ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship between Mathematical Education and the Development of Creative Competencies of Students
Author: Kontrová, Lýdia
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Education,Creative Development,Creative Thinking,Creativity Tests,Problem Solving,Mathematics Instruction,Secondary School Students

Information and the information revolution have brought many changes to our lives. The most revolutionary is the unlimited access of most people to an incredible amount of information. Today we no longer must &quot;keep important information and facts in our heads&quot;. With the right technology, we are always within reach. The new age also changes the nature of education. It is not necessary to remember the massive amounts of information. However, it is necessary to move the student to the position of a logical, creative subject that can effectively process, select and analyze the information obtained. As mathematics teachers, we believe that it is mathematical education that positively affects the development of student creativity. Also, the creative thinking of an individual opens the way for him to solve mathematical problems successfully. New technologies replace routine and stereotypical activities in many areas of life, not excluding mathematical activities. We believe that the human factor is irreplaceable in the area of flexible, creative and resourceful connecting of information and creation of new original ideas. Nowadays, we believe the priority mission of teachers is to identify and develop creativity in students. One of the most significant concerns of teachers is to achieve that the mathematics develops logical thinking in students using constructivist methodologies, to make mathematics a tool to be applied to daily life. In this regard, we presume the existence of the relation between creativity and teaching of mathematics. Mathematical thinking encourages the development of creativity since it requires to make conjectures and distinguish opinions to solve a situation set out. Our article aims to use the statistical tools to verify the hypothesis: more mathematics teaching has a significant impact on the development of students' creative potential. We expected to confirm the positive impact of mathematical education on the development of creative competences. The research was carried out on a sample of 126 students -- graduates of secondary schools. To obtain the necessary data, we used the standardized Figurative Urban Creativity Test as a screening tool to provide relevant insight into the creative potential of the individual. The results of the educational experiment confirmed our expectations: mathematical education has a significant impact on the development of students' creative potential.
Self-Assessment and EFL Literature Students&apos; Oral Reproduction of Short Stories
Author: Khonamri, Fatemeh
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),English (Second Language),Second Language Learning,Literary Genres,Oral Language,Self Management,Foreign Countries,Language Fluency,Pretests Posttests

The purpose of the current study is to investigate self-assessment as a helpful strategy for facilitating teaching and learning in language classrooms and to investigate the effects of this technique on EFL learners' oral performance. To achieve the purpose of the study and answer the research questions, a quasi-experimental study was conducted. The participants of the study were a group of five EFL learners who were called self-assessment. The self-assessment technique was incorporated to this group. There were a pretest and posttest sessions and four sessions of treatment between the pretest and posttest. The instruments used in this study were storyboards and checklists. The data was collected via a recording device and then it was transcribed for further analysis. Paired sample T-test was used to analyze the quantitative data and for the qualitative analysis, the data on the checklist and students' self-assessment reports were used. The data on the checklist also helped to find the extent to which learners have improved in fluency in their own ideas through self-assessment. The findings of the present study showed self-assessment was helpful in improving Error free clause (p = 0.031) meaning self-assessment group made significant improvement in this feature. Considering the three other features, the comparison of pre- and posttest scores also showed a significant difference which approved effectiveness of the related treatment. The qualitative analysis of the students' self-assessment report also revealed that students found it as a helpful technique to monitor themselves and reflect on their own work.
Adopting Non-Exclusionary Discipline Practices: The First Steps Are the Most Confusing
Author: Gahungu, Athanase
Date: 2021-00-00
Type: Journal Articles
Subjects: State Policy,Discipline Policy,Program Implementation,Faculty Development,Reentry Students,Suspension,Zero Tolerance Policy,Transfer Policy,Nontraditional Education,Educational Change,Culturally Relevant Education,Developmentally Appropriate Practices,Principals,Teachers,Incidence,Educational Environment,Educational Improvement

Two years after the State of Illinois enacted an extensive non-exclusionary discipline reform in schools, 322 key discipline gatekeepers were surveyed about the extent and impact of the new state policy. The results showed that several core provisions of the reform had not been fully implemented or addressed through professional development. Creating re-entry plans for students with long suspensions, eliminating zero tolerance policies, and limiting disciplinary transfers to alternative schools were the least implemented provisions. Furthermore, contrary to principals' conservative self-reporting, large proportions of school personnel still had not received required professional development in key topics such as (a) adverse consequences of school exclusion and justice-system involvement, (b) culturally responsive discipline, and (c) developmentally appropriate disciplinary methods that promote positive and healthy school climate. Finally, differences were revealed between principals and other gatekeepers regarding satisfaction with, and impact of the implementation. Sharp differences were found between principals, on one hand, and teachers and support personnel, on the other hand, about the continuing prevalence and high frequency of discipline incidents, and about improvement in the overall school climate. If the reform is going to be impactful, it was recommended that more emphasis be placed on ensuring that teachers and support personnel receive adequate and timely professional development on the provisions of the policies.
Verbal-Visual Learning Styles Scale: Developing a Scale for Primary School Students
Author: Burak, Durmus
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Style,Learning Modalities,Visual Learning,Verbal Learning,Educational Environment,Test Construction,Measures (Individuals),Elementary School Students,Children,Grade 4,Foreign Countries

In this study, it is aimed to develop a measurement tool that can determine the learning styles of students in order to provide efficient learning environments in primary schools. For this purpose, a draft scale form consisting of 24 items defining verbal and visual learning styles on theoretical basis was prepared. Then, using the draft scale form, data were obtained from 296 students of primary school. The data obtained at this phase were analyzed by exploratory factor analysis (EFA). As a result, the final scale form consisting of two dimensions and 12 items was reached. Then, in order to verify the structure of the final scale form, data were obtained from 149 students of primary school, and a confirmatory factor analysis (CFA) was performed with these data. According to the results obtained at this stage, the two-dimensional, two-factor, and 12-item structure of the scale was confirmed. In addition, Cronbach's Alpha and stability coefficients were calculated, and as a result, it was determined that the scale made consistent and stable measurements. As a result, a valid and reliable measurement tool has been developed that can determine the learning styles of 8- 11 year-old students studying in primary schools.
Basque Informal Talk Increasingly Restricted to Men: The Role of Gender in the Form of Address &quot;Hika&quot;
Author: Bereziartua, Garbiñe
Date: 2021-00-00
Type: Journal Articles
Subjects: Sex Role,Language Usage,Morphology (Languages),Languages,Trend Analysis,Language Attitudes,Pragmatics,Geographic Regions,Language Variation,Gender Bias,Foreign Countries,Age Groups,Friendship,Sibling Relationship,Language Research,Gender Differences

Many languages make a T/V distinction when addressing an interlocutor, and Basque also has two main levels of formality: &quot;zuka&quot; (formal) and &quot;hika&quot; (informal). The peculiarity of the Basque informal form of address &quot;hika&quot; is that its verbal morphology varies depending on the addressee's gender. The use of &quot;hika&quot; has dramatically decreased in most parts of the Basque Country, and even in those areas where it is still widely spoken, the female form (noka) is on the verge of extinction. In this study, we seek to provide data to confirm this decreasing trend to examine the reasons behind such pronounced gender differences in usage. We used a questionnaire consisting of both numeric and narrative parts to elicit data, and 1,247 participants responded. The results corroborate the decreasing tendency found in other studies, and the loss of female forms is attributed to several factors including lack of prestige, transmission gap, and sexism.
Story-Telling Technique Utilizing Puppets to Enhance the Learners&apos; Speaking Competence
Author: Syafii, Muhammad Lukman
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Story Telling,Puppetry,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Communicative Competence (Languages),Lesson Plans,Scores,Instructional Effectiveness

This study was done to enhance the learners? speaking competence thru a storytelling technique utilizing puppets in parlances of value and transmission of the story. The format of the study was classroom action research. The subject of this research was the 38-second semester learners of the management study program at Muhammadiyah University of Ponorogo. The instruments of this study were observation checklists, field notes, self-assessment sheets, peer-assessment sheets, the students? speaking performance measured using scoring rubrics, tape recordings, and questionnaires. The findings indicated that the first criterion was when 65% of the learners get into or are earnestly engaged in the teaching and learning process, and the data analysis told that 83% of learners were earnestly engaged. The second criterion was when 65% of the learners get the score higher than or the same as 65, the result indicated that 87% of the learners got scores higher than 65. The final criterion, if 75% of learners own right feedbacks to the application of the story-telling technique utilizing puppets, the results indicated that 89% of the learners indicated the right feedbacks to the technique. This can conclude that the story-telling technique utilizing puppets is effective in enhancing the learners? speaking ability in learning English.
Constructing Cohesive Meaning: A Textual Analysis of Diseases in an 11th-Grade U.S. History Textbook
Author: Díaz, Edgar
Date: 2021-00-00
Type: Journal Articles
Subjects: Textbook Content,Content Analysis,Diseases,History Instruction,United States History,High School Students,Grade 11,Social Studies,Linguistics,Comprehension,Language Usage,Semantics,Connected Discourse

Social studies texts often pose a challenge for readers because of their complex linguistics features, which can cause comprehension issues. Drawing upon Systemic Functional Linguistics (SFL), this study examines how authors create cohesive messages and meaning in an 11th-grade U.S. history textbook in relation to the history of diseases. Findings reveal four main cohesive resources: (1) referring words, (2) ellipses, (3) lexical cohesion, and (4) text connectives, are utilized to construct a message that holds together and builds from clause to clause. Consequently, a responsibility is placed on the reader to track the participant(s) while also forcing them to track the events in the rest of the clause. Although the function of cohesive resources helps the writer to express their ideas, it may also impede novice readers, such as emergent bilinguals, from keeping track of all the participants and information. Implications provide ways social studies teachers can take up a role as a language teacher to support comprehension of social studies content and language development.
Learning Integers with Realistic Mathematics Education Approach Based on Islamic Values
Author: Muslimin
Date: 2020-09-00
Type: Journal Articles
Subjects: Mathematics Instruction,Islam,Social Values,Religious Factors,Learning Processes,Moral Values,Teaching Methods,Mathematics Education,Comparative Analysis,Difficulty Level,Mathematical Concepts,Concept Formation,Numbers,Student Attitudes,Habituation,Learning Activities,Foreign Countries,Muslims

Mathematical learning not only produces students who succeed in mathematical and procedural calculations but also develops religious thinking. Realistic mathematics education with the context of Islamic values makes students can imagine, which is one of the right ways to develop the skills of students' creativity, collaboration, and communication. This study aims to describe the learning trajectory that can help students understand integers with a realistic mathematics education approach based on Islamic values. It is hoped that student responses are positive, meaningful, and enjoyable. This research uses the design research method, which is a form of a qualitative approach. There are three stages in this research, namely: preliminary design, experimental design, and retrospective analysis. The results showed that the Hypothetical Learning Trajectory (HLT) trial with an Islamic value-based context showed significant progress based on student responses. Initially, students had difficulty understanding integers, but they felt delighted to follow the learning process along with the habituation. The HLT technique used in habituation was through pilot experiments, followed by teaching experiments. Students respond very positively and are happy to follow it by seeing the very significant development of their abilities during the learning process.
Blend Formation in Turkish Sign Language: Are We Missing the Big Picture?
Author: Makaroglu, Bahtiyar
Date: 2021-00-00
Type: Journal Articles
Subjects: Sign Language,Morphology (Languages),Classification,Computational Linguistics,Definitions,Speech Communication,Morphemes,Foreign Countries,Phonology,Language Research

From the point of word formation, the phenomenon of lexical blending is a common productive process, entailing the notion of combination of lexemes in so many languages. In the vast majority of literature on blends, they preserve a linear formation of segments with a shortening of both lexemes. However, in sign languages where morphological categories are mainly encoded by non-concatenative morphology, signed blends can be created by the general mechanism of templatic structures, the combination of lexical bases into a non-linear sequence. Specifically, the main purposes in this study are (i) to provide a comprehensive definition of blending formation in signed modality, (ii) to determine whether there are any structural regularities in the formation of lexical blends in Turkish Sign Language (TID), and (iii) to classify TID blends according to well-defined criteria. The corpus data to be studied currently include 109 blending formations. Overall, the results demonstrate that TID data has familiar properties of blends (named complete blends here) in established spoken languages, as well as modality-specific types of root, simultaneous and initialized blends. We propose a modality-specific categorization, in which blend formation is not limited to linear organization and actual source words.
Metaphorical Perceptions of Preschool Teachers on the Concept of Nature
Author: Bulut, Ayhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Figurative Language,Natural Resources,Environmental Education,Consciousness Raising,Child Development,Foreign Countries

The aim of this study is to determine the mental images of preschool teachers' perceptions about nature through metaphors. Participating in the study on a voluntary basis it consists of a total of 106 preschool teachers. The phenomenology design from the qualitative research designs was administrated in this study aiming to specify the perceptions of preschool teachers on nature by means of metaphors. Preschool teachers' views on the concept of &quot;nature&quot; were obtained through metaphors. In this context, preschool teachers &quot;nature……. similar/like; because, ……&quot; statements were asked to fill in written. The obtained data were analyzed by content analysis technique. The general findings of the study concluded that 106 preschool teachers, who participated in the study, developed 45 different metaphors on the concept of nature. The metaphors developed by preschool teachers on nature were classified under 9 different categories. It can be urged upon the conclusions of this study that preschool teachers considered the nature as a harbor in which they felt secure, where they got happy while spending time and to where they sought shelter and a place to where they could go when they needed.
Imparting the Skills Employers Seek: Community-Engaged Learning as Career Preparation
Author: Otto, Elizabeth
Date: 2021-00-00
Type: Journal Articles
Subjects: Job Skills,Soft Skills,Skill Development,Employer Attitudes,Personnel Selection,Career Readiness,Service Learning,Undergraduate Students,Graduate Students,Student Behavior,Nonprofit Organizations,Internship Programs,School Community Programs,Partnerships in Education,Stakeholders,Citizen Participation

This paper explores the potential for postsecondary community-based educational experiences to impart the skills employers most desire from new college graduates. We gathered one U.S. university's community-engaged learning (CEL) stakeholders to collect detailed descriptions of the behaviors students practice during CEL. Students, faculty, and community partner participants had at least one semester of service-learning or nonprofit internship experience coordinated by the university's Center for Community Work and Learning. Qualitative responses generated from 46 participants were coded and then compared to the top skills business executives and hiring managers reported in 2018 as priorities for new college graduates. Data analysis yielded clearer understanding of the intersection between career readiness and CEL, as well as a potential tool to aid students in better articulating the skills they gain from CEL to future employers.
Next Generation Practitioner-Scholars Navigating Community Engagement Professional Development: A Collaborative Autoethnography
Author: Kniffin, Lori E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Associations,Graduate Students,Professional Development,Social Networks,Service Learning,Community Involvement,Motivation,Experience

This collaborative autoethnographic research study examines the motivations, experiences, and professional outcomes of seven community engagement practitioner-scholars who served in a high-level elected position in a community engagement research association and its affiliated graduate student network. The findings highlight the role of professional associations and graduate student networks in facilitating professional development for next generation community engagement practitioner-scholars, such as supporting them in creating connections, expanding networks, developing professional identities, and cultivating cultural capital.
Pedagogical Innovations in Elementary Mathematics Instructions: Future Learning and Research Directions
Author: Rahmadi, Imam Fitri
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Elementary School Mathematics,Mathematics Instruction,Foreign Countries,Literature Reviews,Teaching Methods

Literature reviews about pedagogical innovations are of importance to determine further interventions for learning refinement and future research directions. The present study describes existing pedagogical innovations, identifies learning problems underlie the innovations, and outlines development models used for developing elementary mathematics educational innovations in Indonesia. A systematic literature review was administered to review scholarly articles published between 2014 and 2019. This time frame was drawn in relation to a new curriculum called Kurikulum 2013 introduced in early 2014. The results of this study reveal that the majority of pedagogical innovations focus on developing learning materials and techniques while fewer innovations develop learning environments. Problems underlie existing innovations mainly due to the elementary students who reluctant to learn mathematics, the less competent teachers, and the old-fashioned learning resources. Research and development in elementary mathematics were commonly conducted using Borg &amp; Gall, ADDIE, and 4D models. The evidence from this study suggests that forthcoming mathematics teaching and learning process should be conducted in more enjoyable manners such as practicing microgame-based learning in either physical or digital learning spaces. One of the most sensible research agendas is to develop joyful learning environments to address the interrelated complex problems among students, teachers, and learning resources in elementary mathematics learning in Indonesia.
Perceptions and Visions of Community Engagement: A Pilot Study for Assessment across the Institution
Author: Sgoutas-Emch, Sandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Involvement,Scoring Rubrics,Test Construction,College Faculty,Teacher Attitudes,School Community Relationship,Partnerships in Education,Teacher Surveys,Correlation

Universities seek tools that provide a clear vision and expectations for community engagement at the institutional level. This study focused on the development of the Community Engagement Institutional Assessment (CEIA) rubric to evaluate four key criteria and its application in a pilot study of course-based community engagement. The results revealed a significant divergence between faculty perceptions and the vision projected in the rubric, which suggests the need for building a more collective understanding of and development opportunities in community engagement.