ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Reaction to a Modified Force Concept Inventory: The Impact of Free-Response Questions and Feedback
Author: Parker, Mark A. J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Feedback (Response),Learning Processes,Physics,Science Tests,Computer Assisted Testing,Grading,Preferences,Distance Education,Open Universities,Science Instruction,Usability,Multiple Choice Tests

The study investigated student reaction to the alternative mechanics survey (AMS), a modified force concept inventory, which used automatically marked free-response questions and offered limited feedback to students after their answers had been submitted. Eight participants were observed in completing the AMS, and they were interviewed to gain insight into what had been observed; the resultant data set was analyzed by thematic analysis. This revealed six key themes: &quot;use of free-response questions supported deep learning&quot;, &quot;interpretation of the AMS instructions affected answer length&quot;, &quot;the idea of being marked by a computer did not affect answer structure&quot;, &quot;participant reaction to the usability of the AMS was mostly positive&quot;, &quot;reactions to the AMS depended upon what participants thought it was for&quot;, and &quot;limited feedback was a useful addition to the AMS&quot;. Participants gave answers of differing length, being guided by the question wording as well as by their own preferences. It was found that participants valued being given feedback on their performance. Participants reacted positively to the free-response questions and could see potential for the use of this question type, opening up possibilities for the use of automatically marked free-response questions in concept inventories in the future.
An Examination on Views on Teaching Practicum Held by Associate Teachers: A Qualitative Case Study
Author: Kosar, Gülten
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Student Teacher Attitudes,Practicums,Professional Development,Mentors,Teacher Role,Role Perception,Program Effectiveness,Practicum Supervision

Seeing the significance of exploring associate teachers' views about teaching practicum, this qualitative case study aims to seek answers to the questions of what the selfperceived roles of four Turkish associate teachers in teaching practicum are and what their perceptions concerning the adequacy of the length of teaching practicum in Turkey are. Additionally, the present research targets finding answers to the questions of whether teaching practicum contributed to the professional development of the last trainee teachers the associate teachers have mentored and if mentoring fosters their own professional development. The results indicated they considered offering professional and emotional support to trainee teachers as their pivotal roles in teaching practicum and the length of teaching practicum as insufficient. The findings also demonstrated that the associate teachers believed teaching practicum substantially contributed to the professional development of the last trainee teachers they had mentored and mentoring enhanced their own professional development.
Students&apos; Views on Physics Teaching at a Distance in the Context of COVID-19 Pandemic
Author: Stefanidou, Constantina
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Science Instruction,Physics,Distance Education,COVID-19,Pandemics,Foreign Countries,Negative Attitudes,Family Environment,Teacher Student Relationship,Peer Relationship,Interpersonal Communication,Barriers,Attention Span,Positive Attitudes,Audiovisual Aids,Teaching Methods

This study aimed at mapping high school students' views from several schools of Athens on physics teaching at a distance that took place due to COVID-19 pandemic during the school year 2020-2021. For this purpose, 197 students completed a questionnaire that included 14 closed-ended questions and two open-ended questions. Findings revealed that most students had a negative view on physics distance course and particularly they emphasized on problems related to the home environment, to inter-connection, to lack of teacher-student, and student-student communication, to decreased concentration and to decreased experimental activities. However, several students found and pointed out some positive elements from the long period of distance education that referred either to the teaching of physics or to general topics. Such positive elements are the increased use of audio-visual material, which contributed to the understanding of the concepts and processes of physics, and which could be adopted in the teaching of physics more broadly, and not only in the distance education.
Australian Teachers&apos; Perception of Their Preparedness to Teach Traumatised Students: A Systematic Literature Review
Author: Oberg, Glenys M.
Date: 2022-02-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Role,Teacher Education,Foreign Countries,Trauma Informed Approach,Trauma,Student Behavior,Mental Health,School Culture,Teacher Attitudes,Elementary School Students

There are many studies documenting the negative impacts of trauma in childhood. However, despite schools and teachers being a known protective factor which have the potential to modify the negative impacts of complex trauma, limited research examining the perspectives of primary teachers working with traumatised children and their perceptions of preparedness to teach students living with complex trauma has been conducted. Thus a systematic literature review was conducted to collate and synthesise available empirical research on this topic. The review followed PRISMA guidelines and searches were conducted across academic databases for peer reviewed studies published between 2011 and 2022. Only articles which discussed complex trauma, teachers of primary-aged students, and perceptions of preparedness were included. Four articles were ultimately selected as meeting the criteria for review. The lack of available studies in this area is considered a notable finding in and of itself and highlights a need for further research into teacher experiences and perceptions as well as policies and protocols. The results of this review suggest a need for additional training, clarity regarding role of a teacher, support from colleagues and administration, and organisational self-care for school staff. The lack of trauma-specific training reported by teachers highlighted a need for trauma training for pre-service teachers as well as ongoing training for teachers already in the profession in order to assist traumatised students as well as the teachers who work with them.
The Influence of Curriculum on the Concept of Function: An Empirical Study of Pre-Service Teachers
Author: Jukic Matic, Ljerka
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Curriculum,Foreign Countries,Definitions,Mathematical Concepts,Mathematics,Concept Formation,Teacher Characteristics

This article reports on the understanding of the function concept by pre-service mathematics teachers from two countries (Germany and Croatia). We focused on investigating students' concept definition and concept image of the function in relation to their curriculum experiences. Data were collected using a questionnaire in the form of open-ended questions followed by interviews. The results indicate that the curriculum has a great influence on the development of the concept definition and concept image. The curriculum strongly influenced the theoretical background of the function concept and thus the gap between the formal and the personal definition of function. Later and more intensive work with the formal definition of function led to a better development of the function concept in general. The curriculum also had an influence on the range of the concept image developed by the pre-service mathematics teachers, with no proportional dependence in relation to the better developed understanding of the concept of function.
Recognizing All Students&apos; Assets: The Role of Profound Interruptions
Author: Gomez, Mary Louise
Date: 2022-00-00
Type: Journal Articles
Subjects: Empathy,Preservice Teachers,Volunteers,Reading,Films,Low Income Students,Minority Group Students,Teacher Student Relationship,Student Attitudes,Social Justice,Essays,Writing (Composition)

This text explores roles that radical empathy and profound interruptions play in altering prospective teachers' thinking and practices. Linking these concepts, I demonstrate how three teacher candidates drew on intersectional experiences in volunteer work, reading fiction and non-fiction, viewing films of &quot;heroic&quot; teachers, and personal writing to understand the assets and possibilities of diversely populated youth in the United States whom they are being educated to serve. Each prospective teacher's personal stories are coupled with insights gained from reading, film viewing, and interactions with students to showcase their development of fresh outlooks on low-income youth of color, contrasting those of many of their teachers.
New Decade, Same Concerns: A Systematic Review of Agricultural Literacy of School Students
Author: Cosby, Amy
Date: 2022-00-00
Type: Journal Articles
Subjects: Agricultural Education,Multiple Literacies,Knowledge Level,Elementary Secondary Education,Students,Research,Definitions,Research Methodology,Instructional Effectiveness,Educational Innovation

In this new decade of the twenty-first century, research reports the same concerns about agricultural literacy in primary and high school students globally. A systematic review of agricultural literacy studies published between 2000 and 2020 which assess the agricultural literacy of the target population; evaluated an agricultural education program or curriculum; or developed instruments to measure agricultural literacy was conducted. The review method followed an internationally recognized protocol for selecting, screening, analyzing, and reporting outcomes. Results found that definitions of agricultural literacy have evolved from an awareness to a measure of a deeper understanding developed throughout the years of formal schooling by both formal and informal education and experiences. Informal agricultural knowledge may be gained through numerous sources and misconceptions are apparent even among those with informal familial knowledge networks. Developing agricultural literacy in school-aged children through formal education is critical. Recommendations offer innovative ways of developing agriculturally literate young people that can be used to design, deliver and evaluate programs which aim to increase the agricultural literacy of primary and secondary students across the globe.
Characteristics of the Authority Basis of Icelandic Compulsory School Principals in Comparison to Other TALIS Countries
Author: Ólafsson, Ragnar F.
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Administrator Role,Cross Cultural Studies,Power Structure,Professional Autonomy,Administrator Responsibility,Boards of Education,Foreign Countries,Administrator Surveys,Teacher Surveys,School Administration,Teaching Methods,Curriculum Development,Decision Making,Teacher Selection,Teacher Salaries,School Policy,Elementary Secondary Education

The purpose of this paper is to explore the authority basis of compulsory school principals in Iceland by making a general comparison to the other participating countries in the OECD Teaching and Learning International Survey (TALIS) 2018, as well as by using Hofstede's cultural dimensions theory. The study utilizes data from principals in 48 of the countries that participated in the TALIS 2018. The authority bases of the principals and of the other governing agents are explored with regard to the key task areas, which range from managerial to curriculum tasks. The authority basis of the principals and the other agents in Iceland has commonalities with most of the other Nordic countries, as well as with Baltic countries, Anglophone countries (except for Canada (Alberta)), and with many Eastern European countries. On the basis of Hofstede's cultural dimensions model, Iceland is &quot;individualist&quot;, with a low &quot;power distance&quot;, and it allocates more responsibility to the principals and to the other school agents at the school level than it does to the authorities. The major implication of this study for the Icelandic context is the need to enhance and strengthen the role of the school boards in terms of the professional support for principals.
Was Emergency Remote Education Enough to Save the Day? Mathematics Teachers&apos; Difficulties and Ways to Cope with These Difficulties
Author: Donmus Kaya, Vildan
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Mathematics Teachers,Middle School Teachers,Educational Technology,Barriers,Foreign Countries,Student Behavior,Teacher Characteristics,Access to Computers,Internet,Parent Influence

This case study aims to examine the difficulties, and the ways to cope with these difficulties or the solution proposals for coping faced by middle school mathematics teachers during the Emergency Remote Education (ERE). The participants consisted of four online focus groups with eighteen mathematics teachers working in middle schools in Turkey. The data was collected semi-structured interviews. The data was analyzed the thematic approach. According to the findings, the teachers faced difficulties caused by students, teachers, infrastructure, schedule and curriculum, parents, and nature of mathematics. The difficulties were virtual classroom management, participation, and interest/motivation (caused by student), communication/interaction, measurement and evaluation, ICT competencies, and privacy (caused by teacher), device and internet deficiencies (caused by Infrastructure), supporting roles and supervising roles (caused by parents), Schedule and curriculum, and Nature of mathematics. Teachers were able to cope with difficulties by banning/restricting, contacting parents, paying attention to the arrangement of scheduled hours, making additional courses, sending additional lesson documents, and organizing different learning activities, rules, face-to-face homework checks, and face-to-face exams, adhering to the lesson time in the schedule determined by the school administration. The limitations of the study and implications for future research were discussed.
Employability within an Education for Sustainability Framework: The Ocean i3 Case Study
Author: Zinkunegi-Goitia, Olatz
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Sustainability,Employment Qualifications,Conservation (Environment),Student Attitudes,Teacher Attitudes,College Students,College Faculty,Sustainable Development,Natural Resources,Water,Pollution,Plastics,Oceanography

The Council of the European Union recalls that higher education plays a fundamental role in shaping the future of Europe. Therefore, curricula are required to take into account the competences demanded by the job market so that future workers can effectively undertake their professional activities and form part of an active, responsible, ecological, sustainable, and resilient society. Ocean i3 is a cross-border project with the aim of achieving sustainability in the oceans by training students to become environmentally concerned and responsible professionals. This study explores the perception of students and teachers regarding their participation in Ocean i3 and their understanding of employability. A qualitative methodological approach has been used, based on a case study in which semi-structured interviews have been carried out and the Elevator Pitch presentation technique has been applied. Nine students and four teachers from the University of the Basque Country and the University of Bordeaux have been interviewed. The results highlight the importance of the participants' first contact with the project, the need to be explicit regarding competences that favour employability during the development of the experience, and the need to increase and reinforce internships at social entities located in the territory. It is concluded that the project should focus more explicitly on the concept of employability to raise students' awareness of the impact that their current participation in Ocean i3 can have on their professional future and insertion in the workplace.
Addressing Preservice Teacher&apos;s Reasons for Mathematics and Test Anxiety
Author: Ersozlu, Zara
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Test Anxiety,Preservice Teacher Education,Preservice Teachers,Intervention,Coping,Program Effectiveness,Gender Differences,Knowledge Level,Standardized Tests,Foreign Countries

Mathematics anxiety in initial teacher education is a growing issue that reflects on teacher quality and their student's maths anxiety and abilities. Previous studies have presented a range of different perspectives to mathematics anxiety. We aimed to explore further the reasons of mathematics anxiety in preservice teachers and suggest some intervention strategies in reducing maths anxiety for initial teacher education systems. We used a mixed methodology in this research analysing both qualitative data along with some quantified data derived from qualitative data sources. The findings provide insights to causes of maths and test anxiety along with some intervention strategies that teacher educators can use in their future teaching.
Analysis of a Teaching Learning Process of the Derivative with the Use of ICT Oriented to Engineering Students in Chile
Author: Galindo Illanes, Maritza Katherine
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,College Students,Calculus,Educational Technology,Technology Uses in Education,Student Attitudes,Mathematics Instruction,Conventional Instruction

This work aims to analyze the responses of a group of engineering students related to problems about tangents in a teaching learning process of derivative in a differential calculus course. The methodological design, oriented to a group of 161 students from two Chilean universities, considers different onto-semiotic configurations in problem-situations about tangents. The methodology implemented integrates information and communication technologies in differentiated activities, favoring the use of languages and progressive approach to the meaning of the derivative. The exploratory-type analysis was carried out applying some tools of the onto-semiotic Approach of mathematical knowledge and instruction. Difficulties were found in the concept of function and the Euclidean conception of the tangent line, which brings with it a weak interpretation of the derivative function and its geometric representation. It is concluded that the implementation of the geometric interpretation through information and communication technologies makes it possible to improve the teaching of the derivative.
Analyzing Second-Year University Students&apos; Rational Number Understanding: A Case on Interpreting and Representing Fraction
Author: Novita, Rita
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Mathematics,Knowledge Level,Number Concepts,Fractions,Foreign Countries,Mathematics Skills,Accuracy,Misconceptions,Language Usage,Teacher Education Programs,Student Teachers

This research aims to determine second-year university students' understanding in interpreting and representing fractions. A set of fraction tests was given to students through two direct learning interventions. An unstructured interview was used as an instrument to obtain explanations and confirmations from the purposive participants. A total of 112 student teachers of primary teacher education program at two private universities in Indonesia were involved in this research. A qualitative method with a holistic type case study design was used in this research. The results indicate that a significant percentage of the participants could not correctly interpret and represent fractions. In terms of interpretation, it is found how language could obscure the misunderstanding of fractions. Then, the idea of a fraction as part of a whole is the most widely used in giving meaning to a fraction compared to the other four interpretations, but with limited understanding. Regarding data representation, many participants failed to provide a meaningful illustration showing the improper fraction and mix number compared to the proper fraction. Improvement of fraction teaching at universities -- particularly in primary teacher education programs - is needed so that students get the opportunity to develop and improve their knowledge profoundly. We discuss implications for teaching fractions.
The Effects of Online Supervisory Feedback on Student-Supervisor Communications during the COVID-19
Author: Rasool, Ushba
Date: 2022-00-00
Type: Journal Articles
Subjects: Feedback (Response),Computer Mediated Communication,COVID-19,Pandemics,Interpersonal Communication,Supervisor Supervisee Relationship,Doctoral Students,Supervisors,Teacher Student Relationship,College Faculty,Barriers,Foreign Countries

This study focuses on online supervisory written feedback on PhD supervisees' performance, given explicitly through online communication, particularly during the first wave of COVID-19. This unusual situation has brought many different effects on students' academic lives. This scenario has influenced both students' and teachers' mutual communication. A directed qualitative content analysis (DQCA) approach was adapted from previous research and modified for the present context. The current study planned to bring forth the supervisee and supervisors' perception of the communication and feedback process, considering that online feedback and communication has been a new experience for most students. According to the findings, teachers/supervisors give feedback on students' production, whereas teacher-student communication also seemed crucial for the performance improvising of learners. The result brought forth a wide range of social, educational, and surprisingly psychological issues both supervisees and supervisors faced during online communication during COVID-19.