ethanporcaro/eric-fulltext-meta huggingface dataset:
Computer Science Teacher Capacity: The Need for Expanded Understanding
Author: Amiel, David
Date: 2022-09-00
Type: Journal Articles
Subjects: Computer Science Education,Elementary School Teachers,Secondary School Teachers,Faculty Development,Technology Uses in Education,Barriers,Curriculum Implementation,Difficulty Level,Equal Education

With the increasing need for the incorporation of computer science (CS) concepts into elementary and secondary education, it is imperative that the teaching workforce is adequately prepared to ensure that instruction in CS is robust, relevant, and aligned with appropriate learning standards, where appropriate. This paper shares results from a recent survey administered to current computer science educators across the K-12 space in the state of New Jersey. Using these results and recent literature, this research distills actionable, assessed needs to guide the provision of professional learning to ensure that educators have the necessary tools and knowledge to ensure robust and equitable implementation of computer science education. Results point towards a need to expand the present understanding of computer science by effectively differentiating CS from technology-based instruction and addressing an overrepresentation of analytical content domains, reaffirm a commitment to equity by acknowledging the persistent gaps in participation of marginalized student groups, and critically examine when and where the use of technology is necessary in delivering CS instruction.
How Is Computational Thinking Assessed in European K-12 Education? A Systematic Review
Author: Babazadeh, Masiar
Date: 2022-09-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Evaluation Methods,Elementary Secondary Education,Foreign Countries,Literature Reviews,Measures (Individuals),Observation,Interviews,Competence,Student Evaluation,Measurement Techniques

Computational thinking (CT) is seen as a key competence of the 21st century and different countries have started to integrate it into their compulsory school curricula. However, few indications exist on how to assess CT in compulsory school. This review analyses what tools are used to assess CT in European schools and which dimensions are assessed. We analysed 26 studies carried out in K-12 between 2016 and 2020 in Europe. The results indicate that 18 different tools have been used and they can be categorized into five groups: questionnaires, tests/tasks, observations, interviews and analysis of products. From the tools we analysed, more than 50 dimensions were assessed and the vast majority of those were closer to programming skills rather than CT per se. Based on these results it seems that a common operational definition of CT, a competence model that indicates which competences students should reach at which age, and a tool that allows all different facets of CT to be assessed are currently missing.
The Effect of Assessment for Learning on Prospective Teachers&apos; Learning of Algebra through a Professional Development Program
Author: Asfaw, Ayanaw Yigletu
Date: 2022-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Teacher Education Programs,Preservice Teachers,Comparative Analysis,Intervention,Mathematics Teachers,Mathematical Concepts,Elementary School Teachers,Teacher Educators,Faculty Development,Educational Practices,Concept Formation,Instructional Effectiveness,Mathematics Achievement,Foreign Countries

Three mathematics teacher educators who were assigned to teach fundamental concepts of algebra course in a teacher education college, as well as their prospective elementary mathematics teachers who took the course, took part in a job embedded, context-specific, and content-based comprehensive professional development (PD) program on assessment for learning (AfL). Three teacher educators and 129 prospective elementary mathematics teachers from three teacher education colleges took part in the study. The findings demonstrated that prospective elementary mathematics teachers in the intervention group significantly outperformed prospective teachers in both of the comparative groups in their post-test scores in algebra. Furthermore, it was found out that after the intervention, there was no statistically significant mean difference among achiever levels in the treatment group on post-test scores, despite a statistically significant mean difference among achiever levels in their pre-test scores. This research adds to our knowledge of the impact of comprehensive, job-embedded, context-specific, and content-based PD on prospective teachers' achievements in algebra in elementary school mathematics teacher education. Implications of implementing AfL as well as recommendations for further research are highlighted.
Pre-Service Teachers&apos; Professional Noticing When Viewing Standard and Holographic Recordings of Children&apos;s Mathematics
Author: Kosko, Karl W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Observation,Mathematics Skills,Capacity Building,Pedagogical Content Knowledge,Video Technology

Professional teacher noticing is a key skill in preparing future elementary mathematics teachers, with the goal of increasing the specificity and sophistication of noticing children's mathematical reasoning. One common effort scholars have engaged to improve teachers' professional noticing is to improve the quality of representation. Recently, various scholars have found that extended reality based representations, such as 360 video and virtual reality, positively affect teachers' noticing by increasing the realism (via perceptual capacity). The present study explored the use of holographic representations to determine whether the increased perceptual capacity afforded by an ability to &quot;lean in&quot; and observe children's mathematics affected professional noticing. Findings and results provide preliminary support for this medium.
Relational Equity: Adapting an Elementary Mathematics Teaching Methods Course to Online Contexts
Author: Ruef, Jennifer L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Mathematics Instruction,Methods Courses,Teacher Education Programs,Preservice Teachers,Elementary School Teachers,COVID-19,Pandemics,School Closing,Online Courses,Educational Change,Curriculum,Student Evaluation,Educational Technology,Interpersonal Relationship,Student Attitudes,Interaction,School Schedules,Learning Activities,Videoconferencing

Background. This article describes the redesign, implementation, and students' experiences with an elementary mathematics teaching methods course in the Pacific Northwest of the United States that was forced online due to COVID-19 restrictions. We share course design principles, changes to reflect online teaching, and students' experiences of relational equity, &quot;the care and consideration students and teachers must take with each other to establish and maintain a culture of equitable learning.&quot; Methods: This study took place online. 50 out of a cohort of 54 pre-service elementary teacher candidates participated. Our methods included analysis of course documents, analytic memoing, and analysis of students' responses to online open response surveys. We qualitatively analyzed the responses from the surveys, coding for a priori and emergent themes (Charmaz, 1995; Emerson et al., 2011; Miles et al., 2019). Findings: The results share the ways the instructors modified the course for online instruction and indicate that our participants experienced successes or challenges to enacting relational equity in the following: (i) curriculum and assessments, (ii) instructors, (iii) generic reference to the course, (iv) technology limits, and (v) future teaching. Contribution: This work sheds light on how two mathematics teacher educators redesigned their course for online instruction while centering and modeling relational equity teaching practices.
Supporting Mathematics Public School Teachers&apos; Professional Development and the Teaching of Statistics in Elementary and Middle School: An Imperative for Teacher Education in Brazil
Author: Castro-Filho, Jose Aires de
Date: 2022-00-00
Type: Journal Articles
Subjects: Public School Teachers,Faculty Development,Communities of Practice,Teacher Attitudes,Equal Education,Social Justice,Race,Socioeconomic Status,Mathematics Teachers,Foreign Countries,College School Cooperation,Elementary School Teachers,Statistics,Mathematical Concepts,Online Courses,Teaching Methods,Cultural Differences,Teacher Student Relationship

This research sought to understand the perspectives of 28 elementary school mathematics teachers, on equity, social justice, cultural, socioeconomic, and racial issues and their relationship with the teaching and learning of mathematics (statistical concepts) in an online collaborative mathematics course focused on teaching statistics in an equity view. Federal policy requires teaching statistics since elementary school in Brazil. The course was conducted in the context of a university-school partnership through an online professional learning community--PLC, involving teachers from eight public schools and researchers from eight public universities in three different states in the Northeast and one in the Southeast of Brazil. Teachers' perspectives on equity, social justice, cultural, socioeconomic, and racial issues were analyzed under the lens of the National Council of Teachers of Mathematics (NCTM) equity principles and Gorski's (2019b) heritage literacy. Data was generated through responses to an online questionnaire. Data analysis involved the qualitative method of textual discursive analysis. Results focused on teachers' understandings and interpretations regarding: how they define equity, equality, and social justice; opportunities in mathematics teaching to support student learning; school support in relation to racial, cultural, and socioeconomic issues of families. The findings point to the need to support the implementation of a professional development model that attends, at the same time, the learning of teachers and students, with a focus on equity in Brazilian public schools.
Summer Programming Camps--Exploring Project-Based Informal CS Education in a Rural Community
Author: de Lira, Carla
Date: 2022-09-00
Type: Journal Articles
Subjects: Summer Programs,Programming,Camps,Active Learning,Student Projects,Informal Education,Computer Science Education,Rural Areas,Student Motivation,Student Interests,Middle School Students

Current research has not fully explored how summer programming camps can help students increase motivation and interest to pursue computing career, and their programming knowledge. Informal CS education through summer programming camps provides K-12 students the opportunity to learn how to code through fun and interactive activities outside of their typical classroom experiences. In this study, we examined the effectiveness of a weeklong summer programming camp for promoting students' motivation and interest in programming, and their programming knowledge. Participants were 19 middle school students from rural Washington. Students participated in a project-based learning approach through game development in Python. Using a within-subjects design, we analyzed students' pre and post motivation and knowledge assessment scores. Results from the analysis indicated a significant improvement in post-test programming knowledge scores (d = 0.93). The findings also indicated that students were able to achieve basic abstraction and algorithmic thinking but not code analysis and debugging skills. On their motivation to pursue computing careers, the results did not show any difference before and after the camp due to their prior existing interest in attending the camp.
The Influence of Practical Illustrations on the Meaning and Operation of Fractions in Sixth Grade Students, Kosovo-Curricula
Author: Kamberi, Saranda
Date: 2022-00-00
Type: Journal Articles
Subjects: Illustrations,Fractions,Mathematics Instruction,Foreign Countries,Error Patterns,Teaching Methods,Video Technology,Grade 6,Multiplication,Division,Comparative Analysis,Visual Aids

In this paper, we have tried to clearly explain the meaning of fractions and operations with fractions. Also, we have tried to illustrate with some examples how to apply the rules of operations with fractional numbers, giving different practical techniques through different figures, visualization methods, and concretizing problems. The paper presents with examples of the most common mistakes made by students, giving suggestions for their avoidance, as well as through a questionnaire, which considered the survey of 60 students of grade 6 of school, &quot;Elena Gjika&quot; City Prishtina, Kosovo, with the help of the statistical test we have concluded that practical techniques such as figures, visualizations, and video lessons have a close dependence on the meaning and operation of fractions.
Gender-Equal Options for Musical Becomings in the Future Music Classroom: A Pilot Study Exploring &quot;Thinking outside the Box&quot;
Author: Zimmerman Nilsson, Marie-Helene
Date: 2022-11-08
Type: Journal Articles
Subjects: Equal Education,Music Education,Gender Bias,Sex Fairness,Elementary Secondary Education,Videoconferencing,Interpersonal Communication,Music Teachers,Teacher Attitudes

Gender inequality is a problem in western music education, but efforts to solve this problem in practice have thus far been insufficient. By adopting a post-human theoretical framework, this pilot study explores how music practitioners' visions of a gender-equal classroom can be used to question, reverse, and reconstruct gendered traditions within music as an educational field. The aim is to increase knowledge about how gender-equal options for musical becomings could be realized in the future music classroom. As there is a lack of post-human studies in music education inspired by an explorative design, the current project offers a new methodological approach. The findings reveal entanglements of gender-equal identities through diverse socio-material and material representations. This gives recognition to the students in representing identity and gender, genre and style, enabling liquid self-images and identities to be shaped and re-shaped seamlessly.
Exploring, Creating, and Transforming: Parameters for the Observation of Creative Processes in Visual Arts Education
Author: Blanco, Vicente
Date: 2022-11-08
Type: Journal Articles
Subjects: Creativity,Visual Arts,Art Education,Art Products,Art Activities,Preschool Children,Elementary School Students,Transformative Learning,Multisensory Learning,Imagination,Aesthetics,Workshops,Freehand Drawing,Human Body,Motion

In an attempt to connect theory and practice with regard to research on creativity and visual arts, this study aims to explore how visual materials created by children can help determine qualitative parameters in the process of observing creative activity. These materials are the result of a series of workshops designed by the authors, artists, and professors in a faculty of teacher training carried out with pupils from public second-cycle preschools and elementary schools. Having developed a data collection strategy based on participant observation, the materials are grouped into three interrelated parameters: movement, language, and transformation-aesthetics. These parameters are designed as a flexible observation tool, which allows for every researcher to implement it, by contributing to the development of new research in various classroom contexts.
Puppet Theatre in Greek Preschool Education: Kindergarten Teacher Views
Author: Lenakakis, Antonis
Date: 2022-09-23
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Preschool Teachers,Teacher Attitudes,Puppetry,Teaching Methods,Teacher Education,Value Judgment,Class Activities,Teacher Characteristics

The article presents the results of a research in the field of Greek preschool education concerning the use of puppet theatre by teachers. The central question is: in what ways, but also on the basis of what educational/ pedagogical considerations, do teachers use forms of puppet theatre in the education of preschool children. The research was carried out among a representative sample of 977 teachers. The results point to an extensive use of puppet theatre, supported by a compact set of teachers' views which tend to indicate puppetry either as an animistic communication tool or as a theatrical medium.
Effect of Hands-On Science Activities on Students&apos; Academic Achievement and Scientific Attitude
Author: Kirilmazkaya, Gamze
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Activities,Experiential Learning,Hands on Science,Academic Achievement,Student Attitudes,Secondary School Students,Foreign Countries,Scientific Attitudes

In this study, it is aimed to investigate whether the science course taught by using simple tools has an effect on academic achievement and attitude towards science. For this purpose, a quasiexperimental model with pretest-posttest control group was used. The study group of this research consists of a total of 40 students, 21 (52.5%) girls and 19 (47.5%) boys, studying in a secondary school in the southeast of Turkey in the 2021-2022 academic year. The &quot;Force and Energy achievement test&quot; was used to determine the effect of science activities with simple tools on the academic achievement of students. the &quot;Attitude towards Science Scale&quot; was used in order to determine students' attitudes towards science. The data obtained from the data collection tools used in the study were analyzed with the SPSS program. As a result of the research, it was determined that the activities performed with simple tools were effective in student success. This shows that the activities made with simple equipment are more effective on the academic success of the student than the traditional method. In the study, a significant difference was found in favor of the experimental group when the scientific attitude scale results of the control group taught with the traditional approach and the science activities performed with simple tools and the experimental group were compared. In conclusion, it was determined that science activities made with simple tools from student diaries create positive attitudes.
Towards Transformative Global Citizenship through Interdisciplinary Arts Education
Author: Juntunen, Marja-Leena
Date: 2022-09-30
Type: Journal Articles
Subjects: Interdisciplinary Approach,Art Education,Global Approach,Empathy,Reflection,Power Structure,Social Differences,Ethics,Teaching Methods,Social Problems,Teacher Education Programs,Course Descriptions,Peer Groups,Self Concept,Foreign Countries,Lesson Plans,Citizenship Education,Educational Objectives

This practitioner research study examined the potential of arts education to support students' growth towards global citizenship including awareness, care, and understanding of--as well as active and responsible engagement in--current global challenges and social issues. We utilized research material generated during an interdisciplinary arts pedagogy course offered in subject teacher education at the University of the Arts Helsinki and Aalto University (Finland). During the course, students created teaching sessions in peer groups in which they explored pedagogical methods to enhance global citizenship through interdisciplinary arts education participation. In the study, we identified themes addressed in the teaching sessions: &quot;Renegotiating (cultural) identity,&quot; &quot;Facing otherness,&quot; &quot;Experiencing empathy,&quot; &quot;Coping with power and inequality,&quot; &quot;Awakening to ecological responsibility,&quot; and &quot;Engaging in critical and reflective thinking.&quot; Furthermore, we examined how arts education resonated with the aims of global education and discussed the many ways that arts education could support the cultivation of responsiveness and ethical awareness to advance transformative global citizenship.
University Students&apos; Attitudes towards Perceived Family Support in Individual Musical Instrument Education
Author: Özden, Berrin
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Music Education,Family Role,Gender Differences,Foreign Countries

Education promotes mental, physical and emotional development of individuals. In particular, music education has a great impact on an individual's personal development in terms of selfrecognition and self-actualization of the individual. One of the most significant factors in the development of the individual is their family. The family support is crucial in terms of education as well as in all aspects of life. This study is aimed to determine university students' attitudes towards perceived family support in individual musical instrument education and to analyze the differences in family support in this context. A set of different variables for the perceived family support in individual instrument education of the university students studying in music education undergraduate programs were examined in the study. Three different variables were identified, including gender, undergraduate level and university where the students receive education. This descriptive study is based on a correlational survey model. The study sample consists of 216 students studying in music education programs in 2021-2022 academic year. 120 (55.6 %) of the students are female while 96 (44.4 %) of them are male. When the perceived family support of music education students in terms of instrument education was examined, it was concluded that there was no significant relationship between the gender of the students in the dimensions of the families' valuing instrument education and their involvement in the process. However, there was no significant relationship in the dimension of the families' valuing instrument education while there was a significant relationship in their involvement in the process. Considering the perceived family support of the students studying in the music education program in terms of instrument education, the responses of the students indicated a positive relationship.