ethanporcaro/eric-fulltext-meta huggingface dataset:
Productive Struggle in a Geometry Class
Author: Zeybek, Zulfiye
Date: 2016-00-00
Type: Journal Articles
Subjects: Geometry,Foreign Countries,Mathematics Instruction,Preservice Teachers,Middle School Teachers,Mathematics Teachers,Mathematics Education,Middle School Students,Teaching Methods,Difficulty Level,Mathematics Achievement,Mathematics Skills,Mathematical Concepts,Teacher Education,Teacher Education Programs,Semi Structured Interviews,Grounded Theory,Case Studies,Geometric Concepts

Struggle and its connection to learning are central to improve student learning and understanding of mathematics. A description of what a student's productive struggle looks like in the setting of classrooms can provide insight into how teaching can support or hinder the student's learning process. In order for any struggle to be productive, these struggles with mathematics must be documented. However, prior studies on student struggles are limited and have primarily focused on examining whether or not struggle occurred. Thus, the purpose of this study is to describe pre-service middle grade teachers' (PSTs) struggle types in details as well as to investigate how engaging in a non-routine high level task (doing mathematics) fosters (or inhibits) productive struggle during instruction.
Investigation the Scientific Creativity of Gifted Students through Project-Based Activities
Author: Karademir, Ersin
Date: 2016-00-00
Type: Journal Articles
Subjects: Gifted,Elementary School Students,Grade 3,Grade 5,Elementary School Science,Creative Thinking,Science Activities,Active Learning,Student Projects,Design,Semi Structured Interviews,Content Analysis,Freehand Drawing,Observation,Problem Solving,Science Process Skills,Qualitative Research,Case Studies,Student Attitudes,Teacher Attitudes,Creativity

In this research, it is aimed to identify the scientific creativity of gifted students through project-based activities. In accordance with this purpose, a study has been carried out with 13 gifted students studying in third and fifth grade. In the study, students have been informed about the project development stages and they have been asked project designs that would facilitate the daily life. Following the project designs, semi-structured interviews with the students and teacher observations in the process have been carried out. In addition, pictures of the students' project drawings have been taken. Interviews, observations and pictures have been subjected to content analysis. Categories have been defined depending on the size of scientific creativity which was suggested by Hu and Adey (2002). Within the context of the categories; proposals have been offered to researchers and people in concern. Activities can be enhanced for the development of different aspects of scientific creativity.
Investigating Lebanese Grade Seven Biology Teachers Mathematical Knowledge and Skills: A Case Study
Author: Raad, Nawal Abou
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Science Teachers,Biology,Grade 7,Mathematics,Knowledge Level,Knowledge Base for Teaching,Mathematics Skills,Mathematical Concepts,Data Analysis,Interviews,Teacher Education Programs,Interdisciplinary Approach,Integrated Curriculum,Educational Change,Visualization

This paper investigates Lebanese grade 7 biology teachers' mathematical knowledge and skills, by exploring how they explain a visual representation in an activity depending on the mathematical concept &quot;Function&quot;. Twenty Lebanese in-service biology teachers participated in the study, and were interviewed about their explanation for the designed activity. The data analysis reveals that teachers refer to different entities as constituting models, and express different way far away from the mathematical concept &quot;Function&quot;. Based on the collected data, the findings could not be generalized to all biology teachers, but it is safe to conclude that it would be enriching for students if biology teachers had a background in mathematics and mathematics education, in order to deal with situations of exploration and analysis of the different constraints that might affect biology activities. In addition, the results highlight the need to review the teachers' preparation programs in a way that considers integrating mathematics into sciences, as well as a need to introduce a reform to the Lebanese Biology curriculum, in order to explicitly include all the mathematical competencies required to build up scientific knowledge.
Promoting Interaction through Blogging in Language Classrooms
Author: Gunduz, Muge
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Student Journals,Electronic Journals,Communication Skills,English (Second Language),Second Language Learning,Second Language Instruction,Majors (Students),Questionnaires,Likert Scales,Language Skills,Oral Language,Writing Skills,Interaction,Peer Evaluation,Instructional Effectiveness,Language Usage,Statistical Analysis,Outcomes of Education

This study aims to explore the university students' perception on integration of blogging in EFL classes. In this study, the participants were first year university students (n=103) who created their group blogs in order to share their blog entries during their oral communication classes. Students interacted with their peers via blogs simply by reading and commenting on each other's blog posts. The data was collected from the blog entries and a questionnaire administered at the end of the project in order to understand the perceptions of students on effectiveness of using blogs in developing their language use. It is hoped that the findings of this study provides some insights into a number of pedagogical and theoretical issues.
Motivation Management of Project-Based Learning for Business English Adult Learners
Author: Liu, Xiaoqin
Date: 2016-00-00
Type: Journal Articles
Subjects: Adult Students,Active Learning,Student Projects,Business English,Student Motivation,Continuing Education,Theories,Student Needs,Self Actualization,Self Esteem,Communication Skills,Foreign Countries,College Students

The paper finds out poor engagement in business English training program prevents adult learners at College of Continuing Education of Guangdong University of Foreign Studies from improving their communication skills. PBL (Project-Based Learning) is proposed to motivate adult learners to get involved with learning a lot. Based on the perspective of psychology, learners' needs may produce motivation which drives learners to actively participate in learning. Integrating McGregor's Theory X and Theory Y and Maslow's Hierarchy of Needs to the implementation of PBL, the paper highlights teachers should stick to Theory Y, Participative Management Style which is suggested to more inspire learners. And then, through satisfying three classes of adapted needs: belonging needs, esteem needs and self-actualization, PBL can be employed to increase learners' participation, and thus improving their communication skills. The proposal sheds light on how PBL is effectively employed in business English teaching and learning from the perspectives of motivation management.
A Study on the Relationship between College Students' Boredom Tendency and Attribution Style as Well as Achievement Motivation
Author: Yan, Shunqin
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,College Students,Scores,Psychological Patterns,Attribution Theory,Academic Achievement,Student Motivation,Self Control,Gender Differences,Fear,Academic Failure,Statistical Analysis,Measures (Individuals),Foreign Countries,Questionnaires

Aim: This thesis discusses the relationship between college students' boredom tendency and attribution style as well as achievement motivation. Method: The author uses scale assessment on college students of boredom tendency scale, the inner-control scale, internality-powerful others scale and chance scale draw up by Leveson, as well as achievement motivation scale. Results: 1) There is no significant differences in sex on the boredom tendency of college students; in grade level, a comparatively significant difference exists between the total scores of tension, binding force and boredom tendency. 2) The total score of boredom tendency has significant negative correlation with that of achievement motivation (r = -0.509, p&lt;0.01), has significant negative correlation with the success-wish dimension (r = -0.284, p&lt;0.05), has significant positive correlation with the failure-fear dimension (r = 0.505, p&lt;0.01), has negative correlation with the inner-control dimension (r = -0.133, p&lt;0.05), has positive correlation with the chance dimension (r = 0.406, p&lt;0.01), and has significant positive correlation with internality-powerful others dimension (r = 0.373, p&lt;0.01). 3) The boredom tendency has mediating effect on achievement motivation and attribution style. Conclusion: The boredom tendency is closely related to the attribution style and achievement motivation, and plays a partial mediating role in the relationship between attribution style and achievement motivation.
The Prevalent Rate of Problem-Solving Approach in Teaching Mathematics in Ghanaian Basic Schools
Author: Nyala, Joseph
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Foreign Countries,Problem Solving,Mathematics Education,Teaching Methods,Questionnaires,Mathematical Concepts,Elementary School Teachers,Secondary School Teachers,Elementary School Mathematics,Secondary School Mathematics,Observation,Class Activities,Correlation,Statistical Analysis,Mathematics Skills,Goodness of Fit

Stakeholders of mathematics education decry the rate at which students' performance are falling below expectation; they call for a shift to practical methods of teaching the subject in Ghanaian basic schools. The study explores the extent to which Ghanaian basic school mathematics teachers use problem-solving approach in their lessons. The participants, consisting of five hundred (500) basic school mathematics teachers, were randomly selected from all the ten (10) regions of Ghana. The data collection instruments were self-administered questionnaires, lesson observation checklists, and examination of class exercises. The Chi-square (goodness-of-fit) test indicated that there is a difference between the observed and expected values, and the occurrence of problem solving approach in mathematics lessons is not statistically less than 50% of the time in the basic schools, ?[superscript 2] (2, 485) = 184.90, p &lt; 0.05. Thus, a significant proportion of basic school teachers (i. e. 90.1%), do not frequently use problem-solving approach in teaching mathematics lessons. This result adds to empirical evidence available on difficulties in teaching mathematics through practical activities. The study therefore contributes an important idea for teacher training programs to enhance mathematics teaching.
Investigating Causality between Global Experience and Global Competency for Undergraduates in Contemporary China's Higher Education: A Transformative Learning Theory Perspective
Author: Li, Jian
Date: 2016-00-00
Type: Journal Articles
Subjects: Attribution Theory,Cultural Awareness,Higher Education,Foreign Countries,Inferences,Correlation,Transformative Learning,Cultural Pluralism,Asians,Intercultural Communication,Financial Support,College Students,Statistical Analysis,Validity,Reliability,Control Groups,Scores,Student Characteristics,Cross Cultural Training,Academic Discourse,Student Surveys

The purpose of this study is to investigate the causal relationship between global experience and global competency from a transformative learning theory perspective. China society is becoming more and more linguistically and culturally diverse in a global context. Moreover, Chinese students should be knowledgeable about the international issues to successfully communicate with others in a global world. Hence, in this study, causal inference analysis was used to identify the relations between global experience and global competency methodologically. Cross-cultural experience is essential to enhance students' global competency. Therefore, investigating the relationship between global experience and global competency is significant to develop pedagogical assessments. This study found that the global experience is associated with global competence. Therefore, providing sufficient intercultural opportunities and sustainable funding supports are fundamental for HEIs to improve global competency in contemporary Chinese higher education system.
The Roots of the Challenge: Undergraduate Chinese Students Adjusting to American College Life
Author: Tung, Mei-Ling
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Adjustment,Undergraduate Students,Foreign Students,Cultural Differences,Asian Culture,Student Characteristics,World Views,Student Attitudes,Educational Environment,Literature Reviews,English (Second Language),Barriers

Recent economic development in China not only has improved the overall living standards of Chinese people, but it has also created a new middle class. Another impact of the economic development is the increasing demand for educated workers. Subsequently, the demand for quality higher education has also increased. With more than 50% of the world's top 100 universities located in the United States, the United States is regarded as the number one destination for international students for higher education. Due to the cultural differences between China and the United States, scholars have found that Chinese students encounter the most challenges adjusting to American college life. Lack of Western cultural exposure, different cultural values, the effect of the One-Child Policy, the emphasis on effort, endurance, and hard work in education, the continual impact of the Cultural Revolution's aftermath on people's relationships, the unfulfilled expectations of American college life experiences, and the influence of the Chinese education structure on students' characters and skills-building all have an impact on Chinese students' worldview and their interaction with their new environment. By reviewing the literature on the topic, this article seeks to understand the roots of the challenge to gain insight into the reasons why Chinese students do what they do after they come to the United States for higher education.
Using ePortfolio's to Assess Undergraduate Paramedic Students: A Proof of Concept Evaluation
Author: Mason, Rod
Date: 2016-00-00
Type: Journal Articles
Subjects: Portfolio Assessment,Undergraduate Students,Allied Health Personnel,Electronic Learning,Foreign Countries,Student Surveys,Qualitative Research

The ePortfolio presents itself as potentially a highly useful assessment tool for students, encouraging self-reflection and the development of both clinical skills and theoretical knowledge by students identifying strengths and gaps in knowledge. A survey of students after the completion the inaugural Emergency Health ePortfolio program revealed several strengths and weaknesses of the ePortfolio as an assessment tool of paramedicine students. The ePortfolio format was perceived by many students to encourage reflection and help them recognise areas where improvement was required. Certain students struggled to accurately identify the volume of information and concepts that should be covered while collating the ePortfolio which caused a degree of stress for some. The online format was another point of contention for students, with some enjoying the freedom of online education while others struggled to integrate multimedia components into their ePortfolios. The overarching student response was favourable and encouraged further implementation of the ePortfolio tool into the education of paramedicine students. This paper concludes that the ePortfolio has the potential to be a powerful assessment and more importantly education tool if development of the concept is continued into the future.
Enhancing Student Teachers' Teaching Skills through a Blended Learning Approach
Author: Albhnsawy, Abeer Abdalhalim
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Science Education,Majors (Students),Undergraduate Students,Blended Learning,Teaching Skills,Microteaching,Social Media,Pretests Posttests,Data Analysis,Program Effectiveness,Educational Objectives,Content Analysis,Lesson Plans,Educational Planning,Scores,Outcomes of Education,Preservice Teacher Education,Statistical Analysis

This study investigated the effect of a blended learning program on student teachers' teaching skills in an undergraduate microteaching course. The blended learning program lasted for nine weeks. This program aimed at integrating social network tasks and face-to-face teaching activities. Pre- and post-tests were administered to assess student teachers' micro-teaching performance. Data analysis revealed that blended learning has a significant effect on the participants' teaching skills. Relevant interpretations and recommendations were offered.
Elementary Preservice Teachers' Experiences with Response to Intervention
Author: Hurlbut, Amanda R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Curriculum,Response to Intervention,Mathematics Education,Methods Courses,Assignments,Knowledge Level,Educational Practices,Generalization,Case Studies,Undergraduate Students,Focus Groups,Interviews,Content Analysis,Educational Principles,Learning Experience,Student Teacher Attitudes

Response to intervention (RTI) is a general education intervention system used by classroom teachers to assist struggling learners and provide individualized, academic support to help all students succeed academically. This process is also vital as a prereferral process as a prerequisite to special education referrals and eligibility determination. Identification and prereferral processes are the responsibility of the general education teacher as the first point of contact with a student who struggles academically or behaviorally. The purpose of this study was to examine preservice teachers' (PSTs') understanding, practice, and generalization of RTI practices in a university mathematics methods course assignment that applies RTI methodology. The research design followed a case study methodology. Undergraduate students working toward elementary teaching certification at a north Texas university were recruited as participants. Approximately 85 PSTs were enrolled in professional development schools (PDS) course work in the spring 2015 semester, from which 22 candidates consented to participate in the study. The participants included one bilingual candidate, six special education (SPED) candidates, and 15 English as a second language (ESL) candidates across four sections of the mathematics methods courses. Data were derived from document analysis of the PSTs' field-based assignment and focus group interviews during the first PDS semester. Focus group interviews were conducted with small groups of PSTs during concurrent enrollment in the mathematics methods course. A document analysis approach was used to examine data gathered from the mathematics interaction project (MIP). The analysis focused on pre- and postassessment data and formative assessments as a decision-making tool, specific reflections on lesson planning and applicability to the teaching practice, and mathematical understandings of how to intervene with students explicitly connected to an RTI practice. The interview portion of the data analysis involved digitally recording, transcribing, and uploading the digitally written material into NVivo 10. Differences in levels of transfer existed between the ESL and SPED candidates. ESL candidates evidenced a lower level of application transfer regarding RTI understanding and practice. There appears to be a discrepancy between what RTI was intended to do and how PSTs are prepared to apply RTI principles.
Personal Professional Development Efforts Scale for Science and Technology Teachers Regarding Their Fields
Author: Bilgin, Aysegül
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Teachers,Faculty Development,Factor Analysis,Rating Scales,Likert Scales,Test Construction,Test Validity,Item Analysis,Measures (Individuals),Foreign Countries

This study has developed &quot;Personal Professional Development Efforts Scale for Science and Technology Teachers Regarding Their Fields&quot;. Exploratory factor analysis of the scale has been conducted based on the data collected from 200 science and technology teachers across Turkey. The scale has been observed through varimax rotation method, composing of 6 factors and 27 items. Mentioned factors are educational and cultural knowledge, specialisation, following scientific developments and technological developments, following curriculum, following media and publications. Internal consistency of 5 point Likert scale has been determined with Cronbach Alpha coefficient. Cronbach Alpha coefficient of the sub-dimension scale ranges between 0.64 and 0.83, which is 0.82 throughout the scale. This study is important with regard to providing information by examining of, assessing regarding different variables of and helping improve the deficiencies of the personal professional development efforts of science and technology teachers regarding their fields.
How to Implement an E-Learning Curriculum to Streamline Teaching Digital Image Processing
Author: Király, Sándor
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Learning,Curriculum Implementation,Demonstration Programs,Evaluation Methods,Curriculum Development,Mathematical Applications,Courseware,Experimental Groups,Control Groups,Achievement Gains,Teaching Methods,Computer Graphics,Computer Assisted Design

In the field of teaching, one of the interesting subjects is the research of the fact which didactic methods are good for learning the current curriculum for the students who show a wide range of age, interest, chosen courses, previous studies and motivation. This article introduces the facilities that support the learning process: the demonstration programs, the evaluation system or the didactic template. The experiment proved that the developed material for the course of digital image processing greatly improved the efficiency of learning the subject and the students' grades. The appropriate use of LMS and the evaluation system contribute to the understanding of learning habits and allow the material to be developed further, matching to individual students' skills. The results showed that the revision of the material based on examining the log files, the mapped learning habits and the analysing of the results of the evaluation system made the curriculum more efficient in contrast to the earlier one.
The Winning Number: An Heuristic Approach with the Geogebra's Help
Author: Alves, Francisco Regis Vieira
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Concept Teaching,Geometric Concepts,Geometry,Algebra,Spatial Ability,Teaching Methods,Visualization,Mathematical Logic,Number Concepts,Heuristics,Mathematical Formulas

Admittedly, the study of Complex Analysis (CA) requires of the student considerable mental effort characterized by the mobilization of a related thought to the complex mathematical concepts. Thus, with the aid of the dynamic system Geogebra, we discuss in this paper a particular concept in CA. In fact, the notion of winding number v[f(gamma),P] = n has a profound topological and geometrical meaning. Moreover, we record the effort of some authors in order to emphasize its intuitive description (Needham, 2000). We will show some basics commands that allow too the exploration of geometric and topological ideas related to the Rouché's theorem and the Fundamental Theorem of Algebra (TFA) (Alves, 2014).