ethanporcaro/eric-fulltext-meta huggingface dataset:
Sustainability Matters: The Evolution of Sustainability Awareness, Interest and Engagement in PBL Engineering Students
Author: Servant-Miklos, Virginie
Date: 2023-00-00
Type: Journal Articles
Subjects: Sustainability,Engineering Education,Problem Based Learning,Student Interests,Attitude Change,Undergraduate Students,Student Attitudes,Knowledge Level,Outcomes of Education,Time Management,Learner Engagement,Education Work Relationship,Foreign Countries

The purpose of this study was to identify patterns of change in students' awareness of, interest in and engagement with sustainability issues during the process of acclimatisation to their PBL engineering studies, and to look for differences between engineering disciplines with respect to these aspects. This study used a longitudinal qualitative approach with a theory-led thematic analysis. There were 16 participants in total, interviewed at 3 intervals during a period of 18 months at a faculty of engineering in Denmark. The authors found a pattern of increase in sustainability awareness, interest, and engagement throughout the three semesters of the study. Some differences between engineering disciplines were visible, especially between sustainability-oriented engineering and the others. Most students who increased their sustainability awareness and interest were also likely to engage further with the topic. That engagement built up from individual engagement, to professional engagement and for some, into institutional and public sphere engagement. The findings are timely given the pressure faced by engineering education to incorporate sustainability issues. It provides avenues for educating engineering graduates who will display interest, awareness, and engagement with sustainability issues. It suggests institutional engagement as a potential avenue to explore for engineering educators.
Supporting Novice Mathematics Teachers: The Impact of an e-Mentoring and Video-Based Professional Development Program on Teachers&apos; Noticing Skills
Author: Guler, Mustafa
Date: 2023-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Mathematics Teachers,Electronic Learning,Mentors,Video Technology,Faculty Development,Observation,Middle School Teachers,Instructional Effectiveness,Foreign Countries

This paper focuses on e-mentoring of novice mathematics teachers as professional development, and reports findings of the e-mentoring practices enriched with videos to improve noticing skills of novice teachers. A single group pre- and post-test study was conducted with the participation of 17 mentees, novice middle school mathematics teachers. Participants' noticing skills were assessed through a whole-class teaching video shown to them before and after the intervention. The responses of the teachers to the video assessment were analyzed considering attending, interpreting and decision-making dimensions of noticing. The results revealed that the e-mentoring program improved the novice mathematics teachers' noticing skills significantly in all dimensions.
University Educators&apos; Professional Learning in a PBL Pedagogical Development Programme
Author: Guerra, Aida
Date: 2023-00-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Problem Based Learning,Program Descriptions,Foreign Countries,Educational Change,Curriculum Development,Student Projects,Active Learning,Teaching Methods,Blended Learning,Learning Theories,Instructional Effectiveness,Teacher Attitudes,Pedagogical Content Knowledge

This study explored university teachers' professional learning when participating in a pedagogical development (PD) programme. The PD programme, entitled the Aalborg Certificate on Basics of PBL and Curriculum Change, had a workload of 150 hours and ran for four months, involving 23 teachers from Universidad Nacional de Colombia (Bogotá, Colombia). The programme comprised four modules, delivered in a blended mode, and followed a problem- and project-based learning (PBL) approach, as well as being based on PBL principles. This investigation conceptualizes professional learning from the complex learning theory perspective, describing it as a complex dynamic system involving knowledge, motivations, values, attitudes, and beliefs dependent on social and individual contextual factors, and how these can lead to the implementation of alternative teaching practices in classroom (e.g., PBL). Building on that, this work addresses the following research questions: (1) What knowledge and beliefs have the PD programme participants developed about PBL? (2) In which ways do the developed knowledge and beliefs impact participants' change towards PBL? This analysis takes a qualitative approach and uses multiple sources of data, namely participants' portfolios and reflection essays, as well as a qualitative survey. The results show the participants developed a deep understanding of PBL principles and practices by experiencing them through the PD programme, and that reflective practice enables continuous professional learning and development. Additionally, their perceived challenges were related to time, as well as institutional support and infrastructures, in addition to student and teacher training.
Examination of Middle School Mathematics Textbooks in Terms of Values
Author: Horzum, Tugba
Date: 2023-00-00
Type: Journal Articles
Subjects: Middle School Students,Mathematics Education,Textbook Evaluation,Textbook Content,Content Analysis,Values,Values Education,Friendship,Self Control,Responsibility,Patriotism,Mathematics Curriculum,Foreign Countries

The aim of the study is to determine the extent to which the root values were included in the middle school mathematics textbooks that were recommended in the 2018 middle school mathematics curriculum by Ministry of National Education (MoNE). In this study, mathematics textbooks were assumed to be an important material in terms of development of students' intention to use root values. The data were collected from ten mathematics textbooks, including two fifth grade, three sixth grade, two seventh grade, and three eighth grades, recommended by MoNE for use in middle schools in the 2019-2020 academic year. A basic qualitative research design was used in the study. To analyze the data a content analysis process was implemented. As a result, it was found that while the values of friendship, self-control, responsibility, patriotism, and benevolence were used in the textbooks in detail and with their first meanings, there was not enough content about the values of justice, honesty, respect, and love and these values were being used differently from their first meanings. It is recommended that the content involving root values should be distributed more homogeneously to the grade levels and values should be used with their first meaning in mathematics textbooks. In addition, there should be more specific information in mathematics textbooks about how to integrate root values into a mathematics classroom.
Exploring the Relationship between Tacit Models and Mathematical Infinity through History
Author: Díaz-Chang, Tamara
Date: 2023-00-00
Type: Journal Articles
Subjects: Epistemology,Mathematical Concepts,Mathematical Models,Ethnography,Abstract Reasoning,Comprehension,History

In this article we address the historical and epistemological study of infinity as a mathematical concept, focusing on identifying difficulties, counter-intuitive ideas and paradoxes that constituted implicit, unconscious models faced by mathematicians at different times in history, representing obstacles in the rigorous formalization process of this mathematical concept. It is shown how the active and conscious questioning of these models led to a process of axiomatization of mathematical infinity, which was completed with the works of Cantor (1883) and Robinson (1974). The implemented methodology is supported by a qualitative and argumentative bibliographic research based on content analysis from a meta-ethnography. From this research, information is obtained about the unconscious mathematical structures students are confronted with and the conscious patterns of reasoning they must develop to overcome difficulties and obstacles that these models produce, and thus achieve an adequate understanding of mathematical infinity.
Making Sense of Elementary Pre-Service Teachers&apos; Mathematical Wounds: A Proposed Framework for Practice
Author: Skultety, Lisa
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Mathematics Teachers,Teaching Methods,Mathematics Instruction,Teacher Education Programs,Teacher Educators,Learning Experience,Prior Learning,Mathematics Anxiety,Self Efficacy,Teacher Attitudes,Holistic Approach,Guidelines,Reflection,Preservice Teachers,Teacher Collaboration,Methods Courses

We, six elementary mathematics teacher educators (MTEs), noticed that many of our elementary pre-service teachers (EPSTs) were limited by their views of mathematics, typically as the result of their prior experiences with learning mathematics. Much of the research around such limiting views focuses primarily on negative experiences or treats such views as associated with individual factors (e.g., self-efficacy, mathematics anxiety, and views about problem solving). Using a (re)humanizing mathematics perspective, we sought to identify these limiting views of mathematics in a more holistic approach, considering the complexity of views that EPSTs hold. In this article, we introduce a framework, developed through collaborative self-study methodology, to give shared language to the types of &quot;mathematical wounds&quot; EPSTs may have. Utilizing this framework, MTEs can support EPSTs' mathematical healing by enacting intentional instructional practices. We provide three general approaches to frame these intentional practices as well as reflection questions to support other MTEs in reconsidering their own courses and how they may take EPSTs' mathematical wounds and healing into account.
Affective and Emotional Experiences in Arts-Based Service-Learning Environments
Author: Jacobs, Rachael
Date: 2023-04-00
Type: Journal Articles
Subjects: Affective Behavior,Psychological Patterns,Student Experience,Art Education,Service Learning,Educational Environment,Preservice Teachers,Foreign Countries,Teacher Role,Student Attitudes

Dewey (1938) once wrote that the most effective forms of learning connect intellectual processes with emotion, which is able to inspire curiosity and excite the learner. This paper adds to the body of research that attests to the transformative role of affect in teacher education, which is able to be cultivated through arts-based service-learning experiences. Pre-service teachers at two universities in Sydney, Australia were placed in service-learning settings that were based around participatory experiences in drama and storytelling, music, dance or visual art. The pre-service teachers' reflections on the placement revealed a transformative experience which combined emotional learning with critical analysis of social justice issues as they relate to education. As part of their placement, they experienced arts engagement that utilised affect and emotion as a transformative pedagogy. They broadened their understanding of the role of teachers, both in an institution and in society. These emerging understandings led them to find voice as advocates, investigate arts education and community projects as alternative career paths and re-evaluate their own perceptions of quality teaching. Some participants continued engaging with the community arts projects after the placement had concluded, and others became advocates for the arts in education and society. Finally, they adopted a critical stance on social justice issues, and shed light on the ways that arts learning service-learning placements can become deeper engagements, leading to sustainable benefits for all parties.
A Multi-Component Curriculum to Promote Teachers&apos; Mental Health: Findings from the PROMEHS Program
Author: Cavioni, Valeria
Date: 2023-04-00
Type: Journal Articles
Subjects: Mental Health,Health Promotion,Teacher Student Relationship,Stress Variables,Educational Change,Online Courses,Pandemics,COVID-19,Teaching (Occupation),Well Being,Program Effectiveness,Teacher Attitudes,Social Emotional Learning,Resilience (Psychology),Self Efficacy,Teacher Evaluation,Teacher Competencies,Faculty Development,Foreign Countries,Comparative Analysis,Cross Cultural Studies

In the last two years, a growing number of studies have focused on the promotion of students' mental health to address the negative effects of the COVID-19 pandemic. However, less studies have been conducted on sustaining teachers' mental health which has been affected by the sudden changes in online teaching and the difficulties in keeping and building relationship with students. Even before the pandemic, teaching has long been recognised as one of the most challenging occupations characterized by high levels of stress. Although the research highlighted the key role of mental health promotion among teachers, there is still a lack of programs enhancing teachers' wellbeing. This study examined the impact of the PROMEHS program, a school-based curriculum, on teachers' mental health. A total of 687 teachers participated in the study. Applying a pre- and post-training study design with experimental and waiting list groups, teachers were evaluated in social and emotional learning, resilience, and self-efficacy. The results showed that there was a significant improvement in all competences of the teachers in the experimental group compared to those in the waiting list group. The paper discusses the implications of the findings with recommendations for further studies in the area.
The Coach&apos;s Role in Young Athletes&apos; Emotional Competence and Psychological Well-Being
Author: Aguinaga San José, Iñigo
Date: 2023-04-00
Type: Journal Articles
Subjects: Athletes,Children,Adolescents,Athletic Coaches,Emotional Response,Well Being,Psychological Patterns,Competence,Models,Climate,Personal Autonomy,Emotional Problems,Behavior Problems,Social Problems,Symptoms (Individual Disorders),Athletics,Foreign Countries,Child Behavior,Peer Relationship

This paper presents a model that analyses the relationship between the coach's emotional competences and the training climate as predictors of the youngsters' emotional competences and psychological well-being. In the present study, 309 athletes and 17 coaches participated in the study. A general predictive model was estimated with path analysis and the maximum robust likelihood (MLR) estimation method. The results showed that the coach's emotional competences are associated with autonomy-supportive climates ([beta] = 0.15, p &lt; 0.005). This climate is related to youth's emotional competences ([beta] = 0.30, p &lt; 0.005) and lower emotional ([beta] = -0.27, p &lt; 0.005), behavioural ([beta] = -0.51, p &lt; 0.005), and social ([beta] = -0.33, p &lt; 0.005) symptomatology. These results have important practical implications in designing interventions that promote coaches' emotional competences given its association with autonomy-supportive climates, which in turn are related to athletes' emotional competences and psychological well-being.
Virtual Visual Art Integration and Biology: More Favor or Challenges for Emergent Bi/Multilingual High Schoolers
Author: Aghasafari, Sahar
Date: 2023-00-00
Type: Journal Articles
Subjects: Visual Arts,Biology,Interdisciplinary Approach,Bilingual Students,Multilingualism,High School Students,Barriers,Educational Technology,Grade 9,Program Effectiveness,In Person Learning,Distance Education,STEM Education,Art Education

As educators, we are becoming increasingly aware that delivering effective education will likely change after the coronavirus pandemic. As a result, we have an opportunity to frame teaching differently and bring innovation to the forefront. In doing so, educators explored online tools and creative ways to connect with students and found new ways to teach.Using an exploratory case study methodology and working within a theoretical framework of symbolic interactionism (SI), I investigated how virtual teaching visual arts integration and biology are more favorable or challenging for emergent bi/multilingual high schoolers. The lesson titled Using Depiction to Illustrate the Interdependent Functions of a Plant Cell was implemented. I implemented a series of visual arts integration activities with ten ninth-grade emergent bi/multilingual students at a mid-sized high school in the United States' southeastern region. Research activities took place, via zoom, in a communication skills class. The findings reveal that learning new content mediums and skills during visual arts integration activities enhances students' learning process. Moreover, emergent bi/multilingual students can benefit from face-to-face classes because they receive more practice speaking and benefit from their teacher's advice on their tasks. Nevertheless, more flexible class times and delivery methods may help students meet the many challenges created by the need to help provide for their families.
Underrepresentation of Minoritized Groups in STEM Education: The Development of a Survey
Author: Neally, Kate
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Disproportionate Representation,Critical Race Theory,Racial Factors,Minority Group Students,Diversity (Faculty),Elementary Secondary Education,Racism,Barriers,Student Characteristics,Influences,College Students,Majors (Students),Student Experience

The current school system has an underrepresentation of People of Color teaching science, technology, engineering, and mathematics (STEM). Presently, there is a lack of data gathering tools to explore the STEM experience of Students of Color. This article focuses on the development of a survey using a Critical Race Theory framework to better understand the impact of race on the STEM education pipeline for underrepresented, racially minoritized (URM) learners. This article will review the survey's development process consisting of (a) creation of initial survey; (b) pilot study using interviews to receive feedback; (c) modifying the survey based on the feedback from the pilot study; and (d) implementation of the revised survey. Ultimately this instrument will support inquiry around racial representation in STEM education.
The Intercultural Values and Social Connectedness of International Female Doctoral Students in Australia
Author: Syed, Sabrina
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Values,Cultural Awareness,Females,Doctoral Students,Student Attitudes,Acculturation,Social Adjustment,Barriers,Cultural Differences,Social Differences,Feminism,Intersectionality,Doctoral Programs,Educational Experience,Foreign Students,Foreign Countries

This paper explored the multiple layers of social and intercultural adjustment challenges experienced by international female doctoral students in Australia. The paper investigates multiple dimensions of sociocultural differences between the students' native and host countries, including sociocultural context, community engagement, personal and social lives, and the intersection of more commonly researched sociocultural identities. This investigation is undertaken within the epistemological positioning of feminist standpoint theory and intersectionality. In addition, a narrative inquiry approach and a thematic analysis are used to understand the students' social lives and issues of adjustment to a new culture. Themes like intercultural understanding, social connectedness and adjustment issues are used to encapsulate the students' views about their social positionality and understanding of their lives during PhD in Australia.
The Cross-Cultural Experiences of International Secondary Students in Anglophone Countries -- A Hermeneutic Literature Review and Conceptual Framework
Author: Lou, Yingling
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Students,Secondary School Students,Cultural Differences,Student Experience,English (Second Language),Foreign Countries,Student Mobility,Student Adjustment,Barriers,Interpersonal Relationship,Social Influences,Stereotypes,Social Support Groups,Student Attitudes

Prior to the pandemic, the number of international secondary students in anglophone countries had grown rapidly. Yet these minor transnational learners, most of whom unaccompanied, remain largely understudied and neglected in the educational research and policy discourses. This hermeneutic literature review addresses the literature gap by (a) identifying and synthesizing the available scholarly evidence on the cross-cultural experiences of international secondary students in anglophone countries, and (b) offering a critical analysis and assessment of the evidence that led to identification of knowledge and methodological gaps as well as implications for future studies. A conceptual framework was developed to provide a visual guideline of the cross-cultural adaptation process of international secondary students.
English Language Teachers&apos; Professional Journey and Construction of Their Identity
Author: Neupane, Bharat Prasad
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Language Teachers,Professional Identity,Foreign Countries,College Faculty,Faculty Development,Communities of Practice,Imagination,Language Attitudes,Creativity,Learning Motivation,School Policy,Universities

Given the widespread concentration on beliefs, values, emotions, critical incidents, and practices in exploring teachers' professional identities, this study presents the trajectories of identity construction of three English language teachers from Nepal, analyzing their storied lives from schoolteachers to university professors. For this purpose, the article considered the three-dimensional professional development model forwarded by Padwad and Dixit (2014) to explore the effective mediation by the state agencies, culture and the policies, appropriate support from the organizations, and the bottom-up initiatives taken by the teachers in their professional development. Besides, the professional development journey derived from the in-depth interview of the participants is analyzed by employing Wenger's (1999) communities of practice, particularly engagement, alignment, and imagination, as theoretical categories to discover their professional identities. The analysis revealed that passion for language, creativity, and motivation to learn English during childhood initially encouraged them to study English. In addition, inspiration from their teachers during their schooling and later a competitive working environment motivated them to experiment with innovative teaching approaches and establish themselves in the profession. Furthermore, diversification in university teaching according to university requirements and resultant divergence from the professional root ultimately transformed their identity beyond English teachers. Finally, university policy, customization of teachers as per the university requirement, and their survival strategy as English teachers in a university where technical subjects are given more priority has impacted their professional identities.