ethanporcaro/eric-fulltext-meta huggingface dataset:
Narratives of Sustainability on Energy-Related Topics: Empirical Findings from German Geography Textbooks for Secondary Schools
Author: Pettig, Fabian
Date: 2021-00-00
Type: Journal Articles
Subjects: Sustainable Development,Energy Conservation,Textbooks,Textbook Content,Geography Instruction,Secondary School Curriculum,Middle Schools,Moral Issues,Critical Theory,Global Approach,Economic Factors,Social Influences,Foreign Countries

Previous analyses of German geography textbooks confirm tendencies towards the moralization of sustainability-related content. Against this background, this study examines moralizations and normative implications of recurring sustainability narratives in German textbooks for secondary schools. From the sample of 15 current middle school textbooks from Thuringia and North Rhine-Westphalia, energy-related double pages (n = 106) were analyzed in terms of their surface and depth structures. The analysis focuses on the thematic and spatial references and the dimensions of sustainability, as well as on education for sustainable development (ESD 1 and ESD 2) and the transported narratives. The article concludes with the formulation of certain recommendations for action, to deal with energy-related topics in the sense of an emancipatory ESD 2, in both critical geography lessons and the design of educational media.
Skills in Geography and Economics Reflected in Austria&apos;s Newly Developed Key Concepts and Competencies for the 2023/24 Curriculum
Author: Fridrich, Christian
Date: 2021-00-00
Type: Journal Articles
Subjects: Geography Instruction,Economics Education,Skill Development,Competency Based Education,Concept Teaching,Educational Objectives,Curriculum Development,National Curriculum,Integrated Curriculum,Secondary School Teachers,Teacher Attitudes,Teacher Characteristics,Foreign Countries

The Austrian school subject Geography and Economics is taught throughout lower secondary level (grades 5 to 8). Following three subject-related didactic paradigm shifts since 1962, it has developed into an integrated, socially-oriented subject in the social sciences tradition, and focuses on the person acting spatially and economically in social contexts. The central research question is: How can the goal of the subject of Geography and Economics, which is to enable young people to act in the &quot;society-economy-politics-environment&quot; framework, be pursued and supported at curricular level? In a Vienna-wide study (n = 527), assessments made of Geography and Economics teachers in respect of their teaching of the subject were collected in a triangulation design, using a questionnaire with open and closed questions. The evaluation of their responses used a mixed methodology of inductive category formation within the framework of qualitative content analysis (Mayring, 2000), as well as variance analyses and significance tests. At the centre of their teaching, teachers place the acquisition of knowledge, the human being acting in spatial, societal and economic contexts and man--environment systems, or precisely described skills; statistical correlations between teachers' years of service and level of education become apparent. The perception of the degree of integration of the two areas of Geography and Economics depends, among other things, on the teachers' attitude towards the economy. While the teachers' assessment of Geography and Economics as an integrated or combined subject is appropriate, the integration in the classroom could be further developed. For the new 2023/24 curriculum, integrated competence-oriented learning objectives and integrated key concepts were generated on the empirical basis of our results, and on the basis of subject-related didactic considerations and principles. This should further deepen the integration of geography and economics perspectives and how their integration is achieved in the classroom.
LogCF: Deep Collaborative Filtering with Process Data for Enhanced Learning Outcome Modeling
Author: Chen, Fu
Date: 2020-00-00
Type: Journal Articles
Subjects: Models,Outcomes of Education,Data Analysis,Psychometrics,Learning Analytics,Artificial Intelligence,Problem Solving,Prediction

Effective learning outcome modeling is crucial to the success of learning evaluation in education. In the digital age, the movement towards online learning and computerized assessments has resulted in an explosion of structured and unstructured educational data (e.g., learners' problem-solving process data), which offers new opportunities for large-scale learning outcome modeling. Traditional psychometric models are of limited scalability and cannot adequately model item and learner features with incomplete and unstructured learner performance data. Existing advances in machine learning typically don't account for learners' problem-solving processes for learning outcome modeling. Leveraging the collaborative filtering approach used in recommender systems, we develop a general framework of deep learning-based collaborative filtering with process data for enhanced learning outcome modeling, which is named LogCF. LogCF is capable of modeling learner- and item-skill associations as well as predicting learners' item responses. In our experiments on two datasets of distinctive features, we demonstrate the superior predictive capacity of LogCF compared with other educational data mining and psychometric measurement models under different conditions of training/test partition ratios. In addition, we derive three variants of LogCF to examine whether item-skill associations learned or refined by LogCF are superior to the expert-specified ones. In addition, we also demonstrate the interpretability of learner- and item-skill associations learned by LogCF.
Extending the Hint Factory for the Assistance Dilemma: A Novel, Data-Driven Help-Need Predictor for Proactive Problem-Solving Help
Author: Maniktala, Mehak
Date: 2020-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Problem Solving,Helping Relationship,Prediction,Classification,Student Behavior,Help Seeking,Undergraduate Students,Mathematics Instruction,Program Effectiveness

Determining &quot;when&quot; and &quot;whether&quot; to provide personalized support is a well-known challenge called the assistance dilemma. A core problem in solving the assistance dilemma is the need to discover when students are unproductive so that the tutor can intervene. Such a task is particularly challenging for open-ended domains, even those that are well-structured with defined principles and goals. We present a set of datadriven methods to classify, predict, and prevent unproductive problem-solving steps in the well-st-ructured open-ended domain of logic. This approach leverages and extends the Hint Factory, a set of methods that leverages prior student solution attempts to build data-driven intelligent tutors. We present a &quot;HelpNeed&quot; classification that uses prior student data to determine when students are likely to be unproductive and need help learning optimal problem-solving strategies. We present a controlled study to determine the impact of an Adaptive pedagogical policy that provides &quot;proactive&quot; hints at the start of each step based on the outcomes of our HelpNeed predictor: productive vs. unproductive. Our results show that the students in the Adaptive condition exhibited better training behaviors, with lower help avoidance, and higher help appropriateness (a higher chance of receiving help when it was likely to be needed), as measured using the HelpNeed classifier, when compared to the Control. Furthermore, the results show that the students who received Adaptive hints based on HelpNeed predictions during training significantly outperform their Control peers on the posttest, with the former producing shorter, more optimal solutions in less time. We conclude with suggestions on how these HelpNeed methods could be applied in other well-structured open-ended domains.
Place of Observation Skill in 5. Grade Social Studies Textbooks
Author: TazeKaraçali, Hülya
Date: 2021-03-00
Type: Journal Articles
Subjects: Observation,Skill Development,Thinking Skills,Social Studies,Textbooks,Textbook Content,Questioning Techniques,Grade 5,Curriculum Development,Foreign Countries

The aim of this study is to comparatively examine the status of observation skills in the questions contained in the 2007 and 2020 fifth grade social studies textbooks published after the 2005 and 2018 curriculums. The reason for choosing the fifth class as a class level is that observation skills were included at this class level in both 2005 and 2018 SSCEC as a direct skill. In this research, the document review method was used from qualitative research patterns. The data collection tools of the research constitute two different fifth-grade social studies textbooks, one published in 2007 and the other in 2020. These documents are available from schools and the EBA online education platform. The data was analyzed using descriptive analysis technique. As a result of the research, it was determined that twenty-three questions about observation skills were included in the 2007 edition of the social studies textbook and ten questions were included in the 2020 edition of the textbook. However, it has been concluded that the textbook that contains the highest level of questions is the 2020 edition textbook. Fifth-grade social studies textbooks may include questions about all levels of observation skills, even if they differ in quantity over many years.
The Place of Change and Continuity Perception, Time and Chronology Perception Skills in the Curriculum of the Social Studies
Author: Pala, Senol Mail
Date: 2021-03-00
Type: Journal Articles
Subjects: Time,Concept Teaching,Social Studies,Curriculum,Skill Development,Concept Formation,Grade 4,Grade 5,Grade 6,Grade 7,Foreign Countries

Perception of change and continuity and perception of time and chronology are among the skills expected to be acquired by students through the Social Studies course curriculum (SSCEC). These skills are included in the SSCEC, which was updated in both 2005 and 2018. It is aimed to attainment, develop and transfer these skills to students by making associations with many learning areas in SSCEC and with the achievements included in these learning areas. It is important to what degree these skills, which are among the basic skills of the social studies course, are included in the curriculum. For this reason, the aim of the study was to determine how much and at what level the ability to perceive change and continuity and to perceive time and chronology were given in SSCEC. The qualitative research model and document review method were used in the study. Due to the study of the relationship between change and continuity perception and time and chronology perception skills with SSCEC, SSCEC has been identified as the data source of the study. The data is analyzed by descriptive analysis technique. According to the results of the study, it was achieved that the ability to perceive change and continuity and to perceive time and chronology are included in SSCEC at all class levels and in all learning areas. In addition, it was determined that the ability to detect change and continuity in SSCEC includes the ability to detect continuity and change that occurs with the most time, and the ability to detect time and chronology includes indicators for interpreting data in the most time lane.
The Meta-Analysis of Climate Resilience Education in Higher Education for Transformation Based on Experiential Learning Models
Author: Utomo, Dwiyono Hari
Date: 2021-00-00
Type: Journal Articles
Subjects: Meta Analysis,Climate,Geography Instruction,Environmental Education,Higher Education,Teaching Methods,Educational Objectives,Experiential Learning,Caring,Student Attitudes,College Students,Social Change,Foreign Countries

The geographical and astronomical position of the Indonesian archipelago causes Indonesia to have two seasons, namely the rainy and dry seasons. The rainy season occurs in October-March, and the dry season occurs in March-October. The rainy season often occurs with high rain intensity, especially during the La-Nina period, on the other hand, the dry season often occurs with low rain intensity, especially during the El-Nino period. The effects of both can be seasonal disasters that threaten human life. The purpose of this research is to explore the idea of climate resilience education in higher education in order for it to be transferred to the public. The research method used meta-analysis through the overlay concept to find ideas on climate resilience education. The results found ideas that were then grouped into methods, contents, and actions of students aligned with learning objectives. Climate resilience education can be included in climatology or hydrometeorology courses based on experiential learning models. Activities carried out in climate resilience education aim encouraging a caring attitude for the environment and become the basis for transformation in society.
Training Teachers to Use Remote Sensing: The YCHANGE Project
Author: Schulman, Kathrin
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education,Secondary School Teachers,Teacher Attitudes,Teacher Competencies,Satellites (Aerospace),Geographic Information Systems,Geography Instruction,Data Use,Curriculum Development,Skill Development,Program Effectiveness,Foreign Countries

Many people use satellite images in their professional and everyday lives, and school curricula often require their use. Yet, the ways teachers actually use satellite images in the classroom is often limited, if they use them at all. The YCHANGE project trained teachers to use remote sensing data by themselves and to use it in their classrooms. The project partners created a remote sensing curriculum which suggests how teachers can develop their students' skills in this area of geography. This curriculum is based on existing research and school curricula. The project partners created and published sample learning units, and the project webpage also offered the possibility for teachers to publish student-created projects. YCHANGE training event participants in Switzerland and Germany filled out an online survey. Most participants said they improved their ability to read satellite images and use them in the classroom. However, participants' evaluation of the YCHANGE materials and training events was mixed. The study shows some differences among the Swiss language regions, and significant differences between Germany and Switzerland. For example, our training events introduced the participants to the web application BLIF. On average, the German participants liked BLIF, but the participants in Switzerland rated BLIF significantly worse. We therefore recommend that future research compare remote sensing, as well as other areas of geography education, among different countries and language regions.
A Meta-Analysis of the Impact of Professional Development on Teachers&apos; Knowledge, Skill, and Self-Efficacy in Data-Based Decision-Making
Author: Gesel, Samantha A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development,Inservice Teacher Education,Preservice Teacher Education,Elementary Secondary Education,Special Education,Skill Development,Knowledge Level,Expertise,Self Efficacy,Program Effectiveness,Progress Monitoring,Data Use,Decision Making,Curriculum Based Assessment,Educational Research,Students with Disabilities,Individualized Education Programs

The purpose of this review was to synthesize research on the effect of professional development (PD) targeting data-based decision-making processes on teachers' knowledge, skills, and self-efficacy related to curriculum-based measurement (CBM) and data-based decision-making (DBDM). To be eligible for this review, studies had to: (1) be published in English; (2) include in-service or pre-service K-12 teachers as participants; (3) use an empirical group design; and (4) include sufficient data to calculate an effect size for teacher outcome variables. The mean effect of DBDM PD on teacher outcomes was g = 0.57 (p &lt; 0.001). This effect was not moderated by study quality. These results must be viewed through the lens of significant heterogeneity in effects across included studies, which could not be explained by follow-up sensitivity analyses. In addition, the experimental studies included in this review occurred under ideal, researcher-supported conditions, which impacts the generalizability of the effects of DBDM PD in practice. Implications for research and practice are discussed.
A Randomized Evaluation of Group Training for Paraprofessionals to Implement Systematic Instruction Strategies with Students with Severe Disabilities
Author: Brock, Matthew E.
Date: 2021-08-00
Type: Journal Articles
Subjects: Team Training,Paraprofessional School Personnel,Program Implementation,Teaching Methods,Students with Disabilities,Severe Disabilities,Job Training,Multiple Regression Analysis

Paraprofessionals are often tasked with providing instruction to students with severe disabilities despite little or no training in evidence-based practices. Previous studies have demonstrated that specific strategies (i.e., didactic instruction, modeling, and immediate performance feedback) in a 1-to-1 format can enable paraprofessionals to implement practices with fidelity; however, training all paraprofessionals exclusively in a 1-to-1 format with immediate feedback is not feasible. We tested two modifications to improve feasibility: delivery in a group and delayed performance feedback from video recordings. We randomized 17 paraprofessionals to a control condition or group training condition focused on simultaneous and least-to-most prompting. Paraprofessionals in the training condition implemented the prompting strategies with better adherence to steps (d = 0.91 and d = 1.56), better implementation quality (d = 0.60), and their students made more progress (d = 0.29). These findings provide evidence that effective coaching strategies can be utilized in a group context.
Developing Grammatical Competence at the Stage of Pre-Higher Education Training
Author: Fisenko, Olga
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Russian,Second Language Instruction,Language Proficiency,Grammar,Competence,Language Skills,Communication Skills,College Readiness

The developing grammatical competence in teaching Russian as a foreign language foreign student at the stage of pre-higher education training is one of the most important tasks facing linguodidactics. The success of mastering Russian as a foreign language depends on the level of grammatical competence. Knowledge of grammar contributes to better mastering of Russian as a foreign language. The article defines the terminological status of competence, examines its correlation with such categories as linguistic competence, foreign language communicative competence, etc. There are described the principles of selection of educational material. There are highlighted the stages of work on communicative competence.
Development of Psychomotor Functions in Preschool Children with Intellectual Disabilities through the Means of Correctional Eurhythmics
Author: Arkhipova, S.V.
Date: 2021-03-00
Type: Journal Articles
Subjects: Psychomotor Skills,Preschool Children,Intellectual Disability,Music Education,Movement Education,Physical Therapy,Foreign Countries,Outcomes of Treatment

Introduction: The article examines the problem of psychomotor development of preschool children with intellectual disabilities. The researched problem affects learning, upbringing, and socialization of children of said category and its resolution requires implication of not only traditional but also non-traditional tools including correctional eurhythmics. The goal of the study is to develop the organizational and methodical basis for the development of psychomotor functions in preschool children with intellectual disabilities through the means of musical rhythmic exercises. Materials and methods: The basis of the research is formed by general scientific cognition methods: analysis, synthesis, comparison, generalization; pedagogical experiment (ascertaining, forming, control), and empirical data analysis. The data acquired in the course of the study were processed in Excel via the methods of mathematical statistics. Results: The conducted study demonstrates a positive dynamic in the development of psychomotor functions in preschoolers with intellectual disabilities before and after conducting experimental work using the means of correctional eurhythmics. Discussion and conclusion: The collected data confirms that specially organized work using musical rhythmic games and exercises effectively contributes to the level of development of psychomotor functions in children with intellectual disabilities not only in the motor but also in the cognitive and emotional and volitional components. The prepared materials can be used by specialists and teachers of preschool education organizations interested in the development of psychomotor functions in preschool children with intellectual disabilities by the means of correctional eurhythmics.
Updating the Content of Education through the Integration of Seven Modules
Author: Ali, R.
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Improvement,Integrated Curriculum,Secondary School Curriculum,Teaching Methods,Critical Thinking,Student Evaluation,Formative Evaluation,Computer Uses in Education,Developmentally Appropriate Practices,Academically Gifted,Student Leadership

The article is devoted to the analysis of modern trends in the field of updating the content of school education of the Republic of Kazakhstan. The introduction of seven educational modules in the content of education will improve the quality of Kazakhstan's education. Finding ways to integrate the seven modules of education makes the study relevant. The author describes the educational modules and their impact on the content of education, focusing on ways to integrate seven modules in a single lesson, changing the content of education under the influence of educational modules.
Specifics of Forming Linguistic Sociocultural Competence among Foreign Students in the Pre-University Period
Author: Yurova, Yuliya
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Language Proficiency,Sociolinguistics,Cultural Influences,Language Skills,Competence,Russian,Second Language Instruction,College Readiness,Interpersonal Communication,Communication Skills,Cultural Awareness

The article considers communicative competence as a sum of several competences such as linguistic, paralinguistic, linguistic-sociocultural, substantial competences, etc. Linguistic sociocultural competence is specifically featured. The article describes linguistic cultural, psychosocial and cultural expertise and skills. The criteria of learning material selection for the formation of linguistic sociocultural competence.
Vocal Education in Kazan: From Amateur Music Playing to Professional Training
Author: Martynova, Yulia Aleksandrovna
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Singing,Music Education,Cultural Influences,Music Activities,Educational History

The article is devoted to vocal education in Kazan as part of a general cultural process. Kazan as &quot;a gathering place of two worlds -- the Western and the Eastern&quot;, was the leading music and cultural center. This city was simultaneously one of the largest provincial centers of Russian culture, and Muslim Tatar's. During the XIX century in Kazan not only amateur music-making was actively developed but also were created music-public associations and private music teachers became widespread. The concert and performance in Kazan inevitably went through single phases and stages of development common to the whole country. Over time, amateur performance gives way to professional performance. The article is used a set of humanitarian and historical methods. The materials may be interesting for researchers of music education in Russia, as well as Russian provincial culture.