ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher-Led Professional Learning in Tanzania: Perspectives of Mathematics Teacher Leaders
Author: Swai, Calvin Zakaria
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Attitudes,Mathematics Teachers,Mathematics Instruction,Foreign Countries,Teacher Leadership,Teacher Collaboration,Elementary School Teachers,Teacher Participation,Elementary School Mathematics,Rural Schools

This paper explores the perspectives of mathematics teacher leaders (MTLs) on teacher-led professional learning (TLPL). Shaped by notions of symbolic interactionism, the study employed a multisite case study design. Empirical data were collected through in-depth interviews. The study revealed the practice of TLPL influential in facilitating teacher participation and engagement in learning; encouraging long-term teacher collaboration and interaction; inviting integration of teaching experiences; inviting contextualization of professional learning; and more importantly, in promoting sustainability of professional learning of mathematics teachers. A significant implication of this study is that the education system of Tanzania needs to encourage and empower mathematics teachers to become teacher leaders for them to be able to lead and support the professional learning of mathematics teachers within their schools.
Different Analyses, Different Conclusions? Validity Evidence from the EGMA Spatial Reasoning Subtask
Author: Perry, Lindsey
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Tests,Test Validity,Spatial Ability,Foreign Countries,Item Response Theory,Test Theory,Elementary School Students,Grade 2,Grade 3,Item Analysis

As the global development community shifts its focus from improving access to education to improving learning and instruction, the need for instruments that accurately measure student achievement in mathematics and meet technical standards is increasing. This paper explores the importance of collecting high-quality validity evidence that aligns with an instrument's intended uses and interpretations by discussing a new subtask developed for the Early Grade Mathematics Assessment (EGMA). The EGMA Spatial Reasoning subtask was developed by RTI International with funding from the United States Agency for International Development (USAID). To collect validity evidence to support the assumption that the EGMA Spatial Reasoning subtask could be used to determine overall student proficiency in spatial reasoning, the items developed for the subtask were pilot tested with 1,426 students in Jordan. Pilot test data was initially analyzed using Item Response Theory. However, Item Response Theory assumptions were not met, thus, supplemental analyses were conducted using Classical Test Theory. There were differences in the findings using the two different methods, which impacts the interpretations made using this instrument. This paper illustrates the importance of choosing analytic techniques that align with an instrument's intended use in order to make valid interpretations from the data to inform policy and practice.
Improving Pedagogical Content Knowledge on Rational Numbers of Cambodian Teacher Trainers
Author: Van, Leap
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pedagogical Content Knowledge,Number Concepts,Preservice Teachers,Mathematics Teachers,Mathematics Education,Capacity Building,Training,Coaching (Performance),Mentors,Scores,Misconceptions

Despite adequate facilities and several education reforms, most Cambodian teacher trainers fail to provide sufficient content knowledge and student-centered pedagogy. Many also lack the skills to diagnose preservice teachers' misconceptions and to propose adequate solutions. Dictating lessons with little feedback or applied activities or having pre-service teachers copy off the board for extended periods, suggests lowquality instruction (Tandon &amp; Fukao, 2015). To tackle this, the Flemish Association for Development Cooperation and Technical Assistance (VVOB-&quot;education for development&quot;) 1 developed a 3-year (2014-2016) programme in close collaboration with the Cambodian Ministry of Education, Youth and Sport (MoEYS). The programme was rolled out in all primary teacher training colleges (PTTCs). One of the interventions in this programme aimed at improving both Pedagogical Content Knowledge (PCK) and Content Knowledge (CK) on rational numbers of mathematics teacher trainers, with a focus on 1) mathematics content knowledge, 2) the use of representations to enhance pre-service teachers' understanding, 3) assessing pre-service teachers' learning, and 4) addressing misconceptions. A total of 54 mathematics teacher trainers participated in this intervention. Their capacity was built through training, coaching, mentoring and try-outs with pre-service teachers. The impact of the intervention was measured through a pre-test post-test design, enriched by qualitative data collected during 97 lesson observations. After the intervention, 91% of the teacher trainers had significantly increased their score on the PCK test and 94% had improved their teaching strategy in at least two of the three criteria of PCK. In this paper, the design and impact of the intervention are explained, and suggestions for further research are provided.
Developing Usable, Accessible, and Culturally Relevant Learning Materials to Support Parent-Child Interactions in Mathematics
Author: Shivraj, Pooja
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Materials,Material Development,Culturally Relevant Education,Parent Child Relationship,Parent Participation,Parents as Teachers,Interaction,Mathematics Instruction,Foreign Countries,Numeracy,Number Concepts,Evidence Based Practice,Home Study,Mathematics Skills,Problem Solving,Visualization,Educational Games,Integrated Activities,Reading Skills,Access to Education,Usability,Intervention,Program Evaluation,Feasibility Studies

Research indicates that parental involvement in children's education is positively related to academic achievement in mathematics; however, there are few studies on the role of parental involvement in the context of developing countries. The purpose of this paper is to document the iterative development using design-based research (DBR) of a home-based intervention intended to support parents' involvement with their children in mathematics within the Jamaican cultural context. Key components of the homebased intervention included (a) six sets of mathematics-learning materials, each covering foundational early mathematics concepts, and (b) educator-led workshops to support parents' understanding of the mathematics concepts. Four phases of the DBR process were implemented to create a usable and accessible intervention that was culturally relevant. These phases included (a) developing prototype materials using evidence-based practices and considering local contexts; (b) validating the prototype materials with focus groups comprised of multiple stakeholders; (c) evaluating the cultural relevance of the materials through external review; and (d) examining the feasibility of one set of mathematics learning materials through a small-scale study. Though not reported as part of this paper, we hypothesize that parents' involvement with their children will increase with the implementation of the intervention.
Determination of Marginalized Youth to Overcome and Achieve in Mathematics: A Case Study from India
Author: Srikantaiah, Deepa
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disadvantaged Youth,Mathematics Achievement,Resilience (Psychology),Academic Persistence,Adolescents,Low Income Students,Secondary School Students,Secondary School Mathematics,At Risk Students,Self Determination,Stress Variables,Open Education,Outcomes of Education

According to the United Nations Human Development Report (2016), poor, marginalized, and vulnerable groups still face substantial barriers to access post-secondary education and employment. These marginalized and vulnerable groups include women, girls, indigenous peoples, ethnic minorities, people with disabilities, migrants and refugees, the LGBTI community, and those discriminated because of their socio-economic status (UN Human Development Report (2016). Increasingly, proficiency in mathematics is required for careers and for solving daily problems in life (Starkey &amp; Kline, 2008; Ramaa, 2015). Basic numerical, mathematical, and scientific skills are an important mechanism to further education and to enable individuals to improve their job market potential. The risk of underachievement in mathematics around the world is greatest for students from low-income backgrounds, as well as linguistic and ethnic minorities (Ramaa, 2015; National Research Council, 1989). In India, these factors are compounded by lack of early exposure to math, poor teacher quality, and large class sizes (ASER, 2014). Although some research has explored difficulties in arithmetic for economically disadvantaged elementary students in India (see Ramaa, 2015), the challenges that marginalized adolescents encounter in completing secondary mathematics courses has been largely unexamined. In this qualitative exploratory study, conducted from October 2015 to February 2016, we sought to understand the characteristics of adolescents from socio-economically marginalized communities in Mumbai and Bangalore, India, and their determination and perseverance to overcome challenges in mathematics and complete their secondary education. In particular, the study followed students who had dropped out of mainstream school and enrolled in India's National Institute of Open Schooling Program to complete their high school education and attempt the 10th standard board exams. Results from data collected in the academic year showed that there were multiple factors, including lack of learning foundational skills at the primary school level and the type of intervention provided to complete high school, which influenced the students' achievement in mathematics. Findings from the study inform policy and programmatic decisions for students enrolled in India's National Institute of Open Schooling Program.
A Waterfall Model for Providing Professional Development for Elementary School Teachers: A Pilot Project to Implement a Competency-Based Approach
Author: Savard, Annie
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Elementary School Teachers,Pilot Projects,Competency Based Education,Foreign Countries,Curriculum Development,Curriculum Implementation,Educational Change,Expertise,Instructional Materials,Material Development,Program Evaluation

Supporting the professional development of teachers to enhance mathematics learning is an important consideration of global education initiatives. However, designing and implementing professional development depends on the structures in place in different contexts. For instance, some structures involve different roles played by the different actors in the schooling system. Thus, school board consultants, principals, inspectors and teachers might be in charge of providing information, coaching, training or educating teachers. Those policies and practices are key components when designing and implementing professional development for teachers at a large scale. This article presents an initiative supported by United Nations Children's Fund (UNICEF) in Democratic Republic of the Congo (DRC). In 2015, the DRC undertook a transitional approach to school reform by adopting a situation-based approach &quot;Approche par les Situations (APS)&quot; in the elementary school curriculum. An experimental pilot project to improve teaching and learning Mathematics and Language Arts in elementary school was set up. To this end, learning situations were created and 80 teachers were trained in the use of these situations in class using a waterfall model of professional development. The results indicated positive contributions resulting from the teacher-enacted situation-based approach, but also exposed functional problems of implementing a waterfall model to support teachers at a large scale. Our results highlight the challenge of supporting all teachers in a global context.
Aligning Test Scoring Procedures with Test Uses of the Early Grade Mathematics Assessment: A Balancing Act
Author: Ketterlin-Geller, Leanne R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Alignment (Education),Scoring,Test Use,Mathematics Tests,Elementary School Mathematics,Primary Education,Elementary School Students,Developmentally Appropriate Practices,Psychometrics,Scores,Test Reliability

Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). The EGMA is an assessment that tests young children's foundational mathematics knowledge and has been administered in more than 25 countries. Current test specifications call for subscores to be reported for each of the eight subtests on the EGMA; however, in practice, composite scores have also been reported. To provide users with empirically-based guidance on the appropriateness and usefulness of different test scoring procedures, we examine the psychometric properties--including the reliability and distinctiveness of the results--and usefulness of reporting test scores as (1) total scores, (2) subscores, and (3) composite scores. These test scoring procedures are compared using data from an actual administration of the EGMA. Conclusions and recommendations for test scoring procedures are made. Generalizations to other testing programs are proposed.
Capturing Children&apos;s Mathematical Knowledge: An Assessment Framework
Author: Sitabkhan, Yasmin
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Mathematics Instruction,Mathematics Skills,Mathematical Logic,Mathematical Concepts,Mathematics Achievement,Problem Solving,Elementary School Students,Pedagogical Content Knowledge

This paper explores an innovative assessment framework for measuring children's formal and informal mathematical knowledge. Many existing standardized measures, such as the Early Grade Mathematics Assessment, measure children's performance in early primary grade skills that have been identified by researchers and policy makers as foundational and predictive of later academic achievement (Platas, Ketterlin-Geller, &amp; Sitabkhan, 2016; RTI International, 2014). However, these standardized assessments only provide information on children's mathematical ability as it pertains to skills and concepts that are a focus of school instruction, referred to as formal mathematics. While valuable, they leave unmeasured the mathematics that children use and develop as part of their everyday life, such as the strategies they use to solve simple arithmetical problems that arise as they move through their day (Khan, 1999; Saxe, 1991; Taylor, 2009). In this article, we draw from mixed methods studies which focus on capturing the informal mathematical skills that children develop outside of school in various contexts (Guberman, 1996; Nasir, 2000; Sitabkhan, 2009; Sitabkhan, 2015). We describe how the use of observations of children's mathematical activities in natural settings and in subsequent cognitive interviews using mathematical tasks derived from those observations, can illuminate mathematical knowledge and skills that may otherwise remain hidden. We found that an assessment framework that focuses on both standardized measures of formal mathematical learning and contextualized measures of children's everyday mathematics can provide a more complete and nuanced picture of children's knowledge, and taken together can inform the development of curricular materials and teacher training focused on early learning.
Perceptual-Motor Contributors to the Association between Developmental Coordination Disorder and Academic Performance: North-West Child Health, Integrated with Learning and Development Study
Author: de Waal, Elna
Date: 2018-00-00
Type: Journal Articles
Subjects: Developmental Disabilities,Psychomotor Skills,Physical Disabilities,Correlation,Academic Achievement,Children,Visual Perception,Grade Point Average,Foreign Countries,Perceptual Motor Coordination,Elementary School Students

Background: Children with developmental coordination disorder (DCD) portray motor coordination and perceptual difficulties which can hamper daily activity and academic task execution. Aim: This study examined the association between DCD and academic performance, and explored which perceptual and motor coordination skills had the largest contribution to academic performance. Setting: Ten-year-old children (N = 221, 10.05 years + 0.41 standard deviation) who formed part of the North-West Child Health, Integrated with Learning and Development (NW-CHILD) longitudinal study in South Africa were randomly selected to participate. Methods: Motor coordination, visual-motor integration and academic achievement were assessed using the &quot;Movement Assessment Battery for Children-2,&quot; the &quot;Beery-Buktenica Developmental Test of Visual-Motor Integration-4,&quot; and national and mid-year assessments respectively. Spearman Rank order correlations and stepwise regression analyses were used to respectively determine significant associations and unique contributors. Results: All perceptual and coordination skills differed between children with and without DCD, although only visual perception and manual dexterity showed overall correlations with academic performance in children with DCD. Visual perception also correlated strongly with maths (r = 0.26) and with the grade point average (r = 0.31) in children with and without DCD (r = 0.33, r = 0.45). The highest contribution to the total variance (23.11%) in math performance was explained by visual perception (22.04%), while visual perception contributed to 16.36% of 18.17% in the grade point average. Conclusion: Children with DCD display significantly inferior visual-perceptual and coordination skills of which visual perception and manual dexterity influence academic performance (especially maths), negatively.
The Effect of Educational Videos Used in History Education on Academic Success
Author: Yildirim, Sefa
Date: 2018-00-00
Type: Journal Articles
Subjects: Video Technology,Audiovisual Aids,History Instruction,Academic Achievement,High School Students,Grade 9,Instructional Effectiveness,Student Attitudes,Foreign Countries

The purpose of the research is to examine and assess the videos used in history education. In the study, the academic success levels of the students who received their history education through videos that comprise of voice, text, animation and sound components. Also, answers to the question of whether there is any difference in the academic success levels of students who received their education through video components were looked for, via 50 multiple-choice questions. Furthermore, the views and experiences of students on the topic of the education given were researched through 7 semi-structured qualitative questions. In the research; three short videos used in history education that were prepared in different styles were used. Two of these videos were merged due to them sharing the same topic. The study universe consists of about 400 students at high school (9th grade) level in Agri province. The sample was chosen by using purposeful sampling method. According to the acquired findings; history education videos were noted to be of vital contribution to motivation and learning. While it may make it easier to determine which topics and styles cause gaps in learning, the results obtained in this research, it may also contribute greatly to improve and solve these.
&apos;Clutch-the-Ear&apos; and Get Enrolled: The Antagonistic Intrusion of Indigenous Knowledge Systems to the Detriment of Contemporary Educational Developments
Author: Zimano, Felistas R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Knowledge,Body Height,School Entrance Age,Age Grade Placement,Measurement Techniques,Stereotypes,Educational Discrimination,Cultural Influences

Background: The use of non-conventional methods of measurement is a long-established practice in most societies. Aim: To investigate the effectiveness of non-conventional methods of measurement in the placement of children in schools in general and the 'clutch-the-ear' and get enrolled age measurement practice in particular. To expose the shortfalls of a classroom setup in which age-for-grade enrolment is distorted. Setting: Zimbabwe. Methods: Literature review and researchers experiences. Results: The use of non-conventional methods has both pros and cons. The practice can be hailed for showing the indigenous knowledge systems as giving, to an extent, transparent and accurate maturity prediction ways that require preservation. However, it works perfectly for people of average height while prejudicing the outliers. The immediate conspicuous consequence is the late enrolment of the affected. In the case of the 'clutch-the-ear' and get enrolled measure, findings are discussed below. Conclusion: The use of non-conventional methods of age measurement unobtrusively upsets education quality through facilitating stereotyping, discrimination and age-heterogeneous classes. Researchers propose a 'backward-integration-enrolment' strategy; getting into communities to enrol not to wait for the community to bring children to school.
The Investigation on Physical Education Teacher Candidate&apos;s Resilience, Tenacity and Motivation Levels
Author: Çelik, Ismail
Date: 2018-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Resilience (Psychology),Preservice Teachers,Academic Persistence,Student Motivation,Foreign Countries,Correlation,Gender Differences,Instructional Program Divisions

The main purpose of this study is to examine possible relationships between resilience, tenacity and motivation of physical education teacher candidates. In addition, resilience, tenacity and motivation levels were examined according to class and gender levels. Participants of the study are 154 PE students in Agri province. There are 50 female participants and 104 male students. The Resilience Scale adapted to Turkish by Sariçam et al. (2012). The Tenacity Scale-Short Form adapted to Turkish by Sariçam et al. (2016) Stability Scale and Personal Information Form were used. To analyze the data, t test, ANOVA, Pearson moment product correlation analysis and multiple regression analysis were used. 99% p &lt;.01 was taken as confidence interval in the study. According to research findings, there are statistically significant relationships in positive direction among the resilience, tenacity and motivation in the candidates of physical education teachers. When the resilience increases, tenacity and motivation levels also increase. According to gender and class level, resilience, tenacity and motivational stability do not differ statistically. The study can be expanded by adding different sections and classes.