ethanporcaro/eric-fulltext-meta huggingface dataset:
A Bibliometric Analysis of Cyberbullying Research in Turkey
Author: Manap, Abdullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Research,Journal Articles,Citations (References),Periodicals,Authors,Information Retrieval,Victims,Computer Mediated Communication,Addictive Behavior,Adolescents,Bibliometrics,Cooperation

This study aims to analyze cyberbullying research in Turkey through bibliometric analysis. To this end, the study dealt with six research questions which included the most frequently used keywords and co-occurrences of these keywords, Turkey's collaboration with other countries, the frequency distribution of articles and citations by year, the most cited articles, the most productive journals, and authors. The bibliometric data were limited to the Web of Science (WoS) database. The first search yielded a total of 3974 publications. However, excluding the publications which did not comply with the aim of the study resulted in 105 articles to be analyzed. The findings suggested that there were 268 keywords used at least once. The keywords occurring at least five times other than &quot;cyberbullying&quot; were &quot;cyber victimization,&quot; &quot;adolescent,&quot; &quot;bullying,&quot; &quot;reliability,&quot; &quot;validity,&quot; and &quot;internet addiction.&quot;. Turkey had at least one collaboration with 21 countries. The top five countries with at least two collaborations were England, the U.S.A., Australia, Hungary, Czech Republic, and Germany. The most productive year was 2021. The most cited article was published in 2010, and the most influential journal was &quot;Education and Science.&quot; It was also revealed that the fifteen most productive authors had 57 publications. Considering the increasing interaction among people in virtual environments, cyberbullying research which has a nearly quarter-century history, should take more attention from Turkish scholars. Additionally, a gap was observed in the literature regarding studies conducted on parents. Thus, further studies may attempt to fill this gap.
School-Based Health Centers as a Context to Engage and Serve Communities
Author: Cutuli, J. J.
Date: 2022-00-00
Type: Reports - Research
Subjects: School Health Services,Attitudes,School Community Relationship,Partnerships in Education,Health,Mental Health,Educational Indicators,Community Involvement,Evidence,Well Being,Disadvantaged,Power Structure,Health Services,Prevention

Purpose of review: School-based health centers (SBHCs) primarily serve underserved students and families through removing barriers to care. The number of SBHCs have increased dramatically with investments from state- and federal-funding programs, including expanded funding from the American Rescue Plan. This article reviews findings on the perceived importance of school and community partnership. It also provides a critical review of the evidence base on impact on health, mental health, and education indicators. Recent findings: Recent findings underscore the importance of SBHCs engaging the school and community to build trust while identifying and responding to needs. Engagement supports planning, implementing, and sustaining SBHCs. Studies of impact find that SBHCs increase participation in preventative and routine health and decrease emergency department utilization and hospitalization. However, additional research needs to rigorously test for effects of SBHCs on symptoms and indicators of wellbeing, especially with respect to mental health and education. Summary: SBHCs increase participation of students from marginalized groups in preventative and routine care. School and community engagement are vital aspects of SBHCs, likely removing barriers related to trust. Additional rigorous evidence is needed testing efficacy of SBHCs when it comes to improving health, mental health, and education. [This paper was published in &quot;Current Opinion in Pediatrics&quot; v34 n p14-18 2022.]
A National Portrait of Unlisted Home-Based Child Care Providers: Caregiving Histories, Motivations, and Professional Engagement. HBCCSQ NSECE Analysis Brief. OPRE Brief 2022-281
Author: Schochet, Owen
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Child Care,Child Caregivers,Family Environment,Incidence,Minority Groups,Immigrants,Poverty,Rural Areas,Profiles,National Surveys

In 2019, more than 5 million providers cared for one or more children either in their own home or in a child's home. Home-based child care (HBCC) providers are a varied group that includes both listed providers and unlisted providers who do and do not receive payment. HBCC is especially prevalent in communities of color, communities with high concentrations of people from immigrant backgrounds, areas of concentrated poverty, and rural communities. Yet, research on HBCC lags behind research on center-based child care and early education (CCEE), and the least is known about unlisted providers who do not appear on state or national provider lists and work outside the formal systems supporting CCEE programs. Using the 2019 National Survey of Early Care and Education (NSECE), this brief focuses on unlisted providers' caregiving histories, motivations, and recent experiences with professional supports.
A National Portrait of Unlisted Home-Based Child Care Providers: Learning Activities, Caregiving Services, and Children Served. HBCCSQ NSECE Analysis Brief. OPRE Brief 2022-292
Author: Schochet, Owen
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Child Care,Child Caregivers,Family Environment,Learning Activities,National Surveys,Time on Task,Incidence,Working Hours,Professional Development

In 2019, more than 5 million providers cared for one or more children either in their own home or in a child's home. Home-based child care (HBCC) providers are a varied group that includes both listed providers and unlisted providers who do and do not receive payment. HBCC is especially prevalent in communities of color, communities with high concentrations of people from immigrant backgrounds, areas of concentrated poverty, and rural communities. Yet, research on HBCC lags behind research on center-based child care and early education (CCEE), and the least is known about unlisted providers who do not appear on state or national provider lists and work outside the formal systems supporting CCEE programs. Using the 2019 National Survey of Early Care and Education (NSECE), this brief focuses on how unlisted HBCC providers spend their caregiving time, what kinds of caregiving services they provide, and the characteristics of the children they serve.
A National Portrait of Unlisted Home-Based Child Care Providers: The Communities Where Providers Live. HBCCSQ NSECE Analysis Brief. OPRE Brief 2023-146
Author: Schochet, Owen
Date: 2023-05-00
Type: Reports - Evaluative
Subjects: Child Care,Child Caregivers,Family Environment,National Surveys,Community Characteristics,Rural Areas,Child Care Centers,Poverty,Housing,Ownership,Barriers,Employment Potential,Racial Differences

In 2019, more than 5 million providers cared for one or more children either in their own home or in a child's home. Home-based child care (HBCC) providers are a varied group that includes listed providers and unlisted providers who do and do not receive payment. HBCC is especially prevalent in communities of color, communities with high concentrations of people from immigrant backgrounds, areas of concentrated poverty, and rural communities. Yet, research on HBCC lags behind research on center-based child care and early education (CCEE), and the least is known about unlisted providers who do not appear on state or national provider lists and work outside the formal systems supporting CCEE programs. This brief focuses on describing the characteristics of the communities in which unlisted HBCC providers live and, for many, where they typically care for children. It uses the 2019 National Survey of Early Care and Education (NSECE), the American Community Survey (ACS), and the Child Opportunity Index (COI) 2.0.
Learning on Hold: The Toll of COVID-19 School Closures on Mozambique&apos;s Foundational Literacy
Author: Kan, Sophia
Date: 2023-06-00
Type: Reports - Research
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Grade 3,Grade 4,Elementary School Students,Reading Achievement,Outcomes of Education,Student Characteristics,Family Characteristics,Institutional Characteristics,Reading Skills,Achievement Gains,Emergent Literacy

In Mozambique, the COVID-19 pandemic led to schools closing for 80 percent of the 2020 academic year, affecting 8.5 million students and nearly 15,000 schools across the country (United Nations, 2020). This brief seeks to address two crucial questions regarding Mozambique's Grade 3 and 4 students. First, what is the current state of reading outcomes of these students, and how have they been affected by the prolonged school closures? Second, how do children's individual, household and school characteristics relate to literacy outcomes? An analysis of pre- and post-pandemic reading skills, using data from the Avaliação Longitudinal da Desistência Escolar (ALDE, Longitudinal Assessment of School Dropout) reveals significant learning losses in basic literacy skills. Across the country, children in Grades 3-4 showed reduced proficiency in identifying letters in 2021, compared to students in the same grades in 2019.
Lost Time, Lost Opportunities: Understanding Teacher and School Director Attendance in Mozambique
Author: Pontuschka, Rafael
Date: 2023-06-00
Type: Reports - Research
Subjects: Foreign Countries,Administrators,Teacher Behavior,Employee Absenteeism,COVID-19,Pandemics,Teacher Characteristics,Institutional Characteristics,Influences,Elementary School Teachers,Elementary Schools

Instruction time is a crucial component of student learning and is closely associated with attendance rates for students, teachers and directors. This report examines teacher and director absenteeism in Mozambique's schools, using data from surveys conducted in 2018, 2019, and 2021 as part of the Longitudinal Assessment of School Dropout or Avaliação Longitudinal da Desistência Escolar (ALDE). The main objective of this research is to: (1) provide an overview of teacher and director absenteeism prior to and after the COVID-19 pandemic; (2) compare teacher and director absenteeism rates based on factors such as individual teacher attributes and school-related variables; and (3) investigate the factors at both individual and school levels that influence teacher absenteeism. It seeks to inform policies and practices to strengthen the primary education system in Mozambique.
K-12 Student Perceptions of Learning through Cyber School
Author: Lesisko, Lee James
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Students,Secondary School Students,Student Attitudes,Electronic Learning,Expectation,Time on Task,Gender Differences,Distance Education

Due to the nature of 21st Century technologies now available and the popularity of school choice, both elementary and secondary school-age children may consider online learning at some point in their academic career. The purpose of this study is to answer the following research question: What are the perceptions and expectations of students attending the Granite Rock Cyber Academy? The results of the survey were presented in 28 tables. The top three reasons why students enroll in cyber school are flexibility of scheduling, health-related problems, and issues with other students. The most liked features about cyber schooling include flexibility and the absence of distractions. The most disliked facet is the amount of work students have to complete. Analysis revealed that male and female students were alike in most aspects of the survey. However, females spent statistically significant more time on average completing schoolwork than male students.
A Curriculum Comparison of Years 9-10 Measurement and Geometry in Australia and Singapore
Author: Sugianto, Ellen
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Achievement Tests,Secondary School Students,International Assessment,Mathematics Instruction,Geometry,Measurement,Cross Cultural Studies,Test Preparation,Comparative Education,Mathematics Curriculum,Mathematics Achievement,Mathematics Tests,Teaching Methods,Grade 9,Grade 10,Scores,Trend Analysis

South Australia's PISA performance has been in constant decline since 2003 with the proportion of PISA participants meeting the Australian national proficient standard dropping from 73% (in 2003) to 50% (in 2018). In contrast, Singapore is a consistently strong performer. To better understand student readiness in answering PISA questions, this paper reports a curriculum comparison between Australia and Singapore for Years 9 and 10 in Measurement and Geometry. The findings highlight the similarities and differences in the topics covered in both countries' curricula and raise questions about potential implications for student outcomes in PISA.
A Framework for Designing Green Mathematics Tasks
Author: Salim, Soma
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Guidelines,Mathematics Instruction,Teaching Methods,Sustainability,Conservation (Environment),Task Analysis,Instructional Design,Climate,Mathematics Teachers,Interdisciplinary Approach

Climate change is a complex issue that requires collective actions from various disciplines, including educating future generations about sustainability. Some countries such as Indonesia and Australia have included sustainability into their school curricula, which require teachers to design and implement tasks related to a sustainability issue. However, teachers may not have the capability and understanding to do so. The challenges are difficult for mathematics teachers because designing a mathematics task pertaining to sustainability is rarely explored. Therefore, this paper draws from mathematics education literature to provide and discuss a new framework for designing sustainability-related, mathematics tasks (green mathematic tasks).
A Further Investigation to Introducing the Equal Sign in China
Author: Sun, Jiqing
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Symbols (Mathematics),Misconceptions,Foreign Countries,Concept Formation,Mathematical Concepts,Student Attitudes,Teacher Attitudes,Kindergarten,Lesson Plans

Fostering students' bidirectional conception of the equal sign (viewing the equal sign as indicating an equivalence of two sides rather than a 'show result' symbol) is challenging, and students' misconception of the equal sign is persistent. Some studies mention that in China, the pedagogical approach to introducing the equal sign supports students' development of bidirectional sense toward the equal sign. Built up on this body of literature, this paper further investigates the Chinese pedagogy from the researcher, students and the teacher's perspectives.
Barriers to Integration: A Case Study of STEM-Learning in Mathematics and Digital Technology
Author: Ross, Emily
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Barriers,Faculty Development,Technology Integration,Teaching Methods,Elementary School Students,Technological Literacy,Pedagogical Content Knowledge,Teacher Attitudes,Foreign Countries,National Curriculum,Case Studies,Elementary School Teachers

Teachers often perceive barriers to integrating technology with Mathematics. In the study, teachers participated in professional development about considerations for and examples of integrating Digital Technologies into Mathematics learning in primary schools meeting the &quot;Australian Curriculum: Mathematics and Digital Technologies&quot; requirements. This exploratory multiple case study included preand post-surveys, mentoring conversations and interviews to explore their beliefs and perceived barriers to integrating mathematics and digital technologies. This paper provides insights into their perceived barriers to integrating digital technologies.
Assessment of Big Ideas in School Mathematics: Exploring an Aggregated Approach. Big Ideas in School Mathematics. [Symposium]
Author: Jahangeer, Mohamed Jahabar
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Foreign Countries,Educational Change,Elementary Secondary Education,Evaluation Methods,High Stakes Tests,Educational Assessment

In this paper we report our development of instruments to measure Big Ideas in school mathematics. In tackling the issue of assessment fatigue among students, we present an aggregated approach to measure students' knowledge of Big Ideas.
How Children and Their Teacher Use Different Ways of Talking during Whole Class Interactions in a New Zealand Primary Classroom
Author: Sharma, Shweta
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Classroom Communication,Language Usage,Speech Communication,Geometry,Elementary School Students,Grade 5,Grade 6,Mathematics Instruction,Teacher Student Relationship,English (Second Language),Second Language Learning,Teaching Methods,Multilingualism,Discourse Analysis,Student Characteristics,Video Technology

The interactional role of language use in the mathematics classroom is explored in the last few decades. This paper adds to the knowledge base by exploring different ways of talking that children and their teacher use in a New Zealand primary geometry English-medium classroom. Bakhtin's concept of speech genres is used for an analysing transcript of one audiovisually recorded whole-class interaction episode from a geometry lesson in a Year 5/6 classroom. The analysis suggests that the teacher and children use various genres to participate in classroom interactions. The use of several genres provides insights into what children and the teacher construct as mathematical in the real sense. The paper finished with a few implications for teaching and research.
Overview of the Research Project on Big Ideas in School Mathematics. Big Ideas in School Mathematics. [Symposium]
Author: Toh, Tin Lam
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Elementary School Teachers,Elementary School Students,Secondary School Teachers,Secondary School Students,Test Construction,Faculty Development,Knowledge Level,Teaching Methods,Mathematics Education,Research Projects

Big Ideas in school mathematics can be seen as overarching concepts that occur in various mathematical topics in a syllabus. Although there has been much interest recently in the understanding of Big Ideas, there is little research done in the assessment of Big Ideas thinking. In this paper, we discuss our research on Big Ideas in School Mathematics. The study consists of three sub-studies: the first sub-study on developing an instrument to measure Big Ideas; two sub-studies on measuring students' and teachers' Big Ideas at test-points before and after a professional development on Big Ideas for primary and secondary school teachers and students.
Challenges to Numeracy across the Curriculum: Reflections from a Case Study
Author: Gorman, Vanessa
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Barriers,Numeracy,Mathematics Instruction,Case Studies,Curriculum Development,Dialogs (Language),Teaching Methods,Interdisciplinary Approach,Pedagogical Content Knowledge,Middle School Teachers,Teacher Attitudes,Mathematics Teachers,Foreign Countries,Literacy,National Competency Tests,Educational Resources,Instructional Design,Self Efficacy

It is well accepted and understood amongst the mathematics education community that numeracy is the responsibility of all teachers, across all levels of schooling. However, the way numeracy is understood and actioned across the Early Childhood, Primary and Secondary contexts is different. This paper reports on a case study of secondary school teachers seeking to be more intentional in embedding numeracy across the curriculum. The findings indicate that dialogue and support to see, and make, numeracy connections result in greater cohesion in terms of understanding numeracy and making numeracy more visible for students.
Conversations about Place Value: A Survey of Literature across Three International Research Communities
Author: Vale, Pamela
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Number Concepts,Mathematics Instruction,Teaching Methods,Elementary School Students,Cross Cultural Studies,Cultural Context,Conference Papers,Periodicals,Learning Processes,Trend Analysis,Educational Trends,Foreign Countries

Place value is a foundational competency for primary school mathematics and for this reason we have sought to investigate what the recent and current academic conversations are around this important concept. In this paper we present a survey of literature presented in the Australasian, European and Southern African contexts through a review of purposively selected conference proceedings and journals to establish what the conversations have been about the teaching and learning of place value in these research communities from 2013 to 2022.
Data Interpretation and Representation in Middle Primary: Two Case Studies
Author: Oslington, Gabrielle
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Elementary School Students,Prediction,Task Analysis,Statistics,Mathematics Instruction,Graphs,Developmental Stages,Foreign Countries,Children,Intelligence Tests,Literacy,National Competency Tests,Numeracy,Longitudinal Studies,Achievement Gains

Two case studies of Australian primary school students tracked changes in their data interpretation and representation over three years. Students were engaged in predictive reasoning tasks based on their interpretation of a data table showing temperature change over time. Students' explanations and graphical representations were collected at the beginning of Years 3 and 4 and the end of Years 4 and 5. The first case study was a student mathematically weaker than her peers while case study two was within the average range for her year. Despite differences in starting points, both case studies followed a similar developmental sequence of predicting, interpreting and representing, with the first case generally lagging one stage behind the second case. Similarities and contrasts between the two students are discussed.
Developing Student Teacher Knowledge of Instructional Strategies for Teaching Proportions: The Important Role of Practicum
Author: Ma, Xiaowen
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Pedagogical Content Knowledge,Mathematics Instruction,Teacher Education Programs,Practicums,Student Attitudes,Scoring Rubrics,Creativity,Foreign Countries,Learning Processes

This paper reports on the development of six student teachers' knowledge of instructional strategies (KOIS) for teaching proportions during a 2-month practicum in China. Development of four subcomponents was explored through Content Representation (CoRe) questionnaires and follow-up interviews. Data was analysed deductively and levels of each subcomponent determined based on a scoring rubric. Implications include that practicum is capable of developing KOIS effectively as final scores were at the maximum level with some participants showing greater initiative within their KOIS than others. Implications include that a further level in the rubric could be considered to reflect when creativity is shown in PCK.