ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of the Change in the Awareness of Primary School Pre-Service Mathematics Teachers on Famous Mathematicians
Author: Mersin, Nazan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Elementary School Teachers,Mathematics,Professional Personnel,Knowledge Level,History,Foreign Countries,Individual Characteristics,Misconceptions,Program Effectiveness,Preservice Teacher Education

This study is a qualitative study that seeks to analyse the awareness of primary school pre-service mathematics teachers on famous mathematicians and to examine the change in their awareness. It is designed as exploratory case study. The study group consists of 30 primary school pre-service mathematics teachers, who are senior-level students in the department of primary school mathematics teaching in the 2017-2018 academic year. The data were gathered through the open-ended forms with questions on a total of 27 famous mathematicians, who lived from the Ancient Greek Period to the Modern Period. The data analysis was performed using content analysis. The information of the pre-service teachers on famous mathematicians were analysed under two categories: scientific contributions and personal characteristics. The analysis of the data obtained from the pre-service teachers showed that the famous mathematicians most known by them before the course of History of Mathematics were Euclid, Pythagoras, Pascal, Thales, Newton, Bernoulli and Gauss whilst the pre-service teachers were most knowledgeable about Euclid, Pythagoras, Pascal, Newton, Bernoulli, Fermat, Fourier, Al-Khwarizmi, Thales, Gauss, Euler, Omar Khayyam and Leibniz after the course of HoM (History of Mathematics). This study also revealed that the pre-service teachers had less information on the personal characteristics of mathematicians whereas they had more information on their scientific contributions. Moreover, some pre-service teachers had inaccurate information on famous mathematicians. In conclusion, it is notable that the awareness of the pre-service teachers on famous mathematicians increased after the course of HoM, but the increase was not at the desired level. [This study was presented as an oral presentation at the International Limitless Education and Research Symposium (USEAS) (2nd).]
Knowledge Based View of University Tech Transfer--A Systematic Literature Review and Meta-Analysis
Author: Hamilton, Clovia
Date: 2020-00-00
Type: Journal Articles
Subjects: Technology Transfer,Commercialization,Research Universities,Knowledge Management,Intellectual Property,Investment,Business

Research and technology commercialization at research-intensive universities has helped to develop provincial economies resulting in university startups, the growth of other new companies and associated employment. University technology transfer offices (TTOs) oversee the process of technology transfer into the commercial marketplace and these organizational units can be considered in the context of enabling effective knowledge management. However, what enables productive TTO performance has not been comprehensively researched. Therefore, this research study adopted the knowledge-based view as the theoretical construct to support a comprehensive investigation into this area. This was achieved through employing a systematic literature review (SLR) combined with a robust meta-analysis. The SLR identified an initial total of 10,126 articles in the first step of the review process, with 44 studies included in the quantitative synthesis, and 29 quantitative empirical studies selected for the meta-analysis. The research study identified that the relationship between TTO knowledge management and knowledge deployment as well as startup business performance is where TTOs secure the strongest returns.
Investigation of the Effect of Enhanced Education Programmes on Mathematics Anxiety of Students
Author: Sahin, Salim
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Anxiety,Grade 4,Elementary School Students,Private Schools,Program Effectiveness,Enrichment Activities,Mathematics Instruction

The aim of this study is to determine whether mathematics anxiety levels of fourth grade primary school students differs between EEP (Enriched Education Program) implemented class and unapplied class. This study was conducted with totally 30 students who were randomly selected among 4th grade primary school students studying in two private schools depending on the Ministry of Education in Kutahya city centre in 2014-2015 academic years. While EEP (Enriched Education Program) is applied to the experimental group, there has been no application to control group. In the study 2x3 (experimental/control group X pre-test/post-test/screening test) split-plot design was used. In the study in order to collect data, Mathematics Anxiety Scale was applied three times (At different time intervals including when the session began, when completed, and three months after termination) to students in the experimental and control groups. According to the results, children subjected to the EEP program carry a lower mathematics anxiety compared to unapplied peers.
The Relationship between Teachers&apos; Perception of Organizational Cynicism and School Administrators&apos; Behaviours of Favouritism
Author: Erdem, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Teacher Attitudes,Administrator Behavior,Teacher Administrator Relationship,Gender Differences,Foreign Countries,Elementary School Teachers,Measures (Individuals),School Administration,Organizational Culture,Teaching Experience,Predictor Variables,Negative Attitudes,Psychological Patterns

The purpose of this study is to determine the relationship between teachers' perception of organizational cynicism and school administrators' behaviours of favouritism. Since the research is a study that was carried out in order to detect the relationship between favouritism and cynicism, it is in correlational survey model. The sample of the research is constituted by 242 teachers who work in formal elementary schools in Van province. &quot;Favouritism Scale in School Management&quot; and &quot;Organizational Cynicism Scale&quot; were used to collect data for the study. Average, standard deviation, t-test, variance analysis, and regression, which are from descriptive statistics, were used in the analysis of the data. As a result of the study, it was observed that teachers' levels related to their perception of behaviours of favouritism of school administrators and their perception of organizational cynicism are low. Female teachers perform more cynical behaviours compared to male teachers. It has been observed that teachers working in schools which have 40 or more teachers have less cynicism and favouritism perceptions compared to other groups. It has been observed that there is not a significant difference between favouritism and cynicism perceptions of teachers by class, branch, or period of service. It has been observed that there is a significant, positive, and medium level of relationship between favouritism and organizational cynicism. In the scope of this study, it has been observed that the perception of favouritism in schools is a significant predictor of organizational cynicism level.
An Analytical Study Related Learning with Flipped Classroom Model
Author: Sarigöz, Okan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Student Centered Learning,Instructional Effectiveness,Academic Achievement,Preservice Teachers,Experimental Groups,Control Groups,Preservice Teacher Education,Achievement Tests,Transformative Learning

The Flipped Classroom Model is a student-centered learning model in which students effectively assimilate subjects in the classroom, where they often perform their learning out of school with materials such as narrative, film, presentation, or video. The purpose of this study is to examine the effect of the Flipped Classroom Model on the academic success of prospective teachers. Experimental pattern model with pretest-posttest control group was used in the study. One experimental and the other control group were determined for the study. The study group of the investigation is the second grade students who study at the Department of Elementary Teacher Education in Mustafa Kemal University Faculty of Education in 2016-2017 academic years. The study lasted for six weeks. An achievement test was developed previously by the researcher and the developed achievement test was applied twice to the groups as pre-test and post-test for the study. Studies of the validity and reliability of the success test that is used in research was determined and value of KR-20 that is the reliability coefficient of the test containing 25 matters was calculated as 0.83. As a result of the research, the academic achievement of all the students who are studying according to both the traditional education system and the Flipped Classroom Model improved. However, the academic achievement of the students who are studying according to Flipped Classroom Model improved more than the academic achievement of students who are studying according to the traditional education system.
Action Research in Education: Effectiveness of Flipped Classroom on Academic Performance of Students
Author: Vinay, Aparna
Date: 2020-08-27
Type: Reports - Research
Subjects: Action Research,Instructional Effectiveness,Blended Learning,Academic Achievement,Secondary School Students,Foreign Countries,International Schools,Student Attitudes,Grades (Scholastic),Peer Teaching

This study is an action research in the field of education. In this research paper I have tried to gauge the effectiveness of flipped classroom as a strategy to improve the academic performance of students. The present study involved a sample of 14 AS and A level (CAIE curriculum) psychology students from an International School in Mumbai. Active learning strategy of flipped classroom was used to foster teaching and learning process among students. The data collection was done using self-report, observation and objective assessment. The results supported the effectiveness of flipped classroom on academic performance. The strategy helped improve the grades of students who were at the lower end of academic performance.
A Comparative Study on Parental Involvement
Author: Paulynice, Roldens
Date: 2019-12-24
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Parent Participation,Parent Influence,Academic Achievement,Teacher Attitudes,Family School Relationship,Barriers,Middle School Teachers,Middle Schools,Correlation

Parental involvement has been found by many researchers to be important in student academic success. However, many school leaders are challenged to get many parents actively involved in their child's education. At the research site, for example, the researcher observed that many parents do not get actively involved in their child's education, and they miss the school parental meeting or programs. If this problem is solved, school staff members or leaders would care and would benefit from it. The purpose of this study was to explore the perception of educators on the impact of parental involvement on student success and on the effective strategies that they use that can be used to increase parental involvement at a school on the central east coast of Florida. This study is guided by Epstein's model of parental involvement. This study has two research questions that are about teachers' perceptions on the efficacy of current attempts at parental involvement and teachers' suggestions for improving parental involvement at the research site. The researcher used a qualitative case study design and one-on-one interviews to explore the perception of five teachers. The interviews were recorded and transcribed by using the Rev Voice Recorder App or the Rev Call Recorder App. The researcher used open coding to analyze the data. The study's results showed that communication, school resources, and parental programs or events are effective in increasing parental involvement.
Studty Skills Practised by (Ptuk) Students of English Language Introductory Courses in Palestine Technical University--Kadoorie
Author: Jabsheh, Abd-Al-Hameed Mustafa
Date: 2019-09-00
Type: Journal Articles
Subjects: Study Skills,Foreign Countries,Undergraduate Students,Semitic Languages,Second Language Learning,Second Language Instruction,English (Second Language),Introductory Courses,Remedial Instruction,Correlation,Gender Differences,Specialization,Institutional Characteristics,Scheduling,Time Management,Student Attitudes,Item Analysis,Lecture Method,Independent Study,Student Motivation,Native Language

The aim of this study was to investigate about the study skills which are mostly practiced by (PTUK), freshmen and sophomores, Arabic-speaking students who are learning English language introductory courses, namely, Remedial English (no.15200099), English (1)- (no.15200106), and English (2)- (no.15200112). This study also aimed at investigating about the relationship between the mostly practiced study skills and the independent variables of (sex) and (College). To achieve the purpose of this study, the researchers built a 5- domain questionnaire with (30) items which was basically based on related literature; it was refereed and then was adapted and developed to correspond with the questions of the study and the learning environment of the PTUK. The questionnaire was distributed to a sample of (340) female and male students representing colleges and different specialization of PTUK with a percentage of (percent 30) out of the total of (1122) female and male students representing the whole population of the study consisted of. Results of this study indicate that the domain of &quot; Scheduling and time management &quot; was the first and the highest in level with a Mean of (3.53) and with a Standard Deviation of (0.75); the first and the highest practiced skill within this domain was item no. (1) &quot; I attend lectures without any delay&quot; with a Mean of (4.16) and a Standard deviation of (0.89); the least practiced skill within the domain of &quot;Motivation and attitude&quot; with a high degree was number (22), &quot;During the lecture, I am wakeful, active, and interested in dealing with the information presented.&quot; with a Mean of (3.49) and a Standard deviation of (1.02). Results of this study also indicate that there are no statistical differences related to the variables of (sex) and (College). In accordance with the findings and results of this study, the researchers recommend that PTUK should offer more guidance and help to its freshmen and sophomore's students, who are learning English language introductory courses, through crediting a separate course of &quot;study Skills&quot; which can orient and help students anchor their study pursuit with an ultimate goal of being independent learners. The researchers also recommend carrying out further related studies in other universities in Palestine.
Student Loans and Entrepreneurship: An Overview. Entrepreneurship Issue Brief. No. 5
Author: Desai, Sameeksha
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Student Loan Programs,Debt (Financial),Entrepreneurship,Student Financial Aid,Federal Aid,College Graduates,Business,Correlation,Social Networks

Nearly 1 in 6 adults in the U.S. has outstanding student loan debt. Among those between the ages of 18 and 29, 1 in 3 reported having student loan debt. Meanwhile, the share of new entrepreneurs aged 20-34 declined from 34% to 27% between 1996 and 2019. The relationship between student loan debt and entrepreneurship sits at the intersection of many questions related to labor markets, higher education, business dynamism, innovation, and capital markets. This brief considers these intersections.
The Positive Relationship between Teaching or Using English Poetry as an Instructional Source and the Teaching -- Learning of Different Language Skills and Sub Skills
Author: Jabsheh, Abd-Al-Hameed Mustafa
Date: 2019-11-00
Type: Journal Articles
Subjects: Poetry,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Learning Processes,Language Skills

The aim of this study was to investigate, in a descriptive , argumentative and chronological methodology, about the positive relationship between teaching or using English poetry as an instructional source and the teaching-learning of different language skills such as reading, listening, speaking, and writing as well as other language sub skills such as pronunciation, grammar, structure, and vocabulary. Accordingly, this study is oriented towards answering the following two questions: 1. Is there any positive relationship between teaching or using English poetry as an instructional source and the teaching-learning of different language skills such as reading, listening, speaking, and writing as well as other language sub skills such as pronunciation, grammar, structure, and vocabulary? 2. What is the status of teaching or using English poetry as an instructional source in ELT? To achieve the purpose of this study, the researcher carried out a panoramic chronological review of some of the findings of previous related literature in order to draw an explanatory and argumentative line of understanding in regard to the aim and questions of this study. Findings of this study indicate that poetry can gain an effective place, as a reliable and adaptable source, in the language teaching methodology and ELT classroom. Findings of this study, in accordance with previous literature, also indicate that the teaching or using English poetry, as an instructional source for the teaching and learning English language skills and sub skills, is either neglected or avoided by teachers and students of both native and foreign settings. Conclusions of this study, based on previous literature and findings of this study, indicate that a positive relationship between teaching or using English poetry as an instructional source and the teaching-learning of different language skills such as reading, listening, speaking, and writing as well as other language sub skills such as pronunciation, grammar, structure, and vocabulary, is existent and clearly asserted and vouched for. The researcher recommends carrying out further studies to investigate about the reasons of why the teaching or using English poetry as an instructional source for the teaching and learning language skills and sub skills is neglected or avoided in both foreign and native settings, and to separately investigate about the effect of using English poetry as a source on the teaching and learning of each of the language skills and sub skills.
COVID-19 -- Potential Consequences for Education, Training, and Skills. SKOPE Issues Paper 36
Author: Keep, Ewart
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Youth,Unemployment,Adults,Job Training,Job Skills,Intervention,Economic Factors,Economic Climate,Employers,Work Experience Programs,Experiential Learning,Apprenticeships,COVID-19,Pandemics,Higher Education

The main focus of the paper is on youth unemployment and wider transitions into work, but it also has some thoughts on adult unemployment and re-training. This paper is founded upon a basic assumption -- namely that if the public money available across the United Kingdom to support measures around skills and unemployment is finite, then targeting those most at risk and defining which kinds of measures are the most cost-effective will be important. The information already available (Wilson et al, 2020) suggests that it is known which sectors, occupations, localities and kinds of people will most likely be hardest hit by the coming recession. The main issues will be deciding: (1) What groups to prioritise, which interventions will work best and most cost-effectively, and also which can be delivered to swiftly address the immediate problems liable to emerge as the furlough scheme is wound down and school, college and university leavers hit a disrupted labour market; and (2) what additional measures will be needed in the longer term as some groups experience extended periods of unemployment.
Development of Teachers&apos; Structural Empowerment Scale (TSES): A Validity and Reliability Study
Author: Puskulluoglu, Elif Iliman
Date: 2017-00-00
Type: Reports - Research
Subjects: Teacher Empowerment,Elementary School Teachers,Secondary School Teachers,Measures (Individuals),Test Construction,Test Validity,Test Reliability,Foreign Countries,High School Teachers

The purpose of this study is to develop a data collection tool in order to define the levels of teachers' structural empowerment. The sample of the research consists of teachers of primary, secondary and high schools. For the construct validity, explanatory and confirmatory factor analyses are done. The five-factor structure, emerged as the result of explanatory factor analysis (EFA), is; Participatory Decision-Making Environment (DM), Accountable Environment (AE), Professional Development Supportive Environment (PD), Facilitative School Environment (FE), and Autonomy-Supportive Environment (AS). This five-factor structure accounts for 65.01% of the total variance. The scale is comprised of a five-point Likert type 30 items ranging from &quot;1-completely disagree&quot; to &quot;5-completely agree&quot;. The five-factor, 30 item structure emerged at the end of EFA, is also analyzed via confirmatory factor analysis (CFA), and the results show that the scale has good fit (X[superscript 2]/sd= 2.93, RMSEA= 0.079, NFI= 0.96, NNFI= 0.97, CFI= 0.97, IFI= 0.97, RMR= 0.04, SRMR= 0.05). For the reliability of the scale, item total correlations, Cronbach's Alpha internal consistency coefficients and item means of the upper and lower 27% groups are examined. Consequently, a psychometrically adequate, valid and reliable data collection tool is developed to assess teachers' structural empowerment. [This paper was published in &quot;Üniversitepark Bülten&quot; v6 n1 p118-132 2017 (ISSN 2147-351X).]
Education Equity in Crisis: How to Address Learning, Promotions, Transitions and Grades in Light of School and College Closures. Equity Alert
Author: Education Trust-West
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Equal Education,Elementary Secondary Education,Postsecondary Education,School Closing,Distance Education,Online Courses,Grading,Board of Education Policy,School Policy,State Policy,Board of Education Role,Student Needs,Student Promotion,Teaching Methods,Graduation,High School Seniors,College Readiness,School Role,College Role

The COVID-19 pandemic has posed an unprecedented education equity crisis in California. Since mid-March, almost all California schools and colleges have closed in response to the pandemic, requiring education leaders and administrators to stretch their resources to create or improve distance learning plans, support students' basic needs, and maintain other essential services for students and families. This Equity Alert calls attention to several key issues that school and college leaders will encounter in the coming days, weeks, and months. It provides recommendations to help leaders move forward with an equity lens so that this crisis does not accelerate opportunity gaps that already existed for students of color, students from low-income families, English learners, and students with disabilities. [For a related Equity Alert, see &quot;Education Equity in Crisis: Grading Policies Rooted in Equity&quot; (ED607551).]