ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Learning Strategies on Mathematical Literacy: A Comparison between Lower and Higher Achieving Countries
Author: Magen-Nagar, Noga
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Learning Strategies,Mathematics Achievement,Cross Cultural Studies,Cultural Differences,Foreign Countries,Memorization,Teaching Methods,Learning Processes,Correlation,Mathematics Tests,Low Achievement,High Achievement,Student Characteristics,Institutional Characteristics,Structural Equation Models,Teacher Behavior,Achievement Tests,Secondary School Students,International Assessment,Likert Scales,Questionnaires,Hierarchical Linear Modeling,Statistical Significance

The purpose of the current study is to explore the effects of learning strategies on Mathematical Literacy (ML) of students in higher and lower achieving countries. To address this issue, the study utilizes PISA2002 data to conduct a multi-level analysis (HLM) of Hong Kong and Israel students. In PISA2002, Israel was rated 31st in Mathematics, while Hong Kong was rated at the top of the list. The HLM analysis was implemented at the student level, as well as at the school level. The results show that controlling for other variables, in Israel, memorization strategies had the most significant negative contribution for the prediction of ML achievements, whereas in Hong Kong the control strategies had the highest contribution. These results suggest that overemphasis on memorization does not necessarily contribute to ML achievement. Yet, the efficient use of control strategies may contribute to higher achievements. The theoretical and practical implications of the study are discussed.
Teachers' Attitudes toward Technology Integration in a Kazakhstani Secondary School
Author: Mustafina, Aliya
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Secondary School Teachers,Information Technology,Technology Integration,Distance Education,Visualization,Positive Attitudes,Self Esteem,Gender Differences,Teacher Characteristics,Correlation,Attitude Change,Foreign Countries,Statistical Analysis,Student Motivation,Secondary School Students,Teacher Surveys,Mixed Methods Research,Student Attitudes,Focus Groups

The government of the Republic of Kazakhstan from 1997 started operating a systematic state policy for education. Many scholarly papers show that the success of the educational reform efforts depend not only on the ability of the government to supply all schools with ICT, but also on the ability to make teachers possess positive attitudes toward ICT integration. This study contributes to the existing knowledge by providing a current picture of the process of ICT integration in a Kazakhstani secondary school through the lens of the main facilitators of this process--teachers. This mixed-method study fills the research gap by exploring the role of teachers' attitudes toward technology integration in school through examining the factors (self-confidence, knowledge, gender and age) that influence teachers' ICT attitudes and analyzing the subsequent relationship between teachers' attitudes and their students' academic motivation. Findings show that teachers possess positive attitudes toward ICT in school mostly due to the advantages that technology offers such as distant learning and visualization of the material (3D programs). Moreover, the analysis shows that all four factors--confidence, knowledge, gender and age--have the potential to influence and change teachers' attitudes toward technology. Interestingly, age and gender do not seem to have a direct influence on attitudes, confidence or knowledge. Rather, it is the bias towards age and gender that obstructs the integration of technology in school. In addition, the statistical analysis demonstrates that teachers' attitudes toward ICT influence students' academic motivation.
Multiple Solutions Approach (MSA): Conceptions and Practices of Primary School Teachers in Ghana
Author: Nabie, Michael Johnson
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Educational Practices,Teacher Attitudes,Curriculum Guides,Mathematics Instruction,Teaching Methods,Qualitative Research,Interviews,Observation,Content Analysis,Statistical Analysis,Instructional Material Evaluation,Problem Solving,Knowledge Base for Teaching,Textbook Content

The study explored the curriculum guidelines and primary school teachers' conceptions and practices of the Multiple Solutions Approach (MSA) in teaching mathematics using basic qualitative research design. Informal conversation interviews (ICIs), observations, video and document analyses were used to collect data. Participants included a purposive sample of five practicing teachers from three districts of the Central Region of Ghana. Descriptive analytical procedures were applied to the quantitative data while the qualitative data were analyzed thematically. Findings indicated that the curriculum materials lacked concrete direction for MSA and less than 22% of sub-topics were presented in different ways: a provision that is insufficient to guide and stimulate teachers to teach in multiple ways. Teachers also lacked a clear understanding of the MSA. Although the curriculum policy encouraged MSA, teachers' practices were inconsistent with the curriculum guidelines. The implementation of MSA was limited by inadequate curriculum provisions and teacher knowledge.
Opinions of 7th Grade Students about Enriched Educational Practices in the Scope of Science Course
Author: Idin, Sahin
Date: 2016-00-00
Type: Journal Articles
Subjects: Opinions,Grade 7,Educational Practices,Qualitative Research,Semi Structured Interviews,Science Curriculum,Science Activities,Observation,Student Journals,Classroom Observation Techniques,Curriculum Enrichment,Student Behavior,Student Attitudes,Foreign Countries

The purpose of this research was to determine the opinions of the students about 7th grade science courses carried out with enriched educational practices. The research was conducted throughout fall semester of 2014-2015 academic year in the scope of Systems within our Body Unit (SBU), Force and Motion Unit (FMU), and Electric within our Lives Unit (ELU). Qualitative research was adapted as the method in this study. The State study strategy was benefited in the research scope. A semi-structured interview form, observation form and student journals were used as data collection tools. Semi-structured interview forms and journals were used to determine the opinions of the students about the carried out practices. Observation data were acquired by observing the course teaching. Content analysis and descriptive analysis techniques were used for the analysis of the interview data; and descriptive analysis technique was used for the analysis of the observation data. Based on the held interviews and findings obtained from the journals, the students indicated that they found science course more fun, more effective, interesting and good, and they liked the course more and understood and learned the subjects in the course as a result of the enriched educational practices carried out in science courses. The students stated that they wanted the subjects of other units of science courses to be taught by enriched educational practices. Considering the research findings, teaching science courses can be suggested by enriched educational practices carried out in the scope of this research directed to the students who don't like the course within classroom, don't do the assigned homework, and aren't interested in the course.
Influencing Factors and Integration of ICT into Teaching Practices of Pre- Service and Starting Teachers
Author: Aslan, Aydin
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Technology Integration,Beginning Teachers,Teaching Methods,Educational Practices,Predictor Variables,Pedagogical Content Knowledge,Prior Learning,Teacher Competencies,Computer Attitudes,Anxiety,Student Teacher Attitudes,Teacher Attitudes,Likert Scales,Influences,Foreign Countries,Statistical Analysis,Regression (Statistics)

Teachers need to be competent in integrating ICT into education to support teaching and learning process. This study aims to investigate both the pre-service and starting teachers' perceptions for ICT-related variables--perceived ICT competence, perceived competence in ICT integration, attitudes towards ICT, anxiety around ICT usage, external barriers to ICT integration, ICT-related courses, pedagogical knowledge, and prior experience concerning the use of ICT--with regard to their integration of ICT into teaching practice to explore to what extent they integrate ICT into education. Quantitative data were collected from 200 pre-service teachers from the subject areas of Turkish language, social sciences, elementary mathematics and science in their fourth year of training programmes and 105 starting teachers who have been teaching not more than for three years in the mentioned subjects. T-test and multiple regression analysis were used to analyse the data. It was found out that perceived competence in ICT integration, computer anxiety, perceived ICT competence and pedagogical knowledge variables significantly predicted the teachers' integration of ICT into teaching practices. The results showed that their integration of ICT was limited to basic level and demonstrative purposes and they underused simulated tasks for experience, discovery and experiment. Implications and suggestions were put forward for the teacher training and professional development trainings to enable teachers to use ICT more competently and confidently in education.
Does Variation in the Extent of Generalized Trust, Individual Education and Extensiveness of Social Security Policies Matter for Maximization of Subjective Well-Being?
Author: Valeeva, Rania F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Well Being,Federal Programs,Public Policy,Welfare Services,Foreign Countries,Life Satisfaction,Surveys,Data Collection,Interviews,Response Rates (Questionnaires),Psychological Patterns,Hierarchical Linear Modeling,Multiple Regression Analysis,Regression (Statistics),Trust (Psychology),Cross Cultural Studies,Social Indicators,Comparative Analysis,Scores

In this paper, I examine whether generalized trust and education, as well as social security policies of welfare state institutions matter for cross-national differences in subjective well-being (SWB), because knowledge on this issue is still lacking. For this purpose I integrated the insights of two sociological theories: Social Function Production theory and Actor-Centred Institutionalism. Based on these theoretical notions we derived several hypotheses, which I tested using multilevel analysis of the data from the European Social Survey (2006), in a sample of 37,237 respondents from 22 European countries. My findings indicate that various extensiveness of social security policies matter for the level of SWB, and for the impact of education on SWB. I found negative impact of low education on SWB in all countries, except in Northern and Western European countries. This might suggest that social security policies of the latter countries have diminished the negative impact of low education on SWB. Moreover, my findings indicate positive relationship between individual education and generalized trust; as well as between generalized trust and SWB in countries with all five types of social security policies.
Integration of Digital Technology and Innovative Strategies for Learning and Teaching Large Classes: A Calculus Case Study
Author: Vajravelu, Kuppalapalle
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Calculus,Technology Integration,Large Group Instruction,Technology Uses in Education,Instructional Innovation,Educational Strategies,Mathematics Instruction,Teaching Methods,Course Organization,Course Descriptions,Participant Satisfaction,College Mathematics

Successful science and engineering programs require proficiency and dynamics in mathematics classes to enhance the learning of complex subject matter with a sufficient amount of practical problem solving. Improving student performance and retention in mathematics classes requires inventive approaches. At the University of Central Florida (UCF) the Department of Mathematics developed an innovative teaching method that incorporated computers and MyLabsPlus software with application sessions in large calculus classes. Introduction of new technology, in-class problem solving and application (or discussion) sessions are important factors in the enhancement of students' deep understanding of mathematics. We will detail various components of the course (daily online homework sets, online skills tests, application sessions and projects with Teaching Assistants, in-class tests, and comprehensive final exam) and discuss how we obtained optimal results enhancing the traditional teaching techniques. The instructional delivery involves group work combined with the use of computer technology to analyze the relationship between the physical problems and the mathematical models. We hope that the details of our experiences and the lessons we learned along the way will be helpful to others who are struggling with the same issues. Furthermore, this technique can be used to teach large classes not only in Science, Technology, Engineering and Mathematics (STEM) disciplines but also in social sciences.
Relieving of Misconceptions of Derivative Concept with Derive
Author: Kaplan, Abdullah
Date: 2015-00-00
Type: Journal Articles
Subjects: Concept Formation,Misconceptions,Foreign Countries,Computer Assisted Instruction,Algebra,Educational Technology,Grade 12,High School Students,Conventional Instruction,Comparative Analysis,Teaching Methods,Quasiexperimental Design,Pretests Posttests,Instructional Effectiveness,Mathematics Instruction,Secondary School Mathematics,Problem Solving,Statistical Analysis,Knowledge Level

The purpose of this study is to determine students' learning levels in derivative subjects and their misconceptions. In addition, this study aims to compared to the effects of the computer based instruction and traditional instruction in resolving these misconceptions. For this purpose, 70 12th grade students were chosen from high schools in Agri city with simple random sampling method. With the pre-test results, the misconceptions were determined and these misconceptions were tried to be relieving in two groups of students with computer based instruction and traditional instruction, separately. The result of the study showed that both the computer based instruction by using Derive software and traditional instruction methods were effective in resolving misconceptions that students constructed. However, it was found that the computer based instruction was more effective than traditional in relieving them.
The Effects of Social Networking Sites on Students' Studying and Habits
Author: Gok, Tolga
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Media,Study Habits,Vocational Education,Postsecondary Education,Student Surveys,Questionnaires,Technology Uses in Education,Foreign Countries,Parent Background,Educational Attainment,Socioeconomic Status,Gender Differences,Science Education

Social media is important to communicate with people, share/ask information, and follow/evaluate/interpret the events, etc. for everyone at the present time. The positive and negative effects of social networking sites on students' studying and habits were examined in this research. The study was conducted on 220 students in vocational school of higher education. The data were collected with the help of a questionnaire designed for gathering the students' opinions about the digital technologies and social media. The results revealed that the digital technologies and social networking sites have negative impact on students' studying and habits. Some suggestions related to the findings were presented in the study.
Problem-Based Learning Associated by Action-Process-Object-Schema (APOS) Theory to Enhance Students' High Order Mathematical Thinking Ability
Author: Mudrikah, Achmad
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Constructivism (Learning),Learning Theories,Mathematics Education,Mathematics Instruction,Thinking Skills,Abstract Reasoning,Schemata (Cognition),Problem Solving,Learning Processes,Scaffolding (Teaching Technique),Computer Assisted Instruction,Foreign Countries,Factor Analysis,Pretests Posttests,High School Students

The research has shown a model of learning activities that can be used to stimulate reflective abstraction in students. Reflective abstraction as a method of constructing knowledge in the Action-Process-Object-Schema theory, and is expected to occur when students are in learning activities, will be able to encourage students to make the process of formation of new mental objects, new processes and new schemes through the construction process in the form of generalization, interiorization, encapsulation, coordination and reversal. Problem-based learning that is presented through eight steps of learning has been able to enhance the mental action in students even though there is no doubt that it cannot possibly know the whole picture of a person's mental activity. All steps in the problem-based learning approach can reflect on the problems of mental action in students. Problem-based learning is appropriate to be used to improve students' high order mathematical thinking ability because it has been able to condition the reflective abstraction related mental actions, mental processes, mental objects and schemes in students. Computer assistance and scaffolding techniques can be further stimulus for students to take place in their mental action which corresponded to expectations.
Attitudes of Preschool Teachers towards Using Information and Communication Technologies (ICT)
Author: Konca, Ahmet Sami
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Educational Technology,Technology Uses in Education,Kindergarten,Teacher Surveys,Statistical Analysis,Foreign Countries,Teacher Characteristics,Positive Attitudes,Institutional Characteristics

The aim of the study is to determine the attitudes of preschool teachers towards using technological tools and to analyze it in terms of different variables. The research was conducted based on descriptive study model. Working group was consisted of 103 teachers working at kindergartens in city center of Kirsehir and Malatya in the fall semester of 2014-2015 academic years. A personal information form created by researchers and &quot;The Scale of Attitudes towards Using Technological Tools in Preschool Education&quot; developed by Kol (2012) were used to collect data. Frequency, percentage, mean and standard deviation were used in order to analyze the data T-test for independent samples and one-way variance analysis were used in order to determine the relationships between variables. As a result of the study, the teachers showed a very positive attitude towards using technological tools. It was found out that preschool education graduate teachers showed more positive attitudes towards using technological tools as comparing with the distance education graduate preschool teachers.
A Survey of Students Participating in a Computer-Assisted Education Programme
Author: Yel, Elif Binboga
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,High School Students,Student Surveys,Student Attitudes,Student Experience,Computer Uses in Education,Handheld Devices,Computer Assisted Instruction,Human Body,Pain,Laptop Computers,Questionnaires,Symptoms (Individual Disorders),Discriminant Analysis,Statistical Significance

This paper mainly examines anthropometric data, data regarding the habits, experiences, and attitudes of the students about their tablet/laptop/desktop computer use, in addition to self-reported musculoskeletal discomfort levels and frequencies of students participating in a tablet-assisted interactive education programme. A two-part questionnaire was used to collect data. Results revealed that students are experiencing musculoskeletal discomforts highly at the neck, lower back, and upper back regions. The survey results are of critical importance because making reasonable recommendations to the new generations for healthy use of desktop/laptop/tablet computers is only possible if we can understand the relationships and risk factors involved in and eliminate the risks to prevent musculoskeletal discomfort.
A Preservice Mathematics Teacher's Beliefs about Teaching Mathematics with Technology
Author: Belbase, Shashidhar
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Student Attitudes,Technology Uses in Education,Semi Structured Interviews,Mathematics,Geometry,Statistics,Technology Integration,Grounded Theory,Constructivism (Learning),Secondary Education,Computer Oriented Programs,Manipulative Materials

This paper analyzed a preservice mathematics teacher's beliefs about teaching mathematics with technology. The researcher used five semi-structured task-based interviews in the problematic contexts of teaching fraction multiplications with JavaBars, functions and limits, and geometric transformations with Geometer's Sketchpad, and statistical data with Excel Spreadsheet to generate data about the participant's pedagogical-technological beliefs. An additional unstructured interview was conducted with the same participant after his practice teaching. The interview data were analyzed and interpreted in two layers--the first layer portrays the participant's voice in his narratives, and the second layer portrays researcher's voice in terms of his interpretation of data and interconnection to literature. The analysis and interpretation generated seven major categories of beliefs--beliefs about teaching materials, teaching strategy, bridging activities, technological tools, mathematical concepts, and meanings, activities and transformation, and issues and challenges. Finally, the author discusses implications of the study.
The State of School and University Teacher Self-Development in Georgia
Author: Doghonadze, Natela
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Development,Individual Development,Self Actualization,Teacher Motivation,Professional Identity,Professional Training,Reflective Teaching,Information Technology,Interviews,Questionnaires,Likert Scales,Age,Teaching Experience,Computer Literacy,Teacher Evaluation,Self Evaluation (Individuals),Peer Evaluation,Statistical Analysis,Faculty Development

In conditions of continuous education reform teacher self-development is indispensable to provide high quality of teaching as well as simply to maintain the job. The goals of the paper are to analyze the intrinsic and extrinsic motives for teachers to be engaged in self-development, to show the difference between the terms &quot;development&quot; and &quot;change&quot;, &quot;professional development&quot; and &quot;professional (re)training&quot;, and to find the state of the matter of professional self-development in Georgian schools and universities. School/university policies concerning professional training and development will be discussed. Such approaches to self-development as introspection (journals/diaries/self-recording and observation), self and peer assessment, technology use and getting new experiences of teaching will be presented. The reasons of great popularity of ICT as a tool for self-development will be viewed: being free of charge, flexible in time, getting practical ideas and theoretical knowledge, also developing some skills, and almost limitless variety of offers. A study involving Georgian school teachers and university lecturers will be offered, comprising interviews and a questionnaire. The questionnaire will try to find out who (age, experience, computer literacy) are involved in teacher self-development, how often they take practical measures to do so, and in what way the teachers prefer to realize self-development. Besides, reasons why some teachers (almost) are not involved in self-development will be analyzed. In conclusion an effective model of teacher self-development will be suggested.