ethanporcaro/eric-fulltext-meta huggingface dataset:
Fourth to Sixth Grade Teachers&apos; Invented Real World Problems and Pictorial Representations for Fraction Division
Author: Stohlmann, Micah
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 4,Grade 5,Grade 6,Concept Formation,Mathematical Concepts,Division,Fractions,Teacher Competencies,Faculty Development,Elementary Schools,Middle Schools,Problem Solving,Relevance (Education),Pictorial Stimuli,Teaching Methods,Program Effectiveness

Teaching fraction operations for conceptual understanding is a challenging task. For the topic of fraction division especially, teachers need support because teachers find this difficult to teach and elementary and middle school students struggle to learn this concept. Well-structured professional development can assist teachers in exploring their own understanding as well as how to incorporate multiple representations in their instruction. This naturalistic inquiry study investigated fourth to sixth grade teachers' invented real-world problems and pictorial representations for fraction division. The teachers completed a written assessment focused on conceptual understanding of fraction operations through multiple representations at the beginning and conclusion of a weeklong professional development experience. The questions on the assessment were taken or modified from prior research studies. The results in this paper focus specifically on a task in which the teachers had to develop a real world story problem for 2 1/2 ÷ 3/4 and solve the problem by drawing a pictorial representation. The teachers showed statistically significant improvement on developing appropriate real-world problems and using pictorial representations to solve their problems. Implications for teachers' usage of multiple representations are discussed along with needed structures for professional development targeted on fractions.
The Effect of Science, Technology, Engineering and Mathematics (STEM) Program on Students&apos; Achievement in Mathematics: A Meta-Analysis
Author: Siregar, Nur Choiro
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Mathematics Achievement,Program Effectiveness,Student Attitudes,Student Interests,Communication Skills,Problem Solving,Teaching Methods,Effect Size,Elementary Secondary Education,Higher Education

The positive impact of Science, Technology, Engineering, and Mathematics (STEM) programs on student achievement, attitude, interest, communication skills and problem-solving has alerted the education community to reform instructional approaches in STEM subjects. This meta-analysis study aims to analyze previous studies' results of STEM program impacting students' mathematics achievement. The criteria for inclusion of literature in the meta-analysis were: published between 1998 and 2017, employed experimental research design, and reported data necessary for computing effect sizes. Based on the Hedges-g effect size values, three of the studies were categorized into the large effect category (n=3), two studies were classified under the medium effect group (n=2), and twelve studies were considered to be small effect sizes (n=12). The overall weighted average effect size was 0.242 with a corresponding p-value of 0.023 demonstrating that STEM had an impact on student mathematics achievement. However, no evidence was found concerning the impact of STEM program on students' mathematics achievement based on the three moderator variables: education level, publication source, and length of intervention. Limitations and implications of the study were discussed.
Commercials as Social Studies Curriculum: Bridging Content &amp; Media Literacy
Author: Nowell, Shanedra D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Television Commercials,Media Literacy,Social Studies,Teaching Methods,Evaluative Thinking,Persuasive Discourse,Class Activities

This essay explores ways television commercials can teach both media literacy skills and social studies content knowledge. Because of their brevity and concise messages, commercials offer teachers a wide assortment of engaging, content focused lesson topics that can be used to introduce new ideas, as writing or discussion prompts to further explore concepts, or as creative media projects to assess the content and media literacy knowledge. I examine different approaches to integrate commercials into social studies classes and include resources to guide students through deconstructing commercials, understanding advertisers' creative techniques and appeals, and creating their own commercials.
Metacognitive Learning Strategies in Mathematics Classroom Intervention: A Review of Implementation and Operational Design Aspect
Author: Bakar, Mohamad Ariffin Abu
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Mathematics Instruction,Intervention,Mastery Learning,Instructional Effectiveness,Instructional Design,Learning Activities,Thinking Skills,Mathematical Concepts

Mathematical learning is to produce a high competence individual with multiple skills in line with the needs of the 21st century. However, mathematical education is still plagued with problem of mastery of mathematical concepts. In addressing this problem, various initiatives and interventions need to be implemented to ensure that mathematical mastery is at the normal and best level. Metacognitive Learning Strategies (MLS) can be used as interventions to tackle weak issues of mastery. The strength of MLS is based on the efficiency of teachers and students managing their teaching and learning. MLS can also produce students who have good thinking skills, good self-esteem, and positive tendencies. However, to ensure that the implementation of this strategy is consistent, it should be designed and constructed to be based on the appropriate Instructional Designed (ID) model. The model is a rubric description that has more specific steps designed to coincide with the operation of MLS. This review aims to study the impact of MLS and discuss the aspects in the operation of MLS approach as an intervention. Papers that were published between 2013 and 2019, focused on an intervention aimed at improving mastery of students were identified and assessed, thirteen such interventions met inclusion criteria and analyzed. These studies addressed that MLS had a great impact on the students' mastery and the ID's steps was applied even though it was not clearly stated. Therefore, in forming innovative approaches and interventions requires an appropriate model of instructional design and selecting a learning approach that enhances student competence.
&quot;Deeper than Rap&quot;: Cultivating Racial Identity and Critical Voices through Hip-Hop Recording Practices in the Music Classroom
Author: Evans, Jabari
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary Schools,Music Education,Program Effectiveness,Identification (Psychology),Communities of Practice,African American Culture,Music Activities,Popular Culture,Creativity,Educational Technology,Technology Uses in Education,Skill Development,Elementary School Students,Equal Education,Culturally Relevant Education,Middle School Students

Using a pilot program in one Chicago elementary school as a case study, this article reports findings of an ethnographic investigation on the impact of Hiphop based music education at the elementary school level. The findings describe how this program facilitated a process by which the youth participants were empowered through (a) identity building within a community of practice, (b) musical expression as internal critical dialogue and an external critical voice and, (c) a classroom ethos supportive of expression related to contemporary Black youth subjectivity. The findings of this study suggest that implementation of Rap music making as an in-school activity involves creative use of computer and multimedia technologies to develop novel social skills and competencies in elementary school youth and thus, also provides a framework for better promoting learning equity (race, ethnicity and class) with digital media and cultural responsiveness in urban education.
Abolish Censorship and Adopt Critical Media Literacy: A Proactive Approach to Media and Youth in the Middle East
Author: AlNajjar, Abeer
Date: 2019-00-00
Type: Journal Articles
Subjects: Censorship,Media Literacy,Critical Literacy,Semitic Languages,Native Language,Educational Resources,Foreign Countries,Risk,Alienation,Social Change,World Views,Teaching Methods,Internet,Personal Autonomy,Arabs,Language Variation

This paper challenges the dominant patronizing approach to youth and media in the Middle East and argues that the calls for censorship of youth media exposure are obsolete and counterproductive. It argues that although censorship advocates have a legitimate concern over media risks, their approaches are ineffective, short-lived and alienating, disregarding the potential that media hold for young people. The author believes that elites in MENA should shift their focus to empower youth to use media to learn; to voice their worldviews and experiences; and to work for the betterment of themselves and their societies. The paper recommends two strategies: (1) the adoption of a proactive approach towards youth and media through the introduction of critical media literacy in education in MENA, and (2) the collaboration between the government, businesses, and the rest of society to advance the pedagogical resources of critical media literacy for Arabic speaking youth and educators.
Learners&apos; Conceptual Knowledge Development and Attitudinal Change towards Calculus Using Jigsaw Co-Operative Learning Strategy Integrated with GeoGebra
Author: Yimer, Sirak Tsegaye
Date: 2020-00-00
Type: Journal Articles
Subjects: Attitude Change,Mathematics Instruction,Calculus,Cooperative Learning,Undergraduate Students,Statistics,Chemistry,Concept Formation,Pretests Posttests,Comparative Analysis,Attitude Measures,Student Attitudes,Mathematics Tests,Computer Software,Scores,Teaching Methods,Physics,Foreign Countries

This study examined the influence of the jigsaw co-operative learning strategy integrated with GeoGebra (JCLGS), on Ethiopian undergraduate statistics and chemistry learners' conceptual knowledge development and attitudinal change towards calculus. The post-positivism quantitative methods approach employed in a non-equivalent pre-and post-test comparison group quasi-experimental design. The samples had drawn using two-stage random sampling techniques. The sample size was 150 in both the experimental and comparison groups. Data were collected by using the calculus classroom achievement test and the five points Likert-scale attitude questionnaire. Data were analyzed using descriptive analysis, an independent-samples t-test and Two-Way ANOVA for repeated measures using SPSS 23.0. The results showed a statistically significant difference between the two groups of pre-post test scores on the Two-Way ANOVA, F(1,148)=106.913; n[superscript 2] = 0.419; p&lt;0.01. The finding also implies that the blended learning strategy grounded in Vygotsky's social constructivism cognitive development learning theory had big practical significance on learners' conceptual knowledge development. Learners viewed the JCLGS as enjoyable and interesting. It was also a socially interactive and collaborative environment that allows learners' to be reflective, share prior experience and knowledge and independent learners. It encourages them to have a positive attitude towards calculus and GeoGebra. Because of this finding, mathematics and science educators are advised to model a similar blended learning strategy in a classroom instructional setting. It will benefit their learners to adequately construct conceptual knowledge and positively change their attitude towards mathematics.
Hosting and Healing: A Framework for Critical Media Literacy Pedagogy
Author: Kersch, Dorotea Frank
Date: 2019-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Teaching Methods,Media Literacy,Literacy Education,Critical Literacy,Teacher Attitudes,Secondary School Students,College Students,Disadvantaged,Vignettes,Citizenship Education,Social Justice,Multiple Literacies,Cross Cultural Studies,Foreign Countries,Student Centered Learning,Information Technology,Social Stratification

In this paper, through an exploration into our experiences as educators concerned with marginalized populations of learners in secondary and post-secondary settings, we argue for a pedagogy that brings together the realities of 21st century literacy practices with critical media literacy. We present a framework for teaching critical media literacy that addresses the complex facets of equity in 21st century literacy practices.
&quot;We&apos;re Rural Not Dumb&quot;: An Examination of Literacy Sponsorship
Author: Franzak, Judith K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Literacy Education,Rural Schools,Teacher Attitudes,Student Attitudes,Parent Role,Teacher Role,Interpersonal Relationship,Language Arts,Curriculum,Critical Literacy,Rural Education,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10

The study explores how literacy sponsorship (Brandt, 2001) is constructed in a United States rural region by focusing on the discourse of rural teachers and students. Data included interviews with teachers and students, classroom observations, an environmental print literacy scan, and analysis of community and classroom-based texts. A multi-cycle coding approach was used to develop thematic findings. Overall, the findings demonstrate that schooling and teachers serve as the recognized literacy sponsors in the community while the role of parents as active literacy sponsors and place-based literacies went unrecognized. Two aspects of sponsorship were apparent: 1) the value of interpersonal relationships and 2) the adherence to normative, placeless English language arts curricula. Instead of seeking out local texts, participants demonstrated their professionalism as stewards of the educational trust enacted in these communities which does not accommodate critical perspectives. Implications for literacy educators include the need for the larger community of critical literacy educators to addresses rural learners as central to our collective work at both the policy and research level.
News Literacy and Fake News Curriculum: School Librarians&apos; Perceptions of Pedagogical Practices
Author: Farmer, Lesley S. J.
Date: 2019-00-00
Type: Journal Articles
Subjects: News Reporting,Critical Literacy,Deception,Teaching Methods,Librarians,Teacher Attitudes,Librarian Attitudes,Advertising,Trust (Psychology),Information Sources,Photography,Curriculum Development,Visual Literacy,Media Literacy,Competence,Web Sites,Social Media,Elementary School Students,Elementary School Teachers,Secondary School Students,Secondary School Teachers

The high profile of fake news reveals underlying trends in the production and consumption of news. While news literacy is a lifelong skill, the logical time to start teaching such literacy is in K-12 educational settings, so that all people have the opportunity to learn and practice news literacy. School librarians can play a critical role in helping students gain news literacy competence. This study investigated the needs for K-12 students to be news literate and their current level of skills as perceived by in-service teachers and school librarians in California. Respondents thought that their students were most competent at distinguishing advertisements and least proficient at discerning the trustworthiness of photographs. Concurrently, news literacy was seldom integrated systematically into the curriculum. The findings supported the need for developing news media literacy curriculum, including visual and media literacy, that could be implemented by K-12 teachers and school librarians.
How Directing Formal Students to Institutionally-Delivered OER Supports Their Success
Author: Law, Patrina
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,Open Educational Resources,Open Universities,Undergraduate Students,Distance Education,Foreign Countries,Online Courses,Electronic Learning,Student Motivation,School Holding Power,Web Sites,Orientation,Informal Education,Student Attitudes

The OpenLearn platform was launched in 2006 with the aim of delivering excerpts of the Open University's (UK) (OU) curriculum as open educational resources (OER). Now reaching over 9m learners a year, the platform delivers free courses, educational interactives, videos and articles across a broad range of subjects reflecting what is delivered formally to students and through topical, engaging content. The OU is the UK's largest university for undergraduate education with around 170,000 enrolled students primarily engaged in online, distance education. Whilst previous studies on OpenLearn had revealed the demographics of learners using the platform (Law et al., 2013; Perryman et al., 2013; Law &amp; Jelfs, 2016), platform-derived analytics showed that a high proportion of OU students were also using OpenLearn, despite it not performing any formally directed role in the delivery of undergraduate and postgraduate degrees. This paper discusses research undertaken with OU students in 2017 to examine their experience and motivations for using OpenLearn and the potential impact on their learning. Surveys were issued to 10,000 students with the resulting data informing university strategy around the function of OER as a means to motivate, prepare and retain students. Data showed that students are using OpenLearn for module choice, as a taster of OU study before signing up, for study preparedness, time-management planning, confidence-building, assessment support and professional development. In addition, OU students who use OpenLearn are more likely to be retained and to progress to their next course. This paper will also discuss recommendations and actions taken from this research that were realised in 2018 and early results from this, ostensibly the impact of a project to integrate OER into the student induction process. The data revealed in this paper will be of interest to the wider academic community, HE policymakers, those involved in delivering non-accredited learning and in the impact of OER.
Piloting Journalistic Learning in a Rural Trump-Supportive Community: A Reverse Mentorship Approach
Author: Madison, Ed
Date: 2019-00-00
Type: Journal Articles
Subjects: Journalism,Presidents,Political Attitudes,Controversial Issues (Course Content),Teaching Methods,Faculty Development,Classroom Techniques,Mentors,Correlation,Grade 6,Social Studies,Language Arts,English,Journalism Education,College Graduates,Cooperation,Rural Areas,Middle School Teachers,Media Literacy,Situated Learning,Case Studies

Partisan politics challenge educators to determine how best to navigate discussions of controversial subjects within their classrooms. This can be particularly true for new educators in the early stages of developing their confidence and classroom management skills. This qualitative case study uses situated learning and the communities of practice theoretical constructs to investigate a new approach to educator training and co-facilitation. The new approach places recent journalism school college graduates in classrooms alongside teachers to foster real-time professional development through a process best described as reverse mentoring. The model could potentially provide educators with new pedagogical strategies during divisive political times. Specifically, this study examines the working relationship between an established sixth grade English-language arts/social studies teacher and a 25-year-old recent journalism school college graduate who collaborated during the 2016-17 academic year at a public middle school in a conservative rural community in the Pacific Northwest.
History of Youth Media Production in Maine 1960-2010
Author: Scott, Gemma A. P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Media Literacy,Youth,Film Production,Educational History,Local History,Archives

Research in media literacy seeks to understand multiple branches of inquiry, including the practice of media production. Youth in Maine have produced media independently and in organized venues for more than 50 years. This paper describes results from surveying primary source materials produced by youth in Maine between 1960 and the 2000s. Research started with media artifacts, looking to primary source materials to understand what, if anything, can be revealed from their content. A deep dive into the provenance of archival collections uncovered stories of a local history of youth media production, and expanded the inquiry to identify who was teaching it, how it was being supported, as well as what artifacts exist from those events. This local history of youth media production suggests a case where media literacy skills associated with creating media texts spread through practitioners as a result of funding, education standards, advocacy, and missionary style promotion.
Professors&apos; Perspectives on Truth-Seeking and New Literacy
Author: Arth, Zachary W.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Media Literacy,Ethics,Credibility,Internet,Social Media,Information Literacy,Interviews,Information Sources,Undergraduate Students,Critical Thinking,Bias,Research Skills,Expertise,Deception

New media and new literacy are essential in our contemporary paradigms of education and communication research. Though truth-seeking is one of the primary objectives inherent in higher education, the process for students may be less clear than it may be for trained academics or professors. The current study sought to explore how professors recommend that students seek truth in the information age. Relying on an assignment from a communication course, this study examined responses from student-led interviews with professors from across the U.S. and categorized trends in their recommendations for students. Overall twelve themes taken from advice on student truth-seeking emerged from the professors' responses. We couch these findings in the current internet era that is faced with overwhelming amounts of information, channels, problems of misinformation, and the spreading of false stories via social media. Conclusions center around the need for new literacy and new media awareness.
Wrestling with Competency and Everyday Literacies in School
Author: Sherbine, Kortney
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,African American Students,Males,Grade 2,Multiple Literacies,Competence,Play,Human Body,Popular Culture,Ethnography,Affective Behavior

In this essay, I detail the entanglements of three young Black boys -- Million Dollar Man, DJ, and Francisco -- and their interests in and experiences with WWE wrestling. Drawing on posthumanist philosophies that attend to the productive relationships between the human and more-than-human objects, I consider ethnographic data composed during a second-grade literacy workshop to describe the ways in which the boys' talk, play, embodiments, drawing, and writing created new ways for them to demonstrate competencies in school. A rhizoanalysis of field notes, audio and video recordings, and artifactual documentation demonstrates the overlapping and diverging traditional and indeterminate literacies that emerged for the boys during their play, embodiments, and teaching. I argue that broadening definitions of what counts as literacy and attention to intimate and affective literacies, often in relationship with popular culture, comprise more equitable and just considerations of whose lives and experiences matter and what becomings emerge for children in school.