ethanporcaro/eric-fulltext-meta huggingface dataset:
Intuitive Development of the Concept of Integers among Primary School Students
Author: Cengiz, Cemre
Date: 2018-12-00
Type: Journal Articles
Subjects: Intuition,Elementary School Students,Grade 4,Mathematics Instruction,Interrater Reliability,Teaching Methods,Addition,Subtraction,Coding,Mathematical Concepts,Concept Formation,Foreign Countries,Task Analysis

This paper investigated the intuitive development of the concept of integers among primary school students. In order to reveal if primary school students had an intuitive sense of integers, an assessment consisting of five questions was prepared and applied to a total 100 4th grade students. A variety of integer concepts were utilized in the assessment including; integer ordering, less-than greater-than relations, as well as, integer addition and subtraction. In order to analyse the assessment data a coding system was utilized. Two researchers separately coded the students' answer responses, and later met with a third researcher to resolve any differences of rater reliability. According to the findings from this research, the 4th grade students investigated did exhibit an intuitive understanding of integers. In order to build upon students understanding of integers, examples from daily life as well as cardinal and ordinal meanings of numbers should be utilized in future instruction.
A Qualitative Study on the Perceptions of Administrators and Teachers on Procrastination Behavior and Workload of School Administrators
Author: Cömert, Melike
Date: 2019-02-00
Type: Journal Articles
Subjects: Administrators,Administrator Attitudes,Teacher Attitudes,Time Management,Faculty Workload,Elementary School Teachers,Secondary School Teachers

In the research, a total of 12 school administrators and 18 teachers working in six different schools including three primary schools and three secondary schools were interviewed by using &quot;case study&quot; of qualitative research techniques in order to get in-depth knowledge about school administrators and teachers' perceptions of postponement behaviors and workloads. When the managers and teachers to be interviewed were determined, the maximum diversity sampling method which is one of the purpose sampling methods was used. The qualitative data obtained in the research were collected by using semi-structured manager and teacher interview forms that prepared by the researcher. Within the scope of the research, in the context of the qualitative findings obtained from interviews with school administrators; all of the interviewed school administrators (f = 12) stated that they did not postpone the work related to students, staff and education in the school, but they pointed out that sometimes there could be delayed situations. A large number of interviewed teachers (f = 13) indicated that the managers postpone many jobs in the school. In this context, internalization of managers, not only external sanctions, but also effective time management and internal supervision skills can be improved. In this context, internalization of managers, not just external sanctions, but effective time management and internal audit skills can be improved.
Longitudinal Impacts of Home Computer Use on Primary School Children&apos;s Reading and Mathematics Achievement
Author: Talaee, Ebrahim
Date: 2018-12-00
Type: Journal Articles
Subjects: Computer Use,Family Environment,Reading Achievement,Mathematics Achievement,Elementary School Students,Longitudinal Studies,Correlation,Path Analysis,Models,Socioeconomic Background,Metacognition,Scores,Foreign Countries,Student Characteristics,Family Characteristics

This study investigates the impact of children's Home Computer Use (HCU), both educational and recreational, on their achievement in Reading and Mathematics during primary school. The data are taken from a longitudinal study in England called Effective Provision of Preschool, Primary and Secondary Education (EPPSE). Hierarchical linear regressions were employed to investigate the main (direct) effects, and path analyses were applied to study the mediation (indirect) effects of HCU on pupils' school achievement. The main effect models indicated that HCU has very little 'extra' impact on children's school results over and beyond their prior achievement and demographic background. By contrast, results from path analyses showed a statistically significant mediation effect, through the home learning environment and self-regulation, on children's Reading and Mathematics scores. The implications of the findings for policy and practice are also discussed.
Teachers&apos; Self-Reported Leadership Behaviors in Formal and Informal Situations
Author: Von Dohlen, Heidi B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Leadership,Faculty Development,Teacher Collaboration,Public School Teachers,Standards,Teacher Behavior,Elementary Secondary Education

The growing emphasis on teacher leadership has been recognized in scholarly literature as well as in professional teaching standards. A survey of 493 public school teachers throughout North Carolina was distributed to identify leadership behaviors across settings and situations (Von Dohlen, 2012). Teacher leadership behaviors were grouped according to type (formal/informal) and setting (classroom/school/profession). Teachers reported leadership behaviors in the classroom most often. The least frequent teacher leadership behaviors reported were formal leadership in the school and in the profession. Among all situations and settings, the single most frequently reported behavior was creating and maintaining a safe and supportive classroom and the least frequent reported behavior was seeking opportunities to lead professional development activities beyond school walls. As schools continue to evolve as organizations where leadership is distributed among all educators, understanding teacher leadership behaviors in varied settings may help formal and informal school leaders to collaboratively and more effectively lead.
Thick and Thin: Variations in Teacher Leader Identity
Author: Wenner, Julianne A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Professional Identity,Identification (Psychology),Teacher Leadership,Teacher Participation,Communities of Practice,Elementary School Teachers,Teacher Role,Science Achievement,High Achievement

Recently, there has been more focus on issues related to the professional development of teacher leaders (TLs), but there is still much to learn. Situated within a larger study, the purpose of this research was to understand the ways in which individuals participated in teacher leadership and how participation and identities shaped and were shaped by communities of practice (Lave &amp; Wenger, 1991). Specifically, this study focuses on two TLs and the manifestation of what we are describing as 'thick' and 'thin' TL identities. Based on our findings, we see thick identity--that is, a TL identity that is deeply rooted in who the person is--as possibly more desirable than a thin TL identity, or a TL identity in which one might see themselves occasionally as a TL when they are called on to lead. This has implications for the theorizing of and professional development for teacher leadership.
Building the &quot;Bridge&quot;: Teacher Leadership for Learning and Distributed Organizational Capacity for Instructional Improvement
Author: Wieczorek, Douglas
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Instructional Improvement,Instructional Leadership,Communities of Practice,Learning Activities,Trust (Psychology),Faculty Development,Social Networks,Leadership Role,Capacity Building,Teacher Attitudes

In this article we clarify emergent constructs of teacher leadership for learning based on evidence of teacher leaders' instructional leadership activities that contribute to schools' organizational capacity for instructional improvement and learning. Theoretically grounded within distributed leadership, we used a systematic, configurative approach to analyze 39 studies published between 2003 and 2018. We found evidence of how teacher leaders build and maintain professional networks, build positive professional community and trust, and encourage professional growth. We accentuate the promise of &quot;teacher leadership for learning&quot; as a means to build organizational learning and capacity to improve instruction. We discuss implications for future research as researchers and practitioners continue to refine and apply leadership for learning activity within distributed leadership structures.
Aesthetics of Facilitation: Cultivating Teacher Leadership
Author: Allen, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Aesthetics,Teacher Leadership,Guidelines,Teacher Attitudes,Metacognition,Reflection,Leadership Styles,Communities of Practice,Affective Behavior,Faculty Development

As teacher learning groups become more prevalent as vehicles for instructional improvement and school change, skilled facilitation of such groups becomes increasingly important. Facilitation, as a core function of teacher leadership, is recognized as a demanding and complex practice. This study investigates how facilitators conceptualize facilitation practice. The authors interviewed 10 experienced facilitators of teacher groups. Drawing on theories of aesthetic leadership, they identified four dimensions of facilitation: affective awareness, embodied knowing, responsive design, and authentic engagement. Each dimension encompasses the facilitator's simultaneous outward, or other-directed, and inward, or self-reflective, orientations. The authors consider how this framework, and, in particular, greater emphasis on the inward orientation, may serve as a resource for critical self-reflection in the development of teacher leaders' facilitation practice.
Supporting Learning Engagement with Online Students
Author: Buelow, Janet R.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Learner Engagement,Online Courses,Educational Technology,Computer Mediated Communication,Assignments,Interaction,Student Attitudes,Age Differences,Gender Differences,Student Employment

University students increasingly desire that traditionally taught courses be made available online. While quality standards have been developed for the format and organization of online courses, professors often are left wondering what activities contribute to learning engagement for online students. To investigate this question, an online survey of all students taking an online course during a spring semester was conducted in one state university. A total of 417 students completed the survey, which included three standardized scale variables for learning engagement and two open-ended questions. Course activities that had statistical significance in relationship to students' reported learning engagement include those that changed their understanding of a topic or concept, connected their learning to societal problems, linked their learning to prior experiences and knowledge, and were interpreted as fun. A regression model using these variables, along with control variables of student age, gender, and out-of-school work, resulted in an R[superscript 2] of 0.484, suggesting that almost half of the variance in learning engagement can be explained via this model. Analysis of responses to the open-ended questions revealed that students found certain aspects of online discussions and interactive assignments engaging, especially those that prompted students with thought-provoking questions that relate to real-world situations and invited students to share diverse opinions and develop personal perspectives.
Effect of &quot;Understand and Solve!&quot; Strategy Instruction on Mathematical Problem Solving of Students with Mild Intellectual Disabilities
Author: Karabulut, Alpaslan
Date: 2018-12-00
Type: Journal Articles
Subjects: Mild Intellectual Disability,Intervention,Program Effectiveness,Problem Solving,Addition,Subtraction,Generalization,Teaching Methods,Skill Development,Student Attitudes,Middle School Students,Foreign Countries

The purpose of this study was to examine the effects of &quot;Understand and Solve!&quot; Strategy on change problems including change of a one-step addition and subtraction of children with mild intellectual disabilities and whether they maintained their achievements 3, 5, and 8 weeks after the intervention. Moreover, the effects of the Understand and Solve! Strategy on generalization to different types of problems and multiple step problems as well as on the perception, attitudes, knowledge, use, and control of problem solving strategy were investigated. Three students with intellectual disabilities who were 11 to 12 years old and attended 5th grade participated in the study. &quot;A Multiple Probe Design Across Subjects,&quot; which is one of the single subject research designs, was used in the study. The findings of this study showed that Understand and Solve! Strategy was effective in teaching students with mild intellectual disabilities solving change problems including one-step addition and subtraction, they maintained their skills and generalized their skills to different problem types, two-step change problems. As a result of the intervention, students' perception and attitudes towards mathematics as well as knowledge, use and control of strategies to solve mathematical problems positively changed.
Balancing the Equation: Does a Ph.D. Equal Expertise in Teaching?
Author: Ahn, Ruth
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,Expertise,Teaching Methods,Tenure,Faculty Promotion,Academic Rank (Professional),Teaching (Occupation),Faculty Development

Most tenure-line professors have heard and experienced the anxiety-causing &quot;publish or perish&quot; initiation rites in the world of higher education. Fresh Ph.D. graduates going into the professoriate often worry and agonize over this grueling process. However, one of the most central missions of many Tier 2 universities in the U.S. isn't expressed in the same manner: &quot;Teach or perish.&quot; Why don't people talk about teaching in the same way as publishing, when course evaluations are often critical in getting tenure and promotion? Is teaching any easier, something that anyone can do on the fly? Do professors and administrators automatically assume that everyone who has a Ph.D. or advanced degree is an effective teacher? Do they value teaching any less? If teaching is indeed as valued, why are professors, especially new ones, largely left on their own to sink or swim, often teaching large introductory courses with historically high failure rates? Why isn't there a structured learning environment for professors analogous to the pedagogical preparation that K-12 teachers go through? These questions have puzzled the author, as she has seen clusters of new faculty come and go, trying to figure out the complex nature of teaching.
Fraction Learners: Assessing Understanding through Language Acquisition
Author: Bossé, Michael J.
Date: 2018-12-00
Type: Journal Articles
Subjects: Mathematics Education,Grade 5,Grade 6,Grade 7,Case Studies,Mathematical Concepts,Fractions,Discourse Analysis,Academic Discourse,Guidelines,Error Patterns,Communication Problems,Learning Processes,Concept Formation,Language Acquisition,Native Language,Second Language Learning,Vignettes,Elementary School Students,Middle School Students

This study applies the Mathematics Acquisition Framework (MAF) (Bossé, Ringler, Bayaga, Fountain, &amp; Young, 2018) to investigate fifth- through seventh-grade students' comprehension of fractions and decimals and examines how students build understanding of mathematical principles and concepts regarding fractions and decimals. Based on case studies and discourse analysis, the results revealed students in different stages of the MAF with some students employing informal/social language in their mathematical communication and others using formal/academic language. Additionally, mathematically erroneous student communication was more positively interpreted through the lens of the MAF, which interpreted student errors, misunderstandings, and miscommunications as natural components to learning.
Investigation of Preservice Preschool Teachers&apos; Views on Environmental Problems and Relevant Suggestions of Solution
Author: Dogan, Yakup
Date: 2018-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Environment,Social Problems,Environmental Education,Ecology,Pollution,Social Responsibility,Foreign Countries,Preschool Teachers,Natural Resources,Conservation (Environment)

This study aimed to investigate preservice preschool teachers' opinions on environmental problems and their suggestions of solution. This study was conducted through case study which is one of the qualitative research design. The study group consisted of 62 senior preservice teachers studying Preschool Teacher Education at a public university in South-eastern Anatolia. Eight semi-structured open-ended questions were asked to preservice teachers as the data collection tool. The data was transferred to the electronic environment and content analysis was made with the NVivo11 program. According to the results, it was observed that the majority of preservice teachers didn't take a course related to the environment during their education, almost half of them didn't participate in any environmental activities, and the most of them did not have membership in any non-governmental organizations related to environment. It was identified that preservice teachers considered global warming as the main global-scale environmental problem, and air, water and soil pollution as other major environmental issues in Turkey. Additionally, the study showed that preservice teachers regarded human factor as the main reason of environmental issues, and that natural environment would be harmed and human life would be challenged as a result of environmental issues. In the solution of environmental issues, the study showed that raising awareness, taking responsibility and receiving education were seen necessary.
Digging Deeper into the Data: The Role of Gateway Courses in Online Student Retention
Author: Bloemer, William
Date: 2018-12-00
Type: Journal Articles
Subjects: Online Courses,Academic Persistence,Undergraduate Students,School Holding Power,Grade Point Average,Student Characteristics,Withdrawal (Education),Predictor Variables,Data Analysis,Introductory Courses,Longitudinal Studies

Improvement in undergraduate retention and progression is a priority at many US postsecondary institutions. A number of institutions address this issue by identifying gateway courses (foundational courses in which a large number of students fail or withdraw) and concentrating on &quot;fixing&quot; them. This paper argues that may not be the best use of limited resources. No matter what we do, there will always be courses with too many students receiving grades of D, F and W simply because of the nature of their content and the preparation of the students who must take them. Our research suggests that student type and academic stage affect student success and that gateway courses (courses which block student progression) can be found at all undergraduate levels. Specifically, we have found that one can use binary logistic regression with student type, academic stage, cumulative GPA, and prior withdrawals as predictor variables to predict success in undergraduate courses at our institution. Moreover, relating predictions to observed DFW rates can highlight courses exceeding expectations, as well as those which fail to meet them, to support a more nuanced understanding of where and what attention is needed. In this paper, we describe our &quot;gap analysis&quot; procedure and illustrate the utility of such approach by examining issues surrounding success in online courses at our institution.
Going the Distance: Online Course Performance and Motivation of Distance Learning Students
Author: Hobson, Tiffaney D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Motivation,Learning Motivation,Correlation,Online Courses,Gender Differences,Majors (Students),Nonmajors,Enrollment Trends,Distance Education,Academic Persistence,Grade Point Average,Student Attitudes,Teaching Methods,Self Efficacy,Higher Education,Knowledge Level

This study was designed to better understand what drives the learning and performance of students enrolled in distance-learning courses. Between 1999 and 2015, the number of students enrolled in at least one online course increased from 10% to 30% (NCES, 2014; NCES, 2018). Of the six million students currently enrolled in at least one distance-learning course, close to half are enrolled in programs that are offered exclusively online (Allen &amp; Seaman, 2017; NCES, 2018). This enrollment growth, however, is coupled with an alarming attrition rate as high as 80% (Smith, 2010). As GPA and course performance have been linked to distance-learning persistence and retention, we found it imperative to explore differences in motivational orientations as they relate to passing and failing status for an individual course. To do so, we surveyed distance-learning students and identified correlations between motivational constructs such as instrumentality, self-efficacy, connectedness, use of knowledge-building strategies, and final course performance. Differences related to gender and major/non-major status are also reviewed and discussed. These findings offer insights into next steps for research and also inform teaching practice.
Designing a Cross-Cultural Collaborative Online Learning Framework for Online Instructors
Author: Kumi-Yeboah, Alex
Date: 2018-12-00
Type: Journal Articles
Subjects: Online Courses,Teacher Collaboration,Cultural Influences,Learning Experience,Academic Achievement,Cultural Differences,College Faculty,College Students,Teaching Methods,Teacher Attitudes,Intercultural Communication,International Education,Cultural Pluralism,Student Diversity

Online education has now become an integral part of the educational landscape in the United States and around the world, where it serves as the primary source of enrollment growth in higher education. The rising student population in online learning mandates instructors and instructional designers to be aware of the importance of cultural factors that influence students' learning experiences and academic performance in online environments. This study explored instructors' perspectives on designing a cross-cultural collaborative online learning framework. Particularly, instructional strategies that promote designing a cross-cultural collaborative online learning framework. It also investigated challenges instructors face in designing a cross-cultural collaborative online learning framework. Drawing on collaborative online learning theory, this study analyzes qualitative interview data and online activities of 40 online instructors from two universities. Results show the following themes: (a) instructional strategies that facilitate crosscultural collaborative online learning, namely, group work, self-introductions and cultural awareness activity, computer-supported collaborative learning activity, the inclusion of global examples, and internationalized curriculum and (b) challenges of designing a cross-cultural collaborative online learning framework and teaching diverse learners. Findings suggest the need for online instructors to be trained in the best pedagogical practices to promote cross-cultural collaborative activities in online learning environments.