ethanporcaro/eric-fulltext-meta huggingface dataset:
Classroom Teachers&apos; Online Teaching Experiences during the COVID-19 Pandemic: The Perspective of Technological Pedagogical Content Knowledge
Author: Sari, Mehmet Hayri
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Pedagogical Content Knowledge,Technological Literacy,Self Efficacy,Teacher Competencies,Foreign Countries,School Closing,Technology Integration,Grade 2,Grade 3,Grade 6,Grade 4,Distance Education

This qualitative study aims at evaluating the online teaching experiences of classroom teachers during the New Coronavirus Disease (COVID-19) period in terms of the Technological Pedagogical Content Knowledge (TPACK). The interviews were conducted with 17 classroom teachers within the scope of the current research. The data were collected via open-ended semi-structured interview questions. As a result of the analysis of the data, the classroom teachers considered themselves competent in the components of Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK) and Pedagogical Content Knowledge (PCK), they did not consider themselves competent in the Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK) components, which were the result of the integration of these components with technology. When the participants were addressed in terms of the online teaching experiences, technology uses, competencies and professional training needs as a whole during the COVID-19 period, it was found that they did not use digital tools primarily for pedagogical purposes. Therefore, the teachers needed extensive pedagogical support when designing digital teaching. All of these results suggest that 21st century teachers need to develop their knowledge and skills in terms of CK, PK, TCK, and TPK that emerge with the transfer of such knowledge to technological processes and TPACK that forms the intersection of all information.
Creating a Decolonised Curriculum to Address Food Insecurity among University Students
Author: Adebayo, Oluwakemi Ayodeji
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Racial Bias,Social Bias,College Students,Biology,Hunger,Preservice Teachers,Preservice Teacher Education,Social Justice,Science Teachers,Gardening,Consciousness Raising,Social Problems,Student Empowerment,Nutrition,Health

A plethora of debates about intellectual imagination regarding decolonised curriculum development has dominated the South African higher education discourses. There is a need to purge Africa of the marginalisation that has been perpetuated by curricula established during the past century. The aim of this research was to add a practical dimension to this discourse, by altering traditional curriculum activities in a biology module, in order to address the issue of food insecurity among university students. In this qualitative inquiry, the following questions were asked: &quot;How can pre-service teachers engage with decolonised curricular activities, in order to address food insecurity among students?&quot; and &quot;What are the consequences of pre-service teachers' engagement with decolonised curricular activities which respond to food insecurity?&quot; Thirty-six pre-service biology teachers and 12 non-biology university students were purposively selected to participate in a food gardening activity. Data were generated using individual interviews, focus group interviews and the development of portfolios. Findings revealed that pre-service teachers' consciousness of the social reality of food insecure students was raised, and their feelings of empowerment to enable others, and themselves, to become self-reliant, were enhanced through decolonised curricular activities. This is significant because it signalled a freeing of pre-service teachers from material and intellectual shackles which is critical to decolonised thought and action. This research has implications for higher education science teacher education modules, which can incorporate science from Western and indigenous sources, to create transformed curricula which are socially responsive and reflect epistemic justice.
Emphasis Manipulation Effect in Terms of the Least-Abled Sets on Cognitive Load, Transfer, and Instructional Efficiency
Author: Choi, Soonri
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Difficulty Level,Instructional Effectiveness,Efficiency,Transfer of Training,Prior Learning,Teaching Methods,High School Students,Foreign Countries,Computer Software,Skills,Electronic Learning

This research suggests emphasis manipulation on constituent skills of least-abled sets, improves coordination and integration of knowledge, skills, and attitudes on cognitive load, transfer, and instructional efficiency. The participants were divided into two groups. Competency levels for the designated skill sets were evaluated, and a pre-test was performed on both groups. The research applied an educational design based on individual learner's least-abled sets of constituent skills and identified the design's effectiveness on complex learning. One group was provided with the whole learning contents according to emphasis manipulation sequencing method, and the other group was provided personalized learning contents according to a method based on the least-abled sets of constituent skills emphasis manipulation. The group received materials constructed with emphasis manipulation, learned the whole constituent skills of learning contents and carried out conventional tasks. However, treatment group received materials constructed with the least-abled sets of constituent skills emphasis manipulation, learned only the least-abled constituent skills and carried out conventional tasks. This research suggests that teaching with the least-abled sets of constituent skills helps to reduce expertise-reversal effect and improve results of cognitive load, transfer and instructional efficiency.
Feasibility of Using Comparative Judgement and Student Judges to Assess Writing Performance of English Language Learners
Author: Sahin, Alper
Date: 2021-00-00
Type: Journal Articles
Subjects: Decision Making,Comparative Analysis,Writing Evaluation,Academic Language,Writing Instruction,Undergraduate Students,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Web Sites,Grading,Peer Evaluation

This study aims to identify how feasible it is to use comparative judgement (CJ) and student judges to assess the writing performance of English language learners. For this purpose, 35 paragraphs written by the students who were enrolled in a freshman Academic Writing course at a semi-private university located in the Turkish Republic of Northern Cyprus were selected and uploaded to http://www.nomoremarking.com website. Ten instructors of the Academic Writing course and 112 students taking the course volunteered to participate in the study. Then, the students were taken into 5 groups according to their writing performance level. In total, around 350 comparisons were done by each group. The results suggested that it could be feasible to use CJ to assess short writing performance like paragraphs if the instructors were experienced and trained. Moreover, instructors liked CJ and described it as a more practical, easier, fairer, faster, more enjoyable way of marking student papers. The students also liked CJ and it was also found that students who were high achievers in paragraph writing might be used to mark student papers through comparative judgement as long as they were trained.
Integration of Mobile Technology into Evidence-Based Practices for Students with Emotional and Conduct Disorders in Classroom
Author: Altaweel, Nora A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Handheld Devices,Technology Uses in Education,Evidence Based Practice,Emotional Disturbances,Behavior Disorders,Program Effectiveness,Elementary Secondary Education,Literature Reviews

Mobile technology (MT) may create new opportunities for teachers to enhance the implementation of evidence-based practices (EBPs) for students with emotional and conduct disorders (ECD) in United States. However, there remains a relative paucity of research reviewing the effectiveness of integrating MT into EBPs, also referred to as emerging practices (EPs). This integrative review provides a synthesis of the research on the effectiveness of EPs for students with ECD in the K-12 classroom environment. A total of 11 empirical studies, published from 2008 to 2018, were reviewed. Results suggest that EPs may increase academic engagement for students with ECD during academic situations. Yet, drawing conclusions remains challenging due to limitations in relation to: (a) the unique power of EPs in isolation from some interfering variables, (b) generalizability of documented findings to various settings. Future research studies should ideally further address the areas of limitation toward conclusive claims concerning the effectiveness of EPs for students with ECD.
Characteristics of Independent Schools Directed at Students in Need of Special Support: A Study of School Website Presentation
Author: Anderson, Lotta
Date: 2019-00-00
Type: Journal Articles
Subjects: Private Schools,Foreign Countries,Institutional Characteristics,Web Sites,Students with Disabilities,Student Needs,Teaching Methods,Educational Practices,Inclusion,Educational Environment,School Personnel,Interpersonal Relationship,Cooperation,Governance,Educational Objectives

The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools' website presentations, which were processed and analysed in consecutive steps. The results showed that the students' complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments.
Exploring the Student and Social Accountability of the Life Sciences Curriculum: A Case of HIV/AIDS
Author: Mnguni, Lindelani
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Curriculum,Biological Sciences,Social Responsibility,Accountability,Acquired Immunodeficiency Syndrome (AIDS),National Curriculum,Ideology,Science and Society,Textbooks,Citizenship

Science is generally expected to respond to students and societal needs by adopting student and social accountability principles. Therefore, school science curricula are revised regularly to address emerging socio-economic, political, and scientific issues. Similarly, the National Curriculum and Assessment Policy Statement of South Africa was introduced to foster a student and social accountable education that adopts relevant curriculum ideologies. Partly, it attempts to equip students with relevant skills and knowledge related to emerging societal challenges such as HIV/AIDS. The aim of the present research, therefore, was to determine the extent to which the curriculum is student and social accountable concerning HIV/AIDS. The current research explored the extent to which HIV/AIDS knowledge was presented in the CAPS Life Sciences curriculum and selected textbooks, and how curriculum ideologies informed this presentation of HIV/AIDS knowledge. Data were collected from the Life Sciences CAPS document and selected textbooks. Results revealed several HIV/AIDS-related topics, which were taught in Life Sciences. While the literature suggests that the citizenship-centered ideology is most relevant for student and social accountability, the present study found that the Life Sciences curriculum adopted a predominantly discipline-centered ideology. It is concluded that Life Sciences may not provide students with HIV/AIDS-related skills and knowledge required in a student and socially accountable curriculum.
Examining Elementary School Teachers&apos; Perceptions of and Use of Formative Assessment in Mathematics
Author: Martin, Christie L.
Date: 2022-01-00
Type: Journal Articles
Subjects: Elementary School Teachers,Mathematics Teachers,Teacher Attitudes,Formative Evaluation,Student Evaluation,Barriers,Misconceptions,Instructional Effectiveness,Accuracy,Mathematics Instruction

Formative assessment and related processes continue to prove to be a high-leverage instructional practice that has potential to support all learners, especially those who demonstrate misconceptions with significant mathematics concepts. Teachers use formative assessment practices in varied ways and share different perspectives of the value of these assessments for student learning. This article will share survey results of 65 teachers across grade levels. Findings indicate teachers find formative assessment beneficial for identifying gaps in learning, offers opportunity to increase student learning, and supports their teaching practices. These results support prior research; however, there were notable findings that offer insight into improving the use of formative assessment. The survey showed that formative assessment was used primarily to identify gaps, but not used to identify strengths of the learner. Formative assessment prompts focus on the learner but does not include reflection of the efficacy of the tool that was used or instruction. Commercially created materials, a large expense for schools, was not identified as useful. Teachers identified barriers to using formative assessment. Implications for improving formative assessment practices are shared and continued research.
Dancing Is Thinking for Children: Working Memory, Inhibition, and Mental Flexibility
Author: Syarah, Erie Siti
Date: 2021-12-00
Type: Journal Articles
Subjects: Dance,Thinking Skills,Short Term Memory,Inhibition,Cognitive Processes,Music,Executive Function,Children,Foreign Countries,Parent Child Relationship,Parent Attitudes

Sharpening working memory skills, inhibition, and mental flexibility of children in many studies have proven school readiness and long-term academic success. The aim of this research is to determine the impact of dancing and listening to music on children's executive functions using the interpretive paradigm with a qualitative case study method. The respondents were seven parents of children aged between 7-8 years. This study used online interviews for the data collection. A typological analysis of qualitative data acquired during the COVID-19 pandemic in the dimensions of working memory, inhibition, and mental flexibility was used to categorize how children's executive functioning might develop in parental care. Several typologies were identified, giving rise to three ideal typologies as a result of the analysis of research questions. Firstly, it is important to develop children's working memory through different new strategies (typology 1); secondly, positive reinforcement was the strongest factor in inhibition development (typology 2); and finally, dancing with music as a support for mental development and development of thinking (typology 3). The research outcomes require increasing adults' abilities around children to manage diverse learning stimuli and integrate art in them to build working memory, inhibition, and ideal mental flexibility of children.
Improving the Reading and Writing Performance of a Student with Dyslexia: An Action Research Study
Author: Balantekin, Yakup
Date: 2021-12-00
Type: Journal Articles
Subjects: Reading Improvement,Writing Improvement,Reading Achievement,Writing Achievement,Dyslexia,Action Research,Reading Motivation,Elementary School Students,Grade 3,Reading Comprehension,Handwriting

The aim of this study was to improve the reading and writing performance and reading motivation of a third grade primary school student who does not have any cognitive or physical disabilities. In the study conducted by the action research method, one of the qualitative research methods, the student's reading and writing performance and reading motivation were evaluated by scales. While fluent reading strategies were used to improve the student's reading performance, the strategy of identifying the main idea at the sentence level was used to improve his reading comprehension skills. On the other hand, the programmed instruction approach was adopted to improve the student's writing skills. At the end of the study, there was an improvement in the student's word recognition level, reading speed, comprehension percentage and reading motivation. While planning support programs for students with reading and writing problems, it is recommended that it is necessary to decide whether to develop both skills together or only one skill by considering the intensity of the students' needs and that reading books prepared for students should consist of stories short enough to end in one reading.
International Programs and Resources to Support Children from Military Families: A Review
Author: Rogers, Marg
Date: 2021-12-00
Type: Journal Articles
Subjects: Military Personnel,Military Service,Relocation,Stress Variables,Parent Child Relationship,International Programs,Young Children,Family Programs,Online Courses,Culturally Relevant Education,Developmentally Appropriate Practices,Foreign Countries,Early Childhood Education,Parent Education,Parenting Styles

Parental deployment and frequent relocations exert significant stress on children from military families. This stress can be extremely disruptive to young children's social, cognitive and behavioural development. It can result in negative social, emotional, and physical responses. There are a broad range of programs, resources, and services available mainly in the US, but also internationally. The programs endeavour to mitigate the impacts of military life on young children by providing support to families. This paper explores the programs for families with young children and the need for culturally and age-appropriate resources. It also discusses how the Early Childhood Defence Programs (ECDP) project is responding to this need by developing three free, online Australian early childhood programs for parents, family workers and educators. This scoping review of currently available programs and resources will determine how the project, and others wanting to support children from military families, can best address this need.
Representations in the Learning of Sequences and Regularities by Third-Grade Portuguese Students
Author: Faria, Ana Raquel
Date: 2021-12-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Students,Mathematical Concepts,Mathematics Instruction,Teaching Methods,Sequential Learning,Preferences,Pictorial Stimuli,Generalization,Abstract Reasoning,Foreign Countries,Task Analysis,Concept Formation,Difficulty Level,Error Patterns

Due to their abstract nature, representation of mathematical concepts through different registers favors their understanding. In the case of ''sequences and regularities'', it becomes propitious the exploration of different registers of representation in the institution of topics, such as term, order, formation law, and generating expression. Considering these assumptions, a teaching experiment was performed to understand the contribution of multiple representations in the learning of ''sequences and regularities'' by 3rd-grade students. The study adopted a qualitative methodology and the findings of the study reveal that students initially presented a smaller variety of representations, which increased during the teaching experience. Students showed a greater preference for pictorial representations and made explicit connections between different representations throughout their resolutions. Pictorial representations and tables allowed close and distant generalizations, the determination of the formation law, and the generating expression. The greatest difficulties of the students resulted from the interpretation of the statements of the proposed tasks, which were also evident in the representation (natural language), showing a greater number of incorrect answers. This result shows that some students still have difficulties in justifying their reasoning, either in writing or orally.
TIMSS International Benchmarks of Eighth Graders in Mathematics: A Correspondence Analysis Study
Author: Koyuncu, Ilhan
Date: 2021-12-00
Type: Journal Articles
Subjects: Grade 8,Benchmarking,Achievement Tests,Foreign Countries,Elementary Secondary Education,International Assessment,Mathematics Achievement,Mathematics Tests,Educational Environment,Student Attitudes,Positive Attitudes,Mathematics Instruction,Behavior Problems,High Achievement,Low Achievement,Comparative Analysis,School Safety,Discipline Policy,Bullying,Victims,Educational Practices

The aim of this study is to investigate the relationship between a variety of non-cognitive factors and the mathematics performance levels of eighth grade students in the Trends in International Mathematics and Science Study (TIMSS). The sample group consists of 4077 Turkish students who took part in TIMSS 2019. Data were collected using the student background scales in the student questionnaire and achievements tests by TIMSS practitioners. It was interpreted through correspondence analysis as an exploratory and multivariate statistical technique. Results indicated a significant correspondence between students' achievement and attitudes towards mathematics, instructional structure, school climate, and home educational resources. High-achieving students were found to express more positive attitudes, attach higher instructional clarity to mathematics lessons, encounter less disorderly behavior during mathematics lessons, and have more home educational resources. Regarding school climate, high-achieving students had less sense of school belonging than low-achieving students. As for school discipline and safety, high-achieving students faced more bullying than intermediate-level students. Results suggest that students with low mathematics achievement should be supported in terms of both educational resources and non-cognitive factors.