ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Student Perceptions of K-12 Synchronous Remote Education
Author: Hrastinski, Stefan
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Elementary Secondary Education,Synchronous Communication,Distance Education,Teacher Student Relationship,Social Behavior,Student Satisfaction,Elementary School Students,High School Students,Foreign Countries

Despite increased interest in synchronous remote K-12 education, there is limited research on how students perceive such education. This article explores student perceptions of remote education, tutor support, social presence, learning and satisfaction. We developed a survey, and after distributing it and analyzing the results, the survey was offered to practitioners as a formative assessment tool. The findings showed that students were slightly positive toward synchronous remote education. Key factors that correlated with student perceptions of social presence, learning and satisfaction were positive perceptions of tutors and, to some extent, being enrolled in a smaller class. Some students appreciated the flexibility and quality of remote education, although many experienced technical and communication challenges. Our findings suggest that it is not sufficient only to engage qualified teachers in their subject; there is also a need to consider the continuous development of teaching practices and how to support and use digital technologies in remote education.
Factual vs. Fake News: Teachers&apos; Lens on Critical Media Literacy Education in EFL Classes
Author: Afrilyasanti, Rida
Date: 2023-00-00
Type: Journal Articles
Subjects: Misinformation,Critical Theory,Media Literacy,English (Second Language),Second Language Learning,Teacher Attitudes,Language Teachers,Foreign Countries,High School Teachers

The internet and digital ecosystems have enlarged opportunities for literacy activities. Technology has altered social practices and concepts of literacy, which has profound consequences for EFL teaching and learning. This qualitative research aims at studying teachers' ignorance, within the concept of ignorance epistemology, as they navigate their teaching roles in CML teaching, particularly in the EFL context. Through an open-ended questionnaire and interview, this study investigated how teachers assist students to establish the credibility of information and information sources through critical assessment. It also delved into the opportunities and challenges the teachers encounter in assisting students to be critical assessors of information and media sources. All these are critical since building CML aims to prepare students to be active members of today's digital democratic world and to ease the media bubble effects of social media, which can lead to fake news or misinformation, polarization, and complex mediation between parties. Finally, ramifications and future study areas are highlighted to further the field of digital literacy.
Pandemic Education: Impact of COVID-19 on Virtual Education in Indiana
Author: Herrin, Staci
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Electronic Learning,Elementary Secondary Education,Public Schools,Superintendents,Administrator Attitudes

The purpose of this article is to examine ways in which the COVID-19 pandemic impacted the adoption and perception of virtual programs in Indiana public school districts. This mixed-methods sequential explanatory study focuses on beliefs held by Indiana public school superintendents and virtual program administrators regarding the growth of virtual education during the COVID-19 pandemic. Subjects received surveys regarding their views surrounding virtual education. Subjects who volunteered participated in semi-structured interviews conducted in web-based meetings. This study provides a snapshot of the state of virtual education in Indiana, including the perceptions held by school administrators at the end of the 2020-21 school year. COVID-19 significantly affected virtual education in Indiana. Participants cited a need to provide educational options during a pandemic as the primary reason for implementing a virtual program. Additionally, participants noted significant challenges of virtual education while acknowledging an overwhelming need to maintain district enrollment during the pandemic through the utilization of a virtual program. This study identifies factors that will impact school districts should enrollment in virtual education programs remain strong. This provides an opportunity for districts to address these areas and ensure effective virtual education programming.
The Same but Better: Why Some Black Girls Prefer Virtual Learning
Author: Wandix-White, Diana
Date: 2023-00-00
Type: Journal Articles
Subjects: African American Students,Females,Electronic Learning,Preferences,Racism,Gender Discrimination,Safety,Intersectionality,Student Empowerment,Social Emotional Learning,Elementary School Students,Secondary School Students

Black girls' intersectionality of race and gender puts them in double jeopardy of experiencing both racial and gender discrimination in brick-and-mortar school settings. Virtual classrooms do not completely extinguish the fires that threaten to incinerate Black girls' academic and personal growth, but for many Black girls, the advent of mass remote learning created a safe haven, fueling their confidence to address maltreatment experienced in school. Employing theoretical underpinnings of critical race feminism, this study confirms that some Black girls prefer virtual learning over traditional schooling due in part to feelings of greater physical and emotional safety when online versus on campus. This is significant because since virtual learning clearly has a positive impact on some Black girls' feelings of safety and empowerment, and their social and emotional growth, schools must consider utilizing virtual learning in more intentional ways to promote education equity and academic and personal success for Black girls.
Using Synchronous Videoconferencing to Enhance Instruction and Facilitate Intercultural Exchanges in U.S. Elementary Classrooms
Author: Garza-Reyna, Gina L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Videoconferencing,Synchronous Communication,Exchange Programs,Intercultural Communication,Retention (Psychology),Elementary School Students,Barriers,Teaching Methods,Computer Mediated Communication,Teacher Attitudes,Likert Scales,Cultural Awareness,Elementary School Teachers,Authentic Learning,COVID-19,Pandemics

This study examined the perceived benefits and challenges of using synchronous videoconferencing as a tool to teach academic content and engage United States (U.S.) elementary students in intercultural exchanges with peers in other countries. The study employed a sequential mixed-methods design that consisted of first surveying, then interviewing participants. The findings suggested that synchronous videoconferencing served as an effective tool to simultaneously promote students' learning of existing curricula all while amplifying the students' understanding of diverse cultures throughout the world. Furthermore, participants noted only a few minor challenges, such as scheduling issues and/or technical difficulties. Overall, participants highly recommended the integration of synchronous video interactions as a tool to help enhance lessons, promote long term retention of content, and facilitate intercultural exchanges among students.
Analysis of Pedagogical Content Knowledge in Science Teacher Education: A Systematic Review 2011-2021
Author: Almonacid-Fierro, Alejandro
Date: 2023-00-00
Type: Journal Articles
Subjects: Literature Reviews,Pedagogical Content Knowledge,Science Teachers,Teacher Education,Educational Technology,Thinking Skills

Pedagogical content knowledge (PCK) consists of a set of understandings, knowledge, skills, and dispositions necessary for effective performance in specific teaching and learning situations. Using Scopus, EBSCO, and Web of Science databases, the study examines the progress of the PCK in science teacher education between 2011 and 2021. In total, 59 articles were reviewed, and 13 were selected according to the inclusion criteria. Among the findings, it stands out that the articles emphasize a series of tools used when teaching applied sciences, such as the use of educational technologies beyond the textbook or the integration of students' thinking. The articles state that PCK transcends subject knowledge and leads to subject knowledge for teaching. Finally, the literature has tried to answer how science teachers use PCK in the classroom, demonstrating strategies and practical value, both of which are vital for the functioning and application of their educational work.
Validation of the Adolescent Social Identity Measure: Adolescents&apos; Perception of Themselves in a Social Context
Author: Carroll, Annemaree
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Concept,Social Influences,Adolescents,Measures (Individuals),Test Construction,Test Reliability,Test Validity,Gender Differences,Foreign Countries,High School Students,Student Behavior,Peer Relationship,Public Schools

Social identity is an important social determinant of student outcomes such as mental health and well-being. Currently, no validated social identity measures exist for adolescents in secondary school settings. A new 'Adolescent Social Identity' measure was developed by adapting two social identity dimensions from a validated reputation enhancement scale. The Social Identity Measure comprises two scales of 10 items each to measure how adolescents think their peers view them (e.g., reputational status) in terms of their conforming and nonconforming behaviour (Self-perception of Public Self) and how adolescents would ideally like to be viewed (Ideal Public Self) by peers. Exploratory and confirmatory factor analyses were conducted along with assessments of reliability, validity, and measurement invariance. Conforming and Nonconforming subscales for both scales were shown to be reliable, valid, and invariant across age and gender groupings. There were significant but small differences in the latent means for gender.
Junior High School Students&apos; Perception of Physical Factors in the Classroom Based on the Online Q Method
Author: Zeng, Hongzhe
Date: 2023-00-00
Type: Journal Articles
Subjects: Junior High School Students,Classroom Environment,Student Attitudes,Student Centered Learning,Humanization,Foreign Countries

Students spend a lot of time in the classroom, and the physical environment in the classroom plays an important role in the development of students. It is necessary to scientifically investigate students' views and opinions on the physical factors in the classroom. Due to the COVID-19 pandemic, this study used the Q method online and allowed 40 junior high school students to rank 32 physical factors in the classrooms according to their own perspectives. The results can provide a reference for the reconstruction and construction of classrooms in middle schools and contribute to the design of learner-oriented humanized classrooms.
The Effects of Furnishings and Technology on Pedagogical Agility and Student Engagement across Flexible Learning Spaces
Author: Lee, Hye Yeon
Date: 2023-00-00
Type: Journal Articles
Subjects: Furniture,Educational Facilities Design,Technology Uses in Education,Learner Engagement,Educational Environment,Cooperative Learning,Classroom Environment,Visual Aids,College Students,Technology Integration

We explored how furnishings and technology impact pedagogical agility and student engagement across three flexible learning spaces. We collected various kinds of data from faculty and students teaching and learning in multiple classrooms, such as focus group interviews with students, faculty responses to reflection prompts, and pre- and post-occupancy surveys with both. Flexible furniture configuration was found to support various instructional strategies and facilitate interaction between student-student and student-instructor. A writable surface is beneficial to facilitate student engagement during group activities. Digital displays with wireless content sharing capabilities promote collaborative learning. Specific recommendations for learning space designs and faculty development are provided.
A Direct Comparison of Two Measures of Ordinal Knowledge among 8-Year-Olds
Author: Xu, Chang
Date: 2023-00-00
Type: Journal Articles
Subjects: Young Children,Numeracy,Number Concepts,Serial Ordering,Arithmetic,Cognitive Processes,Measurement,Elementary School Students,Elementary School Mathematics,Grade 3,Short Term Memory,Mathematics Skills,Foreign Countries

Children's knowledge of the ordinal relations among number symbols is related to their mathematical learning. Ordinal knowledge has been measured using judgment (i.e., decide whether a sequence of three digits is in order) and ordering tasks (i.e., order three digits from smallest to largest). However, the question remains whether performance on these two ordinal tasks tap into similar cognitive processes. Canadian children (N = 87; Age M = 8.7 years, Grade 3) completed symbolic number tasks (i.e., number comparison, ordering, and order judgment) and measures of arithmetic fluency (i.e., addition and subtraction) and working memory (i.e., digit span backward). For both ordinal tasks, there was a reverse distance effect for ordered sequences such that children responded faster to adjacent than to non-adjacent sequences (e.g., 2 3 4 vs. 4 7 9) and a canonical distance effect for unordered sequences such that children responded faster to non-adjacent than to adjacent sequences (e.g., 4 2 3 vs. 4 9 7). Working memory and number comparison each predicted unique variance in the ordinal measures (ordering, order judgment, and a latent ordinal factor based on the two measures). Furthermore, ordinal skills superseded the role of number comparison as the key predictor of arithmetic, controlling for children's gender and working memory skills. In summary, although both ordering and order judgment tasks index ordinal knowledge, a latent factor that excludes task-specific error may be a better index than either task separately.
A Meta-Analysis of Math Anxiety Interventions
Author: Sammallahti, Ellen
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Performance,Mathematics Skills,Mathematics Achievement,Fear,Emotional Response,Student Attitudes,Student Motivation,Children,Adolescents,Intervention,Program Effectiveness

The experience of math anxiety can have detrimental effects on students' math performance, and researchers have in recent years tried to design interventions aiming at reducing math anxiety. This meta-analysis aimed to examine the effectiveness of math anxiety interventions in reducing math anxiety and improving math performance. The meta-analysis comprised 50 studies and included 75 effect sizes. On average, the effect sizes were moderate (g = -0.467) for reducing math anxiety and improving math performance (g = 0.502). Interventions that focused on Cognitive support or regulating Emotions were effective both in reducing math anxiety and improving math performance. In addition, longer interventions and interventions targeting students older than 12 had the biggest decrease in math anxiety. Study quality was not related to intervention outcomes.
Distributed Practice and Time Pressure Interact to Affect Learning and Retention of Arithmetic Facts
Author: Jazbutis, Olivia R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Arithmetic,Mathematics Skills,Time Factors (Learning),Retention (Psychology),Cognitive Processes,Memory,Reaction Time,Stress Variables,Mathematical Concepts

Arithmetic is commonly taught through timed practice and drill, yet little research exists to guide optimal practice structure. This study investigated the effects of distributed practice and time pressure on the acquisition and retention of arithmetic facts. Following a pretest, adult participants (n = 211) were randomly assigned to learn unfamiliar times tables (17 and 19) in one of ten conditions in a 5 (spacing: daily, every other day, weekly, every 10 days, every other week) x 2 (time pressure: timed or untimed) factorial design. After the learning phase, retention tests were given to measure both accuracy and response time immediately, after a ten-day delay, and at the end of semester. Time pressure during learning elevated participants' perceived stress. It also led to faster response times during testing when learning was spaced daily and every other day, but slower response times for all other spacings. These patterns were reversed in the absence of time pressure during learning. While timed and untimed practice during learning led to similar forgetting of practiced facts over time, untimed practice allowed participants to gradually improve on unpracticed facts and conceptually related facts across test phases. Ultimately, distributed practice and time pressure may interact in complex ways to affect the learning and retention of arithmetic facts, and the effects shown in previous studies using verbal material (e.g., narrative texts, word lists) may not generalize to arithmetic.
Non-Numerical Methods of Assessing Numerosity and the Existence of the Number Sense
Author: dos Santos, César Frederico
Date: 2023-00-00
Type: Journal Articles
Subjects: Number Concepts,Numeracy,Cognitive Ability,Mathematical Concepts,Computation,Measurement Techniques

In the literature on numerical cognition, the presence of the capacity to distinguish between numerosities by attending to the number of items, rather than continuous properties of stimuli that correlate with it, is commonly taken as sufficient indication of numerical abilities in cognitive agents. However, this literature does not take into account that there are non-numerical methods of assessing numerosity, which opens up the possibility that cognitive agents lacking numerical abilities may still be able to represent numerosity. In this paper, I distinguish between numerical and non-numerical methods of assessing numerosity and show that the most common models of the internal mechanisms of the so-called number sense rely on non-numerical methods, despite the claims of their proponents to the contrary. I conclude that, even if it is established that agents attend to numerosity, rather than continuous properties of stimuli correlated with it, an answer to the question of the existence of the number sense is still pending the investigation of a further issue, namely, whether the mechanisms the brain uses to assess numerosity qualify as numerical or nonnumerical.
Experiences of Parental Involvement in Privileged and Underprivileged Schools
Author: Manilal, R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Parent School Relationship,Disadvantaged Schools,Socioeconomic Status,Elementary Schools,Advantaged,Parent Role

In the study reported on here we looked at experiences of parental involvement in schools in Phoenix, KwaZulu-Natal. The objectives of the study were to determine how parents were involved in schools and what their experiences were. The study was guided by Epstein's Theory of Overlapping Spheres. A qualitative research approach within an interpretivist paradigm was followed. A multiple case design was used and the schools were drawn from privileged and underprivileged contexts in Phoenix. The methodology employed to generate data was the semi-structured interview, followed by an open-ended questionnaire completed by the participants. The sample of participants comprised 3 parents and 3 teachers from each of the 2 schools. Thematic analysis was used to analyse the data. The findings show that parents from both privileged and underprivileged communities were concerned about and employed a variety of strategies to get involved in their children's education, both academically and socially. Although parents from both schools participated in school events, the level of their participation differed, with the parents from the privileged schools being more involved than parents from the underprivileged school.
Effects and Challenges to Implement Differentiated Mathematics Teaching among Fourth Graders in Montenegro
Author: Micanovic, Veselin
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Affordances,Barriers,Curriculum Implementation,Individualized Instruction,Mathematics Instruction,Grade 4,Elementary School Students,Algebra,Problem Solving,Mathematics Achievement,Instructional Effectiveness

In this quasi-experimental pretest-posttest study we examined the effects of differentiated instruction (DI) in within-class ability groupings of 246 Montenegrin fourth-graders and their ability to solve algebraic equations. We assessed 2 parallel student groups at equal achievement levels to compare DI, in which teaching and work modes were adapted to students' grouping according to previous achievement and pretest scores, and traditional whole-class instruction. Pretest-posttest evaluations were administered to both groups, and observation indicators were evaluated to assess the level and type of student activities, engagement, and individualisation. Students in the homogeneous DI experimental groups with tailored instructions were significantly more successful at solving algebraic tasks than their peers in the traditional whole-class instruction control group. DI improved students' results, but teachers required specific training and significantly more preparation time.
Does Spontaneous Attention to Relations Predict Conceptual Knowledge of Negative Numbers?
Author: Prather, Richard
Date: 2023-00-00
Type: Journal Articles
Subjects: Prediction,Mastery Learning,Mathematics Instruction,Cognitive Processes,Numbers,Arithmetic,Feedback (Response),Number Concepts,Concept Formation,Adults,Task Analysis,Scores

Mastery of mathematics depends on the people's ability to manipulate and abstract values such as negative numbers. Knowledge of arithmetic principles does not necessarily generalize from positive number arithmetic to arithmetic involving negative numbers (Prather &amp; Alibali, 2008, https://doi.org/10.1080/03640210701864147). In this study, we evaluate the relationship between participant's knowledge of the Relation to Operands arithmetic principle in both positive and negative numbers and their spontaneous on numerical relations. Additionally, we tested if the feedback that directs attention to relations affects participants' attention to relation and their arithmetic principle knowledge. This study contributes to our understanding of the specific skills and cognitive processes that are associated with understanding high-level mathematics.