ethanporcaro/eric-fulltext-meta huggingface dataset:
Using an Analytic Model to Gauge the Potential of Innovative Pedagogies of Approximation in Mathematics Teacher Education
Author: Brown, Amanda M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Preservice Teacher Education,Teaching Methods,Multimedia Instruction,Experiential Learning,Scripts,Visualization,Persuasive Discourse,Mathematics Instruction,Formative Evaluation,Feedback (Response)

To leverage pedagogies of approximation to improve teacher education, educational researchers must first tackle the methodological question, &quot;How can we determine the potential of pedagogies of approximation for supporting the growth of prospective teachers' knowledge and practices for teaching?&quot; In this paper, we offer a model called the Dual Action Cycles of Approximations of Practice for identifying the pedagogical practices made available to pre-service teachers within various approximations of practice and describe its use to empirically investigate the potential of Story&quot;Circles&quot;--a facilitated process of collaboratively representing a lesson using a multimedia storyboarding tool. We illustrate ways the model was used to make observations of pre-service teachers during Story&quot;Circles.&quot; A key feature of the model is that it provides a bi-focal perspective on both the preactive and interactive phases of teaching, which help bring into focus the interdependent nature of these two phases. We close by suggesting that the development of new forms of approximation needs to be accompanied by research frameworks capable of investigating the potential of these various innovations.
Professional Development to Support Elementary Mathematics and Co-Teaching Practices: Collaborations between General and Special Education
Author: Harbour, Kristin E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Competencies,Mathematics Teachers,Elementary School Teachers,Team Teaching,Regular and Special Education Relationship,Special Education Teachers,Mathematics Instruction,Teacher Collaboration,Program Effectiveness,Pedagogical Content Knowledge,Asynchronous Communication,Knowledge Level,Self Efficacy,Rural Schools,Synchronous Communication

Professional development is necessary to support and empower teachers in meeting the high stakes demands of mathematics teaching and to ensure equitable, accessible, and high-quality instruction for all students. Using the Interconnected Model of Professional Growth, we designed and implemented a longitudinal, multi-faceted professional development project for teams of elementary general education and special education educators to enhance instruction in their inclusive elementary mathematics classrooms. Focused on high-quality mathematics tasks and co-teaching models, we explored changes in both instructional and collaborative practices. Findings indicated statistically significant increases in educators' mathematics content knowledge and pedagogical content knowledge. Additionally, statistically significant improvements in observed teacher facilitation, student engagement, and co-teaching practices were found. Implications for practice and research are discussed.
The Strategic Planners of Writing: A Tier 2 Intervention Writing Program
Author: Ralli, Maria
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,Elementary School Students,Grade 3,Grade 4,Special Education,Small Group Instruction,Intervention,Individualized Instruction,Writing Skills,Skill Development,Direct Instruction,Instructional Effectiveness,Metacognition,Outcomes of Education,Writing Improvement

The present research approaches differentiated instruction in light of metacognition and collaborative practices. The aim is to examine the contribution of a Tier 2 intervention implemented by teachers through a program entitled The Strategic Planners of Writing to the writing performance of 3rd and 4th grade students with writing difficulties. The special teachers and 31 students who received special education services in inclusive classes at eight public primary schools in the prefecture of Attica in Greece were randomly selected. Sixteen students in four inclusive classes participated in the intervention program and formed the experimental group. Fifteen students in another four inclusive classes received regular classroom instruction from their special teachers and formed the control group. The teachers of the experimental group received intensive practice in specific strategy instruction and collaborative practices in a differentiated teaching environment such as that of the Tier 2 Response to Intervention Program. The students were evaluated before and after the end of the intervention regarding the general quality of the written narratives they produced and the metacognitive knowledge they possessed about writing. The experimental group received an 8-week intervention with a frequency of two lessons per week. The teachers followed the structured lesson plans and applied educational material given to them according to the stages of the Self-Regulated Strategy Development model. The results indicated that the experimental group showed statistically significant improvements in text structure and in the general quality of the produced narratives compared to the control group. At the same time, it was found that there was a statistically significant difference in the experimental group's awareness of the planning phase of the writing process and structural elements of a good narrative text compared to that of the control group.
Digital Self-Help Groups for College Students with Dyslexia: What They Can Provide to Young People with Substantial Difficulties in Reading and Spelling on Their Path through Higher Education
Author: Grünke, Matthias
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Dyslexia,Self Help Programs,Computer Mediated Communication,Discussion Groups,Mental Health,Depression (Psychology),Anxiety,Emotional Problems,Psychological Patterns,Teleconferencing,Social Media,Social Networks,Accessibility (for Disabled),Sense of Community,Peer Acceptance,Social Support Groups,Usability

Higher education students with dyslexia are generally under enormous emotional pressure. The fear of getting exposed as &quot;stupid&quot; leads many of them to isolate themselves and avoid social contact with their peers. In consequence, a lot of dyslexic college students suffer from feelings of loneliness or even depression and anxiety. One promising way to palliate the anguish is participation in self-help groups. They can create a sense of belonging and of not being the only one out there with severe reading and writing problems. Moreover, they can help disseminate practical information on how to best cope with one's challenges. In this paper, we describe the opportunities that digital self-support groups (mostly by means of video conferencing) can offer. We argue that for these groups to be successful, they need a facilitator, must limit their attendance to a specific set of not more than five members, should have some etiquette and routines, should not limit the number of sessions that one is allowed to attend, and should be connected with nonprofit associations or other suitable organizations to elicit synergy effects.
Meaningful Learning among under Graduate Student-Teachers
Author: Ananda Kumar, A.
Date: 2023-03-00
Type: Journal Articles
Subjects: Undergraduate Students,Preservice Teachers,Gender Differences,Rural Urban Differences,Native Language,Foreign Countries,Student Behavior,Intention,Cooperative Learning,Teacher Education Programs,Active Learning,Authentic Learning

Learning occupies a very important place in our life. Learning provides a key to the structure of our personality and behaviour. It occurs through listening, reading, observation and experiences. Meaningful learning involves continuous construction of new knowledge and interpretations with previous knowledge. In teacher education programme student-teachers apply various methods and techniques to learn meaningful. There for the aim of the study is to find out the meaningful leaning among undergraduate student-teachers. The investigator applied survey method to collect the meaningful learning behaviour. The size of the sample of the study is 100 second year undergraduate student-teachers from Pondicherry district, among them, 25 were male and 75 were female student-teachers. The data have been collected through administration of the tool-A Scale on Measuring Meaningful Learning of the Learners. The data have been analyzed through statistical techniques. The descriptive analysis shows that there is high meaningful leaning among student-teachers. The differential analysis shows that there is no significant difference between male and female as well as urban and rural student-teachers in their meaningful learning. ANOVA results also shows that there is no significant difference among second year undergraduate student-teachers in their meaningful learning with respect to education qualifications and native languages. This pilot study revealed that the second year undergraduate student-teachers are identical and they have same meaningful learning behavior.
An Examination of Physical Literacy of High School Students
Author: Cengiz, Caner
Date: 2023-03-00
Type: Journal Articles
Subjects: High School Students,Foreign Countries,Gender Differences,Age Differences,Athletics,Exercise,Physical Activity Level,Knowledge Level,Self Concept,Self Efficacy,Interpersonal Communication,Self Expression

The aim of this study is to examine the physical literacy of high school students. Since the high school age group is between 14-18, it is designed for adolescents. Physical literacy emerges as a concept that does not date back very much. When the literature is examined, it is seen that the number of studies related to this concept is low in Turkish context. A total of 260 high school students residing in the province of Ankara participated voluntarily for this purpose. Regarding the gender distribution of the participants, 163 were female and 97 were male. Demographic information and Perceived Physical Literacy Scale for Adolescents were conducted via Google form. The scale developed by Sum et al. (2018) was adapted into Turkish by Yilmaz and Kabak (2021) has also been used for data collection. Data were collected from the accessible group by simple random sampling method. Descriptive statistics were used in the analysis of the findings. Since the groups showed normal distribution, one-way ANOVA and independent groups t-test were used in the analyses. As a result, no difference was found in the gender variable. At the grade level, significant differences were found between 9th and 11thgrades, and between 9th and 11thgradesagainst 9th.According to the status of doing sports, a significant difference was found in favor of those who do sports. According to the statistics made among those who do sports regularly every week, it was found that as the number of days of exercise increased, physical literacy also increased. The findings are discussed in the light of the relevant literature.
The Use of Music Elements in the Lessons by Teachers of Students with Mental Disabilities and Their Music-Based Competencies
Author: Sagirkaya, Burak
Date: 2023-03-00
Type: Journal Articles
Subjects: Special Education,Intellectual Disability,Students with Disabilities,Music,Teacher Competencies,Interdisciplinary Approach,Teaching Methods,Faculty Development,Music Activities,Foreign Countries,Special Education Teachers,Teacher Attitudes

The field of special education for people with mental disabilities is a discipline that is constantly evolving and changing as well as being inclusive. Teachers working in this field are guiding the way as long as they improve their professional qualifications. Even if special education processes are under state guarantee, it is always a lifelong process that brings a financial obligation for families. Therefore, the field teachers should be a complementary element for the student in many areas such as development, change, education and rehabilitation. Music elements also find a prominent place among these complementary elements. However, the field teacher can only support this process on the basis of music to the extent that he/she realizes his/her own music-based competence professionally. In this direction, it was aimed to determine the music-based competencies of field teachers and their utilization of music elements in their lessons and the data were collected for this purpose. Because music is present in all areas of special education. However, it is not possible to employ a music professional for every special education institution. Therefore, the field teacher is expected to handle the process within the framework of inclusiveness. Within the framework of this idea, the study was conducted with 10 volunteer teachers who were reached during the 2021-2022 academic year. In order to obtain the data, 26 three-point Likert-type instructions were prepared and online interviews were conducted with each participant teacher. This study is a case study. The data were described on the axis of interpretive paradigm and categorized in the findings section. The validity and reliability of the instructions were ensured in line with the opinions of special education experts. As a result, it was found that the field teachers who participated in the study have music-based competence and consciously utilize music elements in their lessons. However, it was also seen that field teachers need music-based professional development. Therefore, it is an evident that they need professional development trainings on how to use music elements more effectively for non-musical purposes. It is essential to conduct this study with a group of more participants. Nevertheless, it is believed that the findings obtained have a quality that will pave the way for new researchers.
A Mechanism to Increase Literacy and Math Skills to Reduce Summer Learning Loss
Author: Reynolds, Adam
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Achievement,Mathematics Achievement,Achievement Gains,Program Effectiveness,Grade 5,Grade 6,Summer Programs,Leadership Responsibility,Low Income Students,Economically Disadvantaged,At Risk Students,Middle School Students

There is a lack of consensus among school districts on how best to mitigate reading and math learning loss during the summer months. The purpose of this quasi-experimental quantitative exploration study was to determine if there was a statistically and practically significant effect of an educational program on summer learning loss in reading and mathematics in grades five and six students. The findings of this non-randomized controlled trial indicated that the students who participated in Summer Academy grew in reading almost double compared to those students that did not participate in Summer Academy. The findings also suggested that the students who participated in Summer Academy regressed in math almost double compared to those students that did not participate in Summer Academy. The implications indicate that school leadership is integral to the success of summer programs especially with regard to the impact programs have on economically disadvantaged students.
An Investigation on Students&apos; Level of Adjustment to Online Education with C5.0 Decision Tree Algorithm
Author: Hark Söylemez, Nesrin
Date: 2023-03-00
Type: Journal Articles
Subjects: Student Adjustment,Online Courses,COVID-19,Pandemics,College Students,Elementary School Students,Secondary School Students,Student Characteristics,Institutional Characteristics,Algorithms,Time,School Schedules,Socioeconomic Status,Age Differences,Instructional Program Divisions

This study aims to determine the independent variables that have a significant effect on the level of students' adaptation to online education and their order of importance. Relational screening model was used in the study. Adaptability Level in Online Education dataset provided by Kaggle repository constitutes the main data source for this study. C5.0 decision tree algorithm was used to analyze the data. It was found that that 51,867% of the students had a moderate level of adaptation to online education, while 39,834% had low, and 8,299% had a high level adaptation. The findings indicate that students' level of adaption to online learning is insufficient. We also found that the variable that best explains the online education compliance levels is daily class duration. &quot;Financial condition&quot; was found as the best explanatory variable of the cluster formed by the students whom &quot;daily class duration&quot; was between &quot;1-3 hours&quot;. &quot;Age&quot; was found as the best explanatory variable of the cluster formed by the students whom &quot;daily class duration&quot; was between &quot;1-3 hours&quot; and has &quot;financial condition&quot; of &quot;poor&quot;, &quot;mid&quot; and &quot;rich&quot;.
First-Generation Women Students&apos; Perceptions of Support While Enrolled in Higher Education Institutions: A Phenomenological Study
Author: Messmer, Erin
Date: 2022-00-00
Type: Journal Articles
Subjects: First Generation College Students,Females,Womens Education,College Students,Student Attitudes,Social Support Groups,Family Role,Peer Influence,College Faculty,Teacher Role,Student Needs,Mentors,Student Financial Aid,Racial Factors,Child Rearing,COVID-19,Pandemics,Student Experience,College Role

This phenomenological study explored the perceptions of support first-generation women students enrolled in college have. Eleven first-generation women students who were enrolled in undergraduate and graduate programs across the United States completed one-on-one interviews. The participants explained the support they felt from family, friends, and members of their institutions, as well as areas where further support could be given. Key themes emerged, such as the role of mentorship, the need for financial assistance, the role of family, the roles of intersectional factors such as race and motherhood, and the offering of support during a crisis, particularly the COVID-19 pandemic.
Educational Experience and Instructional Design Effectiveness within the Community of Inquiry Framework
Author: Wilson, Emerald C.
Date: 2023-02-00
Type: Journal Articles
Subjects: Educational Experience,Instructional Design,Outcomes of Education,Communities of Practice,Inquiry,Electronic Learning,Distance Education,Instructional Effectiveness,Educational Assessment,Criticism,Guidelines

Within its 20 years of development, the Community of Inquiry (CoI) framework has become the most widely used theoretical framework in e-learning. It is considered in much of the distance education literature to be a robust collaborative-constructivist process model that uses three essential elements to interpret educational experience: cognitive presence, teaching presence, and social presence. Widespread use of the CoI framework has resulted in several criticisms, such as having no guidelines for implementation, no incorporation of assessment and evaluation metrics, and no widespread consensus on the current model's ability to represent all the contributing factors that promote a positive educational experience. However, there is an opportunity to overcome these shortcomings, some of which may exist, and to use the CoI's extraordinary strength in creating a positive education experience, by adding instructional design effectiveness. The purpose of this combination of a literature review and opinion is to present the CoI framework and its major controversies to shine a light on its importance as one approach to designing critical parts of e-learning. Additionally, given the CoI's purpose of creating a positive educational experience, this paper argues to make explicit to instructional designers and instructors the need to address using the CoI framework within an effective overall design.
Perception and Behavioral Intention toward MOOCs: Undergraduates in China
Author: Wang, Kai
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,MOOCs,Intention,Student Behavior,Student Attitudes,Models,Computer Attitudes,Behavior Theories

This study incorporated the technology acceptance model (TAM) and theory of planned behavior (TPB) to interpret students' perception of MOOCs. This study was based on a survey questionnaire; all 525 respondents were undergraduates in China. A five-point Likert scale was used to collect data in order to measure relationships among the constructs of perceived usefulness (PU), perceived ease of use (PEOU), attitude (ATT), subjective norms (SN), perceived behavioral control (PBC), and behavioral control (BI). The results showed that the research model that incorporated TAM and TPB provided both desirable fit and validity, and all the proposed hypotheses were positively supported. Compared with ATT and SN, PBC had a much stronger impact than did BI. This study and its findings provided educators and MOOC providers with managerial implications as well as suggestions for designing future MOC offerings.
The Social Principle of Inclusive Education and Addressing Diversity in Indian Schools: An Appraisal of Post-Salamanca Initiatives in India
Author: Athira, B. K.
Date: 2023-03-00
Type: Journal Articles
Subjects: Inclusion,Diversity,Foreign Countries,Educational Policy,Educational Legislation,Civil Rights,Access to Education,Educational Philosophy,Social Structure,Classification,Student Characteristics,Cultural Pluralism,Learning Processes,Social Class,Sexual Identity,Tribes,Immigrants,Disadvantaged

There are steps formally initiated by the Government of India to maintain its adherence to the norms of Inclusive Education. Such schemes, acts and policy drafts are brought into discussion in this paper along with an appraisal of their draft and scope. This include the Sarva Shiksha Abhiyan which became operational from the year 2001, The Right to Education Act, which is implemented from the year 2009 and the Action Plan for Inclusion in Education of Children and Youth with Disabilities of 2005, which was revised in the year 2009. The discussion is anchored around, though not limited to the aspect of 'Diversity' which is very pertinent to the Indian scenario and the philosophy of Inclusion. Cultural and geographical diversity of the Indian sub-continent provoke challenges in 'Doing Diversity' in classrooms and at the same time it is contributing for the teacher and the taught. Considering the scope of the concept of social inclusion and inclusive education, the paper argues that at an implementation level, inclusive education should be one that is responsive to diversities in a classroom and cultural space. Rather than reproducing social structures pertaining to the above mentioned social categories of class, gender, language etc., policy drafting and implementation of inclusive education should make certain attempts which are pro-inclusive. They need to be less privileging towards certain ways of learning and certain ways of evaluation, considering the physical and cultural diversities of the learners. In our discussion on these schemes and their scope in ensuring diversity in classrooms, questions pertaining to certain disadvantaged sections are covered including Scheduled Castes, Scheduled Tribes, Gender nonbinaries, migrants etc.