ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematical Problem-Solving Processes of Students with Special Needs: A Cognitive Strategy Instruction Model &apos;Solve It!&apos;
Author: Özkubat, Ufuk
Date: 2020-06-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Cognitive Processes,Special Needs Students,Learning Strategies,Instructional Effectiveness,Students with Disabilities,Metacognition,Models,Student Characteristics

Being a cognitive strategy instruction model called 'Solve It!' involves cognitive and metacognitive elements. The model was developed by Montague (1992) as one of the process-based teaching strategies. The purpose of 'Solve It!' strategy is to teach the following seven cognitive strategy steps: read, paraphrase, visualize, hypothesize, predict, calculate, and check. Each cognitive strategy step has the following three metacognitive steps: ask, say, and check. 'Solve It!' strategy has been used to teach students with special needs on how to solve word problems. This study aimed to evaluate the studies using 'Solve It!' strategies. Therefore, this study reviewed studies by examining electronic databases, journal indexes, and references part of relevant studies. A total of 48 studies were found. These studies were reviewed in terms of inclusion and exclusion criteria, and 12 of them were used for descriptive analysis. The findings of the study revealed that 'Solve It!' was effective in teaching mathematical problem-solving skills for students with special needs. The findings were discussed in line with relevant literature, and some suggestions for future research, and practitioners were presented at the end of the paper.
Mixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment
Author: Sigurðardóttir, Margrét Sigrún
Date: 2020-06-00
Type: Journal Articles
Subjects: Blended Learning,Homework,Video Technology,Higher Education,Active Learning,Learner Engagement,Males,Student Motivation,Class Activities,Foreign Countries,Graduate Students,Course Organization,Student Attitudes

Flipped teaching is a trend within higher education. Through flipped teaching the learning environment can be altered by moving the lecture out of the classroom through online recordings, while in-classroom sessions focus on active learning and engaging students in their own learning process. In this paper, we used focus groups comprised of male students in a qualitative research course with the aim of understanding the ways in which we might improve active student engagement and motivation within the flipped classroom. The findings indicated that, within the flipped classroom, students mix surface and deep-learning approaches. The online recordings, which students interact with through a surface approach, can function as a stepping stone toward a deep-learning approach to in-class activities, but only if students come to class prepared. The findings therefore suggest that students must be made aware of the importance of preparation prior to flipped classroom in-class activities to ensure the active learning process is successful. By not listening to the recordings (e.g., due to technological failure, as was the case in this study), students can result in only employing a surface approach.
New Literacies for Engineering Students: Critical Reflective-Writing Practice
Author: Badenhorst, Cecile M.
Date: 2020-06-00
Type: Journal Articles
Subjects: Engineering Education,Multiple Literacies,Critical Thinking,Reflection,Writing (Composition),21st Century Skills,Competency Based Education,Graduate Students,Professional Identity,Institutes (Training Programs),Social Justice,Empathy,Leadership Training,Ethics,Diversity,Foreign Students,Foreign Countries

Engineering education has long resulted in professional engineers with the required technical skills to meet the profession's needs. Yet in today's rapidly changing, globalised world, engineers will need more than technical competencies to meet the requirements of their professional work. Incorporating different literacies in engineering education might help with this shift. We introduce the idea of including critical reflective writing practice on the idea of being an engineer into engineering curricula. Our study explored how fourteen engineering graduate students were mentored on how to reflect critically on their professional identities through narrative writing. The students wrote the narratives while attending a pilot co-curricular Institute that focused on developing leadership, communication, and professional skill-building. We analysed the narrative writing produced by participants using the constant comparison method of analysis. Key findings show that: (1) narrative methodologies are valuable for tapping into the reflective non-technical, process aspects of the profession; and (2) critical reflective writing practice was challenging for participants and required comprehensive scaffolding. If scaffolded and embedded in engineering curricula, critical reflective writing practice could contribute significantly to a 21st century engineering identity.
Students&apos; Learning Support and Perceptions in an Online Mathematics Course in a Business Faculty
Author: Heilporn, Géraldine
Date: 2020-06-00
Type: Journal Articles
Subjects: Teaching Methods,Student Attitudes,Online Courses,Electronic Learning,College Mathematics,Instructional Design,Asynchronous Communication,Synchronous Communication,Teacher Student Relationship,Foreign Countries,College Students,Business Administration Education,Integrated Learning Systems,Computer Software,Cooperative Learning

Online courses are growing in higher education, resulting from an increased access to information and communication technologies. While such courses allow time and/or space flexibility for both students and instructors, they also promote active learning and require more autonomy from the students. In this paper, we present the main design features of a new prerequisite mathematics online course in a business faculty. While most of the course was designed in an asynchronous mode, it also includes blended synchronous support sessions that students can attend each week. As a Scholarship of Teaching and Learning (SoTL) project, we related the design features of the course to students' learning support and perceptions by analyzing the content of the learning management system as well as students' narrative comments in course teaching evaluations over five semesters. The main themes reported concerned the appreciated course design and structure, the enhanced instructor's presence through commented slideshows and support sessions, the instructor's accessibility and care, a challenging but relevant course, and collaborative practice with a software application. In particular, the instructor's presence and follow-up throughout the semester was highlighted by the students as a means to support their learning. Furthermore, most students' comments reported positive perceptions about the online course and specific design features. Several comments also allowed to identify potential areas for change in a future version on the course, as part of the SoTL research that focuses on teaching and learning improvement.
The Changing Landscape of Graduate Teaching Certificate Programs in Canada
Author: Verkoeyen, Stephanie
Date: 2020-06-00
Type: Journal Articles
Subjects: Educational Change,Graduate Study,Foreign Countries,Teacher Education,Educational Trends,Teacher Certification,Program Evaluation,Program Administration,Electronic Learning,Blended Learning,Foreign Students,Transfer of Training,Recognition (Achievement),Accreditation (Institutions),Outcomes of Education

In a 2014 paper, Kenny, Watson, and Watton analyzed 13 Canadian universities offering graduate teaching certificate programs. This research used the Kenny et al. (2014) framework to provide an update, addressing the following research questions. First, has there since been an increase in the number of graduate teaching certificate programs at Canadian universities? Second, how do the common features of these programs compare to those identified by Kenny et al. (2014)? Third, how responsive are programs to recent trends in graduate teaching development? Key features within program administration, outcomes, structure, assessment, and recognition were examined, as were some current trends in post-secondary teaching. Program-related information was collected from the institutional websites of Canadian universities and verified by program key contacts. Since 2014, there has been a considerable increase in the number of graduate teaching certificate programs, both within and across institutions (from 13 programs at 13 institutions in 2014 to 36 programs at 25 institutions in 2019). This may be impacting how programs are structured and assessed. On the one hand, there appears to be movement towards reducing barriers to access programming, yet this growth may coincide with less resource-intensive program components and assessments. The responsiveness of programming to recent trends in program administration, programming content, and recognition varied.
Using a Learning Philosophy Assignment to Capture Students&apos; Metacognition and Achievement Goals
Author: Keus, Kelly
Date: 2020-06-00
Type: Journal Articles
Subjects: Metacognition,Goal Orientation,Assignments,Learning Strategies,Low Achievement,Correlation,Content Analysis,Mastery Learning,Biology,Science Instruction,College Students,Foreign Countries,Academic Achievement,Educational Philosophy

As key components of self-regulated learning, metacognition and goal orientation have been tied to improvements in academic achievement. Some research supports a bidirectional relationship between metacognition and goal orientation in which they promote each other as well as learning outcomes. We created a learning philosophy assignment (LP) to encourage students' consideration of their learning strategies and goals resulting in a record of students' metacognition. Research suggests that low-achieving students may have different metacognitive capabilities and learning goals and as such may be differentially impacted by the assignment. This paper considers the content of the LPs. Students were split into achievement quartiles to explore any patterns in metacognition or learning goals distinct to achievement level. Our content analysis confirms that the LP was successful in documenting metacognition and learning goals in all students. There were some differences related to achievement level.
World&apos;s Greatest Challenges: Building Interdisciplinary Understanding and Collaboration among Business and Social Work Students
Author: Pearl, Catherine M. L.
Date: 2020-06-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Social Work,Business Administration Education,Student Attitudes,Curriculum Development,World Problems,World Views,Workshops,Undergraduate Students,Young Adults,Consciousness Raising,Cooperative Learning,Perspective Taking,Group Discussion,Foreign Countries,Social Change

Socially engaged students cross all disciplines. Today's complex and rapidly changing environment poses new challenges for practitioners, students, and educators working within and alongside post-secondary institutions. This research explores how business and social work students interpret and perceive the world's greatest challenges. Eighty-four students participated in the mixed methods study wherein a workshop was delivered to two social innovation and two social work classes. The workshops provided a forum for students to explore their perspectives on the world's greatest challenges individually and as part of a group. Differences and similarities are reported regarding student perspectives of the world in which they live. The results reinforce a change in student mindset requiring significant shifts in the development and delivery of social impact curriculum and pedagogy related to creating shared value, social innovation, and changemaking.
The Model of Bilingual Education as a Platform for Harmonizing the Interests of the Multi Faith Environment in Business Schools and Universities
Author: Dudin, Mikhail N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Bilingual Education,Business Schools,College Environment,Intercultural Communication,Individual Differences,Religion,Russian,English,Universities,Foreign Countries,Student Satisfaction,Student Diversity,College Students

The paper focuses on revealing bilingual education features serving the purposes of harmonizing the multi-faith business schools and universities environment, using Russian and international experience. The empirical study was carried out using questionnaire method, polling, and method of involved observation. Russian business schools in 2017, 2018 and 2019, with a total number of 404 students, including 202 students in academic programs implementing bilingual education model in Russian and English, as well as the same number of students in classical monolingual programs in Russian (control banding), formed the empirical base of the study. It was revealed that bilingual education is a complex socio-pedagogical phenomenon and a promising educational model, which focuses not only on shaping and building a wide range of students' capabilities but also on the unique socio-cultural educational environment functioning aimed at the solution of such problems as: harmonization of students' interests to overcome intercultural differences; expanded socialization and facilitation of productive activities in terms of intercultural, interfaith education. It was also determined and confirmed empirically that the overall orientation of the bilingual educational model, which forms a productive cross-cultural communication environment, influences the potentially successful overcoming of interfaith differences and harmonization of interests of representatives of different confessions, as well as religious and atheistic practices. Thus, the use of a single neutral language code, free from religious-oriented vocabulary, reduces the tension in communication perception of educational activity subjects, reducing the risk of contradictions and conflicts of inter-confessional character, thus, harmonizing the interests of participants multi-religious educational environment. The results obtained confirm the hypothesis that the use of bilingual education in Russian and English in modern Russian conditions can be considered as a potentially highly effective platform for harmonizing the interests of a multi-faith environment in business schools and universities.
Metalinguistic Reflection and Computer-Mediated Communication: An Interventionist Approach to Language Study Abroad
Author: McGregor, Meredith
Date: 2020-00-00
Type: Journal Articles
Subjects: Metalinguistics,Study Abroad,Mentors,Computer Mediated Communication,Spanish,Language Proficiency,Intervention,Second Language Learning,Sociocultural Patterns,Social Media,Portfolios (Background Materials),Researchers,College Students,Comparative Analysis,Language Tests,Student Attitudes,Student Characteristics,Pretests Posttests,Achievement Gains,Outcomes of Education,Language Skills

This article reports on part of a mixed-methods study framed by sociocultural theory and aimed at assessing the impact of an intervention to promote metalinguistic awareness in language study abroad sojourners. Participants utilized a social media platform as a space to develop personalized e-portfolios for the purpose of in-depth metalinguistic reflection, paired with entirely computer-mediated researcher-participant mentoring. As such, this study addresses the importance of intervention in second language learning in study abroad, while also adding to the research available on its intersections within a 24/7 digitally connected world. Analysis of the data suggests that carrying out reflective practices and engaging with a mentor, even at distance, may be contributory in enhancing Spanish language proficiency. Further, this provides evidence that interventionist approaches to study abroad can be made accessible and meaningful even in the absence of significant resources, and without implementing prohibitively onerous tasks for either a student or practitioner.
Vocational Teacher&apos;s Inclination to Impart Values in Vocational Training: The Importance of Pedagogical-Didactical and Psychological Factors
Author: Miciuliene, Rita
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocational Education,Vocational Education Teachers,Foreign Countries,Values Education,Emotional Response,Teacher Attitudes,Personality Traits,Motivation,Affective Behavior,Teaching Methods,Professional Identity,Self Concept,Incentives

The purpose of this paper was to present empirically tested model of the importance of vocational teachers' pedagogical-didactical and psychological factors for inclination to impart their value positions in vocational education. 346 vocational teachers from 27 vocational training institutions and colleges in Lithuania completed paper-pencil questionnaires. A correlation study was designed to determine the extent to which the pedagogical-didactical and psychological determinants are related to values education. The results of Structural Equation Modelling (SEM) indicated 7 significant factors on the inclination of vocational teachers to convey values to learners in vocational education and training. Teachers' efforts to provoke or cause emotions in students during didactical processes, as well as matching students' practical experience and open teaching strategies were identified as the most important pedagogical-didactical factors for teacher's inclination to impart values education. Teachers as pedagogical experts were more concerned with values education than were teachers as didactical or subject matter experts. Important psychological factors included vocational teachers' personality traits of openness to experience and conscientiousness as well as extrinsic social motivation that were significantly related to teacher's inclination towards values education. To our knowledge, this research is the first comprehensive attempt to evaluate the importance of pedagogical-didactical and psychological factors on the inclination of vocational teachers to convey values to learners in vocational education and training. In the future, longitudinal studies are needed to make causal inferences regarding the hypothesized relationships among the variables.
A Textual Discourse Analysis of Introductions in Textbooks of Humanities and Basic Sciences
Author: Shahab, Sara
Date: 2020-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Textbooks,Content Analysis,Interdisciplinary Approach,Biology,Agricultural Education,Criticism,Persuasive Discourse,Sociology,Psychology,Linguistics,Computational Linguistics,Models,Teaching Methods,Consciousness Raising,Grammar,Language Usage,Introductory Courses,Semiotics,Academic Language,English,Authors,Native Language

This study attempted to scrutinize the disciplinary and cross-disciplinary generic variations of textbook introductions in humanities and basic sciences with reference to the onion model. The data included a sample of 60 introductions (i.e. ten each from applied linguistics, sociology, and psychology within humanities, and ten each from biology, agriculture, and geology within basic sciences). Humphrey and Economou's (2015) onion model of discourse analysis was adopted, and MAXQDA 10 software of qualitative analysis was used for coding. The findings revealed similarities and differences not only within but also between the two disciplines, which can be attributed to the nature of disciplines as well as the generically accepted conventions in each discipline. Moreover, the results of the study highlighted the predominance of descriptive and analytical phases in textbook introductions not only in isolation but also in establishing more complicated genres like persuasion and critique. The study highlights the importance of teaching which is concerned with learners' rhetorical consciousness-raising of the disciplines as well as the discipline-specific lexico-grammatical features in expert texts.
The Relationship between Play Repertoire and Inhibitory Control in Preschool Children
Author: Veraksa, Aleksander N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Play,Inhibition,Correlation,Imagination,Role Playing,Conceptual Tempo,Inner Speech (Subvocal),Foreign Countries,Young Children,Kindergarten,Self Control

Numerous studies argue that inhibitory control could be successfully enhanced in play activities during preschool age. Previous studies showed that fantasy significantly associated with inhibitory control and cognitive flexibility. It was also shown that inhibitory control is related to symbolic play (imagination of absent objects, attributing imaginary properties to objects, accepting the role). The primary aim of the current study was to investigate the association between children's play repertoire and inhibitory control in preschool age. Two research questions were addressed in this study. First, we hypothesized that reducing play activity to one favourite play and character could be associated with poorer inhibitory control, probably due to decreasing variability of roles, actions, possible choices. Second, we hypothesized that play duration correlates with the level of children's inhibitory control performance: the more time is devoted to role-play, the higher the level of inhibitory control would be. Participants were 228 children aged 6-7 years. Child's play preferences and play duration were examined with a parental questionnaire. Results indicate that children who had a favourite play were significantly more impulsive while dealing with the tasks which required inhibitory control. A similar result was obtained in the analysis of how having a favourite character relates to the inhibition process: a group of children who had favourite characters showed significantly lower score of inhibition control than groups of children who had no favourite characters or had multiple ones. This study did not show any significant differentiation among groups of children with different play duration per day. These findings contribute in several ways to our understanding of the relevance of play in terms of inhibitory control development.
Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English
Author: Channa, Liaquat Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Identity,English (Second Language),Elementary School Teachers,English Instruction,English Teachers,Public Schools,Compulsory Education,Foreign Countries,Rural Schools,Males,Student Centered Learning,Educational Experience,Observational Learning

An exploration of literature on second/foreign language (L2/FL) teaching suggests that the phenomenon in question has been investigated either by examining classroom processes or by exploring teachers' lived experiences. Situated in the latter area, this paper reports a qualitative study that understands how Pakistani primary school teachers learn to teach English--the subject mandated in recent curricular reforms--and develop their English teacher identity. The findings problematize the apprenticeship of observation concept and demonstrate that the teachers agentively draw upon their favorite English learning experiences. They teach English not the way they were taught, rather, they teach the way they loved learning English. Thus, they develop the English teacher identities they adored while they were students. The paper presents pertinent implications.