ethanporcaro/eric-fulltext-meta huggingface dataset:
Preservice Mathematics Teachers&apos; Determination Skills of the Proof Techniques: The Case of Integers
Author: Doruk, Muhammet
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematical Logic,Validity,Numbers,Elementary School Mathematics,Foreign Countries,Mathematics Skills

The aim of the study is to reveal the preservice mathematics teachers' ability to determine the techniques of proofs on integers. A qualitative case study approach was adopted in this study. The participants of the study consisted of 172 preservice teachers enrolled in an elementary mathematics teaching program in their second and third years at a state university in Turkey. The data of the study were obtained from the Proof Techniques Determination Form (PTDF) which consists of six proofs on integers proven by different techniques and semi-structured interviews with five preservice teachers who were successful in different achievement levels of PTDF. The preservice teachers were asked to determine the proof techniques presented to them and express their warrants. The proof techniques used in PTDF are; direct proof, proof by induction, proof by contradiction, proof by contraposition, proof by counterexample and proof by confliction. At the end of the study, the preservice teachers were successful in determining proof by induction and direct proof technique. However, they were unsuccessful in determining proof by contraposition and proof by contradiction technique. While there was no difficulty in determining proof by counterexample technique, most of the preservice teachers had struggled in determining proof by confliction used to show that the proposition was false. The preservice teachers mostly used direct proof instead of proof by contraposition, proof by contraposition instead of proof by contradiction, and direct proof instead of proof by confliction. It was determined that the preservice teachers tended to evaluate the technique of any proof as direct proof. Sources of these difficulties were: deficiencies in understanding the differences between proof by contradiction and proof by contraposition, usage of same warrants of both techniques, and accepting general warrants which are valid for every proof as the property of direct proof.
Causes of Dropout Rate at Primary Level in Pakistan
Author: Shah, Dawood
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dropout Rate,Elementary School Students,Dropout Characteristics,Influences,Administrators,Elementary School Teachers,Parents,Community,Administrator Attitudes,Teacher Attitudes,Parent Attitudes,Community Attitudes

The study was designed to investigate the causes of dropout at primary level in Pakistan. Descriptive research method was adopted by using both quantitative and qualitative techniques for data collection. The study sought to get the opinion of education managers, teachers, parents and community members on various factors causing high dropout at primary level. Data was collected from 208 education managers and 291 primary school teachers. Twelve districts and 96 schools across the country were included in the sample. Moreover, focus group discussion was held with community members and parents in each sample school and district to solicit their opinion about causes of dropout. All the possible factors causing dropout were grouped into socio-economic factors, physical factors, geographical factors, teacher related factors, family related factors, teaching learning material related factors, administrative related factors, child related factors, and facilities in schools related factors.
Teacher Autonomy on English Communication Courses in Japanese Universities
Author: Marshall, Paul Anthony
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Self Concept,Professional Autonomy,Decision Making,Standards,Student Needs,Teaching Methods,Language Teachers,Foreign Countries,College Faculty,College Students,Universities

This study aimed to examine university English Communication teachers' self-reports of teacher autonomy in terms of their own freedom to make decisions about the teaching and learning that occurs inside their classroom. Results showed that teacher self-perceptions of both general and curricular autonomy were high. There was some recognition that although autonomy allows teachers to adapt to student needs, standards cannot be monitored and maintained without a certain level of top-down co-ordination. [The page range (1-13) shown on the PDF is incorrect. The correct page range is 87-99.]
The Case of &quot;Underdeveloped&quot; Academic Literacy Skills of Undergraduates: Contrasting Perspectives
Author: Bilikozen, Neslihan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Literacy,Reading Skills,Writing Skills,Second Language Learning,English (Second Language),Language of Instruction,Writing (Composition),Academic Language,Reading Assignments,Academic Achievement,English for Academic Purposes

This article reports on the partial results of a longitudinal study I conducted to investigate the first-year students' experiences in dealing with the challenges they face while attaining the academic literacy skills required of them and constructing their academic identities at an American university in the UAE. While the challenges encountered by the students, all of whom were Arab L2 speakers of English, were reported elsewhere, the focus of this paper is on the contrasts between the students' and professors' perspectives. The main source of data was semi-structured interviews with thirteen professors the student-participants took courses from. The analysis of the interviews with the professors highlighted a discrepancy between their expectations and students' knowledge of the required academic literacy demands in English. It also revealed that many of the professors either underestimated or were unaware of the struggles students go through to meet those expectations. Another important discrepancy revealed was between the perspectives of the professors who teach academic writing courses and those who teach discipline-specific courses. These findings call for enhancing communication not only between professors and students, but also collaboration between English language/writing experts and academic staff in the disciplines. [The page range (197-223) shown on the PDF is incorrect. The correct page range is 199-223.]
Student Agency in Science Learning: Multimodal and Multilingual Strategies and Practices among Recently Arrived Students in Upper Secondary Schools in Sweden
Author: Wedin, Åsa
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Secondary School Students,Immigrants,Multisensory Learning,Multilingual Materials,Personal Autonomy,Second Language Learning,Student Responsibility,Adolescents,Language of Instruction,Learning Strategies,Vocabulary Development,Swedish

The aim of this article is to develop knowledge about recently arrived students' agency in learning science in upper secondary school in Sweden. The material was created through observations of science lessons and stimulated-recall interviews with four students. Findings showed that the multimodal and multilingual practices students were involved in, and the diverse strategies they used in these lessons, were enabled by their access to multilingual teaching material, including varied digital resources. Students were invited to use varied languages, but this does not, however, mean that the other languages were appreciated, and there is a danger in relying entirely on students' own capacity to translate and understand. Our main conclusion is that students' own agency becomes a prerequisite for learning in these classrooms, but that too much responsibility is put on the students to understand and learn the content and to develop required language skills. With the focus on vocabulary in the teaching, the risqué is high that students do not develop other linguistic skills that they will need in their further studies. Although the agency of these students was visible regarding strategies for their studies, their agency was mainly restricted to learning the prescribed theme in prescribed time.
The Examination of the Postgrade Theses on Harmonization Programs in Preschool Period: Analysis of Problems and Solution Suggestions
Author: Erisen, Yavuz
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Education,Special Education,Doctoral Dissertations,Educational Research,Foreign Countries,Inclusion,Content Analysis,Special Needs Students,Educational Quality,Student Development,Family Involvement

The preschool education of children who need special care has become obligatory in the delegated legislation no 573 on special education, issued in 1997, and in the regulations of special education services, prepared in 2006 on the basis of that legislation. The harmonization education is defined as special education practices &quot; based on the principle suggesting that individuals in need of special education can continue their educations, together with their peers without any incapability, at public or private, preschool, primary school, secondary school, and widespread education institutions&quot;. As well as in this legislation, the regulations related to the harmonization education were also made in the MONE legislation of Preschool Educational Institutions. It is seen that preschool educations of children in need of special care have been guaranteed by legal arrangements. The important problems arising in harmonization education have caused scientific studies and postgraduate studies to focus on this issue. The purpose of the study is to examine the postgraduate theses on harmonization programs in the preschool period in Turkey and analyze the defined problems and solution suggestions. The study was done in a mixed pattern, and document analysis method was used in it. The qualitative and quantitative analysis techniques were used in the analysis of the data. The postgraduate theses used in the study were selected through the thesis review page of Higher Education Institution. For the identification of the theses, the keywords, including &quot;harmonization, preschool, program&quot;, were used, and accordingly, a total of 17 postgraduate theses were reached. The data were collected by &quot;Pre School Harmonization Programs and Postgrade Thesis Studies Review Form&quot; prepared by the researcher. The form contains 11 items that include variables such as the types of postgraduate theses, their production year, production institute, department, sampling, research type, these data collection place. Besides, the conclusion and suggestions parts of the theses were deeply examined with content analysis method. As a result of the study, it was found that the theses of harmonization programs in preschool period in Turkey mainly were done on postgraduate level, their majority were studied at the departments of Educational Sciences Institution, and mainly at special education sections, and their majority were descriptive studies based on teacher views, and the problems identified at postgraduate theses of harmonization education and solution suggestions of that were deeply examined with content analysis, and thematically submitted, and the suggestions of the studies to be newly conducted on this issue were offered. [
Planning a Science, Technology, Engineering, and Mathematics (STEM) Curriculum for Young Children: A Collaborative Project for Pre-Service Teacher Education Students
Author: Pawilen, Greg Tabios
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Foreign Countries,Young Children,Undergraduate Study,Preservice Teacher Education,Curriculum Development,Instruction,Learning Activities,Course Content,Skill Development,Instructional Materials,Interdisciplinary Approach,Preschool Education,Academically Gifted

Science, Technology, Engineering, and Mathematics or STEM is one of the important innovations currently implemented in Philippine education. This is in recognition of the importance of STEM education for the development of learner. This study focuses on how to plan a STEM curriculum for young children. It aims to present the result of a study conducted in one-semester undergraduate class on STEM for Young Children that was offered for second year and third year pre-service teacher education students. The classes were used to train pre-service teacher education students to plan curriculum and instruction for STEM for young children. The results of the study includes (1) things to consider in developing STEM curriculum, (2) criteria for selecting STEM activities, (3) content standards for STEM curriculum, (4) important skills to be developed, and (5) criteria for selecting instructional materials. Planning a STEM curriculum for young children can be an alternative program to develop gifted potentials of young Filipino learners.
Teaching Mathematical Skills to Individuals with Down Syndrome: A Content Analysis Study
Author: Baglama, Basak
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Down Syndrome,Teaching Methods,Mathematics Instruction,Educational Research,Research Methodology

The aim of this study is to reveal the trends in studies on teaching mathematical skills and individuals with Down Syndrome (DS) from various perspectives by analyzing the content of scientific research articles in this field. As a result of literature review conducted for this purpose, a total number of 62 articles which can be accessed in full text searched in international databases between 1988-2019 were included in the study. The articles were subjected to content analysis. According to the results of the analysis, the number of studies on mathematics and DS has increased in the recent years and research subjects mainly composed of counting skills, teaching mathematics to individuals with DS in inclusive classrooms and using technology to enhance mathematical skills of individuals with DS. It was found that individuals with DS were preferred as the sample group of the studies examined and qualitative and single-subject research designs were frequently used in the studies. Results are presented with frequencies and percentages and discussed with relevant literature.
Planning Skills of the Prospective Elementary School Teachers in Mathematics Course
Author: Kilicoglu, Elif
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Lesson Plans,Elementary School Mathematics,Educational Planning,Teaching Skills,Foreign Countries

In this study, it was aimed to analyze mathematics course planning skills of the prospective elementary school teachers. Another aim of this study was to investigate predictivity of the prospective teachers' planning skills towards their professional beliefs. The prospective teachers were asked to plan the micro-lesson to be taught to reveal this aim. The study was carried out with 120 prospective elementary school teachers studying as 3rd graders at a state university. Lesson plan form was developed as a data collection tool by the researcher. This form consisted of three stages which were before the lesson, during the lesson and after the lesson. The researcher participated in the process, and the lessons were video-recorded. Therefore, observations of the researcher and the video-recordings were used as data collection instruments in this study as well. The data obtained were analyzed based on content analysis. Findings of the study revealed that the prospective teachers had insufficient and inconsistent planning skills. Furthermore, the prospective teachers were even not aware of their behaviors. It was observed that the prospective teachers did not pay enough attention to mathematical language, to mathematical skills and to mathematical expressions and their levels of awareness on this matter were quite low.
A Descriptive Study of Behavioural Group Parent Training: A Suggested Sample for Families of Disabled Children
Author: Tavil, Yusuf Ziya
Date: 2019-00-00
Type: Journal Articles
Subjects: Group Instruction,Parent Education,Behavior Problems,Child Behavior,Disabilities,Training,Behavior Modification

The ultimate purpose of the education is to bring up kids to become productive, self-sufficient and independently-functioning individuals in the society. In this situation, this can be done through parent training programs presented systematically. Parent training programs should be planned by focusing on the number of people participating in the program, the environment in which the program takes place and the objective of the program. Considering the number of the people participating in the program, parent training programs can be organized in group and one-to-one education. Before the sessions regarding parent training programs for the group are planned, parents' needs and the objectives of the parent training program should be determined. After deciding the organization of the program in group or one-to-one, it is required that the objectives should be constructed, the teaching materials which will support the prepared plan should be developed and the teaching process should be written.
On Primary School Teachers&apos; Training Needs in Relation to Game-Based Learning
Author: Kamisli, Halil
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Education,Game Based Learning,Teaching Methods,Self Efficacy,Training,Curriculum Development,Curriculum Implementation,Curriculum Evaluation

This study aimed to explore primary school teachers' training needs in relation to game-based learning. This study used a survey research design. The sample consisted of 410 primary school teachers. A survey was developed in line with the purpose of the study. The data collected through open-ended questions were subjected to content analysis. The teachers reported that they want to use game-based learning approaches in educational activities; however, they do not use because they feel incompetent. The surveyed teachers felt that they need training in the peculiarities of game-based learning approaches, application examples, course planning, course implementation, and evaluation processes.
Teaching-Learning Conceptions and Curriculum Fidelity: A Relational Research
Author: Bas, Gökhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Curriculum Development,Curriculum Implementation,Fidelity,High School Teachers,Public School Teachers,Foreign Countries,Constructivism (Learning),Predictor Variables,Gender Differences,Academic Rank (Professional),Teacher Background

The aim of this study was to examine the relationship between teachers' teaching-learning conceptions and their curriculum fidelity level. The study embraced &quot;relational survey model&quot;, which is one of the quantitative research approaches. The study group consisted of teachers (n = 215) working in public high schools in the province of Nigde, Turkey. &quot;Teaching-learning conceptions&quot; and &quot;curriculum fidelity&quot; scales were used for data collection. Pearson product-moment correlation analysis and multiple regression analysis techniques were used to analyze the data. The findings indicated that while there is a positive significant relationship between constructivist teaching-learning conceptions and curriculum fidelity level of teachers (r = 0.232, p &lt; 0.05), there is no significant relationship between traditional teaching-learning conception and curriculum fidelity level (r = 0.019, p &gt; 0.05). According to the results of the multiple regression analysis, it was observed that teaching-learning conceptions significantly predict curriculum fidelity (R = .239, R[superscript 2] = 0.057, p &lt; 0.05). In addition, it was seen that constructivist teaching-learning conception was a significant predictor of curriculum fidelity (ß = 0.242), unlike traditional teaching-learning conception (ß = 0.058). Considering these findings, it could be stated that teachers with constructivist teaching-learning conception have a higher level of curriculum fidelity.
The Effects of Peer Feedback on the Essay Writing Performances of EFL Students
Author: Uymaz, Eren
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Feedback (Response),Instructional Effectiveness,Essays,English (Second Language),English Language Learners,Public Colleges,Foreign Countries,Revision (Written Composition),Pretests Posttests,College Students,Writing Improvement

The aim of this study is to find out the effects of peer feedback on EFL students' written performances in essay writing. For this end, this experimental study was conducted with a group of students (n=8) studying at the English preparatory school of a state university in Turkey during the 2017-2018 academic year. Students received feedback from their peers for the four different essay tasks for which they produced a first draft and a second draft during the course of eight weeks. Students were also administered a written pre-test and post-test. The number of correct revisions in second drafts was calculated by using Conrad and Goldstein's (1999) taxonomy. The quantitative data coming from pre-test and post-test were analysed statistically with SPSS by conducting paired samples t-test. The results showed that peer feedback helped students write 69% of the feedback points provided by their peers correctly. Also, the written test results indicated a statistically significant difference between the pre-test and the post-test. In the light of these findings, it can be concluded that peer feedback can be an effective tool in improving students' correct revisions in second drafts and it may help EFL learners perform better in a written post-test
The Metaphors of Turkish, Bulgarian and Romanian Students on STEM Disciplines
Author: Idin, Sahin
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 8,Figurative Language,Language Usage,STEM Education,Cultural Differences,Language Variation

This study was conducted with both Bulgarian and Turkish eight-grade students, who studied in two different middle schools. It was aimed to understand Bulgarian, Romanian and Turkish students' metaphors on STEM disciplines. 18 Bulgarian, 23 Romanian and 20 Turkish students voluntarily participated in this study. Within this context, four separate statements were given to the students to be filled with their metaphors. The statement was like &quot;Science looks like ..., because ... .&quot; It is inferred from the results that Bulgarian, Romanian and Turkish students' metaphors are different from each other.