ethanporcaro/eric-fulltext-meta huggingface dataset:
Secondary School Mathematics Teachers&apos; Perceptions about Inductive Reasoning and Their Interpretation in Teaching
Author: Sosa-Moguel, Landy
Date: 2021-05-00
Type: Journal Articles
Subjects: Secondary School Teachers,Mathematics Teachers,Mathematics Instruction,Teacher Attitudes,Logical Thinking,Problem Solving,Generalization,Equations (Mathematics),Mathematical Concepts,Professional Development,Foreign Countries

Inductive reasoning is an essential tool for teaching mathematics to generate knowledge, solve problems, and make generalizations. However, little research has been done on inductive reasoning as it applies to teaching mathematical concepts in secondary school. Therefore, the study explores secondary school teachers' perceptions of inductive reasoning and interprets this mathematical reasoning type in teaching the quadratic equation. The data were collected from a questionnaire administered to 22 teachers and an interview conducted to expand their answers. Through the thematic analysis method, it was found that more than half the teachers perceived inductive reasoning as a process for moving from the particular to the general and as a way to acquire mathematical knowledge through questioning. Because teachers have little clarity about inductive phases and processes, they expressed confusion about teaching the quadratic equation inductively. Results indicate that secondary school teachers need professional learning experiences geared towards using inductive reasoning processes and tasks to form concepts and generalizations in mathematics.
Trauma-Informed Integral Leadership: Leading School Communities with a Systems-Aware Approach
Author: Greig, Jack
Date: 2021-00-00
Type: Journal Articles
Subjects: Trauma,Leadership Styles,Educational Practices,Leadership Responsibility,At Risk Students,Student Needs,COVID-19,Pandemics,Natural Disasters,Racial Bias,Well Being,Elementary Secondary Education,Student Diversity,Holistic Approach,School Safety,School Culture,Teaching Methods,Teacher Competencies,Faculty Development

The impacts of childhood trauma and adverse childhood experiences can have devastating consequences on students' learning and wellbeing. Pairing this alongside the negative and vicarious impacts of secondary traumatic stress on teachers and school leaders, efforts towards whole school change are complex endeavours. The extant literature from trauma-informed practice for school leadership provides useful frameworks for leaders to understand their guiding roles within trauma-affected communities. However, trauma-informed practices require further enquiry and better integration with systems-aware perspectives. A systems-aware approach to school leadership positions leaders within the dynamic systems in which their schools are embedded. It helps leaders to navigate the networked patterns of relationships within their communities. Given impacts of intergenerational poverty, racism, childhood trauma and long-standing educational inequity, community devastation from natural events such as droughts and bushfires, plus the world-wide uncertainty of the COVID-19 pandemic, there are many complex factors that now require systems-aware perspectives to address compounding systemic concerns. In order to contribute to the advancement of both trauma-informed leadership and systems-aware leadership, this paper makes the case for integrating these fields within school contexts. Predicated on a systematic literature review and novel theorising, this paper explores how a new practice framework for a trauma-informed integral response to bolster school leaders can be used to benefit whole communities.
Interactive Imagination Supports Toddlers&apos; Emotion Regulation: A Cultural-Historical Case Study in a Chinese-American Family
Author: Chen, Feiyan
Date: 2020-00-00
Type: Journal Articles
Subjects: Toddlers,Self Control,Correlation,Child Development,Learning Theories,Case Studies,Parent Child Relationship,Imagination,Interaction,Play,Chinese Americans,Drama,Immigrants,Video Technology,Family Environment

Emotion regulation--as a vital part of children's development, school readiness, and academic success--begins to develop in infancy and toddler time. Much of the research on toddler emotion regulation are correlational studies in laboratory settings. Little attention has been directed to toddlers' emotion regulation in everyday naturalistic contexts. Drawing upon Vygotsky's cultural-historical approach, the current case study sought to examine how everyday parent-toddler interactions assist the toddler's emotion regulation in emotionally charged situations in a Chinese-American family home. Findings showed that the strategy of interactive imagination supported the toddler's emotion regulation in emotionally charged situations. However, parents did not often apply this method. It is argued that interactive imagination is an essential tool to be used in everyday parent-toddler interactions for emotion regulation. Recommendations for practice are discussed.
Using Tablets in a Prekindergarten Classroom to Foster Phonological Awareness
Author: Shifflet, Rena
Date: 2020-00-00
Type: Journal Articles
Subjects: Handheld Devices,Preschool Education,Phonological Awareness,Reading Instruction,Emergent Literacy,Technology Uses in Education,Preschool Children,Electronic Learning,Instructional Effectiveness

Today's young children are exposed to a variety of digital technologies in their home and school environments. While the presence of these technologies is increasing in US prekindergarten classrooms, teachers must critically analyze the role these tools will play in the quest to provide early learners with developmentally appropriate practice. The benefit of using tablet-based applications, compared to traditional concrete materials, to teach phonological awareness skills is the focus of this study conducted in 2014. The sample consisted of 27 four- and five-year-old children, who attended a half-day early childhood program, 5 days a week, in a Midwestern university laboratory school in the US. Children participated in similar small-group instruction once or twice a week for 4 months, from September to December, targeting phonological awareness skills. A comparison was made between those who were instructed using the traditional materials and those who used tablet-based applications. Both groups were found to make progress toward mastering the tested skills. There was no significant difference between the two groups' acquisition of these skills. Students were able to achieve targeted phonological awareness skills using either method of instruction.
Conversations in the Crèche: Interaction Patterns between Children and Preschool Teachers in Nine Danish Crèches
Author: Hansen, Ole Henrik
Date: 2020-00-00
Type: Journal Articles
Subjects: Child Development,Preschool Children,Preschool Teachers,Teacher Student Relationship,Infants,Correlation,Teaching Methods,Decision Making,Interaction Process Analysis,Foreign Countries,Case Studies,Municipalities,Educational Planning,Reflection,Grouping (Instructional Purposes),Play,Learning Processes,Child Care Centers

Interpersonal interactions during childhood form the foundation for development and learning (Tomasello, 2014; Vygotsky, 1962, 1978). Numerous studies have documented the impact of interactions between preschool teachers and preschool-aged children between 3 and 6 years of age (e.g., Denham et al., 2003; Hamre, Hatfield, Pianta &amp; Jamil, 2013). The aims of this 1-year observational study were to investigate patterns of interaction between professional preschool teachers and children between 10 and 24 months of age in Danish crèches and to examine the correlations between these interaction patterns and preschool teachers' pedagogical decisions. The study indicates that internal pedagogical choices (extent of reflection and planning for the pedagogical activities; criteria for groupings of children; whether preschool teachers worked predominantly alone with smaller groups of children or as a team of two or three with several children)--decisions that differ from crèche to crèche--are crucial. These pedagogical decisions are mutually dependent on or sensitive to the child-adult ratio. The study reveals significant differences in the character of the interpersonal interactions between teachers and children, according, for example, to the level of planning and pedagogical reflections. This may cause different conditions for children's cultural learning and development.
Preschool Education Quality in Russia: Trends and Relations
Author: Le-van, Tatiana
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Educational Quality,Predictor Variables,Teacher Student Ratio,Class Size,Teaching Experience,Inservice Teacher Education,Age Differences,Kindergarten,Educational Environment

The results of a Russian national study of the quality of preschool education (2016-2017, N[subscript kindergartens]= 1,301) are discussed with a focus on possible predictors of quality dynamics on the relations between Early Childhood Environment Rating Scale--Revised scores and group size, number of teachers in a group, child/adult ratio, teachers' qualifications and working experience, and enrollment of teachers into in-service training. The child/adult ratio was found to be a stronger predictor of process quality than the group size and the number of teachers. No connection was revealed between process quality and teachers' age and working experience. The impact of in-service training depends on the evidence-based orientation.
Quality Education in the Flexible Preschool. Implications for Children and Teachers with Large Work Teams, Large Groups of Children and Open-Space Environments
Author: Lohmander, Karlsson Lohmander
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Large Group Instruction,Educational Environment,Preschool Education,Educational Policy,Educational Change,Class Size,Well Being,Educational Benefits

Since the beginning of the 1970s, quality early childhood education and care (preschool) has been a national priority in Sweden. Over the years, policy changes such as the marketisation of the welfare system with increased state regulation and a focus on cost-effectiveness and performativity have resulted in modifications to the services offered. Because of its potential impact on children's learning, wellbeing and development, the preschool environment--as reflected in its spatial design and pedagogical organisation--is considered an important quality indicator. Since the late 1990s and the beginning of the 2000s, there has been a tendency towards flexible organisation, with 40-50 young children and a team of 6-8 staff members working together and sharing educational spaces. Taking these reforms as the point of departure, this article examines the rationale for the policy changes and considers their implications for children, teachers and the quality of the preschool education. Data sources include policy documents as well as contemporary research. Findings indicate that policy reforms with shifting pedagogical organisation seem to be proposed and introduced without robust research evidence of the implications for children and teachers.
Immigrant Identity and Experiences in U.S. Higher Education Research: A Systematic Review
Author: George Mwangi, Chrystal A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Immigrants,College Students,Student Mobility,Higher Education,Self Concept,Student Experience,Educational Research,Periodicals,Journal Articles,Content Analysis,Systems Approach,Ecology

As immigrant students continue to enter U.S. education at growing rates, it has become increasingly important for researchers, practitioners, and policymakers to understand these students' pathways into and through college as well as the factors impacting their success. Using a systematic review, this analysis provides a comprehensive understanding of how global mobility shapes and is shaped by U.S. higher education, particularly in how immigrant identity and immigrants' experiences are depicted in U.S. higher education scholarship.
Children as Cosmopolitan Citizens: Reproducing and Challenging Cultural Hegemony
Author: Supa, Markéta
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Influences,Citizenship,Global Approach,Children,Foreign Countries,Stereotypes,Social Bias,Social Media,Multicultural Education,Elementary School Students

The article argues that, although digital and social media provide space and means for children's cosmopolitan citizenship, the tendency to reproduce cultural and ethnic stereotypes and prejudice prevalent in mainstream media can limit their capability and willingness to act and think as such. Drawing upon qualitative participatory research conducted with more than seventy children living in the Czech Republic, the article explores how children's media practice had a tendency to reproduce cultural hegemony. The paper ultimately argues that multicultural education and media education can together support children in reflecting on and challenging cultural hegemony, while at the same time potentially contribute to their transnational participation and cooperation with the use of digital and social media.
A Qualitative Study on Identity Construction among Teachers Working with Students with Disabilities
Author: Rostami, Farzad
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Identity,Self Concept,Elementary School Teachers,Teacher Attitudes,Teacher Student Relationship,Students with Disabilities,Children,Special Schools,Intellectual Disability,Collegiality,Social Status,Professional Development,Foreign Countries

The purpose of this study was to explore multiple facets of the professional identities of Iranian in-service teachers in exceptional schools. The study adopted a qualitative design. The data were collected through in-depth interviews with 14 in-service teachers. The participants were selected through purposeful sampling. Each interview lasted up to 40 minutes. The whole procedure of the data collection was audio-recorded, and verbatim transcriptions were made. Thematic analysis was utilized to analyze the qualitative data. Three themes emerged: relationships, lower identity, and professional identity. The study has some implications for policymakers, curriculum designers, educational psychology, and teacher educators.
Enrolled or Engaged? Students&apos; Perceptions of Engagement and Oral Interaction in a Blended Learning Language Course
Author: Korkealehto, Kirsi
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Learner Engagement,Japanese,Second Language Learning,Second Language Instruction,Online Courses,Oral Language,Blended Learning,Language Skills,Business Administration Education,Diaries,Content Analysis,Cooperative Learning,Assignments,Teaching Methods,Undergraduate Students,Integrated Learning Systems,Foreign Countries,Instructional Design,Usability,Educational Technology

Student engagement is essential in online language courses where the risk of suspending studies is higher than in face-to-face teaching. Furthermore, oral language rehearsal is challenging in such a course; therefore providing sufficient assignments to rehearse oral interaction is central. This study investigates how student engagement and oral language skills rehearsal are perceived in a blended learning language course. The course design was based on multimodality and the applied theoretical frameworks were ecological language learning and the notion of engagement. The study was conducted, and the data were collected in a 5-credit course for 1st-year business administration students (n=22). The qualitative data include students' learning diaries and open-ended questions of a post-course online questionnaire; the data were analysed according to the qualitative content analysis method. The findings suggest that meaningful course design with authentic assignments and course material enhanced students' academic engagement; students' own activity was perceived to foster academic engagement equally. Social engagement was reinforced mainly by successful collaboration, but students' own actions had a great impact as well. In terms of oral interaction, collaborative, meaningful assignments and student's own investment in practicing had a positive impact on students' oral interaction. This study contributes to earlier research since it provides an insight into student academic and social engagement in a blended learning context and the findings can guide educators to design more engaging language learning courses in higher education.
In-Service Teachers&apos; Perceptions of Technology Integration and Practices in a Japanese University Context
Author: Wang, Yijen
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,Teacher Characteristics,Technology Integration,Computer Assisted Instruction,Educational Technology,Integrated Learning Systems,Resistance (Psychology),Adoption (Ideas),Barriers,Chinese,Second Language Instruction,Second Language Learning,Private Colleges,Foreign Countries,Technological Literacy

To understand in-service language teachers' intrinsic barriers to technology integration in higher education contexts, this in-depth study investigated four teachers teaching Chinese as a foreign language (CFL) at a private university in Japan. The researcher trained the four teachers with varied digital literacy how to create and utilise online materials in a dedicated Moodle site, and the teachers' training processes, as well as actual classroom practices, were then observed. Qualitative and quantitative data were collected over three semesters, including: (1) a pilot survey before Moodle integration to access the teachers' attitudes and expectation of educational technology use; (2) classroom observations to investigate how the participants use technology in their CFL classroom; (3) audio recordings and field notes collected in a workshop and interviews to explore reasons behind behaviours; and (4) access logs in Moodle to determine the participants' engagement through online materials inside and outside the classroom. The findings' implications in terms of teachers' experiences, emotions, competences, beliefs, motivations, and sociocultural factors affecting their determinations of technology integration in CFL classrooms in a Japanese higher-education setting are presented. Future considerations and ongoing challenges are discussed to highlight the implications for research, policymakers, teacher educators, and stakeholders.
The Impact of Implementing Augmented Reality to Enhance the Vocabulary of Young EFL Learners
Author: Binhomran, Kholoud
Date: 2021-00-00
Type: Journal Articles
Subjects: Simulated Environment,Computer Simulation,Educational Technology,Vocabulary Development,Second Language Learning,English (Second Language),Learning Motivation,Retention (Psychology),Elementary School Students,Grade 6,Scores,Teaching Methods,Instructional Effectiveness,Outcomes of Education,Foreign Countries

This study seeks to contribute to the small, but growing area of research regarding technology potential in the field of vocabulary research. The study aims to determine the usefulness of augmented reality (AR) technology in EFL vocabulary learning. An experiment was conducted to examine young learners' motivation and vocabulary retention. The current study employed two instruments: a pre-post-delayed test and an interview. The participants (N=73) were primary school sixth-graders (11-12 years old) and were assigned into two groups, experimental (38) and control (35). The findings revealed that there were differences in the mean scores in favour of the experimental group. However, these differences were not statistically significant. Furthermore, seventeen students were interviewed regarding their perceptions of the used technology. The findings showed that AR results in better understanding and higher levels of motivation among students. The study also highlighted the role of technology in the domain of language learning.
An Analysis of Preschool Children Emotional Intelligence Using RASCH Model
Author: Rohaizad, Nor Aizal Akmal
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Emotional Intelligence,Preschool Education,Child Development,Foreign Countries,Scoring Rubrics,Test Construction,Test Validity,Test Reliability

It is very important for each individual to have a good emotional control in human well-being. In children level, they can manage their lives in a more orderly and harmonious if they have a good level of emotional intelligence (EI). However, in previous studies, there is no specific rubric developed to assess children EI. Therefore, the purpose of this research is to develop an EI rubric for children in the age group of four to six years. This study involved 20 children at preschool in Kuala Terengganu and by using the Cohen Kappa Consensus Coefficient Rating Scale formula, the research data were evaluated. To see the validity and reliability of the quantitative data, the Rasch Model analysis was utilised. To produce a competent, skilled, creative and innovative generation, the implications of this study are expected to be a basic study of children focusing on EI development in education.
Evaluating the Effectiveness of an Online Pre-Sessional Course for Japanese and International University Students
Author: Hansen, Kelly
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Course Evaluation,Second Language Learning,Second Language Instruction,Instructional Effectiveness,English (Second Language),Language of Instruction,College Preparation,Interdisciplinary Approach,High School Graduates,Foreign Students,Program Design,Personal Autonomy,Independent Study,Student Attitudes,Feedback (Response),Course Objectives,Goal Orientation,Foreign Countries,Comparative Analysis

This study explores the role of an online pre-sessional program in preparing students to matriculate into an English-medium bachelor's program at a Japanese university. The study covers two program sessions, the first of which consisted primarily of international students, and the second comprised mainly of graduates of Japanese high schools. To accommodate the wide range of students from both Japan and abroad, the instructors aimed to design a program that would introduce participants to the learner-centred, interdisciplinary curriculum of the bachelor's program, encourage the development of learner autonomy regarding language study and personal academic goals, and generally ease the transition to an English-medium curriculum. Assessment of the pre-sessional program is based on the first two sessions and includes both quantitative data (usage data drawn from the online platform and questionnaires issued at the end of each pre-sessional program), and qualitative feedback gathered through opened-ended comments on the questionnaires and focus group discussions held during the first or second semester after matriculation. Results highlight gaps between instructor goals and student expectations, as well as distinctly different patterns of participation that emerged in the two sessions, despite nearly identical content.