ethanporcaro/eric-fulltext-meta huggingface dataset:
Teach the Mathematics of Mathematicians
Author: Taylor, Peter
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics,Professional Personnel,Foreign Countries,Secondary School Mathematics,Secondary School Teachers,Secondary School Students,Misconceptions,Student Experience

The secondary-school mathematics curriculum is narrow in scope and technical in character; this is quite different from the nature of the discipline itself. As a result, it offers little inspiration to both students and teachers, and provides students with poor preparation for university mathematics courses and indeed for life. Over the past century, recently more than ever, there have been calls for change, for a curriculum that is true to the subject of mathematics as the creation and study of patterns and structures. While there are hopeful responses to this at the elementary level, there is almost nothing at the secondary level. Ironically, it is felt that in order to prepare students for university calculus, the secondary curriculum simply has to be what it is. This is a special case of a myth that needs to be destroyed.
Myths of Early Math
Author: Clements, Douglas H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Misconceptions,Mathematics Instruction,Mathematics Skills,Mathematical Concepts,Teaching Methods,Problem Solving,Preschool Children,Kindergarten,Preschool Education,Mathematics

Myths about early education abound. Many beliefs people hold about early math have a grain of truth in them, but as a whole are not true--they are largely myths. But the myths persist, and many harm children. In this article, we address ubiquitous math myths that may be negatively affecting many young students. We conclude that avoiding the myths and listening to the findings of research and the wisdom of expert practice will serve both teachers and children well.
Factors Affecting MOOC Usage by Students in Selected Ghanaian Universities
Author: Fianu, Eli
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Instructional Effectiveness,Student Attitudes,Foreign Countries,Student Participation,Electronic Learning,College Students,Instructional Materials,Educational Technology,Technology Uses in Education

There has been widespread criticism about the rates of participation of students enrolled on MOOCs (Massive Open Online Courses), more importantly, the percentage of students who actively consume course materials from beginning to the end. The current study sought to investigate this trend by examining the factors that influence MOOC adoption and use by students in selected Ghanaian universities. The Unified Theory of Acceptance and Use of Technology (UTAUT) was extended to develop a research model. A survey was conducted with 270 questionnaires administered to students who had been assigned MOOCs; 204 questionnaires were retrieved for analysis. Findings of the study show that MOOC usage intention is influenced by computer self-efficacy, performance expectancy, and system quality. Results also showed that MOOC usage is influenced by facilitating conditions, instructional quality, and MOOC usage intention. Social influence and effort expectancy were found not to have a significant influence on MOOC usage intention. The authors conclude that universities must have structures and resources in place to promote the use of MOOCs by students. Computer skills training should also be part of the educational curriculum at all levels. MOOC designers must ensure that the MOOCs have good instructional quality by using the right pedagogical approaches and also ensure that the sites and learning materials are of good quality.
Engaging Creative Media Students&apos; Motivation: The Influence of Autonomy, Peer Relationships, and Opportunities in the Industry
Author: Oh, Jae Eun
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Motivation,Creativity,Personal Autonomy,Peer Relationship,Employment Opportunities,Industry,Employment Qualifications,Films,Animation,Mass Media,Information Technology,Foreign Countries,Undergraduate Students,Broadcast Industry

Motivating students in creative media courses can be a challenge due to the demand for creativity which is hard to be taught. Hence, motivation needs to be re-identified and re-addressed for the creative disciplines. Conventionally, creative media courses adopt the studio-based learning, and with this unique dynamic teaching approach, students are required to have face-to-face tutorial sessions with their tutors on a regular basis, as well as participate in group projects and produce creative artefacts of industry standard quality. In this paper, we investigate the critical motivators for creative media students and identify those factors throughout the study. The study aims to examine how crucial and influential the autonomy, peer relationship and the future career opportunities for students' motivation. Research includes a survey with questions based on a conceptual framework adopted from self-determination theory. The results suggest that autonomy, peer relationships and the opportunity for future careers are the primary motivators for students in the programme. The implications of the findings are discussed, and recommendations are provided to faculty members in the creative programmes.
Exploring the Teaching of Communicative Grammar in EFL Classes in Benin to Promote Language Use in CBA Context
Author: Bancolé-Minaflinou, Estelle
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Grammar,Foreign Countries,Teaching Methods,Language Teachers,Secondary School Teachers,Language Usage,Communication Strategies,Communicative Competence (Languages),Competence

This paper sets out to investigate how communicative grammar can effectively be used in EFL classes in Benin to promote real language practice. To collect data, instruments such as questionnaires, interview and class observation were used. The sample of the study consists of twenty purposively chosen secondary EFL teachers (ten of them teach traditional grammar and ten, communicative grammar) and twenty six students ranging from beginners to advanced level. The data were analyzed using the SPSS tools, the goal of which is to verify the effectiveness of this approach over the traditional one. The findings of the investigation have revealed the following: (i) not many teachers teach communicative grammar in Benin and those who claim they teach it still have a hazy idea of what it is supposed to be; (ii) communicative grammar teaching is what is needed to make EFL learning a rewarding experience for students' effective use of the language; (iii) both approaches are not mutually exclusive for they can become perfect complements. The study concluded with some strategies for implementation illustrated by some suggested activities that can develop students' communicative strategies and interactional skills.
Evaluation of Teacher and Student Misbehaviours in Primary Schools from Prospective Teachers&apos; Point of View
Author: Gözler, Alpaslan
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Student Evaluation,Teacher Behavior,Student Behavior,Behavior Problems,Elementary Education,Preservice Teachers,Student Attitudes,Teaching Methods,Foreign Countries,Classroom Techniques

The aim of this study was to evaluate teacher and student misbehaviours and the methods teachers use with regard to student misbehaviours in primary schools from prospective classroom teachers' point of view. The study used phenomenological method, a qualitative research design, since thorough data collection was performed based on personal experiences. The study group consisted of junior (3rd grade) students registered for the 2017-2018 academic year in the classroom teaching programme provided by a state university in the Central Anatolia region. 52 prospective classroom teachers participated in the study, on a voluntary basis. While forming the study group, it was intentionally preferred that prospective classroom teachers took the School Experience course. To collect data, a semi-structured interview form was prepared by the researcher. The form included 4 questions on demographic characteristics and 3 questions on the research topic. Data obtained from the study was analyzed by using descriptive analysis, which is widely used in qualitative studies. Certain conclusions were made based on the results obtained from the research. Some of these conclusions can be stated as follows: 1. Some of the most common student misbehaviours in primary schools, according to prospective classroom teachers, are quarrelling with friends, talking without taking permission, complaining, chatting among themselves, and wandering around the classroom. 2. Some of the most common teacher misbehaviours in primary schools, according to prospective classroom teachers, are extreme yelling, constant use of a particular method, discriminating students over one another, and cancelling play and physical activity lesson.
The Effect of Two Different Take Offs on Split Leap and Stag Leap with Ring Parameters in Rhythmic Gymnastics
Author: Polat, Sezen Çimen
Date: 2018-00-00
Type: Journal Articles
Subjects: Athletics,Children,Performance,Athletes,Training,Psychomotor Skills

This study was conducted to examine and compare the parameters of leaps executed with two different take offs in rhythmic gymnastics. 15 rhythmic gymnasts competing in novice category (age: 7.6±0.7 years old; training age: 2.3±1.2 years; height: 120.4±2.4 cm; weight: 20.45±0.9 kg) participated in the study. The selection of the elements of split leap and stag leap with ring was based on 'Rules of Procedure on Rhythmic Gymnastics'. The leaps were first executed with take off from one foot and then with take off from two feet. Gyko Inertial System (Microgate, Bolzano, Italy) and Optojump (Microgate, Bolzano, Italy) measurement tool were used to assess t flight, height, mean distance, velocity and total power of the leaps. SPSS 23 package program was used for the statistical analysis of data. Shapiro-Wilk test was performed to find out whether the data showed normal distribution while Mann-Whitney U test was performed to compare the groups. Statistical level of significance was accepted as p&lt;0.05. The analysis indicated that t flight, height, velocity and total power results for the split leap performed with take off from 1 foot were significantly higher than the split leap performed with take off from 2 feet (p&lt;0.05). As for stag leap with ring, a significant difference was observed in time of flight (t-flight) and velocity values of the leap executed with the two different take offs (p&lt;0.05). At the end of the study, it was found that while performing split leap and stag leap with ring elements, gymnasts displayed a better performance with take off from single foot compared to take off from both feet. In light of these results, it is suggested to encourage rhythmic gymnasts in novice category perform technical training with take off from 1 foot during groundwork training.
A Framework for Entrepreneurial Mindsets and Behaviors in Undergraduate Engineering Students: Operationalizing the Kern Family Foundation&apos;s &quot;3Cs&quot;
Author: London, Jeremi S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Entrepreneurship,Creativity,Thinking Skills,Innovation,Problem Solving,Personality Traits

The increasing interest in cultivating the entrepreneurial mindset among engineering students necessitates a shared language around what this looks like in terms of attitudes and behaviors, and frameworks provide this. A framework was developed to characterize the entrepreneurial mindset in light of the Kern Family Foundation's 3C's: curiosity, connections, and creating value. The framework was developed based on three rounds of reviewing the literature for relevant frameworks and assessment tools. The resulting framework that is presented in this paper includes twelve attitudes and seventeen behaviors that map to the 3Cs. This framework can serve as the basis for assessments and experiences designed to cultivate an entrepreneurial mindset among engineering students.
Assessing Curiosity in the Engineering Entrepreneurship Context: Challenges and Future Research Areas
Author: Zappe, Sarah E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Personality Traits,Entrepreneurship,Educational Research,Engineering Education

Curiosity is often included as one of several attributes comprising the entrepreneurial mindset. While research on curiosity has been conducted in the field of psychology for many decades, applied research on the construct in the entrepreneurship and entrepreneurship education settings has been lacking. The purpose of this paper is to provide guidance for assessing curiosity in the engineering entrepreneurship education context, focusing on two steps of the assessment process: defining curiosity, a step critical for developing program objectives, and identifying possible sources of evidence. Many unanswered questions remain about how the various dimensions of curiosity apply to the entrepreneurship education context.
Influence of Student Motivation by Teachers on Academic Performance in Public Secondary Schools in Nyeri and Kirinyaga Counties, Kenya
Author: Kariuki, Mercy Gathoni
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,Secondary School Students,Academic Achievement,Incentives,Teacher Student Relationship,Teacher Expectations of Students

Student motivation is an essential component that plays an instrumental role in their learning. Although academic motivation has received much conceptual and empirical focus, cases of high school students exhibiting lack of willingness to execute the academic tasks are rampant, leading to decline in performance at Kenya Certificate of Secondary Education. The objective was to determine teacher's related motivation factors influencing students' academic performance. A descriptive survey research design was used. The target population was 270 principals, 270 class teachers and 9980 students. Gay's formula of 10% was used to select 27 principals, purposively sample 27 class teachers and used Stratified sampling to select 27 schools. The table by Krejcie and Morgan was used to select 370 students and simple random sampling was applied. Questionnaires were used to gather the needed data. Data was analyzed with the help of SPSS version 19. Analyzed data was represented in table form. 68.5% of teachers and 64.3% of students agreed on expectations, 90.7% of teachers and 84.6% of students agreed that positive teacher-student relationship, 81.5% of the teachers and 86.5% of students agreed that rewards highly motivated students. The research concluded that student motivation by teachers has a positive influence on academic performance.
Investigation of the Relationship between the Organizational Cynicism Levels and Intent of Revenge of Sports Science Faculty Students Who Work
Author: Güllü, Sevim
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Employment,Negative Attitudes,Gender Differences,Employee Attitudes,Work Attitudes,Antisocial Behavior,Salaries,Sports Medicine

The research aims to determine the level of relationship between the organizational cynicism and the tendency of revenge of sports science students. In this study, descriptive and relational screening technique was used as the research technique. The working group consists of 105 students (36 female, 69 male). The participants are student who study at Istanbul University Faculty of Sports Science in the academic year of 2017-2018. All of the students have been working at an organization/ a workplace for at least 6 months. As the data collection tool, two scales were utilized with the personal information form prepared by the researchers. Organizational Cynicism Scale and Revenge Scale were used. The percentage (%), frequency, skewness, kurtosis, t-test, ANOVA, Pearson Correlation analysis were used. As a result there is a positive relationship between the level of organizational cynicism and intention of revenge. It was revealed that gender and type of employment variables did not make a significant difference in organizational cynicism and sub-dimensions and will for revenge. However, significant differences have been identified in favor of the participants with a low salary in the behavioral sub-dimension of organizational cynicism. On the other hand, the scores of organizational cynicism and will for revenge of the participants are moderate and even low.
Avoiding Construct Confusion: An Attribute-Focused Approach to Assessing Entrepreneurial Mindset
Author: Zappe, Sarah E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Engineering Education,Entrepreneurship,Thinking Skills,Definitions,Personality Traits,Program Evaluation

The term &quot;entrepreneurial mindset&quot; is often included in the program objectives of engineering entrepreneurship programs. However, the definition of the term has been argued and debated by many in the community and in the literature, leading to challenges with how to best design assessment of engineering entrepreneurship programs. The purpose of this paper is to present a researchbased approach to conducting assessment, discuss the various definitions of entrepreneurial mindset including how the term is fraught with construct confusion, and to propose an approach to assessing entrepreneurial mindset that focuses on specific attributes rather than the omnibus construct.
Developing an Entrepreneurial Mindset in Engineering Students Using Integrated E-Learning Modules
Author: Harichandran, Ronald S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Engineering Education,Electronic Learning,Computer Science Education,Undergraduate Students,Models,Learning Modules

An innovative approach to develop an entrepreneurial mindset in all undergraduate engineering and computer science students is being developed and implemented. The approach consists of the development of short e-learning modules on 18 entrepreneurial topics and the integration of these modules into regular courses in programs. A flipped classroom model is used along with contextual activities related to course content, in which students apply what they learned through the modules. The methodology addresses the credit constraints in engineering and computer science programs, the lack of instructor expertise in entrepreneurial topics, and constraints in classroom instruction time. Through a mini-grant program, six modules were deployed by 29 faculty at 24 institutions nationwide from spring 2016 to spring 2017, and 30 faculty, some from previous institutions, and others from an additional 18 institutions, deployed modules in 2017-18. Preliminary assessment of the effectiveness of the approach in developing an entrepreneurial mindset in students is presented.
Identifying as an Entrepreneur: A Social Identity Perspective of the Entrepreneurial Mindset
Author: Korte, Russell
Date: 2018-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Self Concept,Social Theories,Engineering Education,Innovation,Beliefs,Personality Traits,Student Attitudes,Behavior Patterns

An entrepreneurial mindset helps innovators find, interpret, evaluate, and pursue opportunities for their innovations. It is a concept having multiple definitions and contradictions variously focused on individual traits, behaviors, attitudes, or beliefs. Robinson claimed that across the various definitions of an entrepreneurial mindset there was little theoretical grounding to be found. To address this shortcoming, this essay describes Social Identity Theory, and its close cousin, Self-Categorization Theory, which have gained significant traction in psychology and sociology, as theoretical foundations for understanding and developing an entrepreneurial mindset. Social identity is a psychological construct describing individuals' perceptions and values of belonging to a particular social group--in this case, affiliating with those identifying themselves as entrepreneurs. The argument put forth here is that a crucial aspect of developing an entrepreneurial mindset in engineering students involves helping them identify as entrepreneurs.
Participatory Action Research: A Tool for Promoting Effective Assessment and Building the Pedagogical Content Knowledge of Secondary Geography Teachers
Author: Lane, Rod
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Action Research,Participatory Research,Pedagogical Content Knowledge,Geography Instruction,Teacher Researchers,College School Cooperation,Student Evaluation,Foreign Countries,Secondary School Students,Misconceptions,Accuracy,Field Instruction,Psychological Patterns

This paper describes the results of an action research project undertaken as a partnership between Macquarie University and Geography teachers from an independent school in regional New South Wales (NSW), Australia. The project focused on the teaching of river landforms and processes, a component of the Biophysical Interactions topic in the NSW Stage 6 Geography syllabus. The aim of the research was to provide four teachers with feedback about depth and accuracy of students' content knowledge, the teachers' knowledge of common student conceptions, and the extent to which the school's fieldwork program promoted cognitive disequilibrium and constructive confusion, affective states required for deep conceptual change. This feedback was used as a prompt for professional reflection and to stimulate conversations about improvements that could be made to the teachers' knowledge and practice. The findings suggest that this form of action research can be an effective tool for enhancing teachers' pedagogical content knowledge (PCK) including their knowledge of evidence-based assessment practices in Geography.
An Assessment Framework and Methodology for a Trends in International Geography Assessment Study (TIGAS)
Author: Solem, Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: International Assessment,Educational Assessment,Geography Instruction,Test Construction,Evidence Based Practice,Secondary Education,Sequential Approach

Since 2016 an international research process has been underway to design and develop an international geography assessment for implementation in lower secondary education settings. One of the crucial steps in this process is the development and validation of an assessment framework that models the content and cognitive dimensions of geography education to enable internationally valid, reliable, and fair measures of geographic constructs. This paper provides a rationale for an international assessment in geography and reports the findings of foundational research that produced the provisional assessment framework. Our methodology draws on the evidence-centered design to educational assessment development, which involves a sequential approach to domain analysis and modelling. The framework will guide the specifications for tasks and tests, evaluation procedures, and measurement models. The article concludes with a reiteration of the value of an international assessment and an outline of the activities moving forward.