ethanporcaro/eric-fulltext-meta huggingface dataset:
Using a Technology-Based Graphic Organizer to Improve the Planning and Persuasive Paragraph Writing by Adolescents with Disabilities and Writing Difficulties
Author: Brady, Kelly K.
Date: 2022-02-00
Type: Journal Articles
Subjects: Technology Uses in Education,Instructional Materials,Planning,Persuasive Discourse,Essays,Paragraph Composition,Students with Disabilities,Learning Disabilities,Writing Improvement,Student Attitudes,Intervention,Writing Difficulties,High School Students

A multiple-probe design was used to investigate planning and persuasive paragraph writing by three secondary students with disabilities and writing difficulties. The intervention consisted of one-on-one explicit instruction in persuasive writing and the use of a technology-based graphic organizer (TBGO) with embedded strategies and supports. Dependent variables included the number of sentences and overall holistic writing quality. The results were mixed. Two adolescents with the primary diagnosis of learning disabilities improved their writing performance when using the TBGO and remained above baseline levels when the TBGO was removed. One more participant diagnosed with autism demonstrated modest changes in the quantity and quality of his writing. Students reported positive perceptions of the TBGO, indicating a socially valid intervention. Implications, limitations, and directions for future research are discussed.
Posing Creative Problems: A Study of Elementary Students&apos; Mathematics Understanding
Author: Bevan, Danielle
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Word Problems (Mathematics),Elementary School Students,Mathematics Skills,Questioning Techniques

Posing problems in the mathematics classroom can enhance students' learning experiences and allow them to produce problems in a realistic context. Students do not always associate positive feelings with mathematics. Problem-posing activities can positively impact students' mathematical understanding while allowing for freedom of expression. Conducted within a larger multi-year study (N = 35), the present study utilized a subset of data (n = 11) on elementary students. The primary focus was to understand how a problem-posing intervention can increase students' mathematical understanding and ability to pose solvable problems. Problems posed by students were coded based on their solvability and then were further analyzed for their realism, context, and flexibility in computational terminology as well as the correct alignment of the word problem with the student's written equation. Results suggest elementary students can create solvable word problems within a variety of different contexts.
Mobile-Mediated Interactional Feedback (MMIF) Effect on Iranian Learners&apos; Acquisition of English Articles
Author: Hmidani, Thana
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Telecommunications,Handheld Devices,High School Students,Undergraduate Students,Program Effectiveness,Electronic Learning,Writing (Composition),Form Classes (Languages),Language Skills,Writing Skills

The role of interactional feedback (IF) has been the interest of researchers in communicational context. Some studies have shown low rate of improvement following IF in a classroom setting, hence a shift to computer-assisted feedback. This study explored IF in a mobile-mediated environment (MMIF) on Telegram and compared it with in-class IF. The aim was to solve the problem of students who were unable to attend classes regularly due to family or schoolwork conditions. Forty high school and undergraduate students of low intermediate level were randomly assigned to two groups. The experimental group attended three sessions out of six: an introductory one for pre-test and the procedure; a halfway session for face-to-face discussions with the teacher; and one for post-test and assessment of the procedure. The control group attended six regular classes. The experimental group sent their compositions online to the teacher who highlighted the mistakes and posted them to be discussed by the learners who were further divided into subgroups of five for more opportunity to participate and by the teacher who provided more feedback when needed. Data were collected from the first and last compositions produced in-class by both groups and results were compared with a focus on article use. The mixed method study revealed that MMIF is advantageous and time-saving.
The Use of Vlogging to Enhance Speaking Performance of ESL Students in a Malaysian Secondary School
Author: Andiappan, Shoba
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Video Technology,Web Sites,Electronic Publishing,English (Second Language),Second Language Learning,Secondary School Students,Student Attitudes,Program Effectiveness,Language Skills

This study investigates the effect of a vlogging project on Malaysian ESL students' speaking performance in a secondary school. Additionally, the students' experience and perception of making and using vlogs in their language learning were also investigated. To this end, a mixed-methods approach was adopted and the data was collected from 73 participants. A quasi-experiment was conducted to determine the effect of the vlogging project while a questionnaire and a retrospective self-report were utilised to obtain the participants' views pertaining to their experience in creating vlogs. The findings indicate statistically significant improvement in the ESL students' speaking scores. Additionally, the participants viewed the vlogging project positively and perceived it as a student-friendly learning tool which can also promote self-evaluation and function as a source of motivation. Drawing on the findings, ESL teachers should consider the pedagogical benefits of vlogs and incorporate them as an instructional technique in the language classrooms. This study indicates that the use of vlogs warrants further research in order to inform the feasibility and pedagogical impact of using vlogs to enhance students' speaking skills. [The volume and issue number on the PDF are incorrect. This article is in v22 n1 2022.]
Behind the Curtain: Ballet Dancers&apos; Mental Health
Author: Gregory, J. Claire
Date: 2021-00-00
Type: Journal Articles
Subjects: Dance,Identification (Psychology),Mental Health,Professional Personnel,Cultural Influences,Counseling,Advocacy,Athletes,Individual Characteristics,Barriers,Social Attitudes

Using Moustakas's modification of Van Kaam's systematic procedures for conducting transcendental phenomenological research, we explored ballet culture and identity and their impact on ballet dancers' mental health. Participants included four current professional ballet dancers and four previous professionals. Four main themes emerged: (a) ballet culture--&quot;it's not all tutus and tiaras&quot;; (b) professional ballet dancers' identity--&quot;it is a part of me&quot;; (c) mental health experiences--&quot;you have to compartmentalize&quot;; and (d) counseling and advocacy--&quot;the dance population is unique.&quot; Suggestions for counselors when working with professional ballet dancers and professional athletes, such as fostering awareness about ballet culture and its impact on ballet dancers' identity and mental health, are provided. We also discuss recommendations to develop future research focusing on mental health treatment for this population.
Integration of Ignatian Values in the Development of Algebraic Thinking via Utilization of Quasi-Variables: A Lesson Study
Author: Veloso, Marian Grace
Date: 2021-12-00
Type: Journal Articles
Subjects: Thinking Skills,Mathematics Instruction,Algebra,Equations (Mathematics),Teaching Methods,Lesson Plans,Teacher Collaboration,Mathematical Concepts,Reflection,Collegiality,Scholarship,Skill Development,Mathematics Skills,Mathematics Teachers,Teacher Workshops,Universities,Foreign Countries,Catholic Schools,Elementary School Students

This paper reflects on the outcome of lesson study in teaching the concept of algebraic equations utilizing quasi-variables. It also concurrently examines the integration of Ignatian values and social issues in learning the said concept. This study aimed to establish a culture of planning, collaboration, and reflection in developing the understanding and relevance of mathematical concepts in grade school through lesson study. The study showed how the process of lesson study was done given the following phases: planning phase, implementation phase, and post-lesson reflection and discussion phase. Emphasis on the planning phase was given on the details of the lesson design which aimed to integrate Ignatian values in the discussion while developing algebraic thinking from quasi-variable thinking delivered in the implementation phase. Findings highlighted on three statements: i) Collaborative lesson planning nurtures a deeper sense of scholarship and collegiality; ii) Building algebraic thinking from quasi-variable (arithmetic) thinking is a viable strategy for understanding the concept of algebraic equation; and iii) Looking into the &quot;big picture&quot; and responding to relevant social issues could strengthen meaning -- integration of Ignatian values. Strong collaboration and communication among teachers in creating detailed lesson design enabled more meaningful learning among pupils. Research revealed the significant role of lesson study in creating meaningful strategies and activities which provided efficient structure in developing a chosen lesson topic. It does not only focus on the nature of the topic but also include making meaningful connections to the real world and integrate values.
Grounded Theory of Asian American Activists for #BlackLivesMatter
Author: Litam, Stacey Diane Arañez
Date: 2021-00-00
Type: Journal Articles
Subjects: Grounded Theory,Asian Americans,Activism,Racial Bias,Social Discrimination,COVID-19,Intergroup Relations,Social Justice,Values,African Americans

A grounded theory study was employed to identify the conditions contributing to the core phenomenon of Asian American activists (N = 25) mobilizing toward thick solidarity with the Black Lives Matter (BLM) movement in 2020. The findings indicate achieving a collective oppressed identity was necessary to mobilize in thick solidarity with the BLM movement and occurred because of causal conditions: (a) experiences of COVID-19--related anti-Asian discrimination, and (b) George Floyd's murder. Non-action, performative or unhelpful action, and action toward thick solidarity were influenced by contextual factors: (a) alignment with personal and community values, (b) awareness and knowledge, and (c) perspectives of oppression. Mobilization was also influenced by intervening factors, which included affective responses, intergenerational conflict, conditioning of &quot;privileges&quot; afforded by White supremacy, and the presence of organized communities. Mental health professionals and social justice advocates can apply these findings to promote engagement in the community organizing efforts of Asian American and Pacific Islander communities with the BLM movement, denounce anti-Blackness, and uphold a culpability toward supporting the Black community.
Learning Retention in Mathematics over Consecutive Weeks: Impact of Motivated Forgetting
Author: Valderama, Julius
Date: 2021-12-00
Type: Journal Articles
Subjects: Retention (Psychology),Mathematics Education,Student Motivation,Short Term Memory,Long Term Memory,Foreign Countries,Instructional Effectiveness,Geometry

Retention is the ability to retain information in the mind, either in short-term or long-term memory. Memory in the long-term is more ideal. Thus, this has become a challenge for educators on how to transfer ideas in short-term memory to long-term memory. To concretize the effect of time on mathematics learning retention, a randomized pre-test post-test x groups design, using matched subjects was used in the study. Seven matched groups of students were identified, and took the pre-test as the basis of the initial amount of learning, after which a group of students was assigned to take the post-test every week for seven weeks. The post-tests results were the basis of the amount of retained learning of the students. The study found out that: i) The amount of retained learning among the students diminished following a negative exponential curve; ii) The amount of retained learning was comparably equal with the initial amount of learning up to the second week; iii) The amount of retained learning became incomparable with the initial amount of learning after the third week; and iv) The concepts in the knowledge level had a great chance to be remembered while the concept with analysis level was prone to motivated forgetting.
Informing Consent: A Grounded Theory Study of Parents of Transgender and Gender-Diverse Youth Seeking Gender-Confirming Endocrinological Interventions
Author: Shepard, Charles F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Decision Making,Parent Role,LGBTQ People,Sexual Identity,Informed Consent,Intervention,Drug Therapy,Barriers,Psychological Patterns,Counselor Role,Individual Characteristics,Knowledge Level,Religious Factors

This qualitative grounded theory study is the first of its kind aimed at understanding the decision-making process of parents and guardians of transgender and gender-diverse (TGD) youth providing informed consent for their children to undergo gender-confirming endocrinological interventions (GCEI), such as hormone replacement therapy and puberty blockers. Using primarily intensive interviews supported by observational field notes and document review, this study examined the decision-making processes of a national sample of participants who identified as a parent or legal guardian of at least one TGD youth and who have given informed consent for the youth in their care to undergo GCEI. A variety of inhibiting and contributing factors were illuminated as well as a &quot;dissonance-to-consonance&quot; model that participants used to combine contributing factors to overcome inhibitors and grant informed consent. Implications for professional counseling practitioners are discussed, including guidance for direct services, gatekeeping, case management, and advocacy functions.
How to Ensure High-Quality Instructional Coaching at Scale
Author: Wayne, Andrew J.
Date: 2022-02-00
Type: Journal Articles
Subjects: Educational Quality,Instructional Effectiveness,Coaching (Performance),Program Effectiveness,Program Evaluation,Program Implementation,Elementary Secondary Education

Effective instructional coaching won't happen across a district without a well-specified coaching program and a reliable way to guide coaches. Fortunately, there are innovations from research and development efforts that can help districts put into practice the best ideas about instructional coaching. Andrew Wayne and Jane Coggshall describe how detailed manuals, online platforms, and clear monitoring routines can help district leaders ensure that the chosen coaching program is being implemented with fidelity.
Managing Educational Institutions: School Heads&apos; Leadership Practices and Teachers&apos; Performance
Author: Aquino, Cherry Joy C.
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Leadership Styles,Teacher Effectiveness,Teaching Experience,Teacher Competencies,Educational Attainment,Doctoral Degrees,Masters Degrees,Leadership Responsibility,Administrator Characteristics,Secondary Schools

School heads are agents of change who contribute a major impression on the educational milieu through their information-sharing methods, creating supportive social connections, participating in mentoring programs, and fostering progress. Hence, this study ascertained the interrelation between the public school head's leadership practices and teachers' performance. As correlation research, simple random sampling was used to calculate the sample size for teachers, while total enumeration was used for school heads. A structured questionnaire was developed to gather the necessary information that reinforced the theme of this analysis. Weighted mean was used to ascertain the level of leadership practices of school heads and the level of teacher performance. T-test, F-test, post-hoc test, and Pearson r were employed to establish the degree of association between and among variables. This study concluded that the variation in leadership practices experienced by school heads and teachers is absolutely vital, confirming that their reactions are fundamentally better. Teachers' performance is consistent irrespective of age, educational achievement, or significant contributions. In terms of teaching status and number of years of experience, head teachers have improved teaching efficiency than teachers and master teachers. Teachers with shorter relevant experience showed poorer educational quality relative to those who spent more time in the school system. School heads who have obtained their doctorate degrees get a greater level of leadership practices than the holders of master's degrees. The very productive performance of teachers stays the same, regardless of whether the school heads exhibit a very high degree of authentic leadership.
Professional Development for Teachers&apos; Mathematical Problem-Solving Pedagogy -- What Counts?
Author: Chirinda, Brantina
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Secondary School Teachers,Faculty Development,Problem Solving,Grade 9,Mathematics Instruction,Teacher Workshops,Teaching Methods,Reflective Teaching,Andragogy,Cooperative Learning

Problem-solving is of importance in the teaching and learning of mathematics. Nevertheless, a baseline investigation conducted in 2016 revealed that mathematical problem-solving is virtually missing in South African classrooms. In this regard, a two-cycle design-based research project was conducted to develop a professional development (PD) intervention that can be used to bolster Grade 9 South African teachers' mathematical problem-solving pedagogy (MPSP). This article discusses the factors that emerged as fundamental to such a PD intervention. Four teachers at public secondary schools in Gauteng, South Africa, who were purposively selected, participated in this qualitative research study of a naturalistic inquiry. Teachers attended PD workshops for six months where PD activities that were relevant to their context were implemented. Between the PD workshops, teachers were encouraged to put into practice the new ideas on MPSP. Qualitative data were gathered through reflective interviews and classroom observations which were audio-recorded with teachers' consent. Data were analysed through grounded theory techniques using constant comparison. The findings from the study suggested that teachers' personal meaning, reflective inquiry, and collaborative learning are factors fundamental to their professional growth in MPSP. The major recommendation from the study is that facilitators of PD must acknowledge these factors to promote teachers' professional growth in MPSP. If PD processes and activities are relevant to teachers' personal meaning, reflective inquiry, and collaborative learning, teachers find the PD programme fulfilling and meaningful. This study contributes to the PD in MPSP body of knowledge by having worked with teachers in an under-researched context of historical disadvantage.
Reasoning under Uncertainty within the Context of Probability Education: A Case Study of Preservice Mathematics Teachers
Author: Elbehary, Samah G. A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Probability,Mathematics Education,Mathematical Logic,Prediction,Beliefs,Religious Factors,Foreign Countries,Cognitive Style,Cultural Influences

Interpreting phenomena under uncertainty stands as a substantial cognitive activity in our daily life. Furthermore, in probability education research, there is a need for developing a unified model that involves several probabilistic conceptions. From this aspect, a central inquiry has been raised through this study: how do preservice mathematics teachers (PSMTs) reason under uncertainty? A multiple case study design was operated in which a purposive sample of PSMTs was selected to justify their reasoning in two probabilistic contexts while their responses were coded by NVivo, and corresponding categories were developed. As a result, PSMTs' probabilistic reasoning was classified into mathematical (M), subjective (S), and outcome-oriented (O). Besides, several biases emerged along with these modes of reasoning. While M thinkers shared equiprobability and insensitivity to prior probability, the prediction bias and the belief of Allah's willingness were yielded among S thinkers. Also, the causal conception spread among O thinkers.
Reflecting on Dilemmas in Digital Resource Design as a Response to COVID-19 for Learners in Under-Resourced Contexts
Author: Vale, Pamela
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Online Courses,Educational Technology,Mathematics Instruction,Technology Uses in Education,Educational Resources,Access to Computers,Barriers,Community Characteristics,Telecommunications,Handheld Devices,Social Media

The coronavirus disease 2019 (COVID-19) pandemic and the resulting school closures in South Africa necessitated a major shift in how to support learners' ongoing mathematics learning. For 10 weeks learners were strictly confined to their homes with restrictions that prohibited seeing any person outside of their household. The only means to access learners and parents in their homes was to reimagine our South African Numeracy Chair Project work and transform it from predominantly face-to-face interventions to digital modalities. As a result, we initiated a project of digital resource development and distribution, particularly focused on our local community in the Eastern Cape. Twenty-two existing resources and 36 purpose-designed resources were shared via Facebook. Through in-depth post hoc reflection of the rapid digitalisation of our materials and ways of working we address these questions: (1) In relation to learners' new 'ecology of learning' during lockdown what digital access modality and platforms were most fit-for-purpose in sharing mathematics learning resources? (2) What principles informed resource design and adaptation for digital distribution and use? (3) What dilemmas were confronted in making decisions about resource design and distribution?. These questions are answered through a document review and post hoc reflections on the noted dilemmas. We share some feedback received and discuss implications of our work and the dilemmas confronted for the provision of quality digital resources for supporting mathematics learning in historically disadvantaged and under-resourced communities in a post pandemic world.