ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Perceptions of Self-Efficacy in Teaching Online during the COVID-19 Pandemic
Author: Meisner, John Rodari
Date: 2023-02-00
Type: Journal Articles
Subjects: Teacher Attitudes,Self Efficacy,Electronic Learning,Technology Uses in Education,COVID-19,Pandemics,Digital Literacy,Curriculum Design,Student Motivation,Access to Computers,Teacher Education

To examine the effects of the sudden shift to online instruction due to the COVID-19 pandemic in the early months of 2020, we sought to get a firsthand understanding of the experiences of teachers who were required to make the change to full online teaching. Teaching online requires technological knowledge, but it also requires a different pedagogy in order to keep students engaged and motivated to learn. Many educators indicated that this was a significant challenge. Our goal was to illuminate teachers' experiences in order to include their voices in changes to educator preparation programs. A total of 699 complete survey responses were received representing educators in several grade levels working in nine states in the United States. Qualitative analysis revealed that many responses were related to extant research on teachers' selfefficacy. Thus, this paper will shed light on the experiences of educators during the first semester of 2020 including the months of January through April, and teachers' perceived efficacy. We find that teachers felt more efficacious regarding aspects of online teaching over which they felt an internal locus of control, such as delivery of curriculum and their own skill in the use of technology. For items over which they had less control, such as parental support and involvement, student motivation, and student access to adequate technology, teachers indicated much less efficacy. The majority of responses paint a complicated and somewhat dismal picture of the loss of personal connection with their students. Based on these data, recommendations for both education preparation programs, and policy are discussed such as districts and schools must provide sufficient professional learning opportunities and create a culture of collaboration amongst teachers that can assist them in building internal school capacity for good online instruction for their students. The COVID-19 pandemic should be used as an opportunity to evaluate gaps in digital equity and make positive strides to ensure all students, regardless of race, disability, economic background, or geographic location, have full access to quality online education. [Note: The page range (49-66) shown on the PDF is incorrect. The correct page range is 49-65.]
#WhiteAndWoke: Racial Consciousness in White Undergraduate Students
Author: Abioye, Alechia
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,White Students,Racial Attitudes,Racism,Student Diversity,Inclusion,Student Attitudes,Racial Identification,Cultural Awareness

This phenomenological qualitative study used White racial consciousness theory to conceptualize racial attitude orientation and a novel asynchronous semi-structured interview protocol to explore how White undergraduate students contextualize their experiences with diversity on campus and institutional inclusion efforts. Findings indicate that White students feel marginalized by current White privilege pedagogy approaches to diversity and inclusion and struggle to differentiate their own racial locations within Whiteness. They expressed superficial concepts about White privilege which they conflated with their own racial identity. Implications for practice and future research are provided for higher education diversity and inclusion practitioners to better engage White undergraduate students in campus diversity efforts to achieve institutional goals of inclusivity.
Using Teacher Presence in Online Higher Education to Foster Global Citizenship among Adult Learners
Author: Tarbutton, Tanya M.
Date: 2023-05-00
Type: Journal Articles
Subjects: Electronic Learning,Higher Education,Technology Uses in Education,Global Approach,Citizenship,Adult Learning,Educational Environment,Curriculum Design,Teaching Methods

Higher education institutions must recognize the responsibility to support online adult learners as members of a larger global community and technological advancements have made this a reality. COVID-19 restrictions to in-person learning highlighted the need for online learning platforms that promote the benefits of teacher presence, consider the tenets of the Community of Inquiry model, and commit to the principles of andragogy. A need to explore the possibilities for fostering global citizenship among adult learners in online higher education environments has been identified as a problem space and a methodological approach will be used to connect findings from the literature with best practices for practitioners. Global citizenship is not a new concept; however, current and worldwide events have created a renewed dedication to the construct. Discussions based on the literature and established theoretical frameworks will precede practical implications for directors, course designers, and instructors. Online education will be described as ripe with opportunities for higher education institutions to foster global citizenship among adult learners. [Note: The page range (233-248) shown on the PDF is incorrect. The correct page range is 233-247.]
Examining Pre-Service Elementary Teacher Self-Efficacy for Engineering Education
Author: Smetana, Lara
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Self Efficacy,Engineering Education,Science Education,Teaching Methods,Field Experience Programs

Engineering education is receiving increased attention, although teacher preparation for engineering in the elementary grades is not well understood. This study investigated the influences of an elementary science teaching methods course, focused specifically on elementary engineering, on teacher candidates' self-efficacy for teaching engineering in elementary classrooms. The study builds on prior research with the Teaching Engineering Self-Efficacy Scale (Yoon et al., 2014) and offers insight about the tool's use with teacher candidates. These findings are accompanied by qualitative analysis of participants' responses to course assignments and semi-structured interviews to further explore connections between efficacy and understanding. Strong gains are reported in participant self-efficacy, even as some misunderstandings remain about engineering and the relationship of engineering, science, and technology. Overall, the study reveals the power of a focused methods course that includes field experiences in an elementary school with an expert teacher. Implications for teacher educators and researchers are discussed.
Nature of Science Understandings and Instructional Perceptions: Moroccan Preservice Primary Science Teacher Educators&apos; Responding Variables to a Professional Development Series
Author: Librea-Carden, Mila Rosa
Date: 2023-00-00
Type: Journal Articles
Subjects: Scientific Principles,Science Instruction,Foreign Countries,Preservice Teachers,Elementary School Teachers,Science Teachers,Teacher Educators,Professional Development

The study explored science and science education professors' nature of science (NOS) understandings and perceptions on NOS instruction before (T1), during (T2), and after (T3) a professional development (PD) series. Using repeated measures design, findings showed an increasing trend across NOS aspects. Summary scores were used to classify participants' NOS views as &quot;alternative,&quot; &quot;transitional,&quot; or &quot;informed.&quot; From T1 to T3, participants (n=19) shifted from &quot;alternative&quot; (16%) and &quot;transitional&quot; (84%), to &quot;transitional&quot; (100%) at T2, and ended as &quot;transitional&quot; (53%)/&quot;informed&quot; (47%). There were particularly significant changes in participants' understanding of observations and inferences and the sociocultural influence on the enterprise of science. The findings did not reveal significant changes in participants' perceptions on NOS instruction. On reflective responses, however, a majority expressed a desire to learn about more NOS activities that can be used in their instruction. The study provides evidence that relatively short PDs, when implemented with explicit NOS activities, have potential to positively impact NOS understanding. While less impactful on participants' NOS instructional perceptions, it is encouraging that the majority of the participants indicated a desire to learn strategies to teach NOS. More research can help improve the efficacy of PD methods and help identify key constructs that are most relevant for perceptions of NOS instruction.
Online Psycho-Educational Intervention in Mathematical Learning Difficulties
Author: Wauke, Ana Paula Toome
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Children,Intervention,Mathematics Instruction,Learning Problems,Electronic Learning,Skill Development,Interpersonal Competence,Interaction,COVID-19,Pandemics

The present study shows the results of six case studies referring to an intervention applied to mathematical learning difficulties. Participants were 8 to 12 years old. The intervention considered mathematics as a language and it is theoretically based on Bronfenbrenner's bioecological model, Vygotsky's sociocultural theory and Peircean semiotics. The objective was to work on the development of academic skills associating mathematics with interactional social skills. The analysis was based on qualitative data collected during the intervention process and quantitative data from scales and instruments with pre- and post-intervention measures. However, due to the COVID-19 pandemic context, some methodological issues were affected, mainly because the evaluations took place before and in the midst of the pandemic. Social impacts of the pandemic have unevenly affected participants, especially adolescents and children. The pandemic had a worse effect on adolescents than on children, especially regarding procedures that involve memory, and those with attentional problems also had worse results.
Revisiting Unified Theory of Technology and Use of Technology Using Meta-Analytic Structural Equation Modelling
Author: Or, Caleb
Date: 2023-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Information Systems,Meta Analysis,Structural Equation Models,Predictor Variables,Intention,Expectation,Social Influences,Educational Trends

The Unified Theory of Technology and Use of Technology (UTAUT) has been widely used in information system studies since its introduction in 2003. The current study synthesizes 40 empirical studies based on UTAUT in educational contexts using the one-stage meta-analytic structural equation modelling method. While the study confirmed the initial findings by Ventakesh et al. (2003), the model in this study underperformed in the explained variance of behavioral intention. However, the explained variance of usage behavior performed better than the original UTAUT. After introducing new direct relationships between the UTAUT constructs, it was found that the construct, facilitating conditions, was a new predictor of behavioral intention. At the same time, effort expectancy and social influence were new predictors of usage behavior. There have been studies on the UTAUT model with many diverse findings since its inception in 2003. The method introduced in this study, a One-Stage combined Meta-Analysis and Structural Equation Modelling (OSMASEM), offers an approach for researchers to use past empirical data to examine the UTAUT framework without relying on replicating similar studies. As more empirical data from UTAUT research are added to train the data model using OSMASEM, researchers can now study how educational technology trends change over time.
Teachers&apos; Experiences Regarding the Use of Social Media for Educational Purposes
Author: Aydogmus, Mücahit
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Teaching Methods,Educational Technology,Elementary Secondary Education,Teacher Attitudes,Program Effectiveness,Teaching Experience

The purpose of this study is to reveal the meanings teachers attach to social media and their experiences regarding the use of it for educational purposes. A qualitative research design and phenomenological approach were adopted in the study. The participants were formed using criterion and snowball sampling methods and consisted of six teachers working in different branches in primary and secondary schools. The data obtained was analysed using the content analysis method. The results revealed that teachers used social media for personal and professional development. Teachers considered the educational content on social media sufficient, beneficial, and useful. Furthermore, social media is an alternative and supportive mechanism that can overcome shortcomings in resources. The use of social media for education by teachers had a positive impact on students. This research provides teachers who want to address and engage with the students of the twenty-first century and other stakeholders in education with striking examples of how social media can be used effectively for educational purposes in practice. The study also categorized teachers' experiences. [This study was presented as an oral presentation at the International 100th Year Education Symposium held in Samsun on October 26-28, 2019.]
An Interactive Decision Support System for College Degree Planning
Author: Samaranayake, Sobitha
Date: 2023-02-00
Type: Journal Articles
Subjects: College Students,Degree Requirements,Academic Degrees,Decision Support Systems,Decision Making,Planning,Interaction,Majors (Students),Course Selection (Students),Data Use,Models

Many students in the Unites States enter college without having decided on a focus for their studies, and thus are faced with choosing from a large number of potential majors and associated very complex sets of degree requirements which can include many courses in other areas of study. Academic advisors use academic planning tools to help students make decisions about class schedules, selecting an academic major or minor, planning for graduation, and many other academic related activities. There is a dearth of decision support systems for degree planning, mainly due to the complexity of degree requirements, and thus many existing academic planning tools utilize static documents or PDF files for displaying information pertaining to degree requirements and course prerequisites. This work considers the complexity of degree requirements and presents the design and implementation of an efficient interactive decision support system that helps students explore degree completion paths. [The page range cited (pp. 101-116) on the .pdf is incorrect. The correct page range is pp. 101-115.]
Sudden Transition to Online Instruction for ESL Instructors: A Phenomenological Study
Author: Brickhouse, Asli
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,English (Second Language),Second Language Instruction,Language Teachers,Community Colleges,College Faculty,Teaching Conditions,Barriers,Emotional Response,Faculty Workload,Teacher Burnout,Communities of Practice,Social Isolation,Faculty Development,Technological Literacy

In March of 2020, educational institutions worldwide experienced mass school closures mandated to prevent the spread of COVID-19 as part of public health efforts. Millions of educators and students around the world began to teach and study through distance education. In order to deliver high-quality instruction, educators were required to adapt to remote teaching tools and methodologies in a short amount of time. The majority of college instructors who teach remotely at community colleges had not received training prior to the online teaching transition. The purpose of this phenomenological study was to explore the lived experiences of 15 English as a second language (ESL) instructors who taught at a community college in the northeast section of the United States during and immediately after the COVID-19 pandemic. During the data analysis, critical themes such as strong emotional reactions, technological difficulties, increased workload and exhaustion, teacher-formed learning communities, and learning by trial and error emerged. The contribution of this phenomenological study may benefit higher education administrators and instructors by helping them make informed decisions in case of a sudden transition. The data derived from this study might serve as a guide to schools in similar settings. This information could be shared in workshops and seminars to equip faculty as well as prepare future faculty and staff members. As a result of the study, educational institutions can evaluate their practices to increase the faculty's readiness to teach remotely under emergency conditions.
Estimation in the Primary Mathematics Curricula of Cyprus, Greece and Turkey: A Privileged or Prevented Competence?
Author: Xenofontos, Constantinos
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,Computation,Mathematics Skills,Mathematics Instruction,Elementary School Mathematics,Measurement,Mathematical Concepts,Numbers,Mathematics Curriculum,Cultural Differences

Estimation is an essential competence with a developmental role in the learning of various mathematical topics. Yet, as previous studies highlight, this competence is either excluded or ambivalently included in intended curricula around the world. The current study investigates the estimation-related opportunities in the primary curricula of three Eastern Mediterranean countries (Cyprus, Greece, and Turkey). Our analyses are framed by four forms of estimation (computational, measurement, quantity, number line). As with previous studies in other contexts, computational estimation and measurement estimation are extensively addressed in the curricula of Cyprus and Turkey, yet without any meaningful justification for their inclusion. All three curricula fail to recognise the importance of number line estimation and quantity estimation, the two forms with the most significant developmental implications for the later learning of other mathematical concepts and areas of mathematics. Among the three curricula under scrutiny, the Greek is the one with the fewest and most superficial references to estimation. In closing, we discuss the implications of this study and suggestions for future research.
Gesture Analysis of Children with Special Needs in Solving Mathematics Problems
Author: Mustafa, Sriyanti
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Students with Disabilities,Autism Spectrum Disorders,Nonverbal Communication,Problem Solving,Elementary School Students,Grade 5,Grade 6

Mathematics learning is essential for children with special needs (CSN). The process of learning mathematics at the CSN can be started from concrete to abstract. During the math learning process, many gestures are produced by CSN. Gestures can direct the individual to take and understand the implied meaning of any movement or facial expression. The problem formulated in this study is how the CSN gesture in learning mathematics and aims to describe the gesture produced by CSN during the mathematics study. The subject in this study was the CSN with an autistic category. Research is conducted by observing the mathematical learning process. This research uses a qualitative approach. Data is collected with an observation technique using an audio-visual camera and is subsequently analyzed qualitatively. The results showed that the fundamental characteristics of CSN in math learning could be seen from the gesture. Each gesture contains verbal meaning and can represent how they think they are in understanding mathematical problems. Another characteristic is indicated by repeated actions (gesture pointing repeatedly). This condition indicates the special attention and confidence of CSN toward the object being observed. [Note: The year (2022) shown on the PDF is incorrect. The correct citation for this article is v9 n1 2023.]
Graded Response Models on the Curiosity Measurement of Elementary School Students
Author: Herwin, Herwin
Date: 2023-00-00
Type: Journal Articles
Subjects: Personality Traits,Elementary School Students,Personality Measures,Evaluation Methods,Models,Foreign Countries,Student Behavior

Curiosity is one of the most important characters for elementary school students. However, the facts in the field show that the measurement model used by the teacher to identify the student's curiosity is not yet available in a standardized manner. This study aims to develop a model for measuring the curiosity of elementary school students using the graded response model (GRM) approach. This research uses quantitative method with descriptive type. The research sample used was 236 elementary school students who were randomly selected. Data were collected using a questionnaire of 16 statement items using a Likert scale approach. The data were analyzed using the response item theory approach with the GRM. The results showed that the model for measuring student curiosity in elementary schools had good location parameters, a good discriminant index, a fairly good information function with a small estimation error. The curiosity measurement model in this study can be used as an alternative for teachers to identify students' curiosity in elementary schools.
Examining Early Career Teachers&apos; Formative Practices to Inform and Support Continuous Improvement in Educator Preparation Programs
Author: Wenzel, Alicia
Date: 2023-02-00
Type: Journal Articles
Subjects: Beginning Teachers,Teacher Certification,Elementary School Teachers,Middle School Teachers,Special Education Teachers,Teacher Education Programs,Outcomes of Education,Student Evaluation,Progress Monitoring,Instructional Effectiveness,Student Improvement,Informal Assessment,Program Effectiveness,Program Improvement,Experiential Learning,Theory Practice Relationship

This year-long, multiple case study followed a small group (N=6) of graduates from an initial licensure Education Preparation Program (EPP) into their classrooms to observe their first year as licensed teachers in United States public schools. The study's purpose was twofold: 1) to explore the extent to which this group used formative assessments in their classrooms to positively impact student learning, and 2) to examine strengths and areas for improvement within our EPP based on our observations of the teacher participants' practice and impact on their students. Multiple data sources were collected and analyzed. Based on participant interviews, survey data, and observations, findings indicate that our EPP coursework and clinical experiences contribute to beginning teachers' effective use of formative assessments to impact student learning. However, findings support recommendations for EPP continuous improvement. This study highlights the importance of completing self-studies to determine strengths of an EPP and areas for improvement so EPPs, teachers, and K-12 students have greater success. To increase the effectiveness of teacher training, EPPs must continuously evaluate the efficacy of their educator preparation programs including evaluating their graduates' ability to transition from pre to in-service teachers and implement effective pedagogical practices that promote student success.