ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Prospective Mathematics Teachers&apos; Lesson Planning Skills through Lesson Study within School University Partnership Program
Author: Fitriati, Fitriati
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Lesson Plans,Mathematics Teachers,College School Cooperation,Case Studies,Partnerships in Education,Student Teachers,Mathematics Instruction,Student Teacher Attitudes,Student Improvement,Program Effectiveness,Cooperative Learning,Cooperating Teachers,Teacher Educators,Peer Evaluation,Geometry,Validity,Mathematical Logic,Grade 7,Grade 8,Discovery Learning,Problem Based Learning,Student Projects,Active Learning,Comparative Analysis,Foreign Countries

Planning a mathematics lesson plan is a complex process. Its quality contributes to the effectiveness of mathematics instruction. Given this significance, improving prospective mathematics teachers' lesson planning ability is essential for teacher preparation programs to produce effective teachers. This study examines how a lesson study within a school-university partnership program (SUPER-LS) could strengthen the lesson planning skills of prospective mathematics teachers. This study employed a case study, which included thirteen student teachers. Data were collected using four initial and four final drafts of mathematics lesson plans developed by four groups of prospective mathematics teachers and reflection reports. These were then analyzed qualitatively using the framework of MKT. The study found that sixteen categories of issues were present in the initial lesson plan, and six remained in the final lesson plan. In the final lesson plan, the 16 problems were reduced to 6, with an improvement of around 62.50%. In addition, prospective mathematics teachers improved their lesson planning skills because of their involvement in the SUPER-LS program, facilitated by intensive collaboration and interaction among participants, especially in-service teachers, and teacher educators, as well as peers' feedback.
An Empirical Study of Factors Influencing Primary School Teachers&apos; Long-Term Commitment to Realistic Mathematics Education
Author: Nguyen, Giang Thi Chau
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Elementary School Teachers,Teacher Attitudes,Teaching Methods,Self Determination,Teacher Motivation,Parent Participation,Predictor Variables,Teacher Persistence,Faculty Mobility,Intention,Likert Scales,Teacher Characteristics,Professional Autonomy,Educational Trends

Realistic Mathematics Education (RME) is a re-emerging teaching and learning pedagogy approach that has gained a lot of momentum since 2016. Prior publications concentrated mostly on curriculum design and student achievement, while little attention was devoted to understanding teachers' perceptions toward RME. Thus, the purpose of this study was to investigate the effects of factors that influence teachers' perceptions to adopt RME in the long term. Ten hypotheses were proposed and tested employing the Generalized Structured Component Analysis (GSCA) technique. 226 primary school teachers from various regions were recruited to answer the questionnaires via Google Form. The experimental results validated six out of ten expected relationships between the factors in the extended self-determination theory model. That is, perceived competence affected confirmation, confirmation influenced both intrinsic motivation and satisfaction, intrinsic motivation influenced satisfaction, and satisfaction and parental involvement both were considered reliable predictors of realistic math education continuance intention. The remaining hypotheses were not validated, that is, autonomy, relatedness and competence were not found significant on intrinsic motivation, and intrinsic motivation did not influence RME continuance intention. Overall, the model explains 57.9% the amount of variance in the data. Administrators and policymakers are recommended to intervene on validated relationships to increase teachers' retention and long-term commitment to RME, whereas unsupported assumptions must be reexamined in the future.
Personalising the Student First Year Experience -- An Evaluation of a Staff Student Buddy System
Author: Fewster-Young, Nick
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Adjustment,Mentors,College Freshmen,Teacher Student Relationship,Student Attitudes,Academic Achievement,Student Experience,Grade Point Average,School Holding Power,Environmental Education,Geographic Information Systems

A student's transition into higher education or a new learning environment can set the foundation for the remainder of their study, both in perception and academic ability. Mentoring is a transition intervention strategy and most types of these interventions are student peer to peer. However, there is a growing interest in academic involvement in mentoring and consequently this paper is an investigation into the effective implementation of assigning students with an academic staff buddy or mentor in the transition period of their first year of higher education i.e. the Staff Student Buddy System (SSBS). The analysis focusses on using two measures to inform the results by qualitatively analysing the feedback from the students, and quantitatively measuring the difference in academic performance of both student participants and non-participants. The sample of the students come from the University of South Australia, and the qualitative analysis indicated that students enjoyed SSBS, particularly with the ability to ask questions to those that would be teaching them. The quantitative statistical evidence indicated that SSBS could be a positive factor on a student's Grade Point Average. Overall, the conclusion was that that the combination of the SSBS and these students produced improved academic performance while providing a positive student experience.
A Critical Analysis of the Deconstruction of the Fear of Speech in Sexton&apos;s Poetry
Author: Sboui, Anissa
Date: 2023-00-00
Type: Journal Articles
Subjects: Poetry,Females,Decision Making,Gender Differences,Poets,Case Studies,Fear,Language Acquisition,Language Usage,Speech Communication,Feminism,Self Concept,Foreign Countries

Decentralized from decision-making processes, women have been placed at the periphery. Their silencing has been fundamental and intentional on the part of patriarchal institutions, for the sake of keeping them behind the discursive scene. To this effect, this paper examines the rebirth of women from prior states whereby they used to be denied the right to sprout the wings towards language within a 'logocentric' society. A deep dive into Helen Cixous's &quot;The Laugh of the Medusa&quot; provides grassroots for allowing a woman to transform silence into articulation. The poetry of Anne Sexton is a case study to witness the drastic change from a crippling fear of speaking into an audacity of a number of speakers in &quot;Lullaby&quot;, &quot;Music Swims Back to Me&quot; and &quot;The Exorcists&quot; to acquire language with which every female orator will be equipped to conquer the masculinist world without anxiety.
A Practical Logic of Socially Just Education in Late Modernity and Its Inevitable Dilemmas: Suggestions from Critical Educational Studies
Author: Sawada, Minoru
Date: 2023-03-00
Type: Journal Articles
Subjects: Social Justice,Critical Theory,Educational History,Democratic Values,Cultural Capital,Social Bias,Politics of Education

This paper inquires into a practical logic of what can be called socially just education in late modern societies, based on a reexamination of critical pedagogy, and clarifies the boundary-crossing nature of this education and the dilemmas that it inevitably entails. The discussion first addresses and reexamines certain oppositional arguments made by the most influential authorities of critical pedagogy, Michael Apple and Henry Giroux, to discern the directionality for a practical logic of socially just education. Second, to underpin the theoretical considerations, the paper refers to Nancy Fraser's concepts of social justice--the politics of recognition, redistribution, and representation--and, by reinterpreting the politics of redistribution based on the theory of cultural capital of Pierre Bourdieu, seeks to construct the vital part of a practical logic of socially just education in late modernity. To complement this model, the paper invokes Gert Biesta's discussion of how schools should teach democracy. Last is an overview of the dilemmas that must be faced when attempting to put socially just education into practice in the late modern era, along with proposed guidelines for tackling these dilemmas.
Prospects and Practices of Induction for Novice Teachers
Author: Kadel, Purna Bahadur
Date: 2023-00-00
Type: Journal Articles
Subjects: Beginning Teacher Induction,Teacher Educators,Principals,Teacher Persistence,Teacher Burnout,Employment Potential,Soft Skills,Foreign Countries,Technology Integration,English (Second Language),Language Teachers

This study aims at exploring the prospects and practices of induction for novice teachers. The phenomenological research design under qualitative research approach was adopted to carry out this study. The sample of this study was 5 teacher educators and 5 educational administrators who were selected through convenience non-random sampling procedure. They were selected on the basis of their willingness, expertise, experiences, and availability for this study. In-depth interview was administered to the respondents as a tool to collect for this study. The findings of this study show that implementation of induction program helps the novice teachers to reduce attrition, burnout and leaving the job of teaching; they learn employability skills and soft skills during the induction program; they can embed information communication technology with English language teaching in the classroom in this program; and quality of education could be enhanced through the induction program. It is concluded that induction program is essential for the prosperity and professional development of newly appointed novice teachers.
Inclusion and Wholeness: Rethinking Boundaries between the Formal and the Non-Formal in Japanese Public Education
Author: Yoshida, Atsuhiko
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Informal Education,Public Education,Conflict,Educational Legislation,Educational Opportunities,Disadvantaged,Models,Diversity,Students with Disabilities,Freedom,Parent Attitudes,Private Education,Educational History,Professional Autonomy,Political Influences,Social Values,Access to Education,Intersectionality,Heterogeneous Grouping

This paper reconsiders the concept of &quot;inclusion&quot; by examining conceptions of &quot;totality/wholeness,&quot; while exploring conflicts and dilemmas among various actors across the boundaries between the formal and non-formal in the Japanese public education system. Referencing the process surrounding the enactment of the new law on securing educational opportunities, the notion of &quot;diversity&quot; is examined as it pertains to the conflict between &quot;publicness&quot; in formal schools, which includes ideas related to diversity and heterogeneity (otherness), and &quot;freedom to educate&quot; in non-formal education. Analysis suggests that it is undesirable to establish a definitive boundary between the two; instead, maintaining a form of tentative, intersectional, and responsive boundary would result in more effective understanding of the diverse needs of people who feel marginalized. Based on this, the author explores a theoretical model which withstands such questions of inclusion. From the perspective of the &quot;included party,&quot; which has its own heterogeneous values in relation to mainstream value systems, the author proposes a &quot;responsive wholeness&quot; model in contrast to a &quot;concentric totality&quot; model in order to reexamine the idea of inclusion. Finally, the paper outlines suggestions for reexamining &quot;inclusion&quot; grounded in this model.
History and Present of Evening Junior High Schools (Yakan Chugaku) in Postwar Japan: Focusing on Learning to Liberate Marginalized People in Osaka
Author: Eguchi, Satoshi
Date: 2023-03-00
Type: Journal Articles
Subjects: Educational History,Evening Programs,Junior High Schools,Educational Opportunities,Educational Legislation,Foreign Countries,Educational Practices,Junior High School Students,Junior High School Teachers,Foreign Nationals,Disadvantaged,Females,Immigrants,Photography,Womens Education,Self Concept,Asians,Educational Philosophy

This paper examines the significance and potential of educational practices of evening junior high schools (yakan chugaku). After World War II, evening junior high schools were established for children who could not attend daytime junior high schools, and later those who had not completed compulsory education beyond school age began to study there. After the Act on Securing Educational Opportunities Equivalent to Ordinary Education at the Stage of Compulsory Education was enacted in 2016, new evening junior high schools have gradually begun to be established. This paper provides an overview of the history and present of evening junior high schools and then discusses the case of Osaka Prefecture, where the most advanced emancipatory educational practices, so-called &quot;liberation education (kaiho kyoiku),&quot; have taken place since the 1970s. It focuses on the practice of Kim Hyangdoja, a second generation Zainichi Korean who teaches at an evening junior high school in Higashi-Osaka City. She and her colleagues have sought a way for marginalized people, especially first-generation Zainichi Korean women, to become aware of their historical and social position. We considered the significance of her practice, &quot;Writing my history with photos,&quot; similar to Paulo Freire's literacy education. We clarified that this practice is not only for making personal history, but is also an arena for expressing the identities of different social groups.
Teachers&apos; Pedagogical Competences in Higher Education: A Systematic Literature Review
Author: Moreira, Maria Alfredo
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Competencies,College Faculty,Teaching Skills,Teacher Attitudes,Teacher Characteristics,Cultural Awareness,Student Diversity,College Students,Interpersonal Relationship,Faculty Development,Pedagogical Content Knowledge,Interpersonal Communication

The current university model in a market-driven and knowledge-based society entails a change in the teachers' roles. The prevailing narrative sustains a competence-based approach in higher education, considering that quality education implies that teachers in this context must have personal, research and pedagogical skills that enable them to perform their teaching function effectively. A systematic review of empirical articles published between 2009 and 2019 provides a comprehensive and updated analysis of the higher education teachers' pedagogical competences. A total of 51 texts that describe the teaching competence components (knowledge, skills, and attitudes) were reviewed and retrieved from seven international databases in three languages. Personal skills and qualities stand out as the features most valued by students, whereas teachers highlight curriculum and instructional competence as the most important. Cultural competence and specific competences to respond to diversity and promote inclusion in higher education classrooms are almost nonexistent. The study has implications for defining quality teaching practice transnationally and designing professional development programs focused on the competences and indicators most valued. The resulting framework is also helpful for individual teachers as a tool for reflecting on their teaching characteristics and for improving their practice. It also problematises the current dominant performance-based model of teaching competence in a context that does not recognise the importance of situational profiles that cater for diversity in academic settings.
Unraveling the Direct and Indirect Effects of Supervisory Working Alliance on Supervisory Satisfaction: The Mediating Role of Supervisee Disclosure in Supervision
Author: Meydan, Betül
Date: 2023-00-00
Type: Journal Articles
Subjects: Supervisors,Supervision,Satisfaction,Supervisor Supervisee Relationship,Self Disclosure (Individuals),Counseling,Practicums,College Students,Foreign Countries,Counselor Training

This research examined the direct and indirect links of supervisory working alliance on supervisory satisfaction. Participants were 291 supervisees who had participated in individual counseling practicum courses either in undergraduate or graduate Psychological Counseling and Guidance program in Turkish universities. Data were collected using the Brief Form of the Supervisory Working Alliance Inventory (BSWAI-T), Supervisee Disclosure in Supervision Scale (SDSS), and Supervisory Satisfaction Questionnaire (SSQ). Research results indicated that supervisory working alliance made direct contributions to supervisory satisfaction. In addition, the supervisory working alliance contributed indirectly to supervisory satisfaction via supervisee disclosure in supervision. Supervisory working alliance and supervisee disclosure in supervision explained 56% of the variance in supervisory satisfaction. This study offers novel insights into the role of supervisee disclosure in supervision as an underlying mechanism that operates on the influence of supervisory working alliance on supervisory satisfaction. Implications for the supervision process and counselor training are discussed.
The Influence of Pronunciation Education via Artificial Intelligence Technology on Vocabulary Acquisition in Learning English
Author: Kazu, Ibrahim Yasar
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Teaching Methods,Pronunciation Instruction,High School Students,Vocabulary Development,Retention (Psychology),Comparative Analysis,Memorization,Phonetics,Alphabets,Second Language Learning,Second Language Instruction,English (Second Language),Audio Equipment,Game Based Learning,Markov Processes,Web 2.0 Technologies,Language Tests,Instructional Effectiveness,Foreign Countries

Correct pronunciation significantly increases the intelligibility of communication. However, it is uncertain whether acquiring the pronunciation of the words enhances word retention capability. Therefore, the major purpose of this research is to evaluate whether vocabulary acquisition with the aid of pronouncing with artificial intelligence leads to a longer memory. In this research, a full experimental pattern, and a pre-test and post-test control group design were applied. Furthermore, a total of 56 high school students aged between 14-15 were asked to memorize unknown vocabulary with two pronunciation teaching methods. Prior to the experimental process, the pre-test was applied to both groups, and then, the artificial intelligence-based speech recognition pronunciation teaching process was to the experimental group while the phonetic alphabet pronunciation process was to the control group on the 4th, 8th, and 12th weeks. According to the findings, it was obtained that pronunciation practice via artificial intelligence-enabled the words to remain in memory longer. Additionally, the participants' views were gathered at the end of the research. For further research, this study will benefit other research with a variety of accessible tools to meet objectives by utilizing a new artificial intelligence-supported pronunciation model, through recording and reacting to learners' pronouncing practices in different languages.
Issues in Support for Students in &quot;School as a Team&quot;: Examination of School-Based Teams in the U.K. and Japan
Author: Hamamoto, Nobuhiko
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teamwork,Cooperative Planning,School Personnel,Teacher Role,School Counselors,School Social Workers,Role,Junior High Schools,Problem Solving,Child Safety,Elementary Schools,Student Needs,Well Being,School Policy,Teacher Responsibility,Collegiality

Recently, &quot;Team School&quot; (School as a Team) has been proposed as a new image of schools in Japanese educational reform. Team School is an organizational model where teachers and non-teaching professionals (e.g., school counselors and school social workers) collaborate in order to respond to the increasingly complex and diverse issues the school faces. Considering the long history of Japanese schools where teachers alone manage all educational activities for students, this new school model based on more involvement of non-teaching professionals seems necessary for the school to expand support for diverse students as well as to keep education sustainable. However, there are several issues for the progress of Team School, such as the lack of new professionals and the existing teachers' workstyle. In this article, the author focuses on school-based collaboration for student support as an aspect of Team School and examines the issues for its implementation. To clarify these issues in Japan, the author examines the case of &quot;Safeguarding Teams&quot; in UK schools. Also, findings from the author's field research at a Japanese junior high school are used to examine how to realize Team School and improve collaborative support for students.
Trends in Emergency Higher Education Digital Transformation during the COVID-19 Pandemic
Author: Mospan, Natalia
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Higher Education,Educational Technology,Distance Education,Technology Uses in Education,Barriers,College Faculty,Teacher Role,Teacher Attitudes,Student Attitudes,Online Courses,College Students

The article reveals trends in emergency higher education digital transformation during the COVID-19 pandemic. Due to the enormous amount of literature discussing global higher education responses to the Coronavirus, the preference is given to publications with a systematic literature review published in 2021. The period indicates the end of the 2-nd wave of the pandemic and the lessons learnt. However, case studies were also the focus of attention, primarily used for a convincing illustration of the trends in a particular country. Moreover, descriptive survey research allows empirical evidence of 468 students and 179 lecturers from four Ukrainian universities and highlights the theoretical insights. The analysis of cross-cultural investigations, systematic literature reviews, case studies, and empirical data from four Ukrainian HEIs makes it possible to receive experience from 30 countries about their responses to the COVID-19 pandemic in 2020-2021. This massive amount of evidence reveals universal consequences for higher education caused by the COVID-19 pandemic and shapes trends in emergency higher education transition to digital format. The findings show that the emergency higher education transition to digitally-based education during 2020-2021 worldwide is characterised as diverse and unprepared. In the case of Ukraine, the empirical data collected from four national HEIs situated in different regions of the country gives grounds for the following insights: 1) in response to the challenges of the COVID-19 pandemic, the national HEIs show trends similar to global higher education; 2) university teachers have considerable responsibility in transitioning traditional teaching methods into a virtual educational environment and have successfully coped with this challenge; 3) universal trends in higher education are observed on the national level, while there is diversity on the institutional level among national HEIs; 4) there is an opposite attitude of lecturers and generation Z students to the preference for the educational mode in the future.