ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;It Is Easy to Fall into a Monotonous Routine&quot;: Reflections of an EFL Teacher in Central America
Author: Farrell, Thomas S. C.
Date: 2021-05-00
Type: Journal Articles
Subjects: Teacher Attitudes,Language Teachers,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Case Studies,Professional Identity,Educational Philosophy,Evidence Based Practice,Educational Principles,Reflective Teaching,Decision Making,Males,Virtual Classrooms

This paper presents a case study that examined the principles and practices of one novice English as a foreign language (EFL) teacher at a prominent English language institution in Central America. More specifically, this qualitative study sought to contribute to the discussion of the perceived interdependent influences of English Foreign Language (EFL) teachers' thoughts, identities, and behaviours through five stages of self-reflection in Farrell's (2015) framework for reflective practice. The participant engaged in evidence-based reflective practice in order to subject his principles to critical analysis and interpretation expressed through his philosophy, principles, theory, practice, and beyond practice. Overall, the findings suggest that the teacher's stated principles related to his philosophy, beliefs and theory converge with his classroom practices; however, areas of divergence were also observed. Results suggest the need for all EFL teachers to explore their principles in relation to their classroom practice through reflective practice so that they can make informed decisions about their practice.
Offering Exchanges: From Research Data to Classroom Practice
Author: Gesuato, Sara
Date: 2021-05-00
Type: Journal Articles
Subjects: Speech Acts,Role Playing,Teaching Methods,Native Speakers,North American English,Power Structure,Classification,Discourse Analysis,Social Distance,Heuristics,Cues,Goal Orientation,Written Language,Interpersonal Relationship,Dialogs (Language),Undergraduate Students,Linguistics,Vignettes

This paper addressed the under-investigated question whether speech act moves can be identified and classified in conversation by examining the content, positioning, and strategic role of utterances in turns and turn sequences. To this end, offering exchanges were analysed in the transcripts of 31 open role-plays. These were elicited from American native speakers through written prompts, and exemplified dialogues between interactants differing in terms of social distance and degree of power. In the data examined, the offerers and the offerees produced conversation management moves for opening, closing, and sustaining the interaction (e.g., summoning vs responding to summons), and goal-furthering moves for negotiating the offering exchange in line with their complementary initiating vs responding discursive and speech-act roles (e.g., motivating the offer vs the reaction to it). The study revealed that: the strategies realizing offers and reactions to them were similar across interactional role-relationships; clusters of moves showed preferred sequencing patterns; the interlocutors actively cooperated towards the co-construction of their interaction; and function-detecting heuristic prompts were particularly useful for the identification of moves in turns. Pedagogical implications were drawn from the findings, showing how model scripts may help language learners become familiar with the interactional strategies called for in goal-oriented communication.
On the Development of a CLIL Textbook Evaluation Checklist: A Focus Group Study
Author: López-Medina, Beatriz
Date: 2021-05-00
Type: Journal Articles
Subjects: Textbook Evaluation,Textbooks,Check Lists,Content and Language Integrated Learning,Bilingual Education,Language of Instruction,English (Second Language),Elementary School Teachers,Teacher Attitudes,Focus Groups,Foreign Countries

Despite the prolific research on textbook evaluation in language teaching (Garinger, 2002; Miekley, 2005; Mukundan &amp; Ahour, 2010; Nimehchisalem &amp; Mukundan, 2015, among others), Content and Language Integrated Learning (CLIL) textbook evaluation is still a field to be developed. The lack of specific tools prevents CLIL teachers and other stakeholders from easily identifying strengths and weaknesses of the textbooks that contribute to conveying content through a foreign language (usually English). This study provides educators with a checklist to analyse and evaluate CLIL textbooks. It is the second part of a three-stage process which replicates in CLIL contexts the study by Mukundan, Hajimohammadi, &amp; Nimehchisalem (2011), who created a valid and reliable checklist for that purpose in the English language teaching field. The checklist for CLIL textbooks is the final version based on a previous tentative checklist (López-Medina, 2016), which is the starting point for this part of the study. The final version of the tool was created incorporating the input provided by a focus group of CLIL teachers. Further research is in progress to provide each item of the list with specific weight through factor analysis, and to test the checklist for its validity and reliability.
Enhancing Students&apos; Conceptual and Procedural Knowledge Using a New Teaching Approach of Linear Equations Based on the Equivalence Concept
Author: Qetrani, Safâ
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Junior High School Students,Secondary School Mathematics,Mathematical Concepts,Concept Formation,Knowledge Level,Teaching Methods,Equations (Mathematics),Foreign Countries,Algebra,Error Patterns,Instructional Effectiveness,Problem Solving

Conceptual understanding is one of the main concerns of mathematics education. Numerous research have discussed student understanding of algebraic concepts, linear equations in particular. This research was drawn upon in order to develop a new approach for teaching and learning linear equations based on the equivalence concept, one that aims to improve students' algebraic thinking. The purpose of this paper is to evaluate the effectiveness of the equivalence approach teaching method over the traditional teaching method in improving students' flexibility and minimizing their errors in solving equations. The sample consisted of 61 junior-high-school Moroccan students that were assigned randomly to two groups: the control group and the experimental group. Within the posttest-only control group experimental design, the Mann-Whitney U test was used to compare differences in posttest scores between the two independent groups. Findings indicate that the equivalence approach teaching method was effective in enhancing students' flexibility and in minimizing two categories of errors: conceptual and transformations errors.
Life-Experiences of Female Students in Physics: The Outsiders Within
Author: Heeg, Dagmar
Date: 2021-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Undergraduate Students,Females,College Science,Student Attitudes,Gender Bias,Sex Stereotypes,Teacher Behavior,Barriers,Role Models,College Faculty,Women Faculty,Minority Group Teachers,STEM Education,Foreign Countries,Student Experience,Teacher Influence,Parent Influence,Competence,Peer Influence,Cultural Influences,Group Membership

The purpose of this multiple case study was to examine the kinds of experiences that were critical to the physics trajectories of four purposefully selected undergraduate female physics students in central Europe. The data were collected through individual semi-structured interviews and were analyzed following an inductive approach and a combination of open and in-vivo coding. The findings showed that: (a) all participants experienced a lack of sense of belonging in physics because of stereotypes and biases about the role of women in physics, which were evident both in classroom discourses and lack of recognition by their instructors and their male peers; (b) the intersection of gender and physics identity served as a barrier to the participants' perceived recognition (by others) as competent physics persons as well as their sense of belonging in physics; and, (c) all participants pointed to the lack of role-models and specifically women of color in academia.
Development of a Learning Environment to Enhance Preservice Physics Teachers&apos; Diagnostic Competence in Terms of Students&apos; Conceptions
Author: Krumphals, Ingrid
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Environment,Preservice Teachers,Preservice Teacher Education,Science Education,Mechanics (Physics),High School Students,Video Technology,Vignettes,Teacher Competencies,Pedagogical Content Knowledge,Knowledge Level,Misconceptions,Educational Diagnosis,Learning Processes,Undergraduate Study,Group Discussion,Foreign Countries

Teachers' diagnostic competence is fundamental for supporting students' individual learning processes and must be fostered in teacher education. Following a design-based research approach, a learning environment is developed focusing on preservice physics teachers' diagnostic competence in diagnosing students' conceptions. A core element of the learning environment are video vignettes of high school students solving tasks on mechanics. The learning arrangement was implemented in a bachelor's level physics didactics course. We aimed to identify supportive and obstructive elements for the preservice teachers' learning processes when training with the video vignettes to inform the redesign of the learning environment. The working phases centred around the training video vignettes were videotaped and data of four groups of preservice teachers was analysed with thick description. We reconstructed preservice teachers' intentions of action to gather a deeper understanding of supportive and obstructive elements. Among other findings, results show that preservice teachers' gaps in content knowledge highly influence the training situation.
Factors Affecting Freshman Engineering Students&apos; Attitudes toward Mathematics
Author: Alibraheim, Essa A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Student Attitudes,College Freshmen,Parent Influence,Fathers,Teacher Influence,Foreign Countries,Males,Teacher Characteristics,Student Evaluation,Grades (Scholastic),English (Second Language),Language Proficiency,Time Management,Drills (Practice)

Students' attitudes toward mathematics play a key role in their academic achievements. Still, concerns regarding the low grades in mathematics tests of engineering students have raised questions about the reasons for their poor performance. Prior research has mentioned the impact of engineering students' attitudes on their grades. Few studies have attempted to explore the factors that influence and form engineering students' attitudes toward mathematics. The current study aims to investigate the factors that affect freshman engineering students' attitudes toward mathematics using a qualitative research design. Interviews with 26 participants enrolled at Imam Abdulrahman Bin Faisal University (IAU) in Saudi Arabia provided insight into the students' experiences through survey questions. Thematic content analysis was used in this study to analyze the interviews. The results of the interview indicate that the freshman engineering students' attitudes are most affected by their fathers and their teachers. The causes that form students' attitudes toward mathematics can be divided into two parts: internal and external. The internal causes result from the students themselves, which include practice and preparation, assessments and grades, effect of English proficiency, and time management. The external causes include teachers' characteristics and parental support.
Teaching and Assessment Methods: STEM Teachers&apos; Perceptions and Implementation
Author: Akiri, Effrat
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Evaluation Methods,STEM Education,Teacher Attitudes,Formative Evaluation,Foreign Countries,Elementary School Teachers,Middle School Teachers,High School Teachers,Science Teachers,Mathematics Teachers,Individual Differences,Teaching Experience

This study explores Science, Technology, Engineering and Mathematics (STEM) teachers' perceptions of teaching and assessment methods. We investigated 125 STEM subject coordinators and teachers using interviews and questionnaires. We examined the most commonly implemented teaching and assessment methods, and the reasons teachers chose them. Then, we compared teachers from different school levels, subjects, teaching experience and cultural backgrounds. The teaching methods implemented the most were lectures and presentations, followed by class discussions and collaborative classwork. The most implemented assessment method was tests with open- and closed-ended questions, followed by project portfolios and experiment reports. Subject coordinators preferred methods that integrate formative assessment more than teachers. The study contributes to a better understanding of the teaching and assessment methods implemented in schools and the gap between recommendations and actual implementation. Conducted prior to the COVID-19 pandemic, this research sets a baseline for similar future post-COVID research.
The Influence of Mathematics Score and Student Factors on Science Achievement Using TIMSS Data
Author: Awang, Halimah
Date: 2021-00-00
Type: Journal Articles
Subjects: Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Tests,Mathematics Achievement,Foreign Countries,Science Tests,Science Achievement,Correlation,Grade 8,Scores,Gender Differences,Language of Instruction,Native Language,Parent Background,Educational Attainment,Internet,Self Concept,Academic Ability

Using Malaysia TIMSS 2015 data, this study examined the association between eighth grade students' science achievement and mathematics score and the determining factors of science achievement. A total of 9,726 students participated in TIMSS 2015 with an average score of 508.60 with standard deviation of 89.86 for science and 501.57 with standard deviation of 86.46 for mathematics. Correlation coefficient between composite science and mathematics score is 0.88. The result of the multiple regression analysis showed that being a male, always speaking the language of test at home, having educated parents, students liking and valuing science and mathematics scores had a significant positive effect on science achievement. In contrast, having access to an internet connection and having confidence in science were found to have a negative influence on science achievement.
Is Sex Hormone the Driving Force of School Violence? The Neurobehavioral Evidence
Author: Zhou, Longjun
Date: 2020-00-00
Type: Journal Articles
Subjects: Violence,Neurology,Behavior Problems,Middle School Students,Early Adolescents,Self Control,At Risk Persons,Brain Hemisphere Functions,Biochemistry,Preschool Children,Elementary School Students,High School Students,College Students,Age Differences,Probability

The US Department of Justice released the final report on school violence and showed that middle school is the age when violence is high, accounting for more than 70% of all violence cases (Zweig et al., 2013). After having perpetrated, the probability that the perpetrator will commit violence again will increase significantly (Office of the Surgeon General, et al., 2001), In the later review of the perpetrators, almost 100% admitted that they were unable to control their violent behavior at that time and seemed to have an invisible impulse to urge them to commit violence, and even when they knew the harm of the violent behavior, they still committed violence without scruples (Willems et al., 2018). This indicates that among the 30% of middle school students prone to violence, the underlying age-related neuroendocrine changes are most likely to be the driving force leading to violence. In this commentary, the authors argue that school violence intervention based on neuroendocrine mechanisms may be more effective than other external factors (Rivara et al., 2016). It is of greater practical significance to use the interactive network formed between testosterone, cortisol, and dopamine at different brain center sites as the target of intervention.
A Case Study on Students&apos; Application of Chemical Concepts and Use of Arguments in Teaching on the Sustainability-Oriented Chemistry Issue of Pesticides Use under Inclusion of Different Scientific Worldviews
Author: Zidny, Robby
Date: 2021-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Scientific Concepts,Persuasive Discourse,Poisoning,Sustainability,World Views,Sustainable Development,Indigenous Knowledge,Secondary School Students,College Students,Concept Formation,Ethics,Foreign Countries,Ecology,Conservation (Environment),Socioeconomic Influences

The aim of this case study was to explore students' application of chemical concepts and their use of arguments in an educational research framework to incorporate and reconstruct indigenous science in chemistry education. This framework fosters education for sustainable development (ESD) in chemistry learning by integrating intercultural and multi-perspective scientific worldviews borrowed from indigenous and Western modern science. A socio-scientific issues-based, sustainability-oriented pedagogical approach was employed in a chemistry teaching intervention. Worksheet tasks, videos and an article were used in an inquiry-based teaching module in secondary (N=40) and tertiary (N=73) Indonesian chemistry education classes. Student responses to the worksheet questions were analyzed using qualitative content analysis. The results indicate that university students showed a better understanding of the chemical concepts compared to upper secondary school students. In terms of argumentation, both groups of students were able to broaden their spectrum of arguments, especially in the area of ethical arguments.
Egyptian Fractions and Representation Registers in the Construction of the Fraction Concept
Author: Clemente, Francisco
Date: 2021-00-00
Type: Journal Articles
Subjects: Fractions,Concept Formation,Mathematics Activities,Mathematics Instruction,Instructional Effectiveness,Difficulty Level,Semiotics,Symbols (Mathematics),Mathematical Concepts,Secondary School Students,Early Adolescents,Problem Solving,Foreign Countries,Numbers

In this work we will analyze the relation between registers of representation and the construction of the fraction concept. Ninety-six students from first year of compulsory secondary education participated in the study, and performed equal share tasks in the context of Egyptian fractions (unit fractions with different denominators). The aim was to determine if, with these types of tasks, students could improve their learning of the different meanings of the fraction concept. Our results indicate that there seems to be a relationship between the meaning used and the representation chosen. Similarly, we found that--with these tasks--students significantly increased the number of registers of representation they used. Students who used distinct representations had to coordinate several registers, which might be interpreted as proof of the development of conceptual understanding.
Household Education Expenditures in Turkey for Higher Education Exam Preparation
Author: Selda, Polat Husrevsahi
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Test Preparation,Expenditures,Books,Tutoring,Economic Impact,Educational Policy,Neoliberalism,High School Seniors,College Entrance Examinations,Grade 12

The study explored the household education expenditures for higher education exam preparation in Turkey. The study employed the case study design, one of the qualitative research designs. The study group consisted of families whose children were preparing for the higher education exam. The families were living in the city of Zonguldak. While determining the study group, criterion sampling technique and snowball sampling technique were used. The study data were collected using a semi-structured interview form. The study showed that households had education expenditures for higher education exam preparation. These expenditures were in the form of exam books and private teaching institutions/private lesson expenditures. Educational expenditures of households affected the economic, social, and individual life of the household. This effect was in the form of postponing or abandoning the basic needs of the household. Families recommended a change in the education system in order to reduce/eliminate household education expenditures. In a period when neoliberal education policies are on the agenda, it can be stated that the contribution of households to education expenditures will continue. Pulling away from the marketized examination approach and strengthening public education expenditures instead of household education expenditures are not limited to education policies, but also depends on the change in political and economic policies.
Opportunities to Learn Three-Dimensional Shapes in Primary Mathematics: The Case of Content Analysis of Primary Mathematics Textbooks in Hong Kong
Author: Zhang, Qiaoping
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Spatial Ability,Textbooks,Content Analysis,Elementary School Students,Concept Formation,Mathematical Concepts,Geometric Concepts,Geometry,Foreign Countries

Textbooks play an important part in teaching and learning mathematics. However, textbook research on spatial ability has so far received little attention. In this study, we investigated whether school mathematics textbooks provide enough opportunities for primary students to learn three-dimensional shapes and help them acquire spatial ability. Three mathematics textbook series used in Hong Kong were analysed through content analysis. Findings showed each series of textbooks contained five domains for introducing solid figures, which included real-life examples, understanding concepts, measurement, finding laws, and developing spatial ability. The development of spatial abilities was mainly shown in the production of three-dimensional graphics. What students experienced in the learning of 3-D shapes was relatively narrow. Geometric graphics were mainly limited to the conventional shapes at the early stage. Activities to explore three-dimensional graphics were insufficient. It was suggested that combining the surrounding world of children with geometry in the classroom was not just a criterion for textbooks but also the focus of classroom teaching. The flexibility of teachers' adoptions of textbooks is also worthy of further investigation.