ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparing of Mathematics Teachers Candidates&apos; Mathematical Modelling Skills: Turkey and England Samples
Author: Ural, Alattin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematical Models,Preservice Teachers,Preservice Teacher Education,Mathematics Teachers,Teaching Skills,Cultural Differences,Mathematics Achievement,Algebra,Mathematical Concepts,Teaching Methods,Teacher Competencies

This study aims to compare mathematical modelling abilities of prospective mathematics teachers. 38 Turkish prospective mathematics teachers studying at the Department of Primary Mathematics Education and 26 English prospective mathematics teachers studying at Initial Mathematics Teacher Education Program of the Graduate School of Education attended the study. Two mathematical modelling problems were given to the students. The stages of mathematical modelling given by Berry and Houston (1995) were used to examine the participants' mathematical modelling abilities. What the Turkish and English students did in each of these stages was presented separately for both problems categorically and with the percentage tables and to what extent the students were successful in these stages was shown. The achievement scores of Turkish and English students were compared with independent groups t-test. The results showed that almost all of the participants were quite inadequate especially at the point of setting the mathematical model. This result indicates that mathematics teacher candidates had difficulty in transferring algebraic concepts such as function, equation, inequality to real-life problems. On the other hand, it can be said that English participants' abilities were better than that of Turkish participants.
Examination of Attitudes of Secondary School Students towards Turkish Course Activities
Author: Cin Seker, Zeynep
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Turkish,Learning Activities,Middle School Students,Grade 5,Grade 6,Grade 7,Grade 8,Instructional Program Divisions,Grade Point Average,Gender Differences,Foreign Countries,Reading Skills,Writing Skills,Language Skills

In this study, it was aimed to determine the attitudes of secondary school students towards Turkish course activities according to various variables. In order to determine the sample of the study, deviant case sampling, which is one of the purposeful sampling methods, was used. With the mentioned sampling method, the sample of the study consists of three middle schools which are located in the city center of Erzurum and 2018 TEOG success ranking of which are the high grade, middle and low grade. 400 students participated in total. Of these, 96 were 5th graders, 88 were 6th graders, 105 were 7th graders and 111 were 8th graders. The screening model was used in the study. In order to determine the attitudes of the students, who compose the sample of the study, towards Turkish lesson activities, &quot;Attitude Scale towards Activities of Turkish Course&quot; developed by Çerçi and Derman (2016) was used. Obtained data were analyzed by SPSS 22.0 package program. As a result of the study, it was determined that secondary school students' attitudes towards Turkish course did not differ according to school level, it significantly differentiated according to the class level, the grade point average of the 5th grade students was higher than the average of the upper grade students, there was a significant difference in favor of the students who had higher grade point average compared to the Turkish course average, The grade point average of the students with high Turkish course average was higher than those with a lower grade point average and according to the gender, the difference between girl and boy students was significant in favor of girls. The results of the study were discussed with the studies in the field literature which examine the attitudes of secondary schools students towards Turkish course, reading, speaking and writing skills and suggestions were made.
Hidden Curriculum Scale in Teacher Education: A Scale Development Study
Author: Ipekel, Ilknur Izgi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Hidden Curriculum,Likert Scales,Teacher Education,Test Construction,Construct Validity,Test Reliability,Factor Analysis

The purpose of this research is to prepare a valid and reliable measurement tool in order to determine the acquisition of teacher candidates under the hidden curriculum in teacher training process. The research is a field study of descriptive quality. In the development of the scale, firstly the related literature has been examined and a pool of 66 items has been formed. Subsequently, expert opinion was received for scope validity. A draft consisting of 43 items was obtained in the line with the expert opinion. After necessary permissions were obtained, it was applied to Akdeniz University Faculty of Education for the pilot application of the scale. The scale was applied to 259 teacher candidates in the fourth year of study at Akdeniz University Faculty of Education by the researcher on May 6-17, 2019. Factor analysis was performed by using SPSS package program for construct validity of the scale. KMO (Kaiser-Meyer-Olkin) sampling and Bartlett Sphericity test were applied before factor analysis. As a result, the valid and reliable &quot;Hidden Curriculum Scale in Teacher Education&quot; was developed. [This study has been presented as a summary paper at the International Symposium on Academic Studies in Education and Social Sciences on 13-15 June 2019 in Ankara.]
An Examination of Meanings and Error Types Associated with Pre-Service Elementary Teachers&apos; Posed Problems for the Multiplication and Division of Fractions
Author: Coskun, Sumeyra Dogan
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Elementary School Teachers,Mathematics Instruction,Multiplication,Division,Fractions,Error Patterns,Pedagogical Content Knowledge

The current study aims to examine meanings and error types associated with pre-service elementary teachers' semi-structured problems for the multiplication and division of fractions. A total of 83 junior pre-service elementary teachers were recruited in the spring semester of the 2016-2017 academic year. A researcher-developed Problem Posing Test consisting of eight items was used to collect the data of this study. The findings indicated that the pre-service elementary teachers were not proficient in posing appropriate problems for the multiplication and division of fractions. Furthermore, while the most frequent error type found was a failure in expressing the multiplication operation in the question root for the multiplication of fractions, it was assigning natural number meaning to fractions for the division of fractions.
The Effects of Problem Posing Learning Model on Students&apos; Learning Achievement and Motivation
Author: Christidamayani, Agatha Puri
Date: 2020-07-01
Type: Journal Articles
Subjects: Problem Solving,Academic Achievement,Student Motivation,Learning Motivation,Mathematics Skills,Geometry,Learner Engagement,Cooperative Learning,Self Control,Middle School Students,Grade 8,Foreign Countries,Experimental Groups,Control Groups

Posing high-quality problems is a critical skill to be possessed by students in learning mathematics. However, it is still limited in literature in answering whether problem posing learning model effective in improving students' learning achievement and motivation. Therefore, the present study aims to investigate the effect of problem posing learning model in the topics of cube and cuboid on students' learning achievement and motivation. This study employs quasi experimental design with 20 students in experimental group and 24 students in control group. The study found that the problem posing learning model has insignificant effect on the students' learning achievement but has a positive and significant effect of the learning model on the students' learning motivation. Further analysis showed that the learning model also has a significant and positive effect on every aspect of students learning motivation, namely students' interests, enthusiasm, diligence, collaboration, and self-control.
EdTech Decision-Making in Higher Education
Author: Hollands, Fiona M.
Date: 2017-05-00
Type: Reports - Research
Subjects: Educational Technology,Decision Making,Higher Education,Media Selection,Best Practices,Evaluation Methods,Information Sources,Research Utilization,Evidence Based Practice,Needs Assessment,Stakeholders,Evaluation Criteria

This study investigates the decision-making inputs, processes, and practices around the acquisition of technology to facilitate teaching and learning at institutions of higher education. The goals of this study were four-fold: to understand the factors and sources that influence decisions about educational technology (EdTech) acquisition and use in higher education; to provide transparency regarding the steps and stakeholders involved in the EdTech decision-making process in higher education; to identify and showcase best practices in EdTech decision-making; and to identify ways in which education researchers, higher education decision-makers, EdTech providers and funders can collaborate to serve the best interests of learners. Findings are based on interviews with fifty-two EdTech decision-makers in for-profit, nonprofit, public and private institutions of higher education. Findings indicate that decision-makers' most common sources of on-going EdTech information are colleagues at their own or other institutions of higher education, vendors, professional associations or consortia, and consultants. Peer-reviewed research was mentioned infrequently. The most common medium for gathering information on EdTech products and trends is network events such as conferences and consortium meetings. Many interviewees reported conducting their own investigations or research on EdTech products with results often being used for continuous improvement of instruction or for deciding whether to continue or scale up use of the EdTech product or strategy. A number of recommendations are offered for EdTech decision-makers, researchers, vendors, and funders, including efforts to foster sharing of EdTech pilot studies and investigations. [This report was prepared by the Center for Benefit-Cost Studies of Education, Teachers College, Columbia University. Support was provided by Jefferson Education Accelerator (JEA). &quot;EdTech Decision-Making in Higher Education&quot; is based on a study by Working Group B for the EdTech Efficacy Research Academic Symposium, May 3-4, 2017, Washington, D.C.]
Children&apos;s Attention to Screen-Based Pedagogical Supports: An Eye-Tracking Study with Low-Income Preschool Children in the United States
Author: Flynn, Rachel M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Low Income Groups,Preschool Children,Attention,Eye Movements,Poverty,Educational Television,Video Technology,Visual Stimuli,Educational Media,Auditory Stimuli,Early Intervention,Preschool Education,Vocabulary Development

Educational screen media is increasingly salient in the lives of young children. Research affirms preschool-aged children can learn content from media when they attend to it, however less is known about how specific screen-based pedagogical supports (SBPS) might draw children's attention. Using eye-tracking methodology, the current study examines specific SBPSs that engage children's attention. The sample consisted of 106 3- to 5-year-olds from a poverty-impacted neighborhood. Participants viewed 12 video clips of Sesame Street that used four different SBPSs to support vocabulary: visual effects, visual + sound effects, explicit definitions, and explicit definitions + repetitions. Results indicated that children attended significantly more to the SBPSs with definitions. Findings also revealed differences in screen composition. Children attended more to people than objects, and attended more to on-screen conversations than conversations cut between screens. This study demonstrates the importance for educational media to use appropriate SBPSs and on-screen compositions to engage children.
Vocabulary in Educational Media for Preschoolers: A Content Analysis of Word Selection and Screen-Based Pedagogical Supports
Author: Danielson, Katie
Date: 2019-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Educational Media,Preschool Children,Content Analysis,Selection,Word Lists,Technology Uses in Education,Emergent Literacy,Video Technology,Teaching Methods,Definitions,Visual Aids,Attention,Cues

Children are spending an increasing amount of time in front of screens. However, little is known about the content of educational media, particularly in relation to vocabulary instruction. Since vocabulary is an important predictor of later reading comprehension, it warrants a thorough investigation on how it is taught in educational media. This study presents a content analysis of vocabulary instruction in a weighted sample of all educational programs on the media marketplace for young children. We examine the time spent on vocabulary in educational media, the words selected, and the screen-based pedagogical supports (SBPS) that facilitate vocabulary learning in videos. We found that few sophisticated words were selected for instruction, and identified 11 SBPSs used during vocabulary instruction in our weighted sample. These findings provide a more holistic understanding of the content of vocabulary instruction in educational media for young children.
Principles for Successful Cognitive Interventions
Author: Pasnak, Robert
Date: 2019-12-00
Type: Journal Articles
Subjects: Intervention,Cognitive Development,Thinking Skills,Program Effectiveness,Sustainability,Cognitive Ability,At Risk Students,Child Development,Program Implementation,Fidelity,Early Intervention,Elementary Secondary Education,Preschool Education

This essay is a distillations of decades of efforts at cognitive intervention by many educators. Three likely outcomes for cognitive interventions are described. Recommendations for when interventions can most effectively be conducted, and what children are most likely to respond most favorably are also advanced. Finally, the general nature of the subject matter of successful cognitive interventions, and parameters that are most likely to produce good internalization and application of whatever is conveyed by the intervention are also described.
The Tip-of-the-Tongue State and Curiosity
Author: Metcalfe, Janet
Date: 2017-00-00
Type: Reports - Research
Subjects: Recall (Psychology),Metacognition,Personality Traits,Response Style (Tests),Undergraduate Students,Memory,Difficulty Level,Recognition (Psychology),Error Patterns,Learning Processes

Theories of study time allocation and of curiosity suggest that people are most engaged with and want to devote their time to materials that are not completely mastered but also are not so difficult that they might be impossible. Their curiosity is thought to be triggered by items that are almost known, or are in what is sometimes called theregion of proximal learning. Answers that are on the tip-of-the-tongue (TOT)--not immediately recallable but nevertheless evoking a feeling of imminent recall--seem, intuitively, to be materials that have this characteristic of being almost, but not quite, fully known. We therefore, hypothesized that people would be particularly curious to see the answers to questions for which the answers were on the tips of their tongues. To test the TOT curiosity hypothesis, we gave participants 82 general information questions and quickly asked whether the answers were or were not on the tips of their tongues and whether they wanted to see the answers later. Overwhelmingly, items that were accompanied by a TOT feeling were those which evoked participants' curiosity, regardless of whether the feeling occurred in conjunction with an error of commission, an error of omission, or even with the correct answer. [This is the online version published in &quot;Cognitive Research: Principles and Implications.&quot;]
India&apos;s Policy on Early Childhood Education: Lessons for a Gender-Transformative Early Childhood in India. Echidna Global Scholars Program, Policy Paper
Author: Subramanian, Samyukta
Date: 2019-10-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Policy,Early Childhood Education,Preschool Curriculum,Preschool Children,Equal Education,Gender Issues,Females,Gender Bias,Sex Fairness,Role Models,Family Environment,Parent Aspiration,Sex Stereotypes,Educational Change,Change Agents

The Delhi government in India recently launched its preschool curriculum for the city's 10,897 communitybased preschool centers. The draft National Education Policy of India, made public in June 2019, dedicates its first chapter to the importance of early childhood care and education and the need to extend the right to education to every child who is three to six years old. It is in this context that this paper urges the government to ensure that gender sensitivity is embedded in every initiative of early childhood education (ECE) in India from here onward. Based on interviews with mothers of preschool children in underresourced communities and with teachers as well as observations of government-supported preschool centers, this paper builds the current narrative of the preschool child's ecosystem; notes the lack of gender-sensitive pedagogy in this space; and makes recommendations for what a gender-transformative approach in ECE in India should entail for men and boys, girls and women, so that India can strive for a more gender-equitable society in the years to come.
Memory and Truth: Correcting Errors with True Feedback versus Overwriting Correct Answers with Errors
Author: Metcalfe, Janet
Date: 2019-00-00
Type: Journal Articles
Subjects: Memory,Error Correction,Feedback (Response),Experiments,Questioning Techniques,Responses,College Students,Correlation,Knowledge Level,Metacognition,Evaluative Thinking

In five experiments, we examined the conditions under which participants remembered true and false information given as feedback. Participants answered general information questions, expressed their confidence in the correctness of their answers, and were given true or false feedback. In all five experiments, participants hyper'corrected' when they had made a mistake; that is, they remembered better the correct feedback to errors made with high compared to low confidence. However, in none of the experiments did participants hyper'correct' when false feedback followed an initially correct response. Telling people whether the feedback was right or wrong made little difference, suggesting that people already knew whether the feedback was true or false and differentially encoded the true feedback compared to the false feedback. An exception occurred when false feedback followed an error: participants hyper'corrected' to this false feedback, suggesting that when people are wrong initially, they are susceptible to further incorrect information. These results indicate that people have some kind of privileged access to whether their answers are right or wrong, above and beyond their confidence ratings, and that they behave differently when trying to remember new &quot;corrective&quot; information depending upon whether they, themselves, were right or wrong initially. The likely source of this additional information is knowledge about the truth of the feedback, which they rapidly process and use to modulate memory encoding.
Philadelphia Playful Learning Landscapes: Scaling Strategies for a Playful Learning Movement
Author: Robinson, Jenny Perlman
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Play,Learning,Urban Environment,Municipalities,Caregiver Child Relationship,Space Utilization,Program Development,Urban Programs,Early Childhood Education

Playful Learning Landscapes seeks to transform everyday spaces into playful learning opportunities to maximize &quot;the other 80 percent&quot; of time that children spend outside school. It lies at the intersection of the growing Child Friendly City movement and a global development agenda that calls for access to high-quality early childhood education for all. A joint project of Temple University's Infant and Child Laboratory and the Brookings Institution, Playful Learning Landscapes is a broad umbrella initiative that marries community involvement and learning sciences with placemaking in order to design carefully curated playful experiences in everyday spaces. As it focuses on learning outcomes, particularly for children and families from under-resourced communities, Playful Learning Landscapes offers a new way to involve families in the kinds of experiences that enrich relationships and enhance children's development. This report documents the scaling journey to date of Philadelphia Playful Learning Landscapes (PPLL) and the lessons learned, to help inform further expansion in Philadelphia and with adaptation and adoption by other cities and countries. Lessons are targeted toward city-level actors--policymakers, implementers, researchers, and funders in Philadelphia and beyond--who wish to expand and sustain evidence-based approaches that foster learning and caregiver-child interactions in public spaces and everyday spaces where people regularly go and can be easily engaged. The aim is to move beyond supporting the replication of a single installation, to shaping the mainstream practices of business, government, and other organizations to incorporate playful learning principles and design into their own work.
Evaluation of 2018 Initial Teacher Training Programs
Author: Ulubey, Özgür
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Foreign Countries,Teacher Education Curriculum,Curriculum Development,Teacher Attitudes,Educational Quality,Teacher Educators,Teacher Education Programs

The aim of this study is to evaluate the initial teacher training programs updated in 2018 in Turkey. In the study, the basic interpretive research design was used. Participants of the study were 32 faculty members from different programs in a faculty of education of a university in the western part of Turkey. Data were collected via face to face interviews using semistructured interview form. Findings of the study generally revealed that 2018 initial teacher training programs were not prepared in line with curriculum development principles. The faculty members think that the changes in the programs cannot meet the needs of qualified teacher training. They recommended updating the teacher training programs in line with the curriculum development principles, increasing the weekly course hours, adding the implementation hours in the courses and adding the school experience course back to the programs. [Paper presented at the International Congress on Curriculum and Instruction (6th, Kars, Turkey, October 11-13, 2018).]