ethanporcaro/eric-fulltext-meta huggingface dataset:
Children&apos;s Experiences with Outdoor, Physically Active Play in After-School Programs
Author: Lund, Siv
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Play,Grade 1,Elementary School Students,After School Programs,Peer Relationship,Child Behavior,Interaction,Playgrounds,Physical Activities

The authors investigated the outdoor physical play of Norwegian first graders in after-school programs using a study that viewed play from the children's perspective. The authors identified three themes of the physically active play they observed--&quot;playing with friends,&quot; &quot;no one decides,&quot; and &quot;I can do it.&quot; Their findings highlight the dynamic importance of such play, especially of child initiation in play and of playing with other children. The physical outdoor play fostered fun and playful interaction, leading both to improved communication and movement capabilities. The authors discuss their findings in relation to Scott Eberle's theoretical understanding of play, findings that indicate the complex conditions that support and extend children's play in after-school programs and the need to recognize them.
Analysis of Emergency Remote Teaching in Formal Education: Crosschecking Three Contemporary Techno-Pedagogical Frameworks
Author: Kasperski, Ronen
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,COVID-19,Pandemics,Distance Education,Electronic Learning,Emergency Programs,Technology Uses in Education,Educational Technology,Blended Learning,Educational Methods,Responses,Educational Strategies,Educational Change,Technological Literacy,Adjustment (to Environment),Best Practices,Faculty Development

During the COVID-19 pandemic outbreak many countries around the world were forced to turn to Emergency Remote Teaching (ERT) and upscale the use of digital technologies for learning, teaching and assessment. The current study analysed field reports from 89 elementary and secondary Hebrew-speaking and Arabic-speaking information and communication technology schools in Israel, representing the cultural, ethnic, and religious diversity of the education system. The qualitative analysis of the collected data was based on three well established contemporary models of technology integration and Digital Competence of Educators (DigCompEdu): the International Society for Technology in Education, Technological Pedagogical Content Knowledge and DigCompEdu. The analysis (n = 872 statements) yielded aspects in the teachers' reports that correspond with the theoretical models, alongside aspects that extend these models to ERT and aspects that were missing from the reports. Finally, based on our findings and previous work we suggested a comprehensive framework for ERT that can be used to design teachers' professional development necessary for effective remote teaching in both emergency and routine times.
Learning Patterns and Risks in Distance Learning during the COVID-19 Lockdown -- The Pupils&apos; Perspective in Drama Pedagogy-Based Focus Groups
Author: Cziboly, Ádám
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,COVID-19,Pandemics,Distance Education,Online Courses,Risk,Coping,Student Experience,Early Adolescents,Life Style,Bullying,Computer Use,Foreign Countries,Drama,Student Attitudes,Program Effectiveness

In this study, primary school pupils have been surveyed using the methodology of drama pedagogy, focusing on two research questions: what the risks of online activities are and how children cope with these, and what the experiences of children with distance learning were. This study investigated both areas jointly from the pupils' perspective. Three anonymous online focus groups were conducted with 16 Hungarian pupils (4 boys and 12 girls; age range: 11-15 years) in July 2020, who joined to the research on a voluntary basis and have been recruited from three rural counties with different socioeconomic backgrounds. Respondents unequivocally recounted that during the lockdown, they had spent a significant part of their time in front of a screen, mostly without adult supervision. Whilst most only experienced different forms of teasing, some cyberbullying instances bordered on criminal cases and required the involvement of parents. High exposure to such risks was experienced during the months when online learning mainly consisted of receiving assignments to work on, and most teachers were almost unavailable. Future research could compare the experiences of pupils and teachers, creating an online safe space for them where they could respond to each other's perceptions, interpretations and opinions anonymously.
Using Bafa Bafa to Help Pre-Service Teachers Experience Microaggressions in the Classroom
Author: Dibbs, Rebecca
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Experience,Aggression,Equal Education,Intervention,Mathematics,History,Middle School Teachers,Cross Cultural Training,Simulation,Teaching Methods,Cultural Awareness,Intercultural Communication

Implementing an equity agenda in the classroom is both necessary and challenging for classes containing pre-service teachers. For this intervention, we chose to begin our History of Mathematics course for preservice middle school teachers with a cultural simulation training exercise: Bafa Bafa. After participating in the exercise, pre-service teachers were asked to write a reflection paper and were later interviewed about their experiences in the course. Although participants found Bafa Bafa an uncomfortable experience, it was not an unsafe one, and the preservice teachers agreed that this exercise helped them better understand, articulate, and notice experiences with microaggressions.
Social Presence as a Training Resource: Comparing VR and Traditional Training Simulations
Author: Uhl, Jakob Carl
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Simulation,Interpersonal Competence,Training,Communication Skills,Interpersonal Relationship,Role Playing,Computer Oriented Programs,Handheld Devices,Workshops,Learner Engagement,Teaching Methods,Workplace Learning,Employee Attitudes

From immersive simulations to interactive tutorials, Virtual Reality (VR) is transforming the way we learn and practise new skills. Especially for social skills training, a growing number of simulations have been designed in which trainees learn to master difficult communicative situations. One of the factors to which the effectiveness of VR as a learning technology is attributed to is the users' feeling of social presence during the simulated interaction. This paper presents the evaluation of (1) a role play training, (2) a learning app and (3) a VR training application in a workshop series. Social presence was perceived as equally convincing and engaging for the prototypical VR scene as for the traditional form of role play, although the course of the interaction in VR was highly determined compared to the interaction dynamics of a human role play. In our interpretation, this confirms social presence as a valuable resource for training social interaction, which spans across various learning settings and methods in increasingly blended or hybrid learning and working contexts.
Infusing 21st-Century Competencies into Scripted Foundation Phase Literacy Lessons
Author: Cancelliere, Semoni
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Literacy,Lesson Plans,Teaching Guides,21st Century Skills,Knowledge Base for Teaching,Teaching Skills,Teaching Methods,Elementary School Teachers,Faculty Development,Educational Change,Curriculum Implementation

Background: Despite large-scale interventions aimed at developing literacy skills, children's reading competence levels in South Africa continue to remain an area of concern. In addition, the need to prepare learners for the increased demands of a fast-changing world of learning and working is gaining attention in educational policy and practice. Aim: Using a qualitative multi-site case study research design, the authors aimed to explore teachers' understanding and enactment of scripted literacy lessons that are designed to promote 21st-century competencies. Setting: Five Grade 1 teachers were selected from four schools, three of which are in periurban and the other in a township area. Methods: Data were generated in two phases across three teaching cycles. In the first phase, lessons were observed and recorded on video. The second phase consisted of stimulated recall interviews (SRIs) in which teachers commented on their recorded lessons. Results: The findings showed that when teachers had relevant prior knowledge of specific competencies, they were better positioned to leverage these as a basis for their lessons. However, the findings also indicated that teachers' entrenched methods and ways of thinking were obstacles for change. Conclusion: Training and development opportunities should pay sufficient attention to the practicalities of changing pedagogies and using scripted lesson plans. Contribution: The findings contribute to knowledge on the affordances and challenges when designing training opportunities aimed at integrating 21st-century competencies into scripted literacy lessons.
Middle School Students&apos; Metaphorical Perceptions of the Concept of Poetry
Author: Kayman, Faruk
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Poetry,Textbooks,Middle School Students,Student Attitudes,Figurative Language

According to the Turkish Language Teaching Program prepared by the Ministry of National Education in Turkey, poetry texts should be included in Turkish textbooks taught in primary and secondary schools. Students encounter poetry texts in reading and writing activities in Turkish textbooks. It is thought that determining how students perceive the type of poetry they encounter in Turkish textbooks is important for Turkish education. The aim of this study is to determine the perceptions of secondary school students about the concept of poetry through metaphors. Since the study aims to determine the perceptions of secondary school students towards the concept of &quot;poetry&quot; and the meanings they attribute to these perceptions, phenomenology design, one of the qualitative research designs, was preferred. The study group consisted of 148 secondary school students studying in a public school. In order to determine the metaphorical perceptions of the participants about the concept of &quot;poetry&quot;, they completed the sentence, &quot;Poetry is like…because…&quot;. The data obtained were analyzed by content analysis method. At this stage, firstly, the invalid ones were eliminated from the data obtained and then these data were coded and divided into eight different categories. Afterwards, the information was presented descriptively in tables. As a result, it was determined that secondary school students' metaphors related to the concept of &quot;poetry&quot; did not change and differentiate according to the grade level, and it was determined that all of the students attributed positive meanings to poetry. In addition, it was observed that the majority of the students tried to explain the concept of &quot;poetry&quot; with concrete metaphors and attributed very different meanings to &quot;poetry&quot; based on reasoned metaphors. In addition, it has been determined that most of the students see poetry as the interpreter of emotions and the source of life.
Preserving Literacy and Education of Dong Pipa Cultural Heritage in Guizhou Province, China
Author: Duan, Lingzhen
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Folk Culture,Cultural Maintenance,Musical Instruments,Cultural Influences,Music,School Role,Cultural Background,Heritage Education,Social Influences,Literacy

Dong Pipa is a traditional string widely used in the daily life and folk music of the Dong people of Guizhou, Hunan, Guangxi, and other parts of China. The study's objectives are to explore Dong Pipa literacy and education in the context of preserving Dong Pipa cultural heritage in Guizhou Province, China. Through the study of the site and the current research, the research shows that the Dong Pipa has become a musical instrument throughout the Dong community due to its simple structure and many relationships, such as entertainment, relationships, and lifestyle. The traditional music that Dong Pipa represents, however, is having significant issues due to the influence of global culture and a modern lifestyle. To meet this challenge, relevant government departments should increase the promotion of Dong Pipa culture to promote the interests of the Dong people, and schools should improve the outcomes of Dong Pipa education and heritage. Cultural institutions should organize more Dong Pipa performances and competitions to encourage Dong people to learn and preserve Dong cultural heritage. These efforts will help ensure Dong Pipa survives and thrives in today's society.
Resiliency during COVID-19
Author: Harwood, Nicole
Date: 2023-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),COVID-19,Pandemics,Student Experience,Teaching Experience

As a result of the ongoing COVID-19 pandemic, the term &quot;resiliency&quot; has led to much discussion in many educational settings. Resiliency is a profound word and it is through further exploration of its meaning that I seek to garner new insights into what is needed in order to strengthen both student and teacher resiliency, and to provide suggestions for fostering resilience within the classroom in the face of future adversity
Teachers&apos; Sense of Competence in Terms of ICT Use: The Case of Secondary School Teachers
Author: Baytar, El Mustapha
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Competencies,Technology Uses in Education,Information Technology,Secondary School Teachers,Foreign Countries,Technology Integration,Digital Literacy,COVID-19,Pandemics,Learning Readiness,Teaching Experience,Sex,Age,Intellectual Disciplines,Professional Continuing Education

In the current digital age, the integration of information and communication technologies (ICT) into teaching practices has become a determining factor in learning quality. The teachers' digital competence issue has come back to the forefront because of the schools' closure due to the COVID-19 pandemic. Our study aims to assess the sense of competence in terms of ICT use of a sample of 260 secondary school teachers in the Directorate of Education in Rhamna, Morocco, by adopting a quantitative methodology. Our findings suggested that only 26.1% of the individuals in our sample reported they feel effectively competent. The pandemic made a significant change in teachers' perceptions of the importance of ICT integration and training in the field. Moreover, a cross-analysis highlighted significant relationships between the sense of competence in terms of ICT use and six independent variables: continuous training, learning readiness, gender, age, teaching experience, and school subject. Our findings would be helpful for policymakers to guide educational policies by focusing on ICT continuous training to enhance teachers' digital competence.
Using Information and Communication Technologies for the Assessment of a Large Number of Students
Author: Baryktabasov, Kasym
Date: 2023-00-00
Type: Journal Articles
Subjects: Information Technology,Computer Assisted Testing,Test Items,Adaptive Testing,Student Evaluation,Evaluation Methods,Student Attitudes,College Freshmen,Foreign Countries

Many examinations with thousands of participating students are organized worldwide every year. Usually, this large number of students sit the exams simultaneously and answer almost the same set of questions. This method of learning assessment requires tremendous effort and resources to prepare the venues, print question books and organize the whole process. Additional restrictions and obstacles may appear in conditions similar to those during the COVID-19 pandemic. One way to obviate the necessity of having all the students take an exam during the same period of time is to use a computer-assisted assessment with random item selection, so that every student receives an individual set of questions. The objective of this study is to investigate students' perceptions of using random item selection from item banks in order to apply this method in large-scale assessments. An analysis of the responses of more than 1000 surveyed students revealed that most of them agree or completely agree with using the proposed method of assessment. The students from natural science departments showed more tolerance of this method of assessment compared with students from other groups. Based on the findings of this study, the authors concluded that higher-education institutions could benefit from implementing the above mentioned assessment method.
Mental Health Supports Lacking in Rural Canada: Schools an Effectual Entry Point
Author: Lee, Susanne
Date: 2023-00-00
Type: Journal Articles
Subjects: Mental Health,Adolescents,Access to Health Care,Barriers,Rural Areas,Foreign Countries,Intervention,Multi Tiered Systems of Support

Adolescents living in both rural and urban settings experience the same mental health care needs at similar rates, but those living in rural environments experience exacerbated consequences because of localized barriers to receiving support. These barriers are often summarized as the three A's: availability, accessibility, and acceptability. Because Canada has many rural and remote communities, it is important to implement effective interventions that address these barriers within the community context. Tiered intervention at the school level is one such intervention framework that produces positive results.
&quot;I HATE Poetry!&quot; Understanding through Unlearning: A Poetic Inquiry
Author: Polasek, Tanya
Date: 2023-00-00
Type: Journal Articles
Subjects: Poetry,Student Attitudes,Language Arts,English Instruction,Teaching Methods

Engaging the methodology of poetic inquiry, this paper explores both the teaching and learning of poetry. Through a combination of interpretation and reflection, the reader embarks on a journey from the author's childhood experiences with poetry to the experiences of her students in an ELA class. Pinar's method of currere provides a lens to explore the ideas of understanding through unlearning. Weaving original, found, and fusion poetry into a conversation with relevant literature, the author hopes to inspire other teachers to approach poetry in their lives and their classrooms with a sense of wonder and curiosity.
Contemporary, Emergent Mathematics for Teachers: A Case Study on an Online Graduate Program
Author: Babb, Armando Paulino Preciado
Date: 2023-00-00
Type: Journal Articles
Subjects: Online Courses,Mathematics Instruction,Teacher Education,Graduate Students,Student Attitudes,Communities of Practice

In this paper, we present a qualitative case study on an online graduate program for practicing teachers and educators that explores contemporary mathematics and its integration into K to 12 education. Data for the study comprised students' work in the courses, student feedback, and notes from instructor debriefings for two cohorts of the program. The findings are organized in terms of (1) specialized knowledge for teaching mathematics, (2) online professional learning communities, and (3) online teaching in general. We conclude the paper with suggestions for online mathematics teacher education and the identification of venues for future research.
Student/Teacher Interaction Behaviours
Author: Weenusk, Miranda
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Interaction,Student Behavior,Teacher Behavior,Self Esteem,Behavior Problems,Classroom Techniques

How teachers interact with students can have damaging effects on students' self-esteem, which is quite often the antecedent to students' disruptive behaviours in the classroom. The purpose of this article is to encourage teachers to take the initiative step toward improving their classroom climate by identifying their response styles and types of classrooms. The types of misbehaviour of students and teachers are identified. Specific classroom management strategies and leading authors in behavioural theories are closely examined. The premise is that teachers need to monitor their behaviours when interacting with students during instructional activities, and students need to be taught how to behave.
An Analysis of Multicultural Education in Canada
Author: Binda-Moir, Nadia
Date: 2023-00-00
Type: Journal Articles
Subjects: Multicultural Education,Foreign Countries,Educational Change,Teacher Education Programs,Curriculum Development,Educational Environment,Curriculum Implementation,Diversity,Educational Practices

As the population of Canada grows in diversity, the need for multicultural education increases. However, most Canadian schools do not adequately incorporate multicultural practices into their daily operations. Attempts have been made to increase the diversity of teaching in many schools; however, these attempts have been relatively unsuccessful due to a plethora of issues that plague the development of multicultural education. Teacher preparation programs, curriculum development, and student learning environments are a few areas that must be completely overhauled in order to implement multicultural education in Canadian classrooms.
Pre-Service Secondary Mathematics Teachers&apos; Opportunities to Learn Reasoning and Proof in Algebra
Author: He, Jia
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Mathematical Logic,Validity,Algebra,College Faculty,Teacher Attitudes,Learning Activities,Mathematics Activities

This study examined opportunities provided for preservice secondary mathematics teachers (PSMTs) to learn reasoning and proof in algebra from the perspective of college instructors. We analyzed interview transcripts of 15 course instructors recruited from three teacher education programs in the United States. We examined the reported opportunities provided for PSMTs to engage in proving-related activities, including making conjectures, investigating conjectures, developing arguments, evaluating arguments, and disproving by using counterexamples. We also analyzed instructional strategies reported by the instructors. We found the inconsistency between instructors' perceptions of the importance of reasoning and proof in algebra and instructor-reported opportunities to learn. Findings also indicated that developing arguments was reported the most frequently. In addition, instructors reported more pedagogy-focused general teaching strategies than proof-specific teaching strategies.
Young Students Exploring Measurement through Problem Solving and Problem Posing
Author: Palmér, Hanna
Date: 2023-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Instruction,Measurement,Young Children,Mathematical Concepts,Concept Formation,Foreign Countries,Preschool Education

The empirical data in this study are from a series of two lessons on measurement implemented in seven classes with 119 six-year-old students in Sweden. Both problem solving and problem posing were shown to be important in early mathematics when students in this study worked on one problem-solving task and one problem-posing task on measurement. As there are few studies specifically on problem posing in early mathematics and on young children's understanding of measurement, this study adds knowledge of value for both teachers and researchers. In the study, paper-and-pen work from the students was analysed together with interviews conducted after the students had worked on the two tasks. When solving the task on measurement, the students discerned shape, size, distance, and number as mathematical aspects of measurement. When asked to pose a similar task, only size and number reoccurred as mathematical aspects of measurement. However, other features from the problem-solving task reoccurred in the posed tasks: similar drawings were used in combination with questions on measurement as the mathematical content.