ethanporcaro/eric-fulltext-meta huggingface dataset:
Microteaching and Peer Assessment in Mathematics Teaching Practice
Author: Ilhan, Aziz
Date: 2023-00-00
Type: Journal Articles
Subjects: Microteaching,Mathematics Instruction,Peer Evaluation,Elementary School Teachers,Mathematics Teachers,Preservice Teachers,Student Attitudes,Program Effectiveness,Foreign Countries,Skill Development,Cognitive Development,Metacognition

When considering the characteristics that teachers should have, concepts such as critical thinking, active learning, taking responsibility, evaluation, analysis, self-evaluation and reflective thinking are important. In this context, microteaching and peer assessment methods come to the fore. Microteaching is defined as sharing a part of the course with peers and receiving feedback from peers or advisors. Peer assessment, on the other hand, involves providing constructive suggestions among peers, reviewing, and giving feedback in accordance with predetermined criteria. In this study, pre-service teachers' views on microteaching and peer assessment methods are evaluated. The research was designed in accordance with the phenomenological pattern. The participants consisted of eight pre-service mathematics teachers studying in the Department of Elementary Mathematics Teaching at a university in Turkey. Interviews about microteaching and peer assessment were used as data collection tools. A 14-week microteaching and peer assessment implementation process was carried out with the participants. As a result of this process, pre-service mathematics teachers' perceptions about these concepts were obtained. As a result, the pre-service teachers stated that the application provided positive developments in their cognitive, affective, and psychomotor behaviours and that they gained professional experience.
Assessing Students&apos; Multimodal Texts in the Subject of English: Synthesising Peers&apos; and Teachers&apos; Recognition of Semiotic Work
Author: Ørevik, Sigrid
Date: 2023-00-00
Type: Journal Articles
Subjects: Semiotics,Learning Activities,Alignment (Education),English (Second Language),Second Language Learning,Second Language Instruction,Persuasive Discourse,Writing (Composition),Secondary School Students,Writing Evaluation,Multiple Literacies,Intervention,Peer Evaluation,Language Teachers,Researchers,Evaluation Criteria,Communicative Competence (Languages),Evaluation Methods,Teacher Student Relationship,Classroom Research

While learning activities and text production in language subjects typically include multiple forms of multimodal expression, assessment in the subjects continues to a great extent to depend on students' written texts. As a contribution to an increasing call for alignment of curricular activities and assessment, this article explores an approach to assessment of upper secondary students' production of multimodal persuasive texts in the subject of English as an additional language (EAL). The article reports from a design-based study comprising two classroom interventions where assessment of students' multimodal texts was conducted separately by peer groups and the teacher and researcher in collaboration, applying assessment criteria informed by multimodal social semiotic theory and operationalisations of communicative competence. Comparing the results of peer and teacher assessment of students' multimodal persuasive texts, agreement was found relating to representational, interactional, and compositional aspects of the texts, whereas differences in views mostly concerned nuances in interpersonal aspects. Unpacking these nuances, the article concludes that peers' and teachers' assessments of multimodal texts complement each other in ways that can prompt fruitful discussions on meaning making in the light of context and social factors and thus contribute to heightened semiotic awareness and a broader recognition of the students' communicative competence in the subject.
The Instructors&apos; Competencies and Experiences in Online Teaching
Author: Biber, Sezer Kose
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Online Courses,Teaching Experience,College Faculty,Teacher Attitudes,Distance Education,Preferences,Educational Technology,Electronic Learning,Foreign Countries,Learning Management Systems,Instructional Materials

This study aims to examine the online teaching processes of instructors in higher education in detail and reveal their online teaching competencies. The study employed a convergent parallel mixed method design, where the comparative method was used in the quantitative part of the research and the qualitative part was designed as a descriptive case study. The data were collected from 490 online instructors in various departments of a state university in Turkey. A questionnaire was used to reveal the instructors' practices, experiences, opinions, and online teaching competencies in the emergency remote teaching process. The results indicated that instructors mostly preferred Zoom for synchronous and Canvas for asynchronous applications in online education. The online teaching competencies of instructors in pedagogy, technology, and facilitation dimensions were found to be quite high, while course administration competencies were intermediate. According to the qualitative dimension of the research, most of the instructors reported a significant increase in workload due to online education. They also cited the advantages of online education as well as the pedagogical and technical difficulties encountered.
Engaging Potential: Using the UDL Principle of Engagement to Motivate Year 7-8 Learners with Autism in Writing Tasks
Author: Smith, Suzanne
Date: 2023-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Autism Spectrum Disorders,Access to Education,Faculty Development,Intermediate Grades,Males,Planning,Student Characteristics,Barriers,Student Needs,Teacher Attitudes,Foreign Countries,Writing (Composition),Visual Aids,Writing Instruction

Universal Design for Learning (UDL) is a research-based theoretical framework that can be used to design teaching and learning opportunities that are more responsive to the variability of student need in any classroom, although a vast number of teachers appear to know nothing about UDL. One population whose needs are becoming increasingly visible in classrooms are autistic learners. This article examines a process of facilitating teacher professional learning in UDL using a slideshow resource the author designed to support teachers to plan for the needs of their autistic learners in writing. The context for the inquiry was an autistic boy at a New Zealand intermediate school. Analysis showed that planning that involves understanding of an autistic learner's characteristics, and the potential barriers these may present, can improve engagement not only for these students, but also other students and the teacher. It was shown through the process used that teacher professional development in UDL is appropriate for meeting many learning needs in the classroom context.
Embedding Key Strategies from the Incredible Years Teacher Programme within Teacher Practice, over Time
Author: Burland, Paul
Date: 2023-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Teacher Attitudes,Self Efficacy,Program Implementation,Affordances,Foreign Countries,Faculty Development,Evidence Based Practice,Classroom Techniques,Student Behavior,Social Emotional Learning,Student Development,Parent Teacher Cooperation,Family School Relationship,Positive Behavior Supports,Early Childhood Education,Elementary Education

There is considerable evidence supporting the success of the Incredible Years Teacher (IYT) Programme. Despite this, few studies in Aotearoa New Zealand have investigated teachers' ongoing use of IYT strategies once they have completed their training. This research examined whether teachers felt they had embedded the use of IYT strategies in their practice post their initial IYT training, and whether they used some IYT strategies more frequently than others. Using a mixed methods approach, this research surveyed 65 teachers who trained 2-10 years ago in Otautahi. The results indicate that teachers feel confident implementing IYT strategies within their practice, and they implement strategies from the lower layers of the IYT pyramid more frequently than more intrusive strategies from the upper layers. Teachers also reported that training with colleagues and working within schools that embraced IYT helped them embed their learning in their practice. This research has implications for IYT group leaders, peer coaches, and administrators, as well as principals and their leadership teams, RTLB Cluster Managers, Ministry of Education coordinators, and classroom teachers who are considering training. Overall, the results indicate that teachers benefit from IYT training and continue to implement key IYT strategies in their practice after they have completed their training.
Mauri Tui Tuia: Dance Movement Therapist, Music Therapist, and Early Childhood Teachers&apos; Collaborative Bicultural Response to Community Trauma
Author: McConnell, Jan
Date: 2023-00-00
Type: Journal Articles
Subjects: Music Therapy,Resilience (Psychology),Well Being,Trauma Informed Approach,Motion,COVID-19,Pandemics,Trauma,Therapy,Dance,Foreign Countries,Biculturalism,Child Development,Attachment Behavior,Human Body,Emotional Response,Children

Mauri Tui Tuia is a professional development programme established by the first and second authors who are a Registered Arts and Dance Movement Therapist and a Registered Music Therapist respectively. Mauri Tui Tuia seeks to empower educators to develop a kete of tools to support children in building resilience and maintaining wellbeing, through the medium of trauma-informed music and dance movement therapies. In this paper we discuss the theories that underpin the mahi (work) and give a broad overview of some of the ways our unique collaborative practices can potentially provide sustainable support for our communities in the wake of traumatic events, including the COVID-19 pandemic.
A Scale Development Study on Democratic Attitude among Third and Fourth Grade Students
Author: Akar, Cüneyt
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 3,Grade 4,Democratic Values,Democracy,Student Attitudes,Measures (Individuals),Teachers,Expertise,Construct Validity,Reliability,Factor Analysis

This study aims to develop an instrument that measures democratic attitudes levels in primary school students in third and fourth grades. This study involved 591 students (302 for exploratory factor analysis, 289 for confirmatory factor analysis) enrolled in the 3rd and 4th grades. A literature review was conducted to prepare the scale items, and a pool of 32 items was created. A face and content validity assessment was performed by taking the opinions of four educators who are experts in classroom education and social studies education. A construct validity test was conducted on 302 students. The exploratory factor analysis resulted in a scale with three dimensions and 15 items. Confirmatory factor analysis was conducted with a group of 289 students using the scale. Based on the confirmatory factor analysis, the 15-item and 3- dimensional structure of the scale was compatible with the collected data. According to the results, the reliability coefficient of the scale was .85. Thus, the scale can be considered a valid and reliable tool for measuring democratic attitudes among primary school students in third and fourth grades.
Characterizing Mathematical Discourse According to Teacher and Student Interactions: The Core of Mathematical Discourse
Author: Çelik Demirci, Sedef
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Teacher Student Relationship,Classroom Communication,Peer Relationship,Discourse Analysis,Mathematics Achievement,Video Technology,Grounded Theory,Middle School Teachers,Middle School Students

The discussion on the development of mathematical discourse plays a key role in the determination of the in-classroom interactions in mathematics learning and instruction. The present study aims to present a theoretical framework for the nature of mathematical discourse that addresses the teacher and student interaction in the classroom. Previous studies attempted to discuss the theoretical structure in mathematical discourse with the embedded theory approach. The findings revealed the core of mathematical discourse that reflected the structure of mathematical discourse based on open, axial and selective codes determined based on the embedded theory approach. The external structure of this core reflects the types of in-classroom interaction, while the internal structure reflects the development of the mathematical discourse. The external structure included four types of interaction: teacher, teacher-class, teacher-student, and student-student. The internal structure includes mathematical discourse movements associated with three stages: motivation, explanation of mathematical ideas, and achievement of mathematical ideas. The external structure of mathematical discourse core revealed the general state of in-classroom interaction core, and the internal structure revealed the specific mathematical discourse based on the mathematical content. It could be suggested that the discourse movements in the mathematical discourse core determined in the present study would provide guidelines for mathematical communications. The study also includes recommendations for future studies on the employment of this general and specific theoretical mathematical discourse framework.
A Mixed Method Study on the Metacognitive Awareness of Reading Strategies Used by Saudi EFL Students
Author: Al-khresheh, Mohammad H.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Reading Strategies,English (Second Language),Second Language Learning,Reading Comprehension,Teacher Attitudes,College Faculty,College Students,Gender Differences,Instructional Program Divisions

Metacognitive awareness of reading strategy has a significant impact on language learning. It addresses how students organize context-based interactions and how they may employ reading comprehension strategies. Saudi students of English still face reading comprehension issues that significantly affect their overall language learning. Therefore, this mixed method study sought to assess Saudi English students' metacognitive awareness of reading strategies, determine whether gender and university level affect their use of these strategies, and explore English instructors' views on this issue. Two instruments were used to achieve these objectives. Two hundred ten students were surveyed for quantitative data. 15 English instructors were interviewed in a semi-structured manner for qualitative data. Descriptive statistical analysis was used to analyze the quantitative data gathered, while pattern matching and thematic content analysis were applied to analyze the qualitative data. The results demonstrated that Saudi EFL students' metacognitive awareness of reading methods was generally moderate. This awareness was moderate regarding the use of global reading strategies and low regarding support and problem-solving strategies. The metacognitive awareness levels for global strategies vary significantly by gender, in favour of females. Senior and junior university students had better global and support reading methods than freshmen. The qualitative data from the interview supported the quantitative data suggesting Saudi EFL students had low to moderate metacognitive awareness. Their low-to-moderate level explains their poor reading comprehension. Based on these findings, limitations and recommendations are given.
Addressing Student Misconceptions about Atoms and Examining Instructor Strategies for Overcoming Them
Author: Kaya, Ali
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Education,Scientific Concepts,Misconceptions,Concept Formation,Teaching Methods,Elementary School Students,Secondary School Students,College Students,Grade 8,Grade 12,College Freshmen,Physics,Chemistry,Foreign Countries

This paper is twofold. First, it examines the misconceptions held by students about atoms. Second, it determines the suggestions of the instructors (academics and teachers) to overcome these misconceptions. The study adopted a case study research method. A questionnaire was administered to 288 students and a semi-structured interview was conducted with 20 educators, including 10 teachers and 10 academics from the fields of physics and chemistry. A number of students were observed to have misconceptions about atoms, and they were unable to grasp the concept. This situation may have resulted from teaching students the theories of the atoms in a historically chronological order and ineffective methods of teaching. It was recommended that atomic models not be taught in primary school education, and that three new methods could be used in teaching this subject.
Comparison of Epistemological Beliefs, Teaching-Learning Conceptions, and Self-Efficacy of Pre-Service and In-Service EFL Teachers
Author: Biçer, Adnan
Date: 2023-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Preservice Teachers,Language Teachers,Teacher Education Programs,Teacher Attitudes,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Constructivism (Learning),Epistemology,Learning Processes,Learner Engagement,Classroom Techniques,Self Efficacy,Teaching Methods,Scores,Foreign Countries

This study compares the epistemological beliefs, teaching-learning conceptions, and sense of self-efficacy of pre-service and in-service English as a Foreign Language (EFL) teachers with an aim to find probable statistically significant differences. Using a mixed-methods research design, the study collected quantitative data through two questionnaires and one scale, and the qualitative data through open-response questions. The participants were 374 pre-service teachers and 192 in-service teachers. 42 of the pre-service teachers and 19 of the in-service teachers volunteered to answer the open-response questions. Descriptive statistical techniques, t test, and content analysis were used to analyze the data. The findings show that both groups of teachers had relatively more sophisticated beliefs in learning process/expert knowledge and learning effort. Both groups adopted the constructivist conception more than the traditional conception, and they felt efficacious in instructional strategies, student engagement and classroom management respectively. Both groups had moderate levels of self-efficacy in classroom management, student engagement, and instructional strategies. However, the comparative analysis showed some significant differences. In-service teachers exhibited slightly stronger beliefs in innate-fixed ability and certainty knowledge. Pre-service teachers had slightly higher scores in the constructivist conception while in-service teachers had higher scores in the traditional conception. Furthermore, in-service teachers displayed slightly higher self-efficacy in classroom management and instructional strategies.
Mathematics Teachers&apos; Use of Textbooks for Instructional Decision-Making in Lesson Study
Author: Thobela, Nomvuyo M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Textbooks,Pedagogical Content Knowledge,Lesson Plans,Faculty Development,Decision Making,Teaching Skills,Grade 6,Teacher Attitudes,Foreign Countries

This paper draws from a broad study that explored mathematics teachers' engagement with textbooks within the Lesson Study context. In the current paper, we report on teachers' use of mathematics textbook activities to inform their instructional decisions during collaborative lesson planning of numeric and geometric patterns. The study took place within the Lesson Study (LS) context -- a teacher development practice that emphasises, inter alia, collaborative lesson planning. Data was collected by observing teachers during collaborative lesson planning and through interviews. Data analysis was informed by the Mathematics Knowledge for Teaching (MKT) framework and Modes of teacher engagement with the textbook. Findings suggest that teachers' instructional decisions are mainly stimulated by the textbooks, teachers use textbook activities with fidelity, and they seldom adapt the activities drawn from the textbooks. However, where adaptation occurs teachers do it superficially. We contend that the capacity to conduct in-depth interrogation of the text is a derivative of mathematics subject matter knowledge (SMK) as well as pedagogical content knowledge (PCK). Therefore, the widespread adoption of text without interrogation could be indicative of the lack of requisite content knowledge and pedagogical skills.
Secondary Teachers&apos; Beliefs about the Relationship between Students Cultural Identity and Their Ability to Think Critically
Author: Davies, Maree J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Beliefs,Self Concept,Cultural Background,Critical Thinking,Cultural Influences,Educational Policy,Foreign Countries,Family Influence,Cultural Awareness

Critical thinking (CT) is increasingly included within education curriculum policy development to support students' intellectual progress. Teachers who embed CT learning and are cognisant of students cultural identity increase their ability and aptitude to think critically. This paper reports results from an anonymous survey administered to 490 teacher participants, designed to investigate teacher beliefs regarding the impact of students cultural identity on their ability to think critically. The results of the study found a diversity of teacher opinion, including negative attitudes (53%) regarding students' abilities and the requirement for a culturally responsive teaching approach. The study highlights the complexities of implementing CT, and the need for policy makers to consider the impact of teachers' beliefs about student cultural identity before effective delivery of CT in secondary schools is likely to occur.
The Construction of Systems Thinking Pedagogy during a Professional Development Institute
Author: Goode, Gretchen S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Systems Approach,Faculty Development,Science Education,Standards,Thinking Skills,Teaching Methods,Constructivism (Learning),Discourse Analysis,Holistic Approach,Case Studies,Classroom Communication,Educational Change,Teacher Student Relationship

The prevalence of systems thinking pedagogy is growing in classrooms because of its inclusion in the Next Generation Science Standards and its potential as a tool for addressing complex, global problems. While most of the research on systems thinking targets the ways students develop system thinking skills, this qualitative study explores teachers' construction of systems thinking as a pedagogy in a professional development context. With this paradigm-shifting pedagogy, teacher learning in professional development is a critical piece of understanding how the practice is taken up. Using social constructionism, discourse analysis, and systems theory, we conducted a holistic case study to analyze how teachers privileged language and ways of knowing during a professional development institute on systems thinking. We found that the teachers considered systems thinking as a catalyst for shifting their thinking, curriculum, and classroom dynamics; imperative to this shift was the implementation of systems mapping as the central activity of the pedagogy. Their model of systems thinking pedagogy respected both teachers and students as capable academics; additionally, it privileged a professional development culture of &quot;becoming&quot; in which the power of the collective was a point of leverage for teachers to disrupt what can be perceived as low expectations for their students and themselves as professionals.