ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Clubs in Siberia at the Beginning of the XX Century (Adapted from Materials of the Journal &quot;Siberian Student&quot;: 1914-1916)
Author: Putilina, Yulia V.
Date: 2018-00-00
Type: Journal Articles
Subjects: Clubs,Student Organizations,Foreign Countries,Educational History,College Students

This paper is devoted to the research of activity features of the student clubs existing in the territory of Tomsk at the beginning of the last century, conducted on the basis of materials of sketches and articles published in the popular periodical of the beginning of the 20th century -- the &quot;Siberian Student&quot;. Student clubs were often considered in terms of the following thematic blocks: a parenthesis with the indication of concrete date or year of club establishment; the short description of its activity from indications of events, significant for it, and important dates of functioning up to date of the publication of this or that material; the description of achievements, results of the youth organization activity, a positive role in the creative development and association of students; emphasis of attention of reader's audience on daily and (or) most current and serious problems which concrete clubs or student clubs in general faced; and the recommendations of authors about the solution of major problems in the organization and activity of the relevant student's organizations.
Competitive Learning Using a Three-Parameter Logistic Model
Author: Coronado, Semei
Date: 2018-00-00
Type: Journal Articles
Subjects: Models,Competition,Item Response Theory,Student Motivation,Statistics,Universities,Foreign Countries,Active Learning,Multiple Choice Tests,Teaching Methods,Instructional Effectiveness,Probability,Undergraduate Students

The purpose of this paper is to analyze the test applied at the eighth Statistics II tournament to students from the University Center for Economic and Administrative Sciences of the University of Guadalajara, for the purpose of determining whether it promotes competitive learning among students. To achieve this, Item Response Theory (IRT) is used, specifically in the form of a three-parameter logistic model. The findings show that approximately 20% of the participating students performed at a level ranging from outstanding to satisfactory, while the rest had a performance that fell between regular and poor. The findings also indicate that participating students were motivated by academic competition and the opportunity to improve their skills in the area of statistics. Moreover, we concluded that the tournament's assessment instruments need to be substantially improved in terms of design and the content of the items.
Developing Cognitive Independence of Future Informatics Teachers by Multimedia Tools
Author: Yakymchuk, Nataliya V.
Date: 2018-00-00
Type: Journal Articles
Subjects: Information Science Education,Teaching Methods,Information Technology,Computer Software,Multimedia Instruction,Specialists,Teacher Role,Case Studies,Course Descriptions,Foreign Countries,Control Groups,Experimental Groups,College Students,Independent Study

Future Informatics teachers need to have skills and abilities to continuously improve their knowledge in the field of both modern Information Technologies and modern methods of teaching Informatics. Specialists should constantly self-study because of the rapid pace in development of Informatics and Information Technologies. Thus, the high level of cognitive independence gives students real opportunities to integrate into the world information space, operating information resources presented in various forms. A new learning technology based on subject- and problem-oriented computer training programs and, in particular, multimedia programs is one of the ways to train highly qualified specialists. The programs help to improve the efficiency of learning technology, to intensify educational process, to improve the quality of training. At the same time, it is the role of an Informatics teacher that is significantly increasing. However, modern courses of Informatics do not adequately reflect the issues related to the theoretical and practical aspects of multimedia technology. This article describes our experiment on developing the components of cognitive independence of future Informatics teachers through learning, development and practical use of multimedia tools and gives the details of the used diagnostic material.
Educational Policies and Programmes Implementations: A Case Study of Education Funding, Universal Basic Education (UBE) and Teacher Education
Author: Osarenren-Osaghae, R. I.
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Program Implementation,Educational Finance,Access to Education,Teacher Education,Educational Development,Educational Objectives

The present state of the Nigeria education system brings worry to the hearts of all stakeholders because education goals such as producing skilled and professionally competent graduates, basic education for all, education for technological advancement, all to fulfil the dream of national development and prosperity, are yet farfetched from being a reality. Literatures were reviewed on three of the policies in education, which include: education funding, universal basic education and teachers' education for better understanding. The review discussed and highlighted the problems, potholes and patches of these policies as examples of the reason why education development in Nigeria is yet at the bottom of the success ladder. Conclusions were reached and recommendations were proffered.
Investigating Adults&apos; Statistical Literacy in a Second Chance School through the Teaching of Graphs
Author: Kontogianni, Aristoula
Date: 2018-00-00
Type: Journal Articles
Subjects: Graphs,Foreign Countries,Comprehension,Adult Students,Adult Basic Education,Statistics

Based on the significance of graph comprehension within statistical literacy, we present the findings of a study that took place in a Second Chance School in Greece. Our aim was to assess the progress of adults' comprehension of graphs. In order to offer to our adult students tasks with realistic context we used graphs, published in the media, some of them being potentially misleading. Our results showed that some of the adults have managed to move from the mere reading of the graphs to their interpretation. However, their critical sense was not so well developed since they often based their interpretations on their dispositions and not on their statistical knowledge.
Statistics in Public Policy Debates: Present Crises and Adult Mathematics Education
Author: Evans, Jeff
Date: 2018-00-00
Type: Journal Articles
Subjects: Statistics,Public Policy,Adult Education,Mathematics Education,Data Analysis,Democracy,Foreign Countries

Statistics is one of the important branches of mathematics taught in schools, colleges and universities. It is also an important tool in public policy discussions. This paper focuses on the use of statistics in the latter context, rather than its use in adult mathematics education research. I review the key characteristics of the statistical approach to constructing public knowledge, and give a very brief history of key points in its development. I discuss how what I call the &quot;overt crisis of statistics,&quot; the apparent disenchantment of large sections of the public with the &quot;expert&quot; statistical methods, outputs and pronouncements, leads to dilemmas both for citizens and for democratic governments. Recently &quot;Big Data&quot; and data analytics seem to many to offer new solutions to problems resulting from the essential lack of certainty surrounding efforts to understand society, and from the need to make quick decisions in a rapidly changing world. These approaches have potential, but also limitations. This leads me to consider a second, &quot;covert&quot; crisis of statistics, resulting from a struggle between proponents of freely available public information and public argument, and those aiming to profit from the appropriation and sequestering of information for private ends. I finish by considering what can be done by ourselves, as citizens, as adult mathematics teachers, and as researchers.
Teaching Function Mathematics Skills to Refugees
Author: Caniglia, Joana
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Skills,Refugees,Mathematics Teachers,Teacher Attitudes,Misconceptions,Cultural Differences,Trauma,Experience,Best Practices,Culturally Relevant Education

In the United States, after approximately 90 days of English language programs, refugee adults are placed in the mainstream, where they face enormous challenges including navigating bus schedules, buying groceries with a different monetary system, shopping for necessities, and applying for needed social services. The complexity of the mathematics that these activities require poses a significant barrier for adult refugees with limited English and interrupted education. This action research study reports on a year-long project that sought to uncover a mathematics educator's assumptions and misconceptions brought to the teaching of functional mathematics skills for small groups of refugee women. Strategies to address teaching functional mathematics to refugees are provided within each section with an emphasis on knowing the stories of students and honoring them by creating an environment of welcome and high expectations for their success.
What Do People Like about Mathematics?
Author: Smeets, Ionica
Date: 2018-00-00
Type: Journal Articles
Subjects: Adults,Mathematics,Interests,Mathematics Instruction,Culturally Relevant Education,Attitudes,Cultural Influences,Social Influences

In this discussion paper we look at questions that adults have about numbers. Many of their questions are not about pure mathematics, but about personal, cultural or societal issues. We discuss how to connect mathematical topics with things people are interested in, based on theoretic knowledge from the field of science communication. We focus on using narratives to make mathematics more personal, how to use games as demonstrations and different ways to present the same mathematical problem in different societal settings.
The Fruits of Research Editors&apos; Perspectives on Publishing Work from ICME-13
Author: Safford-Ramus, Katherine
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Education,Educational Research,International Organizations,Meetings,Conferences (Gatherings),Conference Papers,Foreign Countries,Adult Learning,Information Dissemination,Electronic Mail,Media Selection,Publications,Writing for Publication

The Thirteenth Meeting of the International Congress on Mathematical Education (ICME-13) convened in Hamburg, Germany, in July, 2016. There were two Topic Study Groups (TSGs) dedicated exclusively to adult learners and the authors of this paper served on the organizing committees of these groups. Arrangements were made by the congress committee for the publication of peer-reviewed papers from each TSG by Springer International Publishing AG in a series of edited books. In this paper we focus on our experiences as editors of the monographs resulting from our two TSGs.
Exploring the Genealogy of the Concept of &apos;Innate Mathematical Ability&apos; and Its Potential for an Egalitarian Approach to Mathematics Education
Author: Colleran, Noel
Date: 2018-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Mathematics Skills,Equal Education,Mathematics Education,Intelligence,Philosophy,Genetics

Recent work by a number of researchers has argued that the capacity for mathematical thinking is innate to human intelligence. Much of the evidence for this conclusion is based on findings in fields as diverse as linguistics, genetics, evolution, archaeology, psychology, and philosophy. This paper argues that the genealogy for this development is sourced in the philosophy of the Enlightenment, particularly the work of Immanuel Kant. Kant's seminal idea suggests that human intelligence had a natural and necessary capacity for mathematical thinking in the forms of space and time. This paper will explore the ideas of Immanuel Kant regarding space and time, particularly his views that the intuition of space provides the source for geometry while the intuition of time provides the source for number. A limited, yet sufficient, evaluation of recent relevant literature will be employed to illustrate that 'new insights' regarding innate mathematics ability can be 'genealogically' traced to the work of Immanuel Kant. Ultimately, this paper argues for the debunking of generally accepted agreement among some that many mathematics students have an innate capacity to do mathematics while others are innately incapable in this regard. With an acknowledgement of this 'initial state' regarding universal mathematics ability among young, as well as adult students, an egalitarian perspective regarding students' expectations and achievements in mathematics is in view.
What Teacher Capacities Do International School Recruiters Look For?
Author: Budrow, James
Date: 2018-00-00
Type: Journal Articles
Subjects: International Schools,Teacher Recruitment,Teacher Education Programs,Administrator Attitudes,Teacher Characteristics,Teacher Qualifications,Foreign Countries,Acculturation,Cultural Awareness,Teaching Methods

This article frames the intersection of the emerging fields of internationalizing teacher education (ITE) and international schooling (IS) and presents findings of a qualitative study that draws on interviews with international school recruiters to explore teacher qualities valuable for thriving in international school settings. Beyond general characteristics of good teachers, recruiters note the importance of adaptability to living and working in a foreign setting, cultural-sensitivity, and, especially, pedagogical flexibility. Additionally, recruiters discussed the significance of &quot;fit&quot; between the teacher and the school (and school community) as playing a role. Fit overlaps with adaptability, cultural sensitivity and pedagogical flexibility but also introduces more school-specific, subjective (and potentially parochial) factors for &quot;fitting in.&quot; Implications for teacher education are discussed, particularly on the importance of fostering teachers' pedagogical flexibility.
Kindergarten Teachers&apos; Perspectives on Culturally Responsive Education
Author: Alaca, Betül
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Preschool Teachers,Culturally Relevant Education,Teacher Attitudes,Educational Resources,Interpersonal Communication,Developmentally Appropriate Practices,Teaching Methods,Barriers

Six kindergarten teachers in the Greater Toronto Area were interviewed on their understandings of and approaches to culturally responsive education (CRE) in their classrooms. Teachers generally reported believing that CRE is important in kindergarten, and the practices they implemented fell into two categories: structured components of their classrooms and spontaneous accommodations or instruction. Teachers reported finding it challenging to access the resources they need to effectively practise CRE and to maintain ongoing communication with other school personnel and families. The implications of the findings are discussed to facilitate the development of age-appropriate CRE practices for kindergarten.
Neither Hired Mouth nor Class Monarchs: The Scope of Schoolteachers&apos; Freedom of Expression in Canada
Author: de Britto, Tatiana Feitosa
Date: 2018-00-00
Type: Journal Articles
Subjects: Freedom of Speech,Public School Teachers,Foreign Countries,Teacher Rights,Court Litigation,Educational Legislation,Federal Legislation,Professional Identity,Social Values,Constitutional Law

What are the boundaries for teachers' freedom of expression in public, secular schools in Canada? Drawing from the constitutional text, legislation, and normative expectations emerging from the literature, this article examines the scope given to teachers' expression in landmark case law. The analysis shows that the binomial of trust and responsibility guides the interpretation of this fundamental freedom for teachers, who should neither act as class monarchs, absolutely free of restraints, nor as hired mouth, narrowly limited to the official curriculum. The article concludes that the ethical duties of preventing harm to students and engaging in responsible pedagogy circumscribe Canadian schoolteachers' freedom of expression.
Niinwi - Kiinwa - Kiinwi: Building Non-Indigenous Allies in Education through Indigenous Pedagogy
Author: Morcom, Lindsay
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,American Indian Languages,Teacher Education,American Indian Culture,Canada Natives,Foreign Countries,Indigenous Knowledge,Universities,Public Policy,College Faculty,Teacher Attitudes,Educational Philosophy

In this article, we examine the &quot;Calls to Action&quot; of the Truth and Reconciliation Commission (TRC) of Canada (TRC, 2015a) in light of their implications for conscious ally-building in teacher education. Guided by the Anishinaabemowin language, the Medicine Wheel, and the Seven Grandfather Teachings, we ask what we can do to move from &quot;niinwi,&quot; &quot;we but not you,&quot; and &quot;kiinwa,&quot; &quot;you all but not us,&quot; to &quot;kiinwi,&quot; &quot;you and us (together).&quot; We arrive at the conclusion that reconciliatory education can be accomplished through respect and love, alongside an unyielding commitment to honouring Indigeneity, speaking truth, and building wisdom.
What Do First-Year University Students in Ontario, Canada, Know about First Nations, Métis, and Inuit Peoples and Topics?
Author: Schaefli, Laura
Date: 2018-00-00
Type: Journal Articles
Subjects: College Freshmen,Foreign Countries,Canada Natives,Indigenous Populations,Indigenous Knowledge,Foreign Policy,Learner Engagement,Knowledge Level,Questionnaires,Curriculum Development,Elementary Secondary Education

We disseminated the Awareness Questionnaire to the first-year cohorts at 10 Ontario universities in 2014. Co-designed with over 200 First Nations, Métis, and Inuit educators and community members across Ontario, the survey investigated how students are learning to think about colonialism and its relationship to Indigenous peoples and Canadian society. Statistical analysis of 2,899 student responses reveals that first-year university students who graduated from Ontario high schools are substantially unaware of Indigenous presence and vitality. The majority of students do not understand the fundamental laws structuring conditions of life for First Nations, Métis, and Inuit people or the contributions Indigenous peoples make to all aspects of Canadian society. Although they know slightly more about what is happening with regard to Indigenous peoples today, students have little sense of the historical circumstances and forces that shape current events. Arguably, students are this ignorant because the Ontario K-12 curriculum, which remains deeply inadequate, is the primary source of information for most students. However, when students have opportunities to engage with Indigenous perspectives and topics, it can make a difference to what students know and think. These results indicate that curricular reform is key to eradicating mass ignorance but cannot occur in isolation. Teacher education programs must play a central role in enacting the promise of new curricular emphases.
Determining Levels of 8th Grade Students of Secondary School to Understand Cognitive Structures and Concepts Concerning Concepts of Fundamental Citizenship
Author: Kiliçoglu, Gökçe
Date: 2018-11-00
Type: Journal Articles
Subjects: Grade 8,Cognitive Structures,Citizenship,Foreign Countries,Misconceptions,Social Studies,Associative Learning,Democracy,Freedom,Tests,Citizenship Responsibility,Secondary School Students,Word Frequency,Concept Mapping,Civil Rights

Purpose of this study is to determine cognitive structures, conceptual knowledge and misconceptions of the 8th grade students concerning concepts of citizenship through a word association test. In direction of this purpose, a word association test consisting of democracy, sovereignty, independency, freedom, right and responsibility concepts have been applied to 175 8th grade students who studied at 3 secondary schools in Trabzon province during 2017-2018 school years. Conceptual networks have been formed in direction of responses of the students to these concepts, and cognitive structures of the students have been demonstrated. It has been concluded as a result of the study that students associate concept of democracy mostly with equality, right, justice concepts. They associate concept of sovereignty with freedom, nation, independence concepts and concept of independency with freedom, flag and liberty concepts. They also associate concept of freedom with independency, justice, liberty concepts and concept of right with freedom, nation and sovereignty concepts. They associate again concept of responsibility with task, duty and work concepts. It has been determined as a result of the study that a good part of the students can make sentences involving scientific information about freedom, independency and responsibility concepts and they have no misconceptions about these concepts. It has been determined that a limited number of students have misconceptions about the concept of right. As for one of the important results of the study, most of the students have misconceptions about the concept of sovereignty.
Examination of Listening Anxiety of Turkish Language Teacher Candidates
Author: Er, Onur
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,Listening Skills,Anxiety,Preservice Teachers,Language Teachers,Language Skills,Turkish

The purpose of this study is to examine the listening anxiety of Turkish language teacher candidates in terms of various variables. &quot;Listening Anxiety Scale&quot; developed by Maden and Durukan (2016) was used as data collection tool in the study conducted by a survey model. The Cronbach's Alpha coefficient of the scale was found to be 0.88. The data of the research was obtained from randomly selected 168 Turkish language teacher candidates studying in Atatürk University in 2017-2018 academic years. The obtained quantitative data by the application of the scale was transferred to SPSS Windows 15 package software program. As the result of the research using statistical package program for data analysis, it was found that even it has not been high, Turkish language teacher candidates have listening anxiety above the average and it was determined that listening anxiety has not differed significantly according to gender, grade, most frequently used language skill, and status of reading books regularly.