ethanporcaro/eric-fulltext-meta huggingface dataset:
Instructional Methods in STEM and English Subjects: A Validation Study
Author: Zendler, Andreas
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Teaching Methods,English Instruction,Science Instruction,Program Validation,Questionnaires,Knowledge Base for Teaching,Instructional Effectiveness,Mathematics Teachers,English Teachers,Computer Science,Cohort Analysis,Learning Processes,Quasiexperimental Design,Teacher Surveys,Predictor Variables,Hypothesis Testing,Instructional Material Evaluation,Foreign Countries,Statistical Analysis

This study contributes on instructional methods from a validation technical point of view. The focus is on the evaluation of instructional methods in relation to knowledge processes in the act of learning. In questionnaires, computer science teachers, mathematics teachers, and English teachers evaluated 20 instructional methods in terms of knowledge processes (build, process, apply, transfer, evaluate, and integrate). The findings show that computer science teachers and mathematics teachers differ compared to English teachers on the assessment of instructional methods with respect to knowledge processes. The findings represent an important contribution for theory construction concerning the learning effectiveness of instructional methods.
Mixed-Reality Learning Environments: What Happens When You Move from a Laboratory to a Classroom?
Author: King, Barbara
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Environment,Blended Learning,Teaching Methods,Instructional Effectiveness,Intermode Differences,Cognitive Processes,Technology Uses in Education,Computer Simulation,Simulated Environment,Mathematics Instruction,Grade 3,Grade 4,Task Analysis,Pretests Posttests,Achievement Gains,Thinking Skills,Expressive Language,Figurative Language,Structured Interviews

The advent of motion-controlled technologies has unlocked new possibilities for body-based learning in the mathematics classroom. For example, mixed-reality learning environments allow students the opportunity to embody a mathematical concept while simultaneously being provided a visual interface that represents their movement. In the current study, we created a mixed-reality environment to help children learn about angle measurement, and we investigated similarities and differences in learning between students who completed the activity individually during a one-on-one interview and students who observed others complete the activity during whole-class instruction. Pre- and post-assessment results showed that students in both settings learned at similar rates. Additionally, we analyzed the language used during the activity and found that students in the individual setting used more spatial language early in the activity, while students in the whole-class setting used more metaphors. This finding was likely due to differences in the perspectives students have when physically engaging with the angle compared to the perspective when observing someone else engage with the embodied-interaction.
Culturally Responsive Curriculum and Pedagogy in the Commonwealth of the Northern Mariana Islands
Author: Misco, Thomas
Date: 2018-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Teaching Methods,Teacher Attitudes,Administrator Attitudes,Cultural Context,Questionnaires,Interviews,Middle School Teachers,Secondary School Teachers,Social Studies,Educational History,Cultural Pluralism,Qualitative Research

This study explores culturally responsive curriculum and pedagogy in the Commonwealth of the Northern Mariana Islands (CNMI). In particular, it examines the ways in which teachers and administrators view curriculum and pedagogy within the multiple and overlapping cultural contexts that the CNMI inhabits. By using an open-ended questionnaire, onsite interviews, and an exhaustive recruitment strategy, the study afforded every middle and high school social studies teacher in the CNMI an opportunity to participate in this study. The findings reveal a wide range of attention to cultural responsiveness, and numerous successes and challenges within middle and high schools.
Critical Race Theory and Caring as Channels for Transcending Borders between an African American Professor and Her Latina/o Students
Author: Koonce, Jacqueline B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Race,Critical Theory,Caring,College Faculty,Participant Observation,Teacher Student Relationship,African Americans,Minority Group Teachers,Hispanic American Students,Teacher Attitudes,Institutional Characteristics,Personal Narratives,Teacher Expectations of Students,Teaching Methods,College Students

This reflective essay uncovers ways in which critical race theory and caring are key to crossing racial, cultural, and linguistic borders between professors and their students. Many scholars have noted how critical reflection relates to effective teaching, especially when taking into account student learning. Reflecting upon archival data and participant observation, the author describes, through various stories, how she uses critical race theory and caring to connect with her students in spite of their differences. The author also provides examples of how her students reciprocate her care in extravagant ways.
Educating Culturally Responsive Han Teachers: Case Study of a Teacher Education Program in China
Author: Yuan, Huanshu
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Ethnic Groups,Culturally Relevant Education,Teacher Education Programs,Cultural Pluralism,Teaching Methods,Foreign Countries,Multicultural Education,Educational Quality,Institutional Characteristics,Student Diversity,Teacher Attitudes,Qualitative Research,Semi Structured Interviews,Preservice Teachers

This qualitative case study examines how a teacher education institution in China prepares culturally responsive Han teachers for diverse student populations. The purpose of this study was to explore preservice Han teachers' perspectives of, and academic preparation in, multicultural education in order to enhance institutional quality and effectively prepare culturally responsive Han teachers for multicultural and multiethnic students in China. Four major findings revealed teacher candidates' ambiguous perceptions of diversity; the inadequate academic preparation in teaching for diversity; disparity between academic training and teaching practice; and lack of institutional commitment to preparing teachers for diversity in China.
Remixing Selfies: Arts-Based Explorations of Funds of Knowledge, Meaning-Making, and Intercultural Learning in Literacy
Author: Varga-Dobai, Kinga
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Literacy,Cultural Awareness,Cultural Differences,Art Education,Writing (Composition),Cultural Background,Self Concept,Teacher Education Programs,Teacher Educators,Teaching Methods

This article describes an arts-based writing project, the Cultural Selfie, used in a pre-service teacher education classroom to explore the concept of funds of knowledge and to develop intercultural awareness. The Cultural Selfie as a visual interpretation provided a space for pre-service teachers to reflect critically on their everyday cultural and literacy practices and their teacher Self. In doing so, they used literacy as a form of meaning-making to examine concepts such as privilege, cultural bias, and discomfort, as well as strength and weakness in relating to different cultures.
&quot;They Always Have My Back: A Strengths-Based Approach to Understanding the Value(s) of Pasifika Brotherhoods in Education in Aotearoa New Zealand
Author: Reynolds, Martyn
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Success,Teacher Student Relationship,Achievement Gains,Peer Relationship,Group Dynamics,Intercultural Programs,Intercultural Communication,Migrants,Resilience (Psychology),Academic Achievement,Pacific Islanders,Cultural Influences

Set in Aotearoa New Zealand, this examination of &quot;Pasifika&quot; education as an inter-cultural event discusses what students from the Pacific diaspora say about educational success. Against a backdrop of literature that pays attention to teacher-student relationships, achievement targets, and peer relationships, the article uses Pacific concepts to theorise the dynamics between individuals, &quot;brotherhood&quot; groups, and success. It suggests that teachers and institutions might respond better in intercultural situations by &quot;looking backwards to walk forwards.&quot;
Accessibility and Usability of Preferences in Blended Learning for Students with and without Disabilities in High School
Author: Alvarado-Alcantar, Rebecca
Date: 2018-00-00
Type: Journal Articles
Subjects: Accessibility (for Disabled),Usability,Preferences,Blended Learning,Disabilities,High School Students,Help Seeking,Student Surveys,Student Satisfaction,Delivery Systems,Intermode Differences,Comparative Analysis,Navigation,Assistive Technology,Grade 12,Instructional Effectiveness,Statistical Analysis

In this study, the researchers investigated accessibility and usability needs of students enrolled in blended courses in high school. Needs addressed were: course preference or course satisfaction, accessibility of support systems, and help-seeking behaviors. Students enrolled in a twelfth-grade blended course in a high school in the southwestern United States were surveyed. Students with disabilities and without disabilities reported neutral ratings related to the accessibility of support systems (i.e. course navigation, course layout, and accessibility) and help-seeking behaviors. However, students reported that blended courses were not a preferred means of instruction. More research is needed to determine the underlying reasons that respondents reported negative opinions about taking a blended learning course, because the negative opinions were not related to primary study aspects. Future research should investigate why students with disabilities were reporting negative opinions about the blended course, the students' preferences for various asynchronous and synchronous interactions, and areas of professional development for K-12 instructors.
Preparing Teachers to Use Universal Design for Learning to Support Diverse Learners
Author: Evmenova, Anya
Date: 2018-00-00
Type: Journal Articles
Subjects: Access to Education,Student Diversity,Special Needs Students,Inservice Teacher Education,Regular and Special Education Relationship,Online Courses,Program Implementation,Teaching Guides,Lesson Plans,Teacher Competencies,Capacity Building,Teacher Improvement,Pedagogical Content Knowledge,Faculty Development,Teaching Skills,Educational Strategies,Asynchronous Communication,Teacher Surveys,Graduate Students,Early Childhood Education,Mixed Methods Research

Universal Design for Learning (UDL) is a scientifically-based framework for developing curricula that acknowledges learner diversity as a function of human variability. While it is possible to implement UDL without advanced technologies, it is easier and more efficient to provide multiple means of engagement, representation, and action/expression with technological support. In this exploratory study, 70 educators (including in-service general and special education teachers) learned about UDL implementation in an online course designed using UDL principles. At the end of the study, all educators could recognize specific UDL guidelines and checkpoints in the observed lessons across grade levels and subject areas. They also proposed revised lesson plans that extended the use of UDL to address the specific learning outcomes and learner variability. The thematic analysis was conducted to explore the most common ways to use no technology to high technology tools, providing UDL through blended learning. The findings from this study suggest the importance of modeling UDL practices to encourage implementation in classrooms.
Determining the Perceptions of Female Mathematics Teachers Concerning the Concept of &quot;Female Mathematician&quot; through Metaphors
Author: Yildiz, Cemalettin
Date: 2018-09-00
Type: Journal Articles
Subjects: Student Attitudes,Females,Mathematics Instruction,Mathematics Teachers,Mathematics,Professional Personnel,Figurative Language,Foreign Countries,Phenomenology,Secondary School Mathematics,Secondary School Teachers,Qualitative Research,Content Analysis

The aim of this study is to analyze the perceptions of female mathematics teachers concerning the concept of &quot;female mathematician&quot; through metaphors. In the study, phenomenology method was used. The participants consisted of 98 female mathematics teachers who work at secondary schools. The data was obtained through the statement &quot;Female mathematicians are like ... because ...&quot; completed by female mathematics teachers. The teachers were asked to write a metaphor in the first blank concerning the concept of female mathematician and they wrote their reasons of writing that metaphor in the second blank. The data was analyzed through content analysis method. At the end of the study, it was determined that the teachers had formed 71 different metaphors concerning female mathematicians. The first three concepts occurring to the minds of mathematics teachers concerning the concept of female mathematician were found as &quot;male mathematician&quot;, &quot;mother&quot; and &quot;equation&quot;. Additionally, it was determined that the metaphors of the teachers were collected under six different categories. Among these categories, the category of &quot;female mathematician as a person who has desired qualities and is needed&quot; was observed to be emphasized more distinctly. It was also seen that explanations of the teachers were collected under 34 features and among these features; the codes of &quot;scarcity&quot; and &quot;incomprehensibility&quot; were emphasized more distinctly. Finally, it was determined that metaphors, categories and features concerning female mathematicians had a positive meaning in general. It is recommended to enhance the living and working conditions of female mathematics teachers and increase their number.
The Investigation of the Creative Thinking Tendency of Prospective Mathematics Teachers in Terms of Different Variables
Author: Cenberci, Selin
Date: 2018-09-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Preservice Teachers,Creative Thinking,Foreign Countries,Creativity,Creativity Tests,Thinking Skills,Nonparametric Statistics,Statistical Analysis,Measures (Individuals)

New ideas and inventions are needed in the globalizing world in order that societies can be survived. To achieve this, there is a need for teachers and prospective mathematics teachers who will guide these students, who have creative ideas, make new inventions and generate new ideas in the educational environment where individuals are educated. Creative thinking skills should be used at the highest level in order to achieve a more permanent learning and ensure interdisciplinary transition. Creativity is defined as sensitivity emerging against problems. For this reason, importance of the noteworthy that opportunities should be given prospective mathematics teachers to develop creative thinking skills and have more time for designing creative products. Although each individual has creative thinking skills, it is very important to determine how using tendency of creative thinking skills and factors that will activate this tendency do change in accordance with different variables. So it was aimed to determine the level of creative thinking tendencies of prospective mathematics teachers and examine this level in terms of different variables. Marmara Creative Thinking Tendency Scale were applied to prospective mathematics teachers. According to the results obtained, it was declared that the creative thinking tendencies of the prospective mathematics teachers were in the group consisting of the &quot;good&quot; range in the total score section.
Blended Learning in Indian Elementary Education: Problems and Prospects
Author: Kundu, Arnab
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Elementary Education,Educational Practices,Educational Assessment,Educational Indicators,Educational Development,Barriers,Educational Opportunities,Capacity Building,Educational Change

Elementary education is vital for children as well as for society as a whole. It serves three major purposes in an individual's life. First, it provides a foundation for learning the core subjects. Second, it provides an understanding of the individual's environment and society. Third, it helps to foster an interest in duty and responsibility within the individual's own community through various activities. Elementary education is very important whether one is living in a developing country or a developed world. So it is the duty of every guardian and government to provide quality elementary education to every child. Blended learning is an innovative idea having immense potentiality to provide quality education to children. Unfortunately, the vast majority of blended learning research has focused on educational settings in North America and more attention is needed for its successful implementation in the developing countries like India where elementary education is suffering from so many problems in spite of the best efforts taken at various levels by the government. Using India as a setting, the objective of this essay is to define blended learning, outline the challenges in the Indian educational system, and suggest changes that need to be made for blended learning to gain the traction it needs to become a widely used and highly effective method of instruction in India.
Learning to Serve Students with Disabilities Online: Teachers&apos; Perspectives
Author: Crouse, Toni
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Teacher Attitudes,Best Practices,Elementary Secondary Education,Accessibility (for Disabled),Knowledge Base for Teaching,Educational Practices,Semi Structured Interviews,Information Sources,Teaching Methods,Online Surveys,Faculty Development

As K-12 online learning continues to grow for all student populations, so should knowledge of best practices related to teaching students with diverse learning needs, including students with disabilities. The absence of a strong literature base provides a unique opportunity to explore teacher knowledge in these settings, particularly as they consider their role in the call for highly skilled, high-quality instruction for all students, regardless of disability status. This study explored descriptions of practice from fully-online teachers in their instruction of students with disabilities. Data were collected using semi-structured interviews of online teachers across a variety of grade levels. Analysis involved both thematic and theoretical elements to identify concepts for interpretation. Findings were divided into two major concepts: (1) online teachers' learned practices about working with students with disabilities; and (2) online teachers' sources of knowledge about &quot;good&quot; teaching practices when working with students with disabilities.
Connected Classrooms: Videoconferencing in TESOL Teacher Preparation
Author: Schmitt, Elena
Date: 2018-00-00
Type: Journal Articles
Subjects: Videoconferencing,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Teacher Education,Cooperative Learning,Student Attitudes,Course Evaluation,Graduate Students,Masters Programs,Computer Mediated Communication,Student Surveys

Recent technological developments have afforded a proliferation of flexible online opportunities for teacher education (e.g., Chen, 2013). Videoconferencing (VC) is one of the most effective ways to engage students in collaborative learning (Wegner, 2015), as it makes in-class interactions more feasible (Bannan-Ritland, 2002). This descriptive study discusses the online teaching of graduate students in a TESOL program from the point of view of sociocultural theory (SCT) Lantolf and Thorne (2007) and media naturalness theory (MNT) (Kock, 2011). It analyzes the use of VC as the sole medium of instruction of future ESL teachers (N = 12) who participate synchronously from different locations, including on-campus and distant classrooms. The participants' exit slips, as well as post-course anonymous surveys, are analyzed to identify elements of VC that have worked well and those that present challenges. The results provide an insight into what makes VC a compelling tool for the training of ESL teachers.
Postsecondary Online Students&apos; Preferences for Text-Based Instructor Feedback
Author: Gredler, Joseph J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Postsecondary Education,College Students,Preferences,Private Colleges,Virtual Universities,Feedback (Response),Written Language,Mixed Methods Research,Student Surveys,Interviews,Writing Skills,Skill Development,Error Correction,Data Analysis

Misalignment between student preferences and instructor practices regarding writing feedback may impede student learning. This sequential explanatory mixed-methods study addressed postsecondary online students' preferences and the reasons for their preferences. A survey was used to collect 93 responses from postsecondary students attending a large private online university; data collection included interviews with a subsample of 4 participants. Findings indicated students preferred proximal, detailed, supportive feedback to enhance their writing skills and to understand deductions assessed by instructors. Findings may increase instructor awareness of students' preferences and enhance collaboration in the feedback process to promote writing skill development and improve academic outcomes.
Science Education Professional Development for Primary/Elementary Teachers: A Tale of Two Systems
Author: Bell, Shawn E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Education,Faculty Development,Elementary School Teachers,Primary Education,Educational Practices,Foreign Countries,Teacher Attitudes,Comparative Education,Science Curriculum,Curriculum Implementation,Questionnaires,Likert Scales,Teacher Workshops,Academic Standards,Surveys

This paper reports on the illuminatory and exploratory phase of a study into how two educational systems are interconnecting content, policy, and teaching practice into science professional development (PD). New Zealand implemented a new curriculum in 2007 for full implementation in 2010, which should have altered how science was delivered in primary classrooms. New Zealand, however, began limited PD in science education in 2012. The state of Arkansas in the United States of America endorsed the Next Generation Science Standards in 2015, adopted the new Arkansas K-4 Science Standards in 2016 and Years 5-8 in 2017. Arkansas, however, began its science PD in 2015. Through face-to-face discussions during PD sessions, this study investigated how the teachers were experiencing PD explicitly based on the interconnections of content, policy, and practice. The results of this first phase highlight how due to their participation in PD, teachers in both Arkansas and New Zealand are now talking about how they build on what their students' know and have experienced. The implications of this research note teachers not only need both the time and opportunity to experience learning but also support as they then implement their new learning into their own classroom practice.