ethanporcaro/eric-fulltext-meta huggingface dataset:
An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument
Author: Yu, Taeho
Date: 2015-12-00
Type: Journal Articles
Subjects: Learning Readiness,Online Courses,Electronic Learning,Factor Analysis,Reliability,Measures (Individuals),Factor Structure,Models,Social Integration,College Freshmen,Likert Scales,Student Surveys,Communication Skills,Competence,Validity,Correlation

The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and reliability of the Student Online Learning Readiness (SOLR) instrument were tested using exploratory factor analysis (EFA) and reliability analysis. Twenty items from three competencies--social competencies, communication competencies, and technical competencies--were designated for the initial instrument based on the Student Online Learning Readiness (SOLR) Model as a new conceptual model. An exploratory factor analysis (EFA) revealed that four factor-structures of the instrument of student readiness in online learning explained 66.69% of the variance in the pattern of relationships among the items. All four factors had high reliabilities (all at or above Cronbach's a &gt; 0.823). Twenty items remained in the final questionnaire after deleting two items which cross-loaded on multiple factors (social competencies with classmates: five items; social competencies with instructor: five items; communication competencies: four items; and technical competencies: six items). The four-factor structure of the Student Online Learning Readiness (SOLR) instrument has been confirmed through this study. Educators can use the Student Online Learning Readiness (SOLR) instrument in order to gain a better understanding of the level of freshmen college students' online learning readiness by measuring their social, communication, and technical competencies. In addition, this study examined two factors of social integration in Tinto's Student Integration Model (SIM) and has introduced the Student Online Learning Readiness (SOLR) conceptual model with the purpose of extending Tinto's social integration model to online learning environments.
Considering the Social Justice Mathematical Journey of Secondary Mathematics Preservice Teachers
Author: McLeman, Laura
Date: 2013-07-00
Type: Journal Articles
Subjects: Social Justice,Secondary School Mathematics,Preservice Teacher Education,Preservice Teachers,Teaching Methods,Knowledge Base for Teaching,Educational Practices,Educational Strategies,Critical Theory,Mathematics Instruction,Teaching Experience,Reflection

In this essay, the authors share some of their journey as they seek to make sense of what it might mean to prepare secondary mathematics preservice teachers to teach mathematics for social justice. The focus on how to prepare mathematics teachers to critically consider the world around them and to further develop the dispositions to become agents of change has been discussed in the research literature. What it might &quot;look like&quot; to enact this type of programmatic-level teaching at a college or university, however, has rarely been examined. Through the sharing of their thoughts and reflections, the authors hope others might draw inspiration to reconsider the teaching of mathematics courses for social justice at the program level.
Advocating for Equitable Mathematics Education: Supporting Novice Teachers in Navigating the Sociopolitical Context of Schools
Author: Willey, Craig
Date: 2013-07-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Teachers,Novices,Teacher Education,Elementary School Teachers,Educational Policy,Theory Practice Relationship,Educational Change,Disadvantaged,Urban Education,Power Structure

In this essay, the authors situate elementary mathematics teacher preparation in a broader, sociopolitical context, one that includes historical patterns of educational privilege and oppression. The authors attend to the effects of &quot;reform&quot; movements that encompass a vast array of stakeholders and interests as well as the growing significance of federal education policy on mathematics teacher education. In particular, they highlight the tensions involved in prospective teachers' first experiences in attempting to make sense of how research-based theories of learning and practice intersect with local schooling realities. The authors present questions that novice mathematics teachers might ask at the personal, interpersonal, institutional, and cultural levels; questions which hold the potential to disrupt dominant discourses and initiatives in favor of discourses that reframe mathematics education opportunities for oppressed youth in the United States.
Public Stories of Mathematics Educators: Challenges and Affordances of Learning Mathematics in a Second Language
Author: Truxaw, Mary P.
Date: 2014-12-00
Type: Journal Articles
Subjects: Affordances,Mathematics Education,Mathematics Teachers,Personal Narratives,Second Language Learning,Language of Instruction,Bilingual Education,Foreign Countries

In this public story, we explore challenges and affordances of learning mathematics when the learner's primary language is not the primary language of instruction. We, the authors, are Mary Truxaw, a predominantly monolingual (English, with limited Spanish) mathematics educator and Eliana Rojas, a bilingual (Spanish and English) bilingual/multicultural educator with expertise in mathematics education. We tell this story predominantly as a first-person narrative from Mary's point of view; however, cogenerative dialogue (Tobin &amp; Roth, 2005) between us informs the story throughout.
Building Relationships within Extended Field Placements in Elementary Education
Author: Hughes, Michelle
Date: 2015-00-00
Type: Journal Articles
Subjects: Qualitative Research,Models,Field Experience Programs,Preservice Teachers,Elementary Education,Questionnaires,Focus Groups,Observation,Experienced Teachers,Student Teaching,Interprofessional Relationship,Teacher Placement,Teacher Education,Partnerships in Education,Science Education,Mathematics Education

Researchers, using qualitative methodology, investigated whether an extended model for organizing fieldwork could potentially elevate the skills, knowledge, and dispositions of Elementary (prek-6) teacher candidates in this study. Questionnaires, focus group interviews, and observations from the pre-service and veteran teachers provided data on the perceived benefits and drawbacks of remaining with the same teacher. Results indicate that the importance of relationships, time in the field with the same teacher and classroom, and high quality modeling from the veteran teachers are essential for a successful field experience. The findings of this study offer insights into the field experience and student teaching components of teacher education: illuminating the role of extended time in fostering relationships and providing more teaching opportunities for teacher candidates.
Planning for Online Education: A Systems Model
Author: Picciano, Anthony G.
Date: 2015-12-00
Type: Journal Articles
Subjects: Technology Planning,Electronic Learning,Web Based Instruction,Internet,Systems Approach,Models,Online Courses,Higher Education,Blended Learning,Integrated Learning Systems,Computers,Staff Development,Costs,Financial Support,School Policy,Evaluation Criteria,Summative Evaluation,Formative Evaluation

The purpose of this article is to revisit the basic principles of technology planning as applied to online education initiatives. While not meant to be an exhaustive treatment of the topic, the article is timely because many colleges and universities are considering the development and expansion of online education as part of their planning activities. The article suggests that purposeful planning is key to the successful implementation of online education as opposed to disruption or radical transformation that may be damaging to an institution's culture.
Tablet Technology in Teacher Preparation: A Case Study--The Nook Initiative
Author: Jordan, Hope
Date: 2015-00-00
Type: Journal Articles
Subjects: Handheld Devices,Technology Uses in Education,Technology Integration,Teacher Education Programs,Program Implementation,Pilot Projects,Special Education,Reading Teachers,Specialists,Knowledge Level,Pretests Posttests,College Students,Student Surveys,Case Studies,Masters Programs

Regent University's Special Education and Reading Specialist Programs introduced the Nook Initiative fall 2013. This paper discusses the implementation, the need for integrated tablet technology in teacher preparation, initial outcomes of the study, and offers suggestions for practice. A second tablet pilot program introducing the iPad mini in the Career Switcher Program at Regent is also discussed.
Strong Is the Silence: Challenging Interlocking Systems of Privilege and Oppression in Mathematics Teacher Education
Author: Herbel-Eisenmann, Beth
Date: 2013-07-00
Type: Journal Articles
Subjects: Social Bias,Mathematics Education,Teacher Educators,Teacher Education Programs,Urban Schools,Mathematics Teachers,Social Influences,Minority Groups,At Risk Students,Disadvantaged Youth,Equal Education,Teacher Characteristics,Student Characteristics

In this essay, the authors provide a rationale for the need to break the silence of privilege and oppression in mathematics education. They begin by providing a brief rationale from their personal and professional perspectives, which includes background about planning and executing the Privilege and Oppression in the Mathematics Preparation of Mathematics Teachers Educators (PrOMPTE) conference, which motivated this special issue of the &quot;Journal of Urban Mathematics Education.&quot; The authors then move into a (more typical) literature-based rationale for a focus on exploring and engaging with systems of privilege and oppression in relationship to themselves as mathematics teacher educators and in the preparation of new mathematics teacher educators.
Latina/o Youth's Perspectives on Race, Language, and Learning Mathematics
Author: Zavala, Maria del Rosario
Date: 2014-07-00
Type: Journal Articles
Subjects: Race,Racial Attitudes,Language Attitudes,Mathematics Education,Critical Theory,High School Students,Multilingualism,Hispanic American Students,Interviews,Focus Groups,Racial Identification,Language Role,Student Attitudes,Identification (Psychology),Qualitative Research

In this article, the author employs critical race theory (CRT) and Latino Critical Theory (LatCrit) to examine Latina/o students' narratives of learning mathematics in a multi-lingual, urban high school. Intersectionality as a tenet of LatCrit is introduced as an important way to understand how students talk about the roles of race, language, and other central identities in their mathematics identity development as well as how they believe race may or may not matter in other people's mathematics achievement. The author's analysis illustrates how mathematics identities are co-constructed in relation to racial, linguistic, and gendered narratives of Latina/o youth. In general, the study adds empirical evidence to previous research on the difficulties that high school students encounter when articulating how race matters to their own identities in academic subjects and highlights the nuanced ways Latina/o students make connections between race, mathematical achievement, and schooling experiences in and through narratives of school success and failure.
Are There Metrics for MOOCs from Social Media?
Author: Ruby, Alan
Date: 2015-12-00
Type: Journal Articles
Subjects: Online Courses,Instructional Effectiveness,Social Media,Learner Engagement,Educational Indicators,Access to Education

Since &quot;the year of the MOOC&quot; in 2012, the effectiveness of massive open online courses (MOOCs) has been widely debated. Some argue that MOOCs are not an effective mode of instructional delivery because of low completion rates. In the interest of developing alternative indicators of performance this study draws from recent efforts to measure engagement in social media, as well as from research on indicators of student engagement in traditional college courses. Using data from 16 Coursera MOOCs offered by the University of Pennsylvania we calculate standardized access rates for lectures and assessments. While these indicators have clear limitations as measures of educational progress they offer a different, more nuanced understanding of the level and nature of users' engagement with a MOOC. This paper shows that a very small share of users takes up available opportunities to access course content but notes that the standardized access rates compare favorably with those for social media sites and with response rates to large-scale direct mail marketing programs. For MOOC providers and platform managers, indicators like the ones developed in this study may be a useful first step in monitoring the extent to which different types and combinations of activities may be providing better opportunities for learning.
Latinas and Problem Solving: What They Say and What They Do
Author: Guerra, Paula
Date: 2014-12-00
Type: Journal Articles
Subjects: Problem Solving,Hispanic American Students,Mathematics Skills,Minimum Competencies,Mathematical Aptitude,Task Analysis,Mathematics Education,Cognitive Style,Grade 8,Interviews,Focus Groups,Learning Strategies,Student Attitudes

In this article, the authors present three adolescent Latinas' perceptions of ideal mathematical competencies, their perception of their individual &quot;abilities&quot; in mathematics, and their work on a mathematics problem-solving task. Results indicate that these Latinas recognize flexible mathematics as the ideal mathematical competency in problem solving but demonstrate rigid mathematics in the problem-solving task. Reasons for the discrepancy between the three Latinas' perceptions of ideal mathematical competencies and their own work on mathematical tasks are discussed. Implications related to opportunities for girls of color to pursue careers in STEM fields are discussed as it relates to flexible problem-solving skills in mathematics.
High-Achieving Black Students, Biculturalism, and Out-of-School STEM Learning Experiences: Exploring Some Unintended Consequences
Author: McGee, Ebony O.
Date: 2013-12-00
Type: Journal Articles
Subjects: Learning Experience,STEM Education,High Achievement,Out of School Youth,African American Students,Racial Bias,Racial Identification,Case Studies,Student Experience,Coping,High School Students,Biculturalism,Phenomenology,Racial Relations,Interviews

In this article, the author discusses the complex challenges of high-achieving Black students who are successful in becoming immersed in predominately White STEM (science, technology, engineering, and mathematics) spaces and how such immersion can exacerbate their experiences of racial stereotyping and other forms of racial bias. The author illustrates these complex racialized experiences through the story of Maurice, a high-achieving high school mathematics student who successfully negotiated the White spaces he occupied yet did not indicate interest in pursuing a STEM-related career. Although Maurice developed sophisticated bicultural competencies that allowed STEM professionals and educators to view him positively, he decided that compromising his own racial, cultural, and individual identities to pursue a STEM college major and career was too costly. The discussion in general highlights how racial and ethnic stereotyping which is endemic throughout STEM education and careers can push mathematically competent Black students out of the STEM pipeline prematurely.
Ethnomodeling as a Research Theoretical Framework on Ethnomathematics and Mathematical Modeling
Author: Rosa, Milton
Date: 2013-12-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnography,Mathematical Models,Mathematics,Mathematics Education,Mathematics Instruction,Teaching Methods,Cultural Relevance,Epistemology,Definitions,Cultural Influences,Research Methodology,Cultural Background,Ethnic Groups

In this article, the authors discuss a pedagogical approach that connects the cultural aspects of mathematics with its academic aspects in which they refer to as ethnomodeling. Ethnomodeling is the process of translation and elaboration of problems and questions taken from systems that are part of the daily life of the members of any given cultural group. Here, the authors offer an alternative goal for research, which is the acquisition of both emic and etic forms of knowledge for the implementation of ethnomodeling. They also offer a third perspective on ethnomodeling research, which is the dialectical approach, which makes use of both emic and etic knowledge. Finally, the authors define ethnomodeling as the study of mathematical phenomena within a culture because it is a social construct and culturally bound.
Urban Latina/o Undergraduate Students' Negotiations of Identities and Participation in an Emerging Scholars Calculus I Workshop
Author: Oppland-Cordell, Sarah B.
Date: 2014-07-00
Type: Journal Articles
Subjects: Urban Areas,Workshops,Mathematics Education,Qualitative Research,Critical Theory,Self Concept,Racial Identification,Case Studies,Mathematics Achievement,Undergraduate Students,Student Attitudes,Calculus,Whites,Institutional Characteristics,Hispanic American Students,Cooperative Learning,Race,Sociocultural Patterns,Learning Theories,English for Special Purposes,Interviews,Questionnaires,Observation

In this article, the author presents a qualitative multiple case study that explored how two urban Latina/o undergraduate students' emerging mathematical and racial identity constructions influenced their participation in a culturally diverse, Emerging Scholars Program, Calculus I workshop at a predominately White urban university. Drawing on critical race theory and Latina/o critical theory, cross-case analysis illustrates that participants' emerging mathematical and racial identities--co-constructed with their other salient identities--contributed to positively shifting their participation by: (a) changing their perceptions of their and peers' mathematics abilities, (b) allowing them to challenge racialized mathematical experiences, and (c) strengthening their comfort levels in the workshop environment. The Latina/o participants' counter-stories support that the sociopolitical nature of identity development and participation in mathematical learning contexts should be embraced because it provides additional knowledge regarding how and why Latina/o students attain mathematical success.
K-8 Teachers' Concerns about Teaching Latino/a Students
Author: Anhalt, Cynthia Oropesa
Date: 2013-12-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Middle Schools,Secondary School Mathematics,Mathematics Teachers,Elementary School Teachers,Middle School Teachers,Teacher Surveys,Faculty Development,Student Diversity,Cultural Differences,Language Minorities,Social Influences,Hispanic American Students,Social Bias,Ethnic Stereotypes,Teaching Methods,Learning,Cultural Influences,Family Influence,Academic Ability,Student Characteristics,English Language Learners,Factor Analysis,Statistical Analysis

In this article, the authors examine elementary and middle school mathematics teachers' concerns about teaching Latino/a student populations across three regions in the United States: southern Arizona, northern New Mexico, and central California. Surveys were administered to 68 teachers who participated in professional development activities on language and culture diversity. Survey questions consisted of items from three domains: (a) concerns about social issues central to teaching Latino/a students, such as discrimination, multiculturalism, and stereo-types; (b) concerns about the task of teaching Latino/a students focusing on methods, strategies, materials, and new ideas for teaching; and (c) concerns about Latino/a students' learning, which dealt with factors that impact student performance in school, such as home environment, family culture, and expectations. In general, the authors found that the surveyed teachers were highly concerned with issues about teaching Latino/a students and their learning and were less concerned about social issues in teaching Latino/a students.
Interview with Joe Freidhoff: A Bird's-Eye View of K-12 Online Learning
Author: Pourreau, Leslie
Date: 2015-12-00
Type: Journal Articles
Subjects: Electronic Learning,Elementary Secondary Education,Scholarship,Educational Trends,Interviews,Educational Research,Online Courses,Individualized Instruction,Competency Based Education,Educational Policy,Distance Education,Enrollment Trends,Educational Benefits,Technology Integration,Researchers

The intent of this article is to introduce long-time &quot;Online Learning&quot; readership to the field of K-12 online learning while also providing direction for the K-12 online learning scholars about where the field is going or should be going in terms of meeting the needs of K-12 stakeholders. Recently an interview was conducted with Dr. Joe Freidhoff, executive director of the Michigan Virtual Learning Research Institute, where he provided his perspective on this ever-changing field. Dr. Freidhoff responded to questions about his background and position at the Michigan Virtual Learning Research Institute; defined the scope of the field; his thoughts on three or four seminal pieces in the field and why they were important to the field; challenges faced by K-12 online learning scholars; where K-12 online learning might be in 20 years; and how research should help shape this vision.
An Examination of an Online Tutoring Program's Impact on Low-Achieving Middle School Students' Mathematics Achievement
Author: Chappell, Shanan
Date: 2015-12-00
Type: Journal Articles
Subjects: Response to Intervention,Quasiexperimental Design,Educational Quality,Qualitative Research,Mathematics Instruction,Tutors,Program Descriptions,Scores,Mixed Methods Research,Tutoring,Program Effectiveness,Mathematics Tests,Student Attitudes,Teacher Attitudes,Mathematical Concepts,Synchronous Communication,Computer Assisted Instruction,Rural Schools,Pretests Posttests,Mathematics Achievement,Middle School Students,Electronic Learning

The purpose of this mixed methods study was to determine the impact of synchronous online tutoring services on struggling middle school students' mathematics achievement. The online tutoring was provided as a response to intervention (RTI) Tier 3 support (intensive, individualized intervention) in schools implementing a school-wide mathematics program that addresses Tier 1 (high-quality classroom instruction) and Tier 2 (small group interventions). We employed quasi-experimental, within- and between-group designs to examine impacts for 119 students in two schools to measure the tutoring's impact on mathematics assessment scores. We also conducted qualitative analyses of student and tutor postsession commentary. The findings suggest that the tutoring contributed to statistically significant gains in student assessment scores postintervention. Online tutors' descriptions of their practice centered on ongoing progress monitoring of student learning, delivery of guided practice to students, the use of multiple explanations and representations of target concepts. Student perceptions of the online tutoring were predominately positive in nature.