ethanporcaro/eric-fulltext-meta huggingface dataset:
A Theoretical Model for the Development of Mathematical Talent through Mathematical Creativity
Author: Barraza-García, Zeidy M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Talent Development,Teaching Methods,Anthropology,Creativity,Elementary School Students,Problem Solving,Generalization,Clubs,Mathematics Skills,Mathematics Tests,Foreign Countries,Teacher Role,Task Analysis,Learning Activities,Institutional Characteristics

This study was conducted from a perspective that adopts a broad vision of mathematical talent, defined as the potential that a subject manifests when confronting certain types of tasks, in a successful way, that generate creative mathematical activity. To analyse this, our study proposes a Praxeological Model of Mathematical Talent based on the Anthropological Theory of Didactics and the notion of mathematical creativity, which defines four technological functions: (1) producing new techniques; (2) optimizing those techniques (3); considering tasks from diverse angles; and (4) adapting techniques. Using this model, this study analyses the creative mathematical activity of students aged 10-12 years displayed as they sought to solve a series of infinite succession tasks proposed to encourage the construction of generalization processes. The setting is a Mathematics Club (a talent-promoting institution). The evaluation of results shows that the Praxeological Model of Mathematical Talent allows the emergence and analysis of mathematical creativity and, therefore, encourages the development of mathematical talent.
A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education
Author: Jang, Hwan Young
Date: 2020-00-00
Type: Journal Articles
Subjects: Meta Analysis,Teaching Methods,Blended Learning,Outcomes of Education,Higher Education,Affective Behavior,Cognitive Development,Instructional Innovation,Student Centered Learning,Effect Size,Interpersonal Competence,Intellectual Disciplines,Educational Benefits,Research Reports

This paper aims to quantify the effects of flipped classrooms in higher education by reviewing 43 empirical studies of students' cognitive, affective, and interpersonal outcomes. The innovative pedagogy of a flipped classroom in higher education fosters a sustainable, interactive, and student-centered learning environment (as opposed to the traditional lecture style, in which there is little room for interaction). This study's results show the positive effects of flipped classrooms and highlight the improvement in students' educational outcomes between 2012 and 2017. Overall, effect sizes were medium--effect size (ES) = 0.35, 95% confidence interval (CI) = 0.24 to 0.47--across three outcome domains using a random effects model. In the outcomes, affective (ES = 0.59), interpersonal (ES = 0.53), and cognitive (ES = 0.24) domains were of a higher order than the effect sizes. However, the results indicated that flipped classrooms benefitted students studying chemistry, engineering, mathematics, and physics less than they did students studying other subjects.
Augmented Reality in Lower Secondary Education: A Teacher Professional Development Program in Cyprus and Greece
Author: Lasica, Ilona-Elefteryja
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,Secondary School Teachers,Program Descriptions,Computer Simulation,Inquiry,Teaching Methods,21st Century Skills,Teacher Attitudes,Student Motivation,Information Technology,Technology Integration,Intervention,Educational Benefits,Foreign Countries,Cross Cultural Studies

The current article provides an overview of a Teacher Professional Development (TPD) program that has been designed, pilot tested, and implemented to investigate the impact of augmented reality (AR) on: (a) Teachers' level of technology (AR) acceptance, adoption of inquiry-based instructional approaches, and confidence towards teaching twentieth-first century skills in STEM-related courses; and (b) students' potential enhancement of specific twentieth-first century skills and motivation and interest during a STEM- (science, technology, engineering, mathematics)-related course supported with AR. This article focuses on the teachers' points of view concerning the impact of their STEM-related interventions on their students' motivation and learning, as well as the factors that influence the teachers' technology acceptance. The TPD program has been implemented in Cyprus and Greece with twenty-five lower secondary school teachers (20 in Cyprus and 5 in Greece). The research methodology applied is Educational Design Research (EDR), including an initial phase of the TPD program and a second (improved) phase. The data collection tools consisted of questionnaires, interviews, and observation of classroom interventions. Initial findings and their implications for teaching and future research are discussed, indicating the potential benefits and challenges surrounding the integration of AR within the educational process.
Understanding Assessment Processes for Communicative Competence through an Analysis of Teachers&apos; Reported Practice
Author: Guzmán-Simón, Fernando
Date: 2020-00-00
Type: Journal Articles
Subjects: Assessment Literacy,Communicative Competence (Languages),Foreign Countries,Evaluation Problems,Teacher Attitudes,Children,Evaluation Criteria,Student Evaluation,Urban Schools,Institutional Characteristics,Spanish,Language Teachers,Elementary Schools

This research addresses the types of assessment tasks, the assessment criteria, instruments and procedures of communicative competence used by primary school teachers in Andalusia. This multiple-case study drew on the experiences of teachers from four schools in the south of Spain. The data source has been the focus groups in which the teachers took part. The transcripts were analysed thematically by three researchers who devised a system of categories designed through an iterative process. The findings reveal the paucity of tasks used to assess reading, listening and oral expression. The study also shows the diverse problems faced by teachers when it comes to evaluating communicative competence. This paper highlights the need to rethink the curricular contents and the methods applied to assess communicative competence in primary schools.
Cognitive Learning about Waste Management: How Relevance and Interest Influence Long-Term Knowledge
Author: Stöckert, Alexandra
Date: 2020-00-00
Type: Journal Articles
Subjects: Sanitation,Sustainability,Teaching Methods,Environmental Education,Grade 5,Elementary School Students,Recycling,Energy,Multimedia Instruction,Field Trips,Intervention,Knowledge Level,Scores,Outreach Programs,Cooperative Learning,Semantic Differential,Prior Learning,Foreign Countries,Test Items,Item Analysis,Difficulty Level,Tests,Relevance (Education)

Efficient waste management is a major prerequisite for reaching sustainability as every one of us produces waste. Thus, educational interventions need to offer promising assistance to reduce individual waste as much as possible to promote environmentally friendly behavior beyond stereotypical notions about waste disposal. Those who know about all facts and circumstances are more likely to correct their behavior. Our hands-on module for fifth graders was designed and implemented to support &quot;4R&quot;: Reduce, Reuse, Recycle and Recover, by retracing waste's usual journey from collection management to incineration plants. The first module focused on minimizing waste by recycling, reusing and reducing it. The remaining waste was the second module's core, which explained the waste-to-energy path using an age-appropriate functional model of how to effectively generate energy from waste. Both modules are suitable for outreach (informal) implementation as well as for formal classroom learning. The third module comprised either an onsite visit to an incineration plant or a classroom multimedia presentation. A total of 276 fifth graders participated in our three-module implementation study, completing three questionnaire cycles: two weeks before the intervention, immediately after and six weeks later. A subsequent analysis showed a clear pattern: knowledge scores increased immediately after participation and remained constant for at least six weeks. Surprisingly, no significant difference between the multimedia and outreach group appeared. When applying a semantic differential, two response pattern factors, &quot;Relevance&quot; and &quot;Interest&quot;, showed significant intercorrelations, as well as positive correlations with knowledge scores. In consequence, learning about waste management matters, and produces short- and long-term effects.
A Learning Community Involving Collaborative Course-Based Research Experiences for Foundational Chemistry Laboratories
Author: Rubush, David M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Cooperative Learning,Science Activities,Chemistry,College Science,Science Achievement,Science Instruction,Student Research,Authentic Learning,College Freshmen,Science Laboratories,Student Attitudes,Science Process Skills,Communication Skills,Skill Development

Numerous American national committees have recommended the replacement of traditional labs with a more engaging curriculum that inspires inquiry and enhances scientific skills (examples include the President's Council of Advisors on Science and Technology (PCAST)'s Engage to Excel program and American Association for the Advancement of Science (AAAS) Vision and Change, among others), due to a large body of evidence that shows significant enhancements in student learning and affective outcomes. The implementation of Course-Based Undergraduate Research Experiences (CUREs) is a creative way to scale up the deployment of authentic research experiences to students. Another highly regarded high-impact practice in postsecondary education is the addition of learning communities. The integration of a three-course learning community and authentic research experiences to laboratory courses adds both a community of scholarship and a development of scientific communication and process skills. This study describes a course that blends these two high-impact practices in higher education in order to promote greater post-course gains in essential elements of a CURE curriculum. This collaborative course shows large post-course gains in essential elements, such as scientific communication and working collaboratively.
Teachers and the Teaching of Self-Regulated Learning (SRL): The Emergence of an Integrative, Ecological Model of SRL-in-Context
Author: Alvi, Effat
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Teacher Attitudes,Participant Observation,Foreign Countries,Elementary School Students,Teaching Methods,Teacher Student Relationship,Case Studies

Teachers are effective agents who can introduce and support students' self-regulated learning (SRL) in classrooms. This qualitative study presents an integrative, ecological model of SRL-in-context from the teachers' perspectives. Data were obtained from in-depth interviews, participant observations and informal conversations gathered from the classrooms of six teachers working in three different state primary schools located in Queensland, Australia. The model builds on teachers' beliefs and understandings about SRL, the different ways through which they adopt SRL-supportive practices and the enactment of SRL in classrooms. It represents a complex structure of nested and mutually dependent systems with teachers having a central position, thereby forming the microsystem. However, teachers' efforts to support students' SRL are influenced by the exosystem (e.g., school, curriculum) and macrosystem (e.g., home, community) in a reciprocal fashion. The SRL-in-context model has implications for both theory and practice.
How Digital Strategy and Management Games Can Facilitate the Practice of Dynamic Decision-Making
Author: Czauderna, André
Date: 2020-00-00
Type: Journal Articles
Subjects: Decision Making,Computer Games,Game Based Learning,Geography Instruction,Foreign Countries,Goal Orientation,Comparative Analysis,Feedback (Response)

This paper examines how digital strategy and management games that have been initially designed for entertainment can facilitate the practice of dynamic decision-making. Based on a comparative qualitative analysis of 17 games--organized into categories derived from a conceptual model of decision-making design--this article illustrates two ways in which these games may be useful in supporting the learning of dynamic decision-making in educational practice: (1) Players must take over the role of a decider and solve situations in which players must pursue different conflicting goals by making a continuous series of decisions on a variety of actions and measures; (2) three of the features of the games are considered to structure players' practice of decision-making and foster processes of learning through the curation of possible decisions, the offering of lucid feedback and the modification of time. This article also highlights the games' shortcomings, from an educational perspective, as players' decisions are restricted by the numbers of choices they can make within the game, and certain choices are rewarded more than others. An educational application of the games must, therefore, entail a critical reflection of players' limited choices inside a necessarily biased system.
Investigating Network Coherence to Assess Students&apos; Conceptual Understanding of Energy
Author: Podschuweit, Sören
Date: 2020-00-00
Type: Journal Articles
Subjects: Concept Formation,Video Technology,Science Instruction,Scientific Concepts,Energy,Teaching Methods,Network Analysis,Correlation,Multiple Choice Tests,Pretests Posttests,Scores,Science Tests,Rural Areas,Foreign Countries,Secondary School Students,Laboratory Experiments,Light,Electronics,Physics

Conceptual knowledge is a crucial tool for students to understand scientific phenomena. Knowledge about the structure and function of mental concepts potentially helps science educators to foster the acquisition of this tool. Specifically, the coherence of students' mental concepts is an intensely discussed issue within the related conceptual change discourse. While former discussions focused on the question of whether these conceptions are coherent or not, recent approaches describe them as dynamic systems behaving more or less coherently in different situations. In this contribution, we captured this dynamic behavior of individual concepts by means of network analysis. Transcribed video data of 16 pairs of students working on four subsequent experiments on energy were transformed into weighted networks, which in turn were characterized by standardized coherence parameters. These coherence parameters and more basic network parameters were correlated with students' pre-post scores of a multiple-choice test on the energy concept. We found that the coherence parameter is significantly related to the students' test scores. Even more intense relations are indicated if networks are calculated solely based on conceptual key terms. Implications as well as methodological constraints of this approach are discussed.
Research in Moral Education: The Contribution of P4C to the Moral Growth of Students
Author: García-Moriyón, Félix
Date: 2020-00-00
Type: Journal Articles
Subjects: Moral Values,Values Education,Moral Development,Philosophy,Program Effectiveness,Foreign Countries,Grade 6,Elementary Schools,Secondary Schools

Moral education and moral growth are very important topics, and have been so as much in the fields of moral psychology and moral education as in the policies of governments and international institutions over the past decades. These two topics are also central themes within the educational proposal of Philosophy for Children (P4C), as seen in theoretical reflection and in educational research. It is necessary to start from a more global approach to moral growth, focused on the development of capacities. Such abilities are to be understood as virtues or personality traits that enable us to achieve a full life, that is, to become good people. The transformation of classrooms into communities of philosophical inquiry, following the educational guidelines of P4C, can contribute to the achievement of this objective. Here we present the psychological and methodological underpinnings of an educational research project that we are applying to a small sample that includes two groups--experimental and control--in a typical classroom environment. We are administering tests at the beginning and the end of the application of a moral education model according to the basic principles of Philosophy for Children. The objective is to verify that our research design could be used to evaluate the contribution of this educational model to the students' moral growth, understood as the consolidation of the students' moral habits and competences.
Latinx Student Assets, College Readiness, and Access: Are We Making Progress?
Author: Hurtado, Sylvia
Date: 2020-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Access to Education,Self Concept,Gender Differences,English Language Learners,College Readiness,Racial Differences,Enrichment Activities,Longitudinal Studies,High School Students,College Attendance,Higher Education,College Applicants,Admission Criteria,Institutional Characteristics,Grade Point Average,Advanced Placement,College Credits,Selective Admission,Graduation Rate,Social Mobility,Student Attitudes,Low Income Groups,Parent Aspiration,Student Characteristics,Social Networks,School Location,College Entrance Examinations

While previous research has focused on the continuing educational disparities between the growing Latinx population and other racial/ethnic groups, this study focuses on the importance of the assets and enrichment opportunities that determine variability in Latinx student college access. Using the nationally representative 2009-2016 High School Longitudinal Study data, the authors employed multivariate analyses to study the effects of five asset bundles considered student endowments, including indicators of college readiness, on the number of college applications and the selectivity of the institution Latinx students decided to attend. The results indicate that differences in college readiness (high school GPA, AP credits) and material resources (Pell grants, student belief in parents' ability to afford selective colleges) are the main predictors of not only being strategic in the college application process but also result in more selective college enrollment where students' chances of college completion are higher. Asset bundles, however, do not completely explain social identity disparities based on gender and English language learner status. Further research is needed to advance asset-based models for Latinx students and the social mobility of students from low-income backgrounds and other social identities.
Extended Schools in England: Emerging Rationales
Author: Dyson, Alan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Role,Educational Change,Role of Education,Case Studies,Educational Attainment,Community Schools,Educational Trends,Secondary Schools,Student Development,Social Development,Well Being

Schools in many countries are beginning to take on extended roles, working with families and communities as well as with students. However, the rationales underpinning such developments are often unclear. This paper reports on case studies of 20 schools developing new roles as part of the national extended services initiative in England. It reports in detail on two of these schools, exploring the rationales for their extended roles elicited in the course of a theory of change- based evaluation. It finds that schools saw no contradiction between their traditional and extended roles because they saw students' academic attainments as shaped by a wide range of personal, family and community factors. It argues that the schools' rationales were coherent, but by no means fully articulated and concludes that dialogue between practitioners, policy makers and researchers is necessary to develop these rationales further.
Identification of Key Indicators for Quality in Afterschool Programs
Author: Huang, Denise
Date: 2014-00-00
Type: Journal Articles
Subjects: After School Programs,Educational Quality,Educational Indicators,Benchmarking,Standards,Program Effectiveness,Elementary School Students,Program Administration,Family Involvement,Community Involvement,Partnerships in Education,Staff Development,Program Evaluation,Physical Environment,Student Welfare,Child Development,Staff Role,Social Environment

Researchers are increasingly interested in the issue of school accountability. Despite this, program standards for afterschool programs are not as fully developed as in other fields. This study bridges that gap and presents the results from a study to identify benchmarks and indicators for high quality afterschool programs. This research employed a multi-method approach including a synthesis of literature on afterschool programs, observations and survey data collection at 15 high quality afterschool program sites. Results of the study suggest that most of the issues emphasized in the afterschool literature can be considered core components of a quality afterschool program. This finding was consistent across the three broad categories of program organization, program environment, and instructional features. This study also revealed that some issues emphasized in the afterschool literature should be considered extra components that can increase quality, but are not necessary. As a result, this study argues for a checklist strategy in assessing programs to meet quality-based standards.
Preventing Extremism with Extremists: A Double-Edged Sword? An Analysis of the Impact of Using Former Extremists in Danish Schools
Author: Parker, David
Date: 2020-00-00
Type: Journal Articles
Subjects: Prevention,Violence,Antisocial Behavior,Intervention,Social Problems,Risk,Criminals,Political Attitudes,Cost Effectiveness,Foreign Countries,Public Policy,Program Descriptions,Critical Thinking,Program Evaluation,Youth,Terrorism,High School Students,Student Attitudes,Recruitment,Identification,Islam

Governments across the West have invested significant resources in preventing radicalization, and strategies to prevent and counter violent extremism (P/CVE) are increasingly prominent within wider counter-terrorism policies. However, we know little about their effects, especially about projects that utilize former extremists to counter extremist narratives and increase critical thinking. Despite the prominence of interventions utilizing &quot;formers&quot;, there are almost no systematic, scientific evaluations of these programs. The lack of evaluation is problematic given the recognized risks and negative effects of using formers to address other social issues, such as crime prevention. This paper presents findings from the largest study to date of the effects of using former extremists to prevent violent extremism. Based on a randomized controlled effect evaluation with 1931 Danish youths, it highlights significant successes, including reducing the perceived legitimacy of political violence, as well as negative effects, including a small decrease in political tolerance. Overall, the findings suggest a need for cost--benefit analyses of P/CVE initiatives, weighing the benefits against the risks.