ethanporcaro/eric-fulltext-meta huggingface dataset:
Play-Based Pedagogy: An Approach to Advance Young Children&apos;s Holistic Development
Author: Lunga, Prosper
Date: 2022-00-00
Type: Journal Articles
Subjects: Play,Teaching Methods,Child Development,Young Children,Holistic Approach,Early Childhood Education,Foreign Countries,Developmentally Appropriate Practices,Participatory Research,Action Research,Moral Development,Psychological Needs,Physical Development,Intellectual Development,English (Second Language)

Background: Children's holistic development includes physical, cognitive, socio-emotional, moral and affective development and lies in early childhood development education (ECDE). According to research, children learn through different age-appropriate teaching and learning pedagogies. Therefore, the importance of implementing a play-based methodology in the early years. This study was underpinned by the theory of play as a spiral of learning. Aim: This study aimed to demonstrate how a play-based pedagogy could be utilised to enhance holistic development in young children. Setting: Three ECD centres in Gauteng, South Africa participated in the Thutopapadi (play-based learning) research. The action learning set (ALS) consisted of one Grade R teacher and two practitioners; the Grade R facilitator and three North-West University researchers. Methods: We employed a qualitative approach within the participatory action learning and action research (PALAR) design to interrogate the extent to which a play-based pedagogy could be useful in enhancing the holistic development of young children. Transcriptions of meetings held by the ALS and photovoice were used to generate data. The participants reflected on and communicated about themes discussed during the ALS. We used the principles of thematic content analysis to analyse the generated data. Results: The results of this study proposed that to support holistic development in young children, practitioners and parents should maximise the use of a play-based methodology in both social and learning environments. Conclusion: Follow-ups should be made to ensure that the pedagogy that is being used in early childhood development education centres corresponds with the needs for the development of young children.
Functional Near-Infrared Spectroscopy as a Tool to Assess Brain Activity in Educational Settings: An Introduction for Educational Researchers
Author: Barreto, Candida
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Research,Spectroscopy,Brain,Neurosciences,Brain Hemisphere Functions,Measurement Techniques,Sample Size,Research Design,Planning

Background: Educational research has been conducted mainly by using behavioural approaches. Whilst such methods provide invaluable insights into the field, several important questions such as 'how do we learn?' and 'what mechanisms cause individual differences?' cannot be answered thoroughly by using only behavioural approaches. In the last three decades, the advances of neuroimaging technologies and computational power have allowed researchers to investigate these questions beyond behavioural measures that provide complementary knowledge about human brain. Aim: One of the most recent neuroimaging techniques that holds much promise for use in educational settings is functional near-infrared spectroscopy (fNIRS). This article aims to introduce the fNIRS technique to educational researchers interested in neurocognitive mechanisms of academic learning and achievements to further promote the growing field of Educational Neuroscience. Method: We present the properties of the fNIRS device, its basic principles and important considerations when planning an fNIRS study. Results: Functional near-infrared spectroscopy is a portable, cost-effective and easy-to-handle neuroimaging device that allows experimentation in naturalistic settings such as in the school. Conclusion: Even though several articles describe different applications and technical features of the fNIRS technique, there is still a need for materials with a more accessible language for those unfamiliar with neuroscientific and technical terms.
Towards Circles of Care and Education: Exploring Understandings of Quality in Early Childhood Development
Author: O'Keeffe, Lucy R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Child Care,Young Children,Educational Quality,Standards,Child Development,Educational Practices

Background: Early childhood development (ECD) is increasingly being recognised as vital for the care and education of our children, particularly in countries such as South Africa where vast social disparities have a significant influence on development and well-being. Aim: This study aimed to explore and develop understandings of quality in early childhood care and education in a particular setting. Setting: The setting of this community research project is a small rural town in the Eastern Cape of South Africa. The project is facilitated by a non-governmental organisation affiliated with a university in the Eastern Cape of South Africa, working with participants from two neighbourhood hubs. This study coincided with the onset of the COVID-19 pandemic. Methods: Located in a social constructionist paradigm, the research methodology may be described as participatory, polyphonic and appreciative. Responses from simple, positively constructed questions, framed by dimensions of an ecological systems model, were interrogated through a multilayered process of content analysis. Results: Analysis of the data led to a range of themes and evidence of significant role players, around quality ECD. These were developed into two simple frameworks, capturing conceptual and contextual aspects of quality ECD: 'Quality Early Childhood Development' and 'Circles of Care and Education'. Conclusion: The juxtaposition of the conceptual and contextual frames is offered as a simple, yet comprehensive, tool to scaffold ongoing research and support further development of quality ECD practice.
Learner Variables in the Development of Intercultural Competence: A Synthesis of Home and Study Abroad Research
Author: Tajeddin, Zia
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Communicative Competence (Languages),Student Characteristics,Age Differences,Language Proficiency,Journal Articles,Study Abroad,Second Language Learning,Second Language Instruction,Gender Differences,Student Attitudes,Instructional Effectiveness,Research Reports

To provide insights into a wide array of individual learner variables implicated in intercultural education in home and study abroad contexts, this study systematically reviewed the effects of such variables on the development of intercultural competence. The corpus consisted of 56 journal articles published over the past two decades (2000-2020). The purpose of this study was to explore: (a) learner variables that were described in research on intercultural competence, including, inter alia, their age, gender, first language (L1) background, proficiency level, and attitudinal orientations; (b) settings in which learners' intercultural development was studied, including both home contexts and study abroad contexts; and (c) effects of learner variables on the development of their intercultural competence. The results of this synthesis indicate that a growing number of studies have started to document intercultural instruction in both home and study abroad contexts. They show how learner variables were considered in conducting these studies and how variation in these variables impacted the effectiveness of instruction that targeted intercultural competence. The findings can considerably broaden our understanding of both opportunities and constraints in intercultural education in terms of learner variables and in particular variables that make the most contribution to intercultural development in home and study abroad contexts.
How Do Prospective Elementary School Teachers Evaluate Practices in the Elective Museum Education Course? A Case Study
Author: Sekerci?, Hanifi
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Museums,Student Attitudes,Elective Courses,Teacher Education

Museum education course has been made available as a course of professional knowledge in faculties of education since 2018 so that prospective teachers can use museums as learning environments and so that they can plan and do learning activities in those places. This paper aims to analyse prospective elementary school teachers' views on the elective museum education course. The study was designed as a case study--one of the qualitative research designs. The study group was formed in convenience sampling method. 27 prospective elementary school teachers were included in the study. The research data were collected through the participants' diaries, open-ended survey questions and focal group interviews; and the data were analysed in the descriptive analysis technique. The research results demonstrated that the prospective teachers developed positive perspectives on museums after taking the museum education course. They thought that the course had inculcated in them personal skills and pedagogical skills. Besides, they also stated that they could benefit from museum education activities in creating effective learning environments in the life of teaching.
Taking Stock: A Meta-Analysis of the Effects of Foreign Language Enjoyment
Author: Botes, Elouise
Date: 2022-00-00
Type: Journal Articles
Subjects: Meta Analysis,Second Language Learning,Second Language Instruction,Psychology,Correlation,Applied Linguistics,Anxiety,Communication (Thought Transfer),Academic Achievement,Self Concept,Effect Size,Sample Size,Learning Motivation,Networks

Studies examining the positive emotion of foreign language enjoyment (FLE) have recently increased exponentially, as researchers are applying the tenets of positive psychology in applied linguistics. It is therefore an appropriate time to take stock of the current literature and conduct a preliminary meta-analysis. The relationships between FLE and four variables, namely, foreign language anxiety (FLA), willingness to communicate (WTC), academic achievement, and self-perceived achievement were examined. A total of k = 96 effect sizes were analyzed with an overall sample size of N = 28,166 in random-effects models with correlation coefficients. There was a moderate negative correlation between FLE and FLA. In turn, moderate positive correlations were found between FLE and WTC, FLE and academic achievement, and FLE and self-perceived achievement. These positive associations confirm the value of FLE in FL learning and further affirm the need for researchers to examine positive psychology constructs in the foreign language classroom.
Implementing the Lexical Approach in an Integrated English E-Course
Author: Navas Brenes, César Alberto
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,College Second Language Programs,Modern Languages,Language Tests,Prior Learning,Undergraduate Students,Writing Instruction,Team Teaching,Revision (Written Composition),Learning Processes,Online Courses,Foreign Countries,Outcomes of Education,Writing Evaluation,Phrase Structure

The purpose of this work is to observe and analyze if a group of thirty students of an integrated English e-course could benefit from the explicit teaching of five lexical groups and the pedagogical principles behind the Lexical Approach. These low-intermediate students (CEFR, A2) took an Integrated English e-course at the School of Modern Languages, University of Costa Rica (UCR). To begin with, the target group took a short diagnostic test related to the five lexical groups to determine their prior knowledge on such aspect. To assess the level of improvement reached, the students received explicit instruction on five lexical groups as part of the writing components of this team-taught course. After this, the instructor revised 120 compositions (60 drafts and 60 final versions). Then, after intensive practice through a series of activities based on the Lexical Approach, they took a final instrument to measure how much they have learned throughout the virtual course. The results show a positive effect of explicit instruction of lexical units on student's writing outcomes and their post test.
Learning Mediation via Web 2.0 Tools in the Context of School Health and Safety
Author: Kamali Arslantas, Tugba
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Cooperative Learning,Student Projects,Preservice Teachers,Teacher Education Programs,Web 2.0 Technologies,School Safety,Health,Educational Environment,Technology Uses in Education,Material Development,Problem Solving,Critical Thinking,Student Motivation,Metacognition,Technological Literacy,Undergraduate Students,Educational Technology,Educational Administration,Student Attitudes,Student Characteristics,Learning Experience,Foreign Countries

This collaborative project-based learning (CPBL) study concerns the design and development of educational material set by preservice teachers. During the study, Web 2.0 technologies were used as tools to support collaborative knowledge construction in terms of school health and safety. Based on the purpose of the study, mixed method was employed. Qualitative results indicated that CPBL was an appropriate choice for studies aiming to increase awareness and knowledge in a special context. Preparing an educational material set with a wide variety of Web 2.0 tools based on predetermined criteria through CPBL strategy can enable participants to enhance their problem-solving and critical-thinking skills. Moreover, CPBL was effective in increasing the participants' motivation and self-regulation towards technology learning.
Determining the Sample in the Language Oriented Qualitative Researches
Author: Janusheva, Violeta
Date: 2022-00-00
Type: Journal Articles
Subjects: Qualitative Research,Decision Making,Validity,Language Usage,Language Research,Vignettes

Among other aspects, the quantitative researchers point out that defining the research sample is an extremely important question which contributes to the research validity and objectivity, thus raising dillemas on specifying the sample in the qualitative researches related to language phenomena and questions. Therefore, this paper aims to answer the question: How can the sample be determined in the language oriented qualitative research, taking into consideration three different qualitative research scenarios developed by the authors, which, in fact, serve as a sample. The analysis of these scenarios exploits the general qualitative interpretative/inductive approach. The research results clearly show the complex process of choosing the sample, indicating that in the language qualitative researches the decision on the sample depends on the research question and the research goal, that the sample cannot be determined in advance due to the nature of the qualitative researches and that the sample directs the researches in many ways. Thus, determining the sample is an ongoing and constant process of feeding the research question with new information until the saturation is achieved and in the same time, while sampling, the researcher is, in fact, analyzing the data. This research has theoretical and practical implications as well, especially for those who are challenged to conduct the qualitative research on language issues. It provides them with knowledge that broadens their horizons and makes them aware of the qualitative researches' relevance and, in particular, of the sample determination.
Examining the Problem Posing Skills of Gifted Students in Mathematics Teaching
Author: Yildiz, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Academically Gifted,Creativity,Student Characteristics,Skill Development,Problem Solving,Gifted Education,Mathematics Education,Grade 5,Word Problems (Mathematics),Foreign Countries,Turkish

Gifted students are individuals who show extraordinary development in at least one area compared to their peers. The common feature of gifted students is their creativity. The gifted students need training to improve their skills. If they do not receive such training, their abilities will fade out over time. Problem posing is one of the activities that promote the creative skills of gifted students. Problem posing activities, which are more effective in the development of creativity than problem solving, have little place in the curriculum. Thus, it is thought that awareness will be created about problem-posing activities in the education of gifted students. In this context, the study aims to examine the problem posing skills of gifted students. The results of the present research reveal that one-third of gifted students' answers are left blank. The problems they pose are not difficult. Solving problems often requires at least three steps. The established problems are grammatically correct in view of Turkish language. The gifted students have used the mathematical language correctly in the problems. These results are compared with the studies in the literature and discussed. As a result of the research, various suggestions have been made to the teachers of gifted students and other teachers who will work in the field in question.
Developing a Mathematical Creativity Self-Efficacy Perception Scale for Pre-Service Mathematics Teachers
Author: Açikgül, Kübra
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Creativity,Self Efficacy,Perception,Measures (Individuals),Mathematics,Foreign Countries,Validity,Reliability

The aim of this research is to develop a Mathematical Creativity SelfEfficacy Perception Scale for Pre-Service Mathematics Teachers. In the research, the exploratory sequential mixed method in which the qualitative and quantitative procedures are used, respectively, is preferred. The 5-point Likert type measurement tool consists of fluency, flexibility, and originality factors. A structure consisting of 27 items and explaining the 64.028% of the total variance was obtained due to the exploratory factor analysis (EFA). The 3-factor structure obtained through EFA was validated using confirmatory factor analysis (CFA). In addition, it was determined that the convergent, discriminant, and nomological validity are provided. The reliability analysis of the measurement tool resulted acceptably. The research concluded that the Mathematical Creativity Self-Efficacy Perception Scale for Pre-Service Mathematics Teachers is valid, reliable, and useful for pre-service mathematics teachers.
Mathematical Resilience: How Students Survived in Learning Mathematics Online during the COVID-19 Pandemic
Author: Pulungan, Delyanti A.
Date: 2022-06-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Resilience (Psychology),COVID-19,Pandemics,Online Courses,Distance Education,Learning Processes,Student Attitudes,Communication Skills,Difficulty Level,Problem Solving,High School Students,Foreign Countries

Mathematical resilience is a student's ability to survive and be positive when facing difficulties and anxiety in learning mathematics as indicated by the ability to work collaboratively with groups, and have language skills to communicate mathematical understanding. Learning mathematics online caused various negative conditions for students; reduced learning interactions, internet disturbances, material that was not optimally explained, even low support for studying at home. This study aims to find out about students' mathematical resilience when taking online mathematics lessons during the COVID-19 Pandemic. A qualitative phenomenological design was used, in which 20 high school students in Medan, participated. Data was collected through an open online questionnaire and interview, due to the implementation of social restrictions in Medan. Thematic analysis was used to interpret the data. The results are summed up: (1) Implementation and use of mathematics learning platforms during the COVID-19 Pandemic; (2) Adaptation of students learning mathematics; (3) Students' belief in learning mathematics; (4) students' communication skills during mathematics learning; (5) The Support for learning mathematics. This study recommends several suggestions to strengthen students' mathematical resilience in order to overcome mathematical difficulties and problem when taking online mathematics learning.
&quot;You Enjoy Talking about It More than Doing It&quot;: Fake Narratives in Disdainful Relationships
Author: Torras-Gómez, Elisabeth
Date: 2022-06-00
Type: Journal Articles
Subjects: Females,Young Adults,Interpersonal Relationship,Intimacy,Sexuality,Dating (Social),Peer Relationship,Deception,Personal Narratives,Disclosure,Violence,Negative Attitudes

Research has found that the coercive dominant discourse (CDD) can have a negative impact on girls' sexual pleasure. In this vein, a previous study found that girls who described relationships under the CDD as exciting also recognized a lack of sexual pleasure in these. One of the elements underlying this apparent contradiction was an identified mismatch between what the participants had experienced in such relationships, characterized for being disdainful, and what they had told their friends. Nonetheless, more research is needed in order to better understand how girls' narratives about their sexual-affective relationships differ from the ways in which they experienced them. The current study aims at identifying and analysing the presence of fake narratives in the interactions girls have with their peers regarding sexual-affective relationships. To this end, 10 communicative interviews were conducted with girls between 18 and 21 years of age. Results show that while participants recognize feeling a lack of pleasure in those disdainful relationships, they portrayed these as exciting when telling their peers about them, suppressing the negative feelings around them. These findings corroborate the presence of fake narratives in relation to disdainful relationships and bring new insights into the aspects these fabricated stories are built around.
Distributed Leadership, Teacher Autonomy, and Power Relations between Headteachers and Teachers under Low-Stakes Accountability Conditions: An Ethnographic Account from Switzerland
Author: Hangartner, Judith
Date: 2022-06-00
Type: Journal Articles
Subjects: Participative Decision Making,Professional Autonomy,Power Structure,Principals,Teacher Administrator Relationship,Accountability,Foreign Countries

Distributed leadership is propagated internationally as an effective means to improve teaching and learning in schools. Increasingly it is acknowledged that practices of distributed leadership depend on their context and governing conditions. Based on ethnographic research, this article discusses how distributed leadership is put into practice within a &quot;loose&quot; governing regime with low-stakes accountability. The example is taken from Switzerland, where the strengthening of leadership is one of the core instruments of New Public Management (NPM) reforms, while high-stakes accountability instruments have not been implemented. The analysis discusses tensions that distributed leadership generates between headteachers and teachers in a primary school. It argues that a &quot;loose&quot; accountability regime produces an opaque field of power relations, in which the self-governing imperative of distributive leadership meshes with claims of traditional teacher autonomy.