ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting the Development of Pre-Service Primary Teachers PCK and CK through a STEM Program
Author: Correia, Marisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,STEM Education,Pedagogical Content Knowledge,Acoustics,Foreign Countries,Knowledge Level,Program Effectiveness,Student Attitudes

STEM (Science-Technology-Engineering-Mathematics) education has received great attention in recent years not only for promoting interest and learning in these areas but also for encouraging children and young people to pursue careers in them. This research explored the effects of a STEM program in developing the primary pre-service teachers' Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) about sound. A qualitative and interpretative study analyzed the impact of a STEM program on the CK and PCK of 18 pre-service primary teachers that were attending a master's degree program in a Portuguese higher education institution. The data was collected from their lesson plans, field notes, a focus group interview, and participants assignments throughout the STEM activities carried out. Findings revealed several scientific misconceptions and weaknesses in the participants' PCK. Nevertheless, there was a clear positive impact on pre-service teachers' CK and PCK, specifically regarding the principles underlying STEM integration that was proposed in the conceptual framework.
Exploring How a University Mathematics Teacher&apos;s Digital Relational Competence Can Be Manifested: A Micro-Analytical Study
Author: Segerby, Cecilia
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Mathematics Teachers,Technological Literacy,College Mathematics,Mathematics Education,Nonverbal Communication,Foreign Countries,Teaching Methods,Verbal Communication,Language Usage,Paralinguistics,Teacher Student Relationship

In recent years, daily practice at universities all over the world has involved online teaching due to the COVID-19 pandemic. Teaching online requires knowledge of new ways to engage with the students, but limited research concerning pedagogical aspects of online formats has been conducted to examine this further. Research shows that the teacher-student relationship is a critical factor in a student's development and learning in both traditional and online teaching. Limited research has examined teacher-student relationships in online teaching at universities further. In the present pilot study, a university mathematics teacher's digital relational competence is examined and visualized by using Halliday's Systematic Function Linguistics to explore what is said, the verbal language, and Burgoon and Hobbler's framework to visualize how it is said, i.e., the nonverbal language. Data were collected in autumn 2020 and involved a seminar with ten pre-service special educators in mathematics in Sweden; approximately 3 h of video-recorded material was collected. The result shows that the teacher's verbal language, such as the choice of questions, personal pronouns, and being personal, but also her nonverbal language, involving gestures, facial expressions, and paralanguage, are essential when building supportive teacher-student relationships in mathematics.
Teacher Leader Model Standards in Context: Analyzing a Program of Teacher Leadership Development to Contextual Behaviours of Teacher Leaders
Author: Doraiswamy, Nithya
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Science Teachers,Standards,Professional Development,Teacher Behavior,Partnerships in Education,Communities of Practice,Outcomes of Education

A National Science Foundation-funded Mathematics and Science Partnership program, Leadership for Educators: Academy for Driving Economic Revitalization in Science (LEADERS), aimed to develop science teacher leaders who would influence the quality of science teaching in their respective schools. To fulfill a need to evaluate leadership abilities of teachers within LEADERS, a Teacher Leadership Instrument was developed based on our previous work. This paper examines the performance of teachers as outlined in the Teacher Leader Model (TLM) Standards following their enrollment in three teacher leadership courses aligned with these Standards. The study employed a qualitative approach to analyze peer professional development sessions provided by teacher leaders, and to rate leadership behaviours and practices. Results indicate that 31 of the 37 functions were exhibited by the teacher leaders, with most observations occurring at a developing level. Behaviours related to effective presentation and facilitation were observed most frequently, but the teacher leaders also incorporated research-based practices, information about assessments, and links to the community in their sessions. Further, these behaviours linked back to the intended outcomes of the three leadership courses. The results demonstrate one manner in which teacher leaders perform the functions of the TLM Standards in the context of professional development sessions.
Systematic Review and Meta-Analysis of Family Needs Studies: Relationships with Parent, Family and Child Functioning
Author: Dunst, Carl J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Research Reports,Family Needs,Family Relationship,Outcome Measures,Effect Size,Correlation,Parent Child Relationship,Foreign Countries,Measurement Techniques,Stress Variables,Grandparents,Mothers,Fathers,Parent Attitudes,Parenting Styles,Coping,Autism Spectrum Disorders,Developmental Disabilities,Family Characteristics,Intervention,Models,Meta Analysis,Databases,Rating Scales

Findings from a research synthesis of the relationships between family needs and parent, family, and child functioning are reported. The synthesis included 31 studies conducted in 12 different countries. The studies were conducted between 1987 and 2021 and included 4,543 participants. Eight different family needs scales or adaptations of the scales were completed by the study participants (mothers, fathers, or grandmothers of children with developmental disabilities, autism spectrum disorders, or medical conditions). The outcome measures included caregiver psychological health, parenting stress, parenting burden, parenting beliefs, family coping strategies, family functioning, family support, and child functioning. The correlations between family needs and the outcome measures were used as the sizes of effects for evaluating the strength of the relationships between measures. Results showed that unmet family needs were associated with more negative and less positive family and family member functioning and fewer unmet family needs were associated with more positive and less negative family and family member functioning. The sizes of effect for parenting stress and burden were larger than were the sizes of effects for each of the other outcome measures. Child condition and study quality moderated the relationship between family needs and parenting stress and burden but not the other outcome measures. The results are discussed in terms of one component of family systems intervention models.
The Relationship between Social Competence and Emotional Intelligence among Teachers of Resource Rooms for Learning Disabilities in Amman Governorate
Author: Al-Jundi, Khalid
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education Teachers,Learning Disabilities,Resource Room Programs,Interpersonal Competence,Emotional Intelligence,Measures (Individuals),Competence

The present study aims at identifying the relationship between social competence and the level of emotional intelligence among teachers of resource rooms for learning disabilities in Amman. The study population consisted of various educational directorates within the capital Amman governorate. They were 212 teachers -- 31 males and 181 females. The sample of the study consisted of randomly chosen 60 teachers -- 15 males and 45 females. They were tested first with Bar-On Model of Social and Emotional Intelligence, which is a sixty-paragraph self-assessment scale consisting of six aspects: social competence, personal competence, adaptability, stress management, general mood and positive impression. A researcher-designed social competence scale was also employed for teachers of resource rooms with learning disabilities in regular schools, which consisted of six aspects of social skills: expression of emotions, non-verbal communication, conversation, friendship, listening and participation. It has been found that there is a statistically significant positive relationship between the level of emotional intelligence and social competence in the sample of the study. In addition, there is a statistically significant relationship between the level of emotional intelligence and social competence among members of the sample due to the sex variable in favour of females.
Transversal Competences and Employability of University Students: Converging towards Service-Learning
Author: Rego, Miguel A. Santos
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Employment Potential,Soft Skills,Experiential Learning,Career Readiness,Education Work Relationship,Labor Needs,Foreign Countries

We are living in times of great transformations within the field of education and the labor market. These changes are connected and have to do with an expanded knowledge society, whose implications reach the levels of employability in times of uncertainty. Within this framework, the main purpose of our study is to perform a theoretical analysis and an empirical approach to the influence that transversal competences (soft skills) may have on the degree of employability of university students. We have identified some of those competences and we have tested them with a sample of 83 employers and 1249 students using a Likert scale. Our results show the interest of employers in the mastery of transversal competences and inequalities in terms of students' perception thereof. We did not find any significant differences between students starting their degree and those who were about to complete it. However, we did find differences between the students who participated in experiential activities and those who did not, in favor of the former. Due to the importance of experiential learning in our results, we dedicate our discussion to theoretically exploring whether the pedagogical approach of Service-Learning (SL) might contribute to a better connection between transversal competences and employability.
Assessing Students&apos; Mathematical Knowledge with Fuzzy Logic
Author: Doz, Daniel
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Evaluation,Mathematics Skills,Mathematical Logic,Foreign Countries,Mathematics Tests,Standardized Tests,Grades (Scholastic),Mathematics Achievement,High School Students,Oral Language,Written Language

Assessing student mathematical knowledge is an important factor in the mathematics learning process because students obtain important feedback to improve their knowledge and learning. Despite the importance of student assessment, several researchers have shown that student grades comprise noncognitive and metacognitive factors and teachers' prejudices and beliefs. One method to obtain a more objective view of student mathematical knowledge is through standardized assessments. In this paper, we analyze two methods of assessing student mathematical knowledge by considering their written and oral grades and achievements on the Italian National Assessment of Knowledge (INVALSI). The final grade was produced using the fuzzy logic inference system. It was tested on a sample of 2279 Grade 13 Italian high school students, who had both an oral and written grade in mathematics and who took the INVALSI assessment in the school year 2020-2021. Both tested fuzzy-logic-based assessment methods lowered the mean grades.
Exploring the Colgate Model: A Case Study of the Role of Crisis and Risk Communication in Higher Education
Author: Barker, Thomas
Date: 2022-00-00
Type: Journal Articles
Subjects: Crisis Management,Higher Education,In Person Learning,COVID-19,Pandemics,Safety,Models,Communication Strategies,Risk Management

This study of a return to in-person learning during the COVID-19 pandemic at a residential, liberal arts university examines the role communication played to facilitate the safety of students, faculty, staff, and the surrounding community. The study uses a grounded-theory approach to frame the communication situation, and a thematic analysis to highlight the dynamics of risk and crisis message development in the case. Results indicate that messaging was developed through engagement activities in a two-stage process, moving from an informative, two-way engagement stage to a branded, strategic stage that resulted in almost universal success, measured in low infection rates, in the messaging campaign. How did they do it? This article explores that question and, based on this case, concludes that the role of crisis and risk communication is to enable this two-stage process of message development. The article contributes to mental model and situational crisis communication theory by revealing the interplay of the two theoretical approaches.
Exploring Relationships between Professional Development and Teachers&apos; Enactments of Project-Based Learning
Author: Farrow, JeanMarie
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Active Learning,Student Projects,Curriculum Implementation,Middle School Teachers,High School Teachers

This paper examines whether teachers' prior professional development (PD) in Project-Based Learning (PBL) significantly related to teachers' enactments of PBL practices within the classroom. Teachers (N = 40) were recruited based on their commitment to enacting PBL in their classrooms. Teachers were surveyed regarding the extent to which they had experienced prior PD in PBL and asked to submit two videos of their classroom instruction. Videos were coded according to teachers' quality enactment of PBL practices during instruction. Results suggest that teachers who had prior PD in PBL enacted more structure-driven PBL practices (e.g., setting up and managing projects) and incorporated more collaboration practices. However, for other purpose-driven practices of PBL (e.g., supporting student choice, supporting students to make personal connections), teachers with prior PD were no different from teachers without prior PD. The results suggest that teachers may need more intensive and fine-grained, practice-based PD in purpose-driven PBL practices.
Attitudes, Behavior and Relations in the Early School Years
Author: Driessen, Geert
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Behavior,Elementary School Students,Interpersonal Relationship,Student Characteristics,Social Differences,Foreign Countries,Social Emotional Learning,Immigrants,Ethnicity

In the early school years, the emphasis is more and more on cognitive output factors. Non-cognitive development is receiving less attention than before, though such factors are important determinants of academic success. This study aims at answering two questions: (1) How do young children perform on a number of non-cognitive characteristics, more specifically, attitudes, behavior, and relationships? (2) Are there any differences with regard to those characteristics according to the pupils' social and ethnic/immigrant background? To answer the questions, data from the Dutch large-scale cohort study COOL5-18 were analyzed. The main sample included nearly 6500 grade 2 pupils (6-year-olds). Teachers answered questions about their pupils' attitudes, behavior, and relationships. One- and two-way analyses of variance were employed, and effect sizes were computed. The results showed that the teachers rated their pupil's work attitude as lower than their behavior and popularity. They were more positive regarding their relationship with the pupils. More important was that there were differences according to the pupils' social and ethnic/immigrant backgrounds: ethnic minority/immigrant pupils scored less positive on all non-cognitive characteristics than native Dutch pupils, and the higher the parental educational level, the more favorable their children performed on the non-cognitive characteristics. These findings are discussed and possible solutions are presented.
Assessing Students&apos; Critical Thinking Skills Viewed from Cognitive Style: Study on Implementation of Problem-Based e-Learning Model in Mathematics Courses
Author: Evendi, Erpin
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Cognitive Tests,Cognitive Style,Curriculum Implementation,Problem Based Learning,Electronic Learning,Mathematics Education,College Students,Foreign Countries

The digitalization system that continues to roll has brought changes to the learning system, where face-to-face learning is replaced by an online system. On the one hand, learning experiences to acquire critical thinking (CT) skills as one of the essential skills of the 21st century must also be encouraged. The objective of this study is to assess students' CT skills in terms of cognitive style by implementing the problem-based e-learning (e-PBL) model in mathematics courses. This study is an evaluative study with an experimental approach, where as many as 28 students as research samples were taken purposively from Mandalika University of Education, Indonesia. A set of instruments was prepared to measure every aspect of CT and cognitive style, including descriptive and statistical data analysis so that the results of the CT assessment were found. In general, the results of the CT evaluation show that e-PBL is effective in improving students' CT skills, so this is a recommendation to use e-PBL widely and intensively.
Integrating and Navigating STEAM (inSTEAM) in Early Childhood Education: An Integrative Review and inSTEAM Conceptual Framework
Author: Ng, Andrea
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Early Childhood Education,Integrated Curriculum,Models,Play,Problem Solving,Developmentally Appropriate Practices

In early childhood education, the integration of science, technology, engineering, arts, and mathematics (STEAM) are advocated as contemporary educational goals. However, integration of STEAM is not defined in the early childhood context. We claim to 'integrate' and 'devise integration pedagogies', but there is still no clear-cut message on what integration means and how to do it. This paper presents an integrative literature review to conceptualize the integration of STEAM practices in early childhood education. The review highlighted key factors and challenges relating to STEAM integration. The paper concludes with the development of the integrating and navigating STEAM (inSTEAM) conceptual framework derived from the concepts, empirical research, and theories explored in the integrative review of the 17 articles.
Does University Ranking Matter? Choosing a University in the Digital Era
Author: Wut, Tai-Ming
Date: 2022-00-00
Type: Journal Articles
Subjects: Reputation,Universities,Secondary School Students,Peer Influence,Foreign Countries,College Choice,Decision Making,Student Attitudes,Institutional Characteristics,Computer Mediated Communication,School Location,Student Characteristics,Friendship,Family Relationship,Likert Scales,Costs

Each year, final year high school students choose the university that they would prefer to attend. Past studies have found that family, friends, course availability, university reputation, distances from home, and job prospects were factors affecting students' choice of university. However, the relative weight of these factors might have changed in the digital era; also, electronic word of mouth was ignored in the past. The purpose of this study was to identify the important factors affecting students' university choice. We distributed a questionnaire which was completed by 472 Form 6 secondary school students in Hong Kong. Conjoint analysis was used to simulate a real situation and what human beings would do: human being usually make up their mind using a few criteria at the same time. The contribution of the study is that it reveals that electronic word of mouth is the most influential factor, followed by peer influence and university reputation, in choosing a university.
Mathematics Teachers&apos; Conceptual Understanding of Soft Skills in Secondary Schools in Zambia
Author: Busaka, Chileshe
Date: 2022-00-00
Type: Journal Articles
Subjects: Soft Skills,Mathematics Teachers,Mathematics Instruction,Secondary School Teachers,Foreign Countries,Teaching Methods,Concept Formation,Mathematical Concepts,Learning Processes,Teacher Attitudes,Teacher Characteristics,Teaching Experience,Age Differences,Gender Differences

Teachers' conceptual knowledge contributes to the quality of teaching and learning of mathematics. The purpose of this study was to explore how mathematics teachers show understanding of soft skills and if they are aware of the methods that incorporate them in teaching and learning of mathematics. The sample consisted of 91 mathematics teachers, comprising 48 males and 43 females, who were purposively selected from secondary schools in Mazabuka district in Zambia. The parallel mixed design was used to collect data through a conceptual understanding test, developed using literature. Data were analyzed using JASP, SPSS software, and an excel spreadsheet. The findings revealed that the majority of mathematics teachers did not possess enough conceptual understanding of soft skills, and most of them were not aware of the methods and assessment strategies that incorporate soft skills. Additionally, mathematics teachers' demographical factors such as age, gender, level of education and teaching experience were not found to have influenced teachers in the way they classified teaching and assessment strategies as very appropriate, appropriate, or not appropriate except in a few instances were gender and age had shown to have an influence. The study provides an insight into the needs of mathematics teachers to have adequate knowledge and preparation in the integration of soft skills in mathematics.
Instruction Type, Motivation, and Transferability in L1-Arabic and L2-French Speakers&apos; L3-English Cognates Pronunciation
Author: Farah, Rida
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Transfer of Training,Second Language Learning,Second Language Instruction,Native Language,Pronunciation Instruction,English (Second Language),Pronunciation,French,Arabic,Comparative Analysis,Learning Motivation,Language Tests,Student Attitudes,Oral Reading,Task Analysis,Instructional Effectiveness,Middle School Students,Multilingualism,Foreign Countries,Pretests Posttests

This study investigated the extent to which explicit and implicit instruction improve L1-Arabic speakers' articulation of English words whose cognates were acquired earlier in their L2 French. Sixty-eight secondary school students, explicit (n=35) and implicit (n=33), participated in a programme incorporating focus-on-pronunciation activities, comprising three 45-minute sessions. Their learning motivation was first rated using an adapted version of Attitude/Motivation Test Battery (AMTB). Their pronunciation improvement was assessed through an oral-reading task. Ten new words were included in the post-test to see if they would generalize the instructed knowledge analogically. Results indicated that both explicit and implicit instruction had a positive impact on the students' pronunciation advancement. However, the explicit group outperformed the implicit group with both the targeted and untaught words. There was insignificant interaction effect between instructional method and students' motivation level, with higher motivation uniformly enhancing the effect of instruction. Nevertheless, motivation played a more crucial role in the learnt knowledge transferability when instruction was of implicit.