ethanporcaro/eric-fulltext-meta huggingface dataset:
Addressing Challenging Mathematics Standards with At-Risk Learners: A Randomized Controlled Trial on the Effects of Fractions Intervention at Third Grade
Author: Fuchs, Lynn S.
Date: 2021-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Fractions,Intervention,Elementary School Mathematics,At Risk Students,Instructional Effectiveness,Grade 3,Elementary School Students,Independent Study,Mathematics Achievement,Achievement Tests,Cognitive Structures,Learning Disabilities

The purposes of this study were to assess the effects of fractions intervention for students who are at risk for poor outcomes and to examine whether a component that combines self-regulated learning with growth-mindset instruction (SR-GM) provides added value for improving outcomes. At-risk students (N = 84) were randomly assigned to three conditions: fractions intervention, fractions intervention with embedded SR-GM, and a control group. Intervention was conducted three times per week for 35 min per session for 13 weeks. Multilevel models indicated both fractions intervention conditions produced strong effects, with no added value for SR-GM. Posttest fractions achievement gaps for both intervention conditions held steady, narrowed, or closed, whereas the control group's gaps remained sizeable or grew. Results suggest that intervention can address challenging mathematics standards for at-risk learners and that SR-GM instruction may not be necessary in the context of strong intervention. [For the corresponding grantee submission, see ED604271.]
Exploring Coach-Teacher Interactions within a Practice-Based Coaching Partnership
Author: Shannon, Darbianne K.
Date: 2021-02-00
Type: Journal Articles
Subjects: Coaching (Performance),Professional Development,Preschool Teachers,Preschool Children,Disabilities,Evidence Based Practice,Verbal Communication,Time Management,Feedback (Response),Goal Orientation,Questioning Techniques,Positive Reinforcement,Observation,Program Effectiveness,Partnerships in Education,Problem Solving

Professional development (PD), which includes coaching, has demonstrated the capacity to affect preschool teachers' use of evidence-based practices. The present study explored how coaches facilitated conversations within practice-based coaching (PBC) partnerships. A direct behavioral observation coding system was developed to investigate (a) the proportion of time spent in different conversational foci, including who initiated the conversation; (b) coach verbal behaviors; and (c) whether the conversation foci, initiations, and coach verbal behavior changed across three occasions for seven coach-teacher dyads. Results from the present study indicate coaches spent the largest proportion of time engaging in conversations with teachers focused on reflection and feedback, followed by goal setting and action planning. The coaches used verbal behaviors (supportive and constructive feedback, clarifying questions) as required by the coaching protocol across all sampled occasions. Variation in conversation foci, initiations, and coach verbal behavior across three sampled occasions was evident. [For the corresponding grantee submission, see ED607824.]
Teaching about Identity, Racism, and Fairness: Engaging Young Children in Anti-Bias Education
Author: Derman-Sparks, Louise
Date: 2021-00-00
Type: Journal Articles
Subjects: Identification (Psychology),Racial Discrimination,Social Justice,Young Children,Racial Bias,Social Bias,Racial Attitudes

Anti-bias education is an optimistic commitment to supporting children who live in a highly diverse and yet still inequitable world. Rather than a formula for a particular curriculum, it is an underpinning perspective and framework that permeates everything in early childhood education--including a teacher's interactions with children, families, and colleagues. Anti-bias education developed from the need to identify and prevent, as much as possible, the harmful emotional and psychological impacts on children from societal prejudice and bias. Its four core goals reflect research about these negative influences: (1) Identity; (2) Diversity; (3) Justice; and (4) Activism. [with Catherine M. Goins.]
Making Virtual Co-Teaching Work in a Covid-19 Environment
Author: Chizhik, Estella W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Team Teaching,COVID-19,Pandemics,Cooperating Teachers,Preservice Teachers,Distance Education,Videoconferencing,Teaching Models

Due to the Covid-19 pandemic, teachers must rely on technology to reach and teach their students who no longer sit in school classrooms. In so doing, chasms in the quality of engagement have become evident based on students' ability, ethnicity, and home language. We propose that co-teaching between a mentor teacher and a teacher candidate could mediate opportunities for two adults to equitably instruct all students in structured and productive ways within virtual educational environments. This article describes implementation of co-teaching experiences between teacher candidates and mentor teachers through virtual instruction by using video-based conferencing tools (e.g., Zoom). We describe six co-teaching models and explain how they can support the needs of diverse learners in virtual educational environments.
Practice What You Preach: Culturally Responsive Pedagogy during Covid-19
Author: Smith, Jolan M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,COVID-19,Pandemics,Preservice Teachers,Minority Group Students,Teacher Educators,Caring,Teacher Student Relationship,Racial Bias

The Covid-19 pandemic and the recent national civil and racial unrest provide a golden opportunity for teacher educators to reflect on our own culturally responsive pedagogy (CRP; Gay, 2002; Ladson-Billings, 1995) as we adapt to alternate modes of instruction and respond to the needs of our teacher candidates who come from historically minoritized communities (e.g., Black, Latinx, immigrant, etc.). Building upon comments from candidates' final projects and personal interactions with ethnically and racially diverse candidates from the semester, I discuss teacher educators' shortcomings in modeling CRP for our teacher candidates during the pandemic. Finally, I offer reflective questions and specific actions to enact culturally sustaining pedagogy (Paris, 2012) and antiracist values in teacher education during and beyond Covid-19.
The Effect of Concept Attainment Model on Mathematical Critical Thinking Ability
Author: Angraini, Lilis Marina
Date: 2021-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Critical Thinking,Mathematical Logic,Mathematics Skills,College Mathematics,College Students,Thinking Skills,Foreign Countries,Mathematical Concepts,Concept Formation,Teaching Methods

This research is generally conducted to solve the difficulties of students in understanding courses in mathematics education especially in the real analysis course, in addition, this research specifically aims to examine, describe and compare differences in the ability to think mathematically critically between students who obtain learning concept attainment model and conventional learning model based on mathematical initial abilities of student. The design of this study was two groups randomized subject post-test only with 2 x 3 factorial design. The subjects of this study were students majoring in Mathematics Education at the Universitas Islam Riau, which consisted of 60 students in semester IV of the 2018th/2019th academic year. The instrument used in this study was a test about mathematical critical thinking skills consisting of 3 indicators. Data processing was performed by parametric test (Anova 2 ways) or non-parametric test followed by Scheffe further tests. From the results of the study obtained information that the mathematical critical thinking abilities of students who use the Concept Attention Model (CAM) learning is better than students who use Conventional Learning (CL) based on mathematical initial abilities of students.
Educational Practices to Transform and Connect Schools and Communities
Author: Erstad, Ola
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Educational Practices,Educational Change,Secondary Schools,Technology Uses in Education,Social Problems,Ethnography,Case Studies,Educational Strategies,Authentic Learning,Learning Activities,Transformative Learning

The current social and educational challenges force us to rethink the role of educational institutions and digital technologies in the 21st century, which requires a deeper understanding of learning activities in schools. In this article we analyze bottom-up initiatives for educational transformation implemented in public lower secondary schools from Norway, Chile and Spain that involved 230 students and 14 teachers. Three ethnographic case studies were carried out, using individual interviews, focus groups, participant observations and document analysis in six schools. The main goal was to deeply understand how bottom-up school initiatives, with a comprehensive use of digital technologies, are contributing to generate connected practices and to involve teachers, learners and communities in the discussion about what kind of society they want in their future. The results of the analysis indicate that fostering a transformative agency in secondary schools has the potential of engaging students in the exploration of contemporary social issues and that digital connectedness can contribute to connect schools with youth life trajectories and communities. This study on transformative agency and digital connectedness reveals a new path for educational transformation that may interest everybody who, in one way or another, are involved in education systems all around the world.
Task-Based Assessment in Using Other-Initiated Repair Strategies of the Pre-Service EFL Teachers
Author: Aleksius, Madar
Date: 2021-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Second Language Instruction,Evaluation Methods,Foreign Countries,Language Skills,Teacher Competencies,Student Evaluation,Language Proficiency,Communication Skills

The English teachers' ability to communicate does not only mean to transmit information in a one-way manner but also to be able to negotiate meaning in order to avoid possible misunderstandings that may cause a communication breakdown. Other-initiated repair (OIR) strategies are the strategies that can be deployed to solve understanding problems that deal not only to linguistics aspect but also hearing problems, poor speech delivery, or overall misunderstanding of intended meaning by the speakers in interaction. This paper aimed at outlining the way the pre-service EFL teachers' ability in using the OIR Strategies is assessed by using task-based assessment. Theoretical and empirical arguments were provided to support the development of communicative tasks assessment consisting of the assessment instruments, procedures, validation, blue-print, and validation. The developed assessment was implemented to a group of EFL pre-service teachers in a teacher college of Widya Mandira Catholic University in Indonesia. The result showed that the students were able to employ a set of OIR strategies to address the understanding problem in the interaction with their peers. It is concluded that the communicative task assessment is an effective way to elicit the students' ability in using OIR Strategies in the interaction so it should be incorporated in the speaking instruction to enhance the students communicative competence.
Meta-Reflexivity for Resilience against Disinformation
Author: Golob, Tea
Date: 2021-00-00
Type: Journal Articles
Subjects: Reflection,Resilience (Psychology),Deception,Information Dissemination,Foreign Countries,Critical Thinking,Media Literacy,Metacognition,Gender Differences

The rise of digital media contributes to fake news and disinformation being circulated on a larger scale and pace. The central aim of the work is to consider the potentials of individuals to actively respond to disinformation and fake news. In that regard, the authors rely on Archer's theoretical framework of reflexivity and its modes. It is argued that a specific mode of reflexivity, namely meta-reflexivity, can enable people to take a critical distance towards media messaging. The method involves the Reflexivity Measurement Tool (RMT) to provide an approximate assessment of one's reflexivity in terms of quantitative scores. The survey has been conducted in Slovenia on a representative national sample and path analysis is applied to identify the relationship between demographic features, media exposure, reflexivity and fact-checking. The results show how age and education affect media preferences, in terms of how frequently an individual is exposed to a particular type of media. Younger people, women and persons with tertiary education are more meta-reflexive, which contributes to their active response to disinformation. It is concluded that meta-reflexivity is essential but not sufficient to produce an active response of individuals to disinformation. Need for professional fact-checking-services and media education is discussed.
The Impact of Exchanged Information between School and Parents at the Level of Parent Involvement in School
Author: Sylaj, Vlora
Date: 2020-10-00
Type: Journal Articles
Subjects: Parent School Relationship,Parent Participation,Information Dissemination,Rural Schools,Urban Schools,Correlation,Parent Attitudes,Prevention,Violence,Student Behavior,Family Involvement,Bullying,Foreign Countries,Elementary School Students,Elementary School Teachers,Secondary School Teachers,Secondary School Students,Teacher Attitudes,Parent Teacher Cooperation

The study's purpose was to analyse the involvement of parents in school and the information as an influential factor on this process. The other purpose was to examine teachers', parents' and school principals attitudes on the prevention of violence between students in school. In our study violence is the case for studying the involvement of the family in school. The subjects of the study were 298 parents of the urban environment and 394 parents of the rural environment, 400 rural environment teachers and 299 urban environment teachers involved in the quantitative study, were invented and selected through random sampling groups to take part in the research. 9 interviews were conducted with parents, 11 with teachers and 5 with school principals. Therefore, the mixed approach of the research was conducted. The total number of the involved in the study was 1416. The study used a mixed research approach, using in-depth interviews and a questionnaire designed for this study, while the research data were analyzed through descriptive and inferential statistics. The results support the assumptions of the study, by showing that the information has a positive link with statistical significance with the level of the parents' involvement in school. On the other side there exist two contradicting ascertainments between parents and the school about their perceptions and practices of information. The interviews have discovered a very concerning case and the fact that a part of the psychological violence between students does not get reported to the family or school.
Moderating Effect of Thai Teachers&apos; Perspective on the Relationship between Teaching Perspectives, Students&apos; Engagement
Author: Khun-Inkeeree, Hareesol
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Teaching Methods,Learner Engagement,Elementary School Teachers,Predictor Variables

Studies on students' engagement in the academic field seem to be widely explored. Similar investigations at the primary education level remain at its infancy stage. Especially in Thailand where the literacy level is low. To achieve the study objectives, teachers at primary schools in Nakhon Si Thammarat province of Thailand were randomly selected and surveyed. The data retrieved were analyzed using structural equation modelling. The result reveals an insignificant relationship between teaching perspective and students' engagement. However, the teaching perspective inventory has a negative significant moderating effect. The research implication to education policymakers was extensively discussed.
Representation in Teaching and Learning Mathematics
Author: Mainali, Bhesh
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Mathematics Instruction,Symbols (Mathematics),Mathematics Skills,Skill Development,Graphs,Visual Aids,Numbers,Verbal Communication

Representation is an important element for teaching and learning mathematics since utilization of multiple modes of representation would enhance teaching and learning mathematics. Representation is a sign or combination of signs, characters, diagram, objects, pictures, or graphs, which can be utilized in teaching and learning mathematics. Normally, there are four modes of representations in the domain of mathematics: (1) verbal, (2) graphic (3) algebraic, and (4) numeric. Certain type of representations can be dominant in teaching and learning mathematics; however, representation needs to be translated from one mode to another mode. Translation of modes of representation is an important skill that learners need to develop in order to be more proficient in learning mathematics. In the last couple of decades, the role of representation in mathematics education has been increased but requires more research studies to explore various aspects of representations.
Arab Postgraduates&apos; Readiness towards and Effectiveness of Utilizing Web 2.0 in Language Learning
Author: Jarrah, Mahmoud Aref
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Arabs,Second Language Learning,English (Second Language),Readiness,Technology Uses in Education,Web 2.0 Technologies,Gender Differences,Usability,Program Effectiveness,Reading Skills,Listening Skills,Writing Skills,Speech Skills,Skill Development,Preferences

The study aimed to investigate the Arab English language learners' readiness towards and effectiveness of using Web 2.0 applications in language learning process at a university in Malaysia. Using a quantitative research design, 50 Arab postgraduates responded to a questionnaire about their readiness towards and effectiveness of Web 2.0 applications in enhancing their English learning process in relation to genders and level of study. The findings showed that learners' readiness towards and effectiveness of using Web 2.0 applications in language learning was moderate. In addition, it was revealed that YouTube, Facebook, and Skype gained the highest mean scores of all Web 2.0 applications in language learning process. Genders and level of study proved to be significant in relation to the effectiveness of Web 2.0 in language learning process. It is recommended that training on Internet and integration skills be proved to learners of a new language to allow them more reliable resources into their learning process. Further research on the practice and attitudes of educators in using Web 2.0 technologies for teaching English language is suggested.
Reclaiming Uplift: Caring for Teacher Candidates during the COVID-19 Crisis
Author: Bracho, Christian A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,COVID-19,Pandemics,Caring,Metacognition,Social Emotional Learning,Asynchronous Communication,School Closing,Distance Education,Electronic Learning

Teachers in the US have historically served affective roles of uplift and civic engagement (Fultz, 1995; Gere, 2005), but reforms in the last century privileged technical aspects of the profession (Buchanan, 2015). The COVID-19 crisis, which shifted learning online and isolated students, revealed the limitations of a technical focus in teacher education, and compelled me to reclaim the affective domain via strategies grounded in uplift and &quot;cariño&quot; (Ramirez, et al., 2016). These strategies included: (1) mindfulness and emotional awareness activities; (2) curriculum emphasizing social-emotional learning; and (3) asynchronous supports highlighting self-care, antiracism, and trauma-informed pedagogy. My adaptations modeled the ways teacher candidates might expand their notions of &quot;teacher identity&quot; (Beauchamp &amp; Thomas, 2009) as they imagine future work with students.
Reconsidering Preservice-Mentor Relationships in Complex Times: New Possibilities for Collaboration and Contribution
Author: Walker, Nancy T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mentors,Teacher Student Relationship,Pandemics,Educational Change,Electronic Learning,Reflection,Preservice Teacher Education,Team Teaching,Educational Innovation,Web Based Instruction,Cultural Capital,Curriculum Development,Cooperative Planning,Student Teaching

A sociocultural context of interruption and instability illuminated our teacher candidates' funds of knowledge and identity (e.g., Esteban-Guitart &amp; Moll, 2014) during the global pandemic of 2020. Their expertise, skills, and self-understandings strengthened both the mentor-teacher candidate relationship and student engagement. Teacher candidates' stories about shifts to the virtual space demonstrated new possibilities for mentorship in the form of co-learning and co-reflecting (e.g., Canipe &amp; Gunkel, 2020). By making the space to recognize and acknowledge the value of teachers' funds of knowledge and funds of identity (e.g., Hogg &amp; Volman, in press), teacher educators can help structure mentoring relationships that lead to teacher candidates' initial sense of professional belonging, and potentially, their longevity in the profession.
News Consumption and Risk Perception of COVID-19 in Spain
Author: Mora-Rodríguez, Alberto
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Risk,Attitudes,Ideology,Political Influences,Trust (Psychology),News Media,Mass Media Effects,Information Dissemination,Adults,Internet,Television,Radio,Newspapers,Social Media,Age Differences,Gender Differences

Spain is one of the countries that has been most severely affected by the COVID-19 pandemic. In times of uncertainty and stress, the media plays an important role in disseminating information. This study establishes which factors affected risk perception regarding the Coronavirus, which factors determined trust in the measures taken by the Government, and how the presentation of information influenced the spread of fake news. To answer these questions an online survey was created and was completed by 2,034 people from different autonomous communities in Spain, using two multiple linear regression models, as well as different bivariate techniques for parametric statistical analysis. The data shows increased risk perception among the sectors with greater exposure to news about the Coronavirus. A second conclusion refers to the role played by an individual's pre-existing political biases, such as ideology, and their effects on the trust placed in the measures adopted by the Government. In addition, the analysis conducted shows that sectors that follow the news more closely are not immune to the spread of fake news. This research highlights the importance of communication in risk perception and the need to conduct further research in this field, in terms of the psychological, social, and economic implications of this phenomenon.