ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of High School Students&apos; Creative Problem-Solving Attributes
Author: Keles, Taliha
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Creativity,Problem Solving,Creative Thinking,Thinking Skills,Student Motivation,Gender Differences,Individual Differences,Foreign Countries

The aim of this survey design study was three-fold. First, to investigate the creative problem-solving attributes of high school students. Second, to examine whether any inter-relationships exist between subdimensions of creative problem-solving attributes. Third, to determine whether high school students' creative problem-solving attributes vary by gender, school type, and grade level. To this end, data were collected from a total of 435 high school students through the Creative Problem Solving Attribute Inventory. Correlation results indicated statistically significant correlations between the total creative score and sub-dimension scores. A significant difference in creative problem-solving skills was not found between gender and school type. Grade level was found to affect divergent thinking, convergent thinking, motivation, and general knowledge and skills only at a small level. However, as the grade level increased, the divergent thinking scores increased linearly. The convergent thinking, motivation, environment, general knowledge and skills, and total creative scores dropped in the 10th grade, but increased in the 11th and 12th grades.
STEM Students&apos; Conceptions of Online Learning during COVID-19 Pandemic: A Phenomenographic Study
Author: Beruin, Laurence Cruz
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Student Attitudes,Electronic Learning,Distance Education,COVID-19,Pandemics,Phenomenology,Foreign Countries,Grade 12,High School Students,Private Schools

This paper reports on a phenomenographic study investigating former grade 12 STEM students' conceptions of online learning during COVID-19 pandemic. Purposive sampling was employed in selecting participants who were enrolled in a private school in Laguna, Philippines that formally implemented a fully online learning setup for SY 2020-2021. By using semi-structured interviews, results conveyed an outcome space comprised of nine (9) core categories of description: (1) online learning marred with unfavorable sentiments; (2) online learning plagued by technical barriers; (3) online learning accentuated the use of online tools; (4) online learning provided aberrational learning experiences; (5) online learning hampered by the learning environment; (6) online learning adversely affected students' wellbeing; (7) online learning reaffirmed the importance of social interactions; (8) online learning exhibited unsatisfactory perceptions to teaching; and (9) online learning exhibited dissatisfaction towards institutional support. Within each core category, a variety of subcategories fulfilled the anatomy of experience and describing the complexity of the relation between STEM students and online learning during COVID-19 pandemic. Analysis of all core categories of description revealed a generally unfavorable and unenthusiastic view of online learning during COVID-19 Pandemic, with 'online learning provided aberrational learning experiences' as the most prominent core category of description, emphasizing how the deviation from the normal setup adversely affected their learning experiences. Findings revealed in this study can be beneficial in formulating future policy changes and bases of interventions to improve the conduct of online learning and provide a more effective pandemic response in the educational system. [This manuscript was presented in the ASAA Conference 2022, last July 6-8, 2022.]
The Effectiveness of Gagne&apos;s Model in Concept Teaching for a Student with Intellectual Disability
Author: Kocaöz, Onur Emre
Date: 2022-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Students with Disabilities,Mathematics Instruction,Geometric Concepts,Concept Formation,Young Children,Teacher Attitudes,Program Effectiveness,Teaching Methods

The aim of this study is to investigate the effectiveness of Gagne's model in teaching the concept of geometric shapes, triangle, circle and square, to a student with intellectual disability. A multiple-probe design across behaviors, a single-subject design, was used to demonstrate the effectiveness of the adopted model. The participant of this study was a 74-month-old boy with moderate intellectual disability. A criterion referenced form was used to measure the performance of the student. The results revealed the effectiveness of the model in teaching geometric shapes. Moreover, the participant's special education teacher and pre-school teacher both expressed positive opinions about the intervention process. The implications of this study can be used by teachers who are studying with students with intellectual disabilities in the planning and implementation of concept teaching.
A Rasch Analysis: Comparing Students&apos; Learning Activity on Online Learning and Blended Learning
Author: Indra, Roni
Date: 2022-00-00
Type: Journal Articles
Subjects: Item Response Theory,Comparative Analysis,Learning Activities,Electronic Learning,Blended Learning,Junior High School Teachers,Instructional Effectiveness

This study purposes to compare student learning activities in fully online learning and blended learning. This study uses the mixed methods approach (explanatory sequential model). 42 junior high school teachers were comprised as the sample. Learning activity questionnaire (LAQ) and interview procedures were used as a data collection tool. The data obtained were analysed using Rasch analysis. Rasch analysis is a statistical technique for defining the measure of human performances, attitudes and insights. The results showed that almost all respondents agreed with all statements on the questionnaire. The percentage of respondents' approval of statements using blended learning is higher than respondents who use fully online learning. Thus, it can be determined that fully online learning and blended learning can develop student learning activities. The researcher recommends that in the strategic plan for managing learning services, online learning should provide additional computing infrastructure to run the two learning methods.
Socioculturally Mediated Academic Advising: A GYO Approach for Supporting Bilingual/Bicultural Paraprofessionals
Author: Worthen, Diana Gonzales
Date: 2022-10-00
Type: Journal Articles
Subjects: Academic Advising,Schools of Education,Bilingualism,Paraprofessional School Personnel,Psychological Needs,Seminars,Mentors

This case study examined how the academic advising (hence, advising) component of a Grow Your Own (GYO) teacher program can be tailored to honor bilingual/bicultural paraprofessionals' (hence, BL/BC paras) assets and differential needs. Data collection strategies included participant observation, interviews, a focus group, field notes, and documentation. Thematic data analysis suggested that socioculturally mediated advising involves some aspects of mentoring and includes (a) taking the time to know and value paraprofessionals' biographies, (b) personalizing and attending to paraprofessionals' psychosocial needs, (c) building supportive relationships through the GYO seminar, and (d) advocating for institutional accommodations. Implications for future research consider how socioculturally mediated advising including aspects of mentoring needs to be better understood in BL/BC paras teacher pipeline programs and the field of teacher development.
A Study of Attitude and Interest in the Student&apos;s Lessons
Author: Ernawati, Margaret Dwi Wiwik
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Student Attitudes,Student Interests,Student Motivation,Science Achievement,Outcomes of Education,Middle School Students

This study intends to describe the attitudes, interests, and learning outcomes of students' science and also to find out the influence of students' attitudes and learning interests on student learning outcomes. The research method was in the form of mixed methods with explanatory design. By doing a comparison test or t test, the results show that there are differences in student interest in learning in the two classes; there are differences in student attitudes in the two classes; and student learning outcomes indicate that there are differences in learning outcomes in the two classes. The results of the regression test of student interest in learning, student attitudes, and student learning outcomes in science subjects in grades VIIA and VIIB have an effect on student interest in learning, student attitudes, and student learning outcomes. The novelty of this research lies in the variables used in this study, namely three variables that were studied directly consisting of students' interests, attitudes and science learning outcomes. The implications of this research function as a reference for teachers and students in improving students' science learning outcomes.
Language Learning Self-Efficacy Beliefs of German as Foreign/Second Language Learners: A Scale Development Study
Author: Çobanogullari, Ferdiye
Date: 2022-00-00
Type: Journal Articles
Subjects: German,Second Language Learning,Second Language Instruction,Self Efficacy,Measures (Individuals),Factor Analysis,Student Attitudes,Undergraduate Students,State Universities,Validity,Reliability,Foreign Countries

Students' self-efficacy is a crucial factor in learning foreign/second language. Although a growing body of literature has drawn attention to the self-efficacy in various fields, very few studies have addressed this issue in the field of foreign language and especially German learning. The purpose of this paper was to develop a reliable and valid tool for measuring self-efficacy beliefs of German learners. A total of 205 students (154 Female and 51 Male) studying in the German language education department participated in the study. After the data collection, exploratory factor analysis and confirmatory factor analysis were performed to determine the validity and reliability of the scale. The Cronbach Alpha value of the developed scale was found to be 0.928, which is quite high. The explained variance value of the factors was found to be 62.943, which indicates a high validity. As a result of the analysis, a 23-item and 3- dimensional scale was developed. In conclusion, the developed scale is a valid and reliable tool for measuring language learning performance, linguistic skills, and learning confidence in the language learning process in the context of self-efficacy belief.
The Effect of Mathematical Modeling Instruction on Pre-Service Primary School Teachers&apos; Problem Solving Skills and Attitudes towards Mathematics
Author: Koç, Damla
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematical Models,Mathematics Instruction,Preservice Teachers,Elementary School Teachers,Problem Solving,Student Attitudes,Skill Development,Instructional Effectiveness,Foreign Countries

This research was performed as a single group pretest-posttest experimental design to determine the effect of mathematical modeling instruction on pre-service primary school teachers' (PPSTs) problem-solving skills and attitudes towards mathematics. Based on an online intervention due to the pandemic, the study involved 12 PPSTs who participated through Microsoft Teams. During the first week of the six-week mathematical modeling training, data gathering tools were employed as pre-test. A four-week implementation period followed, during which mathematical modeling activities were introduced and put into practice. A post-test using data collection tools was conducted during the final week of the study. This study revealed that mathematical modeling instruction positively enhanced the problem-solving skills of PPSTs. Mathematical modeling instruction improved the skills of PPSTs in understanding the problem and carrying out plan, but did not affect their skills of devising a plan and looking back steps. PPSTs' attitudes toward mathematics were also not affected by mathematical modeling activities.
Decision Making Students Winning Microteaching Contest in Design Lesson Plan and Its Implementation in Mathematics Learning
Author: Murtafiah, Wasilatul
Date: 2022-00-00
Type: Journal Articles
Subjects: Decision Making,Microteaching,Mathematics Instruction,Lesson Plans,Preservice Teachers,Teacher Education Programs,Mathematics Education,Learning Activities,Observation,Video Technology,Ethics,Student Attitudes,Foreign Countries,Competition,Instructional Design,Teaching Methods

This research aims to describe the decision-making of pre-service teacher in designing lesson plans and their implementation in learning mathematics. This type of research is qualitative research with a descriptive approach. Determination of subjects in this research using a purposive sampling technique. The subjects in this research are students of the Mathematics Education Study Program at one of the universities in East Java, Indonesia. The subjects is the winner of a microteaching competition at the university level. Learning activities are observed in the preliminary, core, and closing activities. Because this is qualitative study, the main instrument is the researcher and is assisted by observation sheets, video recordings, and interview guidelines. The conclusion is that subjects make decisions at each step of learning with the stages of building ideas, clarifying ideas, and assessing the fairness of ideas. At the idea-building stage, subjects build ideas with several/various ideas for activities to be carried out and adapted to the conditions and time of learning.
Development of Readiness of Future Teachers of Preschool Organisations to Innovative Activity
Author: Laura, Taiteliyeva
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preschool Education,Pedagogical Content Knowledge,Educational Innovation,Opinions,Student Teacher Attitudes,Career Readiness,Technological Literacy

The purpose of this research is to determine the technological pedagogical content knowledge competencies related to the development of the readiness of future teachers of preschool organisations for innovative activities. This study was carried out in accordance with the phenomenology pattern, one of the qualitative research methods. The study group of the research consists of 25 students studying in the departments of preschool teaching at various universities in Kazakhstan in the 2021-2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, the vast majority of preschool teacher candidates stated that they found technology knowledge sufficient to improve their readiness for innovative activities. The majority of preschool teacher candidates participating in the research stated that they found their content knowledge sufficient to improve their readiness for innovative activities. The majority of preschool teacher candidates participating in the research stated that they found their pedagogical knowledge and technological pedagogical content knowledge partially sufficient in improving their readiness for innovative activities. As a result of the research, the necessity of expanding the education curriculum and giving educational conferences in universities in order to increase the technological pedagogical content knowledge of preschool teacher candidates has arisen.
Leaning into Difficulty: A Way of Building Knowledge in a Developmental Reading and Writing Course
Author: McGee, Barrie
Date: 2021-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Remedial Reading,Remedial Programs,Reading Instruction,Writing Instruction,Program Development,Interdisciplinary Approach,Assignments,Difficulty Level,Knowledge Level,Higher Education

As an instructor of the developmental reading and writing course at Texas State University, Barrie McGee is required per state mandate to design a course as an accelerated version of an integrated reading and writing (IRW) course. Furthermore, she is uniquely positioned as a student enrolled in the program in developmental education to access literature on theory and research relevant to integrating reading and writing to help inform her instructional choices. For example, Bartholemae and Petrosky's (1986) seminal work, &quot;Facts, Artifacts, and Counterfacts,&quot; has done much to help her envision what such a course would look like including, assignments and reflections on student writing and insights of the difficulty underprepared students have imagining themselves as readers and writers. However, it is Salvatori's (1996) difficulty paper assignment, the topic discussed in her article, &quot;Conversations with Texts: Reading in the Teaching of Composition,&quot; which resonates with McGee as paving a way for students to engage in conversation with the text and to prepare for class discussions by writing a one-page description of any difficulty they noted in a given reading. Drawing from Salvatori's (1996) article, McGee argues that the difficulty paper assignment provides a flexible framework for instruction in the IRW course that reflects the features of Rosenblatt's transactional theory of reading and writing and which perceives what she terms &quot;leaning into difficulty&quot; as a way to build new knowledge. In this article, she begins broadly with a short discussion on the fundamentals of an IRW course according to Bartholemae and Petrosky (1986), and then moves into a more specific focus on Salvatori's (1996) rationale for and particulars of the difficulty paper assignment. McGee expands this view of the difficulty paper by examining its use in Sweeney and McBride's (2015) study to further highlight the flexibility of the assignment to gain insight into student experiences with reading. Final thoughts conclude the article.
The Inclusive Teaching Program: A Seven-Module Online Course for Faculty of Higher Education
Author: Suarez-Grant, Jeff
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,College Faculty,Online Courses,Student Diversity,Consciousness Raising,Equal Education,Teacher Competencies,Faculty Development,Students with Disabilities,First Generation College Students,Veterans Education,Social Bias,Cultural Awareness

The Center for Effective Teaching and Learning at Cal State LA (CETL) was tasked to create a certificate program to address inclusive teaching that we could offer to faculty online at scale. The Inclusive Teaching Program recognizes college faculty as independent experts and self-directed learners who desire space and community to think about their roles as the single greatest influencers of student success. We ground our program design in Wlodkowski and Ginsberg's (2017) framework of adult motivation to learn, while being cognizant that highly professional people (who include faculty) are among the most resistant to change (Argyris, 1991). The program takes an expansive view of, and broadly frames, the concept of inclusivity (Holladay et al., 2003; Rios &amp; Wynn, 2016). The resulting seven-module course deeply engages instructors in the following areas: teaching identity, working with our diverse and unique population of students, leading difficult discussions, acknowledging implicit bias, and practicing faculty care and self-care. We share a novel infrastructure for creating educational development that tackles difficult topics while helping faculty make meaningful changes to their teaching.
MPATI: The Midwest Program on Airborne Television Instruction (1959-1971)
Author: Tracey, Monica W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Television,Television Curriculum,Educational History,Distance Education,Elementary Secondary Education

It is 1964 and high in the sky, flying in a figure-eight formation over a 200-mile radius and six Midwestern states, is a plane with a large 24-foot antennae hanging from its belly. Transmitting 24 separate courses recorded ahead of time then played back to member schools in six states, the Midwest Program on Airborne Television Instruction (MPATI) was designed to meet the need of providing educational television to a wider audience. In the late 1950s, the FCC decided that certain channels would be allocated for non-commercial educational use. Schools were bursting with students; teachers were in high demand and educators wanted television classroom instruction to ease their burden. Offering simultaneous programs to schools across the country similar to commercial networks seemed impossible. Hence, the Midwest Program on Airborne Television Instruction, a not-for-profit consortium of educational institutions and television producers, was born.
SimCalc: Democratizing Access to Advanced Mathematics
Author: Tatar, Deborah
Date: 2014-00-00
Type: Journal Articles
Subjects: Access to Education,Advanced Courses,Mathematics Instruction,Barriers,Computer Software,Computer Assisted Instruction,Algebra,Calculus,Instructional Effectiveness,Teaching Methods,Workbooks,Faculty Development,Research Design,Outcomes of Education

Historically, what people can learn is co-determined by the &quot;representational infrastructure&quot; for knowledge building. When Latin was the required medium of knowledge building, few could engage in scholarly activities; without the change to the vernacular, nearly universal access to higher education would not be possible. The highly compact, abstract, and opaque symbolism of mathematics presents similar barriers to the necessary &quot;democratization of access&quot; to important mathematics. Over the course of a program of research lasting more than 20 years and involving contributors from institutions throughout the United States and worldwide (Hegedus &amp; Roschelle, 2013), the representationally innovative design of SimCalc Mathworlds® has provided affordances for novel and effective approaches to teaching important algebraic and calculus-related ideas. When integrated with appropriate curricular workbooks, teacher professional development, and other instructional factors, &quot;dynamic representation&quot; has enabled diverse populations to learn more advanced mathematics. Research has included both design research as well as large-scale experiments involving hundreds of teachers and thousands of students; overall, the approach also has an unusually strong base of empirical support. We focus on lasting, essential design contributions of this body of work with a special emphasis on the dialectic relationship between affordances of technology and curricular progressions.
TICCIT: Building Theory for Practical Purposes
Author: Gibbons, Andrew S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Educational Television,Home Programs,Instructional Design,Educational History,Costs,Educational Quality,Teaching Methods,Computer Interfaces,Computer Networks

In 1971 the National Science Foundation contracted with the MITRE Corporation (MIT Research Corporation) for the production of an experimental system to test the computer-assisted delivery of information and instruction to homes: the TICCIT system--an acronym for &quot;Time-shared, Interactive, Computer-Controlled Information/Instructional Television&quot;. The networking concept of TICCIT linked minicomputers through coaxial cables to color television sets. The theoretical design challenge was that the agreement with NSF specified that the instructional component of TICCIT would be learner-controlled. TICCIT system specifications produced a type of instruction that adapted moment-by-moment to the choices of the learner.