ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Word Frequency in Language Teaching Textbooks Using Lexitürk
Author: Basaran, Bora
Date: 2022-00-00
Type: Journal Articles
Subjects: Word Frequency,Second Language Instruction,Textbooks,Evaluation Methods,Vocabulary Development,Foreign Countries,English (Second Language)

Vocabulary is a fundamental component of language usage, and study into its interactions with other aspects of language competence is an essential topic of language teaching. There are strong relationships between vocabulary and language competency measurements. Learners with larger vocabularies are better at a variety of language abilities than those with lower vocabularies. As a result, it may be stated that vocabulary knowledge is inextricably tied to total language proficiency. This suggests that the quantity of words we know has an impact on how much text we can comprehend. The more often a word is used, the more polysemy and irregular morphology it is likely to have. One of a word's quantifiable qualities is how extensively it is used. Based on this measurable attribute, the word's prevalence and frequency can be considered a guiding reference. Analyzing the frequency of recurrence of a specific word or phrase is the most basic sort of corpus analysis. Words frequently occur together, forming collocations, colligations, and other word combinations. Exploring such trends is another sort of corpus analysis that one may perform. This is also known as chunks, n-grams, or lexical bundles. In particular, when selecting which word should be prioritized for language learners. If this model is adopted, foreign language students will be taught essentially the most often used words. The development and application of measurement like an analysis tool can assist developers or researchers in the dilemma of preferences arising from the inevitable use of a word corpus. For teaching after the stage of creating a corpus and shaping the language textbook's content with the marked and dense frequency words from a corpus are discussed in this study, and a tool which is created by the author is presented to and for the scientific community.
Science Mapping Research on Social Studies Education: A Bibliometric Analysis of International Publications
Author: Palaz, Tevfik
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Studies,Bibliometrics,Indexes,Publications,Periodicals,Foreign Countries,Educational Research,Citation Analysis,Computer Software,Trend Analysis,Authors,Information Retrieval

In this study, international research papers by Turkish scholars on social studies education were investigated. The sample was selected among published journals of education indexed in the Web of Science (WoS) database, such as Social Sciences Citation Index (SSCI), Emerging Sources Citation Index (ESCI), and Science Citation Index Expanded (SCI-Expanded). The obtained data were analyzed via the bibliometric analysis method using version 1.6.17 of VOSviewer software. The results revealed that the first publication in the relevant indexes was released in 2005, and after 2007 the number of publications showed an increasing trend. In addition, it was found that &quot;Educational Sciences-Theory &amp; Practice&quot; and &quot;Education and Science&quot; were among the international journals that most frequently published papers on social studies education, while Kaya Yilmaz, Arife Figen Ersoy, and Handan Deveci were the most cited authors. Results also revealed that Anadolu University, Marmara University, and Gazi University were identified as the institutions that published most papers while they were also cited most. Finally, the most frequently used common keywords were determined as &quot;social studies&quot;, &quot;social studies education&quot;, &quot;pre-service social studies teachers&quot;; &quot;academic achievement&quot;, &quot;citizenship education&quot; and &quot;values education&quot;.
Professional Development of Turkish Preschool Teachers during Summer Holidays
Author: Tican Basaran, Semra
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Preschool Teachers,Summer Programs,Teacher Attitudes,Program Effectiveness,Inservice Teacher Education,Barriers,Leisure Time

The purpose of this study is to examine the professional development of preschool teachers during summer holidays, and to develop recommendations for professional development between teaching semesters. The study is built on the basic interpretive design, with a study group of 24 preschool teachers. The data were collected through semi-structured interviews and were analyzed through content analysis. The content analysis revealed that summer holidays are basically seen as getting away from the profession and relaxation for preschool teachers, not as an opportunity for professional development. Preschool teachers found summer holidays unproductive in terms of their professional development. While the preschool teachers think that professional development activities should exist during the summer holidays, they believe that the current professional development system in Turkey does not make the idea very attractive and is considered to be efficient. The preschool teachers recommended that all professional development activities should fit with the needs of teachers, that both their personal and professional development should be supported, that holistic content should be created, that instructors specialized should be recruited, that learning methods fostering active participation and alternative assessment methods should be preferred, and that the expertise gained through professional development should be recognized, and rewarded. [This study was presented as an oral presentation at The Eighth International Congress on Curriculum and Instruction (ICCI-EPOK 2021), 25-27 March 2021, Burdur.]
The Contribution of Online Mathematics Games to Algebra Understanding in Grade 8
Author: Marange, Tichaona
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics,Educational Games,Grade 8,Algebra,Computer Games,Foreign Countries,Learning Motivation,Attention Control,Student Improvement,Mathematics Teachers,High School Students,Secondary School Mathematics,High School Teachers,Game Based Learning

This study explores how online mathematics games contribute to Grade 8 learners' understanding of basic principles and more sophisticated aspects of algebra. This project documents the trajectory of a purposive sample of 30 Grade 8 learners doing mathematics and one mathematics educator. The study is premised on the argument that learners with the guidance of the teacher can grasp algebraic concepts better and learn to manipulate these imaginatively and independently, by integrating new online mathematics games into standard classroom teaching of mathematics. The study was located within the interpretive qualitative research paradigm and used a case study approach. Data were collected by means of (1) lesson observations, (2) questionnaires and (3) semi-structured interviews. The data collected were analysed through the lens of the sociocultural theory, social constructivism and the activity theory. This study supports the view, set out in the literature reviewed, that the way in which resources are utilised can substantially improve the teaching and learning of algebraic concepts. Teachers should encourage learners to venture into the world of online mathematics games to learn algebra because they help learners to be creative, look for patterns, make conjectures, collect data, express their own thoughts, accept the ideas of others and establish structured forms of cooperation. The teacher's role is to show and guide the learners how to use online mathematics games to solve mathematics problems. This study's main recommendation, among others, is a revision of the curriculum to integrate online mathematics games into all subjects in classrooms at all levels.
Novice and Expert Grade 9 Teachers&apos; Responses to Unexpected Learner Offers in the Teaching of Algebra
Author: Moodliar, Julian
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Response,Feedback (Response),Grade 9,Algebra,Video Technology,Teaching Styles,Instructional Improvement,Stress Variables,Resilience (Psychology),Preservice Teachers,High School Teachers,Mathematics Instruction,Mathematics Teachers

In South Africa, limited studies have been conducted investigating responsive teaching and little is known about how teachers respond to unexpected events 'in the moment' that did not form part of their planning. In this article, we report how a Grade 9 novice and expert teacher responded to unexpected learner offers during the teaching of algebra using a qualitative case study approach. Three consecutive lessons for each teacher were video recorded, transcribed and analysed. Our units of analysis for episodes were teachers' responses to unexpected learner offers and we coded the responses as 'appropriate' or 'inappropriate'. Indicators used to highlight the degree of quality of the response were 'minimum', 'middle' and 'maximum' if a response was coded as appropriate to a learner's offer. Once lessons were analysed, the first author conducted video-stimulated recall interviews with each participant to gain insight into the two teachers' thoughts and decision-making when responding to unexpected learner offers. The findings from this study illustrated that the novice teacher failed to press learners when their thinking was unclear, chose to ignore or provided an incorrect answer when faced with an unexpected learner offer. Conversely, the expert teacher continuously interrogated learner offers by pressing if a learner offer was unclear or if she wanted learners to explain their thinking. This suggests that the expert teacher's responses were highly supportive of emergent mathematics learning in the collective classroom space.
Insights into the Reversal Error from a Study with South African and Spanish Prospective Primary Teachers
Author: Soneira, Calos
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Word Problems (Mathematics),Equations (Mathematics),Mathematical Concepts,Mathematics Skills,Word Order,Error Patterns,Cultural Differences,Syntax,Mathematics Instruction

This study, using a quantitative approach, examined Spanish and South African pre-service teachers' responses to translating word problems based on direct proportionality into equations. The participants were 79 South African and 211 Spanish prospective primary school teachers who were in their second year of a Bachelor of Education degree. The study's general objective was to compare the students' proficiency in expressing direct proportionality word problems as equations, with a particular focus on the extent of the reversal error among the students' responses. Furthermore, the study sought to test the explanatory power of word order matching and the static comparison as causes of the reversal error in the two contexts. The study found that South African students had a higher proportion of correct responses across all the items. While nearly all the errors made by Spanish students were reversals, the South African group barely committed reversal errors. However, a subgroup of the South African students made errors consisting of equations that do not make sense in the situation, suggesting that they had poor foundational knowledge of the multiplicative comparison relation and did not understand the functioning of the algebraic language. The study also found that the word order matching strategy has some explanatory power for the reversal error in both contexts. However, the static comparison strategy offers explanatory power only in the Spanish context, suggesting that there may be a difference in curriculum and instructional approaches in the middle and secondary years of schooling, which is when equations are taught.
Understanding the Comparative Fit Index: It&apos;s All about the Base!
Author: van Laar, Saskia
Date: 2021-12-00
Type: Journal Articles
Subjects: Goodness of Fit,Structural Equation Models,Sampling,Sample Size,Effect Size

Despite the sensitivity of fit indices to various model and data characteristics in structural equation modeling, these fit indices are used in a rigid binary fashion as a mere rule of thumb threshold value in a search for model adequacy. Here, we address the behavior and interpretation of the popular Comparative Fit Index (CFI) by stressing that its metric for model assessment is the amount of misspecification in a baseline model and by further decomposition into its fundamental components: sample size, number of variables and the degree of multivariate dependence in the data. Simulation results show how these components influence the performance of CFI and its rule of thumb in practice. We discuss the usefulness of additional qualifications when applying the CFI rule of thumb and potential adjustments to its threshold value as a function of data characteristics. In conclusion, we at a minimum recommend a dual reporting strategy to provide the necessary context and base for meaningful interpretation and even more optimal, a move to using CFI as a real incremental fit index intended to evaluate the relative effect size of cumulative theoretically motivated model restrictions in terms of % reduction in misspecification as measured by the baseline model.
Grade 9 Learners&apos; Understanding of Fraction Concepts: Equality of Fractions, Numerator and Denominator
Author: Moyo, Methuseli
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 9,Mathematics Instruction,Mathematical Concepts,Concept Formation,Fractions,Misconceptions,Intervention,Manipulative Materials,Teaching Methods,Constructivism (Learning)

Our research with Grade 9 learners at a school in Soweto was conducted to explore learners' understanding of fundamental fraction concepts used in applications required at that level of schooling. The study was based on the theory of constructivism in a bid to understand whether learners' transition from whole numbers to rational numbers enabled them to deal with the more complex concept of fractions. A qualitative case study approach was followed. A test was administered to 40 learners. Based on their written responses, eight learners were purposefully selected for an interview. The findings revealed that learners' definitions of fraction were neither complete nor precise. Particularly pertinent were challenges related to the concept of equivalent fractions that include fraction elements, namely the numerator and denominator in the phase of rational number. These gaps in understanding may have originated in the early stages of schooling when learners first conceptualised fractions during the late concrete learning phase. For this reason, we suggest a developmental intervention using physical manipulatives to promote understanding of fractions before inductively guiding learners to construct algorithms and transition to the more abstract applications of fractions required in Grade 9.
Embedded Accommodation and Accessibility Support Usage on a Computer-Based Statewide Achievement Test
Author: Lee, Dukjae
Date: 2021-12-00
Type: Journal Articles
Subjects: Academic Accommodations (Disabilities),Testing Accommodations,Accessibility (for Disabled),Computer Assisted Testing,Achievement Tests,State Standards,Use Studies,Grade 6,Middle School Students,Mathematics Tests,Language Arts,Students with Disabilities

Although there has been substantial research on the effects of test accommodations on students' performance, there has been far less research on students' use of embedded accommodations and other accessibility supports at the item and whole test level in operational testing programs. Data on embedded accessibility supports from digital logs generated by computer-based assessment platforms are complex, and so decisions need to be made to make sense of the data with respect to appropriate and effective accommodation use. In this study, we explored different ways of defining students' use of accessibility supports and how to best summarize such use for accountability and other purposes. Examples of descriptive statistical indices and data visualizations are presented using mathematics and English language arts test data from a large statewide assessment. Such data are important for accommodations monitoring required by the United States Department of Education and for identifying schools and districts that may be over- or under-using these accommodations and supports.
Flexible Teaching of Mathematics Word Problems through Multiple Means of Representation
Author: Moleko, Matshidiso M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Word Problems (Mathematics),Teaching Methods,High School Teachers,Mathematics Teachers,Mathematical Concepts,Faculty Development,Problem Solving,Foreign Countries

Flexible teaching of mathematics word problems is essential to improve learning. Flexible teaching is vital in terms of providing meaningful learning, creating inclusive learning spaces and making content accessible. As such, teachers need to strive to provide flexible teaching of mathematics word problems in order to optimise and maximise learning. In line with this notion, therefore, the qualitative case study reported in this article aimed to explore the implementation of one aspect of universal design for learning (UDL), namely multiple means of representation (MMR), to guide flexible teaching of mathematics word problems. Data were collected using focus group discussions, reflection and observation sessions in which five high school mathematics teachers and a Head of Department were involved. The teachers participated in a mini-workshop on the application of the UDL principles which was organised to introduce and induct them to the approach. The study showed that MMR can be used to help guide flexible teaching of mathematics word problems by providing varied options for comprehension: options for language, mathematical expressions and symbols, as well as options for perception. The findings of the study recommend the need for teachers to adapt their teaching by considering the application of the MMR principle to guide and promote flexible teaching of mathematics word problems.
Early Career Teacher&apos;s Approach to Fraction Equivalence in Grade 4: A Dialogic Teaching Perspective
Author: Shongwe, Benjamin
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 4,Elementary School Teachers,Mathematics Instruction,Fractions,Teaching Methods,Elementary School Mathematics,Time Factors (Learning),Mathematics Curriculum,Mathematical Concepts,Concept Formation,Foreign Countries,Rural Schools,Discussion (Teaching Technique),At Risk Students,Disadvantaged Schools

The research presented in this article reports on the results of a case study examining the classroom practice of one early career Grade 4 teacher (Nox, pseudonym) as she teaches equivalent fractions. The goal was to explore the ways and extent to which her instruction reflected a dialogical teaching approach, defined as a pedagogical approach underpinned by five specific principles that can be enacted through a range of possible talk strategies to achieve sustained participation of learners and thus enhance meaningful learning. I provide a pedagogical activity to illustrate to teachers how, by instigating and developing classroom talk in the primary classes, a dialogic teaching sequence may be implemented. However, the majority of the existing literature on dialogic teaching stems from studies conducted in Asian, European, and North American countries, whereas systematic research on dialogic teaching across international contexts remains limited. Nox was interviewed after obtaining observational data to seek clarity on some of the observed instructional practices. Analysis of transcripts using the notion of dialogic teaching as a theoretical lens revealed that there was little evidence of Nox's attempts to use talk to make learning of equivalent fractions a cumulative process. In addition, time constraint was the most significant factor in Nox's teaching of equivalent fractions: she considered the curriculum too congested. Implications are drawn for evaluating dialogic teaching in primary mathematics classrooms. Future, larger studies may shed light on the extent of these results and, if need be, a significant investment on initial teacher training may be necessary to underscore the value of dialogic teaching in enhancing meaningful learning of, at least, equivalent fractions.
Design Principles to Consider When Student Teachers Are Expected to Learn Mathematical Modelling
Author: Durandt, Rina
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematical Models,Preservice Teachers,Preservice Teacher Education,Mathematics Instruction,Foreign Countries,Student Attitudes,Design,Competence,Value Judgment,Psychological Patterns,Self Esteem

This article sets out design principles to consider when student mathematics teachers are expected to learn mathematical modelling during their formal education. Blum and Leiß's modelling cycle provided the theoretical framework to explain the modelling process. Learning to teach mathematical modelling, and learning to solve modelling tasks, while simultaneously fostering positive attitudes, is not easy to achieve. The inclusion of real-life examples and applications is regarded as an essential component in mathematics curricula worldwide, but it largely depends on mathematics teachers who are well prepared to teach modelling. The cyclic process of design-based research was implemented to identify key elements that ought to be considered when mathematical modelling is incorporated in formal education. Fifty-five third-year student teachers from a public university in South Africa participated in the study. Three phases were implemented, focusing firstly on relevance (guided by a needs analysis), secondly on consistency and practicality via the design and implementation of two iterations, and lastly on effectiveness by means of reflective analysis and evaluation. Mixed data were collected via a selection of qualitative instruments, and the Attitudes Towards Mathematical Modelling Inventory. Through content analyses students' progress was monitored. Results analysed through SPSS showed significant positive changes in their enjoyment and motivation towards mathematical modelling. Student teachers require sufficient resources and opportunities through their formal education to participate regularly in mathematical modelling activities, to develop competence in solving modelling tasks, and to augment positive attitudes. This study adds value to the global discussion related to teachers' professional development regarding mathematical modelling.
Game Design Considerations for Screening, Interim, and Diagnostic Educational Assessments
Author: Dockterman, David
Date: 2021-12-00
Type: Journal Articles
Subjects: Game Based Learning,Educational Diagnosis,Diagnostic Tests,Educational Assessment,Children,Student Evaluation,Design

To inform instruction, screening and diagnostic assessments must collect accurate data about the current state of the learner. Unfortunately, students may find assessments unengaging, intimidating, or irrelevant, undermining the quality of their effort and the quality of the data. The application of gaming to assessments may provide a way to boost and sustain effortful test-taker engagement, an integration that has thus far yielded mixed results, at best. Our interdisciplinary team reviewed and evaluated existing gamification research to consolidate a set of guiding principles for effectively merging diagnostic assessment tasks and protocols with a motivating game-like context in ways that specifically foster high levels of test-taker effort. We share our work in this paper to help inform ongoing research and development leading to more efficient and effective assessments of children.