ethanporcaro/eric-fulltext-meta huggingface dataset:
Research Trends in Mathematics Education: A Quantitative Content Analysis of Major Journals 2017-2021
Author: Yig, Katibe Gizem
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Research,Trend Analysis,Mathematics Education,Content Analysis,Bibliometrics,Social Networks,Network Analysis,Mathematics Instruction

This research aims to uncover current trends and key issues by examining the research in mathematics education during the period 2017-2021. For this purpose, five major peer reviewed academic journals indexed by the Social Sciences Citation Index (SSCI) in Web of Science (WoS) have been examined in detail: &quot;Educational Studies in Mathematics&quot;, &quot;Journal for Research in Mathematics Education&quot;, &quot;International Journal of Science and Mathematics Education&quot;, &quot;Journal of Mathematics Teacher Education&quot; and &quot;Mathematical Thinking and Learning&quot;. A total of 881 articles were examined within the scope of the research. Bibliometric analysis and social network analysis (SNA) were used in the analysis procedure. Occurrence/co-occurrence combinations of author keywords and concepts in abstract sections have been created in order to perform the relevant analyses. These undirected network combinations were then analysed through NodeXL and VOSviewer software. The results were visualized and interpreted according to link strength, relevance scores, betweenness and degree centrality metrics. According to the common findings from both analysis approaches, in the 2017-2021 period, the most focused and prominent research issues in the field of mathematics education have revealed different main sets: studies related to mathematics teachers and teacher education (and especially teacher noticing topic), equity-culture-gender studies, and studies on mathematical problem posing, problem solving, modelling, STEM and STEAM education. The findings of this study may be useful in identifying current potential research areas in the field of mathematics education.
Cumulative Risk of Psychological Distress in College Students Effected by Hurricane Harvey
Author: Hudson, Philip J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Risk,Psychological Patterns,College Students,Natural Disasters,Student Experience,Trauma,Predictor Variables,Depression (Psychology)

This study examines the relationship between prior trauma and post disaster psychological distress in a sample of college students exposed to Hurricane Harvey in Houston, Texas in 2017. College students (n = 324) receive treatment for psychological problems at very low rates, so screening for the most vulnerable students after a disaster is important. While the relationship between prior trauma and post-disaster psychological distress is well established, the evidence for prior disaster exposure as a risk factor outside of other trauma is mixed. Prior trauma was divided into two cumulative risk style indicators: prior traumatic experiences (excluding disasters) and prior disaster exposure. In multiple linear regression models, prior traumatic experiences were significant predictors of post-disaster symptoms of both post-traumatic stress disorder and depression following the hurricane. Prior disaster exposures were not significant in either case. Implications for future screening and analysis of risk factors are discussed.
A Translation Semiotics Analysis on the &quot;Thumb Fight&quot;
Author: Wan, Yao
Date: 2022-00-00
Type: Journal Articles
Subjects: Chinese,Semiotics,Translation,Language Processing,Drinking,Games,Competition,Signs,Case Studies,Oral Language,Nonverbal Communication,Phrase Structure,Foreign Countries

The world is familiar with Chinese wine but neglects its attractive partner, Thumb Fight ([foreign characters omitted]). The Thumb Fight is a precious traditional Chinese drinking game. However, its rare research still focuses on its history, not the translation process during its dynamic playing logic. The semiotic is access to logic from Peircean. The translation process during Thumb Fight can be developed under the guidance of translation semiotics. This article analyzes the Thumb Fight playing process's signs translating process based on the translation semiotics with Peirce's triadic sign relations. All sign interaction is translating from translation semiotics in the broadest sense. The significant signs involved in translating are thought signs, finger signs, and oral signs. The article starts from a single player's side to divide its translation sign system into three stages: opening ceremony, fighting progress, and winning result. Furthermore, to better understand its dynamic competition process, the article constructs a translation conceptual framework to analyze its signs translation, with the signs-objects-interpretant triadic relations. In the following standard case study, the theoretical analysis framework of translation semiotics can effectively show the process and behavior of signs translation.
Exploration of African-American Counselor-in-Training Group Core Skills: Importance and Confidence Level
Author: Scott, Levette S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Counselor Training,Skill Development,African American Students,Group Counseling,Self Efficacy,College Students

This study explored through applied statistics the importance and confidence levels of African American counselors-intraining core group counseling skills while at the same determining the difference among their colleagues of different ethnic backgrounds. The purpose of this study was to assess core group counseling skills while at the same determining the difference among their colleagues of differing ethnic backgrounds. Participants were sixty-eight counselors-in-training enrolled in a Group Counseling Course in the spring of 2015 and fall of 2016. Of the sixty-eight participants 38 (55.88%) African Americans and 27 (39.71%) White/Caucasian had an opportunity to complete the Core Group Work Skills Inventory - Importance and Confidence (CGWSI-IC) as an extra credit assignment pre- and post their group counseling facilitation experience. Results suggest African American participants had confidence in determining their effectiveness as group members or leaders. A significant difference and a very large effect between pre-test and post-test of African American counselor-in-training importance level of the individual behavioral items in the CGWSI-IC items were seen. Implications for specific training for African Americans in group counseling for core group counseling skills should be examined.
Letters from Brazil: Psychological Analysis of Migrant Children&apos;s Drawings and Phone Interviews with Their Parents
Author: Matelova, Bojana
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychological Patterns,Educational Practices,Psychological Studies,Freehand Drawing,Educational Improvement,Rural Areas,Parent Attitudes,Child Development,Academic Achievement,Immigrants,Multicultural Education,Educational Theories,Cultural Differences,Childrens Attitudes,COVID-19,Pandemics,Family Environment,Portuguese,Second Language Learning,Home Schooling,Depression (Psychology),Socioeconomic Status

According to various psychological studies, children's drawings can tell us more than we can ever imagine. They can tell us stories about their author's level of education, problems and knowledge gaps. According to the theory on the comparative multi-level picture analysis, drawings reveal the inner world of a child and can be used to improve educational practices to make them more personal. This research study analyses 157 drawings that Bulgarian migrant children that live and study in rural areas of Brazil sent to a researcher. Besides the comparative multi-level picture analysis approach the researcher applied various methods of picture analysis to investigate how the Bulgarian children experience the educational practices in Brazil. Additionally, the parents were interviewed via phone. They provided valuable information on their children' development and level of success in schools. The study is a very important contribution to the theory of analysis of drawings as well as to the intercultural education theory. Additionally, it has a high comparative value as it was carried in a cross-cultural environment and can be used as a reference for future research studies in this field.
Teaching Students with Emotional/Behavioral Disorders: Teachers&apos; Burnout Profiles and Classroom Management
Author: Gilmour, Allison F.
Date: 2022-03-00
Type: Journal Articles
Subjects: Students with Disabilities,Emotional Disturbances,Behavior Disorders,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Teacher Burnout,Teacher Characteristics,Special Education Teachers,General Education,Elementary School Teachers,Classroom Techniques,Stress Variables,Burnout,Measures (Individuals)

Teachers may have affective responses to teaching students with emotional/behavioral disorders (EBD) that influence their effectiveness. We used latent profile analysis to examine the burnout profiles of 102 K-Grade 6 general education and special education teachers who had students with or at risk for EBD in their classrooms. We then examined if profile membership varied by teacher type (special education vs. general education) and if profile membership was related to teachers' directly observed classroom management skills. Our results suggest that teachers exhibit three burnout profiles: &quot;flourishing,&quot; &quot;buffered,&quot; and &quot;struggling&quot;; that profile membership did not vary by teacher type; and that burnout profiles were related to teachers' classroom management skills. These findings suggest teachers may need differential supports when working with students who have EBD and provide directions for future research regarding the association between teacher affect and classroom instruction.
Learning Mathematics with Creative Drama
Author: Sahin, Baki
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Education,Drama,Teaching Methods,Grade 5,Elementary School Students,Geometry,Foreign Countries,Class Activities,Role Playing

In this study, a mathematics activity that used creative drama method to teach the fifth grade standard &quot;Expresses a position with respect to another point using direction and unit&quot; under geometry and measurement was implemented. Twenty students attending the fifth grade of a public school participated in the study. The lesson plan involved four activities in warm-up, role-play, and evaluation stages. Activities include processes that will ensure active participation of students. The activity lasted two lesson hours. Two prospective mathematics teachers and a mathematics teacher were available in the class during the activity to observe student participation and reactions. Additionally, 10 students were interviewed to learn their views about the lesson. Comments of the observers and the responses of the students to the interview questions indicate that the lesson was successful.
Preparing Data Representation Activities for Young Learners
Author: Balgalmis, Esra
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Data,Visual Aids,Graphs,Relevance (Education),Developmental Stages,Questioning Techniques,Student Interests,Data Collection,College Seniors,Foreign Countries,Preschool Children,Learning Activities

This study aimed to investigate pre-service pre-school education teachers' data representation activities in terms of their relation to real life, the appropriateness of the data that the children can collect, the conformability of the graphs required for the data representation to the children's level, and the clarity of open-ended questions asked to children during the activity. Six senior pre-service teachers participated in this study. Findings revealed that pre-service teachers determined their subjects for graph activities related to real life based on children's interests. They have chosen the data that the children can collect and they used real objects or pictures in order to concretize data for children. Pre-service teachers mostly chose picture graphs as children are familiar with grouping and classifying activities and they are more capable of making and interpreting picture graphs. Pre-service teachers asked effective questions about the activities to help students understand the graphs.
New Normal: The Future Curriculum Development in Education
Author: Kiliç, Figen
Date: 2022-00-00
Type: Journal Articles
Subjects: Curriculum Development,Educational Trends,Needs Assessment,Futures (of Society),Delphi Technique,Curriculum Design,Curriculum Implementation,Curriculum Evaluation,Interdisciplinary Approach,Accountability,Distance Education,Foreign Countries

The purpose of this study was to conduct a needs analysis concerning the future of curriculum development in education. A mixed-methods study was conducted with a sequential exploratory research design, where the qualitative data were collected first followed by the quantitative data. As a needs analysis was undertaken in this research, the Delphi technique, one of the techniques for determining needs, was employed in this study. In the first stage of the three-stage Delphi technique, an open-ended question was directed to curriculum development experts. The qualitative data were analyzed using a content analysis method under four themes, Design, Development, Implementation, and Evaluation. In the second stage, a questionnaire was prepared based on the resultant findings and experts were asked whether they agreed with the questionnaire items. After analyzing the questionnaire data using central tendency measures, the second stage was initiated to determine whether there were differences in their views regarding the same questionnaire items. As a result of these procedures, first, the views of experts were obtained on the future of curriculum development and then the quantitative data were collected. Finally, the collected data were analyzed together. Under the design stage of curriculum development, the study findings suggested creating curriculum drafts based on the needs analyses, skills, and abilities and ensuring their suitability to digital platforms. Under the development stage, the results suggested preparing curriculum with interdisciplinary approaches that value student-centered practices, skills, values, and activities. The implementation stage included inclination towards practices such as creating digital content and guiding towards social accountability projects that eliminate the disadvantages of distance education. Lastly, the evaluation stage included effective use of digital platforms, taking safety precautions, and providing counselling services.
A Causal Relationship Model of English Language Learning Strategies and Achievement Motivation among Physical Education Students at Thailand National Sports University
Author: Srisopha, Kwanklao
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Learning Motivation,Achievement,Physical Education,College Students,Student Motivation,Learning Strategies

The objectives of this research were 1) to study the level of English language learning strategies, 2) to study the level of English language learning achievement motivation, and 3) to establish and validate a causal relationship model of English language learning strategies and achievement motivation with empirical data. The population of this study was 1,597 second-year physical education students from 17 campuses of Thailand National Sports University. The sample size was determined for 20 people per 1 observed variable (Hair, et al., 2010), in which there were 22 observed variables in this research. The sample size was calculated to be 440 people (20 x 22) and the sample proportion was determined according to the population of each campus. The questionnaire used in the research was a 5-rating scale questionnaire with a content validity ranged between 0.67-1.00 and the reliability value of the English learning strategy questionnaire, the reliability value of the English language learning achievement motivation questionnaire and the reliability value of the whole questionnaire were 0.936, 0.958 and 0.967, respectively. The results of this research indicated that 1) The English language learning strategies of physical education students at Thailand National Sports University were at a moderate level in both overall and individual strategies. 2) The level of English language learning achievement motivation of physical education students at Thailand National Sports University was at a high level and ( 3 the causal relationship model of English language learning strategies and achievement motivation among physical education students at Thailand National Sports University was consistent with empirical data.
An Online Program for Teacher Learning to Enhance Students&apos; Media Literacy Skills
Author: Namjaidee, Naphop
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Online Courses,Media Literacy,Skill Development,Program Effectiveness,Foreign Countries,Elementary School Teachers,Secondary School Teachers

&quot;An Online Program for Teacher Learning to Enhance Students' Media Literacy Skills&quot; was a product of employing Research and Development (R&amp;D) methodology. It consisted of the teachers' learning development project and the utilized the teachers' learning outcomes for the student development project. The first project yielded six teachers' learning handbooks, whereas the second project was composed of one action handbook that utilized the teachers' learning outcomes to foster student development. The handbooks were evaluated in a school that represented the opportunity expansion schools under the Commission on Basic Education. In the experimental research model, which was designed with a one group pre-test/post-test, there was an experimental group of 12 teachers and 59 students. The results revealed that the invented online program had been effective and consistent with the study's assumptions. The findings illustrated the following: 1) the post-experimental test for teachers had met the standard of 90/90, 2) the teachers' post-test mean scores had been statistically significantly higher than before the experiment, and 3) after the experiment, the students' mean score on media literacy skills assessment had been statistically significantly higher than before the experiment. In addition, the results verified that the created online program would be appropriate for the dissemination in the target opportunity expansion schools under the Office of the Basic Education Commission throughout the country.
An Online Program to Empower Teachers&apos; Knowledge to Develop Students&apos; Collaborative Skills
Author: Dhanapañño, Phramaha Ampol
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Faculty Development,Knowledge Level,Teacher Empowerment,Cooperation,Skill Development,Student Development,Foreign Countries,Student Projects,21st Century Skills

This research aimed at developing and implementing an online program to empower teacher's knowledge regarding students' collaborative skills development by using Research and Development (R&amp;D) methodology. It is based on the concept of &quot;Develop teacher's learning and implement the outcomes into student development.&quot; It consisted of two projects as follows: 1) Collaborative skills learning for the teacher development project, and 2) Implementing the teacher's collaborative skills learning outcomes with student project. The first project was created along with a set of six-manuals for teacher development including definitions, important aspects, qualifications, developmental approaches, developmental processes, and the assessment of collaborative skills manuals. The second project included an action manual for implementing the teacher's learning outcomes for student development. The online program was examined at the Pariyattidhamma School, which had been selected as research site. The findings revealed that after completing the first teacher development project, the teachers had achieved learning outcomes in accordance with the 90/90 standard. In addition, the learning outcomes after development had been statistically significantly higher than attending the project. Moreover, after the second project, the students' collaborative skills assessment results were found to be statistically significantly higher than before. Therefore, the online program produced in this study is an educational innovation that provides effectiveness and should be beneficial for learning at other Pariyattidhamma schools.
Mathematical Knowledge in a Generation of Pupils
Author: Bone, Jerneja
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Competency Tests,Grades (Scholastic),Cohort Analysis,Mathematics Achievement,Elementary School Students,High School Students,Middle School Students,Correlation

Educational outcomes are mostly studied in the short term (i.e. during the same phase of schooling). This paper focuses on the longitudinal monitoring of the mathematical knowledge of the same generation of pupils. At the school level, this can be performed by teachers, and at the state level by relevant institutions or experts in the field. Monitoring the progress in pupils' attainments is one way of determining and assuring the school's quality educational work. At the state level, pupils in Slovenia take National Assessments of Knowledge which can be used to monitor progress within the same generation of pupils. The introduction explains the difference between internal and external assessment and presents studies that focus on comparing the attainments in both types of assessment. This study focuses on the same generation of pupils, monitoring their attainments in mathematics in the 6th and the 9th year of schooling. The aim was to determine whether there was a gap between internal and external assessment. The research into external assessment was based on the attainments on the National Assessment of Knowledge in Mathematics, while the research into internal assessment was based on the pupils' final school grades in the same subject. It has been determined that more than half of the pupils would have the same final grade in the internal and external assessment; less than a fifth of the pupils would have received a lower grade in the external assessment, and just over a quarter would have received a higher grade in the external assessment, compared to the internal assessment.