ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Students&apos; Performance in Mathematics in Tanzania: The Teacher&apos;s Perspective
Author: Mazana, Mzomwe Yahya
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Achievement,Teacher Attitudes,Elementary School Students,Secondary School Students,College Students,Elementary School Teachers,Secondary School Teachers,College Faculty,Academic Failure,Gender Differences,Cultural Influences,Gender Bias,Educational Policy,Teaching Methods,Teaching Skills,Teacher Education Programs,Accountability,Student Characteristics,Educational Quality,Family Environment,Educational Environment,Peer Influence,Environmental Influences,Teacher Characteristics

One of the aims of teaching and learning mathematics is to encourage and enable learners to become confident in using mathematics to analyze and solve practical problems in real-life situations. However, while a few students prosper in learning of mathematics, many students find it difficult and ultimately fail the subject. This study analyses students' mathematics performance data and examines the perception of teachers on the causes of poor academic performance in mathematics among students in Tanzania. The study also probes on teachers' emotions when teaching mathematics. The study utilizes the primary, secondary and tertiary students' performance data during the period 2008 to 2016. The data were obtained from the National Examination Council of Tanzania and the College of Business Education records as well as 28 semistructured interviews with purposively selected teachers and lecturers. Data are analyzed through content analysis and descriptive statistics. Findings reveal higher failure rates in primary and secondary schools particularly lower secondary school. Gender differences exist at all levels of education with girls underperforming in primary, lower secondary, and college examinations due to cultural factors impacting female students' learning. Factors associated with student's poor performance in mathematics are in line with Walberg's productivity model but for Tanzania, policy environment and culture also play an important role. The findings reveal that majority of mathematics teachers and lecturers possess mixed emotions towards student's ability and the teaching-learning environment. Measures to improve the situation suggested include; enhancement in teaching-learning environments, classroom instructions, teaching skills, students learning skills, teacher training programs, attitude of the community, and accountability. The results provide information about the trends of mathematics achievement and associated factors for educators and other stakeholders to consider the implication in curriculum and instructional practices of mathematics at all levels of education.
Factors Affecting Senior High School Students to Solve Three-Dimensional Geometry Problems
Author: Alghadari, Fiki
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Secondary School Mathematics,Mathematics Instruction,Geometry,Problem Solving,Mathematics Skills,Self Efficacy,Foreign Countries,Gender Differences,Cognitive Style

Geometry mastery is a must for high school students, affected by several factors such as learning approach (LA), gender, level of basic geometry competencies (BGC) and level of mathematical self-efficacy (MSE) among others. The purpose of this study is to examine those factors that affect the geometry problem solving (GPS) abilities of the students. This study involved 101 Indonesian high school students. They were divided into two groups based on the implemented LA, namely the investigative learning group and the direct instruction group. Data were collected through three instrument types, namely test of BGC, GPS, and MSE. The MSE scale consists of two models namely mathematics test-taking self-efficacy (MTSE) and mathematical skill self-efficacy (MSSE). Data were analyzed using ANOVA techniques, path analysis, and error analysis. The path diagram is MSE, which mediates the BGC effect on GPS. Data analysis results revealed that the level of BGC, MTSE as well as interactions between LA and gender had a significant impact on the GPS capability of students. In this case, the BGC of the students impacted their MSE and thus impaired their GPS skills, which also moderated the gender and learning. There are phases in the process of solving problems that tend to hamper student performance. The visualization process appears to be done by female students, while male students make representations when they do. The researchers, therefore, suggest further research related to gender-based LA study in the geometry curriculum to improve the ability of the students.
Insights into the Teaching of Gradient from an Exploratory Study of Mathematics Textbooks from Germany, Singapore, and South Korea
Author: Choy, Ban Heng
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Textbook Content,Mathematics Instruction,Cultural Differences,Mathematical Concepts,Difficulty Level,Secondary School Mathematics,Visual Aids

Textbooks, which form the staples of a teacher's set of resources, play a critical role in deciding what and how mathematics is taught in classrooms. However, textbooks do not always present concepts in ways that enhance understanding by students, nor are they always comprehensive in the treatment of a topic. In this exploratory study, we analyse three mathematics textbooks from Germany, Singapore, and South Korea to examine how gradient, an important but not well-understood concept, is presented. For each of the textbooks, we characterise the introductory chapter on gradient in terms of contextual (educational factors), content, and instructional variables in relation to the curriculum emphases across the three countries. In addition, we represent these findings using visual representations, which we called textbook signatures. We share insights from our analyses, raise questions, and suggest implications for future research in textbook analyses and ways to represent the findings from such analyses.
The Effects of Advance Graphic Organizers Strategy Intervention on Motivation to Learn Science in Primary Six Students with Learning Disabilities
Author: Mostafa, Amaal Ahmed
Date: 2017-12-00
Type: Journal Articles
Subjects: Instructional Materials,Teaching Methods,Student Motivation,Students with Disabilities,Elementary School Students,Learning Disabilities,Intervention,Program Effectiveness,Science Instruction

The objective of this study was to investigate the effects of Advance Graphic Organizers Strategy Intervention on motivation to learn Science in primary six students with learning disabilities. 60 students participated in the present study. Each student participant met the following established criteria to be included in the study: (a) a diagnosis of LD by teacher's references, and learning disabilities screening test (Kamel, 1990); (b) an IQ score on the Mental Abilities Test (Mosa, 1989) between 90 and 118; (c) Neurological scanning results indicated that they were neurologically deficient; and (d) absence of any other disabling condition. The sample was randomly divided into two groups; experimental (n= 30 boys ) and control (n= 30 boys). The effects of implementing the advance graphic organizers strategy on students' academic motivation were assessed using a repeated-measures design, pre- post- and follow-up testing. ANCOVA analysis for the differences in post-test mean scores between experimental and control groups in academic motivation showed that the (F) value was (521.447) and it was significant value at the level (0.01). Scheffe test for multi-comparisons in academic motivation scale showed that there were statistical differences between pre and post measures in favor of post test, and between pre and follow up measures in favor of follow up testing , but no statistical differences between post and follow up testing.
Cross-Cultural Measurement Invariance of the Items in the Science Literacy Test in the Programme for International Student Assessment (PISA-2015)
Author: Alatli, Betül
Date: 2020-04-00
Type: Journal Articles
Subjects: Secondary School Students,Foreign Countries,International Assessment,Achievement Tests,Cross Cultural Studies,Factor Analysis,Scientific Literacy,Test Bias,Item Response Theory,Generalization,Cultural Differences

This study aimed to investigate cross-cultural measurement invariance of the PISA (Programme for International Student Assessment, 2015) science literacy test and items and to carry out a bias study on the items which violate measurement invariance. The study used a descriptive review model. The sample of the study consisted of 2224 students taking the S12 test booklet from Australia, France, Singapore, and Turkey. Measurement invariance analyses for the test were done using Multi-Group Confirmatory Factor Analysis (MGCFA). Differential Item Functioning (DIF), in other words, measurement invariance of the test items, was analyzed using the item response theory log-likelihood ratio (IRTLR), Hierarchical Generalized Linear Model (HGLM), and the Simultaneous Item Bias Test (SIBTEST) methods. According to the findings, the test was determined to exhibit structural invariance across cultures. The highest number of items showing DIF was observed in the comparisons of Australia-Singapore and Australia-France with 35%. The number of items showing DIF, with 24%, determined in bilateral comparisons which included Turkey, the only country taking the translated form among other countries, did not show a significant difference compared to the other comparisons. While the lowest number of items showing DIF was obtained from Singapore-France samples with 12%, the rate of items indicating DIF in the France-Turkey samples was 18%. On the other hand, 35% of the items showed cross cultural measurement invariance. An item bias study was carried out based on expert opinions on items identified and released as showing DIF in the comparisons of Turkey with Australia and Singapore. According to the findings, translation-bound differentiation of the items, familiarity of a culture group with the contents of the items, polysemy in the expressions or words used in the items, the format, or the stylistic characteristics of the items were determined to be the cause of the bias in the skills measured with the items.
Numbers and Nerds: Exploring Portrayals of Mathematics and Mathematicians in Children&apos;s Media
Author: Hall, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Mass Media Role,Socialization,Mathematics,Personality Traits,Books,Video Games,Films,Web Sites,Television,Programming (Broadcast),Elementary School Students,Student Attitudes,Stereotypes,Professional Personnel,Mathematics Education,Self Concept,Foreign Countries,Grade 4,Grade 8,Gender Differences,Instructional Program Divisions,Error Patterns,Popular Culture

Media play an important role in young people's lives as an agent of socialization, both generally and with regard to mathematics. To understand the mathematics-related messages disseminated to young people via popular media, we analyzed portrayals of mathematics and mathematicians in over 40 media examples (television shows, movies, websites, video games, and books). Notably, the selection of media was based on elementary students' responses to a questionnaire about their media favourites, thus enabling an analysis of the messages to which students are exposed during typical media use. While there were differences in the portrayals across the media types, the messages disseminated consistently related to the invisibility of mathematics, narrow views of mathematics, and stereotypical portrayals of mathematicians. Such messages are problematic as they can influence young people's views of mathematics and mathematicians, as well as of themselves as mathematics learners.
Implications of Summative and Formative Assessment in Japan -- A Review of the Current Literature
Author: Bacquet, Jennifer Ngan
Date: 2020-04-00
Type: Journal Articles
Subjects: Summative Evaluation,Formative Evaluation,Foreign Countries,Literature Reviews,Nontraditional Education,High School Teachers,Models,Outcome Based Education,Test Coaching,High School Students,Educational Change

My personal experience as a teacher in Japan has raised questions about the usefulness of both summative and formative assessment, the possible benefits of non-traditional approaches to classroom instruction, and the influence of assessment measures in the success of Japanese students. For instance, the use of collaborative, inquiry, task or project-based learning in Japanese high schools is nearly non-existent because of the structure of government-led educational standards, which mostly focus on preparing students for university entrance examinations. By critically looking at the latest existing literature on the uses and impact of assessment in Japanese education, this paper aims to further contribute to the discussion on the topic by elucidating possible implications for teachers and researchers who are interested in the context of Japan or similar educational settings. This paper also attempts to look at Japan's current educational practices and how cultural tradition is woven into the integration of teaching philosophy.
Can the Dimensions of Identity, Investment and Empowerment Increase Social Inclusion for Second-Language Learners? -- Moving towards the Creation of a Conceptual Framework
Author: Bacquet, Gaston
Date: 2020-04-00
Type: Journal Articles
Subjects: Inclusion,Second Language Learning,Student Empowerment,Self Concept,Social Mobility,Language Teachers,Teacher Role,Student Participation,Social Integration

Much of social research in language learning in the past twenty years has been devoted to explore issues of identity construction and its sociological implications in terms of mobility and inclusiveness. There are a large number of studies on the areas of culture and identity, and how they relate to the investment and empowerment of language learners (Dörnyei, 2005; Dörnyei &amp; Ushioda, 2011; Norton, 1997, 2000, 2013, 2015; Norton &amp; Davin, 2015; Ushioda, 2011). Some of these have been pivotal in the development of identity research for the past two decades and have laid the foundation upon which further research has been done: Norton (1995) proposed her Classroom-Based Social Research, in which learners become ethnographers of sorts under the encouragement of teachers; Brunton and Jeffrey (2014) examined some of the factors that might lead to empowerment with foreign students in New Zealand (2013), Diaz, Cochran, and Karlin (2016) conducted a study in American classrooms to investigate the impact of teachers' behavior and communication strategies on students' achievement and feeling of empowerment, and more recently Howard (2018) investigated the impact of teachers' attitudes in the construction of sociocultural identities in African-American students. Such research has provided a wealth of insight and suggested practices, but in this researcher's opinion they have come short in providing any definite answers as to how to implement them or the outcomes they might yield. The purpose of this paper is to shed new light on how the aforementioned dimensions of identity construction, empowerment and investment can result in greater social inclusion for second-language learners. The paper analyzes each dimension separately, provides a theoretical background that links them to language learning, and then discusses some possible implications for teachers and researchers on how to further recruit students' investment and enhance their sense of empowerment and inclusion.
Teacher Perceptions of Gender Roles, Socialization, and Culture during Children&apos;s Physical Play
Author: Alanazi, Dalal
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Sex Role,Play,Gender Differences,Physical Activities,Social Development,Social Characteristics,Preschool Children,Cultural Differences,Interpersonal Competence,Preschool Teachers,Feminism

Play involves activities promoting children's development in physical, social, emotional, and cognitive domains (Dewar, Servos, Bosacki, &amp; Coplan, 2013). The existing literature describes ways in which teachers' perceptions may influence children's emerging gender roles during physical play. This paper describes teachers' perceptions of children's gender roles and the relationship with physical play. A teacher's potential influence on emerging gender roles during physical play is discussed.
Teacher Agency through Duoethnography: Pedagogical DNA in a Community of Learner-Teachers
Author: Hogle, Lauri A.
Date: 2020-05-00
Type: Journal Articles
Subjects: Teacher Empowerment,Ethnography,Cultural Context,Music Teachers,Preservice Teachers,Theory Practice Relationship,Teacher Educators,Diaries,Graduate Students,Educational Philosophy

Through a duoethnographic study (Norris, 2008), Caitlyn, a newly graduated music educator and now masters student, and I, a seasoned music educator and new music teacher educator at Caitlyn's alma mater, collaboratively explored the experience of preservice teaching from our divergent roles and generational perspectives. Seeking to understand development of &quot;music teacher agency,&quot; we entered into a process of duoethnographic dialogue journaling as a primary data source. Ascribing to the tenets of this innovative qualitative methodology, we created and interrogated interwoven dialogic narratives as we mutually investigated curricular approaches to and practices of the last year of preservice music education. The co-constructed process of duoethnography (a) enabled us to synthesize theory and research method with practice; (b) fostered development of professional identities through reflection within equitable and collegial relationships; (c) and potentially mitigated fears as each participant experienced emancipatory dialogue toward positive change, heightening music teacher agency.
Second Language Speaking Anxiety among Malaysian Postgraduate Students at a Faculty of Education
Author: Badrasawi, Kamal J. I.
Date: 2020-04-00
Type: Journal Articles
Subjects: Second Language Learning,Anxiety,Foreign Countries,Graduate Students,Gender Differences,Individual Differences,English (Second Language),Speech Communication,Communication (Thought Transfer),Likert Scales,Measures (Individuals)

This study examined the level of L2 speaking anxiety among school teachers undertaking a master's degree at the International Islamic University Malaysia and sought to determine if the anxiety level would differ by gender, school location and teaching subject. A convenience sample of 290 teachers completed a 12-item survey on L2 speaking anxiety adapted from Nazir et al. (2014). The survey data were analyzed using the Rasch measurement modeling for polytomous data, independent samples t-test and one-way ANOVA. Overall, the respondents did not show high levels of speaking anxiety, (Mean -0.89 logits). Most were largely worried about being able to express themselves effectively in English (-0.66 logits), making mistakes in speaking (-0.31 logits), and how lecturers would react to their mistakes (-0.38 logits). The sample's speaking anxiety scores were found to differ significantly by teaching subject, while no statistically significant differences were observed in regard to gender and school location. The results imply that the teachers need to be helped in terms of confronting the factors that cause them to be anxious about speaking in English. In terms of research, in-depth qualitative studies need to be undertaken to further understand the nature of L2 speaking anxiety among schoolteachers, while quantitative studies with larger samples are recommended to uncover underlying factors of speaking anxiety.
Nethnographic Research Report on Families with Members with Disabilities in Social Media and Facebook
Author: Smieszek, Mateusz
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnography,Family Attitudes,Organizational Culture,Social Media,Internet,Legal Problems,Family Relationship,Disabilities,Communities of Practice,Advocacy

Article presents nethnographic qualitative research report partially based on the research completed in 2017 as thesis at the Chair of Disability Studies, Faculty of Education Sciences, Nicolaus Copernicus University in Poland. The research was conducted within 4 online open groups, organizational cultures of families with children, youth or adults with disabilities who are participating in social media in Poland. The primary focus of the research was the law and legal issues' perception by families. However, in this paper we refer to wider aspects of general online activities undertaken by the members of researched 4 groups, that in fact form online organizational disability cultures. Presented results of analysis contain categories as: basic cultural artifacts (material and symbolic), values of 4 analyzed groups and underlying assumptions, according to the model of organizational culture by Edgar H. Schein (2010). Furthermore we discuss the general activities of participants in the context of the core research topic that was law and legal aspects of public online discussions. The main research question was formulated as follows: how families (from 4 organizational cultures online) with members with disabilities are active on social media in the context of the law and legal issues? Collected qualitative data was elaborated on the ground of the organizational culture model according to 3 levels of organizational culture indicated by Schein (2010) as: (1) artifacts, (2) espoused beliefs and values, and (3) cultural underlying assumptions.
Enhancing Discipline Specific Skills Using a Virtual Environment Built with Gaming Technology
Author: Smith, Shamus
Date: 2020-00-00
Type: Journal Articles
Subjects: Skill Development,Interdisciplinary Approach,Simulated Environment,Work Environment,Buildings,Computer Simulation,Emergency Programs,Fire Protection,Foreign Countries,Nursing Education,Construction Management,Game Based Learning,Safety Education,Vignettes

This article describes use of a virtual environment in a multi-disciplinary context to enhance discipline specific skills. A virtual environment built by reusing gaming technology was modified in a collaboration across Computing, Construction Management and Nursing &amp; Midwifery disciplines. A two-staged pilot evaluation considered (i) a construction management cohort engaged with regulatory building inspection critically analyzing their environment to determine compliance and (ii) a nursing cohort, building occupant's experience in a virtual fire drill. Feedback from cohorts was used to improve the virtual environment and reflect on the use of simulations in this context. Results suggest students appreciate graphical realism in the simulated environment and the ability for the virtual environment to enhance practicality in learning and to contextualize theory.