ethanporcaro/eric-fulltext-meta huggingface dataset:
Spatial-Visual Intelligence in Teaching Students of Engineering
Author: Šafranj, Jelisaveta
Date: 2018-00-00
Type: Journal Articles
Subjects: Engineering Education,English for Special Purposes,Learning Activities,Visual Aids,Visualization,Conventional Instruction,Imagination,Pretests Posttests,Spatial Ability,Multiple Intelligences,Comparative Analysis,Teaching Methods,Instructional Effectiveness,College Students,Foreign Countries,Second Language Instruction

The paper deals with the impact of teaching activities that cater for spatial-visual intelligence on students' achievements in English for Specific Purposes (ESP). The objective of this research was to determine whether the application of a variety of language activities that encourage spatial-visual intelligence result in the improvement in learning English. The research was carried out on two groups of students (58) attending an ESP course. The first group was taught on teaching activities based on visual presentation, creating charts and bulletin boards, mind-mapping, imagination and visualization tasks. The second group was taught according to conventional language teaching practice. Students' language knowledge was tested at the beginning and the end of the course which lasted over the period of one semester. The data analysis was carried out through quantitative analysis which included descriptive analysis and using a series of repeated measures analyses of variance (ANOVA) in Statistica statistical software. Post-hoc Scheffe tests were also employed to see if there was any significant difference among the variables. The results show better achievements at the end of semester for the group which was exposed to teaching activities suited to learners with strong spatial-visual intelligence. When students are aware of their strong and weak intelligences, this knowledge may be utilized in their future learning. Teachers may design a syllabus taking advantage of a variety of teaching activities and use different tools and materials intended to cater for certain intelligences. It also helps strengthen creativity in teaching activity, and advances interaction with students.
Self-Assessment of Methodological Competence of Teachers for Successful Reflexive Practice
Author: Maksimovic, Jelena
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Foreign Countries,Teacher Competencies,Faculty Development,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Action Research,Research Methodology,Inservice Teacher Education

Modern tendencies in society bring many tasks and challenges in all social spheres, and so in the field of education, increasingly focusing on creating a &quot;new profile&quot; of modern teachers. Today's school requires a teacher who critically reflects on his/her own practice, who independently explores and uses these results for the purpose of his/her own improvement, improvement of his/her work and professional development. For a teacher to be a reflexive practitioner, it is necessary for him or her to possess methodological and statistical education, as well as a wider methodological culture. The paper analyses the attitudes of primary and secondary school teachers on the territory of South Serbia towards the importance of theoretical-methodological knowledge for the implementation of pedagogical research and development of their reflexive abilities.
Extending the Notion of Specialized Content Knowledge: Proposing Constructs for SCK
Author: Lai, Mun Yee
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Pedagogical Content Knowledge,Knowledge Level,Foreign Countries,Preservice Teachers,Mathematics Tests,Misconceptions,Mathematical Concepts,Measures (Individuals),Mathematical Logic

While it is widely believed that Specialized Content Knowledge (SCK) is essential to effective and quality mathematics teaching, the specific constructs that compose SCK remain underspecified. This paper describes the development and use of a new framework that extends the notion of SCK. The framework was trialled with a cohort of 90 first year Bachelor of Education (Primary) pre-service teachers who enrolled in a regional Australian university. The pre-service teachers undertook a mathematics test, which required them to address school students' misconceptions and to explain specific mathematical concepts. Resultant data (i.e., the pre-service teachers' responses to the written test) provided an empirical basis for the proposed constructs of SCK. The analysis of the data allowed insight into the central question: whether the proposed framework enables researchers to identify the constructs of SCK in the pre-service teachers' responses to a written test which examines their SCK. Ultimately, we aim to conceptualise the constructs of SCK through elaborating the theoretical and empirical basis.
From Course Work to Practicum: Learning to Plan for Teaching Mathematics
Author: Wilson, Susanna
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Education,Preservice Teacher Education,Focus Groups,Elementary School Teachers,Preservice Teachers,Planning,Practicums,Foreign Countries,Lesson Plans

Learning to plan for teaching mathematics is the focus of an extended research project in initial teacher education. This paper discusses one early part of this project, based on a focus group interview where ten first year primary student teachers reported their planning experiences at the end of their first school practicum. Their one mathematics education course had provided a process for analysing tasks and other planning tools. Findings relate to different phases of planning during practicum, as well as how they accessed tools from course content, and the ways some used internal scripts in analysing, selecting, appropriating and adapting resources for teaching. Implications for initial teacher education are to consider how planning is decomposed within course experiences.
Middle School Mathematics Teacher Preparation in a Chinese and an Australian University: Different Starting Mathematics Knowledge
Author: Norton, Stephen
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Preservice Teacher Education,Middle School Teachers,Mathematics Skills,Knowledge Level,Mathematics Instruction,Cross Cultural Studies,Measures (Individuals),Pedagogical Content Knowledge

There is increasing concern with respect to the quality of teacher education preparation processes in the West. This study used case study methods to examine learning opportunities and knowledge of mathematics in a sample of 192 Australian trainee middle school teachers and 94 Chinese Bachelor of Science trainee teachers. It was found that the Chinese teacher preparation program ensured the prospective teachers had mastery of basic facts and processes and extended opportunities to deepen this knowledge and connect this mathematics knowledge to pedagogy. Many of the Australian trainee teachers had struggled with the same material and had limited opportunity to remediate this situation prior to commencing classroom engagement. The implications are discussed with regard to program structure and academic governance within the study institutions.
Learning about Teaching through Research and Vice Versa: Towards Developing Methods in Graduate Coursework
Author: Rapke, Tina
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Study,Mathematics Instruction,College Mathematics,Graduate Students,Teaching Methods,Middle School Students,Phenomenology,Faculty Development,Preservice Teachers,Educational Research,Pedagogical Content Knowledge,Preservice Teacher Education

The research on methods used in graduate mathematics education courses is limited, however existing groundwork suggests that curriculum should provide students with experiences that align with the practices of mathematics education researchers. At the same time, calls to connect mathematics education research and classroom practice have been articulated both within and outside the literature on the preparation of mathematics education researchers. This study describes a process that we call learning about teaching through research and vice versa (LTR). Specifically, the process involved mathematics education graduate students (who already hold teacher certification) engaging in a mathematical task, reading a research paper about the same mathematical task, and then completing an assignment based on viewing video data from a school classroom where middle school students engaged with the same task. Phenomenography was used to analyse written survey data and report that graduate students experienced the process as teachers, researchers, and teacher-researchers. The results indicate that the implemented methodology 1) offered students an opportunity to experience practices similar to those in which mathematics education researchers engage while pursuing scholarly inquiries, and 2) provided a setting where students learned about teaching and mathematics education research. Finally, the results support the claim that the LTR methodology acts as an example where research and practice enhanced one another and thus connect research and practice.
Effectiveness of the Performance of the Student Government of North Luzon Philippines State College
Author: Alviento, Severino G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Government,Leadership Effectiveness,Organizational Effectiveness,Student Leadership,College Students,Information Dissemination,Student Rights,Leadership Training,Seminars,School Orientation,Leadership Role

This study is anchored upon salient factors such as the perceptions of the students and student leaders on the effectiveness of performance of the Student Government of North Luzon Philippines State College. Student leaders could be benefited by the study for they shall be provided with a massive insight of how the Student Government operates. Since they are prospective leaders of the college, they may be able to determine which programs and projects could provide a better impact to students' welfare. For the school administrators, personnel and faculty members, they shall be illuminated with the real scenario of how student leaders work for the welfare of their constituents. They shall get a deeper understanding of the situations prompted by the student leaders in the campus; thereby helping them in some aspects of their academic lives. For the students, this study would provide the needed information as to how effective the Student Government is in ushering programs and projects which redound to their welfare. Based on the foregoing findings, the following conclusions were formulated: The Student Government, as to some extent, is doing its role in the college in making the students aware of their political rights. It is just that they need to hold regular leadership training seminars so that the students, especially the student leaders, could adequately learn how to become more mature and effective leaders. It should play the role of a facilitator to the administration or to any other student organizations whenever necessary.
The Problem of Sunny&apos;s Pennies: A Multi-Institutional Study about the Development of Elementary Preservice Teachers&apos; Professional Noticing
Author: Diamond, Jaime Marie
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Methods Courses,Mathematics Instruction,Video Technology,Problem Solving,Attention,Teacher Competencies,Teaching Methods,Student Centered Learning,Pretests Posttests

In a multi-institutional study, the authors examine elementary preservice teachers' (PSTs') noticing skills before and after their engagement in a mathematics methods course. In particular, the authors examine their use of &quot;Cognitively Guided Instruction&quot; (CGI) as a means of supporting the development of PSTs' &quot;professional noticing of children's mathematical thinking.&quot; PSTs (n=123) enrolled in elementary teacher preparation programs across three institutions in the United States were recruited for the study. They were shown a video of four children solving a mathematics problem and asked questions designed to elicit their professional noticing. Analyses revealed that across all three sites the authors' use of CGI supported PSTs in developing two out of the three noticing skills that comprise the professional noticing framework (albeit to differing degrees). Comparing across institutions revealed important implications for (a) the ways in which teacher educators support PSTs' professional noticing and (b) teacher education programs more broadly.
BYOD in Higher Education: A Case Study of Kuwait University
Author: Safar, Ammar H.
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Ownership,Handheld Devices,Telecommunications,Program Effectiveness,Tests,Scores,Grades (Scholastic),Student Motivation,Student Attitudes,Student Participation,College Students,Laptop Computers,Females

One key trend in the educational application of new technologies involves the integration of the &quot;bring your own device&quot; (BYOD) initiative. This study's objective was to determine the impact and usefulness of a BYOD program for students' learning and academic excellence at Kuwait University (KU). A quasiexperimental design was employed that compared classroom assessment scores and final grades for control (i.e., non-BYOD) and experimental (BYOD) student groups. The results showed that BYOD intervention had a statistically significant positive effect on students' learning and achievement, as measured by improvement in test scores, quality of work on projects, and final grades, along with heightening students' motivation, attitudes, and involvement in the course.
Family Dynamics and Parenting Problems of Secondary School Students in Uyo Metropolis of Akwa Ibom State
Author: Sakirudeen, Abisola Oladeni
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Family Relationship,Child Rearing,Secondary School Students,Surveys,Questionnaires,Parent Child Relationship,Parent Background,Educational Attainment,Family Structure,Parent Education,Family Planning,Hypothesis Testing

This study was carried out to investigate family dynamics and parenting problems of secondary school students in Uyo Metropolis of Akwa Ibom State. Three research questions and three null hypotheses were formulated to guide the study. The survey design was adopted for the study. The population of 7412 students (2016/2017 academic session) with a sample of 200 students selected from 4 public secondary schools within the study area. A researcher -- made questionnaire called &quot;Family Dynamics and Parenting Problems of Secondary School Students Questionnaire (FDPPSSQ)&quot; was used to elicit data from respondents. The research instrument has a 4-point rating scale. The Pearson Product Moment (PPM) Correlation Coefficient of 0.87 ascertained the reliability of instrument for use in the study. After the administration, scoring and collation of the instrument, the data obtained were subjected to Independent t-test. All the null hypotheses were tested at 0.05 level of significance. Based on the result of this study, it is concluded that Secondary School students' in Uyo Metropolis Area differ significantly in terms of parenting problem based on parent-child relationship, parent level of education and family size of students. It is recommended that Seminars, workshops, and symposia on family size should be organized for parents. This will make them aware of family size as it influences secondary school students, thus parents will also control the family size through birth control mechanisms.
Sustaining and Scaling up Research-Informed Professional Development for Mathematics Teachers
Author: Goos, Merrilyn
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Mathematics Instruction,Mathematics Teachers,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Teaching Methods,Problem Solving,Instructional Leadership,Principals,Educational Research,Numeracy,Educational Change

Education research journals regularly report on small-scale studies that have been successful in changing mathematics teachers' classroom practices. But it is rare to find professional development programs for teachers of mathematics that have been scaled up and sustained over time. This article reports on a research-informed, large-scale professional development project initiated by a state education system in Australia that now involves a large number of schools and teachers. The project developed a cluster model for bringing together primary and secondary school teachers to build their curriculum knowledge, confidence, and enthusiasm for teaching mathematics. The study aimed to identify factors that contribute to the sustainability and scaling up of this initiative. Drawing mainly on interviews with 61 participants -- teachers, school curriculum leaders, principals, and regional education leaders -- the study identified factors related to professional development content, collective action, and leadership at the school and regional levels. The findings contribute to the literature on mathematics education reform and identify implications for supporting teachers and schools in this enterprise.
Examination of Science and Mathematics Activities in Pre-School Education
Author: Kanak, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Mathematics Instruction,Preschool Teachers,Semi Structured Interviews,Learning Activities,Teacher Attitudes,Teacher Competencies,Teaching Methods,Foreign Countries

This research aims to reveal the importance of science and mathematics education, children's natural curiosity towards science, and teachers' deficiencies and opinions in this area. In this study, where the qualitative method is preferred, the special case method, which enables in-depth research within a specific subject, is used. The study group of the study constitutes 45 preschool teachers working in independent kindergartens affiliated to the Ministry of National Education. When the study group was determined, the maximum diversity type sampling method was used. In order to collect data in the research, a semi-structured interview form consisting of 3 open-ended questions was used. The results of the research showed that teachers find science and mathematics activities necessary and important but they generally abstain from practice because they are inadequate. It is clear that teachers are often inadequate in using materials and they prefer mostly traditional, structured materials. Some suggestions were made according to these results.
Teacher Preparation &quot;Does&quot; Matter: Relationships between Elementary Mathematics Content Courses and Graduates&apos; Analyses of Teaching
Author: Suppa, Siobahn
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Mathematics Instruction,Elementary School Mathematics,Teacher Education Programs,Hypothesis Testing,Pedagogical Content Knowledge,Preservice Teachers,Preservice Teacher Education,Program Effectiveness,Course Content,Longitudinal Studies,Teacher Effectiveness,College Graduates

In the United States, teacher preparation programs are under increased pressure to demonstrate their effectiveness in producing graduates with knowledge, abilities, and competencies to be quality teachers. However, very little research shows this kind of evidence. In a rare exception, Hiebert, Miller, and Berk (2017) found significant positive results of the influences of an elementary teacher education program on graduates' knowledge. Due to the rarity of these kinds of findings, we replicated their analyses with a different cohort of graduates from the same preparation program. Graduates completed a video analysis task correlated with high quality mathematics teaching for topics taught during their program and topics not taught during their program. Our results corroborate theirs, showing that graduates performed better on topics taught during their program versus topics not taught. These findings suggest that teacher education programs can have a significant positive and lasting effect on graduates' knowledge several years after graduation.
An Examination of Distance Learning Faculty Satisfaction Levels and Self-Perceived Barriers
Author: Luongo, Nicole
Date: 2018-07-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Distance Education,Satisfaction,Barriers,Faculty Development,Blended Learning,Web Based Instruction,Online Courses,Action Research,Workshops,Teacher Motivation

This action research project examined satisfaction levels and self-perceived barriers of distance learning faculty. It included methods of providing professional development opportunities for educators who teach online and hybrid courses. This solution-oriented investigation included problem identification, systematic data collection, reflection, analysis, data-driven action, and problem redefinition. The study focused on the factors that influence faculty satisfaction and dissatisfaction with distance learning. The research examined self-perceived barriers to faculty satisfaction and how distance learning could be improved. Various professional development options were offered for the participants as well as a discussion about the effects of these interventions. Selected key findings of the study indicated that there is a need for future research in the area of measuring and analyzing online faculty satisfaction levels and self-perceived barriers. Also, the findings demonstrated that there are distance learning faculty members who want more professional development options as well as clear guidelines for teaching distance learning courses. Furthermore, the findings suggested that higher education institutions may need to change their attitudes towards providing incentives for faculty who design and develop distance learning courses.
Peer Relations in Inclusive Classes
Author: Grljušic, Aleksandra Krampac
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Peer Relationship,Friendship,Psychological Patterns,Gender Differences,Parent Background,Educational Attainment,Questionnaires,Disabilities,Correlation,Foreign Countries,Elementary School Students,Predictor Variables

Peer relations represent an important area of research in the field of school pedagogy, reflecting the students' social, intellectual, moral and emotional development. The research issue in this paper focuses on peer relations in inclusive classes, but considering the complexity of these relationships, the aim of the research is to look at these relationships through two dimensions: the quality of friendship and the sense of loneliness. Research questions are focused on establishing a relationship between the quality of friendship and sense of loneliness in boys and girls and identifying significant predictors of sense of loneliness in inclusive classes (gender, parents' education, material opportunities, number of close friends and friendship quality). The study included 152 students from eight inclusive classes. Adapted questionnaires for measuring quality of friendship and loneliness were used as measuring instruments. Pearson coefficient of correlation found that there was a statistically significant association between quality of friendship and loneliness in girls, while in boys no such association existed. T-test showed a significant difference in the quality of friendship, with girls having a higher quality of friendship. Gender and friendship quality have shown as significant predictors of the explained feelings of loneliness. In the implications for implementation and conclusions, it was emphasized that it is possible to improve students' acceptance by peers and that the training of social relationships can influence the quality of friendship which represents a protective factor for the emergence of loneliness and abuse by peers.