ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Learning and Professional Development during the COVID-19 Pandemic: A Descriptive Study
Author: Kalman, Mahmut
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education,Faculty Development,COVID-19,Pandemics,Teacher Attitudes,Foreign Countries,Elementary School Teachers,Teacher Effectiveness

The present study aimed at revealing classroom teachers' perceptions and experiences of their learning and professional development (LPD) during the COVID-19 pandemic. A cross-sectional survey design was utilized. Three questionnaires and several open-ended questions were used to collect data from teachers. A total of 441 classroom teachers participated in the study from various provinces across Turkey. The results indicated that classroom teachers attempted to participate in LPD activities during the pandemic. A need-based perspective was adopted in teachers' endeavors to enhance their LPD. Despite some challenges including the lack of technological means, infrastructural inadequacies, and negative psychological effects, the process was fruitful for most of the participating teachers.
Using Visual Displays to Improve Classroom Thinking
Author: Schraw, Gregory
Date: 2022-00-00
Type: Journal Articles
Subjects: Thinking Skills,Teaching Methods,Visual Literacy,Visual Aids,Cognitive Processes,Intervention,Computer Assisted Instruction,Middle School Students,High School Students,Problem Solving,Schemata (Cognition)

The overarching goal of this review article is to discuss and provide evidence of ways that visual displays can be used to improve classroom thinking skills. Specifically, we attempt to first, provide a synthesis of the relationship among visual displays, visual literacy, and visual thinking. Second, we review the relatively scant educational interventions used to improve the use of visual displays. Third, we discuss five ways that visual displays improve the efficiency and depth of cognitive processes, thereby enhancing the use of thinking skills. Fourth, we review research which illustrates how visual displays improve classroom thinking and deeper learning. Fifth, using the most current research, we provide a template for integrated instruction intervention for using visual displays in the classroom. This template includes the use of complementary domain-general and domain or task-specific strategies and a 12-step computer-based tutorial sequence suitable for middle school and high school students.
The Relationship among Reading, Math and Science Achievement: Exploring the Growth Trajectories over Three Time Points
Author: Roof, Holly
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Achievement,Mathematics Achievement,Science Achievement,STEM Education,Predictor Variables,Elementary School Students,Surveys,Longitudinal Studies,Middle School Students,Student Development

Science, Technology, Engineering, and Math (STEM) education is considered critical and valid for the modern workforce which is strongly enveloped in technology. Therefore, it is imperative to reinforce science and math education and knowledge among students early in their educations. Despite this understanding, most research has focused on the importance of mathematics and emphasized its role in science education. Research highlights the relationships between math and science fluency in students' education at a specific point in time (Fleischman et al., 2010). Furthermore, reading has been strongly linked to success in math and also science achievement. However, few studies have examined the relationships among reading, math, and science simultaneously. Given that research identifies reading as a strong predictor for both math and science, it is necessary to explore how ability and achievement in these two subjects is influenced by reading in the early years of school.
Play as a Medium for Children&apos;s Learning from Parents&apos; Perspectives
Author: Moon-Seo, Sara K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Children,Play,Learning,Learning Processes,Interpersonal Relationship,Imagination,Child Safety

Parents are children's first educators. Parents influence children's cognitive, physical, social and emotional development from an early age. This qualitative study explored parents' perceptions of children's play through semi-structured interviews. Interviews were audio-recorded and analyzed using open coding. Themes emerged related to the positive and negative aspects of play. Some of the positive aspects of play parents mentioned included play providing opportunities for exploration and creativity, social interaction, and a fun, worry-free, and relaxed learning context. Potential negative consequences of play included rough play leading to injuries. Other potential negative aspects of play parents mentioned were imitating bad behaviors during play and engaging in too much screen time play.
How Students at a University in Florida Experienced and Coped with COVID-Related Restrictions
Author: Reuter, Peter R.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,COVID-19,Pandemics,Social Mobility,Coping,Electronic Learning,Distance Education,Emergency Programs,Student Experience,Student Attitudes,Mental Health,Well Being,Teacher Student Relationship,Academic Achievement

Colleges and universities worldwide were forced to introduce COVID-related restrictions and to transition to mainly distance (online) teaching and learning for Academic Year 2020/2021. There were questions as to how students would cope with these massive changes and how many would develop mental and emotional health issues with an impact on their personal well-being and academic progress. The current research used two anonymous student surveys to shed light on how students at a university in Florida experienced living and studying under COVID restrictions. The results indicate that the approach chosen by our university was overall appreciated by students and may have helped most of them to cope well under unprecedented circumstances. Students gave the university an overall positive rating for how it handled the challenges posed by the COVID-19 pandemic, and they were equally satisfied with the teaching overall and faculty's efforts to help them stay on track academically. Students also understood that the situation was unusual and very challenging for faculty and administration. However, respondents also felt that faculty and the institution in general were far less concerned with their mental and emotional well-being, and that not enough efforts had been made to proactively identify and connect with students who struggled with mental or emotional health issues. On a positive note, our study did not find an increase in depression and suicidal ideation. The results reported could be used to evaluate and improve mental health outreach at universities regardless of whether or not COVID-related restrictions will stay or be a thing of the past.
Decision-Based Learning: A Journey from Conception to Implementation to Iteration
Author: Vogeler, Heidi A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Statistics,Graduate Study,Decision Making,Word Problems (Mathematics),Introductory Courses,Knowledge Level,Expertise,Computer Software,Homework,Program Effectiveness

Pedagogical methods for graduate-level statistics courses have rarely focused on the pursuit of conditional knowledge or the ability to choose which concepts/procedures are relevant given a specific research situation. However, utilization of an innovative approach called decision-based learning (DBL) not only provides students with the conceptual, declarative, and procedural knowledge of traditional statistics courses, it also demystifies the process of gaining conditional knowledge; thus decreasing &quot;statistics anxiety.&quot; This study examined the impact of a DBL course on students' ability to select appropriate statistical methods based on the wording of story problems, and specifically looked at pre-post differences. Participants were graduate students enrolled in an introductory statistics course who completed a combination of a pre, and post, and follow-up interviews. Interviews were coded and scored based on students' ability to correctly identify statistical methods, run and interpret statistical output. Results indicated that students' conditional knowledge increased significantly from pre- to post- to follow-up (effect sizes of 0.63 to 0.64). This compares favorably with the range of effect size increase from published studies of other innovative approaches (0.21 to 0.52). Results also showed nominal conditional knowledge decay, suggesting that DBL can be an effective and efficient means of teaching introductory graduate-level statistics. Implications for other disciplines are noted.
When Technology Becomes a Student Lifeline: Impacts of a Pandemic on Student Success
Author: Grotrian, Sheri
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,COVID-19,Pandemics,Academic Achievement,Distance Education,Electronic Learning,College Students,Student Experience,Student Attitudes,College Faculty,Teacher Attitudes

Higher education institutions across the US transitioned to remote learning during the spring 2020 semester due to the COVID-19 pandemic. The swift pivot to online instruction prompted institutions and faculty members to reflect on numerous lessons learned. The purpose of this study is to examine faculty and student experiences regarding the abrupt expectation and requirement of technology use for remote instruction. Additionally, review of anecdotal evidence will provide insight into what types of technological accommodations were made for students for the face-to-face (f2f) classroom when classes reconvened. The authors, comprised of three faculty members and an undergraduate student, examining their experiences and their institutional data lends itself well to the case study approach, naturally due to its particularistic, descriptive, and heuristic nature. Data from the institution was gathered through e-mail communication with the Vice President of Academic Affairs. Anecdotal evidence from one institution and personal experiences demonstrate resilience on behalf of the students and faculty was key to the success of classes continuing. From the organization perspective, the full requirement of online teaching was necessary through the institutional Learning Management System (LMS), Blackboard, and was key to survival of classes, although not all felt the same. The authors found their experiences, in particular, to be less intimidating from a logistical setup as they each already had LMS course shells intact for all classes. Challenges also surfaced for students during this quick transition. Students experienced many technical issues, including a lack of access to technology capable of running required programs and limited access to reliable internet.
Access to Academic Intensity through Advanced Placement and Concurrent Enrollment: Statewide Evidence from Colorado
Author: Clayton, Grant
Date: 2022-00-00
Type: Journal Articles
Subjects: Dual Enrollment,Advanced Placement,Access to Education,High School Students,Equal Education,Predictor Variables,Small Schools

Advanced placement (AP) is traditionally used to provide rigorous secondary coursework and provide potential postsecondary credit for secondary education students. One of the criticisms of AP is the difference in access across schools. Concurrent enrollment (CE) offers similar opportunities to AP but has been theorized to provide greater access. This study explores the probability of a high school in Colorado offering any AP or CE courses or a given AP or CE course using multiple years of statewide, school level data. The likelihood of a school offering AP is largely driven by having a sufficiently large population of high achieving students and the affluence of the surrounding community. In contrast, schools are more likely to offer CE if they are less wealthy, distant from urban centers, or charter. By serving schools traditionally unlikely to offer AP, CE expands access to advanced academic opportunities.
Transformative Technology in the PK-12 Classroom
Author: Westerlin, Sara
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Integration,Elementary Secondary Education,Pedagogical Content Knowledge,Technological Literacy,Educational Technology

Technology integration, particularly its growing popularity in PK-12 classrooms in the United States, is an ongoing issue. Studies have shown that professional development around integrating technology in the classroom can only go so far with increasing teacher workloads. Integrating technological pedagogical content knowledge (TPACK) and substitution augmentation modification redefinition (SAMR) frameworks, known as transformative technology, is an effective way for teachers to integrate technology in a meaningful way. Examples are included for elementary, middle, and high school levels to integrate transformational technology in specific content area tasks. Further research is needed to fully understand effective technology integration in schools, especially in public school systems in the United States.
Multimedia Use in Career Counseling: Is It Useful?
Author: Yüzen, Abdulkadir
Date: 2022-00-00
Type: Journal Articles
Subjects: Multimedia Materials,Career Counseling,Middle School Students,Grade 8,Career Choice,Decision Making,Career Development,Self Efficacy,Cognitive Processes,Difficulty Level,Learning Theories,Foreign Countries

This study aims to design multimedia materials to be used in career counseling and to test their effects on self-efficacy and learning. Multimedia Learning Theory and Cognitive Load Theory were used in the study as a theoretical framework. The students were provided to recognize their personality traits (interests and abilities) and almost 50 professions in the light of Holland's Theory. 68 eighth graders (34 experimental, 34 control) took part in the study. A statistically significant increase in the career decision-making self-efficacy scores was found for the students in the experimental group who received multimedia training. The material evaluation form revealed that the students in the experimental group found the material useful and effective. The learning test results suggested that the content presented in the materials was learned well. Based on these results; the video materials that allow individuals to get to know themselves and their professions more closely can be used as an effective way in the career counseling process.
The Effect of Preservice Teachers&apos; Experiences in a Flipped Course on Digital Competencies Related to Educational Technology and Innovativeness
Author: Filiz, Ozan
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Flipped Classroom,Technological Literacy,Competence,Innovation,Skill Development,Foreign Countries,Computer Literacy

Developing the digital competencies and innovativeness of preservice teachers enables them to utilize technology more effectively and efficiently in their future professional life. However, poor technology training can lead preservice teachers to potentially misuse technology in the classroom. Moreover, little is known about how to design effective technology training courses in order to develop the digital competencies and innovativeness of preservice teachers. Therefore, this study examined a course designed with the flipped learning approach and its impact on preservice teachers' digital competencies and innovativeness. 58 students participated in the current study. Using a mixed-methods sequential explanatory design, changes in digital competencies and innovativeness were analyzed before and after the flipped course. Findings revealed statistically significant gains in preservice teachers' digital competencies and innovativeness, and qualitative findings revealed the reasons for these gains. The most common themes were using Web 2.0 tools for teaching, acceptance of flipped learning, doing research, and gaining different perspectives. Based on these findings, it is argued that the use of flipped learning approach removed the time barrier in classes and enabled teachers to gain experience on effective technology usage through actual physical application. The study's results provided recommendations for further research on the connection between flipped learning and the development of preservice teachers' digital competencies and innovativeness.
The State of Trauma-Informed Practice in Education: A Focused Review of Literature
Author: Ernest, Brian W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Trauma,Trauma Informed Approach,Early Experience,Faculty Development,Preservice Teacher Education,Inservice Teacher Education

Trauma is &quot;the difficult experiences of life&quot; that can affect a person physically, mentally, developmentally, and residually over time (Dutro, 2019, p. 3). In the United States, more than two-thirds of children experience trauma prior to age 16 and this will likely increase considering that more than 140,000 children have lost a caregiver to the COVID-19 pandemic. As such, there has never been a more important time to provide trauma-informed practices in education. This focused review of the literature presents the current state of trauma-informed practices in education and provides implications for enhancing the field.
Student Role Play and Negotiation in an Instructional Design Education Class
Author: Cain, William
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Design,Role Playing,Creative Thinking,College Students,Empathy,Concept Formation

The following design case describes the introduction of two complementary pedagogical strategies to an EdD course on Instructional Design Application: student role play and negotiation between student design teams. The case describes the thinking behind, and implementation of, these strategies in relation to the overall redesign of an existing course. The goal of adopting these strategies was to foster interactions and opportunities for creativity and designerly thinking among student instructional designers.
DDD-E Model: Teaching Four Arithmetic Operations in Decimal Expressions Using the Problem-Based Learning Approach
Author: Atahan, Seyma
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Problem Based Learning,Attitude Measures,Grade 6,Arithmetic,Student Attitudes,Mathematics Curriculum,Instructional Design,Attitude Change,Technology Uses in Education,Creativity,Multimedia Instruction,Private Schools,Outcomes of Education,Foreign Countries

In this study, it is aimed to reveal students' attitudes and views on a micro-lesson design application in accordance with the DDD-E model in which the Problem Based Learning (PBL) approach is integrated. In the study, a micro-level instructional design that addressed the outcomes of the subject &quot;Four Arithmetic Operations in Decimals&quot; contained within the scope of a 6th grade math curriculum was planned. A blended pattern approach was employed in the study which aimed to integrate the PBL stages with the steps of the DDD-E model. Quantitative data was collected by use of an &quot;achievement test&quot; and a &quot;Technological Attitude Scale for Students&quot; prepared by an instructor. Qualitative data was obtained through open-ended questions involved in a feedback form on the use of technology in learning. Analyses were conducted by two mathematics education expert. In the quantitative data analysis, the level of coherence between encoders was 83%. Ultimately, affirmative changes were observed in the opinions of the students on the use of technology in learning with the help of the micro-level instructional design in question. Furthermore, an increase was detected in the grade average of the scale. The process of making their own decisions for the students in the DDD-E design model contributed to the creativity of the students and enabled them to learn about a plurality of multimedia tools. Additionally, with the help of the PBL approach, the students were able to produce creative and unique solutions for the problem cases they encountered and were able to experience possible cases they might face mathematically in real life.
The Relationship between Teacher Candidates&apos; Fear of Missing Out Levels and Behavior on Social Media
Author: Mihci, Can
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Anxiety,Social Media,Student Behavior,Gender Differences,Interpersonal Relationship,Sharing Behavior

The aim of the study is to examine the relationship between teacher candidates' fear of missing out and their behavior on social networking sites. The study was designed with general and relational screening method, one of the quantitative research methods. The study group consists of 218 teacher candidates studying at the School of Education in Trakya University during the spring term of 2020-2021. Mann-Whitney U and Spearman Rank-Order correlational tests were used in the analysis of the data, alongside descriptive statistics. Findings indicate that the overall FoMO levels of the teacher candidates were below average. No difference was found in terms of FoMO according to gender. Finally, a low-level positive and significant relationship was found between the variable of FoMO and monthly frequency of user actions such as photo sharing and story posting. However, no significant relationship was found between FoMO levels and frequency of live broadcasts or status updates. In the light of the findings, it can be said at least in the specific context of teacher candidates that FoMO is related to particular types of behavior on social networking sites.
Adaptation of the Shared-Metacognition Questionnaire (SMQ) into Turkish for Online Collaborative Learning Environments
Author: Atas, Amine Hatun
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Questionnaires,Electronic Learning,Cooperative Learning,Communities of Practice,College Students,Factor Analysis,Factor Structure,Test Reliability,Gender Differences,Scores,Test Validity,Foreign Countries

The aim of this study was to adapt Shared-Metacognition Questionnaire (SMQ) into Turkish. The original version of the SMQ consisting of 26 items and two factors measures metacognition in online collaborative learning environments based on the Community of Inquiry (CoI) framework. The data were collected from 364 university students who had online learning experience. Confirmatory factor analysis was done on two-factor and three-factor model. The three-factor model was confirmed with satisfactory model fit indices. The value of AVE for each dimension verified the convergent validity. For verifying discriminant validity, the AVE estimates of three factors were compared with the square of correlation among the factors, and reported as greater than shared-variance of related row-column values. The factor loading values indicated very good to excellent loadings, as verifying the statistically satisfactory indicator reliability. For internal consistency, composite reliability and alpha reliability were found satisfactory. Thus, the Turkish version of the SMQ indicated a reliable and valid estimate for online collaborative learning environments. Moreover, an Independent Samples t-Test was performed to examine whether there is a significant mean difference between female and male groups, and revealed that females scored higher on total shared metacognition, individual monitoring, individual regulation and group regulation than males.