ethanporcaro/eric-fulltext-meta huggingface dataset:
From Classroom Education to Remote Emergency Education: Transformations in a Dialogical Pedagogy Proposal
Author: Santiago, Arthur
Date: 2023-00-00
Type: Journal Articles
Subjects: Distance Education,Physics,Science Teachers,Preservice Teacher Education,Online Courses,COVID-19,Pandemics,Technology Uses in Education,Program Effectiveness,Interaction,Interpersonal Communication,Nonformal Education

This paper presents how a dialogical educational proposal, inspired by Freire's perspective, was introduced and adapted to the digital educational environment in distance teaching-learning. From Freire's pedagogy perspective, dialogue is one of the main assumptions for the teaching-learning activity. Therefore, we developed an online environment introducing a dialogical pedagogy, considering students' problems during the pandemic. Based on this proposition, we created a remote educational environment through the Discord platform. This platform has excellent potential to base an educational environment enabling students and teachers to engage in a dialogical activity. We investigated how the Discord platform contributes to enhancing dialogical pedagogy. Then, we introduced a dialogic activity in an initial training course for physics teachers in a discipline called &quot;Non-Formal Education&quot;. Nineteen students participated in the activity developed throughout the discipline. We gathered data during the classes by recording student interactions on the platform system. The analysis was based on Activity Theory to identify the situations where their agency emerged and changed the activity and what role Discord played in this through the students' dialogue. The study explores Discord facilities to introduce the dialogical teaching methodology previously developed in the face-to-face format. Finally, we could identify that the students' voices emerged in the interactions, given the opportunity to express their ideas on their own terms and, fundamentally, be heard and considered by others. At last, students developed agency in the remote school activity, engaging productively in the required tasks and creating a community through the platform.
The Implications of a Non-Inclusive Education for Autistic Children and Young People
Author: Mitchell, Fiona
Date: 2023-00-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Students with Disabilities,Inclusion,Student Rights,Barriers,Foreign Countries,Self Concept,Social Isolation,Social Justice

The foundation of inclusive education is that every learner has the potential to contribute positively to society. A sense of belonging to society is vital to this contribution, and to the growth and development of autistic children and young people. New Zealand has made some positive progress towards inclusive education, with some education institutes understanding that all children have the right to be educated and to receive the best possible education they can, regardless of ethnicity, culture or disability. However, research indicates that there are still barriers to inclusive education, and these barriers have drastic lifelong implications for autistic children and young people. This paper outlines inclusive education, identifies barriers from the perspectives of research through literature, educators and families through a small-scale study, and discusses lifelong implications of a non-inclusive education on autistic children and young people.
The Rights of Disabled Akonga: Bridging the Gap between Law and Practice
Author: Leete, Nicola
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Rights,Access to Education,Inclusion,Students with Disabilities,Educational Legislation,Barriers,Principals,Legal Responsibility,Knowledge Level,Professional Development,Advocacy,Elementary Secondary Education

All children in Aotearoa New Zealand have the right to enrol in and receive a quality, inclusive education. Despite this, a recent report by the Education Review Office (ERO, 2022), the government's external education evaluation agency, identified numerous ways in which disabled akonga are excluded from and within the education system. This article explores one of ERO's key findings: principals lack understanding of their legal obligations with respect to disabled akonga. Through contextualising this finding within national and international literature on principals' legal literacy, the urgent need for professional development (PD) to develop principals' understanding of the relevant law is highlighted. Recommendations for the content and delivery of this PD are outlined along with regulatory measures to safeguard the rights of disabled akonga.
Valuing, Growing and Retaining Pacific Leaders and Teachers
Author: Highley, Violet
Date: 2023-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Indigenous Populations,Teacher Recruitment,Leaders,Recruitment,Minority Groups,Affordances,Barriers,Decision Making,Administrator Role,Culturally Relevant Education,Indigenous Knowledge

The Ministry of Education document &quot;Action Plan for Pacific Education&quot; 2020-2030 is a government commitment to transform outcomes for Pacific learners and their families. Key Shift 5 of this Action Plan focuses on valuing, growing, and retaining &quot;teachers, leaders, and educational professionals with diverse Pacific heritages&quot; (Ministry of Education, 2020a, p. 38). This professional inquiry explored what Key Shift 5 looks like within the Resource Teaching service. A literature review examined ethnic minority leadership in education, specifically looking at the enablers and barriers. The Pacific research method, talanoa, was used to give voice to the lived experiences of four ex-Resource Teachers: Learning and Behaviour (RTLB). Findings from this inquiry acknowledge the misrepresentation of Pacific at decision making spaces and highlight benefits and advantages Pacific RTLB bring to their roles. The importance of support from senior management was indicated by all participants as a key factor in valuing, growing, and retaining &quot;teachers, leaders, and educational professionals with diverse Pacific heritages&quot;.
Using Mentor Voice to Inform Educational Leadership Preparation Program Clinical Practices
Author: Dionne, Gregg B.
Date: 2023-00-00
Type: Journal Articles
Subjects: Principals,Administrator Role,Mentors,Administrator Attitudes,College Administration,Cooperation,Administrator Education,Instructional Leadership

The role of the principal in leading schools is vital to the success of the school. Mentors play a critical role in supporting educational leadership candidates during the clinical experience at the graduate level. This qualitative embedded single case design study explores the perceptions of mentors related to support from IHEs, collaboration, incentives, and challenges. This qualitative case study was conducted at one Midwestern IHE. Participants expressed that collaboration with IHEs, other mentors, and candidates was valuable and that they served as mentors to provide candidates with quality experiences in an effort to contribute to the development of educational leadership. Challenges were also reported and findings from the study offer educational leadership preparation programs pertinent information related to potential improvements in supports to mentors for graduate educational leadership programs.
Creating and Innovative Primary School Mathematics Teaching Environment: The Case of Eastern Cape Province
Author: Jojo, Zingiswa Mybert Monica
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,COVID-19,Pandemics,Teaching Methods,Teacher Attitudes,Computer Software,Computer Mediated Communication,Educational Change,Foreign Countries,Teacher Collaboration,Distance Education,Instructional Innovation,Elementary School Teachers

Today's learner population is diverse and replete with situational, personal, emotional, and learning challenges that inevitably find their way into the mathematics classroom. This paper draws from a project intended to investigate issues of classroom practice in mathematics used, extrapolate, or improve on them for the better development of teachers and learners' meaningful understanding of intermediate and senior phase mathematics in a district in the Eastern Cape province of South Africa during the COVID-19 lockdown period. A qualitative approach in which three teachers were interviewed has been used. Results indicated that teachers benefited from technology informed collaborations with other teachers on WhatsApp groups and used those experiences to promote learning in their own environments. Moreover, it was observed that teachers modified their instructional strategies, shared mathematics teaching practices through WhatsApp, and engagements using online tools easily accessible to their learners.
Interpretation of Graphical Information in PV Graphics
Author: Lingefjärd, Thomas
Date: 2023-00-00
Type: Journal Articles
Subjects: Thermodynamics,Physics,Science Instruction,Educational Technology,Secondary School Students,Secondary School Science,Visual Aids,Scientific Concepts,Concept Formation,Foreign Countries

Thermodynamic processes are often presented in so called P-V diagrams and the processes are often isobaric, isochoric, isothermal, and adiabatic. The purpose of the qualitative research reported here was to explore students' reasoning and interpretation of P-V diagrams that were presented by the help of GeoGebra. The research group had 15 students and the control group had 12 students. The control group were not given any dynamical explanation of the PV diagrams but were taught with static images in the same text book as the research group. The thermodynamics in Physics 1 at the Swedish gymnasium level is normally done within 2 weeks. We allocated 3 weeks and 10 hours for the thermodynamics to be taught and then gave all 27 students a short test. At the end of the Physics 1 course, we also gave a test with two questions from the thermodynamics. It seems that the students who were given the opportunity to dynamically change the content of the PV diagram benefit more from the teaching compared to the control group.
Teachers&apos; Reflections on Their Knowledge and Practice of Teaching High School Functions
Author: Aparicio-Landa, Eddie
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Mathematics Teachers,Teaching Methods,High School Teachers,Mathematical Concepts,Classification,Pedagogical Content Knowledge,Teacher Education,Faculty Development,Teacher Characteristics,Calculus,Foreign Countries

We report a characterization of the reflections made by high school mathematics teachers when discussing their resolutions of three numerical tasks related to the concept of function understood as a mathematical procept. Thematic analysis was used to code and categorize the reflections. Six teachers with at least 5 years of professional experience and an average age of 30 years participated. The results show that the teachers reflected on their actions in the tasks; their content knowledge; their teaching practice; and their professional training. As a result of these reflections, they recognized the need to improve their knowledge and practice of teaching functions in a more proceptual sense. The results contribute to deepen in how to make teachers reflect and incorporate a much more structural vision of functions in their teaching practices and, at the same time, incorporate the importance and role of their professional training in their reflections.
Educational and Literacy Dimensions of Putian Coastal Folk Songs in Fujian Province, China
Author: Wu, Mengchun
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Folk Culture,Singing,History,Geographic Regions,Municipalities,Cultural Background,Heritage Education,Cultural Maintenance,Music Education,Multiple Literacies,Teaching Methods,Social Values,Cultural Influences

This study focuses on the educational and literacy dimensions embedded within Putian coastal folk songs in Fujian Province, China. The study investigates the cultural significance and historical development of these folk songs, employing research methods from musicology and ethnomusicology. With a particular emphasis on the coastal region of Putian, the research aims to uncover the educational value and literacy aspects of these traditional musical compositions. The findings reveal the existence of approximately 196 recorded musical works, with nine songs emerging as the most popular in the region. The article also highlights the list of recognized heirs associated with Putian coastal folk songs. Additionally, the study explores the diverse cultural influences that have shaped Putian's music, including the ancient Minyue culture, the introduction of Han culture from the Central Plains, and the assimilation of Arab, Persian, and European cultural elements. By analyzing the educational and literacy dimensions of Putian coastal folk songs, this research contributes to understanding how music can serve as a catalyst for education and literacy promotion within cultural contexts.
A Comparative Study of Teachers&apos; Values Alignment Strategies in the Classroom: Face-to-Face versus Distance Education
Author: Aktas, Fatma Nur
Date: 2023-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Values,Alignment (Education),In Person Learning,Distance Education,Elementary School Teachers,Mathematics Teachers,Teaching Methods,Foreign Countries

As the remarkable spread of distance education practices changes the roles of teachers and students in instructional processes, the context of classroom culture needs to be reviewed. In this revision, the importance of teachers' values alignment skills develops as conflicts between teachers' and students' values become more apparent. This case study compares values alignment strategies elementary mathematics teachers use in face-to-face and distance education. The content analysis of the data obtained using video recordings of two elementary mathematics teachers indicated that the participants' values alignment strategies were focusing, reprioritising, equilibrium, redefining, beacon, and ignoring. Face-toface instruction often employs a strategy that considers students' values, such as the equilibrium strategy. However, in distance education, some strategies emerged in which the teacher's values are dominant, such as the beacon strategy.
Effect of Readers Theater on Reading Comprehension Skills and Reading Motivation among Students of Turkish as a Foreign Language
Author: Aktas, Elif
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Instruction,Reading Improvement,Reading Motivation,Turkish,Second Language Learning,Second Language Instruction,State Universities,Foreign Countries,Reading Achievement,Teaching Methods,Comparative Analysis,Foreign Students,Student Characteristics,Reading Tests

Different methods, techniques and strategies are employed in teaching to improve reading, especially comprehension skills to ensure reading motivation. The aim of this study is to determine the effect of readers theater on reading comprehension skills and reading motivation in teaching Turkish as a foreign language. In the study, in which an exploratory mixed design in which quantitative and qualitative research methods were used together was preferred, the subjects were determined by convenience sampling. Accordingly, 61 B1 level students (31 experimental, 30 control) learning Turkish as a foreign language at a state university in southern Turkey were assigned as the experimental and control groups. Reading comprehension achievement test was used to collect data in the study., reading motivation scale and semistructured interview form were used to collect data. Dependent and independent groups t-test was used to analyze quantitative data; descriptive analysis and content analysis were used to analyze qualitative data. The results reveal that the reading theater technique had a positive effect on the reading comprehension skills and reading motivation of the students in the experimental group. In addition, it was determined that the students expressed positive opinions about the reading theater. Based on these results, it is suggested that reading theater technique should be used to increase the reading motivation of Turkish as a foreign language learner and improve their reading comprehension skills.
Exploring Curriculum Literacy Skills: An In-Depth Analysis through Explanatory Sequential Design
Author: Öner, Feyza
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Pedagogical Content Knowledge,English (Second Language),Language Teachers,Second Language Instruction,Foreign Countries,Elementary School Curriculum,Alignment (Education)

The aim of this research is to determine the effect of curriculum literacy levels of primary school English teachers on the official and functional curriculum practices. In line with this purpose, an explanatory sequential design was used and qualitative data supplemented quantitative insights. The study was carried out in various primary schools on the European Side of Istanbul in the second semester of the 2021-2022 academic year. The participants of the study consisted of 98 English teachers for the quantitative part. For the qualitative part, six teachers were selected by the maximum variation sampling method. The quantitative data of the study were collected with the Curriculum Literacy Scale. Standard deviation, mean and independent groups t-test were used in the analysis of quantitative data. Qualitative data were analysed using the descriptive analysis method through the In-Class Program Compatibility Observation Form. In the analysis of the data, a classification was made for the cognitive process and the knowledge dimensions of Bloom's revised taxonomy for the objectives. In the teaching process and evaluation elements, a comparison was made with the relevant items of the primary school English curriculum. Quantitative results show notably high curriculum literacy levels among primary school English teachers, particularly in reading. Qualitative findings reveal that highly curriculum-literate teachers are better aligned with the official curriculum, while lower literacy levels yield greater compatibility in learning experiences. The study concludes that higher curriculum literacy corresponds to better curriculum alignment among teachers.
The Didactic Transposition of the Fundamental Theorem of Calculus
Author: Topphol, Vegard
Date: 2023-00-00
Type: Journal Articles
Subjects: Calculus,Mathematics Instruction,Secondary School Students,Textbooks,Teaching Methods,Mathematical Concepts,Foreign Countries,Definitions,Phrase Structure

Using the tools of praxeological analysis and didactical transposition analysis, the treatments of the Fundamental Theorem of Calculus in one Norwegian, Grade 13 textbook is analysed, with a particular focus on the development of the logos block of the FTC. The terms structure, functioning and utility, first introduced by Chevallard in 2022, is further to describe different dimensions of the mathematical object at stake. Through the analysis, a lack in the logos relating to the concept of integrability is identified in the textbook, and consequences of this is explored in relation to a set of tasks found in the book.
From Metacognition to Academic Burnout in University Students: The Mediating Role of Mindfulness
Author: Sapanci, Ahmet
Date: 2023-00-00
Type: Journal Articles
Subjects: Metacognition,Burnout,College Students,Well Being,Intervention,Resilience (Psychology),Academic Achievement

This study explores the mediating role of mindfulness in the relationship between metacognition and academic burnout, a prevalent issue in higher education affecting students' well-being and academic performance. Utilizing a structural equation modeling approach, the study examined the hypothesized pathways grounded on the Self-regulatory Executive Function (S-REF) model in a sample of university students. Results corroborated all hypothesized relationships, denoting a positive prediction of academic burnout through dysfunctional metacognitions, a decrease in which was observed with heightened mindfulness. The bootstrap analysis confirmed mindfulness's partial mediation between metacognition and academic burnout, establishing a significant indirect effect. The study highlights mindfulness's mitigating role against the adverse impacts of dysfunctional metacognitions on academic burnout, advocating for mindfulness-based interventions in educational settings to foster student resilience and well-being. Future research should further delve into this nuanced relationship to foster effective educational strategies.
A Comparative Study of the Effectiveness of Online and Conventional Instructions on Learners&apos; Productive Skills Development
Author: Pouriran, Yassamin
Date: 2023-00-00
Type: Journal Articles
Subjects: Online Courses,Conventional Instruction,English (Second Language),Second Language Instruction,Language Teachers,Teaching Methods,Language Skills,Instructional Effectiveness,Teacher Attitudes,Student Attitudes,Private Colleges,College Students,College Faculty,In Person Learning,Foreign Countries,Blended Learning,School Closing,COVID-19,Pandemics

In the current millennium, the integration of instructional technologies has become mandatory, especially when the focus of instruction is only on fluency and correct learning. English as a foreign language (EFL) teachers believe that students can achieve an adequate level of fluency and accuracy only if they speak and write English with less difficulty and more spontaneity. For this purpose, instructors ceaselessly seek versatile ways and approaches to enrich the teaching of four language skills (mainly the productive ones). Online sources provide both students and instructors with various ranges of software applications and platforms to actively involve in different class activities. This study aims to pinpoint the effectiveness of both online and conventional teaching on learners' productive skills and to examine which mode of instruction leads to constructive output of EFL learners. Furthermore, this article considers teachers' attitudes and learners' perceptions on the use of online instruction in EFL classrooms. This research uses a qualitative approach by means of an interview and a questionnaire designated to 15 EFL teachers and 400 learners in a private university in Turkey. The results of this study reveal that both teachers and learners prefer having Hybrid instruction (the combination of both online and face-to-face models) in teaching and learning productive skills, so the findings of this research can assist EFL teachers, material designers and policy makers to include Hybrid education in their curricula.