ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Engagement in and Coping with Emergency Remote Instruction during COVID-19-Induced School Closures: A Multinational Contextual Perspective
Author: Jelinska, Magdalena
Date: 2021-03-00
Type: Journal Articles
Subjects: Teacher Participation,Teacher Attitudes,Teacher Characteristics,Coping,Emergency Programs,Distance Education,Electronic Learning,School Closing,Pandemics,COVID-19,Context Effect,Correlation,Elementary Secondary Education,Higher Education,Synchronous Communication,Asynchronous Communication,Gender Differences,Developing Nations,Developed Nations,Foreign Countries,Teaching Experience

The COVID-19 pandemic required educators and learners to shift to emergency remote instruction, often with little prior notice. To understand how teachers managed the transition, from April to September 2020 we surveyed nearly 1,500 instructors from 118 countries. Using cluster analysis, we have detected two readily distinguishable groups of instructors: a group who were more &quot;engaged&quot; in remote instruction and &quot;coping&quot; with the challenges of online teaching more successfully, and another group who scored lower on both of these fronts. We compare the two groups in terms of their sociodemographic characteristics, and assess the relationship between each sociodemographic marker and teachers' engagement and coping. Overall, our results suggest that teachers were most engaged and coped best with the transition when they had prior experience with remote instruction, worked in the higher education sector, and used real-time synchronous modalities. We also find non-trivial results regarding teachers' gender, years of teaching experience, and their country's level of economic development, while observing no relationship between teachers' age and their levels of engagement or coping. The detection of the contextual effects underscores the importance of large multisite research.
Incorporating the Dragging Feature of Dynamic Geometry Environments in Teaching and Learning College Geometry
Author: An, Tuyin
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Geometry,Mathematics Instruction,Computer Software,Preservice Teacher Education,Secondary School Mathematics,Teaching Methods,Student Attitudes,Mathematical Logic,Validity

In a study about pre-service secondary mathematics teachers' (PSMTs) understanding about the nature of theorems in geometry, the researcher noticed that it was challenging for the PSMTs to visualize and draw counterexamples to disprove the given mathematical statements. Meanwhile, the use of the dragging feature of dynamic geometry environments (DGEs), such as the Geometer's Sketchpad and GeoGebra, in teaching and learning proof and reasoning has been widely discussed and become an ongoing research trend. In this paper, the researcher and her colleague will present a research design aimed at investigating PSMTs' conceptions of counterexamples in geometric reasoning when using the dragging feature of DGEs. Expected results of the study are potentially beneficial to pre-service/in-service secondary math teachers as well as teacher educators.
Integrating LEGO Robotics into a 5th Grade Cross Curricular Unit to Promote the Development of Narrative Writing Skills
Author: Casler-Failing, Shelli L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Robotics,Technology Integration,Elementary School Students,Grade 5,Skill Development,Writing Skills,Narration,Programming,Cooperative Learning,Learning Activities,Writing Assignments,Interdisciplinary Approach,Social Studies,Mathematics

This paper describes a unit designed to promote the development of narrative writing skills among 5th grade students through the use of LEGO robotics. Over the course of four, two and one-half hour sessions (one day per week for four consecutive weeks), the students learned how to construct and program robots, write and present a proposal to complete a mission, and connected the learning to their personal experiences with Hurricane Irma. The students began the activity with prior knowledge of World War II and Hiroshima. After learning the basics of building and programming robots, they were presented with a scenario similar to the impact of the bomb drop in Hiroshima -- a city in ruins with survivors in need of supplies. Students took the role of engineers to work in pairs to create a proposal, which stated the problem and defined, and justified, a solution to pick up, and deliver, supplies through a specially-designed course using their robots. After the proposals were presented, and accepted, students programmed their robots according to their proposed solution; the activity required students to apply mathematical skills to measure distances in order to traverse parts of the course. Writing reflections were collected to determine individual student understanding and to include an additional element of writing. A final culminating activity required the students to write a narrative piece to relate the events of Hiroshima to their personal experiences with Hurricane Irma.
Children&apos;s Interactions in Ability-Based Groups in a Primary Classroom
Author: Ambreen, Samyia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ability Grouping,Interaction,Elementary School Students,Cooperative Learning,Student Attitudes,Peer Relationship,Group Dynamics,Gender Bias

The article reports data from an aspect of the study which aimed to study the nature of children's interactions and their perceptions of ability-based groups in a primary classroom in England. Previous studies on ability-based group have mainly used quantitative research designs to study children's interactions and appeared to award less opportunities to children to talk about their experiences of working in ability-based groups. This study has used qualitative ethnographic research design to study children's interactions and their perceptions of working in ability-based groups. Children's interactions were studied using participant observations and debriefing activities were used to elicit children's perspectives on their recorded interactions. Furthermore, informal conversational interviews were also used to hear children's perspectives on their experiences of working in ability-based groups. The article only focuses on data related to children's interactions, which revealed that children appeared to be cooperative, non-cooperative and competitive towards their peers in ability-based groups. We noted that children interpreted the group structure and learning task distinctively when deciding whether or not to work with others in groups. In some cases, children exhibited gender-biased attitudes while interacting with their peers. Children showed cooperative attitudes towards same-sex peers and non-cooperative attitudes towards other-sex peers. The findings highlight the importance of fully understanding children's contexts and their dynamic influences on children's interactions during their routinely organised ability-based group work. These also highlight the importance of listening to children's perspectives while studying their interactions in ability groups in the mainstream primary classrooms.
School Principals&apos; Levels of Administrative Competences Based on the Perceptions of Principals and Teachers
Author: Mentese, Sabit
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Leadership Qualities,Administrator Attitudes,Teacher Attitudes,Competence,Gender Differences,Institutional Characteristics,Employment Level,Administrator Characteristics,Foreign Countries

This study aims to determine school principals' level of administrative competencies according to the perceptions of teachers and principals. The study group consists of 134 teachers and 35 principals. The data of the research, which was designed in the survey model, were collected with the &quot;School Administrators' Competences Inventory&quot;. The results revealed that school principals and teachers exhibited high levels of administrative Competencies as expected from the school principals. The opinions of the teachers and principals did not differ significantly in the comparisons according to gender, seniority, school type, and duties (teacher vs. principal). Likewise, the correlation coefficients between the administrative competence subscales were estimated above a moderate level. As a result of the research, it can be said that teachers and principals have positive views about the competencies of the school administrators. However, though the Ministry of National Education and the academic community put great emphasis on it, and a significant deal of knowledge and database has been accumulated about it; it is an important problem that school administration has not been defined as a profession in Turkey and no sustainable policy in this aspect has been developed yet.
Is Personality Related to Risks Associated with Smartphones?
Author: Yavich, Roman
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Traits,Risk,Telecommunications,Handheld Devices,Addictive Behavior,Correlation,Extraversion Introversion,Foreign Countries,Personality Measures,Questionnaires

This is a preliminary study investigating the risks associated with smartphone addiction by personality and type of phone. The results relate to personal background, personality, smartphone usage, smartphone satisfaction, level of exposure to risks, and correlations between the variables. A significant but partial correlation was found between personality and smartphone addiction, satisfaction, and level of risk. Smartphone addiction was found to be positively correlated with extraversion (r = 0.21, p &lt; 0.01). Satisfaction was found to be correlated positively with extraversion (r = 0.28, p &lt; 0.01), agreeableness (r = 0.41, p &lt; 0.01), and conscientiousness (r = 0.38, p &lt; 0.01), and negatively with emotional stability (r = -0.57, p &lt; 0.01). Risk was found to be negatively correlated with agreeableness (r = -0.17, p &lt; 0.05). Differences between types of phone in satisfaction, risk, and smartphone addiction were examined. A significant correlation (F(4, 145) = 2.96, p &lt; 0.05) was found in the level of smartphone addiction, but no differences were found in smartphone satisfaction or the level of risk associated with smartphones (F(4, 145) = 2.96, p &gt; 0.05 and F(4, 145) = 0.45, p &gt; 0.05, respectively). According to the results, it seems that personality greatly affects phone usage and exposure to risks, regardless of the type of phone, and that reducing smartphone usage may be beneficial. However, further research using larger study samples is needed to confirm this.
The Effect of Research-Inquiry Based Activities on the Academic Achievement, Attitudes, and Scientific Process Skills of Students in the Seventh Year Science Course
Author: Tekin, Gönül
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Science Process Skills,Skill Development,Science Instruction,Instructional Effectiveness,Teaching Methods,Academic Achievement,Secondary School Students,Grade 7,Student Attitudes,Thinking Skills,Research Skills,Foreign Countries

This quasi-experimental study investigated the effect of research-inquiry based teaching strategies on students' academic achievements (AA), attitudes, and scientific process skills (SPS). The study sample comprised 50 students studying in Grade 7 in a secondary school affiliated to the Ministry of Education (MoE) in Bartin. In this study, experiment and control groups were selected to determine the effect of research-inquiry based teaching strategies. A draft teaching program for the &quot;Reflection and Light Absorption in Mirrors&quot; topic was conducted for three weeks with the experimental group in accordance with the research-inquiry based teaching philosophy and in compliance with the achievements included in the MoE curriculum. In the control group, the regular Classroom Science Course Curriculum was followed. SPS Test, AA Test, and Attitude Scale were employed for the pre and posttests of the experimental and control groups. The test results were analyzed using quantitative analysis methods. The use of research-inquiry based strategies in science courses in research was thus found to have a positive impact on students' AA, attitudes, and SPS.
Stratification in Extended Education Participation and Its Implications for Education Inequality
Author: Bae, Sang Hoon
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Elementary School Students,Equal Education,Social Stratification,Extended School Day,Student Participation,After School Programs,Demography,Socioeconomic Background,Private Education,Predictor Variables

This study identified subgroups of elementary students based on similar patterns of participation in four different types of extended education in Korea. The study also investigated relationships between student patterns of extended education participation and their various demographic and socioeconomic characteristics, including residential location, parental education, and family income level. To achieve these aims, the study used latent profile analysis and logistic regression on a dataset of 18,186 students from 786 elementary schools provided by Statistics Korea. Results reveal five distinctive subgroups of students in terms of extended education participation: afterschool academic program users, shadow education users, moderate afterschool academic program users, ordinary users, and talent development seekers. Results also show that student socioeconomic and demographic characteristics are strongly associated with their classification into the above-mentioned subgroups. These findings signal the possibility that &quot;educational stratification&quot; based on student socioeconomic background may be occurring in the area of extended education.
Shadow Education in Germany: Compensatory or Status Attainment Strategy? Findings from the German LifE Study
Author: Entrich, Steve R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Tutoring,Private Education,Enrollment,Educational Trends,Equal Education,Economically Disadvantaged,Educational Change,Educational Demand,Parent Influence,Socioeconomic Status

In Germany we observe a strong increase in the enrolment in shadow education ('Nachhilfe') over the last two decades. To explain this development we draw on social reproduction theories identifying two strategies: (1) families seek competitive advantages for their children to maintain or achieve an advantageous education level (status attainment strategy); and (2) families seek performance improvement for their low performing children in order to meet the high demands in the pursuit of the highest school diploma (compensatory strategy). To test our theoretical ideas, we estimate regression models using data from the 2012 German LifE study. We find that shadow education is primarily used by disadvantaged educational strata to deal with higher demands in school. We conclude that the increased investment in &quot;Nachhilfe&quot; is an unintended but not yet negative outcome of educational expansion and recent educational reforms in Germany.
The Method of the Socio-Spatial Map for the Reconstruction of Transformative Educational Processes in Educational Contexts
Author: Maschke, Sabine
Date: 2019-00-00
Type: Journal Articles
Subjects: Maps,Interviews,Mixed Methods Research,Educational Research

This article is concerned with the method of the socio-spatial map. It is a method that combines visual (sketches/drawings) with verbal expressions (interviews) in a triangulating manner. This process is particularly suited to empirical questions and analyses of &quot;educational contexts,&quot; &quot;processes&quot; and &quot;strategies&quot; within the framework of extended education, as they are too complex to be captured solely by a single method. Rather, educational processes require a methodical-methodological design that enables as holistic a reconstruction as possible, within the mode of language and visualization, fundamental dispositions, experiences and forms of processing (cf. Maschke, 2019).
Online Teaching and Learning of Higher Education in India during COVID-19 Emergency Lockdown
Author: Naik, Girisha Lakshman
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,School Closing,Emergency Programs,COVID-19,Pandemics,Higher Education,Teaching Methods,Instructional Effectiveness,Barriers,Stakeholders,Satisfaction,College Students,College Faculty,Foreign Countries,Internet

The COVID-19 pandemic has generated a world-wide consciousness that the present way of lifestyle does not work. There are many areas need the revolutionary changes and it has become obvious, one among is educational sector. In India, educational institutes/universities remain closed since the mid of March-2020, because of the fast spread of COVID-19. Emergency lockdown has a preventive measure upended the life of students, parents and teachers. To combat this inevitable crisis educational sectors started conducting the online classes. The sudden changeover in teaching/learning method has raised new challenges and opportunities. In this study, a survey based-investigation has been carried out to analyse the efficacy of online teaching and learning method compared to traditional teaching method. A questionnaire-based survey is prepared to collect the data from different degree students, faculties and parents with general publics. A total of 874 responses gathered from people of different background participated in the survey. The analysis of collected responses confirm that the traditional chalk and talk methodology is often better than online sessions. Results and analysis indicated that lack of facilities, infrastructure, technical tools and the internet access are the major drawback for conducting online sessions. The suggestions and recommendations are provided to improve the current online teaching methods to outreach many students and improve quality teaching/learning experience. The precautions to be taken by the universities to avoid rapid spread of COVID-19 cases are high lightened, if colleges/universities opens before vaccination.
The Need for Care: A Study of Teachers&apos; Conceptions of Care and Pupils&apos; Needs in a Swedish School-Age Educare Setting
Author: Haglund, Liza
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Caring,After School Programs,Student Needs,Child Care,Ethics,Well Being,Socialization,Child Safety,Childrens Rights,Child Development,Learning Activities,Group Activities,Preschool Children,Preschool Teachers

This paper presents the findings of a study investigating School-Age Educare (SAE) teachers' conceptions of care and care practices and how these conceptions of care and actual practices relate to pupils' needs. The study is based on observations and interviews with two experienced SAE teachers and one young teacher in a Swedish SAE centre, working with pupils between 9-11 years old. The study was undertaken between March 2018 and April 2019, and provides insight into different forms of care and caring practices. The study also shows that pupils nowadays, according to the teachers, have needs that were previously met by their families. The teachers' conceptions of the importance of a well-functioning group and pupils' needs to be able to share their feelings, dreams and worries and to value each other's differences were also salient findings of the study.
Perceptions of Environmental Science and Management Students on Synchronous Online Teaching of Environmental Policies: Learning Experience from Southeast Asian Cohort
Author: Nam-Nguyen, Van
Date: 2021-00-00
Type: Journal Articles
Subjects: Environmental Education,Sustainable Development,Conservation (Environment),Online Courses,Distance Education,Electronic Learning,Synchronous Communication,Public Policy,Public Colleges,Undergraduate Students,Student Motivation,Instructional Effectiveness,Teacher Role,Interaction,Consciousness Raising,Geographic Regions,Course Content,Foreign Countries

Understanding global environmental policies addresses the aim of educating individuals to become environmentally literate on pertinent issues related to sustainable development. Online classes were established recently in most public universities in Vietnam to address the educational backlash brought by the COVID-19 pandemic crisis. This case study was conducted to serve as baseline information on the effectiveness of using online platforms to teach environmental policies among undergraduate Environmental Science and Management students. The qualitative-quantitative responses elicited from semi-structured interviews, online classroom observation, and survey of 11 Filipino and 8 Vietnamese students have confirmed the role of learner-instructor, learner-learner, and learner-content interactions in creating an impactful online experience from students usually stereotyped as passive learners. In spite of some technical and physical challenges identified in this study, utilizing online platforms have positively helped undergraduate students to raise their personal environmental knowledge related to many global environmental policies and environmental consciousness towards building a more sustainable future. Hence, synchronous online learning is a pedagogy that can be adapted by most Vietnamese educators.
Students with Special Needs in Digital Classrooms during the COVID-19 Pandemic in Turkey
Author: Yazcayir, Gulcihan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Students with Disabilities,Inclusion,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Distance Education,Educational Technology,Electronic Learning,School Closing,Online Courses,Program Effectiveness,Student Needs,Academic Support Services,Feedback (Response),Parent Teacher Cooperation

In this study, the aim is to examine how special education provided for students within inclusive education has continued at home during the pandemic. This study has employed phenomenology as the research method because this design enables researchers to make in-depth analysis and description. Purposeful sampling method was utilized to determine the participants of the study. Research participants consists of 15 voluntary parents of students with special needs who continued their education through inclusive education conducted in general education classes. Participating parents' children were between 9-to-14 years of age and were studying at a grade between the 3rdand 8th grades. Research data have been collected through semi-structured interviews and analyzed by inductive method. research results have shown that all students, including those with special needs, have continued their schooling via distance education provided by Turkish Ministry of National Education through EBA TV and the official website of the Ministry. In addition, participants have reported that some teachers conducted online lessons and shared worksheets with all students via the WhatsApp group. However, several issues of concern have also been noted as follows: students with special needs could not follow the lessons on TV regularly, many of them did not attend online lessons, and their teachers did not give feedback about their activities. Moreover, none of the students with special needs received support education services, and there was no communication and cooperation among teachers, families, and students. Furthermore, the findings have indicated that children were unwilling and unable to adapt to distance education.