ethanporcaro/eric-fulltext-meta huggingface dataset:
Maintaining Effort and Interest Despite Challenges during the COVID-19 Pandemic? A Process Tracing Approach to a Teacher&apos;s Grit during an Online L2 Course
Author: Shirvan, Majid Elahi
Date: 2021-00-00
Type: Journal Articles
Subjects: Persistence,Teacher Characteristics,Online Courses,COVID-19,Pandemics,School Closing,Stress Variables,Self Efficacy,Learner Engagement,Interests,Teacher Attitudes,English (Second Language),Second Language Instruction,Language Teachers

Grit--the ability to maintain effort and interest for long-term goals--is argued to be an important individual factor for achievement, especially in the face of obstacles. However, little research has examined the possible fluctuations of effort and interest and how challenges may trigger the changes of effort and interest. In this study, we measured a teacher's grit at the beginning of an online course during the COVID-19 pandemic, and we focused on the changes in a teacher's effort and interest throughout the course. In this case study, we unpacked the explanations of possible changes in grit via process tracing. Despite the fact that the teacher scored high on the grit scale, we found that the sudden shift from in-person to online teaching had put much pressure and demand on the teacher. The new teaching challenge influenced the teacher's self-evaluation of her teaching performance and students' engagement, which led to changes in effort and interest. Therefore, we argue that one's average grit (e.g., measured by grit scale) cannot be the representation of their ability to maintain interest and effort on different occasions due to the influence of different situational causes or pressure. Specifically, during the course, the teacher's effort and interest underwent changes on four occasions, characterized by four distinct dynamic patterns in terms of the interaction of high and low interest and effort. The four emerging patterns of L2 teacher effort and interest indicate that the construct of grit could be explained in terms of four dynamic clusters or archetypes. This study provides implications for understanding the complex dynamic nature of grit, which can be further explored through cluster analytic approaches in future studies.
Exploring the Implementation of an Intervention for a Pupil with Mathematical Learning Difficulties: A Case Study
Author: Chin, Kin Eng
Date: 2021-09-00
Type: Journal Articles
Subjects: Intervention,Mathematics Instruction,Elementary School Teachers,Remedial Instruction,At Risk Students,Learning Disabilities,Teaching Methods,Scaffolding (Teaching Technique),Learning Problems,Mathematics Skills,Diaries,Teacher Attitudes,Case Studies,Foreign Countries

This study presents a single case study of how a remedial mathematics teacher incorporated an instructional intervention into her teaching practices in order to teach counting to a pupil with mathematical learning difficulties. This new theory-driven intervention was developed by the authors of this study. Dyscalculia is a term which refers to a wide range of mathematical learning difficulties or disabilities. Dyscalculic pupils have a specific mathematics learning disorder with a core deficit in representing and processing of numerosity. They might not be able to recognise numerical quantities, performing counting and so on. Early supports such as interventions have a great potential in helping dyscalculic pupils to improve mathematical skills. However, there remains a lack of appropriate instructional scaffolds to help dyscalculic pupils to organise their learning structures by addressing both cognitive deficits and mathematical skills. The present study involves a primary school remedial teacher, Daisy, and an at-risk dyscalculic pupil, David, both pseudonyms. Data were collected through interviews, lesson observations, and reflective journals. The findings revealed that the proposed intervention improved the counting ability of the pupil.
Using a Headshot Assignment to Incorporate Critical Theory into Photojournalism Classrooms
Author: Briscoe, Andrea
Date: 2021-12-00
Type: Journal Articles
Subjects: Assignments,Photography,Critical Theory,Photojournalism,Journalism Education,Racial Bias,Gender Bias,Undergraduate Students,Student Attitudes

This case study uses a diversity and critical thinking exercise in a photojournalism class to show how journalism educators can incorporate race and gender conversations about ethics and judgment into traditionally skills-oriented courses. It is crucial that journalism students learn how to apply their skills properly in an era of social unrest, inequality, and dwindling media trust. Democratic citizenship and journalism are intertwined, but often the bigger ethical conversations are left out of skills-oriented courses. This can lead to a disconnect between the skills themselves and the responsibility of practicing the skills, especially when it comes to matters of power and representation. The field of photojournalism remains predominately White and male, which makes it all the more crucial for students to interrogate their own biases to ensure ethical coverage of their communities. The assignment asks students to make 36 portraits of strangers, and the subsequent classroom exercise has them confront their inherent biases by looking at the demographics of the people they photographed compared to the general population. Data for this case study consist of observations of the classroom conversations and a reflexive journalism exercise the students completed afterward. Findings indicate this exercise is a successful way to introduce racial and gender considerations as part of photojournalistic ethics and judgment. Students initially neglected to think about representation and diversity in their selection of people to photograph but afterward said they could effectively incorporate reflexivity into their work in an effort to provide more representative imagery and confront their own biases.
Witnessing History: Reflections on Teaching in Turbulent Times
Author: Bridges, Shana
Date: 2021-12-00
Type: Journal Articles
Subjects: Teaching Conditions,COVID-19,Pandemics,Communication (Thought Transfer),Political Attitudes,Rhetoric,Trust (Psychology),Media Literacy,College Students,College Faculty

Prior political turmoil in the United States constituted a precarious foundation for living and teaching through a pandemic. In this essay, I contend that pandemic separation and ideological distortion have exacerbated polarization and distrust. I also consider the pedagogical implications of rising extremist discourses and conspiratorial thinking for both students and faculty. Educators must pay attention to the rising threat of extremism and consider that our students may be susceptible to radical antidemocratic ideologies as well. To conclude, I provide examples from some of my classes in the communication discipline to illustrate my approach to teaching the complicated intersections of rhetoric and reality in today's polarized political climate.
Should Language Acquisition Researchers Study &quot;Grit&quot;? A Cautionary Note and Some Suggestions
Author: Credé, Marcus
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Persistence,Predictive Validity,Goal Orientation,High School Students,Adult Students

Grit is theoretically defined as the combination of perseverance and passion for long term goals. Both of these constructs are likely to be relevant for our understanding of how language acquisition occurs and for explaining between-person differences in the rate of language acquisition. Despite this relevance, there are methodological and theoretical reasons why language acquisition researchers should be cautious about studying &quot;grit&quot; as a construct that is predictive of or causally related to language acquisition. In this paper we discuss some of these reasons, with a specific focus on the problems associated with the aggregation of perseverance and passion into a single variable, and the lack of predictive validity for other important life outcomes. We also discuss and describe with examples other challenges involved in studying grit, passion, or perseverance. Finally, we offer suggestions for some potentially more fruitful ways in which perseverance and passion for long-term goals may be integrated into research on second/foreign language acquisition. For example, we discuss how the measurement of grit facets may need to be revised to be better aligned with the &quot;persisting despite initial failure&quot; theoretical definition of perseverance, and to also balance the negatively-worded and positively-worded item content of the scales. We also discuss how an examination of necessary-but-not-sufficient relationships between grit facets and language acquisition using Dul's (2016) methodology may be particularly valuable. That is, perseverance and passion may both be required for successful language acquisition but be insufficient on their own because other variables also need to be present (e.g., opportunity to practice, feedback).
A Comic Road to Interiors, or the Pedagogical Matter of Gen Z Humor
Author: Gilbert, Christopher J.
Date: 2021-12-00
Type: Journal Articles
Subjects: Age Groups,Higher Education,Humor,Citizen Participation,Democracy,Teaching Methods,Learning Processes,Psychological Patterns,Educational Theories,Feedback (Response),Social Problems,Music,Musicians,English Instruction,Undergraduate Students,Television,Programming (Broadcast),COVID-19,Pandemics,Distance Education,Teacher Student Relationship,Poetry

Generation Z (Gen Z) represents something of a quintessence for the broken promises that now seem to make up the promise of higher education. But if despair indicates the dark side of generational malaise around things like civic engagement, community, and student learning, the dark humor that has emerged out of these generations points to modes of democratic citizenship that are more about reconciliation than resignation. This essay offers a critical reflection on Gen Z humor, its place in college and university classrooms, and its usefulness as a resource for reconsidering how teaching and learning might be tied to a comically examined life. It proceeds with a fresh look at pedagogies of hope as developed by Paulo Freire, Martha C. Nussbaum, bell hooks, Henry A. Giroux, and others. This examination allows for the conceptualization of a comic poësis for understanding how instructional practices that meet students on uncommon ground contribute to the production, creation, and care for personhood as well as public culture. Ultimately, this essay balances theories of a comic teaching praxis with actual activities from the classroom to meditate on a pedagogy of reconciling curricula with who and where students are, beginning and ending with feedback loops.
Can Developing Virtues Improve Dialogue across Political Difference?: The Case Study of Philosophy 291: Dialogue and Civil Discourse
Author: Halteman Zwart, Megan
Date: 2021-12-00
Type: Journal Articles
Subjects: Values Education,Psychological Patterns,Empathy,Personality Traits,Curriculum Design,Attention,Skill Development,Discourse Communities

After the polarizing 2016 presidential election, I heard from many distressed students who felt they lacked the skills or confidence to have difficult conversations with those who disagreed with them politically. In response, I developed a course that aims to help students grow in the virtues and skills necessary for listening and dialogue, putting these to use discussing controversial issues including abortion, gun rights and regulations, cancel culture, speech on campus, immigration, environmental policy, and kneeling for the national anthem. In this article, I make the case for foregrounding virtues such as attentiveness, curiosity, intellectual humility, and empathy to promote good dialogue and prepare students to engage productively across difference. Then, I describe the course design, share qualitative results from student reflections, and highlight insights that are applicable across disciplines. Finally, I address practical obstacles and ethical concerns that have arisen when teaching polarizing topics and offer responses to these challenges.
Case Study: Partnering Intercultural Communication Students with Campus Co-Cultural Student Groups to Develop Intercultural Competence, Allyship, and Curiosity
Author: Kuehl, Rebecca A.
Date: 2021-12-00
Type: Journal Articles
Subjects: Intercultural Communication,Student Organizations,Cultural Awareness,Citizen Participation,Reflection,Multicultural Education,Personality Traits

The question I analyze in this case study is how might one use civic engagement to foster campus/community relationships in this polarized era? I describe a teaching challenge in intercultural communication. Students have consistently reported that they arrive to this university from rural, majority-White communities where they have not experienced opportunities to communicate with culturally diverse groups. To address this challenge, I developed a semester-long assignment that provides a structured partnership between students in my Intercultural Communication course and campus co-cultural student groups. To assess this assignment's benefit to the pedagogy surrounding polarization across cultural differences, I qualitatively analyzed themes in students' reflection papers (N = 128 papers) from the last five sections of the course (2016-2020). Students addressed how these partnerships helped them develop (1) intercultural competence, (2) acceptance or appreciation through allyship, and (3) curiosity about other cultures. I conclude with implications, including how colleagues might use this assignment in other rural, land-grant public university settings.
Examining Practicing Teachers&apos; Knowledge and Attitudes toward Mathematical Modeling
Author: Asempapa, Reuben S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Knowledge Level,Teacher Attitudes,Mathematical Models,Elementary School Teachers,Middle School Teachers,High School Teachers,Predictor Variables,Gender Differences,Individual Differences

Mathematical modeling has been positioned at the forefront of many educational levels globally because modeling reinforces purposeful problem-solving skills, connects mathematics to the real-world, and makes mathematics more meaningful and relevant. This article investigated K-12 practicing teachers' knowledge and attitudes toward mathematical modeling, while considering the relationships between them and some selected demographic variables. The study involved 335 teachers from Midwestern United States of America (U.S.), and data was collected through an Online self-administered survey. The data collected were quantitatively analyzed with the guidance of the research questions, and using statistical analyses such as correlation, multiple regression, and ANOVA. Results showed that teachers had a satisfactory knowledge and attitudes toward mathematical modeling. Teachers' knowledge of modeling was found to be positively related to their overall attitudes toward such modeling, with an R[superscript 2] = 0.25 suggesting a moderate relationship. Overall, gender and grade level band were identified as strong indicators of teachers' knowledge and attitudes toward mathematical modeling. In particular, female teachers on average showed a relatively stronger knowledge and attitudes toward mathematical modeling than their male colleagues. Similarly, elementary teachers demonstrated a relatively stronger knowledge of mathematical modeling and attitudes toward such modeling than middle or high school teachers. Findings from this study have implications for integrating mathematical modeling standards into teacher preparation programs and organizing professional development on mathematical modeling education.
The Satisfaction Level of Students with Disabilities with Library and Information Services
Author: Smadi, Osama Youssef
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Students with Disabilities,Library Services,Information Services,Academic Libraries,Foreign Countries,College Students,Library Materials,Accessibility (for Disabled),Assistive Technology

The study aimed to examine the level of satisfaction of students with disabilities with library and information services in Saudi universities. The descriptive survey approach was used. The study sample consisted of 35 students with disabilities enrolled in Imam Muhammad bin Saud Islamic University in the Kingdom of Saudi Arabia. A questionnaire was used to collect the data of the study. The results showed a number of information services and special environmental facilities available within the university central library, the frequencies, and percentages of their use by students with disabilities. They were ordered according to the students? responses: book borrowing service, book return service, audiobooks, large print, and Braille book services. Also, it was revealed that the degree of satisfaction of students with disabilities with the library services provided to them was high. In addition, the physical environmental facilities of the library from the point of view of students with disabilities were the availability of a personal and designated place to study such as computer spaces and chairs suitable for students? needs. The signs (directions) related to disability in the library and their compatibility with the needs of students with disabilities and the availability of tools and technologies to meet their needs in the library without the help of others were rated poor.
The Effects of Learning Strategies on Senior High School Students&apos; Motivation and Learning Outcomes of Overhead Passing in Volleyball
Author: Akhmad, Imran
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Strategies,High School Students,Student Motivation,Outcomes of Education,Team Sports,Grade 11,Physical Education

This research objective was to determine the effects of Learning Strategies on Motivation and Learning Outcomes of Overhead &quot;Passing&quot; in Volleyball. The research sample consisted of 40 eleventh-grade senior high school students using a &quot;treatment by level 2x2&quot; research design with the Tukey's test at Q[subscript h] level = 28.99 and Q[subscript t] level = 3.79. The results significantly affected overhead &quot;passing&quot; learning outcomes in volleyball games between &quot;contextual teaching-learning&quot; (CTL) and &quot;expository&quot; learning strategies. The research results obtained F[subscript h]&gt;F[subscript t], namely 47.80 &gt; 4.06. Therefore, the overall conclusion reported an interaction between learning strategies and motivation on learning overhead passing in volleyball games. The &quot;Tukey's&quot; test in groups A[subscript 1]B[subscript 1] and A[subscript 2]B[subscript 1] resulted in Q[subscript h]= 17.42 and Q[subscript t]=2.95. Based on these results, it can be concluded that the results of learning overhead passing in volleyball games on highly motivated students who were taught using the &quot;contextual teaching-learning strategy&quot; (CTL) were better than those taught using &quot;expository&quot; learning strategy. The Q[subscript h]= 2.16 and the Q[subscript t] = 2.95, meaning that the results of learning overhead passing in volleyball games of low motivated students who were taught using the contextual teaching-learning strategy (CTL) were not better than those taught using the expository learning strategies.
Mathematics Anxiety and Its Effects on Engineering Students&apos; Performance during the COVID-19 Pandemic
Author: Mendoza Velazco, Derling Jose
Date: 2021-09-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Engineering Education,College Students,COVID-19,Pandemics,Academic Achievement,Foreign Countries,Anxiety,Fear,Symptoms (Individual Disorders),College Mathematics

The research objective was to describe the levels of anxiety and their effects on performance manifested by the mathematics students of the engineering faculty of the National University of Chimborazo UNACH during the 2020-21 academic semester. The study is in the quantitative paradigm with a descriptive exploratory design. The total sample consisted of 120 students studying mathematics, which are at different levels and careers of the engineering faculty. The sample selection was of an intentional non-probabilistic type and had as inclusion criteria not having been diagnosed with an anxiety disorder. The Brief Anxiety Situations and Responses Inventory was applied (ASRI-B). The ASRI-B was sent to students by email to facilitate data collection. The two-factor ANOVA (mathematics and comprehension) uses to analyze the research results. It is allowed to find statistically significant differences in the grasp of the contents presented by the teachers in a virtual way for the cognitive and physiological response system and the general level of anxiety, as well as in situational areas of evaluation anxiety and anxiety in everyday situations, during the academic closure in the quarantine season due to the COVID-19 pandemic.
The Effect of Using Concrete-Representational-Abstract Sequence in Teaching the Perimeter of Geometric Shapes for Students with Learning Disabilities
Author: AL-salahat, Mohammad Mousa Salem
Date: 2022-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Students with Disabilities,Learning Disabilities,Geometric Concepts,Concept Formation,Word Problems (Mathematics),Foreign Countries,Elementary School Students,Grade 4,Grade 5,Problem Solving,Abstract Reasoning,Mathematical Logic

Geometry is one of the basic areas of school mathematics education, and it is important for elementary students. However, students with mathematics learning disabilities (MLD) struggle with geometry learning. Research has demonstrated that concrete-representational-abstract (CRA) teaching is an effective practice for students with learning disabilities (LD) and other disabilities. The study aimed to investigate whether the CRA sequence can support students' understanding of calculating the perimeter of geometric shapes and solving mathematical word problems of the perimeter in Najran city in the Kingdom of Saudi Arabia. The study used the quasi-experimental research design for one treatment group of a pre-posttest. First, the perimeter test of geometric shapes, whose validity and reliability was verified, was used, and then the CRA sequence was applied to eight students in the fourth and fifth grades with LD in mathematics. The results showed that the CRA sequence improved the students' efficiency in calculating the perimeter of geometric shapes and solving mathematical word problems on the perimeter. Also, the students maintained the learned skills three weeks post the interventional period.
Motivation and Mathematics Achievement: A Vietnamese Case Study
Author: Tran, Lap Thi
Date: 2021-09-00
Type: Journal Articles
Subjects: Student Motivation,Mathematics Achievement,Correlation,Mathematics Education,Foreign Countries,College Students,Postsecondary Education,Incentives

Motivation is key to engaging students in studying mathematics and in improving their mathematics achievement. Although the related literature has explored the correlation between motivation and mathematics achievement, a research gap remains in terms of the empirical testing of these variables in the context of mathematics education in Vietnam. Thus, the current study aims to fill this gap by empirically testing the correlation between mathematics motivation and mathematics achievement among high school graduate students in Vietnam, using a quantitative approach to test hypotheses. The study adopted the Academic Motivation Toward Mathematics Scale for collecting data from students and received 680 responses. The main study findings are that amotivation negatively correlates with mathematics achievement, whereas introjected regulation, identified regulation and intrinsic motivation positively correlate with mathematics achievement. These findings provide a strong theoretical foundation for improving mathematics achievement by encouraging teachers to improve motivational conditions in mathematics classes in Vietnam.