ethanporcaro/eric-fulltext-meta huggingface dataset:
Remote Collaboration in Higher Game Development Education. Online Practices and Learning Processes of Students between Professional Routines and Psychosocial Challenges
Author: Czauderna, André
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Video Games,Teaching Methods,Distance Education,COVID-19,Pandemics,Cooperative Learning,Active Learning,Student Projects,Undergraduate Students,Foreign Countries,Design,Videoconferencing,Teleconferencing,Student Attitudes

The development of digital games over physical distance is a common practice in the gaming industry, yet widely neglected in the curricula of digital game development programs at university level. The coronavirus pandemic, however, pushed project-oriented game programs all over the world towards an implementation of ad hoc approaches to remote development in their project-based courses. The present article demonstrates practice-based research examining such a course and its 30 third-year undergraduate students of game arts, game design, and game programming, who remotely collaborated in interdisciplinary groups of two to five persons over the course of half a semester during Germany's logdown in spring 2020. Applying a mixed-method approach including quantitative and qualitative analyses of survey data (n=22) and qualitative content analyses of students' postmortem documentations (n=30), this exploratory study reconstructed the online practices, experiences, and learning processes of these students between their professional routines and psychosocial challenges. The results of this study can be used in curriculum development to inform the advancement of courses focused on the development of prototypes over physical distance, which may not only be relevant for the field of games education, but also for related creative and project-oriented fields of higher education, such as design, digital media, and software engineering.
Welcoming Ain&apos;t Belonging: A Case Study That Explores How Two-Year Predominantly White Colleges Can Foster an Environment of Validation and Mattering for Men of Color
Author: Turner, Patrick
Date: 2021-00-00
Type: Journal Articles
Subjects: Minority Group Students,Males,Two Year Colleges,Racial Composition,White Students,Student School Relationship,College Environment,Cultural Awareness,Diversity,Equal Education,Inclusion,Training,Two Year College Students,Time to Degree,Academic Persistence,Student Attrition,Community Colleges,Access to Education,Interpersonal Relationship,Cultural Differences,At Risk Students,Barriers

The qualitative case study explored the factors that foster an atmosphere of belonging for men of color (MOC) attending a 2-year Predominantly White Institution. The pressing issue is that PWI colleges make the erroneous assumption that an extension or invitation of welcome is the same as fostering a sense of belonging for men of color (MOC). This led colleges to construct policies and practices that do not intentionally and deliberately create an atmosphere where MOC feel valued, validated, and visible. According to Maestas, Vaquera, and Zehr (2007), fostering a sense of belonging is paramount to the retention and graduation of students of color. The study surfaced three central themes: (a) experiencing an atmosphere of welcome, (b) desire for cultural representation and celebration (c) importance of Diversity, Equity and Inclusion (DEI) training. Though most colleges boast of creating a sense of belonging, the National Center for Education Statistics (2019) reports 25% of men of color graduate from a community college within 150 % or three-years of normal time. Additionally, the Community College Survey of Men (CCSM) reports a lack of validation, engagement, and high attrition rate for men of color attending these institutions (Harris &amp; Wood, 2013). This can be problematic considering the majority of men of color began their academic journey by attending 2-year colleges. Community and 2-year colleges are critical to the educational system and positioned to improve access and equity for students of color, particularly males (Bailey, Jaggars, &amp; Jenkins, 2015).
Understanding Social-Emotional Reciprocity in Autism: Viewpoints Shared by Teachers
Author: Schwartz, Lizaan
Date: 2021-01-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Social Development,Emotional Development,Interpersonal Relationship,Emotional Response,Interaction,Special Schools,Teacher Attitudes,Symptoms (Individual Disorders),Friendship,Foreign Countries,Gender Differences,Children,Preadolescents,Teacher Responsibility,Behavior Problems,Student Behavior,Interpersonal Communication

Poor social-emotional reciprocity (SER) has been identified as one of the defining traits of autism. It is a key criterion in recent Diagnostic and Statistical Manual of Mental Disorders editions, DSM-IV and DSM-V (American Psychiatric Association [APA], 1994, 2013). Yet this difficulty related to socially engaging and interacting with others is poorly understood. The study reported here was a small-scale, qualitative inquiry underpinned by a phenomenological approach in which social-emotional reciprocity (SER) was the phenomenon being studied. Semi-structured interviews with three experienced teachers at an Australian autism-specific school were used to capture their understandings and experiences related to the trait. Interestingly, our teachers found it challenging to discuss SER in isolation from other key autistic traits such as repetitive behaviour and restricted interests. When data were formally explored using Interpretive Phenomenological Analysis (IPA), teacher viewpoints clustered around three interconnected themes: perspectives about SER; relationships and friendships; and impact on teachers. Limitations of this inquiry and recommendations for future research in this area are provided.
Learning History, Facing Reality: How Knowledge Increases Awareness of Systemic Racism
Author: Salter, Phia S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Knowledge Level,Racial Bias,Racial Discrimination,Consciousness Raising,African American History,Intervention,Critical Theory,College Faculty

Among the many tensions that the year 2020 laid bare, the divisions in beliefs about the continued role of racism in the United States were central. While some of these divisions were drawn along political lines, with liberals far more likely than conservatives to see systemic racism as an ongoing problem, many were also drawn along racial lines. Although Black Lives Matter protests in the wake of George Floyd's and Breonna Taylor's deaths brought together one of the largest multiracial coalitions in recent protest history, the nation remains divided in beliefs about the root causes of racial injustice, what we should do about it, and who is willing to do the work. Recognizing systemic racism is only a first step; dismantling racism will require collective action with support from robust anti-discrimination laws and anti-racist policies. But, recognition is a crucial step, nonetheless. In this article, the author describes research and teaching experiences that have strengthened her belief that teachers can have a positive impact on students' and society's responses to systemic racism. The classroom is a great place to start deepening society's understanding of racism past and present, and a willingness to do something about it.
Basic Need Analysis in Practical English Grammar: An Effort on Creating and Empowering Autonomy Learners
Author: Nurhayati, Dwi Astuti Wahyu
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Needs,Student Attitudes,Undergraduate Students,Student Centered Learning,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Personal Autonomy,Independent Study,Educational Media,Classroom Environment,Learning Strategies,Difficulty Level,Grammar,Foreign Countries

This paper presents the students' need analysis in Practical English Grammar course. The data were collected through questionnaires and interview by individual or group assessment. It involves 34 Indonesian undergraduate students who were majoring in English, took, join Grammar class and conducted classroom interaction in English teaching and learning process in IAIN Tulungagung, East Java, Indonesia. The data were analyzed using descriptive qualitative approach. The finding revealed some students' perspectives on Practical English Grammar course (lack of learning media, ineffective teaching strategy, unsupportive class atmosphere, and Grammar as difficult course); some student-considered effective ways to learn Practical English grammar (YouTube, discussion, appropriate learning techniques, progress report, peer assessment, and game); and students' results on their need analysis in learning Practical English Grammar in form of independent option on: learning media, learning strategy, learning material, and creating own questions and its answers.
Organizing and Mobilizing: How Teachers and Communities Are Winning the Fight to Revitalize Public Education
Author: Casey, Leo
Date: 2021-00-00
Type: Journal Articles
Subjects: Activism,Public Education,Educational Change,Politics of Education,Unions,Strikes,Educational Policy,State Policy,Educational Finance

As winter swept across the United States at the outset of 2018, ushering in the bitterest and bleakest days of the year, American teachers and their unions had little to celebrate. The first eight years of the decade had exacted a heavy toll, and still more trouble was lurking on the horizon. In the wake of the Great Recession, funding for public education had been slashed across the country, with particularly deep cuts in the red states, many of which were granting massive tax cuts to the wealthy and corporations and thus reducing state revenues. A growing portion of the funds that remained were diverted from public schools to voucher programs for private schools and to charter schools. For American teachers, the 2010s had been a long, dark night. And at the start of 2018, there had been very few signs that it would end. This article discusses teacher strikes, including the West Virginia Strike of 2018 and four particularly noteworthy strikes of 2019 in Los Angeles, Denver, Oakland, and Chicago, highlighting how power can be built through direct action, politics, and community.
Collocations in the English &quot;LKS&quot; Books for Senior High School Students
Author: Alfiandita, Odilia Listya
Date: 2020-00-00
Type: Journal Articles
Subjects: Phrase Structure,High School Students,Second Language Learning,Second Language Instruction,English (Second Language),Computational Linguistics,Textbooks,Content Analysis,Grammar,Instructional Program Divisions,Language Usage,Foreign Countries

This article investigates the types and variations of collocations used in English Lembar Kerja Siswa (LKS) books for senior high school students. The researchers employed corpus analysis in conducting this study. Data were collected from five English LKS books for grade X, XI, and XII Senior High School (SMA/SMK/MA). AntConc 3.5.8 was used to extract the data, which were then analyzed to find out the types and variations of collocations in the books. The findings revealed that the books consisted of Grammatical G1 (1804 tokens), Grammatical G2 (1 token), Grammatical G3 (423 tokens), Grammatical G4 (4664 tokens), Grammatical G5 (1 token), Grammatical G7 (34 tokens), Lexical L1 (3889 tokens), Lexical L3 (533 tokens), Lexical L4 (687 tokens), Lexical L5 (4 tokens), and Lexical L7 (2 tokens) collocations. Grammatical G4 collocation was mostly found in the LKS books. Furthermore, the collocation types in the English LKS books by grade levels were not various. The researchers suggest that English teachers should introduce collocations in their teaching to help the students to acquire the natural use of English.
Working the Third Space: Reformulating Practice in the Transition from Classroom Teacher to Teacher Educator
Author: Diamond, Fleur
Date: 2021-01-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Educators,Adjustment (to Environment),Teaching Experience,Educational Change,Educational Practices,Foreign Countries,Personal Narratives

The working lives and identities of teacher educators remain an under-researched aspect of teacher education. This paper reports on a collaborative narrative inquiry by three early career teacher educators as they made the transition from classroom practice in schools, to teacher education in a university setting. The authors confronted technical understandings, or 'official stories' (Zukas &amp; Malcolm, 2019) of what it means to prepare prospective teachers, derived from contemporary standards-based policies about teacher professionalism. The paper proposes the concept of 'working the third space' as a way of framing teacher educators' efforts to draw upon classroom teaching experience while challenging reductive understandings of teachers' work. We argue that understanding teacher education as a 'third space' practice speaks back to narrow discourses of teacher education that frames it as the unproblematic transfer of practice from experienced to novice practitioner.
Teachers Knowledge Mobilized in Geometry Lessons and Contingency Situations
Author: Gumiero, Bárbara Silva
Date: 2021-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Teaching Methods,Teacher Student Relationship,Geometric Concepts,Pedagogical Content Knowledge,Audio Equipment,Video Technology,Teacher Attitudes,Graduate Students,Mathematics Teachers,Elementary School Students,Foreign Countries,Faculty Development,Learning Activities

Mathematics classes have contingency situations in the relationship established between teacher and students. The objective of the article is &quot;to understand the dimensions of the teacher's knowledge that are constituted in the development/execution of tasks on geometric concepts in interaction with students.&quot; For this, a collaborative group of two teachers and two master's students elaborated four tasks on geometric concepts, which were developed/executed by the participating teachers in their respective classes. Both classes were recorded in audio and video and analyzed based on the Knowledge Quartet (KQ). KQ is a theoretical analysis tool comprizing four dimensions - foundation, transformation, connection and contingency. According to the data, contingency was found to be a prominent dimension, which led the analysis to be focused on that dimension. The teachers mobilized knowledge related to all contingency codes, which culminated in a deviation from the agenda. The teachers involved had &quot;insights&quot; due to the (in) availability of resources. The contingency moments caused by the students started from an idea or an unexpected difficulty, which expanded the KQ codes already identified.
Two Primary Teachers Developing Their Teaching Problem-Solving during Three-Year In-Service Training
Author: Portaankorva-Koivisto, Päivi Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Education,Inservice Teacher Education,Elementary School Teachers,Problem Solving,Grade 3,Grade 4,Grade 5,Beliefs,Knowledge Level,Teaching Methods,Discussion (Teaching Technique),Foreign Countries,Personal Autonomy,Teacher Role

The use of open problem-solving tasks in mathematics education challenges teachers' beliefs, knowledge and practices. This article examines the practices of two primary teachers and their 3rd to 5th grade classes during a three-year in-service teacher training project aiming to increase mathematical problem-solving in class. Three lesson videos and two interviews with each teacher were used to provide the data for this study. The results show how different teachers in terms of their beliefs, knowledge and practices during the problem-solving activities can produce mathematically different learning opportunities. Teacher Ann saw mathematics as too rigorous, and to combat this, gave her pupils a great deal of autonomy. Her pupils were encouraged to come up with creative solutions. Teacher Beate emphasized mathematical understanding. Her pupils were guided cognitively and they came up with mathematically elegant solutions. In teaching open problem-solving both autonomy and cognitive guidance are needed.
A Suggestion of a Framework: Conceptualization of the Factors That Affect Technology Integration in Mathematics Education
Author: Ince-Muslu, Burcin
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,Grounded Theory,Mathematics Instruction,Secondary School Teachers,Mathematics Teachers,Teacher Attitudes,Secondary School Students,Self Esteem,Mathematics Curriculum,Teaching Methods,Educational Technology,Foreign Countries

The aim of this study is to identify the main factors that affected the process of technology integration in mathematics education. The methodological approach taken in this study is a structured grounded theory. The participants of the study included two secondary-school mathematics teachers, four students selected by the teachers, and two school administrators who were responsible for technology implementation. The data collection tools included two semi-structured interview forms based on a literature review, whose pilot studies were conducted, to identify the opinions of teachers, students and administrators separately. The data analysis method of the study was the constant comparative method that requires to collect data constantly and create codes and categories suggested by the grounded theory. For the analysis of the data, the qualitative data analysis software, MAXQDA 2020, was employed. Based on the findings of the study the factors that affected the process of technology integration in mathematics education were examined as teacher-driven and non-teacher driven factors. The results of the study highlighted that teachers were highly effective in the integration process. Therefore, 20 factors that affected the teachers were identified. These factors included perception of technology, technological awareness, self-confidence, planning and technological materials; and 9 factors that were related to non-teacher-driven aspects including physical conditions, administrative support, student-readiness, economic situation, mathematics curriculum and mathematics curriculum approach. These factors were associated with each other, and a framework related to the factors that affected technology integration in mathematics education was suggested.
Incorporating Geogebra into Teaching Circle Properties at High School Level and It&apos;s Comparison with the Classical Method of Teaching
Author: Mollakuqe, Vesa
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Software,Mathematics Instruction,Teaching Methods,Computer Assisted Instruction,Mathematical Formulas,High School Students,Algebra,Geometry,Comparative Analysis,Conventional Instruction

The most influential books on geometry are those of Euclid called &quot;Elements&quot;. In our century, in addition to classical learning, various interactive software are used in teaching geometry. Among them, we can mention GeoGebra. GeoGebra is an interactive math measurement program that consists of teaching and learning from elementary to university level. This software is offered as a pedagogical and mathematical aid tool. GeoGebra helps in teaching math because using this software, students see different mathematical formulas, algebraic and geometric presentations. In this paper, using GeoGebra software, the pedagogical, methodological, and statistical data into teaching circle properties are presented. The study involved 112 students. Of these 40% excellent, 35% average, 25% below average. The research aims to prepare high school students aged 15-18, from grades 1, 2, 3, and 4 in teaching, working, and explaining geometry through GeoGebra software. Special emphasis is placed on the circle properties and their presentations. This content includes the district tangent, the potency, the application of the circle in regular polygons with special emphasis on the inscribed, circumscribed circle in the equilateral triangle, and other important properties.
Designing English Listening Materials through YouTube Video Editing: Training for English Teachers of Islamic Junior High Schools, Parepare, South Sulawesi
Author: Fakhruddin, Zulfah
Date: 2020-00-00
Type: Journal Articles
Subjects: Listening Skills,Audiovisual Aids,Video Technology,Textbooks,Worksheets,Material Development,Web 2.0 Technologies,Editing,Inservice Teacher Education,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Religious Schools,Islam,Junior High School Students,Student Attitudes,Teacher Developed Materials,Foreign Countries

This study was conducted to help English teachers in designing English listening materials in the form of audio and textbook through YouTube video editing. 18 English teachers of 10 Islamic junior high schools in Parepare were trained to write English listening materials in the form of textbook and to edit video (download, import, cut, merge, and export video) in form of audio. 150 students were observed and tested to evaluate teachers' products. Training materials consist of: (1) searching and download video through YouTube; (2) editing video that includes import, cut, merge, and export video; and (3) writing worksheet that contains phoneme discrimination and listening comprehension exercise in the form of multiple choice, true false, and completion. Training activities include: (1) explanation; (2) practice; (3) grouping; (4) assignment/design; and (5) evaluation and revision. After following training, teachers' ability was categorized into good and fair in designing English listening materials. More than 50% of teachers were categorized into good in editing video and 72% of teachers were categorized into good in writing listening exercise. Students' English listening learning outcome was categorized into good after learning by using teachers' products and students have a positive attitude in learning English listening skill.
EFL Teachers&apos; Perceptions: Challenges and Coping Strategies of Integrated Skills Approach (ISA) Implementation at Senior High Schools in Aceh
Author: Akmal, Saiful
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Second Language Learning,Teacher Attitudes,Curriculum Implementation,Integrated Curriculum,Instructional Effectiveness,Teaching Methods,Language Skills,Communicative Competence (Languages),Vocabulary Development,Educational Environment,High School Students,Student Motivation,Curriculum Design,Student Centered Curriculum,Foreign Countries

Integrated Skills Approach (henceforth ISA) is valuably considered to practice all language skills simultaneously with wide and various activities offered to expose learners to the real communicative purpose. This research aims to find out teachers' perceptions of challenges and coping strategies in implementing ISA at their respective schools. The research participants were chosen by using purposive sampling, in which the information towards six English teachers from different Senior High Schools in Banda Aceh and Aceh Besar by using unstructured interviews. The findings revealed that generally, most teachers had positive perceptions towards ISA. Only one teacher faced constrains in applying ISA. Furthermore, the teachers also faced challenges in applying integrated skills approach in the classroom, those are; students' lack of vocabulary, school environment and facilities, and teachers' difficulties in designing activity/material. Nevertheless, the teachers have their strategies to cope with those challenges such as; enriching vocabulary through flashcards, grouping students randomly, preparing their own material and equipment, motivating them by giving interesting short movies and games and expanding their knowledge more about integrated skills approach.