ethanporcaro/eric-fulltext-meta huggingface dataset:
Enriching the Teaching of Fractions through Integrating Mathematics and Music
Author: Lovemore, Tarryn S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Fractions,Mathematics Instruction,Teaching Methods,Interdisciplinary Approach,Elementary School Students,Mathematics Achievement,Grade 5,Case Studies,Foreign Countries,Action Research,Feedback (Response),Student Attitudes,Teacher Attitudes,Learning Strategies,Music Education,Integrated Curriculum

Background: Mathematics education is a significant issue in the South African context. Learners' achievement levels are markedly low as suggested by both national and international studies. The teaching and learning of fractions in particular have been identified as challenging. Aim: The aim of this article is to share some of the outcomes derived from a series of lessons in which aspects of music (note values) were integrated into the teaching of fractions in primary school. Setting: The study was conducted in a Grade 5 class in an independent school in the Eastern Cape, with readily available resources at hand. Methods: The broader study was an action research case study. It employed qualitative methods of data collection, based on cycles of critical reflection and adjustment, including feedback from learners and critical peers. Results: Findings highlighted the value of integrating music and mathematics as a teaching and learning strategy. Learning support materials and activities that promoted curriculum integration were designed. The discussion highlights benefits of these integrated lessons. Conclusion: We conclude by suggesting that teachers explore synergistic opportunities across mathematics and music as subjects. In particular, we suggest curriculum integration to support the teaching of fractions in the primary grades of schooling. Our hope is that this article will encourage teachers to develop their own integrated strategies for enriching their teaching of mathematics.
A Qualitative Study on the Intercultural Educational Sensitivity of the Professors at the University of Malaga (Spain)
Author: Pareja de Vicente, Dolores
Date: 2021-00-00
Type: Journal Articles
Subjects: Multicultural Education,Cultural Awareness,Cultural Pluralism,Teacher Competencies,Teacher Educators,Teacher Attitudes,Preservice Teacher Education,Early Childhood Education,Social Values,Democratic Values,Values Education,Inclusion,Lifelong Learning,Skill Development,Foreign Countries

This paper deals with the intercultural sensitivity of professors of Educational Sciences at the University of Malaga (Spain). The methodological approach of the study was qualitative, and the research techniques for data collection were in-depth interviews. The main technique for analyzing the information was content analysis. The results of the study show that the majority of university teachers identify interculturality as a value and a pedagogical proposal of great importance. Thus, there is a need to promote intercultural competences and a critical view of culture. In conclusion, the study highlights the existence of difficulties in developing interculturality, which requires a change towards comprehensive training and education in values in the university context.
Disorders of Language and Literacy in the Prison Population: A Scoping Review
Author: Morken, Frøydis
Date: 2021-00-00
Type: Journal Articles
Subjects: Institutionalized Persons,Correctional Institutions,Language Impairments,Reading Difficulties,Writing Difficulties,Literacy,Incidence,Attention Deficit Hyperactivity Disorder,Adults

Language and literacy skills are essential for education, school achievements, work and social conditions. Some studies indicate an elevated incidence of problems with language and literacy in the prison population, potentially contributing to increased risks of maladjustment and recidivism. In general, the bulk of research on language and literacy has been directed towards children and adolescents. This study aimed to map the extent of the literature on language and literacy disorders in the adult prison population over the past 20 years, and what it reveals about the prevalence and nature of these disorders in prisoners. In total, 18 studies were identified. Of these, the majority (15) investigated literacy. The three studies investigating language all reported an elevated prevalence in the population. The literacy studies were altogether less clear, due to differences in theoretical approach and methods. In terms of the nature of the disorders, many studies assessed the behavioral level only. Results are discussed in terms of theoretical approaches, as well as recommendations for research, assessment, and intervention.
Cross-Country Comparison of EFL Teacher Preparedness to Include Dyslexic Learners: Validation of a Questionnaire
Author: Nijakowska, Joanna
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Dyslexia,Students with Disabilities,Questionnaires,Attitude Measures,Inclusion,Test Validity,Test Reliability,Test Construction,Self Efficacy,Knowledge Level,Readiness,Professional Development,Educational Needs,Teacher Education,Comparative Education,Foreign Countries

The aim of this study was to validate a 24-item TEPID (Teachers of EFL Preparedness to Include Dyslexics) scale measuring the beliefs of 546 pre-service and in-service teachers of English as a foreign language (EFL) across three countries (Cyprus, Greece, and Poland) on their preparedness to include learners with dyslexia in mainstream foreign language (FL) classes. Principal component analysis of the scale led to a two-factor structure, that is, knowledge and self-efficacy in implementing inclusive instructional practices with dyslexic EFL learners, and stance towards inclusion. The analysis of measurement invariance confirmed the generalizability of the TEPID across all subgroups and allowed valid comparisons between factor variances and covariances. The scale is a useful tool for investigating perceived teacher preparedness to include dyslexic learners and variables that influence TEPID, comparing the results across countries, and designing tailored pre-service and in-service training schemes on inclusion.
Cyber-Archaeometry: Novel Research and Learning Subject Overview
Author: Liritzis, Ioannis
Date: 2021-00-00
Type: Journal Articles
Subjects: Archaeology,Laboratory Equipment,Computer Simulation,Electronic Learning,Experiential Learning,College Instruction,Distance Education,Video Games,Instructional Effectiveness

The cyber archaeometry concerns a new virtual ontology in the environment of cultural heritage and archaeology. The present study concerns a first pivot endeavor of a virtual polarized light microscopy (VPLM) for archaeometric learning, made from digital tools, tackling the theory of mineral identification in archaeological materials, an important aspect in characterization, provenance, and ancient technology. This endeavor introduces the range of IT computational methods and instrumentation techniques available to the study of cultural heritage and archaeology of apprentices, educators, and specialists. Use is made of virtual and immersive reality, 3D, virtual environment, massively multiplayer online processes, and gamification. The VPLM simulation is made with the use of Avatar in the time-space frame of the laboratory with navigation, exploration, control the learning outcomes in connection to the archaeometric multisystem work. The students evidently learned to operate the VPLM following operations made via visual and home-made scripting, gaining experience in synergy, teamwork, and understanding. The resulting meaningful effects of the cyber-archaeometry with virtual operations and virtual hands, texts, and video equip students especially for e-learning with the required basic knowledge of mineralogical examination, which help to understand and evaluate mineral identification from material culture and provides readiness and capacity, which may be refined in a real polarized light microscopy (PLM) environment.
Assessing Intervention Effects in the Presence of Missing Scores
Author: Peng, Chao-Ying Joanne
Date: 2021-00-00
Type: Journal Articles
Subjects: Intervention,Program Evaluation,Scores,Incidence,Data Analysis,Models,Student Evaluation,Program Effectiveness

Due to repeated observations of an outcome behavior in N-of-1 or single-case design (SCD) intervention studies, the occurrence of missing scores is inevitable in such studies. Approximately 21% of SCD articles published in five reputable journals between 2015 and 2019 exhibited evidence of missing scores. Missing rates varied by designs, with the highest rate (24%) found in multiple baseline/probe designs. Missing scores cause difficulties in data analysis. And inappropriate treatments of missing scores lead to consequences that threaten internal validity and weaken generalizability of intervention effects reported in SCD research. In this paper, we comprehensively review nine methods for treating missing SCD data: the available data method, six single imputations, and two model-based methods. The strengths, weaknesses, assumptions, and examples of these methods are summarized. The available data method and three single imputation methods are further demonstrated in assessing an intervention effect at the class and students' levels. Assessment results are interpreted in terms of effect sizes, statistical significances, and visual analysis of data. Differences in results among the four methods are noted and discussed. The extensive review of problems caused by missing scores and possible treatments should empower researchers and practitioners to account for missing scores effectively and to support evidence-based interventions vigorously. The paper concludes with a discussion of contingencies for implementing the nine methods and practical strategies for managing missing scores in single-case intervention studies.
Industrial Education Competencies: Valuing Students Stakeholder&apos;s Role in the Academe
Author: Celarta, Cristina B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Industrial Education,College Graduates,Competence,Employment Potential,Labor Market,Stakeholders,School Business Relationship,Industry,Curriculum Development,Competency Based Education,Productivity

Over the years, the Technological University of the Philippines sustains the rank as a highly performing State University in the Philippines in terms of the employability of the graduate students. This qualitative research aimed to explore the relevance of competencies of the graduates of Industrial Education from the school year 2013 to 2017. Convenience sampling techniques were employed in the selection of the respondents. A validated survey questionnaire was utilised to investigate the necessary educational competencies and their relevance to the current labour market. The gathered data were treated statistically using frequency counts, percentage, mean and ranking. Results revealed the relevance of the educational competencies to the current industrial curricula and the importance of academic-industry stakeholders. Hence, the results of the study can be utilised as a basis for the enhancement of collaboration among the academic-industry stakeholders and curriculum development in the aspect of the knowledge-based and competency-based academic performance for productivity.
Methods for Identifying Communicative and Organisational Skills in Professional Training of Future Foreign Language Teachers by Tools of Modern Informational Technologies
Author: Bosa, Vita P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Barriers,Language Teachers,Information Technology,Futures (of Society),Psychological Patterns,Communication Skills,Preservice Teacher Education,Teaching Methods,Foreign Countries,Self Management,Teacher Education Programs

The purpose of the article is devoted to the problem of researching the level of formation of communicative and organisational skills in the professional training of future foreign language teachers by tools of modern information technology (IT). Based on the analysis of the problem of professional training of foreign language teachers by means of modern IT, the state of development of methods for identifying communicative and organisational abilities of future foreign language teachers and features of the process of their training for foreign language communication activity by instruments of modern IT was clarified. According to the results of the analysis of the problem, it was noted that the majority of students who communicate in a foreign language have psychological difficulties and have communicative and organisational barriers due to their psychological characteristics. The selection of methodological tools for the study of professional training of future foreign language teachers by instruments of modern IT followed the described criteria and indicators of the formation of communicative and organisational skills.
Peculiarities of Distance Learning in Higher Education: The Teacher&apos;s Functions as a Chat Communication Organizer
Author: Maleko, Elena V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Higher Education,College Faculty,Teacher Attitudes,Teacher Role,Class Organization,Communication Skills,Computer Mediated Communication,Internet,Interaction,COVID-19,Pandemics,Foreign Countries

The purpose of this article is to define the functions of the teacher as the organizer of chat communication, which has become one of the foundations of Internet communication. The leading method for the study of this problem is the method of situational modeling, which allows considering chat-communication as a process of new social interaction, requiring the leading role of the teacher-organizer, ensuring the maximum involvement of all participants-communicators in this process in order to assimilate new knowledge by the perceiver (learners). This article presents new methodological methods of teacher's work within the framework of chat-communication, defines the important functions of a teacher, who communicates knowledge in the changed socio-cultural environment. The presented methodological material is designed to help teachers of higher education to use chat-communication as a new channel of knowledge transfer from a teacher to a student to adapt to the new communicative realities, to give awareness of the continuity of the educational process, even in a situation of significant changes in conditions of its implementation.
#Mathathome during the COVID-19 Pandemic: Exploring and Reimagining Resources and Social Supports for Parents
Author: Harper, Frances K.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Parents,Social Support Groups,School Closing,Coping,Online Courses,Distance Education,Parent Participation,Parents as Teachers,Parent Attitudes,Educational Resources,Parent Teacher Cooperation,Mathematics Education,Social Capital,Human Capital,Educational Needs,Individual Characteristics,Telecommunications

During the COVID-19 pandemic, schools abruptly transitioned to emergency remote instruction. Consequently, expectations for parental involvement in school mathematics rose to unprecedented levels. We sought to understand the experiences of parents to reimagine possibilities for engagement in mathematics during and beyond the pandemic. Leveraging data from tweets using #mathathome and survey responses from parents, we identified who supported continued mathematics learning at home and explored the nature of the mathematics taught there. We found that Twitter and survey data sources described two largely distinct groups of those supporting parents to continue mathematics education at home, but similar findings emerged from analyses of each data source, suggesting that themes were common among different groups. Namely, we saw a commitment to continued mathematics learning and engagement with a range of mathematics topics. These topics mostly focused on elementary-level content, especially counting, through everyday activities/objects and mathematical sense-making. Most parents used resources provided by the school alongside resources they identified and provided on their own. School responses to emergency remote instruction were mostly asynchronous, and parents expressed a need for more opportunities to interact directly with their children's teachers. We discuss what the mathematics education community might learn from these experiences to support parental engagement during and beyond periods of remote emergency instruction.
Development and Psychometric Properties of a Scale to Measure Resilience among Portuguese University Students: Resilience Scale-10
Author: Jardim, Jacinto
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Measures (Individuals),Psychometrics,Resilience (Psychology),Student Adjustment,Self Esteem,Problem Solving,Goal Orientation,Undergraduate Students,Graduate Students,Young Adults,Foreign Countries

Higher education students lack skills to deal in a positive way with the crises inherent to the developmental phase in which they find themselves. However, the complexity of the current global context adds an urgent need for them to be resilient. For this purpose, it is necessary to evaluate their capacity for resilience, which requires the use of instruments that are easy to access, useful, simple, and fast. In this sense, this study aimed to develop and validate a scale to assess students' resilience in the face of adversity. The scale was administered to a sample of 2030 Portuguese higher education students. The results obtained pointed towards a factorial structure composed of two factors named &quot;self-determination&quot; and &quot;adaptability&quot;, which showed good internal consistency. Therefore, this scale proved to be a valid measure to assess resilience among the university population. Future studies may consider this variable as an intervention target since it can be a predictor of success in phases of change and crisis.
Ocean Literacy to Promote Sustainable Development Goals and Agenda 2030 in Coastal Communities
Author: Ferreira, José Carlos
Date: 2021-00-00
Type: Journal Articles
Subjects: Oceanography,Marine Biology,Biodiversity,Conservation (Environment),Environmental Education,Sustainable Development,Scientific Literacy,Global Approach,Natural Resources,Community Resources,Community Involvement,Nonformal Education,Cultural Maintenance,Research Projects,Exhibits,Community Action,Program Effectiveness,Foreign Countries

Ambassadors for Biodiversity (EmBio) is an ocean literacy research project that contributes to the improvement of literacy on marine and coastal biodiversity, namely encompassing the areas covered by the Natura 2000 Network, by promoting coastal and oceanic resources conservation and natural and cultural values preservation of the Portuguese western Atlantic coast. This project directly promotes the achievement of the Sustainable Development Goals (SDGs) and the implementation of 2030 Agenda developed by the United Nations and adopted by most countries in the world, which define the priorities and aspirations for global sustainable development until the year of 2030, mobilizing a world-wide effort to meet a common set of goals and objectives. This paper contributes to understanding how ocean literacy, and specifically the EmBio research project, fits into the international agenda for sustainable development and the SDGs and its targets. Through an analysis and a comparison between the project EmBio and the SDGs, it was possible to identify connections on 11 out of 17 goals and 31 out of 169 targets, with a special emphasis on the SDG 14--Life Below Water. The results highlight the relevance of this project and, especially, ocean literacy for the accomplishment of the SDGs.
Social Skills and Cyberbullying Behavior among Students in Hail from the Perspective of Social Work
Author: Albantan, Mishal Alasmar Radhi
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Interpersonal Competence,Bullying,Computer Mediated Communication,Gender Differences,Academic Achievement,Instructional Program Divisions,Correlation,Student Behavior,High School Students,Grade 10,Grade 11,Grade 12

This study aimed at identifying social skills and their relationship to cyberbullying behaviors among students in the Hail region in the Kingdom of Saudi Arabia. The study was conducted on a sample of (398) male and female students (191 males and 207 females). The study used the descriptive method and developed two questionnaires as instruments of the study, the first on social skills and the second on cyberbullying. The results of the study indicated that the level of social skills of secondary school students in the Hail region was high. There were differences due to the influence of gender in all areas, except for the area of social participation, and the differences were in favor of females in all fields. The results also showed the existence of differences in the level of &quot;social skills&quot; attributed to the &quot;level of academic achievement,&quot; and the differences were in favor of those with higher achievement. The results did not show any differences attributable to &quot;grade&quot; in all areas, except for the field of &quot;social participation,&quot; and the differences were between the tenth and eleventh grades. The results found a negative relationship between the level of &quot;social skills&quot; and &quot;bullying behaviors&quot; among secondary school students in the Hail region.
Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers
Author: Krause, Uwe
Date: 2021-00-00
Type: Journal Articles
Subjects: Geography Instruction,Secondary Education,Student Teachers,Student Teaching,Graduate Students,Undergraduate Students,Lesson Observation Criteria,Student Motivation,Learner Engagement,Individualized Instruction,Scaffolding (Teaching Technique),Learning Processes,Competency Based Education,Instructional Materials,Task Analysis,International Educational Exchange,Foreign Countries

Setting tasks plays a key role in geography lessons, as they enable students to engage with the subject content, guide lessons towards predefined learning outcomes, and are therefore important for assessment. At the same time, the use of tasks is complex as numerous aspects regarding the content and the students have to be taken into account. Based on theoretical and empirical literature, we identify seven quality criteria for tasks in geography education: motivating and engaging students; addressing the heterogeneity of students; structuring learning processes; comprehensible formulation; considering individual and social learning processes; making meaningful use of materials; and fostering the development of subject specific competences. These criteria were applied in observation of lessons, which were given during an exchange between student geography teachers from a Dutch and German university. Overall, it was found that student teachers recognize the defined quality criteria, but half of them focus on only one or two aspects. The difficulties student teachers face in task setting during their traineeship can partly be explained by their phase of apprenticeship and the context. The developed observation form was considered to be valuable for preparation and observation of and reflection on tasks in geography lessons, and the exchange enabled student teachers to gain an insight into their own teaching practice.