ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Teachers&apos; Knowledge of Students&apos; Difficulties with the Concept of Function
Author: Borke, Mikael
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics,Secondary School Mathematics,Preservice Teacher Education,Preservice Teachers,Foreign Countries,Knowledge Base for Teaching,Student Problems,Secondary School Students

An important part of the mathematics syllabuses at the secondary school level in most countries is the concept of function. However, secondary school students often experience difficulties with this concept. These difficulties are well-known in the research literature. The study applies the mathematical knowledge for teaching (MKT) framework, including the category knowledge of content and students (KCS). Teachers' ability to anticipate students' difficulties is one aspect of KCS. The aim of this study is to investigate secondary mathematics student teachers' KCS regarding the concept of function. Ten mathematics student teachers participating in a Supplementary Teacher Education Program answered a questionnaire about fictive secondary school students' various difficulties with the concept of function. Follow-up interviews were conducted with four of the respondents. Compared to the findings of previous research on students' difficulties with the concept of function, the respondents in the study sometimes provide reasonable suggestions about the sources of students' difficulties. Some of the respondents demonstrate an aspect of KCS when they suggest that students can reason that a function must be defined by one algebraic expression only, and that students only know about continuous functions. However, no respondent suggests that one source of students' difficulties with a constant function with an implicit domain is the missing domain. In addition, some respondents take for granted that students can interpret the algebraic representation of a piecewise-defined function and translate it into a graph.
Doing Schools Differently: Visionary Leadership in an Alabama School District
Author: Bennett, Dee Dupree
Date: 2020-08-00
Type: Journal Articles
Subjects: Instructional Leadership,School Districts,Technology Uses in Education,COVID-19,Pandemics,Educational Change,Technology Integration,Distance Education,Readiness,Standards,Educational Planning,Leadership Styles

This case study describes how one school district in Alabama was able to sustain learning and effectively educate students using technology during the COVID-19 pandemic. Investigation of leadership practices found several established procedures that facilitated the education process differently and adapted to change abruptly. The case study findings identify five practices exhibited by the school district leader and how intertwining the practices resulted in educational stability during the pandemic. The leadership practices are: tools and training; technology readiness; emphasis of standards; forward-thinking habits; two-way communication. The conclusions from the case study outline applicable practices and technology integration for educational leaders.
Children&apos;s Perceptions of Scientists, and of Themselves as Scientists
Author: Dickson, Martina
Date: 2021-00-00
Type: Journal Articles
Subjects: Scientists,Elementary School Students,Student Attitudes,Self Concept,Foreign Countries,Self Efficacy,Occupational Aspiration,Science Education,Educational Experience,Scientific Attitudes

In rapidly developing countries such as the United Arab Emirates (UAE), where this study took place, having a body of competent, dedicated key workers in STEM fields is critical to growing national economies. This, in turn, requires motivated, well-qualified graduates of STEM degrees. School students' perceptions of science, scientists and science careers have been shown in some research to affect uptake of science degrees later on. How much of their science classwork students experience as authentically 'feeling like scientists' is less understood, yet important. This study took place in upper primary science classrooms in the UAE. Immediately following a science lesson, children were interviewed in focus groups (n=66, with an approximately even gender split). Broad questions were explored, such as whether they felt like 'real scientists' when they 'performed' science in the classroom, whether they enjoyed science, and their science career aspirations. 83% of students stated enjoying science, while 61% would like to have a career involving science in the future. The interview data revealed that, overall, children mostly disagreed that their classroom science was reflective of work a 'real scientist' would do, chiefly due to perceptions of a lack of discovery element in their work, which suggested to them a lack of authentic science exploration, and of the work not being &quot;dangerous&quot; enough. Students frequently reported feeling that they were 'following steps' because the teacher 'already knew the answers', which was different from the work of a scientist. The implications of these findings to classroom practice are discussed.
Project-Based Learning in Integrated Science Education: Active Teachers&apos; Perceptions and Practices
Author: Haatainen, Outi
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Science Education,Teacher Attitudes,Early Childhood Teachers,Elementary School Teachers,Secondary School Teachers,Integrated Curriculum,Foreign Countries,Educational Practices

Project-based learning (PBL) is a promising teaching method for integrated science education that has gained momentum in educational research and curriculum reforms, especially as a method to enhance 21st century skills and connected worldview. How teachers implement PBL greatly affects students' content understanding and development of skills. The purpose of this qualitative study is to highlight active teachers' PBL practices and their perceptions of the advantages and challenges of implementing PBL to better promote the implementation of PBL in teacher education programs and in integrated science education. This study consisted of two parts: (1) a qualitative-led survey and (2) a case study. First, the data for the survey was collected from January to March 2017 through an online reporting form of an international StarT programme. This programme supports the implementation of interdisciplinary and collaborative PBL in science, mathematics and technology education. 244 teachers from early childhood education to upper secondary school participated from 28 countries. Second, 12 PBL units reported by the teachers were chosen for a case study. The teachers exploited PBL practices that were theme- and inquiry-based, collaborative and engaging to students. However, closer inspection revealed variation and defects in the practices particularly in relation to assessment, using reflection and student-centred approach. In addition, teachers reported several challenges relating to the implementation of PBL. The results indicate that teachers see PBL as beneficial but need support with the implementation. Science teachers' pedagogical competence in PBL could be promoted through collaborative learning in which students, teachers and other participants are learning from each other.
Drawing out Classroom Social Climate: The Use of Participant-Produced Drawings in Research on Psychosocial Classroom Learning Environment in the Context of School Mathematics
Author: Kuzle, Ana
Date: 2021-00-00
Type: Journal Articles
Subjects: Classroom Environment,Freehand Drawing,Educational Research,Mathematics Education,Elementary School Students,Qualitative Research,Social Environment,Foreign Countries

Over the last twenty years, visual methods in childhood research have become more mainstream across social science research. Through this paradigm shift, children became active agents in the research process. Participant-produced drawings in particular allow a constructive process of thinking in action, rather than seeing drawings as simple representations of the participants' worldviews. In this paper, we use participant-produced drawings as a window into students' perceptions of the mathematics classroom learning milieu from a social perspective. The goals of this report are threefold: (1) to conceptualize the complex and multifaceted construct of classroom social climate from the standpoint of primary grade students by using a qualitative research approach (i.e., participant-produced drawings), (2) to evaluate the extent to which participant-produced drawings can be used when researching the construct of classroom social climate, and (3) to provide two analytical tools that can be used in qualitative inquiry on classroom social climate in different mathematics lessons. To conclude, versatile recommendations for theory and practice are discussed regarding the employed methodology (i.e., participant-produced drawings as a visual research method) as well as some possible future directions.
Perceived Factors That Hindered the Implementation of a &quot;Freedom of Choice&quot; Initiative in an Alabama School System
Author: Bryant, Jason C.
Date: 2020-08-00
Type: Journal Articles
Subjects: School Choice,Equal Education,Desegregation Litigation,School Desegregation,Barriers,Racial Bias,Educational History

The United States Supreme Court, in a unanimous decision, ruled that separate but equal was no longer an acceptable practice in education for students in &quot;Brown v. Board of Education, Topeka, Kansas.&quot; Across the country, school leaders grappled with the implementation of integration, andin more portions of the country, especially in the Deep South, integration would be a slow and often tumultuous process for African Americans fighting for their rights. This study investigates one school system's effort to develop a &quot;Freedom of Choice&quot; initiative to desegregate the schools and focuses on the perceived factors that hindered the process.
Two Communities, One School: Educational Leaders and Parents/Caregivers Talk across the Divide in an Urban High School
Author: McCarthy, Shannon N.
Date: 2020-08-00
Type: Journal Articles
Subjects: Urban Schools,High Schools,Urban Education,Family Involvement,Parent Participation,Caregivers,Parent Role

Family involvement has emerged as an essential component of education with the expectation that school leaders strive to engage families in their children's learning effectively. Yet traditional models of &quot;involvement&quot; often fail families in minority, lower socio-economic status (SES) communities. This qualitative case study documents perceived barriers to involvement and identifies gaps in understanding between two groups of stakeholders -- school leadership and personnel and parents and caregivers in a lower SES, minority, urban school district. Data collected in individual interviews and focus groups revealed systemic patterns that have created two closed and sometimes conflicting communities inhabiting the same physical space.
Elementary Teachers&apos; Perceptions of Social and Emotional Learning and Its Effects on School Climate, Student Behavior, and Academic Achievement
Author: Gage, Cynthia
Date: 2019-08-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Social Emotional Learning,Educational Environment,Student Behavior,Academic Achievement,Instructional Effectiveness,Teaching Methods,Barriers,Self Control

The researchers interviewed six participants from three schools identified as The Leader in Me Lighthouse Schools. Using a qualitative design, the researchers examined teachers' perceptions regarding the effects of social and emotional learning on school climate, student behavior, and academic achievement in elementary schools across central Alabama. The interview responses provided insight into the participants' perceptions of the effectiveness of social and emotional learning. The findings indicated that teachers perceived a notable difference in a positive school culture, positive student self-regulation, and student led academic achievement after implementing TLIM. The teachers stated the greatest barrier was the cost of the program. The implications for practice and theory could involve employing and examining other social and emotional learning skills curriculums in school settings to improve school climate, student behavior, and academic achievement.
Investigation of Teacher Candidates&apos; Teaching Maths Anxiety and Teaching Maths Competencies
Author: Çelik, Meryem
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Anxiety,Mathematics Instruction,Teacher Competencies,Foreign Countries,Self Efficacy,Student Attitudes

Considering the fact that teacher candidates' maths teaching anxiety levels and maths teaching competency levels will affect their maths teaching in future, the desired beliefs should be tried to gain teacher candidates. Therefore, a positive contribution will be made to achieve the desired gains in maths education. In the study, it is aimed to examine the competency levels of pre-school teacher candidates in maths teaching and their maths teaching anxiety levels in terms of various variables and to determine whether there is a relationship between the maths teaching anxiety of the candidates and their level of competency for teaching maths. The research is in relational scanning model. The &quot;Maths Teaching Anxiety Scale&quot; and &quot;Maths Teaching Competencies Scale&quot; were implemented to 104 pre-school pre-service teacher candidates studying in 2019-2020 academic year, which constitutes the sample of the study. As a result of the analysis, it has been found that while teacher candidates' maths teaching anxiety levels do not change by gender, female teacher candidates consider themselves more competent than male teacher candidates in maths teaching and 4th-grade teacher candidates have significantly less anxiety of maths teaching compared to 3rd grades. Besides, it has been determined that there is a statistically significant negative correlation between the maths teaching anxiety scores of the candidates and the average of the maths teaching efficacy scores.
Physical Education, Art and Music Pre-Service Teachers&apos; Life Satisfaction and Automatic Negative Thought Perception
Author: Çolak, Mergül
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Art Teachers,Music Teachers,Preservice Teachers,Life Satisfaction,Negative Attitudes,Student Attitudes,Psychological Patterns,Well Being,Foreign Countries,Cognitive Processes

The purpose of this study is to examine the life satisfaction and automatic negative thoughts perception of physical education, art and music pre-service teachers. Students (n=387) who training in physical education and sport, art work and music departments participated in this study. Results showed that physical education teacher candidates' life satisfaction scores were significantly higher than those of art and music teacher candidates. On the other hand, the automatic negative thought perceptions of the art and music pre-service teachers were found to be higher than the physical education teacher candidates. Life satisfaction levels of the physical education pre-service teachers are found to be high, negative thought levels were low. Current findings emphasize the importance of participating in sports activities in order to increase the life satisfaction levels of pre-service teachers and decrease their negative automatic thinking levels.
Leadership Characteristics of Female School Principals According to Female Teachers
Author: Mert, Pinar
Date: 2021-00-00
Type: Journal Articles
Subjects: Women Administrators,Females,Principals,Leadership Qualities,Administrator Characteristics,Private Schools,Foreign Countries,Administrator Qualifications,Competence,Barriers,Work Environment,Elementary Secondary Education,Preschool Education

Although the number of female teachers in schools is higher, this is not evident when looking at leadership levels. Various studies have examined this situation. In this study, the perspectives of female teachers working in private schools who are gradually raising their educational levels are discussed in depth about female head teachers. For this purpose, semi-structured interviews were conducted with 37 female teachers working in private schools in the Anatolian part of Istanbul. The data were analysed using content analysis, one of the qualitative analysis methods. As a result of the research, three main themes were found among the characteristics of female leaders, the competencies of female leaders, and the impact on the work environment. Under the theme of characteristics of female leaders, there are five categories: being selfish, forming problematic working relationships, being detail-obsessed, being jealous, acting emotionally; under the theme of competencies of female leaders: they lead well, their leadership skills are weak, they cannot be fair and impartial, they are not solution-oriented. The theme of the impact of female leaders on the work environment is a chaotic environment; communication is important, supportive environment.
Evaluating Prospective Elementary School Teachers&apos; Written and Oral Arguments on Ecology
Author: Öztürk, Bilge
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Written Language,Oral Language,Persuasive Discourse,Ecology,Student Evaluation,Foreign Countries

This study aimed to evaluate prospective elementary school teachers' skills in creating written and oral arguments about the ecology. The case study method, one of the qualitative research approaches, was used. The study group consisted of 38 prospective elementary school teachers studying in the third year of an elementary teaching undergraduate program. As data collection tools, an expressions table containing ecology topics was designed by the researchers to evaluate the written argument creation skills of the participants and audio recordings of discussions were used to determine their oral argument creation skills. Descriptive analysis was used to analyze the data obtained in these ways. According to the findings of this research, the written and oral arguments of these prospective elementary school teachers were concentrated at a moderate level, but their oral arguments were at a higher level than their written arguments. It can be concluded that oral classroom discussions are more effective than written activities in creating arguments about the ecology.
Evaluation of Pre-Service Science Teachers&apos; Conceptual Understandings on the Topic of &quot;Colligative Properties&quot; According to Walton Argument Model Components
Author: Eyceyurt Türk, Gülseda
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Knowledge Level,Scientific Concepts,Chemistry,Problem Based Learning,Persuasive Discourse,Science Education,Misconceptions,Foreign Countries

The purpose of this research is to determine the conceptual understanding of pre-service science teachers about &quot;Colligative properties&quot;, which are aimed to be taught within the scope of Chemistry-II course, within the framework of the argumentation-supported problem based learning (AS-PBL) method. The study, in which 24 pre-service science teachers participated, was conducted as practice-based action research, which is one of the qualitative research methods. The arguments of pre-service science teachers about the related chemistry topic were analysed according to the Walton Argumentation Model (Conclusion-Premise) and were described through content analysis. At the end of the research, it was observed that pre-service science teachers had misconceptions of arguments, which they mostly structured as a &quot;conclusion sentence&quot;, about the related chemistry topic before the implications. After the implications, it was observed that the majority of pre-service science teachers showed the ability to present &quot;a conclusion and at least one premise&quot;, but the conceptual understanding of all participants did not reach the expected level.
Evaluation of the Physical and Acoustical Competences of Vocational Music Education Institutions in Terms of the Requirements of Music Education
Author: Gök, Murat
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Higher Education,Music Education,School Buildings,Acoustics,Educational Facilities Design,Music Teachers,College Faculty,Teacher Attitudes,Institutional Characteristics,Space Utilization

The purpose of this research is to evaluate the buildings of higher education institutions in Turkey, where vocational music education is delivered, in terms of physical and acoustical sufficiency. This research is a descriptive study conducted with qualitative method and survey model. The population of the research consists of all of the buildings of the higher education institutions in Turkey, where vocational music education is delivered. Data of the research have been collected through semi-structured interview from instructions who serve in a total of 85 different higher education programs in Turkey, where vocational music education activities are conducted. It was determined in line with the collected data that there are important deficiencies in the buildings of the university institutions in Turkey in terms of both physical and acoustical sufficiency, where vocational music education is delivered. On the other hand, only 14% of the instructors stated that the institutional buildings meet the acoustical needs required by vocational music education. In conclusion, this study tries to make suggestions for the solution of the detected problems in order to create a certain standard in physical and acoustical aspects in the buildings of higher education institutions, where vocational music education is delivered.
The Perspective of University Academics on Remote Teaching during COVID-19 Pandemic
Author: Abdullah, Zhwan Dalshad
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Faculty,Teacher Attitudes,School Closing,Online Courses,Distance Education,Teaching Experience,Faculty Development,Teaching Methods,Internet,Barriers,Evaluation Methods,Foreign Countries,Student Participation,Self Efficacy,Administrator Role

Coronavirus disease 2019 (COVID-19) has impacted global education, and to prevent the spread of disease, the world have adopted remote teaching. The aim of this study was to determine the university academics perspective towards various aspects of remote teaching during COVID-19 pandemic. According to the findings, the majority of academics had no remote teaching prior experiences and most of them appeared to be unsatisfied with the provided online training of online teaching, online teaching platforms, Internet access, students' participation, online assessment, delivering the content of the subjects they taught, and teaching practical-based subjects. The current study provided essential insights for policymakers in higher education to look over the aspects that hinder the process of remote teaching in Iraq.
Do Student Ratings of School Climate Predict School Outcomes in Urban Alternative High Schools?
Author: Perzigian, Aaron B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Environment,Prediction,Outcomes of Education,Urban Schools,Nontraditional Education,High School Students,Credits,Attendance Patterns,Discipline,Student Surveys

This research examines the relationship between student ratings of school climate and three student outcome variables: Number of credits earned in one semester, number of days in attendance in one academic year, and number of discipline referral incidents in one academic year. The research further examines whether these relationships were moderated by school type. Data were disaggregated by traditional and three types of alternative schools (i.e., innovative, academic remediation, and behavior-focused). Results indicate that the predictive power of school climate is moderated by school type, thus school climate is not uniformly predictive of school outcome. Implications of findings are discussed.