ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Perspectives on Addressing Linguistic Factors Affecting Visualisation of Mathematics Word Problems
Author: Moleko, Matshidiso Mirriam
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Visualization,Case Studies,Problem Solving,Mathematics Instruction,Word Problems (Mathematics),Teaching Methods,Language Role,Mathematics Teachers,Reading Skills,Ambiguity (Semantics),Academic Language,Vocabulary Skills,Language Proficiency,African Languages,Native Language,Language of Instruction,Grade 9,Secondary School Students,English (Second Language),Second Language Learning,Foreign Countries

Visualisation plays a critical role in the teaching and learning of mathematics word problems. It is an essential tool for enabling learners to create meaningful mental pictures necessary for solving mathematical problems. Appropriate visualisation requires good reading skills, English proficiency and an understanding of mathematical vocabulary, language and structure. Although visualisation plays such a critical role, teachers often do not pay attention to linguistic factors when teaching mathematics word problems, thus making it difficult for learners to visualise and solve mathematics word problems. This background positions the study to explore teachers' perspectives on the linguistic factors that affect the visualisation of mathematics word problems and to identify appropriate solutions to these. Using a single-case exploratory study, the perspectives of six mathematics teachers were elicited through focus group discussions and reflection sessions. The data collected were analysed through thematic analysis techniques. The findings indicate strategies to address the lack of reading skills, including understanding mathematical language and the structure and ambiguities of mathematics word problems.
The Impact of Pre-Service Teachers&apos; Orientation on the Implementation of Inquiry-Based Science Instruction
Author: Sizer, Ashlie
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Active Learning,Inquiry,Science Instruction,Elementary School Teachers,Pedagogical Content Knowledge,Self Efficacy,Curriculum Implementation

The purpose of the study is to investigate how pre-service elementary teachers' orientation about science inquiry impacts their implementation of inquiry-based instruction. Teaching orientation is one of the levels of pedagogical content knowledge (PCK) which impacts on teachers' instructional practice. With thirty-one pre-service teachers, data are collected using a survey and three vignettes and are analyzed using a correlational coefficient. The results show that: (1) there is a moderate relationship between pre-service teachers' view of inquiry-based instruction and their willingness to implement it; (2) pre-service teachers' confidence in implementing inquiry-based instruction increases as they gain experience with inquiry-based methods through coursework; and (3) the participants favor using inquiry methods, but they feel more comfortable with a more teacher-centered approach. It implies that one science method course may not suffice to produce teachers who are self-efficacious about teaching inquiry-based science. Thus, they need additional instruction to implement a more student-centered inquiry approach.
The Role of Students&apos; Worldview on Decision-Making: An Indonesian Case Study by a Socio-Scientific Issue-Based Instruction through Integrated STEM Education
Author: Wahono, Bevo
Date: 2021-00-00
Type: Journal Articles
Subjects: Junior High School Students,Grade 9,World Views,Decision Making,Science and Society,STEM Education,Genetics,Controversial Issues (Course Content),Gender Differences,Cultural Influences,Religious Factors,Values,Teacher Role,Integrated Curriculum,Foreign Countries

This study aims to determine the role of worldview perspective on science students' decision-making process by a socio-scientific issue-based instruction through an integrated Science Technology Engineering and Mathematics (STEM) education. Understanding the decision-making process in complex themed learning is one of the most important instruments in understanding the way students think. The participants were one hundred and nine junior-high-school students from two different schools. Furthermore, the method used was a pre-experimental design with two collective groups, namely the pre-and posttest, starting with an educational study design. The results showed that there was a different perspective pattern based on the worldview perspective on students' initial decisions. Furthermore, interventions with socio-scientific issues (SSI) based instruction through integrated STEM education provided significant dynamics of change in the final science decision made by the students on the basis of a worldview perspective and gender. Some practical implications were extremely discussed, such as the crucial role of the teacher during a complex lesson topic. Therefore, this study makes an indispensable contribution to the development of the knowledge of science teaching practice, especially on how a decision-making process occurs by a socio-scientific issue-based instruction through integrated STEM education.
Examining Primary School Teachers&apos; Attitudes towards Distance Education in the COVID-19 Period
Author: Karalar, Halit
Date: 2021-09-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Distance Education,COVID-19,Pandemics,Gender Differences,Age Differences,Teaching Experience,Negative Attitudes,Foreign Countries

Due to pandemic effects all over the world, the sudden switch to distance education has doubtlessly affected primary schools more adversely in education. Concerning the pandemic period, this study aimed to examine primary school teachers' attitudes on distance education. More specifically, the survey study with 173 primary school teachers' participation examined whether teachers' attitudes towards distance education have a meaningful difference in terms of gender, age, and teaching experience. The data which was collected via the &quot;Attitude Scale on Distance Education&quot; were analyzed through independent samples t-test and one-way analysis of variance (ANOVA). The results showed that there was no statistically significant difference between gender and primary school teachers' attitudes towards distance education; however, there is a statistically significant difference according to age and teaching experience. In addition, primary school teachers' attitudes towards distance education were negative. The possible reasons for these results were discussed and some implications were presented for research, practice, and policymakers. [This study' results were presented as an oral presentation at the International Symposium on Global Pandemics and Multidisciplinary COVID-19 Studies.]
Interpersonal Problem-Solving Skills Analysis: 5-8 Years Old Children&apos;s Different Variables
Author: Seker, Perihan Tugba
Date: 2021-09-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Problem Solving,Interpersonal Competence,Preschool Children,Elementary School Students,Predictor Variables,Foreign Countries,Gender Differences,Individual Differences,Parent Background,Educational Attainment,Occupations

This study evaluates the interpersonal problem-solving abilities of 5-8 years old children in terms of different variables. The differentiation of interpersonal problem solving skills of 5-8 years old children attending preschool and 1st grade of primary school according to the demographic characteristics (child's gender, parents' age, parents' education, parents' occupation) was investigated. From among the quantitative research methods the survey model was employed. The research study group is composed of 5-8 years old children during the 2020-2021 school year in independent kindergarten, preschool and the first two grades of primary school, which are affiliated with the Directorate of National Education in Ercis District of Van-Turkey. The data of the research was collected by the &quot;Personal Information Form&quot; developed by the researcher and the &quot;Child Interpersonal Relations and Attitudes Assessment (CIRAA)&quot; developed by Holliman (2010) which was adapted to Turkish after being tested for validity and reliability. 452 children were subjected to the &quot;Child Interpersonal Relations and Attitudes Assessment (CIRAA)&quot; and &quot;Personal Information Form&quot; during the data collection process. Materials in the scale were directed to only one of the parents of 452 children and the answers given were marked. According to the research results, children's interpersonal problem-solving abilities differ significantly in terms of gender as a variable. It has been observed that the interpersonal problem-solving abilities of children differs significantly in terms of the occupation of the father, as well as the the age and education level of the mother. In subsequent studies, comparative studies are recommended, together with the measurement tools applied by children.
Misconceptions in Projectile Motion and Conceptual Changes via Geogebra Applications
Author: Aslan, Ferhat
Date: 2021-09-00
Type: Journal Articles
Subjects: Misconceptions,Concept Formation,Physics,Motion,Science Education,Preservice Teacher Education,Preservice Teachers,College Freshmen,Computer Simulation,Courseware,Foreign Countries

The purpose of this work is to examine the issue of pre-service science teachers' (PSST) Geogebra applications on misconceptions about projectile motion (PM) and the permanence of learning concepts. In this study, quantitative research method was used as scientific research method, and semi-experimental design with pre-test, post-test control group was used as a pattern. The accessible population of this study is PSST who study in a university located in Kayseri, Turkey in the 2019-2020 academic year. Sample of the study included 36 freshman PSST, studying at the university level in Kayseri. 18 of the participants are experimental-group (EG) and 18 of them are control-group (CG). Both groups learned the subject of projectile motion (PM) together in the classroom. In addition to the traditional teaching method, the EG participated eight-week in the Geogebra course based on the conceptual change model and prepared physics simulations with Geogebra. &quot;Conceptual Questions on Projectile Motion&quot; was used as a data collection tool and the data were analyzed by means of statistics (t-test) based on the difference between averages. The results revealed that both the post-test's and permanence test's mean scores of the EG PSST were significantly higher than the mean score of the CG PSST (post-test: t=2.525; p&lt; 0.05) (permanence test: t=5.466; p&lt; 0.05). Furthermore, in this study, many misconceptions about the PM were identified.
Organizational Image and Its Relation with Leader-Member Exchange and Organizational Justice in Schools
Author: Demir, Selcuk
Date: 2021-09-00
Type: Journal Articles
Subjects: Questionnaires,Organizational Climate,Educational Environment,Reputation,Justice,Leadership,Teacher Attitudes,Leadership Styles,Teacher Administrator Relationship,Secondary School Teachers,Likert Scales,Foreign Countries

This study aims to reveal the relationship between organizational image and leadermember exchange (school principal-teacher) and organizational justice in schools. 213 teachers working in secondary schools in Hatay, who were selected via the disproportionate cluster sampling method, constitute the sample of this research. The research data were gathered by using the &quot;Organizational Image Scale&quot;, the &quot;Leader-Member Exchange Scale&quot; and the &quot;Organizational Justice Scale&quot;. The Structural Equation Modeling Analysis and descriptive analysis were implemented in the research. Measurement modelling has shown that variables are statistically positively and significantly correlated to each other. A structural model has been suggested in conformity with the theoretical framework. According to the outcomes of structural equation analysis, organizational image positively affects the leader-member exchange. Teachers' perceived organizational image positively affects perceived organizational justice with the partial mediating effect of leader-member exchange. The findings of this study were discussed and some recommendations were given.
Teacher Candidates&apos; Cyberloafing Behaviors in Terms of Different Variables
Author: Tatli, Yusuf Tarik
Date: 2021-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Student Behavior,Predictor Variables,Handheld Devices,Foreign Countries,Internet

This is a descriptive study in the survey model conducted to examine teacher candidates' cyberloafing behaviors in terms of different variables. The study population consists of teacher candidates attending different departments of a state university in the academic year 2017-2018. To create the sample, students from all grade levels in randomly chosen fields of study from different departments of Education Faculty. Research data were collected using the &quot;Scale of Cyberloafing Activities&quot; and the &quot;Personal Information Form&quot;. The data collection tools were delivered from a total of 918 teacher candidates who participated in the study voluntarily. Descriptive statistics, the Mann-Whitney U, and the Kruskal-Wallis tests were applied for data analysis. As a result of the study, it was detected that the teacher candidates' level of cyberloafing in the educational setting was &quot;low,&quot; and that they usually accessed social networks and news sites. With regard to gender, it was observed that male teacher candidates, and with regard to departments that Science, Social and Turkish Education students, engaged more in cyberloafing. More than half of the participants defined their internet usage skills on an advanced and expert level, and it was detected that the level of cyberloafing increased as expertise increased. It was determined that the level of cyberloafing increased in conjunction with an increasing frequency of teacher candidates' usage of the internet on their mobile phones during the lesson and increasing grade levels.
Comparatively Investigation of the Quality of Preschool Education Environments in Turkey and the US
Author: Kaçan, Maide Orçan
Date: 2021-09-00
Type: Journal Articles
Subjects: Preschool Education,Comparative Education,Educational Quality,Kindergarten,Scores,Language Skills,Thinking Skills,Foreign Countries,Early Childhood Education,Rating Scales

A quality preschool education plays a key role in achieving its objectives. To benefit from this effect of preschool education in a positive way, countries should investigate education systems and the educational methods and practices of other countries so as to understand the problems of education and the factors affecting it. This brings about the need to examine the indicators in regard to processes and structural elements in preschool education institutions. This paper focuses on examining the quality of preschool education classes in Turkey and in the United States comparatively. Descriptive research method was used in the research. Data were collected with ECERS-R in each three classes selected with convenience sampling from three kindergartens in Turkey and three kindergartens in the US. Total score achieved in this instrument and individual scores for seven subscales were examined. In line with the data obtained in this study, the total score of the three classes in kindergartens in the US was found to be higher than those in Turkey. As for the subscales, the classes of the kindergartens in Turkey were found to have higher scores of Language-Reasoning and Program Structure which are two subscales of the instrument. The findings were discussed in the light of the related literature.
Is Global Quality Assurance System of Higher Education in United States, Vietnam and Japan Possible? Japan Foundation Japan Studies through Collaboration
Author: Abels, Patricia
Date: 2021-09-00
Type: Journal Articles
Subjects: Educational Quality,Quality Assurance,Higher Education,Accreditation (Institutions),Foreign Countries,Total Quality Management,Standards,Accountability,Educational Assessment

Higher education has jumped into the quality movement with expectations of enhancing the excellence of education being received by students. The total quality management philosophy that dominated the manufacturing industry has found its way into the education industry. W. Edwards Deming developed a set of 14 quality management principles, which can be applied to the education sector (Hughey, 2000; Prasad, 2017). Accreditation is a mechanism to inform the employers, the public and students that a university or program has met the minimum standards for quality. The injection of accountability and accreditation into the educational system has raised the expectations of an institution. External accreditation has been growing worldwide in importance. This paper looks at the development of accreditation within the United States, Vietnam, and Japan. An educational curriculum was seen to be a pillar needed for growth for each country. It became apparent that all three countries realize the importance of quality and are heavily involved in the assessment process. There are some differences in who controls the curriculum and the assessment process. However, continuous improvement is universally shared among the three countries. Developing an understanding of the accreditation process will contribute to the literature surrounding accreditation and quality assurance.
The State of Primary School Third-Grade Pupils&apos; Making Sense of the Concepts of &quot;0&quot; and &quot;1&quot;
Author: Önal, Halil
Date: 2021-09-00
Type: Journal Articles
Subjects: Elementary School Students,Number Concepts,Grade 3,Foreign Countries,Concept Formation,Arithmetic,Elementary School Mathematics

This paper focuses on determining the opinions of primary school third-grade pupils about the conceptual meaning and use of the numbers &quot;0&quot; and &quot;1&quot;. The current study employed the case study design, which is one of the qualitative research methods. In the selection of the sample, the criterion sampling method, one of the purposive sampling methods, was used. The study was conducted with the participation of a total of 114 third-grade pupils (58 girls and 56 boys) attending two state primary schools located in the city of Ankara in the fall term of the 2019-2020 school year. As the data collection tool, a semi-structured interview form developed by the researchers in relation to the concepts of &quot;0&quot; and &quot;1&quot; was used. In the analysis of the data obtained in relation to the concepts of &quot;0&quot; and &quot;1&quot;, content analysis was used. The primary school third-grade pupils made sense of the number &quot;0&quot; in association with the categories of four operations, ineffective element, absorbing element, number, natural number, meaningless, valueless, absence, even number, beginning, and letter. The categories in which most thoughts about the meaning of the number &quot;1&quot; are gathered are number, ineffective element, and uniqueness. It was determined that the pupils are more successful in the use of the numbers &quot;0&quot; and &quot;1&quot; in the addition and subtraction operations than in the multiplication and division operations.
Developing a Social Critique of Hegemony of English
Author: Anwar, Yusara
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Theory,Language Planning,Language Dominance,English (Second Language),Urdu,Official Languages,Foreign Countries,Semiotics,Language Usage,Social Theories,Sociolinguistics,Language Classification

The &quot;language pyramid&quot; in the post-colonial territories as propounded by Melchers and Shaw in 2003 aptly reflects on the status of different languages in Pakistan. At the top is English, with its heritage as a colonial language. Then is the &quot;national&quot; language Urdu which has nationalist value and is spoken by the majority as a lingua franca; while at the bottom of this hierarchy are the regional languages and their dialects. This hierarchy of languages has deeper repercussions enrooting stratification based on social class and commodification of languages. In this paper, this claim is substantiated by semiotic analysis of a social media text- an amateur video clip that went viral on Facebook in January 2021 in which owners of a high-end cafe in Islamabad mock their manager's English. The video is only the tip of the iceberg of the symbolic and linguistic capitals of English in Pakistan. This analysis is further pleaded by the literature on the critical approach to language policy and planning (LPP). This critical approach can be traced back to the 1980s and Tollefson's oft-cited book in 1991 that endeavors to situate LPP as a part of ongoing conflicts between the elites and the common masses. He regards that the evolution of the critical approach has widened its scope rendering it primarily sociocultural, dealing with the dynamics of status and prestige. Thus stated, this research attempts to converge the critical relational theory of Bourdieu with semiotics to address this issue of class discrimination based on the hegemony of English in Pakistan through a multimethodological approach.
A Collective Approach to Building an Equitable and Inclusive System That Meets the Needs of Marginalized Populations in Education
Author: Tang, Kimmie
Date: 2021-07-00
Type: Journal Articles
Subjects: Cooperation,Equal Education,Inclusion,Student Needs,Minority Group Students,Models,Educational Change

There are multiple theoretical frameworks for systematic equity and leadership development, each providing a different perspective towards a systemic approach to equity and inclusive education for marginalized populations. Although we recognize that there is no single framework or solution to build equitable and inclusive education systems, we feel that there is a need to understand how a collective approach could build a more inclusive and diverse equitable education system that meets the needs of all students. Therefore, the goal of this paper is not to promote one framework over another, but to illustrate the discussion, used in one example of Glenn Singleton's framework. Our purpose is to promote an understanding as to how one might connect to such a framework in a meaningful way. As a result, this article explains the application of the Pacific Educational Groups Systemic Racial Equity Transformation Framework as an example of how such a framework can be used within educational leadership programs to promote the development of key concepts among students. We also provide a synthesis of recent articles published in our journal for the past 10 years and discuss how they apply to this model.
CAPEA&apos;s Continuing Commitment to Equity: Collective Action on CCTC Initiatives
Author: Winkelman, Peg
Date: 2021-07-00
Type: Journal Articles
Subjects: Leadership Training,Equal Education,Professional Associations,Social Justice,Advocacy,Collectivism,Performance Based Assessment,Standards,Transformational Leadership

This article chronicles CAPEA's efforts to collectively advocate for equity-centered leadership preparation. The 2013 CAPEA journal featured an article by members' describing the organization's commitment to equity and cultural competency in leadership preparation. This article reports on efforts since 2013, a time of substantial changes in administrator certification from leadership preparation program portfolios to state-mandated performance assessments. We offer this historical perspective of CAPEA's commitment to social justice leadership preparation in California.