ethanporcaro/eric-fulltext-meta huggingface dataset:
Voices on Data Literacy and Initial Teacher Education: Pre-Service Teachers&apos; Reflections and Recommendations
Author: Kennedy-Clark, Shannon
Date: 2020-07-00
Type: Journal Articles
Subjects: Data Analysis,Preservice Teachers,Student Attitudes,Decision Making,Teaching Methods,Intervention,Action Research,Learning Processes,Visualization,Literacy,Teacher Education Programs,Foreign Countries

The purpose of study was gain insight into pre-service teachers' experiences in using classroom data to make learning and teaching decisions. The qualitative study is based on the reflections and recommendations of three pre-service teachers' that participated in a data-driven decision-making intervention whilst on an immersive 10-week professional learning experience. This study is underpinned by an action research framework. There are many understandings of action research, here the approach is understood to be a systematic investigation into one's own practice with the aim of improving teaching and learning. From the thematic analysis of the reflections, several recommendations were put forward by the pre-service teachers. They advocated for dedicated time to develop data collection, analysis, and visualisation skills and that these skills should be embedded in their degrees. Their reflections articulate the need to have a strong set of data related skills and competencies in order to be able to engage with professional practice.
An Investigation of Early Childhood Staff and Their Transition to the New Western Australian Humanities and Social Sciences Curriculum
Author: Loxton, Jane
Date: 2020-07-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Educational Change,Foreign Countries,Humanities,Social Studies,Inquiry,Active Learning,Integrated Curriculum,Play,Faculty Development,Leadership Effectiveness,Instructional Effectiveness,Teacher Attitudes

In 2017, a new Humanities and Social Sciences (HASS) curriculum was introduced into all of Western Australia's classrooms. The aim of this study was to investigate how teachers transitioned to that new HASS curriculum. Using case study methodology, the experiences, opportunities and challenges faced by the early childhood (EC) staff in two Perth schools were investigated as they prepared for and implemented a new HASS Curriculum. The results suggested the need for strong leadership in times of change. The results also indicated that these small, independent schools needed good resources and professional development to help understand the changes. The research is significant because it starts a much-needed conversation about prioritising HASS in the early years of schooling as well as addressing the challenges faced by early childhood teachers as they transition to teaching new curriculum in a core learning area.
Exploring Zimbabwean Mathematics Teachers&apos; Integration of Ethnomathematics Approaches into the Teaching and Learning of Geometry
Author: Sunzuma, Gladys
Date: 2020-07-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Geometry,Foreign Countries,Teacher Attitudes,Instructional Materials,Technology Integration,Teacher Workshops,Mathematics Teachers,Ethnicity,Culturally Relevant Education,Honors Curriculum,Inservice Teacher Education,Constructivism (Learning),Information Technology

This article reports on a study that explored how a group of in-service mathematics teachers integrated ethnomathematics approaches into the teaching and learning of geometry. The study used a convergent parallel mixed-methods design, which combined both quantitative and qualitative methods, to provide a deeper understanding of how the participants integrate ethnomathematics approaches into the teaching and learning of geometry. The data for the study were gathered from 40 in-service mathematics teachers through the use of questionnaires and focus group discussions. Results showed that the in-service teachers integrate ethnomathematics approaches into the teaching and learning of geometry as learning materials, resources, and the learning context. Based on the study, it is suggested that teachers should consider the incorporation of ethnomathematics approaches into the teaching and learning of geometry using technological means such as the internet, TV, and films. The findings have implications for continuous teacher professional development in the forms of workshops for the teachers involving the use of ethnomathematics approaches.
Examining Teacher Agency among Teacher Educators: An Action Research in the Context of Vietnam
Author: Vu, Ngoc Tung
Date: 2020-07-00
Type: Journal Articles
Subjects: Professional Autonomy,Teacher Educators,Action Research,Foreign Countries,Intervention,Teaching Skills,Knowledge Level,Faculty Development,Professional Identity,Cultural Differences,Teacher Influence

Teacher agency is an important topic in educational research, but its theoretical observations have not filtered down into practical Vietnamese teaching contexts. The action research project described here showcases a training-based intervention for teacher educators in various disciplines at eight universities in Vietnam. The intervention aimed to develop teaching skills and increase knowledge for teacher educators by helping them explore their students' learning needs and facilitate their professional development. This study occurred within the context of changing Vietnamese political, cultural, economic, and social ways of being. Eight Vietnamese teacher educators of different cultural backgrounds, and working across a variety of subjects were invited to participate in the project. Two stages of research sought to help educators in higher education reflect on their exploration and perception of their teacher agency. The first stage involved training sessions that offered educators necessary knowledge and skills to exercise agency effectively. In the second stage, educators' promotion of their agency in classrooms was analytically observed. Data collected included observation notes, reflective journals, and recordings from semi-structured interviews. Analysis of this data suggested that educators became more knowledgeable, intercultural, and inspirational agents in their classrooms after the educational intervention. Educators exhibited that the more positive attitudes, the more active participation. Conclusions discussed the benefits of fostering teacher agency and how this can be facilitated through professional development.
Are They Paying Attention, or Are They Shoe-Shopping? Evidence from Online Learning
Author: Smith, Jo
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,COVID-19,Pandemics,School Closing,Doctoral Students,Synchronous Communication,Blended Learning,Attention,Asynchronous Communication,Time,Student Attitudes

In response to the coronavirus pandemic, schools across the nation made an abrupt transition to teaching online as states instituted stay-at-home measures. This mixed methods study examines the attentiveness of adult learners in an online Doctorate of Education program. Three main findings emerged: 1) online courses where the students and instructor all are logged on to Zoom synchronously had higher average attentiveness compared to hybrid format courses where some students are physically in the classroom and some are on zoom; 2) average attentiveness was higher during the synchronous portion of classes with an asynchronous portion compared to fully synchronous online classes; and 3) average attentiveness was lower for class segments of over 30 minutes than class segments under 30 minutes.
Challenges and Opportunities for Teaching Students with Disabilities during the COVID-19 Pandemic
Author: Smith, Clinton
Date: 2020-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Teaching Methods,Barriers,COVID-19,Pandemics,Online Courses,Educational Technology,Electronic Learning,Special Education Teachers,Student Needs,Access to Education,Teacher Collaboration,Equal Education

According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2020), school closures caused by the COVID-19 pandemic have affected over 1.5 billion students and families. The COVID-19 pandemic has presented multiple challenges for teaching students with disabilities in an online instructional environment, but there are also opportunities for collaboration, training, and communication for special educators to meet the needs of their students.
Foreign-Born Faculty&apos;s Perceptions and Experiences in a Turbulent Sociopolitical Climate
Author: Bookman, Bita
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Nationals,Immigrants,College Faculty,Teacher Attitudes,Political Attitudes,Presidents,Critical Incidents Method,Collegiality,Social Support Groups,Peer Relationship,Teacher Recruitment,Faculty Mobility,Racial Bias,Stranger Reactions

This study investigated the experiences of five foreign-born faculty in the US after the 2016 election. Through a written questionnaire and semistructured interviews, the participants shared their recollections of several critical incidents, their reactions to Trumpism, and their perceptions of support from their institutions. The analysis of the critical incidents revealed that while the participants experienced varying degrees of collegial support and sense of isolation, for some, their concern with Trumpism impacted their intent to stay at their institution and in the US. The article concludes with recommendations to increase diversity in faculty body, training US-born faculty about diversity and inclusivity, and increasing systems of support for foreign-born faculty in order to increase the recruitment and retention of foreign-born faculty.
Graduate Student Well-Being: Learning and Living during the COVID-19 Pandemic
Author: Alsandor, Danielle J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Well Being,COVID-19,Pandemics,Electronic Learning,Student Experience,Psychological Patterns,Sense of Community

This essay shares experiences related to graduate student well-being in the transition from face-to-face to virtual learning during the COVID-19 pandemic and amid global social unrest. The unexpected and rapid changes due to the preventive measures taken created challenges for both educators and students in the middle of the Spring 2020 semester. In navigating these challenges, we sought ways to tend to students' well-being without sacrificing educational quality. The authors discovered students needed a safe space to share their experiences and feelings, which helped them connect with each other at a deeper level and develop a sense of community.
Intellectual Freedom and School Libraries: A Practical Application
Author: Jamison, Andrea
Date: 2020-00-00
Type: Journal Articles
Subjects: Intellectual Freedom,School Libraries,Censorship,Library Role,Advocacy,National Standards

In 2017 the American Association of School Librarians (AASL) released the &quot;National School Library Standards.&quot; The revised standards were streamlined to reflect the attributes that dynamic school librarians, learners, and school libraries should possess. The standards provide school librarians with a framework for creating school libraries that support student growth (Hancock et al. 2019). They also articulate Common Beliefs that represent the core values of librarianship. Among them, still, is the belief that intellectual freedom is the right of every learner. This article begins by defining intellectual freedom as it applies to students. It goes on to discuss challenges, such as internal and external censorship, associated with supporting intellectual freedom; the importance of school librarians educating their respective communities on the role of libraries in supporting information freedom; and how school librarians can work to change the narrative of marginalized groups by advocating for intellectual freedom.
The Role of Spatial Ability on Architecture Education
Author: Türkmenoglu Berkan, Saliha
Date: 2020-10-00
Type: Journal Articles
Subjects: Role,Spatial Ability,Architectural Education,Visualization,Course Descriptions,Pretests Posttests,Visual Perception,Universities,Teaching Methods,Assignments,Tests,Foreign Countries

Spatial ability is one of the most important key points for technical professions such as architects and engineers and is directly related with the success in educational and professional business life. In this regard, &quot;Techniques of Architectural Presentation&quot;, a first semester architectural department course at Gebze Technical University, aims to provide these skills through a variety of techniques such as two-dimensional, three-dimensional representations and models. In this study, the contribution of this course on spatial skills were researched considering students' spatial experiences and innate abilities before architectural education. Pre-test and post-test research were applied and analysed with Statistical Packages for Social Science (SPSS) version 18 software. The pre-test and post-test results have concluded that significant progression was seen between spatial visualisation-spatial perception and spatial orientation tests, while no significant progression was seen between mental rotation and spatial relation-mental rotation tests. The evaluation of the data indicates that the mentioned course is highly effective in the development of spatial skills in total and in the context of spatial visualisation and spatial orientation and the skills can be enhanced by training. Therefore, the syllabus of the course needs to be improved in terms of mental rotation and spatial relation.
Promoting Preservice STEM Education Teachers&apos; Metacognitive Awareness: Professional Development Designed to Improve Teacher Metacognitive Awareness
Author: Hughes, Andrew John
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Preservice Teachers,Preservice Teacher Education,Metacognition,Professional Development,Program Effectiveness,Teacher Certification,Masters Programs,Teacher Improvement

This quantitative portion of a convergent complementarity, mixed-methods, exploratory study describes the design and implementation of a 5-week preservice teacher professional development (PD) experience and the associated Metacognitive Awareness Inventory (MAI) measures before and after the experience. The PD experience was designed to explicitly address participants' domain-general and domain-specific knowledge and regulation of cognition through a highly integrated academic and clinical preparation regimen centered on a cognitive coaching model. The study participants comprised preservice STEM education teachers (N=11) enrolled in a dual teaching certification and Master's in Education program. The findings showed an increase in participants' regulation of cognition based on all utilized factor structures of metacognitive awareness, but not all factor structures indicated a change in participants' knowledge of cognition over the study period.
The Effects of STEM Education on Scientific Process Skills and STEM Awareness in Simulation Based Inquiry Learning Environment
Author: Sari, Ugur
Date: 2020-09-00
Type: Journal Articles
Subjects: STEM Education,Instructional Effectiveness,Science Process Skills,Skill Development,Knowledge Level,Physics,Computer Simulation,Active Learning,Inquiry,Student Attitudes,Undergraduate Students,Preservice Teachers,Student Motivation,Foreign Countries

In this study, the effects of STEM education in the simulation-based inquiry learning (SBIL) environment on the students' scientific process skills and STEM awareness were investigated. In addition, the use of simulations in STEM education was discussed by evaluating students' views on activities. Study group of the research consists of 39 students enrolled in science teaching undergraduate program at a university in Turkey. Results of the study showed that STEM education performed in the SBIL environment has a positive effect on the development of scientific process skills and STEM awareness. The students expressed a positive opinion on the STEM education that it provided the development of scientific process skills and increased their attitude and motivation towards the course. The students stated that the simulation program used in the STEM activities provided important advantages such as designing and developing engineering products, experiments and reducing errors.
Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo
Author: Kaçaniku, Fjolla
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Teacher Researchers,Student Teachers,Teacher Educators,Student Teacher Attitudes,Teacher Attitudes,Program Content,Foreign Countries,Teaching Methods,Elementary School Students,Vocational Education Teachers

The teacher-researcher is a prevailing concept in the post-professionalism age of teacher education. The development of teacher-researchers is discussed alongside reforming initial teacher education programmes as research-based. At this time, there is no consensus regarding the understanding and methodologies of teacher-researcher development. The purpose of this study is to examine student teachers' and teacher educators' understandings of and approaches to teacher-researcher development in initial teacher education in Kosovo within the research-based teacher education movement. The study used a qualitative research design. The data were collected through open questionnaires (n = 270 student teachers), interviews (n = 15 teacher educators), and programme content (n = 5) at two initial teacher education institutions in Kosovo. Using Healey and Jenkins's research curriculum categories as a guiding framework, the study identified four clusters of contradictory understandings and approaches relating to teacher educator practice and programme values and goals, fragmenting the context of teacher-researcher development in Kosovo. In order to build consensus in teacher-researcher development, coordinated efforts are recommended to address the current isolated and differing understandings and practices within the broader context of initial teacher education.
Teachers as Embedded Practitioner-Researchers in Innovative Learning Environments
Author: Blannin, Joanne
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Researchers,Capacity Building,Spatial Ability,Educational Innovation,Foreign Countries,Faculty Development,Educational Facilities Design,Educational Facilities Planning

The paper introduces and explores the &quot;Plans to Pedagogy&quot; research programme, a three-year project focused on teacher capacity-building within schools. &quot;Plans to Pedagogy&quot; engages practitioner-researchers in the development of their and their colleagues' spatial learning skills as they move into and attempt to take advantage of innovative learning environments. The programme involves teachers from eight schools across Australia and New Zealand. Still in progress, each three-year project addresses the individual school's needs, while being supported by a more extensive university-situated &quot;umbrella&quot; research programme. This paper presents emerging findings from &quot;Plans to Pedagogy&quot; and discusses what is being learned about applied research in schools and how a research-focused approach to professional learning can enhance teacher learning and practice.
Learners&apos; Legacies as Digital Citizens
Author: Moorefield-Lang, Heather
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Use,Internet,Social Behavior,Death,Computer Security,School Libraries

Digital citizenship is defined as the responsible and appropriate behavior in technology and online use. This behavior can also include digital or online etiquette, ethics, and security. With online bullying and cyber safety a continuous concern, teaching students to be responsible and aware digital citizens is imperative (Phillips and Lee 2019). School librarians, peer educators, parents, and the learning community at large can work together to aid young people in demonstrating what being a strong digital citizen looks like. When talking about digital legacy it might be easier to come at the topic from the perspective of lives built or created online as opposed to those lives that are left behind online. It is more of a focus on a student's digital footprint, what life they are creating online, and understanding the permanent nature of information created and shared in digital environments (Dawkins 2020). Digital legacy, Heather Moorefield-Lang writes, falls in well with information literacy and digital citizenship instruction. As school librarians are well trained and positioned to be leaders in this topic. At the end of the article, she highlights resources that can help school librarians in digital legacy and digital citizenship instruction.
Reforming Technical and Vocational Education and Training (TVET) Sector: What Next?
Author: Bhattarai, Prakash C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Vocational Education,Intervention,COVID-19,Pandemics,Employment,Educational Policy,Governance

Employment sector has been invariably affected in the current crisis resulting from the global pandemic of COVID-19. This demands a paradigm shift in the present way of intervention in the &quot;Technical and Vocational Education and Training (TVET)&quot; sector through short- and long-term strategies.
Ready, Fire, Aim: Adapting to COVID-19
Author: Smith, Wade
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Adjustment (to Environment),Blended Learning,Student Satisfaction,Interaction,School Closing,Barriers,Student Attitudes,Online Courses,Conventional Instruction

This paper provides insight into the rapid transition experienced by the students and staff who, before COVID-19, were part of a blended instructional format for their classes. The students reported general satisfaction with the online transition while expressing reservations about the loss of personal interaction and concerns about inabilities to engage field experiences deemed critical to completion of the program.
Remote Engineering Education under COVID-19 Pandemic Environment
Author: Park, John Jongho
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Engineering Education,Online Courses,Electronic Learning,Undergraduate Study,Emotional Response,Adjustment (to Environment),Distance Education,Mental Health,Undergraduate Students

As a result of the sudden onset of the COVID-19 pandemic, engineering curriculums that were taught in-person for decades were forcibly transitioned into a remote-learning environment in such a short time that instructors and students alike could not adequately consider how to replicate the efficacy and efficiency of in-person learning to the remote learning environment. In this essay, the problem of effective replication is studied from the perspective of emotional experiences that lead to effective learning. Through this review, the authors hope to enlighten instructors and students about simple and effective practices that can be implemented in this harsh environment and to mitigate the effect that COVID-19 will inevitably have on the effectiveness and enrollment of engineering undergraduate curriculums.