ethanporcaro/eric-fulltext-meta huggingface dataset:
Onto-Semiotic Analysis of One Teacher&apos;s and University Students&apos; Mathematical Connections When Problem-Solving about Launching a Projectile
Author: Rodríguez-Nieto, Camilo Andrés
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Semiotics,Teaching Methods,Task Analysis,Mathematics Teachers,Undergraduate Students,Teacher Student Relationship,Difficulty Level,Error Patterns,Computation,Mathematical Formulas,Student Attitudes,Teacher Attitudes,High School Teachers,Physics,Problem Solving,Calculus,Foreign Countries

An onto-semiotic analysis of the mathematical connections established by one in-service mathematics teachers and university students when solving a problem about launching a projectile using the derivative was carried out. Theoretically, this research was based on the articulation between the Extended Theory of Mathematical Connections and the Onto-semiotic Approach. The methodology was qualitative-descriptive where data was collected through interviews based on a task. Subsequently, following the joint analysis method of both theories, the mathematical activity of the participants when they solved the task was analyzed. The results show that, teacher and students established a system of connections of feature type, different representations, meanings, part-whole, procedural and implications in terms of practices, processes, objects, and semiotic functions that relate them. However, some students presented difficulties caused by some incorrect mathematical connection such as stating that the maximum height of the projectile is the time obtained with the critical number, errors in performing arithmetic calculations when evaluating the function, graphically representing the quadratic function as a straight line and use the general formula in an inappropriate way that prevents the procedural connection from being made.
Can Life Satisfaction Be Measured Fairly for Different Groups of South African First-Year Students? Testing the Satisfaction with Life Scale
Author: van Rensburg, Clarisse
Date: 2023-00-00
Type: Journal Articles
Subjects: Life Satisfaction,Measures (Individuals),Foreign Countries,College Freshmen,Test Bias,Factor Analysis,Test Reliability,Psychometrics,Error of Measurement,Test Validity

Student well-being has gradually become a topic of interest in higher education, and the accurate, valid, and reliable measure of well-being constructs is crucial in the South African context. This study examined item bias and configural, metric and scalar invariance of the Satisfaction with Life Scale (SWLS) for South African first-year university students. A cross-sectional design was used. A sample of 780 first-year South African university students was included. Confirmatory factor analysis, differential item functioning measurement invariance, and internal consistency were tested. A one-factor structure was confirmed. Item 1 of the SWLS was particularly problematic concerning bias (uniform and non-uniform bias). Measurement invariance was established; however, Item 1 was again problematic, resulting in partial metric and scalar invariance. The scale was reliable (Cronbach's [alpha] was 0.83; McDonald's omega [omega] was 0.83). This study contributes to the limited research on the specific psychometric properties of the SWLS in a diverse higher education setting. The results could assist with valid and reliable measurements when developing interventions to enhance student well-being.
Qualitative and Quantitative Are Data Types Not Paradigms: An MMA Framework for Mixed Research in Applied Linguistics
Author: Hampson, Timothy
Date: 2023-00-00
Type: Journal Articles
Subjects: Applied Linguistics,Language Research,Research Methodology,Mixed Methods Research

Mixed methods research, or mixed research, is an area with a great deal of promise for applied linguistics, especially given the field's diverse range of topics and methods. However, when mixed research mixes qualitative and qualitative methods, this can be problematic as researchers suppose this implies mixing mutually exclusive 'quantitative' and 'qualitative' paradigms. This paper argues that these problems arise from the identification of paradigms as qualitative or qualitative. It explores how mixed research might be conducted from a single paradigm. Finally, it offers a novel framework for mixed research which allows for a finer grained and less problematic description of mixed research.
Listen to the Voices of Neglected Autonomous Learners: A Japanese Version of the Group Metacognition Scale Special for eTandem Learning
Author: Tam, Chui Ling
Date: 2023-00-00
Type: Journal Articles
Subjects: Metacognition,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Cooperative Learning,Measures (Individuals),Teaching Methods,Independent Study,Comparative Analysis,Student Attitudes,Japanese,Native Language,Age Groups,Language Proficiency

Group-level self-regulation significantly impacts online collaborative learning performance (Panadero &amp; Järvelä, 2015). Recently, online collaborative learning has been actively implemented in English language education in Japan, and group-level self-regulation, closely related to online collaborative learning, attracts the attention of Japanese researchers. However, no instrument has been developed to measure group-level self-regulation. Therefore, this study aims to adapt the Group Metacognition Scale (GMS) developed by Biasutti and Frate (2018) to Japanese and test it with a sample of eTandem English learners in Japan. Then, a comparison of self-directed and teacher-directed learning was made using GMS to determine whether they differ in their three metacognitive processes: planning, monitoring, and evaluating. The results showed that the Japanese version of the GMS comprised 18 items consistent with the four factors of the original version and had good internal consistency. This suggests that the Japanese version of the GMS is a valid and reliable tool for research and practice with Japanese-speaking populations. In addition, a comparison of mean scores for metacognitive processes revealed that the group metacognitive skills required for self-directed learning could be improved.
Social Learning and Integration Factors Affecting First-Year Medical Students: Views of Remedial Programme Students Who Failed Their First Year
Author: Tlalajoe-Mokhatla, Nokuthula
Date: 2023-00-00
Type: Journal Articles
Subjects: Medical Students,Medical Education,Failure,Socialization,Student Adjustment,College Freshmen,Remedial Programs,Student Attitudes,Foreign Countries

Medical students' transition from high school to university can lead to academic and social challenges, disconnection from university life, and possible drop out. Hence, some medical education institutions use remediation programmes to address these transition challenges. This study used a social learning and integration theory to identify factors that affect the social learning and integration of first-year medical students who had completed a six-month remediation programme. A nominal group technique involving 15 participants was used to collect data. Results revealed under-preparedness, self-management, alienation, confidence, and academic advice as the social learning and integration factors that can affect transition. Self-awareness and self-management were identified as complementary skills to address these factors and promote successful transition. In conclusion, students can make valuable contributions to address social learning and integration factors and enhance successful transition. Moreover, universities must also consider designing programmes that will promote successful transition of especially undergraduate medical students.
The Moderating Role of Supervisor Support in the Effect of Perceived Overqualification on Workplace Loneliness
Author: Üstün, Ferda
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Supervisors,Role,Psychological Patterns,Music Teachers,Teaching Conditions,Teacher Qualifications,Teacher Attitudes

The purpose of this research was to determine whether supervisor support (SS) plays a moderating role in the perception of overqualification (POQ) on workplace loneliness (WL) among music teachers in Turkey. The research was based on the assumption that loneliness, which is a negative emotional state and expresses employees' inability to establish a healthy relationship within the organisation, may arise from music teachers' perceived overqualification and can be shaped with the support of this relationship. With this study we discovered that perceived overqualification has a definite and significant impact on WL. It was also discovered that supervisor support moderated the relationship between perceived overqualification and WL. Consequently, although music teachers felt overqualified, they did not feel lonely at work if their supervisor provided strong support.
Reflections of South African Educators on the Enablement of At-Risk Learners with Protective Systems via the Read-me-to-Resilience Intervention
Author: Joubert, Carmen
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,At Risk Students,Resilience (Psychology),Intervention,Culturally Relevant Education,African Culture,Problem Solving,Prevention,Acquired Immunodeficiency Syndrome (AIDS),Leadership,Elementary School Teachers,Friendship,Teacher Attitudes

Resilience-promoting interventions, such as the Read-me-to-Resilience intervention strategy, that consists of culturally relevant indigenous stories has been shown to encourage resilience in acquired immunodeficiency syndrome (AIDS) orphans. In this study, educator participants reflected on the protective systems that the Read-me-to-Resilience stories might offer for at-risk learners within their school context. Resilience protective systems include self-regulation, attachment relationships, agency and mastery motivation systems, cultural traditions and religion, cognitive competence and meaning making. The exploration of the Read-me-to-Resilience intervention as a protective strategy was rooted in the socialecological perspective of resilience, which focuses on positive adjustment to adversity through resilience protective systems. Fifteen South African educators were requested to implement the Read-me-to-Resilience intervention strategy within their school context. Participation in the study was voluntary. An explorative qualitative research approach was used. Three unstructured focus-group interviews were conducted, and research diaries were kept by the participants. The educator participants reported that the indigenous African stories had promoted problem-solving and leadership skills, personal positive strengths and attachment relationships and had stimulated renewed appreciation for resources within the traditional African culture. Relevant literature on protective systems for resilience development supports my research findings. It is proposed that culturally relevant stories, as an inexpensive strategy, should be utilised within the school community to promote adaptive and preventive protective systems for at-risk learners.
Implementation of Functional Behavior Assessments for Individuals with Developmental Disabilities Exhibiting Sexually Inappropriate Behaviors
Author: Ostryn, Cheryl
Date: 2023-00-00
Type: Journal Articles
Subjects: Developmental Disabilities,Functional Behavioral Assessment,Sexuality,Behavior Problems,Intervention,Students with Disabilities,Program Effectiveness,Behavior Change

A functional behavior assessment is an evidence-based process that identifies the function of challenging behaviors in order for educators to develop behavior intervention plans for students with disabilities. All behaviors are under stimulus control and research indicates that behaviors typically serve four functions: tangible, escape, attention, and automatic. However, when individuals with developmental disabilities engage in inappropriate sexual behaviors such as exposing their genitalia in public places or groping a stranger, it is not typical for practitioners to implement this functional behavior assessment process as these sexual behaviors are often viewed as different from non-sexual inappropriate behaviors like screaming in class or throwing school materials. This article presents information of how to complete a comprehensive functional behavior assessment for three students with developmental disabilities who exhibit sexually inappropriate behaviors in school settings to highlight the usefulness of the functional behavior assessment process for developing behavior intervention plans for long lasting behavior change.
Investigating Pre-Service Teachers&apos; Perspectives on Classroom Management Strategies Demonstrated by Mentor Teachers
Author: Özkanal, Ümit
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teacher Attitudes,Classroom Techniques,Cooperating Teachers,Mentors,Gender Differences,Teaching Experience

The purpose of this study is to investigate the perceptions of pre-service teachers regarding classroom management strategies employed by practicum instructors in school experience courses. This cross-sectional investigation was conducted with 245 pre-service teachers from various university departments. The study's data was collected via &quot;Classroom Management Strategies Evaluation Scale&quot;. The scale had a Cronbach Alpha reliability coefficient of 0.94. For data analysis, descriptive statistics, the t-test, and one-way ANOVA were used. According to research findings, the gender of pre-service teachers, the gender of practice teachers, and the seniority of practice teachers had no significant impact on their opinions regarding the classroom management strategies used by practice teachers. However, the degree program that pre-service teachers attended and their grade point average had a significant impact on their opinions.
The Effect of Brain-Based Learning on Students&apos; Metacognitive Awareness
Author: Akçay, Behiye
Date: 2023-00-00
Type: Journal Articles
Subjects: Metacognition,Measures (Individuals),Brain Hemisphere Functions,Neurosciences,Grade 7,Units of Study,Teaching Methods,Check Lists,Pretests Posttests,Instructional Effectiveness

The purpose of this study is to examine effects of Brain-Based Learning (BBL) method on seventh grade students' metacognitive awareness. Concurrent nested mixed method was used in the study. Thirty 7th grade students (21 girls, nine boys) participated in this study voluntarily. The unit of &quot;Structure and Properties of Matter&quot; was taught using the BBL method for six weeks. Students' Notebooks, Strategy Evaluation Matrix and Regulatory Checklist, were used for qualitative data. Metacognition Scale was applied as a pre-posttest for quantitative data. According to the results, while there was no significant difference between the Metacognition Scale pre-test and post-test results, a significant difference was observed in Conditional Knowledge, which is the Knowledge of Cognition sub-dimension of the scale. The findings obtained from the Strategy Assessment Matrix show that the students use high-level strategies (Affective Strategy) and techniques (Attention Concentration), so the Brain-Based Learning approach increases students' metacognitive awareness. When the expressions in the Regulatory Checklist were examined, it was seen that as the process progressed, the awareness of the students increased and the strategies they used worked.
Developing the Digital Task Analysis (DTA) Framework to Enable the Assessment and Redesign of Digital Resources in Mathematics Education
Author: Lindenbauer, Edith
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Education,Educational Technology,Educational Resources,Evaluation,Design,Mathematics Instruction,Geometry,Secondary School Mathematics,Models

Digital task design is an important issue when integrating technology into mathematics education. However, existing frameworks often are not fine-grained enough for supporting teachers in designing tasks or they only focus on geometric topics. In this paper, we share a case study as the first cycle of our design-based research study that aims to extend and adapt the well-known Dynamic Geometry Task Analysis framework for analyzing further digital materials. The adapted framework is named Digital Task Analysis (DTA) model and can be utilized to analyze, modify, and design digital materials from other mathematical topics. The model focuses on supporting teachers in integrating two essential aspects within digital materials, namely creating cognitively stimulating tasks and exploiting added value of technology. In this paper, we present the first analyses of three cases representing digital materials including visualizations addressing lower secondary mathematics following the DTA model. The results show that the presented DTA model is suitable to analyze such digital materials and has the potential to support teachers in designing, assessing, and modifying digital tasks that support learners in focusing their attention on mathematically relevant aspects of digital resources, and in deepening their awareness of how to formulate targeted tasks for learners.
Textbook Praxeological-Didactical Analysis: Lessons Learned from the Indonesian Mathematics Textbook
Author: Yunianta, Tri Nova Hasti
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Textbooks,Task Analysis,Barriers,Difficulty Level,Textbook Evaluation,Mathematics Skills,Learner Engagement,Academic Standards,Textbook Preparation,Foreign Countries,Geometry,Junior High School Students

The objective of textbook study is to create high-quality textbooks. Analysis was done using a praxeological-didactical analysis (PDA) method. PDA offers space to analyze curriculum materials, such as math textbooks, which are the outcome of human action in the anthropology of a specific nation's society. There are 10 types of tasks given in the mathematics textbook on measurement of spatial figures and seven techniques are identified as possible ways to complete the tasks. The justification of praxis is that there are three emerging technologies and two theories that are used as the final direction of the given task type. There is a sequence of task composition at the start with loads at level 2 and level 3 that can affect student readiness. Psychologically, it is regarded as difficult at first, which can lead to students becoming disinterested as well as bored, thus experiencing difficulties, creating ontogenetic obstacles. The other predicted learning obstacles identified in this textbook are epistemological and didactic obstacles. All the findings from this analysis can be applied to continuously raise the standard of the currently available mathematics textbooks.
Leveraging L2 Academic Writing: Digital Translanguaging in Higher Education
Author: Koralage, Tharanga
Date: 2023-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Language Usage,Academic Language,English (Second Language),Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Multilingualism,Vocabulary Development,Independent Study,Teaching Methods,Writing Instruction,Computer Mediated Communication,Syntax,Search Strategies,Translation,Reference Materials,MOOCs,Foreign Countries

Although the literature on computer-assisted language learning has demonstrated that digital tools such as online translators and bilingual dictionaries offer affordances to second language (or foreign language) writers of English to solve linguistic (lexical and syntactic) issues, the extent to which digital technology supports multilingual students in producing academic texts has been underexplored. In this study, we investigate what digital technology enables and does not enable students to do in communicating their intended meaning in English by examining the writing experience of a multilingual student in an online higher education environment. The data was derived through screen sharing and online stimulated recall interviews and analysed using the concept of digital translanguaging, which focuses on meaning-making using one's entire meaning-making repertoire. The findings suggest that digital translanguaging offers many opportunities to expand the knowledge of vocabulary through self-learning. However, it also becomes evident that the success of working through lexical and syntactic issues is impacted by several factors, such as prior knowledge of the second language (L2), effective online search strategies, and awareness of digital reference resources for different purposes (e.g., online translators for literal and/or context-appropriate translations and language forums to seek advice about specific language issues from proficient speakers). We conclude by providing insights into instructional and strategic support to effectively assist multilingual students to offer greater opportunities to achieve their communication goals.
The Role Performed by the Teacher&apos;s Question in the Learning of Quadratic Function in an Exploratory Mathematics Class
Author: Silva, Anaís Veloso
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Education,Grade 10,Foreign Countries,Questioning Techniques,Teacher Role,Mathematics Teachers,Secondary School Teachers,Secondary School Students,Mathematical Concepts

Communication plays a key role in teaching and learning processes. Questions are a communicational act greatly used by teachers to structure their discourse, establish dynamics, and foster interaction between the different participants in the classroom. In view of these potentialities of questions in the classroom context, we have developed a teaching experiment with the aim of understand the role of the teacher's question in the learning of topics on functions. Considering the nature of this aim, a methodology of qualitative and interpretative nature was used. The data collection was based on the students' written productions and on the audio and video recordings of a mathematics class of a Grade 10 educational group (in northern Portugal). Data analysis is based on content analysis techniques, crossing collected data and categories emerging from the literature. The study revealed that the teacher's questions alternated between confirmation, focalization, and inquiry, with inquiry prevailing. Questions aimed at testing the student's knowledge gave both the teacher and actual student important information. Questions that focused the student's attention on a particular detail enabled the students to organize their reasoning and structure their answer. Questions that required the students to explain or justify their thoughts were those that proved to most contribute to the development of the student's reasoning process.