ethanporcaro/eric-fulltext-meta huggingface dataset:
Math and Equity in the Time of COVID: Teaching Challenges and Successes
Author: Ruef, Jennifer L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Equal Education,Mathematics Instruction,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Secondary School Teachers,Barriers,Distance Education,Interaction,Teaching Methods,Student Evaluation,Anxiety,Teacher Collaboration,Access to Education,Special Education,Student Needs

Background: This article describes teachers' equity concerns related to teaching mathematics online as a result of the COVID-19 pivot to online/distance-based instruction. COVID-19 restrictions forced the creation of virtual education contexts that magnified existing equity issues related to access to technology and the challenges of providing inquiry-based, student-centered instruction. Methods: This study took place under conditions promulgated by the COVID-19 pandemic. Nine teachers agreed to share their observations and experiences with the sudden switch to teaching mathematics online. Our methods included two online open response surveys. We qualitatively analyzed the responses from the surveys, coding for a priori, and emergent themes (Charmaz, 1995; Emerson et al., 2011). Findings: The results indicate that our participants experienced concerns for students and families struggling to effectively engage with and access online education, and shared the practices and online tools they found most and least helpful in enacting equitable instruction. Contribution: This work sheds light on how skilled and caring teachers leveraged prior experiences, collegial support, and technological tools to meet the challenges brought by the sudden transition to online mathematics pedagogy.
Pre-Service Teachers&apos; Understanding of Continuity
Author: Budak, Kimberly Sirin
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Cognitive Processes,Algebra,Problem Solving,Concept Formation,Mathematical Concepts

In this paper, we report the analysis of thought processes used by Pre-Service Teachers' (PSTs') through clinical interviews as they solved an algebra task involving a linear pattern. The PST's were asked about a mathematical model they had constructed to describe a pattern problem. Our analysis suggests that conflict factors arise due to incompatibility in participants' personal concept definition and the formal concept definition of continuity. We identified how personal concept definitions of the participants differed and how this difference affected their decision on whether a graph was continuous or not.
The Effect of Multilingualism on the Writing Skills of Moroccan Students Learning Turkish as a Foreign Language (A1-A2)
Author: Çanakli, Levent Ali
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Writing Instruction,Writing Skills,Cultural Differences,Multilingualism,Bilingualism,Error Patterns,Native Language,Interference (Language),College Students,Semitic Languages,English,French,Turkish,Spelling,Syntax

As in teaching other languages, the most difficult of the four basic skills in teaching Turkish as a foreign language is writing; it includes very different strategies from sequencing to analysis and synthesis. In addition, foreign language learners tend to transfer the forms and meanings of their own culture and language to the target language and culture. Transfer means mutual benefit to be taken from their mother tongue as well as the other language(s) at the students' disposal and it can be observed more in bilingual or multilingual individuals. In this sense, interfering negative transfer is a type of transfer that can exhibit itself as words, affixes/suffixes and syntax, while bilingual or multilingual individuals learn Turkish. The primary purpose of this study is to identify the mistakes caused by interfering negative transfers, show the effect of multilingualism on students, and help the instructors of Turkish as a foreign language. The study group consisted of 115 Moroccan students at the level of A1-A2 who learnt Turkish in the second and third course period of the 2021-2022 academic year at the ULUTÖMER language teaching center of Bursa Uludag University. The writing skills course papers of these students at the A1-A2 level the end-of-course exam were chosen as samples. The research model was qualitatively patterned, and the research data were obtained through document analysis. The writing skills course examples included in the study were examined using the scanning technique. As far as the goals of this study are concerned, it was found that the participant students benefited from their mother tongue as well as the other languages at their disposal in their writing skills the end-of-course exam papers. The writing skills of the end-of-course exam paper of the students were evaluated within the framework of the titles of words, affixes/suffixes and syntax. This study is significant in the sense that it reveals which languages at their disposal the Moroccan students benefit from when they use Turkish in their writing skills course. After identifying the interfering negative effects of the languages that the students knew over the target language, suggestions were offered about how to eliminate those negative effects.
Understanding the Effect of Educational Attainment and Unemployment on Youth Engagement in Conflicts in Machakos County, Kenya
Author: Senga, Mike M.
Date: 2022-02-00
Type: Journal Articles
Subjects: Educational Attainment,Unemployment,Conflict,Violence,Foreign Countries,Institutionalized Persons,Young Adults,Crime,Low Achievement,Basic Skills

Globally, the extensive damage caused by violent conflicts with subsequent social and economic costs have posed a real concern that needs to be urgently addressed. The provision of quality education is a force that can be utilized to curb constant conflicts within society. The purpose of the study was to establish the effect of the educational attainment and unemployment on youth engagement in conflicts in Machakos County. The study was carried out in Machakos County and targeted the youth incarcerated in two prisons located in Machakos town, Machakos County. The sample was 168 respondents consisting of both male and female youth between 18-34 years. Descriptive survey design was used. The study used Semi-Structured questionnaires to collect both qualitative and quantitative data. The data was analysed using both qualitative and quantitative techniques-assisted by use of Statistical Package for Social Sciences (SPSS) version 20. From the findings, a close link between the level of education and youth engagement in conflicts was established. The study findings indicates a statistically significant relationship between the level of education and the conflicts among the youths as illustrated by P&gt;0.05. The study established that the youth with low levels of education were also the group that lacked employment and reported cases of conflicts and crimes. From the study, most of the youths who engaged in conflicts had low levels of education as reported by 49.4% of respondents and mostly were those who had never completed basic education, lacked basic skills required in the labour market and were found to earn less than two dollars a day. The study recommends that the government come up with affirmative action to empower such groups to engage in productive activities to enable them to earn a living.
Challenges of Short Sentence Writing Encountered by First-Year Saudi EFL Undergraduate Students
Author: Alsalami, Ahmed Ibrahim
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,English (Second Language),Second Language Instruction,Sentences,Writing Skills,Barriers,Gender Differences,Grammar,Punctuation,College Faculty,Language Teachers

This paper is set up to outline the most common challenges in writing short sentences encountered by the first-year students at the English language departments at Al-Baha University campuses. The study is considered necessary because it raises the awareness of both students and instructors to improve their sentence writing. A mixed approach (quantitative and qualitative) was used to collect the data using questionnaires and interviews. Approximately122 students who study English as a Foreign Language (EFL), (%50.4 females and %49.6 males), together with 30 EFL instructors (15 males and 15 females) who were randomly selected. The paper addresses three questions. They are: (1) What common challenges do students face when writing short sentences?; (2) What are the most frequent challenging short sentence components among the students?; and (3) What are the differences between male and female students regarding difficulties in writing short sentences?. The study found significant challenges in constructing short sentences, distinguishing between active and passive voice, and using conjunctions, punctuation, quantifiers, and appropriate auxiliary verbs. Additionally, students encountered difficulties in building short sentences. Moreover, the study revealed that a high percentage of students have very low English writing skills practice. To overcome any obstacles and push students forward in their learning later, this study highly recommended that EFL instructors should pay more attention to the development of writing skills. Thus, extra written activities and peer assessment must be granted to students in writing short sentences. Moreover, more research should be done to explore and evaluate the most prevalent problems and barriers that first-year students encounter using written samples and paperwork.
Collocation Networks of Selected Words in Academic Writing: A Corpus-Based Study
Author: Jaafar, Eman Adil
Date: 2022-03-00
Type: Journal Articles
Subjects: Academic Language,Computational Linguistics,Computer Software,Periodicals,Phrase Structure,Semantics,Teaching Methods,Learning Processes,Writing (Composition),Authors,English for Academic Purposes,Language Styles,Language Usage,Second Language Learning,Second Language Instruction

This study aims at shedding light on the linguistic significance of collocation networks in the academic writing context. Following Firth's principle &quot;You shall know a word by the company it keeps.&quot; The study intends to examine three selected nodes (i.e. research, study, and paper) shared collocations in an academic context. This is achieved by using the corpus linguistic tool; GraphColl in #LancsBox software version 5 which was announced in June 2020 in analyzing selected nodes. The study focuses on academic writing of two corpora which were designed and collected especially to serve the purpose of the study. The corpora consist of a collection of abstracts extracted from two different academic journals that publish for writers from different countries around the world. This corpus-based study aims at examining the significance of chunks of language in texts. The concept of collocations is crucial in corpus linguistics to identify semantic relations. This can help in the teaching and learning processes. Furthermore, this study is conducted to answer the following research questions; first, whether the three words &quot;study,&quot; &quot;paper,&quot; and &quot;research&quot; are used interchangeably in the corpora or not? Second, what are the shared collocational associations surrounding the selected nodes? Finally, it is worth noting that the study of collocations highlights the linguistic features of texts through computational analytical tools that can save time and help to gain objective results systematically. The findings show that 'research' and 'study' are used rather interchangeably in the writing of the abstracts; however, 'paper' has fewer shared collocations in the same academic context.
Urban Air Pollution Characteristics and Associations with Pre-School Children Respiratory Health in Four Cities of Central China
Author: Cao, Yinghong
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Pollution,Symptoms (Individual Disorders),Urban Areas,Place of Residence,Environmental Influences,Preschool Children,Child Health,Geographic Regions,Incidence,Recreational Activities

The focus of this study was on the associations between air pollution, outdoor activities and symptoms of wheeze and rhinitis for pre-school children over Wuhan and surrounding cities. Air pollutants had downward trends over the study region from 2015 to 2020. Sulfur dioxide (SO[subscript 2]) content decreased significantly. Particulate matter was concentrated on the north side of the study area and nitrogen dioxide (NO[subscript 2]) was concentrated near Wuhan urban, while the distribution of ozone (O[subscript 3]) was relatively uniform. Odds Ratio (OR) showed that an increase in NO[subscript 2] was associated with a high incidence of rhinitis, with an OR of 1.043 (1.025, 1.062 95% confidence interval). Reduction of O[subscript 3] was associated with remissions of rhinitis symptoms in spring and autumn. The living environment is an important factor. Living near lakes was associated with the incidence of wheeze and living near roads was associated with the incidence of wheeze rhinitis, respectively. Additionally, appropriate outdoor activities showed association with a low incidence of wheeze and rhinitis symptoms in this region. This research improved our understanding of air pollution, outdoor activities and pre-school children's respiratory health. It was also a guide on the design of outdoor activities and outdoor courses for pre-school children during the process of urban construction.
Cothematic Intertextuality in a Sociocognitive Discourse-Analytical Perspective
Author: Salama, Amir H. Y.
Date: 2022-03-00
Type: Journal Articles
Subjects: Discourse Analysis,Semantics,Pragmatics,Social Structure,Models,Books,Christianity,Beliefs,Context Effect,Authors,Cultural Context

The present study seeks to revisit the concept of intertextuality as integrated into a sociocognitive discourse-analytical perspective, whereby intertextual meanings can be explicated via semantic macropropositions, mental representations, event models, and pragmatic context models. The study's significance derives from its scholarly endeavour to demonstrate how the semantic and rhetorical meanings of intertextuality are cognitively explicable in relation to their relevant macro social/societal structures in McGrath and McGrath's (2007) &quot;The Dawkins Delusion?&quot; as a polemical response to Richard Dawkins' (2006) &quot;The God Delusion.&quot; Three research questions have been posed: (1) What are the cothematic intertextual links that globally constitute the discourse(s) drawn upon in &quot;The Dawkins Delusion?&quot;? (2) How to explain the intertextual local meanings constructed and generated by their relevant event models in the same book? (3) What are the context model's constraints that control the production and reception of the intertextual local meanings and relate them to macro social/societal structures? Methodologically, the study subjects Thibault's (1991) notion of &quot;cothematic intertextuality&quot; to the sociocognitive approach presented in critical discourse studies. The data analysis has demonstrated how the global and local intertextual meanings holding between two sets of textbook data have been cognitively mediated and related to significant social/societal macrostructures.
The Correlation between Digital Literacy and Parents&apos; Roles towards Elementary School Students&apos; Critical Thinking
Author: Haryanto, Haryanto
Date: 2022-00-00
Type: Journal Articles
Subjects: Technological Literacy,Grade 5,Elementary School Students,Correlation,Parent Role,Critical Thinking,Thinking Skills,COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Foreign Countries

This study aimed at discovering the positive and significant relationships between digital literacy and the roles of parents together on the critical thinking skills of fifth-grade elementary school students. This study employs quantitative research, particularly correlational research. This research includes comparative causal research. This research is a quantitative research with a correlational design. The sample used was 70 students who were randomly selected. The data collection method used in this study was a survey using a questionnaire. The data analysis technique used to test the hypothesis is the product-moment correlation technique and regression multiple correlation analysis. The results of this study indicate that there is a positive and significant correlation between digital literacy and critical thinking skills. There is a positive and significant correlation between the roles of parents and critical thinking skills. There is a positive and significant correlation between digital literacy and the roles of parents together on critical thinking skills.
The Development of Teacher Evaluation Activities in Updated Educational Contexts
Author: Khalima, Sartayeva
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Middle School Teachers,High School Teachers,Phenomenology,Foreign Countries,Educational Benefits,Electronic Learning,Barriers,COVID-19,Pandemics,Teacher Attitudes,Educational Assessment

This research aims to reveal the opinions of teachers about the development of assessment activities in updated educational conditions. The study was conducted with the phenomenology pattern, one of the qualitative research designs. Study data were collected with semi-structured interview forms applied to primary, secondary, and high school teachers. The participants of the study consisted of 20 primary school teachers, 20 secondary school teachers, and 20 high school teachers who were working in various schools in Kazakhstan in the 2021-2022 academic year, who agreed to participate voluntarily in the research. As a result of the research, among the answers given to the question about the advantages of online education, the majority of the participants believed the advantages include financial advantages, time advantages, and transportation advantages. Among the answers given to the question about the disadvantages of online education, the majority of the participants believed the disadvantages include adaptation problems, problems in social relations, and connection problems.
To What Extent May EFL Undergraduates with EMI Develop English Vocabulary? The Case of Civil Engineering
Author: Hsu, Wenhua
Date: 2022-00-00
Type: Journal Articles
Subjects: Civil Engineering,Engineering Education,Undergraduate Students,Computational Linguistics,Majors (Students),English (Second Language),Second Language Learning,Second Language Instruction,Benchmarking,Nonmajors,Incidental Learning,Language of Instruction,Textbooks,Language Variation,North American English,Foreign Countries,Vocabulary Development,Linguistic Input,Word Frequency

English-medium instruction (EMI) is gaining popularity among EFL higher education institutions. However, not all EMI programs provide the same English immersion as those in the Anglosphere. The researcher targeted English medium university textbooks as a research focus, since they are first and foremost learning material of specialist knowledge and offer EFL non-English-major students a channel for exposure to English. A 6-million-token textbook corpus of civil engineering (CE) compulsory courses was compiled and the vocabulary level thereof along the word frequency scale of the British National Corpus and the Corpus of Contemporary American English was measured. Then the researcher sought to estimate how many new words CE majors with EMI can encounter often enough to have an opportunity of learning them. Results show that CE textbooks reached the 5th 1000-word-family level at 95% text coverage and stretched to the 10th 1000 at 98% coverage. Beyond the first 3000 word families, only 3,433 word families occurred 12+ times. This frequency was assumed as a benchmark for incidental learning to occur. For EMI practitioners who are concerned with their students' vocabulary development, the results can serve as a reference for future investigations into other disciplines.
Uncovering Fears, Challenges, and Motives of an Adult Learner with Dyslexia through Metaphors
Author: Coskun, Zeynep Nesrin
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),English Language Learners,Language Acquisition,Dyslexia,Figurative Language,Motivation,Barriers,Comprehension,Adult Learning,Adult Students,Student Attitudes

This case study aims to explore English language vocabulary acquisition experiences and conceptualizations of a single adult English language learner with mild dyslexia by drawing on metaphors and semi-structured interviews. In the study, we aimed to view the learner's perception through different lenses to gain deeper insight into her ulterior motives and desire. In the findings, language vocabulary acquisition experiences and conceptualizations attributed to the language were revealed by metaphors. This highlighted the learning barriers which obstructed the learner's foreign language acquisition; her comprehension of the English language and personal motives to overcome the challenges.
Exploring Quantitative Relationship through Area Conservation Activity
Author: Sari, Puspita
Date: 2022-00-00
Type: Journal Articles
Subjects: Algebra,Mathematical Logic,Mathematics Skills,Elementary School Mathematics,Mathematics Instruction,Elementary School Students,Conservation (Concept),Mathematical Concepts,Mathematics Activities,Mathematics Education,Grade 4,Foreign Countries

Algebra as a study of quantitative relationship is one of four conceptions of school algebra which serves as a foundation for the concept of function. However, there is still a lack of attention to this particular relationship, especially in early algebraic reasoning. This study aims to investigate how the aspect of quantitative relationship in early algebra can be explored through area conservation activities. Understanding area conservation is said to be fundamental in developing the concept of area measurement. In this study, a ten-year old pupil was observed during her involvement while comparing area of two polygons that can be decomposed into equivalent triangles. Data for this study include the pupil's written artefacts, and video recordings of the activities and interviews. Findings from this study show that the area conservation activity has the potential to build the notion of quantitative relationships in early algebra. The quantitative relationship between the unit of measurement and the result of measurement of a shape can also be explored, that is, the smaller the unit of measurement, the larger the result of measurement. Hence, this study can provide a groundwork for further studies in the relation between quantitative relationship in algebra and area conservation in geometry at the elementary school level.