ethanporcaro/eric-fulltext-meta huggingface dataset:
Music Composition and Creative Processes: Arts Education Online during the Melbourne Lockdown
Author: King, Fiona
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Preservice Teachers,Preservice Teacher Education,Art Education,Music,Electronic Learning,Online Courses,Musical Composition,Teacher Educators,Creativity,Student Motivation

This article explores the impact of the 2020 Melbourne lockdown on the creative experiences of pre-service teachers in an arts education course. It focuses specifically on the music compositions of three students. The face-to-face course was delivered in online mode due to the lockdown restrictions in Victoria imposed by the government in response to the COVID-19 pandemic. The 10-week course was the only arts component of an undergraduate teaching degree at a major Melbourne university. Three music compositions and creative process narrations of the pre-service teachers are described from a teacher-educator viewpoint. A reflective lens is applied to render impressions of the works and processes. The commentary provides a springboard for discussion about four key impacts of lockdown on pre-service teacher creative works: circumstance, experience, motivation and creative process narration. The discussion could inform creative process teaching online and support the inclusion of creative work in online courses in the arts in non-pandemic times.
Information System for Monitoring and Management of the Quality of Educational Programs: Development of Functioning Algorithms
Author: Logachev, Maxim Sergeevich
Date: 2022-07-00
Type: Journal Articles
Subjects: Information Systems,Educational Quality,Computer Software,Visual Aids,Programming,Models,Program Evaluation,Program Costs,Audits (Verification),Resource Allocation,Information Management,Accreditation (Institutions),Benchmarking,Evaluation Criteria

The study develops a method for monitoring and management of the quality of educational programs using software instruments. The method describes each of the monitoring implementation stages in detail specifying the input and output data, as well as the controls that affect the time and quality of the implementation of the corresponding stage. Algorithm programs in the form of flowcharts reflecting all the content aspects are developed and formalized for the automatization of monitoring. The presented algorithm models allow implementing the program complex of the system for monitoring and management of the quality of educational programs using the modern object-oriented design and programming environments. The goal of the study is to develop a model of algorithms for the organization of monitoring and managing the quality of educational programs, which allow reducing the time costs of these processes while increasing the objectivity of quality assessment. The obtained results are intended for the audit of educational services, public control over the implementation of educational activities, accreditation of directions of training, or licensing of educational organizations. The developed algorithms provide for evaluating the content of each stage of the audit of an educational program, generate a list of notes ranked by importance, and ensure the rational allocation of resources for the implementation of each stage of the educational process.
Investigating Pre-Service Teachers&apos; Origami-Based Mathematics Lesson Plans
Author: Arslan, Okan
Date: 2022-07-00
Type: Journal Articles
Subjects: Handicrafts,Mathematics Instruction,Lesson Plans,Preservice Teachers,Teaching Methods,Elementary School Mathematics,Program Effectiveness,Student Attitudes,Mathematical Concepts,Foreign Countries,Concept Formation

Origami became an increasingly used instructional tool in mathematics education and its successful use depends on developing adequate origami-based mathematics lesson plans. Therefore, this study investigated origami-based mathematics lesson plans developed by pre-service teachers who were trained for the effective use of origami in mathematics education in two courses in their teacher education program. In this quantitative study, survey research was combined with causal-comparative research, and there were 88 pre-service teachers who have been enrolling in the Elementary Mathematics Education program as participants. Pre-service teachers in one of these courses received origami-based mathematics education training for four weeks, whereas pre-service teachers in the other course received training for twelve weeks. Descriptive analyses revealed that pre-service teachers were able to develop adequate origami-based lesson plans after receiving training in these courses. Furthermore, it was revealed that they preferred to develop lesson plans mostly in the geometry and measurement content area. To test whether the adequacy level of lesson plans differs based on the training length of pre-service teachers, one-way ANCOVA was performed. Analysis results indicated that pre-service teachers who received longer training developed significantly are better at origami-based mathematics lesson plans. All the findings were discussed, and some implications based on these findings were explained.
The Effect of Digital Material Preparation Training on Technological Pedagogical Content Knowledge Self-Confidence of Pre-Service Social Studies Teachers
Author: Kayaalp, Fatih
Date: 2022-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Pedagogical Content Knowledge,Technological Literacy,Self Esteem,Material Development,Helplessness,21st Century Skills,Computer Mediated Communication,Information Technology,Technology Integration

This study examines whether digital material preparation training provided to pre-service teachers' using instructional technologies affects their levels of Technological Pedagogical Content Knowledge (TPACK) Self-Confidence. The research is conducted using the Embedded Design, one of the Mixed Methods Research Designs. Study group consists of 24 pre-service social studies teachers. Data is collected using TPACK Self-Confidence Scale (TPACK-SCS) and Semi-Structured Questionnaire. Pre-service teachers were trained on different Web 2.0 tools throughout the implementation phase and thereafter were asked to prepare different digital materials specific to social studies. Quantitative data collected were analyzed using descriptive and predictive statistics. Content analysis of qualitative data was performed using MaxQda 2020 qualitative data analysis software. Research findings revealed a statistically significant difference between pre-test and post-test scores of pre-service teachers' TPACK self-confidence levels. Pre-service teachers' fear of failure, presumed failure, and reluctance to be part of the process turned into a perception of success and self-efficacy following the training, and their learned helplessness disappeared. Teachers should be supported with a practice-based training that will integrate technological, pedagogical and content knowledge for developing TPACK as a comprehensive answer to 21st-century teaching competencies.
The Mediating Role of Leader-Member Exchange in the Relationship between Motivational Language and Loyalty to Supervisor in Schools
Author: Kara, Mevlüt
Date: 2022-07-00
Type: Journal Articles
Subjects: Secondary School Teachers,Elementary School Teachers,Foreign Countries,Supervisors,Teacher Administrator Relationship,Administrator Characteristics,Teacher Motivation,Language Usage,Interpersonal Communication

The present study aimed to examine the mediating role of leader-member exchange in the relationship between motivational language and loyalty to supervisor. The population of this correlational study consisted of primary, secondary, and high schools in Gaziantep, during the 2020-2021 academic year. The research sample included randomly determined 511 teachers through unequal cluster sampling technique. Data were collected through &quot;Motivational Language Scale&quot;, &quot;Loyalty to Supervisor Scale&quot; and &quot;Leader-Member Exchange Scale&quot;. In data analysis, descriptive statistics and correlation coefficients were estimated. Then, the model, which was based on the theoretical framework, was tested through structural equation modelling. According to research results, teachers' perceptions of motivational language, loyalty to supervisor, and leader-member exchange were found to be relatively high. There were positive and high-level relationships between motivational language, loyalty to supervisor, and leader-member exchange. The results of structural equation modelling analysis indicated that the leader-member exchange partially mediated the relationship between motivational language and loyalty to supervisor. The research results revealed that the motivational language of school administrators was a significant determinant of teachers' perception of leader-member exchange and their loyalty to supervisor. Thus, it seemed necessary to establish high-quality communication, appreciate their efforts, and support teachers to increase their loyalty to the administrator.
An Evaluation of the Preservice-Teacher Training for Children&apos;s Literature and Mathematics Integration
Author: Durmaz, Burcu
Date: 2022-07-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Preschool Teachers,Elementary School Teachers,Mathematics Teachers,Mathematics Instruction,Self Efficacy,Student Attitudes,Childrens Literature,Mathematics Education,Teaching Methods,Attitude Change,Foreign Countries

This study aims to examine the change in intentions and views about the integration, mathematics teaching self-efficacy, and mathematical literacy self-efficacy after an online education about mathematics and children's literature to pre-service pre-school, primary school, and elementary mathematics teachers. The research participants consisted of fifty-four pre-service teachers who were selected by convenient sampling. A weak experimental pre-test and post-test design without control group was used. The data collection tools were the belief scale for the integration of mathematics, and children's literature, mathematics teaching self-efficacy belief, mathematics literacy self-efficacy scales and an open-ended question. The study findings revealed that the training enabled the pre-service teachers to gain positive inputs within the context of all the variables. Besides, the pre-service teachers' scores varied across their branches. A significant difference was identified between pre-service elementary mathematics teachers, and primary school and pre-school teachers in terms of the difference scores on intentions about integration. There are statistical differences between mathematics teaching self-efficacy and mathematical literacy self-efficacy pre-test and post-test scores. For further studies, various studies such as face-to-face, experimental studies on a single branch basis, may be conducted to examine the changes in beliefs and competences of pre-service teachers about mathematics and children's literature integration. [This study's initial findings were presented at the 5th International Turkish Computer &amp; Mathematics Education Symposium (October 28-30, 2021).]
A Narrative Analysis of a Primary School Teacher&apos;s Mathematics Identity
Author: Yildirim, Kenan
Date: 2022-07-00
Type: Journal Articles
Subjects: Mathematics Teachers,Elementary School Teachers,Negative Attitudes,Reflection,Personal Narratives,Identification (Psychology),Teaching Experience,Foreign Countries

The purpose of this study is to analyze the mathematics identity of a primary school teacher who has negative mathematics experiences. His mathematics identity was separated into five periods (primary school, secondary school, high school, university, and math teaching) and examined afterwards. Narrative research was used because his mathematics identity was examined through his self-narratives. In this context, data were collected by asking a primary school teacher to tell his life story about mathematics. Through narrative analysis, three themes appeared from his identity experiences. In addition, discourse analysis emerged four interpretive repertoires. The identified themes pointed to four positive and ten negative factors for the teacher's mathematics identity. As a result, it was found that the teacher himself and his teachers during his school years were the most effective components that result in these factors.
Exploring Initial Mathematical Modelling Process Using GeoGebra of Form Four Students
Author: Segaran, Jeevalata Sathera
Date: 2022-07-00
Type: Journal Articles
Subjects: Mathematical Models,Problem Solving,Computer Software,Mathematics Skills,Secondary School Mathematics,Secondary School Students,Foreign Countries,Cognitive Processes,Computer Uses in Education,Geometry

This study takes a closer look at Form Four students' initial mathematical modelling process when solving mathematical problems using GeoGebra. The modelling process was observed from cognitive perspective to learn the difficulties students faced during the process and the result would give ideas for intervention. Qualitative approach by using multiple case study method was employed. Four participants from Form Four level without prior experience in mathematical modelling were selected. Three different data collection methods were employed and triangulated as well as compared with the idealised modelling cycle to reconstruct individual students' initial mathematical modelling process. Findings from this study showed the importance of situation model and real model with extra-mathematical knowledge (EMK), students partially follow the idealised modelling cycle, novice modellers do display intuitive ideas in displaying their mathematical process and GeoGebra's usefulness was learned.
Development of a Scale to Measure Students&apos; Learning Satisfaction and Self-Regulated Learning Strategies in MOOCs
Author: Gan, Tzyy Yang
Date: 2022-07-00
Type: Journal Articles
Subjects: Student Satisfaction,Learning Strategies,Goal Orientation,Self Evaluation (Individuals),Help Seeking,Time Management,Foreign Countries,MOOCs,Test Construction,Undergraduate Students,Test Reliability,Test Validity

This study validated a scale of students' learning satisfaction (SLS) and self-regulated learning (SRL) strategies in MOOCs to measure the relationship between SRL and SLS based on Zimmerman's SRL theory and Piccoli's web-based Virtual Learning Environment (VLE) effectiveness theory. The process of developing the scale included literatures review, face and content validity, pilot study, data collection, and data analysis. An online self-reporting questionnaire was designed to include constructs such as goal setting (GS), task strategy (TS), self-evaluation (SE), help-seeking (HS), environment structuring (ES), time management (TM) and students' satisfaction (SA). All these constructs were assessed on a 5-point Likert scale. The data was collected from 333 Malaysian students in higher education, and it was analysed by using Partial Least Squares Structural Equation Modelling (PLS-SEM) technique. The resultant constructs have shown empirical result of good reliability and validity where the coefficients of Cronbach's alpha were ranged between 0.784 to 0.877, HTMT values were passed of 0.90 tests and factors loading were more than 0.7. The resulting constructs can be used by the practitioners, academicians, researchers, and policy makers to have a clear understanding on SLS and SRL in MOOC so that, a suitable, effective, positive, and meaningful MOOC learning environment could be established in the universities, higher education learning institutions and/or training organizations.
Examining Mathematical Texts Written by Prospective Teachers: Clarifying Linguistic Factors
Author: Güven Akdeniz, Dilsad
Date: 2022-07-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Skills,Vocabulary,Language Usage,Mathematics Teachers,Preservice Teachers,Elementary School Mathematics,Problem Solving,Linguistics,Discourse Analysis,Foreign Countries,Content Area Writing,Symbols (Mathematics),Knowledge Base for Teaching

The present study aims to examine the mathematical language use of primary prospective teachers through the mathematical texts they write. Forty-seven 3rd-year prospective teachers studying in the Department of Mathematics Education at a university participated in the study. The prospective teachers were asked to solve 4 open-ended mathematics problems, in which 3 of them were taken from the Programme for International Student Assessment (PISA) 2012. The data were analyzed through the content analysis method. The main findings of the study illustrate that the language used by the prospective teachers in the mathematical texts they have written were incomplete or incorrect in logical connective use, equal, congruent, approximate symbols, time measurement expressions, rational numbers, abbreviation, division algorithm, ratio-proportion representation and the presentation of solutions. The errors and ambiguity in participants' proportion.
Challenges Faced by College Students in Solving Probability of Event Problems
Author: Yusuf, Mardiana
Date: 2022-07-00
Type: Journal Articles
Subjects: College Students,Probability,Problem Solving,Word Problems (Mathematics),Protocol Analysis

Many challenges are identified when students solve mathematic problems especially in solving probability word problems. This study was conducted to identify the major challenges faced by matriculation college students while solving the probability of an event word problem. Seven matriculation college students were the sample for this case study. Clinical interviews were employed as data collection. This data collection technique was selected based on the researcher's observation on the participants as they answered the task. The probability word problem task was given during the interview session. Semi-structured interviews are used to obtain in-depth information. The think-aloud analysis involves observations leading to individual behaviours in the oral or nonverbal form of participants and the researcher's field notes. Participants were found to have difficulty interpreting probabilities. Three categories of difficulties were identified, unfamiliar with the meaning of the word, not well versed in the nature of the probability, and unable to identify the goal of the probability word problem. The implication of this study can contribute ideas to instructors in developing the pedagogical techniques practiced in probability word problems.
Assessment of Mathematical Reasoning Competence in Accordance with PISA 2021 Mathematics Framework
Author: Özaydin, Zeynep
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Scoring Rubrics,Mathematical Logic,Competence,Mathematics Teachers,Interrater Reliability,Test Construction,Mathematics Skills,Secondary School Teachers,Test Validity,Test Reliability

The aim of this study is to develop a rubric to assess mathematical reasoning competence. Since the aim is to assess a competency, the frameworks of the PISA exams in the literature, which give an important place to competencies, have been examined. Due to its focus and in-depth analysis of mathematical reasoning, each of the actions expected from the mathematical reasoning process in the PISA 2021 Mathematics Framework was handled as a criterion and a rubric was created. Data were collected from 30 mathematics teachers with the data collection tool consisting of questions that were stated to be suitable for assessing mathematical reasoning skills in the resource presented as a broadened perspective for the PISA 2021 Mathematics field. The collected data were analyzed using the finalized rubric. In reliability analysis; The &quot;percentage of agreement&quot; among researchers was used to determine the criteria included in the rubric and to be followed with the data collection tool, &quot;Cohen's kappa coefficient&quot; and &quot;Krippendorff's alpha coefficient&quot; methods were used for the agreement between the raters after the analysis of the collected data. The findings show that the Reasoning Competence Rubric (RCR), which consists of 12 criteria, is valid and reliable.
Examination of the Relationship between TPACK Competencies and Mathematics Teaching Anxiety: The Mediating Role of Mathematics Anxiety
Author: Çetin, Ibrahim
Date: 2022-06-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Mathematics Instruction,Mathematics Anxiety,Preservice Teachers,Structural Equation Models,Student Attitudes

This study explored the mediating role of mathematics anxiety in the relationship between TPACK competencies and mathematics teaching anxiety. This mediation role was tested through structural equation modeling using data from 426 pre-service mathematics teachers selected through criterion sampling. TPACK Competencies Scale, Mathematics Anxiety Scale, and Mathematics Teaching Anxiety Scale were used to collect data. The data were analyzed through descriptive statistics, correlation analysis and path analysis. The study revealed a negative relationship between TPACK competencies and mathematics anxiety, and mathematics teaching anxiety, while there was a positive relationship between mathematics anxiety and mathematics teaching anxiety. The results suggested that the pre-service teachers' mathematics anxiety had a mediating role in accounting for the relationship between TPACK competencies and mathematics teaching anxiety. Additionally, TPACK competencies explained 69% of the total variance in mathematics teaching anxiety through mathematics anxiety in the structural equation model. The study argued that offering pre-service teachers technology-supported education during undergraduate education may develop their TPACK competencies and reduce their mathematics anxiety and teaching anxiety.
An Analysis of the Relationship among Teachers&apos; Team Learning, Moral Commitment, and Career Commitment Using Structural Equation Modeling
Author: Atmaca, Taner
Date: 2022-06-00
Type: Journal Articles
Subjects: Correlation,Teamwork,Moral Values,Teacher Attitudes,Teacher Persistence,Foreign Countries,Organizational Learning,Predictor Variables,Elementary Secondary Education,Faculty Development

The primary purpose of this study is to shed light on the direct correlation found between team learning skills and teachers' moral commitment and to use moral commitment as a tool to reveal the indirect effect of these team learning skills on teachers' career commitment. Keeping this purpose in mind, three different scales (the Learning School Scale, Moral Commitment Scale, and Career Commitment Scale) obtained data via Google Forms from 448 teachers working in the province of Düzce in northwest Turkey during the spring semester 2020-2021 academic years. The SPSS 25 and AMOS21 statistical software programs analyzed the data gathered in this study, and structural equation modeling was used to test hypotheses generated from the data. Results obtained from programs show that while team learning doesn't directly predict teachers' career commitment, it indirectly predicts career commitment due to moral commitment. Moral commitment is the mediator variable that uncovers the relationship between team learning and career commitment (indicating complete mediation).