ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Self-Directedness on the Academic Success and Persistence of Postsecondary Online Learners
Author: Tainsh, Ryan D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Academic Achievement,Academic Persistence,Electronic Learning,Independent Study,Online Courses,Private Colleges,College Readiness,Individual Differences,Measures (Individuals),Grade Point Average,Undergraduate Students,Predictor Variables

Despite similarities between self-directed learners and successful postsecondary online learners, infrequently has self-directedness been examined in this population. Understanding the impact of self-directedness on online learner academic success and persistence may clarify the profile of a successful online student. Independent samples t-tests noted significantly lower PRO-SDLS total scores among learners that had withdrawn from an online course than among those who had not (t [184] = 2.66, p &lt; 0.05) and significantly higher PRO-SDLS initiative scores among exclusively online learners than among residential online learners (t [187] = 2.32, p &lt; 0.05). These findings, gathered from 189 online learners at a large, private university, may inform the development of effective online learner readiness assessments, targeted advisement strategies, and thoughtfully designed postsecondary online courses.
Investigating the Effect of Differentiated Instruction on Academic Achievement and Self-Directed Learning Readiness in an Online Teaching Profession Course
Author: Özüdogru, Fatma
Date: 2022-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Academic Achievement,Independent Study,Online Courses,Preservice Teachers,Foreign Countries,Student Attitudes,Electronic Learning

This study investigated the effect of differentiated instruction on Turkish preservice teachers' academic achievement and self-directed learning readiness in an online teaching profession course. The study utilized a pretest-posttest control group design. Data were collected through an achievement test and a self-directed learning readiness scale. The independent samples t-test, paired samples t-test, and analysis of covariance were used to analyze the data. The findings revealed that online differentiated instruction had a significant impact on the academic achievement of preservice teachers, while it did not create a significant difference in terms of total self-directed learning readiness, self-management, desire for learning, or self-control. As a result, it is seen as essential for teacher educators to conduct differentiated instruction in order to enhance preservice teachers' academic achievement and motivate them to use this approach in their future classes. It is also suggested that teacher educators provide preservice teachers with sufficient support to improve their self-directed learning readiness.
Impact of a Free-Choice (&quot;Genius Time&quot;) Inquiry Project on Student Skill-Building, Agency, and Motivation
Author: Woolford, Sam
Date: 2022-00-00
Type: Journal Articles
Subjects: Inquiry,Skill Development,Student Motivation,Personal Autonomy,Middle School Students,Males,Single Sex Schools,Science Instruction,Self Efficacy,Student Attitudes,21st Century Skills,Grade 6,Grade 7

Student investment in learning is often stronger when learning incorporates student choice, &quot;real-world&quot; authenticity, and creativity. This action research study investigated the impact of a particular tool for emphasizing these elements in learning: a free-choice, or &quot;Genius Time,&quot; project in which middle school students in an independent all-boys school were asked to develop and carry out an individual project to investigate anything of their choosing as part of their regular science class. This study aimed to determine how a project like this could impact student skill-building, self-efficacy, motivation, and student learning through the practice of inquiry. Through surveys, student self-assessment, student interviews, and teacher journaling, the results showed that this project was successful in building essential 21st-century skills, such as initiative, risk-taking, persistence, and resilience. In addition, students were engaged in meaningful inquiry learning because they were required to exercise and grow their own agency for learning, including their self-efficacy. Finally, this project may have facilitated a shift in participant personal motivation toward more intrinsic (rather than extrinsic) factors. These findings support a larger body of research and reporting about the effectiveness of project-based learning, and free-choice or passion projects in particular, to engage students with inquiry in meaningful ways.
An Investigation of Elementary Mathematics Teachers&apos; Questioning Skills
Author: Yildizli, Hülya
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Mathematics Teachers,Questioning Techniques,Teaching Skills,Grade 5,Grade 6,Grade 7,Grade 8,Teaching Methods,Foreign Countries,Public Schools,Private Schools

This study aims to investigate elementary school mathematics teachers' (teaching grades 5-8) questioning skills in class. It also includes observation of the questioning skills of two elementary school mathematics teachers teaching eighth grade. This mixed-methods research study follows an explanatory sequential design. Initially, quantitative data were collected from 265 elementary school mathematics teachers through a questioning survey developed by the researchers. Qualitative data were obtained by observing two teachers who answered this survey and were easily accessible to the researchers for six weeks. One of the researchers was in the role of participant-observer in this observation process, and both teachers were observed for six weeks. Findings from the survey show that mathematics teachers' in-class questioning skills are at a good level. However, the observation results yielded findings that contradicted the survey results. The survey findings indicate that the item on teachers' use of open questions had a higher mean value than the items on closed-ended, rhetorical, and managerial questions; however, the observations showed that teachers used these types of questions more frequently than open questions. Again, while the survey results yielded higher means for teachers' use of real-life and metacognitive questions, these question types were not frequent in the observation findings. The survey also demonstrated longer teacher wait time, also inconsistent with the observational data that showed shorter wait time. Teachers reported high values for in-class discussions on the surveys, yet the observations included very few instances of students participating in these discussions. The findings of the study are discussed with references to the existing literature.
Practices and Constraints of Teacher Professional Learning in a Centralized Education System
Author: Cansoy, Ramazan
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Elementary School Teachers,Foreign Countries,Teacher Collaboration,Collegiality,Teaching Methods,Digital Literacy,Barriers,Inservice Teacher Education,Administrative Organization,Teacher Attitudes,Teaching Conditions

This study examined Teacher Professional Learning (TPL) practices and obstacles identified by 17 elementary school teachers in Turkey, a country with a centralized education system. The study employed a qualitative method to gather specific reflections from individuals. Research findings revealed that a variety of professional learning activities take place in schools through sharing teaching practices, offering and/or seeking collegial assistance, experimenting with alternative teaching methods, and using the internet effectively. Findings also indicated that several constraints hinder TPL in Turkish schools. First, teachers lack sufficient time at school to collaborate and share regularly. Since teachers see classrooms as private spaces, they do not observe their colleagues' lessons. Second, school-based teacher professional development programs are inadequate and ineffective. Third, bureaucracy causes unnecessary waste of time. Fourth, lack of equipment in some schools makes it difficult for teachers to try new teaching techniques. Finally, meetings for cooperation between schools in the same region are unproductive.
Mathematical Model of Student Learning Behavior with the Effect of Learning Motivation and Student Social Interaction
Author: Mutiawati
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Behavior,Learning Motivation,Interpersonal Relationship,Junior High School Students,Boarding Schools,Communicable Diseases,COVID-19,Pandemics

This study aims to determine the mathematical model of student learning behavior. The model is built by analogizing the spread of learning behavior with infectious diseases, which is called the SEIR model. The survey was conducted through filling out a questionnaire on the learning behavior of junior high school students with a population of 1,143 students. The results of the simulation model show that the peak of students' vulnerability to changes in learning behavior increases rapidly in the first two days and will be stable when passing the 150th day. The results of the simulation of the SEIR mathematical model with an incubation period of 365 days found that student learning behavior in Non-Boarding Schools will be stable in on day 198, while in Boarding Schools it will be stable on day 201. Infection cases in Boarding Schools fell to 0 on day 25 while in Non-Boarding Schools decreased on day 21, meaning that infections occurring in Boarding Schools were slower and more resistant long, meaning that the influence of the social environment is very significant on student learning behavior. This study also serves as material for policy formulation for the Aceh Provincial Government regarding the junior high school curriculum.
Applying a STEM Engagement Framework to Examine Short-Term Retention of Latinx and Other Underrepresented Groups in an Undergraduate STEM Scholar Program
Author: Javiera De Los Rios, Maria
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,STEM Education,Learner Engagement,Disproportionate Representation,Hispanic American Students,School Holding Power,Intervention,Minority Group Students,Gender Differences,Females,Influences,Dropout Prevention

Studying STEM Intervention Program (SIP) retention, particularly what distinguishes those students who remain in the program from those that leave, may be a key to better understand how to keep students on track towards STEM degree completion. This study focuses on the participation of Latinx and other underrepresented racial/ethnic minoritized (URM) groups in a STEM intervention and support program. Applying London, Rosenthal, Levy, and Lobel's (2011) STEM Engagement Framework on five cohorts of participants in a SIP, this study found that maintaining higher levels of scientific identity was related to program retention. Therefore, intentionally designing programs that address systemic inequities and celebrate and affirm minoritized groups' experiences can facilitate adjustment and success. Moreover, women-identified participants were also more likely to remain in the SIP relative to their men-identified counterparts. For practitioners and institutions alike, these results indicate the need to create and implement support programs for women in STEM that go beyond the traditional components of academic support.
Black Minds Matter: A Longitudinal Analysis of the Persistent Underrepresentation of Black Students in Gifted Education Programs
Author: Flynn, Ashley S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Blacks,African American Students,Gifted Education,Disproportionate Representation,Student Participation,Equal Education,Student Diversity,Academically Gifted,Gifted,White Students,Time Perspective

Gifted education programs have facilitated educational segregation since their inception and recent research has determined these programs to be &quot;the&quot; most inequitable in the field. Although a substantial body of research has established that racial inequities in gifted placement practices exist, there is an existing gap in the research around how discriminatory placement trends have evolved over time. The present study examines longitudinal gifted program enrollment data from the Civil Rights Data Collection (CRDC) between 2011 and 2018 to compare participation rates between White and Black students over time. The analysis revealed that White students have consistently participated in gifted programs at a significantly higher rate than their Black peers over this timeframe. Moreover, despite a tendency to assume that although equity in gifted education programs has not yet been achieved, it is slowly becoming more equitable over time, the analysis also revealed that Black students have become even less likely to participate than their White peers since 2011. The need to adopt and widely implement effective approaches to diversify gifted education programs has become more dire over time, and this study serves as a call to action to ensure that educational opportunity is equitably distributed to students regardless of race.
The Impact and Utilization of Reading Interventionists
Author: Allen, Kristi
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Instruction,Intervention,Reading Teachers,Elementary Education,Teacher Role,Multi Tiered Systems of Support,Faculty Workload,Teaching Conditions,Evaluation Methods,Interprofessional Relationship,Collegiality,Student Needs

The purpose of this qualitative, semi-structured interview study was to explore the role of a reading interventionist within an elementary school setting to help bring increased clarity to the responsibilities of a reading interventionist. Research questions focused on the role and impact of reading interventionists when working with developing readers at the elementary level. Twelve reading interventionists from around the United States participated in the interview. Data sources, including transcribed audio recordings, follow-up questions, and memos, were used. The elementary schools implemented a Response to Intervention/Multi-Tiered Systems of Support model in which reading interventionists focused on Tier 2 and Tier 3 students. They had multiple duties and responsibilities within the school, including working with all school personnel and providing data sources to drive intervention. Limitations included having all female interviewees and limited participants due to emotionally and physically demanding times in teaching. We recommend that administrators acknowledge the heavy workload expected of reading interventionists and provide the proper training to support students and staff adequately.
Character Education Initiatives and Preparation for School Administrators: A Review of Literature
Author: Martinez, James A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Administrator Education,Principals,Ethics,Values Education,Elementary Secondary Education

Over the past 25 years, substantive scholarly literature has been published that focuses on ethical decision-making by school administrators. In addition, learning activities integrated in principal preparation programs (PPPs) that relate to professional ethics and character education provides aspiring school administrators with functional tools and strategies to address challenging workplace issues, including matters that relate to inequity, racism and oppression. This literature review provides a current understanding of K-12 character education and ethics as it relates to school administrator professional preparation and practice. Using well-defined criteria, 31 peer-reviewed research articles published during the past 25 years were included in this review. After a thorough comparative analysis was completed, four overarching themes emerged that relate concepts of ethics and school leadership: (a) principal preparation program practices that focus on professional ethics, (b) implementation of character education interventions in schools, (c) non-commensurate school administrator attention to student achievement, and (d) school administrator attitudes on ethics and the development of character.
Students&apos; Problem-Solving Ability in Solving Algebra Tasks Using the Context of Palembang
Author: Putri, Ratu Ilma Indra
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Algebra,Foreign Countries,Secondary School Students,Mathematics

This descriptive research aimed to know students' problem-solving ability in arithmetic operations on algebra forms through an Indonesian realistic mathematics education, namely Pendidikan Matematika Realistik Indonesia (PMRI), approach in secondary school number 17 Palembang. The learning process, material, and assessment used were principles and characteristics of PMRI. The data collection technique was done by two students' activities and the written test to measure students' problem-solving abilities. The written test, which referred to the indicators of problem-solving ability, was given after the learning process. This study's findings indicate that Palembang's context helps students comprehend algebraic arithmetic operations. The principles and characteristics of PMRI play an essential role in enhancing students' problem-solving skills. To conclude, students develop and solve problems by modeling based on their mathematical ideas. In addition, students must be able to develop problem-solving strategies in which they employ a variety of procedures.
Difference-Education Intervention That Promotes a Sense of Belonging, Mindset, and Hope in Minoritized First-Generation Students
Author: Mercado, Felipe
Date: 2023-00-00
Type: Journal Articles
Subjects: Intervention,Sense of Community,Student Participation,Psychological Patterns,Minority Group Students,First Generation College Students,Hispanic American Students,Minority Serving Institutions,Program Effectiveness

This research aimed to test Difference-Education Intervention (DEI) to determine the impact of this intervention on first-generation students' sense of belonging, mindset, and hope in Hispanic Serving Institutions. Social Learning Theory was used to understand that individuals must internalize what is learned and perceived socially, as learning cannot be separated from its social context. As a result of a careful review of the literature, DEI was replicated to examine its effects on first-generation students in Hispanic Serving Institutions. The study used an experimental design to create a control and intervention group. A convenience sampling technique was utilized to recruit 174 first-generation and continuing-generation first-year students from seven class sections of a college preparation course at Fresno State. A total of 84 students (48.28%) participated in the intervention and completed both the pre and post-survey questions. 28 participants were male, and 56 were female. 71 of them were first-generation students, and 13 identified as continuing-generation students. These findings suggest that social-psychological interventions can increase a student's sense of belonging, mindset, and hope for first-generation students in Hispanic Serving Instutions.
The Impact of Teacher Research on Classroom Practice and Teacher Autonomy
Author: DiLucchio, Connie
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Researchers,Theory Practice Relationship,Teaching Methods,Professional Autonomy,Graduate Students,Teacher Education Programs,Research Projects,Educational Research,Self Esteem

Faculty instructors of a master's-level teacher research course share findings from a study on the impact of teacher research on classroom practice and teacher autonomy. The authors describe the master of education program and research capstone course, in which graduate students (practicing teachers) complete a semester-long research project. They share their qualitative inquiry examining the impact of teacher research on participants who completed teacher research 2010-2018. Findings derived from surveys and interviews suggest that teachers (a) adapt their instructional practices and their thinking about learners' needs and (b) develop confidence and a greater sense of autonomy following a semester-long research experience. The authors suggest implications for teachers, administrators, and the field of teacher research.
Teacher Educator Reflections on Preparing First Year Pre-Service Teachers for School-Based Work Integrated Learning in an Online Learning Environment
Author: Mpu, Yolanda
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Educators,Preservice Teachers,Electronic Learning,COVID-19,Pandemics,Distance Education,Teacher Education,Teaching Methods

Due to the COVID 19 pandemic in 2020 and 2021, higher education institutions were forced to embark on online teaching and learning. This came at a point where the entire teacher fraternity was not prepared for this shift from traditional face-to-face interaction to virtual learning. This qualitative, exploratory study was undertaken as a comparative analysis of the teaching, learning and facilitation experiences of three teacher educators. The focus was on teacher educators who engaged in a formal online teacher training program with first year pre-service teachers enrolled on the Bachelor of Education qualification. Data was collected from the teacher educators in the form of interviews and reflective reports prepared at the conclusion of the 2021 academic year. The data was thematically analysed to distil common lessons, challenges and points for the 3 teacher educators with the intention of learning from and improving on practice. The paper addressed three research questions, which guided the study and presents the researchers' findings in the areas of student access to the learning platform, knowledge transfer from online lectures to practical application in the form of portfolio of evidence and the alignment between theory and practice. Recommendations include using a hybrid approach to preservice teacher preparation; using formative and summative assessment in making a judgement on competence and mastery and re-focussing student feedback as reflective essays.