ethanporcaro/eric-fulltext-meta huggingface dataset:
A Cross-Cultural Analysis of Advertisements from High-Context Cultures and Low-Context Cultures
Author: Bai, He
Date: 2016-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Cultural Context,Advertising,Language Styles,Communication Strategies,Cultural Differences,Cultural Influences

With the development of economy and the change of social culture, advertisements have penetrated our life slowly and done a lot to the commercial markets. Advertisements have often been analyzed in a stylistic way for its unique language style. But language is an important part, as well as a carrier, of culture. Advertising language, as other kinds of languages, is also a significant component of culture and is a comprehensive collection of different aspects of culture. In turn, it reflects culture in its own way. A cultural pattern, put forward by Edward T. Hall and called &quot;high context&quot; and &quot;low context&quot; communication, will be focused on to analyze different advertisements from these two cultures.
Toward a Holistic View: Analysis of Pre-Service Teachers' Professional Vision in Field Experiences and Its Implications
Author: Lee, Ji-Eun
Date: 2016-00-00
Type: Journal Articles
Subjects: Holistic Approach,Preservice Teachers,Field Experience Programs,Professional Identity,Professionalism,Student Teacher Attitudes,Learning Experience,Modeling (Psychology),Observational Learning,Reflection,Participant Observation,Teaching Experience,Incidence,Content Analysis

This study investigated the aspects of learning and teaching that pre-service teachers examined at distinct time periods while taking on different roles. Participants reported on what they noticed from their past learning experiences as students, as well as their current field experiences as student teachers. Their reflective critique was created within loosely structured themes. Results showed that participants mainly focused on the &quot;teacher&quot; factor while their attention to the &quot;student&quot; factor was weak. In addition, the participants tended to avoid making critical reflections when they were in the field compared to their reflections on previous learning experiences. It would be appropriate to consider more structured observation/reflection activities to support pre-service teachers' development of the full range of teaching/learning mathematics.
Learning to Teach Music-Themed Mathematics: An Examination of Preservice Teachers' Beliefs about Developing and Implementing Interdisciplinary Mathematics Pedagogy
Author: An, Song A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Interdisciplinary Approach,Elementary School Students,Music Activities,Qualitative Research,Focus Groups,Interviews,Essays,Reflection,Teaching Methods,Student Attitudes,Lesson Plans,Grounded Theory,Coding,Individualized Instruction,Student Motivation

The study presented in this paper sought to offer a group of 21 preservice teachers with opportunities to learn about interdisciplinary mathematics pedagogy, plus the experience of implementing it with elementary students. It provided the participating preservice teachers' with an opportunity to reflect upon the potential advantages, as well as challenges, involved in developing music into an educational resource for teaching engaging elementary mathematics lessons. Analysis of the 391 pieces of qualitative reflections that were collected from the participating preservice teachers during focus group discussions, individual interviews, and self-refection essays revealed the participants' general perceptions about the benefits and challenges of teaching mathematics through music activities.
Exploring Preservice Mathematics Teachers' Perception of the Mathematics Teacher through Communities of Practice
Author: Akkoç, Hatice
Date: 2016-00-00
Type: Journal Articles
Subjects: Communities of Practice,Preservice Teachers,Student Teacher Attitudes,Mathematics Teachers,Field Experience Programs,Interviews,Student Journals,Alignment (Education),Learner Engagement,Imagination,Teacher Collaboration,Qualitative Research,Content Analysis,Student Teaching,Foreign Countries

This research aimed to analyse the induction experiences of preservice mathematics teachers during their school placements through the lens of communities of practice. The main research question was concerned with how preservice mathematics teachers perceive what constitutes the practice of a professional community of mathematics teachers. A qualitative cross-sectional study was designed. Data collection tools consisted of face-to-face interviews and journals written by participants. Data was analysed using three modes of belonging in communities of practice framework: engagement, imagination and alignment. Findings indicated that participants had valuable observations with regard to professional relationships among mathematics teachers such as openness to exchange of ideas and collaboration. Data also revealed how preservice teachers align themselves with norms and values of university and school cultures. In most cases, preservice teachers endorsed norms of teacher education programs; e.g., they were critical about the traditional methods and the way technology was used in the partnership school. Their beliefs about the importance of confidence, strong subject knowledge and formative assessment were reinforced as a result of their observations in the partnership school.
Challenging Transitions and Crossing Borders: Preparing Novice Mathematics Teacher Educators to Support Novice K-12 Mathematics Teachers
Author: Yow, Jan A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Educators,Novices,Doctoral Programs,Teaching Experience,Beginning Teacher Induction,Elementary School Teachers,Secondary School Teachers,Literature Reviews,Teacher Attitudes,Barriers,Cohort Analysis,Teacher Surveys,Mentors,Educational Resources,Reflection

Sixty-nine recently graduated doctoral students in mathematics education completed a survey to determine their perceptions of transitioning from a doctoral program into an academic position at an institution of higher education. Research literature for novice mathematics school teachers was also reviewed to document their experiences transitioning from a teacher preparation program into a school teaching position. Similar transitioning experiences were found across both groups using the theoretical framework of border crossings. Findings showed that novice mathematics teacher educators needed more teaching experiences during their doctoral preparation programs as well as more mentoring during their initial years as professors. These findings are consistent with research findings on the experiences of novice K-12 mathematics teachers. The article then discusses how these findings impact the teaching and learning of mathematics across K-12 and university settings and offers suggestions for improving the transition for mathematics teacher educators into their academic roles as novice professors.
Mathematics Pedagogical Design Capacity from Planning through Teaching
Author: Amador, Julie
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Instructional Design,Lesson Plans,Educational Change,Thinking Skills,Mathematics Skills,Context Effect,Educational Resources,Case Studies,Teacher Student Relationship,Comparative Analysis,Curriculum,Interviews,Teacher Attitudes

As teachers prepare for mathematics lessons they make instructional plans based on their knowledge and available resources. A teacher's capacity to mobilise resources to design lessons is known as his or her pedagogical design capacity. This study analyses shifts in the pedagogical design capacity of four teachers as they transition from lesson planning to lesson implementation in the classroom. Results indicate that teachers' pedagogical design capacities are reflected differently from the time of lesson planning to the time of instructional delivery, with a shift toward less curricular reliance during implementation. Findings indicate that teachers would benefit from support to know how to make changes, while teaching in ways that will best develop students' mathematical thinking. Additional work focusing on the role of context as related to pedagogical design capacity, would provide further insight for understanding teachers' abilities to use resources for mathematics instruction.
Learning Together: Practice-Centred Professional Development to Enhance Mathematics Instruction
Author: Gee, Donna
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Mathematics Instruction,Faculty Development,Teacher Collaboration,Communities of Practice,College Faculty,Program Effectiveness,Case Studies,Journal Writing,Video Technology,Teacher Attitudes,Semi Structured Interviews,Coding

Elementary teachers were involved in a two-year grant focused on professional development using lesson study processes to increase their understanding of mathematics content and effective mathematics pedagogy. The primary research questions focused on how 16 elementary teachers described their professional growth after being involved in lesson study in a professional learning community with other teachers and university professors and how they described the impact the program had on their teaching of mathematics. Case study methodology provided the tools for researchers to study complex phenomena within a professional learning community setting. Collected data included interviews of selected teachers focused on the lesson study process, teacher journal reflections, and recordings of individual teacher discussions of video taped segments of their teaching. Data indicated the participants valued collaboration within the community of learners and a change in practice through a focus on student discourse, student thinking, and questioning strategies. The majority of teachers demonstrated the change in practice; however, not all teachers demonstrated such growth.
Fostering Teacher Learning of Conjecturing, Generalising and Justifying through Mathematics Studio
Author: Lesseig, Kristin
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Mathematics Education,Mathematical Logic,Thinking Skills,Case Studies,Middle School Teachers,Lesson Plans,Observation,Teacher Characteristics,Professional Development,Mathematics Teachers,Teaching Methods,Grade 7,Assistant Principals,Coaching (Performance),Leadership,Teaching Experience,Pedagogical Content Knowledge,Video Technology,Questionnaires,Meetings,Teacher Education,Foreign Countries

Calls to advance students' ability to engage in mathematical reasoning practices including conjecturing, generalising and justifying (CGJ) place significant new demands on teachers. This case study examines how Mathematics Studio provided opportunities for a team of U.S. middle school teachers to learn about these practices and ways to promote them in the classroom. Findings demonstrate how CGJ readings and focused discussions, coupled with repeated cycles of collaborative lesson planning, observation and debrief, supported the development of teacher knowledge, professional community, and teaching resources. In addition, this paper explores the role school leadership played in facilitating Math Studio to ensure these learning opportunities were realised. Documenting how Math Studio features and participants contributed to teachers' ability to implement CGJ focused lessons not only provides insights into the difficulties teachers have shifting instruction, but also adds to our understanding of school-embedded professional development more generally.
Enhancing Direct Instruction on Introductory Physics for Supporting Students' Mental-Modeling Ability
Author: Mansyur, Jusman
Date: 2016-00-00
Type: Journal Articles
Subjects: Direct Instruction,Introductory Courses,Physics,Cognitive Ability,Modeling (Psychology),Instructional Design,Experimental Curriculum,Formative Evaluation,Program Validation,Experimental Groups,Control Groups,Intervention,Pretests Posttests,Quasiexperimental Design,Models,Interviews,Student Attitudes,Foreign Countries

This paper describes an instructional design for introductory physics that integrates previous research results of physics problem-solving and the use of external representation into direct instruction (DI). The research is a part of research in obtaining an established instructional design to support mental-modeling ability. By integrating with the previous research results of problem-solving and external representation with the characteristics of DI, we obtained stages of a hypothetical design. The hypothetical design has been developed by implementing phases of formative research to obtain a final model of enhanced direct instruction (EDI). Results of experimental phase showed that EDI can support the students' mental-modeling ability.
Design Appropriate Models Based on Intelligent Dimension in Fars Education Organization
Author: Goodarzi, Shahbaz
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Models,Principals,Administrator Surveys,Computer Uses in Education,Likert Scales,Factor Analysis,Structural Equation Models

The purpose of this study is to determine the dimensions of smart schools in the Fars education system and provide a suitable model. The research method is descriptive survey. The study population consisted of all school principals Fars Province in the academic 2014-2015 and number of them was 1364. The sample volume using Cochran method was 302 people, which was chosen by cluster. In order to achieve the objectives of the study, beginning with a review of literature and research in Iran and world history questionnaire has 4 dimensions (infrastructure, human resources, process of teaching-learning, management) and 12 elements (hardware, software, physical, administrators, teachers, students, parents, curriculum, teaching methods, content, support, evaluation) and consists of 83 items based on Likert scale was adjusted. The validity of based on (judicial authorities, supervisors and advisors) and reliability through Cronbach's alpha was calculated 0.98. After the distribution and questionnaires, data using statistical indicators and the percentage distribution, confirmatory factor analysis and structural equation modeling at 95% with SPSS 21 software and LISREL 8.8 were analyzed. Findings showed that all aspects have been confirmed and significantly (P&lt;0.05) are above average. In all cases, the load factor smart component of education indicators are approved. In dimensions of infrastructure, human resources, process of teaching-learning and management factor loadings are 0.88, 0.43, 0.85 and 0.83, respectively. Selected references valid and dimensions of these smart to have a good education with a view to confirming the standard model coefficients derived by fitting indicators to measure structural equation modeling.
Integrating Psychology and Philosophy: A Brief Analysis of &quot;The Blessing of a Skinned Knee&quot;
Author: Hu, Yali
Date: 2016-00-00
Type: Journal Articles
Subjects: Psychology,Philosophy,Interdisciplinary Approach,Beliefs,Judaism,Child Rearing,Parenting Styles,Hermeneutics,Best Practices

A brief analysis of &quot;The Blessing of a Skinned Knee&quot; gives a glimpse of beliefs and practices cherished by the family that attempts to employ Jewish teachings to raise children. The child nurturing and rearing practices are in a degree enlightening and supplementing the existing literature in education. Prevention with the inspiration from time-tested lessons of philosophy drawn from Judaism and psychology theory could bring about a marked positive impact on child rearing. Three cornerstone principles of Jewish living--moderation, celebration and sanctification are frames of reference in developing philosophy of cultivating children. Moderation helps achieve the balance between what parents ought to do and what they should let go and tells priorities and values that make peace of mind accessible in the materialistic, anxious and highly competitive world. Gratitude is the most valuable character trait children need, for being grateful and celebrating what they are granted by life, they will always see the most beautiful world and stay with the most peaceful mind, both of which are essential to the pleasure of life. Sanctification indicates that all daily enterprises are holy and therefore demand devotion and commitment.
The Influence of Educational Programme on Teachers' Error Correction Preferences in the Speaking Skill: Insights from English as a Foreign Language Context
Author: Debreli, Emre
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English Teachers,English (Second Language),Second Language Instruction,Feedback (Response),Error Analysis (Language),Error Correction,Speech Skills,Preferences,Teaching Methods,Semi Structured Interviews,Observation,Barriers,Curriculum Design,Oral Language,College Students,Educational Practices,Course Descriptions,Instructional Effectiveness,Qualitative Research

In the area of language teaching, corrective feedback is one of the popular and hotly debated topics that have been widely explored to date. A considerable number of studies on students' preferences of error correction and the effects of error correction approaches on student achievement do exist. Moreover, much on teachers' preferences of error correction approaches has also been explored. However, less seems to be done with regard to teachers' practices of error correction approaches, especially in the area of English as a Foreign Language (EFL). The present study explored EFL teacher's preferences of error correction approaches in the speaking skill, and further focused on whether the teachers were able to employ the approaches they preferred in their classrooms. Data were collected from a group of 17 EFL teachers, through semi-structured interviews and classroom observations. The findings revealed that although the teachers had clear preferences for error correction approaches, they could not employ them in their classrooms owing to the educational programme constraints. Furthermore, it was observed that they often had to adopt approaches that they were not actually in favour of. Implications for programme and curriculum designers are further discussed.
What Challenges and Benefits Can Non-Formal Law and Language Integrated Learning Bring to University Students?
Author: Atabekova, Atabekova
Date: 2016-00-00
Type: Journal Articles
Subjects: Nonformal Education,Barriers,Relevance (Education),Law Related Education,Academic Achievement,Integrated Curriculum,Language Acquisition,Learning Processes,Student Experience,Learning Activities,Interviews,Questionnaires,College Students,Instructional Effectiveness,Foreign Countries,Observation

The paper explores the ways in which non-formal content and language integrated learning within university studies can affect students' academic progress. The research has included theoretical and empirical studies. The article focuses on the observation of students' learning process, draws attention to challenges and benefits students experienced through non-formal Law and Language integrated learning. Emphasis is laid on those non-formal learning activities that may be viewed as part of the university students' training for their future professional activities. The paper provides the results of students' interviews and questionnaires revealing the issues that students consider important regarding non-formal content and language learning. The research findings aim to contribute to a better understanding of the overall interdependence of formal and non-formal learning within the university academic environment.
The Level of Satisfaction of Female Learning Disabilities' Parents with Their Kids' Integration in Regular Schools in Riyadh, Saudi Arabia
Author: Abahusain, Wedad A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Females,Inclusion,Parent Attitudes,Questionnaires,Elementary School Students,Predictor Variables,Classroom Environment,Student Evaluation,Educational Diagnosis,Intervention,Referral,Individualized Family Service Plans,Related Services (Special Education),Extracurricular Activities,Behavior Modification,Academic Accommodations (Disabilities),Foreign Countries,Statistical Analysis

This study aims at finding out the parents' level of satisfaction with the integration of their daughters with learning disabilities in regular schools in Riyadh, Saudi Arabia. The study sample consisted of 283 parents of female students. The instrument of data collection was a questionnaire consisting of 59 items for 10 domains. The study results indicated that the services provided by the resources rooms in regular schools gained the highest parents' satisfaction, followed by the services related to the means and methods used by the resources room's teacher. However, the extracurricular services gained the lowest level of parents' satisfaction. In light of the results of the current study, a number of pedagogical implications can be presented to decision makers to improve the resources room which leads to an increase of the satisfaction level of female learning disabilities' parents with their kids' integration in regular schools in Riyadh, Saudi Arabia.
The Relationship between Organizational Climate and the Organizational Silence of Administrative Staff in Education Department
Author: Pozveh, Asghar Zamani
Date: 2016-00-00
Type: Journal Articles
Subjects: Organizational Climate,Organizational Culture,Correlation,Questionnaires,Multiple Regression Analysis,Likert Scales,Office Occupations,Employee Attitudes,Demography,Organizational Objectives,Organizational Communication,Staff Role,Rewards,Foreign Countries,Educational Environment,Administrative Organization

The aim of the present study was to determine the relationship between organizational climate and the organizational silence of administrative staff in Education Department in Isfahan. The research method was descriptive and correlational-type method. The study population was administrative staff of Education Department in Isfahan during the school year 2014-2015 with a number of 517 staff, of whom a number of 220 staff were selected as the sample using stratified random sampling fit for the size and by means of Krejcie and Morgan's (1970) sampling formula. Measurement instruments were Sussman and Deep's (1989) Organizational Climate Questionnaire and Van Dyne et al. (2003) Organizational Silence Questionnaire. For data analysis, Pearson correlation coefficient, stepwise regression and multiple variance tests were utilized. The results indicated that there was an inverse and significant relationship between organizational climate, bonuses in organization (r = -0.163 and P=0.05) and procedures in organization (r = -0.196 and P=0.01), and organizational silence. The results of multiple regression indicated that the best predictors of organizational silence were procedures in organization and objectives of organization, respectively (P=0.01) among other dimensions of organizational climate. The results of multivariate analysis of variance test showed that there was a significant difference in respondents' opinions about organizational climate, considering their age.