ethanporcaro/eric-fulltext-meta huggingface dataset:
Preservice Elementary Teachers&apos; Beliefs about the Role of Definition in the Learning of Mathematics
Author: Cox, Dana C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Instruction,Definitions,Student Attitudes,Geometry,Computer Software,Beliefs,Empathy

Answering a call to emphasize the act of defining over the learning of definitions, we have shifted the content of a geometry course for preservice elementary teachers (PSETs) away from comparing and applying pre-written classification structures to classroom episodes centered on authoring definitions for special quadrilaterals. PSETs complete activities using geometry software, and collaboratively create definitions for specific quadrilaterals. In order to fully understand the potential of this curricular shift, we asked preservice elementary mathematics teachers' to share their perceptions of the process of writing mathematical definitions. Data from participant reflections were analyzed for themes related to mathematical definition and the act of defining. The framework that resulted from iterative discussions by the researchers examined beliefs about the nature of definition and mathematical empathy (Araki, 2015). Findings also suggest that beliefs about authority and positioning students as authors of mathematics are associated with mathematical empathy. Experiences related to the process of defining enabled PSETs to see far greater subjectivity in the discipline of mathematics and to consider, perhaps for the first time, that they, too, were both able and deserving of becoming authors of mathematical ideas.
Transitioning from High School Students to Aspiring Future Rural Educators: Promising Practices to Fuel the Rural Teacher Pipeline
Author: Kyser, Christine
Date: 2021-00-00
Type: Journal Articles
Subjects: Rural Education,High School Students,Student Placement,Teacher Recruitment,Career Choice,Partnerships in Education,Rural Areas,Community,Educational Practices,Rural Schools,Preservice Teacher Education,Access to Education,Dual Enrollment,Summer Programs,Universities,Student Experience,Course Descriptions

This study examined the potential of a residency/concurrent enrollment program to support rural students that are interested in the field of education. With 17 students in the program, the goals were to make a career in teaching more accessible to rural high school students through concurrent enrollment, to help future teachers solidify their career choice, and to establish partnerships with rural districts to continue expanding concurrent enrollment and ultimately fuel the teacher pipeline. For the purposes of this study, we investigated how these efforts might influence high school students' understanding of teaching as a profession and examined if and how the program might be able to facilitate participants' first steps toward becoming culturally aware, highly effective educators who can return and give back to their own communities. Using an interpretivist model of qualitative research, we found that community was an essential thread that was multifaceted, complex, and extended from the rural communities in which students lived. It was also an essential lens through which students viewed the program, and subsequently solidified their interests in and perceptions of teaching. The study has many implications for rural education with regards to increasing rural students' interest in pursuing the field of education, supporting rural students in successfully entering preparation programs, and attracting teachers to working in rural areas. There are also implications for Educator Preparation Programs in successfully preparing all students for coursework, field experiences, and their future careers.
Past vs Previous in EFL Teaching of L1 Slavic Students
Author: Szewel, Anatol
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Slavic Languages,Transfer of Training,Native Language,Grammar,Verbs,Interference (Language),Textbooks,Teaching Methods,Communicative Competence (Languages),Form Classes (Languages),Polish,Contrastive Linguistics,Syntax,Linguistic Theory,Russian

In Germanic and Slavic languages, the Verb is the most extensive grammatical item, which causes most of the troubles for second language learners. It has been noticed that Slavic L1 learners of English make mistakes in using verb forms due to the transfer of their L1 grammatical system (grammar concepts) onto the English language. The goal of the paper is to show how the wording of grammatical explanations in English influences the conceptualisation of grammatical items. The paper refers to one of the most probable sources of such misunderstanding -- the way grammatical forms are named and explained in frequently used course books and grammars of English, which leads to a corrupted or limited understanding of the functionality of a grammatical form in L1 Slavic learners. The practical clues presented below might be beneficial for authors of course-books, FL language teachers and teacher trainers in solving the dilemma between the implicit vs explicit approach to teaching grammar, in constructing concept questions and formulating clear explanations in class.
On the Locus of the Practice Effect in Sustained Attention Tests
Author: Blotenberg, Iris
Date: 2019-00-00
Type: Journal Articles
Subjects: Attention Control,Tests,Models,Test Items,Cognitive Processes,Item Analysis,Psychomotor Skills,Perception,Problem Solving,Motor Reactions,Undergraduate Students,Psychology,Student Attitudes,Difficulty Level,Reaction Time,Error Patterns,Prior Learning

The present study set out to explore the locus of the poorly understood but frequently reported and comparatively large practice effect in sustained attention tests. Drawing on a recently proposed process model of sustained attention tests, several cognitive tasks were administered twice in order to examine which specific component of test performance benefitted from practice and to which extent. It was shown that the tasks representing the three sub-components of sustained attention tests, namely the perception of an item, the simple mental operation to solve an item, and the motor reaction to indicate a response to an item, benefitted from practice. Importantly, the largest practice gain was observed for the task that required item-solving processes in addition to perceptual and motor processes. Two additional postulated mechanisms in sustained attention tests--the deliberate shifting between items and the preprocessing of upcoming items--did not become more efficient through practice. Altogether, the present study shows that the practice effect in sustained attention tests seems to be primarily due to faster item-solving processes and, to a limited extent, due to a faster perception of the item, as well as a faster motor response. Moreover, besides the sub-components, it is likely that also the coordination of perceptual, item-solving, and motor processes benefitted from practice. Altogether, the present paper may have taken a first step towards a better understanding of the specific processes that cause the large practice gains in sustained attention tests.
Teaching, Enacting, and Sustaining Hope in the Shadow of COVID-19
Author: Stitzlein, Sarah M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Psychological Patterns,COVID-19,Pandemics,Democracy,Barriers,Educational Philosophy,Inquiry,Problem Solving,Persistence

This article extends initial ideas on what hope is, why it matters to democracy, and how to teach it in schools, which were first presented by Sarah M. Stitzlein in her book &quot;Learning How to Hope: Reviving Democracy through Our Schools and Civil Society&quot; (Oxford University Press, 2020). It accounts for recent obstacles to hope, especially the impact of the COVID-19 pandemic. It suggests ways that other philosophers of education might further pursue describing and cultivating hope in light of recent social, political, economic, and health obstacles due to the pandemic. It emphasizes the role of inquiry and problem-solving using pragmatist philosophical approaches.
Sex Similarities and Differences in Intelligence in Children Aged Two to Eight: Analysis of SON-R 2-8 Scores
Author: Buczylowska, Dorota
Date: 2019-00-00
Type: Journal Articles
Subjects: Gender Differences,Visual Perception,Spatial Ability,Intelligence Quotient,Young Children,Age Differences,Cognitive Ability,Foreign Countries

The aim of this study was to investigate sex similarities and differences in visuospatial and fluid abilities and IQ scores based on those abilities in children aged two to eight. Standardization data from the Snijders-Oomen Nonverbal Intelligence Test for Children aged 2-8 (SON-R 2-8) were used. A representative sample composed of 965 children from the Netherlands and 762 children from Germany was examined. Small but significant mean sex differences favoring girls were observed until age four. At ages six and seven, boys achieved similar cognitive development levels to girls regarding all abilities assessed and outperformed girls on the Mosaics subtest measuring visuospatial cognition. Boys also displayed higher variability rates in performance. The distribution of IQ scores, with the overrepresentation of girls scoring above mean and the overrepresentation of boys scoring below mean in early childhood, altered with age towards parity between the sexes. The results suggest that girls tend to mature earlier with respect to cognitive abilities. During the course of development, however, the differences between girls and boys may become negligible.
Pandemic Resurrection: Making Gendered Citizenship Visible in a &quot;Postfeminist&quot; Era
Author: Knight Abowitz, Kathleen
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Citizenship,Gender Issues,Gender Bias,Feminism,Educational Philosophy,Sex Role,Theories

The pandemic resurrected gender as a central categorization of citizenship. COVID-19 reminds us that gender oppression continues in its traditional, materialist formulations to structure our economic, civic, and political lives. Postfeminism has diversified feminist discourses, and at times been used as a temporal claim -- the &quot;post&quot; signifying the diminishing need for feminist theory or activism in light of advancements in gender equality. We use postfeminism in a genealogical and critical sense which encompasses the changes in feminisms and enunciates various contradictions that apply to generations of people. The conditions of COVID-19 prompt us to analyze what Stéphanie Genz aptly names boom and bust postfeminism. This analysis generates two implications for philosophers of education working in areas of gender and political identity.
Homeschooling Reconsidered
Author: Dwyer, James G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Home Schooling,Distance Education,COVID-19,Pandemics,Conventional Instruction,Comparative Analysis,Educational Change,Definitions,Educational Philosophy,Child Rearing

Homeschooling was occasionally a subject of popular interest pre-COVID, when media reported horrific cases of child abuse under the guise of homeschooling, or when controversies erupted over efforts in state legislatures or local school boards to introduce very modest oversight measures. COVID made homeschooling something nearly every parent considered as a long-term educational option for their children, and something arguably -- depending on one's definition of homeschooling -- nearly all experienced. This article extracts from the societal experience of forced remote learning, challenging theoretical questions about the distinction between homeschooling and &quot;regular schooling&quot;; the wisdom of traditional brick-and-mortar, multi-service schooling; and the appropriateness of state officials passing judgement on any private form of schooling.
Advancing a Democratic Pedagogy and Supervision Framework: An Illustrative Case of Teacher Questioning in Secondary Mathematics Instruction
Author: Enright, Esther A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Questioning Techniques,Secondary School Mathematics,Instructional Leadership,Democracy,Expertise,Accountability,Teacher Evaluation,Supervision

This article pushes back against the &quot;evalu-centric view of improvement&quot; (Hazi, 2018; 2020) in the supervision literature by advocating for a democratic pedagogy and supervision framework developed to support instructional supervision and evaluation dialogue between teachers and leaders. This democratized approach honors and centers the teacher's expertise and learning as well as the leader's in the observation, debrief, and reflection process. Through this decentering of expertise in the instructional supervision cycle, our goal is to build leaders' and teachers' mutual capacity to develop, implement, and sustain democratic instructional supervision cultures in classrooms and schools. Additionally, we illustrate our framework through a subject/discipline-specific case of instructional supervision in secondary mathematics instruction. Through this illustrative case, we demonstrate how the framework provides school leaders and teachers with specific, shared pedagogical language to engage in standards-based mathematical dialogue during the instructional supervision process. Finally, we discuss the implications of our questioning framework for democratic school leadership, supervisors' leadership content knowledge, teachers' discipline-specific work of teaching, and instructional supervision practices, which are often stifled by accountability-driven teacher evaluation education policies that suppress schools' leadership capacity to apply democratic instructional supervision standards and principles.
Assessing Teacher Candidates&apos; Pedagogical Judgment: An Analysis of Clinically-Based Instructional Assignments
Author: Janis, Sonia
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Qualifications,Decision Making Skills,Evaluative Thinking,Scoring Rubrics,Teacher Evaluation,Comprehension,Theory Practice Relationship,Teacher Certification,Preservice Teacher Education,Knowledge Base for Teaching,Assignments,Student Teaching

Research on clinically-based teacher education indicates that facilitating clinical experiences for teacher candidates improves their preparation for the profession. While we have answered the call to implement rich clinical experiences in our teacher education program, we have found that we also needed to design new, robust strategies to assess what the candidates are taking away from their clinical experiences. This paper describes our use of Horn and Campbell's (2015) notion of &quot;pedagogical judgment&quot; to analyze the work of social studies teacher candidates in clinical placements. We describe a rubric developed to evaluate candidates' pedagogical judgment and offer insights into the use of this assessment tool as a component of clinically-based teacher education. We explore how the use of this rubric enables targeted evaluations of preservice teachers around specific aspects of pedagogical judgments. We conclude that this rubric could offer a way to unpack how preservice teachers make sense of their emerging understandings and pedagogical practices.
Developing a Super-Vision of Education: Oh, No. I&apos;ve Said Too Much, but Maybe I Haven&apos;t Said Enough
Author: Glickman, Carl
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Theories,Supervision,Democracy,Educational Change,Partnerships in Education,Reflection,Teaching Experience,Career Development,Generational Differences,Background,Principals

In this personal and candid essay by Carl Glickman, he examines the confluence of early experiences with his evolving concepts and theories of education, supervision, democracy, and school renewal that resulted in his studies, activities, university and school networks and partnerships, and widely read books. He covers the first 33 years of his life including being a child of immigrants and freedom from adults; academics, social life, and speech disability; identity, new worlds, and marriage; the teacher corps and forced integration of schools; the years as a principal of schools; and the origins of developmental supervision; and the significance of the Council of Professors of Instructional Supervision (COPIS). He frames the essay between the borders of saying not enough or saying too much. And between those lines, the reader may be surprised by how much unknown becomes known and what might be instructive for the next generations of educators, scholars, and activists who believe in the public purpose of education.
Personal Reflections on Supervision as Instructional Leadership: From Whence It Came and to Where Shall It Go?
Author: Glanz, Jeffrey
Date: 2021-00-00
Type: Journal Articles
Subjects: Supervision,Instructional Leadership,Theory Practice Relationship,Educational Practices,Transformational Leadership,Educational Quality

The field of supervision has perennially struggled to define itself and, hence, find a niche within the larger field of education and, more narrowly, even within the field of instructional leadership. A sort of an odd, almost contradictory state exists, one in which precludes, in my opinion, the field of supervision from gaining traction as a field, but also, perhaps more importantly, as an influential practice in schools. Books on supervision seem popular, but only in title. In others words, publishers, for instance, prefer the word &quot;supervision&quot; as part of the title of books they publish on the subject, whereas scholars in the field tend to eschew the term in favor of a term, perhaps, more palatable such as instructional or pedagogical leadership. Scholars in our field have had to grapple with this bifurcation. This essay discusses some of the implications of the intractable nature of supervision theory and practice and its relationship with the emergence of newer, more preferred terms. This essay attempts to clarify the relationships among supervision, instructional leadership, pedagogical leadership, and some other terms bandied about in the field. Are there differences between and among them? What are the implications for the field of supervision, as well as for the world of practice?
The Role of Personality in Early Alliance Formation in the Context of Clinical Supervision of Psychotherapists in Training
Author: Bilodeau, Cynthia
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychotherapy,Supervisor Supervisee Relationship,Personality Traits,Measures (Individuals),Clinical Teaching (Health Professions),Cooperation,Goal Orientation,Teacher Attitudes,Student Attitudes,Masters Programs,Counseling,Foreign Countries,Rating Scales,Power Structure,Emotional Response

The literature suggests that working alliance is an important predictor of clinical supervision outcomes. However, little is known about the individual factors that influence the development and maintenance of the working alliance. This study aims to explore the role of supervisor and trainee personality traits in the development of early working alliances, as well as supervisor and trainee concordance rates in the context of clinical supervision. This study used the NEO-PI-3 measure to assess personality traits and the Working Alliance Inventory-Supervisor and Trainee Versions (WAI) measures to assess working alliance ratings. Results suggest that supervisors rate the strength of their alliances as significantly stronger than trainees (p &lt; 0.05). While no trainee personality traits were found to predict their perception of the early alliance, the openness domain was found to be significantly associated to supervisor's self-reported ratings of alliance. Implications of these findings are discussed.
Does the Choice of Observation Instrument Matter?
Author: Lewis, Jennifer M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Observation,Evaluation Methods,Feedback (Response),Scores,Teacher Evaluation,Mathematics Teachers,Pedagogical Content Knowledge,Evaluation Problems

Does the choice of observation instrument make a difference in the feedback and ratings that teachers receive? This study explores how lessons are rated differentially across various observation instruments. To investigate this question, ten randomly selected mathematics lessons were rated using six different observation instruments. Overall scores varied little across instruments. Our analyses indicate that differences in scores can be attributed to what we call instrumental occlusion, instrumental emphasis, and element density. This article concludes with implications for the selection and use of observation instruments in school settings.
Preservice Teachers&apos; Conceptualizations of Mathematical Tasks
Author: Sapkota, Bima
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Task Analysis,Prior Learning,Mathematics Teachers,Secondary School Teachers,Teacher Education Programs,Language Usage,Context Effect,Teaching Methods,Difficulty Level

This study reports how 12 secondary mathematics preservice teachers (MPSTs) described characteristics of mathematical tasks after participating in instructional activities, including reading, reflecting, and discussing task characteristics from two mathematics task frameworks and related book chapters. The findings demonstrated that after engaging in these activities, M-PSTs used formal, research-informed language in a way that highlighted student-related factors (e.g., student prior knowledge) and contextual factors (e.g., class time constraints), suggesting that the language and concepts offered through the task frameworks initiated MPSTs' nuanced task descriptions. An emergent task framework, developed through the literature synthesis and data, as well as a series of instructional activities are proposed to enhance M-PSTs' skills to negotiate multiple task-related factors during task selections.
Scholarly Practice and Inquiry: Dynamic Interactions in an Elementary Mathematics Methods Course
Author: Tyminski, Andrew M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Methods Courses,Preservice Teachers,Elementary School Teachers,Problem Solving,Grade 3,Inquiry,Thinking Skills,Mathematics Activities,Pedagogical Content Knowledge,Teaching Skills,Labeling (of Persons),Classroom Techniques,Questioning Techniques

This paper presents research that exists at the crossroad of scholarly practice and scholarly inquiry. We outline the process in the design, enactment, and empirical examination of an elementary methods course activity, Exploring and Supporting Student Thinking (ESST), which engaged 18 elementary prospective teachers (PTs) in two sessions of one-on-one problem posing with 3rd grade students. Our results mirror outcomes from existing literature focused on student interviews and letter exchanges as well as reveal other potential PTs experiences from such interactions. We end by describing implications for future activity design and with a call for researchers to continue to contribute to scholarly inquiry in this area.