ethanporcaro/eric-fulltext-meta huggingface dataset:
Infusing Islamic Financial Literacy in Mathematics Education for Islamic School
Author: Kusumawati, Intan Bigita
Date: 2023-00-00
Type: Journal Articles
Subjects: Islam,Financial Literacy,Mathematics Education,Religious Schools,Junior High School Students,Foreign Countries,Teaching Methods

Knowledge of financial literacy, including Islamic financial literacy which has been widely used in various financial products, intersects with several domain areas in mathematical concepts, especially in basic arithmetic which requires students to perform basic calculations before making the right financial decisions. This research aims to develop an instructional design of social arithmetic learning using Math-based Islamic Financial Literacy (MIFL) framework for Islamic schools. We develop a Hypothetical Learning Trajectory (HLT) for fostering students' numeracy and Islamic Financial Literacy (IFL) skills by using MIFL framework that involves various Islamic financial problems as context in mathematics tasks. We chose design research as the method for accomplishing our objective. However, we will discuss about task design and a portion of one of the three major phases of design research, namely pilot experiments. We involved three experts to provide suggestions to improve the tasks and six students from an Islamic junior high school participated in this study. We designed three stages of learning activities. Identifying of math-based Islamic financial information, analyzing math-based Islamic financial context, and applying math-based Islamic financial knowledge and understanding for completing the tasks are the three activities. Results indicate that HLT can indeed assist students in acquiring fundamental arithmetic abilities and advance their IFL. To improve the learning trajectory, we added several sub-sections of activities that bridged the understanding of mathematics and IFL.
E-Portfolios in EFL Writing: Benefits and Challenges
Author: Cheng, Ying-Hsueh
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),English (Second Language),Second Language Learning,Writing Instruction,Affordances,Barriers,College Students,Technology Uses in Education,Portfolio Assessment,Foreign Countries,Student Attitudes

While the benefits of portfolio assessment are well documented in second language (L2) writing literature, educators still face challenges as they seek to incorporate it in their classrooms. This study explored English as a Foreign Language (EFL) college writers' perceived benefits and challenges of e-portfolio creation and evaluation by following two classes of sophomore students for two academic years. Through the analyses of a questionnaire, students' reflections, and interviews, five themes emerged regarding the perceived benefits: (1) allowing students to review and reflect, (2) developing ownership and authorship, (3) seeing improvement and feeling empowered for writing, (4) cultivating digital literacies skills, and (5) enhancing scaffolded learning. Moreover, three challenges were found regarding students' utilization of e-portfolios: technical difficulties, time taken to edit their posts, and learner issues. Overall, most students valued the practices of creating and evaluating their own &quot;Wix&quot;-based e-portfolios which displayed their development and growth as writers and learners over time. Although some students reported challenges to constructing the &quot;Wix&quot;-based e-portfolios, they considered the e-portfolio approach innovative, integrated, and reflective. This study concludes with implications for educators who wish to integrate the portfolio approach through web-based platforms.
A Validation of the Short-Form Classroom Community Scale for Undergraduate Mathematics and Statistics Students
Author: Tackett, Maria
Date: 2023-00-00
Type: Journal Articles
Subjects: Test Validity,Undergraduate Students,Mathematics Education,Statistics Education,Classroom Environment,Test Construction,Introductory Courses,Sense of Community,Factor Analysis

This study examines Cho &amp; Demmans Epp's short-form adaptation of Rovai's well-known Classroom Community Scale (CCS-SF) as a measure of classroom community among introductory undergraduate math and statistics students. A series of statistical analyses were conducted to investigate the validity of the CCS-SF for this new population. Data were collected from 351 students enrolled in 21 online classes, offered for credit in Fall 2020 and Spring 2021 at a private university in the United States. Further confirmatory analysis was conducted with data from 128 undergraduates enrolled in 13 in-person and hybrid classes, offered for credit in Fall 2021 at the same institution. Following Rovai's original 20-item CCS, the 8-item CCS-SF yields two interpretable factors, connectedness and learning. This study confirms the two-factor structure of the CCS-SF, and concludes that it is a valid measure of classroom community among undergraduate students enrolled in remote, hybrid, and in-person introductory mathematics and statistics courses.
Collaborative Creativity among Undergraduate Students as Game Creators during Gamification in a University-Wide Elective Course
Author: Lee, Julia
Date: 2023-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Creativity,Undergraduate Students,Gamification,College Students,Elective Courses,Teamwork,Problem Solving,Foreign Countries,Student Attitudes,Design

Collaborative creativity is an essential skill for unleashing university students' skills in team building during complex problem-solving. The aim of this descriptive quantitative research was to examine undergraduate students' perspectives regarding their collaborative creativity experience as game creators for a gamification group assignment within a university-wide elective course on learning disabilities. The Assessment Scale of Creative Collaboration (ASCC) questionnaire was completed by 14 students. The results provide insightful perspectives by undergraduate students regarding their experience in collaborative creativity during game creation. The findings from the closed-ended questions of the ASCC demonstrate that most of the students valued the diversity of knowledge and skills of their team members, shared different ideas, adapted their ideas and practices according to the project difficulties, trusted their team members, co-constructed the game together, overcame conflicts in positive ways, developed multiple versions of their game, and coordinated well for their team project. Data from the open-ended questions of the ASCC, which provided detailed but nuanced perspectives of the students, were analysed thematically. Three main themes were identified: the positive aspects of gamification, the constraints related to the gamification project, and teamwork and collaborative problem-solving approaches. This study provides evidence on the feasibility of game creation that is embedded within gamification group projects for fostering collaborative creativity among undergraduate students. Gamification has the potential in supporting the acquisition of 21st century learning and innovation skills in higher education. Implications of the application of gamification in higher education are discussed.
Job Satisfaction of University Teachers: A Systematic Literature Review (2010-2021)
Author: Yang, Qi
Date: 2023-00-00
Type: Journal Articles
Subjects: Job Satisfaction,College Faculty,Teacher Student Relationship,Well Being,Teacher Burnout,Teacher Administrator Relationship,Teacher Characteristics,Research Reports,Student Characteristics,Organizational Culture

In this study, the authors searched, read, collated and reflected on the past research on the factors affecting university teachers' job satisfaction for the period of 2010-2021. In this systematic literature review, we can understand that the factors that influence the job satisfaction of university teachers are broadly divided into three areas, including the university, the teachers themselves, and the students. The authors have therefore systematically summarized and analyzed a total of ten areas of influence on schools, six variables under teachers' own factors, and two factors under students. Through this literature review, we found that there is still a lack of research on various aspects, and because of this, we hope that through this systematic analysis, we can extend and break through the factors of teachers' job satisfaction in the future, and provide constructive guidelines for the subsequent development of school policies, teacher support work and student evaluation, in order to better and comprehensively improve teachers' job satisfaction, so as to better achieve teaching goals and improve teaching quality.
Indonesia-Germany MathCityMap Training: Shifting Mobile Math Trails Teacher Training to a Hybrid Environment
Author: Cahyono, Adi Nur
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Place Based Education,Learning Management Systems,Educational Technology,Blended Learning,Inservice Teacher Education,Faculty Development,Computer Simulation,Program Effectiveness,International Cooperation,Training,Maps

The purpose of this study is to explore how MathCityMap training for teachers can be designed and implemented in a hybrid setting. Design research has been carried out involving teachers from 34 provinces in Indonesia. A four-day model training program for indoor and outdoor activities in a hybrid setting has been designed. The core concept of designing modeling tasks and math trails, as well as the introduction to MathCityMap, were delivered in a hybrid mode between Indonesia and Germany. The activity continued with the development of MathCityMap Trails in city parks. Post-training activities were conducted in their respective places of origin, in schools, and in city parks. Participants have successfully designed trails in both their schools and the city parks where they live supported using Learning Management System. The findings of the MathCityMap team's review indicate that most of the trails fulfilled the requirements. The trainee teachers then disseminate their knowledge and experience to their colleagues. They also used MathCityMap Trails for classroom learning as well as other activities such as MathCityMap competitions and public educational activities. The hybrid environment helps to accelerate the attainment of training objectives while also broadening the program's reach and network.
Exploring Problem-Solving through the Intervention of Technology and Realistic Mathematics Education in the Calculus Content Course
Author: Suparatulatorn, Raweerote
Date: 2023-00-00
Type: Journal Articles
Subjects: Problem Solving,Calculus,Mathematics Instruction,State Universities,Foreign Countries,Preservice Teachers,Teacher Education Programs,Teacher Attitudes,Intervention,Undergraduate Students,Technology Integration,Digital Literacy,Computer Software,Computer Assisted Instruction

In Thai mathematics classrooms, there is a lack of attention to support students' mathematical problem-solving skills by working from real-world contexts that make sense to students. This study aimed to investigate how preservice mathematics teachers' problem-solving can be explored in their content course, intervening with technology and Realistic Mathematics Education (RME) through the Mean Value Theorem (MVT) lesson. The study included nine pre-service mathematics teachers purposively selected from a public university in Thailand who attended a Calculus course. Data was collected from classroom artifacts, observation notes, and interviews. It was found in this study that the intervention of technology and RME in pre-service mathematics teachers' content courses has the potential to build pre-service mathematics teachers' problem-solving abilities. It was also discussed that the intervention could use RME to conceptualize mathematics theorem and cultivate Polya's problem-solving steps. The findings provide light on the efficacy of using technology and RME in enhancing problem-solving skills among other content courses and could be used to inform the creation of mathematics curricula and instructional strategies in undergraduate content courses for mathematics education programs.
Reconstruction of the System Guaranteeing Opportunities for General Education through the Separation of &quot;Enrollment&quot; and &quot;(Physical) Attendance&quot;
Author: Takizawa, Jun
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Compulsory Education,General Education,Attendance,Public Schools,Enrollment,COVID-19,Pandemics,Access to Education,Online Courses,Educational Opportunities,Class Size,School Size,Small Schools

Regarding the faults of the Japanese compulsory enrollment system, premised on attendance at a specific school, a forward-looking view must be taken on the guarantee of opportunities for general education via non-physical attendance (online attendance) in which physical attendance is not the default. At this time, municipal Boards of Education are called on to &quot;promote the guarantee of diverse opportunities for general education&quot; and &quot;form public school networks,&quot; while prefectures must establish new councils and comprehensive support centers for a continuous guarantee during the school age across a broad area in cooperation with municipalities. [This article was translated by Nadezhda Murray. This article was originally published, in Japanese, in &quot;Kyoikugaku Kenkyu&quot; (&quot;The Japanese Journal of Educational Research&quot;), Vol. 88, No.4, 2021.]
Theater Games and Stanislavski&apos;s System: A Study on the Origins of Viola Spolin&apos;s Theatrical Education
Author: Itani, Nobuhiko
Date: 2023-03-00
Type: Journal Articles
Subjects: Theater Arts,Educational History,Creative Activities,Comparative Analysis,Intuition,Emotional Response,Memory,Communication (Thought Transfer),Imagination,Audiences,Educational Philosophy,Educational Games,Teacher Role,Artists,Administrators,Biographies

This study investigates the relation between Viola Spolin's methodology of theatrical education and Konstantin Stanislavski's. It elucidates major similarities and diff erences between Spolin's theater games and Stanislavski's system in more detail than previous research. This investigation belongs to a research project on the origins of Spolin's games, which have been widely adopted in contemporary education. The present study reveals that Spolin shared several essential ideas with Stanislavski: the application of improvisation to theatrical training, the objection to director-centered production, the emphasis on intuition and spontaneity in the creative process, the evocative function of the theatrical situation/circumstances, the value of emotion and memory for creation, and the concept of energy exchange in theatrical communication. In addition, she introduced several games highly similar to the exercises in Stanislavski's system, for example, Exposure, Space Objects, Gibberish, and No Motion Warm-Up. Spolin presumably adopted, directly or indirectly, at least some of the key concepts and exercises from Stanislavski's theatrical works. However, she refused some aspects of Stanislavski's system: the teacher's privilege of approval/disapproval, the strong emphasis on imagination, the psychological view of emotion and memory, and the inhibition of direct communication between actors and the audience. Instead, Spolin developed several unique ideas for theatrical education, for instance, teachers as fellow players, contact as a way to get out into the theatrical environment, body memory as opposed to mental retention, and audience members as fellow players. The results of this study thus provide the insight that Stanislavski's system had a more profound influence, whether as a positive or negative model, on Spolin's theory and practice than as illustrated by previous studies. In this way, the present study casts light upon a significant phase of the history of theatrical methods in education and contributes to a better understanding of the characteristics and underlying philosophy of theater games.
The Private Sphere in Citizenship Education for Deliberative Democracy: The Liberal and Feminist Arguments against Public-Private Dualism
Author: Hirai, Yusuke
Date: 2023-03-00
Type: Journal Articles
Subjects: Citizenship Education,Democracy,Public Sector,Private Sector,Citizen Participation,Civics,Political Attitudes,Feminism,Educational Theories,Educational Philosophy,Politics of Education,Government Role,Personal Autonomy,Justice

One of the challenges in substantiating deliberative democracy as a normative theory is the educational challenge of how to cultivate civic virtue, especially mutual respect and civility, in children. The cultivation of civic virtue is not limited to school education, but is also an activity related to family education. However, liberal theorists who advocate the theory of deliberative democracy, based on the dualism of public and private, have limited their discussions to the issue of civic development in the field of public education. This article proposes to understand and compare the many competing theories on public-private dualism, particularly in liberal and feminist spaces. Beginning with an analysis of the work of liberal theorists such as David Archard as well as Harry Brighouse and Adam Swift, and moving on to that of feminist theorists such as Susan Okin, this article examines competing theories on education in school and in the family, to whom the responsibility of education belongs, and where feminist and liberal thought enlighten these debates. This article will clarify the theoretical tendencies and principles of liberal arguments aimed at overcoming the public-private dualism in education, and present a strategy for overcoming the challenges that this theory encompasses by seeking reference points in feminist thought, especially with attention to conception of relational autonomy.
Transiting Representations of the Memory of the Hiroshima Bombing: Remediation as a Form of Intergenerational Boundary Crossing
Author: Yamana, Jun
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,War,Weapons,Trauma,Drama,Cultural Influences,Memory,Painting (Visual Arts),High School Students

This paper focuses on the play, &quot;Pictures of That Summer ('Ano natsu no e'),&quot; which is inspired by the &quot;Paintings of the Atomic Bomb&quot; project in Hiroshima. Through an analysis of its dramatization, the paper develops a theoretical framework for investigating the generation of the collective memory of catastrophes through works of art. In this light, through interviews, it then examines the experiences of professional actors involved in the dramatization. The actors struggle with the difficult task of constructing a communicative activity which conveys the memories of survivors, in a secondary manner, on stage. The paper discusses the means employed to address this challenge, and shows that intergenerational boundary crossing with respect to the transmission of the memory of catastrophes is supported by the crossing of boundaries between various educational fields, such as schools, museums, and theaters, and between various representations, in oral, pictorial, and theatrical form.
Online Learning during the COVID-19 Pandemic: Does Social Connectedness and Learning Community Predict Self-Determined Needs and Course Satisfaction?
Author: Geary, Erin
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,COVID-19,Pandemics,Graduate Students,Undergraduate Students,Sense of Community,Student Needs,Need Gratification,Personal Autonomy,Student Satisfaction,Interpersonal Relationship,Competence,Communities of Practice

The present study investigated whether online students' sense of community and self-determined need satisfaction predicted online course satisfaction during the COVID-19 pandemic. The sample consisted of 136 Australian university students who were studying online during the COVID-19 pandemic. Students completed online surveys for sense of community (i.e., social connectedness and learning community), self-determined need satisfaction (i.e., relatedness, competence, and autonomy), and online course satisfaction. The study results indicated that learning community and social connectedness significantly predicted the self-determined needs and online course satisfaction, with learning community having a large effect size. Autonomy partially mediated the relationship between social connectedness and online course satisfaction; autonomy was the only self-determined need to predict online course satisfaction. It was concluded that online university students require learning communities and social connectedness to meet their needs and have a satisfying learning experience. The self-determined need of autonomy was the most important for student's satisfaction with their course. These findings have implications for universities to build a sense of community in their courses to support students' needs and improve online course satisfaction.
Participatory Learning as a Student-Centered Teaching Technique during the COVID-19 Pandemic
Author: Mafugu, Tafirenyika
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Evaluation,Peer Evaluation,Preservice Teachers,Student Centered Learning,Teaching Methods,Scores,Learning Management Systems,Teaching Skills,COVID-19,Pandemics,Computer Mediated Communication,Cooperative Learning,Group Activities,Foreign Countries

The study aimed to determine if there is a significant difference between peer and lecturer assessment scores and to explore the relationship between peer assessment scores and the study year of preservice teachers. Furthermore, the study explored the effect of Blackboard Collaborate online group presentations on the development of pedagogical skills of undergraduate pre-service teachers. Two hundred and sixty-two peer and lecturer assessment scores were compared, while 53 students completed the Google form survey. A Wilcoxon signed-rank test showed a statistically significant difference between peer scores and lecturer-moderated scores in different courses. However, the test did not show a statistically significant difference in the course N2. There was a statistically significant negative correlation between the study year and the difference in scores. The data revealed that the group presentations and assessment improved the pedagogical and assessment skills of the pre-service teachers. The findings are expected to inform practitioners about group presentation and peer assessment practices and their potential to improve pedagogical and assessment skills for preservice teachers during a period of crisis such as the COVID-19 pandemic.