ethanporcaro/eric-fulltext-meta huggingface dataset:
Reimagining an Elementary Teacher Education Preparation Program: Striving for Integrated Teaching
Author: Boche, Benjamin
Date: 2021-06-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Education Programs,Preservice Teacher Education,Teacher Competencies,Interdisciplinary Approach,Knowledge Level,Integrated Curriculum,Intellectual Disciplines,Experiential Learning,Pedagogical Content Knowledge,Teaching Skills,Field Experience Programs,Literacy Education,Mathematics Education,Science Education,Social Studies,Preservice Teachers,Lesson Plans

Despite elementary teacher education programs preparing preservice teachers in the main content areas of literacy, math, science, and social studies, few elementary school classrooms teach all four content areas on a regular and thorough basis. Therefore, elementary education teacher preparation programs should be redesigned to support an integrated teaching model of all four content areas in order to better prepare preservice teachers (PST) to serve elementary students. The main research question for this study was &quot;How does a collaborative and integrated elementary education program impact PSTs' knowledge and understanding of an integrated K-6 elementary classroom?&quot; The sample included 12 preservice education students at a Midwest, private liberal arts university. The study occurred over three semesters in a newly developed integrated elementary education program. Data tools collected included: field experience lesson plans, preservice classroom observations, a survey of experiences, video-recorded lessons, and the edTPA. When looking at the different types of integration, the most common was interdisciplinary teaching where one content area supported the work of another. The lack of integration may be due to limited or no tools available to support preservice teachers to teach in this fashion. To answer the research question, it was found that the PSTs graduated from the preservice program and entered their own classrooms with a vague understanding of integrated teaching. Although our program was integrated in the delivery of content and field experience, the transparency was not revealed to the PSTs during their methods classes and field work.
Where Is the Target? An Examination of the Conceptions of Student Engagement within a School Community
Author: Andersen, Gary
Date: 2021-06-00
Type: Journal Articles
Subjects: High Schools,High School Students,Learner Engagement,Student Participation,Student Attitudes,Teacher Education Programs,Teacher Competencies,Rural Schools,Thinking Skills,Communication Skills,Problem Solving,Cooperation,Innovation,Student Behavior,Emotional Response,Social Behavior,Student Characteristics,Student Diversity,Minority Group Students,Low Income Students,Teacher Attitudes,High School Teachers,Parent Attitudes

In 2017, the Kansas State Department of Education (KSDE) launched an ambitious school redesign project. High Plains High School (pseudonym) was among the schools selected for redesign, and as part of their plan, High Plains High School (HPHS) faculty and staff administered a survey to students. Survey results indicated approximately 38% of students felt &quot;disengaged&quot; at school. HPHS administrators found these results worthy of study, in an attempt to understand how students, faculty, and families were conceptualizing school engagement. Results indicate that each constituency tended toward differing concepts of what it means to be engaged in the classroom. Implications include the need for teacher educators to more deeply address preservice students' understanding of engagement, as well as a shift to a conceptual understanding of student engagement that is more agentic. Results could catalyze changes in educator preparation programs to improve candidates' understanding of engagement and its role in student success.
Characterizing Levels of Reasoning in Graph Theory
Author: González, Antonio
Date: 2021-00-00
Type: Journal Articles
Subjects: Graphs,Logical Thinking,Problem Solving,Cognitive Structures,Recognition (Psychology),Definitions,Classification,Mathematical Logic,Validity,Models

This work provides a characterization of the learning of graph theory through the lens of the van Hiele model. For this purpose, we perform a theoretical analysis structured through the processes of reasoning that students activate when solving graph theory problems: recognition, use and formulation of definitions, classification, and proof. We thus obtain four levels of reasoning: an initial level of visual character in which students perceive graphs as a whole; a second level, analytical in nature in which students distinguish parts and properties of graphs; a pre-formal level in which students can interrelate properties; and a formal level in which graphs are handled as abstract mathematical objects. Our results, which are supported by a review of the literature on the teaching and learning of graph theory, might be very helpful to design efficient data collection instruments for empirical studies aiming to analyze students' thinking in this field of mathematics.
Professionally Oriented Training of Specialists to Work in the Conditions of the Inclusive Educational Environment
Author: Tohochynskyi, Olekcii
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Environment,Inclusion,Foreign Countries,Professional Training,Specialists,Students with Disabilities,Teacher Competencies,Teaching Skills,Teacher Qualifications,School Personnel,Employment Qualifications,Higher Education,Bachelors Degrees

It is confirmed that the efficiency of an inclusive educational environment functioning is ensured by the presence of diversified psychological and pedagogical professionals and their proficient cooperation. The training of these professionals is of top priority while developing inclusive education in Ukraine. The results obtained during the pedagogical experiment convincingly prove that the author's developed and tested methods and teaching and methodological materials allow directing the educational process to the training of future diversified psycho-pedagogical professionals to work in the conditions of the inclusive educational environment. During the formative stage of the pedagogical experiment, research and experimental work were carried out to check the effectiveness of the specialist training system of the psycho-pedagogical field to work in the conditions of a functioning of the inclusive educational environment. In order to obtain empirical data and to ensure their validity, a questionnaire and methodology to diagnose the levels of formation of bachelors' professional competence were developed, in the context of which the criteria and levels of formation of the investigated quality were defined, as well as the tools for its implementation were created.
Exploring Female Undergraduate Education Students&apos; Perceptions of Collaborative Online Project-Based Learning (COPBL)
Author: Alibraheim, Essa A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Females,Undergraduate Students,Education Majors,Student Attitudes,Cooperative Learning,Active Learning,Student Projects,Electronic Learning,Foreign Countries,Elementary Education

This study aims to identify the perceptions of female student teachers enrolled in the Primary Classroom Teacher Program (PCTP) at a university in Saudi Arabia. It will focus on Collaborative Online Project-Based Learning (COPBL), its advantages, challenges facing the implementation of this strategy, and provide suggestions and recommendations to overcome these challenges. A mixed-method research design was used to analyze the data. Questionnaires were used to collect quantitative data from fifty-five students, and nine of them were interviewed to collect qualitative data. The interview sample was intentionally chosen based on the diversity of responses in the questionnaires. The results of this study revealed that there is a consensus between the perceptions of the study sample in the questionnaires and interviews. Participants showed positive perceptions about COPBL. Researchers presented some recommendations and suggestions at the end of this study.
Student Attitude to Distance Education: Pros and Cons
Author: Illarionova, Lyudmila P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Distance Education,COVID-19,Pandemics,College Students,Foreign Countries,Educational Technology,Information Sources,Teaching Methods,Barriers,Intellectual Disciplines,Online Courses

This article is aimed at identifying the peculiarities of students' attitude to distance education. As a leading method, the questionnaire method was used, which made it possible to identify the students' positive and negative attitudes regarding distance learning more effectively. The article considers students' ideas about distance learning, identifies the positive and negative aspects of the distance learning process. The authors of the article in the process of research revealed that many students of various fields of study are interested in participating in distance courses, but within the framework of mastering a second education. Some students note the usefulness of distance courses, the use of their materials at any time, and the convenience of going back to the materials they have completed at any time to fill in gaps or recall a topic. Some students reported a violation of the educational process in the distance format due to the repeated lack of Internet or its poor quality. Most of the students expressed dissatisfaction with the lack of contact communication in the distance learning process. It is proved that the majority of students believe that distance education will never replace traditional education. Mainly students of technical areas of study gave a negative assessment of the distance education system. It was revealed that students of various fields of study took distance courses that were held in other cities or countries. From the point of view of many students, educational websites have an inconvenient interface.
Exploring Grade 8 Students&apos; Errors When Learning about the Surface Area of Prisms
Author: Chiphambo, Shakespear Maliketi
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 8,Secondary School Students,Error Patterns,Misconceptions,Geometric Concepts,Concept Formation,Problem Solving,Mathematical Formulas,Vocabulary,Foreign Countries

The calculation of the total surface area of prisms forms part of the Mathematics curriculum in South Africa. This paper explores Grade 8 students' errors when learning about the surface area of prisms. The study was guided by the interpretive paradigm and adopted a qualitative approach in a form of a case study design. Data from diagnostic test's responses were analysed using Newman's theory of error analysis. The sample comprised 18 purposively selected Grade 8 students. The study revealed that students committed these errors: failure to differentiate 2-Dimensionals from 3-Dimensionals; calculated the Total Surface Area as the perimeter of polygons; used volume of prisms formula for Total Surface Area; and misunderstanding of mathematical terminology related to surface area of prisms. The study recommends the use of students' errors as tools to guide in designing the intervention activities to remedy misconceptions that students hold when learning about the surface area of prisms.
The Impact of COVID-19 and Lockdown on Families of Students with Special Education Needs
Author: Sakarneh, Mohammad Abed
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Students with Disabilities,Online Courses,Distance Education,Educational Technology,Student Behavior,Stress Variables,Parent Attitudes,Barriers,Parents as Teachers,Foreign Countries,Access to Computers,Technological Literacy,Time Factors (Learning),Behavior Problems,Inclusion,Access to Education,Educational Quality

The COVID-19 pandemic has been one of the most significant events affecting the largest number of countries at the same time around the globe. Governments instituted the closure of schools and lockdown of cities and other areas to prevent the spread of the virus. Students had to learn through online platforms meant to enhance continued learning. The current study aimed to explore the extent to which COVID-19 pandemic and the lockdown impact families of students with special education needs. Qualitative approach was used; semi-structured interviews were undertaken using online communication tools via Google Meet platform and for data analysis Atlas.ti program was used for coding and categorizing. The findings revolved around main themes in the study include; behavior problems in the children, psychological distress for the parents, and difficulty of delivering the rigid content and schedules. Implications for school and social support are discussed for policymakers in Jordan.
Teachers&apos; Perceptions on Development and Implementation of History 2167 Syllabus in Zimbabwe
Author: Sengai, Walter
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Course Descriptions,Teacher Role,Teacher Attitudes,Secondary School Teachers,Curriculum Development,Educational Change,Curriculum Implementation

The purpose of this study is to examine the perceptions of teachers on the development and implementation process of the History 2167 syllabus reform in Zimbabwe. Successful implementation of syllabus reforms depends on teachers' ownership and knowledge about the reform ideas. Teachers are the closest individuals to the circumstances of the decisions made and their role as implementers gives them a significant influence on curriculum decisions. However, studies on syllabus development and implementation have often explored these processes using the input from other stakeholders while overlooking teacher perceptions. Data for this qualitative phenomenological study were generated from transcripts of in-depth interviews with five purposively sampled history teachers drawn from five secondary schools in the Glen View/Mufakose District in Harare Metropolitan Province. Findings showed that the success of curriculum reforms largely rests on the shoulders of teachers, since they are the ones who put reform ideas into practice. We conclude that in order for curriculum reforms to succeed, the policymakers and teachers should work harmoniously to cultivate appropriate instructional practices. We recommend that teachers should actively participate in the syllabus development process, as well as have the power to influence the decisions about the implementation of the curriculum.
The Opinions of the Preservice Music Teachers Regarding the Teaching of Orchestra and Chamber Music Courses during Distance Education Process
Author: Gun, Elvan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Music Teachers,Music Education,Online Courses,Distance Education,School Closing,Pandemics,COVID-19,Student Attitudes,Musical Instruments,Singing,Teaching Methods,Educational Technology,Program Effectiveness

This study was carried out to determine the opinions of preservice music teachers on the processing and efficiency of Orchestra and Chamber Music courses which are based on collective playing and singing, among the online music teaching undergraduate courses conducted in the distance education process that started in Turkey in March 2020 due to the COVID-19 pandemic. The study group of the study consisted of 40 students studying at the 3rd and 4th grades in Mehmet Akif Ersoy University, Fine Arts Education Department, Music Education Department. In this study, the case study method which is one of the qualitative research methods, was used. The study data were collected online with a semi-structured interview form prepared by the researcher based on the literature and current researches, and were tabularized by evaluating with content analysis. According to the results of the study, it was determined that the preservice music teachers thought that the Orchestra and Chamber Music courses were not suitable for distance education and were not taught efficiently, and partition playing and video merging techniques were used in their online courses. In addition, it was concluded that they thought that lesson teaching methods in distance education had no advantage and that the biggest disadvantage was the not being able to play music together. Preservice music teachers suggested that face-to-face education should be initiated in order to teach lessons more efficiently, or that courses should be taught by eliminating connection and technical problems on different online platforms that allow making music together.
Using an Inquiry-Based Approach to Enhance Grade 3 Learners&apos; Basic Science Concepts Development
Author: Nhase, Zukiswa
Date: 2021-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Grade 3,Scientific Concepts,Concept Formation,Foreign Countries,Elementary School Teachers,Teacher Attitudes

This study explored Grade 3 teachers' use of an inquiry-based approach to mediate the development of basic science concepts among learners within the socio-cultural theory. This study adopted interpretive case study research of the qualitative type, using a sample of four (4) female teachers who use the home language of learners as the language of instruction. Data were collected using a semi-structured interview guide and observational schedule which was properly validated. Analysis of data was achieved through thematic data analysis. The result of the study revealed that the foundation phase teachers are aware of the importance of the use of the inquiry-based approach in mediating the development of basic science concepts by the learners, but only one out of the four participants implemented it. Thus, it was recommended that there should be a provision of further professional development spaces that promote a community of practice in using an Inquiry-Based Approach in the Foundation Phase.
The Effectiveness of Advance Organiser Learning Model Assisted by Zoom Meeting Application
Author: Syaharuddin
Date: 2021-00-00
Type: Journal Articles
Subjects: Advance Organizers,Videoconferencing,Computer Uses in Education,Instructional Effectiveness,Junior High School Students,Electronic Learning,COVID-19,Pandemics

The COVID-19 pandemic caused the education system to suddenly move from offline to online learning, so it takes a variety of effective learning design trials. This research aims to find out the effectiveness of the advance organiser learning model assisted by the Zoom Meeting application. This research was conducted at State Junior High School 3 Binamu, Jeneponto Regency. The research sample was 20 people. The research was conducted with an embedded design model of mixed methods. The findings show that the online advance organiser learning model uses an effective Zoom Meeting application for use, where 1) the application of advance organiser learning has a positive relationship with student learning outcomes; 2) the implementation of learning takes place in the category of 'good'; 3) students' positive activities increase in each meeting and 4) students respond well to the implementation of the advance organiser learning model/ using the Zoom Meeting application. The implementation of advance organiser online learning using the Zoom Meeting application, however, is no more effective when compared to the implementation of learning conducted offline or under normal conditions.
Pre-Service Teachers&apos; Perceptions of Corporate Reputation
Author: Akdemir, Öznur Atas
Date: 2021-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Student Characteristics,Universities,Reputation,Institutional Evaluation,Institutional Characteristics,Organizational Effectiveness,Leadership,Credibility,Social Responsibility,Teacher Student Relationship,Correlation,Foreign Countries

This study examines various variables that affect pre-service teachers' perceptions of corporate reputation and corporate reputation. In the research, a descriptive survey model was applied. 680 students studying in various departments and classes of Atatürk University Kazim Karabekir Faculty of Education in the 2011-2012 academic year participated in the study. The research data were collected using the Corporate Reputation Scale developed by Fombrun, Gardberg and Sever (2000) and adapted to Turkish by Altintas (2005). In the analysis of the data, frequency, percentage, arithmetic mean, standard deviation, t-test, one-way analysis of variance (ANOVA) and Tukey test were used. According to the findings obtained from the study, it was observed that the perceptions of the corporate reputation of the pre-service teachers did not differ according to the variables of gender, academic success, age, economic status, department selection decision, and significantly differentiated according to the variables of relationship with teaching staff. Based on the research results, suggestions were made to practitioners and researchers.
Language Skills and Their Relationship to Learning Difficulties in English Language from the Students&apos; Point of View
Author: Khasawneh, Mohamad Ahmad Saleem
Date: 2021-09-00
Type: Journal Articles
Subjects: Language Skills,English (Second Language),Second Language Instruction,Second Language Learning,Learning Disabilities,Students with Disabilities,Elementary School Students,Grade 4,Grade 5,Student Attitudes,Correlation,Public Schools,Foreign Countries

This study aimed to identify the relationship between learning language skills and learning difficulties in the English language among students in the elementary stage in Irbid Governorate from the students' point of view. The study used the descriptive-analytic approach. The sample of the study consisted of (300) male and female students, who teach the fourth and fifth grades, distributed as follows: (150) males and (150) females. To achieve the objectives of the study, a questionnaire was designed to identify the relationship between learning language skills and learning difficulties among students in the English language. The questionnaire included the following dimensions, listening, speaking, reading, and writing. The study results revealed that the overall degree for the relationship between learning language skills to students' learning difficulties In the English language at the primary stage from the teachers' point of view was high in all dimensions of study. The study concluded that it is important to identify the importance of learning language skills for students with LDs and teachers should be aware of these skills and their role.
Assessment for Learning as a Driver for Active Learning and Learner Participation in Mathematics
Author: Mahlambi, Sizwe Blessing
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Evaluation,Active Learning,Student Participation,Elementary School Teachers,Elementary School Mathematics,Foreign Countries,Mathematics Teachers,Evaluation Methods,Teacher Attitudes

The article focused on the use of assessment for learning in promoting active learning and learner participation in mathematics. Assessment for learning (AfL) has been found to enhance learning and improve performance. However, teachers' use of AfL to enhance active learning has not been clearly outlined. This study is part of the broader research study that explored mathematics teachers' use of AfL to enhance mathematics teaching and learning in primary schools in Alexandra Township, Johannesburg. A case study research-type and a qualitative approach were used to collect data from mathematics teachers. Nine teachers were purposefully selected from whom data were collected using semi-structured interviews and non-participant observation. The findings revealed that teachers had limited pedagogical knowledge in using AfL to promote active learning in their classrooms. They failed to apply a learner-centred approach that promotes effective learner participation in mathematics classrooms. Therefore, it is recommended that teachers undergo ongoing continuous development on classroom time management and planning for the effective use of AfL.