ethanporcaro/eric-fulltext-meta huggingface dataset:
Determining the Mental Estimation Strategies Used by Fourth-Grade Elementary Students in Four Basic Mathematical Operations
Author: Ulu, Mustafa
Date: 2018-09-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Mathematics Instruction,Mathematical Logic,Learning Strategies,Arithmetic,Problem Solving,Elementary School Mathematics,Computation,Foreign Countries

It is aimed to determine the strategies used by the fourth-grade elementary students during the operational estimations in this research which is designed by using basic qualitative analysis. The study group consists of 26 fourth-grade students selected through convenience sampling method and attending at a state school which was located in the centre of Kütahya province during the 2016/2017 academic year. In order to determine the strategies used by the students while estimating the results of the basic mathematical operations, a 20-question scale consisting of 5 questions from each of the addition, subtraction, multiplication and division operations was developed. The research data were collected via semi-structured interview method. In the process of the data collection, students were asked to solve each question through using a method of thinking aloud and the interviews were recorded by a camera. The obtained records were sorted out as a part of elementary school program developed by the Ministry of National Education (MEB, 2005) by three specialists in elementary mathematics teaching according to strategies such as suggested rounding, grouping, using the front-end orders, using matched numbers, distribution, adjusting-rearranging and using algorithmic calculation. As a result of the research, it has been seen that the fourth-grade students mostly prefer the strategy of algorithmic calculation when making estimations in four basic operations. It has been also seen that fewer students used rounding, matched numbers, adjusting-rearranging in addition; rounding, adjusting-rearranging strategies in subtraction, multiplication and division mentioned by MEB (2005). It has been seen that students who obtained solutions using the strategies determined by MEB (2005), were realistic and estimated the result of the operation in a very short time, whereas students who preferred algorithmic calculation strategy, often had unrealistic results and long estimation spans.
Gifted Students&apos; Perception of the IBDP and National Programme, and the Effects of These Programmes on Their Academic Achievement: A Review within the Context of Turkey
Author: Sahin, Feyzullah
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Academically Gifted,Student Attitudes,Academic Achievement,Program Effectiveness,Grade Point Average,English (Second Language),Advanced Placement Programs,High School Students,Private Schools,Student Development,Skill Development,Thinking Skills

The general objective of this study was to investigate the advantages and disadvantages of the national curriculum and IBDP according to the perception of gifted students, and to determine the effects of the programmes on the academic achievement of the aforementioned students. Data was collected with an information form. It was found significant difference between mean scores of English and the grade point average in respect of the IBDP students. The students of the IBDP mentioned the advantages of the programme, such as exploring skill areas, the opportunity to study abroad, acquiring self-discipline, developing awareness of responsibility, and developing creative and critical thinking ability. The national curriculum was criticized in terms of being based on competition and rote learning, not having the opportunity for practice, impairing creative and critical thinking skills, being an exam-oriented system, and requiring extensive daily study workload.
Creative by Nature: Investigating the Impact of Nature Preschools on Young Children&apos;s Creative Thinking
Author: Wojciehowski, Mandi
Date: 2018-00-00
Type: Journal Articles
Subjects: Creative Thinking,Creativity,Outdoor Education,Natural Resources,Preschool Education,Preschool Children,Child Development,Program Effectiveness

Creative thinking is valuable and necessary in society today and in the development of solutions to environmental issues. Fostering creative thinking skills and environmental values should begin early in life. The purpose of this study was to investigate the influence that a nature preschool experience has on the development of creative thinking in young children. The &quot;Thinking Creatively in Action and Movement&quot; (TCAM) instrument was used to assess creative thinking through measuring children's fluency, originality, and imagination scores at four nature preschools and one non-nature preschool. Results indicate that nature preschooler's creative thinking scores increased significantly from pretest to posttest measures. Results further suggest variation in influence on creative thinking across the nature preschool sites.
High School Students&apos; Images of Physicists
Author: Durukan, Ümmü Gülsüm
Date: 2018-08-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Scientists,Physics,Social Bias,Foreign Countries

The aim of this study is to reveal the high school students' images of physicists. Participants of this study consisted of 85 students in a high school in a province center on the East Black Sea Region of Turkey. The data were obtained by adapting the &quot;Draw A Scientist Test&quot; developed by Chambers (1983) and updated by Song &amp; Kim (1999) to &quot;Draw A Physicist Test&quot;. The obtained data were analyzed by content analysis. In this study, it was determined that most of the high school students described a scientist as male, 40-49 years old, wearing sports/daily clothes, wearing glasses, looking happy, working individually, and teaching in class. It was seen that students often drew or described scientists by thinking of their own physics teachers. For this reason, it is suggested that more activities with the topic of physicist should be included in the curricula, textbooks, and course contents in order to create a more accurate perception of physicist in high school students.
Developing a Nature-Based Four-Year-Old Kindergarten Program: Oak Learning Center at Bay Beach Wildlife Sanctuary in Green Bay, WI (USA)
Author: Ashmann, Scott
Date: 2018-00-00
Type: Journal Articles
Subjects: Natural Resources,Outdoor Education,Kindergarten,Wildlife,School Community Programs,College School Cooperation,Play,Preschool Children,School Readiness,Public Schools

The challenges and successes of planning, implementing, and evaluating a nature-based four-year-old kindergarten program are shared as well as a description of the first years of the program that is designed to enhance the students' academic, physical, social, and emotional development. In addition, a description of how the partnership among a wildlife sanctuary, city, public school district, and university to create this program is provided. &quot;Purposeful play&quot; and ideas from European forest kindergartens are guiding philosophies for much of what we do. Forty students (twenty each in morning and afternoon sessions) have been enrolled for each of the past five academic years. They are taught by a licensed teacher and an experienced naturalist. The enacted curriculum meshes the kindergarten readiness requirements from the public school district with the natural resources from the sanctuary. There has been a waiting list of students each year wanting to enroll in the program. Plans are currently underway to double the size of the program, and parents have been asking the school district to develop a nature-based track through the K-8 curriculum.
Sensuous and Languaged Learning: Children&apos;s Embodied and Playful Connections to Nature
Author: McVittie, Janet
Date: 2018-00-00
Type: Journal Articles
Subjects: Play,Natural Resources,Child Care Centers,Young Children,Oral Language,Experience,Human Body,Interaction,Child Development,Outdoor Education

This paper reports on a study of day care children, ages 2 years 6 months to almost 5 years old, who visited a naturalized area near their day care once a week, over several months. The focus of this paper is on the embodied learning and expression of children's learning, along with their use of oral language. The children engaged in some structured activities, as well as free play. Often, after play, adults had children discuss what they had observed or learned in the garden. Constructivist grounded theory was used for this study, with the researcher and research assistant making notes while children played, while they talked, and jotting down memos at the end of each day. Initial observations revealed that children not only explored the naturalized area through their senses, but they embodied their &quot;feelings&quot; of and about the world, and used their bodies to express and playfully imagine their worlds. Although language allows for greater focus and analysis of experiences, the role of non-languaged explorations and understandings is also important, and has, perhaps, been undervalued. More research is required on children's interactions and creative play in natural or naturalized areas, with monitoring of children's embodied explorations included. More research is also required on the role of children's early and sustained experiences in natural areas for developing pro-environmental attitudes and action.
The Impact of Teaching Approaches and Ordering on IT Project Management: Active Learning vs. Lecturing
Author: Christopher Sibona
Date: 2018-10-00
Type: Journal Articles
Subjects: Active Learning,Lecture Method,Program Administration,Information Technology,Computer Science Education,Instructional Effectiveness,College Instruction,Student Attitudes,Preferences,Learner Engagement,College Students

This study explores the difference between both active learning and lecturing to teach Scrum project management in a university setting. The goal was to understand if one approach results in higher perceived learning over the other. Additionally, lesson ordering was examined to determine student preference of lecturing prior to or after an active learning exercise. Results suggest that students perceived they learned more from the active learning exercise compared to the lecture. Students preferred the active learning exercise compared to the lecture and found the active learning to be more engaging. Recommendations based on these findings are to use active learning exercises to teach Scrum project management in conjunction with lectures on the topic and to order the lessons with the lecture first followed by the activity.
Benching Playground Loneliness: Exploring the Meanings of the Playground Buddy Bench
Author: Clarke, Katherine Maureen
Date: 2018-09-00
Type: Journal Articles
Subjects: Peer Relationship,Elementary School Students,Playgrounds,Recess Breaks,Student Attitudes,Art Products,Intervention,Psychological Patterns,Social Isolation,Freehand Drawing,Program Effectiveness

The buddy bench, a primary school playground implementation designed to eliminate playground loneliness, provides a potential strategy to ensure more children reap the positive benefits of elementary school recess. Through children's artwork, in-depth interviews, and playground observation this ethnographic study explores the socially constructed meanings of the buddy bench and their implications. This methodology advances the communication field by demonstrating how scholars can use children's artwork to identify and define children's socially constructed meanings. Findings build on a previous study showing that playground buddy benches can offer effective playground interventions and demonstrate that the presence of a buddy bench on the playground creates shared meanings of solidarity, inherent worth, empowerment, and a shift in focus from playground bullies to buddies amongst the children. This leads to a perceived climate change on the playground. These shared meanings reshape children's narratives about themselves, loneliness, and the playground experience in a positive manner.
The Rural Gap: The Need for Exploration and Intervention
Author: Bright, David J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Rural Schools,School Counseling,Student Needs,School Counselors,Poverty,Geographic Isolation,Cultural Influences,Educational Resources,Barriers,Access to Health Care,Counselor Role

Research shows that rural students face increasing challenges to academic, social-emotional, and career success. An understanding of student culture, background, and needs is required for a school counselor to advocate for all students. Research into the needs of rural students is lacking when compared to other populations. Research suggests that poverty, geographic isolation, cultural isolation, lack of school and community resources, and barriers to educational success as factors influencing the development and success of rural students. This article reviews the available literature and provides suggestions for the direction of future school counseling research.
The Mathematical Argumentation Ability and Adversity Quotient (AQ) of Pre-Service Mathematics Teacher
Author: Hidyat, Wahyu
Date: 2018-07-00
Type: Journal Articles
Subjects: Mathematics Education,Preservice Teachers,Mathematics Teachers,Persuasive Discourse,Mathematical Logic,Mathematics Skills,Foreign Countries,Student Characteristics,Affective Behavior,Barriers,Problem Solving

The Mathematical argumentation has been studied before, but no research has a focus on mathematical argumentation and adversity quotient of the pre-service mathematics teacher. This study is experimental research that aims to know and examine in depth about the influence of AQ of pre-service mathematics teacher toward the achievement of mathematical argument ability. The population of this study is the pre-service mathematics teacher in Cimahi City, West Java, Indonesia; while the sample is 60 pre-service mathematics teachers selected purposively. The instruments of this study are tests and non-tests. They are based on the assessment of good characteristics towards students' mathematical argumentation abilities, while the non-test instrument is based on the assessment of good characteristics towards AQ. The results of this research show that: (1) AQ gives positive influence to the development of mathematical argumentation ability of pre-service mathematics teacher with the influence of 60.2%, while the rest of it (39.8%) is influenced by other factors outside AQ; (2) The ability of mathematical argumentation of pre-service mathematics teacher is more developed on AQ of Climber type; (3) Students with the Quitter AQ type still tend to have less ability of mathematical argumentation.
School Principal Responses to Ethical Dilemmas
Author: Leppard, Lynden
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Ethics,Administrator Role,Responses,Leadership Responsibility,Institutional Characteristics,Systems Approach,Social Systems,Decision Making,Power Structure,Problem Solving,Leadership Styles

This paper shares findings from case study research into how school principals respond to ethical dilemmas. Preliminary research instigated a criteriological inquiry into the nature of schools as systems and findings of that inquiry conclude that schools are complex adaptive social systems rather than the open complicated systems they are unconsciously assumed to be in much of the school leadership literature and professional support. This misrepresentation and misunderstanding of the nature of schools as systems have significant consequences for the effective practice of school leadership and these are particularly poignant in responding to ethical dilemmas. This paper offers an overview of the argument that schools are complex adaptive social systems and identification of leadership work that is compatible and incompatible with that mental model of schools as a system. A finding from the case studies is that the principals act in ways consistent with the nature complexity, without explicit awareness of the mental schemas they are applying. Furthermore, their real life approaches are not reflected in much of the professional learning support and leadership theory currently available to them. The paper identifies principal practices from the case studies that are compatible with the real nature of schools as systems and considers the potential of those features as a framework for critique of policy, professional support and school leadership research and literature. It also proposes that the ways principals understand and respond to real ethical dilemmas challenge the ways schools continue to be defined.
The Retooling of Betty Friedan: The New Feminist Message?
Author: Kensicki, Marybeth
Date: 2018-00-00
Type: Journal Articles
Subjects: Females,Feminism,History,Social Attitudes,Social Bias,Gender Bias,Misconceptions,Empowerment,Role of Education,Public Opinion,Gender Issues,Mass Media Effects

Years ago, before smoking was passé, Virginia Slims cigarettes had the marketing slogan: &quot;We've come a long way baby.&quot; Now women must ask themselves if, in fact, they really have advanced. The question is what have we learned throughout the last several decades, maybe even last two or three centuries. Unfortunately, some of that learning has gotten misconstrued, and we are sending the wrong message of empowerment to our young women. Of course, there are influencers who molded us to be the people we are today--2018. The impact of this inspiration, influence, and learning is currently in question because our technological society is eroding the past strides. Unfortunately, young women are getting an erroneous message: one that has women being objectified more often than not because of the very thin line between budding sexuality and pornography. One of the fallouts of this incorrect communiqué is women are not being respected. There must be an analysis of the problem of mixed messages that women are given today. To highlight and discuss the education, be it either academic or &quot;on-the-streets&quot; that women are getting that creates a false vision of themselves, seminal and current works were researched. Empowerment and entitlement are not synonymous; they cannot be used interchangeably. Unfortunately, that is how those two words are being perceived. No discussion of empowerment is complete without analyzing the information a young girl is given. Education is a key component in making anyone, male or female, feel empowered. It is through these instruments that we set our standards. If given improper training formal or informal, a person can be placed on the wrong path.
Under the Shadow of Trump: Portrayals of Undocumented Youth in Young Adult Fiction from 2016-2017
Author: Salas, Rachel G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Presidents,Immigration,Undocumented Immigrants,Hispanic Americans,Adolescent Literature,Language Usage,Power Structure,Racial Bias,Fiction

The current president of the United States, Donald J. Trump, has consistently disparaged immigrants entering the U.S. but he has saved his most vitriolic language to describe undocumented immigrants who come from countries south of the U.S. border. He has called this Latinx population criminals, rapist, drug dealers, and animals among other derogatory terms (Davis, 2018). In referring to undocumented immigrants Trump maintains a constant barrage of dehumanizing language that permeates print, digital and social media. He has fomented an atmosphere of hate, intolerance and xenophobia. It is under this verbal avalanche of denigration and vilification of undocumented immigrants that emanates from the Trump administration that I sought to explore how undocumented Latinx immigrant youth were portrayed in young adult literature written near the end of the Trump presidential campaign and into his first term (2016-2017). Content analysis and a critical multicultural analysis (CMA) framework were used to provide a lens on how language and power intersect and are used to (Botelho &amp; Rudman, 2009) give or deny characters voice and agency (Moore and Cunningham, 2006). CMA provides young adult (and all) readers a lens to not just read stories but to compare and critique the elements of truth revealed in them. Realistic portrayals of undocumented youth in young adult literature can serve as a counter narrative for adolescents against ill-informed and racist rhetoric.
Supporting Mathematics Education in Rural Early Childhood Centers
Author: Fahsl, Allison Jane
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Education,Early Childhood Education,Rural Schools,Preschool Teachers,Teacher Competencies,Faculty Development,Program Effectiveness,Attitude Change,Self Efficacy,Teacher Attitudes,Workshops,Coaching (Performance),Teaching Methods

This paper presents the model and preliminary results of an investigation into the effects of professional development for teachers in the area of early childhood mathematics. The purpose of this two-year project is to improve the confidence, knowledge, and skills of rural early childhood educators to provide effective and ongoing instruction to establish a solid mathematical foundation for young children. The project focuses on providing high quality professional development which includes ongoing embedded support to a small cohort of early childhood educators in rural early childhood centers. Initial classroom observations were conducted to get a better understanding of the daily structure and routine of the classroom, materials available, and evidence of mathematics instruction. Self-report surveys provided data focused on participant attitudes, confidence, beliefs, and classroom practices. Anecdotal notes from an instructional coach and feedback from participant satisfaction surveys yielded additional data. Comparison of baseline and Phase One data indicated a positive shift in the attitudes, confidence and beliefs of teacher participants and a reported increase in the amount of mathematics instruction presented in the classrooms. There was also a high level of satisfaction with the monthly workshops and instructional coaching along with comments and suggestions for improvement
A Survey of School Counselor Multicultural Education Behaviors and the Obstacles That Impede Them
Author: Merlin-Knoblich, Clare
Date: 2018-00-00
Type: Journal Articles
Subjects: School Counselors,Multicultural Education,Barriers,Behavior,Counseling Techniques,Time Factors (Learning),Counselor Attitudes

In this study, researchers examined the frequency with which school counselors enact multicultural education behaviors and the obstacles preventing those behaviors. Using theoretical dimensions and approaches to multicultural education, they developed an instrument measuring school counseling multicultural education behavior. After pilot testing the instrument (n = 114), they distributed a refined instrument to a state school counselor database, and 594 school counselors participated in the primary data collection. Researchers used exploratory factor analysis to determine five factors comprising 72% combined variance of school counselor multicultural education behaviors. Participants enacted behaviors in two factors (Classroom Guidance with Multicultural Education Emphases and Human Relations) &quot;occasionally&quot; and behaviors in three factors (Professional Development with Multicultural Education Emphases, Knowledge Construction, and Teaching the Exceptional and Culturally Different) rarely. The most common obstacles preventing behaviors were &quot;not enough time&quot; and &quot;not needed.&quot; Researchers discuss implications for engaging in and promoting multicultural education in schools.