ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Science Education in Ukraine Current State and Challenges
Author: Poznyak, Svitlana
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Sciences,Teaching Methods,Barriers,Course Descriptions,Stakeholders,Educational Objectives,Civil Rights,Democracy,Freedom,Social Values,Educational Change,War,Cultural Awareness,Ethnic Groups,Foreign Countries,Competency Based Education,Integrated Curriculum,Elementary Secondary Education,Educational Legislation,Required Courses,National Curriculum,Laws,Citizenship Education,History Instruction

Purpose: The paper provides an overview of the current state of school social science education in Ukraine, whose development is considered in the context of its internal and external challenges. Design/methodology/approach: The analysis of the regulatory documents, school social science curriculum and course syllabi as well as publications and interviews with the stakeholders are the methods applied to identify the mission, content and current challenges of social science education. Findings: The underlying concept is based on universal human, European and national values, respect for Ukrainian traditions and the traditions of other cultures and ethnic groups, principles of democracy, human rights and freedoms. Being a dynamic area of education, school social science is undergoing a transformation under the New Ukrainian School reform focusing on competency based integrative approach to education. The Russian military aggression against the country is another transformation factor that is currently being addressed.
A Complicated Relationship: Examining the Relationship between Flexible Strategy Use and Accuracy
Author: Garcia Coppersmith, Jeannette
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Learning Strategies,Problem Solving,Arithmetic,Algebra,Accuracy,Algorithms,High School Students

This study explores student flexibility in mathematics by examining the relationship between accuracy and strategy use for solving arithmetic and algebra problems. Core to procedural flexibility is the ability to select and accurately execute the most appropriate strategy for a given problem. Yet the relationship between strategy selection and accurate execution is nuanced and poorly understood. In this paper, this relationship was examined in the context of an assessment where students were asked to complete the same problem twice using different approaches. In particular, we explored (a) the extent to which students were more accurate when selecting standard or better-than-standard strategies, (b) whether this accuracy-strategy use relationship differed depending on whether the student solved a problem for the first time or the second time, and (c) the extent to which students were more accurate when solving algebraic versus arithmetic problems. Our results indicate significant associations between accuracy and all of these aspects--we found differences in accuracy based on strategy, problem type, and a significant interaction effect between strategy and assessment part. These findings have important implications both for researchers investigating procedural flexibility as well as secondary mathematics educators who seek to promote this capacity among their students.
Continuity and Innovation in the Civic and Social Education Curriculum for Primary and Secondary Education in Romania
Author: Sava, Simona Lidia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Social Studies,Elementary Secondary Education,Teaching Methods,Educational Change,Curriculum Development,Barriers,Instructional Innovation,Educational Policy

Purpose: The paper maps recent developments in civics and social education in primary and lower secondary Romanian education systems, pointing to significant curriculum changes, within the broader competence-based curriculum reform. The analysis aims also to formulate policy recommendations, based on identified challenges. Design/methodology/approach: The methodology uses documentary analysis of curriculum and thematic studies, relevant for the policy reforms and practice conceptualisations in civics/social education. Research limitations/implications: The main findings document the important step forward in promoting civics competencies in Romanian primary education, and social competencies in the lower secondary curriculum. Various challenges affecting the effective implementation of these changes are identified, both at system and school-level. Practical implications: Focus on formal written and taught curriculum. As curriculum reform in upper secondary education is ongoing, the analysis is limited to primary and lower secondary education.
Characteristics of Special Education Field Placements: An Exploratory Study
Author: Fisher, Karin M.
Date: 2023-01-00
Type: Journal Articles
Subjects: Special Education,Student Teachers,Student Teaching,Field Instruction,Student Teacher Supervisors,Teacher Placement,Field Experience Programs

Research and policy in the field of teacher education recommend that special education (SPED) programs include opportunities for candidates to practice in supervised field experiences. Such field experiences (a) engage candidates in professional practice, (b) reduce their anxiety, (c) gain confidence, and (d) allow them to view themselves as educators. However, there is a lack of research on the characteristics of field placements in SPED. As a result of the dearth in the literature, the researchers discussed the results of an exploratory single survey study of 42 faculty members from institutes of higher education (IHE) from across the United States (US). Results found variability of data from institutions in 18 different states. The characteristics of field placements and the responsibilities of the teacher candidate (TC), university supervisor (US), and clinical supervisor (CS) are described. Lastly, the mean number of hours in each placement was calculated and described for Bachelor of Science in Education (BSED) programs, along with implications and future research.
Comparing Fraction Magnitudes: Adults&apos; Verbal Reports Reveal Strategy Flexibility and Adaptivity, but Also Bias
Author: Obersteiner, Andreas
Date: 2022-00-00
Type: Journal Articles
Subjects: Fractions,Mathematics Skills,Learning Strategies,Problem Solving,Bias,Holistic Approach,Benchmarking,Heuristics,Number Concepts,Undergraduate Students,Accuracy,Reaction Time

Many studies have used fraction magnitude comparison tasks to assess people's abilities to quickly assess fraction magnitudes. However, since there are multiple ways to compare fractions, it is not clear whether people actually reason about the holistic magnitudes of the fractions in this task and whether they use multiple strategies in a flexible and adaptive way. We asked 72 adults to solve challenging fraction comparisons (e.g., 31/71 vs. 13/23) on a computer. In some of these comparisons, using benchmarks (i.e., reference numbers such as 1/2) was potentially beneficial. After each trial, participants provided verbal reports of their strategies. We found that participants used a large variety of strategies. The majority of strategies were holistic and relied on fraction magnitudes, and most of these strategies were based on benchmarks. Participants sometimes used gap comparison (i.e., comparing the differences between each fraction's numerator and denominator), a heuristic that is not always valid and that does not rely on fraction magnitudes. Participants used strategies flexibly: they used many different strategies, they used highly efficient strategies most often, and they adapted their strategy use to features of the items. However, participants sometimes used gap comparison on items for which it did not yield the correct response, and this lack of adaptivity partly explained the &quot;natural number bias&quot; observed in this study.
Characterizing Mathematics Anxiety and Its Relation to Performance in Routine and Adaptive Tasks
Author: Halme, Hilma
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Mathematics Achievement,Elementary School Students,Symbols (Mathematics),Grade 5,Grade 6,Foreign Countries,Arithmetic,Knowledge Level

Mathematics anxiety hinders students' mathematical achievement already in primary school, but research on its effects beyond whole number knowledge is limited. The main aim of the current study is to examine how state and trait mathematics anxiety relate to performance across five tasks that are relevant for the development of mathematics in primary school, including a measure of adaptive expertise with school mathematics. These include mathematical tasks with non-symbolic quantities, whole numbers, and rational numbers. The participants were 406 primary school students attending the 5th grade (N = 188) and 6th grade (N = 218). Our results showed that state anxiety varies across task type. Furthermore, students' self-evaluated state and trait mathematics anxiety had varying negative relations with performance depending on the task type. In particular, we found that mathematics anxiety may limit students' adaptive expertise with rational numbers, even after controlling for other relevant mathematical skills. Overall, our results indicate that existing accounts on the role mathematics anxiety plays in school mathematics should expand to consider differences across task type and measures of anxiety.
Understanding Novice Special Education Teachers&apos; and Paraeducators&apos; Mentorship Relationships: A Comparative Case Study
Author: Evashkovsky, Maya
Date: 2023-01-00
Type: Journal Articles
Subjects: Beginning Teachers,Special Education Teachers,Paraprofessional School Personnel,Mentors,Interpersonal Relationship,Urban Schools,Program Effectiveness,Teacher Shortage,Teacher Burnout,Special Education,Cooperation,Special Classes,Role

Novice special education teachers (SETs) often report on stress and burnout in their jobs, identifying collaboration with colleagues as a factor that supports them during the first years (Belknap &amp; Taymans, 2015). While previous research focused on teachers' support from their mentor teachers, administrators, and colleagues, in this study we examined the mentorship relationship between SETs and their classroom paraeducators. We analyzed interviews of three novice SETs who taught in a large urban school district. All participants taught in Special Day Classrooms (SDC) and worked closely with paraeducators. The findings of this comparative case study suggest that these relationships are important for teachers' assimilation in the classroom. Results show the mentorship can be bidirectional, where experienced paraeducators support the novice teacher, or where teachers take an active role in mentoring their team. In addition, findings suggest that in the absence of any mentorship, the relationship with the paraeducators becomes a burden for novice teachers as they try to navigate their new roles and duties. The paper provides recommendations for practice and future research.
Peer-Mediated Instruction and Intervention to Support the Academic Achievement of Secondary Students with Autism Spectrum Disorder: A Systematic Review of the Literature
Author: Mahoney, Michael W. M.
Date: 2023-01-00
Type: Journal Articles
Subjects: Peer Teaching,Intervention,Students with Disabilities,Autism Spectrum Disorders,Academic Achievement,Inclusion,Cross Age Teaching,Cooperative Learning,Preschool Education,Elementary Secondary Education

The purpose of this paper is to review peer-mediated interventions (PMI) as an effective teaching strategy in supporting the academic achievement of students diagnosed with autism spectrum disorder (ASD) and additional learning needs. Using a systematic review of the literature, eleven (11) peer-reviewed articles met the criteria for inclusion. Results of this search identified four models of PMI that were used to promote on-task academic achievement and increases in correct academic responding. This paper concludes with suggestions for future research and recommendations for implementing peer-mediated interventions in larger inclusive secondary classroom settings.
Functional Analysis in Simulated Environments
Author: Paul, Claire Donehower
Date: 2023-01-00
Type: Journal Articles
Subjects: Special Education Teachers,Teacher Competencies,Classroom Techniques,Behavior Modification,Behavior Problems,Student Behavior,Teacher Education,Functional Behavioral Assessment,Computer Simulation,Program Effectiveness,Preservice Teachers,Role Playing,In Person Learning,Educational Technology,Elementary Secondary Education,Students with Disabilities

The need for highly effective and qualified special educators continues to be a national concern. One of the primary reasons why teachers leave the profession is a lack of effective behavior management skills. Learning how to assess challenging behavior and its causes through functional analysis is one method to enhance teacher skillset in this critical area. The purpose of this study was to investigate the use of a simulation environment to train pre-service and in-service general and special education teachers to conduct functional analysis procedures with fidelity and compare those results to traditional didactic instruction. The results of the study show that simulated rehearsal experiences can be as effective as traditional role play experiences in training teachers to implement functional analysis procedures and may have added benefits such as increased safety and access to immediate feedback and coaching.
Grasping the Concept of Value: Exploring Students&apos; Economic and Financial Literacy in Citizenship Education
Author: Björklund, Mattias
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Secondary School Students,Comprehension,Student Needs,Knowledge Level,Financial Literacy,Economics,Multiple Literacies,Economic Impact,Economics Education,Consumer Economics,Family and Consumer Sciences,Citizenship Education

Purpose: To explore students' understandings of financial literacy and economics issues with an aim to inform future teaching designs. Design/methodology/approach: Phenomenography and variation theory has been used to analyze students' understanding of a concept found in both financial and economic contexts, namely &quot;value.&quot; Findings: Students need to discern that value is attributed, related to scarcity and to other values in order to elaborate their understanding. Thus, teaching also needs to address these issues. Research implications: A social science framing of financial literacy and economics can facilitate a teaching that aims for the development of students' critical thinking and future ability to make informed choices.
Understanding Liberal Studies in Hong Kong: Vehicle for Civic Education and its Controversies
Author: Koon, Bun
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Civics,Liberal Arts,Activism,Citizenship Education,Correlation,Nationalism,Politics of Education,Educational History,National Curriculum,Elementary Secondary Education,Critical Thinking,Curriculum Development

Purpose: The author aims to give an overview of civic education in Hong Kong as well as of Liberal Studies, and to discern the reasons behind the reforms to the curriculum and assessment of Liberal Studies. Approach: The analysis is based on government documents related to the subject's curriculum and assessment, press releases and secondary sources. Regarding the controversies, the author draws on numerous studies conducted by educators and scholars in Hong Kong. Findings: The main finding is that there is no empirical evidence supporting a causal relationship between Liberal Studies and youth activism. It seems that the drastic reforms to the curriculum and assessment of Liberal Studies aim to further cultivate an uncritical Chinese national identity in the post-colonial Hong Kong.
A Practical Guide to Writing Behavior Intervention Plans for Young Children
Author: Higgins, Johanna P.
Date: 2023-01-00
Type: Journal Articles
Subjects: Early Childhood Education,Special Education,Intervention,Behavior Problems,Special Education Teachers,Young Children,Equal Education,Educational Legislation,Federal Legislation,Students with Disabilities,Individualized Education Programs

Early childhood special education (ECSE) teachers support children who qualify for Individualized Education Programs (IEPs) mandated by the Individuals with Disabilities Education Act (IDEA, 2004). ECSEs generally serve children under the age of five and are often asked to guide the development of a plan to decrease persistent challenging behaviors of children in classrooms. IDEA indicates that a Behavior Intervention Plan (BIP), based on the results of a Functional Behavior Assessment (FBA), be developed, written, and implemented when a child engages in behaviors preventing him/her or children in the classroom from learning. This article is designed to guide ECSEs and other team members to write quality BIPs for young children receiving special education services. The importance of BIPs, effective strategies teams can use to develop BIPs, key components of BIPs, and recommendations for teachers are provided. A hypothetical case study weaved through this article shares the experiences of Marco, a young child with autism, his family, and ECSE teacher as she leads the BIP development process in collaboration with her team.
Development and Assessment of a Food Safety Training Program for Farmers&apos; Market Vendors
Author: Scheinberg, Joshua
Date: 2022-00-00
Type: Journal Articles
Subjects: Foods Instruction,Safety Education,Training,Vendors,Agricultural Occupations,Extension Education,Program Effectiveness,Pilot Projects,In Person Learning

Based on results collected through a comprehensive needs assessment of farmers market (FM) vendors in Pennsylvania, the purpose of this study was to develop and pilot-test a customized, food safety training program for FM vendors. A customized 3-hour, in-person, training program was developed and pilot tested. Using pre- and post-test assessment tests through piloted training, the results found participants scores on knowledge questions increased significantly by [approximately]20%.
Exploring Public Speaking Self-Efficacy in the 4-H Presentation Program
Author: Marshall-Wheeler, Nicole
Date: 2022-00-00
Type: Journal Articles
Subjects: Public Speaking,Communication Skills,Self Efficacy,Youth Programs,Mastery Learning,Extension Education

Strong communication skills are important in an individual's personal and professional life; however, research regarding what influences youth's public speaking self-efficacy is limited. To address this gap, we surveyed youth who participated in a statewide presentation event about their self-efficacy and sources of that self-efficacy. Results show mastery experiences have the greatest relationship to youth's public speaking confidence. Extension can strengthen youth's public speaking self-efficacy by increasing the number of presentation opportunities and by removing barriers from participating in existing presentation opportunities.
Graduate Student Participation in K-12 Science Outreach: Self-Reported Impact on Identity and Confidence of STEM Graduate Students
Author: Matthews, Allison
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Elementary Secondary Education,Outreach Programs,Astronomy,Student Attitudes,Self Concept,Self Efficacy,Scientists,Teachers,School Community Relationship,STEM Education,Science Education,Grade 3,Grade 4,Grade 5

Graduate students often serve as a liaison between a university and its surrounding community through their participation in educational outreach programs. Astronomy graduate students' responses to openended survey questions about their experience volunteering with an educational outreach program were qualitatively coded to investigate how participating in educational outreach influenced their identity and self-efficacy as scientists and educators. We found that &quot;connecting with students&quot; and &quot;difficulty managing behavior&quot; enhanced and diminished, respectively, participants' confidence and identity as scientists and educators. We suggest ways in which universities and departments can aid graduate students' experience in educational outreach and the myriad of benefits that the individual, university, and community may reap when a higher value is placed on participation in educational outreach in graduate programs.
How Competence of Production, Attention, Retention, Motivation, and Innovation Can Improve Students&apos; Scientific Writing Skills
Author: Mulyaningsih, Indrya
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Skills,Writing Improvement,Science Process Skills,College Students,Teaching Methods,Instructional Effectiveness,Methods Research,Writing Instruction,Academic Language

This research aimed to prove the role of production, attention, retention, motivation, and innovation in students' scientific writing skills at the Islamic Study College (PTAI) in Cirebon. This experimental research used a quasi-experimental design and a nonequivalent control group design. The experiment was conducted in two groups, experiment and control groups. The research samples included Lecturers from a public Islamic University. The experiment group samples were 38 students of the Philosophy of Religion Department. The control group consisted of 33 Islamic Guidance and Counseling Department students. The collection technique used was tested, comprised of a pretest and posttest. The two groups were given the same tests (pretest and posttest), and the results were compared. The instrument used in this research was a test. Validity determination for the scientific writing ability variable was not measured statistically but through construct validity. The reliability test resulted in a reliability coefficient from an assessor of 0.82, while all assessors' average rating reliability coefficient was 0.93. The normality test results on scientific writing ability data with the control class show Lo = 0.106 &lt; Lt = 0.154. Meanwhile, the normality test on the experiment class's scientific writing ability data results in a maximum Lo of 0.106 and Lt = 0.144. The balance test results show the score of tcount = 1.51 &lt; ttable = 1.67. The data analysis with t independent test resulted in the score of tcount &gt; ttable (10.45 &gt; 1.65). This shows that the competence of production, attention, retention, motivation, and innovation can improve students' scientific writing skills.
Teachers&apos; Perceptions of English Teaching Strategies in the Current Curriculum Change
Author: Abduh, Amirullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Teachers,Curriculum Development,Curriculum Implementation,Curriculum Evaluation,Teaching Methods,Instructional Effectiveness,Teacher Attitudes,Educational Change,High School Teachers

This paper aims to explore teachers' perceptions on the implementation of English teaching strategies in the current curriculum change. The key question is that what are the teachers' perceptions of English teaching strategies in the current curriculum change? This study was conducted in one of the Indonesian provinces with the participants of 102 English teachers. The instrument of data collection used Likert-scale questionnaires. The questionnaires contains specific questions on teachers' responses on their strategies in relation to current curriculum reform. The data gained in this study was analysed using vocabulary statistics available in lextutor programs. The result of the study shows that there is a majority of the English teachers in this study perceive that curriculum reforms have impacted positively on their teaching strategies and provide diverse categories of responses to change. The reason for this is that is a tendency of English teachers to upgrade their knowledge and skills to adapt with the change. In addition, teachers of English are recommended to learn about the essence of change so that they can implement the change successfully.