ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Primary School Fourth-Grade Students&apos; Fraction Calculation Strategies through the Argumentation Method
Author: Dogan, Adem
Date: 2022-05-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Fractions,Computation,Skill Development,Mathematics Skills,Persuasive Discourse,Interaction,Instructional Effectiveness,Addition,Subtraction,Foreign Countries

One of the most fundamental subjects of primary school mathematics, the concept of fraction plays a key role in students' educational background. Students experience difficulties and misconceptions regarding this concept. Therefore, it is of great importance to understand this subject well and to use different teaching methods and techniques. Various methods can be used in learning mathematics, such as invention method, computer-assisted teaching, problem solving, creative drama and discussion. Argumentation method is a scientific discussion of a claim on a subject by providing data, warrant and backing, and by revealing the rebuttal and the invalidity of the claim. Students gain more skills by interacting with teachers or collaborating with their peers, and that they possess skills that have not been obtained before or that are too difficult to achieve on their own. Therefore, the argumentation method was chosen for its effect on the development of primary school students' fraction calculation strategies. Having a case study design, this study was conducted with 28 primary school fourth-grade students and 10 open-ended questions prepared by the researchers were used during interviews. The results suggested that primary school students were able to develop fraction calculation strategies through the argumentation method. In general, inventing strategies, using representations, number sense, addition and subtraction, using unit fractions and proportional reasoning were used as fraction calculation strategies. It recommended to use the argumentation method in other critical subjects of mathematics as well.
The Pursuit of Happiness: Leadership Challenges of Recognising and Supporting Child Health and Wellbeing in the Early Years
Author: Peill, Françoise
Date: 2022-00-00
Type: Journal Articles
Subjects: Child Health,Well Being,Young Children,Early Childhood Education,Models,College Students,Student Attitudes,Child Caregivers,Caregiver Attitudes,Child Care

This study examined the leadership approach to child health and wellbeing within the early-years sector; it drew upon the evidence from thirty-two practitioners and ten nursery managers. Practitioners evidenced the challenges in recognising the signs and symptoms of low wellbeing and in monitoring progress. A constructivist paradigm enabled qualitative data to be collected from an interactive questionnaire and three focus groups of nursery managers. Analysis was supported by two wellbeing models: the PERMA model (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment) and the SHANARRI wheel (Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included). The findings accentuated the lack of confidence of practitioners in identifying the precursors of health and wellbeing, and their ability to monitor the progress to support children. In conclusion, a clear definition of health and wellbeing should be adopted by managers; their leadership is vital to support the training of practitioners sharing their knowledge and experience to less-qualified staff. The main issues to transpire highlighted that clear mandatory guidance should be available for early-years practitioners, and the creation of a bespoke early-years model to measure child health and wellbeing.
Effectiveness of Video Education on Intention for Cervical Cancer Screening
Author: Setiyawati, Nanik
Date: 2022-05-00
Type: Journal Articles
Subjects: Video Technology,Knowledge Level,Cancer,Screening Tests,Females,Prevention,Comparative Analysis,Intervention,Intention,Foreign Countries,Teaching Methods

Cervical cancer represents 7.5% of deaths caused by cancer in women. Prevention of cervical cancer can be done by cervical cancer screening. The purpose of the study was to determine the effect of video on knowledge level, attitude, and intention for cervical cancer screening in Yogyakarta. This study was a quantitative study with a quasi-experimental nonequivalent control group design. The study was carried out in April-October 2021. The population of the study was all women of childbearing age. The sample was 50 respondents for each group, experiment group and control group. The intervention was given through video education for the experiment group and pocketbooks for the control group. Data analysis used T-test, Wilcoxon test, and Mann-Whitney. There was a difference in the pre-test and post-test of knowledge level (p=0.002), attitude (p=0.023), intention (p=0.005) in the experiment group and knowledge level (p=0.001), attitude (p=0.000), intention (p=0.004) in the control group. There was a significant difference in women's intention (p=0.001) for cervical cancer screening with the video education method than pocketbooks. The method of providing educational videos and pocketbooks is effective for increasing the knowledge level, attitude, and intention for cervical cancer screening. Video has influence on intention to detection cervical cancer.
Different Perspective on Teaching Socio-Scientific Subjects
Author: Koçoglu, Erol
Date: 2022-05-00
Type: Journal Articles
Subjects: Teaching Methods,Science and Society,Foreign Countries,Public School Teachers,Educational Environment,Science Teachers,Science Instruction

In the ever-changing world based on the needs, curiosity and entrepreneurial drive of the humankind, interest in socio-scientific issues has been increasing every day with the discussion and different approaches in society. It could be suggested that the increase in this interest has been due to both the contribution and damages of these issues to the environment. The present study aimed to analyze the socio-scientific issues instructed with various strategies, methods and techniques in different learning environments in educational institutions as a result of the developments in science and technology due to social needs based on teacher perceptions. The study group included 50 teachers in different fields and employed in various schools in Turkey. The study sample was assigned with criterion sampling technique and the admission criterion was employment in Turkish public schools. In the study, the data were collected with a semi-structured interview form developed by the authors, and the findings were analyzed with content analysis. The study findings demonstrated that the teachers in the study group had different and significant perceptions on the instruction of socio-scientific topics in learning environments.
Electronic Module as Learning Needs to Write Exposition Texts for Junior High School Students
Author: Charlina, Charlina
Date: 2022-05-00
Type: Journal Articles
Subjects: Electronic Learning,Writing Assignments,Junior High School Students,Student Attitudes,Teaching Methods,Foreign Countries

This study was a step toward the creation of an e-module to create flips book-based exposition texts for junior high schools. The purpose of this study was to offer an examination of students' demands when creating exposition papers. A survey was used for the investigation. The data for this inquiry was gathered through a questionnaire. In this study, a Likert scale was utilized to examine students' attitudes, opinions, and perceptions of the built electronic module. This research made use of a checklist-style questionnaire with a range of assessments of 1 to 5. The questionnaire was distributed to students from four junior high schools. This sampling technique was based on the sampling quota established by the researcher. The data analysis technique involved converting the category value into an assessment score and examining the result. According to the findings, 61.5% of students had difficulties in interpreting the material of exposition text, and the rest of 80.1% desired that the exposition text writing content be presented using entertaining, interactive, and innovative learning methods. This showed the need for the preparation of electronic modules for writing flip book-based exposition texts.
Extensive Reading among Agroecotechnology Students: What and Why They Read?
Author: Prasetianto, Mushoffan
Date: 2022-05-00
Type: Journal Articles
Subjects: Reading Skills,Reading Strategies,Agricultural Education,English for Academic Purposes,Foreign Countries,Technology,Student Attitudes,College Students,Reading Material Selection

Reading is a pivotal skill for non-English department students as a vehicle to update their knowledge. One of reading activity which is beneficial is extensive reading. Several studies have proved the advantage of extensive reading, but study regarding what reading material is read by students is under explored. To fill this gap, this research aimed to uncover what non-English department students read during extensive reading program and why they chose that theme. The participants were Agroecotechnology students (n=52). The data was collected from the reading log sheet and participant interview. The reading log sheet was analyzed by the researcher to find the theme of the text that students read. The interview was conducted in Indonesian to make students at ease. After the interview, the transcript was written and translated into English. The result shows that there are 32 types of themes with various frequency distributions. Theme that students read is mainly caused by their hobby, favorite idol, and a senior student who influence them to read certain theme.
Developing Transversal Competencies in the Sociodramatic Space: Narrative of a Curricular Experience in Higher Education
Author: Veiga, Sofia
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Skill Development,Competence,Soft Skills,Foreign Countries,Drama,Role Playing,Social Development,College Students,COVID-19,Pandemics,Online Courses,Distance Education,Student Attitudes,Social Work

Higher Education plays a decisive role in the training of competent professionals and active, responsible and critical-thinking citizens. In addition to acquiring rigorous technical-scientific knowledge specific to their degree, students are also expected to develop a range of transversal skills essential for a successful academic and professional career. This article aims to narrate an experience of obtaining a Social Education degree. Since its origins, it has been assumed that students in this field should: (a) acquire specific technical-scientific knowledge; (b) get to know themselves as individuals; and (c) develop a set of transversal skills essential to relationships, some of the most salient being active listening, empathic capacity, acceptance and respect for others, trust, curiosity, creativity, confidentiality and a reflective attitude. It thus aggregates a set of Curricular Units whose main purpose is the personal, social and professional development of students, formed within active methodologies. Sociodrama is one such methodology of teaching and learning in the context of two Curricular Units of this degree, and this article focuses on my experience lived within the scope of these units.
STEM-Driven School Culture: Pillars of a Transformative STEM Approach
Author: Waters, Carol C.
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Student Interests,Elementary School Teachers,Teacher Attitudes,School Culture,Teacher Collaboration,Faculty Development,Labor Market,Economic Factors,Barriers,Administrator Role,Teacher Participation

Educators are vital in capturing students' STEM interest. An integrated approach to STEM education is necessary to promote students' interest and curiosity while building the foundation of STEM concepts needed to fuel the STEM workforce. This exploratory case study examined K-5 STEM educators' perceptions of a successful STEM elementary school. Survey, interview, and focus group data were analyzed and coded to determine what educators feel are the components of a STEM elementary school. This paper focuses on the emergent themes of a (a) STEM-driven school culture and (b) collaboration and professional development. By working collaboratively, educators at Gemini Elementary School developed a STEM-driven school culture that encouraged students to embrace a growth mindset and learn from their mistakes. Teachers were supported in their learnings by the STEM specialist, administrators, their colleagues, and grew their knowledge by attending professional development sessions. The results of this study point to the need for a paradigm shift where embracing a STEM-driven school culture can provide an explosion of academic and creative freedom.
Teachers&apos; Views on Assessment and Evaluation Methods in STEM Education: A Science Course Example
Author: Karakaya, Ferhat
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Evaluation Methods,STEM Education,Foreign Countries,Educational Assessment,Error Patterns,Inservice Teacher Education,Measurement

There have been significant advances in science and technology in recent years. Therefore, all countries need qualified people who can take on the challenges of life today and compete in the international arena. This has led countries to adopt new approaches to education. STEM education is one of the latest examples of those approaches. This study investigated science teachers? views on assessment and evaluation methods in STEM education. The study adopted a phenomenology design. The sample consisted of 22 science teachers from public or private schools in different provinces in Turkey in the 2021-2022 academic year. All participants were experienced in STEM education. Data were collected using a semi-structured interview questionnaire developed by the researchers. The study had two significant results. First, participants used process- and outcome-oriented methods to evaluate STEM education. Second, they made some errors and faced some challenges in evaluating STEM education. However, those errors and challenges were of teacher or education system origin. Therefore, schools should provide teachers with in-service training on assessment and evaluation methods in STEM education, and educators should develop different measurement tools to help teachers make fewer errors and overcome the challenges they face in evaluating STEM education.
Maximizing Cross-Cultural Opportunities: Pre-Service Teachers and Pakistani Teachers Writing Together
Author: Berg, Margaret
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Workshops,Undergraduate Students,Preservice Teachers,Teachers,Cultural Awareness,Program Effectiveness,English (Second Language),Second Language Instruction,Secondary School Teachers,Knowledge Level,Literary Genres,Student Attitudes,Teacher Attitudes

This qualitative and quantitative study examines a cross-cultural writing workshop between undergraduate pre-service teachers and Pakistani in-service teachers. The 27 undergraduate students were in their junior year in the teacher education program, and had focused majors in a variety of content areas including history, science, music, and language arts. The 17 visiting scholars from Pakistan were all secondary level classroom teachers, also from a variety of disciplines. The undergraduates completed a questionnaire before and after the workshop, and the Pakistanis participated in a focus group following the workshop. Findings demonstrate a shift in the undergraduates' thinking of genre to forms of writing other than those limited to language arts. The undergraduates also went from knowing little about Pakistan to describing it with an increased number of words related to customs, traditions, humanities, holidays, and family. The Pakistani teachers benefited from the instructional approach employed and stated it would be useful in Pakistan. The implications of the study include a cross-cultural approach for learning about writing genres valued by English-speaking nations, and for increasing knowledge about culture to maximize the undergraduate pre-service teachers' education.
Faculty Members&apos; Experiences with the Implementation of Flipped Classroom Environments in Higher Education
Author: Alebrahim, Fatimah
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Teaching Experience,Flipped Classroom,Active Learning,Constructivism (Learning),Faculty Development,Teacher Attitudes,Curriculum Implementation

Active learning is an instructional strategy that focuses on the active learning process by involving students with engaging materials and activities in the class which leads to higher order thinking and increases students' performance. The flipped classroom is one of the latest models that allows more time in class for applying active learning strategies. This model focuses on providing a media lesson to the students that must be completed outside of the classroom and prior to the class after which the teacher demonstrates different activities related to the media lesson during class time. The purpose of this qualitative study was to describe flipped classroom implementation in higher education by three experienced faculty members. A case study was utilized, and data were collected in the form of online observations, in-class observations, individual interviews, and documents and artifacts. Utilization-focused evaluation was the framework for analyzing the collected data. The three faculty participants implemented the flipped classroom model differently, which resulted in dissimilar experiences.
First-Year Experience Course Impact on Undergraduate International Student Retention and Graduation
Author: Rust, Dylan
Date: 2021-00-00
Type: Journal Articles
Subjects: First Year Seminars,College Freshmen,Undergraduate Students,Foreign Students,School Holding Power,Graduation Rate,Student Experience

As institutions look to improve student retention through first-year experience (FYE) courses, some have implemented courses targeted specifically to the international population. A quantitative comparison of international students who took an FYE course with international students who did not take an FYE course was completed to analyze the differences in retention and graduation rates between the two groups. International freshmen who participated in the FYE course were retained and graduated at significantly higher rates than international freshmen who did not take the course. Aspects of the course that likely led to student retention and graduation are discussed.
Students&apos; Performance in Physical Education: The Role of Differential Achievement Goals and Self-Regulated Learning
Author: Jørgensen Olsen, Thomas Mangor
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,Physical Education,Goal Orientation,Learning Strategies,Metacognition,Secondary School Students,Foreign Countries,Student Motivation,Structural Equation Models

The purpose of this study was to examine the relationship between differential achievement goals and self-regulated learning, as well as motivational mechanisms' consequences for performance in physical education. This was done by using the 2 × 2 achievement goals framework, and the cyclical model for self-regulated learning. The participants (N = 571, 51.7% girls) were physical education students in grades 11-13 from two upper secondary schools in Norway. A cross-sectional questionnaire was conducted, and data were analysed with a multiple-regression-based structural equation model. The modified structural model yielded an adequate fit (X[superscript 2] = [df = 124] 429.79, p &lt; 0.01; RMSEA = 0.07; CFI = 0.93), and results revealed that achievement goals have consequences for students' self-regulation in physical education. More specifically, mastery goals have a positive association with self-regulation, whereas performance avoidance is found to have a negative association. Further, the results support claims that self-regulated learning plays a role in students' performance. Finally, the model showed that self-regulation mediates the relationship between mastery approach goals and performance avoidance goals in relation to performance.
The Paideia Program Is Worth Another Look
Author: Richardi, Jessica
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Educational Change,Educational Improvement,Program Effectiveness,Equal Education,Ability Grouping,Seminars,Teaching Methods,Questioning Techniques,COVID-19

Educational opportunity is unequally distributed in the United States, most notably by race and economic status. Commonly practiced in K-12 schools across the country, tracking and ability grouping serve to exacerbate those existing inequities. Recent renewed activism for racial and economic justice, coupled with concerns over learning loss due to COVID-19 school closures, makes this an ideal time for educators to reconsider a formerly well-known and ambitious whole-school reform system called the Paideia Program. The system itself is described and a comprehensive review of research and literature follows. This review demonstrates Paideia's potential to improve educational outcomes and thus help to equalize educational opportunity across demographic lines, in and of itself a rationale for updated research on its implementation and effects.
Teaching Mathematics with Technology: TPACK and Effective Teaching Practices
Author: Rakes, Christopher R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Preservice Teachers,Preservice Teacher Education,Pedagogical Content Knowledge,Technology Integration,Technology Uses in Education,Educational Change,Mathematical Concepts,Learner Engagement,Educational Technology,Technological Literacy,Student Attitudes,Educational Improvement,Communities of Practice,Observation,Instructional Effectiveness

This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP[superscript 2]) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP[superscript 2] results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP[superscript 2] was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding.