ethanporcaro/eric-fulltext-meta huggingface dataset:
Faculty Use of End-of-Course Evaluations
Author: Diaz, Noelia Pacheco
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Student Evaluation of Teacher Performance,Formative Evaluation,Use Studies,Feedback (Response),Teacher Attitudes,Student Experience,Planning,Teaching Methods

End-of-course evaluations are a central part of the accountability system at American universities. They are used formatively to evaluate the way courses are delivered and the effectiveness of teaching practices. Therefore, institutions may use these instruments to make course changes or tenure and promotion decisions. The purpose of this research study was to gain a better understanding of how faculty use the evaluation results. Faculty from a southeastern U.S., research intensive university received a survey containing 28 Likert-scale items and two open-ended questions. Quantitative data were analyzed with descriptive statistics, while a thematic analysis was used to analyze the qualitative data. Most participants in our study (89%) reported that they use the feedback provided by the end-of-course evaluations to make changes in their courses. In the qualitative section, faculty believe that end-of-course evaluations provide meaningful input regarding student learning; however, they stated that they would like to see more open-ended questions within end-of-course evaluations. Findings from our study suggest that faculty value the information they receive from students, but end-of-course evaluations need to be better targeted to the needs of the course and faculty using it.
A Case Study of Northern Cyprus: The Voice of Senior Academic Administrators on Education
Author: Irkad, Ulus
Date: 2022-08-00
Type: Journal Articles
Subjects: Case Studies,Administrator Attitudes,Foreign Countries,Teaching Methods,Cognitive Style,Decision Making,Cultural Context,Educational Change,Active Learning,Leadership Styles,Elementary Secondary Education,Educational Improvement,Public Officials,Cooperation,Stakeholders

The purpose of the study reported on here was to introduce the perceptions of senior academic administrators in the Northern Cyprus Ministry of Education on the structure of the current education system as a whole. In order to carry out this case study, the views of 14 senior academic administrators were obtained through semi-structured interviews. There is no doubt that in qualitative research semi-structured interviewing is a flexible and powerful tool to capture the voices and the ways in which people make meaning of their experiences (Kvale, 2007). As Yin (2009:18) states: &quot;An empirical inquiry about contemporary phenomena (e.g., 'case'), set within its own real-world context -- especially when the boundaries between phenomenon and context are not clearly evident.&quot; Therefore, by reflecting on the current education system in Northern Cyprus as a case, we tried to show the real context of the education system itself. The data collected from the semi-structured interviews were analysed through content analysis. According to the findings of this research study, the current education system must be reconstructed considering the curriculum, strategies in teaching and learning approaches, developing of collaborative and student-centred classrooms, applying active learning strategies and voicing the voices of the senior academic administrators during the decision-making process.
A Cross-National Comparison of Fourth and Eighth Grade Students&apos; Understanding of Fraction Magnitude
Author: Ayieko, Rachel Angela
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Middle School Students,Mathematical Concepts,Fractions,Misconceptions,Grade 4,Grade 8,Achievement Tests,Elementary Secondary Education,Science Achievement,Mathematics Achievement,Foreign Countries,Mathematics Tests,Science Tests,International Assessment,Mathematics Skills

Without a conceptual understanding of fraction magnitude, students have difficulties understanding more advanced mathematics in high school and beyond. The purpose of this study is to highlight 4th and 8th grade students' misconceptions in fraction magnitude using the Trends in International Mathematics and Science Study 2015 data. The study is informed by the theory of numerical development that focuses on the understanding of the magnitude of numbers and the recognition of the location of numbers on a number line. The results indicate that fraction magnitude understanding is a challenge at the 8th grade. Implications for higher education are elaborated.
A Meta-Synthesis of Studies on the Use of Augmented Reality in Mathematics Education
Author: Korkmaz, Elif
Date: 2022-00-00
Type: Journal Articles
Subjects: Meta Analysis,Computer Simulation,Electronic Learning,Mathematics Education,Technology Uses in Education,Data Collection,Research Methodology,Data Analysis

Augmented reality (AR) helps three dimensional, virtual objects to be viewed, interactively, in a real-world setting. AR technology is used in many fields such as medicine, advertisement, military, industry, and increasingly in education. AR has an importantrole in concretizing educational platforms and achieving permanentlearning. This study aims to evaluate studies on the use of AR in mathematics education through meta-synthesis. 20 research articles, two master's theses, and two PhD theses, published between 2010 and 2021, centered on the use of AR technology, utilizing either qualitative or mixed methodology were analyzed in this study. The databases used for selecting the texts including Google Scholar, EBSCO, Education Resources Information Center, Elsevier Scopus, ProQuest Dissertations and Theses Full Text, Springer Link, Taylor &amp; Francis Online, TUBITAK ULAKBIM Dergipark, YOK Thesis Centre. The studies included in the meta-synthesis have been grouped according to their descriptive properties, research methods, data gathering tools, data analysis, the mathematics subjects they focus on, their validity and reliability, and the conclusions and suggestions they present. The similarities and differences between these studies have been compared, and in accordance with the nature of meta-synthesis they have been categorized into themes for synthesis. Parallel to technological progress, it was observed that the use of AR in mathematics education has tended to increase over the years. In conclusion, most of the studies on AR in mathematics education focus on increasing spatial ability. It was seen that the visualization and concretization aspects of AR were often used. This meta-synthesis offers suggestions for future researchers who are interested in the use of AR in mathematics education.
A Multi-Faceted Framework for Identifying Students&apos; Understanding of the Generality Requirement of Proof
Author: Conner, Kimberly A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Secondary School Mathematics,Mathematical Logic,Abstract Reasoning,Evaluative Thinking,Geometry,Algebra,Mathematical Concepts

The generality requirement, or the requirement that a proof must demonstrate a claim to be true for all cases within its domain, represents one of the most important, yet challenging aspects of proof for students to understand. This article presents a multi-faceted framework for identifying aspects of students' work that have the potential to provide insight into their understanding of the generality requirement. I use a single student's work across different snapshots in time to illustrate her understanding ofthe generality requirement as evidenced by the justifications, examples, variables, and diagrams present within her written and oral work when proving mathematical claims and her rationales when evaluating whether provided arguments were proofs. Analysis of the student's work across multiple categories at a single moment in time shows that students can exhibit understanding of the generality requirementfor some categories while demonstrating limited or unclear evidence of understanding for others. By looking across the framework dimensions and types of tasks, researchers can identify patterns in student understanding and specific aspects that could be addressed through future instruction.
Misconceptions and Resulting Errors Displayed by in Service Teachers in the Learning of Linear Independence
Author: Mutambara, Lillias Hamufari Natsai
Date: 2022-00-00
Type: Journal Articles
Subjects: Misconceptions,Error Patterns,Inservice Teacher Education,Mathematics Teachers,Mathematics Education,Mathematical Concepts,Problem Solving,Difficulty Level,Equations (Mathematics),Multiplication

The aim of this paper is to identify errors and misconceptions that student demonstrated when learning linear independence and linear dependence concepts. A case study is presented involving 73 in-service mathematics teachers at a university in Zimbabwe who were studying for a Bachelor of Science Education Honors Degree in mathematics. Data was generated from a content analysis ofthe written responses ofthe participants to two items from a structured activity sheet. Follow up interviews with five participants were used to gain a better understanding of their misconceptions. The study found that the participants had different kinds of misconceptions leading to errors which could be described as procedural, conceptual, and foundational respectively and the distribution of the errors differed across the two problems. For question 1 which was set within the vector space M2×2, students found it harder to move past the first few two steps of formulating the general vector equation and doing scalar multiplication; those who passed those two steps were mostly able to get to a correct solution. For question 2 which was set within R 3 most students went past the first two steps formulating the general vector equation and converting that to an augmented matrix but then made many foundational errors, most of which were related to misinterpretations of the solutions to the system of equations.
Peer Interactions and Their Role in Early Mathematical Learning in Kindergarten Discourses
Author: Henschen, Esther
Date: 2022-00-00
Type: Journal Articles
Subjects: Kindergarten,Peer Relationship,Socialization,Mathematics Instruction,Play,Toys,Elementary School Teachers,Learning Processes,Classroom Research,Teacher Student Relationship,Role,Classroom Communication,Foreign Countries

Since the 2000s, early co-constructive mathematical learning in kindergarten has focused on political discussions and (mathematical-didactic) research. This is because kindergarten is the first place for subject-specific learning, next to socialization in the family. Research on this first institutional learning in the kindergarten often focuses on the interaction between children and elementary school teachers, which is presented as a key variable for these learning processes. However, it is peer interaction that takes up a large part of the day in kindergarten. In these interactions, children negotiate a variety of issues that are relevant to them. The following contribution will present research that focuses on these peer interactions in the context of block play situations. There is a general analysis using methods of (qualitative) thematic analysis as well as a detailed analysis using methods of interpretative classroom research. These analyses will help answer the question as to what role these peer interactions play in early mathematical learning processes and to what extent conditions can emerge in such interactions that enable mathematical learning in the sense of Miller (1987).
A Formative Tool and Approach to Assessing Strategic Plans in Higher Education
Author: Smucker, Amelie D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Strategic Planning,Scoring Rubrics,Formative Evaluation,Feedback (Response),Advisory Committees,Institutional Mission,Decision Making,Holistic Approach,Higher Education,Universities,Private Colleges,Community Colleges,Graduate Study,Organizational Change

As an alternative to Hunt et al.'s (1997) general guidelines for strategic planning and Chance and William's (2009) summative rubric for evaluating university strategic plans, this article proposes a new rubric, the Rubric for Formatively Assessing Strategic Plans in Higher Education. The purpose of this new rubric is to provide institutional strategic planning committees with feedback throughout the strategic planning process to help colleges and universities strengthen their strategies and strategic plans. This formative approach is especially supportive of colleges and universities who are seeking to or who are in the process of changing their vision or core strategies. Additionally, the rubric is designed to meet the diverse needs of colleges and universities, including large and small schools, private and public, and community college through graduate programs, who create a similarly wide range of strategic planning products (e.g., websites, booklets, briefs) that serve varied audiences (e.g., administrative teams, faculty and staff, students, alumni, the public) by framing strategic plans into four core components: informative inputs, strategic direction, strategic actions, and design. Finally, the rubric provides institutions with the opportunity to assess their plans holistically or analytically, thereby providing an efficient multi-use tool. By applying this rubric formatively, institutions may improve their strategic plans by gaining added insights to their strategic planning process, strategic thinking, and strategies.
Evaluation of Instruments That Measure School Building Condition
Author: Earthman, Glen I.
Date: 2022-00-00
Type: Journal Articles
Subjects: School Buildings,Educational Facilities Planning,Educational Environment,Physical Environment,School Maintenance,Engineering,Measurement Equipment,Evaluation Methods,Validity

This manuscript contains a discussion of the evaluation of survey instruments used in research studies to assess the influence the school building has upon student and teacher performance. Under the assumption that the school building influences student and teacher performance, it is necessary to determine the actual physical condition of the school buildings. To determine the condition of the school building, a variety of instruments have been developed and used. Roberts (2017) has recognized these instruments as being in two categories. The first category are the instruments developed by researchers specifically to determine the condition of the school building. The second category of instruments are the maintenance type instruments that are mainly used to determine building needs for the upkeep of the building. The second category measures needed repairs and improvements need to keep the building in good condition. This instrument may or may not contain the measures of those building elements or features that directly relate to student learning. Cash (1993) developed the Commonwealth Assessment of the Physical Environment (CAPE) for one of the early studies on the influence of the school building. She also validated the study by using principals not involved with the study to assess the instrument. To date this has been the only validation of an instrument designed to measure the condition of a school building. A listing of the various instruments that have been used in research studies is contained in the Appendix.
Chemistry Students&apos; Conceptual Understanding of Organic Qualitative Analysis
Author: Anim-Eduful, Benjamin
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Scientific Concepts,Concept Formation,Organic Chemistry,High School Students,Science Tests,Comparative Analysis,Difficulty Level,Teaching Methods,Foreign Countries,Student Attitudes

Organic qualitative analysis is one of the challenging chemical concepts in students learning of chemistry. The West African Examinations Council chemistry chief examiners for years, have lamented on students' poor performance in organic qualitative analysis at the senior high school level. This study, therefore, investigated chemistry students' conceptual understanding of organic qualitative analysis. Convergent mixed methods procedure was used to collect both quantitative and qualitative data from 263 chemistry students. The 263 students were selected through multistage sampling technique to respond to organic qualitative analysis diagnostic test for students. Quantitative data was analyzed using percentages, means, and standard deviations to determine students' level of conceptual understanding on organic qualitative analysis. The results from the study showed that, students demonstrated no scientific understanding on organic qualitative analysis. The qualitative data was open-coded and constantly compared to establish students' conceptual difficulties on organic qualitative analysis. Students demonstrated conceptual difficulties were in the form of alternative conceptions and factual difficulties. It was, therefore, recommended that chemistry teachers should select and use appropriate conceptual change instruction approaches in their teaching to help students conceptualize organic qualitative analysis contents in organic chemistry.
Development of Inquiry Skills Scale for Life Studies: Validity and Reliability Study
Author: Akcan, Emrullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Inquiry,Measures (Individuals),Test Validity,Test Reliability,Elementary School Students,Foreign Countries,Factor Analysis,Daily Living Skills

This study aims to develop a scale that can measure primary school students' inquiry skills for life studies as valid and reliable. The research consisted of 511 primary school students studying in 15 different schools in the city center in a province in the south of Turkey in the February-May semesters of the 2021-2022 academic year. In the study, the participants were selected by chance, and each participant took part voluntarily. In the study, expert opinion was consulted for the scope and appearance validity of the scale, and exploratory factor analysis (EFA) and confirmatory factor analysis were applied for structure validity. As a result of EFA, a structure consisting of 26 items and four factors explains 40.903% of the total variance. The resulting factors are inquiry ability, asking questions, making sense of the answers to these questions, and recognizing the problem in the middle.
Growth Mindset Training and the Effect of Math-Gender Stereotype Threat on Girl Students
Author: Song, Shujuan
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Mathematics Education,Sex Stereotypes,Females,Metacognition,Grade 11,Mathematics Achievement,Secondary School Students,Foreign Countries

To investigate whether growth mindset training can weaken the effect of math-gender stereotype threat on girl students, this study undertook experimental intervention in a group of grade-11 girl students and found that: (1) Mindsets can moderate the effect of math-gender stereotype threat. Girls with a growth mindset are less likely to be affected by math-gender stereotype threat compared with those with a fixed mindset. (2) Growth mindset training for girls with a fixed mindset can effectively reduce the effect of math-gender stereotype threat on their math performance.
Decorative Disadvantages in a Leading Educational Psychology Textbook: The Seductive Cartoons Effect
Author: Robinson, Daniel H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Cartoons,Textbooks,Reading Comprehension,Textbook Content,Cognitive Processes,Undergraduate Students,Educational Psychology,Attention

Seductive details are interesting but irrelevant details that impede text comprehension (Mayer, 2005). Whether visual images can act as seductive details remains unclear (Rey, 2012). In two experiments, 125 undergraduates read 10 pages from a leading educational psychology textbook that either included illustrated cartoons or not, followed by a comprehension test. Experiment 1 revealed no seductive cartoons effect. Experiment 2, after increasing reading time and question difficulty, revealed a seductive cartoons effect where students who saw cartoons performed worse than those who did not see cartoons. Results are consistent with the cognitive theory of multimedia learning (Mayer, 2005) and cognitive load theory (Sweller, 2005), where seductive information draws cognitive resources away from what is needed to process relevant information. Thus, seductive cartoons are similar to other types of visual seductive details that serve only a decorative purpose to increase interest, but also decrease comprehension.
Houston-Louis Stokes Alliance for Minority Participation: Findings from 17 Years of a Multi-Institutional Consortium Focused on Building Minority Student Success in STEM
Author: Ghazzawi, Dina
Date: 2022-00-00
Type: Journal Articles
Subjects: Minority Group Students,Student Participation,Academic Achievement,Success,STEM Education,Program Effectiveness,High School Students,Undergraduate Students,Summer Programs,Transitional Programs,Student Financial Aid,Student Recruitment,Low Income Students,Graduation Rate,Educational Attainment,Racial Differences,Gender Differences,Graduate Students

This rich, longitudinally descriptive study provides an examination of program outcomes, student characteristics, and workforce outcomes of the Houston-Louis Stokes Alliance for Minority Participation (H-LSAMP) program. Utilizing data from the University of Houston's Education Research Center, this study offers a detailed analysis of the long-term effects of participation in the H-LSAMP program, from high school to university and into the workforce. Findings from this study revealed that only 25% of the high school campuses attended by H-LSAMP students had a high proportion of economically disadvantaged students. In addition, nearly 75% of undergraduate students enrolled in the program graduated within the timeframe of the study, half of which were from Black and Latinx backgrounds.
Universities and Innovation Potential of the City: A Quasi-Experimental Study of Newly Built Campuses of Colleges and Universities in China
Author: Chen, Dongyang
Date: 2022-00-00
Type: Journal Articles
Subjects: Universities,Colleges,Campuses,Innovation,Foreign Countries,School Construction,Multicampus Colleges,School Community Relationship

Colleges and universities have been playing an increasingly important role in regional innovation-driven development. Based on panel data (1999-2016) of 287 cities in China, this study conducted an empirical analysis of the influences of the new campuses which were built for the expanded college enrollment on the city's patentable inventions and innovations. The Time-varying DID model was adopted in the analysis. The regression results demonstrate that newly built campuses have boosted inventions and innovations in their cities, benefiting various innovators including individuals and firms; that the impact of newly built campuses increases over time; the newly built campuses of vocational colleges have mainly influenced innovation actors like businesses, while those of regular colleges and universities have impacted both individuals and organizations; that the new campus built in the different city from its headquarter exerts greater promoting effects on the innovation of the city than the campus relocated in the original city and the campus of a newly established university; that the indirect effect of newly built campuses on the invention of all innovation actors is more significant than the impact of their direct collaboration with the latter; that a newly built campus have a more prominent effect on regional innovation when it is situated in an area with a high concentration of universities; and that the existence of the old campus of a university amplifies the promoting effect of its newly built campus on local innovation and the amplifying function strengthens over time.