ethanporcaro/eric-fulltext-meta huggingface dataset:
New Challenge for Initial Training of Mathematics Teachers: The Planning Phase of Mathematics Distance Learning
Author: Nongni, Gaël
Date: 2021-08-00
Type: Journal Articles
Subjects: Mathematics Instruction,Interdisciplinary Approach,Distance Education,Constructivism (Learning),Mathematical Concepts,Preservice Teacher Education,Technological Literacy,Pedagogical Content Knowledge,Teaching Methods,Learning Processes,Mathematics,Lesson Plans,Educational Planning,COVID-19,Pandemics

The scientific literature identifies five challenges related to training teachers: the basics of the constructivist approach, the problematization of mathematical knowledge to be taught, the promotion of interdisciplinarity, the use of digital pedagogical resources in planning teaching, and new skills to be developed due to the arrival of artificial intelligence. Considering the COVID-19 pandemic, it is appropriate to consider a sixth challenge, notably, training teachers capable of delivering mathematical distance learning courses focused on students' conceptual understanding. It therefore is necessary to link the stakes of initial training with that of distance learning, which can enhance conceptual understanding. Linking the need to construct knowledge among students with technological tools used for distance learning allows new challenges faced in the planning of mathematics teaching to be highlighted. These new challenges give rise to the anticipation genesis that helps in situating the planning of mathematics teaching between three variables: artifact variables, arrangement variables, and variables related to the nature of the data to be used. These variables are a major asset for the training of the preservice mathematics teacher. Their study in this article allows us to recognize that the choice of technological tools to be used in mathematics distance learning depends greatly on the conceptual analysis of the mathematical knowledge to be taught. This study shows that it is important to rethink and question distance learning for each mathematical concept.
Exploring Teachers&apos; Cognitive Processes and Web-Based Actions during a Series of Self-Directed Online Learning Sessions
Author: Beach, Pamela
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Web Based Instruction,Protocol Analysis,Independent Study,Faculty Development,Teacher Attitudes,Cognitive Processes,Internet,Teacher Surveys,Foreign Countries,Elementary School Teachers,Technological Literacy,Teacher Characteristics,Videoconferencing

This case study used screen-capture technology and a cued retrospective think aloud called the &quot;virtual revisit think aloud&quot; to understand teachers' self-directed online learning (SDOL) experiences. Three elementary teachers were involved in a series of in-depth, one-on-one SDOL sessions where they informally used the Internet for their professional learning. Nine think aloud transcripts and three interview transcripts were analyzed using qualitative methods. Additionally, nine 20-minute screen-capture recordings were analyzed using a time sampling observation analysis in which participants' web-based actions were tallied in 10-second intervals. The analyses led to four main themes related to participants' cognitive processes as well as overall trends of participants' web-based actions. Findings from this study provide preliminary insight into the feasibility and value of SDOL over time.
Dialectics of Preschool Education in the Context of Vygotsky&apos;s Cultural-Historical Theory
Author: Veraksa, Nikolay
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Children,Child Development,Social Theories,Learning Theories,Self Actualization,Cognitive Development,Social Environment

There are two ways of understanding child development. The first places emphasis on the human cultural dimension. The essential component of culture is a system of cultural norms known as &quot;ideal forms,&quot; wherein the adult acts as a bearer of these ideal forms or culture. From this standpoint, the child acquires already established forms (in this sense, old norms). The second approach is based on understanding the child's infinite and unlimited capabilities. The realization of such opportunities, due to their unlimited nature, involves going beyond the zone of proximal development. This requires conceptualizing a different space, oriented to new forms of culture that are not yet in existence--the space of child realization. The orientation of this space is the opposite to that of the zone of proximal development: instead of an old norm being acquired (i.e., the adaptation of the child to their culture) the goal for an adult is, in the space of child realization, to help the child realize their intent by creating new elements of culture.
The Relationship between Different Components of Role Play and Executive Function Development at Preschool Age
Author: Veraksa, ?leksander
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Role Playing,Play,Preschool Children,Kindergarten,Executive Function,Inhibition,Short Term Memory,Spatial Ability,Interaction,Imagination,Foreign Countries

The purpose of the study was to examine the relationship between the main components of role play, according to Vygotsky (object substitution, idea of play, play interaction), and executive functions (working memory, inhibition, cognitive flexibility, planning) in preschool age. The study involved 56 children, 5 to 6 years old (29 boys and 27 girls). Play observation was conducted in small groups of two to three children in a playroom in kindergarten with special multifunctional &quot;open&quot; materials. The results revealed significant relationships between planning and the role-play components associated with the stability and level of the play idea, object and space substitution, and the organizing interaction in play. Comparison of the play components in children with low and high levels of executive function showed that children with a high level had higher positional substitution, detalization of idea (the extent to which a child reveals their idea to partners) in play, and a higher general play level than children with low executive function levels. Thus, the study shows that high levels of executive function are related with high levels of play, and this makes play an effective tool for the development of executive functions.
Vygotskian Preschool Education: Promoting the Development of Self-Regulation and Symbolic Thought in Pre-K Children
Author: Brofman, Vera
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Education,Play,Fairy Tales,Educational Philosophy,Child Development,Motor Development,Metacognition,Comparative Analysis,Pretests Posttests,Cognitive Development,Intelligence Tests,Young Children,Preschool Curriculum,Teaching Methods,Toys,Construction (Process),School Schedules,Creative Activities

The Vygotskian preschool education program (VPEP) is built around mediation in the context of preschool age-specific activities such as sociodramatic play, constructive play, listening and retelling fairy tales, playing with dollhouses, motor activities, and some others. We used the VPEP as part of the daily curriculum in two pre-K classes at PS 197 in Harlem, New York, to promote the development of children's self-regulation and symbolic thought. Another pre-K class at PS 197 was used as the control group. For pre-and posttests, we administered the Coding and Symbol Search subtests of the Wechsler Preschool and Primary Scale of Intelligence-III (WPPSI-III), which target the ability to self-regulate, and the Block Design subtest of the WPPSI-III, which targets the ability to exercise symbolic thought. The results of the study demonstrate that the VPEP promotes the development of preschoolers' self-regulation and is beneficial for the development of their symbolic thought.
&quot;Like Pushing through Slog&quot;: Women with Depression in Online Learning
Author: Orr, Tracy D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Females,Depression (Psychology),Online Courses,Foreign Countries,Experience,Outcomes of Treatment,Peer Relationship,Personal Autonomy,Student Attitudes,Identification (Psychology),Undergraduate Students,Graduate Students

Using Giorgi's descriptive phenomenological psychological method and a social work disciplinary lens, this Canadian study explores how women in online learning contexts experience and recover from depression. The primary research question guiding the study was, &quot;What are the lived experiences of women in online learning who have lived with and recovered from depression?&quot; The goal of the study was to provide a general description of the structure of this lived experience. Ten women who suffered and recovered from an episode of major depressive disorder during their online studies were interviewed. Seven invariable constituents of the experience were identified, including the development of depression, the impact of depression on learning, the treatment of depression, the importance of peers in online learning, the experience of role overload, changes in self-identity, and the application of personal agency. The study provides recommendations for institutions, educators, and course designers to increase peer interaction and provide direct in-course links to student support.
Superintendents&apos; Experiences with Distance Learning Practices in K-12 Public-School Districts in New York during the COVID-19 Pandemic
Author: Roff, Kimberly
Date: 2021-00-00
Type: Journal Articles
Subjects: Superintendents,Administrator Attitudes,Experience,Distance Education,Elementary Secondary Education,COVID-19,Pandemics,Electronic Learning,Access to Computers,Faculty Development,Technology Uses in Education,Access to Education

In early March 2020, the United States was first faced with the COVID-19 virus, which became a pandemic affecting 216 countries across the globe (Worldometers.info, 2020). This pandemic impacted approximately 1.5 billion learners globally by schools' closures and revised practices (United Nations Educational, Scientific, and Cultural Organization [UNESCO], 2020), and it required social distancing practices and school closures across the U.S. (Lieberman, 2020). Due to closures, public-school districts were tasked with creating immediate solutions for seamless learning. Many public-school districts implemented distance learning practices to meet the needs of quarantined students. The sudden shift from a traditional, in-person classroom to a distance learning setting challenged both faculty and students. This qualitative case study examines how superintendents in K-12 public schools shifted from on-site learning to distance learning practices during the pandemic. Thirty superintendents from K-12 public-school districts in two suburban counties of New York participated in an online survey. By mid-March 2020, according to the findings, distance learning was implemented in varying degrees. In addition, the study found that most faculty were prepared for online learning through professional development. Parental support, technology, and the inability to work independently were barriers to student learning. The findings suggest ramifications from the delivery of distance learning in the first months of the pandemic. In addition, the study found a need for increased professional development and solutions to distance learning barriers.
Video Surveillance of Online Exam Proctoring: Exam Anxiety and Student Performance
Author: Woldeab, Daniel
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Technology,Computer Assisted Testing,Supervision,Test Anxiety,Academic Achievement,Cheating,COVID-19,Pandemics,Undergraduate Students,Distance Education,Student Attitudes,Racial Differences,Social Differences

Recent media stories have reported that online webcam-based exam proctoring have wrongly flagged students for cheating, causing tremendous anxiety and frustration, and thus disadvantaging students. This study assesses if online webcam-based exam proctoring in the age of COVID-19 disadvantages students (particularly those who are non-white and with different ethnic and socio-economic status), and whether worry about being wrongly flagged for cheating may affect students' exam performance. This survey-based study was conducted using 237 undergraduate students enrolled in a public land-grant research university in the upper Midwest region of the United States, who took their exams through Proctorio. Our study supports -- as is widely reported by the media -- that students are experiencing anxiety and fear of being wrongly flagged during online proctoring. However, we show that students' anxiety about online proctoring is associated with their general level of anxiety; this correlation to &quot;trait&quot; anxiety supports our previous study. We further find that worry over being wrongly flagged did not directly impede students' exam performance. We discuss how students and faculty alike face challenges, especially those who had not used online webcam exam proctoring prior to COVID-19 stay-at-home directives. For faculty, it is not only having to adapt to an unfamiliar teaching environment that requires new technologies, but also being expected to utilize webcam-based online proctoring for high stakes exams. An in-depth look is needed into the kind of support students and faculty need using online proctoring into the future. Furthermore, the academic world in general, and US colleges and universities in particular, should initiate a conversation on how best to regulate this industry so that students and institutions are well served.
Enhancing the Cross-Cultural Competence of Prospective Language Teachers
Author: Bican, Gülsat
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Teaching Methods,Second Language Learning,Second Language Instruction,Foreign Countries,Preservice Teachers,Language Teachers,Teacher Education Programs,Cultural Background,Student Attitudes,State Universities,Classification,Pedagogical Content Knowledge

In the twenty-first century, education does not merely focus on information exchange; additionally, it does so on various abilities and living in harmony. To materialize such acquisition among students, cross-cultural competence is an essential vehicle in a rapidly globalizing world. This calls for integrating comprehensive cross-cultural education as an independent subject into teacher training programs alongside the applied practices that go with it. Against this backdrop, the current study aims to determine the cross-cultural competency capabilities of Turkish language teacher candidates studying at one of the major universities in Turkey. In this article, initially cultural dimensions, scope of culture, and aspects of cross-cultural competency are addressed on a theoretical basis. In addition, learning materials are developed by the candidates, based on the instructions provided by the researcher, and analyzed according to their content of cross-cultural competency. The paper also discusses the cultural background of the candidates and their cross-cultural competency capabilities. The findings show that the participants have major difficulty presenting sufficient information or content in developing their cross-cultural competency. In the end, there are recommendations for enhancing the cross-cultural competency capabilities, while shedding light on the inadequate focus devoted to improving these skills within the training programs.
Social Challenges Learners Residing in Informal Settlements in Katima Mulilo Town Face in Learning
Author: Maemeko, Eugene
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Social Influences,Migrants,Urban Areas,Social Capital,Social Theories,Poverty,Natural Disasters,Energy,Water,Sanitation,Unemployment,Crime,Relocation,Rural Urban Differences,Housing,Crowding,Socioeconomic Status,Academic Achievement,At Risk Persons,Access to Education,Family Needs

The purpose of this article was to find out social challenges learners residing in informal settlements in Katima Mulilo Town face. Informal settlements crop up as people move from rural settings to urban areas as they seek better facilities, a process known as urbanisation. However, not all who migrate into urban areas end up getting the required facilities. This result in some finding residence in informal settlements where conditions are deplorable and as a result brings some social challenges to learning. This article's objective is to explore the social challenges learners residing in informal settlements face in learning. The article also seeks possible ways to deal with the social challenges in order to make learning possible. To come up with response to the questions, the study adopted a qualitative research approach. Instruments used to generate data were observation and interviews. To support the data generated from the participants, the learners, the social capital theory and urban theories were used. Some of the social challenges found to impede learning include poverty, flooding, expensive water and electricity bills, limited sewage disposal system, unfair relocations, poor sanitation, unemployment and high crime rate. Solutions were also suggested on how to overcome these challenges.
Beyond &quot;Feeling Blessed&quot;: Using International Documentary Film to Foster Global Awareness in an Online College Course
Author: Blum, Denise
Date: 2021-00-00
Type: Journal Articles
Subjects: Documentaries,Cultural Awareness,Global Approach,Online Courses,College Students,International Programs,Student Attitudes,Empathy,Psychological Patterns,Citizenship

As US colleges and universities incorporate an international requirement for undergraduate students, this study assesses the value of an online international documentary course. The effect of documentary viewing was evaluated using students' reflective essays, noting possible shifts in perspectives on international issues after film viewing. Findings show that students gained new knowledge, displayed empathy, felt &quot;blessed&quot; for their privileges, and were inspired to help others. Findings also reflected an ignorance about inequitable power relationships between the United States and other countries, producing an &quot;othering&quot; effect. Recommendations are provided for engaging students in more critical research and reflection about local-global connections.
Striving for Parity: Classroom Collaboration of University Ethnic Diversity Students in Ecuador
Author: Carrick, Oliver James
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethnic Groups,Undergraduate Students,Learning Activities,Student Diversity,Interdisciplinary Approach,Cooperative Learning,Equal Education,Transfer of Training,Classroom Techniques,Foreign Countries,Student Participation,Community Development,Private Colleges,Minority Group Students,American Indian Students,Refugees,Student Surveys,Student Attitudes

This interdisciplinary study aimed to explore the relationship between university students' participation in community development activities and their collaboration in the classroom. The students concerned form part of an ethnic diversity program in the Ecuadorian capital city, Quito. Findings demonstrate the potential for collaborative assignments to exacerbate conditions of inequality, and the belief that experiences and skills gained during participation in community development are transferable to group learning activities. Finally, like other factors impeding effective collaboration, conditions of inequality highlight the necessity for strategies to manage collaborative learning groups within the classroom.
Leadership in Kindergartens, Indonesia: The Need for Professional Learning in Inclusive Education
Author: Suhendri
Date: 2021-00-00
Type: Journal Articles
Subjects: Kindergarten,Instructional Leadership,Foreign Countries,Leadership Role,Faculty Development,Educational Quality,Special Needs Students,Educational Practices,Principals,Educational Benefits

Inclusive education in Indonesia has continuously developed an &quot;education for all&quot; movement, including at the kindergarten level. In line with this movement, leadership plays an essential role in the successful implementation of inclusive kindergartens. To improve their skills and knowledge, inclusive kindergarten leaders need to undergo professional development to enhance their leadership. By using a narrative literature review method, this study shows that leadership, and its need for professional learning, are notable elements in high-quality inclusive kindergartens in Indonesia. Numerous works of literature have been reviewed and analyzed to support these findings. In addition to providing a comprehensive overview of leadership and professional learning in inclusive kindergartens in Indonesia, this study is expected to fulfill the need for Indonesian literature regarding inclusive areas. This study should, therefore, be considered during future advanced research.
On Creativity through Mathematization in Solving Non-Routine Problems
Author: Arifin, Sujinal
Date: 2021-05-00
Type: Journal Articles
Subjects: Creativity,Problem Solving,Mathematics Instruction,Grade 9,Junior High School Students,Student Attitudes,Mathematics Tests,Teaching Methods,Gifted,Mathematics Skills,Creative Thinking,Foreign Countries

This study aimed to describe and compare the students' fluency, flexibility, and originality in solving non-routine problems in the Palembang context. They were depicted from the student's fluency, flexibility, and originality of solving the horizontal and vertical mathematization forms. This qualitative study employed. The subjects of this study were 30 students of grade nine of junior high schools in Palembang. The instruments used were tests and interviews. The tests were employed to investigate the written horizontal and vertical mathematizations forms. Meanwhile, the interviews were to explore the students' ideas with inadequately detailed answers. Then, the test and interview data were reduced and grouped based on the indicators of creativity. The reduced data were presented in a descriptive form for conclusions. The results of the data analysis showed that the high-ability students were the most fluent and flexible in solving the problems. Still, the provided solutions were less original and tended to use formal mathematics in the forms of formulas, symbols, and operations. Meanwhile, the moderate-ability students tended to start to solve problems by simplifying them, then presenting them in visual images. The answer sheets of the moderate-ability students revealed their fluency in understanding the problems and solutions, flexibility, and originality of thinking. This study obtained different results from the low-ability students who tended to have difficulties understanding the problems and made many errors in solving them. Such a condition showed their inability to write the known data and relate the data to other facts they had already learned. As a result, their answers did not represent fluency, flexibility, and originality.