ethanporcaro/eric-fulltext-meta huggingface dataset:
The Future of Design Studio Education: Student Experience and Perception of Blended Learning and Teaching during the Global Pandemic
Author: Peimani, Nastaran
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Student Experience,Student Attitudes,Graduate Students,Urban Areas,Design,Studio Art,COVID-19,Pandemics,Foreign Countries,Teaching Methods,Barriers,Masters Programs,Urban Planning,Delivery Systems,Evaluation Methods,Feedback (Response),Learning Activities,Field Trips,Workshops,Computer Software

Urban design studio education aims to prepare future urban designers to more effectively understand how cities work and critically engage with the role of design intervention in the built environment. A design studio is an appropriate setting where this can take place. This paper details the design and delivery of a postgraduate urban design studio subject in the MA Urban Design programme at Cardiff University during the COVID-19 pandemic in the UK. We particularly investigate the capacities and challenges of blended learning and teaching, with a primary focus on the experience and perception of students in the context of design studio pedagogy. To this end, we discuss the findings from an online survey of postgraduate urban design students and reflect on their experience and perception of the related learning and teaching activities, assessment, feedback, field study visits, workshops, and digital platforms during the subject delivery period in the 2021-2022 academic year. The outcomes of this paper can inform future practices of blended learning and teaching incorporating a mix of face-to-face and online modes of delivery in relation to design studio education, particularly in the context of unprecedented global health challenges such as the COVID-19 pandemic.
An Integrative Literature Review of University-Based Early Childhood Education and Care Centres within Early Childhood Teacher Education Settings
Author: Pihanperä, Meri
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Universities,Child Care Centers,Models,Preservice Teacher Education,Educational Cooperation

This research is an integrative literature review regarding the variety of university-based early childhood education and care (ECEC) centre models. This research focuses on those models that collaborate closely with early childhood (EC) teacher education programmes. The data were gathered from three different databases: ERIC (Ebscohost), Education Research Complete (Ebscohost) and ProQuest Central by using six different search terms. A total of 2766 publications were found. Based on the inclusion criteria, 40 publications were included in a data analysis. These publications consisted of descriptions of 53 different models regarding the collaboration between ECEC centres and universities. Two out of three models (n = 34) were university-based ECEC centres that collaborated closely with EC teacher education programmes by implementing various collaborations in education and research in their daily work. Outreach efforts were also implemented. This research invites EC teacher education programmes and ECEC centres for international collaboration and further research on this topic.
Exploring Measurement through Coding: Children&apos;s Conceptions of a Dynamic Linear Unit with Robot Coding Toys
Author: Welch, Lise E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Coding,Programming,Robotics,Measurement,Verbal Communication,Perception,Social Influences,Nonverbal Communication,Concept Formation,Thinking Skills,Computation,Mathematics Instruction,Young Children,Kindergarten,Elementary School Mathematics

Programming activities have the potential to provide a rich context for exploring measurement units in early elementary mathematics. This study examines how a small group of young children (ages 5-6) express their emergent conception of a dynamic linear unit and the measurement concepts they found challenging. Video of an introductory programming lesson was analyzed for evidence of preconceptions and conceptions of a dynamic linear unit. Using Artifact-Centric Activity Theory as a lens for the analysis, we found that social context, gesturing, and verbal descriptions influenced the children's understanding of a dynamic linear unit. Challenges that students encountered included developing a constructed conception of a unit, reconciling preconceptions about the meaning of a code, and socially-influenced preconceptions. This study furthers the exploration of computational thinking and mathematics connections and provides a basis for future exploration of dynamic mathematics and programming learning in early elementary education.
The Post-Pandemic Lecture: Views from Academic Staff across the UK
Author: Robson, Louise
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Faculty,Teacher Attitudes,Lecture Method,Educational Technology,Electronic Learning,School Closing,Educational Change,Foreign Countries,Video Technology,Asynchronous Communication,Synchronous Communication,Futures (of Society)

COVID-19 forced the closure of UK universities. One effect of this was a change in how lectures, and their recordings, were made and used. In this research, we aimed to address two related research questions. Firstly, we aimed to understand how UK universities replaced in-person lectures and, secondly, to establish what academic staff believed the post-pandemic lecture would look like. In a mixed-methods study, we collected anonymous quantitative and qualitative data from 87 academics at 36 UK institutions. Analysis revealed that respondents recognised the value and importance of interactive teaching and indicated that the post-pandemic lecture would and should make greater use of this. Data also revealed positive views of lecture capture, in contrast to pre-pandemic studies, and demonstrated that staff recognised their value for those who were unable to attend, or who had specific learning differences. However, staff also recognised the value of asynchronous lecture videos within a blended or flipped approach. This study provides evidence that the pandemic has engendered changes in attitudes and practices within UK higher education that are conducive to educational reform.
Undergraduate Disabled Students as Knowledge Producers Including Researchers: Perspectives of Disabled Students
Author: Lillywhite, Aspen
Date: 2022-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Research,Knowledge Level,Student Attitudes,College Students,Foreign Countries,Self Concept,Barriers,Technology,Student Role,Governance,Researchers

Knowledge influences policy development and policies impact disabled people. Scientific and technological advancements, including neuro-advancements and their governance, have social implications for disabled people. However, knowledge is missing on this topic. Although efforts are underway to increase the number of disabled academics, the numbers remain low. Engaging undergraduate disabled students in knowledge production, especially research, could decrease the knowledge deficit and increase the pool of disabled students considering an academic career. We performed 10 semi-structured interviews of disabled students to understand the reality of undergraduate disabled students as knowledge producers, including researchers. Using a directed thematic content analysis, we found that participants felt that undergraduate disabled students were insufficiently exposed to and supported in the identity of being knowledge producers including researchers. Participants identified ethical, legal, and social implications of science and technology and argued that undergraduate disabled students and disabled people have a role to play in the discussions of these. Exposing disabled students at the undergraduate and high school level to knowledge production including researcher identity could increase the numbers of undergraduate disabled researchers, disabled academics, and disabled students doing research in the community after graduation and decrease the knowledge gaps around the social situation of disabled people.
A Systematic Review of Treatment Acceptability in Mathematics Interventions for Students with Learning Disabilities
Author: Nelson, Gena
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Early Intervention,Student Attitudes,Teacher Attitudes,Program Effectiveness,Response to Intervention,Validity,Program Implementation,Mathematics Achievement,Research Design,Course Content,Outcomes of Treatment,Preschool Children,Elementary School Students,Secondary School Students,Teachers

Treatment acceptability is an aspect of social validity that refers to participants' beliefs and perceptions about the intervention, such as the helpfulness of the strategies or the interventions' efficacy to improve performance. The purpose of this study was to conduct a systematic review of treatment acceptability measures administered during mathematics interventions for students with learning disabilities (LD). We sought to identify the characteristics of the measures and the treatment acceptability outcomes. To be included in this review, studies had to (a) focus on testing the effectiveness of a mathematics intervention, (b) include preschool through 12th grade students who were diagnosed with LD, (c) administer student or teacher measures of treatment acceptability, and (d) employ a single case or group design. This systematic review included 23 studies (22 included student measures, 8 included teacher measures). The majority of studies that reported information about treatment acceptability were single case design (91%), used interview-based measures (47%) and reported qualitative results (90%). Fewer studies used measures that allowed for researchers to provide quantitative results (20%) of treatment acceptability. The results of this systematic review indicated students' and teachers' perceptions about mathematics interventions for students with LD were overwhelmingly positive. We discuss implications of our findings in relation to improving the efficacy of mathematics interventions for students with LD.
Algebra Instruction for Secondary Students with Learning Disabilities: A Review
Author: Morin, Lisa L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Algebra,Teaching Methods,Mathematics Instruction,Learning Disabilities,Secondary School Students,Evidence Based Practice,Research Reports,Students with Disabilities,Special Education,Guidelines,Standards

The purpose of this article was to evaluate the quality of research studies and the evidence base for algebra instruction for secondary students with learning disabilities (LD) from 2000 to 2020. We evaluated the quality of methodological rigor of a total of eight single subject and three group design research studies using the 2014 Council for Exceptional Children (CEC) quality indicators for evidence-based practices for special education. Results indicated that two studies met the criteria for high-quality or acceptable research based on absolute coding, whereas nine studies met the standards for an evidence-based practice based on weighted coding. Implications for future research and practice are discussed.
A Synthesis of Computer-Assisted Mathematical Word Problem-Solving Instruction for Students with Learning Disabilities or Difficulties
Author: Kim, Soo Jung
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Word Problems (Mathematics),Problem Solving,Mathematics Instruction,Teaching Methods,Students with Disabilities,Metacognition,Learning Strategies,Instructional Effectiveness,Elementary School Students,Secondary School Students,Mathematical Models,Skill Development,Generalization,Standardized Tests,Mathematics Tests,Schemata (Cognition),Learning Disabilities

We conducted a comprehensive synthesis of computer-assisted instruction (CAI) research that aimed to facilitate the learning of mathematical word problem solving involving elementary and secondary school students with learning disabilities or difficulties in mathematics. We examined a total of 13 studies under the four instructional categories: direct instruction/guided practice, cognitive/metacognitive strategy instruction, schema-based instruction, and mathematical model-based problem solving. Findings from this review indicate that CAI showed overall positive effects on enhancing students' word problem-solving performance, with mathematical model-based problem solving being most effective and the direct instruction/guided practice least effective. It seems that CAI programs that promote mathematical model-based problem solving have demonstrated promising effects, not only on students' skill acquisition but also skill generalization as measured by commercially published standardized tests.
Enhancing Engagement and Fraction Concept Knowledge with a Universally Designed Game Based Curriculum
Author: Hunt, Jessica
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Elementary School Mathematics,Middle School Mathematics,Fractions,Educational Games,Game Based Learning,STEM Education,Supplementary Education,Electronic Learning,Video Games,Access to Education,Lesson Plans,Mathematics Curriculum

Teaching and learning fraction concepts continues to be increasingly challenging, especially for elementary and middle school mathematics teachers and students in intervention settings. It is critical for educators to implement instruction that proactively considers engagement, access, and conceptual growth for all students. Dream 2B, a web-based universally designed fraction game, has the potential to significantly impact engagement and conceptual understanding of fractions. In addition, it introduces students to Science, Technology, Engineering and Mathematics (STEM) and Information Communication Technology (ICT) careers. This manuscript provides guidance for utilizing Dream 2B as supplemental mathematics instruction. Components of Universal Design for Learning, as well as gameplay Concept/Skill connections, are provided. Guidance for expanding Dream2B into virtual learning environments is also discussed.
How Professors Can Work with Schools to Provide Tutoring for Students with Learning Disabilities
Author: Hord, Casey
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Faculty College Relationship,Tutoring,Academic Support Services,Students with Disabilities,Learning Disabilities,Algebra,Mathematics Instruction,Undergraduate Students,Preservice Teachers,Special Education

The authors describe how professors can work with schools (teachers and/ or administrators) to create and implement a tutoring program designed to promote the learning of Algebra 1 by students with learning disabilities as well as provide a learning experience for undergraduates majoring in special education. From the professors' perspective, we report on our experiences with developing trusting relationships with schools, matching our tutoring services with the needs of the schools and its students, the logistics regarding setting up trainings and tutoring sessions, and how we provide a learning experience for special education majors and students with learning disabilities.
Online Education in Early Primary Years: Teachers&apos; Practices and Experiences during the COVID-19 Pandemic
Author: Nikolopoulou, Kleopatra
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Elementary School Teachers,Teaching Methods,Teaching Experience,COVID-19,Pandemics,Foreign Countries,Teacher Attitudes

During the COVID-19 pandemic, educational institutions around the world were forced to close and the academic process continued online. Online teaching can support students' learning, but little research exists in the foundational early primary years (children aged 4-8). The purpose of this study was to investigate teachers' practices and experiences in implementing online teaching during the pandemic period. The participants were 14 Greek teachers of early primary years, and data were collected via interviews. The findings indicated that most of the teachers used a combination of teaching practices-approaches, while the learning activities implemented mainly regarded language, psychomotor activities, display of videos, mathematics and interdisciplinary activities. Teachers' feelings were initially negative, while afterwards they experienced more positive feelings. Disadvantages of online education, as experienced by teachers, mainly regarded technical problems, followed by limited resources/support for children at home, and limited training in online methodology. Teachers' positive experiences regarded children's familiarization with the technology and maintenance of contact with the school environment, while the role of the parents was revealed as essential. Implications and suggestions for future online education in early primary years include maintenance of good high-standard teaching practices, enhancement of digital culture and parents' involvement with children's activities at home.
An Analysis of Reading Comprehension Questions in English Textbook Based on Revised Bloom&apos;s Taxonomy
Author: Laila, Izzatul
Date: 2022-02-00
Type: Journal Articles
Subjects: Reading Comprehension,English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Thinking Skills,Teaching Methods,Learning Activities,Content Analysis,Grade 12,High School Students,Taxonomy,Check Lists,Foreign Countries

Reading implies something complex which needs the students to experience, foresee, examine, and admit information based on their background of knowledge. It will be more complex if they lack of Higher Order Thinking Skill (HOTS). HOTS improves reading comprehension and in consequence, the teachers must create a teaching and learning activities that encourage the implementation of HOTS by giving the students high questions found in a suitable textbook. This research was done in order to know the number of reading comprehension questions' level between HOTS and LOTS. This research conducted using qualitative research approach and content analysis research design because this research focused on analyzing a textbook entitled &quot;Bahasa Inggris&quot; SMA/MA/SMK/MK for 12th grade students published by Ministry of Education and Culture in 2018. The result of this research found 142 reading comprehension questions in total and 83% of them are categorized as LOTS while 17% categorized as HOTS. It indicated that this textbook concentrated more on lower-level than higher-level thinking questions. In conclusion, the teacher must construct their own reading comprehension questions in order to fill the need of the students' HOTS.
Exploring Algerian Higher Education Classroom Discourse: Verbal Abuse Manifestations and Its Impacts on Learners of English
Author: Mustapha, Boudjelal
Date: 2022-02-00
Type: Journal Articles
Subjects: Classroom Communication,Self Esteem,Verbal Communication,Antisocial Behavior,Females,Graduate Students,Learning Motivation,Academic Achievement,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Language Skills,Age Differences,Student Participation

The very mentioning of verbal abuse is more likely to send the reader/listener to educational settings like the primary, middle, and high schools. Howbeit, it is rare to affiliate between this linguistic maltreatment and higher education settings. The aim of this study is to explore EFL university learners' experiences of verbal abuse by means of investigating the various effects of verbal abuse on classroom participation, academic achievements and self-esteem. This study is based on the reflection of nine female master learners from the University of Mostaganem of their verbal abuse experiences. The data have been collected from a survey questionnaire that comprises different sections, involving closed and open-ended questions. The results showcase that learners tend to experience verbal abuse at the university, articulated by some teachers in a form of shaming and public criticizing, which mainly targets their &quot;English language abilities&quot;. As to its effects, it has been found that due to learners' age (over 20 years old), verbal abuse does not negatively affect learners' motivation, self-esteem, and academic achievements; however, it tends to reduce their classroom participation rate.
Socio-Spatial Conditions of Educational Participation: A Typology of Municipalities in the Canton of Zurich
Author: Bayard, Sybille
Date: 2022-00-00
Type: Journal Articles
Subjects: Municipalities,Socioeconomic Status,Neighborhoods,Extracurricular Activities,Foreign Countries,Governance,Decision Making,Elementary Secondary Education,School Location,Employment,Transportation,Educational Administration,Classification,Benchmarking,Socialization,School District Wealth,Social Differences,Cultural Capital,Academic Achievement,Metropolitan Areas,Child Care,Educational Finance,Factor Analysis

The Canton of Zurich is characterized by strong socio-spatial polarization typical for large and dynamic metropolitan areas. A helpful way to depict spatial dimensions is spatial typologies. Existing spatial categorizations of the Canton of Zurich are limited for education because they focus primarily on economic factors, which are not the only predictors of educational behavior and success. In this paper, we develop a typology of municipalities in the Canton of Zurich that is useful for educational analyses and administrative activity. Theoretically, we consider socio-spatial structures as opportunities and constraints of the spatial and social contexts related to educational participation. We differentiate between two levels: socioeconomic composition and regional structures. The socioeconomic composition of a neighborhood is assumed to influence the way residents think and act through social interactions. Regional structures refer to the variation in the specificity and accessibility of institutional settings of the labor market, the education system, and extracurricular stimulation. The analyses are based on official statistics. We use factor analysis to identify the main components within the two levels. Their combination results in a spatial typology consisting of five types. They show significant differences in indicators of educational participation, which illustrates the relevance of the typology for the education sector.