ethanporcaro/eric-fulltext-meta huggingface dataset:
Discussion-Based Pedagogy to Promote to Socioemotional Learning and Well-Being among Students in Japan
Author: Kitami, Yoko
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Emotional Learning,Well Being,Discussion (Teaching Technique),Educational Change,Educational Objectives,Teacher Behavior,Elementary School Teachers,College Faculty,Critical Thinking,Thinking Skills,Educational Practices,Program Implementation,Middle School Teachers,Trauma

The Japanese educational system is highly competitive and applies high stakes standardized admission testing. As this approach has led to student stress and a narrow instructional focus, the Japanese Government revised educational goals toward more holistic development of well-rounded citizens who are healthy, independent, creative, and work collaboratively with others. However, many teachers did not know how to promote these new goals. This study investigated Japanese educators' application of Philosophy for Children, a discussion-based inquiry approach that has been used to promote socioemotional learning and well-being. Methods included email communications with 29 educators, analysis of Japanese language documents related to the approach in Japan, and observations of meetings of educators who used the method. Educators applied the approach to elementary, secondary, and university settings. The approach was used to promote socioemotional learning and critical thinking among Japanese children. Some have used the approach to facilitate children's healing after the Tohoku earthquake and other trauma. Facilitators applied the approach outside of the classroom in public settings like train stations to promote everyday citizens' expression and understanding. The results suggest that Philosophy for Children has the potential to promote holistic goals for children and adults.
Implementing Phonological Awareness in Saudi Arabia Kindergartens
Author: Alsultan, Riham
Date: 2022-00-00
Type: Journal Articles
Subjects: Phonological Awareness,Arabic,Kindergarten,Teaching Methods,Foreign Countries,Language Rhythm,Rhyme,Syllables,Language Skills,Phonemic Awareness

Phonological awareness (PA) is a word that has recently gained currency in the field of early literacy instruction. There is a large corpus of research on how to teach PA to young language learners. In spite of these relevant data, there is a dearth of literacy information on PA in Arabic, especially targeting Saudi students. The focus of this discussion is to describe how to introduce phonological awareness activities into the curriculum to benefit kindergarten-aged Arabic speakers in Saudi Arabia. In addition, this research review describes PA abilities and the significance of rhymes, rhythms, and syllables. Finally, this paper will also provide examples illustrating how Saudi teachers may use the holistic language theory (i.e., whole language approach) to implement PA through the use of games, songs, and storyboards comprised of rhymes, rhythms, and syllables. The implications suggest PA is essential for young Saudi learners' mastery of reading, speaking, and learning Arabic.
Parenting and Education Involvement of Korean Mothers during the COVID-19 Pandemic
Author: Park, Sungok Reina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mothers,Parent Participation,Spouses,Geographic Location,COVID-19,Pandemics,Family Environment,Change,Child Care,Children,Parent Child Relationship,Home Schooling,One Parent Family,Parents as Teachers

The COVID-19 pandemic quickly forced us to adapt to a new normal. As schools switched to distance learning, parents experienced increased childcare responsibilities and were thrust into new roles as teachers at home. This unexpected shift to new roles brought extraordinary disruption that becomes more challenging for families living apart, especially Korean families who represent more traditional beliefs. One of these values is to highly regard education. In this study, researchers explore the unique experiences of Korean mothers who were geographically distant from their spouses during the COVID-19 lockdown. Through interviews with the participant mothers with school-age children, researchers explore how the COVID-19 lockdown created changes in childcare and education involvement of Korean mothers.
Possible Selves of Pre-Service Elementary School Teachers in the Time of COVID-19 Pandemic: A Sequential Explanatory Mixed-Method Study
Author: Kavrayici, Ceyhun
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Foreign Countries,Elementary Education,Self Concept,Individual Development,Expectation,Fear,COVID-19,Pandemics,Practicums,Student Teaching,Electronic Learning,Distance Education

&quot;Possible selves&quot; theory describes how a person thinks about his or her own future potential. Based on past and present self-images, understanding one's &quot;possible self&quot; can be an incentive for one's future behavior. Social structures, cultures, identities and genders may affect the development of &quot;possible selves.&quot; One can envision a &quot;possible self&quot; that he or she would like to become or is afraid of becoming. During the COVID-19 pandemic, teachers and students quickly adapted themselves to a distance teaching and learning process. This transition to an on-line venue may influence pre-service teachers' attitudes towards teacher education and possibly modify their expectations regarding the profession. Within this context, the aim of this study was to examine the &quot;possible selves&quot; of pre-service teachers in order to consider implications for their future orientations. Sequential explanatory mixed-method design with a stratified purposeful sampling technique was used in the study. One hundred eighty-six junior and senior pre-service elementary school teachers constituted the quantitative strand sample of the study and thirteen of the participants were purposefully selected for the qualitative strand. Findings reveal pre-service teachers indicate a high level of &quot;expected possible selves&quot; while demonstrating a low level of &quot;feared possible selves&quot; in the &quot;uncaring teacher&quot; and &quot;uninspired instruction&quot; dimensions. However, pre-service participants expressed fears about the &quot;loss of control&quot; dimension of &quot;feared possible selves.&quot; One of the main reasons for this fear was their on-line teaching practicum course, which provided limited experience of classroom and learning management in the time of the COVID-19 pandemic.
STEAM Education and the Whole Child: Examining Policy and Barriers
Author: Pearson, Rachael
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Holistic Approach,Educational Policy,Barriers,Interdisciplinary Approach,Educational History,Educational Practices,Teacher Education,Educational Finance,Curriculum Development,Creativity

Whole Child education nurtures five tenets of the child to ensure they are healthy, safe, engaged, supported, and challenged during their time at school. STEAM programs coincide with the Whole Child approach as it allows them to expand their critical thinking and problem-solving skills, build their social-emotional needs, and be prepared for the 21st century workforce. STEAM programs are designed to emphasize inquiry and an interdisciplinary approach that reflects the tenets of the Whole Child paradigm. Much of the research that has been done in STEAM and Whole Child education pushes for further implementation of high-quality programs in schools so students can learn in a way that best fits their needs. However, there are many barriers and funding issues that preclude schools from the full implementation of high-quality, Whole Child STEAM programs that foster equity and accessibility especially for marginalized populations. These barriers and suggestions for overcoming them are discussed through a policy lens so curriculum can be flexible and more interdisciplinary and so that students have multiple opportunities to be nurtured in their creativity.
A Course Hybrid Recommender System for Limited User Information Scenarios
Author: Sanguino, Juan Camilo
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Systems,Educational Resources,Independent Study,Online Courses,Blended Learning,Learning Management Systems,Learning Analytics,Data Analysis,Comparative Analysis,Multilingualism,Computational Linguistics,Users (Information),Open Educational Resources,English,Spanish,Portuguese,Second Languages,Course Content

Recommender systems in educational contexts have proven to be effective in identifying learning resources that fit the interests and needs of learners. Their usage has been of special interest in online self-learning scenarios to increase student retention and improve the learning experience. In this article, we present the design of a hybrid course recommendation system for an online learning platform. The proposed hybrid system articulates the recommendation carried out by collaborative and content-based filter strategies. For the collaborative filtering recommender, we address the challenge of recommending meaningful content with limited information from users by using rating estimation strategies from a log system (Google Analytics). Our approach posits strategies to mine logs and generates effective ratings through the counting and temporal analysis of sessions. We evaluate different rating penalty strategies and compare the use of per-user metrics for rating estimation. For the content-based recommender, we compare different text embeddings that range from well-known topic models (LSA and LDA) to more recent multilingual contextual embeddings pre-trained on large-scale unlabelled corpora. The results show that the best model in terms of P@5 was the Collaborative filtering recommendation model with a value of 0.4, i.e., two out of five courses recommended could be of the user's interest. This result is satisfactory considering that our models were trained from ratings inferred from implicit user data. The content-based strategies did not yield significant results, however, these strategies help to mitigate the cold start problem and validate the use of a combined hybrid strategy.
Automated Feedback Generation for Student Project Reports: A Data-Driven Approach
Author: Jia, Qinjin
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Projects,Learning Analytics,Intelligent Tutoring Systems,Feedback (Response),Scores,Student Evaluation,Ethics,Graduate Students,Open Source Technology,Computational Linguistics,Readability,Evaluators,Comparative Analysis

Instant feedback plays a vital role in promoting academic achievement and student success. In practice, however, delivering timely feedback to students can be challenging for instructors for a variety of reasons (e.g., limited teaching resources). In many cases, feedback arrives too late for learners to act on the advice and reinforce their understanding. To this end, researchers have designed various automated feedback systems in different domains, including novice programming, short-essay writing, and open-ended questions. To the best of our knowledge, no previous study has investigated automated feedback generation for a more complex form of student work - student project reports. In this work, we present a novel data-driven system, dubbed &quot;Insta-Reviewer,&quot; for automatically generating instant feedback on student project reports. In addition to automatic metrics such as ROUGE scores and BERTScore, we propose a five-dimension framework for manually evaluating system-generated feedback. Experimental results show that feedback generated by Insta-Reviewer on real students' project reports can achieve near-human quality. Our work demonstrates the feasibility of automatic feedback generation for students' project reports while highlighting several prominent challenges for future research
An Examination of Flexible Seating in the Higher Education Classroom from a Physical and Kinesthetic Perspective
Author: Pennington, Colin
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,College Faculty,Classroom Environment,Furniture,Motion,Pain,Anxiety,Learner Engagement,Classroom Design,Kinesthetic Perception,Preferences,Student Attitudes,Teacher Attitudes,Physical Mobility

The concept of 'flexible seating' has emerged as a possibility to meeting the goals of an active learning classroom. Recent scholarship has suggested that numerous student learning predictors are enhanced when interacting with flexible seating. This study aims to fill a gap in the literature by investigating the effects of flexible seating from a physical perspective in the higher education setting. Seventy-five participants engaged in mixed-method data collection and analysis strategies that included observations and field notes, a validated online survey, and open-ended question prompts. A thematic review and descriptive analysis revealed almost 80% of the respondents indicated that the flexible seating had a positive effect on their experience in the course related to the following themes: (a) Movement Opportunity; (b) Back Pain &amp; Comfort; (c) Anxiety &amp; Restlessness; and (d) Focus &amp; Engagement. This research provides evidence that physically comfortable classrooms promote a sense of well-being, keep minds focused, and limit distractions, and that physically comfortable classrooms with increased movement opportunities for students make possible mental and emotional health benefits, as well. Results indicate the need for campuses to (re)consider the purposes and roles of seating styles within the 21st century classrooms, with seating selection based on principles of universal design.
Optimizing Financial Aid Allocation to Improve Access and Affordability to Higher Education
Author: Phan, Vinhthuy
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Financial Aid,Access to Education,Merit Scholarships,Artificial Intelligence,College Admission,Resource Allocation,Universities,College Applicants,Financial Needs,Educational Finance,Paying for College,Budgets,Enrollment Trends,Income,Student Characteristics,Profiles,Data Analysis,Enrollment Management,Student Diversity

The allocation of merit-based awards and need-based aid is important to both universities and students who wish to attend the universities. Current approaches tend to consider only institution-centric objectives (e.g. enrollment, revenue) and neglect student-centric objectives in their formulations of the problem. There is lack of consideration to the need to improve access and affordability to higher education. Previously, we contributed a metaheuristic and machine learning approach for optimizing strategies that allocate merit-based awards and need-based aid. The approach can be used to optimize both institutioncentric (e.g. enrollment and revenue) and student-centric objectives (affordability and accessibility to higher education). We now employed an improved version of this approach to explore comprehensively a recent admission dataset from our university. We showed that current applicants depended very much on financial sources other than federal and institution aid to attend the university. This potentially created a financial burden for many of these applicants. We identified seven budget-friendly strategies that promise to increase access to higher education significantly by more than 100%, while still keeping it affordable for students and limiting a budget increase to less than 7%. Additionally, we identified a total of 111 strategies, including those that benefit from more aggressive changes in the budget to obtain higher increases in enrollment, revenue, and/or higher affordability and accessibility for students. This method may be used by other institutions in ways that best fit their institutional objectives and students' profiles.
Assessing the Use of Spaces Renovated to Support Group Work in an Academic Library
Author: Rollings, Kimberly A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Libraries,Group Activities,Physical Environment,Facility Improvement,Library Facilities,Improvement,Student Attitudes

This study examined whether three renovated academic library spaces encouraged group work as intended. Hourly observations and a questionnaire documented group work use, space preferences, and suggested improvements. Compared to the three renovated spaces, significantly more group work occurred in an unrenovated space that was more open, spacious, and visible. Questionnaire results indicated that noise levels, available space and furniture, lighting quality, location, and operating hours also influenced group work space preferences. Suggested improvements included designated quiet and talkative areas, reservable space, and additional tables. Findings offer insights to inform future library group work space research, design, and evaluation.
Social Media Representations of Makerspaces
Author: March, Laura
Date: 2022-00-00
Type: Journal Articles
Subjects: Libraries,Shared Resources and Services,Social Media,Content Analysis,Computer Mediated Communication,Experiential Learning

Libraries across the world have increasingly established makerspaces and incorporated making-related activities into their programming. Yet little is known about how this proliferation translates digitally. In response, this study uncovers how libraries construct virtual representations of makers and makerspaces through their social media content and the evolution of content across time. This research analyzed 36,756 social media posts created between 2012-2021 and identifies statistically significant changes in quantitative metrics, uncovers the themes present in posts, and describes the identities and topics featured. Revealing these digital representations of makers and making is important because this content can replicate oppressive structures by influencing who uses these spaces and what is created.
Development and Evaluation of an Online Homework System for High School Physics Classes
Author: Ceviker, Elife
Date: 2022-00-00
Type: Journal Articles
Subjects: Homework,Educational Technology,High School Students,Physics,Science Instruction,Problem Solving,Program Effectiveness,Scaffolding (Teaching Technique),Science Teachers,High School Teachers,High School Seniors,Teacher Attitudes,Student Attitudes,Usability,Computer Literacy,Computer Uses in Education

This case study used a design-based research approach to examine the development and evaluation of an online homework system to support learning and problem-solving in a high school physics course. Emergent themes included challenges of building the system, strengths and weaknesses of it, and the benefits to students. While the system largely met desired outcomes and was well received by the students, concerns were raised about the quality and timeliness of some feedback/scaffolding provided by the system. Development of other such systems may help to support students and teachers during the current and post-COVID educational transition.
Space-Time as a Symbolic, Cultural and Curricular Element of Educational Practice: Constitution of Place as an Educative and Identity Process in Spain and Latin America
Author: Gómez-Gonzalvo, Fernando
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Concept,Cross Cultural Studies,Curriculum Development,Time Factors (Learning),Classroom Techniques,Instructional Effectiveness,Learning Processes,Peer Relationship,Learning Activities,Cultural Influences,Educational Practices,Classroom Design,Classroom Communication,Small Group Instruction,Space Utilization,Educational Change,Foreign Countries,Teacher Student Relationship

This paper presents a theoretical discussion about space-time as a curricular element which the student learns certain dynamics and positions to knowledge. The interactions to student's whit curriculars elements are necessary to build knowledge, like other curricular elements, the perspective of use of this element is important to type of learning that is built. Both the organization the space-time and the position and orientation of the bodies in classroom can favours different types of social interactions and learnings in students. Traditionally, the disposition of classroom has followed a technical paradigm and has developed an organizational structures and space-times focused on effectiveness. This perspective propose activities and learnings hierarchical which teachers is the centre of knowledge and they expertise and experience are important to learn. In this sense, students have a secondary plan of action based to assimilation and repetition learning. However, other perspectives focus to the distribution of the classroom for build a space-time and bodies focused on construction of horizontal relationships between peer through activities that "use" the space-time to suggest common interaction and learnings. This work is focussed to analyses these organizations to classroom and explain the embodied symbology, the communicative relationships, and the possibilities of knowledge construction that we build through the use of the space-time in classroom.
Using Machine Learning to Detect SMART Model Cognitive Operations in Mathematical Problem-Solving Process
Author: Zhang, Jiayi
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Instruction,Learning Management Systems,Learning Analytics,Scaffolding (Teaching Technique),Metacognition,Attention Control,Protocol Analysis,Computer Mediated Communication,Models,Generalization,Reliability,Cognitive Processes,Learning Strategies,Questionnaires,Algorithms,Grade 6,Grade 7

Self-regulated learning (SRL) is a critical component of mathematics problem-solving. Students skilled in SRL are more likely to effectively set goals, search for information, and direct their attention and cognitive process so that they align their efforts with their objectives. An influential framework for SRL, the SMART model (Winne, 2017), proposes that five cognitive operations (i.e., searching, monitoring, assembling, rehearsing, and translating) play a key role in SRL. However, these categories encompass a wide range of behaviors, making measurement challenging -- often involving observing individual students and recording their think-aloud activities or asking students to complete labor-intensive tagging activities as they work. In the current study, to achieve better scalability, we operationalized indicators of SMART operations and developed automated detectors using machine learning. We analyzed students' textual responses and interaction data collected from a mathematical learning platform where students are asked to thoroughly explain their solutions and are scaffolded in communicating their problem-solving process. Due to the rarity in data for one of the seven SRL indicators operationalized, we built six models to reflect students' use of four SMART operations. These models are found to be reliable and generalizable, with AUC ROCs ranging from 0.76-0.89. When applied to the full test set, these detectors are relatively robust to algorithmic bias, performing well across different student populations and with no consistent bias against a specific group of students.