ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Perceived Efficacy of an Online Teaching Workshop on the Confidence Skills in a Sample of Pakistani University Lecturers
Author: Rassool, Goolam Hussein
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Workshops,College Faculty,Self Efficacy,Technological Literacy,Educational Technology,Program Effectiveness

The COVID-19 pandemic, in Pakistan, impacted the educational system leading to the abandonment of face-to-face learning. This led to the reshaping of teaching and learning methodologies shifting from on-campus to virtual education. Most teachers were not only lacking in digital literacy but also experience a lack of self-confidence. In this context, a quantitative study based on ABA Experimental design was conducted to investigate the self-perceived efficacy of an online teaching workshop on the confidence skills of a sample of Pakistani university lecturers. A total of 70 participants (M[subscript age]= 33.14, SD=7.02) were recruited via a non-probability purposive sampling strategy. Twenty four males and forty six females attended a workshop and completed pre and post-assessment questionnaires which comprised a demographic questionnaire and Teaching Online Confidence Scale. Paired sample t-test was undertaken to compare pre-and-post means of confidence levels in online teaching which showed significant differences in confidence level (p&lt;0.05). This study implies that such online training programs need to be nationally recognized and further research is required in Pakistan to investigate the relative and differential effectiveness of online teaching workshops.
Constructing a Clear Definition of Neotraditional Students and Illuminating Their Financial Aid, Academic, and Non-Academic Experiences and Outcomes in the 21st Century
Author: Nguyen, Tuan D.
Date: 2023-04-00
Type: Journal Articles
Subjects: College Students,Nontraditional Students,Definitions,Student Experience,Student Characteristics,Student Financial Aid,Educational Experience,Outcomes of Education,Differences,Undergraduate Students,Change,Time Perspective,Student Employment,Enrollment Rate,Adult Students,Student Needs

Decades of research related to the experience of postsecondary students who are adults, work full-time, or have other life roles have not led to agreement in the field regarding who is a &quot;nontraditional&quot; college student. This study leverages nationally representative data to illuminate shifts in this student population in the 21st century and builds a picture of their demographics, financial aid receipt, and academic experiences. Our results suggest that, in order to capture the diversity of the 21st century students and ubiquity of students with multiple life roles, we need to carefully define this student population; the use of the term &quot;neotraditional&quot; would better capture the central place of students with varying life circumstances in contemporary higher education. Our descriptive analyses illuminate the implications of different definitions of neotraditionality, the landscape of neotraditional student enrollment, differences in aid receipts, and changes among this population in the past two decades. We discuss the importance of how researchers, practitioners, and policymakers define this student population and the implications of such definitions for serving this population in higher education.
Language and Literacy Practices in Teacher Education: Contributions from a Local Agenda
Author: Clavijo-Olarte, Amparo
Date: 2021-00-00
Type: Journal Articles
Subjects: Literacy Education,Semiotics,Language Teachers,Second Language Learning,Second Language Instruction,Teacher Educators,Teacher Education Programs,Personal Narratives,Teaching Methods,Teacher Attitudes,College School Cooperation,Partnerships in Education,Social Change,Critical Literacy,Community Education,Foreign Countries

Language and literacy practices in teacher education are decisive in the education of future language teachers. In this article, I share my beliefs as a teacher educator about language and literacy practices constructed with teachers in Bogota. Thus, my intention is to weave my professional narrative through the connections I can make from theory and praxis to explain teachers' understandings of language and literacy through their life and literacy experiences and the way they organize their practice as language teachers. My research trajectory of thirty years documenting the local literacy practices within the research area of &quot;literacy studies and local pedagogies for social transformation&quot; has significantly informed my practice. University-school partnerships and international collaborations for research and teaching in Brazil, Chile, Costa Rica, Manchester, in the USA, and Dundee, in the UK, have nurtured me personally and professionally. My understanding of literacy as a social practice evolved to critical literacies and I developed knowledge in community pedagogies and city semiotic landscapes through reflections and collaborations via working with teachers. Community-based pedagogies (CBPs) invite teachers to see their life and work in relation to places they live and teach as meaningful content for linguistic, social, cultural, ecological, and economic resources to inspire students´ inquiries and teachers´ transformative practices. The city semiotic landscapes are powerful literacies for language learning; therefore, they currently adhere to the research group´s agenda (2019-2021). I describe my understandings, contributions, and suggestions as concerns in the field of teacher education in Colombia. My conclusions raise awareness about the need to address these topics in teacher education programs in Colombia.
Brazilian Research on Philosophy of Mathematics Education: Overview
Author: de Paulo, João Pedro Antunes
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Educational Philosophy,Mathematics Education,Conferences (Gatherings)

This paper provides an overview of the research presented over the past five years at national scientific events in discussion groups on Philosophy of Mathematics Education. From reading the papers presented in the annals of these events we conducted a categorization of the research according to paper question and theoretical framework. At the end, we highlight the existence of four major themes that run through all the research.
Indebted to My Education: Examining College Graduates&apos; Perceptions of Student Loan Repayment
Author: Carales, Vincent D.
Date: 2023-03-00
Type: Journal Articles
Subjects: Student Loan Programs,Loan Repayment,Debt (Financial),Financial Literacy,College Seniors,Student Attitudes,Prior Learning,Anxiety,Planning,Income,Expectation

In this paper, we examine college graduates' perceptions of entering student loan repayment and how they navigated this process. Findings highlight the importance of helping students make informed borrowing decisions, particularly as they begin repaying their student loan debt. Policy makers wishing to hold institutions accountable for keeping college affordable while enhancing financial aid policy will gain further insight.
Talk Debt to Me: An Applied Linguistics Approach to Exploring College Student Preferences for Student Loan Debt Letters
Author: Taylor, Zachary W.
Date: 2023-03-00
Type: Journal Articles
Subjects: Linguistics,College Students,Preferences,Student Loan Programs,Debt (Financial),Letters (Correspondence),Federal Programs,Student Financial Aid,Minority Group Students,First Generation College Students,Language Usage

Although student loan debt has been rigorously studied over the past several decades, scant research has investigated how institutions of higher education communicate debt to current and former student borrowers. As COVID-19 forced the United States Department of Education to cancel the Annual Student Loan Acknowledgement as part of a student's signing of the master promissory note (MPN), there are no other mechanisms for students to be aware of their student loan debt beyond a debt letter from their institution or reviewing their National Student Loan Debt System (NSLDS) portal. This applied linguistics study surveyed 2,030 current student loan borrowers attending U.S. institutions of higher education to explore their preferences for receiving a student loan debt letter. Results suggest students of Color and first-generation in college students strongly prefer shorter, simpler letters, while there were no statistically significant preferences by gender. Implications for research and practice will be addressed.
Does Constructivism Tell Us How to Teach?
Author: Czarnocha, Bronislaw
Date: 2020-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Theory Practice Relationship,Common Core State Standards,Mathematics Curriculum,Mathematics Instruction,Teacher Researchers,Community Colleges,Teacher Education

The addressed question from the interface between theory and teaching practice of constructivism is discussed at the background of whereabouts of the Common Core (CCSS-M) constructivist-based mathematics curriculum. It concerns the formulation of constructivist methodology of teaching, whose existence is called in doubts by US constructivist researchers who formed the basics of the approach of the constructivist philosophy into education. The presentation argues that the research tool, constructivist teaching experiment does define the constructivist teaching methodology and through mathematics teaching-research, it can be introduced into mathematics classroom at large. The conference presentation will address socially based reasons for the professed absence of constructivist teaching methodology, and it will address critically the method of 'scripted lessons' as the substitution for teaching methodology--the two theme absent from the proposal below due to lack of space.
George Spencer-Brown&apos;s Laws of Form Fifty Years On: Why We Should Be Giving It More Attention in Mathematics Education
Author: Watson, Steven
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Education,Educational Philosophy,Educational History,Arithmetic,Algebra,Mathematical Concepts,Mathematical Logic

George Spencer-Brown's Laws of Forms was first published in 1969. In the fifty years since its publication, it has influenced mathematicians, scientists, philosophers, and sociologists. Its influence on mathematics education has been negligible. In this paper, I present a brief introduction to the theory and its philosophical underpinnings. And I set out an argument why Laws of Form should be given more attention in mathematics education.
Gödel&apos;s Incompleteness Theorem in Mathematics Teacher Formation Courses: Previous Possibilities
Author: de Fatima Batistela, Rosemeire
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Education,Mathematical Logic,Mathematical Concepts,Mathematics Teachers,Teacher Education Programs,Knowledge Base for Teaching,Philosophy

In this paper, we present our perspective about the importance of teaching Gödel's incompleteness theorem in formation courses to mathematics teacher. The phenomenon of incompleteness evidenced by the incompleteness theorem is manifested by the existence of true propositions about natural numbers that cannot be proved by any metamathematical argument that can be represented according to arithmetic formalism. Knowing Gödel's incompleteness theorem and its conclusions is essential in terms of the mathematical culture of a teacher in preparation to teach mathematics in schools, so that he/she can avoid nurturing the notion of complete mathematics and the notion of axiomatic method totalitarianism. This proposal seeks to evidence that Gödel's incompleteness theorem can be explored in formation courses of mathematics teachers in exercises in Philosophy of Mathematical Education.
Mathematics Education, Body and Digital Games: The Perception of the Body-Proper Opening up Horizons of Mathematical Knowledge Constitution
Author: Rosa, Mauricio
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Education,Human Body,Computer Games,Educational Games,High School Freshmen,Measurement Equipment,Foreign Countries,Mathematics Activities,Student Attitudes,Sensory Experience

This article investigates the perception of students in the first year of high school in relation to their own body language, while mathematically they conjecture a way to improve their performance in an electronic bowling game, which uses body sensors for own actions of the game. Interactions were performed by a group of four students from a public school in Brazil, in order to perform mathematical activities with the Sports game on Xbox One with Kinect. Mathematically, the students discussed issues related to angulation, velocity, position relative to an axis and correlated to their digital being (game avatar) controlled by their biological body. In this sense, we are drawing up on embodied cognition articulated with the conceptions of perception and body-proper arising from the phenomenological view discussed by Merleau-Ponty. We understand that students' perception is shown by the acts of being-with, thinking-with and knowing-doing-mathematically-with-Digital-Technologies. Nevertheless, the perception of the body-proper opens up horizons of knowledge constitution that are not commonly seen in the mathematics classroom.
Philosophy, Rigor and Axiomatics in Mathematics: Intimately Related or Imposed
Author: Shrestha, Min Bahadur
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Academic Standards,Difficulty Level,Mathematics Instruction,Western Civilization,Validity,Mathematics,Religion,Mathematical Logic,History

One of the main tendencies of mathematical development in 19th and 20th centuries seem to be on rigor and formalization. Rigor and formalization took place on axiomatic basis leading to more abstraction. Euclidean type of an axiomatic model became a model of mathematics even for constructively developed analysis. Even though rigor and axiomatic method are different, and it is not necessary for rigor to be based on axiomatic method, in practice, rigor and axiomatics have been the requirement for valid mathematics. Different interpretations seem to be made about it. Some explain it as mathematical necessity and some relate it more as the result of philosophical underpinnings, especially that of formalism and foundationalism. Such situation motivated me to examine how philosophy, rigor and axiomatic are related. It seems that philosophy has distant but determining impression on the nature of mathematical knowledge, but rigor and axiomatics seems to be more internal to mathematics. Since such issues have more been associated to western mathematical traditions, it seems that such issues also need to be examined going beyond non-European traditions, such as, Hindu mathematical traditions which has significant contributions to mathematical development but which seems to have absence of axiomatic proof as well as philosophical presumption of absolute certainty of mathematical knowledge.
The Impact of Work-Study Participation on the Career Readiness of Undergraduates
Author: Leonard, Allen J.
Date: 2023-03-00
Type: Journal Articles
Subjects: Work Study Programs,Student Participation,Undergraduate Students,Career Readiness,Federal Programs,Student Employment,Federal Aid,Student Attitudes,Education Work Relationship,Public Colleges

The Federal Work-Study (FWS) program is an integral part of the federal financial aid plan in the United State since 1964 providing employment opportunities, financial assistance, and opportunities to improve career readiness to over 675,000 students annually. However, little investigation has been completed into the effects of participating in FWS in terms of either program effectiveness or effectiveness as a career development program. Previous research lacks consistent findings and focuses on academic outcomes, ignoring development aspects as well as the potential reframing of the program as a high-impact practice. This study assesses the career readiness of FWS eligible students, utilizing a pre-/post-test control group design with a longitudinal t-test assessment of measured outcomes at two time points as well as an analysis of longitudinal growth. Descriptive analysis found statistically significant differences in career readiness growth for FWS participants across all demographic groups. [Note: The publication date (Oct 2021) shown on the PDF is incorrect. The correct publication date for v52 n1 is Mar 2023.]
Breaking the Cycle of Teacher Attrition: Suggested Policies and Practice for Retention
Author: Tompkins, Anwyn
Date: 2023-00-00
Type: Journal Articles
Subjects: Faculty Mobility,Educational Change,Educational Policy,Educational Practices,Teacher Persistence,Stress Variables,Beginning Teachers,Beginning Teacher Induction,Teacher Education,Mentors,Program Effectiveness,Work Environment,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers

Teachers are prematurely leaving the profession at substantially high rates. The purpose of this research was to (a) collect and analyze factors linked to retention and potential attrition (i.e., how often a teacher considers leaving the profession), (b) provide specific and updated data on the causes of this problem along with potential solutions, and (c) meet the objective of improving retention policy and practice at all the levels of leadership within the education system. The sources used for this study are extensive literature and a mixed-methods survey about experiences sent by email to teachers across the state of California. The survey collected usable responses from 2,196 teachers about their experiences with teacher preparation programs, induction or mentorship programs, and their first five years of teaching. The researcher analyzed the responses to determine the relationships between the experiences and to make recommendations for leadership. The findings of this research show that teachers across the State of California feel high amounts of stress in their first five years of teaching, in addition to being generally unprepared for the profession and feeling unsupported in their induction programs. All of these factors are related to the frequency with which teachers consider leaving the profession throughout their careers. Recommendations for leadership include creating hands-on, practical, specific experiences prior to and in the early years of teaching; building better relationships between all staff members, including mentors; reducing the workload for teachers generally; and developing clearer communication and transparency between all stakeholders throughout the educational system.
Building Educational Leaders&apos; Capacity in a Community of Practice
Author: Muhayimana, Théophile
Date: 2023-00-00
Type: Journal Articles
Subjects: Capacity Building,Communities of Practice,Self Efficacy,Rural Education,Instructional Leadership,Professional Development,Job Performance,Job Satisfaction,Leadership Training,Leadership Effectiveness

This qualitative study examined rural educational leaders' perceptions of the outcomes of the 2019 Leadership Camps (LCs). This capacity-building opportunity helped educational leaders meet as a community of practice (CoP) where participants' interactions contributed to learning with and from one another, reducing perceived isolation and increasing self-efficacy. We analyzed data collected from 242 participants' responses using an open, axial, and selective coding process. With this sample, 52.5% of participants were rural educational leaders. Overall, educational leaders most often appreciated interacting, networking, and collaborating with peers. Additionally, educational leaders highlighted the importance of the in-depth understanding and application of the Leadership Standards and reflective practices. We claim that this approach to professional development within a CoP offers rural educational leaders various work-related growth opportunities, including fostering collaboration, promoting professional conversations, and creating a community for reduced isolation, which will likely enhance their job performance and satisfaction.
Principals Struggling with School Financing in Turkey: Money Matters
Author: Sipahioglu, Mete
Date: 2023-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Educational Finance,Financial Support,Money Management,High Schools,Administrator Responsibility,Socioeconomic Influences,Income,Foreign Countries,Public Schools,Expenditures,Barriers

The aim of this research is to discover the views of school principals on school financing and to generate alternative suggestions for a better financial management system. For this purpose, 16 high school principals were interviewed through a purposeful sampling method from different socio-economic environments in a large city center of Turkey. A semistructured interview form was used in this qualitative study, and the data were analyzed by using content analysis. The results indicated that the administrators are negatively affected whilst providing financial resources and therefore cannot devote enough time to their primary duties. The socio-economic environment of schools plays an essential role in providing finance. A crucial action that needs to be taken is to give principals the authority to generate income from non-governmental sources to finance their school's operation and renovation expenses. This would not require them to contribute any portion of this income to the central government's revenue.
Purpose of Learning Mathematics: Supreme Knowledge
Author: Dhakal, Durga Prasad
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Education,Role of Education,Mathematics Instruction,Mastery Learning,Language Usage,Syntax,Visualization,Mathematical Models,Problem Solving,Computation,Secondary School Mathematics,Secondary School Students,Foreign Countries

Mathematics evidenced un/manifested in/active, un/changeable, im/pure and primordial nature; therefore, it is illimitable to define as finite. It exists in the engineering of this universe. Philosophy of Mathematics studies abstract entities such as assumption and implication. Mathematics educators regard it as deductive tool and relate to solving the real-world problems. They tend to understand mathematics as already formulated syntax awaiting to be applied when needed. Notwithstanding, this paper emphasizes the purpose of learning mathematics as Supreme knowledge. The paper explores the ideal model of acquiring Supreme knowledge through mathematical pedagogy. The context of this study is developing a three-layered systematic model (Language to Syntax, Syntax to operation, and Operation to Visualization) in Mathematics Education; the model has been termed as DIN Mathematical model of pedagogy. The first layer brings about an input of mathematical language to Syntax, the second layer is about syntax to operation, and the third layer is about operation to visualization. Educators engage in the second layer in most of the time to solve the problems where learner inputs on the formulated syntax and find one-way output. Engaging in the second layer does not assist to create higher level of cognitive state of learners. In this case, the learner can not achieve a complete visualization of process of Mathematics learning. Therefore, learners may not achieve Supreme Knowledge. The DIN model proposes that the three parts creating by mental acts in mathematics education which leads the learners to the way of the Supreme Knowledge of mathematics.