ethanporcaro/eric-fulltext-meta huggingface dataset:
Smartphones as Digital Instructional Interface Devices: The Teacher&apos;s Perspective
Author: Manyeredzi, Terrence
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Handheld Devices,Telecommunications,Technology Uses in Education,Teacher Attitudes,Educational Technology,Science Teachers,Computer Attitudes,Technology Integration,Access to Computers

Globally, many nations have put in place policies on technology enhanced teaching and learning in an effort to keep abreast with the rapid advancement in technology. However, the use of technology in education has been slow in many third world countries, inclusive of Zimbabwe. COVID-19 restrictions inadvertently accelerated the adoption of digital instructional interface devices (DIIDs). Smartphones are preferred DIIDs because of their popularity amongst children as well as teachers. However, their successful penetration as DIIDs is largely dependent on teachers' dispositions as key agents of curriculum implementation. Zimbabwe is known to have a 52% smartphone penetration rate for all citizens. The study was therefore carried out to determine the penetration rate of smartphones in science teachers, and also to probe teachers' views on learners being allowed unlimited access to smartphones. The study adopted descriptive survey design from a quantitative research approach. Data was collected from 179 science teachers through a self-developed electronic questionnaire that was administered through the Kobo Toolbox online survey application. Results show that the smartphone penetration rate in science teachers is 87%. Multitasking and indecent exposure are the main forms of learner deviance that make teachers more reluctant to accept smartphones as DIIDs. In the presence of school-wide and classroom policies that cater for both merits of smartphone use and ease of policy enforcement, Zimbabwe science teachers are however ready to fully embrace smartphones as useful DIIDs.
Students&apos; Experiences of Synchronous Online Tuition in Health and Social Care
Author: Chandler, Kathy
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Synchronous Communication,Undergraduate Students,Females,Health Education,Distance Education,Communities of Practice,Inquiry,Student Experience,Social Environment,Cultural Context,Sense of Community,Foreign Countries,Tutoring

This article considers the online tutorial experiences of 10 female undergraduate students studying a health and social care module at a large UK-based university that specialises in distance learning. The research uses the Community of Inquiry as a theoretical framework and takes an experience-centred narrative approach, using Voice-Centred Relational Method to analyse diaries and interviews. The analysis uncovers how tutorial experiences are embedded in the social and cultural contexts of students' lives and are fitted around their caring roles. These students experience variation in tutorial design and in the tutors' characteristics. They value friendly, empathetic tutors who enable students' contributions and respond encouragingly. Students avoid using microphones in tutorials for multiple reasons but enjoy taking an active part via other tools. They appreciate hearing peers' perspectives and prefer small group sizes. A sense of community is missing, particularly for students with fewer supportive friends, colleagues, or family members. They long to see people's faces and build relationships. An awareness of students' contexts and preferences can help educators to enable positive tutorial experiences.
In-Service Mathematics Teachers&apos; Knowledge of Differentiated Instruction
Author: Kyeremeh, Patrick
Date: 2022-04-00
Type: Journal Articles
Subjects: Mathematics Teachers,Pedagogical Content Knowledge,Teacher Attitudes,Individualized Instruction,Junior High School Teachers,Municipalities,Foreign Countries,Content Analysis,Teacher Education Programs,Mathematics Instruction,Teaching Methods,Special Education Teachers,Mathematics Curriculum,Comparative Analysis

This study sought to investigate in-service mathematics teachers' knowledge of differentiated instruction in junior high schools in Tano South Municipality of Ghana. The study adopted an explanatory sequential mixed method design. We employed a sample of 50 JHS mathematics teachers comprising 41 general in-service teachers and 9 special in-service teachers in the quantitative study through a proportionate stratified sampling technique. In the qualitative phase, 6 JHS mathematics teachers comprising 4 general in-service teachers and 2 special in-service teachers were purposively selected and interviewed. In line with the design adopted, the quantitative data obtained through a questionnaire was first collected and analysed. This was followed by the qualitative data obtained through semi-structured interviews. The quantitative data were analysed using both descriptive statistical tools (such as frequency counts, percentages, mean, standard deviation, and average per item rating), and inferential statistical tools (independent samples t-test). Qualitative data used inductive content analysis. Among the findings, we found no statistically significant difference in the knowledge scores on differentiated instruction for general in-service teachers and special in-service teachers (t = -0.80, df = 48, p &gt; 0.05). We, therefore, recommend teacher education institutions review their mathematics curriculum to reflect the use of differentiated instructional approaches among mathematics teachers.
Teacher Engagement Scale for Professional Development
Author: Kelly, Cara L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Faculty Development,Teacher Attitudes,Coaching (Performance),Intervention,Teacher Behavior,Teacher Effectiveness,Classroom Environment,Self Efficacy,Psychological Patterns,Teacher Expectations of Students,Measures (Individuals),Development

Teacher professional development aims to bolster effective instructional practices that enhance student learning. The development of the Sustained Investment and Teacher Engagement Scale for Professional Development (SITES-PD) grew out of a need to understand how teachers respond to opportunities for professional learning in ways that contribute to skill improvement. One hundred and eight elementary teachers participated in a sustained professional development coaching intervention. Prior to and following the intervention, data were collected from multiple sources (e.g., teacher report, blind classroom observations). For the development of this instrument, coaches rated teacher engagement with opportunities for professional learning. Exploratory factor analysis reveals a one factor solution and that a summed composite of eight items is appropriate. Reliability and validity results suggest the SITES-PD instrument may be a useful tool for investigating the underlying mechanisms that mediate the efficacy of teacher professional development interventions.
The Effect of Teaching Using Multimedia on Mathematical Anxiety and Motivation
Author: Yaftian, Narges
Date: 2022-04-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Mathematics Anxiety,Comparative Analysis,Pretests Posttests,Foreign Countries,Multimedia Instruction,Student Motivation,Student Attitudes,Rating Scales,Grade 7,Computer Software,Outcomes of Education

In Iran and many other parts of the world, teaching and learning mathematics has confronted students and teachers with many challenges such as lack of motivation and increased anxiety. Thus, the current situation should be changed and shifted to active methods. One of the active methods is teaching with the help of multimedia. The purpose of this study was to investigate the effect of teaching using multimedia systems on the students' motivation and anxiety in mathematics. The method is a quasi-experimental with pretest and posttest design with a control group. Based on the available sampling, two classes were selected and a class was randomly assigned to the experimental group and the other to the control group. The tools were questionnaires on mathematical anxiety and motivation. In 8 sessions, using multimedia systems, the experimental group was taught, but in the control group, the same concepts were taught in a conventional way in Iran. In the end, Mathematical Anxiety and Mathematical Motivation Questionnaires were performed on both groups. The results showed that there was a significant difference between the two groups in each of the dependent variables and the use of multimedia systems has affected the students' motivation and anxiety in mathematics.
Scaffolding as Teachers&apos; Guidance Role in the Context of Constructivist Learning Approach
Author: Özkan, Esra Çakar
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Constructivism (Learning),Phenomenology,Scaffolding (Teaching Technique),Teacher Attitudes,Teacher Role,Knowledge Level,Mathematics Teachers,Science Teachers,Social Studies,Secondary School Teachers,Foreign Countries

This research aims to determine teachers' opinions about guidance roles in the constructivist teaching-learning process, the meanings they place on guidance role and the types of scaffolding they use. Phenomenological design (phenomenology), one of the qualitative research methods, was used in the study, and teacher's guidance role/scaffolding was determined as the phenomenon of the study. The research was conducted with 15 teachers from different branches working in Burdur in the academic year of 2021-2022. A semi-structured interview form developed by the researcher was used as a data collection instrument in the study. The qualitative data obtained in the study were simultaneously coded and classified by two different researchers using descriptive analysis method. The findings revealed that teachers were aware of their guidance roles, but they could not fulfill these roles due to the intense and difficult content of the course, the lack of time and national high-stakes tests, and they saw themselves as leader/guide, manager/administrator and information provider in the teaching-learning process. In addition, teachers preferred operational scaffolding more and they do not prefer strategic scaffolding while using conceptual and metacognitive scaffolding in the teaching-learning process. The results were discussed in line with literature and some suggestions were presented.
Students&apos; Understanding of a Geometric Theorem: A Case of Grade 9 Problem Posing
Author: Patac, Adriano Villarosa, Jr.
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 9,Second Language Learning,English (Second Language),Geometric Concepts,Problem Solving,Mathematical Logic,Textbooks,Language Usage,Natural Language Processing,Logical Thinking

Teaching axiomatic representation of mathematical objects in all grades can and should be done. The paper analyzes students' understanding and how they perceive theorems using problem posing. We looked at how English-language learners create questions about four geometric theorems from a 9th-grade math textbook. The analysis looks at the question's distinctiveness, its elements' relationships, and sentence structure flaws. These lines, angle, and triangle theorems were chosen to exemplify problem scenarios when a theorem is conveyed in words but not explicitly symbolized. The difficulty of posing mathematically relevant problems stems from the required process of simultaneously changing the theorem language, home language, and formal mathematics language. In Van Hiele's methodology, the pupils' issues aren't classified as a formal or informal deduction. Questions either deduce from a formal system or emphasize theorems. Mastering the required representation registers can assist students in posing problems that reflect, at the very least, at the formal deduction level. The absence of symbolic representation increases the difficulty in posing original problems involving geometric theorems. As a result, how problems are made, especially how they are written, shows how well students understand math through problem-posing.
The Development of Thai L1 Grade 4 Students&apos; Spelling Skills Using the Integrated Explicit Instruction and Metacognition Exercises
Author: Boonsad, Supapong
Date: 2022-00-00
Type: Journal Articles
Subjects: Thai,Foreign Countries,Direct Instruction,Metacognition,Program Effectiveness,Grade 4,Elementary School Students,Spelling,Student Satisfaction

The purposes of the current study were 1) to investigate the effectiveness of the integrated explicit instruction and metacognition exercises on Thai L1 grade 4 students' spelling skills, 2) to compare Thai L1 grade 4 students' spelling skills before and after using the integrated explicit instruction and metacognition exercises, and 3) to study students' satisfaction toward the integrated explicit instruction and metacognition exercises. The participants were 42 4th grade primary school students in Thailand selected by the purposive sampling method. The instruments were a set of spelling exercises designed using the integration of explicit teaching and metacognitive instruction, a pre-posttest, and a questionnaire. The data were analyzed using percentage, mean score, standard deviation, a paired samples t-test, and the effectiveness index with the criterion of 80. The results of the study indicate that 1) the effectiveness of the integrated explicit instruction and metacognition exercises on Thai L1 grade 4 students' spelling skills was at 84.57/83.97 reaching the criteria of 80, 2) the students' score after learning with the integrated explicit instruction and metacognition exercises was significantly higher than students' score before the treatment at a statistical level of 0.05, and 3) students' satisfaction toward the integrated explicit instruction and metacognition exercises was at a very high level ([x-bar] = 4.53, S.D. = 0.52). The result of the study could be implicated in both pedagogic and academic aspects.
Improving English Pronunciation Skills by Using English Phonetic Alphabet Drills in EFL Students
Author: Dandee, Warinthon
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Pronunciation Instruction,Pronunciation,Phonetics,Alphabets,Drills (Practice),Undergraduate Students,Foreign Countries,Phonemes,Vowels,Error Patterns,Interference (Language),Spelling

This study aims to investigate the improvement of EFL students' English pronunciation skills by using English phonetic alphabet drills. The samples of this study were 35 first-year students of English for International Communication major, Faculty of Humanities and Social Sciences, Rajamangala University of Technology Tawan-ok. They all registered for the English Pronunciation subject in the second semester. The instruments used for collecting data were English phonetic alphabet drills, English phonetic alphabet collecting forms, observation and focus group interview questions. The data were analyzed both statistically and descriptively. The results showed that all students were able to pronounce English consonant and vowel sounds more accurately after applying English phonetic alphabet drills. However, Nasal /m, n, [eng]/in the final position, and /l/ in the initial and medial position were still the problematic consonant sounds including central vowels, /[lambda]/ and /[schwa]/, and the back vowels, /[open back unrounded vowel]/, /[near-close back rounded vowel]/, /u/ and /[schwa][near-close back rounded vowel]/. Students also had difficulties pronouncing voiced sounds. The causes of pronunciation errors were due to differences in the phonological system of the languages, mother tongue interference, and English spelling and pronunciation. From the findings, it was clear that the English phonetic alphabet knowledge could help student improve their English pronunciation.
Exploring the Use of Tweets and Word Clouds as Strategies in Educational Research
Author: Cooshna-Naik, Dorothy
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Computer Mediated Communication,Social Networks,Electronic Publishing,Web Sites,Telecommunications,Handheld Devices,Word Frequency,Internet,Visual Aids,Student Experience,Learning Processes,Writing (Composition),Educational Research,Foreign Countries

This paper presents personal insights and discussions on the exploration of specific strategies which relate to data collection and analysis used to support the focus group discussion data collection and preliminary analysis of a doctoral research entitled &quot;Undergraduate students' experiences of learning with digital multimodal texts.&quot; The main objective of the doctoral research was to understand the different ways undergraduate students experienced learning with digital multimodal texts (DMTs) within the context of a history module included in their first-year programme of studies both as readers (consumers) and authors (producers). Data were collected through semi-structured interviews, written reflection accounts, a focus group discussion and consideration given to the DMT (a video) produced by the participants. The focus group discussion event included a hands-on task whereby participants were requested to write their views in response to a given prompt question in the form of tweets. Also, the written tweets were visualised as word clouds for the purpose of initial analysis. The findings reported in this paper, which are based on observation notes and investigation of the word clouds, suggest that the tweet-related, hands-on task acted as a good ice breaker, making the participants feel at ease and more relaxed about sharing their views amongst each other while eliciting discussions and fostering deeper thinking. Also, the word clouds were revealed to be an effective data visualisation tool allowing emerging and salient themes to stand out from the participants' written tweets and reflections.
Reconsidering Access: Using Specific Impact Ranking Metrics to Manage Access in Conventional and Open Higher Education
Author: Kassim, Halima-Sa'adia
Date: 2022-00-00
Type: Journal Articles
Subjects: Access to Education,Higher Education,Conventional Instruction,Open Education,Institutional Evaluation,Achievement Rating,Universities,Foreign Countries,Equal Education,Reputation,Strategic Planning,Information Management,Accountability

This paper considers the widening access and participation agenda, its implications for higher education institutions (HEIs) and contends that it must be underpinned by strategic measurement and monitoring. Access is viewed through the following lenses: (i) supporting participation, and (ii) facilitating equity. Using mixed methods, the paper draws on data from The University of the West Indies (UWI) and provides examples from key plans and initiatives over 20 years to showcase how the UWI has increased access. Concurrently, the need for more nuanced and complex datasets to assess the extent of equity is highlighted with metrics drawn from the &quot;Times Higher Education University Impact Ranking.&quot; The authors argue that the strategic use and management of data can promote public accountability associated with access and boost institutional reputation. However, universities will have to be innovative and accelerate measures to survive/thrive in the post-pandemic environment by identifying their institutional scope and &quot;system of interest&quot; in widening access.
Examining the Organizational Commitment of the Trainers of the Ministry of Youth and Sports
Author: Küçük, Hamza
Date: 2022-00-00
Type: Journal Articles
Subjects: Organizational Culture,Employee Attitudes,Group Unity,Athletics,Athletic Coaches,Age Differences,Experience,Foreign Countries

The purpose of this research is to examine the organizational commitment levels of the Ministry of Youth and Sports trainers in terms of demographic variables. The &quot;Organizational Commitment Scale&quot; developed by Balay (2000) to determine the organizational commitment of individuals was used as a data collection tool in the study. The scale consists of 27 items and sub-dimensions of &quot;adaptation&quot;, &quot;identification&quot; and &quot;internalization&quot;. The sample group of the study consists of 162 trainers. According to the results of the research, in the sub-dimension of &quot;identification&quot; and &quot;internalization&quot; of trainers, those aged 40 and over, those with 16 years of sports years and above, and team sports trainers had higher scores (p &lt; 0.05). No difference was found according to marital status, being a national team trainer, active sports, and previous sports (p &gt; 0.05). Depending on the age of the trainers, it can be stated that they feel like they belong to the institution they work for. With the increase in working years, it can be said that the trainers establish a bond with the institution they work instead of being directed to different fields.
Differentiating between Experience and Expertise in Mentoring Student Teachers
Author: Van der Haar, Hayley
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary Education,Secondary Education,Mentors,Mathematics Instruction,Teacher Attitudes,Teaching Experience,Expertise,Master Teachers,Beginning Teachers,Theory Practice Relationship

Mentoring is intended to guide student teachers towards pedagogical decision-making within the complexity of the classroom. In this article we focus on the mathematics mentoring practices of 1 primary school teacher at a university-affiliated teaching school in Johannesburg. The teacher had many years of experience and had undergone some development as a mentor over a period of 5 years. With the research reported on here, we aimed at gaining insight into how the teacher conceptualised her mentoring encounters with student teachers and how this aligned with her mentoring practices and processes. Using a qualitative case study design and multiple methods of data collection, the findings point to the mentor teacher making substantial progress towards functioning as an expert teacher. However, the data confirmed a fluctuation in enactment of mentoring between experienced and expert teacher, in both generalised and subject-specific contexts. The implications of the findings are relevant for the thousands of school teachers who mentor student teachers and novice teachers, particularly in primary schools where teachers are often generalists and not subject specialists. The findings could also inform guidelines and policy briefs for training by higher education institutions, the Department of Basic Education (DBE) and the South African Council of Educators in order to support the development of expert mentor teachers.