ethanporcaro/eric-fulltext-meta huggingface dataset:
Differentiating Mathematics Instruction in Remote Learning Environments: Exploring Teachers&apos; Challenges and Supports
Author: Courtney, Scott
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Teacher Attitudes,Elementary Secondary Education,Algebra,COVID-19,Pandemics,Electronic Learning,Virtual Classrooms,Distance Education,Videoconferencing,Educational Technology,Textbooks,Web Sites,Specialists,Rural Schools,School District Size,Barriers

This report examines one teacher's attempts to differentiate instruction every day, in a dynamic teaching and learning environment. The report is part of a larger study that utilised a network of theories approach, coordinating the documentational approach to didactics (DAD) and Thompson and Harel's theory of meanings, to examine teachers' understandings as they engaged in and discussed their attempts to differentiate instruction in remote and hybrid learning environments. Analyses involved building models of teachers' understandings of differentiated instruction and the resources they utilised to support differentiation and exploring how these models persisted or changed throughout the study. The report's findings highlight the importance of teachers' meanings in their attempts to differentiate instruction and the role digital resources play in supporting or hindering such practices. Finally, this report adds to a growing body of research on teacher's work with and on digital resources as a means to support differentiated instruction, particularly as remote and hybrid teaching and learning continues throughout the U.S. and across the globe.
Differentiation from an Advanced Standpoint: Outcomes of Mathematics Teachers&apos; Action Research Studies Aimed at Raising Attainment
Author: Coles, Alf
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Action Research,Secondary School Teachers,Achievement Gains,Mathematics Achievement,Foreign Countries,Mathematics Teachers,Faculty Development,Teacher Student Relationship,Individualized Instruction,Access to Education,Disproportionate Representation,College Attendance,Teacher Attitudes,Grades (Scholastic)

In this article we propose the notion of differentiation from an advanced standpoint as a teaching strategy, particularly valuable for working with students with low prior attainment. The notion arose from an enactivist analysis of the work of three teachers, engaged in action research in their own classrooms. All three teachers chose to teach their students (who were aged 15-16) topics that are usually only offered to those with relatively high prior attainment in mathematics. No intermediate or bridging topics were offered, instead, these teachers found ways to differentiate work for their classes, from this advanced standpoint. There is tentative evidence of students experiencing their relationship to mathematics in new ways, recognising they were doing &quot;A-grade&quot; work, and of gains in their attainment. There is also evidence of the teachers' own surprise at what their students could achieve.
Motivational Emails in Distance University
Author: Parte, Laura
Date: 2021-09-00
Type: Journal Articles
Subjects: Electronic Mail,Distance Education,Online Courses,Integrated Learning Systems,Learner Engagement,Student Motivation,Undergraduate Students,Interaction,Teacher Student Relationship,Instructional Effectiveness,Student Characteristics,Gender Differences,Tourism,Accounting,Foreign Countries,Universities

Interactions between instructors and students at distance learning universities are crucial in motivating students and enhancing learning outcomes. Although prior empirical studies have examined email messages at distance learning universities from different perspectives, this is the first study, to the best of our knowledge, to explore the effectiveness of emails considering the students' profiles and their behavior on learning platforms. Specifically, we differentiate between students who are &quot;active&quot; in virtual courses (called &quot;active&quot; students) and students who are &quot;nonactive' in virtual courses (called &quot;inactive&quot; students) in order to design email content and motivate students. Focusing on this differentiation and a control group, we investigate in a Managerial Accounting for Tourism course the effectiveness of motivational emails to: (1) engage students in the virtual course; (2) detect similar behaviors according to sociodemographic characteristics; and (3) affect learning outcomes.
Metacognitive Aspects Influencing Help-Seeking Behavior on Collaborative Online Learning Environment: A Systematic Literature Review
Author: Sumadyo, Malikus
Date: 2021-09-00
Type: Journal Articles
Subjects: Metacognition,Thinking Skills,Skill Development,Help Seeking,Cooperative Learning,Electronic Learning,Peer Relationship,Interaction,Influences,Academic Achievement,Educational Research

Metacognition has recently been used as an aspect of assessment in the development of learning, given its importance in improving the ability of students to solve problems. Collaborative online learning is a recommended form of learning because it fosters peer interaction. A higher frequency of interaction will improve the process of knowledge construction for an individual student. This process occurs because metacognitive activities are getting better. Metacognitive skills are also closely associated with help-seeking behavior. This article is a systematic review of the research conducted from 2009 to 2019 related to collaborative online learning, help-seeking behavior, and metacognitive skills. The purpose of this review is to identify and analyze the role of help-seeking behavior and the aspects of metacognitive skills developed in collaborative online learning. The results of the review show that there are various metacognitive aspects related to help-seeking behavior, and in the context of collaborative online learning, a variety of metacognitive aspects that are used to assess help-seeking behavior are found. Recommendations are also given at the end of this review.
Conversion of Summer STEM Program from In-Person to Virtual Learning Offers Unexpected Positives and Pitfalls
Author: Morris, Kevin J.
Date: 2021-10-00
Type: Journal Articles
Subjects: Summer Programs,Educational Change,Conventional Instruction,Electronic Learning,Secondary School Students,Undergraduate Students,Mentors,Majors (Students),COVID-19,Pandemics,Online Courses,Student Attitudes,Career Choice,Disproportionate Representation

The Walter Reed Army Institute of Research holds an annual summer STEM program called Gains in the Education of Mathematics and Science (GEMS) in which rising 7th-12th graders are mentored by undergraduate STEM majors (near-peer mentors - NPMs) who facilitate hands-on, inquiry-centered activities. To make GEMS accessible to underserved and underrepresented populations, we recruit both students and NPMs from local, underserved communities and minority-serving institutions, while additionally broadcasting the opportunities to surrounding counties. We mitigate financial barriers to participation by offering both student and NPM stipends. Although GEMS is traditionally held in person, the COVID-19 pandemic led to the creation of virtual GEMS (eGEMS). We compared NPM and student survey responses for eGEMS to the prior year of in-person GEMS. Despite logistical differences, we maintained similar participant demographics, program elements, and shifts in attitudes towards STEM for all student groups while providing comparable personal and professional growth for NPMs. Going forward, though, eGEMS can be improved by incorporating more group work and use of laboratory tools alongside alleviating technical barriers. Furthermore, both eGEMS and in-person GEMS must increase recruitment amongst FARMS (free and reduced-price meals at school) recipients, English language learners, and potential first-generation college students to align with accessibility goals.
STEM through Authentic Research and Training Program (START) for Underrepresented Communities: Adapting to the COVID-19 Pandemic
Author: Bradley, Luke H.
Date: 2021-10-00
Type: Journal Articles
Subjects: STEM Education,High School Students,Authentic Learning,COVID-19,Pandemics,Electronic Learning,Scientists,Partnerships in Education,Space Sciences,Teamwork,Communication Skills,Disproportionate Representation,Videoconferencing,Distance Education,Medicine,Coaching (Performance),Mentors

The STEM Through Authentic Research and Training (START) Program is a new program integrating academic, social, and professional experiences, in the theme of exomedicine, to build a pipeline into college for first generation and traditionally underrepresented students by providing year-round authentic opportunities and professional development for high school students and teachers. In response to the COVID-19 pandemic, the START Program has worked with the local Fayette County public school and community partners to provide content to over 300 students through: virtual laboratory tours with community partner Space Tango, &quot;meet a scientist&quot; discussions, and online near-peer student demonstrations aimed at making the practice of STEM disciplines approachable. Furthermore, the START Program has partnered with Higher Orbits to provide at-home, space-themed learning kits for students to develop teamwork, communication, and STEM principles while engaging in online content with teachers, professionals, and astronauts. Finally, the START Program has moved its training platforms online, including receiving College Reading and Learning Association (CRLA) Peer Educator accreditation for our near-peer mentoring and coaching training. As a result, the START Program is better positioned to address this critical need in STEM education, while reaching more students in the community than possible with face-to-face interactions alone.
Tailoring Our Approach in Response to the SARS-CoV-2 Pandemic and Transcending Science Outreach Modalities for Native American Students in a Cancer Research Education Program
Author: Rookwood, Aislinn C.
Date: 2021-10-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Electronic Learning,American Indian Education,Middle School Students,High School Students,Undergraduate Students,Science Education,Cancer,Educational Benefits,Student Participation,Tribally Controlled Education,Outreach Programs,Clubs,Enrichment Activities,Summer Programs,Medical Research,Internship Programs,Program Evaluation

In response to the SARS-CoV-2 pandemic, a cancer research education program at the University of Nebraska Medical Center designed for Native American middle school, high school and undergraduate students adapted activities to be delivered online. There are considerable challenges to adapting in-person science programming to online delivery that can impact overall effectiveness. These challenges are further exacerbated when the cognate student population also faces significant disparities in health, wealth, and educational outcomes. We encountered both disadvantages and advantages in transitioning programming to online virtual formats. Challenges faced in delivering our programming during the pandemic included varied online accessibility, peripheral stressors, and disconnection to places and people. Despite these challenges, we found several benefits in remote delivery, some of which have alleviated barriers to program participation for Native American students. Some successes achieved by transitioning to fully remote programming included increased program reach, sustainability, and cultural relevancy. In this overview of the implementation of four online programs at the middle school, high school, and undergraduate levels, we highlight the challenges and successes experienced. Through this program description, we aim to provide insight into potential strategies to improve program delivery designed for Native American students during the SARS-CoV-2 pandemic and beyond.
Remote Learning in Basic Education Schools in Latvia during COVID-19 Pandemic: Experience of Pedagogical Internship
Author: Kolosova, Arija
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Foreign Countries,COVID-19,Pandemics,Internship Programs,College Students,Elementary School Teachers,Teaching Experience,Teacher Student Relationship

Due to the outbreak of the COVID-19 pandemic, most students were forced to study remotely, including students in Latvia. This publication aims to reflect on the remote learning process during COVID-19, analysing the results obtained by students during their internships. The research study involves 81 full-time and part-time students of Liepaja University study programmes. This publication is based on qualitative empirical research, using the case study method within a natural environment. The results were analysed using content analysis. As the result of this study, the conclusions are drawn, revealing the identified problems, strong points and contradictions in the learning process, providing a basis for improvements. The obtained research results can serve as a foundation for the research in future.
Text-Based versus Video Discussions to Promote a Sense of Community: An International Mixed-Methods Study
Author: Murphy, Jackie
Date: 2021-09-00
Type: Journal Articles
Subjects: Online Courses,Sense of Community,Group Discussion,Computer Mediated Communication,Video Technology,Electronic Learning,Student Attitudes,Preferences,Graduate Students,Cooperative Learning

Creating an engaging online course where students feel part of an online community can be challenging even for the most experienced online educator. Online discussions are a common tool used to connect students in online courses, but it is often limited to text-based posts. This international research study compared the use of text-based versus video-based discussions in online courses to ascertain students' perceptions of social presence. A mixed-methods design using a modified Social Presence, Likert-scale survey and open-ended questions was utilized to evaluate students' perceptions. The results showed that while students preferred text-based to video-based discussions, students perceived more social presence when using video-based discussions.
Timeliness Measures and Academic Performance in an Online Quantitative Reasoning Course
Author: Rohrer, James E.
Date: 2021-09-00
Type: Journal Articles
Subjects: Student Behavior,Time Management,Academic Achievement,Online Courses,Doctoral Students,Statistics Education,Grades (Scholastic)

The purpose of this retrospective study was to test the association of simple timeliness measures with academic performance in an online quantitative reasoning course using data extracted from gradebooks (N = 157). Guided by the Social Cognitive Model, timeliness was assumed to be a consistent behavior chosen by the student based on personal goals and social patterning. Submission of assignments early in the first four weeks of the term proved to be a significant predictor of the final percentage grades (mean difference = 5.02, p = 0.006). Submitting assignments Just-in-Time was not significantly related to the final percentage grade. The significance of early submission of assignments persisted after adjusting for the effects of failing status. The results are useful for targeting students who may benefit from encouragement in the form of personal messages from the instructor.
Usability of Massive Open Online Courses (MOOCs): Malaysian Undergraduates&apos; Perspective
Author: Syahid, Adi
Date: 2021-09-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Satisfaction,Young Adults,Positive Attitudes,Instructional Effectiveness,Instructional Improvement,Online Courses,Open Education,Electronic Learning,Usability,Value Judgment,Public Colleges,Foreign Countries

Massive Open Online Courses (MOOCs) have recently gained popularity in a blended learning approach at educational institutions around the world. Despite this trend, little research exists on the students' experiences and emerging challenges with implementing this online learning platform in a higher education setting, particularly from the Malaysian perspective. To address this need, this study was conducted to evaluate the usability of MOOC-OpenLearning based on the undergraduate students' perception of it. Utilising the quantitative approach, a survey was disseminated online to students in various undergraduate programs in a public university in Malaysia, Universiti Tun Hussein Onn Malaysia (UTHM). The study findings revealed a generally moderate level of positive perceptions among the respondents towards all the usability aspects of MOOC-OpenLearning in supporting their learning process, i.e., in terms of usefulness, ease of use, ease of learning, and satisfaction. An implication of this study is that respondents have significant uncertainties towards the usability of MOOC-OpenLearning and the emerging challenges of using it may require further exploration.
A Comparison between the Translation Dichotomies Suggested by Juliane House and Lawrence Venuti
Author: Barkhordar, Seyyed Yahya
Date: 2020-00-00
Type: Journal Articles
Subjects: Translation,Second Languages,Classification,Comparative Analysis,Language Research,Cultural Differences,Social Influences,Language Processing,Linguistics,College Faculty,Linguistic Theory,Foreign Countries

Juliane House has split translation into &quot;overt&quot; and &quot;covert&quot; types. Translation has been classified by Lawrence Venuti into &quot;domestication&quot; and &quot;foreignization&quot;. This research attempted to compare the translation typologies rendered by House and Venuti. House' and Venuti's translation typologies are similar in 8 points and differ in 4 ones. Overt translation corresponds to foreignization and covert translation to domestication. Dichotomy is neither superior nor inferior to the others.
How the Scientists Think about Their Reinforcement: A Comparative Study
Author: Szabó, János
Date: 2020-00-00
Type: Journal Articles
Subjects: Scientists,Scientific Attitudes,College Faculty,Foreign Countries,Teacher Attitudes,Teaching (Occupation),Science Careers,Talent Identification,Teacher Student Relationship,Cultural Differences,Career Pathways,Comparative Education

The goal of this study: getting more comprehensive picture about the background of the academic career and about the attitude toward scientific reinforcement. Besides, as another aim is getting insight about: what features of academic career may have cultural aspect and what are universal. With this actually collected sample, consisting of German faculty members/scientist (N=40), we can see the similarities and the differences between each other (Hungarian) sample (N=170).The data were collected with questionnaire method (open-ended questions; multiple choices questions; yes/no questions). The earlier Hungarian version consisted of 23 questions, the actual German version contained 28. The questions focused on two main topics: (1) own career of faculty members and (2) identifying of talented students and cooperation with talented students (talented -- as a potential scientist). The results have been analyzed with descriptive statistics, correlation-examination, and the open-ended questions had been content-analyzed. They show that the academic career may have cultural differences, but some aspects are universal (independent from country). Of course, the results must be handled as restricted, because other more countries must be investigated.
Analysis of Student Learning Outcomes&apos; Standards in Lecturers in the Perspective of a Disruptive Era
Author: Hardika, Hardika
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Behavioral Objectives,Standards,Intellectual Disciplines,College Faculty

In several universities in Indonesia, lecturers are accustomed to developing learning outcomes' standards without the involvement of students in the formulation, although the students have many ideas about learning outcomes that are relevant to their needs. This study aimed to analyse the student learning outcomes' standards in a disruptive era based on the students' perspective from 9 faculties of several universities in Indonesia. The research method used was a quantitative approach, with 1059 student participants. Data were collected using a questionnaire with close-ended questions, and normality was analysed using the Shapiro-Wilk test and one-way analysis of variance test to determine the differences in learning outcomes' standards between faculties. The achievements of disruptive learning at several universities in Indonesia are relatively high. However, there is an extreme distance in the level of disruptive learning achievement between faculties, due to the diversity of lecturers in understanding disruptive learning.
Adapted Primary Literature in Authentic Science: Students&apos; Perception
Author: Hidayat, Toni
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Science Instruction,Authentic Learning,Scientific Principles,Grade 7,Thinking Skills,Textbooks,Learning Processes,Comparative Analysis,Cooperative Learning,Teaching Methods,Middle School Students,Foreign Countries

Science textbooks only present scientific facts that cause the textbooks to seem not to promote scientific reasoning. Science learning also becomes not in line with the nature of Science. Then, Science learning requires applying authentic Science as an approach. Adapted Primary Literature (APL) is assumed to be able to achieve this objective. Therefore, this study aims to examine how APL is a source of Science learning in actualizing authentic Science. This research using a quasi-experimental method, 81 students from two 7th grade groups were involved as participants. One group analyzed APL using a jigsaw, another using a Numbered Heads Together (NHT). A perception questionnaire of APL was given. Quantitative analysis was only performed on data from 44 students due to other students' participation that is lacked by a pandemic. The result showed both classes possess a high perception of APL. A mean difference test also showed that there were no differences in perception between the two classes. These indicated that analyzing APL was perceived as an authentic Science. Science teachers can utilize APL as an alternative way to actualize authentic Science with a relatively more straightforward model, strategy, and method than commonly applied.
Differentiated Instruction to Teach Mathematics: Through the Lens of Responsive Teaching
Author: Herner-Patnode, Leah
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Student Needs,Teacher Education Programs,Preservice Teachers,Longitudinal Studies,Individualized Instruction,Lesson Plans,Educational Improvement,Culturally Relevant Education,Elementary School Teachers,Formative Evaluation

Preparing future teachers to be responsive to the needs of all students in their classrooms is the goalof any excellent teacher preparation program. How to prepare the preservice teachers (PTs) to be responsive to their students can be challenging. The study followed eight preservice teachers for two years and investigated their differentiation strategies and approaches for responding to their students' academic and cultural needs. Two data sources - lesson plans and reflective commentary about their lessons - were analysed through document analysis. There was an overall improvement in differentiation and responsiveness from third to fourth year. Results indicate some skill in process differentiation and responding to community culture, but more skills are necessary in the practice ofteaching.