ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of the Academic Field in the Relationship between Self-Directed Learning and 21st Century Skills
Author: Karatas, Kasim
Date: 2020-08-00
Type: Journal Articles
Subjects: Correlation,Self Management,21st Century Skills,Preservice Teachers,Preservice Teacher Education,Intellectual Disciplines,Predictor Variables,Motivation,Self Efficacy,Foreign Countries

In this study, the relationship between self-directed learning (SDL) skills and 21st century skills were investigated. In addition, the role of academic field in the relationship between SDL skills and 21st century skills have been investigated. The research data were collected from a total of 568 teacher candidates with various academic fields. The analysis of the data was carried out using structural equation modeling. In addition, the established model was tested separately for each academic field and the groups were compared. According to the findings, there is a positive and statistically significant relationship between SDL skills and 21st century skills. Moreover, SDL skills are a strong predictor of 21st century skills. According to the group comparisons, SDL skills of students in the special ability academic field do not predict 21st century skills. However, SDL skills of students in other academic fields strongly predict 21st century skills. As a result, it can be said that as the SDL skills increase on the basis of the academic field of individuals, 21st century skills will increase too.
Not Another All White Study: Challenging Color-Evasiveness Ideology in Disability Scholarship (Practice Brief)
Author: Stapleton, Lissa
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Research,Whites,Racial Bias,Barriers,Students with Disabilities,Minority Group Students,Critical Theory,Race,Sampling,Ethnic Diversity,Social Bias,Ideology,Researchers,Change Strategies,College Faculty,College Students,Inclusion

Color-evasive ideology within disability higher education research is a pressing issue. The lack of naming and critiquing Whiteness in higher education disability research is a frequent challenge that remains the status quo despite its deleterious effects on disability scholarship, practice, and education. Whitecentric disability research paints an unauthentic picture of who has access and who is thriving. There is a lack of understanding of racialized structural barriers, and in some cases, cultural deprivation that impacts disabled Students of Color from rising to their fullest potential. This scholarly paper uses Disability Critical Race Theory to interrogate color-evasiveness within disability research and practice. This paper provides a brief overview of the relevant literature, addresses the problems of the default centering of whiteness in disability research, and offers suggestions in creating inclusive solutions in disability practice and scholarship. The perpetual centering of Whiteness in higher education disability research and practice is an urgent matter requiring reform.
&apos;Tele-Education&apos; in the COVID-19 Pandemic Process in Turkey: A Mental Diaspora Research Specific to Turkish Language Teaching Students
Author: Ustabulu, Mete Yusuf
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Turkish,School Closing,Distance Education,Educational Technology,Interpersonal Relationship,Computer Mediated Communication,Student Attitudes,Electronic Learning,College Students,Learner Engagement,Educational Environment

This study tries to map educational processes that have to transform into the extraordinary history of the COVID19 pandemic and adapt to the 'new normal', with a relational and metaphoric approach. In the study, the existing physical and mental conditions of the students who are &quot;scattered / dispersed&quot; geographically due to the mandatory &quot;return home&quot; in the pandemic process are conceptualized with the metaphor of the &quot;diaspora&quot;. The study aims to draw attention to student-centered social problems by questioning the functionality of tele-education processes which are designed to compensate for interrupted educational relationships and make them sustainable again. It is aimed to measure the effects of online consciousness that was deterritorialized by human-computer interaction and computer-mediated communication, on student performances and to understand student motivations during the tele-education process. For this aim, it is conducted a survey in which 10 universities in Turkey and is reached to 150 student through snowball sampling technique. The results of the study show that the student self-perception of the tele-education process coincides with the diasporic identity and this unusual technology integration that cannot fully compensate, triggers mental diaspora feelings.
Working Memory Sensitive Math Intervention for Primary School Students: A Multiple Baseline Design Study
Author: Schulze, Sarah
Date: 2020-00-00
Type: Journal Articles
Subjects: Short Term Memory,Mathematics Instruction,Cognitive Processes,Grade 1,Elementary School Students,Intervention,Training,Mathematics Skills,Program Effectiveness,Number Concepts,Addition,Error Patterns

Interventions to support children with mathematical learning difficulties typically address deficits in domain-specific knowledge. However, not all students benefit from these instructional programs. In this case, some authors suggest an even more intensive instructional program combined with other factors assumed to be relevant for learning. Previous research has demonstrated that working memory is such a factor. It underpins a range of cognitive abilities, including arithmetic and mathematical development. For this reason, we developed an integrated approach, a working memory sensitive math intervention. This new approach aims at domain-specific knowledge, while a) taking poor working memory into account and b) stimulating learners to invest cognitive resources in mental confrontation with the learning content. The present multiple-case study was designed to investigate its effects. On the basis of their low performance in a standardized test of mathematical precursors, we identified 13 first graders (mean age 6.8 years) to take part in our study. Over a period of four weeks, the children participated in 12 half-hour sessions of our program. Results show small to large positive training effects on competencies that are near to the training, though not for all participants. We discuss why the intervention works well for some children, only moderately for others, or fails to work.
Coping and Perceived Social Support of Adolescents with Specific Learning Disabilities in South India
Author: Mathew, Shalini
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Disabilities,Adolescents,Coping,Social Support Groups,Students with Disabilities,Humor,Religion,Correlation,Substance Abuse,Emotional Response,Student Behavior

Adolescents with specific learning disabilities face more challenges due to their poor academic performance, affecting the development of social skills and struggles in identity formation. This study examined the coping and perceived social support of adolescents with and without learning disabilities. This study also investigated the relationship between coping and perceived social support of adolescents with specific learning disabilities. For this purpose, 50 adolescents with learning disabilities and 50 adolescents without learning disabilities in the age group of 13-20 years in different regular and open schools located in South India were approached. Participants were asked to complete a Demographic data sheet followed by COPE inventory and Multidimensional Scale of Perceived Social Support. Results revealed that adolescents with specific learning disabilities used more coping responses like denial, humor, mental and behavioral disengagement and religious coping, more than their peers without learning disabilities. Substance use showed a significant negative correlation with perceived social support. The results of this research can aid in understanding the psychological and social resources that help in the unique developmental process of adolescents with specific learning disabilities.
Enumeration Processes of Children with Mathematical Difficulties: An Explorative Eye-Tracking Study on Subitizing, Groupitizing, Counting, and Pattern Recognition
Author: Schindler, Maike
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Mathematics Instruction,Eye Movements,Grade 5,Learning Problems,Error Patterns,Reaction Time,Mathematical Concepts,Computation,Foreign Countries,Arithmetic

This article investigates how students with mathematical difficulties (MD) differ from typically developing (TD) students in enumeration processes of small sets of objects (of 1 up to 9 dots). We present a study with 20 fifth-grade students of which ten were found to have MD in initial diagnostics. The students were supposed to exactly enumerate sets of dots, i.e., to say how many dots they saw. This took place in three conditions: (a) in random arrangements in the subitizing range (1-4 dots), (b) in random arrangements in the counting range (5-9 dots), and (c) in canonical (dice-like) arrangements (1-9 dots). We used eye tracking (ET) to analyze student enumeration processes derived from ET video data. Whereas we did not find significant group differences in students' error rates, we found differences in response times with longer response times for students in MD in the canonical arrangement condition. Further, we found significant group differences in students' enumeration processes in all three conditions (subitizing range, counting range, canonical): Students with MD tended to count all dots more often whereas TD students used more advantageous enumeration processes such as simultaneous enumeration or enumeration of groups of dots more often. Our results support the assumption of qualitatively different enumeration processes between students with and without MD.
Incorporating Problem-Based Learning Skills into Graduate and Professional Student Classes: The University of Michigan Law School&apos;s Problem Solving Initiative
Author: Quinn, Andrea
Date: 2020-00-00
Type: Journal Articles
Subjects: Universities,Problem Based Learning,Teamwork,Creative Thinking,Interdisciplinary Approach,Skill Development,Outcomes of Education,Law Schools,Teaching Methods,Transfer of Training,Professional Education,Graduate Students,Student Attitudes,Feedback (Response)

This paper provides insights into an initiative that offers graduate and professional students from across the University of Michigan the opportunity to participate in multi-disciplinary, problem-based classes that foster creative thinking, teamwork, and development of transferrable skills. The paper describes how, in order to improve student learning outcomes and play to the strengths of instructors with, each, subject matter and problem solving expertise, we have modified the initiative's structure.
Use of Gerunds and Gerundial Formations in Written Expressions of Arab Learners of Turkish as a Foreign Language in C1 Level
Author: Dolunay, Salih Kürsad
Date: 2020-00-00
Type: Journal Articles
Subjects: Morphemes,Turkish,Guidelines,Rating Scales,Grammar,Language Proficiency,Arabs,Second Language Learning,Second Language Instruction,Foreign Countries,Case Studies,Teaching Methods,Content Analysis,Participant Characteristics

Gerunds lead to great simplicity and functionality in the Turkish language while increasing the expressive power, enabling the expression to become more concise and fluent. In the Common European Framework of Reference for Languages (CEFR, henceforth), an accepted guide in teaching Turkish as a foreign language, the correct and effective use of gerunds and gerundial formations is accepted as one of the grammatical competencies required for learners in C1 level. However, a few studies in the literature have investigated the learners' success in C1 level regarding grammatical competence. Based on this literature gap, the purpose of the research is to examine the use of gerunds and gerundial formations in the written expressions of the Arab learners of Turkish as a foreign language at the C1 level. For this purpose, the research is designed as a qualitative case study. The study sample includes 150 Arab learners in the C1 level who studied at TÖMER in the Black Sea Region, Central Anatolia Region, and Marmara Region in the 2019-2020 academic year and voluntarily participated in the research. The research data were collected from the learners' written expressions in the final exam and analyzed using document analysis. The scope of the study only included gerunds and gerundial formations. Frequency analysis, one of the sub-techniques of content analysis, was used to analyze the data. The data revealed that the 150 learners used 32 different gerunds and gerund particles in their written expressions.
Improving Student&apos;s Mathematical Problem Solving Skills through Quizizz
Author: Setiyani, Setiyani
Date: 2020-10-00
Type: Journal Articles
Subjects: Mathematics Skills,Problem Solving,Technology Uses in Education,Foreign Countries,Mathematics Activities,Pretests Posttests,Grade 10,High School Students,Teaching Methods

The Industrial Revolution 4.0 on Education in Indonesia affects school activities rapidly. Teachers are no longer educated in classrooms only, but they can also utilize technology to conduct distance learning. One interactive application that can be used as a form of question exercise is Quizizz. Therefore, this research aims to: &quot;first,&quot; examine the effectiveness of students' activities by using Quizizz on mathematical problem-solving skills; &quot;second,&quot; investigate the differences in the increase in students' ability to solve mathematical problems between the class with and without the Quizizz-aided learning method; &quot;third,&quot; describe the activities of students who used the Quizizz-aided drill learning method; and &quot;fourth,&quot; describe the students' responses in using Quizizz. The research was quasi-experiment with a pretest-posttest non-equivalent control group design. The participants in this study are 67 of 10th students divided into experimental and control classes. Data collection techniques used were tests for students' mathematical problem-solving skills and questionnaires. The instruments were validated using Pearson correlation, while the reliability was tested using Cronbach's Alpha. Then, the N-gain test was used to analyze the data. The results showed that there was an effect on students' learning activities by using Quizizz on their problem-solving skills. Besides, there was a difference in the improvement of problem-solving skills between the class with and without Quizizz-aided. Furthermore, students' activities in three meetings have increased. Moreover, students provided a positive response in learning using Quizizz. Thus, it can be concluded that Quizizz is effective in improving mathematical problem-solving skills.
Interdisciplinary PBL Course Development in Higher Education
Author: Bowen, Cheryl Marie
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Problem Based Learning,Curriculum Development,Higher Education,Graduate Study,Graduate Students,Social Problems,Problem Solving,Change Agents,Social Change,Student Projects,Active Learning

This case study explores how a problem-based learning (PBL), graduate education course could be organized in ways that utilize the current knowledge of how people learn within diverse, real world community settings. Students were asked to identify an educational enterprise and a social problem within a culturally diverse, high-need community. Throughout the course, they designed a service-learning experience, which was linked to the mission and vision of the enterprise while providing a meaningful, sustainable service to the community. At the end of the course, students viewed themselves as potential agents of social change through project presentations and reflections.
Agriscience Teacher Professional Development Focused on Teaching STEM Principles in the Floriculture Curriculum
Author: Ferand, Natalie K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Agriculture Teachers,Science Teachers,Horticulture,Floriculture,Teacher Education,Professional Development,STEM Education,Scientific Concepts,Endowment Funds,Science Curriculum,Agricultural Education,Career Choice,Active Learning,Inquiry,Hands on Science,Knowledge Level,Program Effectiveness,Self Efficacy

Agriscience teachers help support the mission of the American Floral Endowment to inspire people to pursue careers working with plants by providing curricula related to ornamental horticulture. Nevertheless, an overall understanding of how the horticulture industry is connected to the studies of science, technology, engineering, and mathematics (STEM) has left a shortage of skilled professionals. A professional development program was designed to provide agriscience teachers with experiences focused on STEM concepts taught in horticulture and floriculture curricula. The Science Teaching Efficacy Belief (STEB) instrument was used before and after the three days of content specific inquiry-based instruction to determine participants' perceptions of their performance pre, post, and post-post. While teachers showed growth in their mean scores for the Science Teaching Outcome Expectancy (STOE) and Personal Science Teaching Efficacy Beliefs (PSTEB) constructs of the STEB between all three testing periods, no significant difference was found across the period-of-time. It is recommended that teacher educators consider how to create professional development experiences for agriscience teachers that target content to positively impact teacher self-efficacy. Further, it is recommended that professional development opportunities contain follow-up communication to determine whether teachers utilize curricular resources and ascertain how the teacher's new knowledge is transferred to inform instructional change. The final recommendation is to measure student learning outcomes as a result of content-specific teacher professional development.
Arizona Agriculture Teachers&apos; Mathematical Content Knowledge
Author: McNall, Sarah
Date: 2020-00-00
Type: Journal Articles
Subjects: Agricultural Education,Knowledge Base for Teaching,Mathematics,Agriculture Teachers,Secondary School Teachers,Teacher Attitudes,Ability

Mathematics and science are both essential to the field of agriculture; however, while science curriculum is currently integrated in many secondary school-based agricultural education classrooms nationwide, mathematics integration remains limited. The opportunity for students to engage in real world applications of mathematical content through school-based agricultural education programs exists, but if teachers do not possess the content knowledge necessary to teach mathematics, students are then left at a disadvantage for learning the content. The purpose of this study was to determine Arizona agriculture teachers' perceived and actual mathematical content knowledge. The objectives of this study were to describe teachers' perceived mathematical content knowledge, actual mathematical content knowledge, and the relationship between perceived and actual mathematical content knowledge. The content knowledge framework was utilized in determining teachers' content knowledge for the subject area of mathematics. A quantitative analysis revealed school-based agricultural education teachers perceived their average mathematical ability as being at a moderate level, while their average actual mathematical ability was 44% on a mathematics content exam. The analysis also revealed a negative correlation between teachers' perceived ability and years spent teaching and a positive correlation between teachers' actual ability and years spent teaching. It is recommended that mathematics requirements at the teacher preparation level be reexamined. Additionally, professional development for Arizona school-based agricultural education teachers in various mathematics content is encouraged.
Describing Volunteer Involvement in School-Based Agricultural Education Programs
Author: Edgar, Don W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Volunteers,Agricultural Education,School Activities,Program Effectiveness,Role Perception,Teacher Attitudes,Middle School Teachers,High School Teachers,Time Management,Supervision,Risk,Advisory Committees,Fund Raising,Student Organizations,Youth Programs,Volunteer Training

The purpose of this descriptive study was to assess volunteer involvement in school-based agricultural education (SBAE) programs. An electronic survey (based on Seevers and Rosencrans, 2001) was sent to a census of SBAE instructors in three states. Attitudes of involving volunteers was positive although there were some roles SBAE participants' believed that volunteers should not assume. Primary roles that volunteers assumed include advisory committees, fundraising and assisting with FFA activities. However, activities with the highest number of hours contributed were classroom instruction, FFA activities and chaperoning. Most instructors agreed that while volunteers provided a benefit to their programs it was easier to spend their time and efforts on the task than to train a volunteer. Instructors do believe that volunteers provide a positive service to SBAE programs but are not comfortable in the roles of training and supervising them, indicating an opportunity for pre-service and in-service support.
Designing Learning Trajectory of Circle Using the Context of Ferris Wheel
Author: Fitri, Nur Lailatul
Date: 2020-10-00
Type: Journal Articles
Subjects: Learning Processes,Mathematics Instruction,Teaching Methods,Grade 8,Junior High School Students,Video Technology,Foreign Countries,Problem Solving,Worksheets,Mathematics Tests,Learning Activities,Geometry

Ferris wheel is one amusement playground that resembles a giant spinning wheel. Many students are familiar with the Ferris wheel in the mini version of it at night market festivals. This is the potential for learning mathematics. Furthermore, there is a mathematical learning approach called Indonesian Realistic Mathematics Education (IRME) where students learn with contexts which are close to students' life as starting points. Therefore, this study aims to design a learning trajectory using the IRME approach with the Ferris wheel as the context in the learning process to support students' understanding of the learning about circles. The research method is design research that consists of three stages: preliminary design, design experiments, and retrospective analysis. The subjects were 20 eighth-grade students from one of the private Junior High School in Yogyakarta. The instruments used are videos to see the learning process and when students work on the given problems, photos to refer the results of student work, and written test in worksheets to get the data on student's work. The research result explores the learning trajectory practiced using the Ferris wheel as the context seen in the student's daily activities. The learning trajectory consists of four events, namely assembling the Ferris wheel, drawing an illustration of the Ferris wheel, making a list of the circle parts, and solving a problem related to the parts of the circle. Lastly, this study shows that learning trajectory activities have essential roles in supporting students' understanding of the concept of a circle.