ethanporcaro/eric-fulltext-meta huggingface dataset:
Trend Research Mapping of Differentiated Instruction: A Bibliometric Analysis
Author: AM, Muh. Asriadi
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Trends,Trend Analysis,Individualized Instruction,Bibliometrics,Journal Articles,Periodicals,Authors,Language,Faculty Publishing,College Faculty,Foreign Countries,Inclusion

Differentiated instruction is an important teaching approach that adapts educational experiences to fit the varied needs and learning styles of students in the classroom. This study examines the trend of research on differentiated instruction, using a bibliometric analysis to understand the current state of research in this area. The analysis was performed using online databases such as Scopus to locate relevant research articles from 1961 to 2023. The results of the analysis revealed that 746 articles were examined, focusing on factors such as publication year, language, journal, authors, and keywords. The findings indicate a gradual increase in research on differentiated instruction, with a significant rise in the number of articles published in recent years. The majority of the research articles were written in English and authored by scholars from universities in the USA and Europe. The keywords used most frequently in the articles included differentiated instruction, inclusive education and differentiation. This study provides a comprehensive view of the research trends in differentiated instruction, underscoring the need for further research to enhance our understanding of the approach's effectiveness and its impact on student learning outcomes. Recommendations for future research in the field of differentiated instruction include the need for research on themes and concepts that are less studied in the field, such as the application of differentiated learning in online learning, and the use of technology in differentiated instruction.
Mitigate Negative Beliefs about Math: A Different Experience for Children and Teachers in Early Math
Author: Karademir, Abdulhamit
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Mathematics Anxiety,Negative Attitudes,Student Experience,Teaching Experience,Preschool Teachers,Preschool Children,Attitude Change,Teacher Attitudes,Psychological Patterns,Mathematics Instruction,Mathematics Education,Teaching Methods,Learning Centers (Classroom),Foreign Countries,Teacher Student Relationship,Peer Relationship

This study investigated the effect of the use of content-specific material-based activities on children's mathematical skills, and changes in emotions for both sides with the help of math workstations to serve as responsive partners in delivering quality mathematics education to children and teachers. A total of 20 female kindergarten teachers and 625 children (female= 393, male=232, M = 64.57 months) studying in classes with disadvantages pertaining to materials participated in the study. The study used a fully mixed sequential equal status design, and quantitative data was analyzed using ANOVA and multilevel regression, while inductive content analysis was used to analyze qualitative data. The study found that teachers' development of facilitating alternative perspectives towards mathematics mitigated negative beliefs related to emotions arising from teachers' and children's negative experiences with mathematics. This study re-emphasizes the significance of emotional circumstances for learning mathematics in early childhood education, and teachers need game-based, effective, and innovative pedagogical approaches without prioritizing academic concerns.
Incorrect Theorems and Proofs: An Analysis of Pre-Service Mathematics Teachers&apos; Proof Evaluation Skills
Author: Morali, Hasibe Sevgi
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematical Models,Preservice Teachers,Mathematics Teachers,Mathematics Skills,Error Patterns,Decision Making,Foreign Countries

Proof facilitates conceptual and meaningful learning in mathematics education rather than rote memorization. In this study, incorrect theorems and proofs are used to assess secondary school pre-service mathematics teachers' proof assessing skills. Using the case study method, the study is conducted on preservice mathematics teachers studying at the Department of Mathematics Education. There were eight preservice mathematics teachers selected from each grade, resulting in 32 participants in total. A semistructured proof form containing 13 questions was used to collect data, which was analyzed using content analysis. As the analysis reveals, pre-service mathematics teachers are highly likely to make incorrect decisions regarding theorems and proofs, and the margin of error is unaffected by grade level. Moreover, pre-service mathematics teachers tend to use proving terms incorrectly and, at times, are unable to differentiate between terms that are commonly used in proving. The pre-service mathematics teachers are believed to have learned proofs by rote rather than understanding how proofs work. With the help of interviews and tests created for different proof methods, it has been suggested that pre-service mathematics teachers should be tested on their proof evaluation skills in more detail.
Exploring Primary School Teachers&apos; Pedagogical Content Knowledge in Science Classes Based on PCK Model
Author: Aydin, Ebru
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Pedagogical Content Knowledge,Science Teachers,Science Instruction,Teacher Competencies,Teaching Methods,Alternative Assessment,Scoring Rubrics,Science Curriculum,Teacher Attitudes,Educational Attitudes

The aim of this study is to reveal experienced primary school teachers' pedagogical content knowledge (PCK), sub-components of PCK, and their possible interactions with science teaching. To this aim, a multiple holistic case study design was used. The research used a comprehensive PCK model consisting of 5 categories and 28 subcategories to reflect the knowledge base of teachers. Among the volunteered teachers, four experienced primary school teachers were randomly selected for research. Data triangulation, which utilizes interview, observation, and document analysis together, along with a subject matter knowledge test (SMKT) developed by the researchers, was used to explore teachers' PCKs in-depth. According to the results of the research, it was concluded that instead of making standard generalizations about teachers' PCK, explaining the situation over sub-categories and making comparisons on the basis of teacher competencies can guide our PCK understanding. Due to PCK's complexity and depth, several results were obtained in this study. One of the basis result of the study, the PCK category, in which experienced primary school teachers are the best compared to other categories, is &quot;pedagogical knowledge&quot; which is consistent between teachers and within each teacher's own levels of sub-categories. The weakest PCK categories of teachers were &quot;knowledge of assessment in science&quot; and &quot;curriculum knowledge of science,&quot; this situation also leads to inadequacies in using appropriate contemporary learning-teaching processes, strategies, alternative assessment methods and rubrics. Therefore, the PCK model of the research can be recommended as an explanation guide for future studies.
Critical Thinking, Epistemological Beliefs, and the Science-Pseudoscience Distinction among Teachers
Author: Alkis Küçükaydin, Mensure
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teachers,Interests,Critical Thinking,Beliefs,Epistemology,Validity,Misconceptions,Scientific Attitudes,Thinking Skills,Accuracy,Relationship,Publications,Scientific Research,Scientific Literacy

This study used the structural equation model to examine teachers' scientific epistemological beliefs, critical thinking skills, and beliefs about the distinction between science and pseudoscience. The study involved 730 teachers from 26 different subjects in different regions of Türkiye. Descriptive analyses showed a significant relationship between teachers' level of interest in scientific studies and their critical thinking skills. It was also concluded that critical thinking skills were high, but non-traditional understanding beliefs were low. Path analysis results showed that critical thinking skills were negatively related to traditional scientific beliefs. Furthermore, non-traditional understanding beliefs were found to be negatively correlated with pseudoscience beliefs. The results obtained were discussed in the light of the literature and suggestions were made considering the limitations.
Creating Learning Environments with Origami: Experiences of Pre-Service Mathematics Teachers
Author: Yazlik, Derya Özlem
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Environment,Handicrafts,Preservice Teachers,Mathematics Teachers,Middle School Teachers,Microteaching,Geometry,Teaching Methods,Geometric Concepts

Using origami in the classroom, this study examines the experiences of pre-service middle school mathematics teachers. A case study model was employed in this study as a qualitative research approach. The study involved 39 senior pre-service mathematics teachers. Document analysis, semi-structured interviews, and observation techniques were used to collect data using the triangulation method. Content analysis was used to analyze the data. During their micro-teaching with origami, pre-service teachers preferred learning outcomes focused on geometry. Most participants used origami to teach learning outcomes that were appropriate to their grade levels and learning outcomes. Throughout all the lesson plans prepared according to the 5E model, origami was used to construct mathematical concepts during the exploration step. While some groups utilized origami folding techniques to explore geometric structures, others used rulers or goniometers instead, indicating that origami is partially effective. In order to improve teacher training programs, more practice should be given with origami-based visual proofs of geometric structures. In addition to contributing to professional and personal development, the participants' opinions showed that this process was beneficial to them. Students struggled to explain origami's steps, as well as selecting models and exploring concepts with origami. For pre-service teachers to overcome these challenges, more time must be allocated during their practicum process within the teaching practice courses so that they can practice teaching mathematics with origami in real classroom settings.
Speech Pathology Student Perspectives on Virtual Reality to Learn a Clinical Skill
Author: Kelly, Bridget
Date: 2023-00-00
Type: Journal Articles
Subjects: Speech Language Pathology,Allied Health Occupations Education,Student Attitudes,Computer Simulation,Skill Development,Clinical Experience,Foreign Countries,Undergraduate Students,Teaching Methods,Instructional Effectiveness

Evidence supports the use of simulation in educating speech pathology (SP) students, however most of the research has centered on low fidelity techniques as opposed to high fidelity and immersive technologies like virtual reality (VR). Whilst there has been research on the use of VR to teach clinical skills to students in other health disciplines (e.g., dentistry, nursing), use of VR in SP has focused mainly on its use in client intervention. There is an opportunity to use VR to teach clinical skills to SP students, particularly in response to barriers to clinical placement opportunities like the COVID 19 pandemic. Aim/s: The aim of this qualitative study was to explore students' perceptions on the use of VR to learn a clinical skill: administration of an oral musculature assessment (OMA). Second year SP students received VR training on OMAs (VR-OMA) at the start of their first pediatric clinical placement. Students completed a brief, open-ended survey regarding their experiences and perceived impact of the VR tool. Data from 55 surveys were retrospectively analyzed using a thematic approach. Results: Survey responses highlighted that the VR-OMA training created a positive learning experience. Five themes were generated: the technology, the teaching and learning strategies, the outcomes, the experience, and a good alternative. Speech pathology students valued the inclusion of the VR-OMA training in their learning and highlighted many advantages to the use of this technology when learning a clinical skill.
The Integration of the Scholarship of Teaching and Learning into the Discipline of Communication Sciences and Disorders
Author: Friberg, Jennifer
Date: 2023-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Communication Disorders,Speech Language Pathology,Audiology,Evidence,Randomized Controlled Trials,Teaching Methods,Holistic Approach

McKinney (2018) has argued that for the scholarship of teaching and learning (SoTL) to advance within a discipline, the integration of SoTL must be closely examined and opportunities for growth in SoTL must be recognized and discussed. To that end, this paper reflects on the degree to which SoTL is integrated into communication sciences and disorders (CSD) by examining a variety of topics: perspectives and theories historically valued by our discipline, existing supports for SoTL at various levels (i.e., individual teacher-scholars, departments, institutions, and the CSD discipline as a whole), the application of SoTL findings in teaching and learning. Four specific recommendations are made because of this examination and reflection.
The Utility of Peer-to-Peer Practice for Teaching Speech-Language Pathology Students Transnasal Endoscopy
Author: Wolford, Laura L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Graduate Students,Teaching Methods,Speech Language Pathology,Allied Health Occupations Education,Training,Motor Reactions,Equipment,Simulation,Cooperative Learning,Self Esteem

Introduction: Transnasal flexible endoscopy (TNFE) is necessary for multiple assessments in speech-language pathology (SLP), but it is generally considered an advanced practice technique to be learned during clinical practice. As such, there is no standardized way that it is taught in training programs, leading to a substantial knowledge gap for new graduates. Though peer-to-peer practice has been discussed as an important step in training, it is not clear whether it confers additional benefits above and beyond simulation. This study sought to answer that question in the areas of student confidence, endoscopy speed, and motivation to pursue further TNFE experiences. Methods: Thirty-six SLP graduate students completed TNFE training and one of two practice conditions: simulation only or simulation with additional peer-to-peer practice. Outcome measures included confidence and comfort surveys, intrinsic motivation to complete an additional TNFE experience, and speed of TNFE. Results: No significant differences were found between the two groups for any measure, and consistently low effect sizes indicated there was little difference between groups. Conclusions: These results indicate that teaching TNFE through simulation may provide similar outcomes to peer-to-peer practice during the initial training that an SLP graduate program can provide. This adds to the literature indicating that TNFE simulation is a worthwhile addition to SLP programs.
Use of a Living Document to Facilitate Critical Engagement with Social Justice for Undergraduate Audiology and Speech-Languages Pathology Students
Author: Secora, Kristen
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Justice,Undergraduate Students,Audiology,Speech Language Pathology,Communication Disorders,Assignments,Career Development,Deafness,Majors (Students)

Although pedagogy focused on social justice, power, and privilege have been included in teacher preparatory programs for a number of years, such topics are much newer and relatively unexplored within the context of Communication Sciences and Disorders (CSD) preprofessional programs. This reflection provides information on use of a living document assignment to encourage undergraduate CSD students to grapple with these difficult topics (e.g., privilege, oppression, social justice, allyship) early in their professional careers resulting in benefits for the students, their future clients, and the field of CSD.
A Survey on the Views of Students Sharing the Same Environment in Distance and Face-to-Face Education Regarding Teaching Environments
Author: Büyükbayraktar, Fatma Nur
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Distance Education,In Person Learning,Educational Environment,Electronic Learning,Technology Uses in Education,Grade 12,Foreign Countries,High School Students

The application of internet technology to distance education has resulted in exciting advancements. However, the obstacles encountered reduced this enthusiasm. Integration of distance education and face-to-face education has been the focus of more research in recent years. For both learning environments to be effective, students' opinions about these environments are important. The aim of this study is to investigate the views about teaching environments of students who share the same environment in face-to-face education preceding distance education, distance education and face-to-face education following distance education. This research is a survey study. The universe of the survey comprises of 12th grade students enrolled in high schools affiliated with the Ministry of National Education in Turkey in the 2021-2022 academic year. Due to the COVID-19 pandemic in their 10th grade, these students have transitioned from face-to-face education to distance education. These students have engaged in both face-to-face and distance education with the same classmates and teachers. Within the scope of the survey, 622 high school students were administered a questionnaire. The analysis of the questionnaire responses yielded findings on topics such as teaching environment materials, in-class communication, active participation, and teaching focus. According to students, after distance education, teachers use the smart board more efficiently. At the same time, more blackboards are being used in science and mathematics courses than before distance education. It has been determined that distant education classroom communication is problematic. It has been determined that face-to-face education is preferred by students over distance education. Students believe that some face-to-face courses can be taught remotely. However, it is understood that students prefer face-to-face science and mathematics instruction to distance education. It has been discovered that the majority of students believe there is a difference between face-to-face education before and after distance education. It has been established that the number of students who believe that classroom discussions occur in face-to-face science and mathematics courses has fallen dramatically after distance education compared to before distance education.
ELT Scholars&apos; Attitudes towards Inclusion of Intercultural Competence Assessment in Language Proficiency Tests
Author: Kazemian-Sana'ati, Mohammad
Date: 2023-02-00
Type: Journal Articles
Subjects: English (Second Language),Cultural Awareness,Language Proficiency,Language Tests,Native Speakers,Teacher Attitudes,Second Language Instruction,Evaluation Methods,Communicative Competence (Languages)

Intercultural Competence Assessment (ICA) has recently become a central issue in applied linguistics in general, and language testing and assessment in particular. The present paper aims to investigate the difference between native and non-native assessment experts' beliefs about incorporating ICA in the Language Proficiency Assessment (LPA). Basic qualitative research design was employed and questions were emailed to 97 native and non-native language testing and assessment experts of whom 32 participants returned their responses (response rate = 33%). Moreover, 10 of the experts were interviewed to triangulate the data. The data were analyzed qualitatively and quantitatively. The results demonstrated that there were no significant differences between native experts and non-native experts' attitudes towards whether ICA should be included in the LPA. Despite this finding, some native speaker experts strongly disagreed with the notion while some other non-native scholars supported it. This study may be helpful to Teaching English as a Foreign Language (TEFL) assessment experts who argue for the inclusion of ICA in the LPA, believing that such an inclusion would benefit not only second language proficiency assessment but also efforts in designing more effective instructional syllabuses.
Colombian Language Teachers Abroad: An Overview of Their Professional Experience
Author: Torres-Casierra, Liana Mercedes
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Faculty Mobility,Work Experience,Overseas Employment,Teacher Education Programs,Graduates,Teacher Attitudes,Intercultural Communication,Spanish,Modern Languages,Teaching Experience,Teacher Characteristics,Masters Degrees,Doctoral Degrees,Educational Attainment,Higher Education,Elementary Secondary Education,Tutors,Teaching Methods,Barriers

This article presents the preliminary results of an enquiry on the work experience of Colombian language teachers who have entered the workforce in foreign countries. The study aims at unveiling aspects of the personal and professional experience of those graduates that might be relevant for pre-service teachers in local degree programs ahead of their potential move abroad in a growing international mobility context. The study includes data from surveys and personal interviews carried out with a group of 26 participants whose narratives of experience invite one to consider the variables that may either facilitate or hinder one's teaching practice in a foreign workplace and the intercultural communication issues that language teachers may need to deal with. A reflection is brought forward on the needs that teacher training programs at university level in Colombia should address to broaden the scope of their graduates' likely move abroad.
Digital Skills for Communication and Content Creation: Can B-Learning Greatly Influence Them?
Author: Gómez-Orjuela, Yeimmy Rubiela
Date: 2021-00-00
Type: Journal Articles
Subjects: Digital Literacy,Course Content,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Private Colleges,Foreign Countries,Communication Skills,Blended Learning,Intervention,Comparative Analysis,Student Attitudes,Undergraduate Students,Business Administration Education

This article reports the results of a study that took place at a private university in Bogota, Colombia. An English language course was the scenario for applying a set of sessions that sought to determine how blended learning could influence the development of digital skills for creativity and communication via a pedagogical intervention during an academic term. A quasi-experimental design was carried out to measure the variable 'communication and content creation skills' by conducting a pre- and post-test survey. From the statistical test, the general hypothesis was accepted for the scope of this study, stating that the b-learning model did not develop the skills chosen in this implementation meaningfully. These findings imply that creativity and communication skills can be influenced by this model; also, thought-content-creation skills received a major influence according to the internal statistical tests. However, the statistical tests that comprised this method also suggested that the impact was not high enough to prove the main hypothesis. Furthermore, findings provide an opportunity to explore research designs that are not common in this field of education.