ethanporcaro/eric-fulltext-meta huggingface dataset:
Handwriting Speeds of 4th-8th Grade Students
Author: Yekeler Gökmen, Ayse Dilek
Date: 2022-12-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Handwriting,Time Factors (Learning),Sex,Instructional Program Divisions,Handedness,Writing Skills,Foreign Countries

For the effective expression of feelings and thoughts, handwriting should be produced fluently at a certain speed. The aim of this study was to examine the development of handwriting speeds in 4th-8th grade primary and secondary school students in terms of some variables. In line with this aim, answers were sought to the question, &quot;Do 4th-8th grade primary and secondary school students' handwriting speeds differ significantly depending on their grade, gender, hand preference, and handwriting style?&quot; The study was designed in the survey method, and the study group consisted of 322 students attending the 4th, 5th, 6th, 7th, and 8th grades of primary and secondary school. A form developed by the researchers for all grade levels was used as the data collection tool in the study. In the data collection process, the students were required to copy a given text within one minute. The research results revealed that while the primary and secondary school students' handwriting speeds differed significantly according to their grade level, gender, and handwriting style, they did not differ significantly according to their hand preferences. As the grade level increased, mean handwriting speeds also increased. Female students wrote faster than male students. Students using the manuscript handwriting style wrote faster than students who used the cursive handwriting style.
Preservice Elementary Teachers&apos; Understanding of Fraction Multiplication and Division in Multiple Contexts
Author: Kang, Hyun Jung
Date: 2022-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Knowledge Level,Fractions,Multiplication,Division,Misconceptions,Elementary School Mathematics,Word Problems (Mathematics)

The present study examined preservice elementary teachers' performance on the problems of multiplication and division of fractions and compared their performances and analyzed the misconceptions. An instrument including 11 fraction multiplication and division tasks was given and the task involved three contexts: making own story problem, computations, representing operation using visual model. The findings reported that among the three contexts, making a diagram was the most challenging task for both operations, and their division performance varied depending on the division problem types. The author suggests that specific emphasis with rich story problem with different whole(s) in fraction, carefully designed context with different types of division concept, and building fractional number sense can help both PSTs and students reduce misconceptions and enhance deeper understanding of fraction operations.
Teaching the First Component of Social Referencing to Preschoolers with Autism; Reacting to New and Missing Objects in the Environment
Author: Lubomirska, Anna
Date: 2022-12-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Preschool Children,Child Behavior,Social Development,Interpersonal Competence,Attention,Interaction,Stimuli,Novelty (Stimulus Dimension)

Deficits in social referencing have been associated with autism spectrum disorder. It may lead to deficits in language, symbolic abilities, and other social-cognitive behaviors. When deficits in social referencing are detected, teaching such behaviors should be a priority, but effective teaching procedures are lacking. We consider social referencing as a behavior chain and suggest teaching each component in the chain in sequence. We introduce a program to teach the initial component of social referencing, reacting to new and missing objects in the environment through initiating interaction with another present person. Six children with autism spectrum disorder participated. All children acquired the skill within six months and generalized it to new people and materials. Future research could aim to replicate these findings and to develop effective procedures to teach other component skills of social referencing.
Positioning Geospatial: Classroom Benefits and Theoretical Implementation
Author: Law, Mick
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Geography Instruction,Technological Literacy,Pedagogical Content Knowledge,Thinking Skills,Spatial Ability,Educational Benefits,Learner Engagement,Learning Processes,Learning Motivation,Visualization

Teachers of geography have an intuitive sense that geospatial technologies are useful additions to their classrooms but the academic literature supporting this intuition is not substantial. This article summarises the documented benefits of geospatial technologies for geography teachers and students. Implementation of geospatial technologies in schools is examined for its usefulness in relation to the TPACK (technological, pedagogical and content knowledge) model. Geospatial technologies are found to promote spatial thinking, help students understand geographical content, enhance geographic inquiry, and increase student engagement when they are used with students. The research available suggests that these geospatial tools are useful for teachers and students and should be more widely used by teachers of geography.
Tracking the Extent of Out-of-Field Teaching of Geography: Issues and Implications for Advancing School Geography
Author: Kriewaldt, Jeana
Date: 2022-00-00
Type: Journal Articles
Subjects: Geography Instruction,Teacher Qualifications,Teacher Certification,Foreign Countries,Student Experience,Professional Development,Rural Schools,Teacher Shortage

This article reports on out-of-field (OOF) geography teaching in Australia. Participants were 298 teachers who responded to a national survey in late 2019. Findings indicate that OOF teaching remains prevalent in Australian geography classrooms which affects students' experience of learning geography. It also reports on the effects of policies in diminishing the focus on subject specialisms. The article proposes that teachers' capacity to make discretionary judgements about what to teach and how to teach it is challenged when they don't have their specialised expertise in the domain in which they teach, and therefore in field teachers must be recruited and OOF teachers must be provided with professional development in content and in pedagogy and supported by specialised guidance by in-field colleagues. The prevalence of OOF geography teachers has implications for teacher identity formation and may lead to diminished job satisfaction and contribute to teacher shortages.
A Critique of Version 9.0 of the Australian Curriculum: Geography for Primary Schools
Author: Maude, Alaric
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Elementary School Curriculum,Geography,Educational Objectives,Curriculum Development,Conservation (Environment),Spatial Ability,Citizenship,Sustainability

The article offers a critique of the Knowledge and Understanding sub-strand of the revised Australian Curriculum: Geography for Years F-6, due to be implemented in Australian schools in 2024. As a foundation for this critique, the article first discusses what should be the aims of geography in primary schools, in order to provide some criteria for evaluating the revision. It argues that what is educationally valuable about geography in the primary school years is not so much a body of geographical knowledge, but what that knowledge contributes to the personal development, abilities and values of a primary school child. The article describes seven of these contributions. The second part of the article evaluates the new curriculum against these educational objectives, and identifies a number of deficiencies. Part 3 describes the aims of the Australian Curriculum, Assessment and Reporting Authority (ACARA) in undertaking the review and revision of the Australian Curriculum, and evaluates the extent to which these have been achieved in the geography curriculum for the primary school years. The final part of the article presents an alternative revision that might meet both ACARA's aims and the educational objectives identified in Part 1. The aim of this article is to provide a critique of the recent revision of the Australian Curriculum: Geography for the primary school years F-6, and to suggest an alternative. This revision (Version 9.0) was completed in early 2022, and will be implemented in schools in 2024. Such a critique must go beyond simply identifying errors, misleading statements and inconsistencies, and evaluate whether the new curriculum succeeds in fulfilling the educational objectives of primary school geography, as well as ACARA's aims in undertaking the revision. The article only discusses the separate Knowledge and Understanding sub-strand of the curriculum, and not the combined Skills sub-strand. It starts with the question: What does geography contribute to the educational development of primary school children?
Know the Subject and How to Teach It: Using the GEOGstandards to Develop Pedagogical Practice amongst Pre-Service Geography Teachers before and during Professional Experience
Author: Caldis, Susan
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Geography,Theory Practice Relationship,Foreign Countries,Teaching Methods,Student Attitudes,Academic Standards

A set of teaching standards for the subject of geography was developed by the profession for the profession and intended for use as a reflective tool for professional practice. These GEOGstandards were empirically generated from the practice of experienced, specialist geography teachers from across Australia. However, little is known about the use and impact of these standards in developing the practice of geography teachers, particularly in the pre-service years. In this paper, we share findings from the first phase of a qualitative, longitudinal reflexive study with five pre-service geography teachers who were completing their final year of study in an initial teacher education program and preparing to transition into the teaching profession. We argue a sustained approach towards theory-practice reflection, focused on the GEOGstandards and implemented prior to and during professional experience, enables pre-service geography teachers to effectively discern important aspects of teaching geography, and take action to develop their pedagogical practice. Data are generated through the conduct of a social lab, lesson observations and semi-structured interviews and analysed through the lens of reflexivity theory. This paper makes an important contribution to geography education because it is the first known study to empirically investigate how the use of GEOGstandards contributes to the development of pedagogical practice amongst pre-service geography teachers. In doing so, the findings yield crucial implications for effective initial teacher education in a subject-specific context.
Use of an eBook for Oral Health Literacy© Curriculum to Elicit Functional Health Knowledge, Decision Making, and Goal Setting among School-Aged Children
Author: Ubbes, Valerie A.
Date: 2022-12-00
Type: Journal Articles
Subjects: Electronic Books,Elementary School Students,Grade 2,Grade 3,Dental Health,Curriculum,Intervention,Knowledge Level,Decision Making,Objectives,Goal Orientation,Eating Habits,Multiple Literacies,Student Attitudes,Story Reading,Health Behavior,Nutrition,Program Effectiveness

An eBook for Oral Health Literacy© curriculum was used as a brief intervention to help school-aged children use their functional health literacy skills of reading, writing, and speaking to learn about oral health hygiene and the importance of choosing healthy food and beverages for their teeth. The curriculum focused on building functional knowledge about oral health hygiene and nutrition behaviors through a health literacy intervention that highlighted the need for reasoned actions when setting food goals for healthy teeth and making decisions to keep teeth healthy and strong. The aims of the study included: (1) determining what children learned about their teeth from two chapters of the eBook for Oral Health Literacy© curriculum and what they remembered from reading the oral health and nutrition stories; (2) determining whether children liked to read and what they liked about the words and the pictures of the stories; and (3) determining whether children brushed their teeth in the morning and at night; had any cavities; had teeth or mouth pain; and visited the dentist every six months for a dental checkup. The visual textual narrative helped children to build a vocabulary about oral health when reading and writing about health. Children wrote about words and phrases that they recalled after reading each chapter. Their elaborations exemplified the importance of using a constructivist theoretical framework to elicit children's functional health knowledge about oral health and nutrition. Chi-square results showed that there was a moderate significant correlation between children who reported brushing their teeth in the morning and having been to the dentist in the past year (p = 0.021).
Bibliometrics of Scientific Productivity on Physical Activity in Children and Adolescents with Autism Spectrum Disorder and Down Syndrome
Author: Cossio Bolaños, Marco
Date: 2022-09-00
Type: Journal Articles
Subjects: Bibliometrics,Productivity,Physical Activities,Children,Adolescents,Autism Spectrum Disorders,Down Syndrome,Journal Articles,Geographic Location,Periodicals,Research,Language Usage,Foreign Countries,Research Methodology

The aim of this study was to compare bibliometric indicators of scientific productivity in physical activity (PA) in children and adolescents with Autism spectrum disorder (ASD) and Down syndrome (DS) in the PubMed database. A bibliometric study was conducted for the last 5 years (2017 to 2021). The data collected for each article were: year of publication, language of publication, country, journal name, and type of paper. The results showed that there was higher scientific productivity in the population with DS (20 studies) relative to their counterparts with ASD (31 studies). The language of publication in both cases was English. There were 10 countries that published on PA in ASD and 14 countries that published on DS. Overall, the greatest interest in publishing on PA in children and adolescents with ASD was in North America (6 studies), followed by Asia (5 studies) and Europe (4 studies). In the DS population it was in Europe (13 studies), North America (9 studies) and South America (4 studies). Nineteen journals were identified that published in the ASD population and 29 journals in DS. Six experimental studies were identified in ASD and 7 in DS. There was a higher scientific productivity with original studies. There was a positive trend of increasing scientific productivity over the years in both populations. We suggest the need to promote research on PA in both populations, regardless of the type of study, as it is an indicator of overall health status.
Validation of a Scale to Assess Activities of Daily Living at Home in Children and Adolescents with Autism Spectrum Disorder
Author: Cossio-Bolaños, Marco
Date: 2022-12-00
Type: Journal Articles
Subjects: Daily Living Skills,Antisocial Behavior,Autism Spectrum Disorders,Test Validity,Children,Adolescents,Test Reliability,Accuracy,Foreign Countries,Elementary Secondary Education,Individual Characteristics

Daily living skills may affect repetitive behavior patterns in individuals with autism spectrum disorder (ASD). This study aimed to validate a scale to assess activities of daily living at home (SAADL) in children and adolescents with ASD. Content validity by expert judgment showed Aiken V values between 0.75 and 0.88. The exploratory factor analysis (EFA) showed factor loadings (0.62 to 0.89) and high communalities. The % explanation of variance for dimension 1 (personal care) was 51.5% and for dimension 2 (mobility in the home) was 66.3%. The Cronbach's reliability was 0.87 and the retest values reflected high values of precision and accuracy. The SAADL is valid and reliable and can be used to assess activities of daily living of self-care and mobility at home.
&quot;We&apos;re Trying to Find Cool Things in the Forest&quot;--Exploring Children&apos;s Curiosity and Creativity in the Outdoors
Author: Harwood, Debra
Date: 2022-09-00
Type: Journal Articles
Subjects: Outdoor Education,Personality Traits,Creativity,Foreign Countries,Video Technology,Recall (Psychology),Experience,Children,Childrens Attitudes

Curiosity and creativity are crucial for children's learning and engagement within their worlds. However, research on creative teaching that also addresses children's curiosity is quite limited. In this case study, we adopted visual methods in combination with video-stimulated recall dialogue (VSRD) to explore children's experiences in a Forest School (FS) program in Southern Ontario. As researchers, we were particularly interested in the nexus of children's curiosity and creativity in the process of learning. Participating children, aged 6-12 years, wore GoPro cameras to document their lived experiences in the FS. Informed by constructivism, we examined data vignettes, querying the role of curiosity and creativity within children's entanglements in the natural environment. The results indicate that open-ended materials within nature invited and sustained curiosity and creativity. Children tended to gravitate to the complexity and ambiguity offered within the natural environment. The research findings have implications for educators, namely the importance of the choice of materials and approaches to support and prioritize children's curiosity and creativity in learning processes. Implications for inviting educators to capitalize upon inquiry moments and the unknown were also evident.
Effects of Balance Training Using Action Songs on Postural Control and Muscle Strength in Preschool Children
Author: Chatzopoulos, Dimitris
Date: 2022-12-00
Type: Journal Articles
Subjects: Psychomotor Skills,Singing,Preschool Education,Preschool Children,Physical Development,Human Body,Human Posture,Program Effectiveness,Intervention,Training

Postural control and muscle strength are important factors for the performance of everyday activities and reduce the possibility of fall-related injuries. The purpose of this study was to investigate the efficacy of a balance training program using action songs on balance and strength of preschool children. A total of 51 preschool children were randomly divided into an intervention group (25 children) and a control group (26 children). The intervention group received a balance training program with action songs (six weeks, two times a week, total 12 sessions), while the control group followed the normal curriculum. Prior to and after the intervention, both groups were assessed in dynamic balance (walking on balance beams), static balance (single-leg stance on forceplate and Flamingo test) and strength (long jump and handgrip). The results showed that the intervention group performed significantly better in the dynamic balance and Flamingo test. There were no significant differences in the centre of pressure (CoP) displacement in the Medio-Lateral direction (CoP/ML), the Anterio-Posterior (CoP/AP), and the strength variables. The reliability of the single-leg test on the forceplate was moderate. Moreover, there were no correlations between balance and muscle strength variables. It can be concluded that the balance training program with action songs constitutes an effective activity for developing preschool children's balance, but not strength. Perhaps balance and muscle strength are independent of each other and may have to be trained with complementary activities. Moreover, the results of the study and the behaviour of the children during the one-leg stance test on the forceplate gave rise to questions regarding the appropriateness of this test for preschool children.
Engagement in At-Risk Students Trajectories: Perspective from the Levels of Approach to the Student
Author: Bernárdez Gómez, Abraham
Date: 2022-12-00
Type: Journal Articles
Subjects: At Risk Students,Learner Engagement,Dropout Prevention,Student Experience,Educational Theories,Group Membership,Interpersonal Relationship,Teacher Student Relationship,Job Training,Education Work Relationship,School Holding Power

Student engagement within education has been an area of increasing interest over recent years as one of the factors that needs to be taken into consideration when addressing one of the main issues in education--school dropout. The objective of this paper is to provide oversight of how being engaged in the educational trajectories of young people who are at risk takes place. This will involve applying the theory of life course as the main driver of the research. A qualitative method is used which adopts a biographical and narrative approach via semi structured in-depth interviews. The main results have revealed that: 1) there are stages in which events that facilitate positive or negative engagement are more predominant; 2) generally, there are more negative critical events that result in a decline in the quality of student engagement; 3) there are several factors that stand out in each of the stages of the student trajectories.
&apos;Everybody Is Sick and There Won&apos;t Be a Cure&apos;: The Power of Privileging U.S. Student Voices through COVID-19 Drawings
Author: Jones, Meredith
Date: 2022-12-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Elementary School Students,Preschool Children,Student Attitudes,Symptoms (Individual Disorders),Emotional Response,Health Behavior,Safety,Microbiology,Freehand Drawing,Beliefs,Interaction,Social Isolation

The COVID-19 pandemic and the subsequent lockdown was particularly challenging for elementary students who experienced disruptions in almost all aspects of their daily activities. Our study addressed a dearth of U.S. studies documenting the adverse effects the pandemic created and continues to have for children by analyzing their drawings. This study was conducted post-lockdown after students resumed normal school operations. The Mosaic Approach framed this case study research that was conducted using drawings created by sixteen students in grades prekindergarten through fifth grade (ages 4 to 10 years old). Students drew what came to mind when thinking of COVID-19. We conducted a content analysis of the data and determined four dominant themes: (1) symptoms related to COVID-19, (2) evidence of psychological or emotional responses, (3) health and safety precautions, and (4) depictions of the virus cell. We assert children's drawings as a useful tool for educators to create opportunities to connect with students and potentially reduce their anxieties about issues, including those beyond the pandemic. This will be of interest to educators who may not have considered the power of children's drawings as a means to provide voice about current issues. It will also add to the global knowledge base about children's perceptions of COVID-19 and the resulting lockdown.