ethanporcaro/eric-fulltext-meta huggingface dataset:
Mediating Learning Number Bonds through a Vygotskian Lens of Scientific Concepts
Author: Askew, Mike
Date: 2013-09-00
Type: Journal Articles
Subjects: Scientific Concepts,Numeracy,Faculty Development,Correlation,Elementary School Students,Foreign Countries,Grade 2,Teacher Education,Mathematics Instruction,Teaching Methods,Developmental Stages,Learning Theories,Computation

Children's learning of early number bonds is a significant issue in South African schools because evidence shows that flexible and efficient (fluent and reasoned) knowledge of number bonds to 20 correlates with success at the end of primary schooling, yet the evidence is that many South African students are over-reliant on inefficient counting methods. This paper focuses on why and how treating early number bonds as scientific concepts may be the key to raising learners' attainment in these. The paper argues that teacher mediation is crucial and that mediation for learning scientific concepts has to be meaningful, relational and transcendent. This theoretical position is illustrated with examples from a dynamic assessment interview with a Grade 2 learner carried out as part of the Wits Maths Connect -- Primary project. It concludes by suggesting the implications for teacher education and professional development.
Locating the Difference: A Comparison of Pedagogic Strategies in High and Low Performing Schools
Author: Aploon-Zokufa, Kaylianne
Date: 2013-09-00
Type: Journal Articles
Subjects: Comparative Analysis,Educational Strategies,Low Achievement,High Achievement,Foreign Countries,Numeracy,Feedback (Response),Low Income,Grade 3,Elementary School Students,Elementary School Teachers,Mathematics Achievement,Differences

A number of research studies have suggested that specific pedagogic strategies can have a positive impact on learning, and in turn, have a positive impact on school performance, in particular for children being schooled in disadvantaged contexts. This analysis describes and measures how four of these pedagogic strategies identified in research -- the pacing of a lesson, the sequence and coherence of a lesson, cognitive demand and the nature of feedback within a lesson -- are displayed in higher and lower performing schools located in lower-income communities in the Western Cape. The analysis forms part of a broader research project, SPADE (Schools Performing Above Demographic Expectation), and is based on fifteen video-recorded Grade 3 numeracy lessons. The analysis suggests a relationship between specific pedagogic strategies and higher performance for individual learners and for schools. The analysis also identifies further effective pedagogic strategies in higher performing schools in lower-income communities.
Making Sense of Experience in Preschool: Children&apos;s Encounters with Numeracy and Literacy through Inquiry
Author: Henningsen, Marjorie
Date: 2013-09-00
Type: Journal Articles
Subjects: Preschool Children,Numeracy,Inquiry,Preschool Education,Foreign Countries,Educational Environment,Mathematics,Emergent Literacy,Reggio Emilia Approach

Opening up space for authentic inquiry in preschool can influence the extent to which children can make use of their growing mathematical and linguistic understandings to make sense of themselves and the world around them. Authentic inquiry here refers to investigation that arises naturally from the interests and questions of the children as they experience the learning environment. Three authentic examples are presented from the work of four- to five-year-old children in the domains of mathematics and literacy development to illustrate how the two domains need to be viewed as intertwined at the preschool level. Reflections are also offered on the role of the learning environment, the role of curriculum and the role of teachers and other adults in the learning process. This manuscript is based on a plenary address given in Grahamstown, South Africa at the SARAECE Research and Development week: &quot;Strengthening Foundation Phase Education&quot; conference at Rhodes University in September 2012.
Integrating Unmanned Aircraft Systems to Measure Linear and Areal Features into Undergraduate Forestry Education
Author: Viegut, Reid A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Forestry,Undergraduate Students,Measurement Techniques,Educational Technology,Technology Uses in Education,Aviation Technology,Comparative Analysis

The use of Unmanned Aircraft Systems (UAS) in undergraduate forestry education continues to expand and develop. Accuracy of data collection is an important aspect of preparation for &quot;society-ready&quot; foresters to meet the complex sustainable environment managing for ecological, social and economic interests. Hands-on use of a DJI Phantom 4 Pro UAS by undergraduates to measure the length and area of 30 linear features and areal features on Earth's surface were estimated. These measurements were compared (measured within the ArcMap 10.5.2 interface) to hyperspectral Pictometry imagery measured on the web-based interface and the Google Earth Pro interface. Each remotely estimated measurement was verified with the actual ground measurements and the methods compared. An analysis of variance, conducted on the absolute length errors resulting in a p-value of 0.000057, concluded that the three length estimating techniques were statistically different at a 95% confidence interval. A Tukey pair-wise test found that the remotely sensed DJI Phantom 4 Pro data was statistically less accurate than the Pictometry and Google Earth Pro data, while both of which were found to be not different statistically in terms of accuracy. The areal feature area measurements were not normally distributed and therefore tested for equal medians using a Kruskal-Wallis test. The test found that there was no significant difference between sample medians, indicating that all three methods of estimating area are statistically equal in accuracy. The results indicate that Pictometry and Google Earth Pro could both be used to accurately estimate linear feature lengths remotely in lieu of &quot;in situ&quot; linear measurements while all three remote sensing techniques can be used to accurately estimate areal feature areas remotely in lieu of &quot;in situ&quot; areal measurements.
Exploring Links between Foundation Phase Teachers&apos; Content Knowledge and Their Example Spaces
Author: Morrison, Samantha
Date: 2013-09-00
Type: Journal Articles
Subjects: Correlation,Pedagogical Content Knowledge,Elementary School Teachers,Mathematics Teachers,Pretests Posttests,Scores,Foreign Countries,Teaching Methods,Mathematics Instruction,Numeracy

This paper explores two foundation phase teachers' example spaces (a space in the mind where examples exist) when teaching number-related topics in relation to snapshots of their content knowledge (CK). Data was collected during a pilot primary maths for teaching course that included assessments of teacher content knowledge (CK). An analysis of a content-knowledge focused pre-test developed for the larger study indicated a relatively high score for one teacher and a low score for the other. Using Rowland's (2008) framework, an analysis of classroom practice showed associations between a higher CK and the extent of a teacher's example space and more coherent connections between different representational forms. Although no hard claims or generalisations of the link between teachers' example spaces and their level of mathematics content knowledge can be made here, this study reinforces evidence of the need to increase teachers' CK from a pedagogic perspective in order to raise the level of mathematics teaching and learning in the South African landscape.
Place Value without Number Sense: Exploring the Need for Mental Mathematical Skills Assessment within the Annual National Assessments
Author: Graven, Mellony
Date: 2013-09-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Skills,Mathematics Curriculum,Educational Assessment,Mathematical Logic,Computation,Foreign Countries,Cognitive Ability,Elementary School Mathematics,Elementary School Students

In this paper we examine the extent of the focus on number sense, enabled and accompanied by the development of efficient strategies for mental maths, in the foundation and intermediate phase. We do this through documentary analysis of the Curriculum and Assessment Policy Statements (CAPS) for these phases and the Annual National Assessments (ANAs). We argue that number sense and mental agility are critical for the development and understanding of algorithms and algebraic thinking introduced in the intermediate phase. However, we note from our work with learners, and broader evidence in the South African landscape, that counting-based strategies in the foundation phase are replaced in the intermediate phase with traditional algorithms. We share experiences in the form of vignettes to illuminate this problem. Whilst literature and the CAPS curriculum emphasise the important role of mental computation within number sense, we note that the ANAs do not include a &quot;mental mathematics&quot; component. This absence in assessment, where assessment often drives teaching, is problematic. We conclude with the suggestion that research be conducted into the viability/appropriateness of an orally administered mental mathematics assessment component in the ANAs as a way to establish a focus on number sense across the foundation and intermediate phases.
A Quantitative Framework for the Analysis of Two-Stage Exams
Author: Martin, Andrew P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Active Learning,Learning Experience,Scores,Tests,Test Anxiety,Academic Achievement,Teaching Methods,Data Analysis,Evaluation Methods,Groups,Evolution,Biology,Science Tests,Introductory Courses,Statistics,Undergraduate Students,Cooperation,Inferences,Longitudinal Studies

Two-stage exams have gained traction in education as a means of creating collaborative active-learning experiences in the classroom in a manner that advances learning, positively increases student engagement, and reduces test anxiety. Published analyses have focused almost exclusively on the increase in student scores from the first individual stage to the second collaboration stage and have shown clear positive effects on gains in student scores. Missing from these analyses is a comprehensive evaluation of the effects of individual preparation, the characteristics of questions, and small group composition on the outcomes two-stage exams. I developed a simple quantitative framework that provides a flexible approach for estimating and evaluating the effects of individuals, questions, and groups on student performance. Additionally, the framework yields statistics appropriate for making inferences about productive collaboration, consensus-building, and counter-productive interaction that happens within small groups. Analyses of 12 exams across two courses and 2 years using the quantitative framework revealed considerable variation for all three of these effects within and among exams. Overall, the results highlight the value of quantitative estimation of two-stage exams for gaining perspective on the effects of individuals, questions, and groups on student performance, and facilitates data-driven revision of assessments, curricula, and teaching strategies towards achieving gains in students' collaborative skills.
Investigation of Decision Making and Thinking Styles of Volleyball Referees in Terms of Some Variables
Author: Arslanoglu, Cansel
Date: 2018-10-00
Type: Journal Articles
Subjects: Judges,Decision Making,Cognitive Style,Team Sports,Foreign Countries,Age Differences,Gender Differences,Experience

This study aims to examine the decision making and thinking styles of volleyball referees in terms of some variables. A total of 91 volleyball referees (51 men and 40 women) in Ankara volunteered to participate in the study. Of the participants, 56 are regional referees while 35 are national referees. The participants were applied rational-experiential thinking styles scale developed by Epstein et al (1996) and adapted into Turkish by Bulus (2000) and decision-making styles scale developed by Scott and Burce (1995) and adapted into Turkish by Tasdelen (2002). It was determined that the data obtained from the study did not show normal distribution according to Shapiro Wilk and Levene tests (p &lt;0.05), therefore, in line with the purposes of the study, the data were analyzed by Mann Whitney U test and Kruskall Wallis test, and the Steel Dwass test was applied to determine the groups from which the difference originated in multiple comparisons. The significance level was accepted as (p &lt;0.05). According to research findings, decision-making styles are significant in terms of gender, age, referee category and experience (years) variables (p&lt;0.05). When the scores of the &quot;cognitive requirement and intuitive belief&quot; subscales of the rational-experiential thinking style scale were examined, significance was determined (p &lt;0.05) in terms of participants' gender, age, referee category and experience variables. Consequently, the research revealed that variables such as gender, age, referee category, and experience had an important impact on the decision-making and rational-experiential thinking styles of volleyball referees.
Impact of Technological Pedagogical Content Knowledge Based Education Applications on Prospective Teachers&apos; Self-Efficacy Belief Levels toward Science Education
Author: Sensoy, Onder
Date: 2018-10-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Preservice Teachers,Self Efficacy,Science Education,Experimental Groups,Control Groups,Instructional Effectiveness,Preservice Teacher Education

The purpose of this study is to examine the impact of technological pedagogical content knowledge-based education applications on prospective teachers' self-efficacy belief levels toward science education. The study was conducted on the 3rd year prospective science teachers of a public university and continued for 14 weeks. In the study, quasi-experimental method, pretest-posttest experimental design with a control group. The research was performed in the Instructional Technologies and Material Design courses during the education year of 2015-2016. In the research, one of the classes of the 3rd years was determined as a control and another one as an experimental group. There were 65 students (control=33, experiment=32) in the study group. As the instrument of data collection, the self-efficacy belief levels toward science education scale was used and the scale was applied as pretest, posttest and follow-up test. Cronbach Alpha consistency coefficient of the scale is 0.82. To the students in the experimental group, the education applications based on Technological Pedagogical Content Knowledge were introduced by the researcher; the courses were made with these applications and they were requested to use these applications that they learned in the materials that they were making. As for the control group, the courses were made with the current curriculum. The research results show that the self-efficacy belief levels of prospective science teachers toward science education design is higher in the experimental group than the students in the control group.
Evaluating the Effect of 12 Weeks Football Training on the Posture of Young Male Basketball Players
Author: Kaplan, Defne Öcal
Date: 2018-10-00
Type: Journal Articles
Subjects: Team Sports,Males,Human Posture,Young Adults,Physical Education,Instructional Effectiveness,Athletes

Posture is the most healthy and correct placement of each region in the body when compared to the whole body. The predominantly use of one side of the body disrupts the posture. A bad posture changes the center of gravity of the body and causes chronic skeletal and muscle soreness. It is aimed to determine whether there is a rehabilitative effect of football training that does not require the use of dominant arms on posture asymmetries which may occur in the basketball which requires the use of dominant arm and leg in the study. 15 male basketball players who played basketball for an average of 8 years with a mean age of 21.7 ± 1.5 years participated as volunteers. Postures of the subjects were measured with PostureScreen Mobile® before and after 12 week football trainings with lateral and anteriorly taken photographs. SPSS 22 was used program for statistical analysis. While analyzing of data Wilcoxon Test method was used and it is determined as significance level was p&lt;0.05. After 12 weeks of football training, statistically significant differences were found in measurements taken from the anterior and lateral positions on the head, shoulder, ribcage, hip, and knee measured tilts and shifts. Estimated average head weight decreased depending on the posture of the cervical vertebrae and a significant difference was detected. Postures of subjects came close to the correct posture. Basketball is an acycle sport branch that requires the use of muscles on the dominant side. It creates an asymmetric position on the athlete due to this feature; causes shifting and tilts. In order to eliminate postural disorders that occur, the effectiveness of football training that does not require to use of the dominant side of the body has been demonstrated.
Teacher and Student Demographic Variables Which Predict Teacher Referrals of Males for Special Education Evaluation
Author: Woodson, Lorenzo
Date: 2018-00-00
Type: Journal Articles
Subjects: Males,Special Education,Referral,Predictor Variables,Student Characteristics,Teacher Characteristics,Racial Differences,Behavior Problems,Teaching Experience,Gender Differences,Teacher Attitudes

Past research has shown that African American/Black males are referred for special education evaluation at disproportionately higher rates compared to males of other racial/ethnic groups. Special education placement for African/American/Black males has been linked to adverse outcomes such as lower teacher expectations, low academic performance, and increased likelihood of dropping out of school. This study addressed the question of whether student and teacher demographic variables predicted how likely a teacher would refer male students for special education evaluation and whether there were significant differences in teacher ratings of severity of behavior based on race/ethnicity of male students. Principles from cultural theory and social exclusion theory were used as the conceptual framework to guide this research. Results from a multiple linear regression revealed that teacher years of teaching experience, race of teacher, race of student, and teacher attitude toward inclusion were statistically significant predictors of teacher referral to special education. However, results from an ANOVA did not show any significant differences in teacher ratings for severity of described classroom behavior based on male students' race/ethnicity. Findings from this study could be used to advocate for educational and professional development programs which promote teacher awareness of how teacher and student demographics may influence teachers' decisions to issue referrals to special education. The educational training and professional development seminars could also guide teachers in developing culturally sensitive and responsive practices for teaching students of various cultural backgrounds that, in turn, could promote social change by reducing the number of referrals for special education evaluation among African American/Black male students.
&quot;We Can&apos;t Fix That&quot;: Deficit Thinking and the Exoneration of Educator Responsibility for Teaching Students Placed at a Disciplinary Alternative School
Author: Kennedy, Brianna L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Nontraditional Education,Discipline,Teacher Attitudes,Student Attitudes,Student Behavior,Barriers,Educational Experience,Secondary School Students,Secondary School Teachers,Grade 8,Grade 9,Student Characteristics,Institutional Characteristics,Teacher Characteristics

The increased use of exclusionary discipline over the past four decades has included educators sending students to involuntary disciplinary schools. Reasons for sending students often include infractions that are subjectively defined by educators and nonviolent in nature, suggesting that educators' beliefs about students and their behaviors play an important role in shaping these students' trajectories. Using Valencia's (2010) deficit-thinking framework, this qualitative study of 29 educators and nine students in one school district in the Southeast examines the role that deficit thinking plays in shaping the educational experiences of students who had been placed at an alternative school. Findings suggest that both educators and students blame students' individual traits and decisions for their plights. Even when institutional barriers to success, such as racism, are identified, individuals stop short of advocating for changes that they themselves could enact. Instead, deficit thinking justifies inaction and students' struggles.
Online Supplementary Mathematics Tuition in a First-Year Childhood Teacher Education Programme
Author: Fonseca, Kathleen
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Teacher Education Programs,Teacher Educators,Intervention,Mathematical Concepts,Preservice Teachers,Foreign Countries,Pedagogical Content Knowledge,Preservice Teacher Education,Elementary School Teachers

This study reports on an intervention that was aimed at improving the content knowledge of first-year intermediate-phase education students at a South African university. The study gives some insight into preservice teachers' perceptions of an online programme for the development of mathematics common content knowledge for teachers of mathematics in the intermediate grades. The effectiveness of the intervention programme was analysed according to Shapiro's evaluation criteria for intervention research. The findings show that there has been a positive shift in preservice teachers' common content knowledge but that there is much room for further development. The student teachers found the programme to be of great benefit with regard to the development of their mathematics knowledge as well as their confidence as future teachers of mathematics. The findings highlighted their disturbingly limited knowledge of mathematics content knowledge and pointed to the responsibility of teacher education departments at universities to implement sufficient maths content courses that will address the status quo of poor mathematics teaching in South African primary schools. The authors conclude that the students need to spend much more time on 'catching up' before they become teachers.