ethanporcaro/eric-fulltext-meta huggingface dataset:
Access and Use of ICTs by Albanian Natural Science Students
Author: Ibrahimi, Eliana
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Access to Education,Information Technology,Undergraduate Students,Student Attitudes,Natural Sciences,Laptop Computers,Access to Computers,Foreign Countries,MOOCs,Learning Management Systems,English (Second Language),Second Language Learning,Language Proficiency,Language of Instruction,Majors (Students)

Information and communication technologies (ICTs) are a powerful tool for training and developing new abilities and a suitable mechanism to create educational stimulation. This study aims to evaluate the access and use of ICTs by Albanian natural science undergraduate students. Four hundred ninety-one students studying at the Faculty of Natural Sciences, University of Tirana, participated in an e-questionnaire based-study. The findings show that about 83 per cent of students use the smartphone for their studies, and only half of them own and use a laptop. The software skill level was related to the academic performance and the program of study (p=0.001). Students find the course managing platforms and the recorded video lectures very helpful. Less than 10 per cent of students' state to have attended a Massive Open Online Course (MOOC), and students with a lower English level were less likely to have attended an online course (p&lt;0.0001). In light of this findings, it is important to create and follow through with a plan to tackle students' main issues with technology access and use. [For the complete proceedings, see ED631021.]
Use of the Game &quot;Mathematical Rods&quot; in the Teaching and Learning of Basic Education in Brazil
Author: Pialarissi, Elisiê
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Instruction,Teaching Methods,Learning Processes,Educational Games,Grade 9,Creative Teaching

As imperceptible as it is, mathematics is fundamental and is present on several occasions in our daily lives, but among 65 countries Brazil still ranks 53rd in education. The lack of investment in primary education has affected students learning since the early years. From this perspective, this paper proposed to verify teaching/learning in mathematics discipline for elementary school students through playful games, a fun method that can be used at various times and aims to review and fix the content in a practical way and interactive. For this, a game named &quot;Mathematical rods&quot; was elaborated a renewal of the hobby &quot;Cat rods&quot;. The operations present in the game are simple, focused on basic mathematics and can still be adapted depending on the level of knowledge of the students. The game was applied to three groups of six 9th grade students of the State College Professor Izidoro Luiz Ceravolo, located in the city of Apucarana, Paraná in Brazil. Therefore, in addition to dynamic and creative, we conclude that this educational interpretation is easy and accessible, a tool that can be used in any public institution, contributing to the learning process of students. [For the complete proceedings, see ED631021.]
The Use of Gamification and Digital Activities in a Foreign Language Online Class
Author: Chiraz, Anane
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,COVID-19,Pandemics,Online Courses,Educational Change,French,Educational Games,Learning Motivation,Teaching Methods,Student Attitudes,Elective Courses,Undergraduate Students,Introductory Courses,Learning Management Systems,Game Based Learning,Computer Games

Since the COVID-19 Pandemic and the developing of online teaching, it was important to find some alternative teaching solutions to keep the learners motivated and focused on their learning processes. In this purpose, gamification, mainly &quot;Kahoot,&quot; as well as some digital activities were introduced in my French as a foreign language course. The aim of this study is to examine the students' attitude and perception regarding the use of &quot;Kahoot&quot; and digital activities. This study is undertaken in a French language elective course at the university. 160 beginner students are enrolled. The study implements a survey approach that regroups quantitative and qualitative data collected from a 24-question-questionnaire. The results show that a big portion of the respondents like using &quot;Kahoot&quot; as it brings fun, challenge and motivation to the class. The digital activities are appreciated as well as they permit to the students to have more practice. [For the complete proceedings, see ED631021.]
Metaphorical Perceptions of Social Studies and Classroom Teachers on the Concepts of Non-Governmental Organizations and Global Citizenship
Author: Akman, Özkan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Attitudes,Social Studies,Global Approach,Citizenship,Nongovernmental Organizations,Figurative Language,Elementary School Teachers,Definitions,Teacher Characteristics

In this study, it is aimed to reveal the perceptions of social studies and classroom teachers about the concepts of global citizenship and non-governmental organizations through metaphors. Phenomenology design, one of the qualitative research methods, was used in the study. Turkey in different cities in the working group's 2020-2021 fall semester, depending on the Ministry of Education and Research, who served 33 classroom teachers constitute 30 social studies teachers. 63 teachers who made up the participants were included in the study on the basis of volunteering. The data of the research were collected using the metaphor form sent to the participants via Google Forms. The data obtained were analyzed using the content analysis method. The metaphors produced in line with the specified purpose were categorized according to their meanings. It was observed that the participants produced 38 different metaphors for the concept of global citizenship and 45 different metaphors for non-governmental organizations. Among the metaphors produced regarding the concept of global citizenship, the ones with the highest frequency are in the form of sky, air, forest, water, wind, bird; Among the metaphors produced regarding the concept of non-governmental organizations, the ones with the highest frequency came to the fore in the form of water, vehicle, light, bridge and tree. As a result of the research, it was determined that the teachers who participated in the study interpreted the metaphors they produced regarding the concept of global citizenship under different categories and the metaphors they produced regarding the concept of non-governmental organizations under similar categories. While primary school teachers defined global citizenship as a constitutional citizenship, social studies teachers defined it as a global citizenship. It has been observed that both branches define non-governmental organizations as organizations. [For the complete proceedings, see ED631021.]
Perceptions of the Contribution Blended Learning Technologies and Teaching Practices Make to Student Success
Author: Dankers, Paul
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Educational Technology,Program Effectiveness,Success,Technology Integration,College Students,College Faculty,COVID-19,Pandemics,School Closing,Distance Education,Blended Learning,Foreign Countries,Student Attitudes,Teacher Attitudes,Satisfaction,Academic Achievement

Before the onset of the COVID-19 induced remote teaching and learning practices the University of the Western Cape (UWC) senate adopted an inclusive online teaching and learning practice. This practice adopted by UWC was aimed to advance the perception of student success and to diminish dropout rates. The primary objective of this research is to measure student success and also consider lessons learned in relation to the adoption of innovative teaching and learning practices. This ongoing research at UWC explores factors underpinning learning and teaching practices, as well as examine research on and notions about student performance, as these are shaped by the pandemic. With the abrupt transition in teaching and learning students had to make major adjustments to their lifestyle to adapt to remote learning and teaching styles. The aforementioned attributed to both emotional and environmental challenges and the perception of student success as UWC momentously responded to students lack of resources and adaption to their teaching and learning style, subject content and their perception of success. The researcher will explore student success trends across the university and the adoption of blended learning approaches across faculties at UWC. While access to online resources is important to facilitate learning, our society still has an insidious digital divide. The aforementioned underpins what CIECT is currently involved in by encouraging and promoting the adoption of emerging technologies and blended-learning approaches, that is: to support the successful transition from the traditional classroom to online classes that promotes student success. [For the complete proceedings, see ED631021.]
2023 E-Expectations Trend Report. Examining the Online Experiences, Expectations, and Behaviors of College-Bound High School Students
Author: Ruffalo Noel Levitz (RNL)
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: High School Students,College Bound Students,Grade 10,Grade 11,Grade 12,Student Attitudes,Expectation,Student Experience,Student Behavior,College Choice,Access to Information,Educational Technology,Information Sources,Web Sites,Computer Mediated Communication,Advertising,Social Media,Video Technology

High school students have been through profound changes and challenges in the last three years. The experiences of the pandemic, lockdowns, virtual classes, and economic and social disruptions have had tremendous--and possibly lasting--impacts on them. As they prepare to enroll in college, have those experiences changed how they search for colleges to attend? This report sets out to examine those changes. Nearly 2,000 students from 10th to 12th grade about their online expectations, experiences, behaviors, and priorities. With the college search process now beginning early in high school for many students, this 2023 report breaks down many of the findings by grade level, showing how student behavior changes as they approach graduation. Here are key takeaways from this year's study: (1) Students use a variety of resources, reinforcing the need for a balanced, omnichannel approach to marketing; (2) Students are willing to share contact information for their parents; (3) More students are watching videos and finding them helpful; (4) Students look for social interaction and communities online; (5) &quot;Virtual&quot; is becoming a reality for college student search; (6) Students make contact through your site and through email; and (7) Most students are clicking on digital ads. [Additional contributors to this report include Gigg and StudentBridge. For the &quot;2021 E-Expectations® Trend Report,&quot; see ED614921.]
English Language Learners and Their Academic and English Language Acquisition Progress: 2021-2022
Author: Shneyderman, Aleksandr
Date: 2023-03-00
Type: Reports - Research
Subjects: English Language Learners,English (Second Language),Language Usage,Language Proficiency,Second Language Instruction,Public Schools,State Standards,Student Characteristics,Elementary Secondary Education,Academic Achievement

When a student enrolls in Miami-Dade County Public Schools (M-DCPS) for the first time, a Home Language Survey is completed by the student's parents/guardians. This survey inquires whether a student's first language was a language other than English, whether a student's primary language is a language other than English, and whether a language other than English is used at home. If at least one of the answers is Yes, the student is tested to determine his/her English proficiency. Based on the results of this assessment, the student is either classified as an English Language Learner (ELL) or deemed proficient in English. Depending on the English proficiency levels, ELL students are enrolled in specific ESOL courses tailored to meet students' language needs. English proficiency levels for ELL students in M-DCPS range from ESOL 1 (lowest) to ESOL 4 (highest). Students' English proficiency levels are reassessed annually, and the appropriate ESOL placement is determined based on the results of that testing. Currently, ACCESS for ELLs is used as the State-mandated English Language Proficiency test. ACCESS for ELLs stands for Assessing Comprehension and Communication in English State-to-State for English Language Learners. Once it is ascertained that a student has acquired English proficiency and satisfied the State requirements for exit from the ESOL program, the student exits the program and is re-classified as formerly ELL (ESOL level 5). In this report, the achievement of students in the ESOL program is disaggregated by grade and ESOL level. The academic achievement results of former ELL students disaggregated by the number of years since ESOL exit are included in this report. For comparison purposes, the performance of students who have never been classified as ELL is included in the report as well.
State Transfer Policy Standards Project: Centering Equity in State Transfer Reform Efforts
Author: Whitfield, Christina
Date: 2023-08-00
Type: Reports - Descriptive
Subjects: State Policy,Transfer Policy,Academic Standards,Equal Education,Educational Change,College Transfer Students,Educational Improvement,Outcomes of Education,Minority Group Students,Low Income Students,Self Evaluation (Groups)

States must adopt an equity-focused approach to transfer policies to address racial equity gaps and make progress toward attainment goals in postsecondary education. State higher education agencies should assess transfer performance based on race and income and establish standards for creating equitable transfer policies. To support state and system-level improvements in transfer outcomes, State Higher Education Executive Officers (SHEEO) launched the State Transfer Policy Standards Project. SHEEO and the Gardner Institute worked with four states--Colorado, North Carolina, South Carolina, and Washington--on an intensive self-study process. These states were chosen for their diverse student populations, institutional types, and governance models. The central goal of the self-study process was to assess how well transfer systems within those states were working for students of color and low-income students. Findings from the self-study were used to develop action plans to create more efficient and equitable transfer systems within the state. To facilitate this process, SHEEO drew upon its models for working with state teams and providing technical assistance and implementation support; the Gardner Institute adapted the Foundations of Excellence Transfer process to provide valuable insights at the state level. [This project was in partnership with the John N. Gardner Institute for Excellence in Undergraduate Education (Gardner Institute).]
A Landscape Analysis of &quot;Grow Your Own&quot; Educator Strategies in Wisconsin Rural Schools. WCER Working Paper No. 2023-4. Revised
Author: Carl, Bradley
Date: 2023-09-00
Type: Reports - Research
Subjects: Rural Education,Rural Schools,Teacher Shortage,Teacher Recruitment,Educational Strategies,School Districts,Teacher Education Programs,Partnerships in Education,Teacher Selection,Program Effectiveness,Coordinators,Educational Innovation

A large share of Wisconsin's 400+ school districts are rural, and nearly half of all students enrolled in public schools statewide attend rural schools. Persistent challenges faced by rural districts in attracting and retaining educators, however, are contributing to an increasingly dire situation for the state's rural communities. This report summarizes findings from a yearlong research project investigating strategies being used by rural districts to address educator shortages, including a diverse set of &quot;grow your own&quot; (GYO) initiatives which involve school districts working with educator preparation programs (EPPs) and other local partners to identify, recruit, and prepare local candidates to become educators. The mixed-methods research design draws upon two statewide surveys (of rural superintendents and local site coordinators of the Educators Rising GYO program), along with site visits to five rural districts, to accomplish two main goals: (1) to identify strategies being used by rural districts to attract, recruit, and hire teachers; and (2) to describe the landscape of GYO initiatives being utilized by rural Wisconsin districts and local partners to address educator shortages. Broadly speaking, the work suggests that rural school districts are not waiting on state or federal policymakers to solve longstanding staffing challenges for them, but instead are actively engaged in implementing a mix of national GYO programs such as Educators Rising and &quot;homegrown&quot; GYO initiatives as one solution to chronic educator shortages. Not surprisingly, a distinct set of both successes and challenges have emerged as rural districts attempt to implement, launch, sustain, and scale up GYO initiatives that meet their needs. [Paper's original version August 2023; revised version September 2023. This work was made possible by a research grant from UW-Madison's Tommy G. Thompson Center for Public Leadership.]
Proceedings of International Conference on Social and Education Sciences (IConSES) (Austin, Texas, October 13-16, 2022). Volume 1
Author: Shelley, Mack, Ed.
Date: 2022-00-00
Type: Books
Subjects: Mental Health,COVID-19,Pandemics,Nursing Students,Neurosciences,Health Behavior,Mass Media Effects,Immunization Programs,Evaluation Methods,Doctoral Students,Access to Health Care,Foreign Countries,Museums,Spatial Ability,Short Term Memory,Dyslexia,Social Studies,Program Effectiveness,Poetry,Painting (Visual Arts),Civil Rights,Suicide,Grammar,English Language Learners,Undergraduate Students,Error Correction,Error Patterns,Student Attitudes,College Students,Dating (Social),Capacity Building,Elementary School Teachers,Principals,Technological Literacy,Teacher Attitudes,Journalism Education,Online Courses,College Role,Research Universities,Physics,Science Education,Secondary Education,Altruism,Self Evaluation (Individuals),Secondary School Students,Mathematics Achievement,Females,Time Perspective,Time Management,Motivation,Young Adults,Hispanic Americans,Music Education,Self Control,Psychological Patterns,Social Cognition,Personnel Selection,Barriers,Video Technology,Educational Technology,Disease Control,Educational History,Doctoral Dissertations,Critical Thinking,Minority Serving Institutions,Social Media,Photography,Interdisciplinary Approach,Teamwork,Realism,Artists

&quot;Proceedings of International Conference on Social and Education Sciences&quot; includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]
How Prepared Were Schools and Teachers for Remote Teaching and Learning? Improving Learning Experiences Online Using Evidence from TIMSS 2019. IEA Compass: Briefs in Education. Number 20
Author: Brese, Falk
Date: 2023-04-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Electronic Learning,Readiness,Teacher Competencies,Educational Technology,Faculty Development,Technological Literacy,Online Courses,Grade 4,Grade 8,Elementary Secondary Education,Mathematics Instruction,Mathematics Achievement,Foreign Countries,Technology Integration,Learning Management Systems

Before school closures due to the COVID-19 pandemic, the frequency with which teachers used computer activities to teach a class varied across education systems. However, many teachers across the board reported the need for professional development to teach using technical devices. Using results from TIMSS (Trends in International Mathematics and Science Study) 2019, this brief examines schools' and teachers' readiness for remote teaching, learning and opportunities available to improve the delivery of remote learning experiences online.
Conceptual Misunderstanding in Senior High School Algebra among Senior High School Mathematics Teachers&apos;, Prospective Teachers&apos; and Students
Author: Obeng, Benjamin Adu
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: High School Teachers,Preservice Teachers,Mathematics Teachers,High School Students,Mathematical Concepts,Algebra,Misconceptions,Concept Formation,Foreign Countries

This study aimed at exploring Senior High School Mathematic Teachers, Prospective Teachers and Student's conceptual misunderstanding on Senior High School algebra with an intent to uncover the errors they make as a result of conceptual misunderstanding. A test consisting of fourteen (14) tasks was used for data collection. A sample of 210 consisting of sixty (60) prospective senior high school mathematics Teachers from mathematics education department of University of Education Winneba forty (40) SHS mathematics teachers and one hundred and ten (110) senior high school students from four (4) selected senior high schools in Ashanti region of Ghana. The study employed convenience, purposive and simple random sampling as sampling techniques and descriptive survey design as the research design. The data collection tools used were test and semi structured interview guide. Constructivism and behaviourism theories were employed as the theoretical frame work for the study. The study identified seven (7) categories of conceptual misunderstanding in Senior High School algebra among the prospective teachers and the students' whiles six of these seven were also found among the teachers. The seven conceptual misunderstanding identified were on algebraic variables, algebraic expressions, algebraic equations and algebraic word problems. The study recommends that teachers, prospective teachers and students should be aware of the existence of conceptual misunderstanding in teaching and learning of algebraic concept. The study also recommends that, heads of schools should organize workshops and refresher courses for mathematics teachers on sensitive topics like conceptual misunderstandings in mathematics. [For the complete proceedings, see ED631021.]