ethanporcaro/eric-fulltext-meta huggingface dataset:
Epistemic and Mediational Suitability of Tasks Designed in a Mobile Learning Context
Author: Morales-Garcia, Lizzet
Date: 2022-00-00
Type: Journal Articles
Subjects: Task Analysis,Mathematics Instruction,Number Concepts,Telecommunications,Handheld Devices,Semiotics,Mexicans,Teaching Methods,Elementary School Teachers,Instructional Design,Foreign Countries,Computer Software,Distance Education,COVID-19,Pandemics,Computer Games

The aim of this research is to propose indicators of epistemic and mediational suitability to assess tasks designed in a mobile learning context, using theoretical and methodological elements of the onto-semiotic approach (OSA) and the SAMR model (substitution, augmentation, modification, and redefinition). With these indicators, 110 tasks designed by two Mexican teachers are evaluated, for the teaching of the natural number in primary education. Some results indicate that the situation-problems addressed the meanings of numerical sequence, operational, ordinal, and measure, and that 56% of the tasks were located at the substitution level. Some implications derived from the research are that the mathematical content can be complemented by including other representations of the natural number and that the design of tasks that are positioned at the modification and redefinition levels should be encouraged. The foregoing serves as a basis for the design and assessment of mobile content for the natural number concept.
Parental Views Regarding Distance Learning of Primary School Children and Screen Time during the COVID-19 Pandemic Process
Author: Çaliskan, Emir Feridun
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Distance Education,Elementary School Students,Computer Use,COVID-19,Pandemics,Student Experience,Foreign Countries

This research aims to explore the views of parents regarding primary school students' distance education experiences, the difficulties they face, the support they need in this process, and their screen time during the COVID-19 pandemic period during which face-to-face education was suspended and distance education was started. The sample of the study consisted of 400 parents whose children were attending primary school. An online questionnaire was used as a data collection tool. Findings showed that children had difficulty in completing the given learning activities during distance education, and they needed adult support to complete these activities. In general, the participants stated that they were satisfied with the given instruction during the distance education process, but they wanted make-up lessons. It was observed that schools carry out educational activities with simultaneous collective lessons during distance education, and most of the difficulties children faced were caused by a lack of interest and resources. Finally, it was investigated that most of the primary school children spend more than 2 hours a day in front of the screen without parental supervision in this process. At the end of the research, some suggestions were offered such as planning the instructional activities more appropriately by making use of the experiences gained during the pandemic, developing effective learning materials by improving the digital knowledge and skills of teachers, and providing various pieces of training for parents.
A Framework for Content Sequencing from Junior to Senior Mathematics Curriculum
Author: Chinofunga, Musarurwa David
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Mathematics,Mathematics Curriculum,Curriculum Development,Sequential Approach,Grade 11,Grade 12,Educational Planning,Mathematical Concepts,Prior Learning,Constructivism (Learning),Cooperative Planning,Graphs

This paper argues for effective sequencing of mathematics content to aid transition from junior (Year 7 to Year 10) to senior mathematics (Year 11 to Year 12) curriculum in Queensland, Australia and provides a tool for sequencing the mathematics content. Planning templates and samples are available to schools; however, it is imperative for teachers to understand the processes that underpin planning. This paper provides a step-by-step systematic sequencing of mathematics concepts. The premise is that depending on the level of assumed prior knowledge and skills students recall and apply, teachers can start teaching from any level. The study draws from constructivism to develop a planning tool that can be adapted to all mathematics subjects and levels, help identify conceptual relationships and skills from lower to upper levels and provide students with the opportunity to build their mathematical knowledge.
Completing the Circle: Linkages between Restorative Practices, Socio-Emotional Well-Being, and Racial Justice in Schools
Author: Huguley, James P.
Date: 2022-06-00
Type: Journal Articles
Subjects: Social Emotional Learning,Well Being,Social Justice,Racial Discrimination,Mental Health,Student Needs,Discipline,Punishment,Equal Education,Minority Group Students,Outcomes of Education,Suspension,Expulsion,Educational Change

Mounting evidence demonstrates that exclusionary discipline practices like suspensions and expulsions have long-term negative socio-emotional, behavioral, and academic consequences for the students who experience them, with evidence of spill-over effects for nonexcluded students. Restorative practice has emerged as a promising alternative to punitive discipline approaches, yet evidence is mixed on whether it can improve academic outcomes or curb racial disparities in school discipline. In a new conceptual model, we argue that the full potential of restorative practice can only be reached when it is (a) operationalized more directly within a socio-emotional framework; (b) responsive to more significant mental health needs; and (c) informed by a multifaceted understanding of how racism contributes to discipline disparities, both directly through interpersonal biases and indirectly through structural oppression. A revised conceptual model based on evidence from the broader literature, original data analyses, and pilot intervention results is advanced. [For the corresponding grantee submission, see ED620749.]
Teaching Practicum during the COVID-19 Pandemic: A Comparison of the Practices in Different Countries
Author: Tekel, Esra
Date: 2022-00-00
Type: Journal Articles
Subjects: Practicums,COVID-19,Pandemics,Comparative Education,Preservice Teacher Education,Preservice Teachers,Foreign Countries,Cooperative Learning,Technology Uses in Education,Literature Reviews

Today, many countries ensure that student teachers get into the real classrooms, practice in there, spend more time and translate theoretical knowledge into practice in schools during Initial Teacher Education. So that they can receive stronger support in the practicum process, and they can develop themselves. However, schools have been closed in so many countries due to the COVID-19 pandemic preventions. Therefore, countries have rearranged the teaching practicum process. The aim of this study, which was carried out with a systematic review, is to comparatively examine the teaching practicum processes of different countries during the COVID-19 pandemic. With a systematic review made according to certain criteria, teaching practicum in the COVID-19 in the countries of Australia, Canada (Ontario State), England, Greece, Hong Kong, Malaysia, Portugal, South Africa, Turkey, the United States of America (New York State) and Zimbabwe were examined. According to the findings, it has been seen that some countries have removed or stretched the teaching practicum requirement during the COVID-19, while some countries have carried out online teaching practicum (i) in K-12 schools, (ii) with peer learning, or (iii) using VR technology, and one country re-opened the schools after a short closure.
International Scientific Collaboration and Research Topics on STEM Education: A Systematic Review
Author: Kurniati, Eka
Date: 2022-00-00
Type: Journal Articles
Subjects: International Education,STEM Education,Journal Articles,Research Reports,Intervention,Educational Planning,Futures (of Society),Educational Researchers,Educational Research

Science, technology, engineering, and mathematics (STEM) education has recently emerged as a mainstream way for the global education community to address global crisis issues. This systematic review provides an in-depth overview of international STEM researcher collaborations and trends in STEM education's most recent research topics. We examined 49 peer-reviewed articles selected from 244 articles published in three reputable international journals from January 2014 to December 2018. We used inclusion criteria, percent agreement, and Cohen's kappa coefficient to reduce research bias. There is an urgent desire to understand why STEM education research trends increase significantly each year. Goals, policies, curriculum, and assessment continue to dominate research topics. Our findings highlight the essential points in implementing STEM education that can be used as a base for future planning. Researchers and stakeholders can use several aspects of the findings to understand how effective carefully preparing school interventions can be. However, it appears that international collaboration among STEM researchers is still minimal. Cross-country and cross-cultural research collaboration should be promoted to play an essential role in maximizing STEM research and dissemination.
A Systematic Literature Review of Measurement of Mathematical Modeling in Mathematics Education Context
Author: Hidayat, Riyan
Date: 2022-00-00
Type: Journal Articles
Subjects: Measurement,Mathematical Models,Mathematics Education,Preservice Teachers,Mathematics Teachers,Foreign Countries,Mathematics Skills,Cognitive Processes,Holistic Approach,Mathematics Tests,Research Methodology,Competence,State of the Art Reviews

The research presented in this article is a systematic review of the literature on the assessment of mathematical modeling in the setting of mathematics education published in the previous five years. This research has compiled the current best information from around the world to offer an overview of the assessment of mathematical modeling for pre-service mathematics teachers or mathematics teachers. We followed the approach used in Joklitschke et al. (2021), which involved 10 steps in systematic literature review (SLR). We accessed using Web of Science (WoS), Scopus, and mathematics education journals that are ranked 1-10. Based on a full-text analysis of 18 peer-reviewed papers published in English, most of the research was conducted among pre-service mathematics teacher and most of the studies were conducted in Turkey, United States, and Germany. The future trends and opportunities were also discussed. We also found that most test types employed for measuring modeling competency were project, cognitive dimension, holistic approach, and the tests utilized more qualitative approach.
STEM Technology-Based Model Helps Create an Educational Environment for Developing Students&apos; technical and Creative Thinking
Author: Oschepkov, Aleksey A.
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Creative Thinking,Thinking Skills,Foreign Countries,Personality Traits,College Students,Engineering Education,Educational Environment,Critical Thinking,Art Education,Student Motivation,Technology Uses in Education

For successful technology adaptation today, individuals need not so much acquired experience and knowledge as certain personality traits in the form of skills, competencies, and abilities for collaborative problem solving, as well as achievement motivation and self-development. The purpose of this study was to develop and test a model for the formation of personality traits associated with the development of technical and creative thinking. The study was conducted using the modeling method and a psychodiagnostic approach based on the characteristics of creative thinking. An experimental study was conducted with a sample of 120 students from Plekhanov Russian College of Economics. The age range of the respondents was from 19 to 21 years. The results showed 1) the characteristics and dynamics of students' value systems and creative thinking, 2) a developed program for the development of intrinsic motivation, 3) a model for designing a pedagogical environment for students' engineering and creative thinking in education STEM; 4) testing the developed programs and models. The results also showed that there is a statistically significant relationship between the development of students' intrinsic motivation and the reorientation from normative-limited to creative-free thinking. Considering the results of this study, it was concluded that the model developed by the authors helped to shape and develop students' engineering and creative thinking. Implications for further research and teaching are drawn.
Online STEM Education during COVID-19 Period: A Systematic Review of Perceptions in Higher Education
Author: Alangari, Tahani Salman
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Higher Education,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,College Faculty,Teacher Attitudes,Barriers

Development of the STEM curriculum played a key role in economic development because it enabled the production of well-qualified production from schools. This development extensively depends on the demonstration of competence in key knowledge areas such as science, technology, engineering, and mathematics disciplines (Dhurumraj et al., 2020). Sustainable STEM education is still in its early stage of development in higher education. Although the COVID-19 pandemic presented unprecedented challenges to this fairly new field, it also helped increase the focus on elements of the Fourth Industrial Revolution, concerning education (Sobrosa Neto et al., 2020). This study systematically reviewed the current articles (n=15) of STEM education in higher education during COVID-19. Results indicated that Faculty members considered the transition from face-to-face to web-based programs effective even though they faced several challenges. Further investigation showed that the application of STEM online learning has helped to increase students' creativity and the rate of STEM research by both students and faculty members. Comparative studies about the differences between the two modes of STEM learning in higher education programs (face-to-face, online) and how they can be harmonized is suggested.
Doing Mathematics with Music -- Creating Epistemic Environments
Author: Silva, Ana Cristina Azevedo da
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Music Activities,Teaching Methods,Epistemology,Grade 7,Foreign Countries,Program Effectiveness,Mathematics Achievement

It is rare to turn music into a mathematical object in an educational context, although the benefit of the articulation between mathematics and music is recognized. The present study focuses on the epistemic environment created for students to do maths with music. The methodological approach had two components: an exploratory one to study the relationships between the epistemic environment experienced by students and the epistemic levels at which they do mathematics, and a quasi-experimental one to assess the effectiveness of intervention in student learning. Three groups took part in the study. The &quot;doing maths with music&quot; approach is more effective than conventional ones whether, or not, students have in-depth musical knowledge. On the other hand, educational artefacts used by students allowed them to deal with music at various epistemic levels, with relevant relationships between the quality of students' epistemic activity and the profile of epistemic levels.
Factors Affecting the Learning Readiness of Primary Students to Online Instruction
Author: Kumsawai, Rattanaporn
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Readiness,Online Courses,Elementary School Students,COVID-19,Pandemics,Educational Change,Grade 4,Grade 5,Grade 6,Foreign Countries,Teaching Methods,Student Adjustment,Student Attitudes,Technological Literacy,Pedagogical Content Knowledge,Computer Mediated Communication,Parent Teacher Cooperation

Current classroom has been transformed by the pandemic into a new normal of learning and online education, with students learning to participate in online classrooms. The research aims to explore the factors affecting the learning readiness of grades 4-6 students to online instruction. One hundred students from one school in Khon Kaen province, Thailand provided information and express opinion towards factors affecting the learning readiness. Questionnaire of factors that influence students' readiness to attend online teaching and learning was used. In the situation of the COVID-19 pandemic, data were collected through online surveying. Statistics used to analyze data were descriptive statistics, percentage, mean, and standard deviation. Overall, the factors affecting the learning readiness by mean of student is at moderately readiness, parental factor is at moderately readily available, but the school supplies factor is high readily available.
Biopsychosocial Factors Associated with Depression among U.S. Undergraduate International Students
Author: Zeng, Fanyi
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Students,Depression (Psychology),Biological Influences,Social Influences,Cultural Influences,Psychological Characteristics,Age Differences,Gender Differences,Life Satisfaction,Self Esteem,Coping,Persistence,Psychological Patterns,Minority Group Students,Friendship,Student College Relationship,Financial Problems,Social Discrimination

Using a biopsychosocial framework, our study examines the biological, psychological, and sociocultural factors associated with depression among a cross-sectional sample of undergraduate international students (N = 712) attending 28 U.S. colleges and universities. Consistent with hypotheses, regression analysis reveals that self-esteem, life satisfaction, and coping self-efficacy are negatively associated with depressive symptoms, and that ethnic minority status, perceived discrimination, and financial concerns are positively associated with depressive symptoms. Contrary to predictions, age, optimism, friendships, and school belonging are not significant predictors, and perseverance predicted increases depression in this sample. The novel findings highlight adaptation issues among international undergraduate students and suggest preventive measures and interventions against depression for university administrators and counselors.
Identifying the English Language Needs of Hydraulics Engineers: Bridging the Gap between ESP Academic Studies and Professional Needs
Author: Hamdani, Isma
Date: 2022-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Engineering,Educational Needs,Engineering Education,Second Language Learning,Second Language Instruction,Work Environment,Language Skills,Speech Communication,Education Work Relationship,Higher Education,Foreign Countries,Water,Communication Skills

The need to use English in diverse professional domains is increasingly growing throughout the world. Therefore, a Needs Analysis approach is deemed wise to design English for Specific Purposes courses that not only cater for students' academic needs but their target professional requirements as well. Accordingly, the present study attempts to identify hydraulics engineers' use of English as well as the skills and competencies they need in their workplace settings. It also aims at reducing the gap that currently exists between academic studies and engineers' needs in professional life. Therefore, data were gathered from 50 engineers working in different hydraulics settings by means of a questionnaire in which both quantitative and qualitative methods were employed. The results demonstrated that the most important language skill for hydraulics engineers is speaking; meanwhile, it constitutes the most problematic aspect in communication. The findings also revealed that the English courses they had at the tertiary level did not succeed in meeting their academic nor professional needs. The study also elicited some suggestions from the participants to make those courses more effective and relevant to hydraulics professional settings in Algeria.
Contextual Factors That Enable and Restrain Social Network Formation of Dutch Erasmus+ Students
Author: Schoe, Yentl
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,International Educational Exchange,Social Networks,Student Mobility,Social Integration,College Students,High School Students,Group Dynamics

When studying abroad, international exchange students generally establish a new social network abroad. However, how international exchange students develop their social networks over time remains a blind spot in academic literature. In this article, we analyze the initial formation and development of such networks among six Dutch Erasmus+ students. Using homophily theory, we focus on the factors that enable and restrain initial social network formation and interaction patterns. We relied on a longitudinal qualitative approach, whereby we repeatedly interviewed these six students over time. Our findings reveal the importance of three main contexts in the initial social network formation of Erasmus+ students, namely the premobility phase, the living place, and the social space. These findings provide insights for practitioners on which contexts to focus on when developing strategies to foster the integration of international exchange students at host institutions.
Investigation of the New Paradigm in EFL Using Systems Approach: A Mixed Method Distance Education Program Evaluation Study
Author: Ipek, Ömer Faruk
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Online Courses,Distance Education,Pandemics,COVID-19,Organizational Change,Instructional Effectiveness,Teaching Methods,College Preparation,Language of Instruction,Language Teachers,Teacher Attitudes,Measures (Individuals),Foreign Countries,Scores,Correlation,Grades (Scholastic),Program Effectiveness,Barriers,Psychological Patterns,Systems Approach

Although some education institutions have implemented open or online education in line with their own needs so far, distance education did not have national recognition until the pandemic that swept the world at the beginning of 2020. After this date, many institutions underwent transformation from conventional face-to-face education to distance or online education, and they had to change their programs accordingly. For this reason, this simultaneous explanatory mixed method study was conducted to examine the effectiveness and efficiency of distance education program of an English language institution situated in the northern part of Turkey. Five English language instructors and 403 English preparatory department students, five of whom were also interviewed, participated in this study. 'Distance Education System Evaluation Scale (DESES)', semi-structured interviews, observational journals and institutional documents were used as data collection tools. The results of quantitative data showed that students were mostly satisfied with instructors and least satisfied with the content of the program. Moreover, it is found out that students with higher grades gave high scores to DESES. On the other hand, from the results of qualitative data, while it is understood that the program was criticized negatively in terms of socialization, technical problems, teacher's mood, pacing schedule, registration, attendance, feedback, assessment, language skills and distance education pedagogy; positive themes emerged as time and expenses, technical infrastructure, instructors and psychological factors. The results show that there are many issues that need to be considered for distance education implementations and pedagogy.