ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of a LEGO® Intervention on the Writing Performance of Seventh Graders with Special Needs
Author: Bell, Linda
Date: 2023-00-00
Type: Journal Articles
Subjects: Toys,Intervention,Writing Achievement,Grade 7,Special Needs Students,Speech Impairments,Foreign Countries,Autism Spectrum Disorders,Learning Disabilities,Play,Writing (Composition)

In this pilot single-case study, we evaluated the effects of using LEGO® as a tool for students identified with disabilities to improve their expressive writing performance. We applied a simple ABA reversal design to test whether the intervention was effective with four seventh graders. Social validity data were also obtained. Findings indicate that all four participants received a substantial benefit from playing with LEGO® as they tried to come up with ideas for their essays. The length of texts considerably increased once they started using LEGO® materials. Social validity feedback from the students suggests that, overall, they held a positive view of the intervention, but they also voiced some critical opinions. This paper ends with a discussion of limitations and possible further extensions to the novel approach presented.
How Does One-on-One Tutoring Support Student Self-Efficacy? A Case Study of One High School Student&apos;s Perceptions
Author: Adams, David L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Tutoring,Self Efficacy,High School Students,Student Attitudes,Learning Disabilities,Students with Disabilities,Self Esteem,Interpersonal Relationship,Educational Strategies,Grade 9

This study utilized a single-subject case study design to investigate the perceptions of a high school student with a learning disability of one-on-one tutoring. Students with learning disabilities have lower academic confidence and self-efficacy than non-disabled students. One-on-one tutoring provides a context in which students with learning disabilities demonstrate behaviors associated with high academic self-efficacy. In this qualitative case study, interview data was analyzed to ascertain key elements of the tutoring relationship as perceived by the student. Findings indicated that having a personal connection, effective teaching strategies, and shared vulnerability central themes of the perception of the tutoring relationship. Relation of these themes to academic self-efficacy are discussed.
The Effects of Immediate Feedback, Goal Setting and Positive Reinforcement on the Reading Performance of a Fifth Grader with Learning Difficulties
Author: Grünke, Matthias
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Achievement,Student Motivation,Learning Problems,Feedback (Response),Goal Orientation,Secondary School Students,Grade 5,Foreign Countries,At Risk Students,Reading Difficulties

The purpose of this study was to evaluate the effects of a simple motivational treatment (consisting of immediate feedback, goal setting, and positive reinforcement) on the reading performance of an 11-year-old boy with learning difficulties. We applied an ABAB reversal design to test the impact of our approach. The dependent measure was the number of correctly read words from a children's book within 5 minutes. Results indicate that whenever the intervention was in place, the student showed greater achievements than during baseline conditions. The implications of employing simple motivational techniques to increase reading performance are outlined, and the limitations of the study are discussed. [Note: The issue number (2) shown on the pdf is incorrect. The correct issue number is 1.]
Mathematics Anxiety: Identity Work in a Gifted Prospective Elementary Teacher&apos;s Mathematics-Related Personal Narratives
Author: Stoehr, Kathleen Jablon
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary Education,Mathematics Anxiety,Gifted,Self Concept,Females,Mathematics Teachers,Mathematics Instruction,Relationship,Time Perspective

Previous studies have focused on negative physiological sensations and psychological emotions of mathematics anxiety experienced in real time. Similarly, prior research has noted that prospective elementary teachers (PSTs) may experience such feelings of distress while learning to teach mathematics in their teacher-preparation programs. Mathematics teacher educators have sought to reduce elementary PSTs' mathematics anxiety by improving their mathematical content knowledge and discipline-specific pedagogical knowledge. But why might mathematics anxiety persist even after elementary PSTs have successfully completed such teacher-preparation coursework? Our case study of a female elementary PST, identified as &quot;gifted,&quot; illustrates how mathematics anxiety, when reinforced by personal narratives that create and reiterate patterns in past mathematics learning, can operate as an enduring identity (e.g., a mathematics-avoidant identity), long after the stressful events prompting that anxiety have ended. Thus, such narrative identities can engender new/similar experiences of anxiety in present and future mathematics learning/teaching and can ultimately influence the educational and professional decision-making of adult PSTs, even though such self-understanding is based in oft-told stories of childhood and adolescence. The influence of mathematics-anxiety identities merits further exploration, as most previous studies of mathematics anxiety have tended not to address the significant identity work that PSTs undertake during professional development.
China&apos;s National Survey on Teaching-Research Officers and Institutions
Author: Hu, Huimin
Date: 2023-00-00
Type: Journal Articles
Subjects: National Surveys,Research Universities,Institutional Characteristics,Institutional Role,Foreign Countries,Faculty Development,Administrator Attitudes,Futures (of Society),Organizational Development,College Faculty,Faculty Workload,Administrator Qualifications,Administrator Characteristics

A national survey of basic education teaching-research institutions was conducted as the first nationwide comprehensive survey that involved teaching-research officers and institutions in China. The structures and functions of the provincial, prefectural, and county teaching-research institutions, as well as their role differentiation, were analyzed. The future position and development of teaching-research institutions remain important for teachers' professional development, as well as the development of teaching and research.
China Medical Education College Survey, 2013-2018
Author: You, You
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Medical Education,Medical Schools,Undergraduate Study,Educational Improvement,Programs,Teaching Methods,Evaluation Methods,Educational Resources,Accreditation (Institutions),Student Characteristics,Differences,Regional Characteristics,Educational Quality,Employment,Program Content,Resource Allocation,Income,Expenditures,College Faculty,Teacher Characteristics,Educational Facilities

Purpose: China recently proposed a series of important policies intended to reform and improve the quality of medical education on the national level. This paper presents the findings of a national survey of China's medical schools conducted to review the development of undergraduate medical education over a five-year period (2013-2018). Design/Approach/Methods: The National Center for Health Professions Education Development implemented the China Medical Education College Survey. Approximately 64% of the targeted medical schools participated in the survey, constituting a representative sample of higher education institutions offering educational programs in clinical medicine in China. Findings: Following new policy orientations, medical schools showed positive developments in terms of the types of medical education programs offered, teaching and assessment methods, medical education resources, participation in accreditation, and quality of incoming students. However, the survey also revealed several worrying trends, including the coexistence of various types of education programs, significant regional differences in educational resources, dominance of traditional teaching and assessment methods, inconsistencies in quality, and an increase in graduates seeking employment in professions outside healthcare. Originality/Value: Findings of the first national survey of China's medical schools show that there is still a long way to go to ensure high quality and efficient medical education on a national level.
I Do, I Understand: Engaging Distance and Campus Students in Sustainability through Active Learning
Author: Wakes, Sarah J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Asynchronous Communication,Online Courses,Sustainability,Active Learning,Learner Engagement,Teaching Methods,Technology Uses in Education,Video Technology,Field Trips,Peer Relationship,Teacher Student Relationship,Thinking Skills,Critical Thinking,Experiential Learning

Distance online learning connects students to education opportunities without having to be present at the institution offering the learning module. This case study involved development of a dual on-campus and distance course into a fully online course. It required a student-focused approach and an innovative application of learning technologies, additional resources and learning frameworks to encourage student engagement, independent learning and growth of critical-thinking skills. Changes to the design of the teaching approach and the use of technology improved the quality and quantity of interaction and communication between staff-students and students-students and facilitated a hands-on learning experience for online students interacting asynchronously. Student engagement with the course material, other students and teachers increased compared to previous years. Additional resource videos, learning and assessment guides (written and video), and online field trips helped develop critical-thinking skills and connectedness of learning to real-world applications. Recommendations are provided of learning approaches that could be used by other educators in different subject courses.
Predicting the Secondary School Students&apos; Intention to Use E-Learning Technologies
Author: Bahçekapili, Ekrem
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Secondary School Students,Technology Uses in Education,Electronic Learning,Student Attitudes,Computer Attitudes,Intention,Usability

Technology acceptance studies are interesting because they are practical and theoretically helpful in explaining the adoption and intention to use a particular technology. There is a large amount of research on e-learning and other technologies in the literature, but there is limited evidence to explain why secondary school students' intention to use e-learning. This study explains secondary school students' intentions to use e-learning with an extended Technology Acceptance Model (TAM). TAM is a useful theory to explain how people adopt new technologies in different fields. Data were collected from 2739 secondary school students in Turkey (M[subscript]age = 11.95). Confirmatory factor analysis (CFA) and structural equation modelling (SEM) were used to test the conceptual model. The results are consistent with the original TAM model. The most critical variable affecting secondary school students' intention to use e-learning technologies is enjoyment. The results show that there may be differences in the intention to use e-learning technologies for secondary school students in different cultures and contexts.
Using the Co-Creation of Practice-Based Lessons to Build Teachers&apos; Capacity to Facilitate Mathematical Discussions
Author: King, Barbara
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Inservice Teacher Education,College Faculty,Capacity Building,Discussion (Teaching Technique),Course Content,Graduate Study,Teacher Educators

Mathematics teacher educators frequently provide in-service teachers (ISTs) opportunities to practice teaching within the university classroom. While these opportunities are valuable, some question whether they focus too narrowly on learning a particular procedure for teaching instead of learning why and when to use that procedure. To address this concern, we engaged ISTs enrolled in a graduate degree program in the cocreation of practice-based lessons. This study examines what and how ISTs learned during the co-creation process. The results indicate that ISTs improved their understanding of facilitating classroom discussions in three crucial areas: asking conceptual questions, building connections, and using talk moves. Qualitative interview data revealed that ISTs learned through IST collaborations, instructor-IST interactions, and creation versus participation. Lastly, we discuss the teacher's intricate role in the co-creation process.
Should China Expand Its Medical Education Scale? Evidence from Comparative Research
Author: Hou, Jianlin
Date: 2023-00-00
Type: Journal Articles
Subjects: Medical Education,Medical Schools,Undergraduate Students,Foreign Countries,Physicians,Educational Policy,Cross Cultural Studies,Enrollment Trends,Trend Analysis,College Admission,Educational Quality,Educational Improvement

Purpose: This study compares doctor staffing level and the scale of medical education in China with those of other countries and proposes policy recommendations for future adjustments to the scale of China's medical education. Design/Approach/Methods: This study employs a literature review and descriptive analysis. Findings: China had 1.98 medical doctors per 1,000 people in 2018, ranking 85th out of the 193 member-states of the World Health Organization (WHO). In 2017, China had 1.99 practicing doctors per 1,000 people, only ranking above Turkey (1.88) in Organisation for Economic Co-operation and Development (OECD) countries. China had only 10.28 medical graduates per 100,000 people--placing in the bottom third of OECD countries. China's provision of 1.4 medical schools per 10 million people was also significantly lower than the global average (3.9). However, the average number of students enrolled in medical schools (509) in China was significantly higher than the global average (160). Originality/Value: Although the scale of admission in undergraduate medical education must be expanded in China, this needs to be achieved while controlling the average number of medical students per school and reducing enrollment in low-quality medical schools. Furthermore, it is necessary to establish new medical schools while improving the operating level of existing ones.
Law Education in Japan and China: Comparative Analysis Focusing on Law-Related Materials
Author: Umeno, Masanobu
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Law Related Education,Barriers,Elementary Schools,Junior High Schools,High Schools,Literature Reviews,Curriculum Evaluation

Purpose: This study examines law-related education in Japan and China to reveal the current state of research and identify the roles, possibilities, and challenges facing such teaching at the elementary, junior high, and senior high school levels. This study conducts a comparative review of research on perspectives toward law education in both countries, as well as the characteristics of and issues facing law education in Japan. Design/Approach/Methods: This study examines trends in research and educational reform related to law education in Japan. In doing so, it evaluates how the characteristics of and issues facing law education in Japan are related to law education in China. Findings: Results show no evidence of a systematic study of law in Japan. Reforming subjects to engage in collaborative learning is a more realistic strategy than attempting to design wholly new subjects. Accordingly, exploring what kind of learning activities are linked to law-abiding education in China offers insights and references for Japan. Adapting these strategies to the Japanese context and law material can help create a more systematic form of learning. Originality/Value: Through joint research by researchers and educators from East Asian countries, we intend to conduct further research on the development of curricula, textbooks, and class models suited to specific subjects. Employing the joint research learning approach discussed in this study in Japan and China may result in further learning possibilities.
How Would Preservice Teachers with Deeper Reflection Emerge as Teacher Leaders?
Author: Wang, Ye
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Reflection,Teacher Leadership,Professional Development,Leadership Qualities,Cultural Context,Teacher Effectiveness,Teacher Student Relationship,Cooperative Learning,Teamwork

Purpose: This study aimed to identify the potential attributes of teacher leadership among preservice teachers with higher levels of reflection, especially in the Chinese context. Design/Approach/Methods: A mixed research method was adopted in this study. First, a quantitative research method was conducted to examine preservice teachers' reflection depth. The top 10% of the preservice teachers with higher levels of reflection were selected as the target respondents for comparison. Second, qualitative data analysis was conducted to identify potential attributes of emergent teacher leadership in these preservice teachers. Findings: This study identified five potential attributes of emergent teacher leadership among preservice teachers who showed deeper reflection depth. Additionally, this study identified how the unique attributes fit into preservice teachers' professional development in the Chinese context. Originality/Value: This study proposes a new development model to develop preservice teachers that emphasizes the role of continuous reflections in context for professional growth. This study holds implications for understanding the potential attributes of emergent teacher leadership among Chinese preservice teachers. Additionally, this study appeals to the importance of cultivating preservice teachers to practice teacher leadership during the teacher training stage to support them to become outstanding future teachers.
Learning by Researching: Achievements and Actions of Teacher Learning in a School-University Collaborative Project
Author: Wei, Ge
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,College School Cooperation,Elementary School Teachers,Meetings,Teacher Attitudes,Diaries,Discourse Analysis,Learning Processes,Longitudinal Studies,Action Research,Faculty Development,Problem Solving,Foreign Countries,Dialogs (Language),Principals,Metacognition

Purpose: This study explores the achievements and process of a group of Chinese primary school teachers learning from a research-based school-university collaborative project. Design/Approach/Methods: We used qualitative methods to construct our research design, collecting data through participatory observations of weekly meetings, teacher interviews, and participants' reflective journals. Both thematic analysis and discursive analysis were employed as strategies to scrutinize the data. Findings: We categorize teachers' learning into five achievements--outcome, processual, democratic, catalytic, and dialogic achievement. A further examination highlights seven successive learning actions composing an implicit mechanism to facilitate these achievements: questioning, analyzing, modeling, examining, implementing, reflecting, and consolidating. Originality/Value: Through this longitudinal study, we more comprehensively record details about teachers' learning as they conduct their own research. Although school-university heterogeneous collaboration has potential conflicts, teachers can improve their problem-solving and knowledge creation and sharing abilities, promoting a sense of professional accomplishment. These findings also suggest the need to reconsider the authentic process of teacher research, a task equally significant for international educators.
The Effects of Jigsaw Technique on Learning Achievement and Retention of Science Teacher Students
Author: Safkolam, Roswanna
Date: 2023-03-00
Type: Journal Articles
Subjects: Cooperative Learning,Preservice Teachers,Science Teachers,Academic Persistence,Instructional Effectiveness,Science Achievement,Foreign Countries

The cooperative learning Jigsaw technique is one learning management that promotes learning in the 21st century, and it is a learning management that promotes student learning achievement. Therefore, the researcher is interested in studying the learning achievement of science teacher students before and after learning with the Jigsaw technique and exploring the retention of students' learning using the experimental research. The participant in this research consisted of 32 second-year students in the Department of General Science at Rajabhat University in southern Thailand who enrolled in the course Learning Management 1 in the first semester of the academic year 2022. The research tools consisted of (1) the JIGSAW technique lesson plan and (2) a learning achievement test. The statistics used in data analysis were mean standard deviation and dependent Sample t-test. The result of the learning achievement test of the science teacher students who learned by using the Jigsaw technique found that the mean score of learning achievement after learning was significantly higher than before learning at the 0.05 level. After the 2-week learning period, it revealed that the student's learning achievement was not different from after learning at the statistical significance level of 0.05. The findings suggest that the Jigsaw technique is one learning management that can improve learning achievement and learning retention. So, it can be applied to subjects that focus on cognitive learning.
Time to Rethink: Educating for a Technology-Transformed World
Author: McDiarmid, G. Williamson
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,21st Century Skills,Technology Uses in Education,Educational Technology,Technological Literacy,Technological Advancement,Social Change,Barriers,Social Justice,Racism,Gender Bias,Computer Use,Curriculum Development,Equal Education,Student Role,Teacher Role,School Role,Student Evaluation,Educational Assessment

Purpose: We hope to provoke a conversation about preparing students for an uncertain future that unforeseeable technological innovations will transform in ways we cannot predict. The unprecedented disruption caused by the COVID-19 pandemic makes this an opportune time to reconsider all dimensions of education. Design/Approach/Methods: We present information on how technology is transforming virtually every aspect of our lives and the threats we face from social media, climate change, and growing inequality. We then analyze the adequacy of proposals for teaching new skills, such as 21st-Century Skills, to prepare students for a world of work that is changing at warp speed. Findings: Despite harbingers of a radically different future, most schools continue to operate much as they have for centuries, providing a one-size-fits-all education. Technology now enables an unprecedented degree of personalization. We can tailor learning opportunities to individual students' interests, talents, and potential with teachers serving as guides, resources, and critical friends. The Internet afford a cornucopia of learning opportunities--online courses, international experts, global collaborations, accessible databases, and libraries. Learning can occur virtually anywhere. Originality/Value: The future depends on decisions we are making today about education. The value of this article is that we call for rethinking every component of education rather than considering each element independently.