ethanporcaro/eric-fulltext-meta huggingface dataset:
Number Line Estimation Patterns and Their Relationship with Mathematical Performance
Author: Ruiz, Carola
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Young Children,Computation,Elementary School Mathematics,Mathematics Achievement,Achievement Tests,Number Concepts

There is ongoing debate regarding what performance on the number line estimation task represents and its role in mathematics learning. The patterns followed by children's estimates on the number line task could provide insight into this. This study investigates children's estimation patterns on the number line task and assesses whether mathematics achievement is associated with these estimation patterns. Singaporean children (n = 324, Age M = 6.2 years, Age SD = 0.3 years) in their second year of kindergarten were assessed on the number line task (0-100) and their mathematical performance (Numerical Operations and Mathematical Reasoning subtests from WIAT II). The results show that most children's number line estimation patterns can be explained by at least one mathematical model (i.e., linear, logarithmic, unbounded power model, one-cycle power model, two-cycle power model). But the findings also highlight the high percentage of participants for which more than one model shows similar support. Children's mathematical achievement differed based on the models that best explained children's estimation patterns. Children whose estimation patterns corresponded to a more advanced model tended to show higher mathematical achievement. Limitations of drawing conclusions regarding what performance on the number line task represents based on models that best explain the estimation patterns are discussed.
Why Do You Engage with Brand on Instagram? Consumer Motivations for Engaging with Global Brands
Author: Choi, Jung Hwa
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Media,Photography,Consumer Economics,Corporations,Motivation

The primary goal of this research is to provide the social and psychological motivational factors that lead consumers to engage with commercial brands on SNS. Specifically, this study addresses consumers' motivations in terms of why they follow a brand's account on Instagram, helping us to understand what specific motives and needs consumers have regarding their use of the Instagram platform. Within the theoretical framework of U&amp;G, this study found that individuals who follow Instagram brand accounts have seven social and psychological motives: &quot;Social Interaction, Brand Love, Affinity for Instagram, Brand Admiration, Entertainment, Decision Making, And Information&quot; that lead consumers to engage with commercial brands on Instagram. To further investigate the relationship between identified motives and consumer involvement in SNS brand accounts, Study 2 measured involvement outcome variables such as eWOM frequency, attitude toward brand, brand trust, brand satisfaction, pass along intention, and willingness to buy. The overall findings of this research point to the importance of applying social presence theory to understanding consumer behavior in the Instagram context. Brand account followers' intrinsic motivations may reduce the psychological distance that they perceive between themselves and the brand they are following.
Investigation of Studies on Behavior Management in Special Education
Author: Kizilkaya, Hasan
Date: 2023-00-00
Type: Journal Articles
Subjects: Behavior Problems,Special Education,Students with Disabilities,Behavior Modification,Educational Research,Research Methodology,Foreign Countries,Applied Behavior Analysis,Masters Theses,Doctoral Dissertations,Research Design

Problem behaviors negatively affect the lives of special education students in different ways. Individuals with special needs may exhibit problem behaviors such as aggression, harming themselves or others, and excessive hyperactivity in general. It can be said that intervening, taking precautions, and changing these behaviors in a positive way before the emergence of problem behaviors are of critical importance in facilitating these children's lives. In this sense, the examination of postgraduate theses in the field of behavior management in special education is important in terms of describing the innovations, developments, current trends, and, if any, incomplete situations in the field of behavior management. Within the scope of the research, it is aimed to examine the studies on behavior management in the field of special education in Turkey between the years 2016-2022 in terms of various variables (type of publication, publication year, publishing university, research method, subject, study group). Document analysis, one of the qualitative research methods, was preferred in this study. According to the research findings, it was concluded that most master studies were done as postgraduate publications, the most publications were made in 2019, the university that made the most publications was Eskisehir Anadolu University and the most used research method in the studies carried out was the quantitative research method. It has been revealed that it is important for other universities to design behavior management studies in special education.
Visual and Symbolic Representations as Components of Algebraic Reasoning
Author: Ünal, Zehra E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 9,Algebra,Mathematics Instruction,Algorithms,Equations (Mathematics),Problem Solving,Visual Aids,Symbols (Mathematics),Thinking Skills,Cues,Spatial Ability,Teaching Methods,Mathematics Achievement

Sixty (35 girls) ninth graders were assessed on measures of algebraic reasoning and usage of visual and symbolic representations (with a prompt for visual use) to solve equations and inequalities. The study grouped visual representations into two categories: arithmetic-visual, which entailed the use of real-world objects to represent specific values of variables, and algebraic-visual, which involved formal representations like the number line and the coordinate plane. Symbolic representations, on the other hand, encompassed the use of standard algorithms to solve equations, such as changing the place of terms in an equation. The results reveal that the use of algebraic visuals, as opposed to arithmetic visuals, was associated with enhanced algebraic reasoning. Further, although the students initially relied on standard algorithms to explain equations and inequalities, they could produce accurate algebraic-visual representations when prompted. These findings suggest that students have multiple representations of equations and inequalities but only express visual representations when asked to do so. In keeping with the general relationship between visuospatial abilities and mathematics, self-generated algebraic-visual representations partially mediated the relation between overall mathematics achievement and algebraic reasoning.
&quot;We Don&apos;t Have Things for Counting&quot;: An Exploration of Early Numeracy Skills and Home Learning Experiences of Children Growing up in Poverty in South Africa
Author: Merkley, Rebecca
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Poverty,Numeracy,Mathematics Skills,Family Environment,Young Children,Books,Toys,Parent Role,Learning Activities,Parent Background,Educational Attainment,Family Income,School Readiness,Manipulative Materials

A child's home environment has been shown to be related to the development of early numeracy skills in some countries. However, significant relationships between home learning environment and math achievement have not consistently been found, and likely vary across different cultural and socio-political contexts. Here we explored the home environment and early numeracy skills of 243 children (3-5 years), who were not attending preschool programmes in very low-income settings in Cape Town, South Africa. Caregivers completed a questionnaire including information regarding experiences of children in the home; children completed a number identification task, a counting task and the Give-N task. The amount of resources in the home learning environment (e.g. the number of books and toys), frequency of home learning activities caregivers did with their children, and caregiver levels of education and income were not associated with number knowledge. While the home learning environment has been shown to be important for developing early numeracy skills in previous research, this study suggests that factors other than the home learning environment may also be important targets to foster numeracy skills and school readiness in low-income settings in South Africa.
Guidelines for Instructional Design of Courses for the Development of Self-Regulated Learning for Teachers
Author: Ortega-Ruipérez, Beatriz
Date: 2023-00-00
Type: Journal Articles
Subjects: Guidelines,Faculty Development,Metacognition,Instructional Design,Online Courses,Case Studies,Teacher Attitudes,Time Management,Self Evaluation (Individuals),Self Control,Foreign Countries,Masters Programs,Technological Literacy,Pedagogical Content Knowledge,Educational Technology

Self-regulated learning strategies are essential for learning, and to teach learners to use them, teachers must master them. The objective of this study was to identify training priorities for including these strategies in online courses for teachers, and to determine whether opinion influences the use of strategies. The design was non-experimental and cross-sectional, and involved administering the revised &quot;Cuestionario de Evaluación de las Estrategias de Aprendizaje de los Estudiantes Universitarios&quot; (CEVEAPEU questionnaire) to 285 teachers. The results allow us to differentiate between priority weaknesses, lower-priority weaknesses, and strengths in relation to metacognitive strategies (planning, objectives, self-evaluation, self-regulation, and context). To determine this, a frequency analysis was used, followed by a Mann-Whitney U (for 2-group variables) and Kruskal-Wallis (for 3 groups) test to determine whether opinion influences the use of strategies. Priority weaknesses were identified in the knowledge of objectives and evaluation criteria (planification); the ability to recognise when an exam has been passed (self-evaluation); modifying initial plans, dedicating more effort to difficult subjects, and learning new study techniques (self-regulation); and taking advantage of study time (context control). We concluded that opinions on self-regulated learning influence the use of strategies. Finally, work should be done on the recognition of the importance of self-regulated learning, time management strategies, self-evaluation techniques, flexibility, and self-control.
Building a Restorative Justice Diversion Program for Youth in Rural Areas
Author: Stevenson, Erin
Date: 2023-00-00
Type: Journal Articles
Subjects: Restorative Practices,Program Development,Youth Programs,Rural Areas,Juvenile Justice

Restorative Justice (RJ) models of diversion from the criminal justice system have been used successfully with adults and youth charged with minor offenses. Professionally mediated RJ conferences bring together the offender and the person(s) harmed to discuss the impact of their actions and develop a plan to restore community safety and make amends. An RJ model aimed at diverting youth from the juvenile justice system for minor offenses has successfully worked in an urban region in Kentucky for over a decade. The same RJ model was piloted in a very rural region of the state. The program goal was to decrease youth involvement in the criminal justice system and create positive change within the communities and families involved in youth-initiated crimes. Interestingly, the rural location of the RJ program has run into unique challenges not experienced in the urban area. This paper examines preliminary outcomes data. Differences in juvenile justice and community involvement approaches that need to be addressed when establishing an RJ program in a geographically rural area are highlighted. Suggestions for how to incorporate RJ diversion programs into rural communities are provided.
Completing College after Foster Care: A Retrospective Lens
Author: Hail, Toni M.
Date: 2023-00-00
Type: Journal Articles
Subjects: College Graduates,Foster Care,At Risk Students,Graduation Rate,Public Colleges,Academic Persistence,Student Attitudes,Quality of Life,Social Support Groups,Student Experience,Self Determination,Affordances,Resources

Completing a college degree is a major accomplishment under the best of circumstances. The economic and societal value of a college degree has the potential to produce critical benefits for vulnerable populations. For youth who &quot;age out&quot; of foster care, existing data reveal an obvious discrepancy in actual outcomes in comparison to their peers without foster care experiences. Despite implementation of state and federal programs and funding to support college students with foster care experience, national statistics indicate that these students continue to complete college at significantly lower rates than their non-foster cohorts. This qualitative multi-case study consisted of nine participants representing graduates from five different public colleges in Oklahoma with unique individual experiences in &quot;aging out&quot; of the foster care system and completing a college degree. Four themes emerged as critical to participants' ability to persist and complete college: accessing tangible and intangible support, belief that a degree would improve their quality of life, the need to improve lives of others and &quot;give back,&quot; and being proactive yet cautious when accessing support from others. Their lived experiences and shared commonalities of what helped them to persist and complete college provide valuable insight for professionals in the social service and educational arenas.
Examination the Opinions of Pre-Service Teachers on the Concept of Creativity
Author: Er, Zübeyde
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Creativity,Foreign Countries,Mathematics Education,Teacher Characteristics,Mathematics Skills

This study aims to examine the opinions of the pre-service teachers, who are studying in the department of mathematics, on creativity and the concept of mathematical creativity. The study group of the study consisted of 32 pre-service teachers studying in the 4th grade in the department of mathematics teaching in a province located in the southern region of Turkey in the 2022-2023 academic year. In this study, qualitative research method was used. In the study, semi-structured interview technique, one of the qualitative data collection techniques, was used. Content analysis technique was employed to analyze the data obtained from the interviews. As a result of the analysis of the data obtained in the research, pre-service teachers stated that creativity is a different and original way of thinking, it is a case of adding a new one on top of the existing situation, and mathematical creativity is the ability to produce different and new solutions. In addition, the opinions of pre-service teachers about the characteristics that should be in a creative teacher are gathered in two themes as professional and personal characteristics. In addition, it was concluded that the majority of the opinions of the pre-service teachers about their self-sufficient and inadequate situations in terms of creativity considered themselves at a sufficient level in this regard.
A Multi-Site Delphi Study to Identify and Prioritize Mental Health Needs of Rural Communities in Texas Public Health Region 11
Author: Weiss, Renée E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Mental Health,Health Needs,Rural Areas,Barriers,Social Bias,Access to Health Care,Privacy,Allied Health Occupations,Labor Supply,Suicide,Prevention,Primary Health Care

The purpose of this qualitative study was to identify and prioritize the mental health needs of rural communities in Texas Public Health Region 11 utilizing the Delphi method. Rural individuals face unique challenges when attempting to receive treatment for serious mental illness and mental health care. Stigma, a lack of privacy when seeking treatment, a shortage of mental health workforce professionals, a lack of culturally competent care, affordability, and transportation are all factors that complicate the need for treatment. This study utilized the Delphi method to engage rural community members in identifying and addressing critical issues related to mental healthcare delivery in their county. The sample for this study was selected from the population which comprise Texas Public Health Region 11 communities that were identified as rural communities within Health Professional Shortage Areas (HPSA) using an exponential nondiscriminatory snowball sampling method. Knowledge gained from the study will help to address challenges and critical issues in mental healthcare delivery in rural communities, such as workforce shortages, access issues, anonymity, stigma, integration of mental health services into primary care, and suicide prevention. The study's implications for refining, developing, and increasing rural mental health research, and implications for practice for mental health treatment providers in rural communities are discussed.
Analysis of Environmental Literacy Levels of Social Studies Pre-Service Teachers
Author: Samur, Hayati
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Knowledge Level,Environment,Foreign Countries,Social Studies,Beliefs,Environmental Education,Consciousness Raising,Gender Differences,Instructional Program Divisions,Student Behavior

For a sustainable environment, raising future generations as environmentally literate individuals is vital, and this responsibility falls on the shoulders of teachers. Because the construction of future generations is the duty of teachers, to carry out this responsibility, teachers and pre-service teachers, from education faculties to the schools where they work, must first be environmentally literate individuals themselves. In this case, the study aims to examine the environmental literacy of social studies pre-service teachers in a versatile way. For this purpose, the descriptive survey model was used in the study, and the collected quantitative data were analyzed. In order to investigate the environmental literacy levels of pre-service teachers, a 4-dimensional scale developed by Kaplowitz and Levine (2005) and adapted by Teksöz, Sahin, and Ertepinar (2010) according to Turkish education and Turkish conditions was used in this study. Within the scope of the research, the relevant scale was applied to a total of 376 pre-service teachers studying in the Social Studies Teaching program of Erciyes University and Süleyman Demirel University in Turkey. According to the results, a significant difference was found between the pre-service teachers' environmental knowledge and environmental literacy and their beliefs on whether environmental education in Turkey raises environmentally literate individuals. Moreover, statistically, significant differences were found between the environmental literacy and gender of the pre-service teachers in favor of female pre-service teachers. In light of the findings, suggestions were presented to experts and other researchers.
Implementation of 21st Century Skills in EFL Classroom: Perceptions of Lecturers and Students
Author: Monib, Wali Khan
Date: 2023-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Teacher Attitudes,Student Attitudes,English (Second Language),Second Language Instruction,College Faculty,College Students,Foreign Countries,Skill Development

Twenty-first century skills refer to a broad set of skills that are critically important in the educational system to meet the complex and rapid changes around the world. Of particular concern in the context of Afghanistan is the failure to produce graduates with the essential competencies necessary for success in the workplace. In education, incorporating these skills is important to meet the current and future demands of society. This study investigates Afghan lecturers' and students' perceptions toward the implementation of 21st century skills in EFL classrooms. Quantitative approach was used, whereby data were collected through questionnaires from 197 participants at three public universities in Afghanistan. The Statistical Package for Social Science (SPSS) version 25 was used for descriptive and inferential analyses. The findings revealed that all of the eight 21st century skills were implemented to some degree in the EFL classrooms. In addition, the level of implementation varied between key skills, subcategories, and specific practices listed within each domain whereby none of the skills were fully and consistently incorporated into the classroom. The findings of this study will provide EFL lecturers and students, educationists, and curriculum developers with insights into implementing 21st century skills at tertiary level education.
Linking Diversity in Learning Geometry: Exploring Tessellation in Techno-Based Mathematical Tasks
Author: Laksmiwati, Pasttita Ayu
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Diversity,Geometry,Mathematics Instruction,Teaching Methods,Secondary School Students,Technology Uses in Education,Computer Software,Computer Assisted Instruction,Mathematics Skills,Geometric Concepts,Problem Solving,Learning Activities,Grade 8,Task Analysis,Foreign Countries

Nowadays, digital technologies are crucial in supporting students in geometry in secondary mathematics classrooms. However, in some cases, the role of visual function in technology was only utilized for seeing and conjecturing, not for experimenting, while to develop a relational understanding of geometry concepts, students should actively participate in the learning process. To address the issue, this study investigated how students learn geometry with digital technology assistance based on students' diversity in their mathematics abilities. A task with a dynamic geometry software called Techno-based Mathematical Tasks (TbMT) was designed to assist students in exploring geometrical activities and solving a problem through investigations on tessellation. This research employs educational design research and focuses on the preliminary design by conducting a pilot study on three students based on the diversity in their ability in mathematics classrooms, i.e., low, middle, and high. As part of data collection, we captured students' works to examine critical information in their responses based on their differences in abilities. We collected the data through online meetings and recorded the data. We analyzed students' work from the recording by capturing critical information. The results revealed that the TbMT might provide students with opportunities to learn by exploring tessellation activities that might contribute to students' understanding of geometry concepts. Due to the limited number of participants in this study, further research can be an opportunity to expand the number of participants to enhance the contribution to the literature with more comprehensive empirical evidence. [Note: The page range (585-602) shown on the PDF is incorrect. The correct page range is 585-604.]