ethanporcaro/eric-fulltext-meta huggingface dataset:
Townships&apos; High School Learners&apos; Views on the Implementation of the Right to Education: A Social Justice Perspective
Author: Munongi, Lucia
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Public Schools,Student Rights,Equal Education,Social Justice,Student Attitudes,Student Surveys,Educational Environment,Teacher Student Relationship,Educational Resources

The Universal Declaration of Human Rights asserts that education is a fundamental human right for everyone. Education promotes equality, but this can only be possible in the absence of social injustices within school systems. Social justice in education entails challenging any inequalities that may exist in the education system. This study focused on examining South African township high school learners' definition of their right to education and views on its implementation. Using a qualitative approach, 45 high school learners (26 female and 19 male) who were purposively sampled from two township public high schools participated in semi-structured, in-depth individual interviews. The study was grounded in the social constructivism paradigm and data were analysed thematically. The findings of this study showed several shortfalls in the implementation of the right to education in the two schools. Despite a few positive developments, learners generally felt dissatisfied with the implementation of their right to education. Based on these findings, this study recommends the need to monitor activities in public schools to ensure that the right to education is fully implemented, to promote social justice in schools.
An Analysis on the Effect of Design-Based STEM Activity Development Process on Prospective Maths Teachers&apos; Problem-Solving Skills and Scientific Creativity
Author: Pekbay, Canay
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Learning Activities,Secondary School Teachers,Mathematics Teachers,Problem Solving,Creativity,Preservice Teachers,Skill Development,Student Attitudes,Design,Thinking Skills

The aim of this study was to investigate the effect of design-based STEM activities developed by prospective secondary school maths teachers on their problem-solving skills and scientific creativity. An explanatory sequential mixed methods design was used in the current study, involving 45 senior students (i.e., prospective secondary school maths teachers) studying at a state university in the West Black Sea Region, Turkey during the academic year 2018/19. The participants were selected according to a purposive sampling method to be involved in our study, which was conducted during a course named &quot;Science, Technology, and Society,&quot; and the implementation stage, of which took a total of 14 weeks, as three course hours per week. The &quot;Problem Solving Inventory&quot; (PSI) and &quot;Scientific Creativity Test&quot; (SCT) were used for the purpose of obtaining the quantitative data of the research, whereas interviews were conducted with the prospective teachers for collecting the qualitative data. The quantitative data were analyzed using a dependent t-test, while qualitative data was analyzed by descriptive analysis. A slight increase was detected in participants' problem-solving skills in relation to developing STEM activities, though not statistically significant. However, as a result of the implementation process, the scientific creativity of prospective teachers turned out to increase in such a way that it indicated a statistically significant difference.
Promoting Learner Autonomy through Tandem Learning in a Japanese ESL Context
Author: Cruz, Jehan
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Computer Assisted Instruction,Interaction,English (Second Language),Second Language Instruction,Student Attitudes,Student Responsibility,Student Motivation,Reflection,Cooperative Learning,Foreign Countries,Personal Autonomy,Social Media,Asynchronous Communication,Interpersonal Communication,Student Interests

Computer-mediated form of language learning provides the opportunity to engage in meaningful and authentic interaction in the target language. Through interaction and collaboration, learners are said to develop a sense of autonomy (Little, 2001). Studies from the literature show that Japanese learners do not lack the capacity for self-directed learning but rather, the language learning environment that has been created by most Japanese institutions has implicitly discouraged learners from becoming autonomous learners (Holden &amp; Usuki, 1999; MEXT, 2013). This study seeks to explore how tandem learning could foster an autonomous learning environment in an EFL classroom in Japan. It will describe learners' perception of the Facebook Project, and whether it has helped this group of learners assume more responsibility for the learning process. Findings show that the project enhanced intrinsic motivation, promoted learner reflection, and students took the initiative to reciprocate with their tandem partners' language needs. Implications of the study suggest that learners need to be involved in the design of learning environments and adequate levels of technological proficiency are necessary to prepare learners for more self-directed learning.
Social Studies Pre-Service Teachers&apos; Educational Comics Experience for Disaster Education
Author: Senturk, Mehmet
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Studies,Cartoons,Preservice Teachers,Teacher Education Programs,Student Attitudes,Natural Disasters,Teaching Methods,Instructional Materials,Learner Engagement,Phenomenology,Teaching Experience,Foreign Countries

The aim of the study is to reveal the experiences of social studies pre-service teachers on the use of educational comics in the teaching of subjects related to disaster education. Phenomenology design, one of the qualitative research methods, was used in the research. 30 social studies teacher candidates participated in the research. Pre-service teachers who participated in the research were given disaster education during one semester (12 week-2 hours). This education process also includes creating and using educational comics in disaster education. In the study, semi-structured interview and observation were used as data collection method. Thematic analysis was used in the analysis of the data obtained in the research. As a result, it has been revealed that social studies pre-service teachers see educational comics as a material that can be used in disaster education in line with their experiences. The pre-service teachers stated that educational comics is attracting attention, engaging participation, making it easier to understand. Pre-service teachers stated that educational comics contain limited information, and takes time to create and use.
Emergent Multilingual Learners Use of Multimodal Discursive Resources in Science Journals to Communicate &quot;Doing&quot; and &quot;Learning&quot;
Author: Price, Callie
Date: 2023-00-00
Type: Journal Articles
Subjects: Diaries,Science Instruction,Earth Science,Writing (Composition),English Language Learners,English (Second Language),Summer Programs,Universities,School Districts,Partnerships in Education,Discourse Analysis,Grade 7,Bilingual Students

Sociocultural language learning theory and situated learning theory stress the importance of social interactions and context in both science and language learning. In addition, researchers have highlighted the important role that multimodal language plays in meaning-making and communication in science. The purpose of this study was to examine the multimodal discursive resources emergent multilingual learners (EMLs) used in their journals on the topic of erosion. Thus, we ask &quot;in what ways do multimodal discursive resources differ as EMLs describe doing an investigation (practices) and learning (content) in response to a writing prompt (What I did-What I learned)?&quot; This research, grounded in an interpretive/constructivist paradigm, examined the journals of 18 EMLs who participated in a summer program where they engaged in the social context of scientific practice. Students used the What I Did/What I Learned (WID/WIL) writing prompt to describe the practices used in the classroom investigations and the knowledge resulting from these investigations. The WID/WIL journal entries were examined using template analysis coding. The template consisted of four major categories: writing, mathematical expressions, manual-technical operations, and setting. Findings indicated that EMLs utilized writing and mathematical expressions to communicate their manual technical operations (practice) and knowledge (content) of erosion. EMLs did not use visual representations as part of their multimodal resources. Implications for science teaching and the use of the WID/WIL as a writing prompt are included.
Teaching Mathematics through Micro-Learning in the Context of Conceptual and Procedural Knowledge
Author: Gün-Sahin, Zühal
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Microteaching,Middle School Teachers,Mathematical Concepts,Middle School Students,Grade 6,Electronic Learning,Mathematics Achievement,Instructional Effectiveness,Mathematics Skills,Foreign Countries

In light of technological development worldwide, the focus has been on how different types of digital technology can be used to provide activities that will enhance students' mathematical learning. Micro-learning is an innovative approach that will accelerate digitalization in mathematics teaching, attract students to mathematics, and combine technology and mathematics education. The study aims to reveal the effect of micro-learning teaching of the middle school 6th-grade mathematics lesson &quot;Ratio&quot; on students' conceptual and procedural knowledge. In the study carried out within the scope of qualitative research, the case study research design was preferred. In the study group, ten students studying in the 6th grade of middle school were studied. In the research, the conceptual and procedural knowledge definitions of the &quot;Ratio&quot; subject created by the researchers were created by reviewing the literature, and the status of the interview was examined based on the data obtained at the end of the study. During the data collection phase of the research, the Conceptual and Procedural Knowledge Test (CPKT) developed by the researchers and interviews with two students were used. The collected data was analyzed by content analysis. After the micro-learning teaching in the e-learning environment, it was seen that there was a 76% success rate in the procedural knowledge of the students, in which they generally acquired the conceptual knowledge of the &quot;Ratio&quot; subject. Thus, it has been demonstrated that micro-learning can be used in mathematics lessons.
The Mediating Role of Life Satisfaction in the Relationship of Coronavirus Anxiety and Social Media Addiction
Author: Yilmaz, Mustafa
Date: 2023-00-00
Type: Journal Articles
Subjects: Young Adults,College Students,Foreign Countries,COVID-19,Pandemics,Anxiety,Social Media,Addictive Behavior,Life Satisfaction,Relationship

The coronavirus pandemic has caused intense anxiety in people and has brought many changes in daily life. Emerging adults, one of the groups experiencing anxiety, also turned to social media tools in order to socialize with others and follow the agenda, and overuse brought an increase in social media addiction. Considering that life satisfaction is a mediating variable in coping with the anxiety experienced during the pandemic and in the use of social media, it is aimed to examine the mediating role of life satisfaction in the relationship between COVID-19 anxiety and social media addiction. It has been observed that there is a moderately positive relationship between coronavirus anxiety and social media addiction, high negative relationship between coronavirus anxiety and life satisfaction, and high negative relationship between social media addiction and life satisfaction. As a result of the mediation analysis, while coronavirus anxiety had positive effect on social media addiction, the indirect effect of coronavirus anxiety on social media addiction was also found to be significant, and life satisfaction partially mediated the effect of coronavirus anxiety on social media addiction. Coronavirus anxiety and life satisfaction explained 41% of the change in social media addiction. As a result of the bootstrapping process, it can be said that life satisfaction has a partial mediating role in the relationship between coronavirus anxiety and social media addiction in emerging adults.
Elementary Teachers&apos; Perceptions and Experiences Regarding Social-Emotional Learning in Ontario
Author: Jomaa, Hajar
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Social Emotional Learning,Teacher Attitudes,Classroom Environment,Foreign Countries,COVID-19,Pandemics,Teaching Methods,Curriculum Implementation

Social-emotional learning (SEL) is an essential part of students' learning journey. Teachers' perceptions of SEL have been associated with teaching outcomes and the effectiveness of its implementation in classrooms. In Ontario, SEL is a mandated component in certain areas of the curriculum. It is therefore important to consider teachers' perceptions and experiences regarding SEL because a teacher who is confident in implementing SEL strategies as part of the curriculum may contribute to positive social, emotional, and academic outcomes for their students. This study explored teachers' perceptions and experiences regarding SEL before and during the COVID-19 pandemic. Three elementary teachers in Ontario implementing SEL practices took part in a semi-structured interview that was informed by the CASEL (n.d.b) framework, and it followed a modified version of Seidman's (2019) three-interview protocol. Research findings revealed the participants' perceptions of SEL and the various informal strategies they used to teach it during the COVID-19 pandemic in Ontario. This paper discusses the benefits and barriers of teaching students the SEL competencies and describes potential implications for practice informed by the collected data.
Oh, the Places We Learn! Exploring Interest in Science at Science Fiction Conventions
Author: Childers, Gina M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Fiction,Conferences (Gatherings),Science Interests,STEM Careers,Informal Education,Science Education,Information Utilization,Adults

Science fiction conventions are places where individuals with an interest in diverse genres and mediums can engage with a community that bridges the world of science fiction and fact. Many of these conventions provide a science &quot;track&quot; where science experts share their expertise and research on scientific findings and applications of science with science fiction enthusiasts. This study explored science fiction conference attendees' (n = 241) interest in science, as well as how attendees (n = 172) plan to utilize science shared at science track sessions. Survey responses were analyzed within &quot;STEM career&quot; groups by comparing science track and non-science track attendees, and documenting what science track attendees plan to do with the information gained at a science track session. There were no differences in how science track attendees and non-science track attendees with STEM careers reported their interest in science. For the attendees that did not report having a career related to STEM, science track participants reported higher interest scores than non-science track attendees. Over half of the science track attendees (66%) shared they will apply what they learned from a science track session to their own personal context. Furthermore, the demographics of the survey respondents may suggest that science fiction conventions are an untapped science learning environment connecting to a younger, more diverse community. Overall, recognizing the benefit of science fiction conventions is crucial to provide spaces for accessible venues of science communication to foster an interest in science for a diverse, public audience.
Exploring Public Perception of Mindfulness in Canadian Schools: Analysis of News Media
Author: Albert, Jennifer
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Elementary Secondary Education,Community Attitudes,News Media,Public Opinion,News Reporting,Mass Media Role,Program Effectiveness

Mindfulness practices have been increasingly adopted in schools across Canada and beyond. While previous literature has explored a range of purposes for mindfulness, little is known about the ways in which it is broadly understood by communities. News media serves as a key source of public discourse on topics like mindfulness in education and can reflect and influence public understanding and actions. This study explores the depiction of mindfulness within schools as it existed in Canadian news media between 2014 and 2019. ProQuest's Canadian Major Dailies database was searched using the terms &quot;mindfulness&quot; and &quot;education OR school&quot;. After an initial scan of 719 articles, 69 were retained. Inductive thematic analyses were conducted; themes included emotional, cognitive, social, and physical effects of mindfulness practices in schools. Divergent narratives were noted, reflecting a need for greater coherence and a shared rationale supporting the use of mindfulness practices in schools.
Ontario Special Education Funding: How Is It Determined?
Author: Li, Xiaobin
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Finance,Grants,Special Education,Educational Equity (Finance),Financial Policy,Educational Policy,Policy Analysis,Needs Assessment,Resource Allocation

Ontario's special education grant increased from $1.6 billion in 2002-2003 to $3.2 billion in 2020-2021, representing approximately 12.5% of the overall education funding. Although demands to increase special education funding continue from an equity and inclusion standpoint, students with exceptionalities are at risk of lower achievement. This study thus examined how the special education grant for elementary and secondary students with exceptionalities in Ontario is determined, primarily through document analysis as well as the author's communication with the Ontario Ministry of Education for information not available through open documents. A review of funding information since 1998 reveals that the special education grant increases almost annually based on a variety of mechanisms encompassing six components, three of which are determined predominantly by total enrolment and three determined by claimed cases for different exceptionalities. Findings help explain how the special education grant is determined, thus informing discussion on policies regarding funding for students with exceptionalities.
Explaining the Low Enrollment Intention at International Universities in Indonesia: A Serial Mediation Study
Author: Sudhana, Pranakusuma
Date: 2023-05-00
Type: Journal Articles
Subjects: Enrollment Trends,International Schools,Foreign Countries,International Education,Higher Education,Student Recruitment

This paper aims to explain the unsuccessful relationship between the awareness of prominent international education brands and enrollment intention. A serial mediation model encompassing perceived congruity and brand attitude was developed and was tested using the Partial Least Square-Structural Equation Modeling (PLS-SEM) technique involving 132 respondents. The results revealed that the brand awareness must be subsequently perceived as internally congruent with the prospective students' self-image in terms of resource sufficiency before developing enrollment intention by forming the desired brand attitude. The originality of this study is that it could be the first to discuss the international universities landscape in Indonesia. In addition, the proposed model could be a plausible framework for explaining the intention to accept not only international education brands but also other brands of goods and services, hence benefiting both educational and consumer research. This paper includes generalizability as its limitation with suggestions to undertake the broader scope of studies.
The Autonomous Acquisition of Transversal Competencies by Primary School Children through the Use of Pedagogical Scenarios
Author: Bosmans, Daniel
Date: 2023-05-00
Type: Journal Articles
Subjects: Competence,Skill Development,Preadolescents,Personal Autonomy,Independent Study,Teacher Role,Elementary School Students,Scaffolding (Teaching Technique),Second Language Instruction,Mathematics Instruction,Science Instruction,Cooperation,Communication Skills,Learning Strategies,Creativity,Reflection,Foreign Countries

This study aims to obtain a better understanding of how the teacher can support the acquisition of transversal competencies, such as collaboration, creativity and reflection when children aged between 11 and 12 take part in an activity designed to promote autonomous or self-regulatory learning. There is a need to equip the teachers to enable them to scaffold autonomous learning, taking into account the tensions coming to the fore between teacher's interventions and autonomous learning. How can the teacher ensure that the task is completed without interrupting the creative, collaborative and reflective dynamics within the group? How can they support learning becoming progressively more autonomous in each group? How is the flexible classroom organized to promote self-regulatory learning? The pedagogical scenarios presented in this research project have been drafted and trialled to help the teachers do just that. It is a collaborative research project inspired by Desgagné's (2007) procedure as the researcher, teachers and children all worked together at every stage of the study, i.e., the drafting of pedagogical scenarios by teachers in the UK and the trialling of these by teachers on their pupils in Switzerland. These scenarios were built with the purpose of promoting the development of transversal capacities in children at primary school level when engaging in various subjects: L1/L2/Lx, sciences, and maths. These school subjects were matched with a subphase of Zimmerman and Campillo's (2003) model, with one or two transversal capacities and with approaches currently applied to the teaching of these disciplines. Each of these scenarios can be used practically in the primary classroom to develop transversal competencies through autonomous learning.
Centering Students in Transdisciplinary STEAM Using Positioning Theory
Author: Edelen, Daniel
Date: 2023-00-00
Type: Journal Articles
Subjects: Art Education,STEM Education,Elementary Secondary Education,Student Centered Learning,Student Experience,Interdisciplinary Approach,Theories,Empathy

Integrated STEAM instruction continues to be a major focus of K-12 education. In effort to better understand STEAM education, we reviewed existing frameworks for implementing integrated STEAM in classrooms. We found that existing frameworks largely focused on the lens of the teacher, thus leaving the student perspective of STEAM learning experiences out of conversations centered on both research and practice. The purpose of this theoretical paper is to center STEAM education on students' rights, obligations, and duties within integrated STEAM instruction as a way to refine understanding of students' positions in STEAM learning experiences. We use theoretical considerations and evidence to explore new ways for transdisciplinary STEAM to be conceptualized from a student perspective. We conclude with considerations and implications for future STEAM education research.