ethanporcaro/eric-fulltext-meta huggingface dataset:
Research Managers and Administrators in Conflicting Organizational Cultures: How Does Their Human Capital Help Professional Survival in Knowledge-Intensive Organizations?
Author: Shimazoe, Junko
Date: 2021-00-00
Type: Journal Articles
Subjects: Organizational Culture,Administrators,Research Administration,Conflict,Human Capital,Job Satisfaction,Job Performance,Leadership,Self Management,Foreign Countries,Work Environment

Research Managers and Administrators (RMAs) face various challenges caused by conflicting and contradictory organizational subcultures in knowledge-intensive organizations (KIOs), but their human capital, such as skills and personality traits, helps RMAs to maintain job and organizational engagement and professional growth. Focusing on self-leadership of RMAs, the effects of the RMAs' human capital on their performance and job satisfaction are statistically tested with the Research Administration as a Profession (RAAAP) wave-1 dataset that captures the current states of RMA around the world. RMAs more willing to mobilize their self-leadership are more successful in terms of their career development and are happier with the job, and thus, they are surviving even in conflicting and contradictory subcultures. Implications are also provided about human capital and agency of RMAs as well as human resources practices of KIOs.
Digital Worlds and Transformative Learning: Google Expeditions, Google Arts and Culture, and the Merge Cube
Author: Cowin, Jasmin Bey
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Computer Simulation,Multisensory Learning,Teaching Methods,21st Century Skills,Transformative Learning,Internet,Travel,Arts Centers,Experiential Learning,Field Trips,Museums,STEM Education,Multiple Intelligences,Inquiry

Virtual and online learning arrived through a &quot;force majeure&quot; (French for &quot;superior force&quot;), the global COVID-19 pandemic. Google Expeditions, Google Arts and Culture and the Merge Cube are classified as simulated learning environments. Virtual Reality (VR) and Augmented Reality (AR) create simulated learning environments with the potential to increase student presence and engagement, thereby facilitating inquiry-based learning through location-independent meaning-making. The use of multisensory approaches in AR and VR enables additional pedagogical strategies for personalized content and differentiated instruction while connecting to learners' diverse intelligences. In addition, such simulation environments provide pathways for training learners in 21st century core skills such as agility, complex problem solving, critical thinking, creativity, collaboration, and digital literacy. Transformative pedagogical approaches are called for to develop, implement, and deliver teaching for 21st-century curricula. Twenty-first century curricula needs to enable students to actively engage, explore, and experiment with contemporary technology and engage with lifelong learning processes. This article briefly traces the conceptualization of three tools particularly well suited for 21st century skills engagement: Google Expeditions, Google Arts and Culture, and the Merge Cube. More broadly, the article also explores the challenges and educational use cases of digital worlds and transformative learning experiences.
An Analysis of the Statistical Literacy of Middle School Students in Solving TIMSS Problems
Author: Utomo, Dwi Priyo
Date: 2021-00-00
Type: Journal Articles
Subjects: Statistics Education,Mathematics Skills,Knowledge Level,Problem Solving,Data Interpretation,Middle School Students,Grade 8,Achievement Tests,Foreign Countries,International Assessment,Mathematics Achievement,Mathematics Tests

The aim of this research is to describe and explore the statistical literacy of middle school students in solving the Trends in International Mathematics and Science Study (TIMSS) problems. This research utilized the qualitative approach, with the research type being descriptive-explorative. The research subjects consisted of 6 Grade 8 students from Muhammadiyah Middle School 6 of Malang in Malang Regency, Indonesia. Two students had a high mathematical ability, two others had a moderate ability, and the last two had low ability. The data analysis technique applied in this research was the interactive technique, composed of data reduction, data presentation, and conclusion drawing. The data collection for this research involved testing and interviews. The utilized test consisted of an adaptation of TIMSS for the materials of data and opportunities. Interview guidelines were used to support the data collected from the test. The research results indicated that low-ability, moderate-ability, and high-ability students were similar in that they were able to understand the problems. The difference among students of across different categories lies in data processing and data communication. Students with high mathematical abilities could process data and communicate them in detail, while those with moderate abilities could process data and communicate them but not in detail, and students with low abilities could only explain the mathematical problems.
An Investigation of Graduate Students&apos; Technological Pedagogical and Content Knowledge (TPACK)
Author: Koyuncuoglu, Özdal
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Characteristics,Gender Differences,Intellectual Disciplines,Masters Programs,Doctoral Programs,Pedagogical Content Knowledge,Technological Literacy,Self Efficacy,Knowledge Level,Competence,Foreign Countries

This study aimed to investigate and compare the perception of TPACK competence of graduate students studying at the institutes of Natural Sciences, Social Sciences and Educational Sciences based on the variables of gender, graduate program level and field. The participants of the research consist of 186 graduate students studying at the institutes of Karatay, Necmettin Erbakan and Selçuk University. TPACK Competence Scale was used to collect research data. The results of the research showed that graduate students' technological knowledge and TPACK competence were moderate. It was also found that male graduate students' technological knowledge and technological content knowledge were high, whereas female participants had a high-level perception of pedagogical knowledge. In addition, perceptions of TPACK competence varied based on the field and level of graduate education.
Developing a Handbook on Multimedia Integration in Mathematics Teaching for Indonesian Primary School Students
Author: Susanto, Herry Agus
Date: 2021-00-00
Type: Journal Articles
Subjects: Guides,Mathematics Teachers,Teacher Attitudes,Mathematics Instruction,Teaching Methods,Multimedia Materials,Material Development,Technology Integration,Elementary School Students,Children,Public Schools,Foreign Countries

This study has developed a digital mathematics handbook that helps students to strengthen their mathematical skills at the elementary level of education. A survey of mathematics teachers collected data. In developing an integration manual on technology based on a survey of the state of technological integration in schools, it employed a research and development (R&amp;D) approach. A number of 24 teachers participated in the material creation. The multimedia materials produced during the trial were developed and used. Participants consisted of primary learning children. Results have shown that the trainers' preferred theory is undergraduate, and most of them have a poor capacity to integrate creativity into a research analysis. In the presentation of the under-graduates in mathematics the material produced was extremely good.
Reflection on Parent Engagement during School Closures Due to the Pandemic
Author: Greimel, Andrea
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Parent Role,Parents as Teachers,Parent Participation,Early Childhood Education,Parent Teacher Cooperation,Early Childhood Teachers

The pandemic has required a huge shift in the locus of responsibility for the ongoing engagement of children (especially young children and children with special needs) with the educational process. Parents now share with professional educators, in a fairly equal division of labor, the responsibility to keep children engaged in learning. Of course, there is great diversity among parents in their ability to engage in these new and sudden conditions for schooling given the wide range of life situations. In this article, the author reflects on experiences with parent engagement during the pandemic.
A Descriptive Study of the Case of Eaveston School District: Core Values from Deficit-Based to Asset-Based
Author: Welborn, Jaime E.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Districts,Equal Education,Organizational Change,Cultural Awareness,Values,Public Schools,Suburban Schools,Social Justice,Leadership,Elementary Secondary Education

A growing body of research has linked educational leadership and student achievement; however, the oppression of students of diverse race, ethnicity, and social class has perpetuated inequities and educational gaps for decades across the United States. Some educational leaders who care deeply about equity and social justice are examining their core values, behaviors, and beliefs, as well as their organization's policies and practices to identify and implement knowledge and skills that disrupt the inequities producing educational and opportunity gaps. This article reports findings that are part of a larger qualitative descriptive case study that investigated the implementation and experiences of Eaveston School District's intentional journey to become a culturally proficient school district. For this article, the authors included findings related to: (1) how the implementation of the &quot;Cultural Proficiency Framework&quot; influenced change; and (2) the challenges educational leaders face while implementing the work of Cultural Proficiency. The findings and conclusions of the study suggest that educators can lead organizational change and increase equity, access, and inclusion for all students by using the &quot;Four Tools of Cultural Proficiency&quot; to cause shifts from deficit-based to asset-based mindsets about students.
Andean Pedagogies Intersecting the Photovoice Process
Author: Kenfield, Yuliana
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Photography,Student Attitudes,College Students,Foreign Countries,American Indian Students,American Indian Languages,American Indian Culture,Indigenous Populations,Multiracial Persons,Participatory Research,Foreign Policy,Power Structure,Researchers,Interpersonal Relationship

For decades social researchers have explored indigenous knowledges and practices, yet decisive input by Quechuan peoples in the research process has remained minimal, nearly non-existent. This non-participatory approach to research about Quechuan peoples, cultures, and languages has reproduced asymmetric relationships between subject and expert, enabling a prescribed set of research which obscures Andean methodologies. For informative results which truly represent Andean pedagogies, couple decolonial thinking with photovoice, a visual participatory methodology rooted in Freirean thought. Participatory research prevents the disregard of cogent, pre-colonial ways of knowing. This paper conceptualizes Andean pedagogies, indigenous-mestizo practices that emerged during a photovoice study with Andean college students in Cusco, Peru. Acting as collaborators as well as participants, these students helped determine the scope, goals, and actions of this work. Andean pedagogies such as &quot;muyu muyurispa,&quot; &quot;tinku,&quot; and &quot;kuka akulliy&quot; reconfigured this photovoice process and disrupted coloniality processes which obscure research with Andean peoples. The practice of decolonial thinking during participatory research projects disrupts asymmetric, deliberate, or unintentional power relations between participants and investigators.
Between a Rock and a Hard Place: Minoritized Communities, Urban School Reform, School Policies, and Mayoral Control
Author: Wright, James S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Minority Group Students,Urban Schools,Educational Change,School Policy,City Government,Governance,School Turnaround,Educational Policy,Policy Analysis,Discourse Analysis,Elementary Schools,School Districts,State School District Relationship,Politics of Education

The purpose of this study is to explore a federal turnaround policy under a mayoral-controlled Northeastern school district that began in 2013. The study utilizes discourse and document analysis and interviews, as well as a life history methodology to explore the perspectives of educators, local politicians, and community activists from Black and Latinx communities, as well as other minoritized populations, within the jurisdiction of the school district. The framework for this study draws on a critical analysis of educational policy studies and utilizes Sandra Stein's (2004) Culture of Education Policy framework to highlight discourses and language used to &quot;frame&quot; individuals and groups. This study analyzes a forced leadership change and focuses on a particular elementary school as a result of the implementation of a turnaround policy, and offers some implications for educational policy, reform, and leadership practices.
Does Blended Learning Improve the Academic Achievement of Undergraduate Students in the Mathematics Course?: A Case Study in Higher Education
Author: Alsalhi, Najeh Rajeh
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Instructional Effectiveness,Mathematics Instruction,Engineering Education,Academic Achievement,Undergraduate Students,Student Characteristics,Computer Literacy,Grade Point Average,Foreign Countries

The study aimed to identify the impact of utilizing blended learning in teaching mathematics (MTH121) course on the achievement of undergraduate learners at Ajman University. The researchers followed the quasi-experimental approach. The sample of the study consisted of (196) males and females split into two control and empiric groups. The empirical group was taught using the blended learning method and the number of its students reached (99), while the other group is the control group studied in the usual conventional method, and its students reached (97) students. The study used an achievement exam in addition. The study found that there were significantly important variations in the achievement exam among the empiric and control groups for the benefit of the empirical group.
Impact of the Plugged-In and Unplugged Chemistry Computational Thinking Modules on Achievement in Chemistry
Author: Chongo, Samri
Date: 2021-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Thinking Skills,Achievement Tests,Science Tests,Problem Solving,Computation,Comparative Analysis,Teaching Methods,Test Validity,Test Reliability,Gender Differences,Learning Strategies,Visualization,Foreign Countries,Pretests Posttests,Intervention,Secondary School Students,Scores

Computational thinking (CT) is one of the systematic tools in problem solving and widely accepted as an important skill in the 21st century. This study aimed to identify the effectiveness of the Chemistry Computational Thinking (CT-CHEM) Module on achievement in chemistry. This study also employed a quasi-experimental design with the participation of 85 form four students in Malaysia. The three types of teaching approaches, namely CT-CHEM Module Plugged-in (CTMP), CT-CHEM Module Unplugged + Plugged-in (CTMUP) and conventional method (CM), were systematically designed and implemented. The achievement of students was measured using an achievement test, where validity and reliability were justified and two-way ANCOVA was used to analyse the data. Findings confirmed that the achievement of students in chemistry is significantly higher in the CTMP group as compared with the CTMUP and CM groups. Instead, gender had no significant effect on students' chemistry achievement. This study concludes that when students were exposed to teaching and learning strategies by integrated CT through plugged-in strategy more effective than a combination of plugged-in and unplugged. Plugged-in visualisation activities are more effective in increasing the understanding and achievement of students compared with the combination of plugged-in and unplugged activities. Plugged-in through visualisation activities is more effective than the combination of plugged-in and unplugged. This is because, the abstract concept in electrochemistry is easier to understand by students through the visualisation activity approach using a computer in explaining the important concepts in the topic and because the whole content is interrelated.
Mathematical Argumentation Performance of Sixth-Graders in a Chinese Rural Class
Author: Zhou, Da
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Rural Areas,Pilot Projects,Grade 6,Elementary School Students,Persuasive Discourse,Foreign Countries,Mathematics Teachers,Teacher Attitudes,Teaching Methods,Skill Development,Logical Thinking,Teacher Role,Task Analysis,Writing (Composition)

Researchers have established that solid argumentation is essential for developing, establishing and communicating mathematical knowledge, which attracted substantial attention from researchers, but few have simultaneously investigated the argumentation performance of sixth-graders and their teacher's potential influence in Chinese rural classrooms. In this pilot study, 33 sixth graders in a Chinese rural class were examined, and the math teacher who had been teaching them for three years was interviewed. Findings related to the students' performance revealed the need to improve their argumentation competency, including using more diverse modes of arguments and argument representation as well as developing more advanced types of arguments (e.g., deductive argumentation). The interview finding with the math teacher indicated that the teacher's perception and knowledge might impact students? learning opportunities to conduct argumentation and, therefore, may influence students? argumentative performance. Implications and limitations of this study is discussed at the end.
Understanding Why Math and Science Teachers Quit: Evidence of Cognitive Errors
Author: Denton, David W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Science Teachers,Teacher Persistence,Labor Turnover,Cognitive Processes,Preservice Teacher Education,Faculty Mobility,Cognitive Restructuring,Behavior Modification,Teaching Conditions,Teacher Attitudes,Foreign Countries

Every year school districts must fill tens of thousands of teacher vacancies in mathematics and science. Reasons for the high rate of attrition are described in general terms, such as lack of administrative support and dissatisfaction. Analysis of direct quotes from qualitative research, however, suggests the presence of cognitive errors within the decision-making process of those teachers who quit. Cognitive errors include all or nothing thinking and fortune telling, among others. Results of this study are interpreted in comparison to the attrition literature. Suggestions for future research, such as Cognitive Behavioral Therapy training for preservice teachers, are presented.
A Systematic Literature Review: Discipline-Specific and General Instructional Practices Fostering the Mathematical Creativity of Students
Author: Bicer, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Mathematics Instruction,Instructional Effectiveness,Creativity,Problem Solving,Questioning Techniques,Technology Integration,Mathematical Models,Manipulative Materials,Active Learning,Inquiry,Elementary School Students,Secondary School Students,College Students,Creative Development

The purpose of this systematic review is to reveal the research findings that suggest instructional practices to foster the creativity of students in mathematics. Although several studies have investigated the effects of various instructional practices influencing the mathematical creativity of students, little is known about how the findings of this collective body of research contribute to the understanding of what instructional practices should be integrated into a mathematic classroom to further foster the mathematical creativity of students. In this systematic review, the knowledge of instructional practices that foster the mathematical creativity of students were categorized under two main factors including: 1) discipline-specific instructional practices and 2) general instructional practices. The discipline-specific instructional practices were problem-solving, problem-posing, open-ended questions, multiple solution tasks, tasks with more than one correct answer, modeling/model-eliciting activities, technology integration, extendable tasks, and emphasizing abstractness of mathematics. The general instructional practices were providing students with ample time to think creatively about real-world related mathematical problems in a judgment free and collaborative classroom environment so that they take risks to share their mathematical ideas and use informal words. Integrating all of these instructional practices into mathematics classrooms can provide opportunities for students to discover their potential creative abilities in mathematics.
That Was Then…This Is Now: Utilizing the History of Mathematics and Dynamic Geometry Software
Author: Meadows, Michelle
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Software,Teaching Methods,Preservice Teacher Education,Mathematics Teachers,Geometry,Mathematical Logic,Validity,History,Computer Assisted Instruction,Models,Persuasive Discourse,Preservice Teachers,Secondary School Teachers,Student Attitudes

Pre-service mathematics teacher (PST) education often addresses within Geometry Classes how to utilize Dynamic Geometric Software (DGS). Other classes may also incorporate teaching pre-service teachers about the history of mathematics. Although research has documented the use of Dynamic Geometric Software (DGS) in teaching the history of mathematics (HoM) (Zengin, 2018), the focus of this research specifically targets the development of proof for preservice teachers by utilizing DGS to revisit historical proofs with a modern lens. The findings concur with Fujita et.al. (2010), Zengin (2018), and Conners (2007) work on proof. The novelty of this article was the combination of incorporating the history of mathematics (HoM), dynamic geometry software (DGS), and Toulmin's model of argumentation. A pedagogical approach appeared to emerge: DGS's dynamic nature allowed PSTs to see several examples of a method to provide them with an illustration that may be used in proofs.