ethanporcaro/eric-fulltext-meta huggingface dataset:
Primary School Mathematics Teachers&apos; Beliefs about Teaching in Synchronous Virtual Classrooms: A Mixed Method Study
Author: Khalil, Ibrahim A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Mathematics Teachers,Teacher Attitudes,Web Based Instruction,Synchronous Communication,COVID-19,Pandemics,Distance Education,Pedagogical Content Knowledge,Technological Literacy

This study was conducted following the initial stage of the transition to distance education necessitated by the onset of the COVID-19 pandemic and meeting the various challenges that came with it. At this point, countries and teachers have gained experience in preparing and delivering online education. Therefore, the study aimed to identify the beliefs of primary school mathematics teachers about teaching in synchronous virtual classrooms. It adopted a mixed methods approach, following a convergent parallel design. The overall study sample comprised 410 male and female teachers. A questionnaire was used to collect quantitative data across three dimensions (teaching efficiency, employing the philosophy of active learning, mathematical achievement). There were 31 items (verified for validity and reliability) comprising statements measured using a five-point Likert scale, together with open-ended options for further elaboration. In total, 130 teachers completed the questionnaire. Interviews were conducted with 10 teachers to collect qualitative data. The results show means in the range 3-5.75 for agreement with statements concerning the beliefs of mathematics teachers about teaching in virtual classrooms in the following order of importance: teaching competence; mathematical achievement; employing the philosophy of active learning. The study also found no statistically significant differences attributable to the variables of gender, qualification, or teaching experience, and also that many factors are considered to affect teaching in synchronous virtual classrooms related to the teacher, the family, and the student.
Relationship between Japanese Language Anxiety, Beliefs about Learning, and Language Use in Japanese Language Classes
Author: Inagaki, Rika
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Japanese,Second Language Learning,Anxiety,Language Usage,Undergraduate Students,Correlation,Beliefs,Student Attitudes,Language Teachers,Native Speakers,Teacher Attitudes

This study examined the relationship between Japanese language (JL) anxiety, beliefs about JL learning, and the amount of JL used in JL classes. The participants in this study were 670 undergraduate students studying JL at the Institute of Technology in Bangkok, Thailand, as compulsory subjects. A questionnaire survey was conducted, and a stepwise multiple regression analysis found that the amount of JL used by learners had a negative relationship with JL anxiety and a positive relationship with beliefs about JL learning and the amount of JL used by both native Thai and Japanese teachers. In addition, JL anxiety interacted with the amount of JL used by native Japanese teachers and beliefs about JL learning. JL teachers, especially native Japanese teachers, should attempt to reduce their learners' JL anxiety in order to maximize the effect of teachers' JL use and learners' beliefs and to support them in using JL more in classes.
Determining the Opinions of Classroom Teachers and Classroom Teacher Candidates Regarding the Education They Received before Service
Author: Çelik, Yasar
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Teacher Attitudes,Student Attitudes,Educational Experience,Educational Technology,Family School Relationship,Preservice Teacher Education,Extracurricular Activities,School Administration,Foreign Countries

In this study, it is aimed to reveal the contributions of the educational activities carried out in the primary school teaching undergraduate program in preparation for the profession, the problems encountered and potential solution. This research is a qualitative study based on case study design. An easily accessible sampling technique was used in determining the cohort of the study. The working group consists of classroom teachers who work in official primary schools affiliated to the Ministry of National Education and students who study in classroom teaching in the 4th grade in the spring semester of the 2019-2020 academic year. 21 teachers and 36 teacher candidates participated in the study. The research data were obtained using a semi-structured interview form. Descriptive analysis was used in data processing. In the research, it was concluded that the practices in classes and schools, extracurricular activities, studies for using instructional technologies, knowledge and skills about school-family cooperation and school management are not sufficient in terms of popularizing and practicing the profession. Based on these results, suggestions were made to choose teachers from among those who like the profession, to include more applied studies in terms of gaining skills, to use teaching technologies more in faculties, to increase the number and duration of school applications.
Computational Thinking Process of Prospective Mathematics Teacher in Solving Diophantine Linear Equation Problems
Author: Aminah, Neneng
Date: 2022-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Preservice Teachers,Mathematics Teachers,Problem Solving,Equations (Mathematics),Computer Literacy,Mathematics Skills,Symbols (Mathematics),Abstract Reasoning,Evaluative Thinking

Prospective teachers facing the 21st century are expected to have the ability to solve problems with a computer mindset. Problems in learning mathematics also require the concept of computational thinking (CT). However, many still find it challenging to solve this problem. The subjects in this study were twenty-one prospective mathematics teachers who took number theory courses, and then two research samples were selected using the purposive sampling technique. This study uses a qualitative descriptive method to describe the thinking process of prospective teachers in solving Diophantine linear equation problems. The results showed that the first subject's thought process was started by turning the problem into a mathematical symbol, looking for the Largest Common Factor (LCF) with the Euclidean algorithm, decomposition process, and evaluation. The second subject does not turn the problem into symbols and does not step back in the algorithm. The researcher found that teacher candidates who found solutions correctly in their thinking process solved mathematical problem used CT components, including reflective abstraction thinking, algorithmic thinking, decomposition, and evaluation. Further research is needed to develop the CT components from the findings of this study on other materials through learning with a CT approach.
Didactic Oriented Study: Move and Transitivity Analysis of Method, Result, and Discussion Sections in Research Articles
Author: Hendrawan, Wawan
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Skills,Graduate Students,Research Reports,Novices,Writing Processes,Writing Evaluation,Applied Linguistics,Rhetoric

This study expounds how the analysis of move and transitivity in the method, result, and discussion sections contributes to the advancement of novice writers' writing skills by providing a writing pattern applied when composing research articles. To this aim, a qualitative approach with descriptive technique is employed to encapsulate and explain the phenomena being studied. The data are the method, result, and discussion sections of research articles (RAs) drawn from top tier journals categorized as language and linguistics and analyzed based on macro structure (move and steps) and micro structure (transitivity). The results indicate that 11 moves and 38 steps discovered, in detail, these consist of three moves and 15 steps in method, four moves and 10 steps in result, and four moves and 13 steps in discussion. As for the successions of the move steps, few inter-move step shifts observed. This is in contrast with the outer-move step shifts that commonly occurred. Meanwhile, the outcomes of the transitivity analysis suggest that there are six processes revealed including material, relational, verbal, mental, existential, and behavioral consecutively with material dominating and behavioral the fewest. The results of the present study may supplement the teaching materials reside in English for a research purpose.
It Takes Less than a Village to Influence Educational Aspirations and Attainment
Author: Singh, Gurmakh
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Role Models,Academic Aspiration,Educational Attainment,High School Graduates,Young Adults,Family Influence,Teacher Influence,Peer Influence,Social Networks,Social Capital

Influencers are individuals or entities that meaningfully contribute through a socially constructed process to the formation of educational aspirations and possibly to their attainment. The effect of a specific influencer may differ within the context of multiple influencers. The aim of the current mixed methods study was to investigate how various influencers shape the development of educational aspirations and may contribute to goal setting and eventual attainment of an early aspiration. One-on-one, semi-structured interviews were conducted with 44 participants who attended high school in Ontario, Canada. Most participants identified as Canadian (54.5%) with a mean age of 29 years and median income of $48,504 Canadian Dollars. Participants were asked about the educational aspirations they had in high school. Retrospective accounts provided the opportunity to ask in the interviews not only who the influencers were but also if aspirations were pursued, changed, or attained. Coding and thematic analysis revealed 11 categories of influencers. Further analysis revealed that individuals with a diverse set of influencers attained their educational goals with an important exception. Young adults with 3-5 types of influencers were the largest percentage (61.9%) who achieved their goals, whereas among those with 1, 2, or more than 5 influencers only 21.7% achieved their aspirations. Two influencers that have received little empirical attention emerged: Self and Society/Culture. Findings have implications for encouraging young people and influencers to consider not only how parents and teachers affect educational aspirations but also the composition and size of socio-educational networks.
Positive Psychology Can Help Overcome the Pernicious Native Speaker Ideology
Author: Dewaele, Jean-Marc
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychology,Well Being,Native Speakers,Ideology,Second Language Learning,Holistic Approach,Language Teachers,Linguistics,Cultural Influences

The world of applied linguistics and the profession of foreign language teaching needs to finally sweep away the notion of &quot;Native Speaker&quot; (NS) and the deficit perspective surrounding foreign language learners. We argue that Positive Psychology is a source of inspiration for a new and more positive perspective on foreign language learners and users. Rather than obsessing about negative aspects of life, Positive Psychologists defend a more holistic perspective. By transforming the view of learners as failed &quot;NS&quot; of the target language to that of increasingly competent and happy users of a foreign language would lift a huge burden from the shoulders of foreign language learners and their teachers alike. We argue that the unexpected longevity and ubiquity of the NS in the foreign language teaching profession have deep historical roots in linguistics and culture, and that only a radical paradigm shift can dislodge it.
Dyslexia and Other Reading Difficulties in Adults: Where Are We Now and Where Are We Headed?
Author: Sabatini, John
Date: 2022-00-00
Type: Journal Articles
Subjects: Dyslexia,Reading Difficulties,Adults,Adult Learning,Clinical Diagnosis,Disability Identification,Social Attitudes,Intervention,Research

Despite intensive study in the fields of neuroscience, psychology, genetics, and education, simple truths about dyslexia have been slow to emerge, with some early results not holding up to further scientific scrutiny. Research conducted with and applied to adult learners is especially thin, as intensive scientific scrutiny has increasingly focused on children and developing readers. This article reviews some of the established findings about dyslexia, its diagnosis, and instructional implications for adult learners. It also reviews the emerging debate among researchers about the social value of dyslexia as a diagnosed condition, given the social impact on attitudes and services provided to learners of all ages. Finally, John Sabatini considers the changing nature of reading literacy in light of emerging technologies and research methods of how dyslexia is researched and understood.
The Effect of Different Interaction Patterns in E-Training Environments in Developing the Skills of Producing Interactive Lessons for Middle School Mathematics Teachers
Author: Alibraheim, Essa A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Middle School Teachers,Mathematics Teachers,Teaching Skills,Program Effectiveness,Educational Technology,Electronic Learning,Mathematics Achievement,Middle School Students,Interaction

The aim of this research is to treat the shortcomings of teacher training programs in Saudi Arabia. Some of these programs are not able to fulfill the requirements of professional development because they neglect the impact of different interaction patterns (group and content--individual, content, and trainer--group, content, and trainer) within the e-training environment. This research used the experimental approach with a quasi-experimental design. The research sample was limited to a random sample consisting of 60 mathematics teachers, who were randomly divided into three experimental groups, equally. The results revealed that there are statistically significant differences at 0.05 between the average scores for middle school mathematics teachers in the post application of the cognitive achievement test, observation card, and product evaluation card related to the skills of producing interactive lessons due to the impact of the different interaction patterns in the e-training environment.
How Does Working Memory Capacity Affect Students&apos; Mathematical Problem Solving?
Author: Anjariyah, Deka
Date: 2022-00-00
Type: Journal Articles
Subjects: Short Term Memory,Problem Solving,Mathematics Skills,Student Characteristics,High School Students,Mathematics Instruction,Word Problems (Mathematics),Foreign Countries

Problem-solving process requires information processing, and the information processing is related to working memory capacity (WMC). This study aims to determine the effect of WMC on students' mathematical abilities and to describe the ability of the students with high and low WMC in solving mathematical problems. This research used mixed method with Sequential Explanatory Design. The quantitative data were collected through the provision of OSPAN tasks and math tests to 58 students aged 15-17 years, while the qualitative data were collected through interviews based on mathematical problem-solving tasks. The results showed that WMC had a significant effect on students' mathematical abilities (R=0.536; p=0.000). Researchers found differences in students' mathematical problem-solving abilities with high and low WMC. Students with high WMC can remember and manage information well which supports the determination of more advanced problem-solving strategies and have better attention control so that they find varied appropriate solutions. Students with low WMC experienced decreased attention control as the complexity of the tasks increased, missed important information in problem solving strategies, and did not recheck their work, leading to wrong solution/answer. The mathematical performance of students with high WMC outperformed the mathematical performance of students with low WMC.
I Teach the Truth
Author: Chatelain, Marcia
Date: 2022-00-00
Type: Journal Articles
Subjects: History Instruction,African American History,Controversial Issues (Course Content),Trust (Psychology),Educational Environment

The author reflects upon how her field of African American history is in the crosshairs of this most recent battle of the nation's culture war. Once maybe regarded as a niche or narrow area of history (although it is not), African American history has become one of many targets of legislative and activist efforts to end the teaching of honest, thorough, and accurate history. African American history is not alone: ethnic studies and women's and gender studies are also targets of groups ranging from parents to politicians seeking to intervene in classrooms. Educators can foster a spirit of transparency that acknowledges the dynamics that inform the work, models how to grapple with uncertainty, and shows that classrooms are places in which students' intellectual growth serves them as individuals and members of society. The author provides questions for teachers to reflect upon: (1) Can you explain why you teach, in addition to what you teach?; (2) Where are you meeting your students?; (3) What kind of world do you bring to your students?; (4) Whom do you trust?; and (5) How can you cultivate more trust?
The Promise of School Counselors: Why They Are Essential for Students&apos; and Educators&apos; Well-Being
Author: Savitz-Romer, Mandy
Date: 2022-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Counselor Teacher Cooperation,Work Environment,Pandemics,COVID-19,Counseling Effectiveness

School counselors are often under-utilized, but they can be a huge asset as schools embark on the long road to recovery from COVID-19. Research repeatedly finds that when school counselors deliver comprehensive programming, student outcomes improve. In schools that allocate counselors' time wisely, counselors may spend their days providing individual and group counseling sessions, leading developmental lessons in a classroom, consulting with parents or caregivers on an intervention, analyzing attendance data to develop outreach plans, or offering early college and career awareness programming. However, poor working conditions--including enormous caseloads and extensive noncounseling tasks--often compromise counselors' abilities to deliver on what students need most. The authors outline three possible strategies for teachers and administrators to draw on school counselors' professional skillsets: clarifying counselors' roles, building teacher-counselor relationships, and advocating for improved counselor working environments.
Maintaining Enthusiasm for Classroom Teaching through Multiple Syllabus Changes over a 20-Year Period: A Case Study of One Teacher&apos;s Journey
Author: Carter, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Music Teachers,Music Education,Foreign Countries,Secondary School Teachers,Teacher Attitudes,Course Descriptions

This paper investigates one experienced classroom music teacher's journey in navigating syllabus changes in New South Wales (NSW) secondary schools in the period between 1968 and 1978. A significant dearth of research on teacher education in general, and in particular, in the area of secondary music teaching exists in NSW. This research will add to the area. In this case study, semi-structured interviews with the participant investigate the themes of adaptability and resilience to change in curriculum and pedagogy in the music classroom. Included in the research are syllabus documents and memoranda to School Principals over the time period, concluding with the analysis and interpretation of the research data.
The Application of Sound Technology for Teaching Applied Music Lessons Online: A Case Study
Author: Keast, Dan A.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Music Education,Online Courses,Lighting,Acoustics,Private Education,Educational Technology,Technology Uses in Education,Program Effectiveness,Equipment,Teacher Attitudes,Music Teachers,Videoconferencing,Constructivism (Learning),Teaching Methods,Student Motivation,Student Evaluation,Evaluation Methods,College Students,College Faculty,Student Attitudes

The COVID-19 public health crisis forced all educators to explore technology in the largest test of online teaching during the spring of 2020. Included in the population of educators were the studio music faculty steeped in a tradition of side-by-side teaching. This research study explored the application of lighting and sound technology adapted to enhance the experiences in a 10-week, fully online course of one-to-one private lessons with a music studio faculty member and his students during summer 2020. The students received condenser microphones, headphones, and webcams with instructions for hardwiring into their home internet connection. The faculty member used the same materials plus a speaking microphone overhead on a boom along with three-point lighting: key, fill, and backlights. The lighting was used to ensure a bright studio, much like a television anchor employs. Students noticed the microphone use by instructor and commented his adaptation to the virtual lessons were more flexible while one participant exclaimed he grew more as a musician and covered more material in virtual lessons than in previous face-to-face lessons with the same instructor. The faculty member noticed better sounds from students when using the condenser microphones and less feedback because of the closed back headphones.
The Importance of Musical Play for the Development of Musical Abilities of First Grade Elementary School Pupils
Author: Svalina, Vesna
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Activities,Elementary School Students,Grade 1,Play,Skill Development,Music Education,Music Techniques

In this study, we examine how musical play affect the development of musical abilities of first-grade pupils of elementary school. The research consisted of three parts: the initial testing of pupils' musical abilities, holding ten hours of music lessons in which the emphasis was placed on conducting musical play, and the final testing of pupils' musical abilities. With the Mann-Whitney U-test, we found that the difference in the results of the initial and final testing was statistically significant for all three musical abilities -- reproducing rhythmic phrases, reproducing individual tones, and reproducing melodic phrases. In this way, we proved that the musical play that is conducted as part of music teaching contributes to the development of pupils' musical abilities.