ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Mathematics Teacher Preparation Evaluation Rubrics for the Context of Live Discussion Forums
Author: Zelkowski, Jeremy
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Teacher Education Programs,Mathematics Instruction,Scoring Rubrics,Teaching Methods,Learning Processes,Validity,Best Practices,Beginning Teachers,Student Attitudes,Equal Education,Student Evaluation,Secondary School Teachers,Group Discussion,Student Participation,Methods Courses

Teacher candidates bring many beliefs and interpretations of mathematics teaching and learning at the start of their teacher preparation coursework (e.g. methods courses, field experiences, assessment). Well-prepared beginning teachers in many instances requires programs and designed experience to breakdown unproductive beliefs and/or improve dispositions to align to best practices and equitable dispositions for the teaching and learning of mathematics. Our study focused on developing and validating two rubrics to evaluate teacher candidates' talk during live discussion forums in the first month of their initial teacher preparation program coursework with the intent to inform to varying degrees, where teachers candidate talk is situated (or not) in alignment to foundational readings and productive beliefs. Early validity evidence for rubric use is presented with suggestions for informative use and practice. [For the complete proceedings, see ED630210.]
&quot;It&apos;s a Different Mindset Here&quot;: Facilitation Challenges in a Practice-Based Professional Development
Author: Schwarts, Gil
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Mathematics Instruction,Teaching Methods,Facilitators (Individuals),Mathematics Teachers,Novices,Educational Practices,Lesson Plans,Problem Solving,Learning Processes,Decision Making,Problem Based Learning,Instructional Design,Barriers,Teacher Collaboration,Story Telling,Algebra,Geometry,Computer Mediated Communication,Meetings,Teacher Attitudes

In this paper we examine how facilitators' prior experiences as mathematics teachers frame their work when facilitating a practice-based professional development (PD) for the first time. We focus on the experiences of a novice facilitator of StoryCircles, a professional learning process in which teachers collectively script and visualize a problem-based lesson, arguing about their rationales for different decisions connected to discussions of students' work. We situate the challenges the facilitator encountered by identifying the expectations that were not met while she was facilitating and offer possible connections to the PD design. We close by suggesting a perspective to account for facilitation challenges. [For the complete proceedings, see ED630210.]
The Self as Noticer: Supporting Preservice Teachers&apos; Developing Awareness
Author: Rubin, Ethan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Knowledge Level,Student Development,Attention,Equal Education,Observation,Mathematics Instruction,Reflection,Foreign Countries,Undergraduate Students,Decision Making Skills,Student Attitudes,Attitude Change,Self Concept,Evaluation,Self Evaluation (Individuals)

Gaining insight into how one's noticing shapes decision making can enable a teacher to reflect on how they frame, interpret, and respond to classroom activity and disrupt the influence of dominant ideologies. Working in the context of teacher education, we conjectured that systematically analyzing and reflecting on their own noticing can enable preservice teachers (PSTs) in mathematics to develop more equitable practices. Using data from summative assignments in a course on advancing equitable teaching, we investigate how PSTs use lenses of equitable teaching to make sense of their noticing and develop conceptions of equity. Analysis reveals that PSTs engaged in meaningful reflection and adopted terms from the course but avoided discussing the sociopolitical dimensions of instruction. These findings have implications for course design and facilitation in the context of developing PSTs' noticing for equity. [For the complete proceedings, see ED630210.]
What Factors Contribute to Student Success in Precalculus Flipped Classrooms
Author: Obielodan, Florence F.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Flipped Classroom,Mathematics Instruction,Mathematics Achievement,Student Motivation,Student Attitudes,Models,Teaching Methods,Constructivism (Learning),Calculus,Goal Orientation,Undergraduate Students,Student Surveys,Correlation

Flipped instruction has been flaunted as a pedagogical strategy that supports improved learning and retentive abilities of students. Nevertheless, one of the twin challenges reported in the literature, students' failing to complete preparatory work, impedes the efficacy of the model. Thus, learners' motivation and attitude to work are essential for the successful implementation of the constructivist learning-centric approach. Yet very few studies have examined the connections between students' motivation and achievement goals in flipped instruction. To address the current gap, this study investigated the relationship between students' motivation beliefs, flipped method, and achievement in precalculus using pre- and post-course surveys collected from 32 undergraduates. Both motivation beliefs and flipped instruction influenced academic achievement positively in the course and were moderated by students' efforts. [For the complete proceedings, see ED630210.]
Students&apos; Intuitive Meanings for Infinite Series Convergence and Corresponding Implications
Author: Eckman, Derek
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Intuition,Mathematics Instruction,Undergraduate Students,Learning Processes,Thinking Skills,Problem Solving,Schemata (Cognition),Interviews,Constructivism (Learning),Teaching Methods,Mathematical Concepts

This paper describes our work to determine the naturalistic images that first-time second-semester university calculus students possess for series convergence. We found that the students we interviewed most frequently determined whether a series converged by imagining a process of appending summands into a running total and examining whether this running total appeared to approach an asymptotic value. We provide examples and three corresponding implications of this &quot;asymptotic running total&quot; that informed students' actions while determining series convergence or the value of convergence. Our paper adds to the research literature by confirming students' meanings for limits reported for other topics (e.g., limit of sequence, function, Taylor series) apply to infinite series and proposing relationships between previously reported meanings for series convergence. [For the complete proceedings, see ED630210.]
Qualitative Action Research: Integrating Transformational Leadership within a Traditional Chinese International Department
Author: Anderson, Derek J.
Date: 2023-07-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Qualitative Research,Action Research,Transformational Leadership,Departments,Foreign Countries,Leadership Styles,High Schools,International Schools,Teacher Empowerment,Participative Decision Making,Teacher Administrator Relationship,Efficiency,Power Structure,Traditionalism,Program Implementation

International schools aim to provide students with a multicultural experience, equipping students with a global-minded education to succeed in future higher educational or professional careers abroad. For students to succeed in international schools, native and international staff members should have a well-rounded knowledge of professional attributes from Eastern and Western cultures. The purpose of the qualitative study using action research was to explore teachers' knowledge, perceptions, and adaptability toward integrating elements of transformational leadership within a current paternalistic leadership style at a high school international department in Southern China. The problem was the uncertainty regarding the knowledge, application, or comfort level of Chinese staff members in implementing transformational leadership, as employees are accustomed to a hierarchical leadership approach, limiting collaborative and creative abilities. The study consisted of semi-structured interviews with eight native and eight international teachers from the international department. A data analysis spiral was used to facilitate the analysis process in locating, creating, explaining themes, developing interpretations, and creating a visual representation of the acquired data. The interview data was used to facilitate implementation involving issues and concerns using transformational leadership. The results displayed positive results with Chinese and international teachers in collaborative and communicative practices for locating organizational improvement. The study recommends ensuring Chinese leaders provide encouragement and motivation throughout transformational leadership practices to empower teachers with self-confidence and assurance of involvement within a shared decision-making environment.
2019 Homeschooling and Full-Time Virtual Education Rates. Stats in Brief. NCES 2023-101
Author: Hudson, Lisa
Date: 2023-09-00
Type: Reports - Research
Subjects: Home Schooling,Distance Education,Electronic Learning,Information Technology,Access to Education,Educational Trends,Educational Attainment,National Surveys,Student Participation,Racial Differences,Elementary School Students,Secondary School Students,Rural Urban Differences,Parent Attitudes,Ethical Instruction,Educational Environment

The National Center for Education Statistics (NCES) has lo//ng reported on public and private school enrollments. But it is only since the late 1990s that NCES has collected information on homeschooling, after the expansion of its National Household Education Surveys Program (NHES) to address this topic. The past two decades have also seen growth in another form of out-of-school learning--virtual education. In virtual education, instruction is provided remotely via information technology. As information technology has advanced, this form of education has become a more feasible option for both children being homeschooled and enrolled students (Molnar et al. 2019). This increased access was particularly important during the coronavirus pandemic, which forced many schools to switch to virtual education. The NHES is now poised to provide key trend data on virtual education, with the 2019 NHES serving as a prepandemic baseline. The next NHES collection will occur in 2023. This report includes the national rate of homeschooling in 2019, as well as information on who participates in homeschooling and on why parents choose to homeschool. Using the new questions on virtual education, the report also includes the national rate of participation in full-time virtual education, information on who participates in full-time virtual education, and the rate at which students participate in either of these instruction-at-home options.
Towards an Elaboration of Concreteness Fading: Reflections on a Constructivist Teaching Experiment
Author: Antonides, Joseph
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Constructivism (Learning),Educational Psychology,Undergraduate Students,Thinking Skills,Mathematics Skills,Learning Theories,Middle School Teachers,Teacher Education Programs,Abstract Reasoning,Mathematical Concepts,Concept Formation

Over half a century has passed since Bruner suggested his three-stage enactive-iconic-symbolic model of instruction. In more recent research, predominantly in educational psychology, Bruner's model has been reformulated into the theory of instruction known as concreteness fading (CF). In a recent constructivist teaching experiment investigating two undergraduate students' combinatorial reasoning, we utilized an instructional approach that maintains the enactive-iconic-symbolic stages of CF, but through a gradual and much elaborated process. We found that our theory of levels of abstraction explicated the &quot;fading&quot; effect that is central to CF. In this theoretical report, we discuss how CF can be elaborated by our instructional approach and theoretical perspective. [For the complete proceedings, see ED630210.]
Issues Related to English Language Teaching at Primary Schools and Suggested Solutions
Author: Günes, Hilal
Date: 2017-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Elementary School Teachers,Elementary Education,Preservice Teacher Education,Barriers,Foreign Countries,Curriculum,Teacher Attitudes,Teacher Education Programs

The purpose of this study is twofold. Firstly, it aims to examine Turkish Educational Policy with regard to English Language Teaching (ELT) at primary school level and then identify positive and negative sides both at the theoretical and practical level. Secondly it attempts to make some suggestions related to primary school ELT curriculum and teacher education. The studies conducted to evaluate the effectiveness of primary school ELT curriculum unveiled that; though teachers are contented with the fact that English language teaching starts at earlier grades, they indicated a myriad of problems related to assessment, quality of textbooks, technical infrastructure, teaching materials, physical conditions of the classrooms, class hours, in-service trainings, and so on. In the light of detected problems, some pedagogical suggestions related to primary school ELT curriculum and teacher education were made.
Undergraduate Students&apos; Conceptions about Complex Numbers: A Trajectory of Their Mental Structures
Author: Caro, Diana García
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Student Attitudes,Knowledge Level,Number Concepts,Cognitive Structures,Semiotics,Concept Formation,Algebra,Geometry,Mathematics Activities,Sequential Learning,Foreign Countries

This paper describes the conceptions about complex numbers that a group of university students has, these were built from the application of an activity sequence centered on these numbers. This sequence is based on the APOS theory, some aspects of semiotic representation theory, and the use of digital technology. Particularly, both the general results of a pretest and a posttest are shown and compared. Additionally, the example of a student is analyzed to show evidence of how the mental structures and mechanisms that define the students' conceptions are built through the implementation of the sequence. The results show how the activity sequence allowed students to coordinate algebraic and geometric processes on complex numbers to improve their conceptions. [For the complete proceedings, see ED630210.]
Relevance as Perceived by High School Students in Decontextualized Mathematics Lessons
Author: Adil, Aamina
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Relevance (Education),High School Students,Student Attitudes,Student Needs,Context Effect,Psychological Patterns,Interaction,Value Judgment,Mathematical Concepts,Concept Formation,Aesthetics

When mathematics educators work towards making mathematics more relevant, they often think about including more real-world applications into mathematics lessons. But what happens when a lesson is devoid of real-world contexts? In what ways can students find it relevant? This study explores how high school students perceived relevance when they were asked to describe their experiences during decontextualized mathematics lessons. Students highlighted how they found certain characteristics of the lessons to be useful in their learning and how they perceived relevance through different feelings experienced in the lessons. This, in turn, broadens our understanding of what relevance means to students. [For the complete proceedings, see ED630210.]
Towards Liberating Education: A Proposed Rights-Based Instructional Planning Approach for Teaching Higaonon Learners in the Philippines
Author: Bastida, Ernesto L., Jr.
Date: 2023-09-00
Type: Journal Articles
Subjects: Indigenous Populations,Legislation,Foreign Countries,Elementary Secondary Education,Instructional Development,Indigenous Knowledge,Culturally Relevant Education,Student Rights,Social Justice

This study proposes a rights-based instructional planning approach for teachers serving indigenous learners, particularly those assigned to schools in Higaonon communities (IPEd). The content of the paper focuses on the following: (1) assumptions about Higaonon indigenous learners; (2) components of the right-based instructional planning approach; and (3) facilitating and hindering factors that may affect the implementation of the right-based instructional planning approach. The researcher used an exploratory research design to develop the proposed planning approach. It was conducted in Higaonon communities in the Municipality of Esperanza, Agusan Del Sur, Philippines. The responses of the selected school officials, IPEd teachers, Higaonon tribal leaders, parents, students, and external stakeholders. The responses of the selected school officials, IPEd teachers, Higaonon tribal leaders, parents, students, and external stakeholders. This paper strongly believes that shifting from a culture-based to right-based IPEd teaching approach is expected to lay down positive changes in all aspects of life for indigenous learners, including social, economic, education, civic, and political, as they begin to understand and protect the inherent rights to ancestral domains, cultural integrity, self-governance, and social justice which are accounted for them. The early inculcation of Indigenous Peoples Rights Act (IPRA) law into their identity formation through school curriculum is projected to eradicate all forms of discrimination, exclusion, alienation, disintegration, and vulnerabilities in mainstream societies.
The Influence of Knowledge Aspects of the Multicultural on the Implementation of Multicultural Education in Elementary Schools
Author: Pilus, Suzana Muhamad
Date: 2023-09-00
Type: Journal Articles
Subjects: Multicultural Education,Pedagogical Content Knowledge,Foreign Countries,Teacher Attitudes,Equal Education,Teaching Methods,Elementary School Teachers,Public School Teachers,Social Bias,Cultural Awareness,School Culture,Cultural Pluralism,Student Diversity,Teacher Characteristics

This study examines the knowledge level of Multicultural Education among national school teachers in Negeri Sembilan. This study was conducted on 927 teachers who teach in national-type schools in Negeri Sembilan. This study aims to identify the influence of knowledge about multicultural education from content integration knowledge, knowledge construction, equity pedagogy, prejudice reduction and knowledge of school cultural empowerment and social structure on implementing multicultural education in primary schools. It is quantitative survey research. The questionnaire was distributed to 927 respondents consisting of teachers who teach in national-type schools in Negeri Sembilan. The data of this study was analyzed using the Statistical Package for the Social Sciences (SPSS) software version 26.0. Two types of statistics are used, namely descriptive statistics and inferential statistics. Descriptive statistics using frequency, percentage, mean and standard deviation are used to describe the profile of the respondents and answer the research questions. The data of this study was analyzed using the Statistical Package for the Social Sciences (SPSS) software version 26.0. Multiple Regression Statistics are used to identify the influence of multicultural education knowledge from knowledge of content integration, knowledge construction, equity pedagogy, prejudice reduction and knowledge of school cultural empowerment and social structure on implementing multicultural education in primary schools.
Difficulties of Vietnamese Students in Learning Academic Writing
Author: Nghi, Ngo Phan Anh
Date: 2023-06-00
Type: Journal Articles
Subjects: Foreign Countries,Writing (Composition),Writing Instruction,Academic Language,English (Second Language),Second Language Instruction,Secondary School Students,Student Attitudes,Student Interests,Writing Skills,Study Habits

Writing is consistently regarded as one of the most challenging language-learning abilities. This paper investigates the challenges Vietnamese students face in learning academic writing in English. Ninety-five students from grades 6 to 12 who have been studying English for several years were surveyed using a questionnaire. The questionnaire comprised 14 Likert-scale statements and one multiple-choice question to determine their interests, habits, and perspectives toward learning English. Most participants expressed a keen interest in learning languages but felt that their writing skills in English were not up to par, attributing this to inadequate time spent practicing. As a result, it is suggested that secondary school students in Vietnam increase their writing practice time in English and alter their learning routines and habits accordingly.
The Influence of Emotional Intelligence and School Principal Leadership on Teacher Work Behavior
Author: Ramlah
Date: 2023-09-00
Type: Journal Articles
Subjects: Emotional Intelligence,Principals,Leadership Styles,Teacher Behavior,Public Schools,High Schools,Teacher Effectiveness,Administrator Role,Foreign Countries

This research aims to determine the influence of emotional intelligence and school principal leadership on teacher work behavior at the Public Senior High Schools (SMA) in Palopo. This research employs a quantitative approach with an ex-post facto causal design, involving 77 teachers from the Public Senior High Schools in Palopo as the research sample. Data analysis is conducted using multiple linear regression analysis with the assistance of SPSS, including partial t-tests and simultaneous F-tests. When considered simultaneously, the research findings indicate that emotional intelligence and school principal leadership significantly affect teacher work behavior, with a significance value of 0.002 &lt; 0.005 and a determination coefficient of 45.4%. These results suggest that as the level of emotional intelligence and the effectiveness of school principal leadership increase, so does the quality of teacher work behavior in fulfilling their duties and responsibilities as educators. The implications of this research reveal that one of the contributing factors to the quality of teacher work behavior is the emotional intelligence of the school principal, coupled with their leadership, which influences teachers to exhibit positive work behavior.
The Integration of Digital Technology in Public Management Transformation: Implications for Educational Advancements in Indonesia
Author: Sumarno
Date: 2023-06-00
Type: Journal Articles
Subjects: Technology Integration,Technology Uses in Education,Public Administration,Foreign Countries,Educational Benefits,Teaching Methods,Learner Engagement,Access to Education,Barriers,Strategic Planning,Educational Policy,Faculty Development,Institutional Advancement

The study aims to explore how integrating digital tools and platforms in public management practices can enhance educational outcomes and address the challenges faced by the Indonesian education system. The research methodology employs a qualitative approach, including interviews with key stakeholders, document analysis, and case studies. The results indicate that digital technology can revolutionize teaching and learning methods, promote student engagement, and facilitate access to quality educational resources. However, infrastructure gaps, teacher training, and equitable access to technology remain key concerns. The implications of this study emphasize the need for strategic planning, policy development, and investment in digital infrastructure and teacher professional development programs to effectively leverage digital technology in transforming public management and advancing education in Indonesia.