ethanporcaro/eric-fulltext-meta huggingface dataset:
Conceptual Subitizing and Preschool Class Children&apos;s Learning of the Part-Part-Whole Relations of Number
Author: Wästerlid, Catarina Anna
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Children,Mathematics Education,Mathematics Skills,Number Concepts,Arithmetic,Intervention,Outcomes of Education,Mathematics Tests,Scores,Foreign Countries

Few research studies within the field of mathematics education have focused on the ability to recognize quantities quickly and accurately without counting (i.e. subitizing). The aim of this research was to empirically explore the role of conceptual subitizing activities for enhancing preschool class children's learning of the part-part- whole relations of number. 24 children (aged 6-7) and two teachers participated in the intervention. Due to ethical issues, data were only collected from 18 of the children. The design was a collaborative and iterative intervention, employing a mixed-method approach. Data consisted of pre-and post-test, teacher observation notes and teacher responses to questions about the children's learning. Both the quantitative and qualitative analysis showed that conceptual subitizing activities supported children's knowledge development regarding part-part-whole relations of number. At the group level, the children´s results between pre-and post-test showed an increase of 18.1 percent units and more than half of the children showed conceptual subitizing abilities in a qualitatively more developed way after having participated in the intervention. The result indicated that conceptual subitizing activities might enhance preschool class children's understanding of the part-part-whole relations of number. The results however also elucidated that not all children improved their understanding of the part-part-whole relations of number. Future research should therefore consider individual differences when developing and carrying out interventions.
Affective Factors Contributing to Southeast Asian and East Asian Eighth Graders&apos; Science Achievement in TIMSS 2015
Author: Lay, Yoon Fah
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 8,Secondary School Students,Student Attitudes,Positive Attitudes,Value Judgment,Learner Engagement,Self Efficacy,Science Education,Science Achievement,Teacher Effectiveness,Educational Policy,Performance Factors,Asians,Foreign Countries,Achievement Tests,Science Tests,International Assessment

Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the affective factors contributing to eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely-downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that students' views on engaging teaching in science (BSBGESL) were negatively and significantly contributed to eighth-grade students' science achievement in Thailand, Singapore, Chinese Taipei, and Hong Kong SAR. Students Like Learning Science (BSBGSLS) were positively and significantly contributed to eighth-grade students' science achievement in Malaysia, Singapore, Thailand, Hong Kong SAR, and Chinese Taipei. Students Confident in Science (BSBGSCS) were positively and significantly contributed to eighth-grade students' science achievement in Korea, Japan, Chinese Taipei, Hong Kong, Thailand, and Singapore. Students Value Science (BSBGSVS) was positively and significantly contributed to eighth-grade students' science achievement in Japan, Korea, Thailand, Chinese Taipei, Singapore, and Malaysia. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS studies.
Developing Character Education through Academic Culture in Indonesian Programmed Islamic High School
Author: Isnaini, Rohmatun Lukluk
Date: 2020-00-00
Type: Journal Articles
Subjects: Values Education,Religious Schools,Islam,School Culture,High School Seniors,Grade 12,Dormitories,Moral Values,Social Values,Ethics,Responsibility,Academic Education,Educational Environment,High School Teachers,Foreign Countries

Academic dishonesty, which is a part of educational problems, occurs mostly in religious-based high schools. The dishonest behavior of these students is contrary to the application of character education in educational institutions. This research aimed to describe the experiences of teachers and students in the Programmed Islamic High School (PIHS) relating to academic culture in the development of student character education. The data collection method used in this research was a phenomenological qualitative method by conducting in-depth interviews with four teachers and six students in a PIHS. Apart from the results of the interviews, the acquisition of data was also supported by documentation and observations of the daily activities of the students, which reflected the application of character education. The results showed that the academic culture at PIHS contributes greatly to developing student character education. Character education developed from academic culture can be seen from their academic discourse, publications, knowledge acquisition, disciplinary, and academic activities management. From the academic culture, students have a religious, honest, nationalistic, responsible, cooperative, and independent character. This research suggests that the pattern of academic culture in the development of character education in PIHS can be adopted by other religion-based schools.
The Learning Continuum of Living Reproduction: Generating a Curriculum Grid Based on Students&apos; Cognitive Levels
Author: Trilipi, Desi
Date: 2020-11-00
Type: Journal Articles
Subjects: Curriculum Design,Cognitive Development,Teacher Attitudes,Instructional Materials,Science Instruction,Science Teachers,Biology,Junior High School Teachers,High School Teachers,Teacher Surveys,Recall (Psychology),Anatomy,Physiology,Difficulty Level,Course Content,Diseases,Plants (Botany),Animals,Biochemistry,Foreign Countries

One of the overlapping curriculum designs indicates the mismatch of teaching materials with the cognitive level process and student development, impacting the unstructured qualification of mastery of the material. On the other hand, the breadth and depth of teaching materials in the curriculum must be following students' mental development and level of cognitive processes. This study aims to collect the opinions of science teachers in junior high schools and biology teachers in high schools about the learning continuum design on reproducing living things. The method used is a survey. The study population is a hypothetical population with a convenience sample. The sample involved in this study were 111 teachers in Bantul Regency and Yogyakarta City. The data collection method used a questionnaire distributed through four subject teachers' conference (MGMP). The data obtained were analyzed using descriptive analysis. The results showed several sub-aspects of reproduction of living things that cannot be taught in elementary schools. The material for propagating fungi, protists, bacteria, and viruses starts in grade VII with a cognitive level of C1 (remembering), after previously students received material about types of animals and plants in grade VI (elementary school). Furthermore, the material on reproductive anatomy and physiology can only be given to class IX with cognitive level C2 (understanding) and continued in class X and XI with cognitive level C4 (analyzing). Especially for reproductive anatomy and physiology, fungi were introduced to class VII with C1 level cognitive processes (remembering). This teacher opinion generates a learning continuum grid that can help policymakers improve educational curriculum.
Information Technology Solutions for Overdose Prevention: Perspectives from the Field
Author: Ali, Sarah
Date: 2020-00-00
Type: Journal Articles
Subjects: Prevention,Drug Addiction,Drug Abuse,Information Technology,Identification,Maps,Adoption (Ideas),Public Health

Drug addiction and misuse have long plagued communities throughout the country, with drug overdose claiming more than 750,000 lives over the past two decades. As the crisis is multifaceted, it requires and beckons all sectors to respond, including the public, private, and nonprofit sectors. This creates unique data sharing challenges. In response to those challenges and recognizing the need for more accurate and timely data, the Washington Baltimore HIDTA created the Overdose Detection Mapping Application Program (ODMAP). This platform provides near real-time suspected overdose surveillance data across jurisdictions to support public health and safety response efforts. This article discusses the utility and functionality of ODMAP, and shares perspectives and practices established from the ODMAP stakeholder community, providing insight about effective information sharing and partnership, the use of ODMAP, and putting data into action.
Disablers and Enablers in the Uptake of Information Communication Technologies in Rural Primary Schools of Mwinilunga District, Zambia
Author: Kaumba, Melody
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Elementary Schools,Barriers,Educational Technology,Technology Uses in Education,Access to Computers,Internet,Telecommunications,Handheld Devices,Expertise,Teacher Competencies,Technological Literacy,Educational Needs

In this study we interrogated disablers and enablers in the uptake of Information Communication Technologies (ICTs) in five rural primary schools in Mwinilunga district, Zambia. A qualitative research methodology and descriptive research design were applied. An interview schedule and focus group discussions were used as research instruments to interrogate the research problem. Findings of the study were that the teaching of the ICT component particularly in Creative and Technology Studies in rural schools of Mwinilunga district faced many challenges such as lack of ICT equipment, poor internet connectivity, limited skilled human resources and lack of supportive infrastructure. To overcome the disablers, various strategies were applied by schools such as use of personal cell phones as teaching devices, use of zonal schools for capacity building points in ICTs and use of ICT expert teachers as resource persons. The study recommends that Government should make provision for computers and computer facilities in schools through collaboration with other education stakeholders, The government through the Ministry General Education should train more teachers in ICT teaching methodologies and should provide all schools with power supply so that teachers in rural areas can effectively implement the teaching of Information Communication.
Ability to Foster Schoolchildren&apos;s Ecological Literacy as a Result of Prospective Biology Teachers&apos; Professional Training
Author: Bilianska, Mariia
Date: 2020-00-00
Type: Journal Articles
Subjects: Environmental Education,Literacy,Preservice Teachers,Science Teachers,Biology,Preservice Teacher Education,Elective Courses,Teaching Methods,Foreign Countries

An important role in preventing the negative effects of human impact on the environment is played by environmental literacy, which is connected with developing the ability to use natural resources wisely and reduce waste as well as awareness of the role of the environment for safe and healthy living. The scientific studies on formation of students' ecological literacy were analyzed. It was revealed that the current state of training future Biology teachers for developing students' environmental literacy is not efficient. Ability of prospective Biology teachers to form students' ecological literacy is identified by the unity of value, cognitive and procedural components. Theoretical substantiation of the technology of training future Biology teachers for increasing students' ecological literacy is carried out. The peculiarity of the technological process is the study of the elective courses &quot;Conducting Ecological Pedagogical Activities&quot;, &quot;Technologies of Environmental Education and Upbringing&quot;, &quot;Methods of Teaching Ecology&quot;, use of interactive teaching methods, combination of training sessions, independent work, practical training, and control measures. Criteria for the formation of each component are students' attitude to the environment and its preservation, the level of knowledge acquisition, the level of mastery of the methods of developing school students' environmental literacy. A three-level approach to evaluating the results was used. The average level of formation of each component dominated. During the experimental training, statistically significant positive changes in the formation of each component took place. This confirms the feasibility of further implementation of the technology.
Factors Influencing EFL Students&apos; Motivation in Online Learning: A Qualitative Case Study
Author: Mese, Esra
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Learning Motivation,Electronic Learning,Online Courses,Web Based Instruction,Student Attitudes,Distance Education,Virtual Classrooms,College Students

Motivation is one of the key factors that affect L2 learners' success and performance in the language learning process; that is why, widely concerns teachers and researchers. Amidst a global health crisis that urged most English preparatory schools across Turkey to carry out their English as a Foreign Language (EFL) lessons online, the question of motivation attracted even more attention. A qualitative case study was conducted in order to explore students' perceptions of online teaching and how it affects their motivation over a period of a seven-week-course. The data was collected through semi-structured interviews and creative writing samples of 12 students from an intact classroom. Both interviews and creative writing tasks demonstrated that students overall believe online education has a negative impact on their motivation due to lack of social interaction, a mismatch between expectations and content, organizational problems and the organization of learning environments. Pedagogical implications are listed.
Distance Education during COVID-19: The Perspective of Slovak Teachers
Author: Mikušková, Eva Ballová
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Teacher Attitudes,Distance Education,Educational Technology,Technology Uses in Education,Elementary School Teachers,Secondary School Teachers,Teaching Experience,Personality Traits,Teacher Characteristics,Emotional Response

As the new coronavirus SARS-CoV-2 (causing COVID-19) has begun to spread around the world, education has taken the form of distance education from one day to the next. To this day, little is known about distance education during the pandemic period from teachers' point of view, so the study focused on perception and management of distance education in primary school (primary and lower secondary education) and upper-secondary school (upper secondary education) teachers; and the main aim was to explore the connection between teaching experience, personality traits, and emotions of teachers and their perception and management of distance education during the coronavirus pandemic. The research sample consisted of 379 teachers (89.7% women) aged 23-70 years (M = 44.91; SD = 10.38). They completed the questionnaire which consisted of: demographic questions, questions related to perception and management of distance education, the Positive and Negative Affect Schedule and the Big Five Inventory 2. During the pandemic period, the negative emotions of teachers increased while positive emotions decreased; distance education was closely related to emotions (and changes in emotions) and personality; moreover, teachers reported willingness to implement partial changes into their teaching after the pandemic period.
Agricultural Education Teacher Candidates&apos; Reflection on the 15-Week Clinical Teaching Internship: A Collective Case Study
Author: Eck, Christopher J.
Date: 2020-12-00
Type: Journal Articles
Subjects: Agriculture Teachers,Teacher Interns,Agricultural Education,Reflection,Video Technology,Technology Uses in Education,Student Teacher Attitudes,Student Teaching

This collective case study explored the integration of video reflection during the 15-week clinical teaching internship at three distinct points in time. Weeks three, seven, and 11 were investigated to determine if the integration of video reflection improved the quality of teacher candidate reflection and to gauge teacher candidates' views on agricultural education during the clinical teaching internship. Four overarching themes emerged from the video reflections: establishing roles as a teacher, teaching and learning, balance, and coming full circle. Throughout the internship, candidates expressed a deeper understanding of teaching within the three-component model of school-based agricultural education (SBAE). We recommend the use of video reflection during the student teaching internship to expand the depth of reflection and feeling of community among the cohort. Overall, the addition of the video reflection process has provided an efficient and effective tool that allows teacher candidates to make meaning of their experience.
Evidence-Based Practices to Promote Inclusion in Catholic Schools
Author: Smith, Sean J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Inclusion,Catholic Schools,At Risk Students,Students with Disabilities,General Education,Reading Instruction,Writing Instruction,Mathematics Instruction,Instructional Effectiveness,Social Emotional Learning,Executive Function,Skill Development,Educational Change,Academic Standards,Elementary Secondary Education

The purpose of this article is to present inclusionary practices for Catholic education classrooms that emphasize the integration of evidence-based practices (EBPs). These are practices that have been developed to address the needs of all students, particularly learners who are considered at-risk as well as their peers with an identified disability. Over the past two decades, educational reforms and corresponding effective practices have evolved to correspond with the growing expectation that all students should be given the opportunity to participate in the general education experience. Applying the evidence-based practices presented in this article can provide Catholic educators with the needed support and strategies to help ensure the successful inclusion of students with disabilities, if not all students, in Catholic schools. This article will: (1) define evidence-based practices (EBPs) in order to contextualize their use in Catholic schools; and (2) offer an explanation of the various EBPs currently shown to facilitate inclusion within the general education environment. [Note: The page range (111-134) shown on the PDF is incorrect. The correct page range for this article is p111-135. The following article begins on page 135.]
Examination of Pre-School Students&apos; Self-Regulation Skills
Author: Kirkiç, Kamil Arif
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Self Control,Skill Development,Preschool Education,Short Term Memory,Gender Differences,Age Differences,Class Size

Children should have some essential characteristics to follow primary school education. Pre-schools prepare children for the first years of primary school by teaching them to attain the necessary skills. The main aim of this study was to explore the self-regulation skill levels of 4-6 age group students attending pre-school education institutions, according to various demographic variables. In this survey, a descriptive research method, one of the quantitative research methods, was used. The population is 10336 students who attend the public preschool education institutions in Küçükçekmece, Istanbul, and the sample consists of 203 students. The 'Personal Information Form' and the Development of the Self-Regulation Skills Scale for 4-6 Years Old Children (Teacher Form) were used in the research to collect data. One-way analysis of variance (ANOVA) and t-test were implemented to analyze the data. In terms of findings of the research, when teachers consider the self-regulation skills of 4-6 years old students as sub-dimensions, they stated that they had &quot;mostly&quot; obstructive control sub-dimension, &quot;mostly&quot; and &quot;always&quot; had sub-dimension of working memory. In general, it can be said that the children participating in the research mostly had self-regulation skills. Although significant differences existed between the self-regulation skills of preschool students in terms of gender, age, and class size, no significant difference was found according to whether the mothers working in a job or not.
Entry-Level Workplace Competencies Needed by Graduates of a Community College Agriculture Program: A Midwest Case Study Using the Delphi Technique
Author: Colclasure, Blake C.
Date: 2020-12-00
Type: Journal Articles
Subjects: Entry Workers,Job Skills,Minimum Competencies,College Graduates,Community Colleges,Agricultural Education,Agricultural Occupations,Vocational Education,Labor Needs,Employer Attitudes,School Business Relationship,Agronomy,Agribusiness,21st Century Skills,Soft Skills,Computer Literacy,Mechanical Skills,Employment Qualifications

Community colleges have a strong history of providing vocational education and occupational training to meet changing workforce demands of local industries. In the Midwest, agricultural industries have expressed an expanding need for middle-skilled workers with postsecondary, pre-baccalaureate credentials. The 21st century agricultural landscape has changed as a result of the need for efficiency and sustainability, and resulting emergent agricultural technologies. Community colleges will be integral to establishing a qualified agriculture workforce for entry-level, middle-skilled positions. This study utilized a modified Delphi approach to identify entry-level workplace competencies needed by graduates of a community college agriculture program. Delphi panel experts represented leaders from the agronomy-based agriculture industry within the college's district, and initially identified 87 desired workforce competencies. Fifty-eight competencies achieved consensus from the Delphi panel and were categorized by themes: soft skills (26), agronomy-based technical skills (12), technology-based technical skills (9), agriculture mechanic/operator-based technical skills (3), general technical skills (4), and agribusiness-based technical skills (4). Results of this study can be used to inform community college agriculture program development and can be used as a case study for assessing workforce needs of local agricultural industries.