ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Reading and Writing Attitudes of Preservice Elementary Teachers: A Correlational Research
Author: Bozgun, Kayhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Elementary School Teachers,Reading Attitudes,Writing Attitudes,Electronic Publishing,Electronic Books,Gender Differences,Age Differences

This study aims to examine the relationship between digital reading and digital writing attitudes of preservice elementary teachers. The sample of the research consists of 294 preservice elementary teachers studying at the faculty of education. The research sample was determined using the convenience sampling method. Attitude Scale for Digital Writing, Attitude Scale towards Digital Reading, and Personal Information Form were used as data collection tools. Data were analysed using R Studio software. Independent sample t-test, one-way ANOVA and simple linear regression analysis were used in the analysis process. The findings indicated that the reading attitudes and writing attitudes scores of the preservice elementary teachers did not differ according to gender, age, and grade level. However, it was found that the preservice teachers who stated that they read digital books had a higher level of reading and writing attitudes than the preservice teachers who stated that they did not read. It has been determined that there is a high level of significant relationship between digital reading and writing attitudes. According to the results of the simple linear regression analysis, it was found that the writing attitudes of the preservice elementary teachers who had high digital reading attitude levels were also high. As a result, it can be said that as the digital reading attitudes of the preservice elementary teachers increase, their attitudes towards writing will also increase. Experimental studies can be conducted to determine the effect of reading digital books on digital writing attitudes.
The Effects on the Socio-Emotional State of Students in the National Exams in Greece from the COVID-19 Pandemic--Pilot Research
Author: Nikolaou, Sousanna-Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Emotional Response,Standardized Tests,Stress Variables,Interpersonal Relationship,Social Isolation,Social Capital,Mental Health,Psychological Patterns,School Closing,High School Students

The main purpose of this study is to investigate the effects of internment and isolation imposed by the COVID-19 pandemic on the socio-emotional status of students preparing for and taking national exams in July 2020. The main result of the study showed a weakness of consciousness and student stress due mainly to the inadequacy of social relationships, daily social contact with people who managed the same situation highlighting the importance of social capital and socialization in dealing with real life situations. The research found an unprecedented stressful situation of students that manifested itself with a lot of intensity and explosive situations (crying before and after exams, provocative behavior, great anger, disorganization, withdrawal desire, tension, conflicts, physical discomfort, intense anxiety and stress). The research also aims to conduct a scientific discussion of the conclusions regarding the conditions created for young people in the context of internment and isolation from any living communication with their classmates and teachers and the consequences in general in the event that this situation will continue into the next school year, as well as the study of ways in which a similar condition can be avoided in the next phase of the pandemic.
Examination of the Relationship between the Usage Frequency of Listening/Viewing Strategies of Middle School Students and Their Listening Anxiety
Author: Karahan, Berna
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,Listening Skills,Anxiety,Gender Differences,Incidence,Foreign Countries,Age Differences,Correlation,Visual Perception,Attention

Listening is one of the fundamental skills of language, and it is a skill that individuals will need throughout their lives, both in their educational years and in their social lives. From this point of view, the acquired skills for listening should be carefully examined. Because a problem to be experienced during the skill acquisition process can trigger anxiety. Increasing the frequency of use of listening/viewing strategies in order to reduce anxiety will have positive results. The proper acquisition and development of this skill, which has such an impact on a life of an individual, is an issue that needs to be emphasized. The aim of the present study is to determine the relationship between middle school students' use of listening strategies and their listening anxiety. The required permissions were obtained for the study and ethical rules were followed. The study group of the study included 265 middle school students who were randomly selected in the center of Kars. The data were collected with the &quot;Frequency Usage of Listening/Viewing Strategies Scale&quot; and the &quot;Listening Anxiety Scale for Middle School Students&quot;. According to the results obtained, there were significant differences in terms of sex and age variables. It was determined that difference was in favor of female students. Furthermore, significantly positive relationships were found between the listening anxiety scale and the dimensions of the usage frequency scale of listening/viewing strategies. According to these relations, the use of listening/ viewing strategies decreases as anxiety increases.
The Support of Juvenile Offender Learners in Correctional Centre Schools: A Spiritual Wellness Perspective
Author: Manzini, Theresa Lydia Badiktsie
Date: 2020-00-00
Type: Journal Articles
Subjects: Correctional Institutions,Institutionalized Persons,Correctional Education,Delinquency,Wellness,Spiritual Development,Program Effectiveness,Behavior Change,Foreign Countries,Rehabilitation,Teacher Role,Barriers,African Culture,Religion,Values

This qualitative, phenomenological study, explore the support of juvenile offender learners in correctional schools from a spiritual wellness perspective. The study aimed to explore ways in which supporting juvenile offender learners' spiritual wellness can enhance teaching and learning, rehabilitate, and reduce recidivism. Twenty-one juvenile offender learners and seven teachers were selected from seven correctional schools in South Africa on the bases of availability and willingness. The study intergraded Ubuntu and spiritual wellness frameworks as a lens to understand the current study. Findings revealed that teachers support juvenile learners' spiritual wellness and it enhances teaching and learning, thus, resulted in a positive behavioural change of the juvenile offender learners. The study recommends that teachers and security official be trained on how to identify the spiritual challenges of juvenile learners and address them in order to improve their learning and rehabilitate. The DCS can do this through collaboration with various stakeholders who have knowledge and expertise in the spiritual wellness scope.
Dungeons &amp; Dragons &amp; Dewey: The Potential for Dramatic Rehearsal and Civic Outcomes in Tabletop Role-Playing Games
Author: Haarman, Susan
Date: 2022-00-00
Type: Journal Articles
Subjects: Role Playing,Game Based Learning,Teaching Methods,Story Telling,Drama,Interaction,Middle School Students,High School Students

The efficacy of tabletop role-playing games (RPGs) as an educational and therapeutic asset in schools has been extensively studied, with many middle and high schools employing these games as extracurricular activities because of their positive impact around identity formation, empathy, and social skills. More recent iterations of tabletop RPGs are also being intentionally designed to encourage thoughtfulness, experimentation, and creative problem solving. The designers of game playbooks detail cooperation, compromise, intentional direct action, consensus building, and imagination as explicit goals and outcomes of playing tabletop role-playing games. While not explicitly intended as such, the dynamics of games like &quot;Dungeons &amp; Dragons (D&amp;D)&quot; give players a chance to experience deliberation around something they are personally invested in within a low risk environment.
Configuring the Landscape of Research on Problem-Solving in Mathematics Teacher Education
Author: de Ron, Anette
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Research,Problem Solving,Mathematics Education,Teacher Education,Pedagogical Content Knowledge,Knowledge Level,Student Attitudes

The purpose of this study is to configure the landscape of empirical mathematics educational research on problem-solving in teacher education, and thereby disentangle how mathematical problem-solving is understood and used. The method consists of a configurative review of empirical mathematics education research on problem-solving in teacher education. A two-dimensional model is presented to illustrate how different aspects of problem-solving in teacher education are connected to and complement each other. Using the model, the configuration results in the proposition of four major categories of research on problem-solving in teacher education. The result indicates an almost equal distribution of research which views problem-solving as an aim for mathematics education versus research which views problem-solving as a means for learning mathematics. However, within the former, roughly three quarters of the articles focus on content knowledge, and only a quarter on pedagogical content knowledge. Implications for teacher education and future research are discussed.
Digital Culture and Learning in Higher Education after COVID-19: A Collaborative Approach in a Virtual Environment
Author: de Souza Lopes, Ana Lucia
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Higher Education,Blended Learning,Foreign Countries,College Students,Cooperative Learning,Language Teachers,Teacher Education Programs,Science and Society,Online Courses,Concept Mapping

This article is the result of a critical analysis of the incorporation of Digital Culture into methodologies and interactive approaches that drive collaborative and meaningful learning processes for higher education students. We will analyze a specific course, Science, Technology and Society in Arts, Languages and Culture, with students from the 1st. Semester of the Portuguese Language and Literature for Teacher education Course of a Private University. Our goal is to demonstrate the planning, implementation, and learning outcome in a course with a hybrid methodological approach that makes use of interactive tools in the students' learning trail. We will highlight an interactive evaluative activity that consisted in the construction of a collaborative mural using the &quot;Digital Padlet&quot; tool as a resource for a critical reflection done by students on the chapter of a book from the basic bibliography: &quot;What is Society?&quot; (Bazzo, 2003). We adopted the qualitative analysis of the data from the Collaborative mural itself and the records of the students' Digital Learning Diaries, which was performed after the collaborative activity. This allowed us to observe the relationships between the methodological approach, the use of digital tools and the perception of significant learning in higher education, as well as to establish a critical reflection on the incorporation of digital culture in pedagogical practices.
Distant Teaching: A Way to Face COVID-19 Pandemic in a Public University
Author: Paredes Arriaga, Ana María
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Public Colleges,Online Courses,Distance Education,College Faculty,Teacher Competencies,Technological Literacy,Teacher Attitudes,Barriers

In México, first COVID-19 patient was identified in February and from March 23 on confinement measures were taken by the government, including the suspension of activities at universities. This paper objective is to explore the challenges that professors of a public university faced while moving into a distant teaching practice in the pandemic context. Universidad Autónoma Metropolitana is located in México City and up to the pandemic, most of its faculty lacked experience with online education, so the Emerging Distant Education Project was implemented. A qualitative design was developed and in-depth interviews were made to gather information from members of the Business Administration Faculty. Main findings show that in a short time, professors managed to redesign the courses and to develop materials, while training themselves in the use of educational platforms, videoconference and communication devices. Among positive experiences they mentioned widening their teaching skills, the positive and helpful attitudes from students, technical support from the institution and the achievement of learning objectives; while on the negative side they mentioned that math contents demanded an extra effort in order to secure students comprehension. Technical problems with the internet and the lack of a proper learning environment were cited as barriers to students' optimal academic achievement. Most of professors defined their experience as &quot;a challenge&quot;. In conclusion, professors took on and overcame the challenges in order to continue classes and to achieve the academic objectives of the term.
Mathematical Proof and Epistemological Obstacles: Assumptions of the Methodological Teaching Proposal of the Fedathi Sequence
Author: Araújo, Carlos Henrique Delmiro
Date: 2022-00-00
Type: Journal Articles
Subjects: Validity,Mathematical Logic,Mathematics Instruction,Multimedia Instruction,Teaching Methods,Undergraduate Students,Mathematical Models,Barriers,Epistemology,Problem Solving,Foreign Countries

The Multimedia Research Laboratory, inserted in the Federal University of Ceará has the Multimedia Mathematics Education Group, in which they study the mathematics teaching with the methodological contribution of the Fedathi sequence (FS). In one of the study meetings, the members raised the issue of how a class in the light of the FS could be, which would address mathematical proof. To this end, the mathematical object used to illustrate the answer to this question was the ordering in the set of rational numbers, aiming at the didactic session in the mathematics undergraduate course. Thus, this research aimed to develop a model of mathematical proof approach based on the FS methodological proposal, attempting to solve the issue raised. To make this work possible, the FS research methodology was used, with a qualitative bias. Regarding the results, it was possible to develop the model with the purpose of performing mathematical proof using the FS as a teaching methodology, considering that this way of mediating knowledge is not a transmission of content, but rather, a way of providing learning.
The Didactical Phenomenology in Learning the Circle Equation
Author: Ali, Clement Ayarebilla
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,High School Students,Teaching Methods,Learning Processes,Student Attitudes,Reliability,Phenomenology,Equations (Mathematics),Problem Solving,Algebra,Geometric Concepts,Geometry,Peer Relationship

Realistic mathematics education (RME) has proven to be an effective model for mathematics elsewhere. However, students and teachers still grapple to confront the circle equation to learn and teachers to teach. This study explored students' didactical phenomenological discourses in the circle equation as an alternative. The mixed methods research design was used to collect both quantitative and qualitative data from 50 senior high school students purposely selected from one senior high school. The instruments of data collection were the questionnaire and interview guide. The purpose of the questionnaire and interview guide was to validate and corroborate. The quantitative analyses contain categorical independent and continuous dependent variables and were explored by reliability statistics, simple and multiple analysis of variance tests of independence. On the other hand, the qualitative transcriptions of students' own perceptions. The results on the types of equations showed low didactical phenomenology as many variables fell below the .20 minimum internal consistency's criteria. However, the results of the tasks showed high acceptable didactical phenomenology. We therefore concluded that RME could be extended to other domains of mathematics. Thereafter, comprehensive recommendations were advanced for theory, method, research, practice, policy, and context.
Education Policy and Practice on Intimate Partner Violence among Young People in the UK
Author: Sheng, Xiaomin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Educational Practices,Violence,Intervention,Program Effectiveness,Consciousness Raising,Attitude Change,Gender Issues,Student Attitudes,Help Seeking,School Role,Curriculum,Interpersonal Relationship,Behavior Change,Elementary Secondary Education

This paper presents a qualitative systematic review of educational policy and practice on tackling intimate partner violence (IPV) among young people in the UK. Up to date, the majority of school-based IPV interventions were conducted in the US and now there is growing consensus among UK policymakers, researchers and practitioners as well to address IPV issues through educational practice. This review aims at gathering evidence of the type and nature of policies and institutional level practice adopted to tackle IPV issues among young people within an educational context, and what impacts these interventions have on mitigating the occurrence of IPV. In undertaking this review, three databases (Eric, BEI and Scopus) were searched and grey literature was manually added. Findings from the review suggest that the majority of interventions were effective in altering attitude and promoting awareness of IPV. Still, longitudinal studies are needed to see if changes in attitude can be translated into the effective behavioural alteration in real-life situation. Although most students expressed satisfaction toward the existing interventions, it was also found that lack of consideration of gender can lead to uncomfortable feelings among students. There were contradictory views regarding whether teachers or external experts would be a better person to deliver the intervention and who was the person students preferred to turn to for help. Besides, country-wide interventions are needed to make sure all schools have an opportunity to provide IPV education, and the support from the UK government is of crucial importance to make this happen.
EYSIER Charter Mark with ABCDE and Assessment for Personal and Social Learning; a Bottom-Up Approach to Building Faculty of Judgement with an Open Access Knowledge Base of Science with and for Society (SwafS)
Author: Taysum, Alison
Date: 2020-00-00
Type: Journal Articles
Subjects: Civics,Values Education,Virtual Classrooms,Distance Education,COVID-19,Pandemics,Moral Values,Ethics,Ethical Instruction,MOOCs,Consortia,Foreign Countries,Social Emotional Learning,Open Educational Resources,Universities,Capacity Building,Sustainable Development

Civic society must mobilise education and training to move from COVID-19 disruption to recovery to meet the goals established by the President of the European Commission «A Union that strives for more» and promoted through the European Education Area. Using Five stages of 'A Blueprint for Character Development for Evolution' (ABCDE), citizens map their journey to making good decisions in a new social contract to amplify recovery. A is European Qualifications Framework (EQF) Level 1 to ask good questions to solve problems; What is social distancing? How can I optimise success in virtual-classrooms? How can I safely create a new job for myself? B is EQF Competence Level 2 and focusses to explore the best that has been thought and said from explicit Scientific/social knowledge and synthesise it with implicit personal knowledge/beliefs, to gain shared understandings of definitions of terms. C is EQF Competence Level 3 to develop robust methods for data-collection/handling to find solutions to personal and social, cultural, health, economic and political problems. D is EQF Competence Level 4 to develop theories of change from data as solutions to social and personal problems for recovery. E is EQF Competence Level 5 to develop moral and ethical principles in a new social contract. ABCDE is implemented with 'Assessment for Personal and Social Learning', A Massive Online Open-Access Course, and toolkit to gain the Empowering Young Societal Innovators for Equity and Renewal (EYSIER) Charter Mark to align commercial, humanitarian evolutionary and sustainable goals to propel recovery.
Determining the Opinions of Education Faculty Student Teachers on the Application for Online Courses
Author: Demirbulak, Dilara
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Online Courses,Distance Education,Electronic Learning,Computer Attitudes,Student Teacher Attitudes,Computer Uses in Education,Access to Computers,Foreign Countries,Internet,Barriers,Gender Differences,Place of Residence

This study aimed to determine the opinions of student teachers about distance learning in online courses using a survey designed for this purpose. The researchers designed a questionnaire, titled &quot;The opinion of student teachers about distance learning in online courses survey instrument&quot; to collect quantitative data from student teachers (n= 1056, 55.3% females) who lived in urban, rural, and suburban areas in Turkey. The original version of the survey consisted of 30 items. The authors of this article used the snowball data collection method to collect data. Descriptive statistics such as frequency and percentage analysis were applied for the items in the data collection tool. In response to the first research question of the research, most male and female candidates indicated that they could use the Internet continuously wherever they were. Approximately two-thirds of female and male candidates remarked Internet outages as more hardware problems during class participation. As for the second research question, most of the candidates stated that they had limited internet access at home and could use it continuously on a daily basis.