Online Psycho-Educational Intervention in Mathematical Learning Difficulties

The present study shows the results of six case studies referring to an intervention applied to mathematical learning difficulties. Participants were 8 to 12 years old. The intervention considered mathematics as a language and it is theoretically based on Bronfenbrenner's bioecological model, Vygotsky's sociocultural theory and Peircean semiotics. The objective was to work on the development of academic skills associating mathematics with interactional social skills. The analysis was based on qualitative data collected during the intervention process and quantitative data from scales and instruments with pre- and post-intervention measures. However, due to the COVID-19 pandemic context, some methodological issues were affected, mainly because the evaluations took place before and in the midst of the pandemic. Social impacts of the pandemic have unevenly affected participants, especially adolescents and children. The pandemic had a worse effect on adolescents than on children, especially regarding procedures that involve memory, and those with attentional problems also had worse results.

Digital Reading Check-Ins: Supporting Independent Digital Reading

We know that teacher support during independent reading can greatly impact the growth and development of beginning readers. However, the rapid conversion to online learning in the 2020-2021 school year required teachers to rethink and retool traditional strategies to meet the needs of their online learners. This teaching and learning guide explores the use of a digital reading check-in strategy to support beginning readers as they read independently on digital platforms. We explain how this strategy was implemented successfully in a first-grade classroom and how it can be employed with any digital reading platform used in classrooms today.

"Flexibility, Compassion, and Support" -- A Study on Multilayer Mitigation Effects on Pedagogy and Resilience in Thai Classroom, June-September 2022

This qualitative study analyzed pedagogical effects of multilayer mitigation in a Thai classroom. The triangulated data set were confidential, comprising teachers' voluntary anonymous information, pedagogical views and opinions, respectively. First, pupils' low absence rates enabled pedagogical focus on learning losses, which were mainly skills. The second effect was related to assessment. None of the teachers mentioned test results as learning loss indicators but regarded learning and qualified assessment as dynamic processes. An interesting dilemma was the learning loss measurements by non-pedagogical experts. Mostly those were presented as test scores, working hour counts, or annual formalities. However, optimized learning strategies' research had existed for decades, being responded better by these pupils. The third effect was the improved resilience of pupils and caretakers. Initially worried parents turned relieved. Resilience fostered the intrinsic motivation of all. When compared to some countries, firmer resilience made the difference in learning loss endurance for this group. "All-inclusive" mitigation had given families meaningful support. They shared visions of community roles, mediated by teachers and school management. The latter were backed by epidemiologists and medical experts. Further studies should discuss schools in a longer timeframe. External, quantified test scores without in-depth pedagogical analyses seem outdated by the early fourth pandemic year.

A Pandemic Partnership: Preservice Teachers and Fourth Graders Engage in Virtual Book Clubs

When preservice teachers were no longer able to visit schools due to the pandemic, their university professor partnered with an alum who teaches fourth grade to design and implement virtual book clubs. The preservice teachers created book trailers for the fourth graders to view and choose from for their book club. The groups connected using a variety of digital platforms and modalities to discuss the selected books. Through this virtual experience, the preservice teachers learned how to individualize their responses using the Four-N-Framework as a guide to nurture and nudge each reader through virtual book club conversations.

Investigation of Secondary School Students' Opinions on Mathematics Lesson with Distance Education

The aim of this study is to examine the opinions of secondary school students about mathematics lessons taught with distance education. The research was carried out by taking the opinions of 286 secondary school students from one state school selected from each of the provinces (Manisa, Izmir, Mugla, Antalya, Sirnak, Bitlis). Quantitative and descriptive survey method was used in the study. According to the findings, it was seen that the opinions of female and male students were very close to each other, there was no significant difference according to the variables of the number of siblings and whether they had their own study room, and there was a significant difference between 5th grade students and 8th grade students. Students;It was seen that there was no difference in their views on understanding the lesson better and increasing their success, they did not have any problems in accessing the Mathematics lesson, but they had problems due to internet interruptions during the lesson, they did not have any problems in communicating with their teachers and delivering homework during the lesson, but they still preferred face-to-face education at a high rate. It was observed that the motivation of the 5th grade students during the lesson and their better understanding of the lesson were higher than the 8th grade students.

COVID-19 and Distance Education: Evaluation in the Context of Twenty-First Century Skills

In this study, we aimed to investigate the prospective primary school teachers' opinions about their experiences in distance education within the scope of twenty-first century skills during COVID-19 pandemic. The phenomenological research method was used for the purpose of enlightening this specific context. The study group involved 16 prospective primary school teachers. Data were collected through semi-structured interviews. The credibility of the data were provided by obtaining the consent of the participants and by comparing the consistency of codes and themes created by experts in accordance with the twenty-first century skills. The key findings were: (1) no opinion is expressed on information and media literacy;also, participants were not aware of the importance of technology literacy. (2) Emergency remote education cannot provide effective learning and teaching. Participants' awareness of collaboration and communication skills was insufficient. (3) There were positive and negative aspects of emergency distance education towards face-to-face one. The educational environment, which has become digitalized with distance education, shows that there are changes in the views of the participants about the technology competence that they should have in their careers. As a result, remote education does not cause a significant difference in 21st century skills of participants. But the importance and need of twenty-first century skills in the distance education process become more apparent.

The Views of Middle School Students on Distance and Face-to-Face Education on Mathematics Education during the COVID-19 Pandemic

The spread of the COVID-19 all over the world have negatively affected many areas, leading to a number changes throughout the world. Being one of these areas, education had to undergone some changes and shifted to distance education during the COVID-19 pandemic. However, distance education has also brought some discussions and problems. This study was carried out to investigate the thoughts of middle school students on distance education and face-to-face education. Based on quantitative research design, this study adopted a phenomenological design Data were collected from a participant group consisting of 240 secondary school students (60 5th grade, 60 6th grade, 60 7th grade and 60 8th grade) through a scale prepared by the researchers. The data were analyzed using SPSS package program with descriptive statistics such as frequency and percentage. As a result of the study It was found that middle school students' views on distance education and face-to-face education differed significantly with regard to parents' education level, gender, grade level and average monthly family income.

Handbook of Research on Language Teacher Identity. Advances in Higher Education and Professional Development (AHEPD) Book Series

In today's educational world, it is crucial for language teachers to continuously evolve in order to best serve language learners. Further study on the best practices and challenges in the language classroom is crucial to ensure instructors continue to grow as educators. The "Handbook of Research on Language Teacher Identity" addresses new developments in the field of language education affected by evolving learning environments and the shift from traditional teaching and assessment practices to the digital-age teaching, learning, and assessment. Ideal for industry professionals, administrators, researchers, academicians, scholars, practitioners, instructors, and students, this book aims to raise awareness regarding reflective practice and continuous professional development of educators, collaborative teaching and learning, innovative ways to foster critical (digital) literacy, student-centered instruction and assessment, development of authentic teaching materials and engaging classroom activities, teaching and assessment tools and strategies, cultivation of digital citizenship, and inclusive learning environments.

Impact of confinement on the development of the physical education in primary and secondary education

Due to the COVID-19 pandemic, the state of alarm and home confinement, teaching became virtual in a matter of a few days and teachers had to adapt all their work inexorably. Faced with this totally unprecedented situation in the history of our educational system, this research has been used to investigate and describe the impact of the period of confinement on the school curriculum of physical education in primary and compulsory secondary education. The instrument used was a questionnaire made in Google Forms using the Delphi technique. The sample consisted of 100 teachers of the Primary Education (PE) and Secondary Education (SE) stages in Spain, specifically in the autonomous community of Andalusia. Among the main conclusions we highlight that the teachers considered that the objectives of health and physical condition were the most worked objectives in the area. The teachers consider that they did not manage to carry out the established motor times, nor the programming, but they did get the students to carry out a weekly task with an involvement of approximately one hour. It was concluded that the impact on learning was great because not all the contents were worked on and the tasks set were not evaluable.

Digital competence test for learning in schools: Development of items and scales

Digital competence is one of the key competences in modern society. COVID-19 related remote schooling revealed that the level of digital competence for learning is not at an expected level. While schools try to overcome this issue, there is a need to understand the level of students' digital competence by assessing it. However, previous attempts to design a comprehensive digital competence test have not been entirely successful. One of the reasons might be that the focus of these tests has been too general. Therefore, the aim of this study was to create a test for assessing primary and lower secondary school students' digital competence for learning in ten dimensions identified based on earlier studies. This digital competence for learning assessment test (Digitest) was carried out with 836 third to ninth grade students from Estonian schools. IRT analysis and confirmatory factor analysis were conducted to establish the potential of the test to measure digital competence for learning and discover which latent variables can be differentiated with it. The results showed that nine dimensions describing attitudes, skills and behaviours can be distinguished with the Digitest and that the test items have good fit to assess digital competence for learning. However, the study also revealed that two higher-order dimensions of digital competence for learning could be identified: motivational and cognitive-behavioural. Thus, empirical data collected with the Digitest is initiating discussions for assessing students' digital competence in a holistic way but also more general discussions on the concept of competence. This can help educators put greater emphasis on areas where students need further improvement.

The impact of smartphone use on learning effectiveness: A case study of primary school students.

This study investigated the effects of smartphone use on the perceived academic performance of elementary school students. Following the derivation of four hypotheses from the literature, descriptive analysis, t testing, one-way analysis of variance (ANOVA), Pearson correlation analysis, and one-way multivariate ANOVA (MANOVA) were performed to characterize the relationship between smartphone behavior and academic performance with regard to learning effectiveness. All coefficients were positive and significant, supporting all four hypotheses. We also used structural equation modeling (SEM) to determine whether smartphone behavior is a mediator of academic performance. The MANOVA results revealed that the students in the high smartphone use group academically outperformed those in the low smartphone use group. The results indicate that smartphone use constitutes a potential inequality in learning opportunities among elementary school students. Finally, in a discussion of whether smartphone behavior is a mediator of academic performance, it is proved that smartphone behavior is the mediating variable impacting academic performance. Fewer smartphone access opportunities may adversely affect learning effectiveness and academic performance. Elementary school teachers must be aware of this issue, especially during the ongoing COVID-19 pandemic. The findings serve as a reference for policymakers and educators on how smartphone use in learning activities affects academic performance.

Exploring Bhutanese Primary School Teachers' Technological Knowledge

The COVID-19 pandemic has disrupted the normal functions of schools globally. Online learning is a new concept in Bhutan. Nonetheless, classes have begun using various online learning platforms to continue their operations during the pandemic. This study examined primary school teachers' perceived information technology knowledge and proficiency. The participants of this study consisted of 124 primary teachers from two western districts of Bhutan. Data were collected using an online survey. The study's findings suggested that although the majority of participants (98.2%) had access to personal digital devices, slow internet connection and high internet data subscription charges (60.7%) were cited as significant challenges. Findings also revealed that a small percentage of the participants, less than 12 (9.7%) teachers in this study preferred to teach entirely in an online learning environment. The results of multiple linear regression suggested that only technological pedagogical knowledge (TPK) [t = 2.68, p = 0.008, [beta] = 0.236] and perceived information technology proficiency of teachers (PITP) [t = 3.55, p = 0.001, [beta] = 0.306] were statistically significant predictors of technological knowledge (TK).

Development of Algebraic Thinking Through Justification in Elementary Education

The aim of this paper is to describe a teaching proposal that promotes algebraic thinking through the expression and justification of mathematical ideas when solving tasks related to three different approaches to algebraic thinking. We designed a classroom teaching experiment implemented during the COVID pandemic in Chile. We analyze the oral discussions and the written productions of children in fourth grade (9-10 years old). The results show that the children expressed and justified increasingly sophisticated algebraic ideas. That is, they gradually adopted a more precise and mathematical language. We conclude that this modality of work, in which the algebraic character of arithmetic is highlighted through various instances of discussion, is a contribution for teachers, by guiding them in addressing current teaching challenges. © 2023 Universitat Autonoma de Barcelona. All rights reserved.

Impact of COVID-19: Case study on teachers' technology use in virtual learning

The COVID-19 global pandemic caused a sudden shift from in-person instruction to virtual learning for fifth-grade teachers and students in Title 1 elementary schools. Through professional development opportunities, fifth-grade teachers had to adjust instructional practices to facilitate virtual learning and adopt and embrace new teaching methods including technology. The most significant gap in the literature was student participation, preparedness, curriculum design, instruction, and the effectiveness of virtual learning were not fully understood. The purpose of the study was to explore the perceptions and experiences of fifth-grade teachers with virtual learning and the impact of the COVID-19 pandemic on daily instruction for students situated in Title 1 elementary schools in a large urban school district in North Carolina. In this qualitative case study, the target population was 135 fifth-grade teachers, from which 15 fifth-grade teachers were selected through purposive sampling. The data collection methods were a questionnaire and one-on-one in-depth interviews. Thematic coding was used for data analysis. Fifth-grade teachers transitioned from classroom instruction to virtual learning using technology and developed technical knowledge through professional development opportunities. Factors in the home environment and engagements in learning management systems (LMSs) influenced fifth-grade teachers' perceptions of student performance, behavior, and attitudes. A comparative study in non-Title 1 schools and professional development opportunities on best practices in virtual learning is recommended for future research. Education leaders and policymakers can benefit from this research study as they learn about the potential risk of widening achievement gaps among students from high and low-performing groups. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

"A sense of where we are in the world": First-year bilingual, bicultural teachers from an alternative route to teaching program

The purpose of this study is to examine the experiences of first-year teachers, recently graduated from an Alternative Route to Teaching (ART) program and hired to teach within Spanish-English Dual-language Immersion strands at local schools. To do so, recordings and observations of classroom practice, teacher interviews, and supplementary data from previous coursework were analyzed to address three questions which arose from literature gaps and during fieldwork, namely, 1) How do graduates from an ART program engage and support their emerging bilingual/multilingual learners during the first year of instruction and across a variety of class modalities? 2) In what ways do graduates from an ART program utilize knowledge of (a) their students, parents, and communities, as well as of (b) their own experiences and trajectories as former paraeducators, school insiders, and across culturally and linguistically diverse backgrounds? and 3) What are the ways in which graduates from an ART program experience and negotiate their first year as teachers in terms of support and identity? Three conclusions were generated as a result. First, the first-year teacher participants engaged their students through a variety of activities and relations which were marked in contrast to typical depictions of first-year practice, notably in how activities were grounded and authentic, and in how teacher-student interactions were adaptive and relational to student needs. Second, participants leveraged a substantial understanding of student and parent backgrounds to build curriculum and in-class supports which were relevant to students' learning needs. Finally, participants were not immune to many of the difficulties seen in the first year of teachers, despite extensive experience with schools as paraeducators, yet showed a practice quite flexible to student and instructional needs during the onset of COVID-19. In sum, participants engaged their first year of practice in ways which outpace much of the narrative literature surrounding first-year teachers, and did so in ways which were grounded in self-knowledge, as well as knowledge of students, school system, and community. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

COVID-19: Changing the landscape for learning?

Due to COVID-19, this dissertation examined the newly created virtual and hybrid learning environments for elementary-aged students in a northeastern Catholic diocese in the United States during the 2020-2021 school year. The problem is schooling choices have not changed since the inception of compulsory schooling. This study examined five schools with similar demographics, each offering in-person-only, hybrid-only, or fully virtual schooling options and how these students performed on standardized testing. Each school administered the same test. A Pearson product-moment correlation test and three separate one-way analyses of variance were run to examine the data. Although most tests did not find statistically significant data, descriptive statistical data could support that students in fully virtual environments have higher averages on math and reading assessments compared to their in-person counterparts. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Primary School Teachers' Perspectives on Emergency Remote Teaching of Mathematics: Challenges and Opportunities for the Post-COVID-19 Era

In this study, we aimed to determine Cypriot primary mathematics teachers' perspectives and lived experiences during the transition to emergency remote teaching (ERT) in the early stage of the COVID-19 pandemic. An in-depth online survey combining closed-ended and open-ended questions was administered to sixty-two (n = 62) educators teaching mathematics in public primary schools during the first lockdown in spring, 2020. The data from closed-ended questions were analyzed using descriptive and inferential statistics, whereas, for the open-ended questions, a thematic analysis approach was employed. Our findings provide useful insights regarding teachers' self-reported technology backgrounds and levels of instruction regarding the use of technology in mathematics prior to the pandemic, as well their level of preparedness for ERT and the main challenges they faced in implementing ERT of mathematics. Our findings also indicate teachers' levels of satisfaction with their ERT practices and their beliefs concerning the extent of achievement of the curriculum learning objectives through ERT, and how these varied based on teachers' self-reported levels of familiarity with technology, their self-reported levels of preparedness for teaching at a distance, and their engagement (or non-engagement) in synchronous instruction during ERT. Teachers' suggestions, based on their experiences from the lockdown period, regarding how to transform mathematics teaching and learning in the post-COVID-19 era are also presented. © 2023 by the authors.

Rethinking Happiness at School after COVID-19 and Some Implications for Future Research

Introduction: This research aims to determine what makes children feel happy and unhapy at school, the determinants of their subjective well-being, and by using this information it attempts to develop recommendations for the ongoing process which is characterized by uncertainty and stress and for education due to the crisis created by COVID-19 and some implications for future research. Methods: This is a qualitative study using a phenomenological approach. The study group of the research consists of 34 primary school students in the 3rd and 4th grades (between the ages of 8-11) during the first term of 2019-2020 school year. A semi-structured interview form including three open-ended questions was used as data collection instrument. The data were analysed with descriptive analysis technique. Results: As a result of the study, the main determinants of children's happiness were found as the relationships which they established with their friends and teachers and their academic achievement. Also, it was revealed that students made references to creating more time for courses such as physical education, music, art, etc. and more free time at school and renewal of school fixtures in order to contribute to their happiness. Discussion: Considering the students' opinions about what makes them happy/unhappy at school and the factors that can contribute to their happiness, it can be argued that what is important for children's happiness at school is their relationships with their friends and teachers. This finding of the research has itself an utmost importance in the current process which the children experience either limited or no relationship with their peers and teachers due to the COVID-19 crisis. Accordingly, this research discusses the children's happiness within the framework of the researches that prompt us to rethink about students' happiness in an atmosphere of stress and uncertainty. Limitations: Although the qualitative method used in this study provided a profound picture of the views of students about what makes them happy/unhappy at the school, its limited sample constitutes an impediment to generalize it to all students in Turkey and the whole participants of the research. Conclusions: Considering what makes students happy and unhappy in schools in that research, we can argue that even the existence of schools alone, as the main grounds of social relationships, can be considered as a means of happiness in the current process. Nevertheless, future research should aim to determine what makes children happy in a process which the students are deprived of all facilities which the schools provided.

Teacher perceptions of the role of challenging student behavior and social-emotional learning

This study aims to explore teachers' perceptions of the role of challenging student behavior and social-emotional learning (SEL). The problem addressed was that challenging student behavior interferes with teachers' ability to teach, and children's academic achievement. The conceptual framework that underpinned this study is the concept of social and emotional learning. The Collaborative for Academic, Social, and Emotional Learning's evidence-based five core competencies were analyzed and utilized as the model for this study. A qualitative case study was chosen as the research method for this study. Four elementary schools within the same district in California were identified, and seven heterogeneous participants were selected, including probationary or permanent teachers with various levels of experience in teaching. Data collection took place following the approval of the Institutional Review Board and consisted of a demographic questionnaire, semi-structured interviews, and artifacts. The two qualitative questions that guided this research were: How do elementary school teachers in a suburban southern California school district describe their understanding of social and emotional learning? The findings revealed that teachers had a basic to advanced level of understanding of the benefits of social and emotional learning in the classroom. How do teachers describe their use of SEL to support their work with students exhibiting challenging student behavior? Findings support that teachers need knowledge and skills to understand student behavior. Emergent themes revealed that SEL must be explicitly taught, relationship is part of the SEL process, teachers' buy-in and leadership in the SEL process are necessary, teachers need support and professional development to increase SEL implementation, SEL increases engagement with students who exhibit challenging behavior, SEL supports building relationships between teachers and students with challenging behaviors, and SEL increases collaboration with school, community, and home. There is a need to expand a qualitative case study with a larger sample size. It might be even more beneficial to explore the effects of the COVID-19 pandemic on these perceptions compared to pre-pandemic perceptions. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Contributing factors in the effective integration of digital technology in elementary classrooms

In this digital age, it is imperative that elementary schools incorporate digital technology with pedagogy. The purpose of this quantitative study was to apply Rogers' (2003) Diffusion of Innovation Theory to identify factors that impact elementary teacher integration of digital technology. This study utilized digital surveys to gather data relating teacher perceptions of the attributes of digital technology, their level of technology integration in the classroom, as well as their perceptions of the technology adoption of the other teachers in their building. This study found that relative advantage had the greatest impact on teacher integration of technology prior to the COVID-19 pandemic. Additionally, this study found that teacher perceptions of digital technology integration changed during the COVID-19 pandemic. These findings indicate the need for educational leaders to focus on the advantages of new innovations to increase adoption and implementation. Also, crisis situations like a global pandemic have the potential to change adopter perceptions of an innovation. (PsycInfo Database Record (c) 2022 APA, all rights reserved)