ethanporcaro/eric-fulltext-meta huggingface dataset:
An Online Physics Laboratory Delivered through Live Broadcasting Media: A COVID-19 Teaching Experience
Author: Setiaji, Bayu
Date: 2023-02-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Technology,Electronic Learning,Physics,Science Laboratories,Science Instruction,Online Courses,Student Attitudes,College Students,College Science,Instructional Effectiveness,Foreign Countries,Telecommunications,Science Experiments,Laboratory Experiments

The COVID-19 pandemic has constituted a sudden educational transformation around the world. It has disrupted instructors, including physics educators, forcing them to adjust to remote teaching. The hands-on laboratory, one of the components of physics instruction, has also had to rapidly go online in all branches of this science, including nuclear physics. In this study, live broadcasting media was designed to conduct a remote nuclear physics laboratory. We then evaluated the immediate impact of this new mode of lab instruction on students' learning and attitude toward this type of instruction. Fiftynine 3rd-year physics students at a public university in Indonesia participated in this study. The effectiveness of instruction was examined by analyzing both weekly reports and open-ended responses about students' learning experiences. In summary, it was evident that live broadcasting media was an effective way to conduct an online nuclear physics laboratory. Accordingly, students' attitudes demonstrated constructive behaviors about their remote laboratorial experiences. Our findings imply that online platforms are one way to offer the physics laboratory during unanticipated transitions such as the COVID-19 pandemic. Students' preference for a hands-on laboratory and the technical issues reported during the broadcasting session should be further examined to help design a remote nuclear physics laboratory that is even more accessible and enjoyable.
The Design and Psychometric Properties of a Peer Observation Tool for Use in LMS-Based Classrooms in Medical Sciences
Author: Mirmoghtadaie, Zohresadat
Date: 2023-02-00
Type: Journal Articles
Subjects: Learning Management Systems,Academic Achievement,Peer Evaluation,Teacher Evaluation,Feedback (Response),Teacher Effectiveness,Teaching Methods,College Faculty,Distance Education,Psychometrics,Reliability,Classification,Factor Analysis,Electronic Learning,Faculty Promotion,Correlation,Blended Learning,Medical Education,Medical School Faculty,Foreign Countries,Evaluation Criteria,Teacher Attitudes

In peer observation of teaching, an experienced colleague in the educational environment of a faculty member observes the educational performance of that faculty member and provides appropriate feedback. The use of peer review as an alternative source of evidence of teaching effectiveness is increasing. However, no research has been done in the field of tool design and development to peer review in classrooms that use a learning management system (LMS). This study used mixed methods. In the qualitative stage, after studying sources and interviewing professors active in virtual education, a question bank was prepared and a 26-item initial questionnaire created. In the quantitative stage, the psychometric properties of the developed instruments, such as the face, content, and structural validity, were examined, and reliability tests were performed. IBM SPSS Statistics (Version 20) was used for analysis. Five categories, including content preparation, content presentation, effective interactions, motivation management, and support services, and 26 subcategories were determined to be effective indicators in peer observation in LMS-based classes in medical sciences. During content analysis, 9 items were removed due to lack of necessary criteria. Then, using principal component analysis and varimax rotation in the present mode (Watkins, 2018), 5 components with eigenvalues higher than 1 were extracted, which explained a total of 70.55% of the total variance. The inter-cluster correlation coefficient (ICC) was 0.88. Thus, the peer observation measurement tool, designed with 17 expressions using the answer method &quot;yes/no&quot;, showed good validity and reliability. The research results demonstrate that the evaluation of virtual classes of professors by their peers is effective and that the results can be used in e-learning promotion plans.
The Online PhD Experience: A Qualitative Systematic Review
Author: Melián, Efrem
Date: 2023-02-00
Type: Journal Articles
Subjects: Online Courses,Doctoral Programs,Doctoral Students,Student Attitudes,Educational Experience,Social Isolation,Family Work Relationship,Databases,Barriers,Sense of Community,Student Motivation,Personality Traits,Supervisor Supervisee Relationship,Research Reports,Academic Persistence,COVID-19,Pandemics

The online doctoral population is growing steadily worldwide, yet its narratives have not been thoroughly reviewed so far. We conducted a systematic review summarizing online PhD students' experiences. ERIC, WoS, Scopus, and PsycInfo databases were searched following PRISMA 2020 guidelines and limiting the results to peer-reviewed articles of the last 20 years, yielding 16 studies eligible. A thematic synthesis of the studies showed that online PhD students are generally satisfied with their programs, but isolation, juggling work and family roles, and financial pressures are the main obstacles. The supervisory relationship determines the quality of the experience, whereas a strong sense of community helps students get ahead. Personal factors such as motivation, personality, and skills modulate fit with the PhD. We conclude that pursuing a doctorate online is more isolating than face to face, and students might encounter additional challenges regarding the supervision process and study/life balance. Accordingly, this review might help faculty, program managers, and prospective students better understand online doctorates' pressing concerns such as poor well-being and high dropout rates.
Using Shadowing Technique to Measure B1 Level Learners&apos; Attitudes towards Their Speaking Skills
Author: Ev, Mehmet Burak
Date: 2023-03-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Student Attitudes,Speech Skills,Foreign Countries,Anxiety,Audio Equipment,Positive Attitudes,College Students

Speaking has been stated as being one of the most challenging skills by EFL learners in Turkey. A combination of psychological factors such as anxiety or fear of being criticized and linguistic incompetence has led to this problem. Although initially emerged as a tool to assist learners in listening skills, shadowing technique has also proven to be useful in improving learners' speaking skills as well. The aim of the present study was to see if shadowing technique was efficient enough to help B1 level EFL learners develop positive attitudes towards their speaking skills. Furthermore, the study set out to see if learners get rid of their speaking anxiety and could take active part in communicative activities in the future classes. For this ultimate purpose, a Likert scale consisting of seven questions and interview questions were used. After taking the required permission from the ethics committee, the study was conducted for four weeks, in which participants listened to and repeated the tracks from the podcasts chosen in accordance with their language levels. 31 participants took part in the study. The participants were asked to carefully watch the recordings by paying attention to the pronunciation, stress and intonation. The results from the study were analysed through content analysis and a descriptive research design was used. According to the results, it was observed that the majority of the participants developed positive attitudes towards speaking skills and felt more willing to express themselves in communicative activities. Further studies with more participants are recommended to see if shadowing technique is also applicable in different contexts and groups.
The Impact of Writing-to-Learn Activities on Students&apos; Academic Achievement in Social Studies Course and Relevant Student Opinions
Author: Yildirim, Münevver
Date: 2023-03-00
Type: Journal Articles
Subjects: Social Studies,Learning Activities,Academic Achievement,Grade 5,Student Attitudes,Content Area Writing,Foreign Countries,Middle School Students

The present study aimed to examine the possible influence of writing-to-learn activities on students' academic performance and achievement in social studies course and to collect student opinions in this regard. This study was carried out with a total of 83 (43 in the experimental group and 40 in the control group) 5th grade students studying in a middle school affiliated to the Turkish Ministry of National Education in Erzurum in the 2021/22 academic year. A test consisting of 20 questions was administered to the control and experimental groups in order to measure academic achievement prior to carrying out the activities. The experimental group was being instructed through the use of writing-to-learn activities, while the control group, in line with the curriculum in-use. Following the activities, the control and experimental groups were both administered the post-tests. At the end of the implementation part of the study, a focus group interview was conducted with 8 randomly selected students from the classes involved in the experimental group. Quantitative data were analysed with descriptive statistics, and qualitative data with content analysis. The results obtained indicated a statistically significance in favour of the experimental group when the average post-test scores of the experimental group students and those of the control group students were compared. Furthermore, the rest of the data revealed that the writing-to-learn activities were favoured by the majority of the students, and regarded as having positive aspects.
Uniforms in Three Middle Schools: Student Opinions
Author: Yoxsimer, Andrew
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,School Uniforms,Student Attitudes,Opinions,Public Schools,Grade 7,Hispanic American Students,Educational Benefits

This quantitative study used an existing dataset with responses from 1,848 public middle school students' opinions on the benefits of wearing a school uniform. Efforts in favor of and against school uniforms are noted, and the analyses used to examine demographic variables (i.e., gender, grade-level, and race/ethnicity) reveals that students in the 7th grade and Hispanic/Latino students benefited from the uniforms as compared to their peers. These insights can help school leaders identify practices that promote positive responses to the factors measured by the Student School Uniform Survey. Positive increases in students' perceptions of the constructs identified in the Student School Uniform Survey could support efforts toward increased learning experiences for all students. This is especially important with the understanding that, when students' social-emotional needs are met within a school culture of learning, positive learning outcomes can transpire. A discussion of these findings is shared, along with a conclusion.
Multicultural Education: From the Lens of Pre-Service Teachers
Author: Babanoglu, Muzaffer Pinar
Date: 2023-03-00
Type: Journal Articles
Subjects: Multicultural Education,Preservice Teachers,Student Attitudes,Foreign Countries,Gender Differences,Beliefs,Language Teachers,Preservice Teacher Education

This study attempts to investigate the attitudes of pre-service teachers towards multicultural education. Senior students studying in three different majors, namely English language teaching, classroom teaching, and Turkish teaching, were administered a questionnaire that comprised of Likert-type statements measuring their attitudes and open-ended questions interrogating the metaphorical conceptualization and description of the concept of multicultural education. The general scores of the participants are positive and high, with female participants have considerably better scores in certain statements. The cognitive conceptualizations of multicultural education by the participants indicate a diversity in language terms, as most were associated, whereas descriptions of the concept display a synonymous sense with ones in the related literature, though participants do not receive formal instructions about the concept.
The Perspectives of Principals on the Discipline Disproportionality of Black Students with Disabilities
Author: Van Dyke, Wanda L.
Date: 2022-00-00
Type: Journal Articles
Subjects: African American Students,Students with Disabilities,Principals,Administrator Attitudes,Discipline,Disproportionate Representation,Student Behavior,Behavior Problems,Suspension,Racial Differences,Elementary Secondary Education,Expulsion,Low Income Students,Urban Schools,Teacher Effectiveness,Teacher Role,Multi Tiered Systems of Support,Board of Education Policy,Barriers

Black students with disabilities in Maple Cove School District were three times more likely to lose instructional days due to exclusionary disciplinary action than their peers without disabilities. A qualitative inquiry approach, in the form of a case study was used to determine principals' perspectives about factors that may impact discipline disproportionality. Student disciplinary records were examined to verify disproportionality and investigate patterns and categories related to students with and without disabilities being issued Office Discipline Referrals (ODRs). Interviews were conducted with building level administrators (principals and assistant principals) and their responses recorded and open coded to determine themes and develop ideas about how to address the inequities in how students are disciplined.
Dyslexia and English as a Foreign Language in Norwegian Primary Education: A Mixed Methods Intervention Study
Author: Jarsve, Christopher Flaten
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Elementary School Students,Intervention,Multisensory Learning,Spelling,Student Motivation,Dyslexia,Grade 5,Grade 6,Reading Difficulties,Educational Technology,Special Education Teachers,Teacher Attitudes

?he current study explored the effect of specific teaching accommodations for English language learners with dyslexia in a Norwegian primary school. Specifically, this single group intervention project investigated the impact of a range of multisensory techniques on spelling skills and motivation. Participants included a special education teacher and five dyslexic pupils from the fifth and sixth grades. Pre- and post-tests were administered to observe development in spelling, while data were also collected via a pupil evaluation questionnaire and a teacher interview after the intervention. The findings revealed that the intervention was quite successful. The group exhibited substantial differences in mean scores between the pre- and post-test. However, there were individual differences in scores and comorbid disorders appeared to impact the effectiveness of the intervention. Nonetheless, all of the pupils reported gains in their motivation and improvement in their attitude towards learning English, which was confirmed by their special education teacher. The paper concludes by offering specific didactic suggestions regarding accommodations for English language learners with dyslexia.
Inclusive Teaching Practices with Learners with Dyslexia: Face-to-Face Training-Induced Changes in Foreign Language Teachers&apos; Self-Efficacy Beliefs, Concerns and Attitudes
Author: Nijakowska, Joanna
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Instruction,Teacher Attitudes,Self Efficacy,Teaching Methods,Dyslexia,Inclusion,English (Second Language),Foreign Countries,Teacher Characteristics,Cultural Context,Teacher Education,Attitude Change,In Person Learning

The survey research reported in this paper aimed to show how foreign language teachers' (N = 69) self-efficacy beliefs and concerns related to implementing inclusive instructional practices with learners with dyslexia, as well as their attitudes to inclusion in foreign language education, change as a result of the teachers' participation in an intensive face-to-face course on dyslexia and foreign language teaching. The pre-post comparisons identified a statistically significant improvement in self-efficacy beliefs and attitudes, with large and medium effect sizes, respectively, as well as a decrease in concerns, with a small effect size. Moreover, the perceived level of knowledge of dyslexia reported by course participants after the course increased significantly compared to pre-course knowledge, with a large effect size. The perceptions of knowledge were crucially related to pre-course self-efficacy beliefs and concerns, as well as to post-course self-efficacy beliefs. The impact of several background variables on self-efficacy beliefs, concerns and attitudes was investigated. We found no significant effects of general teaching experience, experience in teaching learners with dyslexia, teaching context (country), full-time employment and level of education on self-efficacy beliefs and attitudes both before and after the course. The initial effect of previous training on self-efficacy beliefs disappeared in the post-course questionnaire. No significant effects of previous training were observed for pre-course and post-course concerns and attitudes. The initial effect of level of education and experience in teaching a foreign language to learners with dyslexia on concerns disappeared in the post-course questionnaire. Teaching context (country) and full-time employment differentiated participants with regard to how concerned they were about implementing inclusive teaching before the course, and these differences persisted after the course. Age differentiated participants in the attitudes to inclusion they held before the course, but this difference disappeared after the course. Finally, teacher trainers differed significantly from other course participants regarding pre-course self-efficacy and post-course concerns, with a small to medium effect size.
A Bibliometric Analysis of Geometry Education Research Based on Web of Science Core Collection Database
Author: Aydemir, Gizem
Date: 2023-03-00
Type: Journal Articles
Subjects: Bibliometrics,Mathematics Education,Geometry,Teaching Methods,Information Dissemination,Information Retrieval,Research Methodology,Elementary Secondary Education,Higher Education

Geometry has an important place in mathematics education because it forms the basis of mathematical thinking and allows us to see the emergence of logical theory. As in all fields, academic journals, which are among the official communication languages of science, play an important role in the construction, dissemination and use of scientific knowledge in the field of geometry teaching. With reference to this fact, the aim of the study was to examine articles published in the field of geometry teaching and indexed in SSCI (1975-2020) and ESCI (2015-2020) in the Web of Science Core Collection database by bibliometric analysis method. 109 articles related to geometry teaching (72 within the scope of SSCI and 37 within the scope of ESCI) were reached for the given periods. According to the findings of the research, while there has been a recent interest in geometry education within the scope of SSCI and ESCI, the number of articles still published is limited. Therefore, in mathematics teaching, geometry teaching lags behind areas such as arithmetic and algebra. Especially in recent years, it is noted that the keyword &quot;Van Hiele Levels&quot; and the keywords of innovations that technology brings to geometry education such as &quot;Dynamic Geometry&quot;, &quot;Virtual Reality&quot;, &quot;Geogebra&quot; and &quot;Geometry Thinking&quot; are frequently used in articles in the field of geometry teaching. It is observed that, while quantitative research methods are widely preferred in studies within the scope of SSCI in the field of geometry teaching, qualitative research methods are preferred within the scope of ESCI.
&quot;Someone in Their Corner&quot;: Parental Support in Online Secondary Education
Author: Hanny, Courtney N.
Date: 2023-02-00
Type: Journal Articles
Subjects: Secondary School Students,Parent Role,Parent Participation,Online Courses,Distance Education,Learner Engagement,Virtual Schools,Affective Behavior,Student Behavior,Parents as Teachers

Despite increased interest in K-12 online education, student engagement deficits and the resulting student attrition remain widespread issues. The Academic Communities of Engagement (ACE) framework theorizes that two groups support online student engagement: the personal community of support and the course community of support. However, more evidence is needed to understand how members of these communities, especially parents, support students in various contexts. Using insights gleaned from 14 semistructured interviews of parents with students enrolled in online secondary school, this study adds support to the roles identified in the ACE framework by presenting real examples of parents supporting their online students' affective, behavioral, and cognitive engagement. Findings also confirm patterns found in previous research that are not explained using the ACE framework, such as parental advocacy, communication with teachers, and self-teaching. We discuss how a systems approach to conceptualizing the ACE communities allows the framework to more accurately capture parents' perceived experiences within the personal community of support. We also discuss implications for both practitioners and members of students' support structures.
Insights into Engineering Education Teaching Practice in Slovenian Primary Schools during the COVID-19 Pandemic: Distance Learning Model
Author: Urankar, Bernarda
Date: 2022-00-00
Type: Journal Articles
Subjects: Engineering Education,Distance Education,Models,Elementary Schools,COVID-19,Pandemics,Preservice Teachers,Lesson Plans,Electronic Learning,Educational Technology,Teaching Methods,Foreign Countries,Student Attitudes

When the COVID-19 pandemic started in March 2020, the educational process had to be redesigned to meet current needs. At the Faculty of Education of the University of Ljubljana, pre-service engineering and technology teachers (3rd and 4th years of undergraduate two-subject teachers' study programme) are obliged to complete a teaching practice in educational institutions and submit a teaching practice diary. Due to the closure of primary schools, the teaching practice was transformed to distance/online practice. This empirical study examines a recently developed intuitive model for distance learning, which took place during the teaching practice. Teaching practice diaries served as an instrument for gathering data. The sample size encompasses 56 lesson plan activities for the compulsory primary school Design and Technology subject for students aged 12-15 years at 15 primary schools in different parts of Slovenia carried out during online teaching practice by 11 pre-service technology teachers in the 2019/2020 and 2020/2021 academic years. The research methodology is focused on lesson-type determination and model elements analysis in lesson plan making and implementation activity. Distance learning model elements are evaluated with regard to online/offline learning tools from e-learning platforms to engineering education field-specific tools (e.g., technical drawings and electric circuits). Online teaching practice was as new for pre-service technology teachers and teacher-mentors as online learning was new for students. The advantages and disadvantages are highlighted. Furthermore, the distance learning model from the first COVID-19 wave teaching practice was adapted to challenge the second COVID-19 wave. The pandemic has enabled the rise of blended learning, which has been gaining focus in secondary and higher education levels in recent years; however, it encountered obstacles when entering the primary school domain. How to encompass blended learning into the evolved distance learning model will be shown.