ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparative Study of Fifth-Grade Mathematics Textbooks Used in Turkey and Singapore
Author: Toprak, Zehra
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Grade 5,Mathematics Instruction,Textbooks,Elementary School Mathematics,Mathematical Concepts,Mathematics Curriculum,Textbook Content

This study reports on comparing the presentation of mathematical content, types of responses required of students, conformity with the curriculum outcomes, and potentially confusing expressions in the subjects of percentages, triangles, and quadrilaterals of fifth-grade mathematics textbooks used in Turkey and Singapore. Document analysis of the two mathematics textbooks indicated that both books remained committed to achieving the curriculum outcomes, that the content of the Singapore textbook was more simply organized, and that the Singapore textbook included more visual representations and multiple solution strategies. The analysis also showed that the questions requiring numerical responses were common in both textbooks, while the Singapore textbook included relatively more questions requiring both response and explanation. The findings also indicated that the Singapore textbook was comparably more error-free; however, the Turkey textbook involved several difficulties concerning syntactic errors, ambiguity, unrealistic task presentation, redundant operation, unclarity in mathematical purposes, and weak mathematical context. We discuss the usefulness and intelligibility of mathematics textbooks regarding established cultural and philosophical traditions and trust and respect for textbooks.
Barrier-Free Science Education for Visually Impaired Students: An Activity for Life Cycle in Plants
Author: Keles, Özgül
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Education,Visual Impairments,Science Activities,Plants (Botany),Instructional Design,Grade 3,Inclusion,Lesson Plans,Teaching Models,Material Development,Elementary School Students,Student Attitudes

This research aims to design and apply a lesson plan to satisfy 3rd-grade inclusive education students' individual learning needs on the subject of plant life cycle, and to develop three instruction materials based on this lesson plan. In the first stage of this three-staged research, visually impaired students' individual learning needs were determined by conducting workshops with science teachers, elementary school teachers, and special education teachers. Then, the learning outcomes of science education programs were determined. In the second stage, teaching materials suitable for students' personal characteristics were designed by the teachers after assessing the students' needs. Visually impaired students also participated in the process of developing the educational material. In the last stage, students were taught according to the lesson plan with the materials prepared according to the 5E learning model. After the lessons, data were collected through semi-structured interview forms to determine the students' opinions on the lessons and materials. Descriptive analysis was used to analyze the qualitative data obtained. The research results showed that the teaching material responded to the needs of the students and contributed positively to their conceptual learning.
Evaluation of Parents&apos; Views on an Early Childhood Science Program Including Activities in Out-of-School Learning Environments
Author: Uludag, Gonca
Date: 2023-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Early Childhood Education,Science Activities,Informal Education,Parent Role,Parent Participation,Scientific Attitudes,Family Environment,Kindergarten,Young Children,Science Programs,Science Education

Young children's instinctive curiosity is essential in early childhood science education. Efficacious science education is associated with the characteristics of a qualified science program and an effective learning environment. The out-of-school learning environments make it easier to achieve the aims of science education in early childhood with their opportunities and advantages. This single case study aimed to reveal the views of the parents of children aged 60-72 months who participated in an early childhood science program that included science activities in out-of-school learning environments, in the classroom, and at home. The program, which included parent involvement activities in the classroom, out-of-school learning environments and at home, was implemented for seven weeks. After completing all activities of the program, the data obtained from the interviews with the parents were analyzed. The findings showed that parents were interested in science and supported their children regarding science subjects, spent time at home on science activities, and visited out-of-school learning environments with their children. It was determined that the out-of-school learning activities of the program contributed a lot to the child, and the studies of parent involvement at home contributed variously for both the child and the parents. The program was effective as a whole and parents requested its implementation throughout the school year. Based on these findings, in this research, we discussed the importance of frequently including science activities in out-of-school learning environments and classroom activities in early childhood and the parents' involvement in the science education process as valuable stakeholders. [This research was presented as an oral presentation at the X. International Congress of Educational Research in Türkiye (Nevsehir) on 27-30 April 2018.]
An Investigation of the Changing Structure of Teacher-Parent Communication and Cooperation in Distance Education in the COVID-19 Pandemic
Author: Balkar, Betül
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Teacher Cooperation,Communication (Thought Transfer),Distance Education,COVID-19,Pandemics,Parent Participation,Secondary School Teachers,Teacher Attitudes,Parent Attitudes,Parents,Expectation,Change

This study investigated the changes in teacher-parent communication and cooperation during the COVID-19 pandemic and to determine how parent participation in distance education can be achieved. A qualitative descriptive design was adopted in the study. The study group consisted of 12 secondary school teachers working in Adana, Turkey, and 16 parents whose children are students of these teachers. The data were obtained through semi-structured interviews and analyzed through content analysis. The study concluded that teachers are required to be more directive and sensitive to students' specific requirements while parents need to be more involved in communication and cooperation in distance education. Ensuring the motivation of teachers and parents in distance education is the most effective factor that strengthens the cooperation processes. [This study was orally presented at the 8th International Eurasian Educational Research Congress held in Turkey.]
Assessment of the College Students&apos; Perceptions about the Online Learning Transformation during COVID-19 Pandemic at College of Professional Advancement-Atlanta Campus of Mercer University
Author: Ben Ramadan, Awatef A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Electronic Learning,Educational Change,COVID-19,Pandemics,Graduate Students,Undergraduate Students

Moving to the online and blended education delivery during any emergency crisis needs to be creative, flexible, and unique to that particular crisis. The students' self-motivation and active engagement decreased after the sudden move to the emergency online learning. The current study explored and assessed the College of Professional Advancement - Atlanta Campus (COPA-Atlanta Campus) students' perceptions and attitudes about the sudden transfer to the total online learning environment due to the COVID-19 pandemic. The current study was a cross-sectional descriptive study targeted all undergraduate and undergraduate students of Atlanta College of Professional Advancement (COPA), using an online self-administered survey disseminated through the students' Mercer emails from September 2021 to December 2022. We concluded that the students' opinions, attitudes, and perceptions are critical for meeting their expectations, attaining their courses' learning objectives, and serving them smoothly and efficiently throughout COVID-19's emergency online learning. We recommended that the higher education institutions should understand and explore the diverse motives behind the students' academic decisions during the pandemic and need to modify and give valuable insight into the organizations' financial policies.
Identifying Variables That Predict Community College Students&apos; Level of Self-Efficacy in Writing
Author: Savarese, Cristina M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Community College Students,Writing (Composition),Self Efficacy,Writing Skills,Student Attitudes,Student Characteristics,Predictor Variables

Self-efficacy in writing is increasingly studied among undergraduates; however, less is specifically known about the variables that are associated with community college students' confidence in their capacity to succeed on writing assignments. In this study, 434 community college students who have completed at least one semester of a freshman composition course were surveyed on their level of self-efficacy in writing, as well as on several demographic and academic variables. Linear regression revealed that students' freshman composition course grade and college GPA were significant predictors. Results have implications for how undergraduate writing instruction can be designed to positively shape students' self-concept as academic writers, which may ultimately help support their continued enrollment in a degree program.
Teacher as a Benevolent Dictator: Promoting a Culture of Democratic Dialogic Education in a Conventional University
Author: Matusov, Eugene
Date: 2023-00-00
Type: Journal Articles
Subjects: College Faculty,Democratic Values,Undergraduate Students,Student Participation,Participative Decision Making,Democracy,Power Structure,Teacher Role,Classroom Environment

This essay provides a grounded critical discussion of why a professor might limit their undergraduate students' sovereignty of educational decision-making to promote an opportunity for a democratic dialogic culture in the class situated in a conventional university. On the one hand, both democracy and dialogue require voluntary participation by the students in their education and dialogue and their sovereignty over collective decision-making and educational reasoning. On the other hand, this participation is based on the students' socialization in a special culture which might often be at odds with their sovereignty. It is difficult for many students to freely choose democracy and dialogue in education when they are embedded in a conventional educational institution based on Kantian educational paternalism and foisted education. Also, the students are often culturally unfamiliar with such concepts as &quot;democracy,&quot; &quot;dialogue,&quot; and &quot;self-education,&quot; let alone their practical implications. To address these contradictions, I introduce the notion of the &quot;teacher as a benevolent dictator.&quot; I discuss, problematize, and analyze the forms of this benevolent dictatorship, its potential pitfalls, and promises.
Scandinavian Experiments in Democratic Education
Author: Marjanovic-Shane, Ana
Date: 2023-00-00
Type: Journal Articles
Subjects: Democracy,Educational Philosophy,Governance,Foreign Countries,Participative Decision Making,Activism,Student Role,Political Attitudes,Social Influences,Student Attitudes,Ethics,Dialogs (Language),Institutional Characteristics,Educational History,High School Students,Academic Freedom,Educational Change,Sociocultural Patterns,Nontraditional Education,Administrative Organization,Educational Policy

This article is the first of four articles exploring democratic schools co-founded by teenage students in Norway and Sweden. Our larger project explores the relationship between democracy in education and educational dialogism. Both democracy in education and educational dialogism are partially rooted in the idea that education should be a personal meaning-making practice where the participants can create and organize their lives in ways that make sense to them and explore their interests, values, and desires. We describe the processes of founding two schools--one in Oslo, Norway, and the other in Gothenburg, Sweden--in which students practiced the right to democratic governance. We describe the process of the founding of these schools against the background of the students' movements in the late 1960s and the 1970s and the social and political conditions in Norway and Sweden at that time. We explore the students' perspectives on the possibility, desirability, and legitimacy of the students' voices in ethical-ontological dialogues in which the participants jointly examine their relationships with the world, with others, and with themselves. Further, we explore the forms of democratic school governance that Norwegian and Swedish students created and identified tensions that appeared between the legitimacy of individual students' rights to ownership of their learning, teachers' ownership of teaching, and the conventional normative educational policies in Norway and Sweden.
Overcoming Violence through a Democratic and Dialogical Process
Author: Filho, Armando Marino
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Violence,Nongovernmental Organizations,Democratic Values,Dialogs (Language),Interpersonal Relationship,Child Care,At Risk Persons,Power Structure,Group Dynamics,Participative Decision Making

In this article, I present a way of understanding how to overcome violence through dialogue and the democratic organization of group relations. The goal is to discuss how this approach to overcoming violence in an NGO (nongovernmental organization) revealed the need to be flexible, to listen to each other, and to be willing to create a new unknown path together with the students by developing the activities to overcome violence (AOV). The objective of the AOV was to change the interpersonal relationships in the organization, to make it a place of co-existence for the children and adults, and to overcome this preponderant form of relational violence. I present actual events that took place at a Brazilian NGO specifically founded to provide care for children at social risk. The project I designed at the NGO focused on the (re-)organization of teaching activities and daily life as a community practice creating a community as a space where the relationships among the participants could become more democratic. The idea was to transform the power and individualistic domination of the NGO's teachers, coordinators, or founders into shared power relationships established through democratic and dialogical processes. The expected result was that the young attendees of the NGO would become community authors of their own life in the institution and have more personal autonomy. this process also showed us that while we could transform reality, the reality was also transforming our expectations. The very dynamics of the dialogical process require openness in the sense that one cannot predefine the goals according to one's wishes. One has to be ready to accept the new, unexpected issues that may arise through dialogues and change initial objectives. In any case, I would reckon that one cannot strictly control the dialogical process. For this reason, the means and instruments, as well as the procedures for the AOV have to be understood, created, and reinvented during the process by the participants themselves and not by a single person prior to the AOV. The results showed that an action plan and instruments could only be suggested as a guide during the events, but not as an a priori condition, independent of all those involved in the actions taken.
Four Person-Ideas in a Soul-Searching Internally Persuasive Discourse
Author: Marjanovic-Shane, Ana
Date: 2023-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Dialogs (Language),Literary Devices,Democracy,Institutional Characteristics,Meetings,Educational Philosophy,High Schools,School Administration,Governance,Emotional Response,Discourse Analysis,Vignettes,Student Attitudes,High School Students,Ideology,World Views,Foreign Countries

The monologues presented in this article represent a particular Bakhtinian analysis of a transcript of a passionate, dramatic, and conflictual General Assembly meeting held in the first democratic school in Norway, the Experimental Gymnasium of Oslo (EGO), only two months after the school was opened, on November 2nd, 1967. In the meeting, they confronted each other with deep disagreements in their vision of the school and ways to govern it. The Bakhtinian assumption is that a dialogic analysis of any dialogue takes entering into dialogic relationships with the original participants in the analyzed dialogue (Matusov, Marjanovic-Shane, &amp; Gradovski, 2019; Matusov, Marjanovic-Shane, Kullenberg, &amp; Curtis, 2019). By taking the floor in the Soul-Searching Assembly, the students confronted each other fully from the bottom of their hearts and minds. Their ideas were embodied intentions, motives, reasons, and desires--what Bakhtin called the person-ideas (Bakhtin, 1999). I constructed four person-ideas based on the transcript of the Soul-searching assembly. In that process of dialogic abstraction, I attempted to distill specific points of view without depersonalizing them into abstract ideas thorn out of the living moment of their lives. The analysis through the construction of the four person-ideas complements a vignette I wrote based on the same transcript (Marjanovic-Shane, 2023b). It is both a distinctive kind of dialogic analysis, and it also helps me prepare the data regarding the students' ideas for a further conceptual analysis, where I explore the students' ideological positions, beliefs, and worldviews. That conceptual analysis is published in a separate article of this special issue (Marjanovic-Shane, 2023a).
Digital Competencies: Perceptions of Primary School Teachers Pursuing Master&apos;s Degrees from Eight African Countries
Author: Sartor Harada, Andresa
Date: 2022-08-00
Type: Journal Articles
Subjects: Digital Literacy,Elementary School Teachers,Masters Programs,Teacher Attitudes,Teaching Methods,Technological Literacy,Pedagogical Content Knowledge,Distance Education,Teacher Competencies,Instructional Design,Learning Processes,Foreign Countries,Cross Cultural Studies

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) highlights the relevance of using information and communications technology (ICT) in education for improving the quality of education. To achieve this goal, it is necessary to extend research on digital competences in education. To advance the development of digital competencies it is necessary to take account of how teachers perceive these. In addition, systematic reviews of the literature on ICT and education show an imbalance regarding the amount of research from Africa compared to other regions of the world. In this sense, the objective of this study carried out between March 2019 and April 2020 was to analyse the perceptions of primary school teachers from 8 African countries about their digital competences. The teachers were master's students in teacher training on virtual platforms. A mixed methodological perspective (quantitative-qualitative) was adopted and a questionnaire with closed and open-ended questions was applied. The quantitative and qualitative analyses show that the teachers recognised their digital competence at all 3 levels. The needs highlighted by teachers were in developing their knowledge of how to create content with the support of technology. However, the available resources, which differed in the participants' work contexts and did not enable the equal use of ICT in all African countries, was an important issue highlighted by the participants. It is recommended that teacher training in digital competence is prepared using instructional design that promotes innovation and contact with real teaching-learning situations.
Informing Practice in Mathematics through the Use of Herrmann&apos;s Whole Brain® Theory
Author: Randewijk, E.
Date: 2022-08-00
Type: Journal Articles
Subjects: Mathematics Teachers,Brain Hemisphere Functions,Mathematics Instruction,Teaching Methods,Neurosciences,Learning Theories,Action Research,Participatory Research,Teacher Attitudes,Student Attitudes,Teacher Student Relationship,Comparative Analysis,Thinking Skills,Preferences,Teaching Styles,Graduate Study,Models,Metacognition

In this research I explored how mathematics teachers can inform their teaching practice through a meta-reflective inquiry into methods of facilitating Whole Brain® learning in mathematics. Herrmann's Whole Brain® theory was used as a lens through which to explore leading theories in the fields of constructivism, mathematics education and cognitive psychology by means of a participatory action research innovation, stretching over approximately 3 years. An analysis of these theories validated Herrmann's Whole Brain ® theory as the foundation for a synthesised integrated theory of practice, which also formed the epicentre of the conceptual framework for the research. The conceptual framework was also at the core of the participatory action research. The Herrmann Brain Dominance Instrument® (HBDI®) was administered to 8 teacher participants in a school mathematics department. Learners of each of the teacher participants also completed a questionnaire on how they perceived their teachers to facilitate learning and assessment of mathematics. These results were compared to the teacher participants' Herrmann's Brain Dominance Instrument ®. Findings indicate that the Herrmann Brain Dominance Instrument® initiated scholarly reflection with teacher participants involved in facilitating and assessing the learning of mathematics. The collective reflexive practice was both part of the action research process and an outcome of the research itself. Findings also indicate that the thinking preferences of teacher participants, as tested by the Herrmann Brain Dominance Instrument®, are not necessarily indicative of their teaching style and teachers involved in post-graduate studies indicated an ability to access their non-dominant thinking mode situationally.
Poetry in Pre-Service Teacher Education: A Bridge between Philosophy and Practice
Author: Briand, Casey
Date: 2022-00-00
Type: Journal Articles
Subjects: Poetry,Preservice Teacher Education,Preservice Teachers,Educational Philosophy,Creative Writing,Theory Practice Relationship

Teachers should be connected to, not alienated from, the philosophical underpinnings of their work. Teachers who understand themselves to be philosophers of education, and who see their work as both practical &quot;and&quot; philosophical in nature, may be empowered with an additional foundational and theoretical &quot;tool&quot; to use both in joining educational conversations and challenging unhelpful educational discourse. Creative writing, especially the literary form of poetry, is one overlooked and under-researched space where pre-service and in-service teachers can connect to the philosophical foundations of their work, unite the realms of theory and practice, and come to view themselves as philosophers of education with the authority to participate in and guide a diverse variety of educational conversations in their schools and communities. In this article, Casey Briand argues that consistently and deeply reading poetry about education or written by other practitioners, which Briand refers to as &quot;teacher poetry,&quot; should be an important component of philosophy of education courses within pre-service teacher preparation programs, as teacher poetry has the potential to serve as a two-way connecting &quot;bridge&quot; between philosophy and practice.