ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of the Ways Prospective Mathematics Teachers Respond to Students&apos; Errors: An Example of the Equal Sign
Author: Özdemir, Ercan
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Middle School Teachers,Error Patterns,Symbols (Mathematics),Error Correction,Teaching Methods,Intervention,Teacher Competencies,Foreign Countries,Feedback (Response)

This study aims to determine how prospective middle school mathematics teachers respond to students' errors in the questions about the equal sign. This study utilizes case study method. In this case study, hypothetical scenarios, involving three common error types related to the equal sign, have been prepared by using the possible examples of student work. Through these scenarios, one-to-one interviews were conducted with seven prospective middle school mathematics teachers. In line with the data obtained in these interviews, it was seen that the prospective teachers used seven different ways to respond to students' errors related to the equal sign: showing the error, showing the right solution, guiding to find the right answer, guiding to find the error, re-explaining the concept, in-depth research, and false intervention. In addition, it was determined that two prospective teachers intervened incorrectly by taking an approach that could support the thought that led to the error. In the light of the findings, it was seen that the prospective teachers had a limited understanding of the equal sign. This study suggests that mathematics educators should create appropriate learning opportunities to improve prospective teachers' understanding of the equal sign and their ability to respond to students' errors.
Out of School Youth Reflection on Participation in Decision Making on Implementation of School Agriculture Programme
Author: Nyang'au, Martha Kemunto
Date: 2022-00-00
Type: Journal Articles
Subjects: Out of School Youth,Agricultural Education,Decision Making,Secondary School Students,Program Implementation,Scores,Feedback (Response),School Administration,Barriers,Educational Strategies,Agricultural Production,Correlation,Student Participation,Program Effectiveness,Gender Differences,Participative Decision Making,Foreign Countries

Secondary school agriculture programme is meant among other benefits to prepare youth in attaining self-reliance using vocational skills gained, in the post-schooling period as they transition to adulthood. A study was done to determine reflection of out of school youth on participation in decision-making on implementation of the programme in an effort to establish measures to improve its outcomes. In the feedback, the out of school youth rated their level of participation in decision making on implementation at a mean score of 6 out of 10 indicating that there is still room for improvement. The out of school youth rated as very important the five strategies proposed to enhance their engagement in decision making on implementation. The strategies 4 and 6 were ranked more significantly very important thereby standing out from the rest. Strategy 4, states that if school administration could listen to the voices of youth it will build confidence for free discussions on the challenges faced in implementation. Strategy 6 advocates for the inclusion of youth in decision making on the use of the school farm to enable them air their views on its proper utilization as a training facility rather than being used to administer punishment to errant students. There was a strong positive correlation between the level of participation in decision making and the level of implementation of the school agriculture curriculum. The high rating of strategies proposed suggests the need to address the pertinent issues in them so as to enhance participation of youth in decision making on implementation for improved outcome. Thus, the inclusion of feedback from the out of school youth and elements of the strategies developed in the review of school agriculture programme would improve its effectiveness in attaining intended objectives.
The Effect of Structured Material Supported Collaborative Coding Workshops in Preschool Education on Students&apos; Basic Skills
Author: Arslan, Aysel
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Young Children,Coding,Workshops,Basic Skills,Cooperative Learning,Preschool Teachers,Parents,Instructional Materials

The aim of this study; The aim of this study is to determine the effect of applying the cooperative learning method together with structured materials in coding workshops on the basic skill levels of preschool students and to evaluate them together with the opinions of teachers and parents. A quasi-experimental design with pretest-posttest control group was used in the research conducted in accordance with the mixed research design. The study group of the research consists of 35 students, 15 girls and 20 boys, studying in two branches in a kindergarten located in Sivas city center in the first semester of the 2021-2022 academic year. Cooperative learning method was used in one of the branches in the study and the existing learning method was applied in the other. &quot;Basic Skills Scale for Preschool Students&quot; was used to obtain quantitative data. In the analysis of data; descriptive statistics, ANOVA, Tukey, dependent groups t test and content analysis were used. In the quantitative findings of the research; It was determined that there was no significant difference between the pretest scores of the research groups from the scale, and that there was a significant difference between the pretest-posttest scores of the experimental group in favor of the posttest. It was observed that there was no significant difference between the pretest-posttest scores of the control group and the posttest scores of the research groups. In the qualitative findings of the research; It has been determined that the application has a positive effect on different development areas of the students, the use of structured materials contributes to learning and its use in different acquisitions is supported.
&quot;Feel Like More than a Number in the Classroom&quot;: Faculty Perceptions of Professional Development for Student Success
Author: Amaro-Jimenez, Carla
Date: 2022-07-00
Type: Journal Articles
Subjects: Teacher Attitudes,Faculty Development,Teacher Motivation,Student Diversity,Student Needs,Hispanic American Students,Minority Serving Institutions,Barriers

Students benefit when faculty develop their teaching practice. This study aimed to identify why faculty seek professional development (PD), barriers to addressing classroom needs, and the benefit of PD in developing an understanding of classroom diversity at an HSI. Data from over 400 participants indicate a desire for classroom and online engagement activities. Faculty also described PD as facilitating the building of a community of peers engaged in student success while better understanding shifting demographics.
Development of a Self-Efficacy Scale for Supporting Early Literacy Skills
Author: Delican, Burak
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Efficacy,Test Construction,Emergent Literacy,Preschool Teachers,Preservice Teachers,Foreign Countries,Listening Skills,Reading Skills,Phonological Awareness,Writing Skills,Factor Structure,Test Validity,Test Reliability,Factor Analysis

The aim of this study is to develop a measurement tool for self-efficacy perception to support early literacy skills. In the study, an item pool of 60 items was created by considering the relevant literature. The form was presented to the field experts who had studies in the relevant fields, and 5 items in the item pool of the scale were removed from the scale in line with the expert opinions. After taking expert opinions, the 60-item form was filled in by 493 pre-school teacher candidates at Sivas Cumhuriyet and Tokat Gaziosmanpasa Universities. Before the analysis, extreme, deviating, missing or erroneous values were corrected. As a result of the corrections made, validity and reliability studies were carried out in line with the responses from 467 students. As a result of the exploratory factor analysis, it was determined that the scale consists of 40 items and 6 sub-dimensions. The form consisting of 40 items and 6 sub-dimensions explains 65.10% of the total variance. These dimensions are named as Visual Reading, Listening/Monitoring, Phonological Awareness, Print Awareness, Basic Writing Skills and Assessment of Progress in accordance with the literature. As a result of the confirmatory factor analysis, it was determined that the fit indices of the 6-factor structure were within acceptable limits. The Cronbach alpha reliability coefficient for the whole scale is 0.96, and the Cronbach alpha reliability coefficient for the sub-dimensions is between 0.84 and 0.91. As a result of these findings, it was revealed that the scale measures the self-efficacy perception to support early literacy skills in a valid and reliable way.
Examination of the Effect of the COVID-19 Pandemic Period on Private Tutoring Tendencies of High School Students: A Longitudinal Study
Author: Türkan, Azmi
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Tutoring,High School Students,Private Education,Foreign Countries,Public Schools,Student Characteristics,Student Behavior,School Closing,Distance Education,Online Courses

Getting insufficient efficiency from the educational system can lead individuals to supplementary tutoring such as private tutoring. Due to the fact that private tutoring is taking more part in our lives day by day and that the COVID-19 pandemic can lead individuals to private tutoring, the purpose of this study is to; longitudinally identify how the COVID-19 period affects private tutoring tendencies of high school students. In order to identify how the COVID-19 pandemic period affected high school students' private tutoring tendencies, data concerning private tutoring tendencies of the students before the COVID-19 period and during the COVID-19 pandemic period were collected for the study. The longitudinal screening model, a quantitative design, was used in the study. The participant group consists of 133 students who took part in the first and second implementation. The &quot;Private Tutoring Tendency Scale&quot; was used in collecting data. According to the study, it was identified that the COVID-19 pandemic period in general increases the private tutoring tendencies of students.
Identifying Key Partners and Stakeholders in Community-Engaged Scholarship Projects
Author: Behringer, Bruce A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Stakeholders,School Community Relationship,College School Cooperation,Identification,Models,State Universities,Allied Health Occupations Education,Hispanic Americans,Technology Uses in Education,Scholarship

Making sure all key stakeholders are included in community-engaged partnership projects is a difficult but important task. A systematic methodology for identifying partners would help avoid this problem. The double rainbow model is a systematic approach designed to identify all potential partners that can contribute to or might be affected by the project. This model was introduced almost 30 years ago and has been tested, implemented, and found to be effective numerous times. Its development, theoretical bases, and several examples are provided here.
Service-Learning Outcomes in Florida Higher Education: An Analysis of Predictors
Author: Main, Amanda M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Service Learning,Outcomes of Education,Predictor Variables,College Students,Volunteers,Sexual Identity,Intellectual Disciplines

This study sought to examine how service-learning and student volunteer opportunities shape educational experiences for students by surveying 437 students currently enrolled in service-learning courses from nine participating Florida Campus Compact institutions. The researchers found several predictors that impacted student perceptions of their service-learning experiences, including gender identity, academic discipline, course model, and type of organizational partner. This article presents the current state of service-learning in higher education and presses with an increased urgency for institutions to adopt or expand service-learning programs. The results of this study will better inform service-learning program design as well as future service-learning research.
Preventing Pandemic Diseases: An Augmented Reality &amp; Artificial Intelligence Model
Author: Aimiuwu, Ehi E.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Prevention,Computer Simulation,Artificial Intelligence,Disease Control,Information Dissemination,Health Promotion,Public Health,International Cooperation

As of April 18, 2021, the coronavirus or COVID-19 virus has affected 219 countries and territories, killed over 3 million people, and infected over 141 million people globally (Pattersson et al., 2021). The purpose of this literature review is to explore how augmented reality (AR) and artificial intelligence (AI) can help to stop the spread of a disease from becoming a pandemic by informing health agencies and national governments about when to implement healthy measures, close their borders, and restrict travel sooner in the future. Research shows that AR is an excellent tool for capturing incidents in three dimensions (3D) and has the ability to maneuverer data to be viewed and understood in all directions. Also, AI has the ability to analyze vast data, learn to improve itself in order to predict future situations, and make deductive or data-reliant decisions in real time. Despite much research on both AR and AI in the health field, this research focuses on how to use these tools to make quicker and better decisions than we did in 2020 for COVID-19.
Predicting Mathematics Performance by ICT Variables in PISA 2018 through Decision Tree Algorithm
Author: Simsek, Mertkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Predictor Variables,Mathematics Achievement,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Information Technology,Decision Making,Mathematics,Classification,Scores,Data Analysis

Considering the large volume of PISA data, it is expected that data mining will often be assisted in making PISA data more meaningful. Studies show that different dimensions of ICT may reveal different relationships for mathematics achievement. The purpose of this article is to evaluate the success of the decision tree classification algorithms in predicting the effect of ICT on students' mathematics performance. The population of the research consists of 15-year-old students studying in Turkey. The sample of the study consists of 6570 students who participated from Turkey and gave adequate answers to the ICT Familiarity Questionnaire in PISA and whose mathematics score was calculated. The J48 algorithm is more successful in classifying students with low mathematics achievement than classifying students with high mathematics achievement. The rate of correctly predicting mathematics achievement with weighted average values and variables related to ICT is 66.1%. ENTUSE [ICT use outside of school (leisure)], ICTCLASS [Subject-related ICT use during lessons] and USESCH [Use of ICT at school in general] variables are the most effective variables. It is thought that the reason for the difference in the effect of the use of information and communication technologies for entertainment purposes on mathematics achievement is since the level of recreational use can have a positive effect up to a certain level, while excessive use can be harmful.
Robot-Mediated Culture Education: Users&apos; Reception
Author: Shih, Chung-ling
Date: 2022-00-00
Type: Journal Articles
Subjects: Robotics,Cultural Awareness,Foreign Countries,Asian Culture,Public Education,Educational Technology,Technology Uses in Education,Attitudes,Motivation,Adults,Children,Program Effectiveness

Culture education can use a myriad of media, and this research explores how a robot can be used for culture education. To conduct the research, a questionnaire-based survey was conducted on adult and non-adult users. The findings showed that the two groups of respondents when calculated together had a higher level of satisfaction with educational effectiveness and the significant value of the system (89%, 917/1030) than operational experience (84%, 862/1030) and the robot's sensory appeal (77%, 797/1030). The findings suggested that respondents had attached greater importance to the significant value and educational function of the robot-mediated system. Gaps existed between the two groups regarding their responses to the robot's sensory appeal (84% vs. 64%), interaction with the robot (85% vs.77%), and reflective assessments on the value of the system (91% vs. 85%). Despite the gaps, the robot-mediated culture educational system has proved to be effective as it is in line with Norman's (2004) visceral, behavioral and reflective needs of emotional design by creating a sensory appeal, giving users delightful operational experiences, and yielding positive assessments. The implications derived from the findings shed light on the educational value of using the robot as an agent of culture education.
A Case Study of a Multiyear Community-Engaged Learning Capstone in Computer Science
Author: Dalal, Amy Csizmar
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Studies,Computer Science Education,Capstone Experiences,Outcomes of Education,Computer Software,School Community Relationship,Undergraduate Students,Trust (Psychology),Transformative Learning,Privacy,Confidentiality,Service Learning,Community Organizations,Data Collection,Program Descriptions,Youth Programs,Web Sites,Information Security,Teamwork

We present a case study of a multi-year, academic civic engagement (ACE) collaboration in a computer science capstone course. ACE projects in computer science provide an avenue for students to apply software development concepts to real-world projects with actual clients, and can offer meaningful engagement with ethical issues. The typical time-limited nature of ACE projects within a single course leaves little time for reflection, iterative development, maintenance, and evolution of priorities, centering student learning outcomes over community partner goals. The model presented here is sustainable and robust to changes in personnel on both the community side and the academic side, including student participants. We highlight the importance of an involved center for civic engagement to facilitate relationship formation and frame civic learning for students. We address how longevity facilitates a true iterative and collaborative development process, supports the development of trust relationships, and opens up space for transformational change.
All Service-Learning Experiences Are NOT Created Equal! Effects of Service-Learning Quality on Self-Efficacy and Engagement
Author: Allen, Joseph A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Service Learning,Learning Experience,Self Efficacy,Learner Engagement,Educational Quality,Undergraduate Students,Cognitive Processes,Psychological Patterns,Student Behavior

Service-learning courses offer a unique experience to students by reinforcing typical school curriculum with experiences outside the classroom, where the emphasis is on learning by doing accompanied with reflection (Conrad &amp; Hedin, 1981). Studies show that the quality of the service-learning experience has the potential to impact student outcomes; however, few have looked at the relationship of quality with engagement and self-efficacy (Holland et al., 2009). Thus, this study focused on the effects of the quality of service-learning experience on student engagement through leadership self-efficacy and community service self-efficacy. A survey of 105 students showed a significant mediation model of quality of service-learning on affective student engagement through leadership self-efficacy and community service self-efficacy. Significant direct effects were found between quality of service-learning and leadership self-efficacy, community service self-efficacy, and student engagement. These findings on quality of service-learning courses have implications for students, educators, and universities.
Interdisciplinary Science and Social Studies Education in the Context of Five Weeks in a Balloon
Author: Aygün, Müge
Date: 2022-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Science Instruction,Teaching Methods,Science Curriculum,Grade 4,Social Studies,Foreign Countries,Usability,Correlation,Learning Activities,Novels

This study aims to determine the usability of the book 'Five Weeks in a Balloon' authored by Jules Verne, as a context for interdisciplinary teaching of fourth-grade science and social studies courses. As a document review, the book was analyzed based on the Science and Social Studies Curricula/Turkey-2018. The book was associated with all learning areas of the Science Curriculum and five of the seven learning areas of the Social Studies Curriculum. It was determined first the association between the two curricula and the book, then starting points for planning appropriate activities for multidisciplinary, interdisciplinary, and transdisciplinary teaching. As a result, the book can use as a context for fourth-grade science and social studies courses. Also be used in multidisciplinary, interdisciplinary, and transdisciplinary teaching to integrate science and social studies courses. Teachers and researchers can carry out various studies by designing interdisciplinary environments by benefiting from the study results.
Audio Description for All: Serving the Low Vision Spanish-Speaking Community in the United States
Author: García-Vizcaíno, María José
Date: 2021-00-00
Type: Journal Articles
Subjects: Accessibility (for Disabled),Visual Impairments,Theater Arts,Community Involvement,Assistive Technology,Audio Equipment

Audio description (AD), narrative description of key visual elements for visually impaired or blind audiences, is provided in English in the United States; however, Spanish-language AD is almost nonexistent. Because Spanish is the most spoken and fastest growing non-English language in this country, training translation students to provide AD in Spanish fills a gap for the visually impaired Latino population. This article shows how a project on AD for the theater was used in a community-based course at Montclair State University (New Jersey), what challenges we encountered, and how those challenges were overcome. I also provide a step-by-step program plan to help implement such initiatives. In addition to learning about AD, I guided my students to reflect critically upon language, arts, and accessibility in the multicultural reality of the United States.