ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Science Teachers&apos; Experiences with Robotic Intervention Process
Author: Dogan, Alev
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Preservice Teacher Education,Teacher Competencies,Robotics,Science Instruction,Teaching Methods,Computer Software,Self Esteem,Learning Activities,Student Attitudes,Case Studies,Student Interests,Program Descriptions,Programming,Computer Science Education,State Universities,Foreign Countries,Design,Student Projects,Active Learning,Learning Processes

In the digital world, where robotics implementations are taking a place in educational processes with increasing acceleration, it is important that pre-service teachers gain competences in this field that addresses the needs of the future. From this point of view, the aim of this study is to design an activity process in which pre-service science teachers will experience robotic implementations and to determine their opinions about this process. In line with this aim, a four-week out-of-school activity process which was implemented with 46 pre-service science teachers was designed. In this process, pre-service teachers were provided iDea software to design. The data of this case study was collected through a structured interview form. According to the results, it was concluded that the awareness and curiosity levels towards robotic implementations of pre-service teachers increased and their confidence in their own competence levels increased through the experiences gained by the participants in the activity process.
Reconsidering the Citizenship Education in Turkey: Is Citizenship Education Possible in Preschools?
Author: Kayaalp, Fatih
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Preschool Education,Preschool Teachers,Teacher Attitudes,Social Studies,Teacher Competencies,Course Content,Concept Formation,Teaching Methods

This study aimed to examine the applicability of citizenship education - one of the main objectives of social studies education- in early childhood, considering the opinions of preschool teachers. The study used a case study design, involving a sample group of twenty-four preschool teachers. The data were gathered using semi structured interview forms and analyzed with content analysis using MAXQDA 2020. As a result, it appeared that the characteristics of traditional citizenship based on duties and responsibilities were dominant in preschool teachers' perceptions of citizenship though the characteristics of modern citizenship that prioritize rights and freedoms were observed as well. Also, the participants ascribed similar meanings to the concepts of good and efficient citizenship, and further asserted that developing an infrastructure for citizenship education in preschool would make significant contributions to subsequent learning processes. Emphasizing that preschool is a critical period, the teachers drew attention to the fact that this particular period can be a great opportunity for citizenship education. Additionally, they pointed out that teaching the issues related to citizenship during preschool could be conducted through such techniques as game-based teaching, narration through storytelling, and using animations or cartoons based on the theme of citizenship education.
The Students Attitudes&apos; toward the Flipped Classroom Strategy and Relationship to Self-Learning Skills
Author: Aburayash, Hussain
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Flipped Classroom,Student Motivation,Writing Skills,Correlation,Educational Technology,Technology Uses in Education,Independent Study,Self Management,Study Skills,Mathematics Instruction,Integrated Learning Systems,Mathematics Achievement

The study aimed to identify the attitudes of students of open education towards the flipped class strategy of the opposite grade and its relation to self-learning skills. To achieve the goals of the study, the measure of the direction towards education was constructed in the opposite grade and the self-learning skills scale. The sample of the study consisted of 60 male and female students of higher diploma in education studying the decisions of the educational administration and Educational Psychology in the Arab Open University/Jordan. The results of the study showed a positive trend for university students towards education in the opposite grade, with the percentage of the trends as a whole 90%. The results also showed a positive correlation between each of the students' attitudes toward education in the opposite grade and each of the variables (academic motivation, self-monitoring, self-learning skills, self-learning writing skills), and no correlation between students' and skills in dealing with information technology.
Assessing Differential Item Functioning in a Teacher Self-Assessment of Cultural Responsiveness
Author: Fallon, Lindsay M.
Date: 2021-10-00
Type: Journal Articles
Subjects: Test Bias,Self Evaluation (Individuals),Culturally Relevant Education,Measures (Individuals),Minority Group Teachers,White Teachers,Minority Group Students,Beginning Teachers,Experienced Teachers,Elementary School Teachers,Middle School Teachers,High School Teachers,Item Response Theory

The &quot;Assessment of Culturally and Contextually Relevant Supports&quot; (ACCReS) was developed in response to the need for well-constructed instruments to measure teachers' cultural responsiveness and guide decision-making related to professional development needs. The current study sought to evaluate the presence of differential item functioning (DIF) in ACCReS items and the magnitude of DIF, if detected. With a national sample of 999 grade K-12 teachers in the United States, we examined measurement invariance of ACCReS items in relation to responses from (a) racially and ethnically minoritized (REM) youth and white teachers (teacher race), (b) teachers in schools with 0-50% and 51-100% REM youth (student race), and (c) teachers with &lt;1-5 years of teaching experience and teachers with &gt;5 years of experience. Findings suggested that ACCReS items exhibited negligible levels of DIF. The lack of DIF found provides additional evidence for the validity of scores from the ACCReS to assess teachers' cultural responsiveness. Furthermore, descriptive analyses revealed that teachers were more likely to agree with items pertaining to their own classroom practice than items related to access to adequate training and support. Results inform implications for future educational and measurement research.
The Use of e-Learning in Motivating Students to Excel towards Learning Outcomes
Author: Lao, Hendrik A. E.
Date: 2021-08-00
Type: Journal Articles
Subjects: Electronic Learning,Student Motivation,Graduate Students,Academic Achievement,Achievement Need,Religious Education,Christianity,Active Learning,Instructional Effectiveness,Outcomes of Education

Researchers focus on the efforts of teachers to improve learning outcomes. Researchers examined the use of e-learning in motivating student achievement on learning outcomes. The influence of student activity on learning outcomes. Student achievement motivation on learning outcomes. The reason for the low quality of student learning makes the author interested in studying this problem. This paper contributes to using e-learning methods, student activeness, and student achievement motivation and can improve learning outcomes. Researchers find a digital-based learning process, the use of e-learning teaching methods in students' achievement motivation towards learning outcomes. The authors see student learning outcomes after using e-learning. Respondents of the study were 35 students who took Christian religious education subjects. The results of the study revealed that independent use of the material received very high scores. Student activeness is carried out correctly and effectively, the highest perceived to be at a mean value of 4.35. Students who take advantage of e-learning have high learning outcomes. The use of e-learning methods, student activeness, and student achievement motivation is implemented correctly and effectively. It was believed to be able to improve the learning outcomes of Christian Religious Education.
The Differential Effects of Dynamic Assessment versus Coded Focused Feedback on the Process Writing of EFL Learners
Author: Azizi, Mahmoud
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Feedback (Response),Alternative Assessment,Process Approach (Writing),Writing Achievement,Foreign Countries,Writing Instruction,Instructional Effectiveness

The role of corrective feedback in general and focused feedback in particular has been investigated widely in second language (L2) writing over the past several decades. Moreover, Dynamic Assessment (DA) with its roots in socio-cultural theory has been noticed to play a role in fostering language learner development and assessment. However, their differential effects have rarely been investigated. Thus, the present study was an attempt to explore the impact of dynamic assessment (DA) and Coded Focused Feedback (CFF) on the Iranian EFL students' writing performance. To this end, two experimental groups of high intermediate learners were selected to compare the effects of assisted writing instruction through Dynamic Assessment (DA) versus unassisted feedback (CFF) on their process writing. A mixed method analysis was used to answer the research questions. Students' performance on pre-test and post-test were analyzed via paired sample t-test and independent t-test. Transcripts of the teacher-student interactions in the DA group were also used to analyze the data further qualitatively. Results of the t-tests (p= 0.00aZ5 T=-7.415 and p= 0.5 T=-1.0) and the descriptive study of the transcripts indicated that the DA group outperformed the CFF group both in the process writing and the revisions of the assigned topics implying that assisted writing instruction through DA helped learners to improve their writing ability. A careful design of the study via the sequential mixed-methods approach enhanced the originality and strength of the present study. It concluded that scaffolded assessment through dialogue would result in improvement in students' process writing performance.
Impact Study of Programme Assessment at Three Universities in Vietnam: Students&apos; Perspectives
Author: Pham, Huong Thi
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Program Evaluation,Teaching Methods,Student Evaluation,Evaluation Methods,Educational Quality,Educational Improvement,Educational Change,Curriculum Development,Student Surveys,College Faculty,Curriculum Design,Organizational Change,Foreign Countries,Quality Assurance,International Education,Accreditation (Institutions),Finance Occupations,Business Administration Education,Chemical Engineering,Engineering Education,Teacher Education Programs,Undergraduate Students

The study examines the impact of the AUN-QA assessment at the programme level on quality improvement from the students' perspective. Data was collected through a survey questionnaire distributed to 439 participating students in the third and final years of the three programmes from three universities that were assessed and recognised by AUN-QA in 2018 and 2019. The findings indicate very positive changes observed by students during the AUN-QA assessment process at the programme level. Most students observed changes in curriculum design and development, teaching methods, student assessment methods, equipment and facilities, and research while few students observed changes in academic staff, support staff, and student support services. These changes appeared to be attributed to the adaptation of the OBE approach by the universities in this study as well as the requirements of the AUN-QA for programme assessment. However, the study also shows a difference in the students' self-reported evaluation or observation of changes at the three universities. It is suggested that further studies should be conducted using more direct methods of measuring changes such as direct assessment of student learning for evaluating the impacts of external QA. Another research applying a qualitative approach (such as interview) could provide more in-depth information on the impacts of AUN-QA assessment from the students' perspectives.
The Potential of Motion Pictures as a Non-Traditional Form of Pedagogical Information Relating to Working with Gifted Children
Author: Maznichenko, Marina A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Academically Gifted,Gifted Education,Teaching Methods,Films,Student Characteristics,Student Needs,Knowledge Level,Information Sources,Literature,Teacher Competencies,Creative Teaching,Interaction,Foreign Countries,Teacher Attitudes,Faculty Development

This paper aims to substantiate that working with gifted children may require pedagogues to adapt scholarly-theoretical knowledge to the individual characteristics and special educational needs of such children, which may require employing both traditional, i.e. scholarly (e.g., scholarly and instructional literature and information obtained in advanced training courses), and nontraditional, i.e. extra-scholarly (e.g., personal experience and intuition, colleagues' experience and best practices from innovative pedagogues, folklore and folk pedagogy, works of literature and films about school and gifted children, spiritual-moral norms and values, and pedagogical mythology), forms of pedagogical information. The findings from a survey by questionnaire conducted by the authors revealed that in organizing their work with gifted children most pedagogues tend to rely on the exchange of experience with their colleagues (64.1%) and reflection about their own pedagogical experience (38.5%). It was found that 48.2% tend to gain relevant knowledge through reading scholarly and instructional literature, and 33.3% tend to do so through taking advanced training courses. Only 15.4% of respondents were found to invoke pedagogical conceptualization of literary works and films about gifted children. At the same time, 70% of respondents were found to believe that watching and conducting pedagogical analysis of films about gifted children can be of help to the pedagogue in building interaction with the gifted child.
The System of Popular Education in Denmark in the 19th and Early 20th Centuries: Some Specific Aspects
Author: Cherkasov, Aleksandr ?.
Date: 2021-00-00
Type: Journal Articles
Subjects: Popular Education,Educational History,Teaching Methods,Foreign Countries,Educational Trends,Trend Analysis,Historiography,Educational Change,Comparative Analysis,Comparative Education,Political Attitudes,Educational Legislation,Educational Philosophy,Folk Schools,Teacher Education,Compulsory Education

The paper reviews the system of popular education in Denmark in the 19th and early 20th centuries. Emphasis is made on the conservative and liberal trends in European education. Scientific and specialized literature on the research topic was used as materials. Methodological basis of the study consisted of the traditional historiography principles, historicism, scientific objectivity and consistency. Methods used in the course of work are as follows: comparative method. It enabled a comparison of the Danish popular education system with similar experiences in other countries. It also helped identify general European trends in education and highlight local features. In conclusion, the authors note that Denmark's system of popular education experienced a dynamic transformational journey in the 19th and early 20th centuries. This period marked ups and downs, such as confrontation among followers of the liberal and conservative concepts in European pedagogy, which culminated in productive activity based on regional conditions. An important note should be made that Denmark was very close to the Russian Empire in areas related to popular education, because both countries were dominated by the German pedagogical system and were about to introduce universal primary education.
Preparing Junior School Aged Pupils for a Circle Definition: Teaching Mathematics within Physical Education Class
Author: Liptak, Jakub
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 4,Elementary School Students,Elementary School Mathematics,Mathematics Education,Physical Education,Geometric Concepts,Concept Formation,Physical Activities,Spatial Ability,Interdisciplinary Approach,Integrated Activities,Constructivism (Learning),Foreign Countries

The paper presents a specific case of how interdisciplinary approach to teaching elementary mathematics can be conceived. In this context, the mathematical concept of circle is delivered through physical education environment, during a lesson aimed at speed training. The rationale for this approach is that a teacher at the primary stage in Slovakia usually teaches all subjects in a grade and can thus integrate their curricula. The basic pedagogical premises in this study are constructivism (Bruner, 1996; Dienes, 1971; Piaget, 1973) and the theory of didactical situations (Brousseau, 2002). The adopted interdisciplinary approach to elementary mathematics education is based on the model of educational reconstruction (Jelemenská et al., 2003) with a specific focus on designing a learning environment. For this purpose, the design-based research methodology was chosen as it provides for both developing relevant educational materials and conducting subsequent research. A three-phase activity was designed to guide the pupils to reflect on the concept of circle. Subsequent intervention was carried out in a physical education lesson with two classes of fourth-graders. As the design-based research methodology focuses on the causality of designed interventions (Nathan, Kim, 2009), the data were collected by the methods of participant observation and individual interview. The analysis of the obtained data indicates that proposed physical activity is potentially effective for learning the concept of circle by primary school pupils.
Schools for Training Future Clerical Employees in the Russian Empire: Professional Staff and Characteristics of the Learning Process
Author: Degtyarev, Sergey I.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Clerical Workers,Government Employees,Educational History,Vocational Schools,Educational Legislation

As the bureaucratic apparatus burgeoned in the Russian Empire, an urgent need arose to provide it with professional personnel. The government made a series of attempts to address the issue since the early 19th century. One effort comprised the organization of clerical workforce schools. The institutions were expected to staff various levels of numerous government bodies with properly trained clerks. In the paper, the authors adopted a comprehensive approach to highlight activities of schools for potential clerks. In particular, our study focused on the staff, financing policies in the educational institutions, functions performed by the management in the schools and supervisory bodies and learning process organization. With a variety of research works and sources reviewed, the authors can conclude that, in the environment of the ever growing functional and structural complexity of the bureaucratic apparatus in the Russian Empire, schools for future clerks considerably drove the development of professional qualities required in employees of the state bureaucracy. It was these educational institutions that to a large extend helped set up a flow of junior professional clerks to government agencies and authorities.
Formation of Computational Thinking Skills Using Computer Games in Teaching Mathematics
Author: Soboleva, Elena V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Science Education,Computer Games,Educational Games,Game Based Learning,Programming,Mathematics Education,Thinking Skills,Skill Development,Elementary School Students,Preadolescents,Undergraduate Students,Futures (of Society),Foreign Countries

The research is relevant as educational computer games are included in students' mathematical activity and form additional opportunities to improve the quality of teaching mathematics in a digital school, to support the formation of the demanded professional competence - computational thinking. To form the appropriate skills that determine the essence of special computational thinking, the authors propose to include game educational spaces based on digital gamification resources into students' mathematical activities. The research aims to resolve the contradiction between requirements of the modern economy for specialists' high level of computational thinking and an insufficiently developed methodological base for training graduates that meets these requirements. The purpose of this research is to study the features of using gamification technologies in teaching mathematics to form the skills and abilities that make up the essence of computational thinking. The article describes directions of educational and cognitive mathematical activity based on the principles of gamification. The authors clarify the concept of &quot;computational thinking&quot;, which includes a system of actions for activating patterns, connections between them from human memory, and compile an effective algorithm for solving them: to obtain relevant information on advanced technological developments; to state the problem and model; to use a software product with mathematical content.
Key Problems of Complex Topics in Mathematics as the Basis of Teaching Methods in the Conditions of Self-Education
Author: Zelenina, Natalia A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Educational Quality,Independent Study,Problem Solving,Mathematics Achievement,Mathematics Skills,Equations (Mathematics),Classification,Course Content,Instructional Materials,Elementary Secondary Education,Higher Education,Teaching Experience,Foreign Countries

Ensuring a high quality of teaching mathematics to students is inextricably linked with teaching how to solve creative mathematical problems. These problems traditionally include tasks of high educational, developmental and diagnostic value. Teaching how to solve such problems allows training graduates with the highest level of the subject knowledge. The problem under study is relevant due to the need to form students' ability to solve problems with parameters in order to achieve high results in mathematics, intellectual and personal growth. The problem has a new meaning during temporary distance learning, emphasizing the need to create educational and methodological materials that allow students to organize self-education on complex topics in mathematics. The purpose of this research is to develop and describe a teaching methodology for solving problems with parameters based on the allocation of basic (key) problems. The authors have developed a methodology for constructing a system of tasks based on systematizing the theoretical and task material, highlighting students' basic knowledge and skills, describing the intra- and inter-subject connections of the topic &quot;Equation of a circle in tasks with parameters&quot;. This methodology includes a typology of problems with parameters containing the equation of a circle, a substantiated description of the system of basic (key) problems, the role and content of the propaedeutic stage of teaching. The materials have passed multi-stage approbation and shown their consistency in achieving high results in mathematics. They can help teachers to prepare lessons and extracurricular activities, authors to provide teaching aids for students and teachers, and serve as the basis for a special course for students of pedagogical universities.