ethanporcaro/eric-fulltext-meta huggingface dataset:
The Efficacy of a Proposed Strategy Based on the (Marquqrd) Model, One of the Knowledge Management Methods in the Algebraic Thinking Skills of the Second Intermediate Grade Students
Author: Abdulla, Hossam Obaid Ab dul Abbas
Date: 2022-00-00
Type: Journal Articles
Subjects: Algebra,Thinking Skills,Mathematics Instruction,Secondary School Students,Instructional Effectiveness,Comparative Analysis,Middle School Students,Teaching Methods,Foreign Countries,Knowledge Management,Validity,Mathematics Tests

The aim of the research is to identify the effectiveness of using a proposed strategy according to the (Marquqrd) model in the algebraic thinking skills of second-grade intermediate students in the schools of the General Directorate of Education in Babylon. To achieve the goal, the following null hypothesis was formulated: There are no statistically significant differences at the significance level (0.05) between the mean scores of the students of the experimental group, which were taught using the proposed strategy according to the (Marquqrd) model, and the control group that studied in the usual way in the pre-post test of algebraic thinking skills. The research community, which represents the middle and secondary schools for boys within the General Directorate of Education in Babylon, was identified, and the Yahya bin Zaid (p.) middle school was randomly selected, and the research sample consisted of (67) students from the second intermediate grade students, and two groups were chosen randomly, with (33) students for the experimental group, and (34) for the control group. For the purpose of collecting data for the research, a test of algebraic thinking skills was built, as the test in its final form consisted of (24) items of the objective type, multiple-choice. The appropriate statistical analyzes were carried out (difficulty coefficient, ease, discrimination coefficient and effectiveness of the alternatives), and the psychometric properties were ascertained. After the statistical tools were chosen to analyze the results of the application of the test, such as using the associated analysis of variance (ANCOVA), the results indicated that: (1) The students of the experimental group outperformed the students of the control group in the test of algebraic thinking skills. (2) The use of the proposed strategy according to the (Marquqrd) model led to an improvement in the algebraic thinking skills of the students of the experimental groups compared to the students of the control group.
Variations in Ways of Understanding Development as Academic Writers among First-Year Doctoral Students
Author: Lo, Yueh Yea
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Language,Doctoral Students,Writing (Composition),Writing Processes,Self Esteem,Recognition (Achievement),Productivity,Foreign Countries,English (Second Language)

Research on academic writer development has focused exclusively on the writing output and other sources of doctoral student professional development. Nevertheless, variations in understanding ongoing development remain unclear given that academic writers involve first-year doctoral students. Hence, the study investigated the ways of understanding first-year doctoral student development as academic writers. A qualitative case study was conducted on four first-year doctoral students during their doctoral research proposal writing process. A case study analysis was conducted on the findings of understanding academic writer development in four ways and represented by four categories: (i) becoming self-assured as an academic writer, (ii) becoming acknowledged as an academic writer, (iii) becoming more productive as an academic writer, and (iv) becoming a deep thinker as an academic writer. The four ways of understanding academic writer development could be linked to the participants' embracing and expanding academic awareness. Specifically, the development represented by later categories includes the earlier categories of academic awareness. Moreover, the later categories represent increasing complexity in academic awareness and different academic writer development aspects. The findings could guide writers such as first-year doctoral students in their development as academic writers.
Mathematics Lesson Design for English Learners versus Non-English Learners from Perspectives of Equity and Intersection
Author: Cho, Seonhee
Date: 2022-05-00
Type: Journal Articles
Subjects: Instructional Design,Mathematics Instruction,Equal Education,Social Justice,English Language Learners,Native Language,Lesson Plans,Urban Schools,Student Characteristics,Mathematical Concepts,Learning Processes,Culturally Relevant Education,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Graduate Students,Inservice Teacher Education,Language Teachers,Teacher Education Programs,Grade 5,Elementary School Students

Calls for &quot;mathematics for all&quot; or &quot;mathematics for social justice&quot; bring light to the importance of equity issues within and through mathematics education. Employing the theoretical perspectives of equity and social justice for mathematics education, and the intersection of language, culture, and mathematics, this study examined how a group of in-service teachers working in inner-city settings designed mathematics tasks and strategies for English Learners (EL) in comparison with non-ELs. The data, 23 sets of lesson design responding to two learner profiles, was analyzed using inductive content analysis. Findings suggest that meaningful opportunities to learn the same mathematics concept were presented less often to ELs, who also were more likely to experience a lack of active participation and engagement than non-ELs. From the intersectional perspective, teachers heavily relied on ELs' native language support rather than exploring the complexity of mathematical discourse. The lack of cultural integration in their lesson designs was also notable. These findings imply that the attention of mathematics education for ELs needs to be redirected from language support per se to the interplay between language, culture, and mathematical concepts in order to create a level playing field.
The Marginalization of 11th-Grade Urban African Students in Proof-Related Pedagogy: An Emancipatory Perspective
Author: Shongwe, Benjamin
Date: 2022-05-00
Type: Journal Articles
Subjects: Disadvantaged,Grade 11,High School Students,Mathematics Instruction,Metropolitan Areas,Correlation,Mathematical Concepts,Concept Formation,Validity,Mathematical Logic,Foreign Countries,Criticism,African Culture,World Views,Story Telling,Indigenous Knowledge,Student Diversity,Socioeconomic Status,Ethnic Groups,Persuasive Discourse,Mathematics Skills,Western Civilization,Gender Differences,Second Language Learning,Teaching Methods,Mathematics Achievement,Student Characteristics,Race,Institutional Characteristics,Age Differences

The development of urban students' mathematical proving ability is a goal of several curricula frameworks, including some located in the southern hemisphere. However, in achieving this goal, most curriculum frameworks do so from a Western worldview, which is characterized by competition and the role of the individual. The purpose of this study was to use the emancipatory lens to critique the use of a quantitative methodology in favor of the Ubuntu worldview, a methodology grounded in indigenous African epistemologies, particularly storytelling. To this end, I analyzed data drawn from the administration of a survey questionnaire to a conveniently selected sample of 135 11th-grade students enrolled in three separate high schools from ethnically and socioeconomically diverse communities in the eThekwini metropolitan area of South Africa. The context for the argument in this study was provided by correlating students' understanding of functions of proof (verification, explanation, communication, discovery, and systematization) with their argumentation ability, two variables often considered as the key limiting factors for meaningful learning of mathematical proofs. The poor results obtained from a quantitative analysis of data using Western perspectives highlight the emerging need for finding postcolonial methodologies that are sensitive to ethnic issues in addition to language and gender issues. In addition, the inadequacy of the current mathematics curriculum to serve the linguistic and gender needs of urban African students became apparent. This increases the need for sub-Saharan instructors to have knowledge to pursue emancipatory instruction. The key contribution of this study to the field is that it sheds light on the marginalization of African students in learning mathematical proof and related concepts from Western perspectives rather than conducting instructional practices in the Global South's terms; the scope of the effort may explain why research efforts in this line of work have not been documented extensively in literature.
The Impacts of Self-Efficacy and Intrinsic Motivation: Mentoring Students to Be Motivated Readers
Author: Luther, Vicki L.
Date: 2022-05-00
Type: Journal Articles
Subjects: Reading,Student Motivation,Self Efficacy,Mentors,Teacher Student Relationship,Teacher Influence,Student Interests

Motivation is a vital element of reading success. However, motivation does not always occur organically; it often takes strategic mentoring for students to be inspired by the prospects of reading. Such mentoring can occur when students can begin to see teachers as fellow readers, and when educators can help students to develop their own, independent goals, passions, and reasons for reading. Based upon Bandura's social cognitive theory (1997), this article focuses on what research says about the importance of reading motivation and self-efficacy. In addition, the author will give strategies to support student-and teacher-motivation.
Developing Strategic Learners: Collaborative Reasoning with Strategy Instruction to Scaffold Debate and Support the Writing of Arguments
Author: Traga Philippakos, Zoi A.
Date: 2022-05-00
Type: Journal Articles
Subjects: Oral Language,Cooperative Learning,Scaffolding (Teaching Technique),Debate,Persuasive Discourse,Thinking Skills,Abstract Reasoning,Oral Reading,Writing (Composition),Dialogs (Language),Elementary School Students,Writing Instruction,Writing Strategies,Writing Evaluation,Revision (Written Composition),Editing,Peer Evaluation

The paper explains the role of oral language and dialogic interactions in the development of individual thinking and reasoning processes. Collaborative reasoning and its contribution is explained while examples are shared to illustrate ways to scaffold students' questioning, meaning making, and writing in the context of read alouds during genre-based writing. A process to support students' written production that builds on dialogic applications of argumentative discourse is provided, too. Finally, the paper comments on ways that dialogic argumentation scaffolds students' entry into debate and written argument. Cautionary notes are provided regarding instructional practice and guidelines to teachers.
&quot;To Get Free&quot;: How a Black Girl&apos;s Ways of Being and Knowing Inform a Literacy Teacher&apos;s Multimodal Pedagogies in an Alternative Secondary Context
Author: Greene, Delicia Tiera
Date: 2022-05-00
Type: Journal Articles
Subjects: African American Students,Females,Cultural Influences,African American Culture,Teaching Methods,Identification (Psychology),Interpersonal Communication,Cognitive Style,Urban Schools,Secondary Schools,Nontraditional Education,Technological Literacy,Educational Technology,Technology Uses in Education,Literacy,Story Telling,Writing (Composition),White Teachers,Teacher Role,English Teachers

This qualitative inquiry examines how a White literacy teacher learns from and with a Black girl through multimodal composing in an out-of-school, alternative learning context. Data collection instruments include field observations, teacher planning sheets, teacher reflections, and researcher feedback. Multimodal Literacy Pedagogy and Black Girls' Digital Literacies drove this study. Critical Discourse Analysis was employed to interpret the data. This inquiry accounts for the factors that reposition the role of a literacy teacher while working with a Black girl's digital story development process. This inquiry found a literacy teacher's multimodal pedagogies were shaped by a Black girl's: (1) home, community, and school identities (2) organization of content and the communication of ideas (3) varied work styles. This inquiry also provides implications designed to support literacy teachers working with Black girls in the urban literacy context and guide researchers on future research needed in the area of Black girl digital literacies and multimodal pedagogies.
Writing Instruction in the Middle Grades: A Cross-Cultural Inquiry of Teacher Perceptions and Practices in South Korea and the United States
Author: Hong, Carrie Eunyoung
Date: 2022-05-00
Type: Journal Articles
Subjects: Writing Instruction,Middle School Students,Teacher Attitudes,Foreign Countries,Comparative Education,Middle School Teachers,Teaching Methods,Best Practices,Cultural Influences,Individualized Instruction,Writing Difficulties,Motivation Techniques,Pedagogical Content Knowledge,Writing Strategies

Despite its importance in promoting student academic achievement and career development, writing pedagogy has received little emphasis in research and professional development efforts. The purpose of this study was to examine teacher perceptions and practices of writing in the middle grades from a cross-cultural perspective. 16 middle-grade teachers from South Korea and one state within the United States were recruited for a semi-structured interview. Transcripts of the interview responses were analyzed, using a constant comparison method. The findings showed that teachers' instructional practices in writing were contextualized with their personal and professional knowledge and experiences. Country specific patterns were found in teacher perceptions of best practices in writing instruction while cross-cultural patterns were observed in the ways that teachers differentiated instruction for struggling writers and motivated them to write.
Are Undergraduate Students Studying Smart? Insights into Study Strategies and Habits across a Programme of Study
Author: Fergus, Suzanne
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Study Habits,Academic Achievement,Self Determination,Independent Study,Metacognition,Interdisciplinary Approach,Transfer of Training,Cognitive Science,Pharmaceutical Education,Student Surveys,Student Attitudes,Learning Strategies,Time Management,Decision Making,Foreign Countries

The approach that students take in their studies at university is critical not only for their academic success but is equally important in life-long learning for their career and professional development. Heutagogy is the study of self-determined learning and it is important that we appraise how students in higher education are developing their metacognitive awareness in how they learn and study effectively. Cognitive science is an interdisciplinary research area that involves the scientific study of the human mind. It helps provide new knowledge in relation to areas such as memory, problem solving, knowledge transfer and understanding of complex topics. Cognitive science has demonstrated that re-testing oneself on material when learning, enhances and promotes greater retention of knowledge compared to re-reading the material. Learning that is distributed or spaced out over multiple study sessions also allows for greater retention of knowledge in the longer-term compared to 'cramming' of information. To evaluate the use of effective study approaches and habits across three different levels of study in an undergraduate pharmacy programme, a survey study was employed. A paper-based survey was completed by first-, second- and third-year undergraduate pharmacy students (n=192) during class sessions. Although there was some evidence of metacognitive awareness such as using testing (retrieval practice) with practice problems; across all years, suboptimal study approaches such as rereading, copying notes and cramming were endorsed. A schedule of deadlines shaped the organisation of study and time management for most students. Self-testing was predominantly used to test learning rather than an approach used during learning. There was evidence of a difference between the cohorts in relation to decisions for prioritizing studying, returning to review course material and re-reading. The evidence from this study demonstrates that learners would require training on metacognitive awareness and effective study strategies to enable their self-determined learning capabilities to evolve. The linear progression through a programme of study alone will not achieve this. There is a need to embed and emphasize effective strategies for learning into curricula and for faculty to utilise metacognitive awareness in their teaching.
Analysing Student Behaviour in a Learning Management System Using a Process Mining Approach
Author: Cenka, Baginda Anggun Nan
Date: 2022-03-00
Type: Journal Articles
Subjects: Knowledge Management,Electronic Learning,Integrated Learning Systems,Student Behavior,Foreign Countries,College Students,Data Collection,Instructional Materials,Assignments,Grades (Scholastic),Academic Achievement,Teaching Methods,Learner Engagement,Learning Processes,Computer Assisted Instruction

Online learning implementation has been growing year by year across countries, including Indonesia. Many higher education institutions use a Learning Management System (LMS) to facilitate online learning. Unfortunately, many issues arise during online learning implementation, such as a lack of student behaviour monitoring. This study adopts an educational process mining technique to conduct weekly assessments of student behaviour during one semester. The study was undertaken in the following steps: problem identification, literature review, design of study context, log data collection from LMS, log data filtering, event data grouping, conversion of LMS logs to event logs, clustering, and process model discovery. The following findings were revealed in this research: the most frequently accessed features were course material, assignments, and forums; students accessed the LMS most frequently on lecture days; the number of student activities decreased in line with fewer instructions from lecturers; students who attained the best grades most frequently accessed the LMS, and vice versa; and high-achieving students had a more complex process model than other students. Therefore, this research suggests that systematic teaching strategies have a broader impact on student engagement and performance.
Connecting Digital Literacy in Higher Education to the 21st Century Workforce
Author: Khan, Nasreen
Date: 2022-03-00
Type: Journal Articles
Subjects: Technological Literacy,Higher Education,Labor Force,Electronic Learning,Job Skills,Lifelong Learning,Foreign Countries,Visual Learning,Cooperative Learning,Cognitive Style,Educational Technology,Integrated Learning Systems,Young Adults,Employment Potential

The remarkable advancements in technology have affected the way people engage, work, and learn. Digital literacy, also known as virtual learning, has the potential to improve lifelong learning. Workplace skills evolve at such a rapid pace that no school system can keep up with the continual need to alter how we work and live. Most crucially, our society's profound changes require young people to acquire new abilities. Malaysia has a long-term vision that calls for sustainable and productivity-driven growth that can only be accomplished with digitally literate employees. Although to some extent Malaysia education system has been initiating, there is very limited research that focuses on what drives digital literacy. There is no proper framework or guidelines that can be used as a blueprint to prepare the young graduates in the 21st-century workforce. The purpose of the study is to examine the drivers of digital literacy that can be taught in higher institutions and apply in today's digital workplace. This research focused on young adults as a unit of analysis and a quantitative method was used to collect the data. A total of 300 young individuals responded through self-administered questionnaires. The finding of the research showed that critical skills, operational skills, visual learning style, collaborative learning style and learning system enhance digital literacy. Finding further recommend that digital literacy improve both academic performance and employability. From this research, solutions can be proposed to both academicians and employers in achieving the digital literate graduates for the 21st-century workforce.
Effects of a Writing Strategy on Improving Text Production Skills among Primary School Students
Author: Pacheco, Oscar
Date: 2022-03-00
Type: Journal Articles
Subjects: Writing Strategies,Writing Instruction,Elementary School Students,Cognitive Style,Teaching Methods,Technology Integration,Instructional Effectiveness,Writing Improvement,Writing Processes,Comparative Analysis,Foreign Countries,Parent Attitudes,Student Attitudes,Writing Evaluation

The purpose of this research was to analyze the effects of a writing strategy for text production among primary school students with different cognitive styles (CS) in the field dependence-independence (FDI) dimension. The writing strategy is based on collaborative work, autonomous work, and work integrating technology, which is referred to as ACOTEC. The study was developed with a population of 63 students distributed in two randomly formed groups: one control and one experimental group. The control group developed writing exercises guided by a conventional strategy following the writing teaching processes according to the institution's curriculum, while the experimental group adopted the ACOTEC strategy for the writing exercises. The results show the promising effects of the strategy on improving text production skills among primary school students with different CS in the FDI dimension.