ethanporcaro/eric-fulltext-meta huggingface dataset:
Code-Switching Explorations in Teaching Early Number Sense
Author: Arias de Sanchez, Gabriela
Date: 2018-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Teaching Methods,Number Concepts,Numbers,Language of Instruction,Qualitative Research,Case Studies,Educational Practices,Discourse Analysis,Mathematics Instruction,Early Childhood Education,Teacher Surveys,Interviews,Pedagogical Content Knowledge,Preferences,Observation,Foreign Countries

New semiotic perspectives about the role of language in mathematics education indicate that teachers have a fundamental role in communicating and teaching the language that carries mathematical meaning. However, little is known about how educators of young children understand and use the language of mathematics. This study addresses this void. Supported by the understanding that mathematics has its own language (Pimm, 1987), the study focuses on code switching--the mixing of words from two languages--by educators as they shift between the language of instruction and the language of mathematics. A qualitative multiple case study approach utilizing discourse analysis was used to explore three early years teachers' math talk. Findings indicate that these educators code-switched to the mathematics register when they talked about numbers, number words and counting, to revoice students' ideas, to explain students' and teachers' actions, to provide new math information, and when they chose between two terms that belonged to the math register. Findings also demonstrated that educators preferred to avoid the use of the mathematics' register and relied instead on what the educators called &quot;familiar language.&quot; Findings further indicated the presence of semantic patterns between perceptual terms and the mathematics register.
Job Satisfaction among Secondary-School-Heads: A Gender Based-Comparative Study
Author: Suleman, Qaiser
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Job Satisfaction,Secondary Schools,Principals,Administrator Attitudes,Questionnaires,Statistical Analysis,Work Environment,Gender Differences,Hypothesis Testing,Influences,Administrator Responsibility

The purpose of the study was to examine and compare the job satisfaction of male and female secondary-school heads in Khyber Pakhtunkhwa, Pakistan. All the male and female secondary-school heads working in pubic secondary schools of Khyber Pakhtunkhwa constituted the population of the study. A total sample of 402 secondary-school heads was selected through multistage sampling technique in which 260 were males and 142 were females. Descriptive and quantitative research design was used. A standardized tool (i.e., &quot;Minnesota Satisfaction Questionnaire&quot; (MSQ)) was used for data collection. For statistical analysis, proper descriptive statistics (i.e., mean and standard deviation) and inferential statistics (i.e., independent samples &quot;t&quot;-test) were employed. The findings revealed that secondary-school heads were found dissatisfied with ability utilization, advancement, education policies and practices, creativity, compensation, supervision (HR), supervision (technical), and working conditions. There was no significant difference between the job satisfaction of male and female secondary-school heads with respect to overall intrinsic as well as extrinsic factors. Based on these findings, it was recommended that productive and effective measures should to be taken by the Ministry of Education Khyber Pakhtunkhwa to maintain and strengthen the employees' level of satisfaction at each level. The Ministry of Education should devise compelling, productive, and effective education policies that are promising to the employees' prosperity and organizational productivity.
Distance Learning and Assistance Using Smart Glasses
Author: Spitzer, Michael
Date: 2018-01-00
Type: Journal Articles
Subjects: Distance Education,Educational Technology,Technology Uses in Education,Video Technology,Teaching Methods,Computer Oriented Programs,Psychomotor Skills,Telecommunications,Handheld Devices,Skill Development

With the everyday growth of technology, new possibilities arise to support activities of everyday life. In education and training, more and more digital learning materials are emerging, but there is still room for improvement. This research study describes the implementation of a smart glasses app and infrastructure to support distance learning with WebRTC. The instructor is connected to the learner by a video streaming session and gets the live video stream from the learner's smart glasses from the learner's point of view. Additionally, the instructor can draw on the video to add context-aware information. The drawings are immediately sent to the learner to support him to solve a task. The prototype has been qualitatively evaluated by a test user who performed a fine-motor-skills task and a maintenance task under assistance of the remote instructor.
Distance Learning--Predictions and Possibilities
Author: Traxler, John
Date: 2018-00-00
Type: Journal Articles
Subjects: Distance Education,Prediction,Educational Opportunities,Definitions,Educational Objectives,Educational Environment,Global Approach,Educational Technology,Educational Trends

Education systems, educational institutions and educational professions, including those of distance learning, can often be inward-looking, backward-looking and self-referential, meaning that they are often fixated on their own concerns, values and processes. In many respects, this is necessary and valuable but the topic of challenges and future trends in distance learning is an opportunity to explore the place of distance learning in a wider world where cultures and ideologies clash, where education and employment are no longer stable and secure, where universities and colleges are under unprecedented pressures, where the technologies and trends of educational technology represent a crowded and chaotic space and where a critical examination of distance learning is necessary to underpin its methods and its mission. This paper addresses in essence three questions, firstly, is the distance learning community clear about the definition and purpose of its work, secondly, what are global political, economic and technological pressures on the institutions of higher education delivering distance learning, and thirdly, what do typical innovations and trends in educational technology signify for distance learning? These are linked questions and the answers constitute challenging predictions and possibilities. The nature of these questions means there are no simple answers only a more complete understanding of a fluid, partial and complex environment within which education, including distance learning, cannot operate in ignorance or isolation.
Motivations and Paths to Becoming Faculty at Minority Serving Institutions
Author: Blake, Daniel
Date: 2018-03-00
Type: Journal Articles
Subjects: Qualitative Research,College Faculty,Career Development,Social Cognition,Career Choice,Diversity (Faculty),Semi Structured Interviews,Teaching (Occupation),Activism,Social Support Groups,Intellectual Disciplines,Research Needs,Change Strategies,Teacher Surveys

Drawing upon 15 qualitative interviews with early- to mid-career faculty (seven men and eight women) at Minority Serving Institutions (MSIs), this study examines the diverse motivations and paths those faculty members have taken to becoming professors at their respective institutions. The faculty come from a range of MSIs (Historically Black Colleges and Universities, Hispanic Serving Institutions, Asian American and Native American Pacific Islander Serving Institutions, and Predominantly Black Institutions) across the country and represent a broad spectrum of disciplines. This study sheds light on factors that guide their choices of discipline and entrance into the faculty ranks at MSIs. Social cognitive career theory (SCCT) was used as a lens during qualitative coding and analysis in order to develop the findings, which reveal that (1) teaching, activism, and community uplift were primary motivators to enter the professoriate; (2) supportive environmental factors, including single individuals, proved pivotal in influencing faculty to take these roles; and (3) career transitions into the academy were spurred by learning experiences that revealed disciplinary and teaching interests. The findings suggest that MSIs attract community-oriented individuals to their faculty positions, and that colleges and universities interested in diversifying their faculties should craft such roles in ways that are appealing to the populations that they are trying to recruit and retain.
Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism
Author: Moore, James Christopher
Date: 2018-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Instructional Effectiveness,Physics,College Science,Scientific Concepts,Electronic Learning,Lecture Method,Majors (Students),Natural Sciences,Pretests Posttests,Comparative Analysis,Introductory Courses,Student Attitudes,Science Instruction,College Students,Student Surveys,Quasiexperimental Design

We have investigated the efficacy of on-line, multimedia learning modules (MLMs) as preparation for in-class, lecture-based tutorials in electromagnetism in a physics course for natural science majors (biology and marine science). Specifically, we report the results of a multiple-group pre/post-test research design comparing two groups receiving different treatments with respect to activities preceding participation in &quot;Tutorials in Introductory Physics.&quot; The different pre-tutorial activities were as follows: (1) students were assigned reading from a traditional textbook, followed by a traditional lecture; and (2) students completed on-line MLMs developed by the Physics Education Research Group at the University of Illinois at Urbana Champaign (UIUC), and commercially known as FlipItPhysics. The MLM treatment group earned significantly higher mid-term examination scores and larger gains in content knowledge as measured by the Conceptual Survey of Electricity and Magnetism (CSEM). Student attitudes towards &quot;reformed&quot; instruction in the form of active-engagement tutorials were also improved. Specifically, post-course surveys showed that MLM-group students believed class time was more effective and the instructor was more clear than reported by non-MLM students, even though there was no significant difference between groups with respect to in-class activities and the same instructor taught both groups. MLM activities can be a highly effective tool for some student populations, especially when student preparation and buy-in are important for realizing significant gains.
&apos;Sometimes They Are Fun and Sometimes They Are Not&apos;: Concept Mapping with English Language Acquisition (ELA) and Gifted/Talented (GT) Elementary Students Learning Science and Sustainability
Author: Marzetta, Katrina
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary Education,Grade 4,Urban Schools,Mixed Methods Research,Concept Mapping,Sustainability,Statistical Analysis,Academically Gifted,English Language Learners,Interviews,Coding,Science Instruction,Freehand Drawing,Pretests Posttests,Knowledge Level,Ecology,Environmental Education

This study presents an 'education for sustainability' curricular model which promotes science learning in an elementary classroom through equity pedagogy. A total of 25 fourth-grade students from an urban, public school in Denver, Colorado participated in this mixed-methods study where concept maps were used as a tool for describing and assessing students' understanding of ecosystem interactions. Concept maps provide a more holistic, systems-based assessment of science learning in a sustainability curriculum. The concept maps were scored and analyzed using SPSS to investigate potential differences in learning gains of English Language Acquisition (ELA) and Gifted/Talented (GT) students. Interviews were conducted after the concept maps were administered, then transcribed and inductively coded to generate themes related to science learning. Interviews also encouraged students to explain their drawings and provided a more accurate interpretation of the concept maps. Findings revealed the difference between pre- and post-concept map scores for ELA and GT learners were not statistically significant. Students also demonstrated an increased knowledge of ecosystem interactions during interviews. Concept maps, as part of an education for sustainability curriculum, can promote equity by providing diverse learners with different--yet equally valid--outlets to express their scientific knowledge.
First-Year Mathematics and Its Application to Science: Evidence of Transfer of Learning to Physics and Engineering
Author: Nakakoji, Yoshitaka
Date: 2018-00-00
Type: Journal Articles
Subjects: College Mathematics,Transfer of Training,Physics,College Science,Engineering Education,Science Education,College Freshmen,Biology,Molecular Biology,Educational Attainment,Foreign Countries,Tests

Transfer of mathematical learning to science is seen as critical to the development of education and industrial societies, yet it is rarely interrogated in applied research. We present here research looking for evidence of transfer from university mathematics learning in semester one to second semester sciences/engineering courses (n = 1125). A transfer index measure was derived from extant university assessments, calculated on content-matched questions requiring mathematical concepts and skills in students' completed mathematics and science/engineering exams. We found that transfer could be measured in this way, and present path models of how transfer is associated with educational attainment and other factors. However, transfer was observed only in physics (n = 258) and engineering (n = 426); biology and molecular bioscience assessments did not provide opportunities for students to demonstrate their mathematical learning. In physics and engineering courses, mathematical attainment had a strong, direct, positive effect, with transfer of learning providing an additional direct and mediating effect upon students' performance in these subjects. In physics and engineering, transfer was also associated with higher levels of educational attainment in general. This new, applied approach to examining transfer trialed here may provide opportunities for analysing, evaluating, and improving cross-disciplinary transfer of learning within universities.
Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations
Author: Fan, Xinxin
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Simulation,Interaction,Inquiry,Faculty Development,Teaching Methods,Experimental Groups,Control Groups,Comparative Analysis,Conventional Instruction,Pretests Posttests,Observation,Intervention,Scientific Concepts,Concept Formation,Gender Differences,Self Esteem,Foreign Countries,Physics

This study investigated the effectiveness of a novel inquiry-based instructional sequence using interactive simulations for supporting students' development of conceptual understanding, inquiry process skills and confidence in learning. The study, conducted in Beijing, involved two teachers and 117 students in four classes. The teachers participated in professional learning and were supported in enacting one of two different instructional approaches the Interactive Simulations Instructional Approach (ISIA) (experimental group) or conventional instruction (control group). Each student group completed pre-tests and post-tests, and classroom observations were conducted to ensure that the implementation of the intervention was consistent. Our findings reveal that students in the ISIA group demonstrated significantly greater gains in conceptual understanding, inquiry process skills and confidence in learning than their peers in the conventional instruction group. Neither students' sex nor their levels of academic achievement showed main effects on students' achievement in any of the three outcome types (understanding, skill, confidence). This study demonstrates that the combination of interactive simulations and inquiry-based learning can enhance the development of students' conceptual understanding, inquiry process skills and confidence in learning.
The Higher Education Act and Minority Serving Institutions: Towards a Typology of Title III and V Funded Programs
Author: Boland, William Casey
Date: 2018-00-00
Type: Journal Articles
Subjects: Federal Legislation,Higher Education,Educational Legislation,College Students,Minority Group Students,Grants,Educational Finance,Federal Aid,Data Analysis,Content Analysis,Classification,Statistical Analysis

To date, there has been little analysis of MSI Title III and V grant-funded programs across all MSI categories. For researchers, practitioners, and policymakers, it is imperative to explore the contributions of MSIs as manifested in Title III and V grant-funded programs. The purpose of this study is to analyze MSI Title III and V programs based on project abstracts. This study is driven by three research questions: How have MSIs used their Title III and V grants? What are the expressed outcomes of MSI grant funding? Using restricted-use data obtained from the U.S. Department of Education, NCES IPEDS, and the Office of Postsecondary Education, this study uses a quantitative content analysis strategy to respond to the research questions in ways that can help stakeholders begin to understand the impact of the federal grant on MSIs.
Comparison of Workload for University Core Courses Taught in Regular Semester and Time-Compressed Term Formats
Author: Lutes, Lyndell
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Scheduling,Study Habits,Core Curriculum,Semester System,Acceleration (Education),Homework,Curriculum Design,Course Organization,Minicourses,Mixed Methods Research,Multivariate Analysis,Assignments,Surveys,Interviews

This study compared student workload and perceived value of coursework assigned for a matching set of semester and term general education courses at Brigham Young University. Statistically significant differences in workloads were found between most semester and term courses. While term workloads were slightly lighter in general, both could be called &quot;university lite,&quot; in that students did not spend the expected two hours outside of class per hour in class. Math and physics courses came closest to meeting the expected workloads, which tended to remain constant between semesters and terms. Differences in the value students reported for homework varied significantly by the autonomy of the instructor to adapt his own course section. Some of the curricular differences between sessions might be attributed to efficiencies instructors incorporated for shorter sessions without affecting overall course quality. Typically, reading- and writing-intensive courses showed the most negative impact when offered in a term format. The findings from this study suggest that, while some subjects lend themselves well to a compressed-time format, not all courses are suited to being taught in this way.
The Effects of Self-Regulatory Learning through Computer-Assisted Intelligent Tutoring System on the Improvement of EFL Learners&apos; Speaking Ability
Author: Mohammadzadeh, Ahmad
Date: 2018-04-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Turkish,Native Language,Applied Linguistics,Majors (Students),English (Second Language),Second Language Learning,Second Language Instruction,Metacognition,Oral Language,Pretests Posttests,Learning Strategies,Statistical Analysis,Foreign Countries,Undergraduate Students,Control Groups,Experimental Groups,Teaching Methods,Comparative Analysis,Computer Assisted Instruction,Conventional Instruction,Instructional Effectiveness,Qualitative Research,Questionnaires

The current study attempted to investigate the effects of self-regulatory learning through computer-assisted intelligent tutoring system on the improvement of speaking ability. The participants of the study, who spoke Azeri Turkish as their mother tongue, were students of Applied Linguistics at BA level at Pars Abad's Azad University, Ardebil, Iran. According to the manual of the Oxford placement test, students who scored between 31and 44 were considered as pre- intermediate level learners; therefore, 45 students were selected as the final participants of the present study. The participants were assigned to three groups. Groups A and B were experimental groups and received SRL through intelligent tutoring system, and group C was control group which did not receive SRL through intelligent tutoring system and instructed through traditional method. Quantitative analyses indicated that SRL through intelligent tutoring system had a significant effect on the students' improvement in the speaking skill. Results of the immediate and delayed post-tests revealed that self-monitoring strategy of SRL had a more significant effect on the students' performance in speaking than seeking-help strategy of SRL.
ARTutor--An Augmented Reality Platform for Interactive Distance Learning
Author: Lytridis, Chris
Date: 2018-00-00
Type: Journal Articles
Subjects: Distance Education,Computer Simulation,Computer Uses in Education,Textbooks,Handheld Devices,Computer Oriented Programs

Augmented Reality (AR) has been used in various contexts in recent years in order to enhance user experiences in mobile and wearable devices. Various studies have shown the utility of AR, especially in the field of education, where it has been observed that learning results are improved. However, such applications require specialized teams of software developers to create and maintain them. In an attempt to solve this problem and enable educators to easily create AR content for existing textbooks, the ARTutor platform was developed. It consists of a web-based application that acts as an AR authoring tool, and an accompanying mobile application that is used to access and interact with the educational AR content. In addition, the ARTutor application allows students to ask questions verbally and receive answers based on the contents of the book. This means that the system is suitable for distance learning and promotes self-study and independent learning.