ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers Implementing New Primary School Digital Technology Areas: What Are We Teaching Now?
Author: Rhodes, Kate
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Elementary School Curriculum,Curriculum Implementation,Adoption (Ideas),Teacher Characteristics,Teacher Attitudes,Self Esteem,Technology Integration,Foreign Countries,Elementary School Teachers

New digital technology areas were added to the New Zealand primary school technology curriculum in 2020. These areas aim to grow students who are not just passive users of technology but, instead, students who understand how computers work, who are digital creators, informed by design processes and critical thinking. The new digital areas of the technology curriculum appear to have created tension between the expectations of teachers and their relative capabilities. Examining three primary teachers' implementation of the new digital areas, this project utilised a participatory action research (PAR) methodology to review teachers' journey of adoption. Findings indicated that implementing the curriculum areas was not as complex as teachers first imagined and that unplugged activities (those without devices) played a significant role in the new digital technology areas' successful implementation in the classroom. The main themes that appeared from the data included levels of teacher knowledge, teacher confidence and curriculum learning area integration.
Chile&apos;s Digital Learning Strategy during the COVID-19 Pandemic: Connecting Policy with Social Realities?
Author: Quezada Morales, Romina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Educational Technology,Adjustment (to Environment),Online Courses,Access to Education,Equal Education,Administrator Role,At Risk Students,Educational Policy

The change from in-person to in-home schooling and the rapid digitalization of the system impacted the access to education and the quality of the outcomes during the pandemic, but the extent to which digital measures helped school administrators to face that impact is difficult to understand without hearing from them directly. To give those who had to adapt to digital learning some voice, this report discusses the experiences of one national education policy expert, one Learning Resources Coordinator in a public school in Northern Chile, and one Technology Coordinator in an elite private school in Santiago during the process of adapting to digital learning. The goal of these semi-structured interviews was to explore the different digital learning strategies among systems and regions at the school-home level, to then compare them with the national vision and the information that official documents and Aprendo en línea provide. The interviews took place from November, 2020, to February, 2021, right between the end of Chile's 2020 school year and the beginning of the 2021 one. The findings of the exploration indicate that school administrations, but also the type and position of schools within the education system, determined which digital strategy schools adopted and how successful it was. They further revealed the social disparities that prevailed by the lack of digital tools, but also new socio-educational challenges. In all, current Chilean officers stood out as the ones accountable for addressing the digital divide, which in this case can be understood as those who learned how to use digital tools (US National Telecommunications and Information Administration (NTIA), 1999), and those who are learning to create them.
COVID-19 and Higher Education: Crossed Perspectives in the Construction of Knowledge and the Rise of Citizen Science. Theoretical Reflections and Practical Approach in the 11th Encounter of CeiED Researchers
Author: Simon, Sandrine
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Citizen Participation,Scientific Research,Science Projects,Science Education,Distance Education,Foreign Countries,Workshops,Design,Creative Thinking,Problem Solving

Ensuring that learning is participatory and even further democratized seems particularly important at a time when people are kept apart because of a COVID-19 pandemic that thrives on proximity. Whilst learning is based on exchanges, it also benefits from the existence of a learning community, the access to which needs to be equal and taking account of learners' diversity. How is Higher Education equipping itself to adapt to new learning conditions? How can it ensure that it can meet new types of needs? To address these questions, a workshop was organized at the Interdisciplinary Centre for Research on Education and Development (CeiED), Lisbon, on an emerging area of research called 'Citizen Science'. Citizen Science has been gaining popularity in many disciplines. Here, we are interested in how it could help to improve education and learning, as well as how current research in education might also help approaches in Citizen Science to move forward. Reflections on theory were carried out in parallel with a one-day practical online workshop on 'operationalizing Citizen Science', involving researchers in the center's three areas -- education, museology, and urbanism. This article explains the outcomes of this event.
Students&apos; Mathematics-Related Belief Systems and Their Strategies for Solving Non-Routine Mathematical Problems
Author: Chirove, Munyaradzi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 11,Student Attitudes,Mathematics,Beliefs,Problem Solving,Learning Strategies,Mathematics Tests,Guessing (Tests),Logical Thinking,Mathematical Formulas,Pattern Recognition,Mathematical Concepts,Questionnaires

This study explored students' mathematics-related beliefs and the relationship between the beliefs and their strategies for solving non-routine mathematical problems. The study was guided by Daskalogianni and Simpson's 2001 belief systems categories and strategies for non-routine mathematical problems. The participants were 625 grade 11 students from five high schools in Tshwane North District, Gauteng province of South Africa. Data were collected using a mathematics beliefs questionnaire, a mathematics problem-solving test and interview. Quantitative and qualitative research techniques were used for data analysis. It was found that the students held all the three belief systems (utilitarian, systematic and exploratory) at different degrees of intensity and the belief systems and strategies for problem-solving had a weak positive linear relationship, and there were no statistically significant differences among mean scores of the students holding systematic, exploratory and utilitarian beliefs. They apply unsystematic guess, check and revise; systematic guess, check and revise; systematic listing; looking for patterns; consider a simple case; modelling; logical reasoning; no logical reasoning; trial-and-error and use a formula in solving non-routine mathematical problems. Furthermore, it was found that the systematic belief system could explain the students' behaviour in problem-solving more than the exploratory and utilitarian belief systems.
Teaching with Biosecurity Content in the Social Sciences Learning Area: A Year 13 Social Science Teacher&apos;s Experience
Author: Ram, Rajesh
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Sciences,Secondary School Teachers,Teaching Experience,Science Teachers,Biology,Foreign Countries,National Security,Transformative Learning,Teacher Attitudes,National Curriculum,Teaching Methods

In this era of pandemics, asylum seekers, and conflict between super powers, social sciences are a critical subject that can help develop young people who can not only recognise racial and social discrimination but also injustices at a regional, national, and global scale. Mainstream subjects, such as sociology, routinely support learning in the social sciences area. As a science/biology teacher, I wanted to find out whether biosecurity science could be used to support learning in the social sciences area. My interest in biosecurity stems from personal and professional experiences in New Zealand. Further, in my own pedagogical experience, teaching science/biology in schools, I found young people (15-18 years) were unfamiliar with the concept of biosecurity in New Zealand. Considering my experiences, I set out to conduct research to look at the efficacy of using biosecurity in teaching and learning. This paper reports on the experience of one Year 13 social science teacher who used biosecurity content to teach in the social sciences learning area. Classroom observations and individual teacher interviews were used to gather data. The results show that biosecurity content engaged Year 13 social sciences students in the classroom and that the teacher used transformational learning theory to engage his students into undertaking social action related to biosecurity. Given the importance of biosecurity to New Zealand, this paper shows that social sciences as a learning area could support teaching and learning about biosecurity.
Analysis of Science-Based Entrepreneurship Skills and Parents&apos; Academic Achievement Pressure and Support of Primary School Students
Author: Kurt, Uluhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,Entrepreneurship,Parent Influence,Parent Child Relationship,Elementary School Students,Educational Technology,Correlation,Time,Recreational Activities,Study Habits,Expectation,Foreign Countries,Educational Attainment

This study aims to examine whether there is a relationship between the academic achievement pressure and support of parents and students' science-based entrepreneurship and how these variables change in terms of parents' activities with their children. For this purpose, one of the quantitative research approaches, the discriptive survey method, was used in the study. 142 students from 3 different primary schools in Erzurum province participated in the study, using the appropriate sampling method. Demographic information questionnaire, Parental Academic Success Pressure and Support Scale (PASPSS), and Science-Based Entrepreneurship Scale (SBES) were used as data collection tools in the study. The data obtained from the participants were analyzed with the SPSS 26.0 package program. As a result, the science-based entrepreneurship levels of the students change in terms of the length of time the parents study with their children and participate in social sports activities. The pressure on their children's academic success is enhancing in terms of parents' children spending time in the digital environment while studying. On the contrary, the higher their children's educational expectations, the more they support their academic success. Finally, weak and intermediate relationships were determined regarding students' science-based entrepreneurship, parental academic achievement pressures, and support.
An Assessment of Pre-Service Mathematics Teachers&apos; Techno-Pedagogical Content Knowledge Regarding Geometry
Author: Saralar-Aras, Ipek
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Technological Literacy,Geometry,Knowledge Level,Elementary School Mathematics,Foreign Countries

Despite the significance of incorporating technology into geometry instruction, many teachers still find it difficult to teach geometry using technology. This study employed a techno- pedagogical content knowledge (TPACK) survey of 70 pre-service mathematics teachers (29 males, 41 females) from a public university. The goal was to determine which domains, if any, were open for development so that a course could be designed to meet these needs. The data was analysed thematically according to the TPACK sub-domains. The results showed that the pre-service teachers were confident in the areas of pedagogy knowledge, content knowledge, and pedagogical content knowledge (90% confidence) and open to improvement in the areas of technology, technological content, and technological pedagogy knowledge (70% confidence). As a result, we suggest creating a 14-week course to increase pre-service mathematics teachers' TPACK of these components in the hopes of bridging the knowledge gap identified in this study.
Teacher Education Reimagined: A Letter to Teacher Educators on Preparing Teachers to Educate Refugee Students
Author: Akin-Sabuncu, Sibel
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Teacher Educators,Refugees,Teacher Education Curriculum,Teaching Experience,Influences,Educational Change

Turkey is currently home to the world's largest refugee population, with more than 3.7 million Syrians and around 322,000 refugees and asylum-seekers of other nationalities under international protection. Situated in a theory of teacher education for social justice, the current study aims to illustrate the lessons and insights that teacher educators, who are critically engaged in preparing teachers to teach immigrant and refugee students, offer in reimagining preservice teacher education to prepare prospective teachers to teach &quot;all&quot; students, including refugee children. The study employed phenomenological research to investigate the perspectives and the lived experiences of 18 teacher educators who were purposefully selected through criterion, maximum variation, and snowball sampling strategies. The data were collected through semi-structured in-depth interviews with the participants. The findings revealed three key issues for a socially just teacher education system: &quot;who should teach: teacher educator identities&quot;, &quot;teacher education curriculum and pedagogy&quot;, and &quot;contexts, structures, and collaborators in teacher education&quot;. As a letter to educational stakeholders in general and to teacher educators specifically, the present study issues a call to action to revisit our roles and rethink the education of massive numbers of refugee students in Turkey and around the globe to advocate for and enact social justice in and through teacher education. [This study was presented at the annual meeting of the IX International Congress on Curriculum and Instruction (ICCI) in Izmir, Turkey between November 4-6, 2021.]
The Effect of a Social Studies Course Supported by Stories on Critical and Empathetic Thinking Skills
Author: Gürkan Ercan, Burcu
Date: 2022-12-00
Type: Journal Articles
Subjects: Social Studies,Critical Thinking,Empathy,Thinking Skills,Grade 4,Elementary School Students,Teaching Methods,Foreign Countries,Instructional Effectiveness,Literature,Intervention,Pretests Posttests,Student Attitudes

This study aims to examine the effects of a social studies course supported by stories on the critical and empathetic thinking skills of 4th-grade students. The study was conducted according to the intervention design, a method used in mixed-method research. The 10-week study was conducted in two public schools in Gaziantep in the 2018-2019 academic year. The Critical Thinking Achievement Test developed by Egmir and Ocak (2016) and the Empathy Scale for Children developed by Bryant and adapted to Turkish by Yilmaz-Yüksel (2004) were used to collect quantitative data. Semi-structured interview forms, semi-structured observation forms,and a research diary were used to collect qualitative data. The qualitative data were analyzed by content analysis and descriptive analysis. Quantitative data were analyzed by Shapiro-Wilks test, T-test for unrelated measurements, T-test for related measurements, and Wilcoxon Signed Rank Test. In addition, the effect size of the experimental intervention was calculated using eta squared (n [superscript 2]) for parametric tests and Pearson's Correlation Coefficient (r) for non-parametric tests. The significance level was taken as 0.05 for statistical analysis. The study results show that using stories in the social studies course significantly impacted the development of students' critical and empathetic thinking skills in the experimental group and the experimental intervention had a high effect size. In addition, the students' opinions suggest that cognitive and affective features, language skills, and content such as empathy, interpretation, deduction, fast and meaningful reading, analyzing, knowledge acquisition, inferring, effective responding, and listening can be developed by enriching the social studies courses with stories.
Ko e leo ke eke ha? Empowering tagata Niue Living in Aotearoa New Zealand to Claim Its Status in Education
Author: Fa'avae, Ioane Aleke
Date: 2022-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Empowerment,Leadership,Educational Experience,Foreign Countries

The introduction is part of a Pasifika/Pacific education ongoing conversation. Like my colleagues, this intellectual space enables voice amongst other voices often sidelined even within the wider Pacific people category. My fronting of the question, &quot;Ko e leo ke eke ha?&quot; is intentional in me seeking to claim space for tagata Niue and make visible voices of empowerment. The descriptions I share of my journey in education is part of an ongoing tutala from a tagata Niue perspective, adding to the existing talatalanoa with my colleagues from other Aotearoa NZ Realm Nations.
Teachers&apos; Views on the Communication Skills of School Administrators: A Mixed Method Research
Author: Çaybas, Tufan
Date: 2022-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Communication Skills,Principals,Teacher Administrator Relationship,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Administrator Characteristics,Empathy,Leadership Effectiveness,Feedback (Response),Self Esteem

The purpose of the present study was to determine teachers' views on the communication skills of school administrators through a mixed methods design. Although quantitative or qualitative studies deal with the communication skills of school principals according to teacher perceptions, the number of studies conducted in mixed design is quite low. The study's quantitative data were obtained from 368, and the qualitative data were obtained from 20 teachers working in primary, secondary, and high schools in Acipayam and Tavas districts of Denizli province in Turkey. The data were collected via the &quot;Interpersonal Communication Skills Scale of Primary School Administrators&quot; developed by Sahin (2007) and through an interview form developed by the researchers. For the quantitative data analysis, arithmetic mean, standard deviation, t-test and one-way analysis of variance were applied as a content analysis were carried out in the qualitative data analysis. When the results were examined, it was observed that the communication skills of the school administrators were at a high level, and it was revealed that their communication skills were at the highest level in the dimension of &quot;giving confidence&quot;, while it was at the lowest level in the dimension of &quot;giving feedback&quot;. There are significant differences in school administrators' communication skill levels considering the branch's variables, teachers' tenure at school, school type, and the number of teachers. It has been seen that the quantitative and qualitative data of the research support each other.
The Mediator Role of Academic Grit in the Relationship between Academic Procrastination and Academic Self-Handicapping in Adolescents
Author: Pamuk, Mustafa
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Resilience (Psychology),Persistence,Individual Characteristics,Time Management,Self Destructive Behavior,Self Concept,Academic Achievement

This study aims to examine the mediating role of academic grit in the relationship between academic procrastination and academic self-handicapping behaviors of adolescents. In this context, the academic procrastination scale, academic grit scale and academic self-handicapping scale were applied to 512 high school students in Eskisehir. The correlational predictive model, one of the relational models, was used in the study. The study found that academic procrastination was positively correlated with academic self-handicapping and negatively correlated with academic grit. According to the other result obtained from the research, it was found that academic grit had a mediating role in the significant relationship between academic procrastination behaviors and academic self-handicapping behaviors. The results were discussed in light of the relevant literature and suggestions for future studies were presented.
Unsettling Language Ideologies: Examples from Writing Teacher Education in New Zealand and the United States
Author: Rubin, Jessica Cira
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Instruction,Preservice Teachers,Foreign Countries,Writing Teachers,Academic Language,Cross Cultural Studies,Ideology,Preservice Teacher Education

In this study, we use qualitative research methods to explore how discourses about language manifested within two university writing teacher education classes, one in New Zealand and one in the United States. We used a collaborative teaching journal and student work as main sources of data, which were analysed inductively at key points before, during and after the focal classes. Findings showed that in these two geographically and culturally distinct contexts, practices related to &quot;correctness&quot; and &quot;academic&quot; language or writing were similarly hard to displace, even when the underlying ideas were unsettled. Our analysis suggests teachers and teacher educators have similar struggles of balance--to both prepare students to succeed within the world as it is now and to prepare them to push against the systems that maintain inequities.
Wayfinding Waves and Winds of Change: The Currency of the Post-COVID Gaze into Pasifika/Pacific Education&apos;s Trajectory
Author: Fa'avae, David Taufui Mikato
Date: 2022-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Foreign Countries,COVID-19,Pandemics,Pacific Islanders,Multicultural Education,Story Telling,Empowerment

The thematic currency of this paper is a post-covid concern. My &quot;talatalanoa&quot; sits alongside Pacific educators' voices in this volume of the Waikato Journal of Education, colleagues from Aotearoa New Zealand's Realm Nations of the Cook Islands, Niue and Tokelau. While adopting a place-based and Indigeno-centric Pasifika/Pacific gaze through talanoa--va, an analytical lens centred on unpacking stories and insights, I share my motivations and concerns wayfinding the wave-like changes facing Pasifika/Pacific education's level of criticality and trajectory within Aotearoa New Zealand.