ethanporcaro/eric-fulltext-meta huggingface dataset:
Defining Computational Thinking as an Evident Tool in Problem-Solving: Comparative Research on Chinese and Canadian Mathematics Textbooks
Author: Zhang, Yimei
Date: 2023-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Problem Solving,Comparative Education,Educational Research,Mathematics Education,Textbooks,Foreign Countries,Elementary School Mathematics,Metacognition

Purpose: To analyze mathematics problem-solving (PS) procedures in Chinese (CH) and Canadian (CA) elementary mathematics textbooks that leverage computational thinking (CT) as a cognitive tool, which have evidently existed and been implemented. Design/Approach/Methods: In this study, an analysis framework was developed to investigate the characteristics of CT tools for three PS steps--understand the problem, devise and conduct plans, and look back into textbooks--in four contexts: data practices, modeling and simulation practices, computational tools practices, and systemic thinking practices. Findings: Our results demonstrate the tools (CT) employed in the PS process in CH and CA mathematics textbooks. The strong connections between the &quot;look back&quot; stage and CT tools were explored. During the &quot;look back&quot; stage, both countries required students to transfer their knowledge and perform generalization. In addition, CT is regarded as a basic skill analysis for students in mathematics education and has received significant attention at every stage of the PS process. Originality/Value: This study brings a new perspective to CT research in education by regarding CT as a cognitive tool for students in mathematics PS.
Following New Philanthropy by Network Ethnography: How Did the Varkey Foundation Land and Expand in Latin America?
Author: Matovich, Iván
Date: 2023-00-00
Type: Journal Articles
Subjects: Private Financial Support,Philanthropic Foundations,Foreign Countries,Educational Policy,Networks,Ethnography,Privatization

Purpose: New philanthropy develops new forms of policy &quot;problem-solving&quot; through the influx of private actors' money and ideas. It adopts singular configurations across different policy spaces, with implications for education governance. We address this phenomenon by analyzing the Varkey Foundation's (VF) &quot;landing&quot; and &quot;expansion&quot; in Latin America. VF is a global philanthropic organization registered in the United Kingdom in 2011 with a main hub in Argentina, where it landed in 2017. Design/Approach/Methods: We use network ethnography to examine the influence of new philanthropy on education governance as this phenomenon demands new methods to grasp the &quot;realities&quot; of governing beyond conventional ways and understanding policy mobilities. Findings: Results indicate how VF &quot;landed&quot; in a little pro-market space via productive uses of policy networks. The second phase of data collection and analysis presents further consolidation of VF in Argentina, its expansion into Latin America, and its establishment as a legitimate education policy actor. Originality/Value: This study provides new evidence and insights into how policy networks enable new philanthropy to land and consolidate within national boundaries and, later, across the region as a legitimate actor in education.
Experimenting with International Curricula in Shanghai: Policies, Practice, and a Network Ethnography Analysis
Author: Jin, Jin
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Schools,Curriculum,Administrator Attitudes,Teacher Attitudes,Institutional Characteristics,Educational Policy,Elementary Secondary Education,Networks

Purpose: Drawing on a study of international schools in Shanghai, this study explores how external experiences and curricula are mobilized as policy tools to inspire local educational innovations and how these experiences are enacted differently by schools. Design/Approach/Methods: Based on a review of policy documents and interviews with school principals, senior management stakeholders, and teachers, this study identifies and compares the typologies of international schools in policy design and practice. Then, by deploying the network ethnography method following three key nodes, this study offers some explanations for the gaps between policy design and enactments. Findings: This study demonstrates the complex relations, interests, and struggles involved in constructing and shaping the meanings of international curricula within local education. The findings show the autonomy of policy networks and the difficulties of 'steering' them in a clear-cut way. Originality/Value: This study is one of the earliest attempts, if not the first, to experiment with the method of network ethnography in the context of China. These findings offer a nuanced account of the complex relations and &quot;ad hocery&quot; involved in policy learning.
The Impact of Meetings on the Network Governance and Mobility of UN Policy Programs on Environment and Education
Author: Stahelin, Nicolas
Date: 2023-00-00
Type: Journal Articles
Subjects: International Organizations,Educational Policy,Environmental Education,Sustainability,Networks,Governance,Cooperation,Global Approach,Meetings

Purpose: This paper adds to the understandings of how face-to-face meetings contribute to the network governance and global mobility of United Nations (UN) policy programs on environmental and sustainability education (ESE). Design/Approach/Methods: Data from interviews with 13 international ESE policy leaders were transcribed, coded, and analyzed for key themes related to the research purpose. Findings: The findings indicate that meetings provide an arena for collaboration and influence on UN ESE policy programs, as well as facilitating the impact of the policy programs on UN member country policy. In addition, attending meetings enables the production of network relations that bind ESE policy communities together across distant locations. They are also a venue for the networking labor involved in forging new relationships and facilitating the social learning that supports global policy mobility. Originality/Value: This pilot study enriches understanding of face-to-face meetings as a key vector of policy mobility and a significant factor in the overall network governance of UN organizations and their policy programs. We hope the study contributes to the fields of critical policy studies and ESE, as well as to informing policy actors on how important their participation in meetings can be for the network governance and mobility of UN policy programs.
A Study on Child-Family Relationship in the Use of Digital Media Products
Author: Arikli, Güven
Date: 2023-00-00
Type: Journal Articles
Subjects: Internet,Computer Use,Child Safety,Family Role,Technological Literacy,Risk Management,Age Differences,Child Development,Computer Security,Children,Adolescents,Advertising,Media Literacy

Real-life threats are at the root of all possible threats to be encountered on the Internet. All risk headings for the Internet are situations that can be encountered in real life. Therefore, we should pay attention to the risks of the virtual world by learning to use the internet consciously, safely and effectively, and by teaching our children this, just as we make efforts to protect our children from all these dangers in real life. In this research, the role of the family in children's use of digital media, the risks and solutions according to age groups, and the effect on the development of the child are discussed.
Examination of Pre-Service Teachers&apos; Experiences on Distance Education in the COVID-19 Pandemic Period: A Longitudinal Research
Author: Pilli, Olga
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Undergraduate Students,Online Courses,Competence,Distance Education,Internet,Barriers,Interpersonal Communication,Videoconferencing,Student Evaluation,Student Attitudes,Preservice Teacher Education,Preservice Teachers,Educational Technology

This longitudinal research was conducted in Girne American University, Faculty of Education during the pandemic process by means of a qualitative multiple case study with semi-structured questions through online forms with a purposefully selected study group of 143 undergraduates between 2020-2022 academic years. The two phase research had 75 participants in the first phase and 68 in the second one. The interview questions were first applied to a randomly selected pilot group consisted of 13 participants that are exempted from the research. Content analysis was utilized in the data set in order to have a deep understanding of the findings. Findings revealed that most of the students did not have an online education experience before, but their competency levels were stated to be positive and they are quite satisfied from the distance education applications. Internet quality is found to be the major obstacle, Zoom to be the most used platform. Evaluation and communication problems are found to be at the center of negative attitudes. Even if there are both positive and negative attitudes towards the future preferences, a combination of face to face and online sessions seem to be accepted by the participants.
High School Students&apos; Level of Mathematics Anxiety and Use of Self-Regulatory Learning Strategies
Author: Aykurtlu, Gamze
Date: 2023-00-00
Type: Journal Articles
Subjects: High School Students,Mathematics Anxiety,Self Management,Correlation,Grade 11,Grade 12,Gender Differences,Instructional Program Divisions,Mathematics Achievement,Foreign Countries

We aimed to examine high school students' level of mathematics anxiety and use of self-regulatory learning strategies as a function of different variables and to examine the correlation between these variables. The sample consisted of 330 students at 11th and 12th grades from three different high schools in the west of Turkey. We used the Revised Mathematics Anxiety Rating Scale, Self-Regulatory Strategies Scale, and a personal information form. We found that female students' level of mathematics anxiety and use of self-regulatory learning strategies were higher than male students. Moreover, we found that 11th grade students had higher mathematics anxiety than 12th grade students and that there is a significant difference in students' level of mathematics anxiety by mathematics achievement. In contrast, use of self-regulatory learning strategies did not demonstrate a significant difference by mathematics achievement scores. We found no correlation between students' level of mathematics anxiety and use of self-regulatory learning strategies.
Mismatch between Indigenous Ghanaian and Hindu-Arabic Systems in Didactising Counting and Place Value
Author: Ali, Clement Ayarebilla
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics,Student Teacher Attitudes,Mathematics Instruction,Foreign Countries,African Languages,Indo European Languages,Arabic,Native Language,Number Concepts,Teacher Education Programs,Contrastive Linguistics,English (Second Language),Indigenous Knowledge

Studies show that indigenous languages have exhibited enormous impact on the evolution and didactics of counting and place value. However, Ghana systems have different perspectives and pose varied successes on the didactics of counting and place value. In this study, we explored a mixed methods design to examine the mismatch between Ghanaian and Hindu-Arabic systems. With a sample of 178 participants, we further examined not only student-teachers' knowledge and transitioning but also their skills and conceptualisation in didactising nine Ghanaian languages with respective to the Hindu-Arabic system. Both quantitative and qualitative data were collected through test and interview instruments. They were analysed by utilising T-test, ANOVA and verbal narratives which complemented and corroborated each other. The one-sample t-test result indicates that there was no impact of Ghanaian languages on counting and place value systems. However, the ANOVA test result infers that there is an impact of indigenous Ghanaian language on counting and place value systems. The qualitative results confirmed that the student-teachers had average skills in didactising counting and place value systems in the Ghanaian indigenous languages. It was therefore recommended, among other things that, measures should be taken not only to synchronise the Ghanaian languages but also to finetune the languages in tandem with the Hindu.
Promoting and Hindering Factors in Mathematics Teaching in South African High Schools
Author: Mokgwathi, Mathelela Steyn
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Instructional Effectiveness,Teacher Effectiveness,Barriers,Educational Resources,Labor Turnover,Principals,Professional Development,Teaching Skills,Teacher Qualifications,Teaching Experience,High School Teachers

This study explores what factors enable or prevent South African educators from carrying out effective mathematics teaching. The objectives are to explore the qualifications and experience of those involved, which skills, tools, and resources they use and what barriers they encounter. A qualitative approach using an interpretivist paradigm with multiple case studies was used. Eighteen participants were interviewed, and the data were analysed using qualitative content analysis. Findings showed that the barriers impeding effective mathematics teaching included lack of resources, teachers leaving the profession and many principals not attending workshops or professional development programmes. From the findings, we recommend the Department of Basic Education encourage more teachers to specialise in mathematics and that more funding is directed toward allocating the necessary resources to schools where resources are lacking. The department can provide incentives to encourage more student teachers to pursue mathematics teaching.
The Use of Quizlet in Teaching Vocabulary to 9th Grade EFL Students
Author: Atalan, Esra
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 9,Vocabulary Development,Teaching Methods,Second Language Instruction,English (Second Language),Foreign Countries,Educational Technology,Technology Uses in Education,Instructional Materials,High School Students

In recent years, numerous innovative tools such as digital and online flashcards have emerged in the education field to meet the needs of digital natives. Therefore, the current study, it was aimed at investigating the impact of a digital flashcard tool, Quizlet, on the vocabulary acquisition of Turkish EFL learners. Besides, learners' perception of using Quizlet was investigated through a semi-structured interview with 26 participants. An experimental mixed methods research design was implemented to gather data. Pre and post-tests were adapted from Laufer and Goldstein (2004) and Webb (2009). The tests were implemented in two groups to evaluate the effectiveness of Quizlet on vocabulary learning. The findings of this research indicated that there was a statistically significant difference between the Quizlet group learners' pre and post-test scores. When the Quizlet group and regular class were compared, it was found that both increased their scores at different rates. Secondly, the results of the interviews supported that more than half of the participants' opinions of using Quizlet were mostly positive. The study concluded that teachers should evaluate and try digital tools as learning resources for today's learners as digital natives.
Social Media Habits of University Students and the Effects of Media on Students
Author: Yinal, Azmiye
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Media,Computer Use,College Students,Addictive Behavior,Foreign Countries,Telecommunications,Handheld Devices,Mental Health,Academic Achievement,Well Being,Student Characteristics

With the effect of globalization and digitalization, remarkable progress has been made in internet and smart phone technology. Nowadays especially, with the increasing number of users, smartphones have become an important need for children and young individuals. In this sense, behavioral disorders in young individuals have become inevitable due to the increasing number of users and the diversity of social media applications. Therefore, the problem of internet abuse and risky social media use has emerged. While this affects the social habits of young individuals, it also leads to psychological disorders. In addition, while serious problems arise in the social lives of university-age students, there are also failures in their educational life. Therefore, the main aim of our research is aimed at examining the social media habits of university students and the effects of social media on students in terms of various variables. For the research, data was obtained by online survey method on 333 university students studying in Cyprus. Personal Information Form and Social Media Addiction Scales for adolescents and adults were used for the research. SPSS programs were used in the analysis of the data. In the analysis of research data, due to the increase in the time spent by university students on social media, a significant relationship was found in social media addiction tests in the context of both genders. Especially since the social media habits of the students at the university are in a controlled manner, negative results have been obtained in their social relations and academic achievements.
Dialogic Restorying: A?Novel Methodology for Provoking Second Language Teacher Development across the Career Span
Author: Rieker, Jacob
Date: 2023-00-00
Type: Journal Articles
Subjects: Sociocultural Patterns,Learning Theories,Longitudinal Studies,Language Teachers,Second Language Learning,Second Language Instruction,Dialogs (Language),Masters Programs,Teacher Education Programs,Teacher Attitudes,Graduate Study,Faculty Development,English (Second Language),Social Cognition

Grounded in Vygotskian sociocultural theory, we propose a novel methodology for second language teacher cognition research called &quot;dialogic restorying.&quot; We exemplify this methodological innovation by presenting a qualitative longitudinal project in which we prompted L2 teachers to revisit and restory what Veresov (2017) calls &quot;dramatic moments&quot; extracted from reflections they wrote throughout their learning-to-teach experiences in a 2-year MA TESL program (see Johnson, Verity, &amp; Childs, 2020; 2023). These practicing teachers engaged in &quot;dialogic restorying&quot; with the interviewer by reflecting on the importance of these dramatic moments and their continuing influence on how they orient to teaching in their current instructional contexts two to three years after graduation. Mutual engagement in &quot;dialogic restorying&quot; not only allowed access into these L2 teachers' perceptions of the significance of their learning-to-teach experiences but also opened up the potential for these interviews to be meaningful encounters that continued to have developmental value for the teacher-participants. We contend that dialogic restorying yields important longitudinal insights into L2 teachers' developmental trajectories while also bringing to the surface the importance of recognizing the mediational influence that research methodology can, and from our perspective, &quot;should&quot; have on participants in investigations of L2 teacher development across the career span.
Evolution of Approaches to Teacher Cognition and Teacher Identity: A Conceptual Conversation
Author: Yazan, Bedrettin
Date: 2023-00-00
Type: Journal Articles
Subjects: Schemata (Cognition),Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Professional Identity,Writing (Composition),Academic Language,Metacognition,Cognitive Processes,Faculty Development,Political Attitudes,Cultural Influences,Social Influences,Correlation,Teacher Attitudes,Teacher Characteristics

In this paper, as two TESOL practitioners, our purpose is to capture our reflections on how conceptual approaches to teacher learning have evolved over the years to highlight the interplay between teacher cognition and teacher identity. We also seek to decrease the distance between ourselves and our academic writing, essentially emerging from behind the conventions of academic writing to discuss concepts in a conversational tone, hopefully making them more accessible to a larger audience of practitioners and scholars. In discussing our ongoing negotiation of theoretical orientations, we have been able to reflect on the influence of the language teacher cognition research base on the wider field of language teacher identity research. The main take-away is that we can better illustrate the complexity involved in the practice of language teaching and the process of becoming language teachers if we combine the two in complementary ways: teachers' individual cognitive and metacognitive processes involved in their professional learning and their situatedness in social, cultural, political, and economic discourses.
In-Service Teachers&apos; Intercultural Sensitivity
Author: Gedik Bal, Nur
Date: 2023-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Sensitivity Training,Inservice Teacher Education,Foreign Countries,Predictor Variables,Elementary School Teachers,Middle School Teachers,High School Teachers

It is urgent to develop intercultural sensitivity (IS hereafter) for the society and especially for in-service teachers as they are the agents that help learners to acquire the intercultural competencies needed to live in a dramatically globalized world. However, few research studies focused on in-service teachers' intercultural sensitivity though there were many studies conducted with pre-service teachers or university students. Therefore, the study's objectives were to identify the intercultural sensitivity of teachers and seek any connections between their sensitivity and demographic variables. The questionnaire with demographic questions and an intercultural sensitivity scale received responses from 214 teachers. The results showed that the teachers' general intercultural sensitivity was not significantly impacted by their age, gender, level of teaching, or the type of institution they worked at. Nevertheless, teachers with international experience had higher scores than those without international experience, and there was a positive relationship between teachers' intercultural sensitivity and the length of their international experience. Teachers of general subjects showed lower intercultural sensitivity than those teaching English. Furthermore, multilingual teachers had much higher intercultural sensitivity than their monolingual counterparts. The implications of the study might guide some stakeholders such as in-service trainers and policy makers in teacher education.