ethanporcaro/eric-fulltext-meta huggingface dataset:
Metacognitive Awareness and Visualisation in the Imagination: The Case of the Invisible Circles
Author: Jagals, Divan
Date: 2018-00-00
Type: Journal Articles
Subjects: Visualization,Metacognition,Imagination,Role,Mathematics Education,Task Analysis,Video Technology,Word Problems (Mathematics),Mathematics Achievement,Case Studies,Foreign Countries,Mathematical Concepts,Concept Formation,Vocabulary,Student Attitudes,Cognitive Processes,Transformative Learning,Geometry,Grade 8,Grade 9

Awareness of one's own strengths and weaknesses during visualisation is often initiated by the imagination -- the faculty for intuitively visualising and modelling an object. Towards exploring the role of metacognitive awareness and imagination in facilitating visualisation in solving a mathematics task, four secondary schools in the North West province of South Africa were selected for instrumental case studies. Understanding how mathematical objects are modelled in the mind may explain the transfer of the mathematical ideas between metacognitive awareness and the rigour of the imaginer's mental images. From each school, a top achiever in mathematics was invited to an individual interview (n = 4) and was video-recorded while solving a mathematics word problem. Participants also had to identify metacognitive statements from a sample of statement cards (n = 15) which provided them the necessary vocabulary to express their thinking during the interview. During their attempts, participants were asked questions about what they were thinking, what they did and why they did what they had done. Analysis with a priori coding suggests the three types of imagination consistent with the metacognitive awareness and visualisation include initiating, conceiving and transformative imaginations. These results indicate the tenets by which metacognitive awareness and visualisation are conceptually related with the imagination as a faculty of self-directedness. Based on these findings, a renewed understanding of the role of metacognition and imagination in mathematics tasks is revealed and discussed in terms of the tenets of metacognitive awareness and imagination. These tenets advance the rational debate about mathematics to promote a more imaginative mathematics.
Examining the Need for Culturally Responsive Digital Learning
Author: Vail, Heather
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Higher Education,Culturally Relevant Education,Information Technology,Student Diversity,International Education,Marketing,Student Recruitment,Online Courses,Cultural Pluralism,College Role,College Faculty,Teacher Attitudes,Technology Integration,Foreign Countries,Case Studies,Global Approach,Management Systems,Classroom Research,Foreign Students,Classroom Communication,Multilingualism,Cultural Awareness,Technology Uses in Education

This article addresses the pedagogy and practice of tertiary learning, and in particular it asks, how is there a need for culturally responsive digital learning? Research shows how, worldwide, classroom content is being delivered through shifting, digitally -infused curriculum (van Dijck, 2013; Netsafe, 2016; Orr, 2016; Revere &amp; Kovach, 2011). The focus of this article is to examine ways in which online, participatory structures work to engage all learners. In New Zealand tertiary canto.ts, there is an increasing number of culturally diverse student cohorts (particularly due to international education marketing and strategies [Ministry of Education, 2017 ]). I consider how common spaces in the digital platforms available for educational purposes can be seen to embody a common culture. Research informing this article comes from two studies I have undertaken. The first is a practical inquiry of the use of online spaces in the 'global classroom' (a term defined in this case as the world wide web of information, and also an institution's role to educate within a multinational, multicultural population). The second is a qualitative look into how educators discovered effective learning practices, for international students in particular, based upon a study that included educator interviews at one tertiary institute. Merging data from both studies indicated that incorporating digital learning through the now-familiar online spaces requires more dynamic, culturally responsive pedagogy. This research aims to provide some improved insight for all educators looking to answer this posed question.
Digital Technologies in the New Zealand Curriculum
Author: Kellow, Jan-Marie
Date: 2018-00-00
Type: Journal Articles
Subjects: Technology Education,Information Technology,Outcomes of Education,Educational Change,Curriculum Development,Faculty Development,Barriers,Educational Resources,Teaching Methods,Elementary Secondary Education,Foreign Countries,Computer Science Education,Design,Technological Literacy,Malayo Polynesian Languages,Ethnic Groups,Pacific Islanders,English,Language of Instruction,Authentic Learning,Educational Objectives,National Curriculum

The revised Technology Curriculum for years 1-13 now includes two Digital Technologies areas: 'computational thinking for Digital Technologies' and 'designing and developing digital outcomes'. By 2020, all schools are expected to address these curriculum additions. This article outlines some of the background stated purposes for introducing this curriculum addition. I also examine some of the challenges including teacher readiness and resourcing, professional development and some resources to accompany the changes. The article also discusses how curriculum integration, including the use of authentic contexts, and the use of 'unplugged' resources might alleviate some potential challenges.
Loss Management and Agency: Undergraduate Students&apos; Online Psychological Processing of Lower-than-Expected Assessment Feedback
Author: Bowker, Natilene
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Feedback (Response),Student Empowerment,Asynchronous Communication,Online Courses,Distance Education,Introductory Courses,Teacher Student Relationship,Emotional Response,Discussion Groups,Grades (Scholastic),Expectation,Open Universities,Foreign Countries,Adults,Psychological Patterns,Educational Strategies

Identifying how students can manage the psychological complexity of receiving assessment feedback is important to gain maximum learning and for teachers to facilitate empowering online learning environments. This study discursively explores how a group of students, learning online, psychologically process assessment feedback. Data comprised 29 posts from a student-initiated asynchronous discussion in a first-year undergraduate online distance psychology course. Posts centre around different ways of managing loss over lower-than-expected assessment feedback involving three repertoires: distress, discord and review; facing the difficulties; and ways forward comprising three resources: acknowledgement and solutions, lessons learnt, and accommodating challenges. The psychological loss arising from the removal of a psychological attachment to a grade aspiration is theorised. Findings show how students' discourse functioned to (legitimately) challenge the teacher's power while also creating constructive solutions, including exercising agency over one's online learning. Teaching strategies for managing the psychology of receiving assessment feedback online are shared.
Secondary Technology Teachers&apos; Perceptions and Practice: Digital Technology and a Future-Focused Curriculum in New Zealand
Author: Reinsfield, Elizabeth
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Technological Literacy,Individualized Instruction,National Curriculum,Faculty Development,21st Century Skills,Futures (of Society),Curriculum Implementation,Foreign Countries,Educational Change

The Technology Learning Area statement in the New Zealand Curriculum has been recently reviewed to prioritise Digital Technology as a context for learning (Ministry of Education (MoE), 2007, 2017a). The emphasis provides the opportunity for teachers of technology education to guide learning in a future-focused manner, whilst also accommodating their students' social and academic needs. Four potential school-based responses are proposed, which are asserted as being likely to emerge from this recent change. Findings from a qualitative research project inform discussion about how secondary technology teachers' perceptions and interpretation of the Technology Learning Area curriculum statement can have an impact on their practices. The implications are discussed in relation to how teachers' practice can be affected by the discourse within which they teach, and to assert that a personalised approach to professional learning is necessary to enable a future-focused Technology Learning Area curriculum.
MOOCs as &apos;Chemical Attractants&apos;
Author: Parsons, Andrew
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Chemistry,Science Instruction,Access to Education,Foreign Countries,Teaching Methods

This study explores the outcomes of a chemistry MOOC, delivered on two occasions through the FutureLearn platform. Learner background and course feedback, including managing the expectations of potential participants, course facilitation, the importance of having a strong presence on the forums and the tutor having a 'face', is explored. The findings will be especially relevant to practitioners interested in learning more about how MOOCs could contribute to a university strategy for internationalisation, widening participation and public engagement. It adds to the growing literature on an educator's experience, providing an insight into the rewards and challenges of teaching in MOOCs, and aims to encourage and support other higher education providers considering developing related online courses.
Discrepancies between Adolescent and Parent Reports about Family Relationships
Author: De Los Reyes, Andres
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: Family Relationship,Adolescents,Parent Attitudes,Adolescent Development,Research Methodology,Parent Child Relationship,Adolescent Attitudes,Behavior Problems

Family relationships play an essential role in adolescent development. When studying relationship domains (e.g., quality, conflict, communication), researchers typically rely on adolescents and their parents as informants. However, across research teams, domains, and measurement methods, researchers commonly observe discrepant estimates of family relationships between informants' reports. In this article, we review theoretical models for understanding these discrepant reports, summarize research on how the degree of discrepancy between reports informs our understanding of adolescent development, and highlight directions for research. [This is the advance online version of an article published in &quot;Child Development Perspectives.&quot;]
The Work and Social Adjustment Scale for Youth: A Measure for Assessing Youth Psychosocial Impairment Regardless of Mental Health Status
Author: De Los Reyes, Andres
Date: 2019-00-00
Type: Reports - Research
Subjects: Mental Health,Health Services,Adjustment (to Environment),Mental Disorders,Psychological Patterns,Adolescents,Measurement Techniques,Youth,Test Construction,Psychometrics,Parents,Peer Influence,Interpersonal Competence,Scores,Conflict,Parent Child Relationship,Peer Relationship

A key component of delivering mental health services involves evaluating psychosocial impairments linked to mental health concerns. Youth may experience these impairments in various ways (e.g., dysfunctional family and/or peer relationships, poor school performance). Importantly, youth may display symptoms of mental illness without co-occurring psychosocial impairments, and the reverse may be true. However, all available instruments for assessing youth psychosocial impairments presume the presence of mental health concerns among those assessed. Consequently, key gaps exist in knowledge about the developmental psychopathology of psychosocial impairments; and thus how to understand impairments in the context of youth mental health. To address these issues we developed a modified version of a 5-item measure of adult psychosocial impairments (i.e., Work and Social Adjustment Scale for Youth [WSASY]) and tested its psychometric properties. A mixed clinical/community sample of adolescents and parents completed parallel versions of the WSASY, along with a multi-domain, multi-method battery of measures of adolescent internalizing and externalizing concerns, parent psychosocial functioning, adolescent-parent conflict, adolescent peer functioning, and observed social skills. On both versions of the WSASY, increased scores related to increased adolescent mental health concerns, adolescent-parent conflict, parent psychosocial dysfunction, and peer-related impairments. WSASY scores also distinguished adolescents who displayed co-occurring mental health concerns from those who did not, and related to observed social skills deficits within social interactions with unfamiliar peers. The WSASY opens doors to new areas of inquiry regarding the developmental psychopathology of impairment, including questions regarding the onset of impairments and their links to mental health. [This is the advance online version of a paper published in &quot;Journal of Child and Family Studies.&quot;]
Can Urban Districts Get Charter-Like Performance with Charter-Lite Schools?
Author: Osborne, David
Date: 2018-08-00
Type: Reports - Research
Subjects: Urban Schools,School Districts,Public Schools,Charter Schools,Academic Achievement,Educational Innovation,Institutional Autonomy,Governance,School Policy,Educational Administration

Over the past 15 years, cities across the country have experienced rapid growth in the number of public charter schools serving their students. When implemented with fidelity, the charter formula -- autonomy, choice, diversity of school designs, and real accountability -- produces continuous improvements in school quality, with impressive student gains in charter schools serving high-minority, high-poverty populations. Facing competition from public charters, urban school districts from Boston to Denver to Los Angeles began to look for ways to increase student achievement in their schools. Some attempted to spur charter-like innovation by granting traditional public school leaders more autonomy. District-run &quot;autonomous&quot; schools are a hybrid model -- a halfway point between charters and traditional public schools. They're still operated and supported by district employees, but they can opt out of many district policies and, in some models, union contracts. The theory behind school-level autonomy is that students can achieve more if those who understand their needs best -- namely, principals and teachers, not the central office -- make the decisions that affect their learning. While the amount of autonomy afforded district run autonomous schools differs from district to district, quite a few have invested in this strategy. In this report -- which is based on analysis of test scores from 2015 and 2016 and interviews with participants in Boston, Memphis, Denver, and Los Angeles -- we will examine different models, look at their results, and draw out lessons for other districts considering an autonomy strategy.
Cohort Graduation Rate: Policy and Technical Manual. 2017-18 Graduation Rates -- Based on Students First Entering High School during the 2013-14 and 2014-15 School Years
Author: Oregon Department of Education
Date: 2018-00-00
Type: Reports - Research
Subjects: Cohort Analysis,Graduation Rate,High School Students,High Schools,Accountability,Computation,Data Collection,Longitudinal Studies,Outcomes of Education,School Districts,Acceleration (Education),Grade Repetition,Time to Degree,Credentials,Group Membership,Check Lists

High School graduation rates are key indicators of accountability for high schools and school districts in Oregon. Beginning with the 2008-09 school year, the Oregon Department of Education (ODE) implemented the cohort method of calculating graduation rates. The cohort method identifies the year the student entered high school for the first time (known as the high school entry year, or cohort year) and uses longitudinal student data to determine the student's outcome after four years. An extended rate, allowing one additional year for completion, is also tracked and reported as the 5-year Cohort Graduation Rates. These reports include other outcome categories for students in the cohort, in addition to graduates, and are disaggregated by student groups such as race/ethnicity and gender. Under Oregon's State Plan, high school graduation rate targets were set for each year of accountability. Due to the additional time needed to calculate accurate Cohort Graduation Rates, the 2017-18 rates will be used as part of the 2018-19 Accountability Year determinations. [This document was produced by Oregon Department of Education, Office of Accountability, Research &amp; Information Services. For &quot;Cohort Graduation Rate: Policy and Technical Manual. 2016-17 Graduation Rates Based on Students First Entering High School during the 2012-13 and 2013-14 School Years,&quot; see ED579182.]
Preparing In-Service Teacher Using Dynamic Geometry Software
Author: Setyawan, Fariz
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Software,Educational Technology,Technology Uses in Education,Teacher Attitudes,Mathematics Instruction,Geometry,Geometric Concepts,Faculty Development,Foreign Countries

The use of technology is essential in teaching and learning process. Many researchers have already been implemented Dynamic Geometry Software (DGS) in teaching and learning process. Given the importance of DGS, it is necessary for in-service teachers to use the software in their teaching and learning. Hence, it is important to prepare in-service teacher in utilizing DGS through the professional development program. This is a qualitative research which describes a professional development program to facilitate in-service teachers in utilizing DGS. Both questionnaire and review measured in-service teachers' perceptions, knowledge and skills transfer, and impact for their practice. From the findings, four of five in-service teachers recognized that they can interact with geometric figures to move on to the next level by using DGS. The teachers felt that DGS has helped them to understand the mathematics concept and demonstrate their understanding in front of the class. Besides, DGS does not only offer opportunities for teachers and students to use them both at home and in the classroom, but they also provide a means for developing support and user communities reaching across borders especially in understanding of geometrical transformation. It has contributed that the teachers easily recognize the geometrical shapes interpretations dynamically on DGS.
Promoting Innovation and Change in English Education: Towards a Philosophy of Lifelong Learning
Author: Djebbari, Zakia
Date: 2018-11-30
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Learning Processes,Positive Attitudes,Lifelong Learning,Educational Change,Instructional Innovation,Educational Philosophy

Notwithstanding the many opportunities of learning offered to further the EFL learners' knowledge and skills needed throughout life, the majority of learners often associate learning with formal education at school, college or at university. However, with the tremendous changes in education within the globalization process, different teaching and learning types are called urgently to be applied. Lifelong learning is but one method to keep pace with the new perspectives of education and maintain a positive attitude towards learning both for personal and professional development. Hence, the present talk problematises how may the philosophy of lifelong learning promote innovation and change in the EFL teaching/learning process.
Techniques of Teaching Professional Vocabulary with Special Reference to Vocabulary Used in Media
Author: Sarifa, Najmus
Date: 2018-11-30
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Teaching Methods,Vocabulary Development,Language Usage,Mass Media,Comparative Analysis,Cues,Context Effect,Language Variation,Worksheets

English became one of the common modes to get back to the audience and common mass. Media jargons and registers are not very easy to handle and vocabulary is a key issue in media studies. This research solely emphasizes on the importance of professional English vocabulary. It also focuses on professional vocabulary of Electronic and Print Media in context of ESP. It enlightens on how different vocabulary teaching strategies can be well exploited in teaching vocabulary to the students of Electronic and Print Media. These activities of vocabulary teaching are strongly opposed to rote learning. These activities are highly productive and can be used not only for ESP learners but also for ESL and EFL students. It is a comparative research. After identifying the problem, a hypothesis has been formulated. A detailed study of literature review has been done. Similarities and differences between various vocabulary teaching strategies are being obtained. The findings of the study showed that context clues for teaching of vocabulary appears to be quite fruitful, particularly while teaching subject specific vocabulary or technical words and jargons. Vocabulary learned through this strategy is more concrete and allows learners to use their word knowledge both receptively and productively.
Code Switching as a Communicative Strategy for the Bilingual Saudi Speakers at Jouf University
Author: Alhourani, Alaa Q.
Date: 2018-11-30
Type: Journal Articles
Subjects: Code Switching (Language),Case Studies,Semitic Languages,English (Second Language),Second Language Learning,Second Language Instruction,Bilingualism,Foreign Countries,Universities,Language Role,Sociolinguistics,Audio Equipment,College Students,Discourse Analysis

Besides to the communicative function of language there is the social function which shows the role that language plays in society. This can be noted in sociolinguistics through code switching. The main purpose of the case study is to investigate and understand the functions of Arabic-English code switching among the bilingual Saudi speakers in Jouf University from a sociolinguistic perspective. The case study was carried out qualitatively. This paper focuses on the analysis and discussion of the code switching of four bilingual Saudi speakers living in Jouf, Saudi Arabia. Data were collected through observation, audio taping and semi-structured interviews. The findings indicated that there are four communicative functions of Arabic-English code switching among bilingual Saudi speakers i.e. to quote, to show off, to change topics and to express feelings.