ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of Prospective Music Teachers' Early Teacher Identity
Author: Koca, Sehriban
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Music Education,Music Teachers,Professional Identity,Teacher Education,Teacher Education Programs,Foreign Countries,Teacher Attitudes,Statistical Analysis

This study was a descriptive study that investigated prospective music teachers' early teacher identity. The study made use of a general screening model. Participants of the research is consists of 162 fourth-year music teacher candidates. The study was conducted in the spring semester of the 2015-2016 academic year at the music teaching department of the fine arts education division of different Universities in Turkey. The &quot;Early Teacher Identity Measure&quot; developed by Friesen and Besley (2013) was used in the research as data collection tool. As a result; according the results of the analysis, prospective music teachers' perceptions of early teacher identity was found to be at &quot;high&quot; level in general, and in all sub-dimensions of the measure. In the light of research results, it is considered that when teacher candidates confident in their profession, will exhibit more positive behaviors towards the students, motivate the students more easily, enjoy doing and enjoying their profession and will be able to better assume the duty, responsibility and roles of the teacher. According to the conclusions of this study, it is thought that gaining information about the teacher identity of teacher candidates will help to develop teacher education programs.
Emotioncy: A Potential Measure of Readability
Author: Pishghadamn, Reza
Date: 2016-09-00
Type: Journal Articles
Subjects: Readability,Readability Formulas,Psychological Patterns,Emotional Response,Elementary School Students,Grade 2,Grade 3,Grade 4,Early Childhood Education,Difficulty Level,Statistical Analysis,Correlation,Likert Scales,Reading Comprehension,Reading Improvement,Foreign Countries,Textbooks,Indo European Languages,Reliability,Validity,Scores

Given the deficiencies of readability formulae as reliable tools for measuring text readability in educational settings, this study aims to offer a new measure to improve the current methods of testing the readability levels of texts through the incorporation of the newly-developed concept of emotioncy. To this end, a group of 221 students were selected from the 2nd to 4th grades of an elementary school. They were given a passage from a 5th grade textbook whose readability was measured by Flesch and Fog indices. The students were asked to fill out an 8-item emotioncy scale along with a difficulty-finding item. One-way ANOVA and correlational analysis were used to analyze the data. Findings indicated that learners' comprehension increases as a result of an increase in their emotioncy levels. In the end, the results were discussed and some suggestions were made to employ emotioncy in measuring readability.
Living Transdisciplinary Curriculum: Teachers' Experiences with the International Baccalaureate's Primary Years Programme
Author: Savage, Michael J.
Date: 2016-09-00
Type: Journal Articles
Subjects: Advanced Placement Programs,Teaching Experience,Teacher Attitudes,Interdisciplinary Approach,Integrated Curriculum,Phenomenology,Educational Practices,Elementary Secondary Education,Lesson Plans,Definitions,Barriers,Delivery Systems,School Support,Interviews

An integrated curriculum that is transdisciplinary in nature seems to be a good fit for 21st Century learning. There are, however, few examples of transdisciplinary curriculum at the K to 12 level. One exception is the International Baccalaureate's Primary Years Programme (PYP) which features transdisciplinary curriculum for students from ages 3 to 12 around the world. This phenomenological study explored the lived experience of 24 PYP educators to deepen understanding of what such a curriculum looks like in practice. Three main themes were identified. The first, &quot;It's a framework&quot; outlines participants' understandings of transdisciplinary teaching and learning and the freedom a transdisciplinary framework can bring. The second theme, &quot;Get on board&quot;, examines participants' thoughts around what is required to successfully implement a transdisciplinary curriculum. The final theme, &quot;Their learning journey&quot;, discusses participants' beliefs around the success of a transdisciplinary curriculum. In general, participants appreciated the transdisciplinarity of the program. Concerns revolved around implementation issues. Suggestions on how to implement transdisciplinary teaching and learning in other contexts are provided.
Purposeful Movement: The Integration of Physical Activity into a Mathematics Unit
Author: Snyder, Kailey
Date: 2017-00-00
Type: Journal Articles
Subjects: Class Activities,Physical Activities,Integrated Activities,Mathematics Education,Units of Study,Educational Innovation,Self Determination,Theories,Pilot Projects,Program Evaluation,Program Effectiveness,Educational Strategies,Time on Task,Student Behavior,Academic Achievement,Elementary School Students,Grade 3,Evaluation Methods,Measurement Equipment,Observation,Educational Assessment,Student Evaluation,Student Attitudes,Mathematics Achievement,Intervention,Task Analysis,Summative Evaluation,Teacher Developed Materials,Multivariate Analysis

Classroom physical activity (PA) has been linked to a multitude of health and academic benefits. However, due to barriers such as lack of time and resources many teachers are not implementing classroom PA to the degree they would like to. One innovative solution is to integrate classroom PA into academic concepts. Based on self-determination theory, this pilot study evaluated the effectiveness of a teacher-developed purposeful movement teaching strategy on PA, on-task behavior and academic achievement. Two third grade classrooms participated in this pilot study, one acting as the comparison and the other working with the school Physical Education teacher to develop the active lessons. The evaluation consisted of accelerometers, direct observation, academic assessments and a write and draw activity to assess student perceptions. Significant improvements were found in steps achieved during math and on-task behavior. Findings reveal utilizing PA driven lessons is an effective teaching strategy.
Student Views with Regard to the Web-Based Problem Solving Method
Author: Emlek, Baris
Date: 2017-00-00
Type: Journal Articles
Subjects: Problem Solving,Web Based Instruction,Student Attitudes,Learning Strategies,Programming,Semi Structured Interviews,Qualitative Research,Teaching Methods,Undergraduate Students,Skill Development,Student Motivation,Aptitude Treatment Interaction,Preferences,Usability,Correlation,Self Efficacy

The purpose of this study is to determine the views of 2nd year students at a university who received the Programming course designed in accordance with the Web-based Problem Solving Method about the said method (WBPSM). The views of 11 students selected from among the 29 students who had taken the course on a voluntary basis were elicited concerning WBPSM. In this study, in which the qualitative research method was used, the semi-structured interview technique was used as the data collection instrument. The interview form, which consisted of 11 open-ended questions, was administered to the 11 students, who had taken the course. As a result of the analysis of the data obtained from the students, it was seen that the students had stated that WBPSM supported individual learning, raised interest in the course, ensured non-spatial learning, increased their self-confidence in learning on their own, gained them problem solving ability, enabled them to assume responsibility in learning, encouraged them investigate, saved time and that it was applicable for other courses, too.
Indiscipline at Public School: Teachers' Conceptions on Causes and Intervention
Author: Silva, Algeless Milka Pereira Meireles da
Date: 2017-00-00
Type: Journal Articles
Subjects: Public School Teachers,Teacher Attitudes,Discipline,Discipline Problems,Etiology,Intervention,Student Behavior,Classroom Environment,Teacher Student Relationship,Semi Structured Interviews,Questionnaires,Performance Factors,Foreign Countries,Qualitative Research

The objective of this paper is to verify public school teachers' conceptions about indiscipline and to investigate behaviors and/or events that occur in the classroom and are considered indiscipline, their possible causes and ways of dealing with the problem. The literature points out that several factors help in the configuration of frame of indiscipline in schools, but it cannot be ignored as a problem to be resolved fundamentally in the teacher-student relationship, and the educational-school psychologist is therefore an important mediator in this relationship. Forty-eight public school teachers participated in this study, applying semi-structured questionnaires and accomplishing content analysis using the program ATLAS.ti 7. The teachers understand indiscipline as aggressiveness, restlessness, inattentiveness, talking, disrespect to peers and teachers, lack of zeal with material, degradation of the heritage school, emotional problems, etc. About the causes, the analysis shows the categories: &quot;stand out familiar problems&quot; and &quot;personal problems&quot;, &quot;social problems&quot;, &quot;difficulties in the school-family partnership&quot; and, in a smaller proportion, &quot;didactic and pedagogical questions&quot; and &quot;absence of religiousness&quot;. The majority confront the problem by talking with the students and communiques to the family, trying to improve the methodology of the lessons, and just a few teachers share the situation with a director.
Research for Grit Levels of Prospective Teachers in Terms of Some Variables
Author: Beyhan, Omer
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Predictor Variables,Student Surveys,Gender Differences,Academic Achievement,Cohort Analysis,Performance Factors,Age Differences,Departments,Likert Scales,Student Teacher Attitudes,Work Attitudes,Work Ethic,Beliefs,Foreign Countries,Statistical Analysis

The meaning of the grit in TDK is determination of defeating obstacles in a job. While Duckworth, Peterson, Matthews, and Kelly (2007) clarified the grit, they said &quot;the grit is determination on longtime goals and desire level&quot;. And the also emphasized the grit's importance in success and intelligence measurement. Even Duckworth and Quinn (2009) defended that the grit as explanatory of academic success is more effective than intelligence grade. There are studies defending the grit's relation with self-arrangement, self-discipline and goal tendency and the grit's importance in explaining these concepts (Duckworth &amp; Quinn, 2009; Peterson &amp; Seligman, 2004). In this research the relation between prospective teachers' successes and grits are examined according to gender and age factors. In this research descriptive survey model was used aiming to put forward the relation between success and grit. In 2015-2016 Education Year Spring Term in NEU Education Faculty 270 last class students in different departments participated in this research. As a tool to collect data, the Grit Scale developed by Duchworth and Quinn and adapted to Turkish by Sariçam et al. (2015) was used. In this research frequency, mean, standard deviation and nonparametric statistic techniques were used to analyze the data. Mann-Whitney-U and Kruskal-Wallis tests are applied to determine whether there was a meaningful difference among the opinions of the students according to gender and success factors. The data gathered as a result of measurements during research was done in computer by SPSS software. It is seen that the grit point means of Education faculty last class students are in intermediate level, the girls', the 25+ ages' and the German department students' grit point means are higher than other groups' grit point means. When looked at the difference between the experimental and the control groups, it was seen that the students in the experimental group had more achievement scores compared to the students in the control group. The experimental method adopted created significance in favor of the experimental group.
The Effect of Creating Digital Storytelling on Secondary School Students' Academic Achievement, Self Efficacy Perceptions and Attitudes toward Physics
Author: Kotluk, Nihat
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Secondary School Students,Academic Achievement,Student Attitudes,Physics,Science Instruction,Experimental Groups,Control Groups,Pretests Posttests,Foreign Countries,Grade 10,Self Efficacy,Research Design,Statistical Analysis,Preservice Teachers,Science Teachers,Technological Literacy,Technology Integration

The purpose of this study is to examine the effect of Digital Storytelling (DST) on the (a) academic achievement, (b) attitude towards physics and (c) self efficacy perception of secondary school students. This study consists of an experimental group and a comparison group which are formed by equal number of students. The six-weeks study adopted a pretest and posttest experimental design involving 64 students in two physics classes taught by the same teacher. Digital story telling was additionally applied in experimental group. Non-parametric Tests have been used in the data analysis. Our findings indicate that DST participants performed significantly better than comparison group participants in terms of physics achievement. While in comparison group students' self-efficacy perceptions and attitudes toward physics decreased, in experimental group there was not any difference.
A Study of Developing Multicultural Awareness in Teacher Education: Watch, Write and Talk a Movie
Author: Karadeniz, Oguzhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Multicultural Education,Cultural Awareness,Mixed Methods Research,Pretests Posttests,Content Analysis,Trainees,Preservice Teacher Education,Preservice Teachers,Gender Differences,Age Differences,Cohort Analysis,Attitude Change,Student Teacher Attitudes,Beliefs,Films,Quasiexperimental Design,Hypothesis Testing,Intervention,Cultural Literacy,Foreign Countries

This study aimed to explore a valid and reliable way to raise the level of multiculturalism awareness of teachers. 61 (37 female, 24 male) trainee teachers from seven regions of Turkey attended the study. Mixed method (One­ group pretest-­posttest design and content analysis) was employed to have better results. The results are; (1) the multiculturalism perceptions of trainee teacher were high before the experimental application, (2) the multiculturalism level of perception did not change based on gender, age, region of birth and graduation type, (3) the experimental application made statistically meaningful difference in favor of post tests, (4) the perception level of trainee teachers did not change based on gender, age, region of birth and graduation type after the experimental application (5) the qualitative results of the study support the findings of quantitative results. It is expected to provide a useful perspective to decision/policy makers with this study.
Success in Introductory Calculus: The Role of High School and Pre-Calculus Preparation
Author: Ayebo, Abraham
Date: 2017-00-00
Type: Journal Articles
Subjects: Introductory Courses,Mathematics Education,Calculus,Secondary School Mathematics,High Schools,College Preparation,Mixed Methods Research,Mathematics Achievement,College Mathematics,College Freshmen,Prior Learning,Statistical Analysis,Interviews,Student Surveys,STEM Education

Calculus at the college level has significant potential to serve as a pump for increasing the number of students majoring in STEM fields. It is a foundation course for all STEM majors and, if mastered well, should provide students with a positive and successful first-year experience and gateway into more advanced courses. Studies have shown that a high percentage of students failing college calculus has caused a shortage of individuals entering fields that are heavily dependent on mathematics. Many students are entering college ill-prepared for the rigors of college-level mathematics. This mixed methods study examines the relationship among high school preparation, additional preparation in college, and introductory calculus success. Using a convenience sample of three calculus professors, seven calculus teaching assistants and two hundred and seventy one calculus students at a large public mid-west university in the United States, we investigated the relationship between the amount and level of high school mathematics and student performance in college calculus. Our results suggest that good preparations in high school pre-calculus form a springboard for future success in college calculus as well as subsequent advanced mathematics courses.
Analyzing the Statistical Reasoning Levels of Pre-Service Elementary School Teachers in the Context of a Model Eliciting Activity
Author: Alkas Ulusoy, Cigdem
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Statistics,Abstract Reasoning,Elementary School Students,Elementary School Mathematics,Case Studies,Qualitative Research,Research Methodology,Foreign Countries,Mathematical Models,Mathematics Instruction,Mathematics Teachers,Content Analysis,Mathematics

The purpose of this study is to analyze the statistical reasoning levels of preservice elementary school teachers. With this purpose, pre-service teachers consisting of 29 groups worked on a model eliciting activity (MEA) in scope of an elective course they were taking. At the end of the class, they were asked to present their solutions while working on the MEA in form of a detailed report. The data of the study consisted of these reports and solution sheets. Content analysis method was used in the analysis of the data. As a result, it was found that when the participants were asked to interpret a data set in a table, they could not establish a relationship between measurements of central tendency and variation, and their reasoning was limited or mistaken. The general tendency when pre-service teachers encounter a data set is that they think the only value representing the data set is the arithmetic mean. Additionally, it was found that, although the pre-service teachers were able to correctly compute the measures of variation such as standard deviation and interquartile range, they did not have sufficient knowledge about what these measures tell us about the variation of the data set.
Exploration of Pre-Service Teachers' Beliefs in Relation to Mathematics Teaching Activities in Classroom-Based Setting
Author: Kul, Umit
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Beliefs,Mathematics Instruction,Instructional Design,Teaching Styles,Case Studies,Observation,Classroom Observation Techniques,Measures (Individuals),Practicums,Data Analysis,Self Efficacy,Foreign Countries,Qualitative Research

This paper has been conducted to determine future teachers' mathematical beliefs and to explore the relationship between their mathematical beliefs and initial teaching practice in a classroom setting, in terms of how they design the content of teaching activities, they employed the style of teaching in mathematics, and they engaged with pupils. A collective case study approach was used for this study so as to concentrate on a belief and belief in action association with numerous examples. Pre-service teachers were observed using a variety of procedures to reveal qualitative data about their teaching practice during the school-based practicum, and were then requested to complete six open-ended questions form concerning mathematical beliefs. The analysis of data revealed considerable coherence among pre-service teachers' beliefs in relation to teaching and learning of mathematics and consistent associations between their beliefs and their teaching practices in a classroom-based setting. Although pre-service teachers' accounts emphasized the use of contemporary approaches in mathematics teaching to enhance and extend students' learning of mathematics but they felt not enough confident to integrate these ideas into teaching mathematics effectively. In addition, some teachers who held a learner-based mathematical beliefs but were teaching mathematics in a classroom with traditional sense.
Problem Solving: How Do In-Service Secondary School Teachers of Mathematics Make Sense of a Non-Routine Problem Context?
Author: Mwei, Philip K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Teachers,Secondary School Teachers,Secondary School Mathematics,Mathematics Instruction,Pedagogical Content Knowledge,Knowledge Level,Mathematics Curriculum,Heuristics,Failure,Information Retrieval,Prior Learning,Metacognition,Mathematics Skills,Comprehension,Mathematics Tests,Thinking Skills

The concept of mathematical problem solving is an important mathematical process in mathematics curricula of education systems worldwide. These math curricula demand that learners are exposed to authentic problems that foster successful problem solving. To attain this very important goal, there must be mathematics teachers well versed in content and the pedagogy of problem solving. This study investigated problem solving process of in-service secondary school teachers in a non-routine problem context. Teachers? written responses were examined based on Polya?s problem solving theory to elucidate their disposition in relation to the problem context. Findings suggest that the in-service teachers exhibit (1) greater lack of understanding of the non-routine problem, (2) insufficient capacity to select appropriate heuristic strategies, and (3) total failure to reach the final &quot;look back&quot; stage. This study recommends in-depth examination of the role of keywords, prior knowledge and experience in mathematical problems, and the importance of written testimonies in metacognition.
Fraction Multiplication and Division Models: A Practitioner Reference Paper
Author: Ervin, Heather K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Education,Fractions,Multiplication,Arithmetic,Number Concepts,Numeracy,Elementary School Mathematics,Secondary School Mathematics,Middle Schools,Mathematical Models,Algebra,Teacher Effectiveness,Pedagogical Content Knowledge,Misconceptions,Mathematics Instruction

It is well documented in literature that rational number is an important area of understanding in mathematics. Therefore, it follows that teachers and students need to have an understanding of rational number and related concepts such as fraction multiplication and division. This practitioner reference paper examines models that are important to elementary and middle school teachers and students in the learning and understanding of fraction multiplication and division.