ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Is It Valid or Not?&quot;: Pre-Service Teachers Judge the Validity of Mathematical Statements and Student Arguments
Author: Zeybek Simsek, Zulfiye
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Decision Making,Abstract Reasoning,Criticism,Mathematics Instruction,Standards,Validity,Mathematical Logic,Middle School Teachers,Teacher Education Programs,Persuasive Discourse,Difficulty Level,Foreign Countries

There is a wide recognition that reasoning abstractly, constructing arguments, or critiquing arguments should be an important educational goal in the mathematical experiences of all students in the standards for school mathematics. Seeing these standards as an essential element for developing deep mathematical understanding; however, call for a strong knowledge of proof for teachers. Thus, the purpose of this study is to investigate how pre-service middle school teachers (PSMTs) decide whether a presented mathematical statement is true or false and how they verify student arguments presented for these statements. 50 PSMTs participated in the study. Individual interviews were conducted with 7 PSMTs to further delve into the verification processes of the PSMTs. The results of the study demonstrated that meeting the expectations of the current standards is not an easy feat by documenting that most of the PSMTs struggled with evaluating mathematical tasks and constructing arguments.
Mathematics Teachers&apos; Inclusion of Modelling and Problem Posing in Their Mathematics Lessons: An Exploratory Questionnaire
Author: Passarella, Simone
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematical Models,Problem Solving,Mathematics Instruction,Teaching Methods,Elementary School Teachers,Secondary School Teachers,Foreign Countries

In this paper the results of a questionnaire about mathematics teachers' inclusion in their teaching of mathematical modelling and problem posing are presented. To make teachers able to choose a coherent teaching method for a mathematical topic, teachers' knowledge of valuable methods for the teaching of mathematics should be fostered. In this sense, studying teachers' practice of modelling and problem posing is crucial in order to know if and which kind of support and professional development they need on such educational strategies. The questionnaire was administrated to Italian in-service mathematics teachers of primary and secondary school. Findings indicate that despite teachers implement regularly some aspects of mathematical modelling in their lessons, they ask more materials to support their preparation and practice. Problem posing, instead, might be more integrated in the classroom work, and consequently in teachers' professional development courses.
The Relationship between School Climate and Students&apos; Aggressive Behaviors
Author: Akman, Yener
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Environment,Student Behavior,Aggression,Foreign Countries,Predictor Variables,Student Attitudes,Academic Achievement,Student Characteristics,Secondary School Students,Teacher Behavior

This study analyses the correlations between students' aggressive behaviours, school climate and a number of demographic variables on the basis of students' views. This study was carried out in Ankara in the 2019-2020 academic year. The sample for the study was composed of 914 students who attended schools located in 9 districts of Ankara. The research data were collected with Buss-Perry Aggression Questionnaire and School Climate Scale. The data were put into quantitative analysis in this study- which used correlational survey model. In this process, the data were analysed with mean, standard deviation, correlation analysis and hierarchical multiple regression analysis. The findings demonstrated that there were low and negative significant correlations between students' aggressive behaviours and their perceptions of school climate. It was also found that supportive teacher behaviours, safe learning environments and positive peer interactions, gender and academic achievement had significant effects on students' aggressive behaviours.
Internet Memes in COVID-19 Lockdown Times in Poland
Author: Norstrom, Roza
Date: 2021-00-00
Type: Journal Articles
Subjects: Visual Aids,Social Media,Internet,COVID-19,Pandemics,Foreign Countries,Communication Strategies,Computer Mediated Communication,Content Analysis

Poland was one of the countries that was hit by the COVID-19 pandemic in 2020, and its government imposed restrictions to combat the spreading of the virus. The Internet and social media became outlets for people's reactions to the events that unfolded, including the lockdown. A part of this reaction came in the form of creating and sharing memes -- an expression of digital participatory culture. This paper aims to analyze how COVID-19 was communicated and narrated through Internet memes and how they presented the pandemic and actors responsible for fighting it. 1,763 memes from six media platforms were analyzed using content analysis with framing elements and a comparative narrative analysis. The results show that the memes provided a form of commentary on the situation experienced by Poles. The most common category of memes was &quot;bans and orders&quot;, involving restrictions that were often criticized and ridiculed as pointless. The main characters within the memes were ordinary citizens, often portrayed in a comedic way as careless in regards to the virus and violating the restrictions. They were also presented as victims of the police and the government. Furthermore, the people responsible for fighting the pandemic were portrayed as incompetent and imposing needlessly severe restrictions and penalties for not abiding by them.
Motivation and Perception of Hong Kong University Students about Social Media News
Author: Kong, Qiuyi
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Student Attitudes,Foreign Countries,College Students,Social Media,News Media,Mass Media Use,Media Literacy

With the prevalence of social media in a digital age, accessing news on social media has become a daily routine of university students' lives. However, little research has been done to examine their social media news use in detail, especially in Asian countries. To fill this gap, we aimed to examine what motivated university students to seek news on social media, to what extent they perceived they were in control of the influences of news, and whether news motives were related to their levels of news media literacy across three domains: (1) authors and audiences; (2) messages and meaning, and (3) representation and reality. One hundred and forty-seven university students from a university in Hong Kong participated. Among the four news motives, socializing was the most powerful predictor for news use on social media. Most students believed they were in control of news influences and demonstrated a high level of news media literacy, and those who believed themselves to be in control of news influences showed a higher level of news media literacy. In this sense, high news-literate students were more likely to seek news for socializing as compared to their low news-literate counterparts. Insights on educating students to use social media in a positive and smart way were discussed.
Newsgames against Hate Speech in the Refugee Crisis
Author: Gómez-García, Salvador
Date: 2021-00-00
Type: Journal Articles
Subjects: Refugees,Immigrants,Antisocial Behavior,Social Networks,Ethics,Journalism,News Reporting,Access to Information,Information Sources,Correlation,Decision Making,Models,Risk,Discourse Analysis,Computer Games,Racial Bias,Stranger Reactions,Teaching Methods

The refugee crisis has been a fertile ground for hate speech that has portrayed migrants as a dangerous threat and has been spread through social networks. While the media have unconsciously contributed to the proliferation of these racist messages, some have reacted by extending their traditional journalistic activity to the creation of newsgames to find new ways of addressing the situation. This study examines the use of five newsgames developed by leading media outlets using a methodology based on a multimodal qualitative analysis (informative and ludonarrative). The results showed that newsgames players have access to truthful information, as is the case for other journalistic genres, and draw on other types of personal and emotional information (circumstances, feelings, family ties). These data did not appear in isolation but integrated into the gaming experience. The study concludes by identifying the interaction between the levels of information and immersion of the newsgames that make up the sample, as well as their different gradation: giving the player the opportunity to make more significant decisions within the story allows for the introduction of nuances that promote empathy towards refugees; however, greater freedom in the gaming experience in newsgames distances them from the classic informational model and may involve a greater risk of distortion of the ideas that they seek to promote.
Academic Program Review: Examining the Experiences of Faculty Members Serving as Internal Peer Reviewers
Author: Davis, Hannah P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Assessment,Program Evaluation,Program Improvement,College Faculty,Teacher Participation,Institutional Evaluation,Universities,Educational Benefits,Interdisciplinary Approach

Prior research suggests that Academic Program Review (APR) is most effective when it is a systematic process that supports program improvement. One potential way to increase faculty involvement in comprehensive APR processes is by engaging faculty members as internal peer reviewers (IPRs). This qualitative study investigated faculty members' experiences as IPRs of academic programs within their home institution but outside of their own departments. Semi-structured interviews were conducted with 14 faculty members at a public, research-extensive university who served as IPRs. Data analysis suggests that faculty members who engaged as IPRs: (1) gained a deeper understanding of the APR process; (2) learned more about the work of other departments on campus; and (3) learned how to more effectively discuss and engage in assessment within their home departments. Suggestions are provided for structuring APR processes in ways that may further develop and promote a positive culture of assessment.
ASSESS-IT: The Development Story of an Institutional Rubric for Evaluating Programmatic Assessment Plans and Reports
Author: Tucker, Constance
Date: 2020-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Test Construction,Student Evaluation,College Students,Educational Objectives,Stakeholders,Cooperative Planning,Faculty Development,Alignment (Education),Curriculum,Higher Education

In an age of increased focus on improving the student learning experience and engaging in quality improvement processes within academic programs, higher education institutions need to clearly articulate expectations and criteria for the assessment of students' learning to support academic programs in achieving their goals. Given the need for a standardized and transparent process along with an evaluation tool to provide programmatic feedback, the institutional assessment rubric, ASSESS-IT, rubric was developed. This article describes the evidence-based consensus process used to develop and refine ASSESS-IT. ASSESS-IT development process occurred over three phases of revision over a two-year period. The process of rigorous rubric development helped to track the assessment for student learning at the institution, and also led to increased stakeholder engagement, educational development of professionals, and increased meaningful alignment of assessment activities to learning outcomes. The authors provide ASSESS-IT development process and template as an institutional model in which to build and revise other institutional models.
Effects of Course-Embedded Grammar Graders: Evidence from a Business College Writing Initiative Program
Author: Clark, Lindsay C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Business Schools,Content Area Writing,Writing Instruction,Writing Evaluation,Grammar,Writing Assignments,Error Patterns,Writing Skills,Writing Improvement,Graduate Students,Grading,Evaluators

Writing support programs for students in writing-intensive, disciplinary courses are well established and take many forms, including communication centers, web-based skill development programs, and embedded writing consultants. This paper assesses the effectiveness of a program that embeds a writing grader, who assesses only the grammar of students' submissions, to encourage and support business faculty in including written assignments. Our analysis of grammar errors across three writing assignments showed that students rarely included Status Marking Errors (e.g., nonstandard verb forms and double negatives) and did reduce errors from the first to last assignments. However, the cause of the error reduction and the program's long-term effectiveness in improving students' grammar skills is inconclusive. Based on our findings, we offer recommendations to program organizers for better aligning a program's stated and practical goals when providing writing support.
A Systematic Review of the Use of Serious Games in Science Education
Author: Kara, Nuri
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Education,Educational Games,Teaching Methods,Science Achievement,Game Based Learning,Qualitative Research,Research Methodology,Data Collection,Sampling,Elementary Secondary Education,Sample Size,Data Analysis,Computer Games

The aim of this study was to conduct a systematic literature review on the use of serious games in science education between 2016 and 2020 years. A total of 39 articles were included from Science Citation Index-Expanded (SCI-Expanded), Social Science Citation Index (SSCI), Arts &amp; Humanities Citation Index (A&amp;HCI) and Emerging Sources Citation Index (ESCI) listed in the Web of Science database. The results showed that experiential science was the most emphasized subject area in the articles. The results also indicated that learning/academic achievement was the common examined topic in the articles. For the research designs, more than half of the articles implemented quantitative research design. Considering the data collection tools, achievement tests were the most used data collection tool. Regarding the use of sampling methods, convenience sampling was preferred in more than half of the articles. Secondary and primary school students were the most used sampling groups. The sample size of 31-100-person group was commonly chosen in the articles. Considering the data analysis methods, a majority of articles implemented descriptive analyses methods. It was also found that computer game was the most used game type. Regarding the game genres, adventure was the most preferred one in serious games.
Using Home Visits with a Family-Centered Approach
Author: Minish, Siobian J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Home Visits,Family Involvement,Young Children,Early Childhood Education,Special Education,Family School Relationship,Parent Teacher Cooperation,Child Development,Family Environment,Interviews,Family Attitudes,Nonverbal Communication,Teacher Role

Educators are encouraged to form a collaborative partnership with the family as a way to learn about who the child is, work together to provide positive outcomes for the child, and to promote the capacity of the family to make decisions that work best for their child and the entire family. Though home visits are not explicitly stated as an avenue to form this relationship, visiting a family in their home provides a space where they are comfortable and &quot;have the high ground,&quot; so to speak, as well as being more flexible for families that may have scheduling challenges. As educators, professional standards encourage the use of home visits, and an increase in enthusiasm for the provision and quality of home-visits is rising (Hughes-Belding et al., 2019), understanding approaches to providing home-based visits is pertinent to the professional development of the field. In this article, the authors discuss the importance of home visits, particularly for professionals working with children under the age of five and their families, and ways to use supports such as the routine-based interview (McWilliam, Casey, &amp; Sims, 2009) and reciprocal approach (Woods &amp; Lindeman, 2008).
Examining Teachers&apos; Behavioral Intention to Use E-Learning in Teaching of Mathematics: An Extended TAM Model
Author: Mailizar, Mailizar
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Teacher Attitudes,Intention,Technology Integration,Electronic Learning,Mathematics Teachers,Experienced Teachers,Secondary School Teachers,Inservice Teacher Education,Professional Development,Predictor Variables,Foreign Countries

The aim of this study was to examine factors that influenced experienced teachers' intention to use E-learning in their teaching of mathematics. Data were collected using a questionnaire from 161 secondary school mathematics teachers who completed a six-month in-service online training provided by the Indonesian Ministry of Education. The Technology Acceptance Model (TAM) was used as the framework while E-learning experience was included as an additional construct. An extended TAM model was proposed and tested in this study. It consisted of five constructs, namely: intention to use, perceived usefulness, perceived ease of use, attitude toward using, and experience. Data were analyzed using Structural Equation Modelling with SMARTPLS 3.0. The findings showed that attitude toward E-learning use and E-learning experience were the two most significant constructs in predicting E-learning use. Contrary to previous studies, perceived ease of use and perceived usefulness were non-significant factors for the prediction of the behavioral intention. Implications for future research and practices are discussed.
Boosting Children&apos;s Language Skills: Using Mindmaps in Early Childhood Education
Author: van der Wilt, Femke
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Skills,Language Acquisition,Early Childhood Education,Reading Strategies,Reading Instruction,Books,Childrens Literature,Interaction,Schemata (Cognition),Teaching Methods,Picture Books,Discussion (Teaching Technique),Student Participation

Research has indicated that shared book reading that is characterized by interactive classroom discussion elicits relatively complex vocabulary and, consequently, contributes to children's vocabulary acquisition (Gonzalez et al. 2014). In addition, this type of book reading has also been found to be related to building listening, comprehension, and narrative skills (Lever &amp; Sénéchal, 2011; Mol &amp; Bus, 2011). Lever and Sénéchal (2011), for example, showed that children who were involved in an interactive reading intervention became better at structuring their narratives and increasingly included references to the story's characters and events. Besides interactive book reading, there are also alternative ways to promote children's language skills during shared book reading. One such alternative concerns the use of visual supports, like graphic organizers. One particular type of graphic organizer is being increasingly used during interactive book reading: mindmaps. The particular principles upon which mindmaps are usually constructed are based on insights from educational studies and brain research. These principles consider, for example, the number of concepts that should be included (Stull &amp; Mayer, 2007). As mindmaps are being increasingly used in educational settings, mindmap-principles have been found to be very helpful (Buzan, 2005). This article shares information on how to use mindmaps in early childhood education.
Parents&apos; and Children&apos;s Perception on Social Media Advertising
Author: Feijoo, Beatriz
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Childrens Attitudes,Adolescent Attitudes,Preadolescents,Early Adolescents,Social Media,Media Literacy,Advertising,Persuasive Discourse,Identification,Recognition (Psychology),Knowledge Level,Age Differences,Gender Differences,Socioeconomic Status,Foreign Countries

This article presents the results of research that seeks to analyze the ability of minors to identify the advertising messages received through the most used social networks by this audience (YouTube and Instagram). Children's aptitude to recognize persuasive intent was measured in a selection of examples taken for this study, as well as the perception that parents or guardians had about the minor's ability to recognize advertising on the platforms analyzed. Results were obtained from a survey applied to dyads in 501 homes in the Metropolitan Area of Santiago de Chile, to children aged 10 to 14 and to one of their parents or guardians. Main results include the notion that more than 50% of children were not able to detect advertising in examples containing ads. Lower recognition percentages were obtained in cases that combined persuasive content and entertainment and were not classified as advertising. For their part, adults perceived that their children recognize persuasive intent to a lesser extent than indicated by the children themselves. An explicit and clear signaling of advertising messages, as well as advertising literacy according to the age of minors could help them discern the content they consume on social networks.
The Critical Dialogical Method in Educommunication to Develop Narrative Thinking
Author: Bermejo-Berros, Jesús
Date: 2021-00-00
Type: Journal Articles
Subjects: Children,Training Methods,Skill Development,Media Literacy,Thinking Skills,Story Telling,Elementary School Students,Audiovisual Aids,Foreign Countries,Grade 1,Grade 3,Grade 5,Television,Instructional Effectiveness

In the conceptualization of Educommunication, progress must be made towards the integration of its two great perspectives. Encouraging critical dialogue is a goal shared by both, so it is necessary to delve into its educational properties, methods and functions. A training model in Educommunication that has been tested through empirical research is presented. For two weeks, 246 children between six and eleven years old, attended training sessions with two types of audiovisual products. Half of the children were involved in a training process using critical dialogical methodology, whereas the training process for the other half of the children followed conversational dialogue methodology. The results show that children who follow the critical dialogical training benefit significantly in the construction of their media competence and narrative thinking, compared to the children of the conversational dialogical groups. The results also reveal that not all types of audiovisual content are beneficial to the construction of children's thinking. This research reveals the properties of the proposed critical dialogical method that allows children to improve their media competence and illustrates the complementarity between the diagnostic-static process of competences and the formative-dynamic process that leads to critical thinking. From an applied point of view, the critical dialogical method has been useful for use by teachers to foster a media education in their group of students that contributes to the development of narrative thinking.