ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of the Relationship between Digital Obesity and Digital Literacy Levels of Individuals in the Context of Turkey
Author: Demir, Fatima Betül
Date: 2023-03-00
Type: Journal Articles
Subjects: Addictive Behavior,Digital Literacy,Foreign Countries,Predictor Variables,Age Differences,Gender Differences,Educational Attainment,Adults

The concepts of digital obesity and digital literacy, which are interconnected in influencing human beings, can find their place in all areas of life with the virtualized life industry in the globalizing world. Having these competencies, awareness can be explained by the orientation process between these concepts and the individual. In this direction, this study, which aims to examine the relationship between digital obesity and digital literacy levels of individuals, has been carried out, taking into account the existing orientation process. In the study, which was designed as a quantitative research, the relational survey model was used. The research was carried out with 549 participants. The results indicate that the level of digital obesity and digital literacy significantly predict the level. In addition, age, gender and educational status seem to play a partly mediating role in the relationship between digital obesity and digital literacy.
Greek Preschool Teachers&apos; Professional Features and Their Knowledge and Views of the Official Standards of Early Writing Teaching
Author: Tentolouris, Filippos
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Knowledge Level,Teacher Attitudes,Standards,Writing Instruction,Preschool Education,Teacher Qualifications,Teaching Experience,Phonics,Teaching Methods,Emergent Literacy,Communication Skills,Critical Literacy,Inservice Teacher Education

Background/purpose: The purpose of this study was to explore three null hypotheses regarding the association between Greek preschool teachers' professional features with their knowledge and views of the official standards of early writing teaching which emphasize on real communicative purposes. Materials/methods: 494 teachers participated in an internet-based survey and their answers of a 21-item digital questionnaire were analyzed through descriptive (calculation of frequencies) and inferential statistics (chi-squared tests). Results: Two of the three null hypotheses cannot be supported and two statistically significant associations were emerged: (a) teachers' high academic qualification is associated with a comprehensive knowledge and use of the official standards and (b) teachers with low qualifications and with a teaching experience of more than 10 years seem to reproduce a &quot;phonics&quot; approach. Conclusion: It is argued that the introduction of curricula per se cannot alter teachers' implementation of the phonics method which is contrary to the official curriculum standards and it is suggested that redesigning writing practices to make them more compatible with these standards should be a long-term and reciprocal project among teachers and policy makers.
The Effects of Online Mathematics Learning in the COVID-19 Pandemic Period: A Case Study of Senior High School Students at Madiun City, Indonesia
Author: Ariyanti, Gregoria
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Electronic Learning,Mathematics Education,Outcomes of Education,Student Attitudes,Comparative Analysis,High School Seniors

This study aims to determine the differences in students' mathematics learning outcomes before and after online learning and their positive responses to this method's use. Data were quantitatively and non-randomly collected from Senior High School students in Madiun city, Indonesia, in May 2020, by using the documentation and questionnaire methods. There are two sources of data, namely mathematics learning outcome and student's response using an online questionnaire. Data were used to determine the effect of learning during the COVID-19 pandemic. Meanwhile, the questionnaire was used to determine their responses. The results showed that the average of mathematics learning outcomes before online learning is greater than the average after online learning and students' average positive response towards mathematics before online learning is greater than the average after online learning.
An Experimental Study of Collaborative Instructional Strategy (CIS) for Teaching Mathematics at Primary Level in Pakistan
Author: Ali, Amjad
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Student Centered Learning,Teacher Collaboration,Comparative Analysis,Grade 5,Elementary School Students,Public Schools,Mathematics Tests,Mathematics Achievement,Instructional Effectiveness,Foreign Countries

Modern concept of education is based on students' centered learning approaches where collaborative instructional strategy is an emerging approach. It has been tested in different subjects and its effectiveness has been proved. Therefore, this experimental study investigated the effects of Collaborative Instructional Strategy (CIS) on mathematics achievement of fifth grade students. The experiment was conducted at a Government school in District Swat, Pakistan using pre-test post-test comparative group design on 64 students in two groups (control and experimental). Mathematics Attainments Test (MAT) was developed to measure students' academic achievement. Collaborative mathematics instructional lesson plans (CMIL) were also developed to teach mathematics. The collected data were analyzed though mean, standard deviation, pair sample t test and independent sample t test. The results of the experiment showed that Collaborative Instructional Strategy (CIS) has a significant positive effect on the academic achievement of Primary school students in the subject of mathematics. It was recommended that Collaborative Instructional Strategy (CIS) may be use to teach mathematics at primary level.
How Does Students&apos; Knowledge about Information-Seeking Improve Their Behavior in Solving Information Problems?
Author: Parissi, Marioleni
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Information Seeking,Problem Solving,Student Behavior,Knowledge Level,Foreign Countries,Internet,Search Strategies,Instructional Effectiveness,Familiarity,Instruction

Background/purpose: This study investigates how the teaching intervention and familiarity with the search topic enhance Greek students' behaviour while solving information problems. Materials/methods: Seven university students solved three information problems on the same search topic during an academic semester. After the first and before the last two information problems, a didactic intervention was implemented to familiarize the undergraduate students with the information problem-solving process based on the Big6 model of Eisenberg &amp; Berkowitz (1990) and the use of essential online search tools. Qualitative data was collected via observation as well with the think-aloud protocol. Results: The results indicated that after the didactic intervention and familiarity with the search topic, the participants could realize a greater variety of actions to locate the required information. Conclusion: The findings deepen the comprehension of how the students' information behaviours evolve and indicate suitable interventions that could support students in performing effective internet searches.
The Mathematics Instruction in Rural Area during the Pandemic Era: Problems and Solutions
Author: Tanujaya, Benidiktus
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,COVID-19,Pandemics,Rural Areas,Foreign Countries,Mathematics Education,Mathematics Teachers,Junior High Schools,High School Teachers,Middle School Teachers,College Faculty,Middle School Students,High School Students,College Students

The pandemic era had an enormous influence on teaching and learning activities in all regions of the world. For urban areas that generally already have a variety of adequate facilities and infrastructure, it still has an impact on their learning activities. However, this outbreak in rural areas with limitationsin teaching and learning activities hasits own story. Therefore, thisstudy aims to identify the problems encountered and the solutions implemented by teachers, lecturers, and students in the implementation of mathematics learning during the COVID-19 pandemic in one of the rural areas in Indonesia, namely Manokwari, West Papua. Teachers, students, and lecturers were all purposefully selected as research subjects for the study, which was conducted using qualitative research techniques. Data was collected through structured interviews using the WhatsApp application, then analyzed to construct narratives, tables, and images. The results showed two main problems in implementing the online mathematics learning system in West Papua, namely accessibility to Information Communications Technology (ICT) equipment and the ability to use ICT equipment in carrying out mathematics learning online. The results also show that online mathematics learning is necessary to require government involvement in planning, implementing, and evaluating online mathematics learning systems. Yet, blended learning is a learning system that is suitable to be applied in West Papua during this pandemic situation.
Efficacy of Visual Prompt for Basic Technology Instruction in Junior Secondary Schools: Ability Grouping Proposition
Author: Otobo, Audu Omar Ahmed
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Aids,Prompting,Technology Education,Junior High School Students,Ability Grouping,Academically Gifted,Achievement Tests

This erudition investigated the efficacy of two methods of instruction: Visual prompt instruction (VPTM) and Conventional Science instruction (CSTM) on the effects of homogeneous and heterogeneous ability levels' class instruction on learning outcomes in Basic Technology. The sample comprises 60 learners in junior secondary school classes randomly selected from two schools. Five instruments namely the basic technology achievement test (BTAT), wood, metal and plastic concept, knowledge and task and learner's questionnaire on preference for grouping types were used to collect data for the erudition. Two general research questions and five hypotheses were raised, tested and analyzed using measures of central tendency, mean, standard deviation and t-test (descriptive statistics). The results confirm that homogeneous ability level grouping is better quality for supporting learners learning outcomes. The reported alteration in approach and inquisitiveness of the learners is in favor of visual prompt instruction among the homogeneous ability grouping class. Recommendations were made based on the findings: the accountability is above all on pioneering physiognomics' of VPTM inclusion in the prospectus of scientific instruction in Nigeria cum internationally.
Solving the Math Anxiety Problem before It Starts
Author: Stokes, Patricia D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Anxiety,Early Intervention,Mathematics Skills,Kindergarten,Grade 1,Early Childhood Education,Program Effectiveness,Mathematics Achievement,Elementary School Teachers,Teacher Attitudes,Student Attitudes,Outcomes of Education

&quot;Can we do math instead of watching the movie?&quot;--Kindergartener. A student did ask that question. A whole class enthusiastically did math instead of watching the movie (Cardinale, 2019). Where? In a public school in Lodi, New Jersey, where kindergarteners learned how to think like mathematicians: in numbers, symbols, and patterns (DiLeo &amp; Stokes, 2019). The learning was based on an early math intervention using an explicit base-10 count, a single manipulative, and deliberate practice (Stokes, 2014a, 2014b, 2016a), and its expansion from one school (the pilot) to five (the district). The intervention was designed using a problem-solving model of creativity/innovation (Stokes, 2006, 2016b). This paper reports on an equally successful expansion in first grade. It is the first to report success in two ways: acquiring the math and not acquiring the anxiety. Problems with, and implications for, early math curricula are discussed.
Factors Affecting Teaching Creativity in Colleges of Education in Ghana
Author: Amegbanu, Vida Adzo
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,Creativity,Schools of Education,College Faculty,College Students,Barriers,Attitudes,Time,Class Size,Curriculum,Educational Resources,Expectation,Faculty Workload,Inservice Teacher Education,Clothing,Design,Vocational Education,Teaching Methods

This study investigated factors affecting the teaching of creativity in Colleges of Education (CoE) in Ghana. A descriptive survey design was used by developing a questionnaire containing closed and open-ended questions to collect the data. The data were collected from 188 participants. The participants were selected by using a multistage sampling technique. The sample involved fashion design instructors (18) and principals (5) students (165) from five CoEs. Descriptive statistics like frequencies and percentages were used to analyze the data collected. The results revealed some challenges such as time and large class sizes, inability to cover the curriculum, lack of resources, acquisition of objectives, heavy workload and staff inadequacy and lack of in-service training. Based on the findings, the researcher made recommendations to improve the teaching and learning of creativity in colleges.
Effect of Digital Awareness on Mathematics Achievements at School to University Levels in Nepal
Author: Khanal, Bishnu
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Elementary School Teachers,Secondary School Teachers,College Faculty,Digital Literacy,21st Century Skills,Electronic Equipment,Computer Use,Individual Characteristics,Cultural Awareness,Ethics,Leadership,Policy,Mathematics Achievement,Factor Analysis,Foreign Countries

Digital awareness is necessary for mathematics teachers to use digital technologies, including ethical, cultural, leadership, and policy awareness in this 21st century. This study aimed to examine the interrelation of digital awareness of mathematics teachers with students' achievement at schools to higher education levels in Nepal. An online survey was conducted among 399 mathematics teachers of Nepal and Mann-Whitney, Kruskal-Wallis, and multilevel linear regression were major statistical techniques used in the study. The findings indicated that most of the participants had digital devices, and the level of digital awareness was found to be high. The types of institution and teaching level were major contributing factors to determine the digital awareness, and developing and sharing cultural consequences are the main predictors of learners' achievement.
Elementary Preservice Mathematics Teachers Fraction Knowledge: An Integrative Review of Research
Author: Perry, Cody J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Mathematics Education,Fractions,Elementary Education,Knowledge Level,Learning Strategies,Teaching Methods,Barriers

Since mathematics scores have not improved appreciably in the last 20 years, a need exists to improve fraction instruction for preservice teachers (PSTs), so future elementary students are more successful with fractions (NCES, 2019). Unfortunately, it appears that many future teachers have not mastered fractions to the point they can teach fractions without struggling or repeating the superficial approach their teachers used. How can one expect elementary students to master rational numbers and improve test scores when their teachers still need to improve their own understanding and skill? Educator preparation programs (EPPs) and faculty members have a significant opportunity to address and improve PSTs' fraction knowledge and thus their ability to teach rational numbers before they enter the classroom. Since fractions are so vital in school, STEM careers, and the real world, exploring improved fraction performance among PSTs may also benefit practicing teachers and students alike (Bruce et al., 2013; Gabriel, 2016). Thus, this integrative review of previous PST fraction research seeks to guide future studies and inform EPPs about the improvement of fraction mastery among future educators. The review was guided by the following research questions: (1) What has research revealed about PSTs' fraction knowledge and skill deficiencies? (2) What strategies may not be effective in helping one master fractions? and (3) What strategies and interventions improved PSTs fraction knowledge and performance?
Unthinking Historical Thinking: Lessons from the Arctic
Author: Reeploeg, Silke
Date: 2023-00-00
Type: Journal Articles
Subjects: History Instruction,Thinking Skills,Indigenous Knowledge,Epistemology,Social Justice,Sustainability,Cultural Awareness,Cultural Maintenance,Colonialism,Educational Change

In a 2017 book chapter on the continuing erasure of Indigenous epistemes in academia, the Sami scholar Rauna Kuokkanen posed an important question: is it acceptable for a site of learning to be so ignorant? Foregrounding Indigenous scholarship from the Arctic, this article examines the potential of history education to address this question. Based on previous research on Arctic gender history and the coloniality of knowledge, I suggest a paradigm shift, in view of the new UNESCO Education for Sustainable Development framework (May 2021). The research investigates the challenges and opportunities that history education offers in terms of epistemic and cognitive justice within the context of Arctic memory cultures. The article concludes that much can be learned from (not about) Indigenous scholarship, which has long demonstrated a range of critical and sustainable methodologies that offer opportunities to seek epistemic justice and the restitution of cultural memory.
Teacher Stress during the First Wave of COVID-19 Infections: An Analysis According to Demographic and Labor Variables
Author: Vargas-Rubilar, Natalia Andrea
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Stress Variables,Labor Demands,Foreign Countries,Teacher Attitudes,Teacher Background

The purpose of this study was to analyze the work situations that education professionals perceived as stressful during the first wave of COVID-19 infections, and their possible variation according to demographic characteristics and working conditions. Empirical, quantitative, ex-post-facto, cross-sectional study was carried out, in which participated 9,058 teachers (86.9% women; M age = 41.08; SD = 8.82) who completed a semi-structured questionnaire of demographic and labor information and a scale of teacher stressors in the context of a pandemic. It was used Multivariate Analysis of Variance (MANOVA) with post hoc Bonferroni contrasts to study the variations in the perception of stress according to demographic and work variables. The MANOVAs indicated significant variations in the perception of stress according to the teachers' gender, age, marital status, having dependents (children and parents), the level of education of the teacher, the employment situation (permanent vs. transitory), teaching seniority, the type of educational management, the number of students in charge and the number of weekly working hours (for all cases, Hotelling's F with p &lt;0.001).
Spontaneous and Reasoned Approaches to the Algebraic Tiles&apos; Factorization Problem
Author: Brenner, Terence
Date: 2021-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Teaching Methods,Physics,Scientists,Teacher Researchers,Problem Solving,Mathematics Teachers,Science Teachers

In this paper, we present the spontaneous and reasoned approaches by a Physicist (B.C.) and a Mathematician (T.B.). Section 1 is by B.C and section 2 is by T.B.
Language Teachers&apos; Beliefs about Teaching the Present Perfect Tense
Author: Alnujiadi, Alanoud
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Teachers,Morphemes,Grammar,Second Language Learning,Teacher Attitudes,English (Second Language),English Language Learners,Foreign Countries,College Students

The growing body of teachers' cognition research suggests that language teachers' decisions about grammar teaching are influenced by what they know, think, and believe. While previous research highlights that learning the present perfect tense is challenging for foreign language learners, little research discussed teachers' beliefs about how these challenges are addressed in language classrooms. To bridge this gap and contribute more broadly to teacher cognition research, this study sought to explore teachers' beliefs about teaching the simple present perfect tense to foundation year students at an English language center at a University in Saudi Arabia. The basic qualitative research design was adopted, and semi-structured interviews were conducted with 13 teachers of English as a foreign language. The findings suggest that teachers had positive views about the value of teaching present perfect tense which were rooted in their apprentice of observation, pedagogical content knowledge and the textbooks. They viewed grammar as an integral component of language learning and perceived teaching grammar implicitly as an ideal approach to enhance language proficiency. However, their reported practices reflected conflicting explicit grammar teaching approach. The reported challenges to implicit grammar teaching were the learners' proficiency levels, lack of an equivalent grammatical structure in learners' native language, contrastive analysis, and translation. It was suggested that teachers' decisions about teaching the present perfect tense were driven by focus-on-form rather than focus on forms approach. The implications for teaching the present perfect tense are discussed and recommendations for future grammar teaching research are highlighted.
More than Just a Game: Teachers&apos; Experiences of the PAX Good Behavior Game
Author: Holmdahl, Ale
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Behavior,Behavior Modification,Intervention,Teacher Attitudes,Attitude Change,Faculty Workload,Foreign Countries,Elementary School Teachers,Classroom Techniques,Teacher Student Relationship,Peer Relationship

The PAX Good Behavior Game (PAX-GBG) is an evidence-based universal preventive intervention program for classroom use. Our aim was to explore teachers' perceptions of PAX-GBG and their work with it, and whether this changed during the implementation of the intervention. In addition, we explored teachers' perceptions, and changes in perceptions, regarding how they perceived their workload when learning and using PAX, how it influenced relationships in the classroom and students with special needs. Semi-structured telephone interviews were conducted with six female teachers at three time-points during a school year. Based on thematic analysis, four themes illustrating teachers' experiences and the perceived effects of PAX-GBG on classroom relationships were identified: (1) Working with PAX-GBG; (2) The Game; (3) Focus on Behaviour; and (4) Relationships. A notable finding was that most teachers, at the outset, had concerns regarding the PAX Game and that these concerns mostly disappeared after they had experienced working with it. Based on improved student behaviours and overall enhanced relationships in the classroom, our results show that PAX-GBG is a suitable intervention for all students. Students with special needs may especially benefit due to a focus on clear expectations, positive reinforcement, and a more inclusive classroom climate. Some remaining concerns regarding the universal suitability of the game need to be explored further in future studies. Based on the results in this study, PAX-GBG seems to have high social validity in a Swedish context.