ethanporcaro/eric-fulltext-meta huggingface dataset:
Validation of a Model of Sustainable Place Value Understanding in Turkey
Author: Sari, Mehmet Hayri
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Grade 2,Grade 3,Grade 4,Elementary School Students,Elementary School Mathematics,Number Concepts,Teaching Methods,Models,Validity,Turkish,Translation,Difficulty Level,Cultural Differences,Test Items

Research has shown that a profound place value understanding is crucial for success in learning mathematics. At the same time, a substantial number of students struggles with developing a sustainable place value understanding. In this regard, two aspects of the place value system appear especially relevant: First, the knowledge of the decimal structure of numbers, and second, the relation between the bundling units. To support teaching place value understanding, a developmental model of place value understanding focusing on both aspects has been constructed and validated in Germany. The model comprises five levels of place value understanding that build upon each other hierarchically. This study aims at validating the level hierarchy in Turkey to prepare the usage of the developmental model as learning trajectory for Turkish primary schools. N=437 Turkish students from Grades 2 through 4 completed a translated version of the item collection of the German validation study as well as a Turkish place value test that is not based on a developmental model. In a Rasch analysis, most items of the translated item collection showed item difficulties as predicted by the model. In a regression analysis, item difficulties were well predicted by their allocation within the level hierarchy, while other item characteristics did not inform about the item difficulties. Substantial correlations between the translated item collection and the Turkish test underpin the claim that the model is appropriate to assess Turkish students' place value understanding as well as structuring place value instruction in Turkish primary schools.
Who Should Learn Proving and Why: An Examination of Secondary Mathematics Teachers&apos; Perspectives
Author: Otten, Samuel
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Secondary School Teachers,Secondary School Mathematics,Mathematical Logic,Validity,Teacher Attitudes,Foreign Countries,Student Characteristics,Teacher Responsibility

Reasoning-and-proving is a crucial part of students' mathematical experiences in secondary school. There is scholarly debate, however, on the extent to which proving at the secondary level needs to be formal and whether all students should be held to disciplinary standards of rigor. In this study, we investigated the notion of &quot;proof for all&quot; from the perspective of secondary mathematics teachers. We analyzed, using the framework of practical rationality, the justifications teachers gave for whether or not all students should learn proof. Based on interviews with twenty-one secondary teachers from a socioeconomically-diverse set of schools, we found that teachers differ in their opinions of who should learn proving but they were similar in their feelings of obligation toward individual student learning; some teachers cited obligations to individual students as a justification for teaching proving to all students and others cited those obligations as a justification for not teaching proving to some students. We also share teachers' perspective with regard to their obligations to the discipline, educational institutions, interpersonal dynamics among students, and the worldly relevance of mathematics education.
Developing the Phonemic Awareness of Students Who Are Hard of Hearing and Have Dyslexia
Author: Alajlan, Mohammed Saleh
Date: 2021-00-00
Type: Journal Articles
Subjects: Phonemic Awareness,Students with Disabilities,Hearing Impairments,Dyslexia,English Language Learners,English (Second Language),Second Language Learning,Elementary School Students,Immigrants

The term &quot;phonemic awareness&quot; refers to the ability to not only recognize that language is composed of distinct sounds but also the ability to manipulate those verbalized components of words. It is an essential element of reading, which also affects writing, since the two skills are complementary. English Language Learners (ELLs) and students with dyslexia struggle with phonemic awareness as do hard-of-hearing students. The combination of these characteristics tends to intensify the problems these students have and the support they require, which in turn necessitates awareness on the part of teachers and other education professionals. In this study, &quot;synthetic phonics&quot; and &quot;stretched segmenting&quot; are used to develop the phonemic awareness of a hard-of-hearing ELL student diagnosed with dyslexia. This single case study found both strategies to be effective in supporting the subject student.
Geography Literacy Profile of Pre-Service Teachers: The Case of Turkey
Author: Güven, Ebru Gençtürk
Date: 2021-00-00
Type: Journal Articles
Subjects: Geography,Literacy,Preservice Teachers,Foreign Countries,College Seniors,Knowledge Level,Gender Differences,Student Attitudes,Prior Learning,High Schools,Institutional Characteristics,Place of Residence

The study aims to determine the &quot;Geography Literacy&quot; levels of senior year pre-service teachers. To do so, the correlations between geo-literacy on the one hand, and the program the student is enrolled in, the type of settlement the student lived in during secondary education, the type of high school the student graduated from, the student's travel experience so far, and attitudes towards geography on the other, were assessed. The study was carried out with 4th year pre-service teachers (n=427) enrolled in six programs in the faculty of education, during the fall semester of academic year 2018-2019. The &quot;Geography Literacy Test&quot; developed by Gençtürk (2009) was used as the data collection tool. The data gathered were analyzed through descriptive, independent samples t-test, one-way ANOVA, chi-square, and Pearson correlation techniques. The study revealed that the geo-literacy levels of pre-service teachers were inadequate. Moreover, the geography literacy levels were found to exhibit significant variance with reference to gender, attitudes, the type of high school, the program the student is enrolled in, and the type of settlement the student lived in during secondary education. The findings were then used as the basis of specific proposals for increasing geo-literacy levels and paving the way for future studies.
Occupational Stress, Coping Strategies, Health, and Well-Being among University Academic Staff--An Integrative Review
Author: Shen, Panshuo
Date: 2021-00-00
Type: Journal Articles
Subjects: Stress Variables,Coping,Work Environment,College Faculty,Well Being,Faculty Workload,Mental Health,Physical Health,Stress Management,Foreign Countries,Teacher Characteristics,Cultural Differences

Occupational stress has been constantly rising among academics in universities globally, which affects their health and well-being. Although some studies reviewed occupational stress in academics, there has been less systematic evidence reviewed occupational stress of academic staff through the lens of the Transactional Model of Stress and Coping (TTSC). This integrative review aims to search, extract, appraise and synthesise recent evidence relating to occupational stress, coping strategies, health, and well-being of university academic staff. The Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) methodology provides a structure for searching and reporting the search outcomes. Primary studies relating to occupational stress, coping strategies, health, and well-being of academics in university published from 2010 onwards were selected from five databases, CINAHL, ERIC, PsycINFO, SCOPUS, and Web of Science in June 2020. Keywords included &quot;stress&quot;, &quot;coping strategy&quot;, &quot;health&quot;, &quot;well-being&quot;, &quot;academics&quot; and &quot;university&quot; in various combinations. The boolean operators &quot;AND&quot; and &quot;OR&quot; were also used. 17 out of 682 articles were included in this review. Most studies reported academics experienced moderate to high level of stress, and the heavy workload was one of the main stressors. Both positive and negative coping methods were used by academics to cope with stress. Occupational stress can contribute to poor mental health and decreased well-being of academics. This review can help to understand the work phenomenon of university academics and improve their health and well-being, which in turn can contribute to satisfaction and productivity within the educational institutes.
Secondary Students&apos; Perceptions of Their Engagement in a Correcting Process
Author: Dang, Trang Thi Doan
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Learner Engagement,Error Correction,Student Experience,Cooperative Learning,Foreign Countries,Feedback (Response),Second Language Learning,English (Second Language)

This study draws on mediated learning experience (MLE) theory to contextualize the correcting process within the sociocultural dimension of the teacher's intervention and collaborative learning to facilitate student engagement with discovering, correcting, and rewriting practices. This correcting process was administered to eight mixed-ability groups of Vietnamese secondary students (n = 31) to investigate students' perceptions of their engagement in the process from both quantitative and qualitative perspectives that have been under-researched so far. The statistical analysis of a closed-ended questionnaire shows that students strongly agreed with the practices and effectiveness of the process, accuracy improvement, approach preferences, and learning motivation. Eight students' responses to semi-structured interviews elaborated on the benefits and disadvantages of group-correction and the significance of targeting errors, and on each correcting phase. While students' responses satisfied MLE's criteria, their perceptions of the limitations of group-correction somewhat qualified the way reciprocity occurred. The findings suggest offering students opportunities to act on language issues in their writing and confirm the usefulness of engagement with correction-feedback practices from which implications for L2 writing and further research are discussed.
What Are the Curriculum Implementation Difficulties by Teachers of Syrian Students?
Author: Görür, Durmus Ziya
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Barriers,Foreign Countries,Refugees,Elementary School Teachers,Inclusion,Teacher Attitudes,Second Language Learning,Turkish,Cultural Differences,School Readiness,Socioeconomic Status

In recent years, the rapidly increasing number of Syrian students started to be trained in public schools affiliated with the Ministry of National Education (MoNE) raises various problems. Syrian students who are included in the same class as Turkish students without a specific preparation process both have difficulties themselves and causes various discipline problems to all stakeholders such as teachers, parents, administrators and especially Turkish students. In this study, the difficulties experienced by teachers who teach Syrian students at the primary education level are examined in terms of their curriculum. As the curriculum is the most important guide that draws the boundaries of the instruction process and determines how the process should be, and teachers act as an important bridge in the realization of the curriculum in the classroom environment; the difficulties teachers experienced in the implementation of the curriculum will provide important information about the reality of education and give ideas about the arrangements that should be made in the curriculum, if any, or the need for a new curriculum.
Simulating Professional Practice in STEAM Education: A Case Study
Author: Lugthart, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Situated Learning,Authentic Learning,Simulation,Design,Simulated Environment,Masters Programs,Graduate Students,Foreign Countries,Animation

Situated learning could benefit STEAM education because both aim to develop skills that can deal with complex real-life situations. Although ample research has been conducted into situated learning within higher vocational education in general, there exists little research on the implementation of the educational approach in STEAM education specifically. To gain insight into what is needed for this implementation, a case study of a situational simulation was conducted within a STEAM education context, in which we observed students in simulating media design studios. We observed the setup, working and evaluation phases of the simulation and analyze the data this yielded -- setup surveys, studio agreements, feedback forms, individual reflections and concluding surveys -- based on three core features of situated learning: community of practice, participation and authentic context. Based on this analysis, we conclude that our study confirms the potential of situated learning for STEAM education. Our case study also suggests four guidelines for, as well as one challenge in, the implementation of situated learning in STEAM education. These guidelines and challenge are 1.) to actively facilitate quality feedback between students within a situational simulation; 2.) to promote taking various professional roles within the simulation, 3.) to provide situational-specific scaffolding based on the determination of which skills and information should be offered by tutors and which skills and information students already possess or are best left to develop and find by themselves; and 4.) to gain insight into individual learning goals for the benefit of the cognitive realism of the simulation; while 5.) the absence of real financial or commercial consequences compromises the authenticity of a situational simulation and, consequently, challenges the implementation of situated learning in STEAM education.
Promoting Geometric Reasoning through Artistic Constructions
Author: Courtney, Scott A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Thinking Skills,Art,Experiential Learning,Problem Solving,High School Students

In order to promote geometric understanding, teachers frequently use hands-on activities. Such activities can be used to expound upon the declarative statements and theorems of geometry. Using a compass, straightedge, and protractor, students are able to actively build conceptions involving bisectors, midpoints, and perpendicular lines. Additionally, activities that require students to problem-solve and formulate problems, using their construction knowledge and skills, can reinforce and strengthen that which they have learned. This article describes STEAM instruction with high school geometry students designed to productively integrate geometric constructions, digital technology, elements of art, and principles of design to enhance students' geometric reasoning.
Analysis of Gender Fairness of Primary School Mathematics Textbooks in Turkey
Author: Nurlu, Özge
Date: 2021-00-00
Type: Journal Articles
Subjects: Sex Fairness,Elementary School Mathematics,Textbooks,Foreign Countries,Textbook Evaluation,Gender Bias,Content Analysis,Sex Stereotypes,Visual Aids,Sex Role

This study aimed to analyse whether primary school mathematics textbooks in Turkey (grades 1 to 4) are fair concerning gender. The study analysed four mathematics textbooks approved by the Ministry of National Education and published for use in the 2019-2020 school year. These books were examined in terms of the ratio of the appearances of women and men, the activities performed by each gender, the professional and family roles assigned to these individuals, and who (children/adults) and where (outdoors/indoors) people were. In addition, famous people and characters mentioned in the books were investigated regarding their genders. Firstly, content analysis was used to determine the frequencies of the categorises; then a chi-square test was performed to determined whether there are significant differences in these categories regarding genders. The findings reveal some evidence of equality, including a balanced proportion of females/males appearing, and the presentation of girls and boys in all categories. However, gender inequality is still persistent in terms of the adults' activities, occupational and parental roles, locations in which they are presented and people with whom they are shown. The results show that the textbooks contribute to the reproduction of gender stereotypes by presenting images of adults shaped by a sexist view.
Delta Studies: 7 Propositions for Arts/Sciences Education
Author: van den Akker, Robin
Date: 2021-00-00
Type: Journal Articles
Subjects: Art Education,Science Education,Foreign Countries,Higher Education,Oceanography,Systems Approach,Interdisciplinary Approach,Transformative Learning

Living in a Delta, amidst water, land and air, means living and engaging with complex concerns. To address these concerns the Rotterdam Arts and Sciences Lab (RASL) has developed an education- and research program for Higher Education in which the (alpha-, beta-, and gamma-) sciences and the arts are combined to engage with with all of the scales, entanglements and complex societal concerns of this Delta-multiple: Delta Studies. Delta Studies can therefore be understood as a companion to the alpha, beta and gamma sciences, as it sets out from and blurs, 'composes' (Latour, 2010) and 'composts' (Haraway, 2016) with, the sciences and the arts. Delta Studies exists through combining and composing with the skills and knowledges of the arts and the sciences as well as the situated knowledges of societal partners. In this manner, it questions existing hierarchies of ways of knowing and making public(s) in order to create new ways to engage with complex concerns and reimagine our collective futures. This article presents the guiding propositions of Delta Studies.
Are the Learning Styles of Elementary School Students Related to Their Academic Success? A Study of Mixed Research Methods
Author: Sarican, Elif
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Cognitive Style,Academic Achievement,Student Attitudes,Gender Differences,Social Studies,Elementary School Mathematics,Turkish,Grade 4,Elementary School Science

The aim of this study is to point out the relationship between learning styles and the academic. The purpose of this study is to show the relationship between learning styles and academic achievement of 4th grade elementary students. The study was designed according to the convergent parallel design, one of the mixed research designs in which quantitative and qualitative research methods are used together. While the quantitative and qualitative data are collected together in accordance with the convergent parallel design, the data analysis is presented separately in the results section. The study group of the research consists of 163 grade 4 primary school students, 74 girls (n=74) and 89 (n=89) boys, taught in a government primary school in Istanbul Turkey. To find out whether learning styles predict academic achievement, linear regression analysis was conducted. On the other hand, descriptive analysis and content analysis were used in the qualitative data analysis. In this study, it was found that learning styles predict academic achievement. It was also found that students tend to discover their own learning methods, and depending on which method they prefer, the academic area in which they succeed differs.
My Daughter a STEM-Career? &apos;Rather Not&apos; or &apos;No Problem&apos;? A Case Study
Author: Ardies, Jan
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Parent Role,Females,Career Choice,Elementary School Students,Parent Influence,Sex Stereotypes,Parent Background,Toys

If one wants to close the gender gap in STEM, girls need to start STEM courses. The stereotypical socialization does not lead girls in the direction of science and technology. And although the influence of parents does decrease with age it is often still present in the initial choice of study. Therefore, this study explores the role of the parents on girls' choice for a career in STEM. Qualitative individual semi-structured interviews with parents of girls in the last grade of primary education were conducted. Results show that specific characteristics of the parents can possibly have a positive influence on their children's school career and choice for STEM.
A Study on the Relationship between Social Media Addiction and Self-Regulation Processes among University Students
Author: Sahranç, Ümit
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Addictive Behavior,Self Control,College Students,Reinforcement,Self Evaluation (Individuals),Predictor Variables,Gender Differences,Foreign Countries

In this research, the relationships between social media addiction (SMA) and self-regulation levels among university students were investigated. A sample of 329 (234 women, 95 men) university students with the age range 18-29 were selected. SMA and self-regulation scales were administered to the sample. The multiple regression analysis revealed that SMA was predicted by self-monitoring; self-evaluation and self-reinforcement did not predict SMA. The regression model accounted for 17% of the variance in SMA, while self-regulation predicted the SMA levels and the regression model accounted for 7% of the variance in SMA. Independent sample t test demonstrated that there were no gender differences between the means of SMA and self-regulation. But, there was a significant difference between the means of SMA of working students and non-working students, non-working students SMA mean scores were higher.
Defining STEAM Approaches for Higher Education
Author: Carter, Claudia E.
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Teaching Methods,Foreign Countries,Higher Education,Curriculum Development,Educational Innovation,Definitions,Curriculum Implementation

In an increasingly complex interconnected world, STEAM practices have gained attention in Higher Education (HE). The integration of Sciences, Technology, Engineering and Mathematics pedagogies with those from the Arts takes many forms with myriad intentions, processes and outcomes. Common aspirations pertain to equipping students with interdisciplinary skills required for the jobs market, increasing intellectual curiosity and collaboratively developing creative, socially equitable responses to complex global challenges. The Erasmus+ project &quot;STEAM Innovation and Curriculum&quot; involves seven European partners who have been pioneering STEAM approaches and methods. Using workshops, discussions, hacking processes and reflective practice, this collaborative work is the first comprehensive attempt to systematically analyse and showcase European approaches to STEAM in HE. Project outputs relate to the three project phases and include defining STEAM and a Handbook on STEAM approaches (Phase 1), the development of new STEAM methods (Phase 2) and developing evaluation frameworks (Phase 3). The Handbook collects and codifies HE STEAM approaches and provides a working definition highlighting key elements of STEAM projects and processes as well as guidance and inspiration for those looking to develop and introduce STEAM approaches in their institution. This paper focuses on Phase 1 outcomes and insights to help foster STEAM thinking and to tackle issues around joint STEM/Arts standards, and concerns in the HE arena such as modes of intellectual investigation, curriculum planning and the case for inter- and transdisciplinarity.