ethanporcaro/eric-fulltext-meta huggingface dataset:
The Motivation and Teaching Strategies in Pre-Service Physical Education Teachers
Author: Tulyakul, Singha
Date: 2022-05-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Physical Education,School Closing,Teaching Methods,Teacher Motivation,Preservice Teacher Education,Physical Education Teachers,Incentives,Online Courses,Elementary Secondary Education,Correlation,Practicums

Coronavirus disease 2019 (COVID-19) pandemics significantly affect teaching and learning. Especially physical education teaching that emphasizes practice in the field or large space. On the other hand, physical education classes must do online teaching, which leads to students not being interested in learning. This reason affects the teacher's motivation, making most teachers bored to teach without motivation. Specifically, in the preservice physical educators who have low experience in teaching and leads to unenjoyed in their class. Consequently, pre-service physical educators need to find new strategies to teach students to be of greater interest. Thus, this study examined the relationship between teachers' motivation (intrinsic and external motivation) towards teaching strategies among pre-service physical educators. The instruments were regarding teachers' motivation in terms of intrinsic and external motivation and teaching strategies. The respondents were 157 pre-service physical educators in five universities in the border provinces of Southern Thailand. The result showed that there is a relationship between intrinsic and external motivation towards teaching strategies among the participants. These results provide guidelines for preservice physical educators to improve their teaching and enhance students' achievement in the future through online physical education classes.
Struggles Pre-Service Teachers Experience When Taking a Pre-Symbolic Algebra Content Course
Author: Suppa, Siobahn
Date: 2021-00-00
Type: Journal Articles
Subjects: Algebra,Preservice Teachers,Elementary School Students,Mathematics Instruction,Difficulty Level,Elementary School Teachers,Teacher Education Programs,Teaching Methods,Student Attitudes,Visual Aids,Lesson Plans

Pre-symbolic algebra has been advocated for as a mathematics topic elementary students should experience to better prepare them for middle and high school algebra. However, most elementary pre-service teachers have little to no experience with pre-symbolic algebra. The study reported here analysed the struggles that ten elementary pre-service teachers experienced when learning about pre-symbolic algebra in a mathematics content course. Three types of struggles emerged, struggles with changes in the artefacts of algebra, the objects of algebra, and pre-service teachers' role while doing algebra. This study could inform efforts to better support elementary PSTs in preparing to teach pre-symbolic algebra.
360 Video as an Immersive Representation of Practice: Interactions between Reported Benefits and Teacher Noticing
Author: Kosko, Karl
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Technology,Technology Uses in Education,Teacher Attitudes,Affordances,Mathematics Instruction,Teacher Education Programs,Elementary School Students,Observation,Photography,Teacher Behavior,Motion,Classroom Design,Teaching Skills,Faculty Development

This study examined and compared teachers' perceived affordances of 360 video as a representation of practice and their professional noticing of students' mathematics in 360 videos. Data were collected from both preservice and inservice teachers (n = 34) enrolled in one of three mathematics pedagogy courses. Data included participant responses after watching a 360 video of a primary grades mathematics lesson on the commutative property. Teachers described an important student action and indicated where they focused while watching the video. Findings indicate participating teachers considered 360 videos to be useful in facilitating attending to students' mathematics and adjusting the camera perspective were beneficial. Results from this study suggest that referencing teacher movement and student tables or groups is associated with a higher focus on student actions and that 360 video affords opportunities for teachers to notice students' mathematical thinking.
Examining Preservice Elementary Teachers&apos; Epistemological Beliefs, Views about Mathematics, and the Effect of Their Prior Mathematics Experience
Author: Lee, Soon Chun
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Student Attitudes,Mathematics Education,Prior Learning,Student Experience,Undergraduate Students,Factor Analysis

This study examined preservice elementary teachers' (PETs') epistemological beliefs (EB) and their views about mathematics (VM) and the impact on these parameters by their prior experience in learning mathematics. A total of 541 PETs from an American university completed EB and VM questionnaires. It was found that participants' EB and the relationship to their VM are different compared to those of other college students or middle/high school students. Participants hold strong beliefs about &quot;how to study&quot; but not &quot;what knowledge is.&quot; Furthermore, the more participants believe that knowledge is constructed by authority and a collection of facts, the more they make efforts to improve their knowledge of mathematics. Concerning their prior mathematics experience, the more mathematics courses they have taken during secondary education, the more developed EB and VM they have, but their prior experience in college mathematics education did not have any significant correlation with their EB and VM.
Making Learning Visible: Cases of Teacher Candidates Learning to Respond to Errors through Multiple Approximations of Practice
Author: Baldinger, Erin E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Teacher Response,Error Patterns,Secondary School Teachers,Discussion (Teaching Technique),Coaching (Performance),Classroom Communication,Methods Courses,Scripts

Approximations of practice in teacher education provide learning opportunities for teacher candidates (TCs) in a space that is less authentic than classroom teaching, yet still maintains the complexity and interactive nature of core teaching practices. There exists a need for more research focused on documenting TCs' learning through such pedagogies. In this paper, we highlight two cases of secondary mathematics TC learning around the practice of responding to errors in whole-class discussion. We consider multiple components of resources TCs brought to the work of teaching that were supported by and made visible through two types of approximations--coached rehearsals and scripting tasks--at multiple moments in time over a semester-long methods course. This work contributes to the research on practice-based pedagogies in teacher education by offering detailed images that illustrate the nature of two TCs' learning over time and by offering approaches for understanding TCs' practice and development through multiple data sources.
Investigating Student Engagement and Making Science Real during a Pandemic: Bioskills at Home, a Case Study
Author: Rayment, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Process Skills,College Science,Science Instruction,Science Laboratories,Skill Development,College Freshmen,Online Courses,Hands on Science,COVID-19,Pandemics,School Closing,Distance Education,Educational Technology,Technology Uses in Education,Biological Sciences,Laboratory Equipment,Foreign Countries

Development of key practical skills is fundamental to bioscience courses in higher education. With limitations on access to laboratory time due to the COVID-19 pandemic, a &quot;Bioskills at home&quot; kit was developed to create opportunities for first year undergraduate students to develop these skills using online support resources to guide their activities and build communities of learning. Equipment and activities in this kit enabled students to practice key skills such as pipetting, data handling, experimental design and microscopy, as well as build an online peer learning community through the use of discussion boards and microscopy competitions that encouraged students to explore their local environment. Students who engaged with these activities reported increased confidence in key practical skills. Practical assessment of skills showed that that there was no reduction in the proportion of students who succeeded in achieving the pipetting learning objective compared to previous years, despite a significantly reduced on-campus provision. Although the celebration event to choose the microscopy competition winners was well attended, there was limited use of the discussion boards by students to build a community of learning during the term. Refinement of this initiative will focus on providing greater scaffolding to encourage greater engagement with activities and enhance community building.
Pre-Service Teachers&apos; Learning from Significant Opportunities for Improvement in a Positive Error Culture
Author: Groth, Randall E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Mathematics Instruction,Teaching Methods,Student Attitudes,Psychological Patterns,Instructional Design,Experiential Learning,Cooperation,Educational Environment,Models,Reflection,Educational Improvement

Many teacher education models involve reflecting on teaching practice for the sake of improving it. Such reflection must be carefully structured to help practitioners identify and act upon significant opportunities for improvement (SOIs). Learning from SOIs requires the cognitive activities of noticing students' mathematical thinking and its connection to instructional practice, along with an affective disposition to view sub-optimal teaching practices as learning opportunities. We draw upon existing literature and theory related to the notion of developing positive error cultures to identify design principles for helping teachers learn from their own sub-optimal practices rather than becoming discouraged by them. The design principles include experience-based learning, low-stakes settings, collaboration, process reflection, and exploration of disagreements. We then describe a mathematics teacher education environment incorporating the design principles. Examples of pre-service teachers' work within the environment are analysed for possible patterns of learning from SOIs within a positive error culture. Based on these examples, a four-quadrant model to characterise teachers' learning from SOIs is proposed. The four quadrants describe various outcomes related to recognising and resolving SOIs.
Prospective Teachers&apos; Pedagogical Considerations of Mathematical Connections: A Framework to Motivate Attention to and Awareness of Connections
Author: Foster, Jonathon K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Mathematics Teachers,Teacher Educators,Teacher Education Programs,Secondary School Students,Small Group Instruction,Mathematical Concepts,Concept Formation,Teaching Methods,Guidelines,Attention,Mathematics Skills

Research findings and reform-oriented standards emphasise the importance of mathematical connections in support of students' conceptual development. Previous research on teachers attending to mathematical connections has tended to focus on expert teachers' practice. Complementing previous research, this study describes how a cohort of twelve prospective mathematics teachers attended to and made sense of mathematical connections that arose when working with secondary students in small-group instruction. Results indicated prospective teachers were able to attend to mathematical connections during instruction and made several pedagogical considerations around such connections. We present a framework, the &quot;Pedagogical Considerations of Mathematical Connections&quot; (PCMC) framework, which offers mathematics teacher educators a new model to expand prospective teachers' attention to and awareness of mathematical connections. The study contributes to the existing literature on teacher noticing by providing a new kind of theme-specific noticing (i.e., mathematical connections) and informing mathematics teacher educators of how prospective secondary teachers attend to mathematical connections.
Swiss VET between National Framework and Cantonal Autonomy: A Historical Perspective
Author: Bonoli, Lorenzo
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Apprenticeships,Educational Policy,Regional Characteristics,Differences,Discourse Analysis,Decision Making,Federal Regulation

Despite the fact that the Swiss VET system has been regulated by federal laws since 1930, the 26 cantons that make up the Swiss Confederation enjoy a certain room for maneuver when implementing federal provisions at the regional level. This is reflected in sometimes significant differences between the cantons, particularly with regard to participation in dual VET. Based on a historical reconstruction of the institutionalization process of the Swiss VET system, our contribution first explains the institutional conditions under which cantonal differences are possible; secondly describes their evolution; and finally identifies the main factors which influence their appearance. In more detail, our contribution begins with a reconstruction of the development of VET in Switzerland and in three cantons (ZH, GE, TI) during the decisive period for the Swiss VET system from 1950 to 1970. This reconstruction is based firstly on a historical analysis of sources (laws, messages, statistical data, reports, brochures, press articles, etc.) published from 1880 to the present day, with particular attention to the period 1950-1970. This analysis allows us to reconstruct the process of institutionalization of the field, with emphasis on the constant tension between federal regulation and cantonal autonomy, as well as the statistical evolution of cantonal differences. In a second step, we subject the same set of sources to a discourse analysis allowing us to identify the main arguments accompanying the decision-making process in our three cantons. This latter analysis enables us to show the sometimes-subtle differences between cantonal policies and their respective conceptions of VET.
A Study on the Effects of Digital Learning Sheet Design Strategy on the Learning Motivation and Learning Outcomes of Museum Exhibition Visitors
Author: Chen, Tien-Li
Date: 2022-00-00
Type: Journal Articles
Subjects: Museums,Learning Motivation,Outcomes of Education,Technology Uses in Education,Cognitive Processes,Instructional Materials,Exhibits,Electronic Learning,Material Development,Foreign Countries,Handheld Devices,Elementary School Students,Middle School Students,High School Students

This study focuses on &quot;digital learning sheets&quot; by exploring the effects of different design strategies of the digital learning sheet on visitors' motivation and learning outcomes. This study chose the woodcraft themed exhibition as a case study, adopting the learning sheet design principles proposed by Hooper-Greenhill in order to design three types of digital learning sheets for this exhibition. A control group of students who did not use the sheets and three experimental groups of students who used the sheets were invited to visit the exhibition for the purpose of examining the impact of different strategies of digital learning sheet design on the &quot;learning motivation&quot; and &quot;learning outcomes&quot; of the visitors. The study results show that among the four learning motivations of Attention, Relevance, Confidence, and Satisfaction, the digital learning sheet designed with the &quot;principle of sensory exploration of physical objects&quot; had the highest effectiveness among the various design strategies. In terms of three aspects of learning outcomes: Cognitive, Affective, and Psychomotor, the three types of digital learning design strategies do not produce significant differences in the affective impact on children. As for Cognitive and Psychomotor, students learn best when they use digital learning sheets designed with the &quot;design principle of sensory and exploration of physical objects&quot;. The results of this study will provide future exhibition planners, digital learning designers, and educators with precise and practical references.
Secondary Preservice Teachers&apos; Anticipated Objectives and Practices for Teaching Mathematics
Author: Vale, Colleen
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Secondary School Mathematics,Foreign Countries,Teaching Methods,Learning Activities,Preservice Teacher Education,Student Attitudes,Mathematics Curriculum,Behavioral Objectives

Australian students' attitudes to mathematics are in decline relative to other countries. Their participation in senior secondary mathematics that provide pathways to further study is also falling. Pedagogical approaches that improve students' attitudes to mathematics and knowledge of mathematics are required. This paper reports on preservice secondary mathematics teachers' objectives for their students' learning and their anticipated teaching and learning activities. The study was conducted over one year using quantitative analysis of paired responses to items in pre and post questionnaires. At the end of the year, the preservice teachers emphasised objectives for understanding and positive disposition but anticipated using fluency activities almost daily. Investigations involving problem solving and reasoning were anticipated to occur at least weekly. However, a significant decline in their anticipated use of activities that link mathematics to other disciplines or applying mathematics to real world problems occurred. Other data suggest a lowering of emphasis on developing students' disposition and interest in mathematics. The findings suggest that more attention needs to be given to raising preservice teachers' awareness of the importance of students' disposition. Further research on the impact of teaching experience and opportunities to develop all proficiencies and to link mathematics to other disciplines and real-world problems during preservice teacher education is recommended.
The Lesson Play Experience: Professional Development of a Teacher
Author: Stenner, Rebekah
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Inservice Teacher Education,Scripts,Role Playing,Mathematics Instruction,Attention,Teaching Experience,Teacher Response,Teacher Behavior,Elementary School Teachers,Lesson Plans,Playwriting,Program Evaluation

In this study we introduce &quot;lesson play experience&quot; (LPE) for implementation as professional development for in-service teachers. LPE is an extension of the &quot;lesson play&quot; notion, which refers to a script for an imagined lesson, written by a teacher, presented as dialogue of teacher-student(s) interaction. In mathematics teacher education, lesson play has been used primarily with prospective teachers as a complement to traditional lesson planning. The LPE includes, in addition to a script for (part of) a lesson, observations of the actual taught lesson, and interviews with the teacher-playwriter in which the script and the lesson are discussed. We report on two rounds of one teacher LPE and the resulting modification. The investigation has shown that the LPE can be an effective tool for in-service teacher professional development.
AMP Centers: A Case Study of the Intersection of Critical Urban Education and Action Research
Author: Kelley, Matthew
Date: 2022-03-00
Type: Journal Articles
Subjects: Action Research,Participatory Research,Maps,Geographic Information Systems,Community,Public Policy,Neighborhoods,Urban Areas,Public Schools,High School Students,Middle School Students,Universities,Partnerships in Education,After School Programs,High Schools,Middle Schools

The Action Mapping Project (AMP) is a youth-oriented participatory action project that conducts research and education programs in high schools and middle schools in Tacoma, Washington. AMP uses participatory community mapping to generate new forms of data and conducts educational programs with high school students that center on the use of GIS (geographic information systems) to analyze data and produce maps of local knowledge to influence public policy in underserved neighborhoods. In this article, AMP's educational program (AMP Centers) is used as a case study of how principles of action research and critical education can be placed into practice.
Cross-Cultural Comparisons of Home Numeracy and Literacy Environments: Canada, Mexico, and Chile
Author: Susperreguy, María Inés
Date: 2022-00-00
Type: Journal Articles
Subjects: Numeracy,Literacy,Foreign Countries,Preschool Children,Family Environment,Parents,Parent Attitudes,Academic Achievement,Expectation,Parent Participation,Learning Activities,Cross Cultural Studies,Cultural Differences

Home numeracy and literacy environments are related to the development of children's early academic skills. However, the home learning environments of preschool children have been mainly explored with children from North America, Europe, and Asia. In this study we assessed the home numeracy and literacy environments of three-to-five-year-old children from Mexico (n = 54) and Chile (n = 41) and compared the patterns of results to those of children from Canada (n = 42). Parents completed a questionnaire about their expectations for children's academic performance prior to Grade 1 and the home numeracy and literacy activities they provide for their children. To analyze differences among countries in the home learning environments, we performed mixed and one-way ANOVAs (Analysis of Variance), followed-up by post-hoc comparisons. Mexican parents had higher expectations for children's early skills than Chileans or Canadians. The frequency with which Mexican, Canadian, and Chilean parents reported home numeracy and literacy activities showed both similarities and differences. Our findings speak to the importance of developing culturally sensitive models of early home learning environments and illustrate the complexities of comparing home learning environments across countries.
&quot;Can We Call This Racism?&quot; Yes! Disrupting White Educational Spaces and Affirming Students&apos; Positive &quot;Possible Selves&quot;
Author: Burke, Chris
Date: 2022-03-00
Type: Journal Articles
Subjects: Race,Racial Bias,Whites,Critical Theory,Racial Attitudes,Racial Identification,Minority Group Students,Elementary School Students,Community,Neighborhoods,Preservice Teachers,African Americans,High School Students,Social Justice,Water Pollution,Stereotypes

As two White, privileged educators and researchers, we have questioned, challenged, and examined how to best operate in diverse classrooms, keeping in mind our joint goals of advancing socially just teaching agendas alongside our desire not to &quot;whitesplain&quot; issues centering on race to students of color. Through narrative case phenomenology and Critical Whiteness Studies frameworks, we analyze separate classroom events in which racialized content was both unexpected and foregrounded. Our responses in these moments, and our ensuing conversations and intellectual discussions, serve as data for this paper. Additionally, these scenarios are ripe for analysis as we have served either as teachers or researchers with distinct priorities and roles. The classroom scenarios we present have caused both our personal introspection and professional growth. Implications for practice include our assessment of antiracist teaching as a moral and ethical issue that belongs in classroom space, no matter the educational circumstances.