Science Education, Biology Education Department in the fall semester of the 2022-2023 academic year. The teacher candidates were selected to be 12 teacher candidates from each grade level and 9 of the candidates were girls and 3 were boys. This study is a qualitative research and the data of the research were obtained by using a semi-structured interview form consisting of 5 questions developed by the researchers. In the analysis of the data, content analysis was used in qualitative data analysis methods. When the statements of the teacher candidates were examined, the results of the research showed that one of the learning objectives of the teacher candidates was the sense of curiosity and they aimed to improve themselves in the process based on learning. The results obtained as a result of the research indicate that some of the teacher candidates aim to get high grades, organize their studies, plan their time consciously and avoid memorization. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]
Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All
Author: Racionero-Plaza, Sandra
Date: 2023-02-00
Type: Journal Articles
Subjects: Equal Education,Access to Education,Neurosciences,Brain Hemisphere Functions,Violence,Misconceptions,Scientific Concepts,Teacher Attitudes,Cognitive Development,Gender Differences,Developmental Stages,Genetics,Teacher Educators,Knowledge Base for Teaching,Scientific Research,Scientists

Scientific literature about neuromyths has proliferated in the last few years. However, there is a gap of knowledge around neuroedumyths. While neuromyths are based on hoaxes about the brain, neuroedumyths use neuroscientific concepts but state consequences for education that are false. This article presents, for the first time, research about neuroedumyths among teachers. This study has applied the innovative methodology of Public Lectures' Debates Analytics (PLDA), in its ex-post modality. This has meant the analysis, by the twelve participants interviewed in this research, of the conclusions of public lectures' debates on neuroscience and education. The results show the presence of four neuroedumyths among teachers: The brain needs to be bored to develop; Violence resides in masculine genes; Brain develops almost completely the first three years of life; and There are right-hemisphere students and left-hemisphere students. While neuromyths have been spread among teachers by trainers specialized in education but lacking scientific information about neuroscience, neuroedumyths have been spread among teachers by neuroscientists lacking scientific information on education. Differently to some previous studies which approached this problem as teachers' errors or ignorance, the results of our study show that the problem is the errors of some teachers' trainers.
Rising to the Occasion: The Importance of the Pandemic for Faculty Adoption Patterns
Author: Zhang, Jing
Date: 2023-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Faculty,Teacher Attitudes,Computer Attitudes,Technology Uses in Education,Web Based Instruction,Adoption (Ideas),Intention,Expectation,Social Influences,Predictor Variables,Models

Technology adoption patterns, in general, have been shown to have a common set of predictive factors such as performance expectancy, social influence, voluntariness, effort expectancy, and facilitating conditions. However, the significance of such factors varies dramatically by situation and conditions. In the faculty adoption of online teaching modalities, three conditions were investigated in a university case study with 180 faculty respondents. Using the unified theory of acceptance and use of technology model, participants were asked to respond to questions about these factors prior to the pandemic, their perceptions about &quot;continuing&quot; pre-pandemic use in the future, and their perceptions about &quot;increasing&quot; pre-pandemic adoption of online teaching in the future. Critical to prior expectations were performance expectancy and level of effort. Continued use relied on all five factors, but only the negative aspects of social influence were significant. Factors affecting increased adoption (assuming voluntariness) were performance expectancy and facilitating conditions. Findings suggest that increased exposure to online teaching may not be as crucial as the quality of faculty experiences during the pandemic. The rationale for these factor shifts is provided, the effects of institutional support are discussed, the threats and limitations to generalizability are reviewed, and the ramifications for institutions trying to enhance faculty adoption are summarized.
Framing Word Problems: Task Confidence in Early Childhood Pre-Service Teachers
Author: Brownlow, Luke
Date: 2021-00-00
Type: Journal Articles
Subjects: Word Problems (Mathematics),Mathematics Instruction,Self Concept,Preservice Teachers,Self Esteem,Mathematics Skills,Preschool Teachers,Teacher Education Programs,Student Attitudes,Self Evaluation (Individuals),Task Analysis,Outcomes of Education,Grade 9,Foreign Countries,Numeracy,National Competency Tests,Mathematics Tests,Difficulty Level,Anxiety,Rating Scales,Age Differences

There is significant research addressing identities in mathematics focusing on school children and maximizing testing scores. However, mathematics confidence in preservice teachers is something that needs further attention as they will have foundational roles in students developing lifelong mathematics identities. Hence, mathematics confidence in pre-service teachers is the focus of this research set around word problems. Beyond this context, the study is inspired by the framing effect and its ability to alter perceptions with gain and loss discourse that frames the logical information presented. 80 early childhood pre-service teachers completed a survey and rated their pre-task and post-task confidence levels on a series of framed word problems. This method revealed that the framing effect had a negligible impact on task confidence with all frames increasing task confidence to similar levels.
Modelling and Applications in Iran School Mathematics Curriculum: Voices of Math Teachers
Author: Rafiepour, Abolfazl
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Curriculum,Educational Change,Curriculum Development,Educational History,Textbooks,Teaching Methods,Relevance (Education),Problem Solving,Mathematical Models,Mathematics Teachers

In this paper, six mathematics curriculum changes in Iran are reviewed, spanning from 1900 to 2021. Change of forces, barriers, and the main features of each reform are represented. Specifically, the first five curriculum changes are described briefly and the sixth and most recent one is elaborated upon, with more detail as contemporary school mathematics curriculum change. This recent curriculum reform will be then analyzed using an application and modeling approach, followed by reflections from five teachers of mathematics' voices about how they implemented recent curriculum reform after passing modelling course in their master's program. These teachers shared their professional beliefs about the role of the modelling course in shaping their classroom practices. We believe that the practical aspects of this paper can have enormous implications for other mathematics teachers in developing countries.
A Systematic Review of Studies Exploring Help-Seeking Strategies in Online Learning Environments
Author: Yang, Fan
Date: 2023-03-00
Type: Journal Articles
Subjects: Help Seeking,Educational Trends,Electronic Learning,Educational Environment,Educational Research,Foreign Countries,Elementary Secondary Education,Higher Education,Professional Development

Adaptive help-seeking as a learning strategy can influence learners' learning outcomes. Learners in online learning environments need more self-regulation and especially more help-seeking strategies. A systematic review was conducted to explore help-seeking strategies in online learning environments. A search on help-seeking strategies in online environments in Educational Research Information Center (ERIC) and PsycInfo yielded 36 peer-reviewed articles that met the inclusion criteria for this study. Karabenick and Knapp's categories of help-seeking (formal help-seeking, informal help-seeking, instrumental activities, lowering performance aspirations, and altering goals) were used to review the strategies employed by students in online learning. The results show that there is an extreme lack of research on learners' psychological decision-making process when they lower performance aspirations or alter their goals. Moreover, most studies focus on the learners' formal and informal help-seeking behaviors in online settings. Since much research has been limited to small case studies that are not always generalizable, future studies are encouraged to include more instructional contexts and personal variables like gender, age, educational background, and mastery of computer skills. To avoid biases that may occur in self-reporting studies, recommendations are made for future studies that use more subjective methods to trace their actual help-seeking behaviors.
Building a Dissertation Conceptual and Theoretical Framework: A Recent Doctoral Graduate Narrates behind the Curtain Development
Author: Tegtmeyer, Jordan
Date: 2022-00-00
Type: Journal Articles
Subjects: Doctoral Students,Doctoral Dissertations,Student Research,Research Methodology,Models,Theories,Reflection,Guidance,Help Seeking,Educational Resources,Writing Processes

This article examines the development of conceptual and theoretical frameworks through the lens of one doctoral student's qualitative dissertation. Using Ravitch and Carl's (2021) conceptual framework guide, each key component is explored, using my own dissertation as an example. Breaking down each framework section step-by-step, my journey illustrates the iterative process that conceptual framework development requires. While not every conceptual framework is developed in the same way, this iterative approach allows for the production of a robust and sound conceptual framework.
College Promise Programs: Additive to Student Loan Debt Cancellation
Author: Chiang, Tom, Jr.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Programs,Student Loan Programs,Loan Repayment,Debt (Financial),Paying for College,Program Effectiveness

Obtaining a college degree is positively correlated with gains in socioeconomic mobility. However, college is expensive. Given the importance of college in increasing social mobility, lawmakers have proposed eliminating student debt. Joe Biden, for example, has incorporated eliminating student debt into his presidential campaign promise. While eliminating student debt is long overdue, there need to be additives to eliminating student loan debt to make college affordable for all current and future students. By going through the literature on college promise programs, I argue that college promise programs can be one method to sustain efforts to make college affordable.
A Systematic Review of the Research Topics in Online Learning during COVID-19: Documenting the Sudden Shift
Author: Doo, Min Young
Date: 2023-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,Trend Analysis,Foreign Countries,Online Courses,Distance Education,Research Reports

Since most schools and learners had no choice but to learn online during the pandemic, online learning became the mainstream learning mode rather than a substitute for traditional face-to-face learning. Given this enormous change in online learning, we conducted a systematic review of 191 of the most recent online learning studies published during the COVID-19 era. The systematic review results indicated that the themes regarding &quot;courses and instructors&quot; became popular during the pandemic, whereas most online learning research has focused on &quot;learners&quot; pre-COVID-19. Notably, the research topics &quot;course and instructors&quot; and &quot;course technology&quot; received more attention than prior to COVID-19. We found that &quot;engagement&quot; remained the most common research theme even after the pandemic. New research topics included parents, technology acceptance or adoption of online learning, and learners' and instructors' perceptions of online learning.
Embracing Diversity: Immersing Culturally Responsive Pedagogy in Our School Systems
Author: Pannell, Akyra
Date: 2022-00-00
Type: Journal Articles
Subjects: Diversity,Culturally Relevant Education,Minority Group Students,Educational Environment,Teaching Methods,Teacher Characteristics,Institutional Characteristics

As the world grows more diverse and our educational institutions continue to expand, it is imperative to ensure that a Culturally Responsive Pedagogy is promoted within every classroom. According to Rychley and Graves (2012), research has shown that diverse students are &quot;consistently underperforming mainstream students&quot;. Historically in America, the whitewashing of history has resulted in many turning a blind eye to the struggles faced by minorities--the harsh truths seemingly washed away like words in the sand. Laws and regulations have been embedded with racism and often manifest as discrimination not only within our educational institutions, but also in the criminal justice system, job and health care industries. All of these factors affect the everyday lives of the minority youth in our communities. Our cultures are molded by our experiences and it is the same for our students. Educators must create a classroom environment where they are able to connect their content with each student's culture, language and experiences to bridge the gap between represented and underrepresented communities. Educators must acknowledge and honor the struggles that others have faced throughout their history in order to overcome cultural barriers and allow for classroom communities that value their peers, respect diversity and are compelled to learn about one another. This literature review touches on methods that allow educators to be more culturally responsive leaders within our school systems. Educators that explore this method of pedagogy in the 21st century seek to ensure a future of success for all students, including diverse learners (Kazanjian, 2019).
Including Students with Emotional and Behavioral Disorders: Case Management Work Protocol
Author: Inbar-Furst, Hagit
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Students,Emotional Disturbances,Behavior Disorders,Inclusion,Caseworker Approach,Holistic Approach,Special Education,Intervention,Prevention,Educational Practices,Objectives,Teacher Student Relationship,Parent Participation,Teamwork,Predictor Variables,Outcomes of Education,Influences

Students with Emotional and Behavioural Disorders (EBD) pose a challenge for students themselves and those in their close environment, including parents, teachers, and peers. In light of the inclusion movement more students with EBD are assigned to mainstream classrooms. The aim of this article is to present a comprehensive six step work protocol for implementing case management (CM) in inclusive systems as a holistic approach. The EBD-CM work protocol propose both intervention and prevention practice, specifically targets long-term and short-term goals, teacher-student relationships, parents' involvement, and team work as main predictors influencing inclusion outcomes of students with EBD.
Supporting the Future: Mentoring Pre-Service Teachers in Urban Middle Schools
Author: Kratz, Emily
Date: 2022-00-00
Type: Journal Articles
Subjects: Mentors,Preservice Teachers,Urban Schools,Middle School Teachers,Cooperating Teachers,Culturally Relevant Education,Classroom Techniques,Instructional Effectiveness,Educational Resources

This article focuses on the role of cooperating teachers (CTs)/mentors in supporting pre-service teachers in urban middle schools. This article examines stories of ten middle school teachers at Baldwin Middle School, located in a mid-Atlantic urban center, who served as CTs in the Spring of 2016. After comparing the mentors' experiences, four major themes emerged that focus on preparing urban and middle-level pre-service teachers: culturally responsive pedagogy, classroom management, flexibility, and resources. This article describes the qualities of mentorship that are unique to urban middle schools, and how CTs can prepare future educators to effectively teach in this environment.
In Pursuit of Revolutionary Rest: Liberatory Retooling for Black Women Principals
Author: Smith, Shanta M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Women Administrators,African Americans,Administrator Responsibility,School Turnaround,Trauma,Stress Variables,Stress Management,Self Management

Research shows that Black Women principals are often assigned to lead and turn around the most challenging schools with limited resources. This article provides a brief review of the historical trauma and incessant work-related stressors that Black Women principals encounter. The strategy of Revolutionary Rest is proposed as a collaborative and communal based strategy to address the inequities that Black Women principals face when leading schools in the United States.
The Theater of Equity
Author: Johnson, Bernadeia
Date: 2022-00-00
Type: Journal Articles
Subjects: Urban Education,Urban Schools,School Districts,Public Schools,School Desegregation,Equal Education,School Segregation,Educational Change,Resistance to Change,Educational Policy,Barriers

Despite multiple creative approaches to integrating Minnesota's segregated urban public schools, students of color in these schools remain the majority. The state's progressive, anti-racist sentiment toward education has not evolved into action on the part of White families, which leaves under-resourced urban districts struggling beneath a mere veneer of equity. Bernadeia Johnson, a former superintendent of Minneapolis Public Schools, describes the trajectory of segregation in her state and the resistance that continues to prevent integration policies from becoming reality in the Minneapolis district.
Development and Validation of the German Version of the Community of Inquiry Survey
Author: Norz, Lisa-Maria
Date: 2023-03-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,German,Communities of Practice,Inquiry,Cooperative Learning,Test Reliability,Factor Analysis,College Students,Foreign Countries

The Community of Inquiry (CoI) Framework describes success factors for collaborative online-based learning. The CoI Survey is a validated instrument to measure these factors from the perspective of course participants. Until now, no validated translation of this Survey to German was available. The aim of this work was to translate the original English Survey to German and to validate the translated Survey instrument. After a systematic translation process, we validated the German translation in two higher education settings in two countries (entire data set of n=433 Surveys). By conducting item analysis, reliability analysis, exploratory factor analysis, and confirmatory factor analysis, we were able to confirm the reliability and validity of the German CoI Survey. Only one item (CP6) shows cross-loadings on two factors, a finding that was already discussed for the original CoI Survey. To conclude, the validated German version of the CoI Survey is now available.
Features of High-Quality Online Courses in Higher Education: A Scoping Review
Author: Wright, Alysia C.
Date: 2023-03-00
Type: Journal Articles
Subjects: Educational Quality,Online Courses,Higher Education,Literature Reviews,Content Analysis,Instructional Design,Teacher Role,Course Evaluation,Learner Engagement

What are the features of high-quality online courses in higher education? In this scoping review, we explore peer-reviewed scholarship related to the features of online learning in postsecondary contexts. We searched ERIC (EBSCO), Education Research Complete, and SocINDEX with Fulltext to retrieve peer-reviewed literature from 2010-2022 pertaining to features of online learning in higher education. Two reviewers independently conducted the initial title and abstract screening (n = 1,574), full text review (n = 483), and data extraction of the included articles (n = 38). Using thematic content analysis to explore the data extracted from each article, we found that the literature predominately included scholarship related to quality online course design, instructor facilitation in online courses, quality assessment of online courses, and student engagement in online courses. The breadth of these themes included a multiplicity of strategies and approaches to consider when designing online learning experiences. We recommend that administrators, faculty members, and instructors responsible for designing online courses and programs for postsecondary contexts continue to incorporate these considerations to promote high-quality and consistent online offerings. We conclude the review by presenting four high-level considerations to guide these discussions.
&quot;This Community Is Home for Me&quot;: Retaining Highly Qualified Teachers in Marginalized School Communities
Author: Cameron, Maxine
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Persistence,Urban Schools,Middle School Teachers,Minority Group Students,Work Environment,Faculty Development,Interpersonal Relationship,Teacher Placement,Teacher Attitudes

There are significant inconsistencies in the levels of preparation of teachers placed in high-need urban schools and those placed in suburban, middle-class schools. In this qualitative research study, I surveyed, interviewed, and observed three highly qualified teachers and one principal from an urban-intensive, high-need school community. Findings revealed that these highly qualified teachers stayed in a marginalized school community for four overarching reasons: (1) They appreciated their working conditions and building leaders; (2) they engaged in continuous professional learning; (3) they forged meaningful relationships; and (4) they were placed in their community of choice.