ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of the Infographic Display Style on Learning and Retaining the Vocabulary of the Noble Quran
Author: AlMashaleh, Majdi Sulieman
Date: 2023-02-00
Type: Journal Articles
Subjects: Islam,Vocabulary Development,Comparative Analysis,Retention (Psychology),Visual Aids,Tests,Standards,Teaching Methods,Religious Education,Brain Hemisphere Functions,Grade 3,Elementary School Students,Educational Technology,Foreign Countries

The study aimed to reveal the effect of the infographic display style (fixed, animated, and interactive) on learning and retaining the vocabulary of the Noble Quran among third grade students. The study sample consisted of 112 male and female third grade students and were distributed into three groups the students' learning test was designed to learn the vocabulary of the Noble Quran according to the approved standards, and a quasi-experimental design was used. The results showed that all infographic patterns (fixed, animated, and interactive) have an impact on learning the vocabulary of the Noble Quran, but this effect is not equal between the patterns, the most influential is the interactive pattern, then the animated pattern, then the fixed pattern, and the results showed that the three patterns (fixed, animated, and interactive) had an impact on retaining learning the vocabulary of the Noble Quran, and that there were no differences between the three patterns in retaining learning the vocabulary of the noble Quran, and the study indicated to a set of recommendations, including encouraging teachers to employ multiple methods in teaching the vocabulary of the Noble Quran.
Using a Tablet-Mediated Intervention for Teaching Pre-Addition Skills to Children with Autism
Author: Kahveci, Gül
Date: 2023-02-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Skills,Addition,Students with Disabilities,Autism Spectrum Disorders,Tablet Computers,Educational Technology,Mathematical Concepts,Concept Formation,Foreign Countries,Young Children,Special Education

Nowadays, tablets and their applications are part of the children's daily lives. These digital educational activities can become a potent educational tool for efficient and effective in neurotypical as well as children with autism spectrum disorder (ASD). Tablets and their applications allow children to take advantage of new learning platforms and effectively learning through activities in learning domains, such as mathematics. In the present study representational-abstract sequencing instruction in the form of explicit instruction used with the help of mobile technologies. The aim of this study is to match the semi-concrete visual drawings with the correct abstract mathematical pre-addition expressions. Findings suggest using a tablet mediated intervention is effective teaching to match the semi-concrete visual drawing with the correct abstract mathematical expression. Implications for practice and future research are discussed.
Focus on Creativity: Greek Teenagers Combine Digital Archiving and Documentary Making
Author: Arnaouti, Eirini
Date: 2023-00-00
Type: Journal Articles
Subjects: Creativity,Films,Case Studies,Semiotics,Student Motivation,Cultural Background,Self Concept,Foreign Countries,Local History,Radio,Television,Archives,Competition,Secondary School Students,High School Students,Diaries,Teacher Attitudes,Student Attitudes,Futures (of Society),Documentaries,Public Agencies

In Greece, Educational Radiotelevision, a department of the Ministry of Education, combines digital archiving and digital documentary making within the framework of a national competition for Greek secondary and high schools about local history. This article analyses the factors lying behind the creativity of 27 16-year-old students who created a digital archive and a digital documentary for this competition. Data were collected in the form of the teacher/researcher's observation journal, student-participants' completed pre- and post-project questionnaires, and the drafts and final products of their digital creations. The exploratory case study conducted offers qualitative data, analysed with the use of inductive thematic analysis, and draws upon social semiotics to interpret these themes through the application of textual and multimodal analysis. Data show that student-participants' creativity is incited by their motivation to have their work recognised, and it is boosted by their chance to express their cultural memory, to contribute to its formation for future generations, and also to express their student, teenage and local identities.
Exploring Film Education in Neurodivergent and Economically Deprived Pedagogical Settings in Conversation with Del Pike of Hugh Baird University Centre
Author: Smith, Matthew
Date: 2023-00-00
Type: Journal Articles
Subjects: Film Study,Students with Disabilities,Low Income Students,Foreign Countries,Teaching Methods,Autism Spectrum Disorders,College Faculty,Teacher Attitudes

While creative subjects such as music, art and film have been deprioritised and defunded under the United Kingdom's Conservative Government, the social and pedagogical utility of their study, particularly in areas of economic deprivation and within neurodivergent cohorts, is clear. This article draws forth these issues in a conversation with Del Pike, the leader and convenor of the Moving Image Production degree at Hugh Baird University Centre, Bootle, UK, a course which uses the study of cinema as a form of social corrective, and which encourages frequently marginalised learners to participate explicitly in the creation and analysis of culture. Our discussion details the pedagogical opportunities offered by the practical and theoretical study of film, and considers the challenges of film education in a further and higher learning institution located in a deprived area of England that engages with a high needs student body as an aspect of policy. The article seeks to understand how the practical study of film within a neurodivergent teaching context creates new expressive possibilities regarding film form and film education pedagogy.
Family and Community Inputs as Predictors of Students&apos; Overall, Cognitive, Affective and Psychomotor Learning Outcomes in Secondary Schools
Author: Ekpenyong, John A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Principals,Parent Participation,Social Capital,School Community Relationship,Predictor Variables,Affective Behavior,Psychomotor Objectives,Outcomes of Education,Cognitive Development,Cultural Capital,Validity,Measures (Individuals),Reliability,Psychometrics,Factor Analysis,Family Role

There are contradictory results regarding how students' learning outcomes can be predicted by various family and community inputs among previous studies, creating an evidence gap. Furthermore, previous studies have mostly concentrated on the cognitive aspect of students' learning outcomes, ignoring the affective and psychomotor dimensions, creating key knowledge gaps. Bridging these gaps, this predictive correlational study was conducted to understand how cultural capital, parental involvement (family inputs), support for schools, security network and school reforms (community inputs) jointly and partially predict students' overall, cognitive, affective and psychomotor learning outcomes in the context of Calabar Education Zone, Nigeria. A random sample of principals (n = 78) and students (n = 915) recruited through a multistage approach, participated in the study. Data were collected through the physical administration of three sets of questionnaires designed by the researchers. The psychometric properties of the questionnaires (such as validity, dimensionality, reliability and goodness of fit) were all analysed and found acceptable based on pilot data. Data analysis was performed using SPSS version 27 and AMOS version 26 software. Results from the main study proved, among others, that family inputs (family social capital and parental involvement) jointly and individually had a significant contribution to students' overall, cognitive, affective and psychomotor learning outcomes. Similarly, community inputs (support for school, security network and school reforms) have significant composite and partial contributions to students' overall, cognitive, affective and psychomotor learning outcomes in public secondary schools. This result implies that parents and host community leaders must strengthen their partnerships with secondary schools and contribute their quota to institutions' curricular and co-curricular activities.
The Effect of Assessment for Learning on Pre-Service Mathematics Teachers&apos; Higher-Order Thinking Skills in Algebra
Author: Yigletu, Ayanaw
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Thinking Skills,Mathematics Skills,Algebra,Preservice Teacher Education,Foreign Countries,Student Evaluation,Teacher Educators

In teacher education, enhancing pre-service teachers' higher-order thinking skills (HOTs) is very crucial. The effect of comprehensive professional development in assessment for learning (AfL) on pre-service teachers' HOTs in an algebra course was investigated using a nonequivalent group quasi-experimental design. A total of 129 pre-service teachers who took the Fundamental Concepts of Algebra course from three different teacher education colleges [TECs] selected randomly from ten Ethiopian TECs, participated in the study. Among these students who attended the course, a group of 52 pre-service teachers with three mathematics teacher educators who gave them the course engaged in comprehensive training and professional development on AfL, while the remaining pre-service teachers were attending the course the usual way in two different TEC. A one-way ANOVA was used to determine whether there was a mean difference among the three groups and three achiever levels on their HOTs scores. The result showed that there is a statistically significant mean difference in the HOTs scores between pre-service teachers in the treatment group and the comparison groups. The results also showed that there was a statistically significant mean difference among the three achiever levels (low, medium, and high) in their HOTs scores in the treatment group before the intervention, but there was no statistically significant mean difference after the intervention. The implications of the results and recommendations are discussed.
The Effects of a STEM-Based Intervention on Middle School Students&apos; Science Achievement and Learning Motivation
Author: Uzun, Salih
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Intervention,Middle School Students,Science Achievement,Learning Motivation,Foreign Countries,Grade 7,Energy

The goal of STEM education is to integrate the disciplines of science, technology, engineering, and mathematics in a way that facilitates holistic learning. Students are also supported in developing creative solutions to problems using the STEM approach. Other STEM fields are often linked through engineering and engineering design. Throughout this study, students participated in engineering design-oriented activities that connected STEM disciplines. This study aims to reveal the effect of a learning environment based on the STEM approach in science education on students' academic achievement and motivation. This study used a quasi-experimental, non-equivalent pretest-posttest control group design. Seventh-graders who attended a public middle school in the Aegean Region of Türkiye participated in the study. The research findings showed a significant difference in science achievement between the control group in the curriculum-based learning environment and the experimental group in the STEM-based learning environment. It was found, however, that motivation toward science was not significantly different. The results indicated that the STEM-based learning environment positively affected science achievement.
Exploring Students&apos; Experiences of an Internationalized University through a Person-in-Context Lens
Author: Marangell, Samantha
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Experience,International Education,Universities,Cultural Awareness,Barriers,Foreign Students,Expectation,Individual Development,Intercultural Communication,Intergroup Relations,Foreign Countries,Student Mobility,Study Abroad,Case Studies,Urban Universities,Undergraduate Students,Gender Differences,Majors (Students),Native Language,English,English (Second Language),Age Differences

Reduced international student mobility has prompted Australian universities to reframe the way they provide intercultural and international learning experiences, with less dependence on the recruitment of international students. However, many related teaching and learning approaches are often met with perceived student resistance. The aim of this article is to provide better understanding of the challenges with university internationalization by exploring students' experiences of an internationalized university through a Person-in-Context lens. The article reports on a mixed methods study that took place at a metropolitan university in Australia and utilized a quantitative questionnaire and qualitative individual interviews, both of which explored students' expectations and experiences of their internationalized university. Main findings have been applied to Volet's person-in-context adaptation of Bronfenbrenner's ecological model of human development in order to address the research question, &quot;What influences students' experiences of an internationalized university?&quot; Findings highlight the considerable importance students placed on intercultural interaction. This article presents the application of findings to the person-in-context model and discusses implications that can be drawn about the student experience of internationalized universities.
Experiences of International Students at a Canadian University: Barriers and Supports
Author: Howe, Edward R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Foreign Students,Study Abroad,Student Experience,Affordances,Barriers,Racism,Equal Education,Student Diversity,Student Attitudes,Cultural Awareness,Student Needs,Interpersonal Relationship,Academic Support Services,Faculty Advisers,Language Usage,Student Adjustment,Costs,Student Employment,Skills

Universities in Canada are increasingly attracting international students, but few studies have examined their academic and social experiences. This research identified the key supports and barriers for international students in order to make policy-relevant recommendations. This convergent mixed-methods study combined survey (n = 104) and interview (n = 14) data to investigate international student experiences through the lens of international students. Exploratory factor analyses revealed writing and mathematics skills and relationships with faculty and students as key factors for success. Frequency analyses revealed that racism was a persistent barrier. Assistance, access, diversity and equity issues were also raised. Open and axial coding of qualitative data corroborated these findings and revealed three dimensions of internationalization according to international students' perspectives: Exchange; Understanding, Sharing, and Support; and Transformation. Recommendations to universities included offering bursaries to international students from underrepresented regions, developing intercultural awareness of faculty, and providing program-specific student support centres with peer mentors.
Examination of Pre-School Teachers&apos; Opinions on Mixed Age Groups in Education
Author: Sarigoz, Okan
Date: 2023-02-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Mixed Age Grouping,Educational Practices,Preschool Education,Case Studies,Difficulty Level,Lesson Plans,Instructional Design,Child Development,Educational Benefits,Age Differences,Student Responsibility,Student Behavior,Foreign Countries,Role Models

This research was conducted in order to determine the opinions of preschool teachers on education with a mixed age group in preschool education. In the research, the case study method, one of the qualitative research methods, was used in order to examine the opinions of the teachers in detail. The study group of the research consists of 12 pre-school teachers who were selected by the criterion sampling method, one of the purposive sampling methods, working in the schools affiliated to the Ministry of National Education in the Kirikhan District of Hatay Province and teaching in classes of mixed age groups. The data of the research were obtained with a semistructured interview form applied to pre-school teachers. As a result of the research, it was concluded that teaching in a mixed-age classroom gave teachers different perspectives on experiences and events, and that teachers had the most difficulty in preparing a joint education plan suitable for all age levels. Furthermore, in the research, it was concluded that receiving education with a mixed-age group supports the development of the students, gives responsibility to the older students, reinforces their knowledge, and gives exemplary behaviors to the younger students.
School Personnel Perceptions of Working Conditions during a Pandemic: A Mixed Methods Study
Author: Bernadowski, Carianne
Date: 2023-02-00
Type: Journal Articles
Subjects: School Personnel,Work Environment,COVID-19,Pandemics,Principals,Assistant Principals,School Counselors,School Social Workers,Teachers,Experience,Teacher Attitudes,Administrator Attitudes,Mental Health,Barriers

This mixed-method study explored whether school staff (teachers, principals, vice-principals, paraprofessionals, school counselors, and school social workers) experienced any challenges while working in a school setting during the COVID-19 pandemic. Both quantitative and qualitative data were collected from an online survey instrument and follow-up semistructured interviews. A total of 207 educational staff from 30 different states in the U.S. completed the online questionnaire, and ten volunteered to be interviewed. The results revealed the challenges educational school staff experienced during the COVID-19 Pandemic, March 2020-present. The major challenges faced by staff relative to students was poor attendance and student mental health. Personal challenges experienced by the staff included concerns about contacting COVID-19 and infecting family members. A thematic analysis of the data led to the identification of four main themes: (i) Blurred lines between home and school; (ii) Mental health challenges should guide educational reform; (iii) Obstacles to learning; and (iv) Lack of support from home. These findings serve to begin a larger conversation about the needs of students and school personnel during a global pandemic.
Social Studies Learning Modules to Improve Concept Understanding and Attitude of the Environmental Care
Author: Sari, Ratna Wulan
Date: 2023-02-00
Type: Journal Articles
Subjects: Social Studies,Learning Modules,Concept Formation,Environmental Education,Student Attitudes,Grade 4,Elementary School Students,Foreign Countries,Instructional Effectiveness,Attitude Change

This study aimed to produce a suitable module to improve the understanding of environmental care concepts and attitudes of fourth-grade elementary school students and determine the module's effectiveness. The data collection instruments consisted of a teacher interview guide, a student preliminary study questionnaire, a media expert validation questionnaire, material and instrument experts, a teacher response questionnaire, a student response questionnaire, and environmental care attitude assessment questionnaire, and a concept understanding ability test. The feasibility assessment uses assessments from media experts, learning material experts, and learning instruments. The practicality assessment of the module consists of a teacher response questionnaire and a student response questionnaire. The data analysis of the module's effectiveness on the ability to understand the concept and attitude of caring for the environment was analyzed using the t-test and MANOVA test with a significance level of 0.05. The results of the study showed that: (i) The module met the eligibility criteria based on the results of assessments from media experts, learning materials experts, and learning instruments that get an assessment in the &quot;very feasible&quot; category to use; (ii) The module met the practicality criteria based on the results of the teacher response questionnaire assessment and the student response assessment questionnaire who received an assessment in the &quot;very feasible&quot; category; (iii) The module was effective in increasing students' understanding of concepts and environmental care attitudes. The effectiveness is shown from the t-test and MANOVA test results with a significance level of 0.001.
Digital Pedagogy in Dialogue: Student Teaching during COVID-19
Author: Gierhart, Aaron R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Teaching,Web Based Instruction,COVID-19,Pandemics,Blended Learning,Teaching Skills,Videoconferencing,Classroom Techniques,Personal Narratives,Distance Education,Student Needs,Expectation,Teacher Education Programs

This study depicts the narrative of Noelle, a 22-year-old student teacher from a state university in a large Southeastern U.S. community amidst the COVID-19 pandemic. During Noelle's student teaching experience in the Fall 2020 semester, educators and students were returning to formal teaching and learning in a variety of face-to-face, virtual, and hybrid configurations. Classroom teachers turned to digital technologies to overcome the barriers presented by virtual student attendance and social distancing. At the same time, student teachers like Noelle were entering classrooms to develop their burgeoning teaching skills. Noelle's narrative was constructed and analyzed with respect for the inner dialoguing in which she engaged as she developed her digital pedagogy and digitally-mediated teaching approaches. Findings from Noelle's narrative of digital pedagogy are presented thematically and conclusions and implications for teacher education programs and future research are disseminated.
An Analysis of the Gifted and Non-Gifted Students&apos; Creativity within the Context of Problem-Posing Activity
Author: Arabaci, Duygu
Date: 2023-00-00
Type: Journal Articles
Subjects: Creativity,Academically Gifted,Problem Solving,Secondary School Students,Foreign Countries,Mathematics,Creative Thinking,Grade 7,Grade 8,Mathematics Instruction

The purpose of this study was to examine the mathematical creativity of gifted and non-gifted students through the indicators of creativity (fluency, flexibility, and originality). The study involved 12 secondary school students (six gifted and six non-gifted) from different cities in the Black Sea Region of Türkiye. The data were collected through clinical interviews regarding the solutions developed by the students for a problem-posing activity developed by Balka (1974). Each student was interviewed twice over a two-week period. Prior to the interviews, the students were asked to pose as many different and varied problems as possible. In the clinical interviews, the students' solutions were discussed deeply without evaluating their correctness. Using the theoretical framework developed by Taskin (2016), data were analyzed using fluency, flexibility, and originality indicators of creativity. The results revealed no clear difference between gifted and non-gifted students in terms of fluency indicators, but gifted students generally pose problems more creatively and flexibly than their non-gifted peers. It has been suggested that problem-posing activities be used to compare the creativity of gifted and non-gifted students. The indicators of originality and flexibility can also be weighted differently for calculating students' final scores of mathematical creativity because they are more effective at distinguishing gifted from non-gifted students.