ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of Online Learning Using Zoom Meetings at Elementary Schools
Author: Hidayat, Syarip
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Videoconferencing,Elementary Education,Digital Literacy,COVID-19,Pandemics,Educational Quality,Grade 6,Instructional Improvement,Foreign Countries

This study aimed to describe the effectiveness of using Zoom Meetings, as one of the online learning platforms, in the learning process at the select school of elementary school. The purposive survey method was used in this study involving the process of data triangulation from tests, questionnaires, and unstructured interviews. Sampling in this study is random sample or probability sampling is a sampling technique that uses technical opportunities in the sampling process. A sample of 160 students select school participated in this study by filling out questionnaires distributed online. Student responses were analyzed descriptively quantitatively to determine the using of Zoom Meeting the implementation of learning. Data was collected using a five-item Likert scale survey. Based on the results of data analysis from filling in student questionnaires, it can be concluded that the online learning system using Zoom in elementary schools is effectively used, with the percentage of students understanding learning is 72.50%.
Licensure Tests as Barriers to the Profession
Author: Van Cleef, Victoria
Date: 2022-09-00
Type: Journal Articles
Subjects: Licensing Examinations (Professions),Barriers,Career Readiness,Educational Policy,Diversity,State Policy

At a time when schools are facing the most severe staffing challenges in recent memory and with interest in becoming a teacher a fraction of what it was a generation ago, it has never been more important for state policies to support innovative approaches to teacher hiring and retention and remove unnecessary barriers into the profession.Instead of relying so heavily on standardized tests to predict teaching ability, states can set more meaningful licensure standards focused on demonstrated teaching ability. And because so many states waived testing requirements during the pandemic, leaders have a rare opportunity to demonstrate the real-world benefits of a new approach--following the lead of states already making the shift--without getting stymied by theoretical concerns about lowering teaching standards.
Teacher Preparation for Whole-Child Design
Author: DePaoli, Jennifer
Date: 2022-09-00
Type: Journal Articles
Subjects: Teacher Education,Holistic Approach,State Policy,Curriculum Development,Educational Change,Teacher Certification

Many educators and policymakers have long recognized the need to transform schools and classrooms to better support students' academic, social, and emotional needs. The increased stress, mental health challenges, disconnection and disengagement, and inequities observed during the pandemic have reaffirmed the need to create safe, welcoming learning environments for students and educators alike. A whole-child approach, which prioritizes the full scope of a child's developmental needs--academic, social, emotional, cognitive, physical, and psychological--is an important step toward this end. This approach can improve student and school outcomes. When it becomes part and parcel of educator preparation, it can also overcome major hurdles such as the teacher shortages nearly every state is facing.
An Evaluation of Middle School Teachers&apos; Thoughts on STEM Education
Author: Gok, Tolga
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Teachers,STEM Education,Teacher Attitudes,Foreign Countries,21st Century Skills,Phenomenology,Communication (Thought Transfer),Self Esteem,Inservice Teacher Education,Professional Development

This study evaluated STEM education from the perspective of science, mathematics, and computer science teachers. The opinions of experienced STEM teachers were obtained and the results were analyzed in three subcategories. Phenomenological design, one of the qualitative research methods, was used for the study. The data for the study were collected from four different public middle schools in Izmir, Turkey, during the 2018-2019 school year. The qualitative data of the study was collected through a semi-structured interview with twelve middle school teachers. The professional experience of the teachers participating in the study ranged from 4 to 37 years. In addition, 6 of the teachers were female. To ensure data diversity in the study, teachers' views on STEM were collected through a 13-item questionnaire. The STEM-TSAS questionnaire used for the study had three sub-factors (teachers, school administrators and students in STEM education). The interviews with teachers revealed that STEM contributes to the development of 21st century skills in both students and teachers. In addition, many teachers indicated that school administrators were unable to provide the materials needed in the implementation of STEM education.
A Theoretical Framework of Six Sigma to Reduce the Drop-Out Rate among the Children in India: A Systematic Review
Author: Pal, Monojit
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Dropout Prevention,Academic Persistence,COVID-19,Pandemics,Elementary Secondary Education,Intervention,Student Needs,Instructional Effectiveness,Goal Orientation,Student Evaluation,Feedback (Response),Data Analysis,Educational Improvement,Barriers

Quality education is a prerequisite and essence of human development. At present, India has improved a lot, but, in some cases, it still needs some improvement like retention and enrollment of students in education. The drop-out problem is a major in India. During this pandemic situation, drop-out problems become a significant issue. Researchers introduced a theory called the six sigma theory to reduce the rate of drop-out students. The goal of the six sigma theory is zero defects (zero drop-out), which means every student can learn or benefit from education and get motivated until the fulfilment of their needs. DMAIC is one of the pedagogical and instructional processes that helps reduce time and cost and retain students at school. The main aim of this framework developed by the researcher is. The researcher reviewed many research studies, and based on knowledge and critical Analysis, researcher developed this framework to satisfy students' needs and retain them in school to achieve their goals. Therefore, the researcher has applied this methodological approach to reduce the drop-out rate in India.
The Impact of COVID-19 Distance Learning on Students&apos; Math Anxiety: An Exploratory Study
Author: Doz, Daniel
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Mathematics Anxiety,Academic Achievement,Middle School Students,High School Students,Foreign Countries,Teaching Methods,Student Satisfaction

In spring 2020, the COVID-19 pandemic forced a rapid shift to distance learning worldwide. Although recent research has focused on the impact that this transition had on students' education and well-being, little has been done in particular on math education and on math anxiety (MA). Since MA is believed to be linked to the teaching methods, it could be hypothesized that the new learning environment affected MA levels. Thus, this study investigated whether students' levels of MA evaluated before and during the first wave of the pandemic changed as a consequence of the distance learning implementation. Moreover, we were interested in investigating whether students' satisfaction with the teaching methods, their effort in math, and their academic achievement were correlated to MA before and during the COVID-19 distance learning. Participants were 117 Italian middle and high school students. No significant differences between pre- and mid-pandemic MA were found when considering the entire sample. Analyzing separately, results indicated that high-MA students reported significantly lower MA levels during distance learning, however no difference was observed for moderate- and low-MA individuals. Furthermore, satisfaction with the teaching methods, effort in math, and math achievement were negatively correlated with MA, both before and during distance education.
Realistic Mathematics Education: A Bibliometric Analysis
Author: Bayrak, Alp
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Education,Bibliometrics,Mathematics Instruction,Educational Research,Educational History

The aim of the study is to conduct a bibliometrical analysis on the published articles related to RME. Accordingly, Scopus database was scanned using the keywords &quot;realistic mathematics education&quot; or &quot;realistic mathematic education&quot; or &quot;realistic maths&quot; or &quot;realistic mathematical education&quot; and a total number of 1190 articles published on RME between 1986 and 2021 were obtained and anayzed bibliometrically. The data gathered was then analyzed utilizing &quot;biblioshiny&quot;, which is a web interface app in the bibliometric R-Studio program package. The analyses were conducted in order to find out the sample of the articles' annual distributions; their 3-D area chart; the list of the journals that published the highest number of related articles; the authors and their institutions; source clusters obtained through Bradford's Law, the scientific productivity of the authors by years and their citation burst scores; the scientific productivity of the countries; the word cloud and word tree patterns of these articles; co-word analysis of the concepts, the collaboration networks of the authors and the conceptual structure mapping. The findings obtained as a result of the conducted analyses indicate that there has been an increase in the interest in RME research after 2016 and the journal with the highest number of published articles on RME is Journal on Mathematics Education. Also, the authors with the highest numbers of publications are Z. Zulkardi, S. Suparman and R. I. I. Putri, respectively, while Utrecht University has the highest number of publications on the topic. The countries with the highest rates of productivity in terms of publications on RME are found to be the USA, Indonesia, and the Netherlands, respectively. In addition, the most frequently used keyword by the researchers is found to be &quot;realistic mathematics education&quot;, while &quot;mathematics&quot; is the most frequently utilized word in the titles of the analyzed articles. The overall findings of the study point out the need for further studies on RME as realistic mathematics education is considered to be a significant method in finding solutions to the problems in the field of mathematics education. Further theoretical contributions are also thought to be crucial as they could provide fundamental references for future research.
Which Is More Effective in Teaching Energy Transformations: Technology-Based or Inquiry-Based Science Teaching?
Author: Küçük, Arzu
Date: 2022-09-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Inquiry,Teaching Methods,Energy,Foreign Countries,Grade 7,Middle School Students,Science Education,Worksheets,Science Laboratories,Instructional Effectiveness,Science Achievement

This research aimed to compare the short and long-term effects of technology-supported and inquiry-based teaching prepared within the scope of energy transformation on students' academic achievement. It was designed as an exploratory action research case study. The research group consisted of forty-three students studying at the seventh grade (between thirteen-fourteen ages) of a public middle school in Turkey during the fall semester of the 2017 year. One of the classes with a similar academic background in the school where the researcher also worked as a science teacher was assigned as the experimental group and the other as the control group. The activities in the experimental group were carried out in a technology-supported manner using PhET simulations supported by also worksheets, while the control group was taught based on inquiry-based hands-on laboratory activities by worksheets. The data were collected through an achievement test consisting of open-ended questions and scoring with a rubric. The test was implemented twice, after the interventions, and in the following sixth month for both groups. Normally distributed data were compared with interdependent and paired-samples t-tests. The results showed that although the achievement scores for the technology-supported teaching group were significantly higher in the post test, no difference between the scores at the end of the sixth months, and significant information losses were experienced in both groups, with the most technology-supported science teaching.
Examination of Prospective Science Teachers&apos; Pedagogical Content Knowledge in Terms of Their Approaches to Error: An Example of Content Knowledge about Electric Circuits
Author: Degirmenci, Salih
Date: 2022-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Pedagogical Content Knowledge,Electronic Equipment,Foreign Countries,Objective Tests,Error Correction

The aim of this study was to examine prospective science teachers' pedagogical content knowledge in terms of their approach to error. For this purpose, a data collection tool consisting of 5 questions for conceptual understanding of electrical circuits and steps containing correct and incorrect explanations for each question was prepared and applied to prospective science teachers. This study was carried out using case study method, one of the qualitative research approaches. The participants consisted of 30 prospective science teachers studying in 4th Grade in a state university. The data were analyzed using descriptive analysis method. The findings showed that the rate of prospective teachers who provided correct explanations in the solution of the questions about electrical circuits was high. In addition, the rate of detecting the solution steps given incorrectly was at a moderate level. It was revealed that very few participants who identified the wrong solution steps were able to make correct explanations for the solution of the question. Majority of the participants had some misconceptions such as &quot;Generators are constant current sources&quot;, &quot;Local reasoning&quot; and &quot;Regardless of how the generator and light bulbs are connected in the circuit, if the number of generators increases, the brightness of the bulb increases&quot;. These misconceptions were evaluated as an indication that prospective teachers' pedagogical content knowledge was not at a level that could be considered sufficient in terms of understanding the student. In this context, error-based activities can be included in teaching in order to prevent the formation of misconceptions, incomplete and/or incorrect information in students or prospective teachers, and to correct existing misconceptions. The effects of error-based activities on individuals' learning can be investigated in future studies.
A Comparative Study of Metadiscourse Markers in the Abstract Sections of Research Articles Written by Turkish and English Researchers
Author: Kirisçi, Dilay Isik
Date: 2022-09-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Discourse Analysis,Turkish,Native Language,English,Documentation,Special Education,Preschool Education,Language Usage,Academic Language,Periodicals,Taxonomy,Form Classes (Languages),Research Reports,Authors,Researchers,Written Language

The present research aims to investigate interactive and interactional metadiscourse markers in the abstract sections of academic research articles written in Turkish and English. Two disciplines, namely, Special Education and Preschool Education, are selected for the research. Three different types of language use are examined: English articles written by native speakers of English, English articles written by Turkish speakers, and Turkish articles written by Turkish speakers. Following Hyland and Tse's (2004) metadiscourse taxonomy, a corpus of 300 research articles abstract published by international journals, is used to investigate the metadiscourse markers. After the detailed analysis, the chi-square test is aimed to be used to clarify the probable differences. The results of the study indicate that, in terms of interactive and interactional metadiscourse markers, there are differences across the languages. To be more precise, statistically significant differences were found in the use of frame markers, code glosses, hedges, boosters, and self-mentions. Turkish writers used boosters and frame markers more frequently, while native speakers of English used hedges, code glosses, and self-mentions more. Some suggestions were provided for academic writers to comply with the writing conventions of academic writing, especially research article abstracts.
To Tidy or Not When Teaching R Skills in Biology Classes
Author: Carscadden, Kelly
Date: 2022-00-00
Type: Journal Articles
Subjects: Biology,Undergraduate Students,Programming Languages,Teaching Methods,Programming,Visual Aids,Gender Differences

An essential skill for STEM undergraduates is the ability to understand the world by manipulating, visualizing, and analyzing data to make or evaluate claims. Current online debate, without peer-reviewed literature, explores which of two common R syntax environments (base R or tidyverse) is best for teaching novice R users. In an in-person undergraduate course on evolutionary biology, we implemented two coding curricula: one using base R (n = 49 students) and the other using tidyverse (n = 58 students). We compared these two curricula using several dimensions of student success: interpretation of syntax, creation of appropriate data visualizations and analyses, and an absence of sex bias in performance. A linear model revealed prior experience had the largest estimated effect, followed by syntax environment; sex had the smallest effect. Pedagogical approaches that ensure students have repeated opportunities for practice and that implement techniques to overcome student frustration and anxiety are likely more important than syntax environment when learning coding in biology classes. Furthermore, the small effect of sex combined with the high proportion of females in the biological sciences suggests introducing computer programming in biology may allow females to discover interest and ability that they may not have had if computer programming was the sole propriety of computer science departments.
The University of Central Florida Knights of Distinction Program: Supporting Undergraduate Student Academic and Career Success
Author: Tonos-Barlucea, Rocío
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Academic Achievement,Success,Extracurricular Activities,Program Effectiveness,Program Descriptions,Student Attitudes

The purpose of this article is to present the Knights of Distinction, a co-curricular program that encourages undergraduate students to plan, connect, and reflect in the pursuit of their academic and professional goals. Knights of Distinction is a program within the Office of Experiential Learning at the University of Central Florida. Its purpose is to help students make connections between theory and practice and that they possess valuable skills such as problem-solving, teamwork, time-management, and communication that employers and graduate schools prize. This program is intended to help students connect with resources through high-impact practices that support student learning and academic success. The program encourages metacognition, reflection, and integrative learning through the creation of an e-Portfolio which showcases their skills and goals as well as their relevant academic and extracurricular experiences. Most current data show that students positively articulate the benefits of the program as they advance in their professional careers.
Applied in Organic Chemistry: Pre-Service Teachers Training through Situational Simulation Teaching Method
Author: Li, Wanmei
Date: 2022-00-00
Type: Journal Articles
Subjects: Organic Chemistry,Preservice Teachers,Simulation,Teacher Motivation,Foreign Countries,Instructional Effectiveness,Academic Achievement

Situational simulation teaching method (SST mentioned below) is a mature teaching method that has been applied. It has been widely used in foreign language, law, management, clinical and other fields, and has been proved to have good teaching effect. The quality of teachers is the key to improve the international competitiveness of China's education system. With the growth of China's population and the reform and development of education, the training of pre-service teachers has become a public concern. According to the existing research, most of the pre-service teachers have good academic and moral qualities, but there are still deficiencies in teaching ability, management ability and communication ability. In view of this phenomenon, this paper puts forward a scheme of training chemistry pre-service teachers by using SST method through the way of organic chemistry teaching reform. The results show that SST method can improve students' learning quality and cultivate students' comprehensive abilities (including pre-service teachers' professional skills).
Guidance as a Key Factor for Quality Outcomes in Experiential Learning and Its Influence on Undergraduate Management Students throughout the COVID-19 Pandemic
Author: Shteigman, Anat
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Quality,Outcomes of Education,Experiential Learning,Undergraduate Students,Business Administration Education,COVID-19,Pandemics,Field Experience Programs

This paper presents a study that explores how &quot;field experience&quot; programs generate a meaningful bridge between the &quot;theoretical&quot; academic world and the &quot;real&quot; labor market. We examine this model in a population of undergraduate management students who participated in experiential learning programs via internship-integrating courses. The results unravel the significance of the experience-based educational program during COVID-19, formulating new correlations unique to this period. The study's contribution focuses on three main areas. First, the findings shed light on the academic supervisor's importance in establishing the quality of the program and consequently improving students' perception of its contribution to their integration in the employment market. Moreover, we found that the contribution of the guidance provided by the organizational mentor diminished during the COVID-19 period compared to that shown in former studies. Additionally, an innovative mediating effect of the guidance provided by the organizational mentor was found, one that generated an association between the quality of the program and its contribution to integration in the employment market. These results receive further validation during the period of the study, when academic institutions were required to show flexibility and adaptation, leading to the utilization of previously uncustomary distance learning methods.