ethanporcaro/eric-fulltext-meta huggingface dataset:
Leadership Elasticity Enhancing Style-Flex for Leadership Equilibrium
Author: Rajbhandari, Mani Man Singh
Date: 2017-09-00
Type: Journal Articles
Subjects: Leadership Styles,Leadership Qualities,Instructional Leadership,Transformational Leadership,Readiness,Performance Factors

Leadership elasticity enhances leadership style flexibility and mobility to enable educational leaders to maintain appropriate leadership equilibrium. The essential of leadership elasticity contributes towards organizational effectiveness by followership's maintenance through appropriate expansion and contraction of relations and task behavioural orientation simultaneously, arrive at optimally balanced leadership equilibrium. This study aimed to explain leadership elasticity in achieving leadership equilibrium through relations and task behaviour orientating style-flex by assimilating the followership variables of task, timing, people, and trust. The study suggests both relations and task behavioural orientation is essential for a leader to bring about organizational effectiveness and social harmony. Moreover, Leadership elasticity expanding toward relations-oriented enabled less elasticity, while, expansion toward task-oriented behaviour enabled high elasticity. Leadership contextual intelligence and contextual experiences are both essential in identifying the variations in the contextual settings. This enables appropriate leadership approach of style-flex through the leadership behavioural orientations towards timing, trusting, tasking and people. The variations in the degree of elasticity can cause disturbances by frequent behavioural changes in an attempt to fit in the situation. This multi attempt behavioural changes can be the major cause of style-drift.
Obstinate Actions-Oriented Behaviour towards Applying Theoractive Learning: An Ontology of Educational Learning and Leadership Theories in Practice
Author: Rajbhandari, Mani Man Singh
Date: 2018-04-00
Type: Journal Articles
Subjects: Learning Theories,Theory Practice Relationship,Goal Orientation,Learning Processes,Higher Education,Teaching Methods,Leadership Styles,Organizational Climate,Behavior Patterns

Obstinate actions-oriented behaviour is the study of learning and practicing behaviour theoractively, which is acquired from the content based, process based learning and spawning critical reflexivity to the learnt theoretical phenomena into practical actions. Obstinate actions-oriented behaviour is a multi-faceted behaviour that is generally applied to gain success and to become effective through the ontology of theoractive learning. Obstinacy actions-orientation, in this study, is viewed in a positive light; and denotes a self-willed, natural and nurturing action towards the tenacious pursuit of a self-desired goal. This action is achieved by applying learning theories to practice, thus displaying theoractiveness, with self-willed obstinacy towards the individual goal or the organizational goal. Theoractive learning is grounded in content and process learning in order to generate critical reflexivity with which to judge and evaluate the learnt behaviour of an individual. This paper is conceptually designed and accumulates various relevant theoretical literature within organizations and leadership with a purpose to support the conceptual commentary. Terminologies used in this paper are precisely described and illustrated. The meanings were elucidated and supported by integrating the leadership theories. Theoretical consciousness can play a pivotal role in shaping an individual's competences, and in generating a theoractiveness; however, theories are often limited to content learning. Nonetheless, process-based orientation subconsciously implements these theories at a higher educational level. Obstinate actions orientation consists of both an art-obstinacy and a science-obstinacy. Teaching by the &quot;what method&quot; is a science-obstinate action, whereas, teaching by the &quot;why and how&quot; method is an art-obstinate action. Actions-oriented behaviour enables followership movement towards the leader's desired conducive climate, creating a dominant leadership style within the context, and maintaining a leadership style fix.
A Novel Method for the In-Depth Multimodal Analysis of Student Learning Trajectories in Intelligent Tutoring Systems
Author: Liu, Ran
Date: 2018-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Learning,Data Analysis,Student Development,Mixed Methods Research,Chemistry,Secondary School Science,High School Students,Data Processing,Longitudinal Studies,Educational Technology,Technology Uses in Education,Pretests Posttests

Temporal analyses are critical to understanding learning processes, yet understudied in education research. Data from different sources are often collected at different grain sizes, which are difficult to integrate. Making sense of data at many levels of analysis, including the most detailed levels, is highly time-consuming. In this paper, we describe a generalizable approach for more efficient yet rich sensemaking of temporal data during student use of intelligent tutoring systems. This multi-step approach involves using coarse-grain temporality--learning trajectories across knowledge components--to identify and further explore &quot;focal&quot; moments worthy of more fine-grain, context-rich analysis. We discuss the application of this approach to data collected from a classroom study in which students engaged in a Chemistry Virtual Lab tutoring system. We show that the application of this multi- step approach efficiently led to interpretable and actionable insights while making use of the richness of the available data. This method is generalizable to many types of datasets and can help handle large volumes of rich data at multiple levels of granularity. We argue that it can be a valuable approach to tackling some of the most prohibitive methodological challenges involved in temporal learning analytics. [This article was published in &quot;Journal of Learning Analytics&quot; (EJ1176036).]
The Relationship between Flexibility and Student Performance on Open Number Sentences with Integers
Author: Lamb, Lisa
Date: 2016-11-00
Type: Reports - Research
Subjects: Numbers,Addition,Subtraction,Mathematics Instruction,Correlation,Mathematical Logic,Sentences,Grade 2,Grade 4,Grade 7,Grade 11,Elementary School Students,Middle School Students,High School Students,Interviews,Video Technology,Cognitive Processes,Coding,Problem Solving,Age Differences

To better understand the role that ways of reasoning play in students' success on integer addition and subtraction problems, we examined the relationship between students' flexible use of ways of reasoning and their performance on integers open number sentences. Within groups of students in 3 participant groups--39 2nd and 4th graders who had negative numbers in their numerical domains, 40 7th graders, and 40 successful 11th graders--we found that flexibility and success were positively related. That is, the more flexibly students invoked ways of reasoning, the greater their success. These findings indicate that rather than searching for one particular model or approach to teaching integer operations, teachers should support multiple ways of reasoning and discuss features of problems that might make one way of reasoning more productive than another. [For the complete proceedings, see ED583608.]
Strategies for Improving Community College Student Financial Health: An Examination of Achieving the Dream&apos;s Financial Behavior Change Project on Six Campuses
Author: Gewirtz, Susan
Date: 2018-02-00
Type: Reports - Research
Subjects: Two Year College Students,Community Colleges,Intervention,Barriers,Paying for College,Income,Credit (Finance),Student Financial Aid,Money Management,Student Surveys,Budgeting,Student Attitudes,Program Effectiveness,Student Participation

Over a two-year period, six colleges involved in the Working Students Success Network (WSSN) initiative received financial support and technical assistance from ATD to identify key financial challenges their students face, develop specific strategies to address those challenges, and provide feedback on lessons learned from the work to be shared with other colleges. The project supplemented the work these and the other WSSN colleges were already engaged in by focusing on specific types of interventions that would not only provide services to students, but also effect positive changes in their financial behaviors.
Examining Individual and Collective Level Mathematical Progress
Author: Rasmussen, Chris
Date: 2016-11-00
Type: Reports - Research
Subjects: Mathematics Education,Teaching Methods,Mathematics Instruction,Mathematical Concepts,Mathematics Skills,Undergraduate Students,Equations (Mathematics),College Mathematics,Video Technology,Cooperative Learning,Group Activities,Problem Solving

A challenge in mathematics education research is to coordinate different analyses to develop a more comprehensive account of teaching and learning. I contribute to these efforts by expanding the constructs in Cobb and Yackel's (1996) interpretive framework that allow for coordinating social and individual perspectives. This expansion involves four different constructs: disciplinary practices, classroom mathematical practices, individual participation in mathematical activity, and mathematical conceptions that individuals bring to bear in their mathematical work. I illustrate these four constructs for making sense of students' mathematical progress using data from an undergraduate mathematics course in differential equations. [The abstract is written in both English and Spanish. For the complete proceedings, see ED583608.]
Plan for Increased Public Access to Results of Federally Funded Research
Author: Smithsonian Institution
Date: 2015-08-18
Type: Reports - Descriptive
Subjects: Public Agencies,Federal Aid,Research,Access to Information,Information Policy,Scholarship,Publications,Data,Metadata,Peer Evaluation

This document outlines the Smithsonian Institution's plan to provide increased public access to certain peer-reviewed scholarly publications and supporting digital research data that arise from research funded, in whole or in part, by a federal funding source (&quot;Federally Funded Research Materials&quot; or &quot;FFRM&quot;), consistent with the principles of access under the Office of Science and Technology Policy Memorandum dated February 22, 2013. This plan is effective as of October 1, 2015; only FFRM submitted for publication on or after the effective date shall be covered.
Effects of Classwide Peer Tutoring on Word Attack Skills among Students with Learning Disabilities
Author: Bani Abdel Rahman, Majdoleen Sultan
Date: 2017-00-00
Type: Journal Articles
Subjects: Peer Teaching,Learning Disabilities,Control Groups,Experimental Groups,Grade 3,Foreign Countries,Reading Skills,Pretests Posttests,Teaching Methods,Individualized Instruction,Comparative Analysis,Elementary School Students,Reading Tests,Statistical Analysis

This study investigated the effects of classwide peer tutoring (CWPT) on word attack skills among students with learning disabilities (LD). The participants included 5 students with LD in the control group and 4 students with LD in the CWPT experimental group; all of the students were in the third grade in Najran, Kingdom of Saudi Arabia (KSA). The word attack test (WAT) was developed and administered to the two groups as the pretest and posttest. The students in the experimental group received instruction through CWPT, whereas the students in the control group received individual instruction. In the WAT posttest, the mean rank of the students in the experimental group was significantly higher than that of the control group. [This research project was funded by the Deanship of Scientific Research in Najran University, KSA, under the grant number (NU/SHED15/124).]
Devin&apos;s Construction of a Multiplicative Double Counting Scheme: Dual Anticipation of Start and Stop
Author: Risley, Rachael
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Constructivism (Learning),Teaching Methods,Grade 4,Elementary School Students,Mathematics Skills,Mathematics Instruction,Elementary School Mathematics,Multiplication,Computation,Numbers,Concept Formation,Mathematical Concepts,Addition,Mathematical Logic,Educational Games

In this case study with Devin (pseudonym), which was part of a larger, constructivist teaching experiment with students identified as having learning difficulties in mathematics, we examine how a fourth grader constructed a dual anticipation involved in monitoring when to start and when to stop the simultaneous count of composite units (numbers larger than 1) in multiplicative tasks. We postulate that such a dual anticipation underlies the first, Multiplicative Double Counting (mDC) scheme (Tzur et al., 2013) that marks children's conceptual progress from additive to multiplicative reasoning. Data from three teaching episodes with Devin focus on his anticipation of the start/stop features of his double counting activity. We discuss theoretical implications of these findings in terms of similarity between the dual anticipation in additive and multiplicative reasoning, and practical implications in terms of task design and sequencing. [For the complete proceedings, see ED583608.]
En La Lucha/In the Struggle: Researching to Make a Difference in Mathematics Education
Author: Crespo, Sandra
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Educational Quality,Educational Improvement,Teacher Education Programs,Preservice Teachers,Curriculum,Teaching Methods,Expertise,Educational Research,Teaching (Occupation),Teacher Researchers

In this plenary I reflect on the research I have shared over the past many years of participating and presenting in PME and PME-NA conferences to identify three intellectual divides that continually challenge and motivate my scholarship. I discuss how these intellectual borders (mathematics/education; expert/novice; research/teaching) create adversarial relationships and unwarranted hierarchies in our field and among ourselves. Although these divides have been with us for a long time, I contend that these are far more dangerous than we might realize. These divides prevent us individually and collectively from imagining new and creative solutions to the perennial question about how to improve the quality and equity of mathematics education. I propose a reflexive and collaborative approach to identifying and problematizing the intellectual divides that challenge our goals and commitments to pursuing research that makes a difference in the very communities that we seek to serve. [The abstract is written in both English and Spanish. For the complete proceedings, see ED583608.]
More and Less: Language Supports for Learning Negative Numbers
Author: Bofferding, Laura
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Numbers,Language Usage,Teaching Methods,Grade 2,Grade 4,Elementary School Mathematics,Elementary School Students,Addition,Subtraction,Problem Solving,Prior Learning,Number Concepts,Pretests Posttests,Statistical Analysis,Multivariate Analysis

The language that students use with whole numbers can be insufficient when learning integers. This is often the case when children interpret addition as &quot;getting more&quot; or &quot;going higher.&quot; In this study, we explore whether instruction on mapping directed magnitudes to operations helps 88 second graders and 70 fourth graders solve addition and subtraction problems with negative numbers. Further we explore to what extent having prior training with directed magnitude language (as opposed to just more and less language, without a direction specified) prepares students to benefit from the instruction. Our data shows that students, regardless of which language training they had, improved, and second graders, even with less initial knowledge, were able to make the same gains as fourth graders, suggesting that having initial exposure to negatives earlier could help students reach proficiency by the time the standards expect it. [For the complete proceedings, see ED583608.]
Anxiety among Engineering Students in a Graduate EFL Classroom
Author: Samoilova, Valeriia
Date: 2017-11-00
Type: Speeches/Meeting Papers
Subjects: Engineering Education,Anxiety,Graduate Students,English (Second Language),College Second Language Programs,Student Experience,Student Surveys,Classroom Environment,Questionnaires,Likert Scales,Teaching Methods,Stress Variables,Foreign Countries,Statistical Analysis

This article reports the descriptive results of foreign language anxiety experiences of engineering students in a top-ranked research university in Thailand. Although numerous studies have been conducted in the past years about English language anxiety, few studies have reported anxiety situations specific to Thai engineering graduate students in learning English as a foreign language (EFL). The Foreign Language Classroom Anxiety Scale (FLCAS) modified by Mak [18] was distributed to two groups of graduate students--Chemical Engineering and Food Engineering to identify highly anxiety provoking situations and/or situations indicating language anxiety specific to engineering students. Descriptive analysis of FLCAS revealed that sixty percent of the students (n = 35) have &quot;negative self-perceptions about their English ability.&quot; Nevertheless, more than seventy percent showed that they are &quot;not frightened&quot; when they do not understand their teacher and they 'look forward' to attending their English lessons, especially in the class of Chemical engineering students. Meanwhile, Food Science engineering students indicated that they are &quot;focused&quot; as they expect to &quot;learn grammatical rules&quot; in their English class. Further results have shown that Chemical engineering students tend to &quot;understand their peers&quot; when they get nervous while Food Science engineering students usually 'compare their performances' with other students. In sum, both groups share 13 anxiety provoking situations, five anxiety provoking situations specific to Chemical engineering students, and two specific anxiety provoking situations for the Food science group. The study generated pedagogical implications for teaching English language to engineering graduate students. [This paper was published in: &quot;Proceedings of the 3rd International Conference on Innovation in Education.&quot; Thailand: Institute for Innovative Learning, Mahidol University. p286-296.]
Debilitating Effects of Anxiety on Engineering Students&apos; Language Performances
Author: Vo, Thanh Duy
Date: 2017-11-00
Type: Speeches/Meeting Papers
Subjects: Anxiety,Engineering Education,Language Proficiency,Graduate Students,English (Second Language),College Second Language Programs,Group Discussion,Exit Examinations,Scores,Correlation,Predictor Variables,Behavior Rating Scales,Foreign Countries,Statistical Analysis

Inconsistencies of results of foreign language anxiety's effect on advanced learners' language performances have persisted over the years. And little has been known on the relationship between foreign language anxiety and engineering graduate students' language performances. To fill the gap, this study employed a self-report anxiety scale called &quot;Foreign Language Classroom Anxiety Scale&quot; among forty six engineering graduate students of international programs at King Mongkut's University of Technology Thonburi (KMUTT) enrolled in &quot;LNG 601,&quot; a foundation English writing course for graduate students of international programs, during the summer of 2017. In addition, students' scores in presentations, group discussions, final exams, and course grades were collated. Using SPSS, correlational relationships between English language anxiety (herein referred to as &quot;fla&quot;) and language performances were computed. Findings revealed consistently negative and significant relationships between &quot;fla&quot; and individual presentation (r = -0.45, p&lt;0.01), &quot;fla&quot; and group discussion (r = -0.55, p&lt;0.01), &quot;fla&quot; and final exam (r = -0.92, p&lt;0.01), and &quot;fla&quot; and course grade (r = -0.41, p&lt;0.05). As the relationships are negative, this paper concludes with practical implications based on four &quot;fla&quot; factors that bear non-significant relationships with language performances on how to decrease the anxiety experiences of engineering graduate students in the English classroom. [This paper was published in: Proceedings of the 3rd International Conference on Innovation in Education. Thailand: Institute for Innovative Learning, Mahidol University. p275-285.]
Distinguishing between Schemes of Mathematical Equivalence: Joe&apos;s Transition to Anticipatory Quantitative Relational Equivalence
Author: Woodward, Jerry
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Logic,Mathematical Concepts,Multiplication,Concept Formation,Algebra,Problem Solving,Grade 8,Middle School Students

This study examined how a child constructed a scheme (abbreviated QRE) for producing mathematical equivalence via operations on composite units between two multiplicative situations consisting of singletons and composite units. Within the context of a teaching experiment, the work of one child, Joe, was analyzed over the course of 14 teaching episodes. Joe made the conceptual advance from a Relational Equivalence Scheme (RE) and absence of a Quantitative Relational Equivalence Scheme (QRE), through the participatory stage, to an anticipatory stage of a QRE scheme. Joe's progression distinguished between creating equivalence with an RE via operations on singletons and a QRE--a conceptual root for fundamental algebraic concepts such as the distributive property, solving linear equations, and a relational understanding of the equal sign. [For the complete proceedings, see ED583608.]
Tendiendo Puentes Entre Teorias: ¿Qué Puede Lograrse? = Building Bridges between Theories: What Can Be Achieved?
Author: Trigueros, María
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Educational Theories,Creativity,Mathematical Logic,Epistemology,Educational Research,Mathematics Education,Mathematical Concepts,Concept Formation,Calculus,Algebra,Secondary School Mathematics,College Mathematics

Interest in understanding mathematics teaching and learning phenomena, and to develop new and effective methodologies to teach Differential Calculus and Linear Algebra led me to look for ways to dialogue between APOS Theory and other mathematics education theories. This enterprise has facilitated a better understanding of them. Bridges between them have been constructed that enable to find possible points of contact and to expand their borders without changing their fundamental hypothesis. In this paper, a reflection on what a dialog between theories entails is illustrated and, through three examples, it shows how it promotes enriching experiences for researchers and stimulates students' creativity. Results also underline how positive outcomes in terms of students learning and in the development of effective teaching resources can be obtained. [Written in both Spanish and English. For the complete proceedings, see ED583608.]