ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematical Creativity Test (MCT) Development for Middle School Students
Author: Bal-Sezerel, Bilge
Date: 2022-00-00
Type: Journal Articles
Subjects: Creativity,Mathematics Education,Test Construction,Middle School Students,Psychometrics,Factor Analysis,Test Validity,Problem Solving,Logical Thinking,Mathematical Logic

This study presents the development of a mathematical creativity test and exploration of its psychometric properties. The study was conducted in six public schools and a high ability center between 2015 and 2018. The sample of the study included 1129 middle school students. The Mathematical Creativity Test (MCT) consists of problem posing, making conjecture, and proof subtests. Each test has two items. The scores of the MCT are composed of fluency, flexibility, and creativity quotient. For construct validity, EFA yielded a 3-factor solution, namely, problem posing, making conjecture, and proof subtests. CFA confirmed the 3-factor solution, and all fit indices were found to be good. For criterion validity, one-way ANOVA for independent samples was conducted in different classes, and it showed that there was a significant difference, and Pearson's correlation coefficient was investigated between MCT scores and the report card grades of the mathematics lesson. There was a strong and positive correlation between the two variables. The internal consistency and the interrater reliability of the test scores were high.
Online Listening Strategy Instruction in Teaching Turkish as an L2
Author: Sefer, Aysegül
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Turkish,Listening Skills,Learning Strategies,Student Attitudes,Online Courses,College Students,Second Language Learning,Listening Comprehension

Listening strategies are enacted plans that one can use to better understand, learn, remember, and comprehend a target language. The present study aims to examine how the process of listening strategy instruction may be implemented in the teaching of Turkish to L2 learners. The study was a qualitative one, conducted with the action research method on an online platform, Zoom. Five Turkish L2 learners participated in the study. The results show that students used the listening strategies in various frequencies and combinations during the implementation process. Throughout the implementation process, the least used strategies were relating with prior information, performance evaluation, monitoring, and inferencing, while the most frequently used strategies were note-taking, determining keywords, translating, and prediction. The students stated that prediction, note-taking, and planning were the most useful strategies for them during the implementation process. Also, the use of authentic videos in online listening strategy instruction lessons contributed to students' learning in diverse areas of interest, particularly learning new vocabulary, and thus motivate them.
Age, Gender, and Anxiety as Antecedents of Willingness to Communicate: Turkish EFL Context
Author: Yetkin, Ramazan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Secondary School Students,Anxiety,Student Attitudes,Interpersonal Communication,Age Differences,Gender Differences,Second Language Learning

Individual differences in language learning have been under close scrutiny for several decades. However, there seems to be research ground to be filled in with new research to understand how and to what extent these differences relate to/effect language learning process. Both foreign language classroom anxiety (FLCA) and second language willingness to communicate (L2 WTC) have been key individual differences research paradigm in educational psychology and applied linguistics. To this end, the current study aims to disclose secondary school EFL learners' FLCA/ L2 WTC levels and their relations and predictions by comparing and relating participants' age and gender differences. The participants were 131 secondary school students in English as a foreign language (EFL) context. Statistical results pointed out moderate levels of FLCA and WTC among participants. When age and gender difference were compared, it was observed that both of the variables made significant difference on participants FLCA and WTC scores with females surpassing males in their mean values. Also, regression analysis indicated age and gender as the significant predictors of WTC. It is clear from the study results that both age and gender are significant factors intervening in language learning process. Teachers should be aware of these differences so that they approach each difference satisfactorily to create a positive learning environment in their classrooms.
Advancing PDS Research: Exploring a Collaborative School-University National Research Agenda
Author: Feinberg, Joseph R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Educational Research,College School Cooperation,Research Needs

In March 2020 a national Professional Development Schools (PDS)-School-University Partnerships (SUP) project was funded by a peer-reviewed grant from the American Education Research Association (AERA) to support education research conferences. In its original form, the project called for a three-day conference in September of 2021 to be held at Georgia State University (GSU) in Atlanta. However, because of the COVID-19 pandemic the in-person conference was postponed until September 2022, while a virtual conference was held in January 2022. Following the successful virtual conference, a series of four dynamic virtual research convenings were also organized, providing a forum for rich discussion around potential national research topics, collaboration and networking opportunities for PDS-SUP scholars from around the nation. The data and information that were drawn from each of the virtual convenings were reviewed and analyzed in relation to the objectives of the project. The data were also used to design subsequent convenings. It is hoped that this innovative series of conferences will foster greater multi-site collaboration and coordination, while ultimately leading to improved and groundbreaking research in and on PDS-SUPs.
Playful Learning: Teaching the Properties of Geometric Shapes through Pop-Up Mechanisms for Kindergarten
Author: Mohamed, Dalia Abdelwahad
Date: 2023-00-00
Type: Journal Articles
Subjects: Play,Geometric Concepts,Kindergarten,Manipulative Materials,Thinking Skills,Foreign Countries,Comparative Education

Teaching the properties of geometric shapes in traditional ways does not help children to understand them, nor does it enable them to visualize them. It may need methods that correspond to the characteristics and tendencies of children and more interesting methods based on fun learning. Designing 3D geometric shapes with children through pop-up mechanisms can offer a solution to their difficulties. Therefore, the current research aims to verify the current geometric thinking skills of children and the development of their geometric thinking skills in terms of distinguishing between the names of 2D and 3D geometric shapes and the properties of 3D geometric shapes after presenting a program based on the pop-up design mechanisms. The researchers developed a program to teach children to distinguish between the names and properties of 3D geometric shapes based on the design mechanisms that emerge. It has been called 3D through pop-ups in kindergarten children (3D POP-UP in KC). The research sample consisted of 12 children of (5:6) age groups. The study adopted the qualitative approach; data were collected through semi-structured interviews, observation, video recordings of children's handiwork, and photos during application. The results indicated that the participating children have a limited understanding of geometric thinking skills regarding the nomenclature and properties of 2D and 3D geometric shapes according to the results of the pre-test. It was also found that it is possible to teach them some geometric thinking skills such as distinguishing 3D and D2 geometric shapes and knowing their properties through the proposed program (3D POP-UP in KC). This result was shown in the difference between the children's scores on the pre-and post-test.
The Educational Use of YouTube Videos in Communication Fluency Development in English: Digital Learning and Oral Skills in Secondary Education
Author: Toleuzhan, Akbota
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Video Technology,Social Media,Language Skills,Secondary School Students,Speech Skills,Student Attitudes,Music,Gender Differences,Academic Achievement

Advancement of technology nowadays shows English has become necessary to be mastered and taught to students. Many media tools can be used in teaching language skills. One such widely used media is considered video website YouTube.com since it is the social medium that is positively appraised most by all learners. With adequate access to the internet, learners could use YouTube videos as the valuable tool to develop multiple foreign language skills. This research explored the types of EFL YouTube videos mostly watched by secondary students to enhance speaking skills in the school for gifted children in Kazakhstan. After analyzing the content of YouTube videos, a mixed-methods study was employed to reveal the most preferable categories of video websites that might be valuable to boost communication proficiency in English. Data collection was via a questionnaire with 288 Secondary Education students' participation. The results of the questionnaire were analyzed descriptively. The findings of the study indicated that Secondary Education students had a positive attitude towards using YouTube videos to learn English speaking skills. In addition, participants' responses showed that mostly used categories were found regarding English films, songs and vlogs. Authors also identified that the most preferable types of YouTube videos helped learners to become motivated and confident throughout the experiment.
Pre-Service Teachers as Researchers: A Mentorship Model
Author: Kara, Melike
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mentors,Teaching Methods,Learner Engagement,Student Research,Mathematics Teachers,Pedagogical Content Knowledge,Mathematics Education,Mathematical Models

In this paper, we share a mentorship model we developed and implemented while collaborating with pre-service teachers (PSTs) on their Model Eliciting Activity projects and the outcomes of the mentorship model in terms of PSTs' growth as teachers as well as researchers. For their projects, PSTs designed and developed their own mathematical modeling tasks and later analyzed student work collected during task implementations to better understand their students' reasoning. The PSTs' reflections were collected to assess the effectiveness of the program and to report their professional growth. The PSTs who participated in this mentorship model identified core teaching practices (e.g., questioning, facilitating discussions) and they improved their knowledge of student thinking and reasoning. They were also able to analyze rich data and identify trends in student learning. The findings from this study affirm that engaging in undergraduate research provides PSTs with opportunities to improve their teaching practice as well as their understanding of research processes.
Nine Essentials Render a Roadmap for Continued Improvement in an Award-Winning PDS Partnership Network
Author: Savick, Stephanie
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Partnerships in Education,Educational Improvement,Awards,Shared Resources and Services,Social Justice,Governance

The Notre Dame of Maryland University Professional Development School Network was a 2022 recipient of the NAPDS Exemplary PDS Partnership Award. This article details the network's use of many of the NAPDS's 9 Essentials in building and sustaining strong partnerships over time with a deliberate focus on continued improvement from year to year. A unique feature of Notre Dame's PDS network is its commitment to the university's mission in advancing equity and social justice in its collaborative work in individual PDS partnerships. Aligned with the University's mission and the School of Education's focus on engaging in service to others and promoting social responsibility, the mission of Notre Dame's PDS network is to support and sustain professional development school partnerships that are equity-focused, learning communities that improve student learning, prepare educators through clinical practice, provide reciprocal professional development, and conduct shared inquiry.
Keeping a Partnership Going: Facing the Challenges of Scripted Mathematics Programs
Author: Richardson, Kerri
Date: 2022-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Mathematics Education,College School Cooperation,Elementary School Mathematics,Mathematics Achievement,Learner Engagement,Barriers,Teaching Methods

In this article, the authors reflect on how they would adapt the practices of a previous successful university-public school partnership with the ever-increasing adoption by districts of scripted programs for math instruction at the elementary grade levels. The partnership with rural elementary schools focused on improving students' overall mathematics achievement and engagement through professional learning experiences with teachers. The goals align with Essential 3 of the Second Edition of the NAPDS Nine Essentials (NAPDS, 2021) which states, &quot;A PDS is a context for continuous professional learning and leading for all participants, guided by need and a spirit and practice of inquiry.&quot; Reflection on this successful effort uncovered critical factors, which the authors only considered implicitly during the partnership. As they now realize, clarity regarding why a reform is successful may not become apparent until later when participants have had adequate opportunities to reflect on how the particulars of a context implicitly influenced their decisions. Insights from such reflections can then be used to develop future partnerships.
Pre-Service Teachers&apos; Perceptions on the Concept of Oral Communication: A Metaphor Research
Author: Bulut, Mesut
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Speech Communication,Figurative Language

This research aims to determine pre-service teachers' mental images of the concept of &quot;Oral Communication&quot; by using the metaphor technique. The qualitative research method was used in the research. The pattern of the study is phenomenology, which is one of the qualitative research method designs. The participants of the research are 84 teacher candidates, 16 male, and 68 female, studying in various departments in the education faculty of a state university in the spring semester of the 2020-2021 academic year. To get the opinions of preservice teachers as a data collection tool, &quot;Oral Communication… like/similar. Because…&quot; An open-ended question form was used. In this context, pre-service teachers were provided to fill in the blanks in the form using a metaphor. Easily accessible sampling (study group), which is one of the purposive sampling methods, was used in the selection of the sample. The obtained data were analyzed through the content analysis technique. As a result of the analysis of the data obtained from the research, it was determined that the teacher candidates produced a total of 64 metaphors in 6 different categories. These categories, in terms of the metaphors they contain; &quot;Oral Communication as a tool, Oral Communication as an abstract concept, Oral Communication as a basic need, oral communication as an analogy, oral communication as a profession expression, oral communication as the expression of living things&quot; Categorically, it was determined that the density of metaphors was in the category of &quot;oral communication as a tool&quot; and that the pre-service teachers produced metaphors reflecting their generally positive perceptions and thoughts about the concept of oral communication.
Pseudo-Scientific Beliefs and Knowledge of the Nature of Science in Pre-Service Teachers
Author: Kizilcik, Hasan Sahin
Date: 2022-00-00
Type: Journal Articles
Subjects: Scientific Attitudes,Preservice Teachers,Student Attitudes,Science Education,Beliefs,Knowledge Level,Misconceptions,Foreign Countries

This study aimed to determine the levels of pre-service teachers' nature of science (NOS) knowledge, assess their pseudo-scientific beliefs, and examine the relationship between aspects of their NOS knowledge and these beliefs. It also aimed to determine whether NOS knowledge and pseudo-scientific beliefs depended on the discipline and gender. A survey method was conducted in this study. Data were collected from 215 pre-service teachers who are being educated in different fields in a state university. Two different five-point Likert scales were applied. Scale 1, which has three factors, measured pseudo-scientific beliefs, while Scale 2, which has seven factors, measured NOS knowledge. As a result, pre-service teachers' NOS knowledge was found to be inadequate and their pseudoscientific beliefs were excessive. All factors of Scale 1 were positively correlated with each other, and they were correlated with some components of NOS knowledge. Significant differences were found between disciplines in the analysis of the factors of Scale 2; however, no significant differences were found between genders.
Using Dispositions in the EdD Admissions Process: A Perceptual Approach
Author: Allen, James G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Doctoral Programs,College Admission,Leadership,Transformational Leadership,Personality Traits,Admission Criteria,Doctoral Students

This article describes the theoretical basis, rationale, and pragmatic considerations for intentionally assessing specific dispositions in the admission process for educational leaders in a selective, practitioner/scholar EdD program at a regional, comprehensive university. The goal of the admissions process is to select and admit experienced leaders with the high potential to become transformational leaders who move people, organizations, and their broader communities to increasing levels of excellence. This, we believe, can be accomplished by making dispositions one of the selection criteria in the admission of candidates as well as intentionally enhancing dispositional growth throughout the program. Five areas are addressed herein: (a) defining dispositions, (b) assessing dispositions, (c) using dispositions as admission criteria, (d) preliminary findings in using the model with doctoral candidates, and (e) correlations with perceived effectiveness of doctoral candidates as leaders. The data presented validates the efficacy of using dispositional measures in program admission decisions.
Problems of Practice: A Document Analysis of Education Doctorate Dissertations
Author: Gillham, John C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Content Analysis,Doctoral Dissertations,Doctoral Students,Problems,Educational Practices,Educational Research

The purpose of this study was to learn how education doctorate students create the problems of practice researched in their dissertations, and the potential impact of their research on their local contexts to enhance the generation of knowledge. Three research questions guided this study: (1) How do education doctorate students derive their problems of practice?; (2) What is the nature of the problems of practice that the students have studied?; and (3) What are the reported impacts the study of problems of practice has on doctoral students' local contexts? To answer these questions, the researchers conducted a document analysis of 19 dissertations. Student dissertations included a diverse set of problems of practice largely determined by their professional roles. The findings indicate a need for further refinement of the concept of a problem of practice and how the education doctorate program and their candidates employ the concept of a problem of practice in their dissertations and how this impacts local contexts. Furthermore, the nature of their problems of practice researched through the dissertation contributed to the perceived impact on the local context of the author.
Parent Perceptions of Their Children&apos;s Musical Growth and Commitment in a University String Project
Author: Saccardi, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Music Education,Musical Instruments,Student Attitudes,Drills (Practice),Identification (Psychology),Music Appreciation,Family Environment,Student Interests,Musicians

Parents and guardians inherently become involved in diverse aspects of the music learning process and retain the potential to foster a musical home environment, influencing the musical growth, attitude, and level of participation of their children. Research suggests a relationship between parental support and successful development of music skills in school-aged students (Creech &amp; Hallam, 2009, 2011). As such, String Project programs in university settings may benefit from knowledge that could promote or enhance positive, reciprocal relationships among students, parents, and teachers. We designed a survey to assess String Project parents' perceptions of commitment, musical growth, and emerging trends in student musical identity. This survey was administered during the COVID-19 pandemic, during which all participants received virtual music instruction. Parents were asked to describe their child's level of enthusiasm for music study, developing practice habits, evolving self-identity, and appreciation of music. Additionally, parents were surveyed regarding their own musical backgrounds and the role of music in their family's life. A majority of parents reported 2-3 hours of practice per week and interest in continued music study through high school and beyond for their children.
The Effect of Traditional and Online Learning Approaches on the Survival and Transmission of the Oral Culture, Students&apos; Attitude and National Values
Author: Nurdauletova, Bibaisha
Date: 2023-00-00
Type: Journal Articles
Subjects: Electronic Learning,Conventional Instruction,Teaching Methods,Instructional Effectiveness,Values,College Students,Student Attitudes,Cultural Influences,Foreign Countries,Blended Learning,Literature,Folk Culture,Oral Interpretation,Story Telling

This study examines the effects of providing students with the literature-related foundations of knowledge revealed in the works of the famous Zhyrau who lived in the in the city of Aktau, Mangistau region of Kazakhstan, through online and traditional teaching. For this purpose, pretest-posttest model with study control group was applied. The study was conducted on the subject of &quot;The Zhyrau and Their Place in Kazakh Language Literature&quot; at the Department of Kazakh Philology in the 2022 academic year and lasted 6 weeks. According to the research findings, it has been seen that online supported blended teaching has a positive effect on the success of the course and the retention of what has been learned in the subject of &quot;The Zhyrau and Their Place in Kazakh Language Literature&quot; compared to traditional teaching. In another finding of the study, there was no significant difference in the attitudes and perceptions of national values of the participant student groups on the subject of &quot;The Zhyrau and Their Place in Kazakh Language Literature&quot;. In both groups, students in the experimental group with online supported blended teaching and the control group students in the traditional teaching achieved very high posttest course attitude and national value perception scores. Online, blended and traditional activities on &quot;The Zhyrau and Their Place in Kazakh Language Literature&quot; have positively and highly affected students' attitudes and perceptions of national values.