ethanporcaro/eric-fulltext-meta huggingface dataset:
Climate Change and Sustainability Education in India and the Place for Arts-Based Practice: Reflections from East Kolkata Wetlands
Author: Jones, Verity
Date: 2022-00-00
Type: Journal Articles
Subjects: Climate,Sustainability,Environmental Education,Teaching Methods,Foreign Countries,Art Education,Holistic Approach,Interdisciplinary Approach,Educational Policy,Secondary School Teachers,Science Teachers,Student Teachers,Teacher Education Programs,Role Playing,Biodiversity,Gender Differences,Concept Formation,Learning Processes,Indians,Objectives,Sustainable Development

In 2019 India was ranked seventh most affected nation by climate change, yet 65 per cent of the Indian population had not heard of climate change. India's revised National Education Policy mentions climate change and environmental issues as part of its work towards reaching the United Nation's Sustainable Development Goals. However, to date, climate education in India has tended to remain the responsibility of the secondary science teacher in many schools where resources are limited. Following calls for a more holistic and multidisciplinary approach -- where students can link environmental issues with their lives -- we reflect on three arts-based climate education exemplars with students from the East Kolkata Wetlands (EKW) (n = 150, 10-17-year-olds). We consider how these frame climate change and sustainable education as a collective learning experience, rather than as scientific concepts alone. We respond to Szczepankiewicz et al.'s model for climate education and propose that teacher training in the EKW context can be conceptualised through a three-stage, interconnected approach to pedagogy: building concepts, learning through hands-on activities and building communities is central. We suggest that these three generalisable tenets of student teacher practice should be explored in other areas of ecological fragility, as well as in spaces of economic insecurity.
Beyond the &apos;Terrors of Performativity&apos;: Dichotomies, Identities and Escaping the Panopticon
Author: Goodley, Claire
Date: 2022-00-00
Type: Journal Articles
Subjects: Accountability,Educational Policy,Governance,Neoliberalism,Teacher Attitudes,Fear,Reflective Teaching

This article examines the influence of Stephen Ball's work through the eyes of two former teachers turned academics who met through a mutual interest in his paper, 'The teacher's soul and the terrors of performativity'. We note our personal reactions to this particular paper and how Ball's body of work has and continues to influence our thinking, careers and research. We note that his highly readable, provocative style of writing and passionate denunciation of league tables, inspections and the associated paraphernalia of control that appear central to neoliberal models of educational governance continue to prove useful in understanding global educational policy. This article also critically engages with the effects of such a seminal paper on the lived experience of the teaching profession. The first author argues that while Ball's writing is useful to understand the pressures and struggles that teachers face, Ball's use of Foucauldian notions such as 'docile bodies' and 'subject-position' can be seen to flatten out teachers, rendering them passive bystanders rather than agentic professionals. The second author revisits and recalls the influence of the paper on her early work, particularly on her concept of 'panoptic performativity', and the impact that the paper, and Stephen Ball's work in general, continues to have on the wider field.
An Investigation of Students&apos; Preferences, Satisfaction and Performance in Online Assessment amidst the COVID-19 Pandemic in Türkiye
Author: Arslan, Kürsat
Date: 2022-00-00
Type: Journal Articles
Subjects: Preferences,Student Satisfaction,Academic Achievement,Computer Assisted Testing,COVID-19,Pandemics,Distance Education,Foreign Countries,College Students,Student Attitudes,Regional Characteristics,Differences,Gender Differences

This study aimed to discuss the online/e-assessment methods applied in the education faculties of state universities during the COVID-19 pandemic and to reveal student satisfaction and achievement in such methods. Accordingly, the relationships between student grades, the preferred method, and student satisfaction levels were examined by residential region and gender. The study was conducted on 371 university students from seven universities in different geographical regions of Turkey. A survey design, one of the quantitative research methods, was preferred in the study. The analysis results showed that the most preferred online assessment methods by the academics during the COVID-19 pandemic included homework (93%), timed online examinations (92%), and online presentation (76%). When students' attitudes towards those assessment methods were examined, we found that students' favorite online assessment method was homework (71%), and timed online examinations (46%) and online presentations (31%) were the least preferred methods. Besides, the students received the highest grades (76 and above) by doing online homework (72%), online presentations (69%), and projects (62%). They received the lowest scores in online examinations (50%). The findings revealed a positive and significant relationship between students' satisfaction with online assessment methods and their grades, but there was no significant difference between student satisfaction and gender variable. The university's region was also an influential factor in determining student satisfaction. In conclusion, both faculty members/academics and students predominantly preferred the homework method, and the students received the highest grades with this method. Although the most preferred assessment method in face-to-face and online education is testing, most academics did not prefer e-tests, mainly stemming from their lack of experience in administering online tests and managing the potential problems of online assessment methods.
Investigation of Prospective Science Teachers&apos; Grounded Mental Models by Mathematical Algorithms: Star Subject
Author: Ezberci-Çevik, Ebru
Date: 2022-00-00
Type: Journal Articles
Subjects: Schemata (Cognition),Astronomy,Science Teachers,Preservice Teachers,Science Education,Foreign Countries,Scientific Concepts,Algorithms

In this study, it is aimed to reveal the models related to star subject as one of the concepts of astronomy of prospective science teachers before and after the current instruction through model analysis. This modeling situation is expressed as a Grounded Mental Model (GMM), since there will be a mental modeling that is revealed according to what is presented within the limits defined to the person. The research was conducted with an integrated case study and experimental design. The study group consisted of 73 prospective science teachers. In this study, the Star Subject Concept Test (SSCT) developed by the researchers was used as the data collection tool. In the analysis of the data, algorithms and matrices which are among the model analysis elements were used. At the end of the study, it was determined that the majority of the GMMs they had before teaching about the star concept were in Inconsistent Mixed Models, At the end of the teaching period, it was determined that the majority of the candidates had GMMs reflecting the status of the Consistent Dominant Scientific Model. According to the GMM tendencies of the class, prospective teachers were found to be inconsistent in star identity question group in terms of GMM in pre-test; in the post-test, it was observed that the GMM tendencies of the class of prospective teachers in terms of GMM are highly inclined towards the correct expert model but they exhibit inconsistent status. In the light of the results obtained, suggestions were made to be used to evaluate the current situation before teaching, to examine the effectiveness of different teaching methods, to do workshops on this subject and analysis software development.
The Effect of Student-Centred Methods and Techniques on Primary School Students&apos; Mathematics Achievement: A Meta-Analysis Study
Author: Ulum, Hakan
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Teaching Methods,Elementary School Students,Mathematics Achievement,Meta Analysis,Instructional Effectiveness,Effect Size

The purpose of this study was to synthesize experimental studies that explain the effect of student-centered methods and techniques used in primary school mathematics courses on academic achievement. Some certain criteria were selected and applied regarding the inclusion of primary study in the synthesis. As a result of qualitative systematic review, data of the study were obtained from 63 studies that meet the inclusion criteria. The reliability of the coding protocol in the study was procured in two stages by assessing the &quot;inter-coder reliability&quot;. The reliability (AR) was assessed as 0.88 and was considered sufficient (AR &gt; 0.80). The validation of the study was provided by publication bias and quality assessment in primary studies, language bias, time delay bias, and database bias. There was no evidence of bias. Meta-analysis results showed that student-centered strategy, methods or techniques were more effective than traditional teaching methods. The effect size was evaluated using 66 effect sizes from 63 studies and was found to be 0.787 under the random-effect model. The overall impact value attained indicates a wide and medium level of impact according to various classifications. In the moderator variables analysis, except for the moderator of the application approach, there was no significant difference found for the moderators of application time, type of publication, database, and grade level, the scale used, and school starting age, country, and sample size.
Are Students&apos; Basic Psychological Needs Fulfilled in Remote Learning Environments?: A Mixed Methods Study
Author: Griendling, Lindsay M.
Date: 2022-09-00
Type: Journal Articles
Subjects: Psychological Needs,Distance Education,Self Determination,Personal Autonomy,Competence,Interpersonal Relationship,Educational Environment,COVID-19,Pandemics,Teaching Methods,Teacher Attitudes,Student Attitudes,Parent Attitudes,Middle School Students,Middle School Teachers

Self-determination theory (SDT) posits that three basic psychological needs (i.e., autonomy, competence, and relatedness) must be fulfilled to promote positive outcomes among individuals participating in social environments. Teachers can provide supports to fulfill these needs within classroom environments to help them become autonomously motivated to engage in tasks and activities. Unfortunately, school closures and the shift to remote learning during the COVID-19 pandemic may have challenged teachers' ability to create need-supportive classroom environments due to issues such as reliable access to technology, teacher preparedness in facilitating remote learning, and negative impacts to mental health and wellbeing. However, the extent to which these challenges impacted students' basic need fulfillment has not been investigated to date. Thus, the purpose of this convergent mixed methods study is to evaluate remote teaching from multiple perspectives in order to gain a more complete understanding of the types of strategies that are employed in remote classes, as well as the extent to which teachers, students, and parents perceive remote learning environments as being supportive of students' autonomy, competence, and relatedness needs. Teachers (n = 17) from two middle schools were observed providing remote instruction, and they, along with students (n = 11) and parents (n = 10), participated in a survey and interviews that provided further insight into basic need fulfillment in remote environments. Implications for the field are discussed.
Pandemic Pandemonium: Negotiating Identities as a Middle Grades School Parent, Doctoral Student, and High School Mathematics Teacher
Author: Cambra-Faraci, Veronica
Date: 2022-09-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Identification (Psychology),Parents,Doctoral Students,High School Teachers,Mathematics Teachers,Experience,Teacher Attitudes,Distance Education,Blended Learning

This autoethnographic study represents a reflection of my experiences as a parent of middle school children, doctoral student, and mathematics high school teacher through the COVID-19 pandemic in the United States. Navigating all three identities simultaneously presented many challenges, including fear, isolation, and exhaustion; however, it also allowed me to reflect upon and transfer methods that I perceived as effective from one of my identities to one or more of my other identities. Therefore, this study investigated how reflecting upon my own funds of identity influenced my practices as a high school mathematics teacher during the COVID-19 pandemic.
A Meta-Analytic Reliability Generalization Study of the Computational Thinking Scale
Author: Kiyici, Gülbin
Date: 2022-00-00
Type: Journal Articles
Subjects: Meta Analysis,Generalization,Computation,Thinking Skills,Test Reliability,Measures (Individuals),Creative Thinking,Algorithms,Cooperation,Critical Thinking,Problem Solving

This study aims to analyze the reliability generalization of the computational thinking scale. There are five dimensions of computational thinking: creativity, algorithmic thinking, cooperativity, critical thinking, and problem-solving. A Bonett transformation was used to standardize the reliability coefficient of Cronbach's alpha. A random-effects meta-analysis was conducted since the heterogeneity among the studies was high. Results supported the RG of the computational thinking scale and its subdimensions, which were calculated as 0.843 for general, 0.799 for creativity, 0.848 for algorithmic thinking, 0.863 for cooperativity, 0.799 for critical thinking, and 0.817 for problem-solving. Besides that, the moderator analysis was conducted for the sample type, test length, country, and language of the study. According to the findings, there were no significant moderator effects on the reliability estimation.
Laboratory as an Instrument in Improving the Scientific Reasoning Skills of Pre-Service Science Teachers with Different Cognitive Styles
Author: Sahin, Feride
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,College Students,Science Education,Science Process Skills,Thinking Skills,Cognitive Style,Active Learning,Inquiry,Skill Development,Opinions,Science Laboratories

In this study, it was aimed to investigate the effects of guided inquiry learning approach-based laboratory applications on the scientific reasoning skills of pre-service science teachers with different cognitive styles. Additionally, the opinions of pre-service science teachers with different cognitive styles about the effects of the application carried out in the study on the improvement of their scientific reasoning skills were also examined. The sample consisted of five pre-service science teachers studying at a state university in the west of Turkey. In the study, the partially mixed sequential dominant status design, which is a mixed-method research design, was used. The scientific reasoning skills of the participants were determined by using the Classroom Test of Formal Reasoning, and their cognitive styles were identified with the Group Embedded Figures Test. The opinions of the participants were taken through focus group interviews held after the application. As a result of the analysis, it was observed that the participants with field-dependent and field-intermediate cognitive styles achieved more targeted outcomes compared to those with field-independent cognitive styles. The potential relationship of this finding to the use of the guided inquiry learning approach and the hypothetico-deductive reasoning cycle during the applications was analyzed in terms of the concept of information processing, and recommendations were made for researchers. [The appendices included in this article are not numbered.]
The Relationship between Teacher Candidates&apos; Technology Addictions and Their Social Connectedness: A Data-Mining Approach
Author: Karabatak, Songül
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Addictive Behavior,Internet,Handheld Devices,Foreign Countries,Computer Games,Preservice Teachers,Student Behavior,Interpersonal Relationship

The purpose of this study is to test the relationships between teacher candidates' technology addiction and their social connectedness. Students studying at a faculty of education in a state university selected by the convenience sampling method constituted the sample of the study. Correlation analysis and association rules were used to analyze the data. The results of the study are as follows: (1) Social connectedness is inversely related to social media addiction and digital game addiction; (2) If Internet addiction and smartphone addiction are low while social connectedness is high, social media addiction is low; and (3) If social media addiction and smartphone addiction are low and social connectedness is high, digital game addiction is also low.
A Critical Investigation of the Status of English at the Tertiary Level Education in Bangladesh
Author: Hasan, Md. Kamul
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Role,State Universities,Private Colleges,Language of Instruction,Official Languages,Indo European Languages,Language Attitudes

The status of English as a medium of instruction in higher education in Bangladesh has always been a contentious issue since public universities move back and forth for continuing with English as a medium of instruction or not. On the other hand, the introduction of private universities in Bangladesh complicated the issue even more. The medium of instruction in private universities in Bangladesh is invariably English, while public universities do promote English in all their official activities, and the teachers at public universities use both Bangla and English in their class lectures, leading to the questions of what is hindering them from promoting English and how are they confronting this challenge? In order to investigate these problems, this paper attempts to initiate the debate on the status of English in public and private universities at the tertiary level.
Pathways to Successful Transformation of Basic Education Amid Educational Crises: A Case Study of the Experiments in Educational Reform by 271 Education Group
Author: Hua, Mengyuan
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Foreign Countries,Elementary Education,Environmental Education,Sustainability,Curriculum Development,Authentic Learning,Cooperative Learning,Faculty Development,Educational Research

The 2021 release of Reimagining Our Futures Together: A New Social Contract for Education by the United Nations Educational, Scientific, and Cultural Organization was a reaction to a number of serious problems discovered in worldwide educational reforms. It sought to establish a new social compact for education to fulfill its unmet promise in the face of many educational crises and to combat future uncertainty. Using the methods of 271 Education Group as a case study, this article examines China's efforts to transform basic education in response to widespread educational issues and how they have represented the major principles espoused by the UNESCO report. The article elaborates on the coping strategies of 271 Education Group, such as incorporating eco-civilization education into basic schooling, constructing life-based curricula that are built on knowledge commons, introducing pedagogy rooted in cooperation and solidarity, and promoting teacher professional development through collaborative educational research.
Adopting Photovoice to Explore EFL Student Teachers Online Thesis Examination Experiences: Lessons Learned from Indonesia
Author: Nurhadi, Kardi
Date: 2022-00-00
Type: Journal Articles
Subjects: Photography,Teaching Methods,Curriculum Development,COVID-19,Pandemics,Student Teachers,Student Teacher Attitudes,Critical Incidents Method,Phenomenology,Learning Experience,College Faculty,Teacher Educators,Teacher Education Programs,Theses,Student Attitudes,Computer Mediated Communication,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Stress Variables

Despite numerous previous studies that investigated the adoption of photovoice as the method to capture both students' and teachers' past experiences in qualitative research and educational settings, more needs to be done to explore how student-teachers voice their learning experience (e.g., beliefs, emotions, values or perceptions) and, in particular, online thesis examination experiences during the COVID-19 pandemic. To extend this scholarship, this phenomenological case study reports how student-teachers articulated their critical incidents while enacting an online thesis examination in a higher education context using the under-utilized data collection method of photovoice. Out of sixteen student teachers who took part in an online thesis examination, three student-teachers were recruited as the participants in this study. Findings reveal a visual illustration of the experiences and provide insight and understanding of this phenomenon. This study demonstrates that teacher educators, curriculum developers, and faculty members should recognize students' feelings during an online thesis examination to provide a more responsive experience.
Transdisciplinary Role of Technology in STEM Education
Author: Hidiroglu, Çaglar Nac
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Technology Uses in Education,Educational Technology,Role,Technology Integration,Interdisciplinary Approach,Educational Trends

Today, the integrative STEM initiative, which is at the center of the current paradigm shift in education, includes attempts to blend science, mathematics and engineering with technology education. Common considerations provide an opportunity to better define the role of technology within the framework of STEM education, but this has not yet been fully realized. Therefore, a lack of definition/role of technology in STEM education is quite noticeable and there exist different perspectives regarding this issue. This theoretical study explains the basic principles regarding the transdisciplinary role of the technology that is defined with certain limits, while discussing different ideas about the integration of science and technology in STEM education in the last 30 years in order to present a different perspective on the role of technology in STEM education.
EFL Teachers&apos; Beliefs about Grammar Teaching within the Communicative Approach
Author: Chiroque Chero, Cristian Alexander
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Teacher Attitudes,Grammar,Teacher Motivation,Communication (Thought Transfer),Foreign Countries,Elementary School Students,Error Correction

The study of teachers' beliefs is complex and enriching as the results allow us to delve into the teachers' cognition and create an awareness of their teaching practices in the classroom. This article is the product of research aiming to identify English teachers' beliefs about grammar teaching within the Communicative Approach in an EFL) context. The theoretical framework of this work is based on the didactics of grammar teaching from the Communicative Approach. To fulfil this objective, a quantitative non-experimental approach was chosen, using a questionnaire to collect data from 35 English teachers, and carrying out an analysis through frequency charts and percentages. The study results showed that teachers had a limited perspective on grammar teaching. However, they considered it an essential aspect of their lessons. Furthermore, they had different beliefs about the approach to present grammar, the use of L1, grammar terminology, and error correction. This latter aspect is one which they emphasized most.