ethanporcaro/eric-fulltext-meta huggingface dataset:
GeoGebra Integration in High School Mathematics: An Experiential Exploration on Concepts of Circle
Author: Thapa, Raju
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Computer Software,High School Students,Secondary School Mathematics,Mathematics Instruction,Student Attitudes,Instructional Effectiveness,Foreign Countries,Mathematical Concepts,Concept Formation

This paper is an outcome of using GeoGebra in Nepal's grade ten math curriculum (CDC, 2015). Based on a teaching experiment as one of the research methodologies (Dahal, 2019; Dahal et al., 2019; Dahal et al., 2022a), this paper provides students with active learning environments and the possibility of integrating GeoGebra as an ICT application by documenting the experiences, assessment procedures, emotions, and behaviors, as well as the learning process of eighteen secondary level students (ten boys and eight girls). In this regard, GeoGebra is a computer and online-based application that teaches geometry, algebra, and statistics. GeoGebra's features could help students visualize abstract geometric concepts quickly, correctly, and effectively (Tamam &amp; Dasari, 2021, Dahal et al., 2022a). Theoretically grounded on social constructivism, this paper informs that GeoGebra helps students recall and understand circle terminology, encourages engaged learning through group work, and promotes meaningful learning, conceptual learning, learner-centered teaching, and student motivation. The benefits of using GeoGebra to teach and learn the circle concepts are demonstrated in the experimental classes and reported in this paper. Students become more active builders of the mathematical knowledge of the circle while teaching/learning the concepts of the circle using GeoGebra. It is a crucial ICT tool for supporting innovative approaches to teaching and learning mathematics in the twenty-first century.
A Systematic Review of Research on Intersubjectivity in Online Learning: Illuminating Opportunities for Cohesion and Mutual Understanding in the Research Conversation
Author: Dennen, Vanessa P.
Date: 2023-03-00
Type: Journal Articles
Subjects: Online Courses,Learning Experience,Journal Articles,Trend Analysis,Educational Trends,Learning Activities,Instructional Design,Teacher Student Relationship,Research Reports,Learning Processes,Teaching Methods,Distance Education,Computer Mediated Communication,Kindergarten,Elementary Secondary Education,Higher Education,Periodicals,Computer Assisted Instruction

Many online learning experiences integrate some form of dialogic interaction among instructors and learners. However, the degree to which these individuals come to a mutual understanding of their task and topic, a phenomenon called intersubjectivity, often remains a question. This systematic review of online learning research examines 48 peer-reviewed journal articles published between 2004 and 2021, looking at the overall trajectory of the research conversation across time, disciplines, modality and learning activities; major trends in methods, and focus; and interconnectedness. Findings suggest a dispersed body of literature, with some small groups of interconnected work but little cohesion or traction as a research field. This review has implications for future researchers in this area, who are encouraged to synthesize across this body of research and work together to establish and pursue an agenda for the field that will not only further inquiry in this area but also lead to practical knowledge about learning activity design and facilitation that is useful to online instructors.
Mathematics and Science Teachers&apos; Perceptions of the Factors Influencing Teaching and Professional Identity
Author: Ambusaidi, Abdullah K.
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Middle School Teachers,High School Teachers,Mathematics Instruction,Science Instruction,Professional Identity,Influences,Teacher Attitudes,Teacher Effectiveness,Context Effect,Teaching (Occupation),Teaching Experience,Sex,School Location,Individual Differences

Professional identity has a significant impact on teachers' interpretation of their different roles and their understanding of how to perform these roles. This study aimed to explore mathematics and science teachers' perceptions of the factors influencing their teacher professional identity within three dimensions: teaching efficacy, teaching profession, and teaching context. Mathematics and science teachers (N = 395) who were teaching in grades 5 to 12 participated in the study. To address the research aims, we administered a questionnaire to gather information on the factors influencing teacher professional identity. The quantitative data on the teachers' perceptions of the factors influencing their teacher professional identity showed that the teaching efficacy dimension ranked the highest, the teaching context dimension ranked second and the teaching profession dimension third. The teachers' perceptions were largely influenced by three main factors: years of teaching experience, gender, and school location. The teachers' responses to the questionnaire's open-ended questions highlighted some issues related to the quality of the professional development programs available to teachers.
A Systematic Review of Research on Moderators in Asynchronous Online Discussions
Author: Ahlf, Michael
Date: 2023-03-00
Type: Journal Articles
Subjects: Facilitators (Individuals),Asynchronous Communication,Computer Mediated Communication,Discussion Groups,Distance Education,Peer Relationship,Educational Research,Periodicals,Trend Analysis,Research Design,Citation Analysis,Authors

This systematic review examined research on moderators in asynchronous online discussions (AODs) through a review of 52 sources published over the past four decades. Areas of interest included conceptual frameworks cited in research, publication trends, instructional contexts, research methods and characteristics, and descriptions of the role of the moderator with implications for practice. Results indicate: (1) nearly half of the publications did not cite a conceptual framework focused on moderation; (2) the field is diverse with a wide variety of themes for research designs, outcomes, foci, and questions; (3) half of reviewed publications involved case studies or similarly limited study designs; (4) the majority of publications collected data on students in higher education, but there was a lack of consistency in the reporting of demographic information; (5) research foci tended toward investigating peer moderators or the role of the instructor; (6) research questions tended to focus on strategies of moderators or student performance and discussion quality; (7) most definitions or expectations of a moderator included discussion and social management duties. We conclude by discussing the implications of some of the findings and future research options.
The Use of Creative Drama Methods within Kindergartens from the Perspective of the Teaching Staff
Author: Rochovská, Ivana
Date: 2023-00-00
Type: Journal Articles
Subjects: Drama,Creative Activities,Kindergarten,Teaching Methods,Preschool Teachers,Teacher Aides,Teacher Attitudes,Reflection,Pedagogical Content Knowledge,Foreign Countries,Age Differences,Teacher Characteristics

Creative drama has great potential and its implementation in education from pre-school education requires research, as evidenced by the number of scientific studies that have been registered in international research databases over the last ten years. The aim of the research was to examine the use of creative drama methods within kindergartens in Slovakia from the perspective of the kindergarten teaching staff (teachers and teaching assistants). A quantitative research design was used. 407 kindergarten teaching staff responded to the items of the questionnaire of the authors' construction. From the results of the research, it is possible to state that there is an average level of knowledge of creative drama among kindergarten teaching staff (based on their self-reflection). Furthermore, based on the self-reflection of the teaching staff, it can be stated that there are below-average opportunities for their education in the area of creative drama and a below-average level of using creative drama methods in kindergartens. Nevertheless, the status of the use of creative drama methods has improved over the last 10 years. The results of the research are a stimulus for further research - analysis of the responses of the teaching staff in terms of their age and pedagogical practice in order to estimate the development of the current state of using creative drama in kindergartens.
A Systematic Review of Research on Online Learner Collaboration from 2012-21: Collaboration Technologies, Design, Facilitation, and Outcomes
Author: Oyarzun, Beth
Date: 2023-03-00
Type: Journal Articles
Subjects: Literature Reviews,Educational Research,Electronic Learning,Cooperative Learning,Technology Uses in Education,Trend Analysis,Research Methodology,Outcomes of Education

Online Learner Collaboration (OLC) supports the development of knowledge and skills through social construction. In this systematic review of research spanning a decade, authors examined 63 articles for publication patterns, participant and context trends, and research methodology trends using an online learner collaboration framework consisting of the following elements: collaborative technologies, design, facilitation, and outcomes. The higher education context and education discipline had the most research conducted on OLC among the studies reviewed. All three research methods (quantitative, qualitative, and mixed methods) were used equally in the articles. The most commonly used technologies for OLC were learning management systems (LMS), discussion boards, writing tools, and synchronous tools. The most commonly used collaborative methods were group projects and discussions. The most common grouping size was small groups, and groups were commonly formed through random assignment, based on criteria, or student-formed. Instructors mostly assumed roles as designers, facilitators, supporters, and evaluators during OLC. Increased learning, communication and collaboration skills, and relationship building were the top three opportunities that OLC offered. Time, technical issues, and anxiety/fear/stress were challenges that appeared most frequently. Most of the research on OLC focused on cognitive and affective outcomes. The review has implications for online instructors and instructional designers who design and facilitate collaborative online courses.
Family Income Status in Early Childhood and Implications for Remote Learning
Author: Fernández, Elena
Date: 2022-00-00
Type: Journal Articles
Subjects: Family Income,Socioeconomic Status,Early Childhood Education,Distance Education,COVID-19,Pandemics,Low Income Students,Access to Computers,Early Intervention,Family (Sociological Unit),Academic Achievement

The Coronavirus Pandemic has highlighted and exacerbated educational inequalities, particularly among families of low-income status. As schools switched to remote learning, the digital divide among affluent and non-affluent families has shined a light on the existing inequality in resources like never seen before. The digital divide is the income-related gap in access to modern day technology such as computers, internet, and cell phones. Addressing this growing digital divide is critical as the CDC notes that early childhood education programs &quot;play critical roles in promoting equity in learning, care, and health, particularly for groups disproportionately affected by COVID-19.&quot; A snapshot from an early intervention center that serves students of low-income status, underscores the impacts that remote learning and the lack of access to technology had on young children's attendance rates and further, their language development.
Cooperative Learning Strategies: Implementation Challenges in Teacher Education
Author: Chakyarkandiyil, Nisha
Date: 2023-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Teacher Education,Curriculum Implementation,Teacher Educators,Foreign Countries,Gender Differences,Active Learning,Student Centered Learning,Barriers,Teaching Experience,Age Differences

The research in cooperative learning (CL) is robust. Despite the empirical research benefits of CL, its implementation faces challenges in teacher education classrooms. Teacher educators resist using CL and stick to the frontal teaching method. All this may be due to the difficulties perceived by teacher educators in implementing CL. The researchers used a concurrent triangulation mixed method research design to explore the perceived challenges of cooperative learning implementation among teacher educators from India. The researchers administered a questionnaire and obtained 300 responses from teacher educators through a survey, followed by a semi-structured interview among eight survey participants. The research findings revealed that the average perceived challenges among teacher educators are 63% due to teacher challenges, learner challenges, curriculum syllabus, and administrative challenges. Female teacher educators perceived higher challenges than males. ANOVA results revealed a difference in challenges faced across the age group. These results demonstrate the need for future researchers to conduct a more in-depth examination of the challenges in implementing CL with more extensive samples in various educational settings in other world regions to develop effective solutions.
Establishing a Student Evaluation of Online Teaching and Learning Framework through Analysis of Existing Instruments
Author: Sun, Ting
Date: 2023-03-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Web Based Instruction,Instructional Effectiveness,Online Courses,College Students,In Person Learning,Technology Uses in Education,Evaluation Criteria

This study aims to establish a framework for student evaluation of online teaching and learning (SEOTL) through an analysis of SEOTL instruments implemented by universities and colleges. From a list of 131 R1 and 135 R2 institutions, we searched, reviewed, and identified 27 instruments for student evaluation of online teaching. A five-dimensional evaluation framework with 24 categories of elements was developed through an analysis of these instruments. There were 278 evaluation elements among the 27 instruments. We found that most instruments focus more on the Course and Instructor dimensions, with Instructor Facilitation and Learning Goals and Objectives elements occurring most frequently. However, Organization and Technology dimensions with Advising Availability and Adequacy, Registration Procedures, Support Services, and Online Help Desk elements were least included. This study has implications for administrators, instructors, instructional designers, and students.
Humor Development in Preschool and Primary School Children in Turkiye
Author: Eskidemir Meral, Seda
Date: 2023-00-00
Type: Journal Articles
Subjects: Humor,Individual Development,Preschool Children,Elementary School Students,Foreign Countries,Preschool Education,Theories,Age Differences

Knowing humor development can be rather beneficial in terms of providing opportunities to better know children and evaluate their development. This study aimed to explore the process of humor development in preschool and primary school children in line with McGhee's humor development theory. The study employed a single screening model, specifically one of the commonly used screening models in general practice. The study group consisted of 101 children ranging in age from 2 to 11. Research data were collected through a 5.01-minute-long video which included scenes suitable for the stages in McGhee's humor development theory, semi-structured observation forms and a research diary. Descriptive analyses and content analyses were used to analyze research data. Children aged 2 produced the lowest amount of laughter response in the scenes in all stages, followed by those aged 3 and 4. The strongest laughter response occurred in 5-year-old children to the scenes pertaining to stages 2, 3, and 4. The scenes in stage 5 elicited the strongest laughter response in children aged 11. The humor development characteristics of the children in this study were found to be consistent with the general principles of McGhee's theory of humor development. Adopting research techniques that measure children's reactions to real-life situations could be useful in future research on the same topic. Research on children's production of humor may provide different insights into the development of humor. It is suggested that adults, such as parents and teachers, use examples of humor that are appropriate for the characteristics identified in this study and similar studies in order to build positive relationships with children.
Expanding Cycles of Collaboration and Critical Inquiry in Utopian Methodology. The 360 Education Alliance Case
Author: Esteban-Guitart, Moises
Date: 2023-02-00
Type: Journal Articles
Subjects: Action Research,Research Methodology,Decision Making,Intervention,Program Descriptions,Partnerships in Education,Equal Education,Social Justice,Educational Objectives,Foreign Countries,Criticism,Participatory Research,School Community Relationship,Philanthropic Foundations,National Organizations,Strategic Planning,Universities,College School Cooperation,College Faculty,Municipalities,Elementary Secondary Education,Critical Theory,Public Agencies,Local Government,Quality of Life,Government Role,Teacher Associations

The article proposes and illustrates a methodological framework that aligns with the action-research models and utopian methodology in particular, although it represents a more substantial leap forward, especially regarding the distributed nature of decision making in the different processes of research/intervention, and its multiple and systematic nature (linking theory, practice and politics). It is developed through four main phases: i) collective identification of the needs and the object of the study, ii) expansive co-design of the action-research, iii) dynamic and multiagency implementation, and iv) critical and participatory reflexive evaluation. It is examined more specifically how the phases proposed here can be illustrated by an ongoing project called 360Education Alliance (&quot;Aliança Educació 360&quot;) conducted in the context of Catalonia, Spain. It consists of a partnership presented in January, 2018, that currently involves more than 300 entities for promoting a community vision of education based on improving equity and social justice. Some opportunities deriving from this methodology are mentioned in the conclusion, emphasizing the transversal role of self-criticism as permanent inquiry of multiple agents involved in the process, including the participants themselves.
Descriptive Analysis of the Education for Sustainable Development Programme: Fundisa for Change Perspective
Author: Msezane, Sikhulile Bonginkosi
Date: 2023-00-00
Type: Journal Articles
Subjects: Program Descriptions,Sustainable Development,Environmental Education,Foreign Countries,Teacher Workshops,Faculty Development,Pedagogical Content Knowledge,Case Studies,Teacher Attitudes,Teaching Methods,Sociocultural Patterns,Course Content,Elementary Secondary Education

For teachers to contribute to the development of the environmentally sustainable and wholesome society envisioned in South Africa's Constitution, it was the goal of this paper to evaluate the effectiveness of teacher development workshops designed to equip teachers with environmental and sustainability knowledge and skills in the curriculum. In gathering and analyzing data for the study, a qualitative technique and a case study design were used. Face to face interviews of six teachers was used as the only data collection method. Results revealed that, in addition to encouraging positive changes in teachers' knowledge and skill acquisition, the program, as previously mentioned, also provided teachers with strategies for teaching about sustainable development by incorporating socio-cultural and environmental factors into the learning process. The training for Fundisa for Change should be made available to more teachers from a variety of schools, according to the paper, so that knowledge about the instruction of environmental topics can be spread throughout the province of Mpumalanga rather than being concentrated in a few schools. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]
Faculty Transition Strategies from in Person to Online Teaching: Qualitative Investigation for Active Learning
Author: Basdogan, Merve
Date: 2023-03-00
Type: Journal Articles
Subjects: College Faculty,Educational Change,In Person Learning,Web Based Instruction,Active Learning,Teacher Attitudes,COVID-19,Pandemics,Teaching Methods,Educational Environment,Faculty Development,Program Effectiveness

In this qualitative case study, we investigated how active learning strategies discussed and practiced in the face-to-face classroom context were transferred to an online modality by four faculty fellows of Indiana University's Mosaic Faculty Fellows Program. This program is intended to support faculty members' perception of how classroom space influences approaches to active learning. In 2020, all faculty members had to transition their courses online, and the semistructured interview findings of this study showed that faculty members used three online space types to support the continued use of active learning approaches when transitioning to online: (1) core space to replicate existing practices (e.g., video conference and text), (2) shared space to supplement existing practices, and (3) augmented space to transform existing practices (e.g., activities that merge the physical world and online space). We concluded that preparing faculty members to effectively use active learning approaches in in-person classrooms can also guide active learning approaches in online teaching environments. The study also discussed the need for professional development programs that address support for active learning in different modalities by considering augmented space and its impact on student engagement.
Extracurricular Music Activities in School and School Engagement: Students&apos; and Teachers&apos; Perspectives
Author: Costa, Marisa
Date: 2023-02-00
Type: Journal Articles
Subjects: Extracurricular Activities,Music Education,Correlation,Music,Learner Engagement,Student Participation,Music Activities,Educational Strategies,Student Attitudes,Teacher Attitudes,Musical Instruments,Learning Processes,Urban Schools,Poverty,Grade 6,Grade 7,Foreign Countries

Music and the arts are of growing interest in promoting success in school and psychological development of young people in general. However, there are few studies focused on the relationship between music and, more specifically on school engagement of vulnerable students. Thus, this exploratory study aims to understand the perceived impact of student participation in a school percussion group on school engagement. The research followed a qualitative methodology through individual semi-structured interviews. Six pupils aged between eleven and fifteen, two teachers of these pupils and two of the percussion group facilitators took part in the study. The results reveal a positive impact perceived by the participants arising from participation in the percussion group, with emphasis on the behavioural dimension of school engagement. Considering the relation between school engagement and learning processes, promoting school engagement through musical activities could be an innovative strategy to promote school success.