ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationships between Squat and Countermovement Jump Heights and Knee/Ankle Angles of 15-17 Age Swimmers
Author: Ercin, Cigdem Bulgan
Date: 2023-00-00
Type: Journal Articles
Subjects: Late Adolescents,Athletes,Aquatic Sports,Human Body,Physiology,Psychomotor Skills,Gender Differences,Foreign Countries

The aim of this study was to investigation of the relationship between knee and ankle angles and squat/countermovement jump heights at the age group of 15-17 swimmers. 10 girls (mean age 15.30±0.48yrs, mean height 165.00±5.33cm, mean mass 49.60±5.10kg) and 13 boys (mean age 16.00±1.00yrs, mean height 178.00±7.32cm, mean mass 64.31±7.35kg) were participated to this study as voluntarily. 10min dynamic dryland warming time were given and after that reflective markers were placed on the lower extremity joints. The wand calibration method was used for calibrated to the area. Fusion Sport Smart Jump matt was located in the area to calculated swimmers' jump heights. Swimmers performed three squat jump (SJ) and countermovement jump (CMJ) trials which were recorded at a frequency of 120Hz using seven high-speed cameras (Oqus 7+). The results were analyzed by Qualisys Track Manager program. Both knee and ankle angles and jump heights relations were calculated. Pearson Correlation and Mann Whitney-U was used in SPSS 21.0 program for analysed. There were no significant relations between SJ and CMJ performances and angles (p&gt;0.05). There were significant differences between boys and girls in both jump heights (p&lt;0.05). For correct jump performance, it is recommended to position the joints according to the recommended optimal angular values. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]
A Visual Way to Teach How to Find Square of an Algebraic Expression
Author: Kumari, Aradhana
Date: 2021-00-00
Type: Journal Articles
Subjects: Algebra,Teaching Methods,Mathematics Instruction,Concept Formation,Mathematical Concepts,Difficulty Level,Visual Aids,Thinking Skills,Problem Solving

After teaching last 10 years and analyzing student work, I realize that in developmental and Elementary Algebra courses there is a disconnection between the students conceptual understanding in context in contrast to their procedural fluency. In some cases, students can perform the procedure, but do not understand when the procedure is valid. In other cases, students do not understand the definition/concept but were able to perform the correct procedure. In Elementary Algebra classes, I have found that students have difficulty in squaring an algebraic expression. They can square and simplify expressions like (x[superscript 3]y[superscript 4])[superscript 2], but they make mistakes when they simplify expressions like (x[superscript 3] + y[superscript 4)[superscript 2]. After analyzing student work, I have concluded that they did not understand the underlying concept that is squaring an algebraic expression. A visual approach using the &quot;box&quot; technique helps students to understand the concept of squaring an algebraic expression and write each step with correct reasoning.
Contemporary Problems of Teaching and Learning in Mathematics Education
Author: Iwuanyanwu, Paul Nnanyereugo
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Mathematics Instruction,Learning Activities,Pedagogical Content Knowledge,Teaching Skills,Elementary Secondary Education,Higher Education,Arithmetic,Teacher Attitudes,Student Attitudes,Problems,Barriers,Instructional Materials,Textbooks

The way mathematics teaching and learning activities are presented to learners can make them hate or like the subject. The question of accomplishing the mathematics education of the learner from primary to post-secondary school levels is one which necessarily tasks, not only the teacher's stock of mathematical knowledge but also his skill, his method of approach and finally his handling of the processes of feedback mechanisms. This paper outlines some of the fundamental problems confronting mathematics teachers and learners, and by means of previously published work, it proposed some useful suggestions which have gained support through classroom implementation.
Developing Interactive Electronic Student Worksheets through Discovery Learning and Critical Thinking Skills during Pandemic Era
Author: Subekti, Marfilinda Atma Sari
Date: 2021-00-00
Type: Journal Articles
Subjects: Material Development,Interaction,Electronic Publishing,Worksheets,Discovery Learning,Critical Thinking,Thinking Skills,COVID-19,Pandemics,Electronic Learning,Junior High School Students,Validity,Instructional Effectiveness,Mathematics Education

The pandemic period forces the teaching and learning process to be carried out online. However, most of the teaching materials are still in the form of those used in pre-pandemics and, therefore, are irrelevant to use. Therefore, educators need alternative teaching materials suitable to support online learning in a pandemic. For this reason, this study aims to produce interactive electronic student worksheets for junior high school students based on discovery learning and oriented towards quality critical thinking skills in terms of validity, practicality, and effectiveness. The development model used is ADDIE, which consists of analysis, design, development, implementation, and evaluation stages. There are a number of research and development instruments used. It consists of electronic student worksheets validation by material and media experts, electronic student worksheets by students, pretest questions, and posttest questions. The results showed that the electronic student worksheets developed were declared feasible in terms of their validity, practicality, and effectiveness. The validity of electronic student worksheets is indicated by the average score of 3 material and media expert validators, each of which falls into the valid and very valid categories. The practicality of electronic student worksheets is evidenced by the average score of student assessments which fall into the very practical category. At the same time, its effectiveness is indicated by an increase in students' critical thinking skills after being given treatment using electronic student worksheets.
Mathematics Teachers&apos; Perspectives on Emergent Issues in Teaching and Learning Mathematics in Nepal
Author: Panthi, Ram Krishna
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Teachers,Social Influences,Cultural Influences,Equal Education,Social Justice,Educational Technology,Political Issues,Elementary Secondary Education,Professionalism,Economic Factors,Educational Theories

Researchers and scholars of mathematics education have discussed several issues in teaching and learning mathematics in general. However, there is minimal discussion ofsuch issues in the Nepalese context. This study aimed to explore teaching-learning issues in mathematics in Nepal. A researcher-constructed questionnaire with 37 items had been administered to 101 mathematics teachers in Kathmandu valley. An exploratory factor analysis revealed six key components to highlight the significant issues in mathematics teaching-learning: Social and Cultural Issues, Issues with Equity and Justice, Technological and Pedagogical Issues, Professional Issues, Political and Social Issues, and Theoretical Issues. A one-sample t-test was applied to each of these components to analyze the issues from the perspectives of the research participants to emphasize their critical concerns in teaching and learning mathematics in Nepal.
Synthesis Review of Digital Frameworks and DEPSWALIC Digital Competency Framework for Teachers from Basic to University Level
Author: Joshi, Dirgha Raj
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Digital Literacy,Technological Literacy,Pedagogical Content Knowledge,Faculty Development,Writing Skills,Elementary Secondary Education,Higher Education,Mathematics Teachers,Mathematics Instruction,Guidelines,Learning Management Systems,Ethics,Educational Policy,Course Evaluation,Computer Software,Video Technology,Audio Equipment,Open Educational Resources,Computer Games,Computer Mediated Communication

Digital pedagogical skills are essential for teachers dedicated to the ethical and effective use of digital resourcesin blended learning, artificial learning, teaching, communication, collaboration, evaluation, and problem-solving in the era of digitalization. A variety of competency frameworks have been developed for teachers and learners by incorporating several components to accomplish the academic demand for learning and professional development. However, many of them do not address a wide range of resources, tools, and skills. The main objective of this research was to develop an inter-level digital competency framework for mathematics teachers from the school to the university level. DEPSWALIC Digital Competency Framework for Teachers has developed based on the literature and the necessary digital skills of teachers to complete their all activities digitally. The framework suggests that the teachers should have twenty-seven sub-skills under six keys skills (1) writing and presentation tools, (2) internet surfing and communication tools, (3) course management and evaluation tools, (4) learning and sharing tools, (5) related applications and (6) audio and visual documents development tools. Also, framework suggested that the teachers should be sensitive and careful on policy and ethical values in the use of such resources in professional activities. Additionally, skills of LMS, audio and video development tools, subject related online resources, software, and mobile applications skills for making digital games, creation of personal blocks, digital library, and result analysis related skills and resources are new attractions of this framework.
Community, Engagement and Connectedness: Reflections on Pathway Programs at a Regional Australian University. A Practice Report
Author: Spence, Jenny
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Inclusion,Holistic Approach,Universities,Foreign Countries,Democracy,Educational History,Access to Education,Nontraditional Students,Higher Education,Learner Engagement,Program Descriptions,Educational Practices,College Attendance,Student Diversity,College Preparation,Sense of Community

The progressive democratisation of Australian higher education has numerous causes including the increase in the number of universities and therefore university places across the later 20th and into the 21st century, as well as initiatives by governments of different ideological hues to increase the total percentage of the population with a university degree. This latter impulse, in particular, has increased significantly the number of students entering university via pathway programs, meaning programs which provide the opportunity to undertake study to inculcate university-standard skills and enable matriculation into university for people who are otherwise ineligible. The students in pathway programs are sometimes disengaged from learning, coming from so-called non-traditional pathways that may signify a disconnect between them and their institutions of learning. This practice report, therefore, examines efforts to address &quot;connectedness&quot; in pathway programs at a regional university in Australia. The pathway programs at UniSQ College are underpinned by an inclusive and holistic teaching philosophy that supports students' access to higher education. Through the lenses of social, emotional, cognitive, behavioural, and collaborative engagement, practitioners examined and reflected on ways in which this philosophy was embedded in the day-to-day work of UniSQ College through deliberate efforts to promote and maintain connectedness. By reflecting on and articulating these connections, we have provided a base for developing a future evaluative framework that will critically examine the extent to which our practices, through student engagement, foster connectedness.
School-Based Enabling Programs: Creating Opportunity and Connection. A Practice Report
Author: Olds, Anita
Date: 2022-00-00
Type: Journal Articles
Subjects: College Preparation,Transitional Programs,High Schools,College School Cooperation,Program Design,Autobiographies,Ethnography,Outcomes of Education,High School Students,Student Satisfaction

A growing body of literature and rhetoric from the secondary sector recognises that traditional senior secondary curriculums are not catering to all university aspirational students. This need created an opportunity for University Preparation Pathways (UPP) at Murdoch University to provide a transitional path for an underserviced cohort. FlexiTrack High (FTH), a pioneering school-based enabling program, demonstrates how effective course design can create opportunities for underserviced cohorts, contribute to the Government's goal of raising tertiary participation rates amongst young people and foster connections between tertiary and secondary institutions. Utilising a secondgeneration Enabling Transition Pedagogy (ETP), this report explores the pedagogical underpinnings of an effective school-based program. Autoethnographic data obtained through a unique collaboration between Murdoch and partnerships schools, as well as quantitative progression data and student surveys, provide early indicators of the wide range of impacts an explicit model of this nature can have on students and schools.
Examination of Special Education with Constructivism: A Theoretical and Review Study
Author: Özer Sanal, Seda
Date: 2023-00-00
Type: Journal Articles
Subjects: Special Education,Constructivism (Learning),Learning Theories,Students with Disabilities,Equal Education,Student Needs,Behavior Modification,Applied Behavior Analysis

While we argue that difference and diversity are essential elements of the education process, we keep one area an utterly separate area: Special education. This area is left as a mysterious closed box with many undiscovered differences. While it is clear that there is behavioral pressure on special education, there are also opinions that claim the opposite. However, it is noteworthy that the views are not reflected in the implementation process. The fact that theory and practice are progressing in different lanes should attract the attention of educators. This study sought evidence for the idea that &quot;a constructivist approach for special education offers a suitable learning environment.&quot; This study may be a step to stop defining everything we cannot discover as the other. The problem was discussed by blending it with pro and opposing views. Considering that the study contains a deep synthesis of thoughts, it will also trigger new deep discussions. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]
Connecting Postgraduate Students and Older Adults in the Community to Support Wellbeing: A Service-Learning Module during COVID-19 and Beyond. A Practice Report
Author: Puntil, Donata
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Older Adults,Well Being,School Community Relationship,COVID-19,Pandemics,Service Learning,Psychological Patterns,Experiential Learning,Reflection,Experience,Intergenerational Programs,Intercultural Programs,School Community Programs,Interpersonal Relationship

The aim of this practice report is to discuss the implementation of a service-learning module developed to support the psychological wellbeing of postgraduate students and older adults in the community, with a view to fostering their connection and tackling loneliness in both populations. The module, 'Self-Identity, Intergenerational and Intercultural Learning' (SIIL), was offered to students enrolled in the Mental Health Studies Master of Science at the Institute of Psychiatry, Psychology &amp; Neuroscience, King's College London. The module included lectures on the scientific underpinnings of wellbeing and ageism positionally within intercultural and intergenerational contexts. Students were introduced to qualitative research with a focus on autoethnography. They engaged with older adults through phone conversations and undertook wellbeing-promoting experiential exercises and self-reflection. The interactions provided students the opportunity to learn at an academic and personal level, while allowing older adults to share their experiences during the COVID-19 pandemic. These lessons learnt will inform future practice. Future directions for further developments of this methodology in other disciplines are also discussed in this practice report.
Modelling Digital Competence by Combining Computational Thinking with General Learning Taxonomies
Author: Schreiner, Claudia
Date: 2023-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Digital Literacy,Competence,Models,Taxonomy,Learning Processes,Concept Formation,Algorithms,Logical Thinking,Troubleshooting,Problem Solving

In the context of a rapid digital transformation, digital competence is now regarded as a fourth cultural skill complementing reading, writing, and arithmetic. We argue that a well-structured and sound competence model is needed as a shared foundation for learning, teaching, pedagogical diagnostics and evaluative schemes in the school system. Every competence model should build upon a consistent, theoretically sound framework for teaching and learning. We consequently develop a competence model for digital competence by drawing on the concept of computational thinking as well as on general learning taxonomies. By combining different knowledge and process dimensions with essential facets of computational thinking a cube model of digital competence can be constructed. Hence, we develop and substantiate a structure model for digital competence building upon the concept of computational thinking that goes beyond the existing frameworks only focusing on the subject-related context and present this for discussion. The next step would then be to supplement the structure model with specific learning objectives, so that developing approaches to teaching and learning digital competence has a sound basis. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]
Research on Language Teachers&apos; Emotion Labour and Emotional Well-Being. A Critical Analysis and Suggestions for Further Research
Author: Blake, Charlotte
Date: 2023-00-00
Type: Journal Articles
Subjects: Language Teachers,Psychological Patterns,Well Being,Criticism,Teaching Load,Emotional Response,State of the Art Reviews

This critical overview examines the body of literature on language instructors' emotion labour, with the aim of providing insights into the aspects of teachers' work that positively and negatively impact their emotional well-being, as well as possible strategies to help them flourish. Research in this novel area was divided into three broadly chronological categories for analysis: pioneering studies, qualitative studies with a specific focus, and more methodologically diverse studies. The findings indicated that societal attitudes influenced the institution, resulting in differing levels of pressure or support experienced by the teachers. Emotion labour was found to stem from teachers' beliefs conflicting with those held at an institutional level or beyond, as well as from interactions with the learners, and could have positive and/or negative outcomes. One of the worst possible outcomes is burn-out. Agency, empathy, and reflection were among the strategies to emerge with the potential to neutralise negative outcomes. The article concludes with suggestions for further research. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]
Students&apos; Perceived Benefits of Chess: Differences across Age and Gender
Author: Chitiyo, George
Date: 2023-12-00
Type: Journal Articles
Subjects: Student Attitudes,Games,Gender Differences,Age Differences,Elementary School Students,Middle School Students,High School Students,Psychological Patterns,Self Efficacy,Cooperation,Skill Development,Organization,Learner Engagement,21st Century Skills,Program Effectiveness

The purpose of this study was to determine differences in students' perceived benefits of chess by gender and age after being exposed to chess during instruction for an entire academic year as part of a Chess in Schools initiative in a southeastern state of the United States. Data were collected during the 2017-2018 academic year. The sample consisted of 1,286 students across elementary, middle, and high school levels. Data were collected using a retrospective pretest survey. Seven constructs of the students' perceptions were generated (&quot;increased enjoyment of mathematics,&quot; &quot;improvement in academic self-efficacy,&quot; &quot;improvement in collaborative skills,&quot; &quot;improvement in organizational skills,&quot; &quot;enjoyment of chess,&quot; &quot;confidence in chess playing ability,&quot; and &quot;increased engagement in learning&quot;), and all had high reliability coefficients. Data were analyzed using a two-way multivariate analysis of variance. The results showed that elementary students consistently tended to have higher ratings of perceived benefits than middle and high school students across all constructs. The differences between middle and high school students were low and not statistically significant.
Virtual &amp; Remote Internships during COVID-19: Guidelines &amp; Assessment
Author: Crowell, Tara L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Internship Programs,COVID-19,Pandemics,Public Health,Educational Technology,In Person Learning,Technology Uses in Education,Student Attitudes,Distance Education,Undergraduate Students

This article provides insight into how the COVID-19 pandemic necessitated many in academia to redefine, and consequently restructure public health internships. Specifically, it presents a brief overview of traditional vs. virtual internships, provides more in-depth information about the pros and cons of virtual internships, proposes guidelines for obtaining virtual internships, offers numerous suggestions and resources for possible projects that can be completed during the internships for both public health and other academic programs regarding the planning and implementation of academic internships during times of shutdowns and restrictions. This information can assist institutions in rethinking future internship opportunities that will facilitate students' educational and professional growth. Finally, this article provides data from students' evaluation of their internships during the pandemic. Results indicate that although students may prefer at least some part of the internship to be face-to-face, they reported numerous positive experiences while completing their internship during the pandemic. The authors conclude with suggestions for future research; specifically, it should focus on comparing students' experiences between traditional and virtual internships, along with continued research into students' perceptions of virtual internships and their impact on learning and career preparation.