ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Ability in Construction of Mathematical Skill and Process Instruments for Students in the Faculty of Education
Author: Sawangboon, Tatsirin
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Mathematics Instruction,Teacher Education Programs,Universities,Guidelines,Test Construction,Learning Processes,Student Teachers,Student Teacher Attitudes,Teacher Developed Materials,Mathematics Tests,Foreign Countries

The measurement instruments are part of assessment the teacher uses in assessing the learner's learning process and outcomes. So, it is very necessary to prepare teacher students for their future as teachers. The objectives of this research were 1) to develop guidelines on construction of mathematical skill and process instruments, 2) to develop ability of construction of mathematical skill and process instruments of teacher students to meet the 70 percent criterion. The target group of the focus group discussion consisted of 4 experts in mathematics study. The experimental group consisted of 48 4th year students in the Faculty of Education, Mahasarakham University, obtained through cluster random sampling. The instruments used in the research were focus group issues, guidelines on construction of instruments, and an assessment form for ability of construction of mathematical skill and process instruments. The analysis of data employed content analysis and one sample t-test analysis. The research results were as follows: 1) The guidelines on construction of mathematical skill and process instruments emphasized enabling students to design instruments by themselves, by answering the following questions: &quot;What is measured?&quot; (What), &quot;Why is it measured?&quot; (Why), &quot;When is it measured?&quot; (When), &quot;Who measures it?&quot; (Who), and &quot;How is it measured?&quot; (How). The instruments constructed were various. 2) The ability of construction of mathematical skill and process instruments of the teacher students met the 70 percent criterion, with statistical significance at the .05 level (t=7.06, df=47). The research results, apart from being able to be used with teacher students, can also be used with in-service teachers.
Transmission of Yugu Folk Song Knowledge in Sunan County, Gansu Province, China
Author: Erjian, Ma
Date: 2023-00-00
Type: Journal Articles
Subjects: Singing,Folk Culture,Teaching Methods,Music Education,Ethnic Groups,Tribes,Cultural Maintenance,Turkic Languages,Geographic Regions,History,Foreign Countries

The qualitative research method is used in this study to investigate ways to transmit Yugu folk song knowledge in Sunan County, Gansu Province, China. The area was selected in Sunan County, Gansu Province, China. The fieldwork method is mainly used for collecting data, together with the information from the document. The study results are as follows: The origins of the Yugu people are not single but multiple. They are a new ethnic community formed by the integration of the ancient Uighurs and the ancient Mongolian tribes. The Yugu people are currently the best-preserved ethnic group in the world's Ancient Turkic language, due to the characteristics of the language and the geomorphological characteristics of the Yugu area, making the Yugu music unique and different from the music of the surrounding Han and other ethnic groups. The development of Yugu folk songs can be divided into five periods: 1) the Mobei period before 840 AD and the production period of Yugu ancestral folk songs; 2) from 840 AD to the beginning of the 16th century, the gradual development of the art of Hui folk songs; 3) from the beginning of the 16th century to 1953, the excavation period of traditional folk songs of the Yugu people; 4) from 1953 to 1990, the prolific period of Yugu folk song creation; 5) since 1990, the trough period of traditional Yugu folk songs and the development period of newly created songs.
Animal Ethics in Biology Teaching and Research in Selected Asian Countries
Author: Wallis, Robert
Date: 2023-00-00
Type: Journal Articles
Subjects: Ethics,Biology,Science Instruction,Animals,Laboratory Experiments,Governance,Cross Cultural Studies,Best Practices,Comparative Education,Guidelines,Audits (Verification),Foreign Countries,Legislation,Scientific Research,Standards,Secondary Education

Governance and regulation of the use of live animals in research and teaching is examined in Australia, Malaysia, Indonesia, the Philippines, Singapore, Thailand, China, Japan and India. A comparison of the systems in different countries will enable the determination of best practice and fit-forpurpose regulation. The most comprehensive government regulation of animal welfare in institutions covers a broad range of animals and institutions are required to have an Institutional Animal Care and Use Committee, whose membership is specified in guidelines or regulations. The work of the Committees is rigorously overseen by government and facilities that use live animals are audited externally. All countries examined have legislation governing the use of live animals in research, although only Australia and Malaysia have a fully equivalent mandated oversight of teaching. Teaching that uses live animals is partly covered in the Philippines, Japan, Singapore and Thailand This paper thus aims to review the regulation of animal use in different Asian jurisdictions in order to determine best practices that are appropriate to those settings. The most comprehensive oversight is provided in Australia and Malaysia that essentially use the same regulatory framework.
Students&apos; Inquiry Skills Progression Based on STEM Approach and Inquiry Lab
Author: Chaerunisa, Zahra Fathya
Date: 2023-00-00
Type: Journal Articles
Subjects: Inquiry,Science Process Skills,Biology,Scientific Concepts,Science Instruction,STEM Education,Science Laboratories,Foreign Countries,Grade 11,Secondary School Science,Secondary School Students

Inquiry skills are one of the skills that students need to master in learning biological concepts. Inquiry skills are influenced by many factors, one of which is the lesson plan. This study aims to examine the effect of inquiry lab and STEM models on inquiry skills progression. The research design used was a quasi-experiment non-randomized control group, pretest-posttest design, with three treatments, namely discovery learning lesson plan as control (C), inquiry lab lesson plan (E1) and STEM lesson plan (E2) as treatment. The three classes were randomly selected from six classes XI of Science. All students in the selected class became the research sample (N = 98), with details. The control class consisted of 33 students, E1 32 students, and E2 33 students. The material taught in all classes is the human respiratory system. Data in inquiry skills progression is measured before and after treatment. The instrument takes the form of an essay test. Data analysis using ANCOVA (p = 0.05%). The results showed that the inquiry lab and STEM models had a significant effect, and the inquiry lab model had the best effect.
Australia&apos;s Reading Writing Hotline: An Ongoing Innovation
Author: Iles, Vanessa
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Educational Innovation,Educational Television,Referral,COVID-19,Pandemics,Adult Literacy,Distance Education

The Reading Writing Hotline was originally conceived as phone support for viewers of an educational TV series. Celebrating it's 30th anniversary next year, it has evolved to become a national referral service for learners, as well as an information and advisory service for industry and community. It recorded a significant increase in call numbers and complexity during the pandemic. Because of its unique connections with learners and program providers, the Hotline's case studies and statistics are a valuable resource for governments and policymakers. The Hotline is trialing several pilot projects to address gaps in adult literacy provision.
&quot;When I See a Sale, I Say: &apos;Ah! But When Will This Expire?&apos;&quot;: Pragmatic Relations in the Practices of Reading Expiration Dates by Older Women Literacy Students
Author: Grossi, Flávia Cristina Duarte Pôssas
Date: 2023-00-00
Type: Journal Articles
Subjects: Older Adults,Females,Adult Literacy,Merchandise Information,Food,Foreign Countries,Numeracy,Adult Education,Literacy Education

This study analyses how older (mostly 60 years or over) women who are literacy students at Youth and Adult Education Program in a small village of Brazil appropriate school numeracy practices during a class about the discursive genre &quot;label&quot; and the information it conveys. We focus on the students' participation in the discursive interactions that take place in events involving concepts, ideas, procedures, rules, and values related to reading and registering the system used to write expiration dates. Using an example, we discuss how the different modes of this appropriation carried out by the students change the didactical activity and innovatively forge the pedagogical relationship.
ChatGPT: Leveraging AI to Support Personalized Teaching and Learning
Author: Cacicio, Sarah
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Individualized Instruction,Technology Uses in Education,Cooperative Learning,Adult Students,Adult Educators

Some adult learners are self-directed, but most benefit from ongoing guidance and support from educators--even more so in technology-rich environments. The purpose of this column is to explore ways to leverage digital tools to enhance collaborative learning experiences among adult educators and learners. Rather than aim for mastery of a digital tool before use, educators are encouraged to consider learning new technologies alongside their students, modeling the reality of ongoing skill development as our way of life.
Translanguaging in Adult Basic Education Worldwide
Author: Kaiper-Marquez, Anna
Date: 2023-00-00
Type: Journal Articles
Subjects: Adult Basic Education,Language Usage,Code Switching (Language),Literacy Education,Student Empowerment,Social Justice,Equal Education

The article discusses the concept of translanguaging, which refers to the use of multiple languages and language features to maximize communication. While research on translanguaging primarily focuses on K-12 learners and higher education contexts, limited research exists on adult language and literacy education. The article emphasizes the potential of translanguaging to support adult learners' literacy skills, empowerment, and language legitimization. It also highlights the need for further research and its potential to promote social justice and equity in adult language classrooms globally.
Connections between Achievement Emotions and Covariational Reasoning: The Case of Valeria
Author: Nava Guzmán, Cristian
Date: 2023-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Mathematical Logic,Thinking Skills,High School Students,Calculus,Mathematics Achievement,Problem Solving,Cognitive Ability

This research explores the link between achievement emotions and covariational reasoning, a type of mathematical reasoning involving two variables. The study employs a case study approach, focusing on a high school calculus student named Valeria, and develops a theoretical framework based on the control-value theory and levels of covariational reasoning. The results reveal that Valeria's ability to coordinate variables and her perceived importance of solving mathematical problems influence her experience of achievement emotions, including enjoyment and frustration. The case study enables the creation of a hypothetical model that explains how students feel achievement emotions when tackling mathematical tasks that require covariational reasoning. The study highlights the significance of comprehending the interplay between emotions and mathematical reasoning to cultivate advanced cognitive and emotional abilities. This research is essential in bridging the gap between emotions and mathematical reasoning, a topic that has been previously overlooked in research on the affective domain.
Designing Mathematics Standards in Agreement with Science
Author: Hartman, JudithAnn R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Standards,Kindergarten,Elementary Secondary Education,Mathematics Achievement,Mathematics Tests,Memorization,Learning Processes,Mathematical Concepts,Concept Formation,Problem Solving,Short Term Memory,Educational Change,State Standards,Scientific Research,Comparative Education

To learn mathematics, historically students had no choice but to memorize fundamental facts and apply memorized algorithms. Since 1995 in the US, all states have adopted standards to govern K-12 mathematics instruction, and in most, standards have de-emphasized memorization and emphasized reasoning based on concepts. This change assumed the brain could reason in mathematics without relying on memorized knowledge. Scientists who study the brain have recently verified this assumption was mistaken. Due to stringent limitations in working memory (where the brain solves problems), mathematical problem-solving of any complexity requires applying well-memorized facts and procedures. A decade after the implementation of standards in most states, US young adults ranked last in testing in mathematics among 22 nations. Changes are proposed to state K-12 standards, which recent scientific research suggests would substantially improve student mathematics achievement.
Mass Literacy Campaigns: A Way Back to the Future?
Author: Boughton, Bob
Date: 2023-00-00
Type: Journal Articles
Subjects: Adult Literacy,Models,Political Influences,Geographic Regions,Foreign Countries,Neoliberalism,Ideology,Economic Development,Outreach Programs,Literacy Education

In the 1960s and 1970s, mass campaigns were the dominant model of adult literacy provision, especially in countries of the Global South. After a long absence, there is now a revival of international interest in this model. This paper looks back on the earlier history of mass campaigns and the geopolitical reasons for their rejection, to help make sense of the problems encountered by more recent attempts to mount literacy campaigns in Timor-Leste and Australia. This analysis problematizes the concept of innovation, by identifying its association with a neo-liberal ideology of economic development which continues to produce adult literacy policy and programs which are ineffective at a national or global level.
Problematizing the Imperative to Innovate: An Examination of Innovations in Adult Literacy
Author: Yasukawa, Keiko
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Teaching Methods,Adult Literacy,Literacy Education,Definitions

Innovation is a ubiquitous term, and its use to promote neoliberal values such as competition, efficiency and its privileging of technology driven initiatives has been critiqued by educational researchers, including adult literacy researchers. This article argues that innovation in adult literacy (and perhaps in education generally) is a concept that needs to be problematized. While there appears to be a general agreement in the education and wider social science literature about the definition of innovation, the problem is the lack of specificity in &quot;what the innovation is better for&quot; when celebrating innovation as if it is inherently good.
Taking Notes as a Strategy for Solving Reality-Based Tasks in Mathematics
Author: Wienecke, Lisa-Marie
Date: 2023-00-00
Type: Journal Articles
Subjects: Notetaking,Problem Solving,Mathematics Education,Authentic Learning,Foreign Countries,Grade 7,Grade 8,Middle School Students,Individual Differences,Student Characteristics,Word Problems (Mathematics)

This study investigates the extent to which student and task-related characteristics are associated with different types of note-taking and analyzes how task success depends on these elements. For this purpose, a sample of n=866 students (age: mean=13.99) completing two reality-based tasks as part of a paper and pencil test are considered. The results demonstrate that the note-taking type differs significantly between the two parallel constructed tasks. For example, language skills (r=0.26), interest in mathematics (r=0.13), and the socio-economic statuses (r=0.12) are observed to be significantly correlated to greater note-taking frequency. Based on linear regression (dependent variable: successful task solution), 34% of the variance is attributed to note-taking and other student characteristics. The most relevant predictor for a successful task solution (ß=.36) is notes containing an elaboration of the given task information.
Specifying and Identifying Signs of &apos;Resonance&apos; in Teachers&apos; Professionalization Processes as a Condition for Teacher Change
Author: Büscher, Carina
Date: 2023-00-00
Type: Journal Articles
Subjects: Professionalism,Faculty Development,Cross Cultural Studies,Foreign Countries,Models,Educational Change,Mathematics Instruction,Mathematics Teachers,Language Usage,Teaching Methods,Teacher Attitudes,Learning Processes

Many studies on professionalization research deal with the question of how teachers actually learn or how teacher change occurs. In this context, Clarke and Hollingsworth (2002) describe a model for capturing teacher change in different domains (external, personal, domain of practice and domain of consequence) and how changes in one domain can affect other domains over time. The present article suggests the notion of resonance for analyzing teachers' professionalization processes in order to better understand the reasons for teacher change on a micro level in their complexity. The idea was to supplement the model by the dimension of teachers' professional conditions, to capture and describe the phenomenon that an active process of engagement with the professional development (PD) content is set in motion. We consider teachers' resonance to be a condition for a successful professionalization process. Insights from two different research projects from Germany and Norway demonstrate the scope of the notion of resonance. Consequences for facilitators and the design of further PD programs are discussed.
Peer Cooperation during Teaching in Paired Field Placements: Forms and Challenges
Author: Do, Minh-Ly
Date: 2023-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Field Experience Programs,Placement,Teacher Education,Student Teachers,Preschool Teachers,Elementary School Teachers

Paired field placement is an important element of teacher education where student teachers can acquire professional cooperative skills through team teaching. However, little is known about challenges that student teachers face during team teaching. Also, knowledge about challenges during the team teaching process (e.g. planning, instruction, reflection) is scarce. This study focuses on pre-primary and primary student teachers' challenges with peer cooperation during team teaching, the problems they face, and how they cope with negative experiences. Data were collected from 30 student teachers through in-depth, semi-structured interviews. Results reveal various forms of conflict during different phases of peer cooperation in team teaching such as lack of flexibility due to pressure to follow agreements, or unclear roles and responsibilities. Instruction turns out to be the most challenging phase of team teaching, with lack of compatibility with the peer as the most frequent reason for problems. Reflection is rarely used in a cooperative setting. The findings also revealed the frequent use of reactive strategies to cope with challenges, particularly the strategy of avoiding problems.
Examining Perceived Social Support and Levels of Happiness in Mothers of Children with Autism Spectrum Disorder
Author: Kurt, Özgür
Date: 2023-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Mothers,Children,Autism Spectrum Disorders,Social Support Groups,Psychological Patterns,Adolescents,Young Adults,Family Role,Foreign Countries

The aim of this study is to examine perceived social support and levels of happiness in mothers of children with autism spectrum disorder. The study group of the research consists of 30 mothers providing primary care to 30 subjects (5 girls and 25 boys) aged 7-25 attending the Armagan Dönertas Handicapped Children Education and Rehabilitation Application and Research Centre of Trakya University, and who were in the autism spectrum disorder group according to the DSM-5 criteria. In line with the purpose of the study, the participants were asked to respond to the Multidimensional Scale of Perceived Social Support, whose Turkish validity and reliability study was conducted by Dogan and Akinci-Çötok (2011), and the Oxford Happiness Questionnaire, whose Turkish validity and reliability study was carried out by Arkar and Yaldiz (2001). Based on the findings of the study, it was determined that the highest perception of social support was for Family Support. Furthermore, when evaluated in terms of standard deviations, it was determined that there was a more homogeneous distribution in this dimension compared to the others. It was seen that the distributions in the other dimensions were slightly above the mean. Considering the distribution of the happiness questionnaire, it was determined that the distribution was close to the mean. Moreover, it was determined that the minimum score was 77 and that the maximum score that could be obtained from the scale was 139, not 174. It was seen that the distribution was in the range of 62 points and remained within a limited structure. The findings of the study show that there was no significant relationship between the items of Happiness and Perceived Social Support. It is predicted that mothers' levels of happiness will increase by benefitting from professional social support resources and services provided by social care experts.
Think-Pair-Share in the Development of Grade 7 Student Multiply and Divide Decimal Mathematical Achievement
Author: Peanark, Pragaifa
Date: 2023-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Grade 7,Middle School Students,Arithmetic,Mathematics Achievement,Instructional Effectiveness,Foreign Countries,Public Schools

In this study, the effectiveness of a learning management plan using the think-pair-share technique on students' learning of decimal multiplication and division was investigated. The quasi-experimental study involved 42 grade 7 students in a public school in Thailand, who were simple random sampling. The study used a learning management plan, a learning achievement test, and a scoring rubric as instruments and employed the effectiveness index and a paired samples t-test to analyze the results. The results showed that the think-pair-share technique was effective in improving the student's understanding of decimal multiplication and division and that the students demonstrated learning outcomes on most topics and met the requirements on the post-test. The study also found that there was a significant improvement in the student's scores on the pre-test and post-test.