ethanporcaro/eric-fulltext-meta huggingface dataset:
Functionality of Literacy and Numeracy in First Cycle Primary School: A Look in to the Curriculum and Instructional Process
Author: Awgichew, Sisay
Date: 2022-00-00
Type: Journal Articles
Subjects: Numeracy,Literacy,Case Studies,Teacher Attitudes,Mathematics Instruction,Textbooks,Content Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Illustrations,Foreign Countries,Teaching Methods,Educational Improvement,Learning Activities,Poetry,Singing,Story Telling,Elementary School Teachers,Elementary School Students,Familiarity

This article examines the functionality of literacy and numeracy in Addis Ababa city administration. Case study research design was employed and data were collected from 8 actual teachers via interview. Besides, classroom observation and content analysis were employed. The finding revealed that on average 65 (59.88%) of mathematics students' textbook had at least one picture or symbol. Also, 182 (44.86%) of activities, examples and question incorporated in the textbooks related with the life of the students. On the other hand, on average 60 (43.02%) of English textbook incorporated at least one picture or symbol. The finding also revealed that 272 (64.61%) of activities and examples, and 19 (63.0%) of stories, poems, songs, and passages included in the English textbooks related with the life of the students. The functionality of the textbooks was average but the instructional methods require improvement.
The Social Core of Critical Thinking: Educating toward an Empowered Democracy
Author: Barczak, Timothy J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Empowerment,Democracy,Definitions,Role of Education,Educational Philosophy,Educational Theories,Social Cognition,Norms

The ability to think critically is a defining characteristic of humanity, setting humans apart from the rest of the animal kingdom. To perceive future consequences of an action, idea, or decision and then adjust these actions, ideas, and decisions accordingly is an integral part of existing as conscious beings in the world. Moreover, critical thinking is an essential part of living together with others and sustaining liberal democratic practices which gradually move towards a more equitable and just world. While consensus abounds around the existence of critical thinking as a human capability, an exact definition is rather elusive and veritable. Nonetheless, some considerable agreement can be found in the understanding that critical thinking entails, among other things, respect for evidence, reflective skepticism, and open-mindedness among other attitudes and dispositions cultivated during education. In this article, Timothy Barczak discusses the role of critical thinking in education. As a point of departure, Barczak examines Harvey Siegel's robust conception and belief that critical thinking is central to the educational project and flourishing human individuals. Siegel's framework provides a foundational and nuanced understanding of critical thinking upon which Barczak discusses Anthony Laden's belief that reasoning is a social project. Ultimately, Barczak argues that a complete, robust understanding of critical thinking involves the recognition of these theories as compatible with one another other. Barczak concludes by noting some important ways that critical thinking as a social endeavor, and not one done in isolation, is important for education in democratic societies.
Towards a Non-Managerial, Non-Helper Vision of Teaching: Documenting a Fusion of Horizons for Student Empowerment
Author: Smith, Spencer J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,White Teachers,Cultural Awareness,Federal Programs,Disadvantaged,Culturally Relevant Education,Teacher Education Programs

Teacher educators have been investigating ways to rob the demographic mismatch of this disempowering history. How can white preservice teachers be prepared to do meaningful work with communities of color? Scholars have been skeptical of the ability of white teachers to become fully culturally relevant. Aaron Schutz worries when teachers with privilege in relation to their students seek to &quot;help&quot; their students, they necessarily formulate their students as having deficit knowledge. If this is true, then what are we to make of programs like Teach For America (TFA) that attempt to deal with problems stemming from the above demographic mismatch in education by paradoxically recruiting mostly white graduates from elite universities to teach in under-resourced communities? Does the willingness of these recruits to &quot;help&quot; communities of color necessarily make them oppressive in the way Schutz identifies? In this article, Spencer Smith theorizes an answer to this question as well as necessary components of the theory of emancipatory teacher education. Using interview data from a study of teachers trained by TFA, Smith argues training in culturally relevant teaching does little to prepare teachers to succeed in culturally diverse classrooms unless it includes some engagement with the cultural Other. Smith pairs these data with the work of Herbert Dreyfus and Charles Taylor who argue encounter with the Other can be a Gadamerian &quot;fusion of horizons.&quot; Finally, Smith demonstrates how this fusion of horizons allows teachers to escape Schutz's worries and move closer to embodying culturally responsive teaching.
Investigation of Turkish as a Foreign Language Instructors&apos; Perception towards Lesson Plans
Author: Bastürk, Sükrü
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Language Teachers,Turkish,Lesson Plans,Gender Differences,Planning,Educational Attainment,Academic Rank (Professional)

The purpose of this study is to examine the perceptions of instructors teaching Turkish to foreigners on lesson plans. In order to collect data for the study, 175 instructors teaching at the Turkish Teaching Centers of universities across Turkey were contacted in the 2021-2022 academic year. In order to reach the study group, the scale system created in the &quot;Google forms&quot; software was used. The data collection process continued for 8 weeks in total. &quot;The Scale of the Perceptions of Instructors Teaching Turkish to Foreigners on Lesson Plans&quot; is a 3-point Likert-type measurement tool consisting of 30 items. For the evaluation of the study data, in addition to the descriptive statistics, the t test was used in comparisons of two groups with normal distribution, and the ANOVA test was used for the comparison of three or more groups. As far as the results of the study is concerned, while there was no statistically significant difference between the perceptions of the instructors teaching Turkish to foreigners on lesson plans by gender (p&gt;0.05), there were significant differences by their graduation status (p&lt;0.05) and professional seniority (p&lt;0.05). The SPSS 24.0 program was used for statistical analysis.
Relationship between Sports Education Students&apos; Team Loyalty and Sports Organization Consumption
Author: Polatcan, Ismail
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Physical Education,Team Sports,Teamwork,Group Unity,Athletics,Organizations (Groups),College Students,Student Athletes,Prior Learning

This research aims to analyze how students who acquire sports education feel about their teams and how they consume sports organizations in terms of many aspects. The Sports Organizations Consumption Scale (SOTS), which has 25 questions and 5 factors, and the Team Loyalty Scale, which has 10 items and 2 factors, were used as evaluation tools. Using the SPSS 25.0 package program, parametric analyses were performed on the acquired data. Then, a &quot;Pearson correlation analysis was used to establish the level and direction of the association between the dependent variables. The students' team loyalty levels and their consumption of sports organizations have been found to have a positive and moderate level relationship (r= 0.44; p&lt;0.000). In terms of gender, class, and being a national athlete, there was a significant difference in the perspectives of students who had athletic training (p&lt;0.05).
Exploring the Effect of Student-Teaching on Elementary Student-Teachers&apos; Math Anxiety
Author: Uddin, Muhammad Sharif
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Student Teaching,Student Teachers,Teaching Experience,Elementary School Teachers,Student Experience,Mentors,Attitude Change,Student Teacher Attitudes,Mathematics Instruction

This mini-ethnographic study investigated the role of the student-teaching experience on removing student teachers' math anxiety. Data were collected from four elementary student teachers using semi-structured individual and group interviews during the second phase of their student-teaching period. Thematic content analysis was used to analyze data. The findings of this study showed that a productive and satisfactory student-teaching experience could remove student teachers' math anxiety. In addition, elementary student teachers' poor student-teaching experiences negatively affected their motivation in teaching. This study also found that the mentors' role was a vital part of student teachers' success. This study concludes that the teacher education department and the school district need to work collaboratively to develop every elementary teacher's math teaching skill.
The Assessment of Ethics: Lessons for Planners from Engineering Education&apos;s Global Strategy
Author: Chance, Shannon
Date: 2022-00-00
Type: Journal Articles
Subjects: Ethics,Educational Planning,Engineering Education,Global Approach,Postsecondary Education,Ethical Instruction,Responsibility,Sustainability,Accreditation (Institutions),Quality Assurance,Evaluation Methods,Professional Development

This translational scoping study investigates how ethics learning is assessed in engineering education worldwide and interprets concepts and practices for relevance to educational planners at the postsecondary level. It provides insights on how engineering education has achieved a level of standardization globally, a calibration process that has facilitated infusion of prioritized abilities across engineering graduates broadly. The engineering education system is designed and maintained through a series of multi-jurisdictional accords that seek to prepare engineering graduates for a global marketplace of engineered products, goods, and services. This paper synthesizes existing literature (research and policy) related to engineering ethics education (EEE), providing a useful introduction to planners regarding ethics, understood to incorporate global responsibility and sustainability. Conclusions provide a foundation for a further systematic investigation of EEE at a global level, highlighting implications of this scoping study for teaching, research, and planning.
Expressive Writing Interventions for Pre-Service Teachers&apos; Mathematics Anxiety
Author: Brewster, Barbara Jane
Date: 2022-00-00
Type: Journal Articles
Subjects: Expressive Language,Mathematics Anxiety,Preservice Teachers,Blended Learning,Preservice Teacher Education,Mathematics Skills,Knowledge Base for Teaching,Journal Writing

Many pre-service teachers suffer from mathematics anxiety, which hinders their mathematics learning. This can cause a deficit in their mathematics content knowledge, which must be addressed to become effective mathematics teachers. The present study explored whether positive expressive writing was better at mitigating pre-service teachers' mathematics anxiety than general expressive writing. Expressive writing is emotional writing, which was shown to be successful in medical fields to reduce anxiety and more recently in the field of education. In contrast, research on positive expressive writing has recently shown beneficial results for treating test anxiety. Therefore, the potential for positive expressive writing in reducing mathematics anxiety was examined in this mixed methods study involving 27 pre-service teachers enrolled in a hybrid (i.e., half of the instructional time was in-person, while the other half was online) mathematics for teachers course. Participants were randomly assigned to one of three writing groups (positive expressive, expressive, and neutral) and completed pre- and post- measures of mathematics anxiety using the abbreviated mathematics anxiety rating scale at time 1 (beginning of course), time 2 (mid-term examination), and time 3 (final examination). In addition, participants completed a measure of their mathematics ability at the beginning of the course and then proceeded to engage in the three types of writing at the beginning of each of the nine consecutive classes. Although results did not show a significant difference between the three writing groups (positive, expressive, and neutral) and mathematics anxiety, there was a significant relationship between pre-service teachers' mathematical ability and measure of mathematics anxiety taken at the mid-term examination. This strong negative relationship demonstrated that pre-service teachers with low mathematics ability have high mathematics anxiety. Valuable insights were gained into mathematics anxiety effects on pre-service teachers, as well as contextual factors in terms of writing.
Challenges Faced by Educational Evaluators: Personal Experiences Encountered and Planning Issues Illuminated
Author: Ferrara, Donna L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Planning,Evaluators,Grants,Expertise,Design,Barriers,Case Studies,Intervention,School Districts,Charter Schools,After School Programs,Violence,Prevention,Program Evaluation,Juvenile Gangs,Elementary School Students,Middle School Students,High School Students,Homework,Disadvantaged Youth,Proposal Writing

This article explores issues that had to be confronted over a three-year period in terms of two New York State funded grants for which I was the evaluator. Major, critical challenges are presented, described, and discussed. Specifically, the paper addresses issues related to lack of planning at the grant design stage that resulted in challenges and problems with conducting targeted and meaningful assessments to complete evaluations. This article promotes the concept that evaluators have expertise and competencies that are valuable to grant design and that if an evaluator is involved at the planning/ design stage, many challenges confronted throughout evaluation processes might be prevented or mitigated. The inquiries that were conducted as part of these grants can be regarded as case studies. In the example of one investigation, it was a single-case study of an intervention in a Long Island, New York, district; in the case of the other, it was a multiple-case study wherein a Charter School disseminated an intervention to three New York City schools. Mixed methods were used for data collection. Following my work with these two funded grants, with lessons learned from my experiences with these two grants, I embarked on another journey with another agency where lessons learned from the two previous grants informed my approach to evaluating school programs. Thus, while I was not part of the original design team, we were able to discuss relevant evaluation issues early in the process. My latest experiences will also be briefly discussed at the end of the article in a Postscript.
School Facility I.Q. Inventory (SFIQI): An Essential Tool for School Facility Management
Author: Chan, Tak Cheung
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Facilities,Facility Inventory,School Buildings,Facilities Management,School Maintenance,Capacity Building,Space Utilization,School Safety,Aesthetics,Knowledge Level,Principals,Facility Planning

This article is on the development of the School Facility I.Q. Inventory (SFIQI), an instrument to assess the extent of knowledge a school administrator possesses in delivering their assignment to manage his/her school building. The instrument was designed based on the current literature. The validity of the instrument was verified by a panel of judges and its reliability was tested by using split-half reliability method. Embedding eight themes on school facility management, SFIQI consists of five sections with a total of 71 quantitative questions. The instrument can be used for self assessment of a school administrator's knowledge about school facilities. It can also be used as a teaching tool in the school leadership preparation programs.
Comparison of Live Demonstration versus Multimedia Instruction for Psychomotor Skill Development in Physical Therapy Students
Author: Ivey, Christopher John
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Physical Therapy,Psychomotor Skills,Teaching Methods,In Person Learning,Demonstrations (Educational),Learning Management Systems,Human Body,Educational Technology,Online Courses,College Students

Hybrid learning is expanding in physical therapy education; however, a limited empirical understanding of the psychomotor domain exists in this context. Moreover, the current literature presents conflicting results. Psychomotor skill instruction traditionally uses live demonstration followed by student practice. This study compared student learning outcomes between the traditional approach and learning management system multimedia instruction in Doctor of Physical Therapy students. Using a cross-over design, half of the psychomotor techniques were instructed using each instructional strategy for cohort one and switched for cohort two. A practical examination compared student performance. Live demonstration scores were slightly higher than the LMS-embedded multimedia scores for the upper extremity techniques. While the differences were statistically significant, the partial eta squared value is small. This pattern was reversed for the lower extremity with slightly lower live demonstration scores compared to the LMS-embedded multimedia instruction. However, the difference between means was not statistically significant, revealing similar outcomes for both instructional strategies.
EFL Learners&apos; Perceptions Regarding Peer-Collaboration and Communication in Face-to-Face and Online Classes
Author: Saraç, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: English Language Learners,English (Second Language),Peer Influence,Cooperation,Interpersonal Communication,Computer Mediated Communication,Online Courses,In Person Learning,COVID-19,Pandemics,College Students,Blended Learning,Peer Relationship,Student Attitudes,Instructional Effectiveness,Foreign Countries

The study aims to reveal the perceptions of EFL learners regarding peer collaboration and communication in online and face-to-face classes. Online classes were already on the agenda of many educational institutions with the growing interest in utilising various digital platforms; however, with the COVID-19 epidemic, the process accelerated and offering online classes became an urgent necessity for schools and universities. This radical and sudden change presents both opportunities and challenges for universities and students. One of the challenges is fostering the foreign language literacy of the learners and pursuing effective communication and collaboration among students in online classes. The study adopted a qualitative research design with the aim of exploring the phenomenon from the inside out. The students in the participant group are actively learning English at a state university in hybrid education conditions. As the participating students are exposed to both face-to-face and online teaching practices simultaneously, they are expected to have the ability to compare the two types of instruction in terms of peer communication and collaboration. Semi-structured interviews were conducted to reveal the perceptions of the EFL learners, and the qualitative data were analysed by utilising the content analysis procedures. The analysis of the qualitative data revealed that the EFL learners found face-to-face classes more effective, and they credited the real classroom setting in that it creates more authentic and sincere communication opportunities for them. On the other hand, some opportunities created by the online classes were also stated by the participating students; in addition, some valuable suggestions were also offered by the participants for the improvement of online classes.
Fostering Motor Development through the Application of Nonlinear Pedagogical Design Principles in Primary Elementary Learners
Author: Lynott, Francis J., III
Date: 2022-00-00
Type: Journal Articles
Subjects: Motor Development,Instructional Design,Elementary School Students,Educational Principles,Educational Practices,Psychomotor Skills,Teaching Methods,Attention Control,Object Manipulation,Early Childhood Education,Child Development

Applying the fundamentals of motor skill development for children in the classroom setting can prove beneficial for both student and teacher. Herein, the authors will focus on what motor development is, how this manifests itself in young learners, the concept of the nonlinear pedagogy design principles, and the importance of the movement as it applies to educational principles and practice.
Persistent Overconfidence in Young Children: Impact of Magnitude and Peer Modeling
Author: Arner, Tracy
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Esteem,Peer Relationship,Modeling (Psychology),Prediction,Recall (Psychology),Metacognition,Elementary School Students,Grade 1,Foreign Countries,Student Attitudes

Young children frequently exhibit persistent overconfidence when evaluating their own physical and cognitive abilities. Although task persistence due to overconfidence may be beneficial in some instances, it may also have adverse effects on academic performance. For example, children may reduce cognitive effort because they mistakenly believe that they understand novel tasks. The present work examined two contexts under which young children make more accurate predictions regarding their own ability to recall previously presented items: peer modeling and the number of items to be recalled. Two experiments using the picture recall paradigm demonstrated that both peer modeling and item magnitude may positively impact prediction accuracy and decrease overconfidence in young children. Despite the impact of these interventions on children's recall predictions as a whole, most children were still overconfident in their judgments of learning (JOL). Thus, lending support to our hypothesis that targeted interventions may reduce, but not eliminate, children's overconfidence in their own cognitive abilities.
Stuck in Cycles of Problem Posing: Teachers&apos; Struggles to Center Vulnerable Learners in Remote Instruction
Author: Woodrow, Kelli
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,At Risk Students,Teacher Education,Special Education,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Individualized Instruction,Scaffolding (Teaching Technique),Literacy,Intervention,Graduate Students

The pandemic forced schools to employ &quot;emergency remote teaching&quot; (ERT), so teachers had to enact new kinds of improvisation, reflection, and problem solving. This study explores how practicing teachers enrolled in graduate education programs navigated the uncertainties and unique challenges of ERT in effort to meet the specific needs of vulnerable students. Findings suggest participants' equity-focused critical reflections rarely aligned with their practice, describing &quot;survival&quot; instructional practice inadequate for supporting vulnerable learners. Implications suggest that professional development and teacher preparation may need to adjust to foster better alignment between critical reflection with teacher praxis.