ethanporcaro/eric-fulltext-meta huggingface dataset:
Solving Math Problems through the Principles of Scientific Creativity
Author: Utemov, Vyacheslav V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Solving,Scientific Principles,Mathematics Education,Mathematics Teachers,Secondary School Teachers,Teaching Methods,Interdisciplinary Approach,Experimental Teaching,Creative Thinking,Grade 10,Grade 11,Foreign Countries

Ongoing changes in mental and personal characteristics of the modern child initiate the updating of means and forms of education. And they, in their turn, update methodological techniques and approaches to the use of methods during the math class. The source of updating methodological techniques may be the principles used when solving scientific problems. Scientific creativity traditionally systematizes knowledge and skills for their use to a wide range of sciences. Therefore, the principles of scientific creativity have a lot in common with different subjects, showing the student the unity of approaches in working with knowledge. In this regard, the article is aimed at substantiating the principles of scientific creativity as effective methodological techniques for finding solutions to math problems and, on their basis, developing recommendations for conducting classes that prepare for final certification at school in mathematics. The leading research methods in this case are: observation of the methodological work of teachers of mathematics, conversations with teachers, analysis of guidance papers and questionnaires of teachers, statistical processing of research results. In 2018-2019 the experiment in which 19 mathematics teachers took part was conducted. Based on its results the authors of the article succeeded in: highlighting the principles of finding solutions to math problems based on the approaches used in scientific creativity; developing and implementing on the basis of these principles recommendations for conducting classes that prepare for final certification at school in mathematics. The effectiveness of using the principles of finding solutions to math problems was assessed. It allowed the authors to conclude that students have an increase in the speed of finding solutions to math problems by an average of 11%. Practical use of the proposed principles makes it possible to organize training for schoolchildren in solving math problems in traditional forms of teaching, but taking into account the particularities of the development of the modern schoolchild. Methodological recommendations developed by the authors can be used to teach students how to find solutions to math problems during classes that prepare for final certification at school in mathematics.
A Multistate Study of Dominant Discourses in Teacher Candidates&apos; Memories of Writing
Author: Kline, Sonia M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Writing Instruction,Writing (Composition),Memory,Academic Language,Discourse Analysis,Writing Skills,Prior Learning,Student Attitudes

This article examines the discourses of writing evident in teacher candidates' memories of writing and considers implications for teacher preparation. Data sources were written memories from 120 teacher candidates from six institutions across the United States. Grounded in a discourses of writing framework, data were investigated using thematic and discourse analysis. Findings indicate that language associated with a skills discourse of writing, emphasizing structure and correctness, was prevalent in the memories of how teacher candidates were taught to write. More dominant in these memories, however, was language related to negativity and absence, indicating that teacher candidates were critical of their K-12 writing education and that these experiences were limited across multiple dimensions (i.e., writing pedagogy, processes, products, purposes, audiences, writer agency). In contrast, when teacher candidates wrote about their most memorable writing experiences, the majority were replete with language related to positive affect, and discourses of agency and purpose were widespread. These memories suggest that despite their dominant narratives of absence, teacher candidates possess access to broader discourses of writing that might inform their teaching, especially those associated with social practice. Implications include three ways that teacher educators might position future educators to disrupt narrow discourses of writing in schools.
Mentoring First-Year Teachers&apos; Implementation of Restorative Practices
Author: Gray, Pennie L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Beginning Teachers,Classroom Techniques,Teacher Attitudes,Management Systems,Criticism,Teacher Education Programs,Educational Practices,Teacher Educators,College Faculty,Interpersonal Relationship,Elementary School Teachers,Student Behavior,Elementary School Students

An analysis of data collected through series of semiscripted interviews with 16 first-year teachers reveals the types of classroom management systems implemented by early-career teachers at the start of the school year. The findings of this study indicate that the first-year teachers adopted a hybrid approach to classroom management. Eleven of 16 participants implemented aspects of the classroom management system advocated by their teacher education program. However, 14 of the first-year teachers also used classroom management systems that were negatively critiqued by the teacher preparation program. The ways in which the first-year teachers implemented Restorative Practices is explored along with an unanticipated outcome of this study: the benefits of continued contact with first-year teachers by their teacher preparation program. Through the interview process, the interviewer, one of their former professors, mentored and encouraged the first-year teachers, and the potential benefits of this type of extended relationship.
The Malleability of Workplace-Relevant Noncognitive Constructs: Empirical Evidence from 39 Meta-Analyses and Reviews. Research Report. ETS RR-20-23
Author: Martin-Raugh, Michelle P.
Date: 2020-12-00
Type: Journal Articles
Subjects: Intervention,Training Methods,Workplace Learning,Work Environment,Industrial Psychology,Research Reports,Attitude Change,Skill Development,Job Skills,21st Century Skills,Soft Skills,Communication Skills,Interpersonal Competence,Leadership,Self Efficacy,Self Management,Emotional Response,Motivation,Teamwork,Personality Traits,Success

We reviewed the current state of the literature on the intervention-based development of interpersonal skills (e.g., teamwork, leadership) and intrapersonal skills (e.g., personality, motivation, etc.) relevant to success in workplace contexts. We adopted a multidisciplinary approach to our review, evaluating research from 39 reviews and meta-analyses from several fields such as educational psychology, industrial/organizational (I/O) psychology, medicine, and personality psychology, among others, to examine the extent to which noncognitive constructs change as a result of intervention. We discuss key findings and trends and conclude by identifying gaps in the literature and directions for future research. Overall, findings suggest optimism regarding the malleability of noncognitive constructs.
The State Kindergarten Entry Assessment Digital Technology Landscape. PERC Report and ETS Research Report Series No. RR-20-26
Author: Ackerman, Debra J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Kindergarten,School Readiness,Computer Assisted Testing,Preschool Teachers,Teacher Role,Testing,Student Evaluation,Models,Test Validity,Test Reliability,Formative Evaluation,Educational Technology,Technology Uses in Education,Computer Use,Check Lists,Scoring Rubrics,Evaluation Methods,Information Storage,Telecommunications,Handheld Devices,Reports

Over the past 8 years, U.S. kindergarten classrooms have been impacted by policies mandating or recommending the administration of a specific kindergarten entry assessment (KEA) in the initial months of school as well as the increasing reliance on digital technology in the form of mobile apps, touchscreen devices, and online data platforms. Using a sample of KEAs used in 29 states in Fall 2019, in this report I examine the KEA digital technology landscape. Of particular interest was the extent to which states with similar KEA item types incorporated such technology as well as the potential impact of these technology inputs on the role of the kindergarten teacher in the KEA administration, scoring, and report-generating processes. Analyses of the study's data demonstrated that all 29 states incorporate digital technology into their KEAs. However, differences among states' technological inputs suggested four different models of KEAs along a continuum of supplanting versus retaining teachers' active roles in the administration, scoring, and report-generating processes. These findings have implications for short-term research agendas aimed at supporting KEA validity, reliability, and utility.
The Educational Effectiveness of Didactical Games in Project-Based Science Learning among 5th Grade Students
Author: Hugerat, Muhamad
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Game Based Learning,Educational Games,Active Learning,Student Projects,Cooperative Learning,Science Instruction,Grade 5,Elementary School Students,Student Motivation,Student Satisfaction,Classroom Environment,Skill Development,Imagination,Interpersonal Competence,Academic Achievement

The purpose of this study was to examine how the use of didactic games in teaching science affects the learning environment, achievement, and motivation among primary school students. The research population consisted of 188 5th grade students from two primary schools. This group was divided into an experimental group and a control group. The research tools consisted of two questionnaires: one to determine the motivation to study science, and the other to determine the learning environment. Moreover, a pre-test in science was administered before the intervention and a post-test was administered afterwards. In addition, 20 pupils were interviewed. It was found that the use of didactic games in teaching significantly increases student motivation to learn science and that it has a positive effect on all the components of the &quot;learning environment&quot;, as perceived by the students. In classes in which didactic games were used, the classroom atmosphere improved more than in classes where such games were not used.
Routes through Education into Employment as England Enters the 2020s
Author: Roberts, Ken
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Youth Employment,Education Work Relationship,Secondary Education,Educational Change,Training,Welfare Services,Labor Market,Economic Change,Apprenticeships,Higher Education,Government Role

Throughout the 1980s and 90s there was international interest in the UK's extensive experience (which began in the 1970s) with measures to alleviate youth unemployment. Today the UK attracts international attention on account of its low rates of youth unemployment and NEET, its (still) relatively rapid education-to-work transitions, and (according to the OECD) its sustainable system for funding mass higher education. This paper uses a transitions regime paradigm to overview the outcomes of 40 years of change in England's lower and upper secondary education, government-supported training, welfare provisions, economy and labour markets. We see how government policies polarise schools and young people into those who are achieving and those who are failing. Then, as employers become more influential, young people are re-sorted into the employment classes that have been formed during 30 years of change in the economy and labour market. Most from the former achieving group are pulled into the centre, between the smaller numbers on the one side who are embarking on elite careers, and on the other those who become part of a precariat class.
School Crisis Management: Attitudes and Perceptions of Primary School Teachers
Author: Karasavidou, Efstratia
Date: 2019-00-00
Type: Journal Articles
Subjects: Crisis Management,Emergency Programs,School Safety,Safety Equipment,First Aid,Accident Prevention,Readiness,Aggression,Student Behavior,Crowding,Risk,Stress Variables,Gender Differences,Work Environment,Foreign Countries,Elementary School Teachers,Teacher Attitudes

Despite the fact that crisis management is essential for school's smooth operation and crises occur at schools and education institutions around the world, Greek school is characterized by limited readiness to manage its potential crises. This study investigates the attitudes and perceptions of teachers concerning crisis events in school units bearing in mind that such events occur in a unique context in every school and every situation. The study's findings are based on data collected through an empirical, qualitative research. The results show that that school premises in Greece are not considered safe sites not only due to students' aggressive behaviour but also to the feebly support provided by the Ministry of Education and the Local Authorities as well as teachers' feelings of inadequacy and inappropriateness. Since the problem of school safety is proved to be multifaceted, it requires collectivity and a dedication to strong collaboration in order to be solved.
Becoming Liberated in the Process of Researching and Writing about Liberation: A Scholarly Reflection of a Healing Process in a Doctoral Program
Author: Thacker, Falon N.
Date: 2020-07-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Freedom,Experience,Cultural Pluralism,Social Justice,Researchers,Reflection,Research Methodology,Theories,Career Development,Whites,Advantaged

This article chronicles the process of researching and writing a dissertation about liberation and how it connects to my own experiences of liberation. Qualitative research involves a more personal connection between the researcher and the study (Hays &amp; Singh, 2012) which allows for a more in depth understanding of the experiences of the participants and the researcher. This article provides a reflection of my journey that began in early childhood and through the doctoral process, connecting those experiences to the research process utilizing Pillow's (2003) four reflexive strategies. Reflecting on the method, theory, and findings, I make connections with personal experiences of liberation, healing and the process of research on multiculturalism, social justice and liberation.
Campus Carry in Georgia: Challenges &amp; Recommendations
Author: Lohrmann, Elizabeth
Date: 2020-07-00
Type: Journal Articles
Subjects: Weapons,Public Colleges,State Legislation,School Safety,Compliance (Legal),History,Attitudes,Punishment,Accidents

The 2017 Georgia House Bill 280 states that, with limited exceptions, a properly licensed handgun owner can Concealed Carry on Georgia's public college and university campuses. Since its inception and because of the recent history of mass shootings, much controversy surrounds this law. The infancy of and controversy behind this law calls for further research into the subject. In this paper, we will offer a discussion of historical and environmental perspective, compliance with the law, risks and challenges, previous case analysis, and recommendations for Georgia Higher Education administrators. To lessen confusion and controversy surrounding the Campus Carry law in Georgia, administrators should consider implementing a committee to research the impact this law has on students, the institutions, and the state. Similarly, if the law is to remain in effect, mandatory safety trainings should be implemented on college and university campuses across the state.
&quot;A Town of Many&quot;: Drama and Urban Heritage Landscapes as Mediums for Second Language Acquisition and Social Inclusion
Author: Kalogirou, Konstantina
Date: 2020-00-00
Type: Journal Articles
Subjects: Drama,Second Language Learning,Teacher Student Relationship,Heritage Education,Cultural Education,Case Studies,Urban Areas,History,Foreign Countries,Refugees,Language Proficiency,Second Language Instruction,Language Teachers,Teaching Methods,Lesson Plans,Multicultural Education,Outcomes of Education,High School Students,English (Second Language),Language Tests

If the global and multicultural social environments in which we find ourselves nowadays define who we are, then &quot;we,&quot; as social beings, are embedded in various relevant social communities in which we are acting, interacting, affecting, and being affected through our communications. In our case, teachers and learners change and coproduce cultural assets through their daily practices, while they explore, interact, and embrace the already existing local Cultural Heritage of their new settings. This paper moves beyond text-oriented approaches and towards cutting-edge trends in education and second language learning. A new global application is presented which utilizes the recording of urban heritage landscapes as mediums for second language acquisition and social inclusion. The methodology is based on the case study of a coproduced (between teachers and learners) Historical Area Assessment in a diverse area of Cardiff city. It shows the benefits brought to the refugee and asylum seeker learners regarding their second language competence levels and the social inclusion they achieved in their local community. Through this innovative application, which combines heritage recording with drama in education, learners take the lead in the recording of the urban heritage landscapes, and the teachers focus on the creative and experiential aspect of the learning process through drama. The ultimate aims are to present a new heritage and drama-based way for second language acquisition and social inclusion in the multicultural classroom.
Teaching L2 for Students with a Refugee/Migrant Background in Greece: Teachers&apos; Perceptions about Reception, Integration and Multicultural Identities
Author: Simopoulos, Giorgos
Date: 2020-00-00
Type: Journal Articles
Subjects: Refugees,Second Language Learning,Second Language Instruction,Greek,Foreign Countries,Teaching Experience,Faculty Development,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Educational Practices,Social Integration,Self Concept,Student Characteristics,Student Empowerment,Cultural Awareness,Resilience (Psychology),Stereotypes,Teaching Methods,Transformative Learning,Elementary School Students,Secondary School Students

Refugee education has been an important challenge for the Greek educational system and for the teaching community. New supporting structures (i.e., Reception Facilities for Refugee Education [RFRE]), operating after the end of the regular school day, have been created to enable newcomers living in Refugee Accommodation Centers to learn (mainly) Greek as a second language before accessing the mainstream school program. On the other hand, refugee students living in urban locations are enrolled in mainstream classes with or without the support of parallel Reception Classes (RC). Most of the educators teaching refugee children, and particularly these working on RFREs, did not have any relevant previous experience or specialization and, at the same time, they received minimum support in training or professional development. This paper is based on a qualitative research focusing on perceptions, attitudes and practices of primary and secondary school teachers in relation to refugee students' second language learning and integration into Greek public schools. Interviews were conducted with 60 teachers in RFREs, RCs, and mainstream classes, including Intercultural Schools. Despite the difficulties they faced, many teachers seemed to move towards a positive understanding of their students' multiple identities, focusing not only on L2 acquisition and competency building, but also on empowerment and the development of a mutual intercultural understanding. Students' resilience and efforts helped their teachers deal with stereotypes about identity and otherness and reformulate their assumptions about effective teaching practices. These experiences seemed to lead some of the educators to a deeper critical reflection; they also lead to the development of teachers' intercultural competence and facilitated a &quot;crossing borders&quot; transformative process.
The Effect of Technology-Based Materials on Vocational High School Students&apos; Listening Skill
Author: Deveci Demir, Merve
Date: 2021-00-00
Type: Journal Articles
Subjects: Linguistic Input,Second Language Learning,Second Language Instruction,English (Second Language),Textbooks,Teaching Methods,Listening Skills,Teacher Attitudes,Student Attitudes,Pretests Posttests,Vocational High Schools,Content Analysis,Learning Motivation,Foreign Countries,Comparative Analysis,Information Technology,Technology Integration

There is an assumption that technology-based materials are acquisition-rich input, and listening plays a significant role in daily communication as well as the education process. This study aims to examine the effect of technology-based materials on the student's listening ability in EFL classes and elicit students' and teachers' perceptions about the use of technology-based materials for the development of listening skills. In the current study, a mixed-methods research design was adopted. Quantitative data was gathered through pre and posttest results with the participation of 168 pre-advanced English students studying in a vocational high school in Turkey. Qualitative data were obtained from the semi-structured interviews conducted at the end of implementation to identify the teachers' and students' perceptions about the use of technology-based materials. The quantitative data were examined through statistical analyses via SPSS 25, and content analysis was employed to analyze the qualitative data. The results indicated that both technology-based materials and textbook-based materials helped listening skill development. Technology-based materials proved to be slightly more effective than textbook-based materials in quantitative results. Moreover, this study also shows that most of the respondents preferred technology-based materials over textbook-based materials and were motivated in the classroom when using them.