ethanporcaro/eric-fulltext-meta huggingface dataset:
Communicating with Diverse Audiences about Sustainable Farming: Does Rurality Matter?
Author: Gibson, Kristin E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Sustainability,Conservation (Environment),Audience Awareness,Agricultural Production,Rural Areas,Misconceptions,Mass Media,Suburbs,Urban Areas,Extension Education,Rural Extension,Environmental Education,Best Practices,Online Surveys,Participant Characteristics

There has been a dramatic shift in how people engage with agriculture over the past 50 years in the United States, leading to little interaction between consumers and the farm. Despite extension initiatives to communicate with urban consumers about agriculture, the disconnect between consumers and agricultural producers continues to grow. Research has shown consumers rely primarily on the media for information about agriculture resulting in misconceptions about its impact on the environment. Consumers' negative views about agriculture's impact on the environment may lead to support for and implementation of environmental policies that create issues for agricultural producers rather than policies that support both production agriculture and the environment. This study, guided by audience segmentation and framing theory, sought to explore differences in public perspectives regarding agriculture's impact on the natural environment, specifically with rural, urban, and suburban residents. Data were collected from 797 Georgia residents living in rural, urban and suburban areas using an online survey instrument. The results found perspectives on agriculture's impact on the environment were moderately high and bimodal; both positive and negative. Statistically significant differences were found between urban and suburban residents' positive perspectives on agriculture's impact on the environment and between urban, suburban, and rural residents' negative perspectives on agriculture's impact on the environment. The findings imply extension educators need to tailor outreach programs based on the rurality of residents in order to effectively communicate with audiences, particularly when combatting negative framing with urban audiences.
Distributivity, Partitioning, and the Multiplication Algorithm
Author: Hurst, Chris
Date: 2020-10-00
Type: Journal Articles
Subjects: Multiplication,Mathematics Instruction,Teaching Methods,Concept Formation,Mathematical Concepts,Mathematics Tests,Elementary School Students,Computation

Multiplicative thinking underpins much of the mathematics learned beyond the middle primary years. As such, it needs to be understood conceptually to highlight the connections between its many aspects. This paper focuses on one such connection; that is how the array, place value partitioning and the distributive property of multiplication are related. It is important that students understand how the property informs the written multiplication algorithm. Another component of successful use of the standard multiplication algorithm is extended number facts and the paper also explores students' ability to understand and generate them. One purpose of the study was to investigate the extent to which students used the standard multiplication algorithm and if their use of it is supported by an understanding of the underpinning components of the array, partitioning, the distributive property, and extended number facts. That is, we seek to learn if students have a conceptual understanding of the multiplication algorithm and its underpinning mathematics that would enable them to transfer their knowledge to a range of contexts, or if they have procedurally learned mathematics. In this qualitative study, data were generated from the administration of a Multiplicative Thinking Quiz with a sample of 36 primary aged students. Data were analyzed manually and reported using descriptive statistics. The main implications of the study are that the connections among the multiplicative array, place value partitioning, base ten property of place value, distributive property of multiplication, and extended number facts need to be made explicit for children in terms of how they inform the use of the written algorithm for multiplication.
Perspectives on Algebra I Tutoring Experiences with Students with Learning Disabilities
Author: Hord, Casey
Date: 2020-00-00
Type: Journal Articles
Subjects: Algebra,Students with Disabilities,Learning Disabilities,Tutoring,Program Effectiveness,Student Attitudes,Mathematics Instruction,Preservice Teachers,Mathematics Anxiety,Teaching Methods,High School Students,Secondary School Mathematics,Nonverbal Communication,Pedagogical Content Knowledge,Questioning Techniques,Teacher Educators,Preservice Teacher Education,Teacher Attitudes

The researchers conducted a qualitative analysis of the perceptions of school personnel and pre-service teachers about an Algebra I tutoring program for students with learning disabilities. The researchers surveyed and interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the school and as a learning experience for the pre-service teachers. The school personnel indicated there was a mutually beneficial relationship between the tutors and the school. The perceptions of the tutors revealed considerations about the challenges they face as Algebra I tutors of students with learning disabilities including remembering Algebra I content, posing strategic questions to students, dealing with students' math anxiety, and conveying Algebra I content accessibly. The tutors reported positive experiences in the program including learning from field experience and, in particular, learning to promote the progress and learning of students with learning disabilities using gestures and strategic questioning.
Contextual Learning with Ethnomathematics in Enhancing the Problem Solving Based on Thinking Levels
Author: Nur, Andi Saparuddin
Date: 2020-10-00
Type: Journal Articles
Subjects: Problem Solving,Thinking Skills,Teaching Methods,Mathematics Instruction,Context Effect,Comparative Analysis,Logical Thinking,Tests,Cultural Context,Indigenous Knowledge,Cultural Background,Junior High School Students,Foreign Countries

The differences in the development of students' thinking levels, especially in adolescence, impact the way they perceive problems. Contextual learning with ethnomathematics can provide opportunities for students to develop problem-solving abilities based on their level of thinking. This study examined the contextual learning with ethnomathematics to enhance problem-solving abilities based on thinking levels. This experimental research was conducted by posttest only control group design. The participants of this research were 60 students at a junior high school in Gowa Regency, South Sulawesi Province. Data were collected using observation sheets to determine local cultural characters that appeared at the time of treatment. The thinking level category uses the group assessment for logical thinking (GALT) test. The students' mathematical problem-solving abilities use the curved side space material to suit the local cultural context. The data analysis technique used descriptive statistics and covariance analysis (ANCOVA). This study results indicate that contextual learning with ethnomathematics influences problem-solving abilities based on the level of thinking. Furthermore, local cultural characters appear in each category of students' thinking levels. Students with formal thinking levels have better problem-solving abilities than transitional and concrete thinking levels. Contextual learning with ethnomathematics fosters problem-solving abilities based on the thinking levels.
Combining Checkpoint and Process Learning Analytics to Support Learning Design Decisions in Blended Learning Environments
Author: Kaliisa, Rogers
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Analytics,Instructional Design,Decision Making,Blended Learning,Undergraduate Students,Foreign Countries,Learning Processes,Visualization,Social Networks,Network Analysis

Learning analytics (LA) constitutes a key opportunity to support learning design (LD) in blended learning environments. However, details as to how LA supports LD in practice and information on teacher experiences with LA are limited. This study explores the potential of LA to inform LD based on a one-semester undergraduate blended learning course at a Norwegian university. Our findings indicate that creating valuable connections between LA and LD requires a detailed analysis of student checkpoints (e.g., online logins) and process analytics (e.g., online content and interaction dynamics) to find meaningful learning behaviour patterns that can be forwarded to teachers in retrospect to support the redesign of courses. Moreover, the teachers in our study found the LA visualizations to be valuable for understanding student online learning processes, but they also requested the timely sharing of aggregated LA visualizations in a simple, easy-to-interpret format, yet detailed enough to be informative and actionable. We conclude the paper by arguing that the potential of LA to support LD is improved when multiple levels of LA are considered.
Learning Outcomes and Perceptions of Midwifery Students about Peer-Teaching and Lecture Method in Gynecology and Infertility Course
Author: Safari, Mitra
Date: 2020-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Student Attitudes,Obstetrics,College Students,Peer Teaching,Lecture Method,Foreign Countries,Active Learning,Instructional Effectiveness

This study was conducted to compare teaching gynecology and infertility courses with both lecture and peer methods. In 2018, a quasi-experimental study was designed at the midwifery department of a state university in Iran. A total of 32 midwifery students were participated in the study. During the first eight sessions, 50% of the course content was taught in the form of same-level peer-teaching. The last eight sessions of the course were taught by lecture. At the end of each session, students were given a post-test, also midterm and final exam. At the end of exams, each student was asked to complete a questionnaire assessing students' perception about teaching methods. The average mid- term exam score for peer-teaching (34.5 ± 5.5) was significantly (p&lt;0.01) higher than the lecture method (30.4 ± 5.8), as well as average final exam score (7.2 ± 1.5 vs. 5.8 ± 1.6). The average overall student perception score for the peer-teaching method was significantly (p&lt;0.01) higher than the corresponding score for the lecture method (86.8 ± 11.5 vs. 74.1 ± 12.4). Using the peer education as a complementary method in teaching theoretical courses along with the traditional lecture method seems to be appropriate.
Moments of Confusion in Simulation-Based Learning Environments
Author: Nawaz, Sadia
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Emotional Response,Simulated Environment,Discovery Learning,Misconceptions,Difficulty Level,Self Esteem,Affective Behavior,Prior Learning,Online Courses,Introductory Courses,College Science,Undergraduate Students,Problem Solving,Error Correction

Confusion is an important epistemic emotion because it can help students focus their attention and effort when solving complex learning tasks. However, unresolved confusion can be detrimental because it may result in students' disengagement. This is especially concerning in simulation environments using discovery-based learning, which puts more of the onus for learning on the students. Thus, students with misconceptions may become confused. In this study, the possible moments of confusion in a simulation-based predict-observe-explain (POE) environment were investigated. Log-based interaction patterns of undergraduate students from a fully online course were analyzed. It was found that POE environments can offer a level of difficulty that potentially triggers some confusion, and a likely moment of students' confusion was the observe task. It was also found that confidence in prior knowledge is an important factor that can contribute to students' confusion. Students mostly struggled when they discovered a mismatch between the subjective and objective correctness of their responses. The effects of such a mismatch were more pronounced when confusion markers were analyzed than when students' learning outcomes were observed. These findings may guide future works to bridge the knowledge gaps that lead to confusion in POE environments.
Tracking the Pre-Service Teachers&apos; Development of Communicative Skills and Their Beliefs towards Communicative Approach
Author: Kurnaz, Yildiray
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Communication Skills,Skill Development,Second Language Instruction,English (Second Language),Self Efficacy,Communicative Competence (Languages),Teaching Methods

Concerns about the purpose of developing communicative skills in English teaching and approaches to overcome these concerns have always had an important place in language teaching. In this context, besides the fact that teachers' roles are important, their beliefs about the approach have a profound influence on their professional achievement. In this regard, the aim of the present study was to determine Turkish English as a Foreign Language (EFL) student teachers' beliefs about developing their communicative skills with the communicative approach in Turkish context. The data obtained through Pre-Service Teacher Beliefs Questionnaire, in which 445 participants took part, and focus group interviews with 28 participants at several times and places were analysed by quantitative and qualitative data analysis methods respectively. As a result of the analysis, it was found that EFL student teachers generally had positive attitudes towards improving communicative skills of their prospective students with communicative approach; however, it was difficult for this approach to work properly in Turkey and in Turkish education system due to various reasons. In addition, it was found that EFL student teachers' self- efficacy beliefs were correlated with their attitudes towards the approach, and that many sub-factors such as second language proficiency also had an influence on the attitudes. Lastly, these findings were found to be significantly different according to the departments (ELL, ELT) rather than age and gender.
Using Tasks to Bring Challenge in Mathematics Classroom
Author: Papadopoulos, Ioannis
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Learning Activities,Problem Solving,Educational Technology,Technology Uses in Education,Conventional Instruction,Mathematics Skills,Thinking Skills,Creativity,Creative Thinking,Elementary School Mathematics,Secondary School Mathematics

Rich and challenging tasks can be the vehicle to bring mathematical challenge in classroom. Challenge emerges when you don't know how to solve the task at first but you can figure out, that is when the solvers are not aware of certain tools to solve the tasks and they have therefore to invent some mathematical actions to proceed. Some challenging tasks in the paper-and-pencil as well as in a digital environment will be presented. The aim is to highlight their potential (i) in engaging students to actions that make sense for them from the mathematical point of view, (ii) to support students in their experimentation and development of problem-solving strategies, (iii) to foster creative mathematical thinking, and (iv) to provoke students' curiosity as the starting point of meaning-making actions in mathematics.
Using Crip Theory to Create Campus Cultures That Foster Students&apos; Disability Disclosure (Practice Brief)
Author: Abes, Elisa S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Students with Disabilities,College Students,Social Bias,Attitudes toward Disabilities,Social Theories,Self Disclosure (Individuals),Eligibility,Accessibility (for Disabled),Student Personnel Services,Federal Legislation,Civil Rights Legislation

Ableism often prevents college students from disclosing their disabilities. This practice brief, co-authored by a non-disabled faculty member and a disabled disability services professional, explores implications of crip theory to create campus cultures that foster self-disclosure of disabilities. Using tenets of crip theory--compulsory able-bodiedness, cripistemology, and disability as a fluid identity--we explore three practice issues: (a) wrestling with the murkiness in disability services professionals' decisions about who is disabled and meets accommodation eligibility requirements; (b) interrogating ableist practices of disability services offices that prevent disclosure (a reflection not on disability services but on the insidious nature of ableism); and (c) creating cultures in the classroom and co-curriculum that value disabled students' insights rather than perceive them as tragic burdens. For each issue, we explore practical implications of crip theory to encourage disclosure and allow disabled students to bring more of their authentic selves to their college experience.
Using Large Survey Data to Understand the Engagement of Students with Disabilities (Practice Brief)
Author: Zilvinskis, John
Date: 2020-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Data Collection,Data Use,Student Needs,Data Analysis,Student Diversity,Learner Engagement,Student Surveys,National Surveys,Community Colleges,Two Year College Students,College Faculty,College Administration,Student Personnel Workers,Administrators,Higher Education,College Students

Each year hundreds of institutions will administer national surveys to measure the engagement of their students. However, stakeholders on college campuses, such as educators (faculty, instructors, student affairs educators, and disability services administrators) and institutional research staff who work with this information are often unaware of how these extant data can be used to understand the engagement of college students with disabilities. The purpose of this practice brief is to inform stakeholders how they may consider using data from the National Survey of Student Engagement (NSSE) or the Community College Survey of Student Engagement (CCSSE) by (a) describing the theoretical frameworks undergirding the survey items related to disability, (b) recommending how to analyze the data in anti-deficit ways while considering strategies of disaggregation, and (c) demonstrating how to use the data to understand disability as a construct of diversity, informing practice and policy when supporting these students.
Using the APP Tool to Promote Student Self-Determination Skills in Higher Education (Practice Brief)
Author: Madaus, Joseph
Date: 2020-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Academic Persistence,School Holding Power,College Students,Program Effectiveness,Educational Policy,Student Personnel Services,Student Personnel Workers,Program Implementation

Greater levels of self-determination (SD) can positively impact the retention and college completion of students with disabilities (SWD). However, many SWD do not disclose and instead are likely accessing traditional campus supports. Disability/accessibility services professionals play an important role in helping all professionals working with college SWD to be knowledgeable of SD and its related components. This manuscript presents an overview of SD, and summarizes key research that highlights its importance for SWD. Next, an easily implementable tool called APP is provided that guides practitioners through a review of Activities, Programs, and Policies (APP) on their campus. Reflections regarding how institutional APP can be designed to reflect and promote SD skills in all students, including SWD, are presented.
During the Pandemic Period, the Determination and Relationship of Curling Athletes with Their Task and Ego Orientation and Personality Situations and the Remote Support Situations They Received
Author: Vahdet, Alaeddinoglu
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Concept,Correlation,Athletes,Computer Software,Pandemics,COVID-19,Questionnaires,Distance Education,Team Sports,Motivation Techniques,Coaching (Performance),Extraversion Introversion,Neurosis,Personality Measures,Personality Traits,Age Differences,Gender Differences,Educational Attainment,Foreign Countries,Family Characteristics,Factor Analysis

The aim of this study was to evaluate the personality, ego and task orientation of elite Curling athletes in the pandemic era, and the distance education support they received. Research questions were produced on the Google Forms and mailed to the athletes. Curling Super League, 1st League, and 2nd League players consisted of a total of 89 athletes were included. Explanatory information was given for the motivation of the athletes. The questionnaire consists of four stages. Explanatory information is provided for the motivation of the athletes. Demographic features are included in the 1st stage. It consists of 14 questions. At the 2nd stage, the &quot;Task and Ego Orientation Scale in Sports&quot; consisted of 13 items, seven of which are task orientation, and six of which are ego orientation. Those who respond to the scale participate in each article according to the evaluation system of 5. At the 3rd stage, the Eysenck Personality Scale, adapted by Karanci, consists of 23 questions in total. Questions were asked in the form of yes or no. In the final stage, there was a scale developed to evaluate the mental and physical support that Curling athletes received during the pandemic era. Athletes were expected to answer these questions. It was analyzed with SPSS 22.00 statistical program. By looking at the level of interaction between the questions, Pearson Correlation techniques were used. To test the construct validity of the scale, principal components factor analysis using Oblimin rotation method was used, item-total correlations were examined, and Cronbach's Alpha coefficients were examined to determine internal consistency. The Cronbach Alpha number was found to be 0.085. Furthermore, interpretations with a value of 0.05 were made as to the error value. As a result, it has been observed that there is a positive correlation between Ego and Task orientation, personality and Sport perception and orientation and distance education support. It has been observed that there is a negative relationship between the lying sub-dimension of personality and neuroticism. It has been observed that there is a positive relationship between the task and ego orientation dimension in sports and the orientation to perceive sports and distance education support. It has been observed that Curling athletes had good mental and physical preparation periods during this period. It was also concluded that the implications of the tests carried out should be monitored on other sports branches.