ethanporcaro/eric-fulltext-meta huggingface dataset:
Prospective Mathematics Teachers&apos; Ability to Identify Mistakes Related to Angle Concept of Sixth Grade Students
Author: Arslan, Cigdem
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Error Patterns,Grade 6,Mathematical Concepts,Definitions,Teacher Competencies,Qualitative Research,Middle School Teachers,Foreign Countries,Case Studies

In the present study we try to highlight prospective mathematics teachers' ability to identify mistakes of sixth grade students related to angle concept. And also we examined prospective mathematics teachers' knowledge of angle concept. Study was carried out with 30 sixth-grade students and 38 prospective mathematics teachers. Sixth grade students required to define the concept of angle with their own statements and describe what it brought to their minds by writing their responses on a paper. Students written responses were examined by the researchers and students' mistakes in their definitions were determined. A data collection form that included students' definitions of angle (correct, partly correct and incorrect) was obtained. Prospective teachers were required to define the concept of angle with their own statements and evaluate whether sixth grade students' responses were correct by explaining the reasons in written form. The data obtained from written forms of prospective teachers were analysed through the descriptive analysis technique. Prospective mathematics teachers' comments they had made in response to each student are coded. The results of the research show that prospective mathematics teachers didn't have problems in determining students' definitions of angle as correct, incorrect or partially correct. But they have problems about expressing the students' failures and to clearly identifying the mistakes in the incorrect definitions of students. Additionally, almost all of the candidates have made only the static definition of the angle concept.
Investigation of Nursery Rhymes According to the Classification of Semantic Fields and Values
Author: Dinçel, Betül Keray
Date: 2017-00-00
Type: Journal Articles
Subjects: Semantics,Nursery Rhymes,Classification,Content Analysis,Games,Young Children,Values,Foreign Countries

Nursery rhymes are quite important in terms of developing children's language skills. It was observed that there is a paucity of research looking at semantic fields and value regarding nursery rhymes; therefore, this study was intended to fill that gap in the literature by investigating nursery rhymes in terms of semantic fields and value. In this study, forty-eight nursery rhymes sung were investigated, using content analysis. While, according the results of the study, semantic domains of people, animals, vehicles, body parts, clothing, toys, furniture, household items and utensils are similar to Clark's (1995) classification, number, nature, place, tool, musical instrument, material and time semantic domains were added and thus the original classification was expanded. Moreover, in fifteen out of the forty-five nursery rhymes, values were mentioned. The nursery rhymes were found to be featuring the values of punishment, mercy, industriousness, violence, robbery, loyalty, respect, love, breaking promise, cruelty to animals, lying and disloyalty. Like all texts affecting the world of children, nursery rhymes should be examined in terms of their content on whether they affect children negatively or not. [This study was presented as an oral presentation in Education and Transition. Contributions from Educational Research (ECER). 7-11 September 2015, Budapest.]
Are the Concepts &quot;Onsite Study&quot; and &quot;Distance Study&quot; Outdated?
Author: Frímannsdóttir, Ingibjörg B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Distance Education,Conventional Instruction,Educational Change,Blended Learning,Discourse Analysis,Teaching Methods,Course Organization,Questionnaires,Course Evaluation,Student Attitudes

Today's students demand another approach to learning than the approach taken for students entering the school system 20 to 30 years ago. Modern students' expectations and demands with regard to how and when they want to study are not the same as they used to be. Students now want more independence in how they plan their study, including having the ability to take distance courses, receive material and information posted online and take advantage of the potential of today's technology. A growing interest in distance learning is one part of this development. Concepts like &quot;onsite&quot; and &quot;distance&quot; study and students have been used, but with a large--and growing--part of the course material being available online for both onsite and distance students, the barriers between these two groups have been minimized. The question is: are these concepts outdated, and is it necessary to make a distinction between onsite and distance study and students? Research was done within the course &quot;Spoken and written language&quot; at the University of Iceland in the year 2012 to discover whether it is possible to combine onsite and distance courses into one, throw away the old concepts and use only &quot;study&quot; and &quot;students&quot;.
Self-Study Guide for Florida VPK Provider Improvement Plan Development
Author: Phillips, Beth M.
Date: 2016-05-00
Type: Guides - General
Subjects: Self Evaluation (Groups),Preschool Education,Voluntary Agencies,Educational Improvement,Improvement Programs,Program Administration,Developmentally Appropriate Practices,Preschool Curriculum,Classroom Environment,Educational Practices,Social Development,Emotional Development,Screening Tests,Family Involvement,Child Development

This Self-Study Guide has been developed to support Florida Voluntary Prekindergarten Providers (VPK) who are required to complete an improvement plan process (i.e., low-performing providers). The guide has sections that can be used during both the process of selecting target areas for an improvement plan and the process of implementing new or modified activities within a target area. The Guide includes nine sections. The introduction is Section 1. Sections 2-8 address each of the seven Target Areas that can be the focus of an Improvement Plan. Section 9 includes a summary form on which to indicate the decisions made after completion of discussions for each of Sections 2-8. This Guide has been designed to facilitate provider completion of a three-stage process once directed by the Office of Early Learning to complete an Improvement Plan.
Toward Disciplinary Literacy: Dilemmas and Challenges in Designing History Curriculum to Support Middle School Students
Author: Duhaylongsod, Leslie
Date: 2015-00-00
Type: Journal Articles
Subjects: Middle School Students,Curriculum Design,History Instruction,Units of Study,Literacy Education,Historians,Pedagogical Content Knowledge,Group Discussion,Controversial Issues (Course Content),Classroom Communication,Social Studies,Interdisciplinary Approach,Learner Engagement,Teaching Methods,Reading Skills,Concept Formation

In this article, Leslie Duhaylongsod, Catherine E. Snow, Robert L. Selman, and M. Suzanne Donovan describe the principles behind the design of curricular units that offer disciplinary literacy support in the subject of history for middle school students who represent a wide range of reading levels, and for their teachers, whose own subject matter expertise in history varies. The authors elucidate the theory of change from which the design principles derive and reveal dilemmas they faced in enacting disciplinary literacy when adhering to these principles. They use transcripts from classrooms implementing the curriculum to show instances of students demonstrating key skills approximating those used by historians, despite some compromises with authentic historical scholarship in the curriculum itself. By offering high-interest materials, opportunities to connect history to student experiences, and active classroom discussions and debates over historical controversies, the Social Studies Generation (SoGen) history curriculum, a part of the multidisciplinary Word Generation program, is an attempt to reconcile the tension between maintaining high student engagement with history and inducting students into the complex work of real historians. [This paper was published in &quot;Harvard Educational Review&quot; (EJ1100354).]
Think3d!: Improving Mathematics Learning through Embodied Spatial Training
Author: Burte, Heather
Date: 2017-02-00
Type: Journal Articles
Subjects: Teaching Methods,Spatial Ability,Mathematics Instruction,STEM Education,Elementary School Mathematics,Mathematical Logic,Rural Schools,Pretests Posttests,Manipulative Materials,Educational Technology,Technology Uses in Education,Achievement Gains,Training,Grade 3,Grade 5,Grade 4,Grade 6,Mathematics Tests,Regression (Statistics),Statistical Analysis

Spatial thinking skills positively relate to Science, Technology, Engineering, and Math (STEM) outcomes, but spatial training is largely absent in elementary school. Elementary school is a time when children develop foundational cognitive skills that will support STEM learning throughout their education. Spatial thinking should be considered a foundational cognitive skill. The present research examined the impact of an embodied spatial training program on elementary students' spatial and mathematical thinking. Students in rural elementary schools completed spatial and math assessments prior to and after participating in an origami and pop-up paper engineering-based program, called Think3d!. Think3d! uses embodied tasks, such as folding and cutting paper, to train two-dimensional to three-dimensional spatial thinking. Analyses explored spatial thinking gains, mathematics gains--specifically for problem types expected to show gains from spatial training--and factors predicting mathematics gains. Results showed spatial thinking gains in two assessments. Using a math categorization to target problems more and less likely to be impacted by spatial training, we found that all students improved on real-world math problems and older students improved on visual and spatial math problems. Further, the results are suggestive of developmental time points for implementing embodied spatial training related to applying spatial thinking to math. Finally, the spatial thinking assessment that was most highly related to training activities also predicted math performance gains. Future research should explore developmental issues related to how embodied spatial training might support STEM learning and outcomes.
Childhood Income Volatility and Adult Outcomes. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2012-03
Author: Hardy, Bradley
Date: 2012-08-00
Type: Reports - Research
Subjects: Correlation,Family Income,Socioeconomic Influences,Children,Adults,Dropouts,High School Students,Educational Attainment,Mobility,Labor Market,Generational Differences,Longitudinal Studies,Statistical Analysis,Gender Differences,Racial Differences,Ethnic Groups,Human Capital,Economic Factors

Using data linked across generations in the Panel Study of Income Dynamics, I estimate the relationship between exposure to volatile income during childhood and a set of socioeconomic outcomes in adulthood. The empirical framework is an augmented intergenerational income mobility model that includes controls for income volatility. I measure income volatility at the family level in two ways. First, instability as measured by squared deviations around a family-specific mean, and then as percent changes of 25 percent or more. Volatility enters the model both separately and interacted with income level. I find that family income instability during childhood has a small, positive association with high school dropout--one which appears driven by volatility among children from lower income households. Evidence suggests that volatility exposure generally has a minimal impact on intergenerational outcomes relative to permanent income.
Families with Hungry Children and the Transition from Preschool to Kindergarten. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2012-19
Author: Arteaga, Irma
Date: 2012-00-00
Type: Reports - Research
Subjects: Hunger,Preschool Education,Kindergarten,Eligibility,Food,Age Differences,Children,Longitudinal Studies,Surveys,Nutrition,Public Policy,Federal Programs,Participation,Program Effectiveness,Questionnaires,Economic Factors,Family Characteristics,Statistical Analysis,Child Health,Well Being,Regression (Statistics)

This paper exploits a source of variation in the eligibility for federal nutrition programs to identify the program effects on food insecurity. Children are eligible for the WIC [Women, Infants and Children] program until the day before they turn 61 months old. The result is an age discontinuity in program participation at the 61-month cutoff. Using the Early Childhood Longitudinal Study Birth-cohort dataset, we find strong evidence of a sizeable increase in household food insecurity at the 61-month cutoff. Our findings are robust to different model specifications, datasets, and various bandwidth choices using various non-parametric estimations. A section on data sources is appended.
Australian Vocational Education and Training Statistics: Apprentices and Trainees 2016--December Quarter
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Apprenticeships,Trainees,Vocational Education,Statistical Data,Annual Reports,Computation,Tables (Data),Learning Activities,Educational Trends,Enrollment Rate,Graduation Rate,Program Termination,Withdrawal (Education),Geographic Distribution,Intellectual Disciplines,Foreign Countries

This publication presents estimates of apprentice and trainee activity in Australia for the December quarter 2016. The figures in this publication are derived from the National Apprentice and Trainee Collection no.91 (March 2017 estimates). The most recent figures in this publication are estimated (that is, for training activity from the June quarter 2015 to the December quarter 2016). Estimates take into account reporting lags that occur at the time of data collection. Consequently, the figures in this publication may differ from those published in earlier or later reports. The figures in bold are the actual numbers. Estimated data are presented on a quarterly and 12-month ending series basis. The 12-month ending series is particularly useful in showing longer-term data trends, but is less useful in identifying turning points. This publication also presents early trend estimates for the March quarter 2017 for seasonally adjusted and smoothed commencements at the national level for trades and non-trades occupations. Seasonal adjustment and smoothing involves the use of a mathematical model to smooth out fluctuations due to seasonal influences. These early trend estimates cannot be disaggregated further by state and territory. Note that the percentages presented in this publication are reported to one decimal place. All other numbers, after aggregation, have been rounded to the nearest hundred. Rounding can lead to instances where the numbers in the body of a given table might not add to the rounded totals. [For &quot;Adjustment Notes for Apprentice and Trainee Estimates: December Quarter 2016. Support Document,&quot; see ED574674. To access &quot;Apprentices and Trainees: Terms and Definitions. Support Document,&quot; see ED574673.]
Apprentices and Trainees: Terms and Definitions. Support Document
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Apprenticeships,Trainees,Definitions,Classification,Information Sources,Glossaries

This document covers the data terms used in publications sourced from the National Apprentice and Trainee Collection and their associated data tables. The primary purpose of this document is to assist users of the publications to understand the specific data terms used within them. Terms are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; (2) Classification categories: defined categories which apply to each term are listed where applicable; and (3) Source: a description of the source of this information, including details of any calculations or derivations. [For &quot;Australian Vocational Education and Training Statistics: Apprentices and Trainees 2016--December Quarter,&quot; see ED574672. For &quot;Adjustment Notes for Apprentice and Trainee Estimates: December Quarter 2016. Support Document,&quot; see ED574674.]
Adjustment Notes for Apprentice and Trainee Estimates: December Quarter 2016. Support Document
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Statistical Data,Apprenticeships,Trainees,Annual Reports,Computation,Tables (Data),Learning Activities,Enrollment Rate,Graduation Rate,Program Termination,Withdrawal (Education),Geographic Distribution,Intellectual Disciplines,Foreign Countries

Apprentice and trainee data are reported by the State and Territory Training Authorities to NCVER on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as Collection 1. The sets of data submitted in subsequent quarters are referred to as Collection 2, Collection 3 and so on. NCVER publishes data on the numbers of contracts of training that commence, complete, cancel/withdraw, re-commence, expire or are suspended and the time at which these events occur (referred to as the &quot;date of effect&quot;). From these events, the number of contracts in training at a given time can be calculated. Due to time delays in reporting data on the status of contracts to NCVER, the most recent data are estimated. In short, the estimation methodology is based on the calculation of &quot;average lag ratios.&quot; A lag ratio is the ratio of the actual number of events (commencements, completions, etc) which occurred in a particular quarter to the number of those events which were reported in a given quarter. The average lag ratio is calculated by taking the average of the lag ratios found in a &quot;time window,&quot; which is a moving period of eight quarters from the past. Further details on this methodology are provided in the technical paper produced by NCVER, &quot;Estimation of apprentice and trainee statistics,&quot; which may be found on the NCVER Portal as a related item to this quarterly publication. The purpose of this technical paper is to document the adjustments that are made to the estimates at each collection, and produce a cumulative document of these adjustments, commencing at Collection 88, June 2016 estimates. [For &quot;Australian Vocational Education and Training Statistics: Apprentices and Trainees 2016--December Quarter,&quot; see ED574672. To access &quot;Apprentices and Trainees: Terms and Definitions. Support Document,&quot; see ED574673.]
The EUROCALL Review, Volume 22, Number 2
Author: Gimeno, Ana, Ed.
Date: 2014-09-00
Type: Collected Works - Serial
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Grammar,Instructional Design,Computer Assisted Testing,English (Second Language),Search Engines,Error Patterns,Writing (Composition),Courseware,Sustainability,Web Sites,Educational Technology,Pronunciation Instruction,Student Attitudes,Learning Experience,Teaching Methods,Error Correction,Foreign Countries,Selective Admission,Higher Education,Test Preparation,Business Administration,Metalinguistics,Computational Linguistics

&quot;The EUROCALL Review&quot; is EUROCALL's open access online scientific journal. Regular sections include: (1) Reports on EUROCALL Special Interest Groups: up-to-date information on SIG activities; (2) Projects: reports on on-going CALL or CALL-related R&amp;D projects; (3) Recommended websites: reports and reviews of examples of good practice in language learning website development; (4) Research papers on CALL related topics; (5) Research and Development papers on CALL related topics; (6) Reflective Practice papers on CALL related topics; and (7) Reviews of new books, CALL software, etc. Articles in this issue include: (1) Sustainability in CALL Learning Environments: A Systemic Functional Grammar Approach (Peter McDonald); (2) Lessons Learned in Designing and Implementing a Computer-Adaptive Test for English (Jack Burston and Maro Neophytou; (3) How EFL Students Can Use Google to Correct Their &quot;Untreatable&quot; Written Errors (Luc Geiller); (4) Constructing an Evidence-Base for Future CALL Design with &quot;Engineering Power&quot;: The Need for More Basic Research and Instrumental Replication (Zöe Handley); and (5) Podcasts for Learning English Pronunciation in Igboland: Students' Experiences and Expectations (E. E. Mbah, B. M. Mbah, M. I. Iloene and G. Iloene). Individual articles contain references.
VET Retention in Remote Aboriginal and Torres Strait Islander Communities. Good Practice Guide
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,School Holding Power,Indigenous Populations,Pacific Islanders,Rural Schools,Family Influence,Cultural Influences,Community Influence,Teacher Student Relationship,Vocational Education Teachers,Teacher Characteristics,Peer Relationship,Success,Outcomes of Education,Employment,Basic Skills,Self Esteem,Self Concept,School Community Relationship,Foreign Countries,Case Studies

This good practice guide is based on the research project &quot;Enhancing training advantage for remote Aboriginal and Torres Strait Islander learners&quot; by John Guenther et al. on behalf of Ninti One Limited. The project examines five unique and successful vocational education and training (VET) programs in remote areas and identifies how retention and completion can be improved (to improve employability) and what other indicators of success (apart from completion) are important outcomes of training in remote communities. The project makes a vital contribution to furthering our understanding of Aboriginal and Torres Strait Islander experiences with VET in remote areas and explores the factors that boost engagement and retention in training and ensure that training meets the needs of these learners and their communities. This good practice guides synthesises the findings of the five case studies and looks at the factors that are important in enabling retention and ensuring good practice. More information on the research methods and individual case studies are available in the full report and the supporting documents. Highlights include: (1) Family, personal, community and cultural factors can prevent completion, but supportive families and communities can contribute to higher retention and completion. Trainers/providers can play a role in actively encouraging this family and community support; (2) Positive, supportive and respectful trainers are necessary for helping students stay on track to complete their studies; (3) Trainers need to facilitate communication between themselves, students and employers, listen to their students and provide administrative and advocacy support to students where required; (4) Student peer relationships are important for creating a supportive learning environment, and trainers have a role in fostering this collegial learning environment; and (5) Local community ownership, along with cultural and local knowledge embedded in training programs, is vital for adding value and enhancing engagement in education and training, as well as strengthening the link between education and training and relevant local employment opportunities.