ethanporcaro/eric-fulltext-meta huggingface dataset:
Towards Design-Loop Adaptivity: Identifying Items for Revision
Author: Pelánek, Radek
Date: 2022-00-00
Type: Journal Articles
Subjects: Item Analysis,Identification,Difficulty Level,Case Studies,Simulation,Reliability,Content Analysis,Computer Software,Learning Management Systems,Multiple Choice Tests,Test Items,Academic Achievement,Error Patterns,Learning Analytics,Reaction Time,Programming,Mathematics Instruction,English (Second Language),Second Language Learning,Second Language Instruction

We study the automatic identification of educational items worthy of content authors' attention. Based on the results of such analysis, content authors can revise and improve the content of learning environments. We provide an overview of item properties relevant to this task, including difficulty and complexity measures, item discrimination, and various forms of content representation. We analyze the potential usefulness of these properties using both simulation and analysis of real data from a large-scale learning environment. We also describe two case studies where we practically apply the identification of attention-worthy items. Based on the analysis and case studies, we provide recommendations for practice and impulses for further research.
Online Teaching and Students&apos; Perceived Level of Math Anxiety during COVID-19 Pandemic
Author: Grecu, Alina-Elena
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Mathematics Anxiety,Online Courses,Educational Technology,COVID-19,Pandemics,Mathematics Teachers,In Person Learning,Technological Literacy,Mathematics Instruction,Student Participation,Secondary Education,Foreign Countries

This study explores how teachers' perceptions of students' math anxiety changed during online learning imposed by the COVID-19 pandemic. Using the focus group method of qualitative research for a group of selected math teachers, we have looked into the following questions: How was the students' perceived level of math anxiety in online classes? What differences and what similarities have the teachers noticed in comparison with the face-to-face learning? The results of the study show that the phenomenon of math anxiety is decreasing and is becoming less significant than in face-to face education. Moreover, our research showed that the frame description of how teachers perceived the students' math anxiety implies two different different processes: the students' engagement in online learning (SEO) and the students' digital competences (DC). It seems that students' digital competences has a positive effect on learning mathematics, a fact that leads to students' experiencing less anxiety. Also, the phenomenon of math anxiety may be caused by the lack of students' engagement in online learning. Students who don't have digital skills, tend to avoid participating in online mathematics classes.
When Probabilities Are Not Enough--A Framework for Causal Explanations of Student Success Models
Author: Cohausz, Lea
Date: 2022-00-00
Type: Journal Articles
Subjects: Guidelines,Academic Achievement,Dropouts,Prediction,Identification,Intervention,Accuracy,Learning Analytics,Causal Models,Artificial Intelligence,Social Science Research,Evaluation Methods,Probability,Undergraduate Students,Student Characteristics,Foreign Countries,Age Differences,Gender Differences,Foreign Students

Student success and drop-out predictions have gained increased attention in recent years, connected to the hope that by identifying struggling students, it is possible to intervene and provide early help and design programs based on patterns discovered by the models. Though by now many models exist achieving remarkable accuracy-values, models outputting simple probabilities are not enough to achieve these ambitious goals. In this paper, we argue that they can be a first exploratory step of a pipeline aiming to be capable of reaching the mentioned goals. By using Explainable Artificial Intelligence (XAI) methods, such as SHAP and LIME, we can understand what features matter for the model and make the assumption that features important for successful models are also important in real life. By then additionally connecting this with an analysis of counterfactuals and a theory-driven causal analysis, we can begin to reasonably understand not just &quot;if&quot; a student will struggle but &quot;why&quot; and provide fitting help. We evaluate the pipeline on an artificial dataset to show that it can, indeed, recover complex causal mechanisms and on a real-life dataset showing the method's applicability. We further argue that collaborations with social scientists are mutually beneficial in this area but also discuss the potential negative effects of personal intervention systems and call for careful designs.
Principles of Economic Theory: An Anachronistic School Textbook in Greek Educational System?
Author: Sitzimis, Ioannis
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Economics Education,Vocational High Schools,Textbooks,Textbook Evaluation,Evaluation Methods,Gender Differences

In the Greek educational system, students of the third grade of general and vocational high schools, who wish to enter higher education institutions with an economic orientation, must choose the scientific field &quot;economics and computer sciences&quot;. In this field, one of the most important subjects examined is 'Principles of Economic Theory'. It was introduced in the panhellenic examinations in 2000 and is still in existence today. The textbook of the course has not undergone any changes and according to many economists it contains anachronistic information and knowledge. In this context, the Greek Ministry of Education decided to introduce a new course entitled &quot;Principles of Economic Science&quot; from the school year 2025-2026 and consequently to write an updated textbook. In this paper we evaluate the adequacy of the old textbook to determine, on the one hand, whether the change in the curriculum was necessary and, on the other hand, whether its replacement in secondary education was correct. Through descriptive statistics and inferential testing and using the prefecture of Rethymno, Crete, as a case study, we cross-check the attitudes of students and economics teachers towards the textbook, to draw our conclusions.
Teachers&apos; Beliefs about Teaching and Encouraging Reflexivity in Teaching Practices
Author: Andelkovic, Aleksandra K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Methods,Teacher Behavior,Reflective Teaching,Beliefs

The paper is based on the hypothesis and the assumption that teachers' beliefs and perspectives on teaching have a significant impact on their behaviour in the classroom, as well as that they guide and direct reflexivity in teaching practice. In that manner, the teachers' beliefs and their reflective practice have become the necessary and integral part for the improvement of the teaching quality. The aim of this paper is to explore the connection between the beliefs and behaviour of teachers in the classroom through the analysis of the literature, as well as to consider the possibilities and effects of reflexivity in teaching practices. The results of this research indicate that, despite the different points of view among scholars and numerous studies, there is an agreement on the importance and role of teachers' beliefs and their impact on teaching practice. Furthermore, it was concluded that teachers' reflective practice is a significant step towards improving the quality of teaching and development of teacher competencies.
Video Modeling and Daily Living Skills Training in Students with ASD
Author: Borca, Claudia-Vasilica
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Technology,Modeling (Psychology),Daily Living Skills,Skill Development,Autism Spectrum Disorders,Middle School Students,High School Students,Students with Disabilities,Instructional Effectiveness

This article includes multiple case studies that aim to explore the effectiveness of using video modeling on the development of daily living skills in middle and high school students with autism spectrum disorders (ASD). In this study we used video modeling to train five daily life skills in students with ASD. The students watched the videos according to a specific procedure. The participants in the study were four students with ASD enrolled in special education, two boys from the 8th grade, and two students (a boy and a girl) from the 9th grade. Data were collected by applying the Waisman Scale for Daily Living Skills (W-ADL) at the beginning and end of the intervention and the Observation Grid that was completed for each individual student, during each session/session, throughout the duration of the intervention. The results showed that video modeling is an effective technique for teaching a wide range of daily living skills to students with autism spectrum disorders that they were able to master, achieving 100% of them on their own, some in a shorter time frame, others in a larger number of sessions. The findings and recommendations of the study suggest that video modeling is not only an evidencebased practice to train daily living skills in students with ASD, but also that the use of video modeling is beneficial because of the reusable and portable technology. Future research should further explore the effectiveness of video modeling on the training of both daily living skills and other activities (eg: assembling a toy, playing games with peers, evacuating in case of fire, but also activities of teaching) to pre-schoolers and young school children.
You Asked, Now What? Modeling Students&apos; Help-Seeking and Coding Actions from Request to Resolution
Author: Gao, Zhikai
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Science Education,Help Seeking,College Faculty,Teacher Role,College Students,Programming,Student Behavior,Incidence,Computer Mediated Communication,Online Courses,Failure,Testing

Demand for education in Computer Science has increased markedly in recent years. With increased demand has come to an increased need for student support, especially for courses with large programming projects. Instructors commonly provide online post forums or office hours to address this massive demand for help requests. Identifying what types of questions students are asking in those interactions and what triggers their help requests can in turn assist instructors in better managing limited help-providing resources. In this study, we aim to explore students' help-seeking actions from the two separate approaches we mentioned before and investigate their coding actions before help requests to understand better what motivates students to seek help in programming projects. We collected students' help request data and commit logs from two Fall offerings of a CS2 course. In our analysis, we first believe that different types of questions should be related to different behavioral patterns. Therefore, we first categorized students' help requests based on their content (e.g., Implementation, General Debugging, or Addressing Teaching Staff (TS) Test Failures). We found that General Debugging is the most frequently asked question. Then we analyzed how the popularity of each type of request changed over time. Our results suggest that implementation is more popular in the early stage of the project cycle, and it changes to General Debugging and Addressing TS Failures in the later stage. We also calculated the accuracy of students' commit frequency one hour before their help requests; the results show that before Implementation requests, the commit frequency is significantly lower, and before TS failure requests, the frequency is significantly higher. Moreover, we checked before any help request whether students changed their source code or test code. The results show implementation requests related to higher chances of source code changes and coverage questions related to more test code changes. Moreover, we use a Markov Chain model to show students' action sequences before, during, and after the requests. And finally, we explored students' progress after the office hours interaction and found that over half of the students improved the correctness of their code after 20 minutes of their office hours interaction addressing TS failures ends.
Clinical Supervision of Experienced School Counsellors in Israel
Author: Ran, Irit
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Counselors,Supervision,Expectation,Supervisors,Incidence,Counselor Attitudes,Supervisory Methods,Work Experience,Counselor Characteristics

The purpose of the study was to examine the prevalence, type and frequency of supervision provided to school counsellors, as well as to map experienced counsellors' expectations of the supervisor. The research question guiding this study was: What is the platform, type and frequency of supervision provided to school counsellors, and what are experienced counsellors' expectations of the supervisor? An online survey was employed to collect data for the present study from the respondents (N=78). The survey was distributed to Israeli counsellors via an announcement posted on a dedicated WhatsApp group. The survey results indicated that 71% of the counsellors receive supervision, where 44% receive individual supervision and 78% group supervision. Sixty-seven percent of the supervision sessions are provided at the school and the rest at the district and in workshops. Regarding experienced counsellors' expectations of the supervisor, a higher proportion than novice counsellors noted the following topics: additional points of view, space for deliberation, new intervention tools, good understanding of their feelings, emotional ventilation, new knowledge in counselling, as well as the wish to receive emotional support and clear guidance. This data suggests that experienced counsellors need regular supervision to enhance their awareness and professionalism and that their needs change throughout their years of work. At the same time, some counsellors still need the dominant and directing presence of a supervisor even after many years of work, a fact that indicates personal aspects that affect the role of the counsellor. This paper contributes additional knowledge concerning experienced school counsellors and suggests expanding the range of possibilities according to counsellors' needs.
The Implications of Self-Esteem Development in Primary School Students
Author: Jurca, Andra-Maria
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Self Esteem,Child Development,Individual Development,Activities,Intervention,Metacognition,Emotional Response,Communication (Thought Transfer)

Studies that have been conducted on the topic of self-esteem have shown that it contributes considerably to various important areas of life. However, research has proven that there is ontogenetic variation in self-esteem, and the factors that contribute to its development are not yet very clearly defined (Robins et.al. 2002, Orth &amp; Robins, 2022). Furthermore, researchers suggest that greater consideration should be given to the development of self-esteem in the context of close relationships (Erol &amp; Orth, 2014), in addition to the implementation of engagements aimed at improving self-esteem. These engagements are intended to bring considerable benefits, both to the individuals and to society (Orth &amp; Robins, 2022). In this context, the present research study aims to examine the impact of personal development activities on the level of self-esteem development in primary school students. For the purpose of this goal, we base our arguments on the hypothesis that personal development activities do determine the improvement of the level of self-esteem in primary school students. The design of the study entails quantitative, quasi-experimental, pre-posttest research. The trial was carried out on 40 subjects distributed in two groups, experimental and control. As a methodological tool, we used the LAWSEQ questionnaire (Lawrence, 1981), which measures the general level of self-esteem. After analyzing the data, it was observed that the average level of self-esteem felt by the students in the experimental group was higher than that of the students in the control group, nevertheless, differences were not significant from a statistical point of view. In conclusion, the research hypothesis, according to which: Personal development activities determine the improvement of the level of self-esteem in primary school students, was not confirmed. Thus, it is necessary to reconfigure some of the personal development activities that were proposed, and the topic requires additional research.
The Role of Practicum in Teacher Education Policy Documents in Ethiopia, Myanmar, Kazakhstan, and Iran
Author: Chaw, Ei Phyu
Date: 2022-00-00
Type: Journal Articles
Subjects: Practicums,Teacher Education Programs,Cross Cultural Studies,Comparative Education,International Education,Educational Policy,Foreign Countries,Barriers,Developing Nations,Outcomes of Education,Preservice Teacher Education,Policy Analysis

This study aims to compare the role of practicum in teacher education policy documents in Ethiopia, Myanmar, Kazakhstan, and Iran to propose a better way to improve the practicum system The term practicum in pre-service teacher education allows student teachers to integrate their knowledge from the university courses and experiences from the practicing school (Kopp &amp; Kálmán, 2015). The increasing importance of practice in teacher education is a global educational policy trend, but the national context necessarily influences implementation. However, few studies researched comparing teacher education in developing countries, although the national context is essential to understand the organization and operation of teacher education systems (Tatto, 2021) where the main obstacle is the linguistic diversity of different countries. This study referred to Weidman et al. (2014) conceptual framework for comparative and international teacher education. The qualitative document analysis method with MAXQDA software is used to analyze teacher education policy documents, mainly focusing on the aim, structure, and student activities. Researchers developed a common codebook, imported it into the software, and analyzed 39 documents. The results revealed that the aim and definition of the practicum are similar, but the learning outcomes of student teachers' practice related to practicum are a little different between the four countries. Student teachers are required to complete the practicum as part of their preservice teacher education program in four countries. Teacher education policy documents in four countries have addressed all the elements and requirements related to teacher education contexts, however, the implementation level of the practicum in each country may differ significantly. Nevertheless, this study compares the practicum in teacher education document, highlights similarities and differences, and shares the best practices from four countries.
Contextual Content Analysis of Mission Statements of Open and Distance Education Institutions in Sub-Saharan Africa
Author: Makoe, Mpine
Date: 2022-00-00
Type: Journal Articles
Subjects: Content Analysis,Institutional Mission,Open Education,Distance Education,Higher Education,Foreign Countries,Educational Quality,Lifelong Learning,Cost Effectiveness,Student Development,Universities

The aim of this study is to evaluate the extent to which open, and distance education universities are fulfilling their stated purpose as higher education institutions in SubSaharan countries. The starting point of understanding the purpose of an institutions is to analyse the content of mission statements and the context in which the universities operate. The content of the mission statements of the six selected open and distance universities from Sub-Saharan countries were analysed using contextual content analysis. The role of mission statements is to communicate the purpose of the institution to stakeholders. Although most open and distance universities mentioned some of the principles of openness, many mission statements were silent on access, equity and student-centredness. The findings revealed that there is misalignment between what the university claims to do and their practice. This shows that these institutions did not consider the open and distance education principles and context when developing mission statements.
Examining the Use of Renewable Assignments in a Teacher Education Course to Build Understanding of Open Educational Resources
Author: Van Allen, Jennifer
Date: 2022-00-00
Type: Journal Articles
Subjects: Assignments,Open Educational Resources,Teacher Education,Graduate Students,Preservice Teachers,Student Attitudes,Self Efficacy,Shared Resources and Services

Despite a culture of sharing in education, awareness of Open Educational Resources (OER) in teacher education and K-12 education is limited. The purpose of this mixed-methods study was to explore graduate-level teacher candidates' (n = 9) understanding of OER, the value they placed on it, and their self-efficacy in sharing work openly after participating in a renewable assignment. Data collected included a survey, course artifacts, and interviews. Of the nine participants, three openly licensed their work and one shared their resource publicly on OER Commons. Further findings indicate that the participants' understanding of OER improved and they valued OER as part of their practice in both using and sharing resources. Participants indicated that they lacked teacher self-efficacy about their work for varied reasons. However, after receiving positive student outcomes and feedback from peers, participants were more open to sharing their work publicly. Implications for teacher education are discussed.
Creating Spaces for Engagement in Meaningful Activities
Author: Malso, Elina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learner Engagement,Adult Learning,Workplace Learning,Faculty Development,Teacher Education Programs,Student Teaching,Instructional Design,Problem Based Learning,Theory Practice Relationship

Adults learn when they actively engage in meaningful activities. Meaningfulness is an extremely subjective factor, which depends on experiences, values, attitudes and much more. &quot;The ways in which adults learn in and through the workplace are rooted in educational trajectories and their complex intertwining with social institutions (of labour market, workplace, community) and social roles (of employee, citizen, family member) at different stages of the life-course&quot; (Kersh et al., 2011, 355). The interplay between work, studies and lifeworld is the focus of this study, conducted at the University College Copenhagen in 2020-2021. At the College, and in teacher training in particular, we are asking two important questions these days: How can we establish an engaging learning culture in our educational program? How can we create space for all students to find the relevant content to engage with? How can this be done when our students are so diverse according to age, life and work experiences, life situation and life interests? In this article, I analyse my own workplace learning and professional development during my first 2 years at University College, where I have been working on transforming my experience from the university to a new context -- a professional teacher education program at University College.