ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Young Students Creativity: The Effect of Model Eliciting Activities
Author: Gilat, Talya
Date: 2014-00-00
Type: Journal Articles
Subjects: Children,Elementary School Students,Middle School Students,Females,Creative Thinking,Mathematics Education,Task Analysis,Mathematical Models,Metacognition,Learning Motivation,Self Efficacy,Academic Persistence,Reflection,Interviews

The aim of this paper is to show how engaging students in real-life mathematical situations can stimulate their mathematical creative thinking. We analyzed the mathematical modeling of two girls, aged 10 and 13 years, as they worked on an authentic task involving the selection of a track team. The girls displayed several modeling cycles that revealed their thinking processes, as well as cognitive and affective features that may serve as the foundation for a methodology that uses model-eliciting activities to promote the mathematical creative process.
Modern Media Education Models
Author: Fedorov, Alexander
Date: 2011-00-00
Type: Journal Articles
Subjects: Aesthetics,Educational Media,Models,Ethics,Theories,Technology Education,Social Influences,Cultural Influences,Learning Modalities,Learning Activities,Technology Uses in Education,Critical Thinking

The author supposed that media education models can be divided into the following groups: (1) educational-information models (the study of the theory, history, language of media culture, etc.), based on the cultural, aesthetic, semiotic, socio-cultural theories of media education; (2) educational-ethical models (the study of moral, religions, philosophical problems relying on the ethic, religious, ideological, ecological, protectionist theories of media education; (3) pragmatic models (practical media technology training), based on the uses and gratifications and &quot;practical&quot; theories of media education; (4) aesthetical models (aimed above all at the development of the artistic taste and enriching the skills of analysis of the best media culture examples). Relies on the aesthetical (art and cultural studies theory); and (5) socio-cultural models (socio-cultural development of a creative personality as to the perception, imagination, visual memory, interpretation analysis, autonomic critical thinking), relying on the cultural studies, semiotic, ethic models of media education.
The Status of Daily Physical Activity in Northern Ontario's Elementary Public Schools
Author: Rickwood, Greg
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Activities,Physical Activity Level,Elementary School Students,Public Schools,Child Health,Physical Education,Barriers,Elementary School Teachers,Leisure Time,Mentors,School Schedules,Governance,Case Studies,Interviews,Teacher Attitudes,Administrator Attitudes,Principals

The importance of daily physical activity (DPA) for children and youth is highlighted in Canada's Active Healthy Kids annual report on fitness. Since 2005, this report has revealed that elementary-aged students are spending most of their waking hours stationary, in front of screens (phones, televisions, computers). To counteract this trend, the Ministry of Education in Ontario introduced policy that ensured elementary schools deliver 20 minutes of DPA beyond Physical Education classes. However, 9 years later, students remain relatively inactive during school hours. This study examined the barriers believed by Northern Ontario elementary teachers and administrators to influence their abilities to include DPA into their daily timetables. Results showed that the depleting priority of DPA in elementary schools, the absence of student and teacher mentorship, and fewer leisure time minutes during the school day were key variables in the exclusion of school-based DPA. Interestingly, many of these challenges were overcome in schools governed by school-based practices and policies that supported DPA. In these particular schools, participants expressed that their internal resources were the best defense against detractive forces that marginalized school-based physical activity.
Mathematics Teachers' Ideas about Mathematical Models: A Diverse Landscape
Author: Bautista, Alfredo
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Mathematical Models,Teacher Background,Content Analysis,Surveys,Teaching Methods,Educational Attainment,Middle School Teachers,Faculty Development,Majors (Students),Qualitative Research,Statistical Analysis

This paper describes the ideas that mathematics teachers (grades 5-9) have regarding mathematical models of real-world phenomena, and explores how teachers' ideas differ depending on their educational background. Participants were 56 United States in-service mathematics teachers. We analyzed teachers' written responses to three open-ended questions through content analysis. A varied landscape of ideas was identified. Teachers referred to different entities as constituting models, expressed different ideas about whether data points can be part of models, and whether models convey more information than data. Interesting differences according to educational background were identified, especially between teachers with and without mathematics backgrounds.
Hybrid Tasks: Promoting Statistical Thinking and Critical Thinking through the Same Mathematical Activities
Author: Aizikovitsh-Udi, Einav
Date: 2014-00-00
Type: Journal Articles
Subjects: Statistics,Critical Thinking,Thinking Skills,Task Analysis,Mathematics Education,Qualitative Research,Semi Structured Interviews,Mathematics Teachers,Correlation

Even though statistical thinking and critical thinking appear to have strong links from a theoretical point of view, empirical research into the intersections and potential interrelatedness of these aspects of competence is scarce. Our research suggests that thinking skills in both areas may be interdependent. Given this interconnection, it should be possible to stimulate both forms of thinking through the one task. This paper explores the implications of an exploratory qualitative study into processes when working on tasks encompassing both these areas for the design of tasks that simultaneously stimulate critical thinking and domain-specific thinking.
Heuristical Strategies on the Study Theme &quot;The Unsaturated Hydrocarbons -- Alkenes&quot;
Author: Naumescu, Adrienne Kozan
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Heuristics,Secondary School Students,Secondary School Science,Science Instruction,Instructional Effectiveness,Active Learning,Organic Chemistry,Comparative Analysis

The influence of heuristical strategies upon the level of two experimental classes is studied in this paper. The didactic experiment took place at secondary school in Cluj-Napoca, in 2008-2009 school year. The study theme &quot;The Unsaturated Hydrocarbons--Alkenes&quot; has been efficiently learned by using the most active methods: laboratory experiment, brain storming, modeling, problematization. The results obtained in the research demonstrate the efficiency of interactive methods in teaching-learning process.
A Critical Approach to School Mathematical Knowledge: The Case of &quot;Realistic&quot; Problems in Greek Primary School Textbooks for Seven-Year-Old Pupils
Author: Zacharos, Konstantinos
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Mathematics Instruction,Elementary School Mathematics,Mathematical Concepts,Grade 2,Graduate Students,Teaching Methods,Concept Formation,Learning Processes,Context Effect,Teacher Education,Problem Solving,Word Problems (Mathematics)

The reference contexts that accompany the &quot;realistic&quot; problems chosen for teaching mathematical concepts in the first school grades play a major educational role. However, choosing &quot;realistic&quot; problems in teaching is a complex process that must take into account various pedagogical, sociological and psychological parameters. This paper presents a selection of problems from the new mathematics textbook of the 2nd grade of Greek primary school which were solved and commented upon by 27 postgraduate students. The results of our research showed that the empirical reference contexts put forward in these problems create many difficulties in their &quot;deciphering&quot;, which leads us to conclude that their pedagogical role is problematic.
Feedback Study on Developing Critical Literacy among Malawian and Zambian Undergraduate University Students Using a Freirean Praxis
Author: Mkandawire, Matthews Tiwaone
Date: 2015-03-00
Type: Journal Articles
Subjects: Critical Literacy,Interviews,Agricultural Education,Foreign Countries,College Students,Constructivism (Learning),Qualitative Research,Criticism,Educational Quality,Natural Resources,Universities,Student Attitudes,Change Agents,Learning Theories,Logical Thinking,Critical Thinking,Banking,Teaching Methods,Social Justice,Media Literacy,Cultural Literacy,Functional Literacy

Educators in Malawi and Zambia have always been concerned with their student's abilities to become analytical, logical and proficient readers of texts. This has been due to the fear that there is an increased overemphasis on knowledge of the fundamental literacy skills and other basics at the expense of critical thinking. This scenario has resulted into increased criticism of the quality of the educational product in the above countries. Different studies hence have indicated that most students graduate from university in possession of varying amounts of knowledge but without understanding the purpose of that knowledge in the real world. The students' low proficiency in critical literacy skills presents various social, cultural and educational challenges. This is also shown through improper demonstration of these skills in work place and the social world. Hence, the goal of this study was to investigate the level of critical literacy among university students. The study used the Constructivism Theory, as in the Paulo Freire's typology and the qualitative design to collect data through in-depth interviews among students from Lilongwe University of Agriculture and Natural Resources and from University of Zambia. Twenty students were randomly sampled from both universities constituting 40, but only 37 respondents were finally involved. The results revealed that most of the responses provided by the students fell in the descriptive or functional phase, the most basic level of critical literacy. These results suggest that universities should do more to promote the higher level of literacy (here after critical literacy) which would make students more rigorous, analytical and better change agents of their worlds and the worlds of others.
Comparing Correlations between Four-Quadrant and Five-Factor Personality Assessments
Author: Jones, Cathleen S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Correlation,Personality Measures,Personality Traits,Questionnaires,Guidelines,Profiles,Careers,Scoring,College Faculty,Online Surveys,Undergraduate Students,Course Descriptions,Gender Differences,Majors (Students),Student Attitudes,Business Administration Education,Behavior Patterns,Organizational Culture

For decades,some of the most popular devices used in educating students and employees to the values of diversity are those that are based on a four-grid identification of behavior style. The results from the scoring of the instruments provide individual profiles in terms of a person's assertiveness, responsiveness, and preferred tone of interacting with his environment. In the past decade, a five-factor framework has gained in popularity as an assessment instrument. The scope of the current paper is a comparison of a four-factor instrument (questionnaire) to a five-factor instrument (questionnaire) to establish correlations between the two. If the information can be seen as being complimentary rather than disconnected, then users will benefit from synergy as they encounter different instruments throughout their careers. Also, duplication of effort in terms of using multiple instruments may be reduced.
Contradictions and Tensions in Students' Motives of Enrolling in a Teacher Education Programme in Zimbabwe
Author: Mudavanhu, Young
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,Enrollment Influences,Teacher Education Programs,Student Teacher Attitudes,Qualitative Research,Case Studies,Interviews,Compensation (Remuneration),Work Experience,Preservice Teachers,Teacher Selection,Professional Identity

This study explored identities commonly used in teacher education and student teachers' motives for becoming a teacher. The qualitative case methodology employed interviews and biographical questionnaires data collection methods. Data was gathered through interviewing student teachers and lecturers. Qualitative data analysis began by defining a priori themes and identifying parts of the interview transcripts that were relevant to these a priori themes. The initial coding was then refined by adding additional codes which emerged from the data to create a final coding template to interpret findings. Data analysis methods revealed that student teachers were motivated to join teaching by chance, important other, remuneration, vocation and interest developed through work experience. However prospective candidates did not get places to train as teachers on the basis of their motivation to become teachers. Further the study revealed that motives influenced &quot;what&quot;, &quot;where&quot;, and &quot;how&quot; student teachers were learning. This study recommends using interviews to establish motives as a way to supplement selection of student teachers.
Marketing Study Abroad Programs: A Student Recruitment Model
Author: Lukosius, Vaidas
Date: 2013-00-00
Type: Journal Articles
Subjects: Marketing,Study Abroad,Student Recruitment,Educational Finance,Costs,Program Length,College Students,Scheduling,Models

The number of American students studying abroad increases every year. That might suggest that recruiting students to participate in such an educational opportunity would present little difficulty. On the contrary, as domestic student participation in such programs has risen, so has the number of competing programs. Thus, the viability of any study abroad program, to a large extent, is a direct result of that program's recruiting effort. The foundation of that recruiting effort should be based upon an understanding of the factors students deem important in the program selection process and an effective promotional effort focused on those issues. These key factors include student segment(s) to be targeted, program cost and source(s) of funding provided, timing and duration of the program.
A Meta-Analysis of Constructivist Learning Approach on Learners' Academic Achievements, Retention and Attitudes
Author: Semerci, Çetin
Date: 2015-03-00
Type: Journal Articles
Subjects: Meta Analysis,Constructivism (Learning),Academic Achievement,Student Attitudes,Retention (Psychology),Statistical Analysis,Effect Size,Classification,Foreign Countries,Elementary Secondary Education,Undergraduate Study

This study attempts to answer the question &quot;Does a Constructivist Learning Approach have any effect on learners' academic achievement, retention and attitude scores?&quot; As a result of a systematic investigation of experimental studies carried out between 2002 and 2015 in national and international area, 324 (218 articles, 106 theses) studies were found. Pre-test-post-test and group comparison processes were applied to 28 of these experimental studies and these studies were more importantly included in the meta-analysis research. In statistical analyses, the classifications by Thalheimer and Cook (2002) were taken into consideration. The effect size of Constructivist Learning on academic achievement([subscript ES:1.0753]), retention([subscript ES:0.9249]) and attitude([subscript ES:0.4394]) were calculated considering the effect size. This result indicates that the effect sizes on academic achievement and retention are at a large level while on attitude is at a medium. It was concluded at the end of the research that a constructivist learning approach has a positive effect on learners' academic success, retention and attitude scores. In relation to the results, some recommendations were made for practitioners and further research.
Between Ethnic and English Names: Name Choice for Transnational Chinese Students in a US Academic Community
Author: Diao, Wenhao
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Naming,Identification (Psychology),English (Second Language),Second Language Instruction,Qualitative Research,Decision Making,Communities of Practice,Student Attitudes,Graduate Students,Participant Observation,Electronic Mail,Interviews

This article explores how transnational Chinese students negotiate identity options through name choice while studying in the US. Name choice can discursively index membership in various communities. Drawing on theories of heteroglossia (Bakhtin, 1981) and community of practices (Lave and Wenger, 1991), this study examines how name choice becomes a site of identity negotiation for transnational Chinese students who received their English names from ESL classes in China. Using a qualitative approach, the analysis illustrates divergent patterns in name choice among a group of transnational Chinese students within one academic community, and demonstrates how membership in the community intersects with notions of cosmopolitanism to affect their name choice. The findings shed light on the pedagogical practice of assigning English names in ESL classrooms. They also call for future research to study the complex links between Chinese students' histories of engagement in such practices and their identity negotiation processes when overseas.
Where We Are Now--The Presence and Importance of International Students to Universities in the United States
Author: Hegarty, Niall
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Students,Financial Support,State Universities,Private Colleges,Competition,Educational Experience,Economic Factors,Enrollment Trends,Student Personnel Services,Acculturation,Tuition,Academic Achievement,Barriers,Educational Benefits,Student Recruitment,Educational Trends,Trend Analysis,Higher Education

This paper highlights the importance of international students to the United States by discussing their impact and necessity to U.S. universities. International student enrollment is a major industry of importance to the U.S. economy and despite arduous visa processes and diminished job prospects their enrollment numbers continue to grow. The Institute of International Education (2012) reports that a lack of funding to public universities has increased their reliance on the revenue provided by international students while private universities also seek to bolster their position in the face of increased international competition. The importance of international students in under-enrolled majors, their necessity as a vital revenue stream for universities and the challenges faced by both student and host university are also discussed. The author provides recommendations for improving the educational experience of international students through improved relationships with university constituents in order to maintain the attractiveness and competitiveness of the U.S. as a preferred place of study.
Perceptions of Clinical Education Preparedness at a Large Urban US University: Is There a Difference between US-Born and Non-US Born Students?
Author: Cohen, Timmerie
Date: 2014-00-00
Type: Journal Articles
Subjects: Communication Skills,North Americans,Foreign Students,Readiness,Clinical Teaching (Health Professions),Cross Cultural Studies,Comparative Analysis,Self Efficacy,Statistical Analysis,Social Cognition,Likert Scales,Radiation Biology,Student Surveys,Student Attitudes,College Students

This research compared three clinical preparedness domains, communication ability, social comfort, and clinical confidence, between US-born and non-US born radiation sciences students. The aim of the study was to determine if there were perceived differences in clinical preparedness between them. Student's place of birth was found to be an influencing factor in each of the clinical preparedness domains. Informing faculty, clinical instructors, and hospital staff of the perceived differences in clinical education preparedness among non-US born students may serve as a catalyst for instructional change. Educators can then formulate instructional strategies to better prepare non-US born students.
Negative Racial Encounters and Academic Outcomes of International and Domestic Students in Four Canadian Universities
Author: Grayson, J. Paul
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,College Freshmen,Foreign Students,Racial Discrimination,Outcomes of Education,Minority Group Students,Social Discrimination,Grade Point Average,Student Participation,Study Habits,Satisfaction,Statistical Significance,Regression (Statistics),Questionnaires

In Canada, there has been little systematic inquiry into the nature and extent of discrimination against university students and the potential impact of discrimination on educational outcomes. On the basis of an examination of domestic and international students at the University of British Columbia (Vancouver), York (Toronto), McGill (Montreal), and Dalhousie (Halifax), it is argued that with the exception of employment of Chinese origin and Black students, in general, students experience little discrimination on-and off-campus; that the discrimination confronted by students does not systematically correspond to their minority non-minority status; and that discrimination is of little consequence for grade point average and program satisfaction.
Mindfulness Practices and Learning Economics
Author: Borker, David R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Metacognition,Economics Education,Student Development,Learning Experience,Introductory Courses,Ethics,Teaching Methods,Correlation,Business Administration Education,Concept Formation,Asian Culture,Economics,Higher Education

There is a growing interest among educators in teaching and learning practices based on mindfulness, a concept derived from eastern meditative traditions. This paper describes how mindfulness practices and concepts can be used to enhance the student's learning experience in beginning economics courses. Specific areas with a high potential for learning enhancement are identified: grasping abstract economic concepts, seeing beyond obvious economic consequences, and finding one's own ethical framework in economic analysis. Current research linking mindfulness practices to student development in these areas is examined and practical methods are offered to integrate mindfulness into the economics classroom.