ethanporcaro/eric-fulltext-meta huggingface dataset:
The Butterfly Effect of the Distance Learning MA Program on Character and Value Education at Anadolu University
Author: Deveci, Handan
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Values Education,Graduate Students,Masters Programs,Outcomes of Education,Educational Benefits,Family (Sociological Unit),Individual Development,Social Change,Environment,Family Environment,Social Environment

For individuals who form the society to live in harmony, they need to acquire a set of values such as love, respect, tolerance and honesty. To create a society with individuals having these characteristics, value education should be carefully planned and implemented. Students who study in the Distance Learning MA Program on Character and Value Education, are expected to stimulate various feelings, thoughts, values and behaviours in their families, friends, colleagues and immediate environments, starting from themselves. The aim of this qualitative study is to reveal to what extent the students reflected the outcomes they gained in the program to themselves, their families, immediate environments and the society. The participants were 22 students studying in the Distance Learning MA Program on Character and Value Education at Anadolu University, Turkey. The data were collected through a data-collection form consisting of open-ended questions. Descriptive analysis was performed for data analysis. The results of the study showed that the students who attended the Distance Learning MA Program on Character and Value Education gained certain benefits for themselves, which were also reflected to their families and immediate environments as well as the country and the world. Various suggestions were offered in accordance with the results of the study.
When Experts Become Novices: A Mixed-Methods Exploration of International Scholars&apos; Experiences at a US University
Author: Krsmanovic, Masha
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Exchange Programs,Teacher Attitudes,Tenure,State Universities,Foreign Nationals,Work Environment,Research,Faculty Development,Correlation,Job Satisfaction,Professional Development,International Education,Cultural Awareness,Work Experience

The experiences of international scholars in the United States who are part of short-term or exchange programs remain vastly under-investigated compared to their full-time, tenure-track, and tenured peers. Guided by Blau's (1964) social exchange theory, this study investigated professional and social experiences of exchange scholars at a large public research university in the southeast United States. A mixed-method exploration was conducted through surveys and interviews with international scholars who participated in an exchange program in the spring of 2020. The results revealed that exchange scholars were most satisfied with work conditions and their research experience, but least satisfied with professional development opportunities and cultural exchange. Further, participants' research experience was significantly correlated with their cultural exchange, while their professional development was significantly correlated with work conditions and support. Additional implications were drawn from the results revealing the unmet needs of program participants regarding the different areas of their exchange experiences.
Thematic Analysis of Articles on Flipped Learning in Mathematics Education
Author: Sen, Emine Ozgur
Date: 2022-04-00
Type: Journal Articles
Subjects: Mathematics Instruction,Flipped Classroom,Video Technology,Homework,Periodicals,Educational Research,Research Methodology,Teaching Methods,Sampling,Program Effectiveness

Researchers strive to create learning environments where they can apply technology and different teaching methods together. Flipped learning has been a popular approach in recent years because it offers opportunities for both online and offline learning. The present study aims to conduct a thematic analysis of articles on the use of the flipped learning model in mathematics courses. Meta-thematic analysis was adopted as the research method. In this context, for the study, 69 articles were selected from among those published between 2015 and June 2020. As a result, it was found that these studies on flipped learning in mathematics education were conducted primarily with undergraduate students, whereas insufficient numbers of studies have been conducted with primary school, middle school, and high school students and pre-service teachers. Researchers have often preferred the subject of analysis while implementing the model. Studies on the flipped learning model in mathematics have mainly aimed to examine academic performance and students' perceptions regarding the model. Although it can be argued that the flipped learning model positively affects the mathematical performance of students, studies have also reported that it had no effect on performance compared to traditional teaching methods. In addition, the present study provides comprehensive data on the positive and negative aspects of the use of the flipped learning model in mathematics courses. However, comprehensive, extensive, and long-term studies are needed to provide more clear results on the implementation of flipped learning in mathematics courses.
Encountering Proportional Reasoning during a Single Algebra Lesson: A Microgenetic Analysis
Author: Lundberg, Anna L. V.
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,Mathematics Skills,Logical Thinking,Geometric Concepts,Pattern Recognition,Learning Processes,Foreign Countries,Algebra

This case study explores how 12-13-year-old students encounter proportional reasoning while working with geometric patterning tasks using concrete materials. The focus is on the students' use of spontaneous concepts when first dealing with such patterns in the context of collaborative work. Based on video recordings of a single lesson, a microgenetic analysis was performed to identify students' learning trajectories, starting with students familiarizing themselves with pattern structure, followed by engagement in proportional reasoning, and ending with students perceiving a new technique to handle a situation where proportional reasoning did not suffice. While some student groups were able to move along the whole trajectory, most groups, when facing challenges, regressed to simpler techniques. The results provide new insights into students' learning trajectories, which can be used to support students' progress in the context of student-teacher interaction.
Design of an Interactive Module Based on the van Hiele Model: Case Study of the Pythagorean Theorem
Author: Roldán-Zafra, Juan
Date: 2022-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Museums,Informal Education,Models,Benchmarking,Teaching Methods,Science Instruction,Interactive Video,Instructional Design,Puzzles,Foreign Countries

The recent increase in the number of mathematics museums has given rise to a need for tools with which to design and assess mathematics educational proposals in this non-formal context. This study proposes the use of the van Hiele model, a benchmark in mathematics instruction, for the design of interactive museum models focusing on mathematics content in general. By way of example, the model is characterised for application to the Pythagorean theorem. An interactive module designed around the aforementioned characterisation for teaching the theorem at the Museo Didáctico e Interactivo de Ciencias [interactive science instruction museum, MUDIC] may serve as a reference for future interactive modules and workshops in museums dealing with any manner of mathematics content.
Connections Identified by Teacher Educators between the Mathematics They Teach and the Mathematics Their Students Will Teach in the Future
Author: de los Ángeles, Guillermo
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Educators,Mathematics Teachers,Preservice Teacher Education,Preservice Teachers,Mathematics Instruction,Instructional Effectiveness,Course Content,Outcomes of Education

The relationship between the mathematics taught in teacher training and the mathematics demanded in teaching practices is an issue that has been problematized for many years in the field of Mathematics Education. Nonetheless, recent studies show it is still a focus of interest in the field. In this study, we have identified different connections that teacher educators are able to establish between the mathematics they teach and that which their students, prospective mathematics teachers, will have to teach eventually. We have conducted an in-depth case study and have identified that teacher educators establish content connections, modeled instruction connections, and disciplinary practice connections. Furthermore, we have reported the main difficulties that arise in establishing these connections. Additionally, we have identified a new type of connection, which we call &quot;professional practice connections.&quot;
Cognitively Demanding Tasks: Supporting Students and Teachers during Engagement and Implementation
Author: Parrish, Christopher W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Difficulty Level,Learner Engagement,Curriculum Implementation,Mathematics Education,Mathematics Activities,Faculty Development

A clear relationship exists between the consistent selection and implementation of cognitively demanding tasks and students' conceptual understanding of mathematics. However, mathematics teachers often struggle to maintain the cognitive demand of implemented tasks, with a number of factors identified as contributing to this decline. As many students have limited opportunity to engage with cognitively demanding tasks, the percentage of students proficient in mathematics remains low and unchanged. Given that the consistent opportunity to engage with cognitively demanding tasks is key to increasing the percentage of students proficient in mathematics, understanding the role of tasks in the mathematics classroom is of essence to both mathematics students and the field of mathematics education. As such, the purpose of this paper is to describe the role of cognitively demanding tasks in the mathematics classroom, the barriers to task implementation, and the supports for students and teachers related to either their engagement with or implementation of cognitively demanding tasks.
Using HLM to Determine a STEM Programs Impact on Middle School Academic Achievement
Author: Chine, Danielle R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle Schools,STEM Education,Instructional Effectiveness,Program Development,Hierarchical Linear Modeling,Outcomes of Education,Measurement,Grade 5,Grade 6,Grade 7,Grade 8,Middle School Teachers,State Policy,Achievement Tests

Hierarchical linear modeling (HLM) has become an increasingly popular multilevel method of analyzing data among nested datasets, in particular, the effect of specialized academic programming within schools. The purpose of this methodological study is to demonstrate the use of HLM to determine the effectiveness of STEM programming in an Ohio middle school. This longitudinal study analyzes potential moderators of gender, socioeconomic status, student race, and attendance rate along with state test scores to quantify achievement. HLM determined integrated STEM education had a significant, positive effect on achievement in math and science combined (students scoring 31.8 points higher on average) and science achievement (students scoring 38.2 points higher on average) compared to traditional education students, respectively. There were little to no interaction effects determined between STEM participation and student factors. This demonstrates HLM as a powerful statistical tool for quantifying the impact of academic programming on student achievement.
A Numerical Indicator of Student Cognitive Engagement and Mathematical Growth
Author: McGowen, Mercedes A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Cognitive Processes,Mathematics Achievement,Scores,Goal Orientation,Objectives,Measurement Techniques,College Mathematics,Preservice Teachers

We discuss and examine a numerical indicator--the individual gain--of students' engagement and mathematical growth in relation to an instructor's course aims and goals. The individual gain statistic assesses the fractional amount an individual student improves initial-test to final-test. We argue that an initial-test score and a final-test score, if the two tests are related to each other and to a course focus, can provide a numerical indication of a student's engagement with the goals and aims of the course and the extent to which a student was prepared to work toward those goals. Results on the distribution of individual gain for students in two-year college developmental mathematics courses and in sections of a course for pre-service elementary teachers are discussed. We detail and discuss advantages of the full distribution of individual gain, particularly for allowing statistical inference for differences, compared with Richard Hake's use of mean gain of reform classes in undergraduate physics. Other instructional benefits of using the gain statistic to examine distribution of individual student gains include: a pre-test formative assessment at beginning of instruction, providing an instructor with data for specific, targeted remediation; and planning information that informs an instructor for the effectiveness of instruction for students in that cohort.
Analysis of Students&apos; Errors and Misconceptions in Solving Linear Ordinary Differential Equations Using the Method of Laplace Transform
Author: Msomi, Alfred Mvunyelwa
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Error Patterns,Misconceptions,Equations (Mathematics),Problem Solving,College Students,Mathematical Concepts,Mathematics Skills,Foreign Countries,Engineering Education

Laplace transform (LT) is an essential mathematical tool for solving linear ordinary differential equations (ODE) with boundary values, by transforming differential equation into algebraic equations which are easier to manipulate. In this article, we analyse the errors students make and misconceptions they have in solving linear ODE using LT method. The study participants were 81 students enrolled in an engineering mathematics course at a University of Technology in South Africa. The students' responses to an item based on LT which formed part of an assessment, were analysed. The analysis identified three stages of working that were necessary to reach a solution (introduction of LT and simplification; resolution of expressions using partial fractions (PF); carrying out the inverse LT and manipulations). Within each stage, we distinguished between three types of errors (conceptual, procedural and technical). The results showed that students experienced most problems when working in the PF layer because of the poor background in manipulation of algebraic expressions. It is recommended that students are given opportunities to develop fluency in pre-requisite concepts, so that their efforts at solving problems using LT or other advanced mathematics techniques can be less stressful.
Analysis of Contextual Problem Solutions, Mathematical Sentences, and Misconceptions of Pre-Service Mathematics Teachers
Author: Ilhan, Aziz
Date: 2022-00-00
Type: Journal Articles
Subjects: Misconceptions,Problem Solving,Preservice Teachers,Mathematics Instruction,Sentences,Prediction,Context Effect,Student Attitudes,Case Studies,Mathematics Teachers,Teacher Education Programs,Scores,Gender Differences,Foreign Countries,Likert Scales,Word Problems (Mathematics),Undergraduate Students

The present study aimed to analyse the context-based problem solutions of pre-service mathematics teachers, their mathematical sentences formation skills and misconceptions. Thus, the participating pre-service mathematics teachers were asked to solve context-based problems, form mathematical sentences formation, predict misconceptions that they could experience in solving these problems and assess the related problems based on Benckert's (1997) contextual learning principles. Furthermore, the views of pre-service mathematics teachers on contextual problems were also obtained. Thus,the study was designed as a mixed-method case study that included both quantitative and qualitative data. Context-Based Problem Evaluation Form and a structured interview form developed by the authors were used as data collection instruments. Study participants included 114 (82 females, 32 males) pre-service mathematics teachers. Analysis of the study data demonstrated that preservice mathematics teachers were above-average in solving contextual problems and mathematical sentences formation, their misconceptions were below-average, and there were no significant differences between the above-mentioned study variables based on gender variable; however, there were significant differences based on student department, and mean participant score was above-average based on Benckert's principles. Furthermore, the views of pre-service mathematics teachers on contextual problems were determined and the conceptual and structural differences between the questions were analyzed.
An Assessment of Practical Hands-On Lab Activities in Network Security Management
Author: Chou, Te-Shun
Date: 2020-01-00
Type: Journal Articles
Subjects: Computer Networks,Computer Security,Information Security,Computer Science Education,Risk Management,Crime,Laboratory Experiments,Teaching Methods,Prevention,Computer Software,Higher Education,Information Technology

With the advancement in technology over the past decades, networks have become increasingly large and complex. In the meantime, cyberattacks have become highly sophisticated making them difficult to detect. These changes make securing a network more challenging than ever before. Hence, it is critical to prepare a comprehensive guide of network security management for students assist them in becoming network security professionals. The objective of this paper is to introduce a variety of techniques related to network security management, such as Simple Network Management Protocol (SNMP), event management, security policy management, risk management, access control, and remote monitoring. With the usage of these techniques, malicious activities from outsiders and misuse by insiders can be effectively monitored and managed. A network learning environment is proposed for students to practice network security management experiments. In addition, hands-on lab exercises are suggested. These activities will help students become familiar with the operations of network security management and allow them to further apply practical skills to protect networks.
Divergent Student Views of Cybersecurity
Author: Ramlo, Susan E.
Date: 2020-01-00
Type: Journal Articles
Subjects: Student Attitudes,Information Security,Best Practices,Computer Security,Q Methodology,Information Science Education,Information Systems,Majors (Students),Undergraduate Students,Work Environment,Program Development,Labor Force Development,Risk,Employees,Males,Engineering Education

Cybersecurity is a worldwide issue and concern. Prior studies indicate that many people do not use cybersecurity best practices. Although these prior studies used large-scale surveys or interviews, this study used Q methodology [Q] because Q provides greater insight than Likert-format surveys. In fact, Q was created to scientifically study subjectivity. Within a Q study, various stages as well as philosophical, epistemological, and ontological principles represent a complete methodology. At first, Q researchers collect items that represent the broad range of communications about the topic (called the concourse). Although the items can be pictures, scents, or other means of communication, statements are the most common. Q researchers reduce the items of the concourse to create the Q-sample while preserving the range of communications. Subsequently, participants sort these items into a grid to provide a snapshot of their viewpoint on the topic. Statistical analysis reveals the multiple, diverse viewpoints in a way that allows for detailed descriptions of those views. In this study, the researchers collected statements about cybersecurity. Students in technical degree programs, including computer information systems (CIS), sorted these statements into a grid with a range of &quot;most like my view&quot; to &quot;most unlike my view&quot; of cybersecurity. Items placed on the extreme ends of this grid represent those statements most salient with each student's views. Analyses revealed three divergent viewpoints: (1) Cybersecurity best practices; (2) No worries; and (3) No sense of urgency. Although the CIS majors identified with View 1, the other technical degree program students were represented across all three views. Certainly, students who hold the No worries and No sense of urgency viewpoints are unprepared to deal with cybersecurity issues in the workplace. The descriptions of these views have implications for cybersecurity course and program development, including assessments. Additionally, this study's outcomes indicate a need to replicate this investigation in other settings to estimate risk of employees introducing cyber threats at their workplace. Similarly, these outcomes have implications for workforce development training regarding improved cybersecurity viewpoints and, therefore, behaviors.
Sit Back, Relax, and Tell Me All Your Secrets
Author: Kirk, Sarah
Date: 2019-00-00
Type: Journal Articles
Subjects: Active Learning,Computer Security,Information Security,Access to Information,Disclosure,Privacy,Crime Prevention,Testing,Job Training,Insurance,Industry

The goal of this research is to describe an active learning opportunity that was conducted as a community service offering through our Center for Cybersecurity Education and Applied Research (CCEAR). As a secondary goal, the participants sought to gain real world experience by applying techniques and concepts studied in security classes. A local insurance company tasked the CCEAR with assembling a team of students to conduct penetration testing (including social engineering exploits) against company personnel. The endeavor allowed the insurance company to obtain information that would assess the effectiveness of employee training with regard to preventing the divulgence of sensitive information. The team of students assembled organized, planned and executed all penetration testing. This academic opportunity allowed the students to build experience transacting the social engineering while laying the groundwork for future projects that will allow additional students to build and expand the process outlined in this study.
Dissonance during International Service-Learning: &quot;You Can&apos;t Go Back to the Way You Were Before&quot;
Author: Ceo-DiFrancesco, Diane
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Service Learning,Study Abroad,Occupational Therapy,Allied Health Occupations Education,Foreign Countries,Student Attitudes,Student Experience

This study investigated pre-occupational therapy students' descriptions of dissonance during a two-week service-learning immersion program in Guatemala. Thirty-one students participated in student-led group reflections during two program iterations. Qualitative analysis of transcripts yielded three themes: context, experience, and outcome. The interconnectedness of all three themes illustrates the interdependence of intense, international service-learning experiences, critical reflection, and transformation. Findings suggest the impact of international service-learning experiences on student development.