ethanporcaro/eric-fulltext-meta huggingface dataset:
Three Dynamic Methods of Assessing the Reading Comprehension of ESL/EFL Learners
Author: Mermelstein, Aaron David
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Evaluation,Evaluation Methods,Reading Comprehension,Second Language Learning,English (Second Language),Performance Based Assessment,Reading Tests,Multiple Choice Tests,Recall (Psychology),Cloze Procedure

Reading is a complicated cognitive procedure of deciphering symbols to create meaning. It's a complicated relationship that the reader has with the text and is lead by a reader's previous knowledge, experiences, attitude, and culture. Second language (L2) reading comprehension is perhaps a more complicated procedure and there's a need to ensure that L2 reading comprehension is being properly and accurately assessed. Currently, there are several different authentic assessment methods in practice (i.e. Author, 2015), but most others are similar in nature and used for similar purposed. This article offers a brief introduction and an objective discussion regarding the strengths and weaknesses of three of the most common methods to assessing reading comprehension: the multiple-choice test, the written recall method, and cloze reading tests.
We Wove the Rope: Culturally Relevant Pedagogy in a Virtual English Learners Classroom
Author: Miner, Shirly
Date: 2023-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Electronic Learning,Distance Education,COVID-19,Pandemics,English Language Learners,English (Second Language),Second Language Learning,Student Motivation,Learner Engagement

Culturally Relevant Pedagogy (CRP) as a teaching framework uses the strengths of ethnically diverse students' funds of knowledge to enhance their academic learning. This framework can potentially increase students' success, but little is known about its use in a virtual setting. Due to the COVID-19 school closure, the first seven months of the academic year 2020/2021 were virtual. In this setting, I conducted a teacher action research study on the efficacy of using a CRP approach in two high school English Learners (ELs) classes focusing on the influence of CRP efforts on EL students' motivation to engage virtually and in their learning during the socially challenging time of a pandemic. Results suggest that daily active engagement and learning in an online platform requires intentional and innovative efforts to build student-teacher relationships while redefining engagement, maintaining a consistent daily routine, and offering a curriculum grounded in the CRP framework.
The Teacher Educator Technology Competencies and Technology Tools in Action
Author: Luongo, Nicole
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Educators,Technological Literacy,Competence,Faculty Development,Preservice Teachers,Active Learning,Student Projects,Flipped Classroom,Game Based Learning,Recognition (Achievement),Teacher Attitudes,Technology Uses in Education,Blended Learning

This article connects the Teacher Educator Technology Competencies (TETCs) to specific technology tools, applications and resources that can be employed in PK-12 and higher education classrooms. The author introduces the TETCs and suggests technology tools for active use by teacher educators and teacher candidates. The article presents various pedagogical models, such as project-based learning (PBL), the Flipped Classroom model, and game-based learning (GBL). Also, the author recommends professional development options, which include joining professional development organizations and using digital badging systems. The article offers a blueprint of how to actively begin using the TETCs as well as reasons why these competencies are important.
Analyzing the Meanings That Fourth Grade Elementary School Students Assign to the Four Operation Symbols and Their Forms of Representation
Author: Demirtas, Berat
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Word Problems (Mathematics),Elementary School Mathematics,Symbols (Mathematics),Problem Solving,Knowledge Level,Mathematical Concepts,Foreign Countries,Public Schools,Writing (Composition)

The aim of this study is to reveal the meanings that fourth grade students in elementary school attach to the four operation symbols (+, -, x, :) that are abstract, in different representations. The pattern of the study is a case study of qualitative research methods. In the study, the evaluation tool developed by the researchers was applied to elementary school fourth grade students. It was tried to present the situations of writing a mathematical sentence and expressing terms, formulating a problem, displaying the problem with a figure/diagram from students related to the symbols (+, -, x, :) for four processing skills. Based on the findings obtained in the study, it is seen that students attach concept and operation meanings to four operation symbols (+, -, x, :), create more routine word story problems related to symbols, and are more successful in writing a mathematical sentence appropriate for the problem they are writing than drawing a figure/diagram. In addition, it can be said that students made mistakes throughout the process from a linguistic point of view in terms of; using punctuations correctly, writing letters, numbers, units and expressions correctly, naming terms, and legible and understandable writing.
The Potential of Collaborative Inquiry for Teachers&apos; Equity-Oriented Development in Complex Sociopolitical Contexts
Author: Dodman, Stephanie L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Faculty Development,Teacher Attitudes,Inquiry,Equal Education,Social Influences,Political Influences,Elementary School Teachers,Disadvantaged Schools

After conducting a collaborative inquiry professional development project with educators at a suburban Title I school focused on data use for equity, researchers followed up with participants a year later to determine if there were lasting, meaningful learning outcomes. Findings from interviews indicate that the project was impactful because it provided access to tools (e.g., graphics and rating scales) and rich dialogue that the educators could reference in their continued practice and reflection. Evidence also suggests that despite being primed to notice inequities and to adjust their practice, educators still need improvement to challenge their biases and integrate equitable, asset-forward philosophies and practices. To explore the potential and complexities of such a collaborative inquiry project, the experiences of the sole participant of color are highlighted. Considerations and cautions are provided for teacher educators who wish to engage educators in equity-oriented collaborative inquiry.
A Research on Mathematical Epistemological Beliefs and Mathematics Motivation of High School Students
Author: Bakir, Nur Sebnem
Date: 2023-00-00
Type: Journal Articles
Subjects: Epistemology,Beliefs,Mathematics,High School Students,Mathematics Achievement,Motivation,Student Attitudes,Foreign Countries

This research aimed to investigate the relationship between mathematical epistemological beliefs and the mathematics motivation of high school students. The survey model was employed in the research. Four hundred twenty-four high school students constitute the study group from public high school. Data were collected through the &quot;Mathematics-Oriented Epistemological Belief Scale&quot; and the &quot;Mathematics Motivation Scale.&quot; The Mann-Whitney U and Kruskal-Wallis H tests were used to analyze the data. The findings showed a significant positive relationship at a moderate level between the belief that learning depends on effort with motivation, a weak and negative significant relationship between the belief that learning depends on ability with motivation and a negative and insignificant relationship between the belief that there is only one truth with motivation. The mathematical epistemological beliefs and mathematical motivations of high school students differ statistically in terms of gender, mother's education level, and daily studying time. However, they do not differ statistically regarding out-of-school support, technology, internet use, class level, father's education level, or perceived income level.
Comparison of Turkish Pre-Service Science Teachers and Secondary School Students within the Scope of Natural History Topics
Author: Öz Aydin, Serap
Date: 2023-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Foreign Countries,Preservice Teachers,Science Teachers,Secondary School Students,History Instruction,Earth Science,Accuracy,Knowledge Level

Natural history includes the period from the formation of the Earth to recent times and all the changes it has gone through throughout this vast period. The biggest challenge in understanding natural history is the age of the Earth. Even though natural history is quite difficult to understand, pre-service science teachers are expected to be knowledgeable about this matter to a fundamental degree. Therefore, this study aims to determine the knowledge levels of secondary school students and pre-service science teachers on some natural history topics and compare compare these two groups in this context. To conduct such research in which a qualitative-natured case study design was used, the data obtained through 15 open-ended questions were analyzed through content analysis. As a result, percentages of correct answers regarding the time perception component were quite low both for secondary students and pre-service science teachers. While both groups were close in the component of the transformation of the Earth, it was founded that students answered more questions correctly. As expected, pre-service teachers correctly answered more questions regarding the component of diversity of living things than the students.
Development and Preliminary Testing of the Algopaint Unplugged Computational Thinking Assessment for Preschool Education
Author: Zsoldos-Marchi?, Iuliana
Date: 2023-00-00
Type: Journal Articles
Subjects: Test Construction,Computation,Thinking Skills,Cognitive Tests,Preschool Education,Skill Development,Preschool Children,Learning Activities,Algorithms,Programming

The concept, development and assessment of computational thinking have increasingly become the focus of research in recent years. Most of this type of research focuses on older children or adults. Preschool age is a sensitive period when many skills develop intensively, so the development of computational thinking skills can already begin at this age. The increased interest in this field requires the development of appropriate assessments. Currently, there are only a limited number of computational thinking assessments for preschool children. Based on this shortcoming, an assessment tool, named AlgoPaint Unplugged Computational Thinking Assessment for Preschool, was created addressed for 4-7 years old children. It is a paper-pencil-based test, which examines the following computational thinking domains: algorithms and debugging. Regarding computational concepts, simple instructions, simple and nested loops, and conditionals are included in the test. For the preliminary testing, AlgoPaint test was applied by 11 preschool teachers with 56 preschool age children. The test was also evaluated by 6 experts in algorithmic thinking working at universities. Based on the feedback given by the teachers and the experts, and the results of the children, AlgoPaint Computational Thinking Test was revised and completed. The revised version of the test is included in the appendix of the paper.
Recurrent and Linear Sequences: A Threedimensional Visualization with Support of GeoGebra Software
Author: Alves, Francisco Régis Vieira
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Education,History,Mathematics,Geometry,Geometric Concepts,Visualization,Computer Software,Educational Technology

This article is an excerpt from a master's thesis developed in Brazil, in which we approach recurrent and linear sequences, given some intriguing particularities in their definitions and the scarcity of discussion of this topic in the literature of the History of Mathematics, especially with regard to its geometric representation. Thus, we aim to present the identities of Fibonacci, Lucas, Jacobsthal and Padovan in a three-dimensional visualization with the contribution of GeoGebra software. The research methodology chosen was bibliographical, exploratory in nature, where we have theoretical support in works such as Oliveira and Alves (2019), Silva (2017), Souza and Alves (2018), Vieira and Alves (2020). This research brings as results a set of geometric constructions of the identities of the proposed sequences, in three-dimensional perspective, being a support for future works developed around this theme. GeoGebra was essential in the process of constructing and visualizing the sequences, as it provided strategies for understanding the recurrence relations and the properties of the Fibonacci, Lucas, Jacobsthal and Padovan sequences, through the behavior of the visual representations of these identities.
Challenges of Shaping Student Study Strategies for Success: Replication and Extension
Author: Maurer, Trent W.
Date: 2023-00-00
Type: Journal Articles
Subjects: Learning Strategies,Study Skills,Learning Motivation,Self Management,Barriers,Outcomes of Education,Time Management

We replicated and extended Maurer and Shipp's (2021) intervention to teach students the successive relearning study strategy and encourage its use in preparation for course exams. This mixed-methods project was conducted in partnership between the faculty member teaching the course and an undergraduate student enrolled in the course. Results were similar to those reported by Maurer and Shipp (2021) but differed in meaningful ways. In this investigation, students reported more spaced practice in studying for the exam, demonstrated both greater confidence and greater mastery of the targeted course concept and closer alignment of confidence and mastery. They also reported greater unprompted metacognitive awareness of their own need to learn better study strategies. Qualitative responses from students aligned with the recommendation from SoTL literature that interventions to teach students to adopt more effective study methods need to both provide information and research evidence about more effective methods to students. The responses also aligned with the recommendation from SoTL literature to scaffold students through how to use the methods with opportunities to practice them. Time management issues emerged as the largest student-identified barrier to adopting successive relearning.
A Didactics of Cultural Readings
Author: Jensen, Mikkel
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,Undergraduate Students,Writing (Composition),Criticism,Writing Skills,Writing Instruction

This article makes a case for the effectiveness of using imitation-style teaching as a way to introduce how to write theoretically informed pieces of literary or media criticism to undergraduates. By making a case for the relevance of teaching this form of criticism in the undergraduate classroom, as well as exploring exactly how imitation-style teaching can be used to teach this skill, this article argues that teachers can fruitfully study closely with students pieces of literary criticism in the undergraduate classroom. The article argues that this teaching practice is able to live up to the idea of &quot;transparent performance expectations,&quot; one of didactician Hilbert Meyer's 10 central criteria for good teaching.
Participation in Higher Education Classroom Discussions: How Students&apos; Identities Influence Perspective Taking and Engagement
Author: Parker-Shandal, Crystena
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Participation,College Students,Discussion,Self Concept,Perspective Taking,Learner Engagement,Student Experience,Teaching Experience,Undergraduate Students,Interdisciplinary Approach

This study examines the impact of students' identities on how students participate in classroom discussions in postsecondary courses. Participation in such discussions is known to increase students' learning, but, despite this, little is known about how students' identities influence how and whether they choose to participate. Drawn from a larger study on the experiences of postsecondary instructors and students, this article focuses on students' perspectives and experiences. Survey data were collected from undergraduate students enrolled in an interdisciplinary undergraduate program. Students' race, religion, gender, and their first- or continuing-generation university status were found to have varying influences on their participation in classroom discussions. Most students with marginalized identities opted out of actively participating in discussions about contentious or sociopolitical topics. This study suggests that inclusive approaches to classroom discussion can be useful in promoting students' engagement and academic learning.
Scaffolding Critical Reading
Author: Corrigan, Paul T.
Date: 2023-00-00
Type: Journal Articles
Subjects: Critical Reading,Scaffolding (Teaching Technique),Reading Instruction,Writing Assignments,Reading Strategies,Teaching Methods

Teachers in any discipline where reading matters should practice a robust scaffolding pedagogy to teach critical reading, in contrast to the more common but less direct approaches that often leave students to learn or not learn these skills themselves. In this essay, I describe how to adapt established methods for teaching writing (including templates) to teaching reading. To answer critics who might find the approach too &quot;reductive,&quot; I turn to scaffolding theory, which calls for purposefully--but temporarily--reductive teaching. Finally, I present qualitative and quantitative evidence from three years of an American literature course to show how a scaffolding approach can help students read critically.
The Myth of the 50-Minute Epiphany: #MeToo and Implications for Teaching
Author: Russell, Emily
Date: 2023-00-00
Type: Journal Articles
Subjects: Higher Education,Social Action,Activism,Sexual Abuse,Sexual Harassment,Rape,Victims of Crime,Victims,College Students,Learning Processes,Controversial Issues (Course Content),Class Activities,Sex,Sex Role,College Freshmen

Because university campuses are microcosms of broader political and social climates, the increasingly polarized climates outside universities can permeate the classroom, challenging faculty who teach topics characterized by controversy and discomfort. We conducted a lesson study project at a college in the southeastern United States in three first-year courses from different disciplines to examine how the broader tensions of the #MeToo movement emerged and affected a class activity focused on gender. We sought to understand our students responses to a moment of discomfort generated by discussions of sexual roles, consent, and assault issues that are relevant in both this cultural moment and in the lives of many first-year college students. We observed responses ranging from affirmation to resistance in what felt at times like our own failure. Without this collaboration, each of us may have been left with a narrower view of what the students learned and an incomplete sense of our own work. What began as an investigation into students transformative learning experiences ended as a transformative experience in our own understanding of the acts of teaching and the complexities of student learning.
Problematizing and Reconceptualizing the Theory-Practice Discourse in Teacher Preparation: A Pedagogical Repertoires Perspective
Author: Kaya, Jean
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Theory Practice Relationship,Student Teaching,Student Attitudes,Student Teacher Attitudes,Teaching Methods,Knowledge Level,Situated Learning

This article problematized and reconceptualized the theory-practice dichotomy in initial teacher preparation. Using pre- and post- student teaching interview data from a larger qualitative study that investigated pre-service teachers' learning, I analyzed pre-service teachers' conceptualizations of their learning about teaching and learning. Findings demonstrated that pre-service teachers emphasize expansion of pedagogical repertoires rather than potential relationships or connections between what they learn at the university and practices in K-12 educational spaces. The study provides insight into pre-service teacher learning as a continuous process that moves beyond binary interpretations and draws on contexts and experiences that broaden teacher knowledge.
Teachers&apos; Feelings about the Status of the Teaching Profession and Associated Factors in Tanzania
Author: Kihwele, Rhoda
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teacher Attitudes,Social Status,Teacher Salaries,Faculty Development,Teacher Behavior,Negative Attitudes

This study explored secondary school teachers' feelings about their teaching profession and the factors responsible for their feelings. This phenomenology study draws its findings from the lived experience of secondary school teachers with varying working experience levels. Informed by the qualitative inquiry, the paper is mainly empirical and employs interviews and focus group discussions in the data collection process. Findings reveal that teachers and the teaching profession have lower status nowadays than before and after independence, which makes teachers feel bad about their profession. Society regards the teaching profession as the last choice for those who have no other choice and poor living and working conditions. The findings further revealed that low salaries, rare or no teacher professional development, misconduct of teachers and lack of board are factors responsible for negative feelings in the teaching profession. Hence, the revival of the lost status of the teaching profession remains in the hands of educational authorities and education stakeholders. Future studies should focus on the impact of teachers' feelings on their professional well-being and its influence on teaching practices.
Teaching Dispositions in Tutoring: Evidence in a College Math Lab
Author: DeFeo, Dayna Jean
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Styles,Tutoring,College Mathematics,College Faculty,Academic Support Services,Teaching Methods,Observation

Though teacher education programs must document candidates' teaching dispositions, there is a gap in the literature around what faculty may learn by observing students in contexts outside of the k-12 classroom. This case study explores what faculty may learn about teaching dispositions by observing tutors. For our study, three mathematics education faculty observed tutoring sessions in the on-campus math lab, and were interviewed about the teaching dispositions that they were able to identify in that context. Through an interpretive framework of reciprocal determinism, our data reveal that tutoring's one-on-one or small group setup, unscripted nature, and authenticity of interactions with students let faculty see different skills -- which reveal different dispositions -- than they would observe in teaching demonstrations or other early field experiences. The discussion considers how on-campus partnerships between teacher education programs and tutoring programs may offer not only opportunities for pre-service teachers to develop skills, but for faculty to &quot;see them in action&quot; and gain insight to their dispositions.