ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education Teachers&apos; Conceptions of Professional Development and Change: A Longitudinal Case Study of University Pedagogy Prospects
Author: Karjalainen, Asko
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Individual Development,Teacher Education,Thinking Skills,Teacher Attitudes,Educational Change,Educational Strategies,Professional Identity,Self Efficacy,Time Perspective,Educational Experience

The aim of this research is to find out how higher education (HE) teachers reflect on the possibilities of personal development and evaluate the institutional promotion of academic teaching in an HE community. The purpose was thus to understand how university employed teachers experienced and reflected on the benefits of their pedagogical education and pedagogical fellowship during and after the studies. To obtain information regarding the current situations and prospects for the future of the research persons, questionnaires were used, and unstructured essays were written through their study time and subsequently. The research methods were qualitative content analysis and deep analysing methods. The teachers possess cognitive thinking skills of the highest level. Pedagogical and transformative thinking are not at the same level. The research persons express their views tactfully when outlining how teaching should be realized in the future. Still, they criticized the resistance to changes in academic teaching, especially before they themselves were part of the administration.
Teachers&apos; Views and Experiences Regarding Acquiring Analytical Thinking Skills in the Middle School Mathematics Curriculum
Author: Yurt, Eyüp
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Mathematics,Mathematics Curriculum,Thinking Skills,Teacher Attitudes,Teaching Experience,Curriculum Evaluation,Skill Development

In this research, the level of acquiring analytical thinking skills in the secondary school mathematics curriculum was examined according to the opinions and experiences of the teachers. The research was carried out by the phenomenology pattern, one of the qualitative research designs. The research was performed with the voluntary participation of eight mathematics teachers working in public secondary schools in the central district of Bursa in Türkiye. In the selection of teachers, it was considered that they had experience with the curriculum, had at least five years of professional experience, and received in-service training on the curriculum. The opinions and experiences of the teachers about the curriculum were obtained using a semi-structured interview form. The data were analyzed by content analysis, and themes were created. According to the results, the teachers found the curriculum insufficient for gaining analytical thinking skills. According to the teachers' opinions and experiences, the mathematics textbooks' questions and activities are insufficient for gaining analytical thinking skills. According to teacher experiences, leaving students alone with non-routine questions supports their analytical thinking skills. In addition, the modeling technique helps to embody the analytical thinking process. The teachers stated that the applications in the textbooks were prepared to assume every student would learn at the same pace and similarly. In addition, it has been revealed that students wanted to work by rote, not wanting to tire their minds and getting used to ready-made it difficult for them to acquire high-level thinking skills such as analytical thinking. Some suggestions have been developed according to the results obtained.
The Role of New Social Ties in Creating Meaningful Life
Author: Tapani, Annukka
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sense of Community,Group Membership,Peer Relationship,Quality of Life,World Views,Self Concept,Interpersonal Competence,Social Capital,Adolescents,Adults,Employment

This article suggests that communities and social ties support the feeling of being meaningful. The theoretical concepts discussed here are social capital, community, and new forms of social ties. The data consists of 969 answers from citizens of different ages from three cities. Despite the possibilities of new global social ties, Finns seem to be quite traditional when it comes to a meaningful life: the sources of communality are &quot;old communities&quot; such as work, work communities, families, and relatives. The self-determination theory (Deci &amp; Ryan, 2000) fits well with Finns: it is important to recognize personal competence. Nevertheless, it is not enough to be competent: people need to be related to others but also have enough autonomy among others. After COVID-19 and the period of enforced remote work, we need new ways to build communality and relatedness in creating and maintaining traditional and new social ties.
Essential Components of Miller&apos;s Soulful Curriculum Theory
Author: Baraei, Ali
Date: 2022-08-00
Type: Journal Articles
Subjects: Holistic Approach,Philosophy,Student Needs,Spiritual Development,Psychological Patterns,Energy,Curriculum Development,Barriers,Stress Variables,Stress Management,Quality of Life,Relationship,Figurative Language,Listening,Visualization,Emotional Response,Intuition

The soulful curriculum makes the educational environment dynamic and robust. This study's primary purpose was to identify the essential components of the soulful curriculum from Miller's viewpoint. An inductive approach and content analysis were applied to achieve this purpose. The essentials, principles, and techniques of the soulful curriculum were extracted from Miller's perspective, and finally, the critical components of the soulful curriculum were inferred and explained by integrating the essentials, principles and techniques of Miller's Curriculum. Accordingly, we reviewed Millers' two seminal works called &quot;Holistic Education and Education and the Soul: Toward a Spiritual Curriculum.&quot; The cause for selecting these two works was comprehensiveness and consistency in expressing John Miller's ideas fundamental to orientation. By integrating the results, the essential components of the soulful curriculum were categorized into six dimensions: holism, introspection, naturalism, connectivism, balancing, and energization.
Using Digital Customer Communities as a Marketing Tool to Connect and Educate Customers in the Manufacturing Industry
Author: Klein, Christian
Date: 2022-00-00
Type: Journal Articles
Subjects: Manufacturing Industry,Marketing,Communities of Practice,Access to Information,Social Media,Information Dissemination,COVID-19,Pandemics,Computer Mediated Communication

The application of digital customer communities has been observed over the past years but primarily in the business-to-consumer sector. The COVID-19 crisis has affected positively the usage of digital tools in business-to-business, including customer communities. A digital customer community aims to connect individuals and share information between them. It has therewith a positive effect on the trust, loyalty and behavior of customers. The present study reviewed scholarly databases in an attempt to ascertain the current knowledge on the use and relevance of digital customer communities. Several studies have discussed the advantages of using digital customer communities in e-commerce, brand management or business cooperation, but a framework supporting the application of digital customer communities is lacking. The present study used content analysis to examine the existing academic knowledge. It recommends answering the three questions &quot;What does the digital transformation change?&quot;, &quot;Why use customer communities?&quot; and &quot;What drives the customer experience?&quot; when starting to consider using digital customer communities in business-to-consumer.
Adaptations and Innovations: Evolving Supervision Models, Expanding Rural Outreach, and Generating and Disseminating Action Research
Author: Goodson, Todd
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Innovation,Supervision,Rural Schools,Outreach Programs,Action Research,Professional Development Schools

The Manhattan-Ogden USD 383 public school system and Kansas State University's College of Education view the Professional Development School Network as central to the work of simultaneous renewal across institutions and within the professional lives of teachers, teacher candidates, and K-12 students. In this article, the authors share the pride of their nearly 40 years of PDS partnership work and their work with Manhattan/Ogden USD 383 from their collective inception as well as being the only PDS partnership to receive the Exemplary Achievement Award twice, first in 2011 and again in 2022. Herein, they highlight how they have evolved their practice in innovative ways including: the addition of two new pathways toward licensure--a Master of Arts in Teaching (MAT) program and Bachelor of Science Online (BSO); expanding their signature on-campus summer STEM camp to include Virtual STEAM serving rural schools in the state and middle school participants worldwide; and starting an annual Rural Summit event to bring together leaders from rural schools across the state.
Preparing Pre-Service Teachers for edTPA Using PDS Support and Video Annotation
Author: Reeves, Emily K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Performance Based Assessment,Professional Development Schools,Video Technology,Documentation,Teacher Certification

Video capture can be a very useful tool in helping pre-service teachers (PSTs) recognize both strengths and weaknesses in their teaching, and much research supports the use of video in helping PSTs develop critical reflective practices during their PDS experience (NAPDS Essential 4) while working on edTPA. Initially, video capture is introduced in PDS Block classes the semesters before clinical teaching and then fully implemented during clinical teaching allowing for gradual release of responsibility. In addition, the uncertainty of the availability of quality field placements, increased accreditation and accountability requirements, and the scarcity of resources such as highly qualified university supervisors makes innovative video observations and analysis of PSTs teaching a vital tool in developing critical reflective practices about pedagogical and management decisions. Specifically, in the case of pre-service PDS teachers, reflection (NAPDS Essential 4) is extremely important in helping them develop into thoughtful practitioners during their field experiences before entering their own classrooms. This article describes the benefits of video annotation software such as GoReact to support PSTs in PDS and concludes with suggestions for implementation.
Novice Teachers&apos; Professional Identity Reconstruction
Author: Lap, Trinh Quoc
Date: 2022-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Novices,Professional Identity,Foreign Countries,Adjustment (to Environment),Self Actualization,Cues,Work Environment,Student Attitudes,High School Teachers,Self Concept

A transition from pre-service training programs to teaching is a dramatic and somehow painful experience for novice teachers. The question is what difficulties novice teachers face and how they negotiate their professional identity to cope with difficulties and find joys in their career. This study is aimed to investigate novice teachers' professional identity reconstruction, from their imaged-identities to their practiced identities. The use of semi-structured interviews collected data from four Vietnamese English as a foreign language (EFL) novice teachers. According to the data, cue-based was the most common type of novice teachers' imagined identity. Regarding the practiced identities, the interviewees reported different professional identity reconstructions in the first five years of teaching practice. The participants' excerpts enlisted some challenges that the novices faced such as students' learning attitudes, working environments, or unorganized colleagues. Based on the research findings, some solutions were proposed in order to help novice teachers get through their difficult times at the very beginning of their career.
The Integration of the Digital Platform Educaplay in Interdisciplinary Paths in the 1st and 2nd Basic Education Cycles
Author: Graça, Vania
Date: 2022-08-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Teaching Methods,Child Development,Masters Programs,Graduate Students,Portuguese,History Instruction,Geography Instruction,Student Attitudes,Student Behavior,Foreign Countries,Teacher Education Programs,Preschool Education,Grade 3,Elementary School Students,Pedagogical Content Knowledge,Learning Management Systems,College School Cooperation,Preservice Teachers,Skill Development

The dialogue between knowledge, pedagogies and didactic resources gives meaning to learning. This learning when integrated in a transdisciplinary environment enhances the holistic development of the child. This study is part of the Master's Degree in Education of the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, integrated in the IFITIC Project &quot;Innovate with ICT in Initial Teacher Training to Promote Methodological Renewal in Pre-school Education and in the 1st Cycle of Basic Education&quot;. The purpose of this research is to verify the potential of the digital educational platform &quot;Educaplay&quot; in the 1st and 2nd Basic Education Cycles. In this sense, the qualitative methodology was used, of an interpretative and comprehensive nature, since the aim is to analyze the social, valuing the meaning of action and the role of the subjects in the social construction of reality. The data were collected by the participating observation practice and field notes, since they allow access to facts, situations and behaviors, difficult to be captured through the survey or interview. In the first stage the educational practice was understood through the integration of digital resources and in the second stage the facts and their impacts were analyzed and interpreted. The sample involved 73 children, 21 children attending 3rd grade and 52 children from two classes attending 6th grade at a school in the Porto region. The results show that this platform has promoted: a) the appropriation of contents in a transversal and interdisciplinary way and b) the development of skills, values and attitudes inherent to the profile of the XXI century student. Thus, the article presents the educational practices that have integrated tools of &quot;Educaplay&quot; by the voice of the narrator. It is hoped that this research can provide pointers for teachers and educators seeking to renew their educational practices of vertical and horizontal articulation. [Note: The page range on the .pdf (pp. 377-392) is incorrect. The correct page range is p377-391.]
Observational Record and Self-Report of Teacher-Student Performance in High School Lessons
Author: Bazán-Ramírez, Aldo
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,High School Teachers,Teacher Student Relationship,Feedback (Response),Classroom Observation Techniques,Science Instruction,Public Schools,Video Technology,Foreign Countries,Mexicans,Social Behavior,Behavior Standards,Science Teachers,Teacher Attitudes,Student Attitudes,Student Evaluation of Teacher Performance,Evaluation Criteria,Student Evaluation

There are different strategies to analyze teacher and student performance when they interact with each other in class. The most used strategies are direct observation and verbal reports. Even though what is observed or reported depends on theoretical frameworks regarding didactic interactions, these must be related to teacher functions such as supervision, providing feedback, and evaluation of student performance. In this study, instruments for observational recording and verbal reports were developed and validated considering teacher functions and their student performance counterparts to compare the degree of correspondence or divergence between data gathered from both strategies. 135 students enrolled in a science class and their teachers participated. The class was taught in a public high school located in center/south Mexico. Classes were videotaped and the corresponding observational records were analyzed. Two months later, verbal reports were administered to students and teachers. Coincidences and differences that were found revealed that observer-observe interaction is conditioned by social norms. These results were interpreted considering the notion of silence as a communicative element.
The Roles of Professors-in-Residence within an Enhanced Clinical Preparation Model of Teacher Learning and Leading
Author: Puig, Enrique
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Role,Teacher Educators,Professional Development Schools,Mentors,Preservice Teachers,Coaching (Performance),Teacher Education

The first year of teaching is often challenging and the year when teachers decide whether to remain in the profession. More than 20% of first-year teachers leave their school or the profession within their first year of teaching and almost 40% of beginning teachers leave the profession within their first five years (McVey &amp; Trinidad, 2019). The amount of support provided to beginning teachers is critical during their formative years when teachers are transitioning from preparation to practice (Rychlik &amp; Carroll, 2003). Collaboration and support among professionals within teacher preparation programs and school districts during teacher preparation and induction are needed to address the critical features of effective, sustained professional learning (Desimone &amp; Garet, 2015). Adapting Rudine Bishop's (1990) metaphor of mirrors, windows, and doors, this article is organized broadly around the following three questions: (1) How do the authors produce mirrors of reflection for teacher candidates to become reflective practitioners with a focus on teaching as assisting performance? (2) What windows of possibilities can the authors design for teacher candidates to employ research-proven instructional practices? and (3) What doors of opportunities can the authors draft to support the development of professional capital within a professional learning community of practice?
Analyzing Experimental and Theoretical Probabilities in Japanese 7th and 8th Grade Textbooks
Author: Ishibashi, Ippo
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Teaching Methods,Probability,Grade 7,Grade 8,Textbooks,Content Analysis,Comparative Analysis,Accuracy

Probability is a difficult concept, which is not always taught accurately. This study aims to clarify how experimental and theoretical probabilities are taught in Japanese 7th and 8th grades through a textbook analysis. We analyzed seven, government approved Japanese 7th and 8th grade textbooks each. Focusing on the definition and explanation of experimental and theoretical probabilities and the law of large numbers, we identified eight discrete perspectives. Findings revealed that, first, some textbooks aim to teach students to distinguish between experimental and theoretical probabilities, whereas others aim to teach students to be aware of the connection between the two. Second, after explaining theoretical probability, some textbooks asked questions to clarify the scope of theoretical probability, aiming to teach students to distinguish between the two probabilities. Third, in explaining the law of large numbers, textbooks do not adopt the perspective that experimental probability converges on true probability, but that it converges on theoretical probability.
Analyzing In-Service Teachers&apos; Process of Mathematical Literacy Problem Posing
Author: Kozakli Ulger, Tugce
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Numeracy,Questioning Techniques,Middle School Teachers,Word Problems (Mathematics),Teacher Attitudes

Posing mathematical literacy problems is one of the challenging issues in literacy studies. The present study focused on how to develop the ability to pose mathematical literacy problems. Within the context of the training given to middle school mathematics teachers on how to pose mathematical literacy problems, literacy problems were introduced. Each of the problems was discussed and evaluated regarding the structural characteristics and differences from the routine problems. Respectively, the steps of (i) completing an incomplete problem with a context as a mathematical literacy problem; (ii) evaluating the problems in the textbooks in terms of realistic problems and converting them into mathematical literacy problems; and (iii) conducting exercises for writing original mathematical literacy problems. It was concluded that teachers were more successful in creating contexts, that they tended to write operation-oriented problems, that they often used sentences ending with the words &quot;please calculate&quot; and &quot;find&quot; by being influenced by the traditional word-problem sentences contained in the textbooks, and that they had more difficulty in developing problems which should bring forward a mathematical suggestion than other problem types.
Exploring Mathematics Anxiety among Primary School Students: Prevalence, Mathematics Performance and Gender
Author: Mitchell, Linvall
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Elementary School Students,Grade 4,Grade 6,Mathematics Anxiety,Mathematics Achievement,Mathematics Tests,Gender Differences

This quantitative, survey research investigated the prevalence of mathematics anxiety among 62 fourth and sixth grade primary level students (aged nine to 12 years). It also explored the correlation between mathematics performance and mathematics anxiety as well as if there was a significant, statistical difference between the mathematics anxiety of males and females. The data relating to mathematics anxiety and mathematics performance were collected using the modified abbreviated math anxiety scale (mAMAS) and a teacher-made mathematics test, respectively. This data was analyzed using descriptive statistics, the Mann Whitney U test and Spearman rank order correlation. The results indicated that the prevalence of mathematics anxiety was high among the sample of grade four students while the prevalence rate was considerably lower among the sample of sixth graders. Small, non-significant positive and negative correlations were recorded between mathematics performance and mathematics anxiety for grade four and six students, respectively. Gender differences relating to mathematics anxiety were also non-significant. In light of these mixed findings practical implications and potential directions for future research are discussed.