ethanporcaro/eric-fulltext-meta huggingface dataset:
Revealed Preferences of Fourth Graders When Requesting Face-to-Face Help While Doing Math Exercises Online
Author: Araya, Roberto
Date: 2021-00-00
Type: Journal Articles
Subjects: Preferences,Grade 4,Elementary School Students,Help Seeking,Mathematics Activities,Electronic Learning,Peer Teaching,Foreign Countries,Teacher Student Relationship

When in doubt, asking a peer can be very helpful. Students learn a lot of social strategies from peers. However, stated preference studies have found that for elementary school students with math questions, they prefer to ask their teacher for help. In this paper, we study revealed preferences instead of stated preferences. We analyzed the behavior of fourth-grade students seeking face-to-face assistance while working on an online math platform. Students started by working independently on the platform, before the teacher selected two or three tutors from among those who have answered 10 questions correctly. Each student was then able to choose between the teacher or one of these tutors when requesting assistance. We studied the students' preferences over 3 years, involving 88 fourth-grade classes, 2700 students, 1209 sessions with classmate tutors, and a total of 16,485 requests for help when there was an option to choose between a teacher or a classmate. We found that students prefer asking classmates for help three times more than asking their teachers when given the choice. Furthermore, this gap increases from the first to the second semester. We also found that students prefer to request help from classmates of the same sex and of higher academic performance. In this context, students from the two highest tertiles sought help from classmates in the same two tertiles, and students from the medium tertile prefer to seek help from students of the highest tertile. However, students in the two lowest tertiles do not prefer asking for help from students from the top tertile more than from their own tertiles.
Education for Sustainability, Peace, and Global Citizenship: An Integrative Approach
Author: Yanniris, Constantinos
Date: 2021-00-00
Type: Journal Articles
Subjects: Sustainable Development,Environmental Education,Citizenship Education,Peace,Global Approach,Interdisciplinary Approach,World Problems,Social Problems,Experiential Learning,Role of Education,Educational Change,Program Implementation,Barriers,Developing Nations,Foreign Countries

The complex nature of contemporary challenges requires a culture of cooperation between academic disciplines. However, to what extent do educational systems prepare students to think beyond the boundaries of austerely defined and often entrenched academic fields? UNESCO has successively called for Environmental Education, Education for Sustainable Development, and Education for Global Citizenship to incorporate complex socio-environmental issues into mainstream education. Despite the presence of strong institutional support by governments and international organizations, the introduction of these interdisciplinary approaches into actual educational settings has been slow. With no intention to underestimate the pertinence and agency of strong political will in promoting educational change, we explore the presence of deeper, epistemological issues that may account for the generally slow progress of interdisciplinary pedagogies. To elaborate on this discussion, we focus on pragmatic solutions that can promote the integration of environmental, sustainability, and global citizenship education into the existing educational ethoi.
The Academic Impacts of 2015 Nepal Earthquake: Evidence from Two Secondary Schools in Sindhupalchok District
Author: Sapkota, Jeet Bahadur
Date: 2021-00-00
Type: Journal Articles
Subjects: Seismology,Natural Disasters,High School Students,Academic Achievement,Test Score Decline,Predictor Variables,Death,Injuries,Housing,Well Being,Geographic Isolation,Rural Areas,Socioeconomic Background,Social Class,Educational Attainment,Mothers,School Location,Foreign Countries,Adolescents

How do natural disasters affect academic performance? Despite numerous studies having been conducted after the 2015 Nepal earthquake, the academic impacts of this tragic event have rarely been explored. Applying the OLS estimation on the microdata collected through a questionnaire survey among 189 secondary school students of two secondary schools in one of the hardest-hit rural villages, we found that students' average annual test scores dropped by 7% after the earthquake. Human losses measured by the incidence of death or injury and economic losses proxied by the level of house damage in a respondent's family were found to be significant in the decline in the annual test scores of the respondents. Because secondary schools are usually not very close for most of the students in rural mountainous communities, we controlled for time taken to reach school, which was also found to significantly increase the magnitude of the drop in the test score. However, students' level of happiness measured using the Oxford Happiness Questionnaire (OHQ) and the mother's level of education were found to be significant in reducing the magnitude of the drop in the test score of students. The findings suggest more support is needed for students who faced higher levels of human and economic loss in their family.
A Blended Learning Approach for an Introductory Computer Science Course
Author: Förster, Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Introductory Courses,Required Courses,Computer Science Education,Programming Languages,Engineering Education,College Freshmen,Student Motivation,Relevance (Education),Experiential Learning,Instructional Effectiveness,Student Projects,Grades (Scholastic),Dropout Rate,Group Activities,Foreign Countries

In this paper, we present our experience with redesigning an introductory computer science course for (electrical) engineers with blended learning concepts. It is a large mandatory course with eight credit points over the course of two semesters, where first year electrical engineers learn how to program with Arduino, C and Python. Additionally, they need to cover basic computer science concepts such as binary numbers, Boolean algebra, encodings, finite state machines and object-oriented programming. We designed the course to cover the fields that are most relevant to our students' future careers. With the new format, students declare they are much more engaged with the course, they drop the course less often and they actually achieve better exam results. We completely re-structured the course, introduced inverted classroom elements and hackathons and we continuously optimized and adapted the course. The main focus is on hands-on-experience and teamwork, which we mostly achieve by the use of hackathons. In this paper, we described the contents and teaching concepts of the course and we discussed the achieved results.
Context-Based Testing as Assessment Tool in Chemistry Learning on University Level
Author: Bortnik, Boris
Date: 2021-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Science Tests,Undergraduate Students,Context Effect,Test Format,Comparative Analysis,State Universities,Economics Education,Scores,Learning Processes,Scientific Concepts,Concept Formation,Foreign Countries,Test Use

Testing as an assessment technique has been widely used at all levels of education--from primary to higher school. The main purpose of the paper is to evaluate the effect of context-based testing in teaching and learning of analytical chemistry in a Russian university. The paper formulates the objectives of context-based testing, discusses its features and compares with conventional testing; proposes a model of constructing and administering context-based testing; provides examples of context-based tests. The experiment was conducted at the Ural Sate University of Economics (Russia) with bachelor's degree students with nonscience majors. Students were assigned to one of the experimental conditions: in the control group, traditional tests were carried out, while the experimental group students experienced context-based testing. The statistical data--students' test scores--obtained at all stages of the experiment were analyzed on the basis of statistical criteria (Shapiro-Wilk, Student's T, Fisher). The findings of our experiment enable us to answer the guided research questions. Context-based testing may be considered as an essential component of context-based teaching and learning. In comparison with conventional testing, context-based testing could impact developing knowledge of fundamental analytical chemistry concepts and contribute to more solid knowledge.
&quot;It&apos;s Like Being Back in GCSE Art&quot;--Engaging with Music, Film-Making and Boardgames. Creative Pedagogies within Youth Work Education
Author: Howard, Frances
Date: 2021-00-00
Type: Journal Articles
Subjects: Creative Teaching,Teaching Methods,Film Production,Music,Games,Foreign Countries,Youth Programs,Story Telling,Undergraduate Students,Popular Culture

Creative pedagogies within youth work practice are well established. Practitioners working with young people are often called upon to utilise their own personal and professional 'toolboxes', as a way of supporting 'Creative Arts Youth Work'. However, within Higher Education (HE), creative methods for teaching and learning within the university context are often overlooked. The problem posed by this article is: how can HE 'catch-up' with more advanced pedagogies in the field of practice? Despite a recent focus on the personalisation of learning within HE, how can arts-based pedagogies, including digital storytelling, be drawn upon to enhance the learning experience? This article reports on three areas of pedagogical innovation engaged with by students undertaking the Youth Studies degree at Nottingham Trent University. Three experimental initiatives are explored, which assisted in educating informal educators, through creative learning techniques. Engaging with music, film-making and boardgames are given as examples of creative pedagogy, reporting on both my own practical experience in organising these activities and student feedback. Results showed that the symbiosis of creative pedagogies with relational and experiential learning, key tenets of youth work practice, offered expressive and authentic conditions for learning that are based upon student's experiences. Therefore, there is much to learn from youth work courses within HE, not only in terms of engaging and encouraging students through creativity, but also setting the scene for the future of creative youth work practice.
Classification and Analysis of Pre-Service Teachers&apos; Errors in Solving Fermi Problems
Author: Segura, Carlos
Date: 2021-00-00
Type: Journal Articles
Subjects: Error Patterns,Problem Solving,Preservice Teachers,Elementary School Teachers,Preservice Teacher Education,Mathematics Instruction,Mathematical Models,Elementary School Mathematics,Computation,Measurement,Foreign Countries

Fermi problems are useful for introducing modelling in primary school classrooms, although teachers' difficulties in problem solving may hinder their successful implementation. These difficulties are associated with the modelling process, but also with the estimation and measurement skills required by Fermi problems. In this work, a specific categorization of errors for Fermi problems was established, and it allowed us to analyse the errors of N = 224 pre-service primary school teachers. The results showed that prospective teachers make a large number of errors when solving this type of task, especially conceptual ones, which are associated with the process of simplifying/structuring the real situation and the mathematization process. They also showed that there is a significant relationship between the characteristics of the problem context and the error categories. Knowing the types of errors that prospective teachers make and designing task sequences that make them emerge so that prospective teachers learn from them could be an effective way to improve initial teacher education in modelling and estimation problem solving.
Comprehensive Investigation of Factors Influencing University Students&apos; Academic Performance in Saudi Arabia
Author: Alabdulkarem, Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Academic Achievement,Performance Factors,Student Experience,Student Characteristics,Educational Background,Fathers,Extracurricular Activities,Religious Factors,Gender Differences,Educational Attainment,Parent Background,Foreign Countries

Academic success in undergraduate programs is indicative of potential achievements for graduates in their professional careers. The reasons for an outstanding performance are complex and influenced by several principles and factors. An example of this complexity is that success factors might change depending on the culture of students. The relationship of 32 factors with the reported academic performance (RAP) was investigated by using a survey distributed over four key universities in Saudi Arabia. A total of 3565 Saudi undergraduate students completed the survey. The examined factors included those related to upbringing, K-12 education, and structured and unstructured activities. Statistical results validate that many factors had a significant relationship with the RAP. Among those factors, paternal's education level and work field, type of intermediate and high schools, and the attendance of prayers in mosques were significantly associated with the reported performance. This study provides important insights into the potential root causes of success so that they can be targeted by educators and policy makers in the effort to enhance education outcomes.
Digital Resources and Digital Competence: A Cross-Sectional Survey of University Students of the Childhood Education Degree of the University of Jaén
Author: Martínez-Serrano, María del Carmen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Preservice Teachers,Educational Technology,Technology Uses in Education,Technological Literacy,College Students,Teacher Competencies,Gender Differences,Age Differences,Courses

This work is part of a broader investigation whose main objective is to determine the domain and preferences of the students of the Childhood Education Degree of the University of Jaén regarding digital competence. The research was focused on the &quot;use of digital resources&quot; dimension and was developed under a quantitative and descriptive methodology, of basic type and non-experimental cross-sectional design. We worked with a sample of 135 students from the four courses of the Childhood Education Degree of the University of Jaén, who answered a developed questionnaire voluntarily and anonymously. Data collection was carried out using a virtual questionnaire on the Google Form platform. In addition, the measurement instrument was considered valid and reliable, having obtained a Cronbach's alpha coefficient ([alpha]) of 0.925 and a Kaiser-Meyer-Olkin sampling adequacy index (KMO) of 7.741. The results show that there are no significant differences based on the independent variables studied among most of the analyzed items. The use of ICT is beneficial for students' participation in research.
An Analysis of Education Reforms and Assessment in the Core Subjects Using an Adapted Maslow&apos;s Hierarchy: Pre and Post COVID-19
Author: Ansorger, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Assessment,Needs Assessment,Student Diversity,Minority Group Students,Low Income Groups,Core Curriculum,COVID-19,Pandemics,Equal Education,Academic Standards,Self Esteem,Need Gratification,Common Core State Standards,Self Actualization,Psychological Needs,Safety,Academic Achievement,Student Needs

Through the lens of an adapted Maslow's hierarchy of needs, I have analyzed (1) the impact of the three main educational reforms of the 20th and 21st centuries on culturally and linguistically diverse (CLD) and low-socioeconomic (SES) students in the core subjects up to the COVID-19 pandemic; (2) the efficacy of current classroom assessment practices, and (3) a brief reimagining of how changing equity standards in teaching and assessment post-COVID-19 could aid in CLD and low-SES students achieving a higher self-esteem level. I contend that student success, or self-esteem, can only be achieved by first satisfying the needs at the lower hierarchy levels. By analyzing CLD and SES students' school experiences, educators and policy-makers can extrapolate the requirements for inclusive, rigorous, and responsive assessments that recognize students' needs and utilize their cultural and linguistic diversity. As states begin the shift from remote learning back to face-to-face in the fall, more significant considerations of CLD and low-SES students must be ensured.
Social Constructivist Approach: Opinions of History Teachers at Intermediate Secondary Schools
Author: Muhammad, Ali Emad
Date: 2021-00-00
Type: Journal Articles
Subjects: History Instruction,Secondary School Teachers,Social Influences,Teacher Attitudes,Teaching Methods,Social Sciences,Foreign Countries,Grade 9,Constructivism (Learning),Barriers,Fear,Educational Resources,Teaching Conditions,Teacher Student Relationship,Interaction,Teacher Competencies,Cooperation,Classroom Techniques,Student Centered Learning

This study investigated the influences of social constructivist approaches on history teachers' opinions of social science education. The purpose of the study was to examine the effectiveness of social constructivist approaches and explore the views and practices of teachers in their current use of teaching approaches in social science education. For this study, a qualitative study approach was employed. The study was conducted at intermediate secondary schools in the city of Erbil. For open semi-structured interviews, eight teachers of social science education were purposely selected from eight intermediate secondary schools of grade ninth, and eight social science classes were observed. The results revealed that despite significant changes of the system of education, many challenges were identified in implementing social constructivist approaches in social science education such as the environment of fear, the shortage of proper public infrastructure, lack of care, and resources. Also, the study revealed several barriers like absence of sufficient well-designed teaching guidelines, lack of adequate clear instructions, inadequacy classroom teachers' autonomy, and no freedom. Lastly, the study ends up by specifying several conclusions.
Remote and Blended Teacher Education: A Rapid Review
Author: Perry, Thomas
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education,Distance Education,Blended Learning,Educational Technology,Technology Uses in Education,Barriers,Program Effectiveness,Conventional Instruction,Faculty Development,Preservice Teacher Education,Educational Methods

Initial and continuing teacher education are increasingly making use of remote and blended modes of education. Conducted in the summer of 2020 during the COVID-19 pandemic, this rapid review brings together literature and evidence to inform planning for remote and blended teacher education during restrictions in face-to-face teaching activity. The review consists of three main parts: first, a descriptive framework of modes of remote and blended teacher education; second, an exploratory review of the affordances and limitations of remote and blended approaches connecting the literature on effective teacher education with reviews of remote and blended approaches; third, a rapid review of evidence on the efficacy of remote and blended approaches, including of a small number of studies comparing these to face-to-face equivalents. We conclude that remote and blended teacher education is likely to become an increasingly important part of the teacher education landscape and there are plausible theoretical reasons suggesting that it can be effective with suitable design. However, we find too few studies presenting robust evidence to enable firm conclusions to be drawn on the relative effectiveness of modes and approaches. The review provides a foundation for further research and practice in this area.
Students Creative Thinking Profile as a High Order Thinking in the Improvement of Mathematics Learning
Author: Hidajat, Flavia Aurelia
Date: 2021-00-00
Type: Journal Articles
Subjects: Creative Thinking,Thinking Skills,Geometric Concepts,Concept Formation,Geometry,Problem Solving,Electronic Learning,Mathematics Instruction,Junior High School Students,Early Adolescents,Student Improvement,Foreign Countries

Creative thinking is the highest level of the kind of high order thinking. In observations at the schools in Indonesia, teachers overly equate all levels of achievement of students' creative thinking to obtain higher order thinking skill improvements in mathematics learning. This condition results in an imbalance in learning practices. Therefore, this research fills the gap of this imbalance by describing the student's creative thinking profile as a high order thinking skill in the improvement of mathematics learning. These results can contribute knowledge to educators to manage teaching strategies that can improve mathematics learning which refers to high order thinking skill for all levels of their creative thinking. This research is qualitative descriptive research. The subject were junior high school students in Malang, Indonesia. Data collection methods are tests, observations, and interviews. Data analysis is conducted by reducing data, present data, and conclusions. These research results are descriptions of student's creative thinking profiles as a high order thinking in mathematics learning improvement, namely students have problems planning problem solving; students take a break to make plans; identify the essence of the problem, provide original ideas, provide alternative problem-solving plans, combine previous ideas with problem questions; operate and implement their plans by creating various original solutions.
Collaborative Video-Based Learning Using Tablet Computers to Teach Job Skills to Students with Intellectual Disabilities
Author: Roldán-Álvarez, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Video Technology,Electronic Learning,Handheld Devices,Job Skills,Students with Disabilities,Intellectual Disability,Instructional Effectiveness,Peer Evaluation,Educational Technology,Foreign Countries,College Students

Information and Communication Technologies (ICT) provide different opportunities to students with intellectual disabilities and to professionals who work with them. However, few studies address the use of collaborative learning platforms and handheld devices to enhance the integration of people with intellectual disabilities in the labour market. We present a learning experience where active methodologies, such as collaborative work, are combined with the use of iPads and a learning management system following a video self-modelling methodology. The goal of this study was to determine whether the combination of traditional methodologies and new could be appropriate for students with intellectual disabilities and how they behave when having to rate their partner's work. The results show that the combination of active learning methodologies, video self-modelling and the use of learning platforms and tablets is promising for teaching job related skills to students with intellectual disabilities, as participants experienced increased motivation to complete the tasks, improving their skills in the process.