ethanporcaro/eric-fulltext-meta huggingface dataset:
WhatsApp-Mediated Language Teachers&apos; Reflection of Classroom Practice: Experience of Indonesian Context
Author: Prayogo, Agus
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,Computer Software,Case Studies,Language Teachers,Teaching Methods,Reflective Teaching,Computer Mediated Communication,English (Second Language),Faculty Development,Teacher Attitudes,Teacher Collaboration,Language Usage,Writing (Composition)

This qualitative case study examines language teachers' reflective practice mediated by WhatsApp application and addresses the topics mostly reflected in the eight topics of classroom practice and the problems faced. A total of 537 entries of chats written, the most common topic of reflection entries is about general teaching approaches. Time restraint and writing chats in English become significant problems of the reflective practice. The practice has provided an online environment that lets teachers interact and share with colleagues to construct knowledge and evaluate teaching practice that is beneficial for teacher professional development. Teachers have gained benefits from online reflection collaboration with other teachers, but most of them take into account the need for an online reflection setting that gives freedom to use the language that they are comforted with.
Teaching Rhetorical Praxis in a Post-Truth World: An Undergraduate Course on Detecting and Analyzing Bullshit, Fake News, and Alternative Facts
Author: Goggin, Maureen Daly
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Teaching Methods,Misconceptions,Courses,Course Objectives,Assignments,Critical Thinking,Student Educational Objectives,Student Attitudes,Course Evaluation

We are living in an era where reality, truth, and facts are being turned upside down and inside out. Fake news and falsehoods are being spewed out in increasing exponential rates. I was prompted to do something about the propensity of fake news through post-truth discourse and designed an undergraduate course that I titled: Bullshit, Fake News, and Alternative Facts. In this piece, I critically reflect on and share my theoretical frames for constructing the course, the design of it, my experience in teaching it, and report on a survey about the class--and I call all of you to work at least some material on post-truth into your classes or into a full course as I have.
The Strategy Project: An Exploration of Enhancing Self-Regulated Learning in an Introductory Psychology Course
Author: Whittlesey, Valerie
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychology,Undergraduate Students,Learning Strategies,Metacognition,Teaching Methods,Student Attitudes,Comparative Analysis,Tests,Intervention,Introductory Courses,Academic Achievement,Scores,Study Habits,Time Management

College success requires development of self-regulated learning skills. This study describes a self-regulated learning strategy intervention in a large general education Introductory Psychology course, focusing on the second exam. Students' reflection responses across five time periods were compared with exam performance. Increased self-regulated learning strategies usage correlated with decreased passive learning strategies usage, increased hours of study, and increased academic performance. Strategy project interventions can be effective for introductory courses. However, because students may revert to passive strategies that worked in the past, strategy instruction should be extended throughout a course.
Designing Professional Development in Restorative Practices: Assessing High School Personnel&apos;s, Students&apos;, and Parents&apos; Perceptions of Discipline Practices
Author: Vincent, Claudia
Date: 2021-12-00
Type: Journal Articles
Subjects: High School Teachers,Teacher Attitudes,High School Students,Student Attitudes,Parent Attitudes,Administrator Attitudes,Faculty Development,Trust (Psychology),Interpersonal Relationship,Equal Education,Accountability,Family School Relationship,Discipline,Justice,Positive Behavior Supports,Student Needs,Student Diversity,Minority Group Students,Low Income Students,At Risk Students,School Personnel,Student Behavior,Teacher Student Relationship,Discipline Policy

We conducted focus groups with high school staff, students, parents, and administrators to gain information about how to design professional development training supporting high school staff in implementing restorative practices within a multitiered support system. Results indicated that all stakeholders valued trust and relationship building and identified equity, accountability, and home-school communications as key elements of effective discipline approaches. We provide recommendations for designing professional development for high school staff in effectively and sustainably integrating restorative practices with existing multitiered student support systems.
Developmental Education Policy and Reforms: A 50-State Snapshot
Author: Hodges, Russ
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Policy,Remedial Instruction,State Policy,Educational Change,Teaching Methods,Student Placement,College Readiness,Instructional Innovation,Student Evaluation,Evaluation Methods,Policy Analysis,Educational Trends,Trend Analysis,Academic Advising,Standardized Tests,Enrollment Trends,Scaffolding (Teaching Technique)

The article provides recent state and system wide developmental education (DE) policy mandates and reforms for all 50 states. The rationale is to determine how states are refining the assessment, placement, instruction, and advisement of students deemed noncollege ready and who are advised or mandated to enroll in traditional or innovative DE instruction. This research extends previous DE policy research published from Education Commission of the States and other policy analysis organizations, research centers, foundations, and independent researchers. We used purposeful sampling to collect data from multiple sources (e.g. legislative statutes and mandates, state or system wide policy documents, agency records, etc.). Basic findings include 42 states that address, in some form, DE policy; 38 states that address DE assessment policy; 37 states that address DE course placement policy; 32 states that address DE instructional reform policy; and 29 states that address advising policy, in which 18 of those state policies are specific to students enrolled in DE. We also present a policy snapshot for each state. Trends from the research include standardized assessments being widely implemented with many states allowing for multiple measures of assessment as well as advising to configure placement into DE. Corequisite models of instruction are also becoming more common as an alternative to prerequisite DE stand-alone courses scaffolded by learning support. We posit that DE policies are emergent and mostly in continual flux and recommend the field would benefit from a common and consistent set of DE data for all 50 states.
Expanding Approaches for Research: Understanding and Using Trustworthiness in Qualitative Research
Author: Stahl, Norman A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Research,Credibility,Qualitative Research,Research Methodology,Higher Education

Qualitative inquiry has recently experienced a burgeoning in the field of educational research. Qualitative research is uniquely positioned to provide researchers with process-based, narrated, storied, data that is more closely related to the human experience. One can learn so much from another's experience, and from a good story. Yet, the degree of trust one has in the person telling the tale has much to do with the degree of trust attributed to the telling. It is the same with studies conducted from a qualitative research approach. Indeed, building trust is imperative. Fortunately, there have been several attempts by qualitative methodologists to specify how trust in qualitative findings might be conveyed and enhanced for consumers. But be advised beforehand, even the construction of trustworthiness is far from an exact procedure. This column presents recommendations from several research writers for developing and relying on trust for another's research findings, with particular focus on the academic success fields of developmental education and learning assistance. Lincoln and Guba's (1985) seminal overview and organizational scheme provides the main focus, and others' work on trustworthiness is synthesized and then integrated into the mix.
Gateways, Not Gatekeepers: Reclaiming the Narrative for Developmental Education
Author: McGee, Barrie S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Remedial Instruction,Educational Policy,Educational Change,Language Usage,Discourse Analysis,College Students,Misconceptions

&quot;Remedial Trap.&quot; &quot;Bridge to Nowhere.&quot; &quot;Completion Divide.&quot; Such language used to describe the field of Developmental Education (DE), especially by those outside the field, is undeniably deficit oriented. In this manuscript, we initiate a dialog that critiques such portrayals of DE, particularly those that appear in key documents that have had great influence on policy and legislation impacting DE. The manuscript is written symposium style, beginning with a coauthored reflection on the current terminology used to shape the narrative of a field, followed by responses by three professionals within the field. Respondents: Darolyn A. Flaggs, Assistant Professor of Education, Kennesaw State University; Michelle A. Francis, Reading Instructor, West Valley College; and Concetta A. Williams, Director of Composition, Chicago State University.
An Experimental Study on Peer Collaboration and Student Performance in an IT Environment
Author: Li, Ken W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Academic Achievement,Computer Science Education,Regression (Statistics),Statistics Education,College Students,Foreign Countries,Teaching Methods

This paper addresses the question of whether peer collaboration affects students' performance of regression modelling tasks, an experimental study consisting of a test was conducted in a computing laboratory. Collaborating groups of students were randomly assigned to one of three experimental conditions: pre-task discussion (i.e., group members had discussions right at the beginning of the test), post-task (i.e., group members had discussions in the middle of the test) or no discussion. It was found that the influence of the pre-task discussion on a preliminary examination of regression data was not very explicit in accomplishing tasks involving judgement of data reasonableness and meaningfulness, correlation calculation, Excel programming, and statistical hypothesis testing. Yet, students who had pre-task discussion showed better quality in graph construction as well as graph characterization and also performed better in correlation interpretation and reasoning tasks than those who did not. Students could clarify their misunderstanding and/or refine their thoughts through post-task discussion but no improvements in comprehension of data were detected for correlation calculation; Excel programming, hypothesis testing, and correlation deduction as well as synthesis.
Aspects of Professional Collaboration in a Lesson Study
Author: Richit, Adriana
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teacher Collaboration,Lesson Plans,Mathematics Teachers,Public School Teachers,Reflection,Faculty Development,Meetings,Teacher Attitudes,Foreign Countries,Teaching Methods,Peer Relationship

We examine aspects of professional collaboration in a lesson study conducted with mathematics teachers from the final years of basic education belonging to public schools in the State of Rio Grande do Sul, Brazil. The lesson study, conceived as a professional development approach focused on collaboration and reflection, took place in the 2nd semester of the 2019 school year, organized in 12 meetings of 2.5 hours each, and involved 8 tenured teachers in schools belonging to the 15th Regional Education Coordination of that State. The empirical material of the study consisted of the field notes produced at each meeting of the lesson study, the data from an initial questionnaire administered to the teachers, as well as the transcription of the audio recordings of the interviews with the participants and of the sessions of the lesson study. The qualitative and interpretative analysis showed that the dynamics of the lesson study enhanced several basic aspects of collaboration, namely mutual encouragement and support, cooperation and shared reflection.
Connections between Empirical and Structural Reasoning in Technology-Aided Generalization Activities
Author: Yao, Xiangquan
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Generalization,Preservice Teachers,Mathematics Teachers,Educational Technology,Technology Uses in Education,Mathematical Logic,Secondary School Teachers,Secondary School Mathematics,Mathematical Concepts,Concept Formation

Mathematical generalization can take on different forms and be built upon different types of reasoning. Having utilized data from a series of task-based interviews, this study examined connections between empirical and structural reasoning as preservice mathematics teachers solved problems designed to engage them in constructing and generalizing mathematical ideas aided by digital tools. The study revealed closer connections between naïve empiricism and result pattern generalization, between naïve empiricism and recognizing a structure in thought, between reasoning by generic example and process pattern generalization, and between reasoning by generic example and reasoning in terms of general structures. Results from this study imply that the ability to generalize based on perception and numerical pattern does not necessarily lead learners to generalize based on mathematical structure.
Evaluating the Statistics Courses in Terms of the Statistical Literacy: Didactic Pathways of Pre-Service Mathematics Teachers
Author: Guven, Bulent
Date: 2021-00-00
Type: Journal Articles
Subjects: Course Evaluation,Statistics Education,Preservice Teacher Education,Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Literacy,Foreign Countries,Scores,Knowledge Level

This study intends to determine the statistical literacy levels of pre-service mathematics teachers and to evaluate the contribution of the statistics courses in the elementary mathematics education curriculum to statistical literacy. A mixed methods research design was adopted. The study group consisted of 202 pre-service mathematics teachers enrolled in the Statistics and Probability course. In the data collection process, a pre-test and post-test was administered to determine the pre-service teachers' statistical literacy before and after the statistical course, and classroom observations were performed to identify the contribution of the statistics course to statistical literacy. The Rasch model was used for validity-reliability analyses, and one-way ANOVA tests were used to analyze the quantitative data. Content analysis was utilized in the analysis of qualitative data, which revealed that statistical literacy levels of pre-service teachers are generally low, generally influencing the competence of pre-service teachers. The pre-service teachers failed in the sample selection component in the pretest and data interpretation in the post-test, while they were more successful with table and graphs in the pre-test and sample selection in the post-test. The comparative analysis of revealed statistically significant differences in favor of U4 in the pre-test, but in favor of U1 in the post-test. It was concluded that practices included in the statistics lessons could be effective on these differences.
Environmental Mental Models of Primary School Students: Are They Related to Gender and Grade Level?
Author: Çalis-Sasi, Duygu
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 3,Grade 4,Children,Schemata (Cognition),Concept Formation,Physical Environment,Environmental Education,Freehand Drawing,Gender Differences,Instructional Program Divisions,Foreign Countries

The purpose of this study is to determine the mental models of primary school students about the concept of environment. The research group consisted of 400 students, 219 girls and 181 boys, enrolling to the 3rd and 4th grade in a primary school located in Istanbul. The students were asked to draw the environment and explain the items they draw. Students' drawings were converted into quantitative data and scored with Draw an Environment Test-Rubric. When the drawings were examined, it was found that there are 110 different items related to the concept of environment. These items include biotic elements such as humans, different kinds of animals and plants, as well as abiotic elements such as sun, cloud, rain and sea. It was seen that there are also elements of artificial environment such as houses, cars, schools, factories and roads. Mann-Whitney U Test was used in statistical comparisons to determine the difference between the total scores obtained from the drawings according to grade level and gender. While there was a significant difference between the scores of the 3rd and 4th grade students (MD[subscript 3rd grade]=189,46 n=200, MD[subscript 4th grade]=211,54 n=200, U=17792, p=0.04), no significant difference was found in the comparisons made according to the gender (MD[subscript girls]=205,92 n=219, MD[subscript boys]=193,94 n=181, U=18632,50, p=0.29). The drawings showed that the majority of the students do not see humans as a part of the environment and they have unscientific and missing mental models about the environment. [This study is presented at the 2nd International Conference on Science, Mathematics, Entrepreneurship and Technology Education.]
&quot;Environment Is Like Nature&quot;: Opinions of Children Attending Forest Kindergarten about the Concept of Environment
Author: Ahi, Berat
Date: 2021-00-00
Type: Journal Articles
Subjects: Young Children,Childrens Attitudes,Kindergarten,Outdoor Education,Play,Forestry,Environmental Education,Natural Resources,Physical Environment,Concept Formation,Freehand Drawing,Foreign Countries

The purpose of the current study is to determine the opinions of children attending forest kindergarten about the concept of environment. The participants of the study are thirty six 50-70 month-old children attending a forest kindergarten. In line with the purpose of the study, the triangulation design, one of the qualitative research models, was used. In the quantitative dimension of the current study, the children were asked to draw what comes to their mind when they hear the word &quot;environment&quot; and then interviews were conducted with the children about their drawings. Then, on the basis of the codes derived from the drawings and DAET-R, it was attempted to understand the structure of their opinions about environment. In the qualitative dimension of the study, interviews were conducted according to the phenomenological design. As a result of the analyses conducted, it was concluded that the children generally evaluated nature as environment. In both drawings and interviews, the children generally drew and mentioned biotic and abiotic factors. The concepts of human and designed environment were rarely emphasized in the drawings and interviews. Given that the participating children were attending a forest kindergarten it was already expected by the researchers that their opinions would be &quot;nature&quot; centred. In light of these findings, it is thought that it is important to make educational programs built on environmental education more widespread.
On the Alternative Approach to Artifacts in Environmental Education
Author: Holy-Luczaj, Magdalena
Date: 2021-00-00
Type: Journal Articles
Subjects: Environmental Education,Class Activities,Undergraduate Students,Ethics,Student Responsibility,Motivation,Incentives,Behavior Change

This paper advocates developing an alternative path for encouraging environmentally responsible actions related to technical artifacts (useful, human-made objects). Environmental education can enhance the positive intrinsic motivation to care for and respect artifacts as unique individuals embedded in the network of functionality and not only because neglecting them may lead to an ecological catastrophe (negative intrinsic motivation) or because of external motivators, e.g. saving money (extrinsic motivation). Such a reinforcement of positive engagement with artifacts through environmental education may complement existing incentive strategies to behave in a pro-environmental manner. The paper concludes with suggestions for classroom activities targeted at undergraduate students for cultivating a revised understanding of everyday artifacts.
The Effect of an Elective Algebra Teaching Course on Prospective Mathematics Teachers&apos; Pedagogical Content Knowledge
Author: Guler, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Preservice Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Algebra,Mathematics Instruction,Preservice Teacher Education,Teaching Skills,Program Effectiveness,Foreign Countries

Effective teachers have knowledge not only of the subject they are teaching, but also of how to teach it appropriately. To develop these aspects of knowledge, faculties of education include a number of courses that address the related skills. From the perspective of mathematics teacher education, courses related to mathematics teaching have come to the forefront in recent years. The current study, in particular, attempted to test whether prospective elementary mathematics teachers' (PEMTs) pedagogical content knowledge (PCK) in the domain of algebra improved through attendance in a structured elective course. The study was conducted according to a comparison group research design with 155 prospective teachers. The data collection tool consisted of a 20-question algebra pedagogical content knowledge (APCK) test developed by the researchers in consideration of the &quot;knowledge for algebra teaching framework&quot; of Ferrini-Mundy and colleagues (2005). The results indicated that the PEMTs who took the algebra teaching course performed better than their peers, with statistically significant differences in the various components of algebra teaching knowledge. Given the findings, some implications for mathematics teacher educators are discussed.
Using Differential Equations to Model Phoretic Parasitism as Part of SCUDEM Challenge
Author: Fralish, Zachary David
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Mathematics,Equations (Mathematics),Mathematical Models,Entomology,Scientific Concepts,Calculus,Olfactory Perception

The SIMIODE Challenge for Undergraduates in Differential Equation Modelling (SCUDEM) offers students the opportunity to improve their mathematical capacity, ability to think critically, and communication skills through researching, developing, and presenting on a differential equations model for a natural phenomenon. During the fall 2019 SCUDEM, we chose to model population dynamics of phoretic parasitism through chemical espionage of anti-aphrodisiacs by parasitic wasps. Additionally, we modelled the dispersion of anti-aphrodisiac pheromones from impregnated butterflies and the propagation of resultant action potentials in wasps due to stimulation of olfactory receptor neurons from these pheromones. This article displays a summary of our undergraduate student team's response to a provided prompt in SCUDEM IV. This article additionally shares personal testimonies from three students about the modelling challenge to highlight the benefits of participating in differential equation modelling challenges.