ethanporcaro/eric-fulltext-meta huggingface dataset:
Preservice Teachers&apos; Experiences on Becoming Culturally Responsive Educators: An Action Research Case Study
Author: Koubek, Ekaterina
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Experience,Culturally Relevant Education,Action Research,Reflective Teaching,Bias,Stereotypes,Equal Education,Graduate Students,Teaching Methods

Reflection on teaching and learning is considered one of the most essential elements of teacher development. With the rise of multilingual learners in U.S. public schools, the role of critical reflection has become even more prominent in teacher preparation programs to disrupt preservice teachers' (PSTs) biases and stereotypes regarding these learners and their families. Moreover, to address the widening educational inequities and to enact more equitable teaching practices, PSTs ought to reflect on their pedagogical practices with the guidance of an educator-mentor. Therefore, this qualitative action research case study explored how one teacher preparation program implemented reflective and experiential practices in their graduate Teaching English to Speakers of Other Languages coursework to assist PSTs in systematically examining their understandings of culturally responsive practices. Our research was grounded in culturally responsive teaching. Our findings revealed that our PSTs had an awareness of culturally responsive pedagogy; they recognized the importance of learning from and with their students and families but still had areas for growth when implementing culturally responsive practices, prompting us to further explore how these PSTs enact culturally sustaining practices in their future classrooms.
Factors Influencing Science and Environmental Education Learning of Blind Students: A Case of Primary School for the Blind in Thailand
Author: Prasertpong, Phanuwat
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Education,Environmental Education,Blindness,Elementary School Students,Special Schools,Foreign Countries,Braille,Textbooks,Instructional Effectiveness,Learning Processes,Scientific and Technical Information,Cognitive Ability,Educational Technology,Science Curriculum,Self Efficacy,Multivariate Analysis

The main objective of this research was to study the factors influencing the science and environment of education program for blind students at the elementary level. This research used mixed methods (quantitative and qualitative approaches), specifically a questionnaire survey was conducted to better understand the current situation on Science and Environmental Education Learning among 192 blind students in 14 primary schools for the blind in Thailand and in-depth interviews with the directors, science and Environmental teachers, and students' parents, 30 interviewees in total. The data were collected and analyzed into frequency and percentage (and K-means clustering) using SPSS software. The research findings from data collection from 192 blind students illustrated that the importance of facilitator that involve teaching materials (43%) was support appropriate to Science and Environmental Education teaching materials for blind students, 34% students had a good relationship with their classmates and teachers. A total of (32%) were provided more Braille textbooks for Science and Environmental Education teaching. K-means cluster analysis showed four clusters of science and environmental education learning blind students. The study concluded that the factors influencing effectiveness of science and environmental education learning of blind students consisted of facilitators, the creation of scientific learning processes, media and technology as the medium for communicating scientific knowledge, appropriate curriculum for blind students, and cognitive abilities of blind students in physical, mental, intelligence, and emotion terms.
Reflections on Mathematics Ability, Anxiety, and Interventions
Author: Brewster, Barbara Jane
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Mathematics Anxiety,Intervention,Cognitive Processes,Affective Behavior,Social Influences,Genetics,Educational Opportunities,Stress Variables,Metacognition,Writing (Composition),Expressive Language

Competency in mathematics is needed to respond to the vast employment opportunities available in the STEM sectors. These employment opportunities all require basic foundational mathematics skills, yet there is a shortfall of mathematics abilities due, in-part, to mathematics anxiety. Mathematics anxiety can surface as fear and avoidance of mathematics and has been linked to low mathematics performance and ability (Ashcraft, 2002; Luttenberger et al., 2018). This thought paper (Snell, n.d.), paper begins with a synthesis of research on mathematics anxiety including the known causal factors: cognitive/affective, social, and genetic as well as the recently proposed causal factor, missed opportunity (Brewster &amp; Miller, 2020). Missed opportunity refers to cases where an individual who is capable academically to comprehend mathematics but has missed the opportunity to learn basic foundational skills in mathematics. Missing the opportunity to learn foundational concepts in mathematics places great stress, which can result in feelings of anxiety. Next, a synthesis of interventions for mathematics anxiety such as mindfulness exercises (Brunyé et al., 2013) and expressive writing (Brewster &amp; Miller, 2022; Park et al., 2014) are discussed, which led to the realization that interventions are more complex than previously reported given that other factors can affect interventions such as duration of writing, quality of instruction, or additional stressors causing anxiety, including test anxiety. Knowing the causal factors influencing an individual's mathematics anxiety may prove beneficial to designing more focused and influential interventions.
Effectiveness of Experiential Learning in Teaching Vietnamese Language in Primary Schools: Perspectives of Teachers and Administrators
Author: Le, Lan-Anh Thi
Date: 2023-00-00
Type: Journal Articles
Subjects: Experiential Learning,Teaching Methods,Educational Change,Learning Processes,Vietnamese,Teacher Attitudes,Administrator Attitudes,Principals,Elementary School Teachers,Native Language Instruction,Foreign Countries

Experiential learning is an important component of both teaching and learning during the curriculum reform that is implemented in the new general teaching curriculum. Combining theoretical study with experiential learning allows students to maximize their knowledge and skills, which is beneficial to education in general and the teaching of the Vietnamese language in particular. The purpose of this study was to investigate the viewpoints held by educators and administrators regarding the efficiency of experiential learning in the context of the Vietnamese language classroom. One hundred fifty classroom instructors and nine principals from elementary schools around the country volunteered their time to participate in the survey. In the study, quantitative approaches were used with descriptive analysis to examine the collected data. According to the findings, the majority of educators and administrators were in complete agreement that providing students with opportunities for experiential learning helped them feel more comfortable and engaged in studying Vietnamese language. Even while there were some educators and school administrators who did not believe that experiential learning helped students become more responsible for themselves, others, and the community as a whole, the consensus was that it did. Experiential learning has been shown to be an effective method for teaching pupils the Vietnamese language, as demonstrated by the evidence presented in the current study. When designing a curriculum for a classroom, encouraging students to participate in experiential activities and programs should be a priority.
Optimization of Mobile Learning in Land Surveying Material for Vocational High School Students: A Preliminary Study
Author: Anggara, Ardana Dika
Date: 2023-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Vocational Education,High School Students,Student Needs,Educational Technology,Creative Thinking,Foreign Countries,Civil Engineering,Topography

This study aimed to identify students' learning needs related to integrating mobile device technology and creative thinking skills in learning land surveying. This was done by looking at students' responses based on media use, opportunities for media development, and supporting facilities for developing learning media. The participants of this study were 155 second-year students of the building engineering study program at Vocational High Schools. Mobile learning needs analysis indicators were prepared as a questionnaire instrument to achieve research objectives. This study used a quantitative approach, and the results of student responses were analyzed descriptively and presented in percentages. The findings revealed that 59.7% of respondents &quot;agreed&quot; and 40.3% &quot;strongly agreed&quot; to support the development of learning media that integrated cellular technology and creative thinking into the learning process of land surveying and was supported by the availability of learning support facilities. The conclusion is that the use of cellular technology in the learning process is directly proportional to students' abilities in operating and owning a smartphone, and that in the development of mobile learning as an alternative learning medium for land surveying has enormous opportunities. This study recommends the product of learning media using mobile learning methods and creative problem-solving approaches to train students to get used to creative thinking skills in developing their life skills.
A Comparison of Three STEM Approaches to the Teaching and Learning of Science Topics: Students&apos; Knowledge and Scientific Creativity
Author: Diep, Ngo Hong
Date: 2023-00-00
Type: Journal Articles
Subjects: Comparative Analysis,STEM Education,Teaching Methods,Learning Strategies,Knowledge Level,Science Education,Creativity,Instructional Effectiveness,Secondary School Students,Foreign Countries,Grade 7

The main objective of this study was to compare the effectiveness of three STEM approaches in implementing STEM activities in lower secondary school students based on knowledge and scientific creativity. A pre-posttest experimental design was adapted. Six classes with almost similar learning conditions were randomly selected and each class was assigned as a group, in which two groups followed the Stand-alone engineering design approach, two adopted the 5E-EDP approach, and two classes used the Jigsaw learning approach. The data were collected from the tests before and after the experiments and were statistically analyzed. The findings revealed that these three approaches enhanced the students' gains in both knowledge and scientific creativity. Despite the overall progress, there existed a statistical difference among these models in their effects on the students' knowledge and scientific creativity. While 5E-EDP and Jigsaw learning approach were proven to make substantial progress in these factors, the Stand-alone engineering design scored less significance. The study also showed that there was a statistical difference between the Stand-alone engineering design approach and Jigsaw learning approach. The respective second approach formed a foundation for better performance of the students' knowledge and scientific creativity compared to the first one. Each approachhas its own value in enhancing students' knowledge and scientific creativity. The result of this study could be a hint for STEM educators to apply appropriate methods in similar contexts to boost achievements.
Applying Persuasive Techniques in an Online Learning Environment: A Mixed-Method Study
Author: Krishnamoorthy, Lakshmi
Date: 2023-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Instructional Design,Electronic Learning,Learner Engagement,Professional Personnel,Teaching Methods,Computer Mediated Communication,Individualized Instruction,Learning Analytics,Educational Technology

Persuasion is inherent to the instructional process. Instructions delivered through online programs do not always generate expected and consistent learning outcomes, and hence persuasion in online instructional design is even more critical. Through this mixed-method study, we aim to identify the most widely used persuasive design techniques, the challenges limiting their applications, and their implications. Furthermore, this paper discusses the recommendations of new persuasive techniques put forth by Instructional Designers.
Physics Tutors&apos; Perspectives on Tutoring Before, During, and after the COVID-19 Pandemic: A Case Study at a Comprehensive South African University
Author: Sihlangu, Sinenhlanhla Fortunate
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,College Faculty,Online Courses,Blended Learning,COVID-19,Pandemics,Educational Technology,Teacher Student Ratio,Adjustment (to Environment),Electronic Learning,Barriers,Internet,Attendance,Student Participation,Student Behavior,Behavior Problems,Faculty Workload,In Person Learning,Teacher Attitudes

The research investigates the experience of physics tutors at a comprehensive South African university during online and hybrid learning because of the COVID-19 pandemic. A questionnaire was filled in by 12 tutors from a department of physics. The findings were that the tutors could manage tutoring large numbers of students in the online space and hybrid space. The tutors could manage tutor-to-student ratios of 1:200. More than 50% of the tutors found it difficult to adjust to e-tutoring and the main cause of this was unstable internet connectivity. More students were present for online tutorials than face-to-face tutorials but there was little active participation from students. The major challenge that tutors face with face-to-face tutoring is disruptive behavior from students during the tutorial sessions.
Raising Awareness in Sustainable Environment Education: Waste Batteries
Author: Celikler, Dilek
Date: 2023-00-00
Type: Journal Articles
Subjects: Sustainability,Environmental Education,Equipment,Science Teachers,Faculty Development,Secondary School Teachers,Hazardous Materials,Foreign Countries,Pretests Posttests,Secondary School Students,Freehand Drawing

The aim of this study is to provide training for science teachers on batteries, areas of use of batteries, types of batteries, things that should be paid attention to while using batteries, waste batteries, and collection, handling, recovery and/or disposal of waste batteries, and help teachers receiving the training to raise awareness among grade 5 students on these issues. The study was carried out with 58 science teachers and 575 secondary school grade 5 students. Within the scope of the study, a detailed training on the issue was provided to the teachers and attempts at raising awareness among students in four lessons were made by the teachers receiving the training. Data were obtained by making students draw &quot;adventure of the waste battery&quot; themed pictures and write &quot;story of the waste battery&quot; themed compositions as a pre-test before the workshop and a post-test after the workshop. Data were analyzed using content analysis. As a result of the study, it was observed that awareness was raised among students on the elements available in batteries, battery powered objects, points of disposal for waste batteries, places of waste battery bins, recycling of waste batteries, positive effects of collection of waste batteries, negative effects of waste batteries, and things to be done to avoid these negative effects. [This study was presented as an oral presentation at 6th National Chemistry Education Congress, Hacettepe University on 2-4 May 2019.]
Authentic Assessment Development Science to Assess Student Competency
Author: Tawil, Muh.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Performance Based Assessment,Student Evaluation,Science Achievement,Statistical Analysis,Models,High School Students,Science Tests,Achievement Tests,Evaluation Criteria,Validity

This study aimed to examine authentic models of science assessment in assessing the competence of senior high school students who met the criteria of validity, practicality, and effectiveness. The methodology applied was an evaluation and developmental research. Research was conducted in senior high school in accordance with the needs of the development of authentic Statistical Analysis System (SAS) models. The participants were students of class X senior high school Gowa in South Sulawesi academic year 2020/2021. The instruments comprised (1) SAS model validation sheet; (2) science achievement test; (3) questionnaires; and (4) observation sheet. The findings of the quality authentic science assessment model met the validity and effectiveness criteria for high category learning outcomes with positive student responses. The practicality implications of the SAS model were also very worthy of applied science in teaching science for assessing the competence of senior high school students.
Effectiveness of Reading &amp; Math Initiative on the Development of Language &amp; Computational Skills among Early Grade Students: From Teachers&apos; Standpoint
Author: Al-Hrout, Mosa Abd El-Qader
Date: 2023-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Reading Instruction,Mathematics Instruction,Intervention,Language Acquisition,Computation,Mathematics Skills,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Foreign Countries,Gender Differences,Teacher Education

The study aims to investigate the effectiveness of reading and math initiative on the development of language and computational skills among early grades students, from teachers' standpoint. The study sample consisted of 180 male and female teachers of early graders in Amman city, Jordan. To achieve study objectives, researchers used a scale to measure the effectiveness of reading and math initiative on the development of students' language and computational skills from teachers' standpoint. The study results showed that teachers' assessment of reading initiative effectiveness on developing language skills came high at both overall and sub-items levels (vocal awareness skill, letters' sounds reading skill, vocabulary skill, reading absorption skill, and writing skill). Results also showed that teachers' evaluation of the math initiative effectiveness on developing computational skills was high at both the overall and sub-items levels (problem-solving skill, standard counting skill, number manipulation skill &amp; number sensory skill). Results also showed the non-existence of any statistically significant differences in teachers' evaluation of the reading and math initiatives' effectiveness due to gender variable.
Influence of Socioeconomic Status and University&apos;s Internal Environment Factors on University-Choice Decisions of Postgraduate Students in Vietnam
Author: Duong, Minh-Quang
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Socioeconomic Status,College Choice,College Environment,Influences,Decision Making,Career Development,Student Interests

Postgraduate students' university selection decisions are influenced not only by the students themselves or their families, but also by internal university factors. This study evaluated the reasons for pursuing postgraduate education and investigated how family's socioeconomic status and the university's internal environment factors influenced postgraduate students' university choice decisions. The study surveyed 401 first-year postgraduate students across five member universities of Vietnam National University Ho Chi Minh City using a questionnaire and five semi-structured interviews. The empirical data revealed many reasons behind respondents' decisions, with the mean value ranging from 3.49 to 4.14, including reasons such as the desire to continue to learn and progress professionally, to obtain an additional graduate degree, passion for the graduated field, to pursue their own profession, the opportunity to meet and socialize with new friends, to get a job or find a better one, and to change the course of life. In addition, factors such as socioeconomic status (such as family income) and the university's internal environment (such as curricula, facilities, admissions, marketing and communication, service attitude, and learning environment) have also have different positive and negative effects on their judgments about which universities to select. The study also discussed suggestions for higher education managers and other stakeholders.
Preventing School Bullying: Examining the Association between Classroom Management, Classroom Climate, and Relational Aggression and Victimization
Author: Yu, Shi
Date: 2023-00-00
Type: Journal Articles
Subjects: Bullying,Prevention,Correlation,Classroom Techniques,Classroom Environment,Aggression,Victims,Peer Relationship,Teacher Attitudes,Predictor Variables,Teacher Behavior,Peer Influence,High School Teachers,High School Students,Student Behavior,Foreign Countries

This research aims to examine the relationship between classroom management, classroom climate, and relational aggression and victimization in high school students. A total of 42 teachers and 2168 students from 5 high schools in Shenzhen, China participated in the study. Teachers completed a classroom management style scale, while students answered a questionnaire based on relational aggression peer-nomination and a relational victimization experience scale. Data was analyzed using correlation and multiple regression analysis. The study found no significant correlation between teachers' management style and levels of relational aggression and victimization. However, there was a positive correlation between teachers' sympathy for the victim of relational aggression and the levels of relational aggression in the classroom. Teachers' attitudes towards relational aggression predicted the level of relational victimization, but not the level of relational aggression. Teachers' handling strategies did not predict the levels of relational aggression and victimization. Support from classmates and solidarity were negatively correlated with relational aggression and victimization. The results suggest that teachers' attitudes towards relational aggression play an important role in predicting levels of relational victimization. Teacher sympathy for the victim of relational aggression may inadvertently reinforce the behavior. The study highlights the importance of creating a supportive classroom climate and promoting solidarity among students to reduce relational aggression and victimization. Teachers can be trained to recognize and address relational aggression, and to create a positive and supportive classroom climate. Strategies promoting peer support and solidarity may help to reduce levels of relational aggression and victimization.