ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Mathematics Teachers&apos; Understanding of Conditional Probability in the Context of the COVID-19 Pandemic
Author: Brückler, Franka Miriam
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Teacher Education Programs,Probability,COVID-19,Pandemics,Misconceptions,Student Attitudes,Error Patterns,Problem Solving,Information Sources,Media Literacy,Statistics Education,Graduate Students,Decision Making,Foreign Countries

During the last two years, the COVID-19 pandemic had a secondary effect of increased media content loaded with mathematical, often probabilistic information (and misinformation). Our exploratory study investigates the probabilistic intuitions, misconceptions, biases, and fallacies in conditional probability reasoning of mathematics teacher candidates in the context of the pandemic. The pre-service mathematics teachers who participated in our study were given a questionnaire with five contextual conditional probability problems, all formulated similarly to media statements often encountered when discussing the COVID-19 pandemic. Our findings confirm the previous findings on biases and fallacies related to conditional probability problems with a social context. They were also indicative of several types of errors (both numerical and logical) as more common than expected. Our results also reveal that pre-service mathematics teachers apparently separate the content learned in the classroom from the application of the knowledge in critical examination of the information to which they are daily exposed by the media.
Developing Students Science Literacy in Adiwiyata School: Case Study in Padang City, Indonesia
Author: Safrizal, Safrizal
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Literacy,Science Education,Teaching Methods,Science Process Skills,Elementary Education,School Culture,Energy Conservation,Life Style,Problem Solving

This research aimed to describe the development of scientific literacy of students in Indonesia at the Adiwiyata school. The design of this research was qualitative. The data were gathered through observation, an interview and documentation. The subjects were selected through snowball sampling. Data analysis was carried out by referring to the analytical model proposed by Miles and Huberman with the steps of reducing data, displaying data, and drawing conclusions. The results of the study indicate that the development of scientific literacy in Adiwiyata schools, as described, is carried out by involving various aspects, both the use of facilities and infrastructure as learning media, the academic culture of the Adiwiyata schools being socialized, the use of open-ended questions by teachers in answering questions to stimulate students to find answers with steps scientific knowledge, as well as the determination of rewards and punishments that are carried out consistently for children who are disciplined in following and implementing the school's academic culture and vice versa. The methods used have the same goal, namely, to train students to develop basic science skills starting from investigation, hypothesis testing, to obtaining conclusions based on the data found, so that students' scientific literacy appears.
A Meta-Analysis Study on Data Literacy Education for School Administrators and Teachers
Author: Dogan, Emine
Date: 2023-01-00
Type: Journal Articles
Subjects: Meta Analysis,Data Analysis,Information Literacy,Statistics Education,Faculty Development,Management Development,Data Use

This meta-analysis study aimed to examine the effect of data literacy education, which affects databased decision processes, on data use knowledge and skills of school administrators and teachers. Therefore, theses on data literacy education for school administrators and teachers and relevant studies in peer-reviewed journals were examined through several databases. The study was conducted using the Comprehensive Meta-Analysis (CMA) software, using a total of eight studies published between 2006-2021. The results revealed that the selected studies were heterogeneous. Therefore, a random effects model was applied in the study. The overall effect size value of data literacy education was calculated as 2.16 according to Cohen d, suggesting that data literacy education makes a positive contribution to data use knowledge and skills of school administrators and teachers. The subgroup analyses conducted to determine the source of heterogeneity in results have shown that data literacy education did not differ by the type or the country of publications but varied by the type of participants, where studies conducted with mixed participants had high effect values.
A Systematic Literature Review on Curriculum Studies Addressing Social Inequalities
Author: Gürsoy, Irem Nur
Date: 2023-01-00
Type: Journal Articles
Subjects: Literature Reviews,Curriculum Evaluation,Social Differences,Equal Education,Social Mobility,Educational Research,Research Methodology,Teaching Methods,Educational Policy,Curriculum Development

This research aims to reveal trends on social inequality in curriculum studies based on the studies carried out between 2014-2019 in the international literature. For this purpose, a systematic literature review was carried out. Some criteria have been specified for the systematic literature review to determine the journals and articles to be analyzed within the research purpose and questions. In line with the determined criteria, the Scopus database was searched, and 262 curriculum studies reached as a result of the scanning were examined within the scope of addressing social inequalities. A detailed analysis was carried out on 63 studies included in terms of the data source, the design, which inequality and curriculum dimension the studies focused on, and their purposes. Descriptive and interpretive codes coded the remaining data on the text document. As a result of the research, the social inequality and curriculum dimensions addressed in the studies, the purpose of addressing those and the data sources and research designs used to reflect social inequalities were presented.
How Do the Activity Schedules Impact the Individuals with Autism Spectrum Disorder? A Systematic Review and Meta-Analysis
Author: Genc-Tosun, Derya
Date: 2023-01-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Scheduling,Visual Stimuli,Behavior Modification,Skill Development,Program Design,Program Effectiveness,Outcomes of Treatment,Evidence Based Practice,Children,Adolescents

The main purpose of this study was to systematically review and meta-analyse the single-case studies on the use of activity schedules with individuals with autism spectrum disorders. The other purposes were to describe the characteristics of activity schedule studies, assess the design standards of activity schedule studies, estimate the treatment effect of activity schedules, and determine whether activity schedule is an evidence-based practice for children with autism spectrum disorders in improving appropriate behaviours. The non-overlap of all pairs was used to analyse the treatment effect measure. According to the results, seven of 32 activity schedule studies met the design standards with and without reservation. Twenty-four children with autism spectrum disorders whose ages ranged between 3 and 17 years participated in the studies. The target behaviours were on task, independent transition, appropriate peer-play, and following schedule. The photographs and texts were used in both traditional and innovative activity schedules. The overall non-overlap of all pairs score shows that the activity schedule strongly affects those participants with autism spectrum disorders. Finally, this study indicates that the activity schedules can be recommended as an evidence-based practice to improve the appropriate behaviours of children with autism spectrum disorders.
Effects of Problem-Solving Activities on Korean Young Learners&apos; Critical Thinking and English Production
Author: Park, Kyung-jin
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Problem Solving,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Scores,Thinking Skills,Teaching Methods,Tests,Speech Communication,Student Attitudes,Writing Skills,Learning Motivation,Childrens Literature,Elementary School Students,Eating Habits,Friendship,Evidence,Perspective Taking,Journal Writing,Item Analysis,Skill Development,Outcomes of Education

This study investigated the effects of complex problem-solving activities involving children's literature on students' critical thinking dispositions and English production. Thirty-one sixth-grade students were given lessons over a seven-week period. Various types of data were analyzed qualitatively, and the results of a critical thinking disposition test were analyzed quantitatively. Results were as follows: First, the critical thinking dispositions test revealed positive changes in open-mindedness, independence, objectivity, and inquisitiveness. The highest score was found for open-mindedness. The largest increase in score was for independence and objectivity. Second, changes in critical thinking dispositions enriched children's English production. Open-mindedness helped with spoken language production as it encouraged students to share their opinions freely. Independence was mainly expressed in writing form in which students could question and evaluate the text. Greater objectivity was applied to spoken and written language production as the subjects were able to recognize the importance of evidence. Inquisitiveness affected children's writing as it drove them to write down the results of their own research.
The Problem of the Web: Can We Prioritize Both Participatory Practices and Privacy?
Author: Stewart, Bonnie E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Internet,Privacy,Open Education,Higher Education,Distance Education,Social Influences,Student Participation,Educational Technology,MOOCs,Social Media,Data Collection

This paper is a critical case study tracing the professional history of a self-professed open educator over more than two decades. It frames the narrative of an individual as a window on the broader arc of the field, from early open learning as a means of widening participation, through the rise of the participatory web at scale, to the current datafied and extractive infrastructure of higher education. It outlines how the field of online education has changed, as the web and the social and societal forces shaping use of the web have shifted. Through these lenses of change, the case study explores the dilemma facing open and participatory education at this juncture: that the current structure of the web threatens privacy, higher education governance structures, and the spirit of open, participatory sharing. The paper explores the problem of the web as one without direct solutions but does consider ways that educators might mitigate their open practice in more critical directions.
Effects of Task Complexity on EFL Learners&apos; Writing Behaviors and Performance
Author: Kim, Yoonseo
Date: 2022-00-00
Type: Journal Articles
Subjects: Task Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Difficulty Level,Writing (Composition),Advanced Students,Undergraduate Students,Writing Evaluation,Recall (Psychology),Scores,Writing Processes,Correlation,Behavior Patterns,Revision (Written Composition),Foreign Countries,Comparative Analysis,Writing Instruction

This study explored how task complexity, writing behaviors (i.e., pausing and revision behaviors), and writing performance (i.e., task completion, coherence and cohesion, language use, and expression and tone) influence and relate to each other. Thirty advanced-level Korean EFL undergraduates completed writing tasks differing in complexity. A combination of keystroke logging and stimulated recall interview was employed. It was found that the simple task group showed a greater number of pauses and revisions related to lower-order writing processes, whereas the complex task group showed longer pauses related to higher-order writing processes. While task complexity had no influence on writing performance, writing behaviors revealed significant relationships with text quality. In the simple task group, pause length and revision were negatively related to writing scores, whereas pause frequency revealed mixed results. In the complex task group, consistent negative relations were found between pausing behaviors and text quality, and fewer revisions were related to better scores in expression and tone.
Perceptions of Digital Competence in Learning and Teaching English in the Context of Online Education
Author: Kassymova, Gulnara M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Technological Literacy,English (Second Language),Second Language Instruction,Graduate Students,Student Attitudes,Educational Technology,Electronic Learning,Distance Education,Private Colleges,Foreign Countries,Language Teachers,Teaching Methods

Digital competence has become a crucial capability in the learning process, in the working place, and in personal communication. The aim of the article is to explore master students' perceptions of their digital competence by identifying frequency, expertise, and satisfaction in using information communication technologies (ICT) in their learning process when studying at university and teaching English as a foreign language (EFL) in the context of online education. The sample comprised 49 master students who participated in distant evening classes at a private university in Kazakhstan while working simultaneously as teachers of English in various educational institutions during the day. Master students' perceptions of digital competence is one of the approaches to reveal the gaps in students' digital competence development necessary for learning and teaching EFL online. The main research tool for data collection was the online survey allowing the master students to measure their level of digital competence. Evident from the results, the majority of respondents are digitally competent; yet there is a cohort of master students who scored low on ICT skills needed for teaching and admitted the necessity of improvement. Also, according to the findings, the respondents' frequency, expertise, and satisfaction level by their digital competence needed in the learning is higher than that in teaching. This can also imply that even though the frequency and expertise in using digital technologies for learning contributes to the development of the expertise in using them for conducting their own classes, master students need special training on the use of ICT for pedagogical purposes.
Pre-Service English Teachers&apos; Reflections on Culturally Responsive Teaching in Teacher Education
Author: Seo, Youngjoo
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Culturally Relevant Education,Microteaching,Language Teachers,Racism,Prevention,Teacher Education Curriculum,Knowledge Base for Teaching,Consciousness Raising,Asians,Foreign Countries,Self Concept,Racial Attitudes,Curriculum Design

As Korea has recently become a multicultural society, English teachers acknowledge the need to address anti-racism in the classroom. However, how to raise students' racial awareness and ways to incorporate racial issues into English language instruction have not been sufficiently studied in the Korean teacher education context. The aims of this study were to provide pre-service English teachers with a guide to implementing antiracist pedagogy in their language teaching and assessing its impact on their racial literacy development and to examine how pre-service English teachers' racial literacy can be developed through multiple self-reflective practices and microteaching experiences in their teacher education programs. This paper first introduces an anti-racist curriculum for pre-service English teachers intended to raise their multicultural awareness, and then provides multiple educational resources and teaching strategies to help them become culturally responsive language teachers. The paper concludes with some pedagogical implications regarding the necessity of including culturally responsive teaching in teacher education programs.
Investigating Digital Skills among Russian Higher Education Students
Author: Urakova, Fatima K.
Date: 2023-00-00
Type: Journal Articles
Subjects: Technological Literacy,Foreign Countries,Undergraduate Students,Internet,Information Technology,Student Attitudes

Learning in the digital age is a pervasive idea that encompasses all aspects of a person's life, including work and leisure. As a result of the development of new teaching and learning tools, an increasing number of students are acquiring knowledge on the Internet- connected to the Internet. Therefore, all citizens must develop digital literacy as a lifelong learning skill. Studies have been conducted on students' digital skills in higher education institutions. In this context, this study aimed to investigate the skills of college students. The participants were students from a university in the Kazan region of Russia who volunteered to participate. Three hundred and eighty students completed the questionnaire online. The scale consists of a total of 25 questions and six dimensions. Since our independent variables are binary values, we applied the Bayesian t-test. We obtained the values of the Bayes factor (BF10) for each dimension and the total scale. In general, students' digital skills are well-developed. However, it was found that creating and using digital information requires fewer skills than in other areas. The hypothesis that there is no difference based on student gender was supported to a higher degree but not to a very high degree. The hypothesis that there is no difference based on students' fields of study was supported to a greater extent, but only to a moderate extent.
Dialogical Experiences in, for, and from Technologically Mediated Contexts in Teacher Education
Author: Taboada, María Beatriz
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Foreign Countries,COVID-19,Pandemics,Electronic Learning,In Person Learning,Educational Technology,Course Descriptions,Dialogs (Language)

This work proposes an analysis of pedagogical experiences developed in the context of university teacher education in dialogue with two different chronotopes: habitual face-to-face teaching modality and exceptional non-face-to-face teaching modality due to the COVID lockdown. We consider here two cases of Language and Literature teacher education courses in two universities in Argentina. Both experiences share the search for an equitable, dialogical interaction, in which there is a recovery of the students' opinions and criteria for the progressive and collaborative elaboration of knowledge. From a qualitative perspective, we resorted to autoethnographic narratives elaborated by the responsible teaching teams of the courses. In the approach we propose, there is a dialogue among different elements of our inquiry: a dialogue between the conceptions that we assume as teachers and researchers about teaching in face-to-face and virtual environments; a dialogue between the conceptualizations and concrete teaching-decisions; between the contexts of performance and the possibilities offered by virtuality; between the pedagogical experiences and the narratives; between the records and other materials that allow us to reconstitute these experiences; and between our voices and the voices of students and graduates who give us back evaluations and sustain the continuity of the dialogue. The analysis accounts for the definition of different chronotopes in the experiences and moments addressed. In both cases, the differences observed respond to contextual factors, particularities of the courses and the previous experiences that the teaching teams have had with ICT. Beyond the above-mentioned differences, for the exceptional non-face-to-face proposals, a greater stability in the proposed sequences and in the dynamics involved is observed in the two experiences, which seeks to generate greater predictability.
Intelligence Differences across Years: A Trend Analysis
Author: Bal-Sezerel, Bilge
Date: 2023-01-00
Type: Journal Articles
Subjects: Intelligence Tests,Scores,Elementary School Students,Intelligence Quotient,Test Score Decline,Trend Analysis,Student Evaluation,Grade 1

The Flynn effect, which advocated that there was a rise in the global IQ score, was widely accepted by the relevant scientific community. However, there are recent research findings that this effect has been reversed. In this study, both Flynn and anti-Flynn effects were investigated. The purpose of this study is to analyze students' general, verbal, and visual intelligence score trends in the last six years (range = 2016--2021). The participants of the study included 2192 students who were in first grade in elementary school by the time of data collection. The Anadolu-Sak Intelligence Scale (ASIS) was used to measure the full-scale IQ, verbal IQ, and visual IQ scores of the participants. Participants' mean general, verbal, and visual intelligence scores in different years were analyzed by trend analysis. The research findings showed that there was a descending trend in general, verbal, and visual scores between the years 2016 to 2021. Moreover, our findings reveal that there is a sharp decrease in IQ score trends between 2020 and 2021. Because of this study, the Flynn effect could not be seen in the way that was predicted.