ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Teaching and Assessment Competences of Biology Teacher Trainees: Lessons from Item Development
Author: Hasse, Sascha
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Biology,Science Instruction,Teacher Evaluation,Measures (Individuals),Lesson Plans,Student Evaluation,Science Achievement,Academic Achievement,Teacher Education,Pedagogical Content Knowledge,Standards,Science Experiments,Teacher Competencies,Protocol Analysis

In Germany, science education standards for students at the end of grade nine have been in existence since 2005. Some of these standards are dedicated to scientific inquiry (e.g. experimentation). They describe which abilities learners are expected to possess at the end of grade nine. In the USA, several documents describe standards for &quot;Teaching Inquiry&quot; (NGSS 2013, NRC 1996/2000/2007, AAAS 1989). Presently, comparable teaching standards for science teachers are mostly lacking in Germany. Further, there are hardly any instruments that allow for the assessment of specific competences pertaining to teaching experimental lessons and assessing student competences in experimentation. Therefore, the aim of the project described in this paper is to develop assessment instruments for biology teachers who are being trained at universities as well as in in-service teacher training programs with respect to i) analyzing experimental biology lessons, ii) planning experimental biology lessons, and iii) assessing student achievements in experimental biology lessons. The article gives insights into ongoing research with respect to assessing the quality of biology teacher education. Finally, the developed measurement instruments should allow for assessing the learning preconditions of future biology teachers. The instruments offer first starting points for the development of sensitive measures for longitudinal studies to investigate university teacher education and teacher traineeship in the subject of biology. An appendix presents: (1) Task 1: Item to assess the competence Analyzing experimental lessons related to the teaching objective planning experiments (current version); (2) Task 2: Multiple choice--Item to assess the competence &quot;analyzing experimental lessons&quot;; and (3) Task 3: Open format item to assess the competence &quot;analyzing experimental lessons.&quot;
Flexible Conceptions of Perspectives and Representations: An Examination of Pre-Service Mathematics Teachers' Knowledge
Author: Bannister, Vanessa R. Pitts
Date: 2014-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Concept Formation,Preservice Teachers,Mathematics Teachers,Problem Solving,Knowledge Base for Teaching,Algebra,Graphs,Equations (Mathematics),Interviews,Surveys

The concept of multiple representations of functions and the ability to make translations among representations are important topics in secondary school mathematics curricula (Moschkovich, Schoenfeld, &amp; Arcavi, 1993; NCTM, 2000). Research related to students in this domain is fruitful, while research related to teachers is underdeveloped. This research looks in fine-grained ways at the nature of understanding exhibited by 59 pre-service mathematics teachers as they approached four problems that called for translations between representations of functions. Teachers' written and verbal responses were examined according to the extent to which they utilized essential constructs of process and object perspectives. Findings suggest that teachers exhibited three conceptions -- flexible, disconnected or constrained. Specifically, teachers demonstrated: (1) constructs of both perspectives and operated within algebraic and graphical representations, (2) constructs of both perspectives, but not transitional enough to link them across problems, or (3) constructs of one perspective and did not operate within algebraic and graphical representations.
Primary School Students' Spatial Orientation Strategies in an Outdoor Learning Activity Supported by Mobile Technologies
Author: Peng, Aihui
Date: 2014-10-00
Type: Journal Articles
Subjects: Spatial Ability,Problem Solving,Elementary School Students,Outdoor Education,Statistical Analysis,Qualitative Research,Questionnaires,Foreign Countries,Mathematics Instruction,Mathematical Concepts,Learning Strategies

Students' different learning performance on mathematical problem solving across contexts has attracted a number of researchers' interest. The study investigates the spatial orientation ability of primary school students in an outdoor situation, where six pairs of grade six students are asked to coordinate themselves physically in terms of given distances with respect to two given points. Their spatial orientation performance is evaluated quantitatively, in terms of the number of attempts needed to reach the target points, as well as qualitatively by analyzing their strategies as described in their answers to a questionnaire. According to our findings the students enjoy and perform remarkably well in the outdoor setting, an observation that leads us to suggest that engaging students in outdoor activities may enhance their learning of mathematics.
Connectivity Theory at Work: The Referrals between Science and Mathematics in a Science Unit
Author: Mehmetlioglu, Deniz
Date: 2014-01-00
Type: Journal Articles
Subjects: Units of Study,Science Instruction,Video Technology,Researchers,Observation,Mathematics Instruction,Correlation,Learning Processes,Mathematical Concepts,Teaching Methods,Physics,Science Teachers,Interviews,Teacher Attitudes,Foreign Countries,Learning Theories,Elementary School Teachers,Case Studies

Researches carried out all around the world showed that students learn more effectively if they are able to make connections between subjects. This case reports based on an investigation of how mathematics concepts were connected to science concepts by a science teacher in an elementary science classroom, and on the science teacher's views about connectivity. The progress of the instruction of a unit on the structure and properties of matter was observed in a class of forty eight students in a public school in Ankara. The science teacher was interviewed and her views were compared to her practice. The researchers undertook eight hours of observation, and data was collected through field notes and video-recordings. The findings showed that the teacher made connections between the topic and the mathematical components, such as the symbolic representations, arithmetic, counting, equations, the least common multiplier, and the distributive property of multiplication over addition. Although she thought that physics is more available for more connection when it compared to mathematics, we observed that many connections are possible in other areas of science as well.
Open Court Reading©. What Works Clearinghouse Intervention Report. Updated October 2014
Author: What Works Clearinghouse (ED)
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Reading Programs,Intervention,Reading Comprehension,Decoding (Reading),Phonemic Awareness,Elementary School Students,Inquiry,Writing Instruction,Reading Instruction,Phonics,Reading Fluency,Word Recognition,Spelling,Grammar,Language Usage,Computer Literacy,Reading Achievement,Standards,Measures (Individuals),Program Evaluation,Program Effectiveness,Comparative Analysis

&quot;Open Court Reading©&quot; is a reading program for grades K-6 published by McGraw-Hill Education that is designed to teach decoding, comprehension, inquiry, and writing in a three-part logical progression. Part One of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part Two, Reading and Responding, emphasizes reading literature for understanding, comprehension, inquiry, and practical reading applications. Part Three, Language Arts, focuses on writing, spelling, grammar, usage, mechanics, and basic computer skills. In 2007, McGraw-Hill Education revised &quot;Open Court Reading©&quot; and changed the name to Imagine It!©. The studies featured in this report evaluate the use of &quot;Open Court Reading©&quot; in grades K-3. The WWC review of &quot;Open Court Reading©&quot; for the Beginning Reading topic area includes student outcomes in four domains: general reading achievement, comprehension, alphabetics, and reading fluency. The two studies of &quot;Open Court Reading©&quot; that meet WWC group design standards reported findings in two of the four domains: (a) general reading achievement and (b) comprehension. One study that meets WWC group design standards without reservations reported findings in the comprehension domain [Borman, G. D., Dowling, N. M., &amp; Schneck, C. (2008)]. Appended are: (1) Research details for Borman et al. (2008); (2) Research details for Skindrud and Gersten (2006); (3) Outcome measures for each domain; (4) Findings included in the rating for the general reading achievement domain; (5) Findings included in the rating for the comprehension domain; (6) Description of supplemental findings for the general reading achievement domain; and (7) Description of supplemental findings for the comprehension domain. A glossary of terms is also included.
A Mentoring Program for Inquiry-Based Teaching in a College Geometry Class
Author: Miller, Nathaniel
Date: 2014-10-00
Type: Journal Articles
Subjects: Geometry,College Mathematics,Mentors,Inquiry,Beginning Teacher Induction,Program Descriptions,Mathematics Education,Classroom Observation Techniques,Program Improvement,Learning Experience,Mathematics Teachers,Pedagogical Content Knowledge,College Faculty,Educational Practices,Educational Strategies,Teaching Methods

This paper describes a mentoring program designed to prepare novice instructors to teach a college geometry class using inquiry-based methods. The mentoring program was used in a medium-sized public university with approximately 12,000 undergraduate students and 1,500 graduate students. The authors worked together to implement a mentoring program for the first time. One author was an associate professor and experienced using inquiry-based learning. The other author was a graduate student in mathematics education. During the course of the year the graduate student first observed and then taught a college level inquiry-based geometry course for pre-service teachers. This article describes the details of this mentoring program and our reflections on how the program went.
Adult Students' Open Interactions with Technology: Mediating Higher-Level Thinking
Author: Garrett, Lauretta
Date: 2014-01-00
Type: Journal Articles
Subjects: Case Studies,Technology Uses in Education,Educational Technology,Thinking Skills,Prompting,Mathematics Instruction,College Mathematics,Developmental Programs,Remedial Mathematics,Adult Learning,Qualitative Research,Coding,Data Analysis,Problem Solving,Mathematical Logic

Examining the actions taken during a teaching experiment can provide insight into practices applicable to the use of mathematics technology to assist adult learners. A case study in the form of a teaching experiment was conducted with a small number of subjects to allow for detailed examination of the influence of technology on student thinking. This report examines the type of questions offered by the interviewer during the experiment's sessions and the associated choices made by the study's subjects. Indications are that with higher-level prompts in the form of both requests for observation and requests for justification, the tool in use can become a means by which new understanding is internalized.
Examining Personalisation of Instruction, Attitudes toward and Achievement in Mathematics Word Problems among Nigerian Senior Secondary School Students
Author: Awofala, Adeneye O. A.
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Student Attitudes,Secondary School Students,Mathematics Instruction,Statistical Analysis,Pretests Posttests,Intervention,Control Groups,Experimental Groups,Quasiexperimental Design,Surveys,Attitude Measures,Word Problems (Mathematics),Individualized Instruction,Self Esteem,Student Motivation,Mathematics Anxiety,Context Effect,Predictor Variables,Gender Differences,Likert Scales

This study investigated the effect of a personalised print-based instruction versus a non-personalised print-based instruction on the attitudes toward mathematics word problems of 350 senior secondary school year one Nigerian students within the blueprint of a quantitative research of pre-treatment-intervention-post-treatment non-equivalent control group quasi-experimental design with a survey design of an ex-post facto type. The Attitudes toward Mathematics Word Problem Inventory (ATMWPI) and Achievement in Mathematics Word Problem Test (AMWPT) were used to collect data relating to the dependent measures. The results of the data analyses showed that the personalised instruction students had higher levels of self-confidence, liking, usefulness, and motivation but recorded low level of anxiety regarding mathematics word problems compared with the non-personalised group students. While the personalised instruction students were more influenced by the context of the word problem than their non-personalised instruction counterparts, the experimental and control groups' students did differ on their attitudes toward mathematics word problem as a male domain. In addition, self-confidence, liking, usefulness, motivation, context, and treatment had statistically significant predictive effect on achievement in mathematics word problem whereas anxiety and male domain dimensions of attitudes toward mathematics word problem had no statistically significant predictive effect on achievement in mathematics word problem.
Students and Courses--Terms and Definitions. Support Document
Author: National Centre for Vocational Education Research
Date: 2014-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Definitions,Vocabulary,Publications,Databases,Classification,Information Sources,Qualifications,Weighted Scores,Instructional Materials,Vocational Education,Educational Practices,Foreign Countries

This document covers the data terms used in publications sourced from the National VET Provider Collection and their associated data tables. The primary purpose of this document is to assist users of the publication to understand the specific data terms used within them. Terms that appear in the publications and data items are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; (2) Classification categories: where applicable, defined categories that apply to each term are listed; and (3) Source: a description of the source of this information, including details of any calculations or derivations. Appended are: (1) Training Packages Grouped by Industry Skills Councils; and (2) Qualification Equivalents Notional Values.
Effective Practices for Increasing the Achievement of English Learners. CREATE Brief
Author: Echevarría, Jana
Date: 2012-10-00
Type: Reports - Research
Subjects: English Language Learners,Academic Achievement,Teaching Models,Elementary Schools,High Schools,Teaching Methods,Student Improvement,Program Implementation,Faculty Development,Program Effectiveness,Integrated Curriculum,Elementary School Students,Secondary School Students,Elementary School Teachers,Secondary School Teachers

This research brief highlights two schools' efforts to improve the achievement of their students using the SIOP Model. These schools, one elementary and one secondary, have seen significant improvement in the performance of their English learners through the use of the SIOP Model of instruction, an approach that addresses both academic language development and access to content. The brief outlines how each school has implemented the model and supported teachers through job-embedded professional development.
CREATE: A Comprehensive Model for Instruction of Academic Language and Literacy in the Content Areas. CREATE Brief
Author: Duguay, Annie
Date: 2012-09-00
Type: Reports - Research
Subjects: Teaching Models,Academic Discourse,Literacy,Intervention,Program Implementation,Faculty Development,Coaching (Performance),English Language Learners,Integrated Curriculum,Middle School Students,Educational Research,Research Projects,Instructional Design,Grade 7,Middle School Teachers

This brief outlines a systematic school-wide intervention that consistently integrates content knowledge and language and literacy development in content area curricula. The brief first describes the elements of the intervention, including implementation, professional development and coaching support, in critical content areas. It then explains the instructional implications for teachers and administrators.
Using Literacy Coaching to Promote the Teaching and Learning of English Learners in Content Areas. CREATE Brief
Author: Reutebuch, Colleen K.
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: Coaching (Performance),Literacy,English Language Learners,Grade 7,Faculty Development,Middle School Teachers,Teacher Improvement

This brief describes the literacy coaching that was provided as part of the CREATE research project aimed at improving the teaching and learning of English learners in seventh-grade content areas. Coaching was intended to extend professional development and increase teacher capacity through multiple layers of support that included lesson demonstrations, observations with feedback, and guided teacher reflection and goal setting.
The SIOP Model: A Professional Development Framework for a Comprehensive School-Wide Intervention. CREATE Brief
Author: Echevarría, Jana
Date: 2011-11-00
Type: Reports - Research
Subjects: English Language Learners,Sciences,Social Studies,Language Arts,Middle School Students,Intervention,Teaching Models,Faculty Development,Middle School Teachers,Grade 7,Mathematics,Integrated Curriculum

This brief first describes individual interventions that CREATE researchers tested in middle school science, social studies, and language arts classrooms with English language learners over the course of the 2005-2009 school years. The brief then explains how the SIOP Model was used as a professional development framework to unite the separate research studies into a school-wide, comprehensive intervention that was implemented in the 2009-2010 and 2010-2011 school years to support English language learners across the core content areas.
Improving Reading across Subject Areas with Word Generation. CREATE Brief
Author: Lawrence, Joshua F.
Date: 2011-09-00
Type: Reports - Research
Subjects: Reading Improvement,Vocabulary,Intervention,Middle School Students,Reading Comprehension,Content Area Reading,Vocabulary Development,English Language Learners,Quasiexperimental Design,Public Schools,Reading Programs,Pretests Posttests,Grade 6,Grade 7,Grade 8,Program Effectiveness,Statistical Analysis,Regression (Statistics),Followup Studies

This brief describes a quasi-experimental study of Word Generation, conducted in public middle schools in Boston. Word Generation is a robust vocabulary intervention that is implemented across key subject areas. The purpose of the program is to enhance students' vocabulary in support of improved reading comprehension. The brief outlines the details of the intervention and explains how it increases the vocabulary development of all students, including English language learners.
Identfying the Needs of Pre-Service Classroom Teachers about Science Teaching Methodology Courses in Terms of Parlett's Illuminative Program Evaluation Model
Author: Çaliskan, Ilke
Date: 2014-04-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Teachers,Preservice Teachers,Science Instruction,Program Evaluation,Phenomenology,Science Teachers,Methods Courses,College Faculty,Questionnaires,Semi Structured Interviews,Diaries,Content Analysis,Needs Assessment,Teacher Education Programs,Student Teacher Attitudes,Teacher Attitudes,Foreign Countries

The aim of this study was to identify the needs of third grade classroom teaching students about science teaching course in terms of Parlett's Illuminative program evaluation model. Phenomographic research design was used in this study. Illuminative program evaluation model was chosen for this study in terms of its eclectic and process-based characteristics. 61 third grade classroom teachers, three instructors of science teaching methodology courses and one curriculum specialist were the participants of this study. Open-ended questionnaire, semi-structured interviews and diaries of pre-service teachers were used as data of the study. Data were analyzed in terms of phenomographic research design principles. Descriptive and content analyses were used as data analysis techniques. Needs assessment results showed that pre-service teachers found science teaching courses dominantly theoretical and they underlined that there was a big gap about the association between theory and practice in science teaching methodology course. Longitudinal needs assessment efforts, preparation of detailed course implementation plans, giving periodical feedback about the assessment process, using multi-media environments and constructivist learning principles, considering classroom management issues in the learning and teaching processes were the suggestions expressed in terms of the results.
The Effect of Using an Explicit General Problem Solving Teaching Approach on Elementary Pre-Service Teachers' Ability to Solve Heat Transfer Problems
Author: Mataka, Lloyd M.
Date: 2014-07-00
Type: Reports - Research
Subjects: Science Instruction,Problem Solving,Elementary School Teachers,Elementary School Science,Preservice Teachers,Teaching Methods,Heat,Scientific Concepts,Chemistry,Comparative Analysis,Inquiry,Scores,Mixed Methods Research,Water,Pretests Posttests,Control Groups,Experimental Groups

This study investigate the effectiveness of adding an &quot;explicit general problem solving teaching strategy&quot; (EGPS) to guided inquiry (GI) on pre-service elementary school teachers' ability to solve heat transfer problems. The pre-service elementary teachers in this study were enrolled in two sections of a chemistry course for pre-service elementary teachers' at a four year university. One section of this class was taught a treatment method, the explicit general problem solving approach, while the other section was taught using guided inquiry approach. Quantitative data was obtained using a post-test while qualitative data was obtained probing questions. The scores for the two teaching approaches showed no significant difference. Further, qualitative data indicated little difference in the way participants solved their problems regardless of instructional approach. Hence, this study concludes that both EGPS and guided inquiry have comparable effectiveness of teaching problem solving.