ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Digital Concept Cartoons and Digital Concept Maps on Eliminating Middle School Students&apos; Misconceptions in the Mathematics Course: An Experimental Research
Author: Gokkurt-Ozdemir, Burcin
Date: 2021-00-00
Type: Journal Articles
Subjects: Concept Mapping,Cartoons,Electronic Learning,Teaching Methods,Instructional Effectiveness,Mathematics Instruction,Mathematical Concepts,Concept Formation,Misconceptions,Algebra,Middle School Students,Student Attitudes,Grade 7,Foreign Countries

The purpose of this study was to investigate the effect of digital concept cartoons and maps in eliminating misconceptions of secondary school students. The research was conducted with 67 students who were studying at three different branches of 7th grade of secondary school. The research was conducted according to semi-experimental design with pre-test, posttest control group, and quantitative and qualitative research methods (mixed pattern) were used together. Accordingly, the mathematics classes in the Study Group I were conducted by the DCC method and the mathematics courses in the Study Group II were conducted by the DCM, and the mathematics courses in the control group were processed by traditional teaching method. In order to determine the students' misconceptions before and after the experiment, Misconception Test was used which was applied as Pre-test and Post-test. In addition, students' opinions and observation processes related to the use of DCC and DCM in mathematics class were included in the experimental process. As a result of the data analysis, there was no statistically significant difference between Study Group I, Study Group II and control group when the results of the Misconception test of the control and study groups were compared. In addition, students stated that the use of DCC and DCM in mathematics course have advantages such as making the courses enjoyable, drawing attention, increasing interest in the course, and visualizing the course topics. In the direction of the findings obtained from the research, various suggestions were made to the teachers and researchers about the use of DCC and DCM in secondary school mathematics courses.
Investigating Digital Distraction among Pre-Service Science, Technology, and Mathematics Teachers in Nigeria
Author: Awofala, Adeneye O. A.
Date: 2020-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Young Adults,STEM Education,Addictive Behavior,Time Management,Emotional Response,Handheld Devices,Influence of Technology,Measures (Individuals),Construct Validity,Test Reliability,Gender Differences,Foreign Countries

Internationally, the proliferation of digital technologies in classrooms has produced digital distractions among digital natives in this 21st century. Thus, it is highly imperative to develop a suitable instrument for assessing and measuring digital distraction among higher education students to enable continuing research and practice. While previous studies had treated and measured digital distraction as a sub-component of a multi-dimensional construct and as a test, the present study through instrumentation survey research, developed and authenticated a standalone digital distraction scale among pre-service science, technology and mathematics (STM) teachers in Nigeria. The instrument is constructed by adopting a multidimensional standpoint of digital distraction around a higher-order modelling method. The pre-service STM teachers were recruited from a culturally varied university student population in Nigeria. The results showed a high level of digital distraction among the pre-service STM teachers in Nigeria and the digital distraction is composed of several connected yet distinctive factors (emotional distraction, digital addiction, and distraction by procrastination), with proof backing up a higher-order structural archetypal. More so, empirical evidence confirmed the measurement invariance of the scale with regards to gender and the consistency of the psychometric properties of the digital distraction scale. Finally, test-retest reliability of the digital distraction scale showed that the scores are not variable over time and that the scale is not sensitive to alterations in the learning milieu. Finally, it is hoped that this tool will be handy for educators interested in isolating pre-service STM teachers at risk of high digital distraction which may cause lack of respect and privation of courtesy for instructors and personal distraction in the classroom.
Media Literacy Instruction in Today&apos;s Classrooms: A Study of Teachers&apos; Knowledge, Confidence, and Integration
Author: McNelly, Tracy A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Media Literacy,Teaching Methods,Pedagogical Content Knowledge,Secondary School Teachers,Self Efficacy,Technology Integration,Instruction

Teachers play a critical role in helping to ensure that students leave school with the skills needed to not only be critical consumers of media, but to also be thoughtful and knowledgeable producers of mediated messages. Despite the important role of teachers in media literacy education, we still know very little about teachers' knowledge of and experiences with media literacy in the classroom. This information is a critical piece in understanding how to best support teachers as they integrate media literacy education within PreK-12 classrooms. The current study seeks to add to the growing body of research in this area by examining secondary teachers' knowledge of media literacy, confidence incorporating it in classes, and actual integration of media literacy education in courses. Results of a survey of 71 teachers found a relationship between knowledge, confidence, and integration of media literacy. Implications of the study results are discussed.
Active Methodology, Educational Data Mining and Learning Analytics: A Systematic Mapping Study
Author: de Andrade, Tiago Luís
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Analytics,Distance Education,Dropout Prevention,Data Analysis,Active Learning,Virtual Classrooms,Dropouts,Educational Research

Distance Learning has enabled educational practices based on digital platforms, generating massive amounts of data. Several initiatives use this data to identify dropout contexts, mainly providing teacher support about student behavior. Approaches such as Active Methodologies are known as having good potential to involve and motivate students. This article presents a systematic mapping aiming to identify current Educational Data Mining and Learning Analytics methods. Besides, we identify Active Methodologies' application to mitigate dropout in Distance Learning. We evaluated 668 papers published from January 2015 to March 2020. The results indicate a growing application of Educational Data Mining and Learning Analytics to identify and mitigate students' abandonment in Distance Learning. However, studies with Active Methodologies to minimize dropout and enhance student permanence are scarce. Some works suggest Active Methods as a possible complement of Learning Analytics in dropout. [Note: The page range (171-204) shown on the PDF is incorrect. The correct page range is p171-203.]
News Media Literacy Challenges and Opportunities for Australian School Students and Teachers in the Age of Platforms
Author: Nettlefold, Jocelyn
Date: 2021-00-00
Type: Journal Articles
Subjects: Media Literacy,News Media,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Teacher Competencies,Teacher Motivation,Critical Literacy,Misconceptions

News media literacy competencies and motivation in teachers are critical to media education initiatives. This article draws on a survey of 97 primary and secondary school teachers conducted as part of the Australian Broadcasting Corporation and University of Tasmania's national Media Literacy Project in 2018. The data reveals challenges in the implementation of media literacy in classrooms, highlighting a generational divide linked to Australians' rising consumption of news from digital sources and social media platforms. While teachers overwhelmingly say critical thinking about media is very important for students, nearly a quarter of these teachers are not engaging with news stories in the classroom. The data suggests responses require new resources, a review of teacher training, curriculum support, wider community collaboration and further research in the field.
A Systematic Literature Review of School-Counsellor-Led Group Counselling Interventions Targeting Academic Achievement: Implications for Research and Practice
Author: Steen, Sam
Date: 2021-05-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Group Counseling,Counseling Techniques,Counseling Effectiveness,Evidence Based Practice,Intervention,Academic Achievement,Children,Adolescents,Elementary School Students,Secondary School Students,Effect Size,Educational Research,Racial Factors

This article reviews group counselling interventions conducted by school counsellors that aimed to improve academic achievement. A total of 12 studies met these criteria. The studies that used comprehensive/comparative tests and GPA as academic achievement outcome measures had moderate to large effect sizes. Secondly, this review broadly examined whether a protocol or group manual was used, the number of group sessions, and demographic information of the group leaders and students. Implications and recommendations for future research are provided including exploring more international articles.
SCORE -- A Model for the Self-Assessment of Creativity Skills in the Context of Computing Education in K-12
Author: Géssica, Lehmkuhl
Date: 2021-00-00
Type: Journal Articles
Subjects: Models,Self Evaluation (Individuals),Creativity,Computer Science Education,Elementary Secondary Education,Test Reliability,Test Validity,Test Construction

In today's society, creativity plays a key role, emphasizing the importance of its development in K-12 education. Computing education may be an alternative for students to extend their creativity by solving problems and creating computational artifacts. Yet, there is little systematic evidence available to support this claim, also due to the lack of assessment models. This article presents SCORE, a model for the assessment of creativity in the context of computing education in K-12. Based on a mapping study, the model and a self-assessment questionnaire are systematically developed. The evaluation, based on 76 responses from K-12 students, indicates a high internal reliability (Cronbach's alpha = 0.961) and confirmed the validity of the instrument suggesting only the exclusion of 3 items that do not seem to be measuring the concept. As such, the model represents a first step aiming at the systematic improvement of teaching creativity as part of computing education.
Where Image and Text Meet Identity: Gifted Students&apos; Poetry Comics and the Crafting of &quot;Nerd Identities&quot;
Author: Kersulov, Michael L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Academically Gifted,Poetry,Cartoons,Identification (Psychology),Writing (Composition),Media Literacy,Teaching Methods,Summer Programs,Secondary School Students,Gifted Education

This article reports on a study of how a class of fifteen- and sixteen-year-old gifted high school students &quot;mixed&quot; the media of poetry and comics to unveil and interrogate (what they called) their &quot;nerd identities.&quot; Both co-authors constructed and co-taught a class within a literature-based comics course that led students through various writing processes that focused on the visual and textual properties of poetry and comics. Researchers asked: How may gifted students use poetry and comics to write about identity? How can the mixing of poetry and comics contribute to media literacy education? Using their poetry comics to connect their &quot;nerd identities&quot; to superheroes, students reported seeing parallels between the trials and tribulations of superhero origin stories and their own &quot;gifted&quot; identity.
The Educational Use of Social Networks Sites: A Comparative Analysis between the Spanish and English Production
Author: Valero Moya, Aída
Date: 2020-06-00
Type: Journal Articles
Subjects: Databases,Social Networks,Bibliometrics,Spanish,English,Authors,Research Reports,Comparative Analysis,Teaching Methods,Journal Articles,Social Media,Higher Education,Research Design,Educational Trends,Trend Analysis,Educational Environment

Considering the increasing importance and presence of the Social Networks Sites (SNSs) in educational scenarios, this work is aimed at exploring the scientific literature on their educational use for the last years. Through a bibliometric analysis composed of 191 journal articles written in English and Spanish, found in 7 different databases (ERIC, Scopus, DOAJ, EBSCO, ISOC, REDIB, and PsycARTICLES), the following variables were analysed: database, academic journal, authorship (including number of authors, country, and institution), year of publication, Social Network Site involved, level of education, study population, and nature of the study. Results show the existence of a greater number of publications written in Spanish than in English as well as a higher interest in the topic from Spanish authors, academic journals, and institutions. Facebook and Twitter were ranked as the most popular SNSs in both English and Spanish articles. At the same time, the majority of the selected articles were focused on tertiary education and their students. Finally, Scopus was the one which hosted the largest amount of international literature (most of it framed by a qualitative research design). All in all, the scientific production analysed on the educational use of SNSs reveals a considerable, increasing, and developing interest in the present topic. Thus, several educational implications emerge with the introduction of digital scenarios, such as SNSs, in the educational environments.
The Comparison of Social Studies Textbooks in Turkey, the United States and France Based on Values Education
Author: Kafadar, Tugba
Date: 2021-06-00
Type: Journal Articles
Subjects: Comparative Education,Social Studies,Textbooks,Textbook Evaluation,Values Education,Foreign Countries,Teaching Methods,Citizenship Education

The present study aimed to compare social studies or equivalent course textbooks in Turkey, the United States, and France (ethics-citizenship education) based on values education content. The study was designed with the holistic multi-case method, a qualitative research approach, and the study data were collected with document analysis. The study group was assigned with criterion sampling, a purposive sampling method. The study data were analyzed with the content analysis technique. The study findings were as follows: Value dimensions in the textbooks employed in the three countries were similar in the self-transcendence value dimension in Turkey and France, while self-enhancement value dimension was identified in the US (New York) textbooks. Analysis of the value types identified in the textbooks of the three countries demonstrated that the achievement category was prominent in Turkish and American (New York) textbooks, while universalism-concern value type was observed in France. Modesty value type was observed the least in the USA (New York) and France textbooks. However, the least frequent category was prestige in Turkish textbooks. The instruction approaches that were frequently observed in the textbook learning-instruction processes in the three countries were similar and the value explanation approach was adopted in Turkish and American (New York) social studies and French ethics-citizenship textbooks. The least frequent value instruction approaches in the textbooks were value instruction by observation in Turkish and French textbooks and moral reasoning method in the American (New York) social studies textbooks. Furthermore, American (New York) textbooks did not employ the value instruction by observation approach.
The Impact of Extra Lessons on the Political Environment: A Case Study of the Three Urban Day High Schools in Chegutu, Zimbabwe
Author: Bukaliya, Richard
Date: 2021-06-00
Type: Journal Articles
Subjects: Case Studies,Urban Schools,Secondary School Students,Student Attitudes,Teacher Attitudes,Parent Attitudes,Evaluators,Foreign Countries,Time on Task,Political Influences,Public Officials,Incentives,Unemployment,Voting,Politics,Political Power,Teacher Qualifications,Employment Opportunities,Secondary School Teachers

This study aimed at establishing the impact of extra lessons on the political field in Zimbabwean urban day high-density secondary schools. It was guided by the interpretivist perspective based on the interpretation of interactions and social meaning that teachers, learners, parents, and school inspectors assigned to the role of extra lessons on the political environment. The study was qualitative and thus aimed at reporting detailed views of informants. The multiple case study method was used as the focus was on three high-density high schools in Chegutu town. The researcher adopted the multi-technique approach to generate data, thus interviews and focus group discussions were used. Data saturation was arrived at after the involvement of 23 participants. These consisted of 8 teachers, 6 learners, 6 parents and 3 school inspectors. Findings from the study show that political expedience was one reason why extra lessons had been carried out with the blessing of some political players. From the academic outlook, politicians in favour of the extra lessons capitalised on them to gain continued existence in the political arena. While the political elite benefitted in the short term, through political expedience, in the long run, they stood to lose political support as this could also lead to civil disorder when many youths passed examinations but found no formal employment. Extra lessons made teachers generate extra income and created informal employment in many private colleges. This translated into low political tensions which were usually sparked by poor teacher incentives and high unemployment. Extra lessons paved the way for some meeting point among and between the different stakeholders and politicians still were guaranteed their votes regardless of whether they were for or against the extra lessons. Since there is evidence that most stakeholders were in favour of the extra lessons, it is prudent these lessons should continue to be carried out. Extra lessons also created informal employment in private colleges, and this has translated into low political tensions as teachers get some extra incentives, at the same time lowering the high unemployment of qualified teachers.
Does Educational Aspect Solve Immigration Problems in France?
Author: Khokhlov, Alexander Anatolevich
Date: 2021-05-00
Type: Journal Articles
Subjects: Immigration,Foreign Countries,Educational Policy,Social Change

International immigration with different reasons such as education and citizenship is by no means a new phenomenon in the modern global world. Nevertheless, intense immigration was sparked and had serious implications, especially for European countries like France after the year 2010, which marked the start of the revolution in Tunisia and the birth of such a phenomenon as the Arab spring. After the end of the colonial era and the loss of colonial possessions by France, the French state encountered the problem of the influx of an infinite number of Arab and African immigrants who had considerable ethnic, religious and cultural-historical characteristics. Exacerbating the problem was that the distinctions seemed essential even when compared with immigrants from other countries, for example, Eastern and Southern Europe. The latter had a relatively similar culture and mentality to the French, and what is the main -- a common Christian value matrix. As such, they did not become a problem for the governmental policy of integrating into the cultural space of the host country. European immigrants easily sipped republican values, legal norms, traditions and customs, while making a break with their tradition of the past. However, the growth of immigrant population belonging to a different culture and religious heritage led to the fact that the strategy of the French state in this direction began to become ineffective. It is obvious that the old mechanisms of adaptation, such as obtaining French citizenship and education, do not solve emerging problems, but only generate new ones. As a result, a mutual rejection of the indigenous population and the newcomers intensified, stimulating a buildup of tension in society. As a result, this gradually turned into a matter of preserving national identity for the former, while into a matter of ensuring the survival of themselves and their children for the latter.
Pedagogical Transformation Models in Schools in Nepal during the Global Pandemic
Author: Gyawali, Yadu P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Change,Pandemics,COVID-19,Learning Processes,Kindergarten,Elementary Secondary Education,Electronic Learning,Handheld Devices,Telecommunications,Online Courses,Models,Rural Schools,Urban Schools,Suburban Schools,Foreign Countries,Distance Education

This essay reviews the emergency teaching-learning pedagogy in K-12 schools of Nepal during the COVID-19 global pandemic. It discusses three models (unidirectional, e-participatory, and mobile teaching) as alternative pedagogies of Nepalese educational institutions to continue teaching-learning for different disciplines such as language, arts, and social studies. Moreover, the essay discusses the appropriateness of each model for teaching-learning in urban, semi-urban, and rural settings in Nepal.
Teacher Professional Learning during the Global Pandemic: Five Critical Areas to Address
Author: Muhayimana, Théophile
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development,Teacher Education,COVID-19,Pandemics,School Closing,Distance Education,Electronic Learning,Teacher Competencies,Acceleration (Education),Teacher Student Relationship,Family School Relationship,Safety,Technology Integration,Public Health,Mental Health

The COVID-19 pandemic disrupted educational activities and forced schools to close. It also required teachers to shift to remote teaching and learning with inadequate training, preparation, and support that would enable them to operate in an online teaching model. Consequently, school reopening calls for consideration of teacher professional learning (TPL) as a way to empower teachers with the knowledge and skills they need to cope with unprecedented challenges and provide effective instruction. Therefore, the aim of this essay is to discuss five key areas that school leaders need to address in the TPL organization in order to best prepare teachers to fulfill their duties successfully during the pandemic.
The Reality of Home-Based Learning during COVID-19: Roles of Parents, Teachers, and School Administration in Promoting Self-Directed Learning
Author: Wai-Cook, Misty So-Sum
Date: 2020-00-00
Type: Journal Articles
Subjects: Home Instruction,Instructional Effectiveness,Independent Study,Electronic Learning,COVID-19,Pandemics,Teacher Role,Parent Role,Parent Teacher Cooperation,Well Being,Elementary School Students,Children,Barriers,Foreign Countries,Teacher Administrator Relationship,School Administration

Home-based learning (HBL) can promote self-directed learning. However, teachers and parents must nurture and equip children with the necessary skills to be independent, self-directed learners. This article explores the challenges that students, parents, and teachers faced in HBL during the COVID-19 pandemic lockdown, and it examines the types of support that primary school students, parents, and teachers need to enhance the effectiveness of HBL.